Tamique Ridgard Peters

Tamique Ridgard Peters

Ph.D.

Visiting Assistant Professor
School Psychology Program
Division of Psychological and Educational Services

Lowenstein 1121
tridgard@fordham.edu
212-636-6479
Office hours will be by appointment only. Students may email to schedule an appointment.

Ridgard's clinical and research interests focus on evidence-based, culturally responsive service delivery for children and families from low socioeconomic backgrounds and racial/ethnic minority backgrounds. She is particularly interested in increased access to quality mental health services for families through integrated systems of care and two-generational parenting programs.

Ridgard completed her formal graduate training as a pre-doctoral intern at the Devereux Center for Effective Schools and went on to complete a post-doctoral fellowship in the Child Welfare Program at Westchester Institute for Human Development. She then served as a mental health provider in the Montefiore School Health Program. Throughout her career, Ridgard has provided assessment and intervention services for children from birth through adolescence in a variety of settings, including schools, school-based health clinics, outpatient mental health clinics, pediatric primary care centers, home visiting programs, and child welfare services.

  • Doctor of Philosophy, School Psychology - Lehigh University College of Education
    Master of Education, Human Development - Lehigh University College of Education
    Bachelor of Science, Psychology - Yale University

  • Mautone, J.A., Booster, G.D., & Ridgard, T.J. (2019). Current practice: Schools vs. alternative settings. In M. Burns (Ed.), Introduction to school psychology: Controversies and current practice. New York, NY: Oxford University Press.

    Manz, P.H., Power, T.J., Roggman, L.A., Eisenberg, R.A., Gernhart, A. Faison, J., Ridgard, T.J. (2017). Integrating the little talks intervention into Early Head Start: An experimental examination of implementation supports involving fidelity monitoring and performance feedback. Children and Youth Services Review, 79, 87 – 96.

    Manz, P.H., Eisenberg, R.A., Gernhart, A.L., Faison, J., Laracy, S., Ridgard, T. J., & Pinho, T. (2016). Engaging Early Head Start parents in a collaborative inquiry: The co-construction of Little Talks. Early Child Development & Care.

    Ridgard, T.J., Laracy, S.D., DuPaul, G.J., Shapiro, E.S., & Power, T.J. (2015). Trauma-informed care in schools: A social justice imperative. NASP Communique.

    Laracy, S.D., Ridgard, T.J., & DuPaul, G.J. (2015). The importance of sleep for school functioning: Guidelines for assessment and intervention. NASP Communique.

    Schwartz, B.S., Elmore, C.A., Backe, S.B., Fiorelli, J.A., Ridgard, T., Robins, P.M., & Power, T.J. (2014). Integrated behavioral health in urban pediatric primary care: A step forward in preventative care. Progress Notes, 38(3), 14.

    Faison, J., & Ridgard, T. (2014). Institutional Barriers to Successful Graduate Education. NASP Communique.

  • Clinical Supervision of School Psychologists

    Emotional Disorders of Childhood and Adolescence

    Therapeutic Interventions in the Schools

    Role and Function of the School Psychologist

  • Licensed Psychologist in New York State
    Nationally Certified School Psychologist