Nathalie Marinho

Nathalie believes in the integration of faith, science, and practice of psychology for the glory of God and in such a way to showcase His power both to heal the soul and give meaning and purpose for those struggling with a desire to live. In addition, Nathalie is an advocate for a skills-based therapeutic approach that emphasizes filling gaps in knowledge and skill set to improve coping capacities.

My Contact

nmarinho@sfbc.edu

Bio

Nathalie received her Bachelors degree from Spring Arbor University, a Christian liberal arts college, and her Masters and Doctoral education in School Psychology from Michigan State University. She is passionate about research and treatment for youth and families, with a special interest in suicidality and Dialectical Behavior Therapy for Adolescents. Her ministry experiences include serving in children’s ministries as teacher and camp counselor and providing workshops on parenting for Brazilian churches. She has also translated several books and discipleship curriculum into Portuguese on purity and Christian living for young ladies.

Education

  • M.A., PhD (ABD)

Teaching Areas

  • Psychology
  • Behavior Sciences
  • Christian Counseling

Recognitions

  • Summer Research Completion Fellowship ($7000) | MSU College of Education | Summer 2025
  • Summer Research Fellowship ($6000) | MSU College of Education | Summer 2021
  • Summer Research Development Fellowship ($5000) | MSU College of Education | Summer 2020

Publications

  • Witmer, S., & Marinho, N. (2025). Extended test time for English learners: Does use correspond to score comparability? Educational Assessment, Evaluation and Accountability, 37, 207-230. https://doi-org.proxy1.cl.msu.edu/10.1007/s11092-025-09455-y
  • Witmer, S. E., Roschmann, S., Marinho, N. (2025). Teacher acceptability of instructional supports in science for multilingual learners. School Psychology International. 46(3), 242-270. https://doi-org.proxy1.cl.msu.edu/10.1177/01430343241310234
  • Marinho, N. L. (2024). Facilitating access to mental health services for undocumented Latin Americans in the United States: Guidance for clinicians. Latin American Psychology, 1(2). https://latinamericanpsychology.com/index.php/lapsy/article/view/5
  • Witmer, S. E., Barker, E., Marinho, N., & Barrett, C. A. (2024). The Extended Time Test Accommodation Conundrum: Accessing Test Process Data to Help Improve Decision-Making. Journal of Applied School Psychology, 1–21. https://doi-org.proxy1.cl.msu.edu/10.1080/15377903.2024.2405812
  • Witmer, S. & Marinho, N. (2024). Extended time test accommodations: Does use correspond to valid test scores for students with disabilities? Psychology in the Schools. Advanced online publication. http://doi.org/10.1002/pits.23275
  • Marinho, N. L., Witmer, S. E., Jess, N., and Roschmann, S. (2023). A Meta-analysis of accommodation effects for English learners: Considering possible moderators. Language Assessment Quarterly, https://doi.org/10.1080/15434303.2023.2237499
  • Athnos, A., Kou-Herrema, T., Langley M., Oshima E., Parker H., Rawal H., Wilkins O., Lee A., Hunt S., Searly E., & Marinho, N. (2022). Graduate Teaching Communities of Practice: Fostering a Sense of Belonging & Professional Development for Graduate Students, by Graduate Students. In S. Clem (Ed.), Exploring How we Teach: Lived Experiences, Lessons & Research About Graduate Instructors by Graduate Instructors (pp. 273-295). Digital Commons@USU.