CSUN Wordmark
Access Keys

This information applies to pages in the CSUN template system. Windows-press ALT + an access key. Macintosh-press CTRL + an access key.

The following access keys are available:

Michael D. Eisner College of Education

College of Education

Personnel Directory

Shari Tarver Behring

Shari  Tarver Behring
Department Chair
Department of Educational Psychology and Counseling
Office:ED 2238
Phone:818 677 4699
Email:shari.tarver.behring@csun.edu

Profile

Education

Ph.D., Educational Psychology, School Psychology specialty, University of Wisconsin, Madison, 1986; M.S., Clinical Psychology, Marquette University, Milwaukee, Wisconsin,1981; B.S., Psychology,University of South Dakota, Vermillion, S.D., 1976.

Licensure and Credentials

Nationally Certified Counselor, 2000; Licensed Psychologist, State of California, 1988; Credentialed School Counselor, State of California, 1986; Credentialed School Psychologist, State of California, 1986.

Teaching Interests

Beginning practicum and fieldwork courses; multi-cultural consultation for school counseling and school psychology students.

Research Interests

Multi-cultural consultation with diverse children and families; the school counselor's role in full inclusion, school interventions for at-risk youth, social advocacy and educational equity in school counseling, and women's gender identity issues.

Research

Click each research item to view details on it.

Eyeball icon
Tarver Behring, S. & Lazarony, P.(2014, August). From the Chairs Perspective: Faculty and Staff Self-Care as an Essential Component for a Healthy CSUN Campus Culture. CSUN Department Chairs and Deans Retreat, Northridge, Ca.

Abstract

Following a surge in university-based student wellness initiatives nationwide, faculty and staff self-care (FSS) programs are experiencing a similar growth spurt. Many universities are now looking at self-care for faculty and staff as essential to optimal functioning and success for both these individuals and the students whom they serve. The benefits of promoting self-care in the workplace are well documented. Yet self-care remains a lower priority for many faculty and staff for a number of reasons. This presentation discussed strategies and resources to increase engagement and future collaborative development of self-care activities toward making this an essential college cultural component

Magnifying glass iconView more details...

Eyeball icon
Tarver Behring, S., Wright, & T. Sheppard, J.(2015, Oct.) Making the Transition to Department Chair: Self-care for New Chairs. CSU Chancellors Retreat, Long Beach, Ca.

Abstract

 This panel presentation included ways to find collaborative and effective self-care resources for new chairs and their faculty and staff as essential to a healthy CSU culture.

Magnifying glass iconView more details...

Eyeball icon
Tarver Behring, S., Jeffries, C., Webb., A., & Burrows, K. (2015, June) Self-Care and Holistic Health Initiatives for Staff, Faculty, and Yourself. California Higher Education Sustainability Conference, San Francisco, Ca.

Abstract

Health and wellness are key to sustainability and resilience – in ourselves, culture and nature. Presenters will discuss work-life imbalance, then quantifying wellness in Green Workplace assessments. Presenters will also discuss a wellness model in which faculty and staff often with “no time to eat” can make self-care a priority at work andin their personal lives. Presenters will describe the emerging Eco-Mind, a shift from fear and scarcity into creative engagement with Seven Challenges Facing Humanity, sup- ported by self-care skills and new forms of activism. Tools for personal wellness and community assessment will be provided.

Magnifying glass iconView more details...

Eyeball icon
Tarver Behring, S. & Jeffries, C. (2016, January). College of Education SUN Program: Self-Care for U at Northridge. CSUN Faculty Retreat, Northridge, Ca.

Abstract

Self-care means taking responsibility for yourself to maintain a healthy and balanced lifestyle at work and in your personal world through individually determined, proactive activities. Many universities are now looking at self-care for faculty and staff as essential to optimal functioning and success for both these individuals and the students whom they serve. The COE SUN Program at CSUN is exciting and innovative in that it was created in a decentralized fashion by the participants themselves and is collecting research evidence demonstrating its effectiveness. This interactive session will describe the program highlighting research findings, modeling self-care activities, and sharing resources.

Magnifying glass iconView more details...

Eyeball icon
Tarver Behring, S. & Jeffries, C. (2016, May). COE SUN Program: Promoting Self-Care and Wellbeing with Faculty and Staff at CSUN. Happiness is Happening: CSUN Multidisciplinary Perspectives on Wellbeing Student and Faculty Symposium, California State University, Northridge, Ca.

Abstract

Following a surge in university-based student wellness initiatives nationwide, many universities are now looking at self-care and wellbeing for faculty and staff as essential to optimal functioning and success for the students they serve. Based on analyses of self-care programs around the country and on our own Michael D. Eisner College of Education faculty and staff preferences, a self-care pilot program was developed and launched in early Spring 2015. We define self-care as taking responsibility for yourself to maintain a healthy and balanced lifestyle at work and in your personal world through individually determined, proactive activities. As a part of this initiative, we are collecting data on self-perceived attitudes and performance at work. We also are looking at whether offering decentralized services right in the building where faculty and staff work increases participation both at this location as well as serve as a gateway to increased participation in other self-care activities located on other parts of campus. Finally, we are investigating how the importance of self-care is being transmitted by faculty and staff to students in the College of Education teaching and counseling programs. This interactive presentation will describe the program highlighting research findings, modeling self-care activities, and sharing resources.  

Magnifying glass iconView more details...

Eyeball icon
Tarver Behring, S. (Oct. 2016). Self-care for CSUN library faculty and staff.
California State University Northridge, Northridge, Ca.

Abstract

Presentation of the SUN (Self-Care for U at Northridge) Faculty and Staff Self-Care Program in the College of Education as a model for the library faculty and staff. Data and benefits were shared, and participants engaged in a mindfulness and relaxation meditation exercise.

Magnifying glass iconView more details...

Eyeball icon
Tarver Behring, S. & Spagna, M. E. (2010). Counseling with exceptional children. A. Vernon, (4rd Ed.)  in   Counseling Children and Adolescents, Denver, Co.:  Love Pub.
Eyeball icon
Tarver Behring, S. & Ingraham, C. L. (1998). Culture as a central component to consultation:  A call to the field.  Journal of Educational and Psychological Consultation,9,57-72.
Eyeball icon
Tarver Behring, S. & Spagna, M. E. (1998). The school counselor and full inclusion for children with special needs.  The School Counselor, 1, 51-56.
Eyeball icon
Tarver Behring, S., Cabello, B., Kushida, D., & Murguia, A. (2000). Cultural modifications to current school-based consultation approaches reported by culturally diverse beginning consultants. School Psychology Review, 29, 354-367.