Entrance to building with a bicycle and blooming tulips

Adrianna Crossing


Assistant Professor

Applied Psychology

Research Interests

Child and adolescent psychology, anti-oppressive practice, behavioral health disparities, critical race theory


Dr. Crossing’s research interests focus on the development and application of critical theories to health service psychology, the social justice training and preparation of school psychology trainees and practitioners, and the assessment and intervention of racism-based stressors and traumatic experiences in Black families through partnership with the EMBRace Lab at the University of Michigan. Dr. Crossing completed her pre-doctoral internship in child clinical psychology at Massachusetts General Hospital and Harvard Medical School. Dr. Crossing’s areas of clinical interest include the assessment and treatment of neurodevelopmental disorders, learning disorders, anxiety disorders of childhood, adjustment concerns of adolescent and emerging adulthood, and oppression-based distress and trauma. In addition to her research, Dr. Crossing has provided extensive consultation, writing, and program development surrounding social justice and anti-racism for the National Association of School Psychologists, including co-authoring NASP’s 2021 Resolution Committing to Anti-Racism. Currently she serves as the co-chair for the NASP Social Justice Committee.

Selected Publications

*indicates student authors

Crossing, A. E., Gumudavelly, D.*, Watkins, N.*, Logue, C.*, & Anderson, R. E. (2022). A critical theory of psychology as praxis: Utilizing principles of PsyCrit to analyze familial factors in racial socialization. Journal of Adolescent Research.

Larez, N. A.*, Yohannan, J., Crossing, A. E., Diaz, Y. (2022). Understanding and responding to intergenerational trauma. National Association of School Psychologists Communiqué, January 2022.

Yohannan, J., Crossing, A. E., Aguilar, L. N., & Proctor, S. L. (2021). Use of critical race theory to understand exclusion of Indigenous students from gifted education. In S. Proctor (Ed.) Critical theories for school-based practice: A foundation for equity and inclusion in practice and supervision. Routledge.

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