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School of Social Work
1207 West Oregon
Urbana, IL 61801

e-mail: socialwork@illinois.edu
phone: 217-333-2261
fax: 217-244-5220

Content

Brenda Lindsey

Brenda Coble Lindsey

Clinical Assistant Professor

Office location:312 SSW
Phone number:217-244-5239
Email: blindsey@uiuc.edu

Educational Background

Dr. Lindsey’s educational background includes an Ed.D. in Education Organization Leadership from the University of Illinois at Urbana-Champaign in 2005; an MSW from the UIUC School of Social Work in 1994; an MA in Psychology from the University of Northern Colorado in 1984; and a BSW from Southern Illinois University-Carbondale in 1980. She is a former school social worker and also has professional experience in providing children’s mental health services. Dr. Lindsey has an LCSW, a Type 73 School Social Work certificate, and a Type 75 Administrative certificate in Illinois. She is active in several professional social work organizations including the National Association of Social Workers-Illinois Chapter, the Illinois Association of School Social Workers, and School Social Work Association of America. 

Research and Practice Interests

Interests are related to school social work and children’s mental health issues, as well as grief and loss and school crisis response teams.

Current Research

Dr. Lindsey recently completed a research project that studied school-wide implementation of Positive Behavior Interventions and Support (PBIS).

Recent Publications

Kopels, S. & Lindsey, B. (in press). The Complexity of Confidentiality in Schools Today: The School Social Worker Context. School Social Work Journal.

Lindsey, B. & White, M. (2006). Technology and school social work in Bye. L. & Alvarez, M. (ed). School Social Work – Theory to Practice. Belmont, CA: Thomson Wadsworth. 

Lindsey, B., Korr, W. & White, M. (2006). Conducting in-service training and continuing education for staff and teachers in Franklin, C. Harris, M., Allen-Meares, P. (2006). The School Services Sourcebook: A Guide for School-Based Professionals. New York: Oxford University Press.