Sheri A Bauman, Ph.D.

Biographical Sketch

Dr. Sheri Bauman is a professor and the director of the School Counseling master’s degree program at the University of Arizona. Prior to earning her doctorate in 1999, Dr. Bauman worked in public schools for 30 years, 18 of those as a school counselor. She is a licensed psychologist, and until recently, maintained a small private practice in Las Cruces, New Mexico.

Dr. Bauman teaches in the master’s program and conducts research on bullying, professional issues in school counseling, and group work. She is a member of the editorial boards for the Journal of Counseling and Development, Professional School Counseling, and in July 2007, became editor of the Journal for Specialists in Group Work. She is an ad hoc reviewer for several additional scholarly journals.

Dr. Bauman is involved in several professional organizations, with current memberships in APA, ACA, AERA, ASCA, ASGW, AMCD, SRCD, and SRA. She has presented on topics related to bullying at local, state, national, and international conferences, including an invited presentation on cyberbullying at the National Coalition Against Bullying conference in Melbourne, Australia in November 2007. Her book, Current Topics for Helping Professionals, was published in August 2007. Her new book, Cyberbullying: What Counselors Need to Know is in press and will be published in 2010 by the American Counseling Association. Her vita includes 39 publications in peer-reviewed journals, one training dvd, and numerous other publications. She writes a quarterly column, Spotlight on Journals for the ACA magazine, Counseling Today, in which she reviews research published in ACA journals.

Dr. Bauman’s current research focuses on aspects of bullying and cyberbullying, including investigations of the problem in Deaf and hard of hearing students. She is in the process of analyzing data (with Dr. Jina Yoon, Wayne State University) regarding teacher responses to student bullying. In this project, Drs. Bauman and Yoon are examining differences in teacher responses by gender and race of students involved and by type of bullying.