Dr. Yuma Iannotti Tomes earned a B.A. in psychology (developmental) from The University of North Carolina at Chapel Hill (UNC). Dr. Tomes completed a final research project on racial preferences in school-aged children in which children were shown ambiguous prosocial/malicious acts. It was at UNC that Dr. Tomes was formally introduced to multicultural psychology and its effects on students, teachers, and administrators in public agencies. After graduating, Dr. Tomes pursued an M.A. and C.A.S. in school psychology from Appalachian State University (ASU). While at ASU, Dr. Tomes was engaged in a rigorous scientist-practitioner model which provided a solid foundation of comprehensive psychology in educational agencies. Finally, Dr. Tomes enrolled at Virginia Commonwealth University/Medical College of Virginia (VCU/MCV) to pursue a doctoral degree in (Educational) Psychology. At VCU, Dr. Tomes received the college’s prestigious SCHEV research assistantship in his first year. Additional awards, fellowships, and assistantships were to follow over the next three years. Also, during his tenure at VCU, Dr. Tomes was an adjunct faculty member teaching a range of education and psychology classes.
Dr. Tomes has accumulated a diverse range of work experiences in the field of psychology and education over the last 10 years. He brings a unique perspective of clinical, teaching, research, and administrative experience to his position at PCOM. Dr. Tomes has worked as a school psychologist for urban school districts. During this time he brought comprehensive services – psycho-educational assessments, behavioral/educational/psychological consultation, counseling/therapy, and pre-interventions - to two elementary and one high schools. Also, Dr. Tomes conducted numerous district and county-wide in-services, particularly on the topic of dealing with challenging behaviors at school, home, and beyond.
Desiring to have more flexibility in his roles, Dr. Tomes enrolled in a doctoral program. While pursuing his doctorate, he worked in the Division of Student Affairs as a Coordinator of Residence Education for the Medical College of Virginia. This further piqued his interest in working in a medical school environment. At the close of his doctoral program, Dr. Tomes assumed the position of the Director of Counseling for Virginia Union University (VUU). As the director, he revamped how psychological services were administered to students and faculty. The time as a teaching fellow at VCU and director at VUU helped to solidify Dr. Tomes’ interest in working with students on the undergraduate and graduate level. He taught classes ranging from educational psychology (advanced) to human development and learning.
Dr. Tomes’ final position, prior to joining PCOM, was with Eastern Washington University, at which he was an assistant professor in the Department of Counseling, Educational, and Developmental Psychology. As assistant professor, Dr. Tomes created courses that addressed multicultural psychology and assessed students of all races and cultures. Dr. Tomes taught such courses as Professional School Psychology, Advanced Educational Psychology, Multicultural Assessment, Psychological Behavior & Assessment, and Counseling Theory & Techniques. In addition, Dr. Tomes was the internship supervisor for the graduate program in school psychology. He had interns placed throughout the entire southwestern region of the United States. In addition to his teaching responsibilities, Dr. Tomes served as the department’s faculty senator and chair of the educational psychology committee. During his tenure in the state of Washington, he served as the Chair of the Ethics and Professional Practice Committee for Washington State Association of School Psychologists. As Chair, he was responsible for handling the State’s concerns on all ethical issues facing the profession.
Dr. Tomes’ major areas of interest are cross-cultural psychology, multicultural assessment, cognitive/learning styles, cognition & learning theories, psychological/educational assessments, consultation, and developmental issues. Currently, Dr. Tomes is working on an Advanced Educational Psychology text.
Professional Affiliations/Activities
Member, National Association of School Psychologists
Member, American Counseling Association
Member, American Educational Research Association
Member, American Psychological Association
State Research Presentations
Matthew, S., Dalley, M., & Tomes, Y. (Fall 2003). “School Psychologists’ Involvement in Legal Issues: Follow-up to a 1991 National Survey”, Washington State Association of School Psychologists Annual Convention, Spokane, WA
Wimers, C., Dalley, M., Tomes, Y., & Jefferson, G. (Fall 2003). “Teachers’ Perceptions of Traditional Versus Progressive School Psychologist Roles Using NASP Expanded Principles”, Washington State Association of School Psychologists Annual Convention, Spokane, WA
Rossi, K., Mack, L., Daniel, A., Eubank, B., Tomes, Y., & Kolts, R.L. (April 2005). “Effects of stereotype cueing on rape attributions and victim blame”, Western Psychological Association, Portland, OR.
Current Publication
Tomes, Y. (2005). Cognitive style, achievement, and ethnicity: A study in higher education. (Doctoral Dissertation, Virginia Commonwealth University, 2004), Dissertation Abstracts.
Forthcoming Publications
Tomes, Y. (2005). Ethnicity and cognitive styles: Variability within African American students. Multicultural Perspectives.
Tomes, Y. (2005). The influence matching of cognitive styles has on academic achievement: A look into higher education. American Educational Research Journal.
