School Psychologist
[email protected]
814-652-9114 ext. 1112

Dante Tambellini has been a school psychologist since 1997. He has worked for various districts within Blair and Bedford Counties since graduating with his Educational Specialist Degree from Indiana University of Pennsylvania. He also works as a clinical coordinator for Universal Community Behavioral Health and as a “Children’s First” facilitator helping to educate parents on the effects of divorce and separation.

Before working as a school psychologist he was a special education teacher for Appalachia Intermediate Unity #08. He has taught various students from the age of three to twenty-one, and with students with various disabilities and needs.

Educationally, he received his Bachelor of Science Degree, Masters of Education and Educational Specialist Degree from Indiana University of Pennsylvania.

On the personal side he is married and has three children. He enjoys golfing, bowling, and watching the STEELERS compete for their seventh super bowl championship.


School psychologists help children and youth succeed academically, socially, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments for all students that strengthen connections between home and school.

School psychologists are highly trained in both psychology and education. They must complete a minimum of a post-Master’s degree program that includes a year-long internship and emphasizes preparation in mental health, child development, school organization, learning styles and processes, behavior, motivation, and effective teaching.
School psychologists must be certified and/or licensed by the state in which they work.

Most school psychologists provide the following services:

Consultation: Collaborate with teachers, parents, and administrators to find effective solutions to learning and behavior problems.
Help others understand child development and how it affects learning and behavior.
Strengthen working relationships between teachers, parents, and service providers in the community.

Evaluation: Evaluate eligibility for special services.
Assess academic skills and aptitude for learning.
Determine social-emotional development and mental health status.
Evaluate learning environments.

Intervention: Provide psychological counseling to help resolve interpersonal or family problems that interfere with school performance.
Work directly with children and their families to help resolve problems in adjustment and learning.
Provide training in social skills and anger management.
Help families and schools manage crises such as death, illness, or community trauma.

Prevention: Design programs for children at risk of failing at school.
Promote tolerance, understanding, and appreciation of diversity within the school community. Develop programs to make schools safer and more effective learning environments. Collaborate with school staff and community agencies to provide services directed at improving psychological and physical health. Develop partnerships with parents and teachers to promote healthy school environments.

Research and Planning: Evaluate the effectiveness of academic and behavior management programs.
Identify and implement programs and strategies to improve schools.
Use evidence-based research to develop and/or recommend effective interventions