UTSA | COEHD | University of Texas at San Antonio | College of Edcuation and Human Development
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Sat, August 08, 2020
Norma Guerra

Associate Professor and Associate Dean of Undergraduate Studies
Office of the Dean



I am trained as a school psychologist and hold national certification in school psychology (NCSP) along with a state licensed specialty in school psychology (LSSP). My research, teaching, and service are centered around strength-based interventions. My career philosophy has been to integrate theory and applied evidence-based services that facilitate student success. The contributions I have made over my 31-year tenure at University of Texas at San Antonio (UTSA) are found in activities and practices within administration, business, student support, and academic affairs. The principal focus of my research relates to problem solving. My main effort has been the development of the LIBRE Problem Solving Model. While my research is still establishing the full potential of this tool, it has been used to assist individuals deal with identified challenges and to identify engagement styles which enables the development and application of tailored responses to those challenges. This clinical tool helps problem solvers use success strategies to address conflict by identifying the individual’s usual response pattern in distinct settings. Problem solvers are taught to monitor self-expressions in order to more successfully manage difficult situations. The value of addressing system context for conflict helps in the examination of self-expression under distress. I believe that as educators (e.g. teachers, researchers, school psychologists, and administrators) we must be attentive to self-regulated engagement to assist students with their own engagement awareness. Pre-Professional development can be best managed and delivered within the framework of self-regulated engagement. College-going behavior is a learned skill. This strength-based, cultural facilitated approach provides an opportunity to advance professional/academic growth within the academic setting. For example, the greater the self-awareness of teachers, the more successfully they will assist and support their students’ development of critical thinking and managed engagement style skills. To extend my research and advance the range of application of the LIBRE Model, I acquired my license as a professional counselor supervisor (LPC-S).

I believe student success requires active and deliberate social-cognitive investment on the part of all concerned and my professional goal is to prepare future leaders by supporting their academic success. This goal is met by providing mechanisms which facilitate their efforts to fully develop their strengths, self-awareness, and by supporting their aspirations toward graduation and ultimate career success. Strength-based self-in-context exploratory experiences like the LIBRE Model problem solving tool is a great way to do so. In support of the UTSA mission, I am preparing tomorrow’s leaders today.