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Welcome to the Youth Development in Context Lab

The Youth Development in Context Lab seeks to better understand the ways that community, school, peer, and family settings combine to shape child and adolescent development. With a special focus on cultural contexts of development, our research covers topics such as the effects of discrimination on socioemotional development, interethnic group social preferences, bicultural identity development, and school attitudes and outcomes among diverse groups of immigrant youth in the US. In addition to the studies housed at Suffolk, our research team maintains strong collaborations with researchers across the country and in Puerto Rico.

People

  • Amy Kerivan Marks, PhD

    Specialty Areas
    Developmental Psychology (Social & Emotional), At-risk Youth, Culture & Immigration, Identity & Mixed Methods.

    How do cultural and social contexts like immigration influence youth development? How do adolescents navigate competing cultural contexts (e.g., home, school, peers) as they form their identities? How can every day social settings such as schools and peer groups promote positive development among at-risk youth? My students and I are interested in exploring person-context interactions such as these, particularly within vulnerable populations. Vulnerability can come in many forms – through poverty, discrimination from being a “minority” group member, or through legal status as an undocumented immigrant, for example. Learning about how children and adolescents from vulnerable groups thrive (or don’t thrive) is a central goal of our research. Because many of our research questions are process and context oriented in nature, our lab draws from a variety of mixed qualitative-quantitative methodological techniques. We also rely heavily on positive youth development and resiliency perspectives to inform our work. Graduate students in my lab have recently applied these methodological and theoretical orientations to dissertation topics related to adolescent female sexual identity development, health behaviors and outcomes among immigrant youth, characteristics of the college context which support ethnic minority student retention, and drug misuse patterns among ethnic minority adolescents.

    Selected Publications:

    Pieloch, K. A., McCullough, M. B., & Marks, A. K. (2016). Resilience of children with refugee statuses: A research review. Canadian Psychology. 57(4).    

    *Suarez-Orozco, C., Abo-Zena, M., & Marks, A. K. (2015). Transitions: The Development of Immigrant Children. New York: NYU Press.

    Marks, A. K., Ejesi, K., McCullough, M., & Garcia Coll, C. (2015). The development and implications of racism and discrimination. In M. Lamb, C. Garcia Coll, & R. Lerner (Eds.), Handbook of Child Psychology, Seventh Edition, Volume Three: Socioemotional Processes. New Jersey: John Wiley & Sons.

    Conn, B. M., & Marks, A. K. (2015 Online 1st publication). An ecological approach to understanding adolescent prescription drug misuse. Journal of Adolescent Research. DOI: 10.1177/0743558415589369

    Guarini, T. E., Marks, A. K., Patton, F., & Garcia Coll, C. (2015). The immigrant paradox in pregnancy: Explaining the first generation advantage for Latina adolescents. Journal of Research on Adolescence. 25(1), 14-19. DOI: 10.1111/jora.12096

    Conn, B. M., & Marks, A. K. (2014). Ethnic/racial group differences in peer and parent influence on adolescent prescription drug misuse. Journal of Developmental & Behavioral Pediatrics.35(4), 257-265. DOI: 10.1097/DBP.0000000000000058.

    Marks, A. K., Ejesi, K., & Garcia Coll, C. (2014). The U.S. immigrant paradox in childhood and adolescence. Child Development Perspectives, 8(2), 59-64. DOI: 10.1111/cdep.12071

    McCullough, M., & Marks, A. K. (2014). The immigrant paradox and adolescent obesity: Examining health behaviors as potential mediators. Journal of Developmental & Behavioral Pediatrics, 35(2), 138-143. DOI: 10.1097/DBP.0000000000000027.

    Marks, A. K., & Abo-Zena, M. (2013). What we might have missed: Lessons from diverse methodologies in the study of immigrant families. Research in Human Development, 10(4), 285-288. DOI: 10.1080/15427609.2013.846040

    Garcia Coll, C., & Marks, A. K. (2012). The Immigrant Paradox in Children and Adolescents: Is becoming American a developmental risk? Washington DC: American Psychological Association.

    García Coll, C., & Marks, A. K. (2009). Immigrant stories: Ethnicity and academics in middle childhood. New York: Oxford University Press.

    * Note this book was awarded the 2015 Social Policy Award for Best Edited Book by the Society for Research in Adolescence.

  • Kida Ejesi

    My name is Kida Ejesi and I am fifth year graduate student in the Clinical Psychology doctoral program at Suffolk University. I was born and raised in Western Massachusetts, however, I decided to move eastward for college. I graduated from Tufts University in 2011 with a B.S. in Psychology and Child Development. My research interests lie in the developmental, psychological and socioemotional challenges faced by minority youth, as well as the processes surrounding ethnic identity formation, particularly in multiracial adolescents and emerging adults. My ERP looked at the relationship between one's attachment to their parent/caregiver and their feelings of attachment toward their ethnic identity. I also have an active line of research activity and interests around the effects of discrimination in childhood and adolescence. My dissertation, entitled "Bias in the Classroom: School-Based Discrimination and Academic Outcomes in Children and Adolescents," aims to look at the school-based outcomes of peer and teacher discrimination. My lived experiences as a biracial individual—my father is West African and my mother is a fair-skinned, half French, half German New Jerseyan—as well as my work with multicultural/multiethnic at-risk youth have only furthered my research interest in these areas. Currently, I am on APA internship at Cambridge Health Alliance/Harvard Medical School as the Weil Fellow, seeing child and adolescent outpatients within a culturally and ethnically diverse, community-based hospital environment, while also performing psychological assessments on the child and adolescent inpatient units. 

    Research Interests: 

    Child & adolescent development; ethnic identity; biracial youth development; discrimination; immigration

    Publications:

    Conn, B. M., Ejesi, K., Foster, D. W. (Under review). Acculturative stress as a moderator of the effect of drinking motives on alcohol use frequency and problems among young adults. Addictive Behaviors.  

    Marks, A. K., Ejesi, K., McCullough, M., & Garcia Coll, C. (2015). The development and implications of racism and discrimination. In M. Lamb, C. Garcia Coll, & R. Lerner (Eds.), Handbook of Child Psychology, Seventh Edition, Volume Three: Socioemotional Processes. New Jersey: John Wiley & Sons.

    Marks, A. K., Ejesi, K., McCullough, M., & Garcia Coll, C. (2015). The development and implications of racism and discrimination. In M. Lamb, C. Garcia Coll, & R. Lerner (Eds.), Handbook of Child Psychology, Seventh Edition, Volume Three: Socioemotional Processes. New Jersey: John Wiley & Sons.


    Ejesi, K., Nathan, N., Cipolla, G., Considine, T., Hillman, M., & Marks, A. (2015, March). Relationships between parental attachment and ethnic identity exploration and commitment in emerging adulthood. Poster presentation at the Society for Research in Child Development (SRCD), Philadelphia, PA.

    Marks, A. K., Ejesi, K., & Garcia Coll, C. (2014). Understanding the U.S. immigrant paradox in childhood & adolescence. Child Development Perspectives, 8, 59-64.

    Ejesi, K. & Garcia, J. (2012). Test-taking anxiety in children and adolescents. Lecture presented at the Curley School, Boston, MA



  • Shamiria Lindsey

    My name is Shamiria Lindsey and I am a fifth year student in Suffolk University’s Clinical Psychology Ph.D. program. I was born and raised in central Alabama, but have traveled all over the United States and to several other countries during my six-year enlistment in the military. I returned to Alabama to complete my B.A. in psychology at the University of Alabama in Huntsville (UAH). Between receiving my B.A. and being accepted into graduate school, I was also afforded the opportunity to teach a research methods laboratory for two semesters at UAH.

    Research & Clinical Interests

    I have a primary research interest in issues concerning culture, race and other matters of diversity. My master’s thesis, “A Retrospective Look at Risk Factors Surrounding Repeat Pregnancy,” focused on the predictors associated with repeat pregnancy in adolescents living in underserved communities and viable means of lowering the rate of unwanted teenage pregnancies. I am currently working on my doctoral dissertation that explores the effects of loving-kindness meditation and mindfulness meditation on the perpetuation of racial biases.

    My clinical interests also focus on diversity issues, as well as severe and chronic mental illnesses, in underserved populations. I am currently working with children, adolescents, and adults as a therapist at Charles River Community Health and as a clinical interviewer in the Center for Depression, Anxiety, and Stress Research (CDASR) at McLean Hospital.

    Presentations

    Lindsey, S.V., & Mancusso, M.C. (2013). A Retrospective Look at Risk Factors Surrounding Repeat Pregnancy. Individual Presentation at Boston College Diversity Challenge, Boston, MA.

    Baldwin, C.L., Hodges, B.R., Lindsey, S.V., & Torres, A. (2013). Skin tone and social roles. Poster presentation at Southeastern Psychological Association Conference, Atlanta, GA.

    Wright, B., Sledge, T., Lindsey, S.V., Mueller, M., Atkins, D., & Price, J. (2012). The Role of Points and Presentation Format in Younger and Older Adults’ Self-Regulated Learning. Poster presentation at the Cognitive Aging Conference, Atlanta, GA.

    Meacham, S., Berry, J., Lindsey, S.V., Sledge, T., Barr, E., Atkins, D., Cash, J., English, B., Wright, B., & Price, J. (2012). Feedback and Self-regulated Learning during a Chinese Learning Task. Poster presentation at the Southeastern Psychological Association Conference, New Orleans, LA.

    Wright, B., Lindsey, S.V., Sledge, T., Mueller, M., Atkins, D., & Price, J. (2012). The Role of Points and Presentation Format in Older Adults’ Self-Regulated Learning. Poster presentation at the UAB Geriatric Education Center’s Conference, Birmingham, AL.

     

  • John McKenna

    I am a second-year graduate student in the Clinical Psychology Ph.D. program at Suffolk University. Originally from Boston, Massachusetts, I graduated from Northeastern University in 2015 with a B.S. in Psychology with a focus on gender and feminist studies. During my undergraduate career, I worked in a variety of labs including a cognitive neuroscience lab at Boston Children’s Hospital where I helped conduct research exploring pre-neural markers of developmental dyslexia in children and infants. My research interests include sexual and gender identity development of LGBTQ youth and the developmental and social-emotional impacts of the traditional heteronormative paradigm on this population.  

    My ERP aims to (a) continue a body of research that investigates how every-day microsystem ecological settings impact the process of sexual identity development of adolescent girls, and (b) validate a novel measure of female adolescent sexual identity development.


    Research Interests: 

    Sexual identity development; gender identity development; child & adolescent development; sexual minority mental and physical health; resilience 

    Presentations: 

    McKenna, J. L., & Marks, A. K. (Accepted for publication). Achievement. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage Publications.  

    McKenna, J. L., & Marks, A. K. (Accepted for publication). Eriksonian Theory. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: Sage Publications.

     Eidson R, McKenna J, Coley J.(2013). Individual differences in young adults' essentialist responding about gender categories. Poster session presented at: The 2013 Biennial Meeting of Society for Research in Child Development Conference; Seattle, WA.

     McKenna J, DiChara S, Sullivan S, Siegel E, Baumann J, Barrett LF.(2013). Unconscious affect influences felt feelings and physiology. Poster session presented at: The 2nd Annual 2013 Research, Innovation, and Scholarship Exposition (RISE); Boston, MA. 

  • Kerrie Pieloch

    I am a fourth year student in the Clinical Psychology PhD program at Suffolk University. I am originally from Long Island, New York but I have been living in the Boston area since 2007. I graduated from Boston College in 2011 with a B.A. in Psychology with a clinical concentration, and after college I worked for two years as the lab manager for the Social Cognitive Development Lab at Harvard University. My training is in both developmental and clinical psychology and my research focuses on risk and resiliency factors of underserved children and families in the Boston area. My Master’s project investigated the discrimination experiences of immigrant children from Cambodia, Portugal, and the Dominican Republic and my dissertation will look at resilience in children with trauma histories who have received in-home therapeutic services.  

    In addition to my research, my clinical work is with children and adolescents with a variety of psychological disorders and difficulties. I am currently doing my practicum placement at the Child Assessment Unit (inpatient) at Cambridge Hospital. In the past I have worked as a clinician and assessor at the Boston Child Study Center, the Center for Anxiety and Related Disorders, Family Services of Greater Boston, and Angier Elementary School.

    Research Interests:

    Child and adolescent development, child and family psychopathology, trauma, underserved youth, risk and resilience factors

    Publications & Presentations: 

    Pieloch, K. A., Marks, A. K., & Garcia Coll, C. (In Press). A person-centered exploration of children of immigrants’ social experiences and their school-based well-being. Applied Developmental Science. doi: 10.1080/10888691.2016.1225500  

    Pieloch, K. A., McCullough, M. B., & Marks, A. K. (2016 Online 1st publication). Resilience of children with refugee statuses: A research review. Canadian Psychology. 57(4).    

    Shamieh, E. Pieloch, K., Shatz, L. (2016). Robotics competition and family science fair for grades 4-8 sponsored by the Latino STEM Alliance. American Society for Engineering Education Annual Conference, New Orleans, LA. Paper.

    Pieloch, K., Marks, A., & Garcia Coll, C. (2016).Stress responses related to discrimination and social group experiences in children of immigrants. Society for Pediatric Psychology Annual Conference, Atlanta, GA. Poster.

    Marks, A. K., & Pieloch, K. (2015). School contexts. In C. Suarez-Orozco, M. M. Abo-Zena, & A. K. Marks (Eds.), Transitions: The development of children of immigrants. New York: NYU Press.

    Pieloch, K., Marks, A., & Garcia Coll, C. (2015). Children of immigrants’ perceptions of discrimination, ethnic identity, and social group preferences. Society for Research in Child Development Biennial Meeting, Philadelphia, PA. Poster.

    Benjamin, N., Pieloch, K., Sebastian-Enesco, C., & Warneken, F. (2015). Children bribe others to win their favors. Society for Research in Child Development Biennial Meeting, Philadelphia, PA. Poster.

    Widen, S., Pochedly, J. Pieloch, K., & Russell, J. (2013). Introducing the sick face. Motivation and Emotion, 37(3), 550-557. doi: 10.1007/s11031-013-9353-6

    Pieloch, K. & Winner, E. (2012). Detail oriented: Deaf adolescents surpass hearing adolescents in realistic drawing. New England Psychological Association Annual Meeting, Worchester, MA. Paper.


Projects

  • Adolescent Sexual Identity Development and Resiliency Factors among Sexual Minority Youth

    The formation of a sexual identity is a prominent and important component of adolescent development. An adolescent’s emotional well-being, romantic relationships, and sense of self-worth have all been tied to the process of developing a positive identity as a sexual person. For adolescents who are questioning their sexuality or who self-identify as a sexual minority, this self-exploration process can be complex and challenging. In fact, questioning and/or queer youth are more likely than their heterosexual peers to experience isolation from peers, rejection by family members, and judgement and disapproval from society as a whole. Because identifying risks for this population is crucial for the creation and dissemination of mental health services, psychological research has taken on a deficit-focused approach to understanding sexual minority youth. Consequently, not much attention has been given to qualitative experiences that may shed light on resiliency factors that would promote positive outcomes for an otherwise marginalized population.

    A current project utilizes qualitative interviews to inform a novel measure of female adolescent sexual identity development. This measure will yield important information regarding the qualities and contexts of adolescent experiences, which may allow researchers to analyze how different experiences are related to healthy and poor aspects of psychological functioning and social development.

  • Ethnic Identity Development in Childhood, Adolescence & Emerging Adulthood

    Developing a positive sense of one’s self is one of the fundamental psychological tasks of the developing child. For ethnic and/or racial multicultural or minority youth, developing health ethnic/racial identities (how you experience and understand yourself as a member of a particular ethnic or racial group) is of central importance to the child’s health. This course of research aims to contribute to both process and content research on ethnic identity development from childhood through emerging adulthood. We have a particular interest in bicultural and multicultural youth, as well as conducting mixed methods work in this area. Our studies have combined experimental, implicit, psychophysiological, longitudinal, and qualitative approaches to this important topic. 

    From our studies, supported in part by the National Science Foundation, we are learning more about emerging ethnic identity in middle childhood, how bicultural adolescents and young adults form their ethnic/racial identities in the school context, and how other important psychological processes like attachment, overall identity development, and psychological flexibility inform healthy ethnic identities during emerging adulthood.

  • The Immigrant Paradox in Childhood & Adolescence

    Would you find it surprising to learn that some of the most high-achieving and healthiest members of the U.S.’s childhood population are also its newest members? The immigrant paradox is a population-level phenomenon in which newly-immigrated children and adolescents – who typically have fewer family economic resources than children born in the U.S. – tend to have better health or academic success than their wealthier, more highly acculturated (or native born) peers. This pattern has been coined a “paradox” because researchers usually observe that poverty leads to poor health, and because many decades ago scholars used to believe that fully acculturating to the U.S. (i.e., becoming “more American”, speaking English without an accent, etc.), meant that families and children should be healthier and more successful. Mounting research evidence starting predominantly during the 1980’s is challenging these traditional notions, and showing that many different groups of newly-immigrated children and adolescents are thriving. In our own research we find that newcomer immigrant youth are oftentimes doing better in school, having fewer pregnancies, and experience fewer delinquency problems than their U.S. born peers from similar ethnic and socioeconomic backgrounds. 

    In the spring of 2007 we began a course of research funded in part by the W.T. Grant Foundation and the Jacobs Foundation, which seeks to understand the contextual factors underlying the immigrant paradox in health, behavior and educational/occupational outcomes. Results from this collaborative study have led to numerous presentations and publications, including a recently released co-edited volume from APA Press entitled The Immigrant Paradox in Children and Adolescents: Is becoming American a developmental risk? We are also currently working on a meta-analysis of the paradox related to risk behaviors in adolescence.

  • The Impact of Discrimination on Well-Being

    Did you know that adolescents who feel discriminated against are more likely to be obese, start smoking at a young age, and experience a multitude of behavioral and mental health problems? From depression to low self-esteem to the general mistrust of others, experiencing discrimination can have a profound impact on children’s well-being. As such, another central series of studies in our group focuses on the impact of discrimination for children and adolescent’s development. Although many researchers have long noted the harmful effects of discrimination for adult health and happiness, researchers are only recently beginning to understand the various impacts discrimination has on the developing child. Our work in this area started with a recent systematic review of the literature – part of an upcoming Handbook of Child Psychology published by Wiley – and is continuing with several new studies in progress as a result. 

References and Materials

On this page you will find a list of recent publications with links, whenever possible, to help you locate research content. Please feel free to contact Amy Marks (PI) for copies of articles, conference presentations, or any of the research materials/instruments used in our studies.

Books:



Suarez-Orozco, C., Abo-Zena, M., & Marks, A.K. (2015). Transitions: The Development of Immigrant Children. New York: NYU Press.








García Coll, C., & Marks, A. K. (2011). The Immigrant Paradox in Children and Adolescents: Is becoming American a developmental risk? Washington DC: American Psychological Association.

García Coll, C., & Marks, A. K. (2009). Immigrant stories: Ethnicity and academics in middle childhood. New York: Oxford University Press. 





Recent Book Chapters:

Suarez-Orozco, C., Marks, A. K., & Abo-Zena, M. (2015). Unique and shared experiences of immigrant-origin children and youth. In C. Suarez-Orozco, M. Abo-Zena, & A. K. Marks (Eds.), Transitions: The Development of Children of Immigrants. (pp. 1-26) New York: NYU Press.

Suarez-Orozco, C., Abo-Zena, M., & Marks, A. K. (2015). Contexts of development: An ecological framework. In C. Suarez-Orozco, M. Abo-Zena, & A. K. Marks (Eds.), Transitions: The Development of Children of Immigrants. (pp. 27-31) New York: NYU Press.

Marks, A. K., & Pieloch, K. (2015). The school contexts of U.S. immigrant children and adolescents. In C. Suarez-Orozco, M. Abo-Zena, & A. K. Marks (Eds.), Transitions: The Development of Children of Immigrants. (pp. 47-60) New York: NYU Press.

Marks, A. K., Seaboyer, L., & Garcia Coll, C. (2015). The academic achievement of U.S. immigrant children and adolescents. In C. Suarez-Orozco, M. Abo-Zena, & A. K. Marks (Eds.), Transitions: The Development of Children of Immigrants. (pp. 259-275) New York: NYU Press.

Marks, A. K., Ejesi, K., McCullough, M., & Garcia Coll, C. (2015). The development and implications of racism and discrimination. In M. Lamb, C. Garcia Coll, & R. Lerner (Eds.), Handbook of Child Psychology, Seventh Edition, Volume Three: Socioemotional Processes. New Jersey: John Wiley & Sons.

*Marks, A. K., Godoy, C.M., & Garcia Coll, C. (2013). An ecological approach to understanding immigrant child and adolescent developmental competencies. In L. Gershoff, R. Mistry, & D. Crosby (Eds.), The Contexts of Child Development. (pp. 75-89) New York: Oxford University Press.

* Note this book was awarded the 2013 Social Policy Award for Best Edited Book by the Society for Research in Adolescence.

García Coll, C., Patton, F., Marks, A. K., Dimitrova, R., Yang, H., Suarez-Aviles, G., & Batchelor, A. (2012). Understanding the immigrant paradox in youth: Developmental and contextual considerations. In A. Masten (Ed.), Realizing the Potential of Immigrant Youth. (pp. 159-180). Cambridge UK: Cambridge University Press.

Marks, A. K., Patton, F., & Coyne, L.C. (2011). Acculturation-related conflict across generations in immigrant families. In R. Moreno & S. S. Chuang (Eds.), Immigrant Children: Change, adaptation and cultural transformation. (pp. 255-270). Rowman & Littlefield Publishers.

Recent Peer-Reviewed Publications:

Pieloch, K. A., Marks, A. K., & Garcia Coll, C. (In press). A person-centered exploration of children of immigrants’ social experiences and their school-based well-being. Applied Developmental Science. DOI: 10.1080/10888691.2016.1225500

Pieloch, K. A., McCullough, M. B., & Marks, A. K. (2016). Resilience of children with refugee statuses: A research review. Canadian Psychology. 57(4).

Conn, B. M., & Marks, A. K. (2015 Online 1st publication). An ecological approach to understanding adolescent prescription drug misuse. Journal of Adolescent Research.

Guarini, T. E., Marks, A. K., Patton, F., & Garcia Coll, C. (2015). Number of sexual partners, pregnancy, and the immigrant paradox: Explaining the first generation advantage for Latina adolescents. Journal of Research on Adolescence. 25(1), 14-19. DOI: 10.1111/jora.12096

Conn, B. M., & Marks, A. K. (2014). Ethnic/racial group differences in peer and parent influence on adolescent prescription drug misuse. Journal of Developmental & Behavioral Pediatrics.35(4), 257-265. DOI: 10.1097/DBP.0000000000000058.

Marks, A. K., Ejesi, K., & Garcia Coll, C. (2014). The U.S. immigrant paradox in childhood and adolescence. Child Development Perspectives, 8(2), 59-64. DOI: 10.1111/cdep.12071

McCullough, M., & Marks, A. K. (2014). The immigrant paradox and adolescent obesity: Examining health behaviors as potential mediators. Journal of Developmental & Behavioral Pediatrics, 35(2), 138-143. DOI: 10.1097/DBP.0000000000000027.

Marks, A. K., & Abo-Zena, M. (2013). What we might have missed: Lessons from diverse methodologies in the study of immigrant families. Research in Human Development, 10(4), 285-288. DOI: 10.1080/15427609.2013.846040

Conn, B. M., Marks, A. K., & Coyne, L. (2013). A three-generation study of Chinese immigrant extended family child care-giving experiences in the preschool years. Research in Human Development, 10(4), 308-331. DOI: 10.1080/15427609.2013.846047

Ablow, J. C., Marks, A. K., Feldman, S. S., & Huffman, L. C. (2013). Associations between first-time expectant women’s representations of attachment and their physiological reactivity to infant cry. Child Development, 84(4), 1373-1391. DOI: 10.1111/cdev.12135


Lab Alumni

This section is devoted to proudly acknowledging the legacy of the YDC Lab’s growing family of colleagues. 

Eva Woodward, Ph.D. in Clinical Psychology 2015 

  • Master's Thesis: Roles of Social Support and Negative Affect in Medication Adherence for HIV-Positive Men who Have Sex with Men
  • Doctoral Thesis:  Innovation in HIV Prevention—Identifying Protective Factors in a High Risk Population
  • Internship in Health Psychology: The Warren Alpert Medical School of Brown University (APA Accredited Predoctoral Internship)
  • Post-Doctoral Training in Dissemination & Implementation Science in Healthcare: Veteran's Health Administration Advanced Fellowship Program in Mental Illness Research and Treatment (APA Accredited Postdoctoral Fellowship)

Camila Godoy, Ph.D. in Clinical Psychology 2015

  • Master's Thesis: The immigrant paradox and risky behaviors in Hispanic youth: A meta-analytic investigation of segmented assimilation theory
  •  Doctoral Thesis: Legal vulnerability in Latino immigrant families: A quantitative exploration of the psychological impact of liminal legality
  • Internship: The May Institute, Behavioral Health (APA Accredited Doctoral Internship)
  • Post-Doctoral Training: Massachusetts General Hospital, Harvard Medical School 

Bridgid Mariko Conn, Ph.D. in Clinical Psychology 2014

  • Master's Thesis: Intergenerational family care-giving among urban Chinese immigrants in a Boston Head Start program.
  • Doctoral Thesis: A cross-sectional and mixed methods investigation of non-medical use of prescription drugs among adolescents.
  • Internship: Primary Children's Hospital/University of Utah (APA Accredited Pre-doctoral Internship)
  • Post-Doctoral Training in Adolescent Medicine: Children’s Hospital Los Angeles/USC UCEDD (APA Accredited Post-doctoral Fellowship)

Mary Beth McCullough, Ph.D. in Clinical Psychology 2014

  • Master’s Thesis: What did the doctor say? Examining adolescents’ memory for medical instructions.
  • Doctoral Thesis: Health behaviors and weight gain among immigrant youth: A novel approach to understanding immigrant adolescent health.
  • Internship: Alpert Medical School of Brown University, Child Clinical Track, Pediatric Specialty (APA Accredited Pre-Doctoral Internship)
  • Post-Doctoral Training: NIH T32 Child Behavior and Nutrition Research Fellowship, Cincinnati Children’s Hospital Medical Center

Katherine K. Bedard, Ph.D. in Clinical Psychology 2013

  • Master’s Thesis: Ethnic identities and the school context: A qualitative analysis of bicultural adolescents’ school experiences.
  • Doctoral Thesis: Mixed-methods development of the Female Adolescent Sexual Identity in Context (FASIC) measure.
  • Internship: University of Miami/Jackson Memorial Hospital, Pediatric Behavioral Medicine Intern (APA Accredited Pre-doctoral Internship)
  • Post-Doctoral Training: Boston Children’s Hospital, Harvard Medical School

Tristan Guarini, Ph.D. in Clinical Psychology 2013

  • Master’s Thesis: Who’s at risk? The impact of immigrant generation and gender on the risky sexual behavior of Latino adolescents. 
  • Doctoral Thesis: Psychological well-being among transgender-identified college students: Support for a person-centered classification system.
  • Internship: University of Pennsylvania CAPS (APA Accredited Pre-doctoral Internship)
  • Post-Doctoral Training: New York University Counseling & Wellness Services

Krystle Rivera, Ph.D. in Clinical Psychology 2013

  • Master’s Thesis: Cultural transmission and the internationally adopted child: How non-traditional families discuss, identify, and participate in culture.
  • Doctoral Thesis: Psychological adaptability, immigrant generation status, and ethnic identity development across the college years.
  • Internship: University of California, Irvine Counseling Center (APA Accredited Pre-doctoral Internship)
  • Post-Doctoral Training: University of California, San Diego's Counseling and Psychological Services