A selection of manuscripts highlighting research findings from our collaborators.
These primers developed by the Coalition for Psychology in Schools and Education provide information for classroom teachers to help them identify behaviors in the classroom that are symptomatic of mental health and other psychological issues, with the goal of directing teachers to appropriate resources for the students.
This study examined bidirectional relations between television exposure and effortful control accounting for the effects of family contextual risk factors.
A new research article on how access to “green space” may affect child mental health. This article is a product of collaboration across disciplines, something CCFW aims to encourage and contribute to. Authored by Jessica Acolin, UW School of Public Health in collaboration with Anjum Hajat, UW School of Public Health, Paula Nurius, UW School of Social Work, and CCFW Director, Liliana Lengua, UW Department of Psychology.
CCFW staff member, Shayla Collins, co-authored this important research article “Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care” in Equity and Excellence in Education.
Abstract Parents living in low-income contexts shouldered disproportionate hardships during the COVID-19 pandemic with consequences to maternal mental health and child adjustment. The current study uses a sample of first-time mothers (N=147) of young toddlers, all living in low-income contexts, to examine the roles of pre-pandemic and COVID-19-specific risk and individual resilience factors in the
In this Zero to Three Professional Resource, learn how teachers’ experiences and mental health can serve to escalate or soothe young children’s trauma and stress.