Academic Publications

Below you will find a curated selection of reports, journal articles and academic papers written by CCFW staff or affiliates, academic partners, as well as other leaders in the field.

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Promoting College Student and Staff Well-being Through a Mindfulness-based Coping Program

This CCFW study evaluated the impact on student and staff well-being of a mindfulness-based cognitive-behavioral coping program, Be REAL (Resilient Attitudes & Living), delivered by campus staff using a task-sharing approach. 

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Cumulative adversity, mindfulness, and mental health in first-time mothers experiencing low income

This CCFW collaborative paper reports the effects of low income and ACEs on new mothers. It also highlights the protective effects of mindfulness. NEW Parents Connect is a mindfulness-based program being evaluated at CCFW to support the well-being of new parents.

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Preliminary Evaluation of the Effectiveness of Perinatal Mindfulness-Based Well-Being and Parenting Programs for Low-Income New Mothers

This CCFW multidisciplinary collaboration demonstrated the effectiveness of perinatal mindfulness and parenting programs in supporting maternal and infant mental health. We are grateful for the participation of the new mothers who contributed to this project.

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Early-childhood temperament moderates the prospective associations of coping with adolescent internalizing and externalizing symptoms

CCFW’s team published this article in Frontiers in Psychology. While appraisal and coping are known to impact adolescent psychopathology, more vulnerable or resilient responses to stress may depend on individual temperament. This study examined early life temperament as a moderator of the prospective relations of pre-adolescent appraisal and coping with adolescent psychopathology.

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Supporting the Well-being of Early Learning Providers with a Mindfulness and Coping Program

The Journal of Clinical Child & Adolescent Psychology (JCCAP) has accepted an abstract from CCFW’s research team. The abstract, entitled Supporting the Well-being of Early Learning Providers with a Mindfulness and Coping Program, by Robyn Long, Katie Malloy Spink, & Liliana J. Lengua, will be a part of the Future Directions Forum, a virtual series hosted online July – December 2022.

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Future Directions Forum
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Material hardship level and unpredictability in relation to U.S. households’ family interactions and emotional well-being: Insights from the COVID-19 pandemic

CCFW Director, Dr. Liliana Lengua’s research publication on Social Science & Medicine (1967).

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Mental Health Primers by the Coalition for Psychology in Schools and Education

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.  

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Mental Health Primers
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Tests of bidirectional relations of TV exposure and effortful control as predictors of adjustment in early childhood in the context of family risk factors

This study examined bidirectional relations between television exposure and effortful control accounting for the effects of family contextual risk factors.

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Playgrounds are for children: Investigating developmentally-specific “Green Space” and child mental health

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.

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Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care

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.

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