Name: Catherine DeCarlo Santiago

Title: Associate Professor, Clinical Psychology

Office: Coffey Hall 343

Phone: 773.508.2712

Post-Doctorate Fellowship(s): University of California, Los Angeles—Semel Institute for Neuroscience and Human Behavior
Doctorate: University of Denver
Bachelors: University of Notre Dame 

Website:   http://casalabluc.weebly.com/

 

Psychotherapy Practicum (graduate)

Clinical Treatment of Children and Adolescents (graduate)

Trauma-informed Interventions for Children and Adolescents (graduate)

Childhood Psychopathology (undergraduate)

Psychological Perspectives on the Experience of Globalization (undergraduate)

My research program focuses on how children and families respond to stress and trauma as well as how community interventions can improve functioning and promote resilience. In partnership with school and community leaders, administrators, clinicians, and parents, we conduct school- and community-based intervention research.  Our work examines effectiveness, implementation, and sustainability of these interventions among underserved populations. At a basic level, I am interested in individual and family adaptation to the accumulation of stress and trauma. In addition, I am focused on cultural and family factors in relation to psychopathology and mental health intervention. In particular, I am interested in how family and cultural factors might enhance or ameliorate the relationship between stress and child psychopathology, especially among minoritized families. Our lab will continue both basic and intervention research that explores adaptation to stress and adversity among children and families.

* = Loyola trainee coauthor

 

*Torres, S.A., & Santiago, C.D. (2018). Stress and cultural resilience among low-income Latino adolescents: Impact on daily mood. Cultural Diversity and Ethnic Minority Psychology, 24, 209-220.

 

Santiago, C.D., Raviv, T., *Ros, A.M., *Brewer, S.K., *Distel, L.M., *Torres, S.A., *Fuller, A.K., Lewis, K., Coyne, C., Cicchetti, C., & Langley, A. (2018). Implementing the Bounce Back trauma intervention in urban elementary schools: A real-world replication trial. School Psychology Quarterly, 33(1), 1-9.

 

*Papadakis, J. L., *Fuller, A. K., *Brewer, S. K., Silton, R. L., & Santiago, C. D. (2018). A daily diary study of executive functions, coping, and mood among low-income Latino adolescents. The Journal of Early Adolescence, 38, 824-848.

 

Santiago, C.D., *Distel, L.M., *Ros, A.M., *Brewer, S.K., *Torres, S.A., *Papadakis, J.L., Fuller, A.K., & *Bustos, Y. (2018). Mental health among Mexican-origin immigrant families: The roles of cumulative sociodemographic risk and immigrant-related stress. Race and Social Problems, 10, 235-247.

 

*Quimby, D., Richards, M., Santiago, C.D., *Scott, D., & *Puvar, D. (2018). Positive peer pressure among Black American youth and the roles of ethnic identity and gender. Journal of Research on Adolescence, 28, 711-730.

 

Vona, P., Baweja, S., Santiago, C.D., Pears, G., Langley, A., & Kataoka, S. (2018). A cross-site partnership to examine implementation and sustainability of a school-based trauma program. Ethnicity & Disease, 28, 427-436.

 

*Torres, S.A., Santiago, C.D., Kaufka-Walts, K., & Richards, M. (2018). Immigration policy, practices, and procedures: The impact on the mental health of Mexican and Central American youth and families. American Psychologist, 73, 843-854.

 

*Brewer, S.K., & Santiago, C.D. (2018). Involuntary engagement stress responses and family dynamics: Time-lagged models of negative mood. Journal of Child and Family Studies, 27, 2014-2024.

 

*Distel, L.M.L., *Egbert, A.H., Bohnert, A., Santiago, C.D. (2019). Chronic stress and food insecurity: Examining key environmental family factors related to Body Mass Index among low-income Mexican origin youth. Family and Community Health, 42, 213-220.

 

*Distel, L.M.L., *Torres, S.A., *Ros, A.M., *Brewer, S.B., Raviv, T., Coyne, C., Baker, S., Kolski, C., Smith, M.L., & Santiago, C.D. (2019). Evaluating the implementation of Bounce Back: Clinicians’ perspectives on a school-based trauma intervention. Evidence-based Practice in Child and Adolescent Mental Health, 4, 72-88.

 

*Loren, D.M., Bohnert, A.M., & Santiago, C.D. (2019). Measures of acculturation and relations to zBMI among Mexican-origin youth. Journal of Racial and Ethnic Health Disparities, 6, 364-370.

 

*Ros, A., Brewer, S.K., Raviv, T., & Santiago, C.D. (2019). How do parent psychopathology and family income impact treatment gains in a school-based intervention for trauma? School Mental Health, 11, 777-789.

 

Santiago, C.D., *Ros, A.M., *Distel, L.M., Papadakis, J.L., Torres, S.A., Brewer, S.K., Fuller, A.K., *Bustos, Y. (2020). Family coping among Mexican-origin immigrants: Links to child mental health. Journal of Child and Family Studies, 29, 182-194.

 

Deane, K.C., Richards, M., Bocanegra, K. Santiago, C.D., Scott, D., Zakaryan, A., & Romero, E. (2020). Mexican American urban youth perspectives on neighborhood stressors, psychosocial difficulties, and coping: En sus propias palabras. Journal of Child and Family Studies, 29, 1780–1791. 

 

Rusch, D., Walden, A.L., & Santiago, C.D. (2020). A community based organization model to promote Latinx immigrant mental health through advocacy skills and universal parenting supports. American Journal of Community Psychology, 66, 337-346.

 

Ford-Paz, R.E., Santiago, C.D., Coyne, C.A., Rivera, C., Guo, S., Rusch, D., …  Cicchetti, C. (2020). You Are Not Alone: A public health response to immigrant/refugee distress in the current sociopolitical context. Psychological Services, 17(S1), 128-138.

 

*Jolie, S., *Onyeka, O., *DiClemente, C., Torres, S., Richards, M., & Santiago, C.D. (2021). Violence, Place, and Strengthened Space: A Review of Immigration Stress, Violence Exposure, and Intervention for Immigrant Latinx Youth and Families. Annual Review of Clinical Psychology, 17, 127–151.

 

Woodard, G. S., Brewer, S. K., Fuller, A. K., Papadakis, J. L., & Santiago, C. D. (2021). The effect of child gender, parent school involvement, and parent language use on school functioning among trauma-exposed Latinx youth. Hispanic Journal of Behavioral Sciences, 43(3), 294-310.

 

Deane, K., Richards, M., & Santiago, C.D. (2021). Violence exposure, posttraumatic stress, and affect variability among African American youth: A time sampling approach. Development and Psychopathology, 33, 1085-1096, 57, 1291-1296.

 

Santiago, C.D., *Jolie, S., *Bustos, Y., *Distel, L. (2021). Coping together: The impact of family coping on child coping among Mexican-origin families. Developmental Psychology, 57, 1291–1296.

 

Santiago, C.D., *Bustos, Y., *Jolie, S., *Flores Toussaint, R., *Sosa, S.S., Raviv, T., & Cicchetti, C. (2021). The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents. School Psychology, 36, 348-357.

 

Ford-Paz, R.E., Santiago, C.D., *Bustos, Y., *Uriarte, J., *Distel, L.M.L., *Ros, A.M., … Cicchetti, C. (2022). Acceptability and initial promise of trainings for community stakeholders serving refugee and immigrant families. Psychological Services.

 

Santiago, C.D., *Bustos, Y., *Sosa, S. S., *Jolie, S. A., *Flores Toussaint, R., Gebhardt, S., Stern, D., & Budd, K. S. (2022). Examining the implementation of Teacher–Child Interaction Training‐ Universal in public schools. Psychology in the Schools.

 

Santiago, C.D., Raviv, T., & Jaycox, L.H. (2018). Creating Healing School Communities: School-based Interventions for Students Exposed to Trauma. Washington, DC: American Psychological Association. 

National Institute of Mental Health (NIMH)

Illinois State Board of Education & Illinois Department of Public Health

Illinois Children’s Healthcare Foundation