Katie Rosanbalm
Research Scientist, Senior
Katie Rosanbalm is trained as a child clinical and quantitative psychologist. Her work focuses on program implementation and evaluation in the areas of early childhood systems, self-regulation development, child welfare, and trauma-sensitive schools. She has conducted longitudinal evaluations of child welfare reform, early childhood Systems of Care, and prevention/intervention programs for mental health and education.
Rosanbalm co-authored a series of white papers on self-regulation development from birth through early adulthood. She has also served on multiple state-level boards and task forces to strengthen the evidence-based implementation of programs for children and families.
Rosanbalm currently leads several ongoing evaluation projects, including:
- Incredible Years Dinosaur School, a randomized controlled trial of self-regulation interventions in 120 N.C. PreK classrooms
- Partnering for Excellence, a program to improve the integration of child mental health services into child welfare
- Resilience and Learning, a partnership with the Public School Forum to develop and implement a trauma-sensitive school model in North Carolina
- ITTI Care, a professional development framework to provide training and coaching on trauma-informed care to caregivers in infant/toddler classrooms.
COVID-19 Resources
Rosanbalm recently created a webinar, Self-Care: How to Combat Stress with Resilience During the COVID-19 Pandemic. She also shared a resource for people living with domestic violence during stay-at-home orders.
Tip Sheets on Supporting the Development of Self-Regulation in Young Children
Co-authored by Katie Rosanbalm for the Office of Planning, Research & Evaluation, U.S. Department of Health and Human Services.
Explore these tips for helping caregivers use co-regulation to support development of self-regulation skills in preschoolers and young children in home settings.
- Tips for Promoting Self-Regulation when Working with Infants
- Tips for Promoting Self-Regulation when Working with Toddlers
- Tips for Promoting Self-Regulation when Working with Preschoolers
- Tips for Promoting Self-Regulation when Working with Young Children in Home Settings
Research Interests :
- Child Maltreatment
- Self-Regulation
- Trauma-Sensitive Schools
- Program Evaluation
- Early Childhood
Current Appointments & Affiliations
- Research Scientist, Senior, Center for Child and Family Policy, Sanford School of Public Policy
Contact Information
- Box 90539, Durham, NC 27708
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katie.rosanbalm@duke.edu
+1 919 668 3294
- Expertise
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Subject Headings
- Research
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Selected Grants
- NC Resilience and Learning Project awarded by Public School Forum of North Carolina 2019 - 2023
- Partnering for Excellence awarded by Benchmarks 2012 - 2023
- Building Capacity for Trauma-Informed Infant & Toddler Care: A Professional Development Framework awarded by NC DHHS 2019 - 2022
- Effects of the Incredible Years Classroom and Teacher Combined Interventions on Preschool Children's Self-Regulation and Academic Achievement awarded by Department of Education 2015 - 2021
- Guilford County Incredible Years Preschool Sustainability Project awarded by Duke Endowment 2019 - 2020
- Educational Outcomes of the Incredible Years Small Group Program for Early Elementary Students with Self-Regulation Difficulties awarded by University of North Carolina - Chapel Hill 2015 - 2019
- North Carolina Child Well-Being awarded by Children's Home Society of North Carolina 2017 - 2018
- A Foundation-University Partnership: Collaborating for Non-profit Capacity Building and Infrastructure Enhancement awarded by Oak Foundation 2013 - 2017
- Book Babies awarded by Book Harvest 2015 - 2017
- Proposal for a Comprehensive Examination of Child Welfare Assessment Tools awarded by Annie E. Casey Foundation 2014 - 2015
- Comprehensive Community Mental Health Services for Children and their Families Program awarded by Alamance County 2015
- Project LAUNCH - Alamance County awarded by Alamance County 2014 - 2015
- Project LAUNCH - Alamance County awarded by Alamance County 2013 - 2014
- Review of DSS Child Protection Models awarded by Duke Endowment 2014
- Genome Diner: A strategy for community-researcher engagement in genome sciences awarded by National Institutes of Health 2008 - 2010
- Publications & Artistic Works
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Selected Publications
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Academic Articles
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Murray, Desiree W., Katie Rosanbalm, Christina Christopoulos, and Aleta L. Meyer. “An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research.” The Journal of Primary Prevention 40, no. 4 (August 2019): 367–403. https://doi.org/10.1007/s10935-019-00556-1.Full Text
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Rosanbalm, K. D., K. D. Snyder-Fickler, K. D. Lawrence, K. Coleman, J. Frey, J. van den Ende, and K. Dodge. “Child wellbeing assessment in child welfare: A review of four measures.” Children and Youth Services Review, 2016. https://doi.org/10.1016/j.childyouth.2016.06.023.Full Text
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Kaufman, M., Christina Christopoulos, and K. D. Rosanbalm. “The Wellness Discussion Guide and Family Health Plan: Tools to reduce toxic stress risks through a two-generation approach in the Family-Centered Medical Home.” Children’S Mental Health Network, September 2013.
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Haga, Susanne B., Katie D. Rosanbalm, Larry Boles, Genevieve M. Tindall, Troy M. Livingston, and Julianne M. O’Daniel. “Promoting public awareness and engagement in genome sciences.” J Genet Couns 22, no. 4 (August 2013): 508–16. https://doi.org/10.1007/s10897-013-9577-3.Full Text Link to Item
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O’Daniel, Julianne M., Katie D. Rosanbalm, Larry Boles, Genevieve M. Tindall, Troy M. Livingston, and Susanne B. Haga. “Enhancing geneticists' perspectives of the public through community engagement.” Genet Med 14, no. 2 (February 2012): 243–49. https://doi.org/10.1038/gim.2011.29.Full Text Link to Item
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Lawrence, C Nicole, Katie D. Rosanbalm, and Kenneth A. Dodge. “Multiple Response System: Evaluation of Policy Change in North Carolina's Child Welfare System.” Children and Youth Services Review 33, no. 11 (November 2011). https://doi.org/10.1016/j.childyouth.2011.08.007.Full Text Open Access Copy
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Appleyard, Karen, Lisa J. Berlin, Katherine D. Rosanbalm, and Kenneth A. Dodge. “Preventing early child maltreatment: implications from a longitudinal study of maternal abuse history, substance use problems, and offspring victimization.” Prev Sci 12, no. 2 (June 2011): 139–49. https://doi.org/10.1007/s11121-010-0193-2.Full Text Link to Item
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Rosanbalm, Katie D., Kenneth A. Dodge, Robert Murphy, Karen O’Donnell, Christina Christopoulos, Shayala Williams Gibbs, Karen Appleyard, and Deborah Daro. “Evaluation of a Collaborative Community-Based Child Maltreatment Prevention Initiative.” Prot Child 25, no. 4 (2010): 8–23.Open Access Copy Link to Item
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Davis, M. K., and C. A. Gidycz. “Child sexual abuse prevention programs: A meta-analysis.” Journal of Clinical Child Psychology 29 (2000): 257–65.
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Holroyd, K. A., J. S. Labus, K. H. Hill, M. Stensland, B. Carlson, G. L. Lipchik, and M. K. Davis Rosanbalm. “Antidepressant medication and cognitive-behavior therapy in the management of chronic tension-type headache: a randomized controlled trial.” Annals of Behavioral Medicine 22 (2000).
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Labus, J. S., K. A. Holroyd, G. L. Lipchik, and M. K. Davis Rosanbalm. “Central Pain Modulation/Transmission in Chronic Tension-Type Headache: Separate and Combined Effects of Antidepressant Medication and Stress-Management Therapy.” Annals of Behavioral Medicine 22 (2000).
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Lipchik, G., K. Holroyd, F. O’Donnell, G. Cordingley, S. Waller, J. Labus, M. K. Davis, and D. French. “Exteroceptive suppression periods and pericranial muscle tenderness in chronic tension-type headache: Effects of psychopathology, chronicity, and disability.” Cephalalgia 20 (2000): 638–46.
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Martin, D. J., J. P. Garske, and M. K. Davis. “Relation of the therapeutic alliance with outcome and other variables: A meta-analytic review.” Journal of Consulting and Clinical Psychology 68 (2000): 438–50.
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Davis, M. K., K. A. Holroyd, M. D. Stensland, K. R. Hill, and G. L. Lipchik. “Are participants and physicians in clinical drug trials really blind to treatment?” Annals of Behavioral Medicine 21, no. S136 (1999).
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Hill, K. H., K. A. Holroyd, G. L. Lipchik, D. French, C. Pinnell, M. K. Davis, and M. D. Stensland. “Validation of a new coping interview for recurrent pain sufferers.” Annals of Behavioral Medicine 21, no. S144 (1999).
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Holroyd, K. A., P. Malinoski, M. K. Davis, and G. L. Lipchik. “The three dimensions of headache impact: Pain, disability, and affective distress.” Pain 83 (1999): 571–78.
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Stensland, M. D., K. A. Holroyd, M. K. Davis, G. L. Lipchik, and K. R. Hill. “Treatment of chronic tension headache: Differential effects of cognitive-behavioral and drug therapy on cognitive variables and daily hassles.” Annals of Behavioral Medicine 21, no. S189 (1999).
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Book Sections
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Rosanbalm, Katie, Elizabeth DeKonty, and Sheronda Fleming. “North Carolina Resilience and Learning Project.” In Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration, edited by R Martin Reardon and Jack Leonard, 5:1–38. Information Age Publishing, 2020.Link to Item
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Reports
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Rosanbalm, Katie. “Social and Emotional Learning during COVID-19 and beyond: Why it matters and what we can do to support it.” Raleigh, NC, 2021.
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Ali, Doha, and Katie Rosanbalm. “K-12 Social-Emotional Support During COVID-19: Reflections and recommendations from a survey of North Carolina teachers.” Durham, NC: Duke Center for Child and Family Policy, 2020.
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Ali, Doha, and Katie Rosanbalm. “Connecting with K-12 Students During COVID-19: Findings and Recommendations from a Survey of North Carolina Teachers.” Durham, NC: Duke Center for Child and Family Policy, 2020.
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Rosanbalm, Katie, and Ennis Baker. “Strategies to Support the Well-being of Essential Child Care Staff and Young Children During COVID-19.” Durham, NC: Duke Center for Child and Family Policy, 2020.
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Pahigiannis, Katie, Katie Rosanbalm, and Desiree Murray. “Supporting the Development of Self-Regulation in Young Children: Tips for Practitioners Working with Infants (birth to 1 year old) in Childcare Settings.” Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2019.
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Pahigiannis, Katie, Katie Rosanbalm, and Desiree Murray. “Supporting the Development of Self-Regulation in Young Children: Tips for Practitioners Working with Toddlers (1-2 years old) in Classroom Settings.” Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2019.
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Pahigiannis, Katie, Katie Rosanbalm, and Desiree Murray. “Supporting the Development of Self-Regulation in Young Children: Tips for Practitioners Working with Preschool Children (3-5 years old) in Classroom Settings.” Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2019.
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Pahigiannis, Katie, Katie Rosanbalm, and Desiree Murray. “Supporting the Development of Self-Regulation in Young Children: Tips for Practitioners Working with Families in Home Settings.” Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2019.
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Murray, Desiree, and Katie Rosanbalm. “Current gaps and future directions for self-regulation intervention research.” Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2017.
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Rosanbalm, Katie, and Desiree Murray. “Co-regulation from birth through young adulthood: A practice brief.” Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2017.
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Rosanbalm, Katie, and Desiree Murray. “Promoting self-regulation in the first five years: A practice brief.” Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2017.
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Murray, D., K. D. Rosanbalm, and C. Christopoulos. “Self-regulation and toxic stress: Implications for programs and practice.” Washington DC: Office of Planning, Research and Evaluation, 2016.
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Murray, D., K. D. Rosanbalm, and C. Christopoulos. “A comprehensive review of self-regulation interventions from birth through young adulthood.” Washington, DC: Office of Planning, Research, and Evaluation, 2016.
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Murray, Desiree, Katie Rosanbalm, and Christina Christopoulos. “Self-Regulation and Toxic Stress: Seven Key Principles of Self-Regulation in Context.” Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services, 2016.
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Rosanbalm, K. D., and C. Christopoulos. “Partnering for Excellence: Initial Findings and Recommendations (Accepted).” Partnering for Excellence: Initial Findings and Recommendations, 2016.
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Rosanbalm, K. D., L. Snyder-Fickler, and C. N. Lawrence. “A comprehensive examination of child wellbeing assessment tools for child welfare,” May 2015.
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Christopoulos, C., K. D. Rosanbalm, and S. Fischer. “Alamance Alliance Final Report,” 2015.
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Christopoulos, C., and K. D. Rosanbalm. “Alamance County Project LAUNCH Final Report,” 2015.
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Murray, D. W., K. D. Rosanbalm, C. Christopoulos, and A. Hamoudi. “Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective.” Office of Planning, Research, and Evaluation, January 2015.Open Access Copy Link to Item
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Murray, D., and K. D. Rosanbalm. “Promoting self-regulation in adolescents and young adults: A practice brief.” Washington, DC: Office of Planning, Research and Evaluation, 2015.
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Rosanbalm, K. D. “Child welfare practice models: Review and recommendations,” July 2014.
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Snyder-Fickler, Kenneth A., Kenneth A. Lawrence, and K. D. Rosanbalm. “EDCI Year Three Evaluation Report,” 2014.
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Snyder-Fickler, E., Nicole Lawrence, Tara Weatherholt, Katie Rosanbalm, and Davie Rabiner. “The East Durham Children’s Initiative: Year two evaluation.” The East Durham Children’s Initiative: Year Two Evaluation, December 31, 2013.
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Rosanbalm, K. D. “Findings from analysis of merged Medicaid and DSS data,” 2013.
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Snyder-Fickler, C., K. D. Rosanbalm, and T. Weatherholt. “Comprehensive Family Assessment final report: A process, practice, and outcome evaluation,” 2013.
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Rosanbalm, K. D., J. Quinn, and J. Owen. “Nonprofit capacity building and infrastructure enhancement project: Organizational self-assessment,” 2012.
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Christopoulos, C., and K. D. Rosanbalm. “Evaluation of the HillRAP Intervention in Durham County Schools: Final Report (Submitted),” 2011.
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Daneri, P., and K. D. Rosanbalm. “Kindergarten Readiness Assessment for English Language Learners,” 2011.
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Rosanbalm, K. D., and C. Christopoulos. “Incredible Years: Expected effects and recommendations for monitoring outcomes,” 2011.
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Christopoulos, C., K. D. Rosanbalm, and D. Rabiner. “Evaluation of the HillRAP intervention in Davie County middle schools: Final report,” 2010.
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Rosanbalm, K. D. “Policy Solutions: How policymakers can support rigorous research design.” Minneapolis, MN: University of Minnesota, 2010.
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Rosanbalm, K. D., and K. Cadigan. “Evidence-informed policy to improve impact and accountability.” Minneapolis, MN: University of Minnesota, 2010.
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Rosanbalm, K. D. “Using rigorous evidence to improve government effectiveness: An introduction,” February 2009.
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Rosanbalm, K. D., M. Hughes, M. Johnson, C, R. Mabry, and L. Akers. “Successfully implementing evidence-based programs for children and families in North Carolina,” February 2009.
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Lawrence, C., K. D. Rosanbalm, and K. Dodge. “Multiple Response System evaluation report to the North Carolina Division of Social Services,” 2009.
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- Teaching & Mentoring
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Recent Courses
- CHILDPOL 393: Research Independent Study 2023
- CHILDPOL 495S: Multidisciplinary Approaches to Contemporary Children's Issues 2023
- CHILDPOL 532S: Community-Based Research on Early Childhood Policy and Practice 2023
- PSY 494: Research Independent Study 2023
- PUBPOL 420S: Multidisciplinary Approaches to Contemporary Children's Issues 2023
- PUBPOL 532S: Community-Based Research on Early Childhood Policy and Practice 2023
- CHILDPOL 393: Research Independent Study 2022
- CHILDPOL 490S: Special Topics in Child Policy Research 2022
- CHILDPOL 495S: Multidisciplinary Approaches to Contemporary Children's Issues 2022
- PSY 493: Research Independent Study 2022
- PUBPOL 420S: Multidisciplinary Approaches to Contemporary Children's Issues 2022
- PUBPOL 490S: Capstone Seminars in Special Topics in Public Policy 2022
- CHILDPOL 393: Research Independent Study 2021
- CHILDPOL 490S: Special Topics in Child Policy Research 2021
- CHILDPOL 495S: Multidisciplinary Approaches to Contemporary Children's Issues 2021
- PUBPOL 420S: Multidisciplinary Approaches to Contemporary Children's Issues 2021
- Scholarly, Clinical, & Service Activities
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Presentations & Appearances
- Redesigning the In-Person Classroom Experience: A Post COVID Intervention. Education Hackathon 2021. Start Lighthouse. November 2021 2021
- ITTI Care: A Social-Ecological Approach to Promoting Trauma-Informed Child Care. National Smart Start Conference. May 2021 2021
- Coping with the Stress of the Pandemic for Early Childhood Educators. National Early Childhood Inclusion Institute. September 2020 2020
- Effects of COVID on Education Data. COVID-19 Responsive Materials Series. New York State Education Department. September 2020 2020
- Self-Care as a Critical Component of a Trauma-Informed School. North Carolina School Leadership Network. September 2020 2020
- Building Self-Regulation in Early Childhood. Kentucky Early Childhood Institute. July 2020 2020
- Trauma-Informed Organizations. Kentucky Early Childhood Institute. July 2020 2020
- Supporting the Social-Emotional Needs of Students. NC School Board Association. June 2020 2020
- Building a Nurturing Environment. Kentucky Early Childhood Institute. May 2020 2020
- Self-Care for Early Childhood Educators. Kentucky Early Childhood Institute. May 2020 2020
- Trauma 101. Kentucky Early Childhood Institute. May 2020 2020
- Building Trauma-Informed Communities. "Educated" Symposium. Catawba Community College. March 2020 2020
- Partnering for Excellence: What we know so far. NC Network of Grantmakers Annual Conference. March 2020 2020
- What Trauma-Informed Education can do to Support our Students. Rural Health Symposium. February 2020 2020
- Infants and Toddlers and ACEs: What do we know and what can we do? . ACEs Southeastern Summit. MAHEC. October 2019 2019
- Promoting resilience in the first 1000 days of life: Trauma-informed infant/toddler child care. Learning and Leadership Summit. Prevent Child Abuse NC. March 2019 2019
- How Schools Can Become Trauma-Informed. Intersection Webinar. Hunt Institute. October 2018 2018
- Trauma-Informed Care for 0-3: Building the Foundation for Wellbeing. Smart Beginnings Symposium. September 2018 2018
- Trauma-Sensitive Schools: Improving the Wellbeing of Children Impacted by Trauma. 68th Conference on Exceptional Children. NC Department of Public Instruction. July 2018 2018
- The Effects of Adverse Childhood Experiences. Governor’s Commission on Access to Sound Basic Education. June 2018 2018
- Whole-School Trauma-Informed Approaches for Improving Child Wellbeing. National Early Childhood Inclusion Institute. May 2018 2018
- Resilience and Learning: Creating Trauma-Sensitive Spaces for Children and Youth. 2018 Synergy Conference. April 2018 2018
- Adverse Childhood Experiences. North Carolina Center for Afterschool Programs.. November 2017 2017
- Building a Trauma-Sensitive School Environment. Rethinking Newcomer Education. Kenan Institute for Ethics. September 2017 2017
- Coaching Utilization and Implementation Fidelity for Self-Regulation Interventions in Low-Income Preschool Classrooms. Society for Prevention Research. June 2017 2017
- Teaching Self-Regulation Skills to Promote Adaptability and Resilience in Young Children. National Early Childhood Inclusion Institute. May 2017 2017
- Understanding Self-Regulation for Young Adults from an Applied Developmental Perspective. Goal-Directed Behaviors, Self-Regulation, and Personal Success Skills in Employment Programs. OPRE. January 2017 2017
- Trauma-informed schools: Building resilience and student success. Leadership North Carolina. December 2016 2016
- Self-Regulation Practice Briefs: Early Childhood and Co-Regulation. Administration for Children and Families. October 2016 2016
- Trauma and Resilience: Building a system that promotes well-being. Washington and Lee University. October 2016 2016
- Co-regulation: An evidence-based approach to building self-regulation in early childhood. National Early Childhood Inclusion Institute. May 2016 2016
- Self-regulation development: Implications for intervention approaches. Webinar for Parents as Teachers learning community. March 2016 2016
- Toxic stress vs. student success. NC Network of Grantmakers Annual Meeting. February 2016 2016
- Writing a strong grant proposal: How to tell a story that is meaningful and evidence-based. Webinar presented to Oak Foundation grantees. January 2016 2016
- Evaluation Plans: Are you doing what you think you are doing?. Webinar presented to Oak Foundation grantees. October 2015 2015
- Logic Models: Building a roadmap for your work. Webinar presented to Oak Foundation grantees. July 2015 2015
- Self-regulation-informed interventions for youth. Interagency Workgroup on Youth Programs. 2015 2015
- Self-regulation and toxic stress: Foundations, research, and implications for ACF programs. Administration for Children and Families. December 2014 2014
- Self-regulation development and interventions. Administration for Children and Families. April 16, 2014 2014
- Building a roadmap for your work: Logic models and evaluation plans. Learning and Leadership Summit. Prevent Child Abuse NC. 2014 2014
- Home visiting programs for at-risk new mothers. Duke University. 2014 2014
- Self-regulation development: Implications for intervention approaches. Washington and Lee University. 2014 2014
- Incredible Years Dinosaur School: Emotional regulation development for preschoolers. North Carolina State University. October 2013 2013
- Seeing the whole child: Integrating physical and behavioral health. National Smart Start Conference. May 2013 2013
- Enhancing service providers' capacity for positive child and youth development: Initial learnings from a researcher, funder, practitioner collaboration. Society for Research in Child Development. April 2013 2013
- Alamance Alliance for Children and Families: An early childhood System of Care. National Smart Start Conference. May 2012 2012
- Psychosocial predictors of engagement in a home visiting program for at-risk mothers. Society for Research in Child Development. March 2011 2011
- Understanding evidence: Read between the hype. Learning and Leadership Summit. Prevent Child Abuse NC. March 2011 2011
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Service to the Profession
- Member. Resilient Communities State Advisory Board. 2020 - 2022 2020 - 2022
- Member. North Carolina Babies First Advisory Committee. 2019 - 2022 2019 - 2022
- Treasurer. North Carolina Parents as Teachers Board. 2018 - 2022 2018 - 2022
- Appointed Member. Public School Forum Advisory Board. July 2016 - 2022 2016 - 2022
- Co-chair. Trauma and Learning Committee. Public School Forum. 2015 - 2016 2015 - 2016
- Member. Early Childhood Data Action Team. 2015 - 2016 2015 - 2016
- Member. NC Pathways to Grade-Level Reading. 2015 - 2016 2015 - 2016
- Member. Scholars for North Carolina's Future. 2015 2015
- Incredible Years Implementation Team. 2013 - 2016 2013 - 2016
- North Carolina Education Think Tank. 2013 - 2014 2013 - 2014
- Triple P State Evaluation Team. 2013 - 2016 2013 - 2016
- Incredible Years Evaluation Workgroup. 2010 - 2011 2010 - 2011
- Parents as Teachers Quality Study Group. 2010 - 2011 2010 - 2011
- Smart Start Family Support Outcomes Task Force. 2008 - 2009 2008 - 2009
- Smart Start Family Support Outcomes Task Force. 2008 - 2009 2008 - 2009
- Parents as Teachers State Advisory Board. 2007 - 2016 2007 - 2016
- Healthy Families Workgroup. 2006 - 2009 2006 - 2009
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Service to Duke
Some information on this profile has been compiled automatically from Duke databases and external sources. (Our About page explains how this works.) If you see a problem with the information, please write to Scholars@Duke and let us know. We will reply promptly.
