Clinical Psychology, The Catholic University of America
Cohort Seven Fellow
Sandra Barrueco, PhD.
Associate Professor, The Catholic University of America
Deborah Perry, PhD.
Professor and Director of Research and Evaluation at Georgetown University Center for Child and Human Development
Areas of Expertise
Early Childhood Education and Initiatives, Evidence-Based/Evidence-Informed Programs, Families and Family Systems, Mental Health and Well-Being, Prevention Science, Program Evaluation, Longitudinal Data Analysis, Regression Modeling, Mixed Methods, Participatory Action Research, Infants and Toddlers, Low-Income Families and Individuals, Preschool-aged Children, Racial/Ethnic Minority Groups, School-aged Children
Anna Davis is a doctoral candidate in Clinical Psychology at The Catholic University of America in Washington, D.C. Her primary research areas are the evaluation and dissemination of preventative early childhood mental health interventions for vulnerable communities. She is committed to pursuing research that has clear policy implications; among other relevant projects, she has conducted an evaluation of a state-funded early childhood intervention through a research assistantship at Georgetown University. In terms of clinical training, Ms. Davis works with children and families across multiple settings, including schools and hospitals, to provide treatment and assessment services to high-risk and traditionally underserved communities using a cognitive-behavioral approach. Additionally, Ms. Davis currently works as a Public Interest Policy Scholar at the American Psychological Association. Ms. Davis earned her B.A. in Psychology and English at the University of Delaware, where she began her research career working in Dr. Mary Dozier’s lab on a longitudinal study about an attachment-based intervention for children in foster care.
The Role of Consultative Alliance in Early Childhood Mental Health Consultation
Early Childhood Mental Health Consultation (ECMHC) is an approach that pairs mental health professionals with teachers, parents, and directors to build their capacities to support young children’s social-emotional development. This is particularly important in early childhood education settings serving vulnerable populations, as these young children are at greater risk for behavioral dysregulation related to environmental stressors. ECMHC has been shown to have positive outcomes such as improved teacher-child relationships and reduced expulsions, but the mechanism of change has not been rigorously analyzed. This dissertation research will investigate the mechanism whereby ECMHC produces positive impacts on young children, educators, families, and programs. Specifically, longitudinal ECMHC program data will be used to explore the role of the “consultative alliance” (or, relationship between teacher and consultant) in bringing about these positive outcomes. The conclusions of this study may have implications for program implementation and fidelity, quality improvement, and workforce development.