Publications and Presentations
The P-Lab at the 2024 National Association of School Psychologists Conference in New Orleans, LA!
*Indicates student authors
Critiquing the Status Quo: Advancing Justice for Emergent Bilingual Students
Jaclyn N. Wolf, Michele E. Stathatos, Alexandra Hensley, M.S.*, & Beatriz Durant*
This was a skills-based presentation designed to provide practical strategies to support bilingual learners.
Mental Health in Schools Post-COVID: How School Psychologists Can Respond
Brandon Garcia* & Jaclyn N. Wolf
This poster presentation focused on evidence-based strategies for meeting youth's mental health needs in the K-12 setting
"¡Existo!": The Educational Experiences and Needs of Spanish- Speaking Latinx Emergent Bilinguals
Jaclyn N. Wolf & Desireé Vega
This paper presented qualitative findings about the educational needs and experiences of Latinx, Spanish-speaking emergent bilingual students in the K-12 setting.
Keep it Going: SEL Beyond Early Childhood Education
Clarissa D. White*, Mayowa Ogunmakinwa*, & Jaclyn N. Wolf
This poster presentation focused on common types of SEL programming, barriers to implementation past early childhood, and models for successful implementation.
The P-Lab at the 2024 National Multicultural Conference and Summit in Santa Fe, NM!
*Indicates student authors
Jaclyn N. Wolf, Shuyi Liu, & Brandon Garcia*
The symposium focused on exploring the separate but related concepts of acculturation and enculturation to better understand how to support culturally and linguistically minoritized students in the K-12 and college settings.
Shuyi Liu, Jaclyn N. Wolf, Daisy Castillo*, & Golzar Ejadi*
The poster focused on understanding how racially/ethnically minoritized individuals cope with discrimination.
Dr. Liu
Google Scholar: https://scholar.google.com/citations?view_op=list_works&hl=en&user=ZbEvpTgAAAAJ
Liu, S., Arterberry, B., Tittler, M., Wang, C., & Klesel, B. (under review). Exploration and cross-validation for the latent profiles of emotion regulation difficulties.
Chao, R., Wei, M., & Liu, S. (under review) Effects of a Video Intervention and Ethnocultural Empathy on Racial Color-Blindness, White Empathy, and Willingness to Confront White Privilege.
Liu, S., Wei, M., & Russell, D. (2023). Effects of A Brief Self-Compassion Intervention for College Students with Impostor Phenomenon. Journal of Counseling Psychology.
Liu, S., He, L., Wei, M., Yi, Du., & Cheng, D. (2022). Depression and anxiety from acculturative stress: maladaptive perfectionism as a mediator and mindfulness as a moderator. Asian American Journal of Psychology. https://doi.org/10.1037/aap0000242
(The first and second authors contributed equally)
Tittler, M., Liu, S., & Wei, M. (2022). Concerns about counseling racial minority clients: ethnocultural empathy, insight, and multicultural intervention self-efficacy. Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000333
(The first and second authors contributed equally)
Liu, S., He, L., Wei, M., Yi, Du., & Cheng, D. (2021). Depression and Anxiety from Acculturative Stress: Maladaptive Perfectionism as a Mediator and Mindfulness as a Moderator. Asian American Journal of Psychology.
(The first and second authors contributed equally)
Tittler, M., Liu, S., & Wei, M. (2021). Moderated mediation model of concerns about counseling a racial minority client and multicultural counseling self-efficacy. Training and Education in Professional Psychology.
(The first and second authors contributed equally)
Wei, M., Mallinckrodt, B., Arterberry, B. J., Liu, S., & Wang, K. T. (2021). Latent profile analysis of interpersonal problems: Attachment, basic psychological need frustration, and psychological outcomes. Journal of Counseling Psychology. https://doi.org/10.1037/cou0000551
Liu, S., & Wei, M. (2020). Cognitive flexibility, relativistic appreciation, and ethnocultural empathy among Chinese international students. The Counseling Psychologist, 48, 583-607. http://dx.doi.org/10.1177/0011000019900558
Liu, S., Li, C., Wang, C., Wei, M., & Ko, S. (2019). Self-compassion and social connectedness buffering racial discrimination on depression among Asian Americans. Mindfulness, 11, 672-682. http://dx.doi.org/10.1007/s12671-019-01275-8
Wei, M., Liu, S., Ko, S. Y., Wang, C., & Du, Y. (2020). Impostor feelings and psychological distress among Asian Americans: Interpersonal shame and self-compassion. The Counseling Psychologist, 48, 432-458. http://dx.doi.org/10.1177/0011000019891992
Wei, M., Wang, C., Ko, S. Y., Liu, S., & Botello, R. (2019). Bicultural stress and perceived benefits among Asian Americans: The roles of cognitive flexibility and making positive sense of adversity. Asian American Journal of Psychology, 10, 351-361. http://dx.doi.org/10.1037/aap0000158
Dr. Wolf
Stathatos, M. E., Vega, D., & Wolf, J. N. (under review). School psychologists’ awareness, training, and attitudes toward transgender and gender diverse youth.
Wolf, J. N., Vega, D., & Tanaka, M. L. (under review). Examining bilingual school psychologist demographics, training experiences, and multicultural competencies.
Vega, D., & Wolf, J. N. (under review). Culturally and linguistically responsive intervention and assessment practices with emergent bilingual students. Book proposal in progress.
Vega, D., & Wolf, J. N. (2023). Best practices in assessment of bilingual learners in schools. Best practices in assessment of bilingual learners in schools. In P. L. Harrison, S. L. Proctor, & A. Thomas (Eds.), Best practices in school psychology (7th ed.). National Association of School Psychologists.
Vega, D., Wolf, J. N., Tanaka, M. L., Villalobos, C. D., & Troutman, A. (2022). School psychologist and school counselor collaboration to support the college and career readiness of immigrant and refugee youth. In E. M. Hines, & L. Owen (Eds.), Equity-based career development and postsecondary transitions: An American imperative. Charlotte, NC: Information Age Publishing.
Sulkowski, M. L., & Wolf, J. N. (2020). Undocumented immigration in the United States: Historical and legal context and the ethical practice of school psychology. School Psychology International, 41(4), 388-405. doi:10.1177/0143034320927449
Stathatos, M. E., Vega, D., Wolf, J. N., Iurino, C. L., Hammer, L. M., & Barton, D. O. (2020). An examination of bilingual school psychology training programs: Implications for serving English language learners. The School Psychologist, 74(1), 3-13.
Wolf, J. N. (2019). Bilingualism and the brain: Supporting English language learners in the schools. The School Psychologist, 73(3), 15-27.
Vega, D., Wolf, J. N., Barton, D. O., Stathatos, M. E., Iurino, C. L., & Hammer, L. M. (2019). Identifying the training experiences and needs of bilingual school psychologists. Psychology in the Schools, 56(10), 1687-1699. doi:10.1002/pits.22288
Sulkowski, M. L., Bluez, G., McKinney, A., & Wolf, J. N. (2019). Cognitive-behavioral interventions for youth with pediatric health conditions. In A. G. Dempsey (Ed.), Pediatric health conditions in schools: A clinician’s guide for working with children, families, and educators (pp. 159-176). New York, NY: Oxford University Press.
Vega, D., Wolf, J. N., Stathatos, M. E., Barton, D. O., Guzman, V., & Arellano, J. I. (2019). “I always knew I was going to college”: First-generation Latinas’ college choice experiences. In T. Hicks, D. Butler, & M. Myrick (Eds.), First-Generation College Students Research Studies (pp. 21-44). Lanham, MD: Rowman Littlefield Publishing Group.