Chieh Li

Associate Professor, School Psychology Program

Department of Applied Psychology, Faculty

Office: 404 International Village

Email: c.li@neu.edu

Phone: 617-373-4683

View Résumé/CV

Education:
Ed.D., University of Massachusetts- Amherst

Nationally Certified School Psychologist (NCSP)
Certification: Licensed Psychologist

Specializations: School Psychology

Courses Taught:

(1) Understanding Culture and Psychology
(2) Advanced Cross-Cultural Psychology
(3) Introduction to Assessment/Psychological Testing
(4) Psychology of Individuals with Special Needs
(5) Psycho-educational Assessment of Preschoolers
(6) Applied Research Projects for School Psychology
(7) School-based counseling
(8) School Psychology Seminar

(9) School Psychology Practicum

(10) School Psychology Internship

Research:
Dr. Li’s research focuses on advancing the understanding of culturally and linguistically diverse students and how to promote their academic and psychological wellbeing and resilience in a culturally responsive manner. Currently she is investigating with her colleagues and graduate students on the risk and resilience factors pertaining to English language learners (ELLs) and immigrant youth. She and her team are also exploring culturally responsive interventions, including training self-regulated learning skills and using Bilingual Guided Meditation (BGM®) to nurture students’ mental and academic wellbeing in the classroom (interdisciplinary study in the U.S. and China).

Services:

Dr. Li has been conscientiously using her multicultural knowledge to serve the community. She has served on the Northeastern University President Advisory Board on diversity issues–Asian group, chaired the Bouvé College diversity committee, reached out to underserved immigrant children and parents in the Greater Boston Area, and served on NASP multicultural committee and the Futures Task Force of School Psychology on Home-School Partnership. She has also served as chair of the national Council of Directors of School Psychology Programs (CDSPP) and the CDSPP practicum taskforce, and liaison of Massachusetts School Psychology Association to International School Psychology Association. Currently she serves on the NASP bilingual-interest-group leadership team, the editorial board of the Journal of Educational and Psychological Consultation, and (School Psychology) Trainers’ Forum. She has also served on the editorial board of School Psychology Forum, reviewed for a few other journals including Journal of Educational Psychology, Cultural Diversity and Ethnic Minority Psychology, School Psychology Review, and European Journal of Educational Research, North American Journal of Medicine and Science.

 

Publications:

Articles in Refereed Journals

Krishnan, K, Li, C., Kruger, L., Kimble, E., Aki, G., & Ruah, R. (2019.) Self-regulated learning in English language learners who are persisting despite failure on a High School Exit Exam.  Journal for Multicultural education. http://dx.doi.org/10.1108/JME-03-2018-0015 

Hou, Z., Li. C., & Xu, X. (2019).  College students’ happiness and demographic variables: A study with 2780 Inner Mongolian undergraduates from ten universities (Higher Education Development and Evaluation 《高教发展与评估》No.1 of 2019, (in Chinese with English abstract). (First and second authors equally contributed to this international collaboration and publication)

Hou, Z., Li. C., & Xu, X. (2018) Parental health conditions and college students’ happiness: A study on happiness of 2780 Mongolian and Han college students in Inner Mongolia. University Education Science 《大学教育科学》, No.3 of 2018, 87-96. (Published in Chinese with English abstract).

Li, C., Kruger, L, Beneville, M., Kimble, E., &Krishnan, K. (2018). The Unintended Consequences of High-Stakes Testing on English Language Learners: Implications for the Practice of School Psychology. School Psychology Forum, 12 (3), 79-90.

Ni, H., Li, C., Li, B., & Xi, H. (2018) Students’ perceptions of resilience promoting factors in Chinese and American elementary schools. International Journal of Educational and School Psychology. Published online 10/22/2018 https://doi.org/10.1080/21683603.2018.1523030

Ruah, R., Li, C., Junkosky, S., & Kruger, L. (2018). Brazilian immigrant adolescents: Stress and support identified in Ecomap drawings.  Higher Education Studies, 8 (4), DOI: 10.5539/hes.v8n4p139.

Li, C., & Li, H. (2017). Chinese immigrant parents’ perspectives on psychological wellbeing, acculturative stress, and support: Implications for multicultural consultation. Special Issue on Acculturation, Journal of Educational and Psychological Consultation. 27 (3) 245-270.

Li, C., Abdulkerim, N., Jordan, C., & Son, C. G. (2017). Overcoming communication barriers to serving culturally and linguistically diverse patients. North American Journal of Medicine and Science. 10 (3),103-109. DOI: 10.7156/najms.2017.1003103.

Beneville, M. & Li, C. (2017) Evidence-based literacy instruction for East/Southeast Asian English language learners: A review of the research and recommendations for practice. Journal for Multicultural Education. www.emeraldinsight.com/doi/abs/10.1108/JME-12-2016- 0061

Kimble, E., & Li, C. (2017). Efficacy of mindfulness- and acceptance-based treatments for culturally and linguistically diverse patients: Communicating this to patients. North American Journal of Medicine and Science, 10 (4), 171-175. DOI: 10.7156/najms. 2017.1004171

Li, C., Li, H., & Niu, J. (2016). Intercultural stressors in Chinese immigrant students: Voices of Chinese-American mental health professionals. Asian-American Journal of Psychology, 7(1), 64-73. http://dx.doi.org/10.1037/aap0000044

Li, C., Kruger, L., Krishnan, K. (2016). Empowering immigrant patients with disabilities: advocating and self-advocating. North American Journal of Medicine and Science, 9(3):116-122. doi: 10.7156/najms.2016.0903116. http://najms.com/index.php/najms/article/view/242

Kruger, L., Li, C., Kimble, E., Ruah, R., Stoianov, D., & Krishnan, K. (2016). Impact of Repeatedly Failing a High School Exit Exam: Voices of English Language Learners. The Urban Review, 48(3), 463–483. doi: 10.1007/s11256-016-0363-z

Ni, H., Li, C., & Wang, C. (2016). Students’ perceptions of resilience promoting factors in Chinese and American middle schools. School Psychology International. 37 (5), 435-455. doi: 10.1177/0143034316664391

Tang, J., Li, C., Rodgers, R., Ballou, M. (2016). Efficacy of Cognitive Behavioral Therapy Combined with Medication: A Comparative Study with Asian American and White Patients. Asian Journal of Psychiatry, 24, 46-50. http://dx.doi.org/10.1016/j.ajp.2016.08.012

Li, C. Ni, H., & Stoianov, D. (2015). Meeting the psychoeducational needs of minority students: A discussion of the necessity of multicultural competence. In special issue “Challenging the Assumptions of Multicultural School Psychology”, School Psychology Forum: Research in Practice, 9 (2), 88-95. (work with graduate student)

Li, C., & Kimble, E. (2015). Cultural Considerations in the Selection of Evidence-Based Psychosocial Interventions for Chinese-American/Immigrant Children with Autism Spectrum Disorders. North American Journal of Medicine and Science, 8(3), 129-134. DOI: 10.7156/najms.2015.0803129

Johnston, J.M., Minami, T., Greenwald, D. Li, C., Khalsa, S.B., & Reinhardt, K. (2015) Yoga as a treatment for military service personnel with PTSD. Psychological Trauma: Theory, Research, Practice and Policy. 7(6), 555-562. May 25, 2015.

Ni, H., Li, C., & Zhao, J. (2014). Cultural consideration of resilience for Chinese immigrant children and adolescents. North American Journal of Medicine and Science, 7(3), 123-128. DOI 10.7156/najms.2014.0703123

Ni, H., & Li, C. (2013). Cultural differences in teachers’ narrative evaluations of students innon-academic areas: A study of school report cards of students from four ethnic backgrounds. International Journal of Quantitative Research in Education 1 (2), 123-146.

Li, C., & Fiorello, C. A. (2011). Evolving practicum issues in school psychology preparation. Special Issue: Current Issues in Training in School Psychology, Psychology in the Schools, 48 (9), 901-910.

Chaudhry, S., Li, C. (2011). Is solution-focused brief therapy culturally appropriate for Muslim American counselees? Journal of Contemporary Psychotherapy,41(2), 109-113, DOI: 10.1007/s10879-010-9153-1

Li, C., & Vazquez-Nuttall, E. (2009). School consultants as agents of social justice for multicultural children and families. In special issue, Journal of Educational and Psychological Consultation, 19 (1), 26-44. DOI:10.1080/10474410802462769

Vazquez-Nuttall, E., Li, C., & Kaplan, J.P. (2006). Home-School Partnerships with Culturally Diverse Families: Challenges and Solutions for School Personnel. Special issue, Journal of Applied School Psychology 22(2), 81-102. (work with doctoral student).

Li, C., Zhu, W., & Nuttall, R. (2003) Familial Handedness and Spatial Ability: A Study with Chinese Students Ages 14-24. Brain and Cognition, 51 (3), 357-384.

Li, C., Zhu, W., Zhao, S. & Nuttall, R. (2002). Spatial abilities and academic major: A study with Chinese undergraduates. Academic Journal of Capital Normal University, No. 2 (in Chinese), p.p.120-124.

Li, C. & Nuttall, R. (2001). Writing Chinese and Mathematics Achievement: A study with Chinese-American undergraduates. Mathematics Education Research Journal, 13(1), 15-27.

Li, C. (2000) Instruction effect and developmental levels: A study on Water Level Task with Chinese children 9-17. Contemporary Educational Psychology, 25, 488-498.

Li, C. Nuttall, R., & Zhao, S. (1999). Effect of writing Chinese characters on success of Water- Level Task. Journal of Cross-Cultural Psychology, 30(l), 91-105.

Li, C., Nuttall, R., & Zhao, S.(1999). A test of the Piagetian Water-level Task with Chinese students. The Journal of Genetic Psychology, 160 (3), 369-380.

Li, C. Nuttall, R., & Zhu, W. (1999). Writing Chinese characters and success on Mental Rotation Test. Perceptual and Motor Skills, 88, 1261-1270.

Li, C. (1998). Impact of acculturation on Chinese-Americans’ life and its implications for helping professionals, International Journal of Reality Therapy, 17(2), 7-11.

Liu, T. & Li, C. (1998). Psychoeducational interventions with Southeast Asian students: An ecological approach. Special Services in the Schools, 13(1/2), 129-148.

Li, C. & Shallcross, D. (1992), The effect of the assumed boundary in the solving of the

Nine-Dot Problem on a sample of Chinese and American students 6-18 years old, Journal of Creative Behavior, 24(1), 53-64.

Nuttall, E.V., Li, C(Chieh). & Nuttall, R.L. (1988), Views of the Family by Chinese and U.S. Children: A Comparative Study of Kinetic Family Drawings. Journal of school psychology, 26(2), 191-194.

Book Chapters

Li, C., & Li, H. (2016). Chapter 15, Longing for a balanced life: Voices of Chinese- American/immigrant adolescents. In Bonnie K. Nastasi, & Amanda P. Borja (Eds.), International handbook of psychological well-being of children and Adolescent: Bridging the gaps between theory, research and practice. 247-269. New York, NY: Springer. DOI 10.1007/978-1-4939-2833-0_15

Li, C., & Wang, Z. (2014). School-based assessment with Asian children and adolescents. In Lorraine T. Benuto, Nicholas Thaler, & Brian D. Leany (Eds.), Guide to Psychological Assessment with Asian Americans, 393-405. New York, NY: Springer. (Collaboration with graduate student)

Vasquez-Nuttall, E., Li, C., Dynda, A. M., Ortiz, S.O., Armengol, C., Walton, J., &Phoenix, K. (2007). Cognitive Assessment of Culturally and Linguistically Diverse Students. In Esquivel, G. B., Lopez, E. C. & Nahari, S. (Eds.), Handbook of Multicultural School Psychology. New York: Taylor & Francis, Inc. (work with graduate students)

Li, C., Zhu, W., & Nuttall, R. (2001). Spatial and verbal abilities in visual art students: A study with Chinese undergraduates. In Columbus, F. (Ed.). Progress in Education 3, (pp.263- 273). New York: NOVA Science Publishers.

Li, C., Walton, J. R., Nuttall, E.V.(1999). Preschool evaluation of culturally and linguistically diverse children. In Nuttall, E.V., Romero, I., & Kalesnik, J. (Eds.), Assessing and Screening Preschoolers: Psychological and Educational Dimensions-Revised, 296-317. Boston, MA: Allyn and Bacon.

Vasquez-Nuttall, E., Li, C., Sanchez, W., Nuttall, R. L., & Mathison, L. J. (2002). Assessing the culturally and linguistically different child with emotional and behavioral problems. In Breen, M. J., & Fiedler, C. R. (Eds.) Behavioral Approaches to the Assessment of Youth with Emotional-Behavioral Disorders: A Handbook for School Based Practitioners. (2nd ed.). Austin, Texas: Proed. (work with graduate student).

(See CV for more information)

Media

On Research

2001/7/7 Boston Globe reported their interview of Dr. Li regarding my findings on writing Chinese and SAT mathematics score, entitled “Putting Chinese to the test: Learning language may boost SATs”, on the front page of City & Region section, pp.B1 and B4.

2001/9/ Chronicle of Higher Education reported her research, entitled “Want to give your children an extra edge on the SAT? Teach them to write Chinese” on Research: WHO KNEW, p. A30.

2001/7/12 World Journal (a Chinese newspaper distributed nationwide in the U.S.), wrote a news report entitled “Writing Chinese and higher SAT Score: Chinese-American Scholar Chieh Li found from her research that writing Chinese may facilitate processing images”, on B2.

1999/1/28 Channel 5 (WCVD, in Boston, MA) aired their interview of Dr. Li regarding her research on writing Chinese and spatial ability, on 5 O’clock News.

1999/1/15 World Journal reported “Northeastern University Assistant Professor Chieh Li found from her research that writing Chinese may facilitate spatial ability and math”, on B1.