Associate Professor, School Psychology Program
Ed.D., University of Massachusetts – Amherst
Nationally Certified School Psychologist (NCSP), Licensed Psychologist
New Courses Designed for Bilingual School Psychology Specialty
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).
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.
Recent Publications in Refereed Journals
Abdulkerim, N., & Li, C. (in press). How applicable are mindfulness-based interventions to Muslim clients in the U.S.? Professional Psychology: Research and Practice. (Work with graduate student)
Kimble, E., Li, C., Kruger, L., Cai, Q., & Bivens, A. (2021). Acceptability of Bilingual Guided Meditation with second language learners in a culturally diverse and economically disadvantaged school setting. International Journal of Emotional Education,13(2), 4-42. (Work with graduate)
Li, C., Kruger, L., & Abdulkerim, N. (2021). Advancing social justice for English learners: Implications for school psychology training. Special Issue: Training School Psychologists as Social Justice Change Agents, School Psychology Training and Pedagogy, 38(1), 54-70. (Work with graduate student)
Barlas, N., Sidhu, J., & Li, C. (2021). Can social-emotional learning programs be adapted to schools in Pakistan? A literature review. International Journal of Educational and School Psychology. 4/7/2021 online, doi:10.1080/21683603.2020.1850374 (Work with graduate students)
Li, C., Cai, Q., Elias, S., & Wilson-Jones, L. (2019). Mindfulness and Well-being: A mixed method study of Bilingual Guided Meditation in Higher Education. Journal of Research Initiatives, 5 (1) Article3. https://digitalcommons.uncfsu.edu/jri/vol5/iss1/3
(See CV for more information)
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)
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.