School Psychology Program
Dept of Applied Psychology
Bouve College of Health Sciences
Dr. Li is an Associate Professor in the School Psychology Programs of the Department of Applied Psychology at Northeastern University. She received her EdD from the University of Massachusetts-Amherst and is a licensed psychologist and nationally certified school psychologist. She teaches graduate assessment and intervention courses from a multicultural lens and does research on cross-cultural psychology, including the roles that culture plays in cognition, problem-solving, health, and resilience, as well as culturally responsive interventions. She has also been exploring the impact of meditation on stress reduction and overall wellbeing. As a bilingual (Chinese and English) psychologist, she writes on bilingual and bicultural issues in the field of school and counseling psychology. Her work has been presented over a hundred national and international conferences to date. She has authored 80 publications (in English or Chinese), 46 of which are refereed journal articles. Of the articles and presentations, she and her colleagues explored social justice issues that linguistically diverse students encounter. For example, The Unintended Consequences of High-Stakes Testing on English Language Learners: Implications for the Practice of School Psychology (Li & Kruger et al., 2018), and Impact of Repeatedly Failing a High School Exit Exam: Voices of English Language Learners (Kruger & Li et al.2016), and Advancing Social Justice for English Learners: Implications for School Psychology Training (Li Kruger & Abdulkerim, 2021), in the Special Issue: Training School Psychologists as Social Justice Change Agents, School Psychology Training and Pedagogy, 38(1). Currently, she is working with her research team on developing culturally tailored intervention strategies and tools to empower diverse youth to help themselves with mental health challenges. Their project Preventing Depression of Chinese American Adolescents through Mobile Health Application is funded by the National Institutes of Health.
Dr. Li 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, contributed to the NASP Social Justice Interest Group, and served on the NASP multicultural committee, as well as the Futures Task Force of School Psychology on Home-School Partnership. She has also served as the chair of the (national) Council of Directors of School Psychology Programs (CDSPP) and the chair of the CDSPP practicum taskforce, Chair and Co-Chair of the NASP bilingual-interest-group leadership team, as well as the liaison of the Massachusetts School Psychology Association to the International School Psychology Association. Currently, she is on the editorial board of the School Psychology Review, Journal of Educational and Psychological Consultation, and School Psychology Training and Pedagogy. She has also served on the editorial board of School Psychology Forum, and North American Journal of Medicine & Health (in Chinese), as an ad hoc reviewer for other journals, including the Journal of Educational Psychology, Cultural Diversity and Ethnic Minority Psychology, Bilingual Research Journal. and Article Editor of Traditional Chinese Mind-Body health techniques for Sage Open.
Abdulkerim, N., & Li, C. (2022). How applicable are mindfulness-based interventions to Muslim clients in the U.S.? Professional Psychology: Research and Practice. 53(3), 253–265. https://doi.org/10.1037/pro0000454 (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)
Zhao, R., Ding, X., Lin, X., Si, S., Zhang, Q., Li, C*, & Cui,, L.*(2021). The Efficacy of Character Strengths-Based Group Intervention on Reducing Anxiety among Adolescents and Mediating Role of Self-Efficacy. Current Psychology. https://doi.org/10.1007/s12144-021-02377-0 (International collaboration, work with graduate students. * Corresponding authors).
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.
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, 10(1), 155-169. https://doi.org/10.1080/21683603.2020.1850374 (work with graduate students)
Ni, H., Li, C., Li, B., & Xi, H. (2020). Elementary students’ perceptions of classroom resilience-promoting factors in China and the United States, International Journal of Educational and School Psychology, 8(1), 62-73, Published online 10/22/2018. https://doi.org/10.1080/21683603.2018.1523030
Chen, R, Zheng, J, Li, T., Zhang, Q, Li, C, & Cui, L. (2020). Cognitive bias modification of interpretation training for Chinese undergraduates with depressive symptoms. Current Psychology. http://dx.doi.org/10.1007/s12144-020-01094-4 (International collaboration)
Li, J., Gao, J., Zhang, Q., Li, C., & Cui, L (2020). The Efficacy of Intolerance of Uncertainty Intervention on Anxiety and its Mediating Role by Multilayer Linear Model Analysis. Journal of Psychopathology and Behavioral Assessment, 43, 142-151. https://doi.org/10.1007/s10862-020-09832-5 (International collaboration)
Mao, N., Xia, L., Zhang, Q., Li, C., & Cui, L. (2020). Mechanisms of cross-modal selective attentional bias for negative faces of anger and disgust in high-trait anxiety individuals. Neuroreport, 31(12), 879–884. https://doi.org/10.1097/WNR.0000000000001455
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, 13 (2), 140-154 http://dx.doi.org/10.1108/JME-03-2018-0015 (work with graduate students)
Hou, Z., Li. C., & Xu, X. (2019). College students’ happiness and demographic variables: A study with 2780 Inner Mongolian undergraduates from ten universities (人口学变量对大学生综合幸福感的影响: 基于内蒙古十所高校2780名大学生抽样调查数据的实证分析). Higher Education Development and Evaluation《高教发展与评估》35 (1), 54-71,91. https://doi.org/10.3963/j.issn.1672-8742.2019.01.011 (in Chinese with English abstract). (First and second authors equally contributed to this international collaboration and publication)
Sun, X., Yang, R., Zhang, Q., Xiao, J., Li, C., & Cui, L. (2019). Cognitive Bias Modification for Interpretation Training via Smartphones for Social Anxiety in Chinese Undergraduates. Journal of Experimental Psychopathology, 10(3). https://doi.org/10.1177/2043808719875274
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), Article 3. https://digitalcommons.uncfsu.edu/jri/vol5/iss1/3