For information and resources regarding returning to campus and COVID-19 please visit the university COVID-19 website

Chieh Li Biography

Chieh Li, Ed.D., NCSP

Associate Professor 
School Psychology Program
Dept of  Applied  Psychology
Bouve College of Health Sciences

[email protected]
617-373-4683

Areas of Expertise

School Psychology

About

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 courses on multicultural counseling and assessment. Dr. Li 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), 44 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, in press), in the Special Issue: Training School Psychologists as Social Justice Change Agents, School Psychology Training and Pedagogy, 38(1).

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, as well as the liaison of the Massachusetts School Psychology Association to the International School Psychology Association. Currently, she serves as Co-Chair of the NASP bilingual-interest-group leadership team, and on the editorial board of the School Psychology Review, Journal of Educational and Psychological Consultation,  School Psychology Training and Pedagogy [was Trainers’ Forum (School Psychology)]. 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.

Publications – Past Five Years

Articles in Refereed Journals

Li, C., Kruger, L., & Abdulkerim, N. (in press). 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). (work with graduate student).

Barlas, N., Sidue, J., & Li, C. (in press). Can Social-Emotional Learning Programs be Adapted to Schools in Pakistan? A Literature Review. International Journal of Educational and School Psychology. doi:10.1080/21683603.2020.1850374 (work with graduate students)

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 Psychologyhttp://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. https://doi.org/10.1007/s10862-020-09832-5

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, May 15, 2020.  doi: 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. 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 Science10 (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