I am a PhD student in Developmental Psychology studying early childhood education and influences of public policies and programs on young children and their parents. My work is supported by the Institute for Education Sciences as a predoctoral fellow.

Research Fellow on the Early Childhood Longitudinal Data System

Research and Evaluation Team - Brazelton Touchpoints CenterThe Brazelton Touchpoints Center was founded in 1996 by T. Berry Brazelton, MD, and colleagues, and is based in the Division of Developmental Medicine at Boston Children’s Hospital. The Brazelton Touchpoints Center develops and applies knowledge of early childhood development to practice and policy through professional and organizational development, evaluation, advocacy and awareness, and serving as a resource for proven practices.

Graduate Teaching Assistant for undergraduate Statistics for Behavioral Sciences- Teach 24 students to clean data, conduct basic analyses (T-Tests, Correlations, Chi-Square, etc.), and create data visualizations using R software during weekly recitations- Grade exams and homework for 24 students- Support students in weekly office hours- Led weekly online recitations and review sessions via Zoom following school closure due to COVID-19 pandemic

Graduate Teaching Assistant for Personal and Social Development - Led weekly recitations for 25 students and led discussions, provided feedback on student assignments, and supported students in applying theoretical frameworks to present-day issues- Graded exams and papers - Provided support for students in weekly office hours

The Children and Community Contexts (C3) Lab, lead by Dr. Tama Leventhal at the Eliot Pearson, Department of Child Study and Human Development, Tufts University, examines the role of community, neighborhood, and housing contexts in the lives of children, youth, and families. This research is at the intersection of developmental science and social policy, with a particular focus on low-income and immigrant families. C3 employs multiple methods (e.g., qualitative and quantitative) and both primary and secondary data sources to study a variety of issues related to community and housing contexts and children’s development. Alumni from the C3 Lab work in research organizations, academia, and policy settings.

The Children's Trust of Massachusetts is developing a comprehensive model of the primary prevention of child maltreatment in Massachusetts: Stop Abuse for Every (SAFE) Child Communities. Using a place-based, multiservice approach, SAFE Child Communities will create community hubs across the state to enable coordination of child and family support services across different programs. The starting point for SAFE Child Communities is an expansion of the Children's Trust Family Centers, family-focused, community-based centers where families access a range of on-site family support services and off-site referrals. Since 2016, the Children's Trust has partnered with several of its existing Family Centers and TIER to conduct a needs assessment to inform the design, implementation, and evaluation of SAFE Child Communities. We are currently focused on piloting and designing a streamlined Family Center data system. My role includes working with Family Center staff to design data collection systems, creating a database using SPSS Syntax, and analyzing participant data. I am also supporting a needs assessment for the Massachusetts Maternal, Infant, Early Childhood Home Visiting Program by taking notes on focus-groups and delineating group themes. Focus-group topics have included: domestic violence, obstacles to long-term housing, and access to parenting supports, among others.

- Work one-on-one with undergraduate and graduate students to help them prepare and deliver effective presentations - Lead weekly fluency workshops for ESOL students - Lead speaking skills workshops to develop the speaking abilities of students across disciplines

Assistant Preschool Teacher at Eliot-Pearson Children’s Lab School-Worked with two other teachers to develop curriculum for 13 preschoolers - Collaborated with teachers, therapists, and administrators to assess student progress - Implemented play-based curriculum

I was a research assistant in the Early Emotional Development Program, a laboratory at the Washington University Medical School that studies the course and treatment of childhood psychopathology. I completed a Senior Honors Thesis titled, "Preschool Major Depressive Disorder: Gender Differences and the Role of Self-Regulation in Comorbid Symptom Profiles." My research focuses on gender differences in symptoms of preschool depression, specifically externalizing and internalizing problems. I utilized longitudinal data to assess how self control affects these symptoms and recovery through adolescence. My research culminated in a 50 page thesis and the presentation of my work to both the department of Psychological and Brain Sciences and The Undergraduate Research Symposium. My work also earned me Latin Honors upon graduation.My responsibilities in the lab also included assisting with the study of Parent-Child Interaction Therapy and the third follow-up phase of a longitudinal study of mood disorders in children. I assisted therapists in conducting diagnostic interviews and tracking data. Through this experience, obtained knowledge of the diagnostic criteria for mood disorders in youth and the use of technology like EEG and fMRI in research and treatment development. I am also competent in data-analysis programs such as Observer, SPSS, Jasp, and RedCap.My other roles included managing the laboratory's social media accounts and creating an electronic newsletter for individuals participating in studies.

As the Programming Coordinator for the Washington University in St. Louis chapter of Psi Chi, I planned and executed events for Psychological and Brain sciences majors. Events included "How to Apply to Graduate School in Psychology" and an event for students to meet professors in the department.

While studying abroad in Santiago, Chile, I worked as a practicum student in Fundación Crescendo. The foundation is dedicated to the social inclusion and personal development of adults with intellectual disabilities. My duties consisted of leading morning exercise routines and assisting the adults in crafting and selling art. I also worked with the occupational therapists and psychologist to plan events for those living in the community home.

In the summer of 2016, I interned as an Operations Coordinator in Teach For America's Atlanta Summer Institute. As an Operations Coordinator with the Institute Management Team, I worked to address corps and staff members concerns, coordinate institute logistics, and foster staff culture. I oversaw a system of timesheets, receipts, and reimbursements for 88 staff members to maintain the fiscal compliance of the Atlanta Institute. I also managed both the leave request and attendance systems for over 380 new corps members and 88 staff members. These systems were utilized by 8 School Operations Managers, 11 Operations Coordinators, and the Manager of Institute Support.

As a research assistant in the Emotions and Relationships Lab, I managed data using Excel and SPSS. I also coded facial expressions for over 100 participants using the Specific Affect Coding System (SPAFF). Finally, I recruited new participants for the lab by tracking our email and phone systems.