Loyola University Chicago

Department of Psychology

Catherine DeCarlo Santiago

Name: Catherine DeCarlo Santiago
Title: Associate Professor, Clinical Psychology
Office: Coffey Hall 343
Phone: 773.508.2712

Background Information
Post-Doctorate Fellowship(s): University of California, Los Angeles—Semel Institute for Neuroscience and Human Behavior
Doctorate: University of Denver
Bachelors: University of Notre Dame 
Additional Information
Classes Taught
Psychotherapy Practicum (graduate)
Clinical Treatment of Children and Adolescents (graduate)
Childhood Psychopathology (undergraduate)
Psychological Perspectives on the Experience of Globalization (undergraduate)
Research Interests
My research program focuses on how children and families respond to stress and trauma as well as how community interventions can improve functioning and promote resilience. In partnership with school and community leaders, administrators, clinicians, and parents, we conduct school- and community-based intervention research.  Our work examines effectiveness, implementation, and sustainability of these interventions among underserved populations. At a basic level, I am interested in individual and family adaptation to the accumulation of stress and trauma. In addition, I am focused on cultural and family factors in relation to psychopathology and mental health intervention. In particular, I am interested in how family and cultural factors might enhance or ameliorate the relationship between stress and child psychopathology, especially among Latino families. Our lab will continue both basic and intervention research that explores adaptation to stress and adversity among low-income children and families.
Selected Publications
Santiago, C.D., Wadsworth, M.E., & Stump, J. (2011). Socioeconomic status, neighborhood
disadvantage, and poverty-related stress: Prospective effects on psychological syndromes among diverse low-income families. Journal of Economic Psychology: Special Issue on The Psychology and Behavioural Economics of Poverty, 32, 218-230.
Santiago, C.D. & Wadsworth, M.E. (2011). Family and cultural influences on low-income Latino children’s adjustment. Journal of Clinical Child and Adolescent Psychology, 40, 332-337.
Wadsworth, M.E., Raviv, T., Santiago, C.D., & Etter, E.M. (2011). Testing the Adaptation to Poverty-Related Stress Model: Predicting psychopathology symptoms in families facing economic hardship. Journal of Clinical Child and Adolescent Psychology, 40, 646-657.
Wadsworth, M.E., Santiago, C.D., Einhorn, L., Etter, E.M., Rienks, S., & Markman, H. (2011). Preliminary efficacy of an intervention to reduce psychosocial stress and improve coping in low-income families. American Journal of Community Psychology, 48, 257-271.
Santiago, C.D., Etter, E.M., Wadsworth, M.E., & Raviv, T. (2012). Predictors of responses to stress among families coping with poverty-related stress. Anxiety, Stress, and Coping: An International Journal, 25, 239-258.
Santiago, C.D., Kaltman, S., & Miranda, J. (2013). Poverty and mental health: How do low-income adults and children fare in psychotherapy? Journal of Clinical Psychology: In Session, 69(2), 115-126.
Langley, A.K., Santiago, C.D., Rodriguez, A., & Zelaya, J. (2013). Improving Implementation of Mental Health Services for Trauma in Multicultural Elementary Schools: Stakeholder Perspectives on Parent and Educator Engagement. Journal of Behavioral Health Services and Research, 40, 247-162.
Santiago, C.D., Pears, G., Baweja, S., Vona, P., Tang, J., & Kataoka, S.H. (2013). Engaging parents in evidence-based treatments in schools: Community perspectives from implementing CBITS.  School Mental Health, 5, 209-220.
Santiago, C.D., & Miranda, J. (2014). Progress in improving mental health services for racial-ethnic minority groups: A ten-year perspective. Psychiatric Services, 65, 180-185.
Santiago, C.D., Kataoka, S.H., Forness, S.R., & Miranda, J. (2014). Mental health services in special education: An analysis of quality of care. Children and Schools, 36, 175-182.
Santiago, C.D., Gudiño, O., Baweja, S., & Nadeem, E. (2014). Academic achievement among immigrant and U.S.-born Latino adolescents: Associations with cultural, family, and acculturation factors. Journal of Community Psychology, 42, 735-747.
Santiago, C.D., Lennon, J.M., Fuller, A.K., Brewer, S.K., & Kataoka, S.H. (2014). Examining the impact of a family treatment component for CBITS: When and for whom is it helpful?  Journal of Family Psychology, 28, 560-570.
Santiago, C.D., Kataoka, S.H., Hu-Cordova, M., Alvarado-Goldberg, K., Maher, L.M., & Escudero, P. (2015). Preliminary evaluation of a family treatment component to augment a school-based intervention serving low-income families. Journal of Emotional and Behavioral Disorders, 23(1), 28-39.
Nadeem, E., Santiago, C.D., Kataoka, S.H., Chang, V., & Stein, B. (2016). School personnel experiences in notifying parents about their child’s risk for suicide: Lessons learned. Journal of School Health, 86(1), 3-10.
Baweja, S., Santiago, C.D., Vona, P., Pears, G., Langley, A., & Kataoka, S. (2016). Improving implementation of a school-based program for traumatized students: Identifying factors that promote teacher support and collaboration. School Mental Health, 8(1), 120-131.
Santiago, C.D., Fuller, A.K., Lennon, J.M., & Kataoka, S.H. (2016). Parent perspectives from participating in a family component for CBITS: Acceptability of a culturally informed school-based program. Psychological Trauma: Theory, Research, Practice, and Policy, 8, 325-333.
Santiago, C.D., Torres, S.A., Brewer, S.K., Fuller, A.K., & Lennon, J.M. (2016). The effect of cultural factors on daily coping and involuntary responses to stress among low-income Latino adolescents. Journal of Community Psychology, 44, 872-887.
Torres, S.A., & Santiago, C.D. (2017). Culture and educational stress and internalizing symptoms among Latino adolescents: The role of ethnic identity. Journal of Educational and Psychological Consultation, 27, 344-366.
Santiago, C.D., Brewer, S.K., Fuller, A.K., Torres, S.A., Lennon, J.M., Ros, A. (2017). Stress, coping, and mood among Latino adolescents: A daily diary study. Journal of Research on Adolescence, 27, 566-580.
Papadakis, J. L., Fuller, A. K., Brewer, S. K., Silton, R. L., & Santiago, C. D. (2017). A daily diary study of executive functions, coping, and mood among low-income Latino adolescents. The Journal of Early Adolescence, 38, 824-848.
McLeod, D.L., Bates, C.R., Heard, A.M., Bohnert, A.M., & Santiago, C.D. (2018). Parent perceptions of child weight status in Mexican-origin immigrant families: An investigation of acculturation, stress, and coping factors. Journal of Immigrant and Minority Health, 20, 441-447.
Torres, S.A., & Santiago, C.D. (2018). Stress and cultural resilience among low-income Latino adolescents: Impact on daily mood. Cultural Diversity and Ethnic Minority Psychology, 24, 209-220.
Santiago, C.D., Raviv, T., Ros, A.M., Brewer, S.K., Distel, L.M., Torres, S.A., Fuller, A.K., Lewis, K., Coyne, C., Cicchetti, C., & Langley, A. (2018). Implementing the Bounce Back trauma intervention in urban elementary schools: A real-world replication trial. School Psychology Quarterly, 33(1), 1-9.
Torres, S.A., Santiago, C.D., Kaufka-Walts, K., & Richards, M. (2018). Immigration policy, practices, and procedures: The impact on the mental health of Mexican and Central American youth and families. American Psychologist. Advance online publication.
Brewer, S.K., & Santiago, C.D. (2018). Involuntary Engagement Stress Responses and Family Dynamics: Time-Lagged Models of Negative Mood. Journal of Child and Family Studies. Advance online publication.
Quimby, D., Richards, M., Santiago, C.D., Scott, D., & Puvar, D. (2017). Positive peer pressure among Black American youth and the roles of ethnic identity and gender. Journal of Research on Adolescence. Advance online publication.
Vona, P., Baweja, S., Santiago, C.D., Pears, G., Langley, A., & Kataoka, S. (in press). A cross-site partnership to examine implementation and sustainability of a school-based trauma program. Ethnicity & Disease.
Santiago, C.D., Raviv, T., & Jaycox, L.H. (2018). Creating Healing School Communities: School-based Interventions for Students Exposed to Trauma. Washington, DC: American Psychological Association. 
Recent Funding:
Foundation for Child Development
American Psychological Foundation
Illinois Children’s Healthcare Foundation