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)
Trauma-informed Interventions for 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 minoritized families. Our lab will continue both basic and intervention research that explores adaptation to stress and adversity among children and families.
 
Selected Publications
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.
 
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.
 
Papadakis, J. L., Fuller, A. K., Brewer, S. K., Silton, R. L., & Santiago, C. D. (2018). A daily diary study of executive functions, coping, and mood among low-income Latino adolescents. The Journal of Early Adolescence, 38, 824-848.
 
Santiago, C.D., Distel, L.M., Ros, A.M., Brewer, S.K., Torres, S.A., Papadakis, J.L., Fuller, A.K., & Bustos, Y. (2018). Mental health among Mexican-origin immigrant families: The roles of cumulative sociodemographic risk and immigrant-related stress. Race and Social Problems, 10, 235-247.
 
Quimby, D., Richards, M., Santiago, C.D., Scott, D., & Puvar, D. (2018). Positive peer pressure among Black American youth and the roles of ethnic identity and gender. Journal of Research on Adolescence, 28, 711-730.
 
Vona, P., Baweja, S., Santiago, C.D., Pears, G., Langley, A., & Kataoka, S. (2018). A cross-site partnership to examine implementation and sustainability of a school-based trauma program. Ethnicity & Disease, 28, 427-436.
 
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, 73, 843-854.
 
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, 27, 2014-2024.
 
Distel, L.M.L., Egbert, A.H., Bohnert, A., Santiago, C.D. (2019). Chronic stress and food insecurity: Examining key environmental family factors related to Body Mass Index among low-income Mexican origin youth. Family and Community Health, 42, 213-220.
 
Distel, L.M.L., Torres, S.A., Ros, A.M., Brewer, S.B., Raviv, T., Coyne, C., Baker, S., Kolski, C., Smith, M.L., & Santiago, C.D. (2019). Evaluating the implementation of Bounce Back: Clinicians’ perspectives on a school-based trauma intervention. Evidence-based Practice in Child and Adolescent Mental Health, 4, 72-88.
 
Ros, A., Brewer, S.K., Raviv, T., & Santiago, C.D. (2019). How do parent psychopathology and family income impact treatment gains in a school-based intervention for trauma? School Mental Health, 11, 777-789.
 
Santiago, C.D., Ros, A.M., Distel, L.M., Papadakis, J.L., Torres, S.A., Brewer, S.K., Fuller, A.K., Bustos, Y. (2020). Family coping among Mexican-origin immigrants: Links to child mental health. Journal of Child and Family Studies, 29, 182-194.
 
Ford-Paz, R.E., Santiago, C.D., Coyne, C.A., Rivera, C., Guo, S., Rusch, D., …  Cicchetti, C. (in press). You Are Not Alone: A public health response to immigrant/refugee distress in the current sociopolitical context. Psychological Services.
 
Deane, K., Richards, M., & Santiago, C.D. (in press). Violence exposure, posttraumatic stress, and affect variability among African American youth: A time sampling approach. Development and Psychopathology.
 
Rusch, D., Walden, A.L., & Santiago, C.D. (in press). A community based organization model to promote Latinx immigrant mental health through advocacy skills and universal parenting supports. American Journal of Community Psychology.
 
Books:
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