Early Identification and Prevention of Social Emotional Problems and Cultivation of Psychological Strengths

Funding for Check, Connect, & Respect (CCR): 2018-2019 Junior Faculty Development Award; 2019-2020 Early Career Research Award from Society for the Study of School Psychology (SSSP)

Our lab advocates for a dual-factor (complete mental health) model, supporting a balanced approach of promoting strengths that may serve as protective factors as well as treating distress. Results of our studies in complete mental health screening a) supported the combined use of emotional and behavioral risk and strength screeners, as it better predicted children’s subjective well-being than one approach alone (Kim et al., 2014), b) provided professionals with empirical methods to evaluate the balance of children’s distress and strength (Kim et al., 2018; 2017), and c) examined the relations between youths’ complete mental health and school connectedness (Kim et al., 2019). We are currently collecting data to identify the moderating effect of complete mental health on the relation between children's loneliness and school adjustment. Furthermore, our lab is currently implementing a school-based mentoring program, Check, Connect, & Respect (CCR), with an aim of improving school engagement and resilience among underrepresented youths at local middle and high schools.

Asian American Teacher's Perception of School Climate

In response to surging anti-Asian violence, State-level initiatives have been proposed to combat racial bullying, hate speech, or harassment in schools to create safe and inclusive climates for students (California Department of Education; CDE, 2020). However, these initiatives consider teachers as individuals who provide resources to affected students but do not recognize them as part of the vulnerable group that needs support. Many Asian families are deciding not to send their children back to in-person schooling due to the fear of race-based hostility (Yam, 2021), but teachers do not have the freedom to decide to remain remote even if they share the same fear. According to the report provided by WestEd (2012), even before the COVID-19 pandemic, a lower percentage of Asian and Asian American teachers reported that their school is a safe place for staff compared to Latinx and White teachers. Employees who enjoy and trust their work environment are more likely to be productive and intend to stay (Griffith, 2006). During the current climate, it is critical to identify factors that can help Asian and Asian American teachers feel safe and respected in schools. Thus, this proposed study aims to conduct mixed-methods design (MMD) research to improve our understanding of Asian and Asian American teachers' experiences within schools during the COVID-19 pandemic.

Racial Ethnic Socialization and School Readiness among Immigrant and First Generation Asian American Students

In the past decade, the United States' social and political events have exacerbated racial tension experienced by racially minoritized groups. In Asian- American families, conversations about race and ethnicity often focus on cultural heritage, rather than the historical racism and discrimination the population has faced (Young et al., 2020). Within the study of racial-ethnic socialization (RES) practices, Asian American families are the least studied (Simon, 2021). Specifically, Simon (2021) found a gap in the study of the exchange of RES messages from Asian-American parents to children. Thus the purpose of the study is to explore the bidirectional messages on racial-ethnic socialization (RES) between immigrant and first-generation Asian American parents and their children and its effects on school readiness.

Cross-Cultural Explorations of Protective and Risk Factors for Complete Mental Health among Children and Teachers

Our lab research has been both collaborative and interdisciplinary within and across countries, publishing peer-reviewed articles on culture-specific predictors of youths’ overall well-being such as bullying, video games, exercise, and body dissatisfaction (e.g., You et al., 2018; Lim et al., 2017). We are currently developing cross-cultural studies to examine cultural differences and similarities in understanding the well-being of students and teachers across nations. As part of the efforts, we are planning to develop and validate a psychological measure that assesses school connectedness among teachers.

Diversification and Inclusion in School Psychology Scholarship and Graduate Training

Being interested in enhancing internationally representative, culturally informed scholarship, our lab has examined publication characteristics and outlets of international scholars, as well as change over time in geographic locations of authors and participants in school psychology research (e.g., Kim et al., 2018). We are interested in developing a research program to address multicultural issues in graduate training. Given that there is little research-based information regarding the unique assets and challenges faced by international graduate trainees in school psychology, we plan to continue developing research to improve multicultural training and supervision in school psychology to recruit and retain culturally and linguistically diverse future school psychologists. Furthermore, our lab is currently working on research studies that examine the recruitment and retention of racially and ethnically diverse students, mainly with Black and Asian American students.

Student Research Projects

Jerica Knox

"Relations Between Adolescent Help-Seeking in Peers and Adults and Engagement in Risk Behaviors"
"Relations Between Family Support, Empathy, and Bystander Help-Seeking Preference Following Peer Aggression"

Sarah Brown (Bleam)

"The Relationship Between Sexual Identity and Suicidal Ideation: The Moderating Effect of Bullying Victimization"