SEEDs Lab at Loyola University Chicago
Coffey Hall, Room 106
1000 W. Sheridan Rd, Chicago, IL 60626
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Bio     

Christine Pajunar Li-Grining is an expert on the study of low-income children’s self-regulation, school readiness, and academic achievement, in the contexts of early childhood education, early intervention, child care, and policy. She approaches her research with a risk and resilience framework, and is expanding her expertise into the study of the well-being of immigrant children and families. She has published her research in the top peer-reviewed journals in developmental psychology, and her work has appeared in peer-reviewed journals in applied developmental science, as well as in edited books and via policy outlets. Li-Grining’s research involves analysis of archival data, primary data collection, and randomized intervention. She is Co-Principal Investigator of the Chicago School Readiness Project (with Principal Investigator C. Cybele Raver), which is a multi-component mental health intervention program designed to improve low-income children’s school readiness by enhancing their self-regulatory skills. Li-Grining was a Spencer Foundation Dissertation Fellow, and an American Psychological Association Post-Doctoral Fellow through the Minority Fellowship Program. She is also the recipient of the Spencer Foundation Exemplary Dissertation Award and the American Educational Research Association (AERA) Outstanding Dissertation Award in Early Education and Child Development. She earned a Ph.D. in Human Development and Social Policy from the School of Education and Social Policy at Northwestern University, an M.Ed. in Early Childhood Development from the Erikson Institute, and a B.A. in Sociology from the University of Chicago. 

Education & Training

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Dr. Christine P. Li-Grining
  • Ph.D., Human Development and Social Policy, Northwestern University
  • M.A., Human Development and Social Policy, Northwestern University
  • M.Ed., Early Childhood Development, Loyola University Chicago and Erikson Institute
  • B.A. Sociology, University of Chicago 
  • Dr. Li-Grining's Loyola University website


Research Interests

  • Self-Regulation, School Readiness, and Academic Achievement
  • Early and Middle Childhood Development
  • Child Care, Early Childhood Education, and Early Childhood Intervention
  • Poverty-Related Risk and Resilience
  • Education and Social Policy
  • Children of Immigrants

Courses Taught
Undergraduate Level:

  • PSYC 100 - Psychological Perspectives on the Experience of Globalization
               Prerequisite: none
               Description: Globalization from a psychological perspective. Applying core psychological concepts, research and theory to cross-cultural issues of                        behavior and development. Topics may include human rights of children, human trafficking, immigration, moral issues of international trade, parenting                      across cultures.
               Outcomes: Students will learn basic concepts and theories and apply them to real-world globalization problems.
  • PSYC  273 - Developmental Psychology                
                Prerequisite:  PSYC 101
                Description:  Survey of theory and research relevant to human growth and development with emphasis on physical, cognitive, and social                     
                development from infancy through adolescence. 
                Outcomes:  Students will demonstrate understanding of basic theory and research in human development, and will develop skills in critical                                     examination of psychological research as applied to current issues in human development.
  • PSYC  304 – Statistics
                Prerequisite:  PSYC 101
                Description:  This course is an introduction to fundamentals of statistical analysis in psychology. 
                Outcomes:  Students will demonstrate the ability to analyze data, interpret the results of research using basic statistical methods, and understand 
                the conceptual foundation, appropriate use, and limitations of these statistical methods.
  • PSYC 369 - Honors Readings
                Prerequisites:  Membership in the psychology honors award program or in the college honors program and approval of the department honors                                 advisor. 
                Description:  Directed readings and development of a formal research proposal on a topic of interest to the student and the faculty member with                          whom he/she has chosen to work.
                Outcomes:  Students will write a literature review and research proposal for the honors thesis.
  • PSYC 370 - Honors Research
                Prerequisite:  PSYC 369
                Description:  Students carry out the research proposed in PSYC 369 and prepare a formal report constituting the honors thesis. Approval of the                             thesis by the  honors committee earns the psychology honors award. PSYC 370 is a capstone course.  
                Outcomes:  Students will conduct research, analyze and interpret data, and write a thesis.
  • PSYC  397 - Independent Research
                Prerequisites:  PSYC 306 and approval of internship coordinator.  Limited to psychology majors with senior standing.
                Description:  Capstone opportunity to conduct research under the guidance of a psychology faculty member. Only one of PSYC 397 and 399 may                         count toward the psychology major.
                Outcomes:  Students will gain experience in all aspects of psychological research, including literature review, formulating hypotheses, designing and 
                conducting research, analyzing data and interpreting results, communicating the results of research in written reports. 
  • PSYC 399- Special Studies in Psychology
                Prerequisites:  Permission of instructor and department. 
                Description:  Opportunity for individual reading or research in a specialized area not otherwise covered by the department's course offerings. Only                           one of PSYC 397 and 399 may count toward the psychology major. 
                Outcomes:  Students will gain experience (e.g., integrating research results from various sources, conducting research) working directly with a                               faculty member on a current topic in psychology.

Graduate Level:

  • PSYC 545 - Child Development and Social Policy
                Course Objectives:  This course aims to introduce students to theoretical and conceptual frameworks to help guide their thinking on children’s social                 and emotional development. The course also familiarizes students with empirical studies on core areas in the literature on social and emotional                             development. As well, I expose students to an array of policy issues to provide them with concrete examples of the intersection between social and                 emotional development and policy. We examine policy issues from a developmental perspective, critically assessing policies that may affect                               children’s social behavior. Another objective of this introductory doctoral course is to provide opportunities for the professional development of                   students who may pursue academic or policy oriented careers.
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