Conference Presentations & Publications:
Selected Presentations:
Johnson-Davis, K., Naqi, Z., & Li-Grining, C.P. (2018, April). Family Diversity Experiences. Poster presented at the annual meeting of the Loyola University Chicago Undergraduate Research and Engagement Symposium (RES), Chicago, IL.
Bonfiglio, A., Troske, K., & Li-Grining, C. (2018, April). Sleep quality, self-regulation, and behavior problems among at-risk preschool children. Poster presented at the annual meeting of the Loyola University Chicago Undergraduate Research and Engagement Symposium (RES), Chicago, IL.
Naqi, Z., Hindt, L., Governale, A., Troske, K., Hinz, K., & Li-Grining, C. (2017, April). Mindfulness Intervention and Children’s Socioemotional Skills: The Potential Role of Parent Practices, Beliefs, and Culture. Poster presented at the annual meeting of the Loyola University Chicago Undergraduate Research and Engagement Symposium (RES), Chicago, IL.
Troske, K., Hindt, L., Li-Grining, C., Vera, E., Liston, Y., Cabe, M., Kasper, G., & Bose, E. (2017, April). Sleep, emotion regulation, and executive functioning among at-risk preschoolers. Poster presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.
Gharia, Z., Hindt, L., Kasper, G., Cabe, M., & Li-Grining, C. (2017, April). Sleep, Mindfulness Strategies, and Self-Regulation Among Preschool Students. Poster presented at the annual meeting of the Loyola University Chicago Undergraduate Research and Engagement Symposium (RES), Chicago, IL.
Bose, E., Ronan, R., Maas, A., Li-Grining, C.P., Henry, P., Cabe, M., Governale, A., Santiago, C. (2017, April). Links from Meditation and Self-Regulation to Academic Achievement and Behavior. Poster presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL.
Groffsky, A., Cabe, M., Kasper, G., Prater, C., Gharia, Z., & Li-Grining, C. P. (2017, April). Project CaLM: Children Learning Mindfulness Strategies in Head Start Classrooms. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.
Li-Grining, C. P. (2014, July). Expanding the concept of executive function: From neuroscience to cultural context. Poster presented at the annual meeting of the Head Start Research Conference, Washington, DC.
Li-Grining, C. P. (2012, October). What is human development and social policy? Poster presented at the annual meeting of the Human Development and Social Policy Proseminar, Northwestern University, Evanston, IL.
Bonfiglio, A., Troske, K., & Li-Grining, C. (2018, April). Sleep quality, self-regulation, and behavior problems among at-risk preschool children. Poster presented at the annual meeting of the Loyola University Chicago Undergraduate Research and Engagement Symposium (RES), Chicago, IL.
Naqi, Z., Hindt, L., Governale, A., Troske, K., Hinz, K., & Li-Grining, C. (2017, April). Mindfulness Intervention and Children’s Socioemotional Skills: The Potential Role of Parent Practices, Beliefs, and Culture. Poster presented at the annual meeting of the Loyola University Chicago Undergraduate Research and Engagement Symposium (RES), Chicago, IL.
Troske, K., Hindt, L., Li-Grining, C., Vera, E., Liston, Y., Cabe, M., Kasper, G., & Bose, E. (2017, April). Sleep, emotion regulation, and executive functioning among at-risk preschoolers. Poster presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.
Gharia, Z., Hindt, L., Kasper, G., Cabe, M., & Li-Grining, C. (2017, April). Sleep, Mindfulness Strategies, and Self-Regulation Among Preschool Students. Poster presented at the annual meeting of the Loyola University Chicago Undergraduate Research and Engagement Symposium (RES), Chicago, IL.
Bose, E., Ronan, R., Maas, A., Li-Grining, C.P., Henry, P., Cabe, M., Governale, A., Santiago, C. (2017, April). Links from Meditation and Self-Regulation to Academic Achievement and Behavior. Poster presented at the Annual Meeting of the Midwest Psychological Association, Chicago, IL.
Groffsky, A., Cabe, M., Kasper, G., Prater, C., Gharia, Z., & Li-Grining, C. P. (2017, April). Project CaLM: Children Learning Mindfulness Strategies in Head Start Classrooms. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Austin, TX.
Li-Grining, C. P. (2014, July). Expanding the concept of executive function: From neuroscience to cultural context. Poster presented at the annual meeting of the Head Start Research Conference, Washington, DC.
Li-Grining, C. P. (2012, October). What is human development and social policy? Poster presented at the annual meeting of the Human Development and Social Policy Proseminar, Northwestern University, Evanston, IL.
Selected Publications:
Li-Grining, C. P., & Durlak, J. (2014). The design and implementation of early childhood intervention programs: Informing efforts to address risk and promote resilience. Journal for Prevention and Intervention in the Community, 42(4).
Li-Grining, C. P., Raver, C. C., Jones-Lewis, D., Madison-Boyd, S., & Lennon, J. (2014). Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: Implementation of the Chicago School Readiness Project. Journal for Prevention and Intervention in the Community, 42(4).
Li-Grining, C. P., Lennon, J., Marcus, M., Flores, V., & Haas, K. (2013). The development of self-regulatory skills and school readiness. In M. Boivin & K. Bierman (Eds.), Promoting school readiness and early learning: The implications of developmental research for practice. New York, NY: Guilford.
Li-Grining, C. P. (2012). The role of cultural factors in the development of Latino preschoolers' self-regulation. Child Development Perspectives, 6(3): 210–217. doi: 10.1111/j.1750-8606.2012.00255.x
Raver, C. C., Blair, C., & Li-Grining, C. P. (2012). Extending models of emotional self-regulation to classroom settings: Implications for professional development. In C. Howse, B. K. Hamre, & R. C. Pianta (Eds.), Effective early childhood professional development (pp. 113-130). Baltimore: Brookes.
* Underlined names are former or current students of Loyola University Chicago.
Li-Grining, C. P., Raver, C. C., Jones-Lewis, D., Madison-Boyd, S., & Lennon, J. (2014). Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: Implementation of the Chicago School Readiness Project. Journal for Prevention and Intervention in the Community, 42(4).
Li-Grining, C. P., Lennon, J., Marcus, M., Flores, V., & Haas, K. (2013). The development of self-regulatory skills and school readiness. In M. Boivin & K. Bierman (Eds.), Promoting school readiness and early learning: The implications of developmental research for practice. New York, NY: Guilford.
Li-Grining, C. P. (2012). The role of cultural factors in the development of Latino preschoolers' self-regulation. Child Development Perspectives, 6(3): 210–217. doi: 10.1111/j.1750-8606.2012.00255.x
Raver, C. C., Blair, C., & Li-Grining, C. P. (2012). Extending models of emotional self-regulation to classroom settings: Implications for professional development. In C. Howse, B. K. Hamre, & R. C. Pianta (Eds.), Effective early childhood professional development (pp. 113-130). Baltimore: Brookes.
* Underlined names are former or current students of Loyola University Chicago.
Dr. Li-Grining's Curriculum Vitae
| li-grining_cv-021815.pdf |
