Education, Research & ImpactOur Education, Research & Impact team, led by Tia Kim, consists of educational designers, research scientists, and implementation staff who build on Committee for Children’s extensive experience in the field of social-emotional learning (SEL) to develop and continuously improve our programs and products. Our educational designers use their deep knowledge of best practices in pedagogy and teaching to create engaging, easy-to-use curricula designed to address real-life challenges and improve the lives of students and school staff. Our researchers translate recent research from the field and the current challenges and needs of classrooms into practical application to ensure every program and product we create promotes the social-emotional development, safety, and well-being of children. The Committee for Children research advisory group also provides consultation and guidance to our staff. Join our growing team! Visit our Careers page to learn about our current openings. Tia Kim, PhD Vice President of Education, Research & Impact × Tia Kim, PhD Vice President of Education, Research & Impact Tia Kim leads the development and evaluation of Committee for Children’s programs. She’s committed to enhancing their quality, effectiveness, and reach through innovation, partnerships, and rigorous, continuous improvement processes. Tia received her doctorate in developmental psychology at the University of California, Riverside, and completed three years of post-doctoral training at the Academic Center of Excellence on Youth Violence Prevention, where her research focused on the etiology and prevention of youth violence and aggression. She served for three years as an assistant professor in the Department of Human Development and Family Studies at Penn State, Brandywine, before taking her current position at Committee for Children. Learning and Impact Bridgid Normand, MEd Special Advisor to Learning and Impact × Bridgid Normand, MEd Special Advisor to Learning and Impact When Bridgid Normand was growing up in Scotland, she had no idea that the perfect position would one day be waiting for her on the other side of the world, in Seattle. And yet, her every work experience and passion has led to her new role as special advisor to Learning and Impact at Committee for Children, which highlights her deep understanding of our products and unparalleled institutional knowledge. Prior to this, she spent more than 10 years overseeing a team of educational designers creating research-based programs that teach self-regulation and social-emotional skills to children in developmentally and culturally appropriate ways. Before coming to Committee for Children 18 years ago, Bridgid worked as a teacher (from preschool to high school), an elementary school counselor, community developer, curriculum writer, parent educator, and prevention coordinator for a youth and family services agency. She has a BA in European studies from the University of East Anglia, a postgraduate certificate in education from the University of London, and an MEd from the University of Washington. Given her experience living in three countries, she helps our international partners culturally adapt Committee for Children programs. “Working overseas has helped me understand things from a cross-cultural perspective,” she says. Her social-emotional learning (SEL) superpower is empathy, which she pairs with her professional skills in mindfulness. “Empathy by itself is not enough,” Bridgid says. “Sometimes people’s empathy can lead to distress, which can lead to wanting to hide out from things. Learning how to manage those feelings helps people take compassionate or just action.” For Bridgid, Committee for Children offers the ideal environment for doing what’s most important to her. “I’ve always been focused on kids thriving and doing well,” she says. “This job has given me the opportunity to bring together all the skills I have in one place, in an organization that continues to have a big impact—much more so than one school or one community could have. I’m someone who’s always wanted to make change in the world, so that’s pretty exciting for me.” Research Team Sherri Widen, PhD Director of Research × Sherri Widen, PhD Director of Research For a long time, Sherri Widen was quite satisfied doing basic research, especially with a focus on looking at how children’s understanding of emotion develops and changes with age. She received a BA in psychology and an MA in developmental psychology from the University of British Columbia, and a doctorate in developmental psychology from Boston College. Then, she moved into the more applied field of educational psychology, working on a social-emotional learning (SEL) program. “It helped open up my eyes to all the possibilities there are to supporting children to develop and flourish,” she says. With that combined background in research plus intervention, Sherri joined Committee for Children in 2018. As the director of research, she manages research scientists and assistants as they help develop SEL products that are both research informed and evidence based. “We want to make sure any claims we’re making, or particular things we’re trying to teach kids, are supported by the research out there,” she says. “We also collect our own data so we can inform people about changes in our curricula.” Sherri is particularly excited to be working with a team at Committee for Children that’s focusing on children from birth to four years old. This team is currently looking into creating a mom-to-mom mentoring program, with the goal of supporting the development of social-emotional skills in kids from day one. As for her own SEL superpower, she believes it’s perspective-taking, which she employs in all her interpersonal interactions. “I use it when things aren’t going the way I expect,” Sherri says. “I think about the other person’s perspective so I’m not just focusing on what’s happening to me.” A fan of hikes, bike rides (when the weather’s nice!), farmers markets, and word games, Sherri is grateful that she has the opportunity to use science to improve lives. “I really love our mission of helping children thrive in a peaceful world, and just the opportunity to contribute to that work and maybe even improve it—it’s really exciting,” she says. “Committee for Children has enormous reach in America and internationally. This is an exciting time to work toward the goal of reaching 100 million children per year by 2028.” Mylien Duong, PhD Senior Research Scientist × Mylien Duong, PhD Senior Research Scientist With a background in clinical child psychology, Mylien Duong joined Committee for Children (CFC) in 2018 to work on the Education, Research & Impact team. “Program development is my jam,” Mylien says. “Our primary responsibility is to ensure that the programs draw from the most current research evidence and that we systematically and rigorously conduct small- and large-scale studies to gather client feedback and evaluate the impact of CFC programs.” Before coming to CFC, Mylien was an assistant professor at the University of Washington in the Department of Psychiatry and Behavioral Sciences. Goal-setting is Mylien’s personal SEL superpower, and with support from federal agencies and foundations, she developed psychosocial programs for students, with a particular focus on ethnic minority youth. Mylien is currently working as the researcher on our SEL for Adults program, which aims to empower K–12 school leadership and staff to strengthen bonds with colleagues and students and reduce stress . Cailin Currie, PhD Research Scientist × Cailin Currie, PhD Research Scientist As a researcher, Cailin Currie has looked at everything from preschoolers’ school readiness and elementary students’ mindfulness to middle schoolers’ academic motivation and traditionally underrepresented undergraduate students’ sense of belonging in STEM majors. In April 2018, she brought her experience in investigating the best, evidence-based strategies for supporting students’ success inside and outside the classroom to Committee for Children, where she works as a research scientist conducting assessments and collecting feedback on our products at multiple stages. She’s also supporting one of the company’s product development teams as their researcher. Cailin has a bachelor’s degree in psychology from the University of California, Santa Cruz, and a master’s and PhD in applied developmental psychology from Portland State University. Her SEL superpower is accurate self-perception. “Being aware of what’s going on internally and externally has been a big priority for me in the last 10 years,” she says. “It’s helped me interact with others and better understand my needs and what strategies work best for me.” Tricia Maas, PhD Research Scientist × Tricia Maas, PhD Research Scientist Tricia Maas is a former high school math teacher who transitioned to research. She studies social-emotional learning (SEL) and currently supports the team working on the Committee for Children (CFC) program for out-of-school time settings. Tricia earned bachelor’s degrees in economics and French from the University of Richmond, a master’s degree in education policy from Stanford University, and a PhD in education policy from the University of Washington. Before joining CFC in March 2017, she was a research analyst at the University of Washington Center on Reinventing Public Education, where her work focused on charter, district, and independent schools’ efforts to improve student outcomes through innovative learning structures. Tricia loves to work on cross-functional teams and feels her SEL superpower is perspective-taking. “Both at home and at work, I am often able to calmly consider problems and disagreements from many perspectives and incorporate those perspectives into possible solutions,” she says. Jasmine Williams, PhD Senior Research Scientist × Jasmine Williams, PhD Senior Research Scientist Jasmine Williams brings more than a decade of experience working in various formal and informal learning settings—as an after-school instructor, a graduate instructor, and a researcher—to Committee for Children (CFC), where she translates emerging insights from research into practical applications for our lessons. Jasmine holds a PhD and masters in applied developmental psychology from the University of Pittsburgh. Her research interests include adolescent development and well-being, academic motivation and engagement, and educational equity. She spent several years of her graduate career focusing on how teachers establish psychological safety in their classrooms. Jasmine contributes to CFC’s blog and often travels to present on the topic of social-emotional learning (SEL). Her favorite part of research is learning from our partners in the field by collecting qualitative data—interviews, observations, and focus group feedback—and sharing those insights with the SEL community. Jasmine’s SEL superpower is analyzing situations. “I very much have a research brain,” Jasmine says, “so I’m able to analyze situations from multiple perspectives and come up with solutions for avoiding and solving problems.” Kristen Althizer Research Associate × Kristen Althizer Research Associate With a background in qualitative research—attempting to understand how and why people do, say, or think certain things—Kristen Althizer spends her days collecting feedback from our users to inform product development decisions. The goal is making our social-emotional learning (SEL) programs as relevant and engaging as possible for kids and their educators. Kristen has a bachelor’s degree in anthropology and a master’s degree in applied anthropology from California State University, Long Beach. Her higher education experiences focused on qualitative methodologies such as interviewing, participant observation, and qualitative coding—skills she uses nearly daily as a research assistant at Committee for Children. Empathy is what drives her. “That’s why I became an anthropologist!” Kristen says. “We live in a large and diverse culture here in the United States. It is so important to be able to understand the experiences of others and for others to understand your experiences, too.” She uses her SEL superpower of empathy when talking to users to really listen to their struggles. This helps in developing programs that address the needs of the greatest number of people. Kaylynn Blosser Research Assistant × Kaylynn Blosser Research Assistant After working on several social research projects as an undergrad studying psychology and sociology at Milligan College, Kaylynn Blosser was ready to gain practical experience in research outside of academia. That goal, coupled with her desire to help make a positive impact on the world, led her to Committee for Children in February 2019. As a research assistant, she reviews current and past literature to provide our product teams with relevant foundations for writing social-emotional learning (SEL) curricula. She also helps evaluate our products through research studies to make sure they teach what we say they do and to test new materials in classrooms nationwide. Kaylynn calls social awareness her SEL superpower. “I like to take note of the people around me, the skills they offer, and the stories they have to share,” she says. “I think that listening to others is very important in making sure that everyone’s goals are met and that everyone feels valued and accepted.” Ailsa Kiemle Project Coordinator × Ailsa Kiemle Project Coordinator A bachelor’s degree in parks, tourism, and recreation management from the University of Montana may not seem like a natural educational fit for a project coordinator at Committee for Children, but Ailsa Kiemle’s background gives her a unique perspective on the importance of social-emotional learning (SEL). Ailsa’s SEL superpower is compassion, and before coming to CFC in April 2019, she worked in therapeutic recreation, interacting with youth in out-of-school time organizations such as the Boys & Girls Club and the YMCA. In her current role, she helps coordinate research studies and spends much of her time communicating with teachers, principals, counselors, and district professionals to get their feedback on how we can improve our products. “I have seen, from working in addiction and therapeutic settings, the harm that can be done by not being taught how to control and identify emotions,” she says. “I believe SEL is a powerful tool.” Carrie Thomas, MBA Product Engagement Manager × Carrie Thomas, MBA Product Engagement Manager Carrie Thomas finds her motivation in getting to come to work every day and do something meaningful. As Product Engagement Manager at Committee for Children, she makes sure that client feedback and perspectives are reflected in our products serving them, and she collaborates with multiple CFC teams to make this happen. In her previous role assessing community needs for state government, Carrie analyzed data to help schools and community organizations identify services needed to address youth violence and substance abuse prevention. She repeatedly saw the use of Second Step, CFC’s social-emotional learning (SEL) curriculum, included in the methods. “When the position at CFC became available, I knew it was something I believed in because I saw the direct impact it could make firsthand,” she says. Carrie has a dual bachelor’s degree in mass communications and public relations from Seattle University and an MBA from the University of Phoenix. Having worked on a variety of teams at CFC since 2007, she has found relationship-building to be her SEL superpower—and a huge part of this collaborative role. Scarlette Shi, MPA Qualitative Data Analyst × Scarlette Shi, MPA Qualitative Data Analyst Like most kids, Scarlette Shi faced academic pressures and the challenges of navigating many different relationships when she was growing up. Looking back on these experiences helps her realize even more the value of social-emotional learning (SEL). “I wish that I had access to an SEL product where I could have learned how to manage behaviors and express my emotions better,” she says. “I am excited that I have the opportunity to help with that important work at CFC.” Since joining the Education, Research & Impact team in August 2019, Scarlette continues to work on survey creation, interviews, data analyses, and academic literature review. She also supports the team working on our SEL for Adults program, the first at CFC geared specifically toward adults. Scarlette, who says her SEL superpower is identifying emotions, studied social work at the undergraduate level in China and received her master’s degree in public administration (MPA) from the University of Washington. Research Advisory Group Dorothy Espelage, PhD × Dorothy Espelage, PhD University of Florida Dr. Dorothy Espelage is a professor of psychology at the University of Florida. She is the recipient of the APA Lifetime Achievement Award in Prevention Science and the 2016 APA Award for Distinguished Contributions to Research in Public Policy, and is a fellow of APS, APA, and AERA. Over the last 20 years, she has written over 140 peer-reviewed articles, five edited books, and 30 chapters on bullying, homophobic teasing, sexual harassment, dating violence, and gang violence. Her research focuses on translating empirical findings into prevention and intervention programming, and she has secured six and one-half million dollars of external funding. She advises members of Congress and the Senate on bully prevention legislation. She wrote a 2011 White House Brief on bullying among LGBTQ youth and attended the White House Conference in 2011, and has been a consultant on the stopbullying.gov website and consultant to the National Anti-bullying Campaign, Health Resources and Services Administration (HRSA) in the US Department of Health and Human Services (HHS). Dr. Espelage has appeared on many television news and talk shows, including The Today Show; CNN; CBS Evening News; The Oprah Winfrey Show; Anderson 360, and has been quoted in the national print press, including Time Magazine, USA Today, People, Boston Globe, and the Wall Street Journal. Sandra Graham, PhD × Sandra Graham, PhD University of California, Los Angeles Dr. Sandra Graham is a distinguished professor in the Human Development and Psychology Division in the Department of Education at UCLA and the University of California presidential chair in education and diversity. Her major research interests include the study of academic motivation and social development in children of color, particularly in school contexts that vary in racial/ethnic diversity. She is principal investigator on grants from the National Science Foundation and the National Institute of Child Health and Human Development (NICHD). Dr. Graham has published widely in developmental, social, and educational psychology journals and received many awards. Among her awards, she is a 2011 recipient of the Distinguished Scientific Contributions to Child Development Award from the Society for Research on Child Development and the 2014 E. L. Thorndike Career Award for Distinguished Contributions to Educational Psychology, Division 15 of the American Psychological Association. Most recently, in 2015 she was elected to the National Academy of Education. Nancy Guerra, EdD × Nancy Guerra, EdD University of California, Irvine Dr. Nancy Guerra is the dean of the School of Social Ecology and professor of psychology and social behavior at UCI. Her research focuses on preventing youth violence and promoting healthy youth development. She has been the lead investigator for a number of large-scale projects, including the Southern California Academic Center for Excellence on Youth Violence Prevention (2000–2011) funded by the Centers for Disease Control and Prevention. Before that she was the principal investigator on an eight-year development and prevention study in the Chicago Public Schools, funded by the National Institute of Mental Health. More recently she has been involved in international programs, as associate provost and senior international officer at the University of Delaware (2011–2015), and as a consultant for international agencies, including the World Bank, the Inter-American Development Bank, and USAID. She currently serves as co-chair for kNOw Violence, a global initiative to prevent violence in childhood sponsored by the Public Health Foundation of India. Kevin Haggerty, PhD × Kevin Haggerty, PhD Social Development Research Group, University of Washington Dr. Kevin Haggerty is the director of the Social Development Research Group, University of Washington School of Social Work. He has specialized in the development and implementation of prevention programs at the community, school, and family levels. Since 1993, he has been the project director for the Raising Healthy Children study, a school-based approach to social development. He is an early implementer and trainer of the Guiding Good Choices parenting program. He is principal investigator of the NIDA-funded Family Connections study, testing the Parents Who Care program, and the Focus on Families study. He is an investigator of the Community Youth Development Study, testing the effectiveness of Communities that Care. Shelley Hymel, PhD × Shelley Hymel, PhD University of British Columbia Dr. Shelley Hymel’s research addresses the interface of social and academic functioning, with the goal of understanding social developmental processes in order to support children and youth in school settings. Of primary interest is research to promote social-emotional learning (SEL) in children and youth. Her research is conducted through ongoing school-university partnerships and in collaboration with graduate students in the Social and Early Emotional Development (SEED) research laboratory. John Love, PhD × John Love, PhD Retired Dr. John Love began retirement after 18 years with Mathematica Policy Research, where he was senior fellow and area leader for early-childhood policy and research. He now provides independent consulting in early care and education research, program evaluation, and policy. He has been involved for more than 40 years in teaching, research, and evaluation studies of programs for children birth to age five and their families. Dr. Love is an authority on early-childhood program evaluation and assessment. He has directed numerous program evaluations that have included randomized control studies, implementation/process studies, and qualitative research. He was a key player in Early Head Start research and evaluation studies from the infant-toddler phase through its prekindergarten follow-up study. He directed a multisite study of preschool curricula for the US Department of Education (the Preschool Curriculum Evaluation Research or PCER project) and a single-county study of universal preschool for First 5 LA.