Assistant Professor of Educational Psychology
2000, B.A., Psychology, California State University Long Beach
2005, M.S., Family Studies, University of Maryland College Park
2015, Ph.D., Human Development, University of Maryland College Park
child abuse and neglect, self-regulation, maltreatment and learning processes, academic competence, trauma-informed classrooms, dynamic and person-centered methodologies
practice and policy implications of child maltreatment, self-regulation, school readiness & academic achievement, parenting and family processes in at-risk environments, student-teacher relationship, maltreatment and learning processes
Trauma-Sensitive Pedagogy (TSP) Curriculum
A major goal of this project is the development of a testable trauma-sensitive curriculum that can serve as an important classroom-level intervention by providing educators with the necessary knowledge and skills to address the learning needs of young children who have experienced trauma.
iLookOut for Child Abuse
The online learning program, iLookOut for Child Abuse (iLookOut) was designed to increase knowledge and improve attitudes about mandated reporting of child abuse for Early Childhood Caregivers and Educators. A perennial challenge for educational interventions is how to help learners retain and apply what they have learned. The goal of this project is to examine the effectiveness of digital scaffolding procedures to increase learner engagement and motivation.
2017 – present
Improving the social-emotional wellbeing of children with disabilities and early traumatic experiences: Implementation of the PATHS curriculum using a teacher coaching model
2017 – 2018
Trauma sensitive pedagogy for young children: A curriculum for early childhood educators
Panlilio, C., Miyamoto, S., Font, S., & Schreier, H.M.C. (2019). Assessing risk of commercial sexual exploitation among children involved in the child welfare system. Child Abuse & Neglect.
Jones Harden, B., Duncan, A. D., Morrison, C. I., Panlilio, C., & Clyman, R. B. (2015). Compliance and internalization in preschool foster children. Children and Youth Services Review, 55, 103 – 110.
Jones Harden, B., Panlilio, C., Monahan, C., Duncan, A. D., Duchene, M., & Clyman, R. B. (2016). Emotion regulation of preschool children in foster care: The influence of maternal depression and parenting. Journal of Child and Family Studies, 1 – 11. doi:10.1007/s10826-016-0636-x.
Panlilio, C., Jones Harden, B., & Harring (2017). School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context. Child Abuse & Neglect, 75, 82 - 91. Available online: http://dx.doi.org/10.1016/j.chiabu.2017.06.004.
Panlilio, C., Hlavek, E., & Ferrara, A. (2018). Neurobiological impact of trauma. In A. D. Hunter (Ed.). Art for children experiencing psychological trauma: A guide for educators and school-based professionals. New York, NY: Routledge.