Associate Professor and Director of Clinical Training
Contact Information:
Email: barrueco@umbc.edu
Office: Math/Psychology 318
Phone: 410.455.2363
Fax: 410.455.1055
Lab: Sondheim 508
Website: BIENESTAR/Wellbeing Lab
Education:
Ph.D., University of Denver (Clinical Child Psychology with Cognitive Neuroscience focus)
Postdoctoral Fellowship, Johns Hopkins University; Departments of Mental Health & Health Policy and Management (Prevention Science)
Postdoctoral Fellowship, Kennedy Krieger Institute & Johns Hopkins University, Department of Neuropsychology (Clinical Child Psychology & Neurodevelopmental Disabilities)
Spring 2024 Office Hours:
12:00 PM – 1:00 PM or by appointment
Area of Study:
Clinical Psychology (Child Clinical/Community)
Research Interests:
Dr. Barrueco’s research program utilizes a prevention science framework to examine and address developmental and mental health difficulties among language-minority, immigrant, and migrant children. Contributing to empirical and clinical advancements in this area are three interrelated investigative foci: 1) methodological improvements in the assessment and early identification of bilingual children, 2) expansion of the theoretical and research bases pertaining to developmental and clinical processes within immigrant children and their families, and 3) creation and examination of multisystemic preventive interventions fostering linguistic and socioemotional functioning.
Courses Taught:
Methods of Assessment I (PSYC 620)
Human Diversity in Intervention and Research (PSYC 608)
Graduate Research and Training Opportunities:
Yes, see Accepting Graduate Students page and BIENESTAR/Wellbeing Lab page.
Undergraduate Research and Training Opportunities:
Yes, see BIENESTAR/Wellbeing Lab page.
Graduate Program Affiliation(s):
Human Services Psychology
Leadership Roles in the Department / College / University:
Director, Clinical Psychology PhD Program
Selected Publications (* the asterisks denote student authors mentored by Dr. Barrueco):
Kaminiski, J., Barrueco, S., Kelleher, K., Edwards, E. & Hoagwood, K.. (2023). School readiness as a core metric for early childhood health. NAM Perspectives: National Academies of Medicine, https://doi.org/10.31478/202306b
Barrueco, S., Morales, M. C.*, & Truesdale, L. M.* (2023). Assessment of young emergent bilingual children. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International encyclopedia of education (4th ed., Vol. 10, pp. 96-104), Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.07008-1
Hoffman, J.V., Cabell, S. Q., Barrueco, S., Hollins, E. R., & Pearson, P. D. (2021). Critical issues in the science of reading: Striving for a wide-angle view in research. Literacy research: Theory, method, and practice. https://doi.org/10.1177/23813377211032195
Davis, A.*, Barrueco, S., & Perry, D. F. (2021). The role of consultative alliance in infant and early childhood mental health consultation: Child, teacher, and classroom outcomes. Infant Mental Health Journal, 42, 246-262. https://doi.org/10.1002/imhj.21889 [WILEY TOP CITED ARTICLE AWARD]
Barrueco, S., Smith, S., & Stephens, S. (2016). Supporting parent engagement in linguistically diverse families to promote young children’s life success. Journal of Applied Research on Children (Special Issue of 50 Years after the War on Poverty: Historic Victories and New Challenges), 7(1), 1-27.
Spears, C. A., Houchins, S. C.*, Bamatter, W. P.*, Barrueco, S., Hoover, D. S., & Perskaudas, R.* (2017). Perceptions of mindfulness in a low-income, primarily African American treatment-seeking sample. Mindfulness, 8, 1532-1543. doi 10.1007/s12671-017-0720-3
Kohrt, B. K.*, Barrueco, S., & Pérez, C.* (2015). Domestic violence as a threat to maternal and child well-being in Peruvian urban migrant communities. Special Issue on Women’s Health. Pan American Journal of Public Health, 37, 265-272.
Barrueco, S., López, M. L., Ong, C. A., & Lozano, P. (2012). Assessing Spanish-English bilingual preschoolers: A guide to best measures and approaches. Brookes Publishing.* [BOOK; Principal citation used in the creation of federal requirements in bilingual assessment for about one million children a year]