Katie Rosanbalm is trained as a child clinical and quantitative psychologist. Her work focuses on program implementation and evaluation in the areas of early childhood systems, self-regulation development, child welfare, and trauma-sensitive schools. She has conducted longitudinal evaluations of child welfare reform, early childhood Systems of Care, and prevention/intervention programs for mental health and education.
Rosanbalm co-authored a series of white papers on self-regulation development from birth through early adulthood. She has also served on multiple state-level boards and task forces to strengthen the evidence-based implementation of programs for children and families.
Rosanbalm currently leads several ongoing evaluation projects, including:
- Incredible Years Dinosaur School, a randomized controlled trial of self-regulation interventions in 120 N.C. PreK classrooms
- Partnering for Excellence, a program to improve the integration of child mental health services into child welfare
- Resilience and Learning, a partnership with the Public School Forum to develop and implement a trauma-sensitive school model in North Carolina
- Infant-Toddler Trauma-Informed (ITTI) Care Project, a professional development framework to provide training and coaching on trauma-informed care to caregivers in infant/toddler classrooms.
- Webinar: Self-Care: How to Combat Stress with Resilience During the COVID-19 Pandemic.
- Policy Brief: Strategies to Support the Well-Being of Essential Child Care Staff and Young Children During COVID-19
- Resource for people living with domestic violence during stay-at-home orders
- Social Emotional Learning Resources for Kids at Home During COVID-19
- Accessing Mental Health Care Remotely During the COVID-19 Outbreak
Tip Sheets on Supporting the Development of Self-Regulation in Young ChildrenCo-authored by Katie Rosanbalm for the Office of Planning, Research & Evaluation, U.S. Department of Health and Human Services.
Explore these tips for helping caregivers use co-regulation to support development of self-regulation skills in preschoolers and young children in home settings.
- Tips for Promoting Self-Regulation when Working with Infants
- Tips for Promoting Self-Regulation when Working with Toddlers
- Tips for Promoting Self-Regulation when Working with Preschoolers
- Tips for Promoting Self-Regulation when Working with Young Children in Home Settings
- Child Maltreatment
- Children's Mental Health
- Program Evaluation
- Early Childhood
- Ph.D. Ohio University, Athens, Ohio - 2002
- Medical Psychology Intern, Child Specialization Duke University Medical Center, Durham, North Carolina - 2000
- M.S. Ohio University, Athens, Ohio - 1997
- B.A. University of Virginia, Charlottesville, VA - 1993
Recent Publications (More Publications)
- Rosanbalm, K; DeKonty, E; Fleming, S (2020) North Carolina Resilience and Learning Project
- Murray, DW; Rosanbalm, K; Christopoulos, C; Meyer, AL (2019) An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research. The Journal of Primary Prevention, 40, 367-403, [doi], [abs]
- Murray, D; Rosanbalm, KD; Christopoulos, C (2018) An Applied Translational Model of Self-Regulation Development in Context Applied Developmental Science,
- Rosanbalm, KD; Snyder, EH; Lawrence, CN; Coleman, K; Frey, JJ; van den Ende, JB; Dodge, KA (2016) Child wellbeing assessment in child welfare: A review of four measures Children and Youth Services Review, 68, 1-16, [doi], [abs]
- Murray, D; Rosanbalm, KD; Christopoulos, C (2016) A comprehensive review of self-regulation interventions from birth through young adulthood