Natsuki Atagi, Ph.D.

PhD, Developmental Psychology, UCLA
MA, Developmental Psychology, UCLA 
BA, Psychology and Gender Studies, Indiana University - Bloomington

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Research and Professional Interests

Dr. Atagi is interested in understanding how early language experiences shape language and cognitive development. She has used a variety of different methods to examine a wide range of ages—from infants to young adults—to understand how variability in language experiences and skills shapes development. Although her research largely focuses on bilinguals, Dr. Atagi is also interested in understanding the diverse language experiences of monolinguals as well—in particular, how community exposure to linguistic diversity shapes monolinguals’ development.

In addition to conducting research, Dr. Atagi works to support student learning and faculty scholarly endeavors. She is the Faculty Coordinator for the CAS Peer Tutoring Program, a program through which CAS students can receive free, one-on-one peer tutoring. Additionally, as the Scholarly Publications Faculty Fellow for CSUF, Dr. Atagi provides individualized writing support to faculty colleagues across the university.

Courses Taught:

CAS 300 – Elements of Effective Professional Communication
CAS 301 – Inquiry & Methodology in Development
CAS 312 – Human Growth & Development
CAS 325A – Conception through Age 8

Additional Information

I am always accepting motivated undergraduate research assistants with an interest in language development!

Jason K. Baker, Ph.D.

PhD, Clinical & Developmental Psychology, Penn State University
BA, Psychology, UCLA

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Research and Professional Interests

Dr. Baker performed his clinical internship at the UCLA Semel Institute and held postdoctoral positions at the University of South Florida, the University of Miami, and the University of Wisconsin-Madison. He is a Fellow of Division 33 (IDD/ASD) of the American Psychological Association and served as Division President 2021-2022. He has served on the editorial board for the Journal of Family Psychology since 2011 and he has received federal research funding from the National Institute for Child Health & Human Development. Dr. Baker is a licensed clinical psychologist (PSY 34030) and is Co-Founder and Co-Director of the Cal State Fullerton Center for Autism. His research focuses on the interplay between child and environmental factors in the development of children with developmental challenges, with particular interest in autism, parent-child interaction, behavior problems, physiological arousal, and the development of emotion regulation.

Current Grants and/or Projects  

Arousal Tendencies and Individual Differences in Autism Spectrum Disorder
(NICHD R15HD0878775)
Role: PI
National Institute of Child Health and Human Development (NICHD/NIH) R15 AREA Award Award Period: 4/1/2016 – 3/31/2019
Award Amount: $412,667

Courses Taught

CAS 301—Inquiry & Methodology in Development    
CAS 310 – Assessing & Observing Development
CAS 340 – Parenting in the 21st Century  
PSYC 437 -   Autism Spectrum Disorder
CAS 490T – Senior Seminar in Developmental & Behavioral Disorders
CAS 494 - Practicum in Youth and Families in Community Settings (Special Section on Intervention for Autism Spectrum Disorder).   

Additional Information 

Students interested in working with Dr. Baker can visit: http://autismcenter.fullerton.edu/applied-developmental-core/student-involvement/research-assistantships.html  link opens in a new windowopens in a new window

Families interested in participating in research can visit: http://autismcenter.fullerton.edu/applied-developmental-core/research/current-research-studies.html link opens in a new windowopens in a new window

https://www.researchgate.net/profile/Jason-Baker-4 link opens in a new windowopens in a new window

Kate Bono, Ph.D.

PhD, Applied Developmental Psychology, Claremont Graduate University
BS, Psychology, University of the Pacific

Courses Taught

CAS 325A—Development from Conception through Age 8
CAS 394—Introductory Practicum

Ioakim Boutakidis, Ph.D.

PhD, Psychology, University of California, Riverside

Research and Professional Interests

Dr. Boutakidis is a Professor of Child and Adolescent Studies, having received his
Ph.D. in psychology from University of California, Riverside. He has previously served
as Associate Dean of Student Success and Faculty Fellow of Student Success for the
College of Health and Human Development and Chair in Child and Adolescent Studies
and the department of Educational Leadership. His research has focused on examining
the role of engagement, motivation, and theory of mind in academic achievement
outcomes for historically under-served students. His current work extends this line
to college students, with a special focus on efforts to reduce achievement gaps in higher
ed, and particularly addressing the academic challenges that males face in their college
trajectories. He continues his on-going involvement in program assessment at the
department, college, and university levels.

Courses Taught

CAS 100 -Foundations for Success in CAS and College
CAS 300- Elements of Effective Professional Communication    
CAS 301- Inquiry & Developmental Methods    
CAS 325B- Development: Age 9 through Adolescence    
CAS 340- Parenting in the 21st Century    
CAS 490T- Senior Seminar in Child Development: Culture & Ethnicity in Development

Nathalie Carrick, Ph.D.

PhD, Developmental Psychology, University of Michigan
BS, Psychology, Occidental College

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Research and Professional Interests

Dr. Carrick’s research interests concern young children's emerging mental representational skills. Specifically, she is interested in how children understand pretense and fantasy, with an emphasis on how emotions may influence children's understanding. Her current projects include the role that parents play in shaping children’s beliefs about fantasy and reality, and how fantasy is depicted in children’s picture books.

Courses Taught

CAS 100 – Fundamentals of Success in Child and Adolescent Studies
CAS 101 - Introduction to Child and Adolescent Development

Guadalupe Díaz Lara, Ph.D.

PhD, Human Development and Family Sciences, Oregon State University

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Research and Professional Interests

My research is broadly focused on understanding, elevating and addressing the factors that influence children’s development and educational experiences, particularly Latinx children and children who are Dual Language Learners. Additionally, I am interested in the influence of parents on children’s educational experiences and the factors that influence parents’ abilities to support their children’s development and education. I use this work to connect research, practice and policy to improve educational experiences and access to services and resources for ethnically and linguistically diverse children and families.

Current Grants and/or Projects  

Perceptions of Culturally Responsive Teaching Practices Among Teachers Building on the Legacy of Latinx Parents' Leadership

Courses Taught

CAS 340 – Parenting in the 21st Century        

Additional Information

Awards:

National Research Center on Hispanic Children & Families Professional Development Grant

English Learner Leadership & Legacy Initiative (ELLLI) Fellow

Significant roles:

Faculty Fellow for Scholarly and Creative Activity, University Honors Program, California State University, Fullerton

Qualitative Methods Fellow, Faculty Development Center, California State University, Fullerton

Accepting undergraduate research assistants who are bilingual in English/Spanish

Guadalupe Espinoza, Ph.D.

PhD, Developmental Psychology, UCLA
MA, Developmental Psychology, UCLA
BA, Psychology, San Diego State University

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Research and Professional Interests

Dr. Espinoza studies how adolescents’ peer relationships shape their psychosocial and school adjustment. Much of Dr. Espinoza’s research focuses specifically on school bullying and cyberbullying experiences of Latinx adolescents. For example, by relying on daily diary methods her research has examined how daily incidents of peer victimization are related to Latinx adolescents’ distress and school attendance problems. Utilizing both quantitative and qualitative methodologies, Dr. Espinoza has also studied how the COVID-19 pandemic impacted adolescents lives during the shutdown period and the return to in-person schooling. Her service roles across the university and in the field are largely focused on student support and diversity issues. Some current service roles include: Chair for the CAS Diversity in Development Committee, Campus Liaison for the CSU-wide PRE-Professor Program and Coordinator for the College of Health and Human Development Peer Mentor Program.

Current Grants and/or Projects

Society for Research on Adolescence, Mid-Career Mentoring Support Initiative

Courses Taught

CAS 302 - Cultural Competence in Developmental Contexts
CAS 325B- Age 9 through Adolescence
CAS 330- Adolescence and Early Adulthood
CAS 399- Peer Mentoring Academy for Student Success

https://www.researchgate.net/profile/Guadalupe-Espinoza  link opens in a new windowopens in a new window

Christa Mulker Greenfader, Ph.D.

PhD, Education, University of California, Irvine
MA, Education, University of California, Irvine
MBA, California State University, Northridge 
BM, Violin Performance, University of Southern California

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Research and Professional Interests

Dr. Christa Greenfader is an Associate Professor of Child and Adolescent Studies at California State University, Fullerton. Dr. Greenfader’s research focuses on environments which help children acquire and improve language skills, as well as other cognitive competencies, and how these processes relate. The majority of Dr. Greenfader’s work is with children who come from homes where English is not the primary language. She was recently involved in a large-scale experimental study which determined a positive impact of arts activities on the speaking abilities of English learners – findings which were presented at the Society of Research in Child Development and published in three acclaimed journals. Dr. Greenfader’s current work considers the relationship between language and executive function (cognitive skills related to self-regulatory behaviors, attentional flexibility, and working memory), and how these relate in children tasked with learning two languages. Dr. Greenfader received a Ph.D. in Education from the University of California, Irvine, an M.B.A. from California State University, Northridge, and has a B.M. in violin performance from the University of Southern California. She continues to oversee violin enrichment programs for the largest afterschool program in Los Angeles.

Courses Taught

CAS 325A: Development from Conception Through Age 8
CAS 131: Explore Core: Migrant Lives
CAS 340: Parenting in the 21st Century  
CAS 490T: Immigrant Children and Families

Leslie K. Grier,    Ph.D.

PhD, Developmental Psychology, Wayne State University
M.A., Psychology, Ball State University
B.A. Psychology, Oakland University

Research and Professional Interests

Dr. Grier’s research focuses on social emotional factors contributing to positive developmental and educational outcomes among school age children and adolescents, with an emphasis on African American, at-risk and underrepresented populations. Dr. Grier has also worked in various capacities with the California School Age Consortium (CalSAC) since 2005. This includes serving as a trainer for out-of-school-time staff, a trainer for the Science Action Club through the California Academy of Science, and as a curriculum specialist. Dr. Grier served as the Principal Writer for “School’s Out California: An Out-Of-School Time Program Guide,” published by the California Department of Education.

Courses Taught

CAS 315 – Child Development
CAS 326 - Optimizing the Development of School Age Children
CAS 370 - Development of African American Children and Youth
CAS 474 - Practicum in School Settings
CAS 490T - Senior Seminar on Moral Development 

Janna L. Kim, Ph.D.

PhD, Developmental Psychology, University of Michigan
BS, Psychology, Occidental College 

Research and Professional Interests

Dr. Kim’s research interests focus on adolescent development and sexual health. She examines how families, peers, and the mass media shape young people's developing notions of sexual roles and relationships, and how these processes are embedded within a larger system of cultural values and beliefs.  In one line, she has examined young people’s mass media use in relation to their gender and sexual development. In a second line, she has explored the sexual socialization and sexual decision-making of Asian American youth. Most recently, Dr. Kim has studied how future child development professionals approach hypothetical ethical dilemmas, especially when the values held by stakeholders (e.g., children, parents, teachers) seem to conflict. Her other teaching and service activities revolve around efforts to promote effective undergraduate writing, cultural competence, and LGBTQ-inclusivity.

Courses Taught

CAS 100-- Foundations for Success in CAS and College
CAS 300—Elements of Effective Professional Communication
CAS 325B—Age 9 Through Adolescence
CAS 360—Adolescents and the Media
CAS 380—Adolescent Sexuality and Romantic Relationships  

Joyce Lin, Ph.D.

PhD, Education, University of California, Irvine
MA, Education, University of California, Irvine
BA, Sociology, University of California, Los Angeles

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Research and Professional Interests

Dr. Lin’s research focuses on how to support parents in providing optimal home environments for their young children. Specifically, her research examines how parent perceptions of more distal contexts impact what they do with their children at home. One line of her research focuses on the relation between culture and physical punishment. She has examined how values are related to physical punishment experiences, across a diverse sample, along with how immigration and exposure to the U.S.-context is related to mothers’ physical punishment use. Her second line of research addresses the various factors that contribute to children’s home learning environments, including parent self-perceptions, parent-teacher communication, and parent perceptions of more distal contexts.

Current Grants and/or Projects

Understanding first- and second-generation parents’ communication with their preschoolers’ teachers and their preschoolers’ home learning environments; 2024-2025 Junior Intermural Grant

Courses Taught

CAS 101 - Introduction to Child Development
CAS 201 - Child, Family, and Community
CAS 340 - Parenting in the 21st Century
CAS 490T - Senior Seminar in Child and Adolescent Development: Culture and Ethnicity in Development 

Additional Information  

I am currently accepting undergraduate research assistants for my Parenting in Contexts Lab (PICL); priority will be given to bilingual Mandarin Chinese and English or Spanish and English speaking students

https://www.researchgate.net/scientific-contributions/Joyce-Lin-2156477705  link opens in a new windowopens in a new window

Karlena D. Ochoa, Ph.D.

PhD, Developmental Psychology, University of Oregon

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Research and Professional Interests

Dr. Ochoa earned her B.A. and M.A. in Developmental Psychology from California State University, San Marcos. She received a Ph.D. in Developmental Psychology from the University of Oregon where she examined the interplay between young children’s moral judgments and their social understanding. She completed her postdoctoral training in the School of Education at University of California, Irvine where she worked with a Latine community investigating how to support children’s learning with an emphasis on Science, Technology, Engineering, and Math in informal settings.

Dr. Ochoa’s research broadly focuses on understanding children’s social and cognitive development and how we can harness the power of play to facilitate children’s learning in both formal and informal contexts. She aims to understand how to best support children and families during preschool and early school years to set every child up for the best chance at a successful future.

Course Taught

CAS 301 - Inquiry & Methodology in Department
CAS 325A - Development from Coception through Age 8

Pamella H. Oliver, Ph.D.

PhD Clinical Psychology, University of Southern California

Research and Professional Interests

Dr. Oliver became a CAS faculty member in 2001. She earned her undergraduate degree at UCLA, her Masters in Psychology at CSUF, and her Ph.D. in clinical psychology at the University of Southern California. She interned at the Veteran’s Hospital in Long Beach. Dr. Oliver's first profession was as a teacher, and she still enjoys that aspect of her work. Her teaching and research focus on the influence of families on child and adolescent development, with a particular emphasis on the effects of family conflict, violence, and parenting on children’s adjustment.

She is an associate director of the Fullerton Longitudinal Study, which has studied the development of over 100 participants from ages one through 38 years. She has published articles on temperament, the relation between violence exposure and children’s adjustment, ethical issues in working with children and families, leadership development and with colleagues from the Fullerton Longitudinal Study, has published a book entitled, Temperament: Infancy through Adolescence.

Current Grants and/or Projects

Her current research with the Fullerton Longitudinal Study examines early family influence on adult development, including health, happiness, and attributes of success.

Courses Taught

CAS 301—Developmental Inquiry & Methodology
CAS 312—Lifespan Development
CAS 340— Parenting in the 21st Century    
CAS 490T—Seminar in Behavioral and Developmental Disorders
CAS 490T—Seminar in Family and Development

Claudia G. Pineda, Ed.D.

Ed. D. Human Development and Psychology, Harvard University
Ed. M. Risk and Prevention in Adolescence, Harvard University
BA, Psychology, Pontificia Universidad Javeriana, Bogotá, Colombia

Research and Professional Interests

Dr. Pineda investigates the role of context and culture in promoting emotional and academic resilience among Latino immigrant youth. She is particularly interested in conceptualizing the ways in which ethnic culture constitutes an asset for youth and families and how educators can develop culturally responsive competencies to promote positive development. Dr. Pineda most recent research explores the development of cultural competencies among child development practitioners in relation real-life professional ethical dilemmas and the integration of child development research, personal values, and professional ethical principles. She is particularly interested in dilemmas that include conflicting ethical principles, such as those related to cultural differences and gender identity/expression. Dr. Pineda has employed a range of qualitative and quantitative methodologies in various areas of inquiry, including acculturation, ethnic identity, intergroup relations, future orientation, youth entrepreneurship, and heritage after-school programs.

Dr. Pineda’s publications have appeared in national and international venues, such as the Routledge Companion to Theatre and Young People , the International Journal of Qualitative Studies in Education , the International Journal for Research on Extended Education, Teachers College Record, the Encyclopedia on Education and Human Development, the Encyclopedia of Cross-Cultural School Psychology, and ReVista: the Harvard Review of Latin America. She has also written about the social conditions and education of Colombians in the U.S. in a book edited by the Colombian Ministry of Education and Florida International University.

Prior to joining CSUF, Pineda was an Assistant Professor of Clinical Education at the University of Southern California Rossier School of Education; an Assistant Researcher at the University of California, Irvine and a Visiting Scholar at the Latin American Studies Program at Cornell University. Pineda has been an instructor at UCI, Harvard University, and Northeastern University.

Courses Taught

CAS 201 - Child, Family, and Community
CAS 325B – Development: Age 9 through Adolescence
CAS 394/474/494 – International Practicum (Thailand, Costa Rica)
CAS 394 – Introductory Practicum in Child and Adolescent Studies
CAS 490T  – Senior Seminar in Child Development: Culture & Ethnicity in Development

Additional Information

Dr. Pineda had the honor of getting the Harvard University Derek Bok Center for Teaching and Learning Certificate of Distinction and Excellence several times and had the privilege to have a Spencer Research Training Grant.

At CSUF, she got the 2020-21 HHD Recognition for Diversity, Equitable, and Inclusive Practices twice for her participation in the CAS Faculty Search Committee and in the Diversity in Development Committee. For the latter, she helped develop a framework to systematically incorporate content related to cultural competencies across the curriculum. Dr. Pineda has also gotten several intramural grants and an assessment inquiry grant.

Michelle C. Ramos, Ph.D.

Ph.D., Clinical Psychology, University of Southern California
M.A. Clinical Psychology, University of Southern California
M.A. Psychology, California State University, Fullerton
B.S., Science Preprofessional Studies & Psychology, University of Notre Dame

Research and Professional Interests

Dr. Ramos’ research primarily focuses on child and adolescent development within the family context, with an emphasis on youths’ vulnerability versus resilience to family stress, conflict and violence. She is particularly interested in the intergenerational transmission of aggression, focusing on youths’ romantic relationships, conflict interactions via electronic/social media, and health outcomes. She employs several methodologies, including daily assessments via mobile technology and direct observations of child and family interactions, to understand family processes. Dr. Ramos further investigates the impact of positive family relationships on child functioning through the FLS. She currently examines how positive family relationships during childhood and adolescence relate to youths’ health symptoms in adulthood. Dr. Ramos also is interested in how youth develop attitudes about justice, focusing on the influences of teen court participation, empathy, and adverse childhood experiences, on the formation of restorative and punitive perspectives.

Courses Taught

CAS 310 – Assessing and Observing Development
CAS 325B – Age 9 through Adolescence
CAS 345 – Child and Adolescent Development in Diverse Family Contexts
CAS 490T - Senior Seminar in Developmental & Behavioral Disorders

Diana Robles, M.A.

M.A. Counseling, M.A. Health Science
B.A. Health Science

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Research and Professional Interests

Diana Robles earned her M.A. in Counseling and M.A. In Health Science from California State University, Los Angeles and joined the Child and Adolescent Studies Department in 2001. She worked in Child Protective Services for over 10 years in both Los Angeles and Orange County. She also worked for 15 years at the OC Health Care Agency in Maternal and Child Health in the area of adolescent pregnancy and parenting. She has experience working in the field of forensic interviewing of child victims at the Child Abuse Services Team (CAST). She is a Certified Educator of Infant Massage (CEIM) trained by the IMUSA. She is currently the CAS Short Term Study Abroad Coordinator for the department. She has traveled with students several times to Costa Rica, Italy, Thailand and Spain. She is also the Practicum Coordinator and assists students in securing a placement prior to starting their practicum courses.

Current Grants and/or Projects  

I apply for IRA (Instructionally Related Activities) Grants each year to lower the cost of study abroad for students.

Courses Taught 

CAS 312 - Human Growth and Development
CAS 365 - Adolescent Pregnancy and Parenting
CAS 394 - Introductory Practicum
CAS 394/474/494 - International Practicum

Amirah Saafir, Ph.D.

PhD, Education, University of California, Los Angeles
BS, Psychology, Howard University

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Research and Professional Interests

Dr. Saafir earned her B.A. in Psychology from Howard University and served as a Postbaccalaureate Fellow in Applied Developmental Psychology at the University of Pittsburgh. She completed her Ph.D. in Education at UCLA, specializing in Human Development and Psychology, as a Cota Robles Diversity Fellow and UC-HBCU Fellow. Her research uses quantitative and qualitative methodologies to examine how ethnic-racial contextual factors, such as school diversity and societal representations, influence identity development and psychosocial outcomes for Black adolescents and young adults. Her recent work on the impact of Black Barbie dolls was featured in the Netflix documentary Black Barbie.

Courses Taught

CAS 301 – Inquiry & Methodology in Development
CAS 370 - Development of African American Children and Youth
CAS 490T- Senior Seminar in Child Development: Culture & Ethnicity in Development
HONR 300– Junior Honors Colloquium

Additional Information

Bolstering Black Undergraduate Student Creative Activities and Research (BUSCAR) Faculty Mentor.

Sharon Seidman, Ph.D.

PhD, Developmental Psychology, UCLA
BA, Psychology, Pomona College

Research and Professional Interests

I have been a member of the Child and Adolescent Studies Department at Cal State Fullerton since 1996. Prior to coming to Fullerton, I received my masters’ and doctoral degrees in Developmental Psychology from the University of California, Los Angeles and taught there. I have also worked in various early childhood and supplementary education programs with children from 18 months through 12 years of age. In addition to teaching a variety of early childhood development courses, I lead the CAS Academic Advising Team and am my department’s coordinator for our Early Childhood Concentration. I am extensively involved in community and statewide efforts to promote degree-attainment and improve preparation for ECE professionals.

Dr. Shu-Chen "Jenny" Yen, Ph.D.

Ph.D, Early Childhood Development, University of Missouri-Columbia

Research and Professional Interests

Dr. Shu-Chen "Jenny" Yen earned her Ph.D. in Early Childhood Development from the University of Missouri-Columbia. She is a Montessori-certified teacher for children ages 3 to 6. Dr. Yen's research focuses on young children's temperament and adjustment, the impact of High Impact Practices (HIPs) on students' learning effectiveness, and the relationship between learning modalities and student outcomes.

Courses Taught

CAS 321—Advanced Study of Infant/Toddler Development
CAS 325A —Child Development from 0 to 8 years
CAS 490T—Seminar: Temperament and Development

Additional Information

Dr. Yen has significantly contributed to the ECE field at local, state, and national levels. She is currently a board member of the National Association for the Education of Young Children (NAEYC) and has previously served as Secretary and Vice President of the California Association for the Education of Young Children (CAAEYC). As the founder of the Social Story Center (https://socialstorycenter.com), she has developed multiple social stories addressing topics such as natural disasters, trauma, and war, all available for free to educators worldwide. Dr. Yen has received the PEACE Award for her advocacy for peace and diversity among children and their educators from Peace Educators Allied for Children Everywhere (P.E.A.C.E.). She was also honored by the Educators for Peaceful Classrooms and Communities (EPCC) with the Honor an Early Childhood Educator Award (CAAEYC).

https://socialstorycenter.com  link opens in a new windowopens in a new window

Sasha M. Zeedyk, Ph.D.

Ph.D. in Special Education, University of California, Riverside
M.Ed. in Elementary Education, The George Washington University
B.S. in Business Administration, University of Nevada, Las Vegas

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Research and Professional Interests

Dr. Zeedyk’s research focuses on supporting autistic youth, adults, and their families across the lifespan. She aims to integrate neurodivergent perspectives into the research process. Dr. Zeedyk's most recent projects focus on: (1) improving postsecondary and employment experiences for autistic young adults, and (2) the efficacy of a community-based public speaking program for autistic adults. She received her Ph.D. in Special Education from the University of California, Riverside and completed her postdoctoral training at the Child and Adolescent Services Research Center in the UC San Diego Department of Psychiatry. She has served on the Editorial Board of the Journal of Policy and Practice in Intellectual Disabilities and the Executive Committee for Division 33 (ASD/IDD) of the American Psychological Association (APA).

Courses Taught

CAS 201 - Child, Family, and Community
CAS 301—Inquiry & Methodology in Development        
CAS 310 - Assessing and Observing Development