Katherine (Katie) Lingras, PhD is a psychologist at the New York Center for Child Development, where she provides treatment and consultation in Pediatric Primary Care Clinics and Early Childhood Education (ECE) Centers, and leads a team of mental health professionals who provide professional development training and consultation in ECE centers. She holds an appointment as an Assistant Professor in the Department of Psychiatry at Columbia University Medical College and hospital appointments with New York Presbyterian Hospital and the Family Health Center of Harlem, where she provides outpatient treatment for young children with behavioral concerns and trauma histories. Dr. Lingras specializes in social-emotional development in early childhood and is trained in the Incredible Years curriculum (parent, child and teacher) as well as Child-Parent Psychotherapy (a dyadic treatment for young children who have experienced trauma). Her experience and expertise sits at the intersection of early childhood psychology research, practical applications, and policy implications.
Dr. Lingras completed her undergraduate and Masters degrees in Psychology at Stanford University and her doctoral work at the University of Minnesota’s Institute for Child Development, where she collaborated and published with internationally recognized experts on aggressive behavior, social competence, risk, and resilience in children and families. Dr. Lingras also holds a certificate in Early Childhood Public Policy from the University of Minnesota, and has held policy-related positions with local government and community-based organizations, including the St. Paul Mayor’s office Early Learning Initiatives team and Minnesota’s Center for Early Education and Development. Dr. Lingras completed her clinical psychology internship with the Children’s Hospital Los Angeles and her post-doctoral training with Brown University and Bradley Hospital in Providence, Rhode Island. Dr. Lingras has conducted Incredible Years parent, child, and Teacher Classroom Management Training groups in communities across the country. Her work as a consultant for HeadStart centers and school districts in several states has been noted as having in significant impact in creating sustainable, programmatic change. She has supervised trainees and mental health professionals in clinic and community-based settings, in both mental health treatment and consultation work. Her additional professional interests include teaching university-level courses (cultural perspectives in child development/clinical psychology), early childhood public policy advocacy, and program evaluation.