Alyssa Palmer, PH.D.

Research Interests

My research focuses on identifying mechanisms of risk and resilience for early childhood mental health in the context of poverty. I work to illuminate risk and resilience processes for families facing poverty-related adversities by grounding my work in a multisystem resilience theoretical framework, applying rigorous research methods, and leveraging advanced statistical techniques. I have worked across the spectrum of translational research, conducting basic developmental science with direct implications for policy and practice as well as conducting intervention and implementation research. Broadly, my areas of focus to date include: 1) the measurement of early childhood transdiagnostic indicators of self-regulation and child mental health within diverse populations; 2) The role of parenting and parent emotion as a predictor of child development in the context of poverty-related stress; and 3) the role of larger systems of care (e.g., homeless services, school mental health programs) in child development and functioning. In each arm of my research program, I have worked with community partners to ensure my work is relevant and efficacious for the diverse communities I aim to serve.

 Ultimately, my goals are to:

1. refine existing models of risk and resilience,
2. assess preventive intervention programs that promote early childhood and their family’s mental well-being in the context of poverty, and
3. improve system-level policies that help families experiencing economic adversity. 

As a first-generation college graduate and an individual from a low-income background, I am committed to engaging in translatable, relevant, and community-engaged research. I am also dedicated to providing mentorship and resources to assist students who have been historically excluded from institutions of higher education to reach their goals.

You can follow up to date information about my work and the lab

 

Opportunities for Students

• Graduate Student Applicants: I will be reviewing applications for a graduate student this cycle (for a start in Fall 2026) to the clinical psychology program. If you are thinking of applying, I would love to hear from you! Please send your CV so we can discuss your interests and the direction that the lab is going in! 
• Undergraduate Students: My lab is just getting up and running! There will be several opportunities to gain research experience and even complete independent projects or honors theses in the lab. Please contact me directly if you are interested and I will share our application. Anyone interested should be prepared to commit at least two semesters of work. 
• Postdoctoral Researchers: Unfortunately, at this time I do not have available funds to support postdoctoral training. However, if you are interested in applying to various postdoctoral funding mechanisms I am happy to assist with that process. Please reach out to me directly with your CV so that we can discuss those options more! 

 

Education

Postdoctoral Training at University of California, Los Angeles (2025)
Ph.D. in Developmental Psychopathology and Clinical Science from the University of Minnesota (2023)
Clinical Internship with a specialty in Early Childhood Mental Health at Children’s Hospital Los Angeles (2023)
MA in Developmental Psychopathology and Clinical Science from the University of Minnesota (2018)
B.S. With Honors in Psychology with a Focus in Neuroscience from The Pennsylvania State University (2016)

 

Selected Publications

Palmer, A.R., Stallworthy, I.C., DeJoseph, M.L., & Berry, D. (2025). Early Childhood Measurement Invariance of the Strengths and Difficulties Questionnaire Across Age, Race, Sex, and Socioeconomic Status. Psychological Assessment, 37 (5), 201-213. 

Preprint Version  [Editor’s Choice, April, 2025]

Distefano, R., Palmer, A.R., Kalstabakken, A., Zelazo, P., Carlson, S., & Masten, A.S. (2023). Predictive validity of the NIH toolbox executive function measures with developmental extensions: Moderation by sociodemographic characteristics.Developmental Neuropsychology, 48(8), 373-386. 

Palmer, A. R., Piescher, K., Berry, D., Dupuis, D., Heinz-Amborn, B., & Masten, A. S. (2023). Homelessness and child protection involvement: temporal links and risks to student attendance and school mobility. Child Abuse & Neglect, 135, 105972. 

Palmer, A.R., Foster, R. A., Distefano, R., & Masten A.S. (2022). Emotional reactivity, and parenting skills in families experiencing homelessness. Journal of Family Psychology, 36(4). 636-641. 

Palmer, A.R., Labella, M., Plowman, E.J., Foster, R. & Masten, A.S. (2020). Parent emotion regulation strategies and parenting quality predict child internalizing symptoms in families experiencing homelessness. Social Development. 0, 1 – 18. 

 

Public Research/Policy Briefs and Outreach:

Benegas, J.M., Palmer, A.R., Distefano, R., Hillyer, C.K., Kalstabakken, A.W., & Masten, A.S., (2023). Risks of early childhood adversity for academic skill development and learn. [Minn-LInK Brief No. 60). Center for Advanced Studies in Child Welfare, University of Minnesota. 

Palmer, A.R., Kalstabakken, A.W., Distefano, R., Hillyer, C.K., Seiwert, M.J., Carlson, S.M., & Masten, A.S. (2022). Executive functioning assessments in early childhood screenings. (Minn-LInK Brief No. 50). Center for Advanced Studies in Child Welfare, University of Minnesota. 

Palmer, A.R. (2021). A student perspective on promotive mental health for clinical psychology graduate students historically excluded from institutions of higher education. APA Division 12 Clinical Science Newsletter. Available at: 

Palmer, A.R., & Homework Starts with Home Research Partnership (2020). Emergency housing, transitional housing, and child welfare in the Twin Cities Metro. (Minn-LInK Brief No. 44). Center for Advanced Studies in Child Welfare, University of Minnesota. 

Training Module

UNICEF Presentation