Cathy Corbin
Assistant Research Professor
About
Dr. Cathy Corbin (she/they) is an Assistant Research Professor in the Prevention and Intervention Network (PIN) at the University of Florida. Their research aims to promote teachers’ and students’ social-emotional development and well-being by understanding and enhancing: (1) student-teacher relationships, (2) teachers’ social-emotional competencies and occupational health, and (3) the effective implementation of Tier 1 (i.e., universal, delivered to all students) social, emotional, and behavioral programs. Dr. Corbin is also interested in the potential of school-based de-implementation (i.e., the discontinuation or reduced use of low-value and harmful practices) to make resources available for educators’ to successfully implement evidence-based/informed practices. These interrelated lines of inquiry are progressed using advanced quantitative methodology, with a particular emphasis on developing and/or refining measures for research and practice. Dr. Corbin’s work is motivated by a future in which all students and educators have access to the skills, opportunities, and services that will facilitate their school and life success.
Affiliations
- School of Special Education School Psychology and Early Childhood Studies
- Prevention and Intervention Network Center
Research Interests
Emotion, Evidence-based Practices, Implementation Science, Other Issues and Trends, Prevention Science, Primary / Elementary, Quantitative Research, Social/Behavioral Interventions, Stress / Coping
Education
- Ph.D., Educational Psychology and Applied Developmental Science, University of Virginia
- M.A., Education and Social Policy, New York University
- B.A., Psychology, University of California, Santa Barbara
- A.A., Liberal Arts and Sciences, Las Positas College
Professional Appointments
- Affiliated Faculty at University of Washington's School Mental Health Assessment, Research, and Training (SMART) Center
Activities and Honors
- None
Selected Grants
Online and Offline Multiverse Spillover: Mapping the Ecology of Youth Mental Health
Role
- Co-Investigator
Funding Agency
- National Institute of Mental Health
Project Period
- 2024-2029
Award Amount
- $3,762,832
Selected Publications
Articles
- Corbin, C. M., Zhang, Y., Ehrhart, M. G., Locke, J., & Lyon, A. R. (2024). Testing an organizational implementation process model related to teachers’ implementation-related attitudes and behaviors: A multilevel mediation analysis. Prevention Science. https://doi.org/10.1007/s11121-024-01722-6
- Locke, J., Corbin, C. M., Ehrhart, M. G., Collins, V. K., & Lyon, A. L. (2024). Helping Educational Leadership Mobilize evidence (HELM): The iterative redesign of the Leadership and Organizational Change for Implementation (LOCI) intervention for use in schools. Implementation Research and Practice, 5. https://doi.org/10.1177/26334895241242523
- Corbin, C. M., Lyon, A. R., Collins, V. K., Ehrhart, M. G., Goosey, R., & Locke, J. (2024). The incremental association of implementation leadership and school personnel burnout beyond transformational leadership. School Psychology, 39(3), 269-279. https://dx.doi.org/10.1037/spq0000577
- Corbin, C. M., Downer, J. T., Lowenstein, A. E., & Brown, J. L. (2023). Reconsidering teachers’ basic psychological needs in relation to well-being across an academic year. Teaching and Teacher Education, 123, 103989. https://doi.org/10.1016/j.tate.2022.103989
- Alamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2022). Bidirectional associations among teachers’ burnout and classroom relational climate across an academic year. Journal of School Psychology, 95, 43-57. https://doi.org/10.1016/j.jsp.2022.09.001
- Lyon, A. R., Corbin, C. M., Brown, E. C.. Ehrhart, M. G., Locke, J., Davis, C., Picozzi, E., Aarons, G. A., & Cook, C. R. (2022). Leading the charge in the education sector: Development and validation of the School Implementation Leadership Scale (SILS). Implementation Science, 7(48). https://doi.org/10.1186/s13012-022-01222-7
- Corbin, C. M., Hugh, M. L., Ehrhart, M. G., Locke, J., Davis, C., Brown, E. C., Cook. C. R., & Lyon, A. R. (2022). Teacher perceptions of implementation climate related to feasibility of implementing Schoolwide Positive Behavior Interventions and Supports. School Mental Health, 14, 1057-1069. https://doi.org/10.1007/s12310-022-09528-z
- Corbin, C. M., Downer, J. T., Ruzek, E. A., Lowenstein, A. E., & Brown, J. L. (2020). Correlates of within year change in elementary students’ perceptions of interactions with their teacher. Journal of Applied Developmental Psychology, 69, 1-11. https://doi.org/10.1016/j.appdev.2020.101144
- Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. https://doi.org/10.1016/j.jsp.2019.10.001
Presentations
- Corbin, C. M., Lyon, A. L., Collins, V. K., Goosey, R., Ehrhart, M. G., & Locke, J. (2023, December). Reducing teacher burnout through a strategic implementation support. Paper presented at the Annual Conference on Advancing School Mental Health, New Orleans, LA.
- Corbin, C. M., Zhang, Y., Ehrhart, M. G., Cook, C. R., & Lyon, A. R. (2022, September). Examining the influence of the organizational implementation context in schools. Paper presented at the Biennial Conference of the Society for Implementation Research Collaboration, San Diego, CA.
- Corbin, C. M., Duong, M. T., Gaias, L. M., Brown, E., Kiche, S., Nguyen, L., Chandler, C., Buntain-Ricklefs, J., & Cook, C. R. (2021, October). The impact of an equity-explicit student-teacher relationship intervention on ninth-grade teachers’ emotional exhaustion and multicultural teaching competency. Paper presented at the Annual Conference on Advancing School Mental Health, held virtually during the COVID-19 pandemic.
- Corbin, C. M., Alamos, P., Downer, J. T., & Brown, J. L. (2019, March). Understanding the bidirectional associations between student-teacher relationships and teachers’ wellbeing. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Baltimore, MD.
Other Publications
- Alamos, P., & Corbin, C. M. (2022, August 23). Not only do students need strong teacher-student relationships… Teachers need them, too! Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/blog/not-only-do-students-need-strong-teacher-student-relationships-teachers-need-them-too/