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Dr. Carlomagno Panlilio

Dr. Carlomagno Panlilio
Phone: 8148650008
Office Address:
228 CEDAR Building
University Park, PA 16802
Campus: University Park

Title

Assistant Professor of Education

Department

Educational Psychology, Counseling, and Special Education

Programs

Educational Psychology

Other Penn State Affiliations

Child Maltreatment Solutions Network; Child Study Center; Population Research Institute

Biography

Dr. Panlilio’s research interests include early maltreatment and later student achievement, school readiness, student engagement, the role of context in shaping development, person-oriented approach in data analysis, and the application of latent variable models in the analysis of longitudinal data.

Areas of Expertise

Age Levels

Adolescence
Childhood
Early Childhood

Individual Difference

Cognition
Emotion
Family Processes
Human Development
Stress/Coping

Methodological Research

Quantitative Research

Courses Taught

EDPSY 10: Individual Differences and Education

EDPSY 101: Analysis and Interpretation of Statistical Data in Education

CMAS 493: Child Maltreatment and Advocacy Studies Capstone Experience

Office Hours

Monday and Wednesday 1:00 p.m - 2:00 p.m

Education History

Ph.D. (2015) University of Maryland, College Park; M.S. (2005) University of Maryland, College Park; B.A. (2000) California State University, Long Beach

Representative Publications

Ferrara, A., & Panlilio, C. (accepted). The role of metacognition in explaining the relationship between early adversity and reading comprehension. Children and Youth Services Review

Panlilio, C., & Corr, C. (in press). Child maltreatment: Pathways to educational achievement through self-regulation and self-regulated learning. In A. Martin, R. Sperling, & K. J. Newton (Eds.). Handbook of Educational Psychology and Students with Special Needs (pp. 197 – 219). New York, NY: Routledge.

Yang, C., Panlilio, C., Verdiglione, N., Lehman, E., Hamm, R., Fiene, R., Dore, S., Bard, D., Grable, B., & Levi, B. (2020). Generalizing findings from a randomized controlled trial to a real-world study of iLookOut, an online education program to improve early childhood care and education providers’ knowledge and attitudes about reporting child maltreatment. PLoS ONE, 15(1): e0227398. doi: https://doi.org/10.1371/journal.pone.0227398  

Panlilio, C. (2019). (Vol. Ed.). Trauma informed schools: How child maltreatment prevention, detection, and intervention can be integrated into the school setting. New York, NY: Springer Publishing.

Panlilio, C. (2019). Introduction to trauma-informed schools. In C. Panlilio (Ed.). Trauma informed schools: How child maltreatment prevention, detection, and intervention can be integrated into the school setting (pp. vii – x). New York, NY: Springer Publishing.

Panlilio, C., Ferrara, A., & MacNeill, L. (2019). Trauma, self-regulation, and learning. In C. Panlilio (Ed.). Trauma informed schools: How child maltreatment prevention, detection, and intervention can be integrated into the school setting (pp. 61 – 78). New York, NY: Springer Publishing.

Lunkenheimer, E., Panlilio, C., Lobo, F. M., Olson, S. L., & Hamby, C. M. (2019). Preschoolers’ self-regulation in context: Task persistence profiles with mothers and fathers and later attention problems in kindergarten. Journal of Abnormal Child Psychology, 47(6), 947-960. doi:10.1007/s10802-019-00512-x

Lunkenheimer, E., Busuito, A., Brown, K. M., Panlilio, C., & Skowron, E. A. (2019). The interpersonal neurobiology of child maltreatment: Parasympathetic substrates of interactive repair in maltreating and nonmaltreating Mother–Child dyads. Child Maltreatment, 24(4), 353-363. doi:10.1177/1077559518824058

Panlilio, C., Hlavek, E., & Ferrara, A. (2018). Neurobiological impact of trauma. In A. D. Hunter (Ed.). Art for Children Experiencing Psychological Trauma: A Guide for Educators and School-based Professionals (pp. 104 – 113). New York, NY: Routledge.

Panlilio, C., Miyamoto, S., Font, S. A., & Schreier, H. M. C. (2018). Assessing risk of commercial sexual exploitation among children involved in the child welfare system. Child Abuse & Neglect, 87, 88-99. doi:10.1016/j.chiabu.2018.07.021

Panlilio, C. C., Jones Harden, B., & Harring, J. (2017). School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context. Child Abuse & Neglect, 75, 82-91. doi:10.1016/j.chiabu.2017.06.004

Jones Harden, B., Panlilio, C. & Monahan, C., Duncan, A. D., Duchene, M., & Clyman, R. B. (2016).  Emotion regulation of preschool children in foster care: The influence of maternal depression and parenting. Journal of Child and Family Studies, 1 – 11. doi:10.1007/s10826-016-0636-x

Jones Harden, B., Duncan, A. D., Morrison, C. I., Panlilio, C., & Clyman, R. B. (2015). Compliance and internalization in preschool foster children. Children and Youth Services Review, 55, 103-110. doi:10.1016/j.childyouth.2015.04.013

Lanier, P., Maguire-Jack, K., Mienko, J., & Panlilio, C. (2015). From causes to outcomes: Determining prevention can work. In D. Daro, A. C. Donnelly, L. A. Huang, & B. Powell (Eds.). Advances in Child Abuse Prevention Knowledge: The Perspective of New Leadership. New York, NY: Springer.

Dierkhising, C., Geiger, J. M., Hurst, T., Panlilio, C., & Schelbe, L. (2015). Preventing adolescent maltreatment: A focus on child welfare, juvenile justice, and sexual exploitation. In D. Daro, A. C. Donnelly, L. A. Huang, & B. Powell (Eds.). Advances in Child Abuse Prevention Knowledge: The Perspective of New Leadership. New York, NY: Springer.

Grants

Levi, B., & Panlilio, C. (Co-I). (2019 – 2020). iLookOut for child abuse: An innovative learning module for childcare providers. National Institutes of Health (5R01HD088448-04)

Tirrell-Corbin, C., & Panlilio, C. (Co-PI). (2017 – 2020). Trauma sensitive pedagogy for young children: A curriculum for early childhood educators. Bainum Family Fund

Panlilio, C. (2017). Improving the social-emotional well-being of children with disabilities and early traumatic experiences: Implementation of the PATHS curriculum using a teacher coaching model. Research Initiation Grant, College of Education, Pennsylvania State University