Bio

Degree

PhD in Clinical Psychology

Sam Houston State University

MA in Clinical Psychology

Sam Houston State University

BA in Criminology

University of Florida

BA in Spanish

University of Florida

BS in Psychology

University of Florida

Published Works

• Bailey, C. (2025). Career Profile. Routledge,
• Ray, T., Harris, K., Bailey, C. (2025). Productivity billing in mental health agencies: Ethical considerations. .
• Bailey, C., Ricardo, M., Samson, L., Mellema, Z., Boles, M., Adi, A., Rybak, E. . A glimpse at competency to proceed evaluations for immigration court proceedings.. [Manuscript submitted for publication]. Law and Human Behavior.
• Ricardo, M., Forman, D., Bailey, C., Boccaccini, M. (2025). The Competency Crisis and Forensic Evaluator Burnout. Psychological Servicehttps://dx.doi.org/10.1037/ser0000965.
• Hopkins, A., Bailey, C., Rybak, E., Ricardo, M. . Psychedelic-assisted psychotherapy: Paving way for a new approach to treating trauma in law enforcement and military. [Manuscript submitted for publication]. Journal of Police and Criminal Psychology.
• Beattie, G. L., Bailey, C. . A Qualitative Analysis of Perspectives Toward Standardized Graduate School Examinations. [Manuscript submitted for publication].
• Gowensmith, N. W., McCullum, K., Gray, T. B., Bailey, C., Martinez, R. . Perspectives on video recording forensic evaluations. [Manuscript submitted for publication].
• Aguilar, C., Bailey, C., Karyadi, A. K., Kinney, I. D., Nitch, R. S. (2023). The use of performance validity tests among inpatient forensic monolingual Spanish-speakers. Applied Neuropsychology: Adult, 30(6), 671-679. https://doi.org/10.1080/23279095.2021.1970555.
• Venta, A., Bailey, C., Cuervo, M., Galicia, B., Cerda, O., Bautista, A., Walker, J. (2023). First data and translation of the Child Attachment Interview en Español.. Psychological Assessment, 35(8), e43-e53. https://doi.org/10.1037/pas0001240.
• Bailey, C., Venta, A., Baumgartner, M., Mercado, A., Colunga-Rodríguez, C., Ángel-González, M., Dávalos-Picazo, G., Sarabia-López, E. L. (2023). Religiosity and religious scrupulosity as markers of poor mental health in the Latinx community: A mediation model.. Practice Innovations, 8(1), 23-33. https://doi.org/10.1037/pri0000208.
• Mercado, A., Antuña, S. C., Bailey, C., Garcini, L., Hass, A. G., Henderson, C., Koslofsky, S., Morales, F., Venta, A. (2022). Professional guidelines for psychological evaluations in immigration proceedings.. Journal of Latinx Psychology, 10(4), 253-276. https://doi.org/10.1037/lat0000209.
• Venta, A., Walker, J., Bailey, C., Long, T., Mercado, A., Colunga-Rodríguez, C. (2022). The importance of attachment to fathers in Latinx mental health. Journal of Social and Personal Relationships, 39(5), 1508-1528. https://doi.org/10.1177/02654075211059444.
• Abate, A., Bailey, C., Venta, A. (2022). Attachment and Social Support in Latinx Young Adults: Investigating the Moderating Role of familismo. Journal of Cross-Cultural Psychology, 53(3-4), 327-343. https://doi.org/10.1177/00220221221077378.
• Venta, A., Bailey, C., Mercado, A., Colunga-Rodríguez, C. (2021). Family separation and attachment in young adults who were once left behind by caregiver migration. Psychiatry Research, 30214039. https://doi.org/10.1016/j.psychres.2021.114039.
• Venta, A., Long, T., Bailey, C., Galicia, B., Abate, A., Walker, J., Salinas, K. (2021). Measurement invariance of the Inventory of Peer and Parent Attachment among Latinx and non-Latinx college students.. Journal of Latinx Psychology, 9(3), 179-188. https://doi.org/10.1037/lat0000188.
• Venta, A., Galicia, B., Bailey, C., Abate, A., Marshall, K., Long, T. (2020). Attachment and loss in the context of US immigration: caregiver separation and characteristics of internal working models of attachment in high school students. Attachment & Human Development, 22(4), 474-489. https://doi.org/10.1080/14616734.2019.1664604.
• Bailey, C., VENTA, A., LANGLEY, H. (2020). The bilingual [dis]advantage. Language and Cognition, 12(2), 225-281. https://doi.org/10.1017/langcog.2019.43.
• Bailey, C., McIntyre, E., Arreola, A., Venta, A. (2020). What Are We Missing? How Language Impacts Trauma Narratives. Journal of Child & Adolescent Trauma, 13(2), 153-161. https://doi.org/10.1007/s40653-019-00263-3.
• Venta, A., Bailey, C., Muñoz, C., Godinez, E., Colin, Y., Arreola, A., Abate, A., Camins, J., Rivas, M., Lawlace, S. (2019). Contribution of schools to mental health and resilience in recently immigrated youth.. School Psychology, 34(2), 138-147. https://doi.org/10.1037/spq0000271.
• Bailey, C., Abate, A., Sharp, C., Venta, A. (2018). Psychometric evaluation of the Inventory of Interpersonal Problems 32. Bulletin of the Menninger Clinic, 82(2), 93-113. https://doi.org/10.1521/bumc.2018.82.2.93.
• Kavish, N., Bailey, C., Sharp, C., Venta, A. (2017). On the Relation Between General Intelligence and Psychopathic Traits: An Examination of Inpatient Adolescents. Child Psychiatry & Human Developmenthttps://doi.org/10.1007/s10578-017-0754-8.
• Venta, A., Muñoz, C., Bailey, C. (2017). What Language Does Your Internal Working Model of Attachment Speak?. Journal of Cross-Cultural Psychology, 48(6), 813-834. https://doi.org/10.1177/0022022117704053.

Research Interests

By and large my research focuses on addressing and eliminating mental health disparities in underserved populations. Indeed, a primary concentration of my work is on identifying mental health considerations unique to racial/ethnic minorities and mentally ill persons involved in the justice system. More specifically, my published research has examined risk and protective factors for mental and physical well-being in Latinx immigrants in removal proceedings, the impact of immigration on mental health and its correlates, the effect of Spanish monolingualism and bilingualism on empirically supported therapeutic interventions and assessments normed on English monolinguals, the relation between family separation (by way of immigration and deportation) and functioning, and identifying areas of inequitable treatment by the justice system that affect mental health. There are several reasons why I have chosen to focus on these topics. First, individuals from racial/ethnic minority groups frequently lack access to adequate mental health treatment and are overrepresented in the legal system due to systemic inequalities. When mental health treatment is available to these groups, it is often based on assumptions, norms, and empirical research derived from other populations. Second, Spanish is the most commonly spoken language in the U.S. after English, partly due to the increase in immigration from Mexico and the Northern Triangle (i.e., Guatemala, Honduras, El Salvador). Yet, few tools exist for assessing psychological domains in monolingual or bilingual Spanish-speakers and those that do exist often lack robust empirical evidence for their use. Third, immigration court proceedings are objectively stressful with little due process available for the respondent (i.e., immigrant) even though decisions in immigration court can have life threatening consequences. However, little is known about the impact of immigration court proceedings on the mental health functioning of respondents. My research aims to fill these gaps by identifying antecedents to mental health disparities as an early step in developing multiculturally sensitive, equitable, and effective interventions, assessments, and treatments for these groups.

Teaching Interests

As a professor of psychology, I believe I must simultaneously communicate knowledge in an interesting and accurate way to individuals from a variety of academic and cultural backgrounds. Sparking an interest in the significance of materials being presented comes most naturally for me when employing innovative teaching methods and engaging activities regardless of topic. Yet, a healthy balance must be struck between simplifying content for the sake of entertainment and retarding the progress of those students with a solid foundation in the material. I have often found it helpful to adopt a stratified scheme in which more advanced students supplement the learning of more novice students (under supervision), which in turn augments each student’s understanding and command of the knowledge and growth in independence. I apply these same considerations when teaching outside of class, such as in the context of mentoring research. Guiding senior students to develop skills for mentorship helps not only strengthen support for more junior students, but, also, enhances relational skills of students involved. In my opinion, across all domains, the fundamental unit is the relationship: instructor to student, mentor to mentee, and researcher to community. Keeping these relationships at the forefront while promoting candidness, trust, and authenticity facilitate two-way learning and maximize benefit for us all.

Office Hours

Tuesday and Thursday: 2:00pm – 3:00pm
Wednesday: 12:00pm – 3:00pm