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Faculty, staff, and National Facilitators at the Brazelton Touchpoints Center represent a multi-disciplinary team of change agents, early child development educators, psychologists, pediatricians, pediatric nurse practitioners, and other early child development and behavior experts, professional development trainers, project directors, program evaluators, statisticians, community engagement professionals, and more. Similarly, our Touchpoints Training sites hail from 33 states and over 100 communities, from urban to rural, and everything in between.

Christina Mondi-Rago, PhD


PhD, Developmental Psychology (Developmental Psychopathology and Clinical Science track, with a minor in Prevention Science) - University of Minnesota
MA, Child Psychology - University of Minnesota
BA, Psychology - University of Notre Dame


Dr. Mondi-Rago is a researcher at the Brazelton Touchpoints Center and a Clinical Fellow in Psychiatry at Harvard Medical School. She is also a CASEL Weissberg Scholar for Innovation in Social, Emotional, and Academic Learning. Her research broadly examines the effects of early childhood programs on lifelong mental health and well-being. She is a lead or co-lead on several applied research projects at BTC, with partners from early care and education, home visiting, primary care, and more.

Dr. Mondi-Rago has published more than 20 peer-reviewed articles, books, and chapters, in addition to community- and policy-oriented pieces. She has also taught several graduate and undergraduate courses on child development and infant mental health.

Dr. Mondi-Rago is a licensed clinical psychologist in Massachusetts, a Family Connections mental health consultant to Head Start/Early Head Start sites, and a national trainer for the Brazelton Touchpoints program.

As a Cuban-American woman from a multicultural family, Dr. Mondi-Rago is deeply invested in promoting equity and inclusion in the early care and education and academic workforces. Across her research and clinical work, she hopes to inform the development of interventions and policies that will reduce mental health and educational disparities, and promote child and family well-being.

Areas of Interest:

Community participatory research
Developmental psychopathology
Psychological assessment and intervention
Impact of trauma across the lifespan
Mental health consultation
Early care and education systems
Young children and families
Family engagement
Family well-being & family adversity

Selected Publications:

Mondi, C. F., & Reynolds, A. J. (2022). Psychological wellbeing in early midlife following early childhood intervention. Development and Psychopathology.

Mondi, C. F., Giovanelli, A., & Reynolds, A. J. (2021). Socio-emotional learning in early childhood educational interventions. International Journal of Child Care and Education Policy, 15(6).‑021‑00084‑8

Mondi, C. F., & Reynolds, A. J. (2020). Socio-emotional learning among low-income prekindergarteners: The roles of individual factors and early intervention. Early Education and Development. doi: 10.1080/10409289.2020.1778989

Giovanelli, A., Mondi, C. F., Reynolds, A. J., & Ou, S. (2019). Adverse childhood experiences: Mechanisms of risk and resilience in a low-income, urban cohort. Development and Psychopathology, 1-22. doi: 10.1017/S095457941900138x

Reynolds, A. J., Ou, S., Mondi, C. F., & Giovanelli, A. (2019). Reducing poverty and inequality through scaling preschool to third grade prevention services. American Psychologist, 74(6), 653-672. doi: 10.1037/amp0000537

Reynolds, A. J., Ou, S., Mondi, C. F., & Hayakawa, M. (2017). Processes of early childhood interventions to adult well-being. Child Development, 88(2), 378-387. doi: 10.1111/cdev.12733

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