Jessica Dym Bartlett

Jessica Dym Bartlett

Deputy Program Area Director, Boston, MA

Areas Of Expertise

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Education & Certification

Ph.D., Child Study and Human Development, Tufts University; M.S.W., Simmons School of Social Work

Jessica Dym Bartlett conducts applied research on child welfare, child trauma, and other early childhood adversities, with a focus on identifying individual, family, and contextual factors that contribute to resilience among young children and their families. She has expertise in a range of methodologies, such as randomized controlled trials, mixed method designs, observational studies, analysis of large administrative datasets, and participatory action research. Her current work includes serving as Co-Principal Investigator on a 15-state longitudinal randomized controlled trial study of resilience to child abuse and neglect in Early Head Start, and as Evaluator for two evidence-based child trauma training projects. In addition to her research interests, Jessica has a broad applied background, having worked for over a decade as a child and family psychotherapist, early childhood mental health consultant, and adoption placement worker for abused and neglected children.

Jessica completed her undergraduate (B.A.), Master’s (M.A.), and Doctorate (Ph.D.) degrees in child study and human development at Tufts University. She received a doctoral fellowship award from the Quality Improvement Center on Early Childhood (QIC-EC) for her dissertation research on discontinuity in intergenerational cycles of child maltreatment, and she received an award for her completed dissertation from the American Psychological Association’s Society for Child and Family Policy and Practice (Division 37). Jessica also has a Master’s degree in Social Work (M.S.W.) from Simmons School of Social Work.


Research By Jessica Dym BartlettSee All Research

External Publications by Jessica Dym Bartlett

Trauma-informed care in the Massachusetts Child Trauma Project It’s not as simple as it sounds. Problems and solutions in accessing and using administrative child welfare data for evaluating the impact of early childhood interventions The moderating effect of relationships on intergenerational risk for infant neglect by young mothers Substance Abuse and Mental Health Services Administration (SAMHSA) expert convening on infant and early childhood mental health consultation An ecological analysis of infant neglect by young mothers Implementation of a workforce initiative to build trauma-informed child welfare practice and services: Findings from the Massachusetts Child Trauma Project The effect of Early Head Start on child welfare system involvement: A first look at longitudinal child maltreatment outcomes The effects of an infant-focused family-centered hospital and home visiting intervention on reducing symptoms of postpartum maternal depression: A pilot study Research-to-practice brief: Promising evidence that Early Head Start can prevent child maltreatment Family engagement and school readiness Parenting and early intervention: The impact on children’s social and emotional skill development Early Head Start: Mental health, parenting, and impacts on children Tell Me A Story: A literacy-based intervention to help children, early care providers, and parents talk about difficult topics Reducing parental depression and its impact on children Limiting home visiting effects: Maternal depression as a moderator of child maltreatment Measuring what matters: Using data to support family progress Family well-being: A focus on parental depression Social and emotional development in infancy Links between a childhood history of abuse and child neglect by adolescent mothers Neglecting neglect no more: Increasing awareness of child neglect from a social work perspective Initial findings from a randomized, controlled trial of Healthy Families Massachusetts: Early program impacts on young mothers’ parenting Resilience in parenting among young mothers: Family and ecological risks and opportunities Resilience in infancy: A relational approach Placing relationships at the core of early care and education programs

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