Roxanna J. Flores Velasco, M.A. (she/her/ella) is a bilingual (native Spanish-speaking), bicultural clinician completing her Ph.D. in Clinical Psychology at Loyola University Chicago, with a concentration in child and adolescent mental health. She is currently a Clinical Child and Adolescent Psychology Doctoral Intern at Stanford Children’s Health/Children’s Health Council.

Roxanna is deeply committed to providing culturally responsive, evidence-based care to youth and families. She has extensive experience conducting comprehensive psychological assessments and delivering trauma-informed psychotherapy for a variety of clinical presentations across settings. Her clinical and research interests center on childhood trauma, resilience, and the impact of early adversity on emotional development. She specializes in working with children and caregivers navigating complex trauma, particularly within historically underserved and marginalized communities.

Roxanna approaches therapy as a collaborative and relational process, rooted in safety, trust, and openness. Her approach is strengths-based, culturally grounded, and focused on fostering resilience, building coping strategies, and nurturing self-worth. She integrates caregivers throughout the healing process, drawing on the family’s unique strengths and offering support in areas such as trauma-informed parenting, developmental guidance, and family-level coping strategies.

In all her work, Roxanna seeks to honor the cultural values and lived experiences of the families she serves, while addressing the broader systemic and structural inequities that shape mental health.

Education

• PhD, Clinical Psychology, Loyola University Chicago, July 2026
• MA, Clinical Psychology, Teachers College Columbia University 2019
• BA, Psychology, Minor in Biology, Florida International University 2017

Awards

• 2020 – 2025 Merit-Based Tuition Scholarship, Loyola University Chicago
• 2017 Kinesis Scholar Award
• 2014 – 2017 Dean’s List, Honors College
• 2014 – 2017 National (Hispanic) Merit Scholar

Languages

• Spanish

Recent Presentations

• Flores, R., & Santiago, C. D. S. (2023, November). The influence of family factors on changes in child trauma symptoms and emotion management across a school-based intervention. Symposium (oral) presented at the 2023 International Society for Traumatic Stress Studies (ISTSS), 39th Annual Meeting, Los Angeles, CA.
• Flores, R., Arreola, M., de Lemos, M., & Santiago, C. D. S. (2022, October). Supporting Latinx immigrant youth: Understanding discrimination contexts and cultural strengths: The influence of family, culture, and identity on child coping and emotion management in Latinx immigrants. Symposium (oral) presented at the 2022 National Latinx Psychological Association (NLPA), 20th Annual Meeting, Denver, CO.
• Sosa, S., Flores, R., Santiago, C. D. S., Raviv, T., Donis, A., & Kang, S. (2024, October). Supporting transition resilience of newcomer groups (STRONG): Examining effectiveness among Latiné youth in urban public schools. In R. Ford-Paz (Chair), Stress and coping for new arrival families in a welcoming city. Symposium (oral) presented at the 2024 National Latinx Psychological Association (NLPA), 22nd Annual Meeting, San Juan, PR.
• AACAP Educational Outreach Program for Child and Adolescent Residents (2023)
• Donis, A., Kang, S., Flores, R., Sosa, S., & DeCarlo Santiago, C. (2024, May). Identifying facilitators and barriers in the implementation of trauma-informed, school-based program for refugee and immigrant youth. Symposium (oral) presented at the Society for Research in Child Development (SRCD) Anti-Racism Summit 2024.

Recent Publications

• Santiago, C. D., Sosa, S., Raviv, T., Flores, R., Donis, A., Jolie, S., Bustos, Y., Elahi, S., Ford-Paz, R., Ramos, B., Cicchetti, C., Torres, S., Zarzour, H., & Kang, S. (2024). Supporting Transition Resilience Among Newcomer Groups (STRONG): Examining effectiveness and acceptability in urban public schools. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12777
• Santiago, C. D., Bustos, Y., Sosa, S. S., Jolie, S. A., Flores, R., Gebhardt, S., Stern, D., & Budd, K. S. (2022). Examining the implementation of Teacher–Child Interaction Training-Universal in public schools. Psychology in the Schools, 59, 2123-2377.
• Torres, S. A., Sosa, S. S., Flores, R. J., Jolie, S., & Bustos, Y. (2022). Systems of oppression: The impact of discrimination on Latinx immigrant adolescents’ well-being and development. Journal for Research on Adolescence, 32, 501-517.
• Santiago, C. D., Bustos, Y., Jolie, S. A., Flores, R., Sosa, S. S., Raviv, T., & Cicchetti, C. (2021). The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents. School Psychology, 36(5), 348-357.