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Yong Minglee
Assistant Professor
National Institute of Education

Dr. Minglee YONG is a licensed psychologist (USA) and obtained her Ph.D. in School Psychology from the University of Washington (USA). She completed her predoctoral internship and postdoctoral fellowship in clinical child psychology at Ryther Child Center in Seattle, a treatment center for children with histories of abuse, trauma, and mental illness. She specializes in providing diagnostic assessment and therapeutic intervention for children with complex developmental trauma in outpatient and inpatient settings. Prior to her studies in the U.S., Dr. Yong worked as an educational psychologist and primary school teacher in Singapore.

Research Statement

Dr. Minglee YONG is a psychologist specializing in child and adolescent mental health. She is a practising clinician as well as a researcher. Dr. Yong’s research interests are in the areas of developmental psychopathology and psychiatric epidemiology. She has worked in research projects that study the emergence of psychopathology as well as the effectiveness of prevention programs to build resilience in youth within multitier system of support in schools. Another area of her interest is to study pattern of mental health services utilization in Singapore.

Research One-liner

I am interested to study the mental health and emotional well-being of youth and adults in Singapore.


Yong, M. & Cheney, D. A. (2013). Essential features of Tier 2 social-behavioral interventions. Psychology in the Schools, 50, 844-861.

This is a review article that has helped to define the features of Tier 2 interventions in schools while focusing on the sustainability and integration of prevention programs within a whole-school approach.

Yong, M., Fleming, C. B., McCarty, C. A., & Catalano, R. F. (2014). Mediators of the associations between externalizing behaviors and internalizing symptoms in late childhood and early adolescence. Journal f Early Adolescence, 34(7), 967-1000.

This study is based on a longitudinal research project and it studies the transactional and cascading developmental processes in the emergence of psychopathology in youth.

Cheney, D. A., & Yong, M. (2014). RE-AIM checklist for integrating and sustaining Tier 2 social-behavioral interventions. Intervention in School & Clinic, 50(1), 39-44.

This is a practice-oriented paper that guide school practitioners to implement Tier 2 social-behavioral interventions.

Latest Projects

(1) Validation of an internalizing symptoms screening test for Singapore secondary school students.

(2) Gender Differences in the Effects of Academic Achievement on Depressive Symptoms During Adolescence: The Role of the Parent-Child Relationship

(3) Mental Health Care Behaviors of People in Singapore: A Systematic Evidence Map

Other affiliation(s)

Expert Areas
Applied Behavior Analysis, Clinical Child and Adolescent Psychology, School Psychology

Research Interests
Developmental Psychopathology, Mental Health Services Use, Multitier System of Prevention and intervention, Psychiatric Epidemiology

Research Category
Social Sciences
Research Sub-category
NISTH Assigned Topic Groupings
Tele-health, medicine, rehab & therapeutics
Affiliated Sustainable Development Goals
GOAL 3: GOOD HEALTH AND WELL-BEING – Ensuring healthy lives and promoting the well-being for all at all ages is essential to sustainable development.
GOAL 4: QUALITY EDUCATION – Obtaining a quality education is the foundation to improving people’s lives and sustainable development.
GOAL 10: REDUCED INEQUALITIES – To reduce inequalities, policies should be universal in principle, paying attention to the needs of disadvantaged and marginalized populations.
The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by all United Nations Member States in 2015 as a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030.
Last Updated
13 Apr 2020
Last Updated
13 Sep 2020