Dr. Letty DiLeo

Dr. Letty DiLeo is a Licensed Psychologist (#027146, New York) and an Assistant Teaching Professor and Director of the Multi-Tiered Systems of Support (MTSS) Programs in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. She earned her Ph.D. in school psychology from the University of South Florida and completed her postdoctoral research in the Center for Innovation in Mental Health at the City University of New York. Formerly a practicing school psychologist and mental health program manager in New York City, her work focuses on collaborating with youth, families, and school and community-based professionals to develop and implement culturally inclusive mental health services within Multi-Tiered Systems of Support (MTSS). She has particular expertise in training staff who provide direct services to students in mental health outreach, screening, assessment, and intervention; conducting universal mental health screening in schools and communities; and delivering evidence-based mental health interventions grounded in cognitive behavioral therapy, positive psychology, motivational interviewing, and family therapy.

• Shum, K. Z., Barry, E., Kiefer, S., Fefer, S., Suldo, S. M., Mahony-Atallah, K., Ferron, J., Blass, J., DiLeo, L. L., Lothrop, H., & Bauermeister, N. (2024). Adapting a positive psychology intervention using the ecological validity model: Process and lessons learned. Contemporary School Psychology. https://doi.org/10.1007/s40688-024-00505-8
• Suldo, S. M., DiLeo, L. L., & Scarimbolo, K. (2023). Positive psychology in education. In L. Theodore, M. Bray, & B. Bracken (Eds.), Desk Reference in School Psychology. Oxford University Press. 
• DiLeo, L. L., Suldo, S. M., Ferron, J. & Shaunessy-Dedrick, E. (2022). Three-wave longitudinal study of a dual-factor model: Mental health status and academic outcomes for high school students in academically accelerated curricula. School Mental Health, 14, 514–530. https://doi.org/10.1007/s12310-021-09497-9
• Shaunessy-Dedrick, E., Suldo, S. M., O’Brennan, L., Dedrick, R., Parker, J., Ferron, J., & DiLeo, L. L. (2022). Acceptability of a preventative coping and connectedness curriculum for high school students entering accelerated curricula. Journal for the Education of the Gifted, 45(3), 203–237. https://doi.org/10.1177/01623532221105307
• Suldo, S. M., Wang, J. H., O’Brennan, L., Shaunessy-Dedrick, E., Dedrick, R., DiLeo, L. L., Ferron, J., & Lee, J. (2021). A motivational interviewing intervention for adolescents in accelerated high school curricula: Applicability and acceptability in a second sample. Prevention Science, 22, 811–825. https://doi.org/10.1007/s11121-021-01204-z
• DiLeo, L. L., & Stokes, P. (2019). Pilot to district: Rolling out an early math intervention. The New Jersey Mathematics Teacher, 77(1), 5–16.

Dr. DiLeo’s professional and research interests center on implementing culturally inclusive mental health services in accessible service settings; conducting universal mental health screening in schools and community organizations; and incorporating positive psychology, motivational interviewing, and mindfulness-based approaches into mental health interventions.

Dr. DiLeo’s work focuses on the delivery and evaluation of tiered mental health supports in school and community-based settings. She grounds her clinical practice and research in a dual-factor model (DFM) of mental health, which recognizes both negative indicators (mental illness) and positive indicators (mental wellness). The inclusion of positive indicators emphasizes the value of strengths, skills, and strong interpersonal relationships, which can be fostered through positive psychology interventions (PPIs). Dr. DiLeo has extensive experience conducting universal wellness screening and implementing PPIs with children and adolescents in individual, small group, and classwide formats. She also provides training and ongoing consultation for school and community-based professionals on the delivery of PPIs and other evidence-based mental health interventions.

Dr. DiLeo’s expertise on school-based positive psychology research and practice is reflected in her 2023 co-authored chapter in Desk Reference in School Psychology. This book is available through Oxford University Press. 

2021, Doctoral-Level Graduate Studies Award, Florida Association of School Psychologists

2018–2019, University Graduate Fellowship, University of South Florida