Barriers facing effective science‐to‐practice translation have led scholars to conduct early‐stage intervention research within community organizations. We describe our experiences developing a manualized parent–youth attachment‐based group therapy intervention within a community health organization dedicated to serving low‐income Latinx immigrant families, Latino Health Access (LHA), in which services are rendered by trained community workers (promotores). By conducting a qualitative analysis of interviews with all members of this academic–community partnership (research [Principal Investigator, student researchers] and community agency team members [Administrators, promotores]), we discuss the challenges and opportunities that this collaboration has generated. The results led both the research and community teams to question assumptions about the basic skills, values, and attitudes that underlie the integration of science and practice. We will share the insights that have helped to promote connection and understanding among the stakeholders and the efforts made to support the progress and successes of developing community interventions.

Associations between children's depressive symptoms and physiological stress reactivity have been identified across many investigations. Similarly, a large body of literature explores the cognitive correlates of depressive symptomatology in childhood. To date, few studies conducted with children have integrated these approaches. In the present study, we examine a well-documented correlate of depression in adults; low cognitive interdependence (as measured via pronoun use, or we-ratio), in a child population. We explore the relation of low cognitive interdependence to children's concurrent depressive symptoms as well as their concurrent and later stress reactivity. At Time 1, we assessed school-aged children's (N = 60) depressive symptoms and children's we-ratio from an interview about their school experiences. Two weeks later (Time 2), children provided salivary cortisol samples before and after a stressor task. At Time 3 (1.5 years later), children provided cortisol samples before and after completing a different stressor task. Children's depressive symptoms were concurrently associated with lower we-ratio, which in turn was prospectively, but not concurrently, associated with higher cortisol reactivity, acting as an indirect effect between depression and later reactivity. These findings suggest that low levels of cognitive interdependence may be one mechanism by which children's depressive symptoms forecast heightened reactivity to stress.