Courtney N. Baker, Ph.D.

Dr. Baker is interested in better understanding and facilitating the translation of effective prevention and intervention programs into community settings serving children and families. Her work is grounded in a community-engaged research approach. More information about Dr. Baker’s research program can be found at www.courtneynbaker.com. Dr. Baker is currently accepting graduate students.

3034 Percival Stern Hall 

Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, S., & the New Orleans Trauma-Informed Schools Learning Collaborative. (in press). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review.

Baker, C. N., Brown, S. M., Overstreet, S., Wilcox, P. D., and the New Orleans Trauma-Informed Schools Learning Collaborative. (in press). Validation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Psychological Trauma: Theory, Research, Practice, and Policy.

Robey, N., Margolies, S., Sutherland, L., Rupp, C., Black, C., Hill, T., & Baker, C. N. (in press). Understanding staff- and system-level contextual factors relevant to trauma-informed care implementation. Psychological Trauma: Theory, Research, Practice, and Policy.

Wagner, A. C., Bartsch, A. A., Manganaro, M., Monson, C. M., Baker, C. N., & Brown, S. M. (in press). Trauma-informed care training with HIV and related community service workers: Short and long term effects on attitudes. Psychological Services.

Wittich, C., Rupp, C., Overstreet, S., Baker, C. N., & the New Orleans Trauma-Informed Schools Learning Collaborative. (2020). Barriers and facilitators of the implementation of trauma-informed schools. Research and Practice in the Schools, 7, 33-48.

Jurgen, B., Baker, C. N., Kamps, J., Hempe, J. M., & Chalew, S. A. (2020). Associations between depressive symptoms, fear of hypoglycemia, adherence to management behaviors and metabolic control in children and adolescents with Type 1 diabetes. Journal of Clinical Psychology in Medical Settings, 27, 385-395.

Stevens, N. R., Ziadni, M. S., Lillis, T. A., Gerhart, J., Baker, C. N., & Hobfoll, S. E. (2019). Perceived lack of training moderates the relationship between healthcare providers’ personality traits and sense of efficacy in trauma-informed care. Anxiety, Stress, and Coping, 32, 679-693.

McIntyre, E. M., Baker, C. N., Overstreet, S., & the New Orleans Trauma-Informed Schools Learning Collaborative. (2019). Evaluating foundational professional development training for trauma-informed approaches in schools. Psychological Services, 16, 95-102.

Arora, P. G., Baker, C. N., Marchette, L. K. & Stark, K. D. (2019). Components analyses of a school-based cognitive-behavioral treatment for youth depression. Journal of Clinical Child and Adolescent Psychology, 48, S180-S193.

Developmental Psychopathology: PSYC 3340

Behavioral and Cognitive Behavioral Intervention: PSYC 7630

Behavioral and Cognitive Behavioral Intervention Two-Semester Practicum: PSYC 7823