Dr. Courtney N. Baker is a clinical psychologist whose work is informed by prevention science and dissemination and implementation research. Her research focuses on understanding and facilitating the translation of evidence-based programs into school and community settings that serve children, youth, and families at risk for poor outcomes. In particular, Baker studies the factors that increase vulnerable populations’ access to high quality violence prevention programming. The long-term goal of Baker’s research is to address disparities in mental health and academic achievement.
Publications: Google Scholar or NCBI
- Wittich, C., Rupp, C., Overstreet, S., Baker, C. N., & the New Orleans Trauma-Informed Schools Learning Collaborative. (in press). Barriers and facilitators of the implementation of trauma-informed schools. Research and Practice in the Schools.
- McIntyre, E. M., Baker, C. N., Overstreet, S., & the Trauma-Informed Schools Learning Collaborative. (2019). Evaluating foundational professional development training for trauma-informed approaches in schools. Psychological Services, 16, 95-102.
Baker, C. N., Brown, S. M., Wilcox, P., Verlenden, J. M., Black, C. L., & Grant, B. J. E. (2018). The Implementation and Effect of Trauma-Informed Care Within Residential Youth Services in Rural Canada: A Mixed Methods Case Study. Psychological Trauma: Theory, Research, Practice, and Policy, 10, 666-674.
Baker, C. N., Brown, S. M., Wilcox, P. D., Overstreet, S., & Arora, P. (2016). Development and psychometric evaluation of the Attitudes Related to Trauma-Informed Care (ARTIC) scale. School Mental Health, 8(1), 61-76.
Baker, C. N., Tichovolsky, M. H., Kupersmidt, J. B., Voegler-Lee, M. E., & Arnold, D. H. (2015). Teacher (mis) perceptions of preschoolers’ academic skills: Predictors and associations with longitudinal outcomes. Journal of educational psychology, 107(3), 805-820.
Selected Research Grants
2015-CK-BX-0020-2015-91675-LA-IJ Overstreet (PI) / Baker (Co-PI) 06/2016 – 05/2020
Trauma-Informed Approaches to Improve School Safety
Grant amount: $2,662,969
The goal of the project is to use a multiple baseline design to evaluate the effectiveness of a multi-component implementation strategy for trauma-informed schools that includes professional development, coaching, and organizational support in urban schools primarily serving low-income African American youth.
Harris (PI) / Overstreet (Co-PI) 10/2018 – 05/2021
A Train the Trainer Model for Trauma-Informed Schools
Grant amount: $499,911
The goal of the project is to develop a “Train the Trainer” model that overcomes current challenges to the adoption of trauma-informed approaches to prevent student violence in New Orleans public schools. This goal will be carried out through the following objectives: Objective 1: Develop and deliver a Train the Trainer (TTT) sequence of coursework and supervised experiences based on a field-tested Trauma-Informed Schools (TIS) Implementation Model to build professional capacity in New Orleans; Objective 2: Provide the TIS Implementation Model to schools to prepare them to adopt and successfully implement trauma-informed approaches as a way to prevent student violence; Objective 3: Increase the capacity of the New Orleans public school system to overcome the structural challenges of creating and sustaining trauma-informed schools.