Ph.D. Students
Project DIRECT doctoral students work closely with Dr. Baker. In addition to contributing to the ongoing research and clinical efforts of Project DIRECT, doctoral students are expected to engage in independent, mentored research including presenting their work at national conferences and submitting their work for publication in peer-reviewed academic journals. As leaders on the team, doctoral students also mentor master's and undergraduate research assistants.
Doctoral students who work with Dr. Baker are typically enrolled in the APA-Accredited School Psychology Program at Tulane University. Students earn a non-terminal Master's degree as part of their progress through the program. For more information on Tulane's Ph.D. program in School Psychology, please see the websites for the Department of Psychology and the School Psychology Program.
Dr. Baker is recruiting Ph.D. students for the upcoming academic year.
Current Project DIRECT Ph.D. students:
Doctoral students who work with Dr. Baker are typically enrolled in the APA-Accredited School Psychology Program at Tulane University. Students earn a non-terminal Master's degree as part of their progress through the program. For more information on Tulane's Ph.D. program in School Psychology, please see the websites for the Department of Psychology and the School Psychology Program.
Dr. Baker is recruiting Ph.D. students for the upcoming academic year.
Current Project DIRECT Ph.D. students:
Stephanie Moberg
Stephanie’s research focuses on the developmental and contextual factors that influence and promote resilience in young children with histories of early adversity and/or trauma. She is most interested in how this research can inform early intervention programming and practices to support positive educational and developmental outcomes in young children. Stephanie completed her internship at the Hawaii Psychology Internship Consortium (HI-PIC).
Stephanie’s research focuses on the developmental and contextual factors that influence and promote resilience in young children with histories of early adversity and/or trauma. She is most interested in how this research can inform early intervention programming and practices to support positive educational and developmental outcomes in young children. Stephanie completed her internship at the Hawaii Psychology Internship Consortium (HI-PIC).
Monica Daniels (co-mentored with Dr. Stacy Overstreet)
Monica is interested in developing key practices that help trauma-informed supports and services become more sustainable in schools. Toward this goal, Monica is interested in examining clinical intervention implementation and parental empowerment during the implementation process. Monica’s background includes working with various public education systems on the implementation of trauma-informed strategies through coaching and mentoring. Monica is currently on internship at the LSUHSC Clinical Psychology Internship on the Infant/Child Track.
Monica is interested in developing key practices that help trauma-informed supports and services become more sustainable in schools. Toward this goal, Monica is interested in examining clinical intervention implementation and parental empowerment during the implementation process. Monica’s background includes working with various public education systems on the implementation of trauma-informed strategies through coaching and mentoring. Monica is currently on internship at the LSUHSC Clinical Psychology Internship on the Infant/Child Track.
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Sanshawanna (San) Jones
Sanshawanna is interested in the effects of trauma on academic and behavioral outcomes in marginalized communities and schools. She hopes to implement behavioral and trauma-informed interventions in settings serving youth at risk for poor outcomes. In addition, she seeks to examine research to practice barriers interfering with the fidelity of evidence-based interventions. She is also interested in psychological assessment and interventions for neurodevelopmental disorders. |
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Clara Beery
Clara’s research interests revolve around mental health in early childhood settings, with a focus on leveraging implementation science to improve early intervention. She is particularly interested in how to improve care for children and families with complex needs who interact with multiple systems. |
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Inés Elena Martín
Inés' research interests range from bilingual children’s executive functioning to child and adolescent trauma. She is particularly interested in trauma-sensitive schools and is passionate about bringing trauma research applications into real life. |
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Alanna Manigault
Alanna is interested in interventions that can help address the school-to-prison pipeline and its disproportionate impact on children of color, children with disabilities, and children with histories of trauma. She hopes to expand research on the implementation of mental health services in schools, culturally responsive behavior interventions, programs that promote behavioral health, and other alternatives to school discipline to prevent the incarceration of vulnerable youth. |
Asia Knowles
Asia’s research interests center around African American children’s culturally specific responses to trauma and protective factors. More specifically, she is interested in developing and implementing culturally- and trauma-informed, evidence-based prevention and intervention programs.
Asia’s research interests center around African American children’s culturally specific responses to trauma and protective factors. More specifically, she is interested in developing and implementing culturally- and trauma-informed, evidence-based prevention and intervention programs.