Project DIRECT Publications
REFEREED JOURNAL ARTICLES (graduate student co-authors underlined and italicized; undergraduate student co-authors underlined)
Full citations lists:
My Bibliography
Google Scholar
Davis, C. R., Baker, C. N., Osborn, J., Overstreet, S, & the New Orleans Trauma-Informed Schools Learning Collaborative. (in press). Understanding teacher self-efficacy to address students’ social-emotional needs in the COVID-19 pandemic. Urban Education. link
Davis, W., Petrovic, L., Whalen, K., Danna, L., Ziegler, K., Brewton, A., Joseph, M., Baker, C. N., Overstreet, S, & the New Orleans Trauma-Informed Schools Learning Collaborative. (in press). Centering trauma-informed approaches in schools within a social justice framework. Psychology in the Schools. link
Fleckman, J. M., Petrovic, L., Simon, K., Peele, H., Baker, C. N., Overstreet, S., and the New Orleans Trauma-Informed Schools Learning Collaborative (in press). Compassion satisfaction, secondary traumatic stress, and burnout: A mixed methods analysis in a sample of public-school educators working in marginalized communities. School Mental Health. link
Simon, K. A., Petrovic, L., Baker, C. N., & Overstreet, S. (2022). An examination of the associations among teacher secondary traumatic stress, teacher-student relationship quality, and student socio-emotional functioning. School Mental Health, 14, 213-224. link
Baker, C. N., Brown, S. M., Overstreet, S., Wilcox, P. D., and the New Orleans Trauma-Informed Schools Learning Collaborative. (2021). Validation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Psychological Trauma: Theory, Research, Practice, and Policy, 13(5), 505-513. link
Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, S., & the New Orleans Trauma-Informed Schools Learning Collaborative. (2021). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review, 50, 491-504. link
Arora, P. G., Parr, K. M., Khoo, O., Lim, K., Coriano, V., & Baker, C. N. (2021). Cultural adaptations to youth mental health interventions: A systematic review. Journal of Child and Family Studies, 30, 2539-2562. link
Orapallo, A., Grant, B., & Baker, C. N. (2021). Examining the effectiveness of Trauma Smart training: Staff satisfaction, knowledge, and attitudes. Psychological Trauma: Theory, Research, Practice, and Policy, 13(8), 891-898. link
Robey, N., Margolies, S., Sutherland, L., Rupp, C., Black, C., Hill, T., & Baker, C. N. (2021). Understanding staff- and system-level contextual factors relevant to trauma-informed care implementation. Psychological Trauma: Theory, Research, Practice, and Policy, 13, 249-257. link
Wagner, A. C., Bartsch, A. A., Manganaro, M., Monson, C. M., Baker, C. N., & Brown, S. M. (2021). Trauma-informed care training with HIV and related community service workers: Short and long term effects on attitudes. Psychological Services, 18(4), 695-702. link
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. link
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. link
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. link
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. link
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. link
Baker, C. N., Brown, S. M., Wilcox, P. D., Verlenden, J. M., Black, C. L., & Grant, B. E. (2018). The implementation and effect of trauma-informed care within residential youth services in rural Canada: A mixed methods evaluation. Psychological Trauma: Theory, Research, Practice, and Policy, 10, 666-674. link
Graybill, E.*, Baker, C. N.*, Cloth, A.*, Fisher, S.*, & Nastasi, B. K. (2018). An analysis of social justice research in school psychology. International Journal of School & Educational Psychology, 6, 77-89. *These authors contributed equally to this work. link
Hill, T., Gray, S., Baker, C. N., Kamps, J., Boggs, K., Johnson, C., Carey, E., & Varela, R. E. (2017). A pilot study examining the effectiveness of the PEERS Program on social skills and anxiety in adolescents with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 29, 797-808. link
Lockwood, A. B., McClure, J., Sealander, K., & Baker, C. N. (2017). Measuring school psychology trainee self-efficacy. Psychology in the Schools, 54, 655-670. link
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, 61-76. pdf
Baker, C. N., Tichovolsky, M., Kupersmidt, J., 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, 805-820. pdf
Gabrielsen, T. P., Farley, M., Speer, L., Villalobos, M., Baker, C. N., & Miller, J. (2015). Identifying autism in a brief observation. Pediatrics, 135, e330-e338. pdf
Leff, S. S., Baker, C. N., Waasdorp, T. E., Vaughn, N. A., Bevans, K., Thomas, N. A., Guerra, T., Hausman, A. J., & Monopoli, W. J. (2014). Social cognitions, distress, and leadership self-efficacy: Associations with aggression for high risk minority youth. Development and Psychopathology, 26, 759-772. pdf
Gerhart, J. I., Baker, C. N., Hoerger, M., & Ronan, G. F. (2014). Experiential avoidance and interpersonal problems: A moderated mediation model. Journal of Contextual Behavioral Science, 3, 291-298. pdf
Hausman, A. J., Baker, C. N., Komaroff, E., Thomas, N., Guerra, T., Hohl, B., & Leff, S. S. (2013). Developing measures of community-relevant outcomes for violence prevention programs: A community-based participatory research approach to measurement. American Journal of Community Psychology, 52, 249-262. pdf
Tichovolsky, M., Arnold, D. H., & Baker, C. N. (2013). Parenting and parent predictors of changes in child behavior problems. Journal of Applied Developmental Psychology, 34, 336-345. pdf
Waasdorp, T. E., Baker, C. N., Paskewich, B., & Leff, S. S. (2013). The association between forms of aggression, leadership, and social status among urban youth. Journal of Youth and Adolescence, 42, 263-274. pdf
Baker, C. N., & Hoerger, M. (2012). Parental child rearing strategies: Implications for self-regulation, socio-emotional adjustment, and psychopathology in early adulthood. Personality and Individual Differences, 52, 800-805. pdf
Brown, S. M., Baker, C. N., & Wilcox, P. (2012). Risking Connection trauma training: A pathway toward trauma-informed care in child congregate care settings. Psychological Trauma: Theory, Research, Practice, and Policy, 4, 507-514. pdf
Casey, C. M., Cook-Cottone, C., & Baker, C. N. (2012). A pilot study of effects of the Magic Penny Early Literacy Program on phonemic awareness and basic reading skills. The New School Psychology Bulletin, 9, 74-84. pdf
Baker, C. N., Arnold, D. H., & Meagher, S. (2011). Enrollment and attendance in a parent training prevention program for conduct problems. Prevention Science, 12, 126-138. pdf
Baker, C. N., Kupersmidt, J. B., Voegler-Lee, M. E., Arnold, D. H., & Willoughby, M. T. (2010). Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers. Early Childhood Research Quarterly, 25, 270-283. pdf
Meagher, S., Arnold, D. H., Doctoroff, G. L., & Baker, C. N. (2008). The relationship between maternal beliefs and behavior during shared reading. Early Education and Development, 19, 138-160. pdf
Arnold, D. H., Brown, S. A., Meagher, S., Baker, C. N., Dobbs, J., & Doctoroff, G. L. (2006). Preschool-based programs for externalizing problems. Education and Treatment of Children, 29, 311-339. pdf
BOOK CHAPTERS AND NEWSLETTERS (graduate student co-authors underlined and italicized; undergraduate student co-authors underlined)
New Orleans Trauma-Informed Schools Learning Collaborative (2021). COVID-19 Impacts on educator well-being: A report from the Trauma-Informed Schools Learning Collaborative. Author. (Member of New Orleans Trauma-Informed Schools Learning Collaborative) link
Alonzi, S., Kim, S., Zapolin, D., Mossman, B., Baker, C. N., Hoerger, M., & The NOLA Pandemic Food Collaborative. (2021). Scenario planning guidebook: Illustrative example from the COVID-19 pandemic. Tulane University. http://www.nola19.com/scenario.pdf
Pickford, D. Y., Hill, T. L., Arora, P. G., & Baker, C. N. (2021). Prevention of conduct problems in integrated pediatric primary care. In W. O’Donohue & M. Zimmermann (Eds.), Handbook of Evidence-Based Prevention of Behavioral Disorders in Integrated Care. New York: Springer. link
McGlynn-Wright, T., Orapallo, A., Reyes, L., Overstreet, S., Baker, C. N., and the New Orleans Trauma-Informed Schools Learning Collaborative (2021). Trauma-Informed Schools Organizational Readiness Assessment. Unpublished instrument. Retrieved from https://safeschoolsnola.tulane.edu/trauma-informed-schools-organizational-readiness-assessment/
Baker, C. N., Augenstern, J., Moberg, S., Robey, N., & Saybe, M. (2020). Developing staff buy-in for trauma-informed schools. In E. Rossen (Ed.), Supporting and Educating Traumatized Students: A Guide for School-Based Professionals (2nd ed.). New York: Oxford University Press. link
Daly, B., DeMatteo, D., Hildenbrand, A., Baker, C. N., & Fisher, J. (2017). Psychosocial treatment and prevention in the adolescent years for ODD and CD. In J. E. Lochman & W. Matthys (Eds.), The Wiley Handbook of Disruptive and Impulse-Control Disorders. New York: Wiley Press. link
Brown, S. M., & Baker, C. N. (2016). Measuring trauma-informed care: The Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Trauma Psychology News: A Publication of APA Division 56, Trauma Psychology, 11, 11-13. link
Baker, C. N., Leff, S. S., Bevans, K., & Power, T. J. (2014). Treatment integrity in urban, community-based prevention programs. In L. M. H. Sanetti & T. R. Kratochwill (Eds.), Treatment integrity: A foundation for evidence-based practice in applied psychology (pp. 279-301). Washington, DC: American Psychological Association. link
Black, C. L., & Baker, C. N. (2014). National Assessment Governing Board and National Assessment of Educational Progress. In L. H. Cousins (Ed.), Encyclopedia of Human Services and Diversity. (Vols. 1-3). Thousand Oaks, CA: SAGE Publications. link
Coriano, V. & Baker, C. N. (2014). Educational status and service delivery. In L. H. Cousins (Ed.), Encyclopedia of Human Services and Diversity. (Vols. 1-3). Thousand Oaks, CA: SAGE Publications. link
Full citations lists:
My Bibliography
Google Scholar
Davis, C. R., Baker, C. N., Osborn, J., Overstreet, S, & the New Orleans Trauma-Informed Schools Learning Collaborative. (in press). Understanding teacher self-efficacy to address students’ social-emotional needs in the COVID-19 pandemic. Urban Education. link
Davis, W., Petrovic, L., Whalen, K., Danna, L., Ziegler, K., Brewton, A., Joseph, M., Baker, C. N., Overstreet, S, & the New Orleans Trauma-Informed Schools Learning Collaborative. (in press). Centering trauma-informed approaches in schools within a social justice framework. Psychology in the Schools. link
Fleckman, J. M., Petrovic, L., Simon, K., Peele, H., Baker, C. N., Overstreet, S., and the New Orleans Trauma-Informed Schools Learning Collaborative (in press). Compassion satisfaction, secondary traumatic stress, and burnout: A mixed methods analysis in a sample of public-school educators working in marginalized communities. School Mental Health. link
Simon, K. A., Petrovic, L., Baker, C. N., & Overstreet, S. (2022). An examination of the associations among teacher secondary traumatic stress, teacher-student relationship quality, and student socio-emotional functioning. School Mental Health, 14, 213-224. link
Baker, C. N., Brown, S. M., Overstreet, S., Wilcox, P. D., and the New Orleans Trauma-Informed Schools Learning Collaborative. (2021). Validation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Psychological Trauma: Theory, Research, Practice, and Policy, 13(5), 505-513. link
Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Overstreet, S., & the New Orleans Trauma-Informed Schools Learning Collaborative. (2021). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review, 50, 491-504. link
Arora, P. G., Parr, K. M., Khoo, O., Lim, K., Coriano, V., & Baker, C. N. (2021). Cultural adaptations to youth mental health interventions: A systematic review. Journal of Child and Family Studies, 30, 2539-2562. link
Orapallo, A., Grant, B., & Baker, C. N. (2021). Examining the effectiveness of Trauma Smart training: Staff satisfaction, knowledge, and attitudes. Psychological Trauma: Theory, Research, Practice, and Policy, 13(8), 891-898. link
Robey, N., Margolies, S., Sutherland, L., Rupp, C., Black, C., Hill, T., & Baker, C. N. (2021). Understanding staff- and system-level contextual factors relevant to trauma-informed care implementation. Psychological Trauma: Theory, Research, Practice, and Policy, 13, 249-257. link
Wagner, A. C., Bartsch, A. A., Manganaro, M., Monson, C. M., Baker, C. N., & Brown, S. M. (2021). Trauma-informed care training with HIV and related community service workers: Short and long term effects on attitudes. Psychological Services, 18(4), 695-702. link
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. link
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. link
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. link
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. link
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. link
Baker, C. N., Brown, S. M., Wilcox, P. D., Verlenden, J. M., Black, C. L., & Grant, B. E. (2018). The implementation and effect of trauma-informed care within residential youth services in rural Canada: A mixed methods evaluation. Psychological Trauma: Theory, Research, Practice, and Policy, 10, 666-674. link
Graybill, E.*, Baker, C. N.*, Cloth, A.*, Fisher, S.*, & Nastasi, B. K. (2018). An analysis of social justice research in school psychology. International Journal of School & Educational Psychology, 6, 77-89. *These authors contributed equally to this work. link
Hill, T., Gray, S., Baker, C. N., Kamps, J., Boggs, K., Johnson, C., Carey, E., & Varela, R. E. (2017). A pilot study examining the effectiveness of the PEERS Program on social skills and anxiety in adolescents with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 29, 797-808. link
Lockwood, A. B., McClure, J., Sealander, K., & Baker, C. N. (2017). Measuring school psychology trainee self-efficacy. Psychology in the Schools, 54, 655-670. link
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, 61-76. pdf
Baker, C. N., Tichovolsky, M., Kupersmidt, J., 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, 805-820. pdf
Gabrielsen, T. P., Farley, M., Speer, L., Villalobos, M., Baker, C. N., & Miller, J. (2015). Identifying autism in a brief observation. Pediatrics, 135, e330-e338. pdf
Leff, S. S., Baker, C. N., Waasdorp, T. E., Vaughn, N. A., Bevans, K., Thomas, N. A., Guerra, T., Hausman, A. J., & Monopoli, W. J. (2014). Social cognitions, distress, and leadership self-efficacy: Associations with aggression for high risk minority youth. Development and Psychopathology, 26, 759-772. pdf
Gerhart, J. I., Baker, C. N., Hoerger, M., & Ronan, G. F. (2014). Experiential avoidance and interpersonal problems: A moderated mediation model. Journal of Contextual Behavioral Science, 3, 291-298. pdf
Hausman, A. J., Baker, C. N., Komaroff, E., Thomas, N., Guerra, T., Hohl, B., & Leff, S. S. (2013). Developing measures of community-relevant outcomes for violence prevention programs: A community-based participatory research approach to measurement. American Journal of Community Psychology, 52, 249-262. pdf
Tichovolsky, M., Arnold, D. H., & Baker, C. N. (2013). Parenting and parent predictors of changes in child behavior problems. Journal of Applied Developmental Psychology, 34, 336-345. pdf
Waasdorp, T. E., Baker, C. N., Paskewich, B., & Leff, S. S. (2013). The association between forms of aggression, leadership, and social status among urban youth. Journal of Youth and Adolescence, 42, 263-274. pdf
Baker, C. N., & Hoerger, M. (2012). Parental child rearing strategies: Implications for self-regulation, socio-emotional adjustment, and psychopathology in early adulthood. Personality and Individual Differences, 52, 800-805. pdf
Brown, S. M., Baker, C. N., & Wilcox, P. (2012). Risking Connection trauma training: A pathway toward trauma-informed care in child congregate care settings. Psychological Trauma: Theory, Research, Practice, and Policy, 4, 507-514. pdf
Casey, C. M., Cook-Cottone, C., & Baker, C. N. (2012). A pilot study of effects of the Magic Penny Early Literacy Program on phonemic awareness and basic reading skills. The New School Psychology Bulletin, 9, 74-84. pdf
Baker, C. N., Arnold, D. H., & Meagher, S. (2011). Enrollment and attendance in a parent training prevention program for conduct problems. Prevention Science, 12, 126-138. pdf
Baker, C. N., Kupersmidt, J. B., Voegler-Lee, M. E., Arnold, D. H., & Willoughby, M. T. (2010). Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers. Early Childhood Research Quarterly, 25, 270-283. pdf
Meagher, S., Arnold, D. H., Doctoroff, G. L., & Baker, C. N. (2008). The relationship between maternal beliefs and behavior during shared reading. Early Education and Development, 19, 138-160. pdf
Arnold, D. H., Brown, S. A., Meagher, S., Baker, C. N., Dobbs, J., & Doctoroff, G. L. (2006). Preschool-based programs for externalizing problems. Education and Treatment of Children, 29, 311-339. pdf
BOOK CHAPTERS AND NEWSLETTERS (graduate student co-authors underlined and italicized; undergraduate student co-authors underlined)
New Orleans Trauma-Informed Schools Learning Collaborative (2021). COVID-19 Impacts on educator well-being: A report from the Trauma-Informed Schools Learning Collaborative. Author. (Member of New Orleans Trauma-Informed Schools Learning Collaborative) link
Alonzi, S., Kim, S., Zapolin, D., Mossman, B., Baker, C. N., Hoerger, M., & The NOLA Pandemic Food Collaborative. (2021). Scenario planning guidebook: Illustrative example from the COVID-19 pandemic. Tulane University. http://www.nola19.com/scenario.pdf
Pickford, D. Y., Hill, T. L., Arora, P. G., & Baker, C. N. (2021). Prevention of conduct problems in integrated pediatric primary care. In W. O’Donohue & M. Zimmermann (Eds.), Handbook of Evidence-Based Prevention of Behavioral Disorders in Integrated Care. New York: Springer. link
McGlynn-Wright, T., Orapallo, A., Reyes, L., Overstreet, S., Baker, C. N., and the New Orleans Trauma-Informed Schools Learning Collaborative (2021). Trauma-Informed Schools Organizational Readiness Assessment. Unpublished instrument. Retrieved from https://safeschoolsnola.tulane.edu/trauma-informed-schools-organizational-readiness-assessment/
Baker, C. N., Augenstern, J., Moberg, S., Robey, N., & Saybe, M. (2020). Developing staff buy-in for trauma-informed schools. In E. Rossen (Ed.), Supporting and Educating Traumatized Students: A Guide for School-Based Professionals (2nd ed.). New York: Oxford University Press. link
Daly, B., DeMatteo, D., Hildenbrand, A., Baker, C. N., & Fisher, J. (2017). Psychosocial treatment and prevention in the adolescent years for ODD and CD. In J. E. Lochman & W. Matthys (Eds.), The Wiley Handbook of Disruptive and Impulse-Control Disorders. New York: Wiley Press. link
Brown, S. M., & Baker, C. N. (2016). Measuring trauma-informed care: The Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Trauma Psychology News: A Publication of APA Division 56, Trauma Psychology, 11, 11-13. link
Baker, C. N., Leff, S. S., Bevans, K., & Power, T. J. (2014). Treatment integrity in urban, community-based prevention programs. In L. M. H. Sanetti & T. R. Kratochwill (Eds.), Treatment integrity: A foundation for evidence-based practice in applied psychology (pp. 279-301). Washington, DC: American Psychological Association. link
Black, C. L., & Baker, C. N. (2014). National Assessment Governing Board and National Assessment of Educational Progress. In L. H. Cousins (Ed.), Encyclopedia of Human Services and Diversity. (Vols. 1-3). Thousand Oaks, CA: SAGE Publications. link
Coriano, V. & Baker, C. N. (2014). Educational status and service delivery. In L. H. Cousins (Ed.), Encyclopedia of Human Services and Diversity. (Vols. 1-3). Thousand Oaks, CA: SAGE Publications. link