CourtneyCourtney N. Baker, Ph.D.
Assistant Professor

Ph.D., 2010, University of Massachusetts-Amherst
Curriculum Vitae


Phone: (504) 862-8332

3034 Percival Stern Hall 

Research Interests

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-based participatory research approach. More information about Dr. Baker’s research program can be found at Dr. Baker is currently accepting graduate students.

Selected Publications

Baker, C. N., Brown, S. M., Wilcox, P. D., Verlenden, J. M., Black, C. L., & Grant, B. E. (in press). 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.
Graybill, E.*, Baker, C. N.*, Cloth, A.*, Fisher, S.*, & Nastasi, B. K. (in press). An analysis of social justice research in school psychology. International Journal of School & Educational Psychology. *These authors contributed equally to this work.
Arora, P. G., Baker, C. N., Krumholz, L. K. & Stark, K. D. (in press). Components analysis of a school-based cognitive-behavioral treatment for youth depression. Journal of Clinical Child and Adolescent Psychology.

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.

Lockwood, A. B., McClure, J., Sealander, K., & Baker, C. N. (2017). Measuring school psychology trainee self-efficacy. Psychology in the Schools, 54, 655-670.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

Dr. Baker's Courses


  • Developmental Psychopathology — PSYC 3340
  • Behavioral and Cognitive Behavioral Intervention — PSYC 7630
  • Behavioral and Cognitive Behavioral Intervention Two-Semester Practicum — PSYC 7823

Department of Psychology • 2007 Percival Stern Hall • New Orleans, LA 70118 • Phone: 504-865-5331 •