Ph.D.,2010, University of Massachusetts-Amherst
Email: firstname.lastname@example.orgPhone: (504) 862-8332
3039 Percival Stern Hall
Dr. Baker is interested in better understanding and facilitating the translation of effective prevention and intervention programs into community settings serving young children. Her work is grounded in a community-based participatory research approach. More information about Dr. Baker’s research program can be found at www.courtneynbaker.com. Dr. Baker is currently accepting graduate students.
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. (in press). Social cognitions, distress, and leadership self-efficacy: Associations with aggression for high risk minority youth. Development and Psychopathology.
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.
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.
Department of Psychology • 2007 Percival Stern Hall • New Orleans, LA 70118 • Phone: 504-865-5331 • email@example.com