*Ouellette, R. R., *Goodman, A., Martínez Pedraza, F., *Moses, J. O., *Cromer, K., *Zhao, A., *Pierre, J., & Frazier, S. L. (2020). A systematic review of organizational and workforce interventions to improve the culture and climate of youth-service settings. Administration and Policy in Mental Health and Mental Health Services Research, Festschrift Special Edition for Leonard Bickman, entitled the “Future of Children’s Mental Health Services” (Guest Eds. C. P. Bradshaw and S. K. Schoenwald). https://doi.org/10.1007/s10488-020-01037-y

*Chou, T. & Frazier, S. L. (accepted April 2020) CORE: Compassion Oriented Reflection and Engagement to guide academic-community partnership. Journal of Participatory Research Methods (Inaugural Issue).

Boustani, M. M., Frazier, S. L., Chu, W., Lesperance, N., Becker, K. D., Helseth, S. A., Kashem, E. R., Ogle, R. R., & Chorpita, B. E. (2020) Common elements of childhood universal mental health programming. Administration and Policy in Mental Health and Mental Health Services Research.

Frazier, S. L., Rusch, D., Coxe, S., Stout, T. J., Helseth, S. A., Dirks, M. A., Bustamante, E. E., Atkins, M. S., Glisson, C., Green, P. D., Bhaumik, D., & Bhaumik, R. (2020): After-School Programs and Children’s Mental Health: Organizational Social Context, Program Quality, and Children’s Social Behavior. Journal of Clinical Child & Adolescent Psychology, DOI: 10.1080/15374416.2019.1683849

D’Agostino E. M., Frazier S. L., Hansen E., Messiah S. E. (2020) Association of a park-based violence prevention and mental health promotion afterschool program with youth arrest rates. JAMA Network Open, 3(1):e1919996. doi:10.1001/jamanetworkopen.2019.19996

*Chou, T. & Frazier, S. L. (2019). Supporting ethical practice in community-engaged research with 4R: Respond, record, reflect, and revise. Ethics and Behavior. DOI: 10.1080/10508422.2019.1645665

^†D’Agostino, Frazier, S. L., E., ^†Hansen, E., ^†Patel, H. H., ^†Ahmed, Z., ^†Okeke, D., ^†Nardi, M., & Messiah, S. E. (2019). Two-year changes in neighborhood juvenile arrests after implementation of a park-based afterschool mental health promotion program in Miami-Dade County, Florida, 2015-2017. American Journal of Public Health, Special Section: Improving Population Mental Health in the 21^st Century, Supplement 3, 109(53), S214-S220. DOI: 10.2105/AJPH.2019.305050

Frazier, S. L., *Chou, T., *Ouellette, R. R., *Helseth, S. A., *Kashem, E., & *Cromer, K. (2019). Workforce support for urban after-school programs: Turning obstacles into opportunities. Special Issue on “Understanding and Strengthening the Child- and Youth-Serving Workforce in Low-Resource Communities. American Journal of Community Psychology, 63, 430-443. DOI 10.1002/ajcp.12328

*Cromer, K., ^†D’Agostino, E., ^†Hansen, E., ^†Alfonso, C., & Frazier, S. L. (2019). After-School Poly-Strengths Programming for Urban Teens at High-Risk for Violence Exposure. Translational Behavioral Medicine. Special Issue on Child and Family Health, 9: 541-548. DOI 10.1093/tbm/ibz013, as ibz013

Saunders, J. F., Eaton, A. A., & Frazier, S. L. (2018). Disordered society: Women in eating disorder recovery advise policymakers on change. Administration and Policy in Mental Health and Mental Health Services Research, 46(2), 175-187. https://doi.org/10.1007/s10488-018-0903-9

Affrunti, N., Mehta, T., Rusch, D., & Frazier, S. L. (2018). Job demands, resources, and stress among staff in after school programs: Neighborhood characteristics influence associations in the job demands-resources model. Children and Youth Services Review.

Shernoff, E. S., Frazier, S. L., Lisetti, C., Buche, Lunn, Brown, Delmarre, *Chou, T., Gabbard, & Morgan (2018). Early career teacher professional development: Bridging simulation technology with evidence-based behavior management. Journal of Technology and Teacher Education, 26(2), 299-326.

*Helseth, S. A. & Frazier, S. L. (2018). Peer-assisted social learning for diverse and low-income youth: Infusing mental health promotion into urban after-school programs. Administration and Policy in Mental Health and Mental Health Services Research, 45, 286-301. DOI 10.1007/s10488-017-0823-0

*Ouellette, R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Marinez-Lora, A., *Cua, G., & Atkins, M. S. (accepted November 2017). Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual, Classroom, and Organizational Level Influences. Behavior Therapy. DOI: 10.1016/j.beth.2017.11.011

*Helseth, S. A. & Frazier, S. L. (2017). Peer-assisted social learning for diverse and low-income youth: Infusing mental health promotion into urban after-school programs. Administration and Policy in Mental Health and Mental Health Services Research. DOI 10.1007/s10488-017-0823-0

*Ogle, R. R., Frazier, S. L., *Helseth, S. A., *Cromer, K., & *L’esperance, N. (2017) Does poverty moderate psychosocial treatment efficacy for ADHD? A systematic review. Journal of Attention Disorders. doi: 10.1177/1087054717707044

*Boustani, M. M., & Frazier, S. L., & *L’esperance, N. (2017) Sexual health prevention programming for vulnerable youth: Improving knowledge, attitudes, and behaviors. Child and Youth Services Review, 73, 375-383. https://doi.org/10.1016/j.childyouth.2017.01.013

*Hedemann, E. & Frazier, S. L. (2016). Leveraging after school programs to minimize risks for internalizing symptoms among urban youth: Weaving together music education and social development. Administration and Policy in Mental Health and Mental Health Services Research.

Frazier, S. L., Mehta, T. G., Atkins, M. S., Glisson, C., Green, P., Gibbons, R., Kim, J. B., Chapman, J., Schoenwald, S., *Cua, G., *Ogle, R., & The LINKS (Linking Neighborhoods, Kids, and Schools) Center (2015). The social context of urban classrooms: Measuring student psychological climate. Journal of Early Adolescence, 35(5-6), 759-789. DOI:10.1177/0272431615570056

Frazier, S. L., Dinizulu, S., Rusch, D., *Boustani, M. M., Mehta, T. G., & *Reitz, K. (2015). Building resilience after school for early adolescents in urban poverty: Open trial of Leaders @ Play. Administration and Policy in Mental Health and Mental Health Services Research, 42(6), 723-736. DOI 10.1007/s10488-014-0608-7

*Boustani, M. M., Frazier, S. L., Becker, K. D., *Bechor, M., Dinizulu, S. M., *Hedemann, E. R., *Ogle, R. R., & Pasalich, D. S. (2015). Common elements of adolescent prevention programs: Minimizing burden while maximizing reach. Administration and Policy in Mental Health and Mental Health Services Research, 42(2), 209-219. DOI 10.1007/s10488-014-0541-9

Bagner, D. M., Frazier, S. L., & †Berkovitz, M. (2014). Getting ready for preschool: Linking early intervention and family mental health for infants and toddlers with developmental delay. Administration and Policy in Mental Health and Mental Health Services Research, 41(6), 707-711. DOI 10.1007/s10488-013-0513-5

Frazier, S. L., Mehta, T. G., Atkins, M. S., Hur, K., & Rusch, D. (2013). Not just a walk in the park: Efficacy to effectiveness for after school programs in communities of concentrated urban poverty. Administration and Policy in Mental Health and Mental Health Services Research, 40(5), 406-418. doi:10.1007/s10488-012-0432-x

Frazier, S. L., *Cappella, E., & Atkins, M. S. (2007). Linking mental health and after school systems for children in urban poverty. Preventing problems, promoting possibilities. Administration and Policy in Mental Health and Mental Health Services Research, 34, 389-399. doi:10.1007/s10488-007-0118-y