Dr. Stacy Frazier


  • B.A., 1993, Psychology, Colgate University, Hamilton, NY 
  • M.A., 1999, Public Policy, University of Chicago, Chicago, IL
  • Ph.D., 2000, Clinical Psychology, Indiana University, Bloomington, IN

Research Interests

I direct a federally-funded program of community-engaged research to strengthen youth service systems and support providers (afterschool professionals, early intervention specialists, school personnel) to promote positive health and education trajectories for youth underserved by disparities in care and underrepresented in psychological research. I collaborate with community-based organizations and multidisciplinary colleagues to examine public mental health models of care that build on strengths, respond to needs, and respect the priorities, resources, and constraints of children’s service systems. Toward this goal, tiered and technology-facilitated models of workforce support focus on teachable moments during natural education, service and recreation routines. I have been funded continuously over two decades by NIH and IES. I have 20 years of experience with children’s mental health services research in urban centers, and my work centers the voices of collaborating providers from systems of care serving Black and Hispanic families. I am grateful for the extensive contributions of my students, colleagues, and collaborators that share my commitment to empowering and elevating youth.

Ongoing Grants

Professionalizing the After-School Workforce: Dynamic Interactive Training National Institute of Child Health and Human Development (R43HD098963), 2019-2021 Co-Principal Investigator (M. DeRosier, Co-PI); Develop and field test a web-based platform to provide evidence-based recommendations for creating and capitalizing on teachable moments to build provider and youth social-emotional skills.

Mental Health Services for Infants/Toddlers Receiving Part C Early Intervention National Institute of Mental Health (R34MH110541), 2017-2020 Co-Principal Investigator (D. Bagner, Co-PI); Develop and examine a workforce support and mental health service model for families of infants/toddlers with developmental delay to reduce risk for mental health problems and enhance readiness for preschool.

Completed Grants

Family Nutrition Ecosystem Intervention to Prevent Child Overweight/Obesity United States Dept. of Agriculture, NIFA. (2018-69001-27552), 2018-2020 Co-Investigator (C. Coccia, PI); Develop and test a parent-focused obesity prevention intervention that improves parent-child food interactions, family modeling, and the family food ecosystem by enhancing parent health knowledge and parenting skills.

Interactive Virtual Training (IVT) for Early Career Teachers in High Poverty Schools National Center for Education Research, IES. (R305A150166), 2015-2019 Co-Investigator (E. Shernoff, PI); Iterative development and testing of an Interactive Virtual Training (IVT) system for early career teachers.

Leaders @ Play for Chicago’s Youth: Professional Development Toward Youth Employment, Anonymous Trust, 2015-2016 Principal Investigator; Infused after school recreation with professional and social-emotional skills to initiate career trajectories for urban youth.

Center for the Study of Schools as a Context for Urban Children’s Mental Health National Institute of Mental Health. (P20 MH078458), 2008-2014 Co-Investigator (M. Atkins, PI); Advanced research and practice to support schools’ capacity to promote children’s mental health.

Organizational Context and Children’s Mental Health in Urban After-School Programs National Institute of Mental Health. (R01 MH081049), Jan 2009–Dec 2014 Principal Investigator;Examined social context of after school programs, family experiences, and children’s behavior to inform intervention.

Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools National Center for Education Research, IES. (R305A090085), 2009-2012 Co-Investigator (E. Shernoff, PI); Addressed the needs of early career teachers in urban, distressed schools through professional development.

Linking Schools and Parks toward Supporting Kids Charles Marks’ Charitable Trust, 2009-2012 Principal Investigator; Examined capacity of schools and parks to collaborate toward promoting healthy development for youth in urban poverty via a mentored peer-leader intervention.

Primary Mentor

NCER/IES R324B190030 (M. Cumming) 7/2019 – 6/2023 Examining the Executive Function and Stress Loop and its Association with Behavior: Implications for Middle Schoolers with or At-Risk for Emotional and Behavioral Disorders; Examine executive function and stress loop and its association with behavior among middle school age adolescents at-risk for emotional behavior disorders

NIH/NICHD F31 HD100156-01 (R. Ouellette) 8/2019 – 7/2021 Promoting adult and youth resilience and well-being; Examine impacts of peer-to-peer workforce support with after-school staff in a multi-site program on staff effectiveness, youth and staff well-being, and resilience.

NIH/NIMH R36 MH121008-01 (J. Moses) 8/2019 – 7/2020 Considering Culture and Context: A Mixed-Methods Approach to Examining Adolescent Engagement and Parent Satisfaction in Urban Out-Of-School-Time Programs; Examine associations among program and family cultural/contextual factors, engagement, and future orientation among adolescents in after-school programs.

NIH/NICHD F31 HD083348 (P. Chou) 8/2018 – 7/2020 Parent-Preschooler Emotion Narratives: Reading to Promote Literacy and Socioemotional Competency in Urban Communities of Poverty; Develop and examine a preschool picture book reading intervention to help parents explain, label, and discuss emotions to maximize preschooler’s emotional learning.

NIH/NIMH Diversity Supplement (F. Martinez-Pedraza) 2017 – 2020 Mental Health Services for Infants/Toddlers Receiving Part C Early Intervention; Supplement adds behavioral screening to facilitate early identification of mental health concerns and support data-informed clinical decision making among Infant/Toddler Development Specialists (ITDS).

NIH/NIMH F31 HD087066 (R. Ogle) 8/9/2016 – 8/8/2018 Intervention for Urban High School Students; Self-guided journal writing intervention to improve academic and MH outcomes for underserved high schoolers

NIH/NIMH F31 MH106252 (E. Hedemann) 12/1/2015 – 11/30/2017 Emotion Regulation for Urban Youth: Minimizing Risk for Anxiety and Depression; Utilized CBPR to infuse emotion regulation skills into weekly after school music education for youth in marginalized communities.

NIH/NIMH R36 MH093152 (E. Bustamante) 2011 – 2013 Physical Activity Intervention for Disruptive Behavior Disorders; Examined the feasibility and impact of an after-school aerobic physical activity intervention for urban children with disruptive behavior problems.

NIH/NIMH Diversity Supplement (M. King) 2006 – 2007 After-School Programs and Children’s Mental Health; Supplement examined the association between children’s perceptions of their after-school experience and children’s psychosocial adjustment.

Dissemination, Implementation, and MH Services Science

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 theFuture of Children's Mental Health Services” (Guest Eds. C. P. Bradshaw and S. K. Schoenwald). https://doi.org/10.1007/s10488-020-01037-y.

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.

Boustani, M. M., Frazier, S. L., Becker, K. D., Bechor, M., Dinizulu, S. M., Hedemann, E. R., Ogle, R. R., & Pasalich, D. S. (2014). Common elements of adolescent prevention programs:  Minimizing burden while maximizing reach. Administration and Policy in Mental Health and Mental Health Services Research. doi: 10.1007/s10488-014-0541-9

Bagner, D. M., Frazier, S. L., & Berkovitz, M. (2013). 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. doi: 10.1007/s10488-013-0513-5

Atkins, M. S. & Frazier, S. L. (2011). Expanding the toolkit or changing the paradigm: Are we ready for a public health approach to mental health? Perspectives on Psychological Science, 6, 483-487. doi: 10.1177/1745691611416996

Schoenwald, S. K., Mehta, T. M., Frazier, S. L., & Shernoff, E. S. (2013). Clinical supervision in effectiveness and implementation research. Clinical Psychology: Science and Practice, 20, 44-59. doi: 10.1111/cpsp.12022

Schoenwald, S. K., Garland, A. F., Chapman, J. E., Frazier, S. L., Sheidow, A. J., & Southam-Gerow, M. A. (2011). Toward the effective and efficient measurement of implementation fidelity. Administration and Policy in Mental Health and Mental Health Services Research, 38, 32-43. doi: 10.1007/s10488-010-0321-0

After School Programs

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

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, 430-443DOI 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

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

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., 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

Frazier, S. L., Mehta, T. G., Atkins, M. S., Hur, K., & Rusch, D. (July 2012). 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. doi: 10.1007/s10488-012-0432-x

Frazier, S. L., Chacko, A., Van Gessel, C., O’Boyle, C., & Pelham, W. E. (2012). The summer treatment program meets the south side of Chicago: Bridging science and service in urban after-school programs. Child and Adolescent Mental Health, 17, 86-92. doi: 10.1111/j.1475-3588.2011.00614.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

Lyon, A., Frazier, S. L., Mehta, T. G., & Weisbach, J. (2011). Easier said than done: Intervention sustainability in an urban after-school program. Administration and Policy in Mental Health and Mental Health Services Research, 38, 504-517. doi: 10.1007/s10488-011-0339-y

Academic-Community Partnerhips

Chou, T. & Frazier, S. L. (2020). CORE: Compassion Oriented Reflection and Engagement to guide academic-community partnership. Journal of Participatory Research Methods (Inaugural Issue), 1(1). https://jprm.scholasticahq.com/article/13314-core-compassion-oriented-reflection-and-engagement-to-guide-academic-community-partnership

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.

Rusch, D., Frazier, S. L., & Atkins, M. S. (2015). Building capacity within community-based organizations: New directions for mental health promotion for Latino immigrant families in urban poverty. Administration and Policy in Mental Health and Mental Health Services Research. doi: 10.1007/s10488-014-0549-1

Frazier, S. L., Formoso, D., & Birman, D., & Atkins, M. S. (2008). Closing the research to practice gap: Redefining feasibility. In the Special Series: Ethical Challenges in Community-Based Research (Eds: C. Johnston & S. Woody). Clinical Psychology: Science and Practice, 15, 125-129. doi: 10.1111/j.1468-2850.2008.00120.x

Frazier, S. L., Adil, J. A., Atkins, M. S., Gathright, T., & Jackson, M. (2007). Can’t have one without the other: Mental health providers and community parents reducing barriers to services for families in urban poverty. Journal of Community Psychology, 35, 435-446. doi: 10.1002/jcop.20157

Urban Schools

Shernoff, E. S., Von Schalscha, K., Gabbard, J. L., Delmarre, A., Frazier, S. L., Buche, C., & Lisetti, C. (2020). Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T). Educational Technology Research and Development. DOI 10.1007/s11423-020-09819-9

Ouellette, R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Marinez-Lora, A., Cua, G., & Atkins, M. S. (2018). Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual, Classroom, and Organizational Level Influences. Behavior Therapy. Special Issue on Implementation Science and Behavioral Health. DOI: 10.1016/j.beth.2017.11.011

Shernoff, E. S., Frazier, S. L., Lisetti, C., Buche, Lunn, Brown, DelmarreChou, 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

Atkins, M. S., Shernoff, E. S., Frazier, S. L., Schoenwald, S. K., Cappella, E., Marinez-Lora, A., Mehta, T. G., Lakind, D., Cua, G., Bhaumik, R., & Bhaumik, D. (2015). Redesigning community mental health services for urban children: Supporting schooling to promote mental health. Journal of Consulting and Clinical Psychology, 83(5), 839-852. http://dx.doi.org/10.1037/a0039661

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., Bearman, S. K., Garland, A. G., & Atkins, M. S. (2014). Dissemination and implementation in children’s mental health: Closing the research to training gap. In R. Beidas & P. Kendall (Eds.) Child and Adolescent Therapy: Dissemination and Implementation of Empirically Supported Treatments. NY: Oxford U Press.

Mehta, T. G., Atkins, M. S., & Frazier, S. L. (2013). The organizational health of urban elementary schools: School health and teacher functioning. School Mental Health. doi: 10.1007/s12310-012-9099-4

Frazier, S. L., Atkins, M. S., Olson, L. H., & Lyon, A. R. (2009). Same-sex and other-sex peer reports: Unique contributors to understanding children’s school adjustment. Journal of Psychopathology and Behavioral Assessment, 31, 152-158. doi: 10.1007/s10862-008-9105-1

Cappella, E., Frazier, S. L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. (2008). Enhancing schools’ capacity to support children in poverty: An ecological model of school-based mental health services. Administration and Policy in Mental Health, 35, 395-409. doi: 10.1007/s10488-008-0182-y

Atkins, M., Frazier, S., Leathers, S., Graczyk, P., Talbott, E., Jakobsons, L., Adil, J., Marinez-Lora, A., Demirtas, H., Gibbons, R., Bell, C. (2008). Teacher key opinion leaders and mental health consultation in low-income urban schools. Journal of Consulting and Clinical Psychology. 75, 905-908. doi: 10.1037/a0013036