Stacy Frazier

Stacy Frazier

Contact Info

Office: AHC-1-249
Email: slfrazi@fiu.edu
Phone: (305) 348-4818
Lab Website: Team NAFASI

Team website:

Education

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

Research Interests

Dr. Frazier directs a program of NIMH-funded research that examines mental health promotion for families living in urban poverty through capacity building in the natural, neighborhood settings that support them. She collaborates with partners in schools, parks, and mental health agencies and with colleagues in social work, organizational psychology, and school psychology to develop and test school- and out-of-school time models of community mental health practice that build on the strengths, respond to the needs, and respect the constraints of children’s service settings.

Grant Activity

National Center for Education Research, IES. (R305A150166, PI: Shernoff, Rutgers University), 2015-2019
Interactive Virtual Training (IVT) for Early Career Teachers in High Poverty Schools
Role: Co-Investigator

Charles Marks’ Charitable Trust, 2015-2016
Leaders @ Play for Chicago’s Youth: Professional Development Toward Youth Employment
Role: Principal Investigator

Miami Dade County 2016-present
Fit2Lead Collaboration among Miami Dade County Parks, Recreation, and Open Spaces Department; Miami Dade County Public Schools; Miami Dade Juvenile Services Department, FIU Center for Children and Families, UM UHealth; Miami Dade College; and Flipany
Role: Collaborator / Consultant

National Institute of Child Health and Human Development (R01 HD084497, MPI: Bagner, Comer), 2016-2020
Internet Treatment for Behavior Problems in Preschoolers with Developmental Delay
Role: Co-Investigator

National Institute of Mental Health (F31 MH106252, PI: Hedemann, FIU) 2015-2017
Emotion Regulation for Urban Youth: Minimizing Risk for Anxiety and Depression
Role: Primary Sponsor

National Institute for Mental Health (F31 HD087066 PI: Ogle, FIU) 2016-2018
Self-Concept Intervention for Urban High School Students
Role: Primary Sponsor

Select Publications (^graduate student author)

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

Schoenwald, S. K., Mehta, T. G., Frazier, S. L., & Shernoff, E. S. (2013). Clinical supervision in effectiveness and implementation research. Invited for Special Issue: Advances in Applying Treatment Integrity Research for Dissemination and Implementation Science. Clinical Psychology: Science and Practice, 20, 44-59. DOI: 10.1111/cpsp.12022

^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.

Shernoff, E. S., Frazier, S. L., Marinez-Lora, A. M., ^Lakind, D., Atkins, M. S., Jakobsons, L., Hamre, B. K., Bhaumik, D. K., Parker Katz, M., Neal, J. W., Smylie, M. A., & Patel, D. A. (2016). Expanding the role of school psychologists to support early career teachers: A mixed method study. School Psychology Review, 45(2), 226-249. http:/dx.doi.org10.17105/SPR45-2.226-249

Ogle, R. R., Frazier, S. L., Nichols-Lopez, K., & Cappella, E. (2016). Non-academic self-concept among urban youth: Associations with academic success. School Mental Health, 8(2), 278-291. DOI: 10.1007/s12310-015-9162-z

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.org10.1037/a0039661

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

Shernoff, E. S., ^LaKind, D., Frazier, S. L., & Jakobsons, L. (2015). Coaching early career teachers in urban elementary schools: A mixed method study. School Mental Health, 7(1), 6-20. doi:10.1007/s12310-014-9136-6

usch, 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, 42, 1-5. DOI 10.1007/s10488-014-0549-1

^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

Boustani, M. M., Frazier, S. L., (*)Meinzer, M., ^Hartley, C., & ^Hedemann, E. R. (2015). Perceived benefits and proposed solutions for teen pregnancy: Qualitative interviews with youth care workers. American Journal of Orthopsychiatry, 85(1), 80-92. DOI: 10.1037/ort0000040

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

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

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.

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.