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Stacy Overstreet - Tulane University. New Orleans, LA, US

Stacy Overstreet

Associate Professor | Tulane University


Professor Overstreet focuses on children at risk for maladjustment due to the presence of chronic stressors in their lives.





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Professor Overstreet's research interests focus broadly on children at risk for maladjustment due to the presence of chronic stressors in their lives. In her current research, Overstreet utilizes an ecological-transactional model to understand the effects of community violence exposure and other traumatic experiences on the psychosocial and academic functioning of children and to identify protective factors that buffer children from the negative effects of such experiences. Overstreet is currently not accepting graduate students.

Areas of Expertise (9)

Coping Strategies





Child Trauma



Violence against Children

Accomplishments (2)

The President’s Award for Excellence in Graduate and Professional Teaching


National Association of School Psychology President’s Award


Education (3)

Tulane University: Ph.D. 1995

Tulane University: M.S., Psychology 1993

University of New Orleans: B.S., Psychology 1990

Affiliations (5)

  • Licensed School Psychologist (#770), Louisiana State Board of Examiners of Psychologists
  • Member of the Graduate Faculty, Tulane University
  • Faculty Affiliate, African & African Diaspora Studies Program, Tulane University
  • Director, APA-accredited School Psychology Doctoral Program, Tulane University
  • Professor, Department of Psychology, Tulane University

Media Appearances (2)

Culture strongly influences coping behaviors after natural disasters



When used in prior studies to assess coping among hurricane-affected youths, Kidcope's structural modeling was variable and unstable, according to Powell and Wegmann. To address these inconsistencies, they and co-author Stacy Overstreet of Tulane University tested three different structural models to find the best fit with their study population of young hurricane survivors...

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A new movement to treat troubled children as ‘sad, not bad’

The Hechinger Report  


For Tulane University psychology chair Stacy Overstreet, a leader of the five-school collaborative, work with Crocker and other trauma-sensitive schools flows from her work in New Orleans’ public-housing projects, where she found shockingly high rates of children suffering the psychological effects of being exposed to violence. And when trauma and chaos are ongoing and chronic, the effects are even worse, she concluded...

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Event Appearances (3)

Translating research on trauma into evidencebased practices: Trauma Focused School Psychology

American Psychological Association  2011

Comparing different forms of violence exposure in childhood: A poly-victimization approach

Society for Research on Child Development  2011

Posttraumatic growth and posttraumatic stress disorder in children following Hurricane Katrina

Society for Research on Child Development  2011

Articles (3)

Toward a blueprint for trauma-informed service delivery in schools

School Mental Health

Sandra M Chafouleas, Austin H Johnson, Stacy Overstreet, Natascha M Santos

2015 Recognition of the benefits to trauma-informed approaches is expanding, along with commensurate interest in extending delivery within school systems. Although information about trauma-informed approaches has quickly burgeoned, systematic attention to integration within multitiered service delivery frameworks has not occurred yet is essential to accurate, durable, and scalable implementation. In addition, there is a critical need to concurrently build a strong evidence base regarding trauma-informed service delivery in schools...

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Grief and trauma intervention for children after disaster: Exploring coping skills versus trauma narration

Behaviour Research and Therapy

Alison Salloum, Stacy Overstreet

2012 This study evaluated the differential effects of the Grief and Trauma Intervention (GTI) with coping skills and trauma narrative processing (CN) and coping skills only (C). Seventy African American children (6–12 years old) were randomly assigned to GTI-CN or GTI-C. Both treatments consisted of a manualized 11-session intervention and a parent meeting...

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Challenges associated with exposure to chronic trauma: Using a public health framework to foster resilient outcomes among youth

Psychology in the Schools

Stacy Overstreet, Tara Mathews

2011 For many children, trauma exposure is a common and chronic experience. Chronic trauma exposure during childhood significantly increases the risk for emotional/behavioral disorders and academic failure. There is a critical need for school psychologists, and the schools in which they work, to understand the unique needs of students with or at risk for emotional disorders or academic difficulties secondary to trauma exposure...

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