Stacy Overstreet
Associate Professor | Tulane University
New Orleans, LA, UNITED STATES
Professor Overstreet focuses on children at risk for maladjustment due to the presence of chronic stressors in their lives.
Media
Publications:
Documents:
Videos:
Audio/Podcasts:
Biography
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
Violence
Adolescents
Resilience
Children
Child Trauma
Psychology
Terrorism
Violence against Children
Accomplishments (2)
The President’s Award for Excellence in Graduate and Professional Teaching
2011
National Association of School Psychology President’s Award
2008
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
Links (2)
Media Appearances (2)
Culture strongly influences coping behaviors after natural disasters
ScienceDaily
2018-11-02
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...
A new movement to treat troubled children as ‘sad, not bad’
The Hechinger Report
2017-01-25
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...
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 HealthSandra 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...
Grief and trauma intervention for children after disaster: Exploring coping skills versus trauma narration
Behaviour Research and TherapyAlison 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...
Challenges associated with exposure to chronic trauma: Using a public health framework to foster resilient outcomes among youth
Psychology in the SchoolsStacy 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...
Social