Stacy Frazier to Schools
This is a "connection" page, showing publications Stacy Frazier has written about Schools.
Connection Strength
3.009
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Goodman AC, Ouellette RR, D'Agostino EM, Hansen E, Lee T, Frazier SL. Promoting healthy trajectories for urban middle school youth through county-funded, parks-based after-school programming. J Community Psychol. 2021 09; 49(7):2795-2817.
Score: 0.708
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Frazier SL, Rusch D, Coxe S, Stout TJ, Helseth SA, Dirks MA, Bustamante EE, Atkins MS, Glisson C, Green PD, Bhaumik D, Bhaumik R. After-School Programs and Children's Mental Health: Organizational Social Context, Program Quality, and Children's Social Behavior. J Clin Child Adolesc Psychol. 2021 Mar-Apr; 50(2):215-228.
Score: 0.651
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Frazier SL, Cappella E, Atkins MS. Linking mental health and after school systems for children in urban poverty: preventing problems, promoting possibilities. Adm Policy Ment Health. 2007 Jul; 34(4):389-99.
Score: 0.265
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Dinizulu SM, Velez GM, Morency M, Jacobson K, Moore K, Carter N, Frazier SL. Lift Every Voice: Engaging Black Adolescents in Social Justice Service-Learning to Promote Mental Health and Educational Equity. Prev Sci. 2024 Jan; 25(1):68-84.
Score: 0.209
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Shernoff ES, Lekwa AL, Delmarre A, Gabbard J, Stokes-Tyler D, Lisetti C, Frazier SL. Bridging simulation technology with positive behavioral supports to promote student engagement and behavior. J Sch Psychol. 2022 Dec; 95:121-138.
Score: 0.196
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Ouellette RR, Goodman AC, Martinez-Pedraza F, Moses JO, Cromer K, Zhao X, Pierre J, Frazier SL. A Systematic Review of Organizational and Workforce Interventions to Improve the Culture and Climate of Youth-Service Settings. Adm Policy Ment Health. 2020 09; 47(5):764-778.
Score: 0.169
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Cromer KD, D'Agostino EM, Hansen E, Alfonso C, Frazier SL. After-school poly-strengths programming for urban teens at high risk for violence exposure. Transl Behav Med. 2019 05 16; 9(3):541-548.
Score: 0.155
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Frazier SL, Chou T, Ouellette RR, Helseth SA, Kashem ER, Cromer KD. Workforce Support for Urban After-School Programs: Turning Obstacles into Opportunities. Am J Community Psychol. 2019 06; 63(3-4):430-443.
Score: 0.154
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Ouellette RR, Frazier SL, Shernoff ES, Cappella E, Mehta TG, Mar??ez-Lora A, Cua G, Atkins MS. Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences. Behav Ther. 2018 07; 49(4):494-508.
Score: 0.140
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Frazier SL, Mehta TG, Atkins MS, Hur K, Rusch D. Not just a walk in the park: efficacy to effectiveness for after school programs in communities of concentrated urban poverty. Adm Policy Ment Health. 2013 Sep; 40(5):406-18.
Score: 0.104
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Cappella E, Hamre BK, Kim HY, Henry DB, Frazier SL, Atkins MS, Schoenwald SK. Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools. J Consult Clin Psychol. 2012 Aug; 80(4):597-610.
Score: 0.094
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Lyon AR, Frazier SL, Mehta T, Atkins MS, Weisbach J. Easier said than done: intervention sustainability in an urban after-school program. Adm Policy Ment Health. 2011 Nov; 38(6):504-17.
Score: 0.092
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Cappella E, Frazier SL, Atkins MS, Schoenwald SK, Glisson C. Enhancing schools' capacity to support children in poverty: an ecological model of school-based mental health services. Adm Policy Ment Health. 2008 Sep; 35(5):395-409.
Score: 0.073