Kristen E. Pearson, PhD, NCSP
Assistant Professor of Psychiatry & Behavioral Sciences
Education & Affiliations
Biography
Years at Tulane:
Since 2017
Publications
Pearson, K., Marques, L., Stevens, M., & Marcell Williams, E. (in press). Trauma and discipline disproportionality: Treating the underlying concerns. In P. Fenning & M. Johnson (Eds.), Exploring and Addressing Discipline Disparities Among Students with Disabilities. Teachers College Press.
Pearson, K., Marques, L., Stevens, M., & Marcell Williams, E. (2019, June). Trauma and discipline disproportionality: Treating the underlying concerns. Paper presented at the Spencer Foundation Conference for Reducing Suspensions and Expulsions of Students with Disabilities: Linking Research, Law, Policy and Practice, Chicago, Illinois.
Marques, L., Pearson, K., Stevens, M., & Khunkhun, V. (2019, October). A model in collaborative care: The New Orleans Therapeutic Day Program. Presented at the Tulane School of Medicine Child Psychiatry Grand Rounds: New Orleans, Louisiana.
Pearson, K. (2018, June). Connecting with schools: A review of special education for outside providers. Presented at the Tulane University School of Medicine Child Psychiatry Grand Rounds: New Orleans, Louisiana.
Zannikos, M.E., McCallum, E., Schmitt, A.J., & Pearson, K.E. (2018). A comparison of the taped spelling intervention and cover, copy, and compare for students with learning disabilities. Journal of Behavioral Education. https://doi.org/10.1007/s10864-018-9293-z
Pearson, K. & Gilliam, G. (2016, November). Transitioning students from alternative educational programs. Presentation at the annual meeting of the Louisiana School Psychological Association, Lafayette, Louisiana.
Kristen is a licensed child psychologist and certified school psychologist. She specializes in the assessment and treatment of children with emotional and behavioral disorders and uses a relationship and strengths-based approach grounded in connecting the home, school, and community. Kristen’s experience includes psychoeducational assessment, treatment, and consultation in schools and therapeutic settings for students with significant mental health concerns. Her interests include widening the implementation of trauma informed care and the impact of trauma exposure on a child’s ability to access education, including the issue of discipline disproportionality. Additional interests include perinatal mental health, vicarious traumatization, understanding the comorbidity of internalizing and externalizing symptoms and disorders, and the advocacy of greater access to mental health services in educational settings.
