Julie Baker, PhD

Dr. Baker teaches graduate (PsyD, M.A. Psychology) and undergraduate (Psychology, Neuroscience majors) courses in physiological psychology, neuropsychology, clinical psychopharmacology, psychometrics, health psychology, developmental psychology, cognitive and affective processes, psychopathology, counseling & psychotherapy, stress, trauma throughout the lifespan, personality and individual differences, research methods & design, and statistics. Dr. Baker is also a part-time instructor at Brock University in the Department of Psychology since 2010, is faculty of the Ontario Brain Injury Association (OBIA), and is an affiliate member of the Neuropsychology Cognitive Research Lab at Brock University. 

Dr. Baker has held a variety of scholarships and research grants (e.g., SSHRC; Social Sciences and Humanities Research Council of Canada, OGS; Ontario Graduate Scholarship, and the APF; American Psychological Foundation) with her research focusing on neuroemotional and neurocognitive sequelae in persons with neurological compromise, particularly traumatic brain injury, including indices of atypical indices of sympathetic nervous system and/or neuroendocrine reactivity in response to stress; neurodevelopmental disorders (e.g., ADHD); and, the impact of stress and/or trauma on psychological functioning including trauma and stressor-related disorders (e.g., PTSD). This research has been presented at a variety of national and international conferences (e.g., International Brain Injury Association; American Congress of Rehabilitation Medicine; North American Brain Injury Society; Canadian Psychological Association). Her expertise in the neurobiological, affective and cognitive underpinnings of behaviour across the lifespan (paediatric to geriatric) is emphasized in her teaching, research, and experiences in neuropsychology. 

• Ph.D., Psychology (Behavioural Neuroscience), Brock University, Canada (2015)
• Doctoral Internship in Clinical Neuropsychology, Niagara Health System Department of Mental Health & Addictions (2015)
• M.A. Psychology (Behavioural Neuroscience), Brock University, Canada (2010)
• B.A. Psychology, Honours, Brock University, Canada (2007)

• Baker, J. M., & Good, D. E. (2014). Physiological emotional underarousal in individuals with mild head injury. Brain Injury, 28(1): 51–65. doi:10.3109/02699052.2013.857787
• Baker, J., & Good, D. (March 2016). Emotional functioning and reactivity of university students to emotionally-evocative stimuli as a function of a history of mild head injury. Paper presented at the International Brain Injury Association 11th World Congress on Brain Injury, The Hague, Netherlands [abstract]. Brain Injury.
• Baker, J., & Good, D. (April 2016). Post-concussive symptom report profiles of university students with and without self-reported mild head injury. Paper presented at the Annual North American Brain Injury Society Conference on Brain Injury, Tampa, Florida [Abstract]. Journal of Head Trauma Rehabilitation.
• Baker, J., Dzyundzyak, A., & Good, D. (June 2015). Emotional intelligence as a predictor of socially unacceptable behaviour for persons with self-reported mild head injury. Accepted Abstracts from the Canadian Psychological Association Convention, Ottawa, Ontario. Canadian Psychology.
• Baker, J. & Good, D. (May 2015). Blunted cortisol awakening response of persons with mild head injury and moderate traumatic brain injury relative to persons without a history of head injury. Paper presented at the [Abstract] Annual North American Brain Injury Society Conference on Brain Injury, Journal of Head Trauma Rehabilitation.
• Baker, J. & Good, D. (October 2014). Traumatic head injury severity uniquely predicts ability to recognize emotional expressions. Paper presented at the American Congress of Rehabilitation Medicine 91st Annual Conference: Progress in Rehabilitation Research. Archives of Physical Medicine and Rehabilitation.
• Baker, J., Dzyundzyak, A., & Good, D. (March, 2014). Classification of self-reported history of head trauma of university students as predicted by psychosocial, emotional, and physical health indices [Abstract]. Accepted Abstracts from the International Brain Injury Association’s (IBIA) 10th World Congress on Brain Injury. Brain Injury.
• van Noordt, S., Dzyundzyak, A., Baker, J., Chiappetta, K., Debono, T., & Good, D. (March, 2014). Examining the association between injury severity and neuropsychological and behavioural functioning in self-reported mild head injury (oral presentation – presenter). Accepted Abstracts from the International Brain Injury Association’s (IBIA) 10th World Congress on Brain Injury. Brain Injury.
• Baker, J. & Good. D. (Sept. 2012). Emotional underarousal of university students with self-reported mild head injury (oral presentation). [Abstract] 10th Annual North American Brain Injury Society Conference on Brain Injury, Journal of Head Trauma Rehabilitation, 27 (5), E1-41. 
• Baker, J., Dzyundzyiak, A., & Good, D. (March, 2012). Individual differences in psychosocial and emotional functioning in university students with and without self-reported mild head injury. [Abstract]. Accepted Abstracts from the International Brain Injury Association’s (IBIA) Ninth World Congress on Brain Injury. Brain Injury, April-May, 26 (4-5), p. 713. 
• Baker, J., & Good, D. (2010). Physiological and affective underarousal as a function of mild head injury in university students. [Abstract]. Proceedings of the 20th Annual Rotman Research Institute Conference, The Frontal Lobes, Toronto, ON. Frontiers in Human Neuroscience.
• Baker, J., & Good, D. (2010). Affective and physiological underarousal in persons with mild head injury. [Abstract]. Accepted abstracts from the IBIA Eighth World Congress on Brain Injury (Oral presentation). Brain Injury, 24 (3), 106-107.
   

Neuroemotional and neurocognitive sequelae in persons with neurological compromise, particularly traumatic brain injury, including indices of atypical indices of sympathetic nervous system and/or neuroendocrine reactivity in response to stress neurocognitive (e.g., mild cognitive impairment; TBI) and/or neurodevelopmental disorders (e.g., ADHD) and the impact of stress and/or trauma on psychological functioning including trauma and stressor-related disorders; neurobiological, affective and cognitive underpinnings of behavior across the lifespan (pediatric to geriatric).