Abct 53rd Annual Convention November 21–24, 2019

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Recommended Readings: Puliafico, A.C., & Robin, J.A. (2017). The OCD Workbook 

for Kids. Instant Help Books: Oakland, CA.Franklin, M., Freeman, J., & March, J. (2019). 

Treating OCD in Children and Adolescents: A Cognitive-Behavioral Approach. New 

York: Guilford Press.Piacentini, J., Langley, A., & Roblek, T. (2007). It’s Only a False 

Alarm: A Cognitive Behavioral Treatment Program. New York, NY: Oxford University 


1:30 p m  – 3:00 p m 

M105, Marquis Level

Symposium 53

New Directions in the Treatment of Suicidal People



Kelly Zuromski, Ph.D., Harvard University



:  Mitchell Prinstein, Ph.D., University of North Carolina - 

Chapel Hill

Earn 1 5 continuing education credits

All levels of familiarity with the material

Primary Category: Suicide and Self-Injury

Key Words: Suicide, Treatment, Technology / Mobile Health

Intervening With Patients at Elevated Risk For Suicide: A Systematic Review of 

Psychological Interventions

Chelsey Wilks, Ph.D., Harvard University

Carol Chu, Ph.D., Harvard University

Samantha Bernecker, Ph.D., Harvard University

Matthew Nock, Ph.D., Harvard University

Kelly Zuromski, PhD, Harvard University

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Suicidal Behavior Following Psychiatric Inpatient Hospitalization: A Meta-

Analysis, Systematic Review, and Call to Action

Liying Wang, M.S., University of Washington

Esther C. Park, B.A., Florida State University

Olivia Machetanz, B.A., University of Washington

Melanie S. Harned, Ph.D., University of Washington

Trevor Coyle, M.S., University of Washington

Proven Treatments for Different Suicidal States

David A. Jobes, ABPP, Ph.D., The Catholic University of America

Mobile Apps For Suicide Prevention: A Review of Apps for Best Practice and 


Chelsey Wilks, Ph.D., Harvard University

Carol Chu, Ph.D., Harvard University

Kelly Zuromski, Ph.D., Harvard University

Matthew Nock, Ph.D., Harvard University

Chelsey Wilks, PhD, Harvard University

Randomized Controlled Trial of an Online Crisis Assessment and Automated 

Intervention Procedure For Increasing the Use of Crisis Services

Robert Morris, Ph.D., Koko

Matthew Nock, Ph.D., Harvard University

Adam Jaroszewski, M.A., Harvard University

1:45 p m  – 2:45 p m 

Marietta, Conference Level, Hyatt Regency Atlanta

Clinical Research Methods and Statistics SIG

During our meeting, we will have a designated speaker to discuss an issue related to 

clinical research methods and statistics. Following this, we will plan symposia and speakers 

for the ABCT 2019, Atlanta conference.

2:00 p m  – 3:30 p m 

Embassy F, Embassy Level, Hyatt Regency Atlanta

Oppression and Resilience: Minority Mental Health SIG

Meeting agenda will include: 1) Outlining current SIG growth and outreach initia-

tives, 2) Processing this year’s sociopolitical sources of oppressive stress and its effects on 

SIG members, research directions/initiatives, clinical practice, and outreach initiatives; 

and 3) Networking.

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2:00 p m  – 3:30 p m 

Embassy E, Embassy Level, Hyatt Regency Atlanta

Parenting and Families SIG

The Parenting and Families SIG meeting will host an event pertinent to those in-

volved in research and clinical activities. Past meetings have included roundtable discus-

sions and honoring distinguished researchers in the field. During our 2019 meeting we 

will also honor this year’s recipient of the student award in research excellence, discuss 

general SIG business, and vote on executive committee positions for the upcoming year.

2:00 p m  – 3:30 p m 

Embassy D, Embassy Level, Hyatt Regency Atlanta

Suicide and Self-Injury SIG

The Suicide and Self-Injury SIG meeting will consist of updates on research from 

members, including a data blitz presentation, presentation of the Student Poster Award 

and Rising Star Award, and opportunities for networking and collaboration. Senior facul-

ty will be available for research consultation.

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2:30 p m  – 4:00 p m 

M303, Marquis Level

Clinical Grand Round 1

Which Way Do You Go? A Live, Annotated 

Demonstration of Acceptance and Change in 

Adolescent DBT



Maggie Gorraiz, Ph.D., McLean Hospital, Harvard Medical 




Esme Shaller, Ph.D., University of California, San Francisco


Ashley Maliken, Ph.D., University of California San Francisco


Alison Yaeger, Psy.D., McLean Hospital, Harvard Medical 


Earn 1 5 continuing education credits

Primary Category: Suicide and Self-Injury

Key Words: DBT (Dialectical Behavior Therapy), Adolescents, Risky Behaviors






















Dialectical Behavior Therapy (DBT), is a comprehensive, empirically supported treatment 

for suicide and self-injurious behaviors among adults and adolescents with emotion dys-

regulation. DBT’s theoretical framework is grounded in a dialectical philosophy, embrac-

ing a central dialectical tension between acceptance and change strategies. While DBT’s 

principle-based paradigm allows the therapist to execute these core strategies in a flexible 

manner, it can be challenging to know which way to go when presented with high emotion 

dysregulation, life-threatening and treatment-interfering behaviors in the therapy session. 

Many providers leave a session feeling “stuck” and unbalanced in their delivery of DBT

often contributing to feelings of burnout and ineffectiveness in helping the client achieve 

their life worth living goals.

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This Clinical Grand Rounds will provide didactics on acceptance (e.g. levels of val-

idation) and change (e.g. skills training, behavioral assessment, exposure, and cognitive 

modification) and conduct a loosely scripted live-role play demonstration of an individual 

DBT session with an adolescent. During the role play, the provider’s use of specific strat-

egies will be coded on a scrolling projector screen to elucidate how a blend of these core 

strategies can help the provider achieve “movement, speed and flow” to strike a balance 

of acceptance and change.

Recommended Readings: Linehan, M. M., Korslund, K. E., Harned, M. S., Gallop, R. 

J., Lungu, A., Neacsiu, A. D., ... & Murray-Gregory, A. M. (2015). Dialectical behavior 

therapy for high suicide risk in individuals with borderline personality disorder: a random-

ized clinical trial and component analysis. JAMA psychiatry72(5), 475-482; Mehlum, L., 

Tørmoen, A. J., Ramberg, M., Haga, E., Diep, L. M., Laberg, S., ... & Grøholt, B. (2014). 

Dialectical behavior therapy for adolescents with repeated suicidal and self-harming be-

havior: a randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry

53(10), 1082-1091

At the end of this session, the learner will be able to:

•  Explain the core dialectic in DBT.

•  Describe six levels of validation.

•  Describe three types of change strategies.

•  Identify two differences between acceptance and change strategies when target-

ing suicidal and self-injurious behaviors.

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2:30 p m  – 4:00 p m 

M104, Marquis Level

Clinical Roundtable 3

Beyond Standard CBT: Innovative Developments in 

Behavioral Interventions for Eating Disorders



:  Loren Prado, M.S., Center for Dialectical and Cognitive 

Behavioral Therapies



Christina Wierenga, Ph.D., University of California, San Diego


Stephanie Knatz Peck, Ph.D., UCSD Eating Disorder 

Treatment Center


Mima Simic, M.D., Maudsley Centre for Child and 

Adolescent Eating Disorders


Nicholas R. Farrell, Ph.D., Rogers Behavioral Health


Leslie Karwoski Anderson, Ph.D., UC San Diego Eating 

Disorders Center

Earn 1 5 continuing education credits

Primary Category: Eating Disorders

Key Words: Eating, Evidence-Based Practice, Comorbidity

Eating disorders (EDs) are complex conditions that are marked by significant medical 

complications as well as substantial psychiatric comorbidity. Cognitive behavioral therapy 

(CBT) has shown robust empirical evidence as a transdiagnostic intervention and is thus 

recommended as a frontline treatment across most EDs (National Institute for Health and 

Care Excellence, 2017). However, many patients experience minimal benefit from CBT 

(Cooper & Fairburn, 2011), and about one-third quickly relapse following an ostensibly 

successful treatment course (Carter et al., 2009). Moreover, there is differential effective-

ness of CBT when applied across the ED diagnoses (Costa & Melnik, 2016). Taken togeth-

er, these limitations with standard CBT warrant exploration of novel interventions that 

can enhance the magnitude and durability of treatment effects. Fortunately, there have 

been several novel behavioral approaches developed recently that have shown promise 

as either augmentations or alternative strategies to traditional CBT. The objective of this 

panel is to describe these new behavioral approaches and their unique applications to 

individuals with EDs.

In keeping with this year’s conference theme of extending the impact of cognitive 

behavioral science, our panel will first aim to identify the progress made in developing 

and refining CBT for EDs before identifying clinical presentations and features that CBT 

struggles to “reach.” Examples include individuals with emotion dysregulation difficulties 

and/or complex comorbidity. This will lead into our descriptions of innovative behav-

ioral interventions that have shown promise in addressing complex ED pathology. The 

interventions include Dialectical Behavior Therapy (DBT), which can improve emotional 

regulation in individuals with EDs, and Radically Open DBT (RO DBT) which addresses 

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rigid rule-governed behavior and social signaling deficits. Additionally, exposure therapy 

techniques for EDs (e.g., exposure to feared foods, body-focused exposure) can augment 

the benefits of CBT for EDs. Lastly, we will overview the newly developed Tempera-

ment-Based Treatment with Supports (TBT-S), which targets underlying neurobiological 

mechanisms and has yielded promising outcomes.

2:30 p m  – 4:00 p m 

Imperial Salon B, Marquis Level

Mini Workshop 8

The Unified Protocol For Transdiagnostic Treatment of 

Emotional Disorders in Children: Applications For Anger 

and Irritability

Jessica Malmberg, Ph.D., University of Colorado Anschutz Medical Campus

Jill Ehrenreich-May, Ph.D., University of Miami

Sarah M. Kennedy, Ph.D., University of Colorado School of Medicine

Earn 1 5 continuing education credits

Basic to Moderate level of familiarity with the material

Primary Category: Anger

Key Words: Child, Unified Treatment, Parenting

Youth psychiatric disorders are typically classified as internalizing or externalizing, 

and few evidence-based interventions target symptoms across both domains in a single 

protocol. Irritability has been identified as a transdiagnostic symptom dimension that 

spans externalizing and internalizing disorders, and many risk factors implicated in the 

development and maintenance of irritability are shared with anxiety and depressive disor-

ders (e.g., information processing biases, emotion regulation deficits, parenting practices). 

Transdiagnostic interventions targeting shared risk and maintenance factors may be able 

to address both diagnoses traditionally classified as “internalizing” and “externalizing” in a 

single intervention. In thisworkshop, we will introduce an adapted version of the Unified 

Protocol for Transdiagnostic Treatment of Emotional Disorders in Children (UP-C; Eh-

renreich-May et al., 2018) designed to more directly target irritability and anger in addition 

to traditional “internalizing” emotions. After presenting an introduction to the rationale 

for a unified approach to treating emotional disorders, we will discuss how a unified case 

conceptualization model of emotional disorders can be applied to youth anger and irrita-

bility. We will review components of a version of UP-C that incorporates a greater focus 

on anger and irritability in youth using various instructional modalities, including didac-

tic teaching and case examples. Throughout this workshop, we will highlight the unique 

features of this adapted version of the UP-C, including earlier introduction of opposite 

128 • Friday




action, use of anger inducing exposures, and enhanced parent management training and 

coaching of “opposite parenting behaviors.” We will also briefly review completed and 

ongoing research investigating the efficacy of this adapted intervention.

At the end of this session, the learner will be able to:

•  Apply a unified, transdiagnostic case conceptualization model to the treatment 

of anger and irritability in youth

•  Enhance participants’ ability to flexibly deliver the Unified Protocol for Trans-

diagnostic Treatment of Emotional Disorders to irritable youth and youth with 

disruptive behaviors

•  Understand how to conduct exposure and opposite action experiments targeting 

anger, frustration intolerance, and irritability in youth

Recommended Readings: Sukhodolsky, D. G., Smith, S. D., McCauley, S. A., Ibrahim, 

K., & Piasecka, J. B. (2016). Behavioral interventions for anger, irritability, and aggression 

in children and adolescents. Journal of Child and Adolescent Psychopharmacology, 26, 

58-64.Brotman, M.A., Kircanski, K., Stringaris, A., Pine, D.S., & Leibenluft, E. (2017). 

Irritability in youth: A translational model. American Journal of Psychiatry, 174(6), 520-

532.Kennedy, S. M., Bilek, E. L. & Ehrenreich-May, J. (2018). A randomized controlled 

pilot trial of the Unified Protocol for Emotional Disorders in Children (UP-C). Behavior 

Modification. DOI: 0145445517753940.

2:30 p m  – 4:00 p m 

A702, Atrium Level

Panel Discussion 2

Translating Research Findings to Clinical Practice: Out of 

the Echo Chamber; Into the Marketplace!



:  Robert D. Friedberg, Ph.D., Palo Alto University



Mary A. Fristad, ABPP, Ph.D., The Ohio State University


Sara J. Becker, Ph.D., Center for Alcohol and Addictions 

Studies Brown University School of Public Health


Torrey A. Creed, Ph.D., Perelman School of Medicine at the 

University of Pennsylvania


Susmita Pati, M.D., Stony Brook University School of 

Medicine & Stony Brook Children’s Hospital

Earn 1 5 continuing education credits

Primary Category: Translational

Key Words: Mental Health Literacy, Evidence-Based Practice, Stakeholder Relevant

The research-practice gap in evidence-based treatment yields an interrupted informa-

tion stream among scholars and practitioners as well as to the public. Knowledge trickles 

down to clinicians from traditional distribution channels such as journal articles, books, 

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and workshops. It is commonly believed that academicians talk and write for other schol-

ars. Practitioners often lament that research findings are irrelevant to their work and that 

the “information highway” is really a one-way street. Additionally, the public’s mental 

health literacy especially about “evidenced-based practices/EBPs” is limited and skewed 

by misinterpretations. Reaching professionals and the public via accurate and compelling 

information that is presented in an engaging manner is a promising route to narrowing 

the research-practice gap in order to better people’s health and well-being. This is the pre-

cise focus of this panel that brings together four experts in conducting research, teaching, 

training, and clinical practice. Panelists hold experience in direct-to-consumer marketing, 

continuing education, supervision, publishing parenting/self-help books, and dissemina-

tion. The panelists will discuss the following central questions: 1) What are the lessons 

learned from your research experiences that may spur dissemination efforts?, 2) In what 

ways can direct-to-consumer marketing propel mental health literacy?, 3) How can training 

programs like the Alda Center for Communicating Science help researchers and practi-

tioners reach the public with state-of-the-science information?, 4) What is the role of evi-

dence-based self-help materials in improving mental health literacy?, and 5) Based on your 

research and clinical experiences, what types of training do graduate students and practic-

ing clinicians want as well as need in order to effectively deliver evidence-based treatments 

in treatment-as-usual settings? The panel directly addresses this year’s conference theme 

“Wisdom of Purpose and Perspective: Extending the social impact of cognitive behavioral 

science” by emphasizing the proactive mobilization of research. Finally, the panel address-

es the leveraging of new workforces and stakeholders by increasing mental health literacy.

130 • Friday




2:30 p m  – 4:00 p m 

A705, Atrium Level

Panel Discussion 3

The MAP Toolkit For Enhancing the Connections 

Between Science and Practice: Common Elements and 

Much More



:  Kimberly D. Becker, Ph.D., University of South Carolina



Brad J. Nakamura, Ph.D., University of Hawaii at Manoa


Cameo Stanick, Ph.D., LCP, Hathaway-Sycamores Child and 

Family Services


Adam Bernstein, Ph.D., PracticeWise


Michael Southam-Gerow, Ph.D., Virginia Commonwealth 



Angela Chiu, Ph.D., Weill Cornell Medicine


Alyssa Ward, Ph.D., Department of Medical Assistance 


Earn 1 5 continuing education credits

Primary Category: Improved Use of Research Evidence

Key Words: Clinical Decision Making, Common Elements

This panel brings together individuals with expertise in research, clinical education, 

workforce development, systems evaluation, agency administration, and policy to discuss 

a multi-decade initiative toward improving mental health services by informing decisions 

and actions with the best available evidence within the framework of Managing and 

Adapting Practice (MAP). Panelists will provide examples of key features of MAP as an 

evidence-oriented, developmental, dynamic, outcome-centered, self-correcting system that 

supports the use of evidence-based treatments (EBTs) but that can also serve as a treat-

ment-building toolkit. Panelists will address treatment-related topics such as “common 

elements,” real-time measurement, clinical challenges (e.g., crises, low treatment engage-

ment), client diversity, and coordination among sources of evidence. They will discuss cur-

rent approaches in the field and highlight opportunities for complementary approaches 

such as those offered by MAP. Additionally, panelists will expand their discussion beyond 

clinical practice to talk about workforce development topics such as student education, 

clinical supervision, and provider training. Finally, panelists will describe empirically 

evaluated initiatives to integrate evidence frameworks into mental health agencies and 

systems. Together, the discussion points will demonstrate that MAP is more than just com-

mon elements; it is a system for enhancing the connections between science and practice 

to solve problems that are meaningful to stakeholders and ultimately, to improve mental 

health services for children and families. Moreover, this panel will illustrate that although 

MAP offers a model for leveraging science to address the myriad of complexities in mental 

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health services, many challenges remain for consideration by the scholars, practitioners, 

and treatment developers of the future.

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