Abct 53rd Annual Convention November 21–24, 2019


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M303, Marquis Level

Clinical Roundtable 9

Challenges of Treating Traumatized Adolescents: 

Successes, Failures, and the Value of Good Old-

Fashioned Case Conceptualization

m

oderators



Elissa J. Brown, Ph.D., St. John’s University

 

Carla K. Danielson, Ph.D., MUSC

P

anelists





Chelsea N. Grefe McCann, Psy.D., UPMC Children’s Hospital 

of Pittsburgh



 

Colleen Lang, Ph.D., Behavioral Wellness of NYC

 

Komal Sharma-Patel, Ph.D., St. John’s University

Earn 1 5 continuing education credits

Primary Category: Child / Adolescent - Trauma / Maltreatment

Key Words: Trauma, Treatment, Adolescents

The primary purpose of this clinical roundtable is to provide principles-based guide-

lines for addressing numerous complications related to the evidence-based treatment of 

traumatized adolescents. Adolescents with PTSD related to interpersonal trauma often 

present with difficulties across multiple domains of functioning, and for a variety of rea-

sons (e.g., sociocultural variables, high family discord, severe interpersonal and emotional 

dysregulation, higher treatment resistance, safety concerns) can be difficult to engage in 

structured treatment. Panel members will discuss examples of treatment success and fail-

ure in use of a protocol that integrates empirically-validated treatment components to 

address each of these different trauma sequelae. Cases will be presented from PARTNERS 



with Teens, which involves an exposure-based protocol that includes engagement strategies, 

cultural sensitivity, elements of MI, DBT, and caregiver/family components, to reduce 

symptoms of PTSD and depression and improve emotion regulation among economical-

ly-disadvantaged, multi-racial/ethnic adolescents. Case examples will be used to illustrate 

how treatment components were emphasized and incorporated differentially as a function 

of case conceptualization and how treatment success and failure were a function of how 



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well each case conceptualization honored the principles and philosophies underlying dif-



ferent treatment components. The larger panel, clinicians and researchers with decades 

of experience in working with this population, will further discuss these cases to highlight 

how effective treatment can be when directed by a theoretically-grounded case conceptual-

ization that allows for effective engagement of adolescents and caregivers. Discussion will 

further address how dropout and symptom escalation might be predicted by failure in how 

principles of MI, DBT and caregiver components are synthesized and developmentally 

contextualized. Implications for training and for the broad delivery of treatment to this 

underserved population are discussed, with an emphasis upon ways of developing and 

using nuanced case conceptualizations that carefully synthesize the theories and principles 

upon which treatment components are founded.



4:30 p m  – 6:30 p m 

A707, Atrium Level

Membership Panel 3

Graduate School in Psychology: Getting In and Making 

It Work

Colleen E. Carney, Ph.D., Ryerson University

Hilary B. Vidair, Ph.D., LIU Post

David Hansen, Ph.D., University of Nebraska

Cynthia E. Brown, M.A., University of Missouri

Mitchell Prinstein, Ph.D., University of North Carolina - Chapel Hill

Karen Christoff, Ph.D., University of Mississippi

Debora J. Bell, Ph.D., University of Missouri-Columbia

Earn 2 continuing education credits

Key Words: Education, Graduate School, Professional Development

This session brings together the perspectives of well-established graduate program 

directors, faculty mentors, and current graduate students to provide useful information 

about graduate school to prospective and early-career graduate students, as well as the 

opportunity for attendees to interact with directors of specific graduate programs. The 

panelists include representatives from U.S. clinical psychology Ph.D. and Psy.D. programs 

and Canadian Ph.D. programs. Panelists will provide information about the graduate 

school application process, including how undergraduate students and other prospective 

applicants can: (a) select a graduate degree and graduate program that meets their training 

and career goals, (b) best prepare themselves to be successful applicants to graduate pro-

grams, and (c) effectively navigate the application process. Panelists will also discuss how, 

once enrolled in graduate school, students can capitalize on the skills that got them there 

by focusing on their work ethic, love of learning, and passion for research or practice, 



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and channel those skills to build a vita and set of experiences that will prepare them for 



success at each future step of their graduate training and careers. The panel will be fol-

lowed by a question-and-answer session and by a “Graduate Programs on Parade” session 

where representatives of graduate programs (typically 30–35 programs) will be available to 

discuss their particular programs with interested applicants. Several student members and 

new member professionals will be available to answer questions about their experiences 

applying to and participating in graduate programs. Attendees are encouraged to attend 

the ABCT SIG Expo immediately following this session. ABCT has over 40 different 

Special Interest Groups, many of which will be presenting research at the Expo. This is an 

excellent opportunity to meet students and professionals in specific areas of the behavioral 

therapies. Participants are encouraged to visit www.abct.org and take advantage of ABCT’s 

resources for students, including information on getting into graduate school and what 

to expect as a graduate student in CBT, internships, grants, mentorships, postdoctoral 

fellowships, featured labs, and a student awards program.

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

•  Provide information about activities one could engage in as an undergraduate 

student that will best prepare him/her for graduate school in psychology.

•  Provide information about selecting graduate programs, filing applications, com-

pleting a personal statement, and interviewing.

•  Provide information about strategies for surviving the first year in a graduate 

program.


4:30 p m  – 6:00 p m 

A705, Atrium Level

Mini Workshop 10

Behavioral Activation for Adolescents

W. Edward Craighead, ABPP, Ph.D., Emory University

Allison LoPilato, Ph.D., Emory University School of Medicine

Earn 1 5 continuing education credits

Basic level of familiarity with the material

Primary Category: Child / Adolescent - Depression

Key Words: Behavioral Activation, Adolescents, Depression

Adolescent depression is a significant public health crisis. Research shows that ado-

lescent onset depression is associated with a more severe and protracted clinical course , 

poorer treatment response, greater functional and social impairment, and increased rates 

of substance abuse and suicidal behaviors. These findings, coupled with the low rates 

of remission and high rates of relapse following current treatment practices, highlight 

the critical need for alternate treatment approaches for this population. Accumulating 



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research suggests that Behavioral Activation therapy may be particularly well suited for 



depressed adolescents, given its emphasis on maladaptive avoidance patterns. Behavior-

al avoidance has consistently been identified as a critical factor in the emergence and 

maintenance of depression. As individuals withdraw from activities and relationships in 

response to negative mood states (e.g., escape distress from daily hassles and interpersonal 

conflicts) their access to rewarding experiences is limited and their environment narrows. 

Such avoidance is particularly detrimental in adolescence. Accordingly, the overarching 

goal of BA are to replace mood-driven behavior (i.e., avoidance) with goal-directed behav-

ior (i.e., approach). This workshop will introduce key BA principles, techniques, and skills 

that can used to augment treatment and improve engagement with depressed adolescents. 

These components can be used to create a stand-alone treatment or incorporated into 

other complementary treatments to help improve outcomes. Emphasis will be placed on 

teaching, modeling, and practicing key skills related to helping adolescents increase activ-

ity, overcome avoidance, and maximize positive experiences in their life. The use of func-

tional analysis, monitoring, activity scheduling, behavioral rehearsal, and problem-solving 

will be reviewed and illustrated with real case examples. We will also address the common 

treatment obstacles that emerge in adolescent treatment and discuss creative solutions. 

Drawing on experience with adolescents in our clinic and research projects, we will also 

show how to flexibly apply BA skills to meet the needs of adolescents with diverse prob-

lems, characteristics, and backgrounds.

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

•  Implement key BA principles, techniques, and strategies with their adolescent 

patients.

•  Flexibly adapt BA components based on the characteristics of their adolescent 

patients (e.g., SES, developmental level, family dynamics).

•  Generate creative solutions to common treatment barriers that arise with adoles-

cent patients and their families.



Recommended Readings: Ritschel, L. A., Ramirez, C. L., Cooley, J. L., & Craighead, W. 

E. (2016). Behavioral Activation for Major Depression in Adolescents: Results from an 

Open Efficacy Trial. Clinical Psychology: Science and Practice, 23(1), 39-57.McCauley, 

E., Gudmundsen, G., Schloredt, K., Martell, C., Rhew, I., Hubley, S., & Dimidjian, S. 

(2016). The adolescent behavioral activation program: Adapting behavioral activation as 

a treatment for depression in adolescence. Journal of Clinical Child & Adolescent Psy-

chology, 45(3), 291-304.Ekers, D., Webster, L., Van Straten, A., Cujpers, P., Richards, D., 

& Gilbody, S. (2014). Behavioral activation for depression; an update of meta-analysis of 

effectiveness and sub group analysis. PloS one, 9(6).


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4:30 p m  – 6:00 p m 



M301-M302, Marquis Level

Mini Workshop 11

Integration of Multiculturalism and Cognitive 

Behavioral Treatments for People of Color With Anxiety

Tahirah Abdullah, Ph.D., University of Massachusetts Boston

Amber Calloway, Ph.D., University of Massachusetts Boston

Jessica Graham-LoPresti, Ph.D., Suffolk University

Earn 1 5 continuing education credits

All Levels level of familiarity with the material

Primary Category: Culture / Ethnicity / Race

Key Words: Anxiety, CBT, Culture

The diversity among individuals living in the United States has rapidly increased over 

the past few decades with people of color making up an estimated 41.5% of the United 

States population in 2017 (US Census Bureau, 2017). Because clinicians with higher levels 

of cultural competence and responsiveness experience more favorable outcomes with their 

clients (Sue, 2001), utilizing multicultural competency to effectively tailor CBT may better 

serve the mental health needs of marginalized populations (Hofmann, 2006; Iwamasa 

& Hays, 2019). The current workshop focuses on the adaptation of traditional cogni-

tive behavioral treatments for anxiety with specific examples of how we have integrated 

multicultural principles and traditional CBTs for anxiety to better serve individuals from 

marginalized backgrounds. This workshop will present some background and basic skills 

of applying multicultural principles in therapy and the culturally sensitive adaption of 

traditional cognitive behavioral treatments for people of color with anxiety. Specifically, 

the workshop will draw heavily from our experience treating people of color with anxiety 

and the integration of multicultural principles and culturally responsive adaptations of 

cognitive restructuring, exposure, as well as mindfulness and acceptance approaches.

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

•  Describe the theory and research that support the integration of multicultural-

ism and CBT in the treatment of people of color experiencing anxiety.

•  Articulate and understand how specific stressors often impact the development, 

course, and treatment of people of color experiencing anxiety.

•  Learn specific skills through case presentations from our work to highlight the 

ways that cognitive behavioral therapies can be adapted to better serve clients 

from marginalized backgrounds.

Recommended Readings: Graham-LoPresti, J., Gautier, S., Sorenson, S., Hayes-Skelton, 

S. (2017). Culturally sensitive adaptations to evidence-based cognitive behavioral treat-



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ment for social anxiety disorder: A case paper. Cognitive and Behavioral Practice, 24,459-



471.Iwamasa, G., Regan, S., Sorocco, K. (2019). Culturally responsive cognitive behavioral 

therapy clinical supervision. In: Culturally responsive cognitive behavior therapy: Practice 

and supervision., 2nd ed. Iwamasa, Gayle Y. (Ed); Hays, Pamela A. (Ed); Publisher: Amer-

ican Psychological Association; 2019, pp. 317-332Harrell, Shelly. (2000). A multidimen-

sional conceptualization of racism-related stress: Implications for the well-being of people 

of color. American Journal of Orthopsychiatry, 70,42-57.



4:30 p m  – 6:00 p m 

A702, Atrium Level

Panel Discussion 9

CBT in the Media: Strategies for Communicating 

Cognitive Behavioral Science Effectively

m

oderators



Ilana Seager van Dyk, M.A., The Ohio State University

 

Gwilym Roddick, DSW, LCSW, The Ross Center

P

anelists




Jonathan S. Abramowitz, Ph.D., University of North Carolina at 

Chapel Hill

 

Simon A. Rego, ABPP, Psy.D., Montefiore Medical Center/

Albert Einstein College of Medicine

 

L. Kevin Chapman, Ph.D., Private Practice

 

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

 

Carol Cassidy, M.A., Rutgers School of Social Work; New York 

University; MotherLion Media;



Earn 1 5 continuing education credits

Primary Category: Professional/ Interprofessional Issues

Key Words: Professional Issues, Career Development, Dissemination

What is a sound bite? What does “off-the-record” mean and how is it different from 

“on background”? Who do I look at in a TV interview and how can I avoid mislead-

ing headlines? Many scientists and clinicians may avoid speaking with journalists about 

their work for fear of their work being taken out of context or being quoted as saying 

something they did not mean. However, in order to extend the social impact of cognitive 

behavioral science, it is critical that mental health professionals learn how to disseminate 

evidence-based research and practice in the media. Increasing our media presence will 

enable the broader public to make informed treatment choices, enhance the likelihood 

that public policy is guided by science, and help shape the public discourse around men-

tal health. In this panel discussion, organized by ABCT’s Public Education and Media 

Dissemination Committee, expert clinicians, researchers, and media professionals will 

share their wisdom about how to speak effectively with the media, while maintaining the 

standards and ethics of evidence-based research and practice. This panel will discuss how 



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to maintain our professional values, while also promoting our work to the public. Specif-



ically, they will elucidate terminology specific to each type of media and provide guidance 

on how to prepare for different types of media interviews (e.g., newspaper, radio, TV). The 

panel will discuss ways to maximize the impact of your message during an interview and 

teach attendees how to translate abstract concepts into concrete examples and metaphors 

that are both media-ready and scholarly. The panel will also discuss effective strategies for 

talking about controversial topics (e.g., mass shootings).



4:30 p m  – 6:00 p m 

Imperial Ballroom B, Marquis Level

Panel Discussion 10

Community Violence: Promoting Change by Bridging 

Science, Training, Policy, and Practice

m

oderator



:  Tommy Chou, M.S., Florida International University

P

anelists





Marc S. Atkins, Ph.D., University of Illinois at Chicago

 

Sonya Dinizulu, Ph.D., Department of Psychiatry & Behavioral 

Neuroscience, University of Chicago

 

Stacy Frazier, Ph.D., Florida International University

 

Michael A. Lindsey, M.P.H., Ph.D., MSW, Silver School of 

Social Work, New York University;

 

Greta Massetti, Ph.D., Center for Disease Control and 

Prevention Division of Violence Prevention



Earn 1 5 continuing education credits

Primary Category: Violence / Aggression

Key Words: Community-Based, Public Health, Vulnerable Populations

Community violence exposure (CVE) endangers the physical safety and wellbeing of 

youth across the country (Kennedy & Ceballo, 2014). Further, CVE disproportionately 

impacts families in urban settings, communities of color, and those with high rates of 

poverty (Stein et al., 2003). Adjacent literature describes the array of risk factors conferred 

on youth living in poverty (Yoshikawa et al., 2012), and indicates drastic mental healthcare 

disparities for members of ethnic and racial minorities (Cook et al., 2017), highlighting 

compounding effects of context. Considerations for violence prevention and post-CVE 

intervention are equally complex, as targets for change exist at the community, family, and 

individual levels (Dinizulu et al., 2014; Foster & Brooks-Gunn, 2009; Hernandez-Cordero 

et al., 2011).

This panel aims to take a stepwise approach to discussing the exponentially complex 

phenomenon of CVE, following the guidance of Desmond Tutu (“There is only one way 

to eat an elephant – one bite at a time”). Panelists will (1) review the context and current 

conceptualization of CVE; (2) examine ongoing and potential avenues for change at the 


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national, neighborhood, family, and individual levels; and (3) explore implications for 



graduate and early career training. Invited speakers represent experience in consultation 

and academic-community partnership at local (e.g., Chicago, Miami, New York), state, 

and national levels. Moreover, speakers bring extensive expertise in community-engaged 

mental health intervention and services research with urban communities (Atkins); medi-

ators and moderators of the relationship between CVE and youth outcomes (Dinizulu); 

dissemination, implementation, and services research training for doctoral students, in-

terns, and junior investigators (Frazier); poverty research and policy (Lindsey); and nation-

wide violence prevention efforts led by the Center for Disease Control and Prevention 

(Massetti).

4:30 p m  – 6:00 p m 

M304, Marquis Level

Panel Discussion 11

Research Recruitment Strategies For ‘Hard to Reach’ 

Populations: A Panel to Share Lessons Learned and 

Tangible Takeaways

m

oderator



:  Lanay M. Mudd, Ph.D., National Center for Complementary 

and Integrative Health at NIH

P

anelists




Lisa Uebelacker, Ph.D., Brown University & Butler Hospital

 

Jennifer L. Huberty, Ph.D., Arizona State University

 

Lauren Weinstock, Ph.D., Brown University & Butler Hospital

Earn 1 5 continuing education credits

Primary Category: Research Methods and Statistics

Key Words: Clinical Trial, Research Methods

Recruitment to research studies can be a difficult and daunting task. There are poten-

tial scientific, ethical, and funding implications if anticipated recruitment is not achieved. 

However, research suggests a majority of trials do not reach their planned enrollment on 

time.  Recruitment can be particularly challenging in “hard-to-reach” populations – i.e., 

people with conditions of relatively low prevalence in the general population, vulnerable 

populations, people who are particularly hesitant to participate in research for various 

reasons, or who experience other barriers to participation. However, in order for research 

to have an impact on real-world populations, hard to reach populations must be included 

as partners in research.  The purpose of this panel is to share strategies used to recruit hard 

to reach populations. Panelists will draw on examples from their own NIH-funded work 

with people with chronic medical conditions such as HIV, chronic pain, or blood cancer; 

people in medication-assisted treatment for opioid use disorder; people with serious men-

tal illness or who are at high risk for suicide; depressed pregnant women and women who 

have experienced stillbirth; adolescents; and incarcerated individuals. We will provide our 

own lessons learned and offer tangible ways in which to recruit for future studies. We will 



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discuss community-based recruitment, clinic-based recruitment, and use of social media.  



We will also discuss the importance of monitoring and evaluating different recruitment 

strategies. The moderator will reflect on these topics from the perspective of an NIH 

program officer. Following an initial presentation, there will be a facilitated discussion 

related to recruitment.



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