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<p class="MsoNormal">The Ballmer Institute for Children’s Behavioral
Health and
College of Education invite you to attend the colloquium by
open-rank tenure
track faculty candidate, Dr. Sarah Kate Bearman</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Date & time: <b>Thurs. 12/14 @
10am-11:30am (PST)</b></p>
<p class="MsoNormal">Zoom link: <a href="https://uoregon.zoom.us/j/94617877113?pwd=RFJ6MXp2QjR5dlV6dUpNTEpoOVJ5Zz09" class="moz-txt-link-freetext">https://uoregon.zoom.us/j/94617877113?pwd=RFJ6MXp2QjR5dlV6dUpNTEpoOVJ5Zz09</a></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><b style="mso-bidi-font-weight:normal">Colloquium
Title</b>:
Leveraging the Science and Practice of Mental Health Services to
Improve Care
for Youths and Families in Routine Care Settings</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><b style="mso-bidi-font-weight:normal">Colloquium
Abstract</b>:
Despite decades of promising mental health intervention
development and
testing, scientifically supported interventions (“evidence-based
interventions”
or EBIs) have largely failed to permeate routine care for children
and
adolescents (hereafter, youths)<sup>1-,3</sup>. Most youths in
need of services
will never receive them; among those who do, more than half fail
to improve or
worsen during an episode of care<sup>4,5</sup>.<span style="mso-spacerun:yes">
</span>Fundamental mismatches between mental health intervention
science and routine
practice underlie many of the challenges to effective mental
health care
services for youths and families. My program of research explores
the content,
processes, and contexts of youth mental health services to
identify levers for
improvement. In this talk, I will describe community-engaged
approaches to
intervention development and testing, observational coding to
identify patterns
and processes of mental health practice and consideration of the
supportive
scaffolding that may enhance treatment effectiveness and
sustainability with a
diverse workforce. Current work, future directions, and approaches
to mentoring
and collaboration will also be described.</p>
<p class="MsoNormal"> </p>
<b style="mso-bidi-font-weight:normal"><span style="font-size:12.0pt;
font-family:"Calibri",sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;
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mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">Candidate
Bio:</span></b><span style="font-size:12.0pt;font-family:"Calibri",sans-serif;
mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:
minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;mso-ansi-language:EN-US;mso-fareast-language:
EN-US;mso-bidi-language:AR-SA"> Dr. Sarah Kate Bearman is an associate
professor in the Department of Educational Psychology at the
University of
Texas at Austin and the director of the LEAP (Leveraging Evidence
and Advancing
Practice) Lab. She is the director of the combined School/Clinical
Child
Psychology program and holds an appointment in the Department of
Psychiatry at
Dell Medical School. Dr. Bearman’s research focuses on the
effectiveness and
implementation of empirically supported mental health practices
for youths and
families in resource-limited settings. She works in partnership
with community
stakeholders to adapt, develop, and support interventions that are
effective, user-friendly,
accessible, and sustainable in places where children and families
receive
services. She is the co-author of the treatment manual,<i> Principle-Guided
Psychotherapy for Children and Adolescents: The FIRST Program
for Behavioral
and Emotional Problems</i> (Weisz & Bearman, 2020) and has
led a
number of studies testing mental health interventions for youth in
schools
(Bearman, Bailin, Rodriguez & Bellevue, 2020), clinics (Weisz,
Bearman,
Santucci & Jensen-Doss, 2017), pediatric primary care (Bailin
&
Bearman, 2022), and with peer-support services (Bearman, Jamison,
Lopez, Baker
& Sanchez, 2022; Jamison et al., 2023). She also studies how
clinical training
and consultation can best support therapist competency (Bearman,
Schneiderman
& Zoloth, 2017), and how this might be leveraged in routine
care settings
(Bailin & Bearman, 2021). Her research has been supported by
federal agencies
and foundations including the National Institute of Mental Health,
the
Department of Education, the Annie E. Casey Foundation, and the
National
Alliance for Mental Illness. She provides training and clinical
consultation in
the treatment of anxiety, OCD, depression, disruptive conduct, and
traumatic
stress to diverse front-line providers across settings.</span>
<p>
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