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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" moz-do-not-send="true">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;
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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;
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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>
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