the Behavior Therapist - ABCT Services

the Behavior TherapistI S S N 0 2 7 8 - 8 4 0 3

VOLUME 39, NO. 6 • SEPTEMBER 2016

[continued on p. 195]

RESEARCH-TRAINING LINKS

The UndergraduateResearcher:Why,When,andHow to CollaborateWith Your StudentsJerusha B. Detweiler-Bedell,Lewis & Clark College

Jamie S. Bodenlos,Hobart andWilliam Smith Colleges

Dara G. Friedman-Wheeler,Goucher College

PSYCHOLOGY IS DESCRIBED as a discipline thatlends itself particularly well to involving under-graduates in research, and this “proud tradi-tion” gives psychologymajors a “distinct advan-tage” over students in other majors (Anderson,Bonds-Raacke & Raacke, 2015). The AmericanPsychological Association (APA)’s FAQ docu-ment about precollege and undergraduate edu-cation addresses the question: “How can I findthe ‘best’ undergraduate psychology program?”with a two-part answer. First, prospective stu-dents should assess if they will feel comfortablein the psychology department; that is, fit mat-tersmore than the department’s ranking or size.Second, the APA emphasizes that prospectivestudents (especially those interested in attend-ing graduate school) should look at the extenttowhich there are opportunities to conduct andpresent research in collaboration with faculty(http://www.apa.org/ed/precollege/about/faq.aspx). Psychology remains a top-10major, bothin terms of actual student enrollment (Stock-well, 2014) and in terms of recommendations tostudents and their families from sources such as

September • 2016 193

Contents

Research-Training LinksJerusha B. Detweiler-Bedell, Jamie S. Bodenlos,Dara G. Friedman-WheelerThe Undergraduate Researcher: Why,When, and Howto CollaborateWith Your Students • 193

Institutional SettingsMelissa J. Zielinski, Marie E. Karlsson, Ana J. BridgesAdapting Evidence-Based Trauma Treatment for IncarceratedWomen: AModel for Implementing Exposure-Based GroupTherapy and Considerations for Practitioners • 205

Science ForumDavid C. Schwebel and Barbara A.MorrongielloMusings on Developoing Research Ideas • 211

Convention 2016Rebecca B. Skolnick, Lisa Napolitano, Ilana Luft, Jeneane SolzABCT 2016: Getting Into a New York, Empire Stateof Mind • 213

Classifieds • 217

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HOW TO CO L L A BORA T E W I T H YOUR S T UD EN T S


the Princeton Review (Franek; www.princetonreview.com/college-advice/top-ten-college-majors). Both prospective stu-dents and their parents are more routinelyassessing a school’s worth based on stu-dents’ potential to collaborate, present, andpublish with their faculty mentors.

The benefits undergraduates experienceby engaging in scholarly activity are multi-faceted. Research experiences serve toenhance students’ mastery of content aswell as their critical thinking, problem solv-ing, communication, and technical skills.In addition, close mentoring by facultyserves to increase retention, classroomper-formance, graduation rates, and accep-tance into graduate and professionalschools, especially for those from tradition-ally underrepresented groups (see Osborn& Karukstis, 2009, for a review). Studentsgrow from these experiences both person-ally and professionally, resulting in a com-petitive advantage after graduation.Employers value highly the type of knowl-edge and skills that are closely associatedwith an undergraduate research experience(Hart, 2013). Among the most importantconsiderations employers report makingwhen deciding whether or not to hire agraduate are ethics, intercultural skills, andcapacity for professional development(Hart, p. 6). In the same survey, the learn-ing outcomes identified by two-thirds ormore of employers as needing to beemphasized more strongly by collegeswere:

• Critical thinking and analyticalreasoning skills

• The ability to analyze and solvecomplex problems

• The ability to effectively communi-cate orally

• The ability to effectively communi-cate in writing

• The ability to apply knowledge andskills to real-world settings

• The ability to locate, organize, andevaluate information frommultiplesources

• The ability to innovate and becreative

• Teamwork skills and the ability tocollaborate with others in diversegroup settings (p. 8)

There is no doubt in our minds thatparticipating in an undergraduate researchexperience is an ideal way for our studentsto achieve each of these learning outcomes.

Certainly not all research experiencesare equal, and there are a number of excel-

lent sources of information for those whowish to learn more about characteristics ofsuccessful research collaborations withundergraduates. In particular, we directyou to the Council on UndergraduateResearch (CUR.org), an organization thathas devoted extensive time and resourcesover the last few decades to the support anddissemination of best practices in under-graduate research. In 2012 CUR publisheda guide for institutions wishing to “build,evaluate, and maintain robust, productive,meaningful, and sustainable undergradu-ate research programs” (Hensel, 2012, p. 2).This guide provides concrete examples ofsuccessful incorporation of undergraduateresearch into colleges and universities.Highlights from these successful programsinclude: strong institutional support, pro-fessional development opportunities, fund-ing, assessment, and strategic planning.

When mentors are able to apply bestpractices in undergraduate research, thebenefits for students are numerous, but towhat extent does the mentor benefit fromthis type of collaborative work? And whatmodel should mentors use for engagingpsychology students in the researchprocess? In this paper we describe themany benefits for mentors and provideexamples of how to organize undergradu-ate research experiences. In doing so, weillustrate how no single model of student-faculty collaboration is necessarily betterthan another. Our experiences and those ofcolleagues suggest that honors theses,involvement in a professor’s research lab,and extensions of class projects can all behighly successful models. We end our dis-cussion by exploring the challenges andopportunities that arise from faculty-stu-dent research collaborations in clinical psy-chology. Our overall aim is to provide con-crete guidance for those wishing to adopt,grow, and improve upon their research col-laborations with undergraduates.

WhyMentor Undergraduates?We argue that mentoring undergradu-

ates in research is beneficial to individualsacross all career stages (e.g., graduate stu-dents, new faculty members, establishedprofessors) and from all types of institu-tions (e.g., small liberal arts colleges, R1institutions, community colleges). Gradu-ate students and postdoctoral fellows arebusy building up their vitae and complet-ing major milestones in their training. Forthose of you at this career stage, there are avariety of ways mentoring undergraduatestudents on research can help you move

forward in your scholarship. First, workingwith undergraduate students can give youthe opportunity to obtain experience inmentoring and teaching. This skill is espe-cially valuable for those considering acareer in academia and can be particularlyuseful for graduate students who do nothave the opportunity to do formal class-room teaching as a part of their training.Second, as graduate students are pursuingtheir own research projects via a master’sthesis and/or doctoral dissertation, under-graduates can play a crucial role in helpingcomplete the project. For example, becausedoctoral students in clinical psychologymust complete a full-year internship,having undergraduates help advance theproject (e.g., through collecting data) canbe beneficial, especially if the internshipsite is distant from the home institution.

During a postdoctoral fellowship, youmay be busy working on your mentor’sresearch, which may have the unfortunateside effect of bringing your own research toa halt. Therefore, it may be helpful torecruit an undergraduate research assistantto help finish up a project from graduateschool or get your dissertation published.Given the limited resources that graduatestudents and postdocs typically have,undergraduate researchers are an inexpen-sive resource to support your research pro-gram. Last, by mentoring undergraduateseither as a graduate student or postdoc, youwill solidify your knowledge and skills inyour area of expertise. A long-held theoryin education is that teaching enhancesone’s learning of material. Learning byteaching is used in a variety of educationalsettings with much success (Fiorella &Mayer, 2013; Rohrbec, Ginsburg-Block,Fantuzzo & Miller, 2003). In consideringthis philosophy, mentoring undergradu-ates gives graduate and postdoctoraltrainees an opportunity to enhance theirown learning and mastery of the researchprocess.

Early-career faculty members benefitgreatly from the help of undergraduateresearchers as they begin work full-time inacademia. Of course it is essential to con-sider carefully the requirements for tenureand promotion as you set goals for yourresearch laboratory. Depending on whattype of position you are in (e.g., 4-year col-lege, R1 university), there are a variety ofpotential distractions that can undermineyour intention to begin a program ofresearch at a new institution. In many 4-year colleges, faculty are tasked with heavyteaching loads, some or all of which can benew teaching preparations for the faculty

196 the Behavior Therapist

D E TW E I L E R - B E D E L L E T A L .

member. By the second year, when theteaching becomes a little easier, youmay beexpected to take on academic advisingand/or some level of departmental or col-lege-wide service activities. Faculty mem-bers at R1 institutions or those workingwithin a graduate program often are bal-ancing teaching, mentoring graduate stu-dents, and applying for external funds.Unless you hit the ground running withyour research, these responsibilities cancontribute to a delay in getting one’sresearch fully under way.

As you consider ways to incorporateundergraduate researchers into your labo-ratory early on in your career, you will findyourself having to carefully plan and orga-nize where your research is going, askingquestions such as: What are the major the-oretical questions guiding my research?What are my next studies?What resourcesdo I need to support my work? Whatpapers do I need to write? Are there grantdeadlines approaching? Answering thesequestions will help to clarify how and towhat extent undergraduates will helpmoveyour research forward. Given how long itcan take from idea inception to article pub-lication, research productivity in the earlyyears of your career is often crucial indetermining your success in the tenureprocess. In addition to helping with theproductivity of your research lab, mentor-ing undergraduates in researchmay in andof itself be looked upon favorably at thetime of your tenure review. Although theweight given to mentoring varies depend-ing on expectations at your institution,providing opportunities for undergradu-ates to be part of a research project couldhelp you at the time of review, especially ifyou demonstrate that collaboration withstudents leads to co-authored conferencepresentations or publications.

After tenure and promotion, mid-career or senior faculty may find thatundergraduate researchers help them con-tinue a program of research or explore newareas of interest. We find that the energyand creativity of undergraduate collabora-tors can provide the fuel necessary tolaunch that next study or consider takingon a new research question. For facultywho no longer have start-up funds to sup-port their work, undergraduates can offerassistance at little to no monetary cost.Depending on your academic setting, com-munity-based research may become morefeasible in the later stages of your career,and this could provide students withopportunities to work with populationsthey otherwise would not encounter. After

tenure, faculty also may have greater free-dom to start more involved projects (e.g.,longitudinal designs) and to superviseresearch thatmay not result in publications(e.g., independent studies or honorstheses). Finally, some faculty may findthemselves pursuing the scholarship ofteaching and learning later in their career,and undergraduate collaborators can pro-vide excellent guidance in helping to shapethese research ideas. Whatever stage youare at in your career, it is important to con-sider what your research goals are and howundergraduate researchers can helpadvance your work.

Identifying Strong ResearchCollaborators

Wehave touched on themany potentialbenefits that mentors experience acrosstheir careers when they engage in collabo-rative research with undergraduates, but anumber of questions remain. For example,when and how should undergraduates beidentified as potential collaborators? Whatkind of structure should the mentordevelop in order to maximize the benefitsto both the student(s) and the program ofresearch? Our own answers to these ques-tions vary, and excellent student collabora-tors can be found across a range of settings.Sometimes they are students taking anadvanced lab-based class in the psychologymajor, but other times they are nonmajorstakingAbnormal Psychology as an elective.Sometimes they will approach you, butother times you will benefit from widelypromoting the opportunity and using aformal application to recruit potentialresearchers. Once you identify student col-laborators, it is important to develop anintentional structure to help shape the stu-dents’ experiences doing research, keepingin mind that the structure that best suitsyour own needs may change over time andacross circumstances.

In considering the question of when torecruit undergraduate research students,think back to the first psychology researchexperience you had. One of us rememberstaking Abnormal Psychology in the fall ofher sophomore year. On an otherwise ordi-nary day the professor (the late SusanNolen-Hoeksema) announced that shewaslooking for research assistants to help col-lect data for a project involving interviewsof depressed women and observations oftheir family interactions. It took somecourage to apply, but it didn’t take long forthe importance of the experience to be real-ized. This simple opportunity led directly

to additional research experiences and—eventually—a thesis, which led next to adesire to attend graduate school and laterto a career as a teacher-scholar that is stillgrounded in this formative exposure topsychological science. But not all studentswill have the courage to seek out facultymentors (even if they are invited to do so).Therefore, careful attention to a few keycharacteristics will help you identify stu-dents who have the potential to be strongcollaborators. First, the obvious: if the stu-dent is in your class, look for excellent per-formance on graded material. Also look attheway they engagewith the classmaterial.Do they turn in their work on time?Appearto bewell organized and attentive through-out your lectures? Ask questions orapproach you after class? That said, someof the best research students may start offas more introverted or as less experiencedwith approaching a professor one-on-one;so how (beyond more objective measuresof their performance) do you identifythem?

We have found that creating a writtenapplication for potential research assistantsis one way to broaden your pool of poten-tial student collaborators. You can invitespecific students to apply and/or create ageneral call for applications. The type ofapplication you construct should be tai-lored to your own needs. In Table 1 we lista number of sample questions we havefound useful in our own work. Students’answers to these application questions canbe illuminating, but we leave it up to you todetermine what type of student response ismost appropriate for your purposes. Forexample, a desire to attend graduate schoolis not necessarily a critical ingredient for asuccessful research collaboration. Somevery strong students (especially those fromless advantaged backgrounds)may not rec-ognize that graduate school is a possibilityfor them until after they conduct collabo-rative research. Andmany excellent under-graduate researchers go on to fieldsinformed by (but not directly related to)psychological research, such as education,public policy, consulting, law, ormedicine.We typically follow up on thewritten appli-cation with an in-person interview for asubset of applicants, where we can betterdiscern who is the best fit for the researchteam. It alsomay be helpful to ask for refer-ences from other faculty, especially if youhave not had extensive experience with thestudent in your own classroom.

Of course the application process can befallible. Identifying the “right” undergradu-ates to work with can be a challenge (espe-


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cially if you are recruiting first- or second-year students), and it may make sense towait until students are further along intheir coursework. For example, your confi-dence in a student’s potential success as aresearch collaborator will be greater afteryou observe his or her performance inclasses such as statistics and researchmeth-ods. And sometimes you will be spared thework of “finding” student collaboratorsbecause they find you first. Thismay be thecase when students approach you to super-vise their honors theses or independent

studies. Word-of-mouth from studentsalready engaged in research also may leadyou to new research assistants.

Structuring the Research ExperienceOnce you have decided to begin a col-

laboration with one or more undergradu-ates, how should you organize the researchexperience for them? Successfulmodels forundergraduate research in psychology takemany forms, and for concrete guidanceacross a wide range of institutional con-texts and scholarly foci, we recommend

Miller, Rycek, and colleagues’ 2008 editede-book, Developing, Promoting, and Sus-taining the Undergraduate Research Expe-rience in Psychology (http://teachpsych.org/Resources/Documents/ebooks/ur2008.pdf). A common model is to create a one-on-one mentoring relationship with a stu-dent who is working on his or her honors(or senior) thesis or independent study.Institutions differ in how they allocatecredit (for the faculty mentor as well as forthe student) for such activities. Some mayhave organized, classroom-based experi-ences for thesis students. Other institutionsmay view supervision of student theses aspart of the faculty member’s advising orservice duties. Although it is important towork within the structure of your owndepartment’s norms, a one-on-one men-toring relationship benefits from clearexpectations about issues such as the extentto which the student’s topic should berelated to your own expertise, key dead-lines (e.g., the timing of InstitutionalReview Board approval), and plans foreventual authorship of presentations andpapers. Some institutions preclude a team-based approach to student theses in orderto maintain the “independent” nature ofthe student’s work, but if the situationallows, consider recruiting one or twomore junior students to assist with somepart of this work (e.g., data collection).

We believe it is important to impart tostudents the reality that psychologicalresearch is typically done in collaborationwith others. Indeed, students are morelikely to hit the ground running on a thesisif they are able to draw on the experiencesthey had of assisting one of their peers inresearch. Similarly, students who decide todo a thesis after conducting research as partof a team may have clearer expectationsabout the process and are better able to beautonomous (or nearly autonomous) withrespect to conducting their thesis research.For example, one of us mentored a studentwho had served on a research team previ-ously and who, for her thesis, decided toconduct a mediational analysis. She inde-pendently determined which analysisapproach was appropriate, conducted andinterpreted the data, and (to the surpriseand delight of her thesis director) arrived atthe next advising meeting with her resultsin hand.

The one-on-one mentoring experiencecan result in a number of benefits for thestudent and his or her advisor, yet many ofus also look for opportunities to have agreater number of students working collab-oratively on our own lines of research. In

Application Questions

Academic preparation:How many semesters of college have you completed? What is your major or intendedmajor?What psychology courses have you taken? (May ask explicitly about courses of particu-lar relevance to the faculty advisor’s research)How have [particular classes] shaped your understanding of the research process andyour interest in psychology?In what ways have your previous experiences (inside or outside of the classroom) pre-pared you for participation in a psychology research lab?What gaps do you have in your preparation for participation in a psychology researchexperience? That is, where do you need further mentoring and how would you like togrow through this experience?

Grades:What is your overall GPA so far in college? What is your major GPA (if applicable)?What grades have you received in psychology and laboratory-based classes? (May namecourses of particular relevance to the faculty advisor’s research)

Future plans:What do you see yourself doing immediately after college? Ten years after graduation?To what extent do you imagine applying your undergraduate research experience? Forexample, do you anticipate going to graduate school in psychology or a related field?

Interests:Please tell me a little about your interest in my research and/or in psychology research ingeneral.What college classes have you enjoyed the most? The least? Why?What co/extra-curricular experiences are you currently involved in?

Personal characteristics:How would your professors describe you?What are your academic and interpersonal strengths?In what ways do you wish to grow both academically and interpersonally?Lab-based experiences require a fair amount of initiative and autonomy, as well as goodteamwork skills. How organized and responsible are you? How well do you work withothers? How is your attention to detail? Please give examples and evidence (from pro-jects you’ve worked on, jobs you’ve held, etc.)

Other materials you might request:

Transcript, Resume or CV, Letters of Recommendation, Writing Sample (perhaps anAPA-style empirical paper)

Note. These are examples of questions we use in recruiting research team members. Somemay represent “criteria” for being a part of a research team; others may simply serve asbackground information.

Table 1. Application Questions for Recruiting Undergraduate Researchers


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addition, many eager students may wish toconduct research with you, and if yourinstitution does not give credit for super-vising multiple students’ independentstudies, it may be too cumbersome to startnumerous separate projects andmeet indi-vidually with each research student weekly.So how can researchers best incorporate alarger number of undergraduates into aresearch lab environment?

In order to best capitalize on students’energy, creativity, and time, we recom-mend envisioning a team-based structurefor your research lab and introducing thisstructure to new recruits during the appli-cation process. We are fortunate that psy-chological research is rarely done in isola-tion, as there are many benefits towell-designed team-based collaborations.1For a group to make productive and coor-dinated progress toward an outcome, we

recommend having one or more teams ofapproximately three students each. A teamof three is less prone to diffusion of respon-sibility, yet it contains the criticalmass nec-essary for the students to cultivate a sharedvision and collective ownership of theresearch program.2 One model that lendsitself particularly well to supporting thelongevity of a project is one in which morejunior students are grouped with experi-enced peers (Detweiler-Bedell &Detweiler-Bedell, 2004; 2007). Thisapproach involves intentionally creating ateam of undergraduate researchers, wherea student new to psychology (the teamassistant) is grouped with a mid-level psy-chology major (the team associate) and aresearch team leader (a senior psychologymajor with past experience in the facultyadvisor’s research lab). This type of lad-dered, team-based model allows the teamleader to mentor the less experienced stu-dents, and it creates an opportunity forcontinuity in the lab over time. Many teamassistants continue to be active in theresearch lab year-to-year, and they canadvance to the team associate role and (intheir senior year) the team leader position.In some cases, the facultymentormaywishto communicate concrete expectationsabout the responsibilities associated witheach student’s role in advance; an exampleof how the various duties are described inone of our labs can be found in Table 2(from Detweiler-Bedell, Detweiler-Bedell& Eldred-Skemp, 2010). In other cases, itmay be useful for the faculty mentor to seewhich students gravitate toward particulartasks and to allow more fluidity in roles,thus ensuring that thementor’s own expec-tations do not limit students in their activ-ities or in their sense of ownership of theprojects.

We find that the laddered team model(that is, grouping more junior studentswith experienced peers) adds a number ofefficiencies for the faculty advisor as well.The advisor can spend the bulk of his or hertime mentoring the senior student, who inturn shares this knowledge and expertisewith the other members of the team. Wehave found that having half-a-dozen stu-dents in the lab feels unwieldy if the burdenofmentoring lies solely on the shoulders ofthe faculty advisor. But if the mentoringresponsibility is shared with one or twosenior students, the productivity of the labincreases without a proportional increaseof time on the part of the advisor. Ofcourse, it is not always possible to structurethe research team so that it has an advancedstudent supervising the work of one or


Role

TimeCommitment

Class Standing

Tasks

8-10 hours/week

Note. From Detweiler-Bedell, J. B., Detweiler-Bedell, B., & Eldred-Skemp, N. (Spring 2010).Establishing the flow of collaborative research. Eye on Psi Chi, 18-22. Used with permission.

First year & sopho-mores new to psy-chology

- Attend weekly lab& team meetings- Become trainedin how to conductliterature searches,design surveys, &run experiments- Read relevantbackground litera-ture- Assist in designof experimentalmaterials- Help run experi-ments- Present researchto lab- Assist with con-ference presentationpreparation

- Attend weekly lab& team meetings- Mentor teamassistant- Collect and readrelevant backgroundliterature- Design experi-mental materials- Run experiments- Assist with IRBapplications & dataanalysis- Present researchto lab- Assist with con-ference presentationpreparation

- Attend weeklylab, team, supervi-sory, & leadershipmeetings- Mentor assis-tant & associate;integrate teammembers’ efforts- Organize &oversee daily oper-ations: choice ofbackground litera-ture, experimentaldesign, IRB appli-cations, data col-lection & analysis- Present researchto lab- Lead conferencepresentationpreparation- Assist mentorwith manuscriptwriting

Advanced sopho-more, junior &senior psychologystudents

Senior psychologystudents who arebeteran lab mem-bers

8-10 hours/week 12-14 hours/week

Team Assistant Team Associate Team Leader

Table 2. Potential Structure of a Three-Person Research Team

1In addition to the pragmatic benefits mentioned here, the authors wish to note that they oftenfind these group collaborations to be a tremendous amount of fun, involving a great deal oflaughter and camaraderie.2For an extensive discussion of team-based research with psychology undergraduates, we referyou to Detweiler-Bedell & Detweiler-Bedell’s (2013) book,Doing Collaborative Research in Psy-chology: A Team-Based Guide.



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more junior students. The benefits of peer-to-peer mentoring also are realized inteams where seniority is held constant butspecific expertise is variable. For example,one student researcher may have greaterconfidence in statistical analyses or designwhereas another is especially adept at orga-nization and attention to detail. No matterthe structure you choose, be aware thatwhat works best may change as studentpopulations shift, as the needs of your pro-ject evolve, and as your own experience inmentoring develops.3

Involving Students in Every Phaseof the Research Project

Just as methods of structuring aresearch lab vary from one mentor toanother, so too do the expectations aboutthe research process itself vary from onestudent to another. Oftentimes undergrad-uates think “doing research”means collect-ing data from participants in the researchlab. As a result, some faculty (especiallynewer ones) may feel pressured to havestudies in the data collection phase beforetaking on students. Although lab-based

data collection is certainly a valuable expe-rience, undergraduate students can beinvolved in multiple phases of most typesof research projects. It is up to the mentorto structure these experiences and to com-municate the importance of each phase totheir students. For example, undergraduatecollaborators can conduct literaturesearches, create annotated bibliographies,and manage references. They can beinvolved in the development of theresearch questions, the selection of relevantmeasures, and the preparation of docu-ments for Institutional Review Boardreview. They can collect pilot data in thelab, even if the final version of the studywillbe conducted online. In addition, they canhelp manage participant databases andonline surveys.

In some cases the faculty mentor mayspend a great deal of time training a cohort

of undergraduate assistants to code partic-ipant data or to conduct diagnostic inter-views with a clinical sample. For certaintypes of research projects, however, it maynot be appropriate for undergraduate stu-dents to interact directly with participants(e.g., theymay not have the training neces-sary to assess the severity of self-injuriousbehaviors). However, there are other waysthey can be involved in the data collectionphase of clinically relevant projects. Under-graduate students can prepare materials,schedule participants, enter, manage, andclean data, and conduct some of the initialanalyses in collaboration with you (or agraduate student or postdoc, if you haveone). Finally, undergraduate students canwrite poster abstracts and draft portions ofthe manuscript (such as the methods sec-tions, which can be done during or evenbefore data collection). You may find that

Although a detailed discussion of best practices in creating and supporting research teams isbeyond the scope of this paper, cultivation of interpersonal skills and diversification of teammembership are critical; both factors are positively related to the productivity and quality of ateam’s work (see Cheruvelil et al., 2014, for a review).

3



mentoring your undergraduates in the“reporting” phase of research takes morework for you than writing the manuscriptor drafting the poster abstract yourself;however, this type of close mentoring isenormously valuable to students. If con-tributing to the manuscript appears out ofreach for them (or if timing is tight), youmight draft the documents yourself andthen ask research students for feedback as away of involving them in the process andgaining valuable input on your work. Becareful about assuming something is out ofreach, though—you may be surprised atwhat your undergraduates can do whengiven the opportunity.

Because studentsmay view some phasesof research to be less exciting than others,we suggest making explicit why and howeach of these phases is a critical part of theprocess. We typically encourage studentsto stay on a research team for more thanone semester (or year). A multisemesterexperience can allow them to be there fornumerous phases of the project. In addi-tion, having students participate for morethan one semester is good for the mainte-nance of the team, especially if you adopt amodel where advanced students mentortheir more junior team members. Thatsaid, students inevitably come and go in aresearch team (studying abroad, graduat-ing), and their tenure on the teammay notspan all phases of the project. It may be inyour best interest (as well as that of the stu-dents) to have multiple projects (or sub-projects) going at once, reflecting morethan one stage of the research process.Doing so allows you to make good use oftime when, for example, a manuscript isunder review. It also makes it more likelythat there will be undergraduate-appropri-ate tasks at any givenmoment. Admittedly,there is a trade-off between the number ofstudies undertaken at one time and the rateof progress on any given project, but thistoo becomes an issue of balance.

One question many mentors grapplewith is the extent to which student collabo-rators should serve as co-authors on pre-sentations and publications. An under-graduate’s research experience is mademore impactful by virtue of having pre-sented and published peer-reviewed work(Anderson et al., 2015), but depending onstudents’ roles and contributions, it may ormay not be appropriate to include them asco-authors. The nature and extent of a par-ticular student’s involvement in a projectcan vary widely, and in keeping with thestandards of the APA (2009), studentsshould be granted authorship if they make

“substantial contributions” to the project.This does not necessarily mean studentsneed to have generated the research ques-tion or even contributed to study design(thoughmaybe they did!). Substantive con-tributions can be made in all phases of theresearch project, including interpretingand reporting results. In practice, it is oftenthe case that authorship on posters is han-dled somewhatmore liberally than author-ship on papers. Importantly, your studentsmay not know when they do or do notmerit authorship; it is your job as a mentorto bring up the topic of authorship, and werecommend creating an agreement inadvance, which will make clear the criteriafor authorship (see Table 3 for an example“lab policy agreement” from one of ourresearch labs). Staying true to these criteriaalsomay help you strike a balance between,on the one hand, granting authorship toeveryone who sets foot in your lab, and, onthe other hand, violating ethical standardsby not giving authorship to students whosework merits it, simply because they neverasked.

Identifying andOvercomingChallenges

Involving undergraduates in research isnot without its challenges. Most of us lookto research assistants to help us becomemore efficient and productive in our schol-arly pursuits. With this comes the hopethat having student collaborators willsomehow reduce the amount of time wespend on our research, allowing us to clearout the email inbox, spend time withfamily, or learn to scuba dive. But alas, trulyinvolving undergraduates in researchmeans mentoring, and mentoring wellmeans putting in more (rather than less)time—especially at first. Students’ levels ofexpertise and commitment to researchvary, and those who lack experience in thefield can demand a greater amount of timefrom their mentors. Faculty who do notroutinely collaborate with undergraduatesmay find it particularly difficult to imaginehow to involve them in research withoutlengthy training periods, introductions tothe field and literature, and explanations ofjargon. While there may indeed be sometime investment in getting less-experi-enced researchers up to speed, you willlikely find that this gets easier as you adjustto their knowledge levels and develop effi-cient ways of training and orienting newresearch students. Additionally, less expe-rienced students often bring unexpectedgifts. Undergraduates who are not yet

immersed in the field may see things innewways, bringing common sense into theroom by questioning long-standingassumptions that may need a fresh look.They may identify potential confounds,appropriately question the validity of ameasure, wonder about implications out-side of the laboratory, or generate alterna-tive explanations for findings you previ-ously believed to be valid. These momentscan help students feelmore ownership overthe research, be energizing and inspiringfor mentors, and enrich the field in impor-tant ways.

To address the challenge of time, wesuggest that you set up a system thatencourages peer-to-peer mentoring. Oneway to do this is to adopt a team-basedmodel like the one we described earlier.Particularly when you have more seniorstudents working alongside their less expe-rienced peers, the mentoring burden doesnot rest on your shoulders alone. Yes, youwill want to carefully mentor the seniorteam leader, but efficiencies are gainedthrough the time and attention the leaderdevotes to the remainder of the researchteam. If your institution has master’s-levelstudents, you may want to conceptualizethe research team in a different way. Youcan serve as the primary mentor to themaster’s-level student, who in turn wouldbe the primary supervisor of the under-graduate researchers.

Efficiencies in the use of time also canbe realized by aligning goals across multi-ple professional domains. For some of us,this may mean collecting data in our clini-cal practice, and for others, it may meanusing a classroom project as a way toadvance a line of research. For example,your curriculummight allow for novel datacollection to occur during a laboratoryclass. Or you may move your research for-ward by having a class work on analyzingqualitative data from one of your projects.In addition, your research productivity canbe enhanced bymaintaining or developingcollaborations with researchers at differentinstitutions. These relationships can bemutually beneficial by allowing for multi-ple data collection sites and opportunitiesto tap into resources or populations thatyou may not be able to access at your owninstitution. At timeswe directly involve ourundergraduate students in these cross-campus collaborations. We have foundthat our students rise to the challenge ofcommunicating with faculty and graduatestudents at other institutions; indeed, goingbeyond the “bubble” of one’s home institu-



tion is an important part of a student’sresearch training.

Often researchers look to the summeras a particularly good time to advance theirresearch with undergraduates. Whereasacademic-year research is the norm atmany institutions (where students activelyseek research opportunities for coursecredit or as a co-curricular experience), atother institutions the teaching and serviceexpectations for faculty are extensive. Incontexts such as these, having a robustresearch lab during the academic year isvery challenging. Summer is an excellenttime to move forward a research project,yet even among our three institutions wehave found there is variability in opportu-nities for undergraduates to conductresearch over the summer. If opportunitiesfor grant-funded summer research exist,this can be a highly productive time. Stu-dents are less distracted by course work,jobs, and extracurricular commitments, sothey can devote much more time andenergy than they can during the academicyear. Useful information about sources offunding (including summer funding forundergraduates) can be found from a vari-ety of online sources, including the APA(http://www.apa.org/about/awards/) andthe Social Psychology Network(https://www.socialpsychology.org/fund-ing.htm). If you do not have the opportu-nity to collaborate with undergraduatesduring the summer but would like to usethis time to advance your scholarship, thenwe suggest using the summer for dataanalysis and writing. Yes, there is the occa-sional student who can be very helpful inthese tasks, but more often, you will bemost productive by taking on this phase ofthe research process with more experi-enced research collaborators.

As you consider how best to incorpo-rate undergraduates into your research lab-oratory, it is important to be aware of ethi-cal challenges that may arise in theserelationships. First, as a research mentor,you have an ethical obligation to provideyour undergraduate research students withan experience that enhances their knowl-edge of science and the research process.They cannot simply be “work horses” whospend hours entering data without oppor-tunities to understand the data they areworking with on a higher level. It’s alsonecessary for the mentor to model appro-priate ethical behavior to their undergrad-uate researchers by discussing expectationsabout their role in the project, themeans bywhich theywill receive feedback, andwhat,if anything, would constitute authorship or

recognition on a conference presentationor manuscript. It is often required, eitherby the IRB or funding agency, that researchstudents complete an NIH ethics training(https://crt.nihtraining.com/login.php) sothey can understand the importance ofconfidentiality and protecting participantsfrom any unnecessary harm. There areunique challenges that undergraduateresearchers face when the research partici-pants are their own peers. Undergraduatesmust be cognizant of and well trained inwhat information they can share withfriends regarding the study, so as not toreveal information that could affect out-comes of the study or violate the confiden-tiality of student participants. The researchmentor should address these and otherpotential ethical challenges prior to launch-ing a study.

Finally, there are challenges inherent toclinically relevant research that may limitour ability to involve undergraduates inevery aspect of the project. Working withclinical populations can require a certain

level of training or expertise that is notavailable (or appropriate) for undergradu-ate students. Some granting agencies andinstitutional review boardsmay fail to sup-port proposals that rely too heavily onundergraduate student researchers. It isworth noting, however, that some grantsare designed specifically for research thatincorporates undergraduates, such as theNIH AREA (R15) grants (http://grants.nih.gov/grants/funding/area.htm) and theNSF’s Research in Undergraduate Institu-tions grants (https://www.nsf.gov/fund-ing/pgm_summ.jsp?pims_id=5518). Wealso have found that if the scope of a partic-ular line of research is broad, it is alwayspossible to find some aspect of the projectthat could mobilize the energies and inter-ests of an undergraduate. For instance,even though undergraduate researchers aregenerally not able to provide a psychother-apeutic intervention, they could be trainedto conduct a structured clinical interviewor to deliver specific subtests from stan-dardized cognitive tests. Bringing a clini-

Table 3. Sample Lab Policy Agreement

Policy AgreementTo foster a successful, productive, and ethical research experience, we have developed the fol-lowing set of policies for all student members of our research teams. They include:

• Ethical Obligations. All team members are required to follow the American PsychologicalAssociation’s (APA) guidelines pertaining to the participation of human subjects in psy-chological research. This includes, but is not limited to, using only research materials thathave been approved by the appropriate human subjects committee, securing informed andfree consent from all study participants, and keeping participants’ identities and data strict-ly confidential. In addition, team members agree to have all research materials and proce-dures approved by one of the faculty advisors prior to implementation. Finally, team mem-bers agree to follow APA guidelines in properly citing the work of others. Academic integri-ty is an essential part of the research process. Plagiarism or the deliberate misrepresentationof any information or data is unacceptable.• Authorship Expectations. On poster presentations, the faculty advisors and all active teammembers will be listed as co-authors. Other scholarly works (i.e., journal articles, bookchapters, etc.) generally will be co-authored by the faculty advisors and team leader. In someinstances, at the discretion of the faculty advisors, a team associate may also be listed as aco-author of these works. Order of authorship will be determined by level of involvementin the project at the discretion of the faculty advisors. Students will not necessarily be listedas authors on projects completed or arising after the student ceases to be an active memberof the lab. Research associates and assistants not included as authors will be thanked inthese works.• Team Responsibilities. Team members are expected to carry out all of their obligations asdescribed above. These obligations include regularly attending collaborative research meet-ings and activities as well as consistently carrying out individual work assigned by the team.Students not upholding their obligations or failing to abide by these policies will be askedto step down from their positions, and replacements will be made by the faculty advisors.

Note. This is the policy agreement used by the Behavioral Health and Social Psych-ologyresearch lab (http://college.lclark.edu/labs/behavioral_health_and_social_psychology/team_model/). All students discuss the policy with their faculty advisors and formally sign it priorto joining the lab.



cally relevant question into the more con-trolled setting of the research laboratory isanother way to directly engage undergrad-uate collaborators.

DiscussionIn this paper we discussed the benefits

of collaborative faculty-student researchfor the undergraduate and the mentor,potential methods of recruiting and orga-nizing undergraduate researchers, andsome of the challenges and opportunitiesthat come from these efforts. Long-timevolunteer with the Council on Undergrad-uate Research, Dr. MaryAnn Baenningerdescribes undergraduate research as “awell-developed, well-understood, well-integrated, and essential component of aquality college education” (inHensel, 2012,p. 1). We couldn’t agree more, but at thesame time, we fully appreciate that thementoring process involves a tremendouscommitment on the part of the facultyadvisor and the institution. This commit-ment brings about rewards that go beyondadded research productivity, beyondrecognition of one’s ownwork, and beyondeven the joy of teaching. The reward is onethat is hard to capture in words, yet weasked some faculty colleagues to do justthat.

When asked to describe one of thegreatest rewards of working with under-graduates in research, Professor CaseySchofield (SkidmoreCollege) recounts thatone of her students not only received therecognition and praise of other researcherswhen presenting at professional confer-ences, but also found the process of pre-senting to be “really fun.” ProfessorSchofield says, “As someone who foundpresenting research muchmore intimidat-ing than fun at that stage of my training, Iwas both impressed and proud!” ProfessorLaura Sockol of Davidson Collegedescribes it as “so rewarding to see ‘science’and ‘stats’ go from something that feltfrightening and overwhelming to a toolthat [my] students felt confident and com-petent to use to do things they wanted todo. It is a privilege to watch them gothrough this process.” Being bothobservers of and partners with students ontheir journey as researchers is a commontheme. At Lafayette College, ProfessorJamila Bookwala says that “beingwitness toand having played a role in [a student’s]growth and development as a scholar andwriter” is one of her greatest rewards.Finally, Professor LauraKnouse at theUni-versity of Richmond captures what it felt

like to see one of her undergraduateresearchers transform “from a student intoa colleague.” She explains, “this really hithome formewhen Iwatched her give a talkin our department and present a poster tothe University community. In thosemoments, she demonstrated her owner-ship of the work, conveying her ideas artic-ulately and thoughtfully, with passion andpoise.”

Ultimately, we believe selecting andtraining undergraduates as collaborators isextremely beneficial for all of us. Yes, thelearning outcomes for the students aretremendous. Yes, youmight just help shapethe trajectory of the student’s career in psy-chology well beyond college. Also impor-tant, you might help some students recog-nize sooner rather than later thatpsychological research isn’t their passion.But they too will have benefitted from theexperience of learning and working withyou, and they are likely to be far more dis-cerning consumers of research after col-lege. And beyond these benefits are themany ways in which you, the mentor, willthrive. In the words of Professor Knouse,“One of the key mentors in my life alwaysencouraged me to ‘pay it forward’ toyounger trainees, and I’ve found when youdo that, the rewards come back to you inways more fulfilling than you could haveanticipated.” Undergraduate collaboratorsbring energy and insight as they help youadvance research in the field, and yourmentoringwill help grow a new generationof thinkers who are positioned extremelywell for a future both within and outside ofthe psychological sciences.

ReferencesAmerican Psychological Association.(2009). Publication Manual of the Ameri-can Psychological Association (6th ed.).Washington, DC: Author.

American Psychological Association.(2015). Frequently asked questions.Retrieved on October 7, 2015 fromhttp://www.apa.org/ed/precollege/about/faq.aspx

Anderson, L., Bonds-Raacke, J., & Raacke,J. (January 2015). Looking to succeed?Understanding the importance of researchpublications. APA Psychology StudentNetwork. Retrieved on October 7, 2015from http://www.apa.org/ed/precol-lege/psn/2015/01/research-publications.aspx

Cheruvelil, K. S., Soranno, P. A., Weathers,K. C., Hanson, P. C., Goring, S. J., Fil-strup, C. T. & Read, E. K. (2014). Creat-ing andmaintaining high-performingcollaborative research teams: The impor-

tance of diversity and interpersonal skills.Frontiers in Ecology and the Environ-ment, 12, 31–38. http://dx.doi.org/10.1890/130001

Detweiler-Bedell, B. & Detweiler-Bedell, J.(2004). Using laddered teams to organizeefficient undergraduate research. Councilon Undergraduate Research Quarterly,24, 166.

Detweiler-Bedell, J., & Detweiler-Bedell, B.(2007). Transforming undergraduatesinto skilled researchers using ladderedteams. In K. K. Karukstis & T. Elgren(Eds.),How to design, implement, andsustain a research-supportive undergrad-uate curriculum (pp. 402-405). Washing-ton, DC: Council on UndergraduateResearch.

Detweiler-Bedell, J. B., & Detweiler-Bedell,B. (2013).Doing collaborative research inpsychology: A team-based guide. LosAngeles, CA: SAGE Publications.

Detweiler-Bedell, J. B., Detweiler-Bedell,B., & Eldred-Skemp, N. (2010). Estab-lishing the flow of collaborative research.Eye on Psi Chi, 18-22.

Fiorella, L. &Mayer, R. E. (2013). The rela-tive benefits of learning by teaching andteaching expectancy. Contemporary Edu-cational Psychology, 38(4), 281-288.

Franek, R. (n.d.). Top 10 College Majors.Retrieved on October 8, 2015 fromhttp://www.princetonreview.com/col-lege-advice/top-ten-college-majors

Hart, P. D. (Spring 2013). It takes morethan a major: Employer priorities for col-lege learning and student success. Anonline survey conducted on behalf of theAssociation of American Colleges andUniversities. Liberal Education, 99(2).Retreived on October 1, 2015 fromhttps://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

Hensel, N. (Ed.). (2012). Characteristics ofexcellence in undergraduate research(COEUR).Washington, DC: Council onUndergraduate Research. Retrieved onOctober 6, 2015 from http://www.apa.org/ed/precollege/ptn/2012/08/charac-teristics-excellence.aspx

Miller, R. L., Rycek, R. F., Balcetis, E.,Barney, S. T., Beins, B. C., Burns, S. R.,Smith, R. &Ware, M. E. (2008).Develop-ing, promoting, and sustaining the under-graduate research experience in psychol-ogy. Retrieved on October 1, 2015 fromhttp://teachpsych.org/Resources/Documents/ebooks/ur2008.pdf

Osborn, J. M. & Karukstis, K.K. (2009).The benefits of undergraduate research,scholarship, and creative activity. InM.Boyd & J. Wesemann (Eds.), Broadeningparticipation in undergraduate research:Fostering excellence and enhancing theimpact (pp. 41-53). Washington, DC:Council on Undergraduate Research.


T R AUMA T H E R A P Y AND COMMUN I T Y CORR EC T I O N S

Rohrbec, C., Ginsburg-Block, M., Fan-tuzzo, J., &Miller, T. (2003). Peerassisted learning interventions with ele-mentary school students: A meta-ana-lytic review. Journal of Educational Psy-chology, 95(2), 240-257.

Stockwell, C. (October 2014). Same as itever was: Top 10 most popular collegemajors. Retrieved on October 8, 2015from http://college.usatoday.com/2014/10/26/same-as-it-ever-was-top-10-most-popular-college-majors/

. . .

Correspondence to Jerusha Detweiler-Bedell, Ph.D., Lewis & Clark College, 0615SW Palatine Hill Road, Portland, OR 97219;[email protected]

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IT IS A CONSTITUTIONAL RIGHT to receivehealth treatment, including mental healthtreatment, while incarcerated. Moreover,research shows that incarcerated womenwant to receive mental health treatment,and that they are more likely to receivetreatment while in prison, where there arefewer barriers, compared to while in thecommunity (Blitz, Wolff, & Paap, 2006).Trauma-informed services are especiallyimportant due to the high rates of trau-matic event exposure, and in particularchildhood sexual abuse and sexual assault,evidenced among incarcerated women(Cook, Smith, Tusher, & Raiford, 2005;McDaniels-Wilson & Belknap, 2008).Indeed, posttraumatic stress symptoms are

associated with an increased risk of recidi-vism (Sadeh & McNiel, 2015). It is thusproblematic that, while incarceratedwomen represent a demographic that has agreat need for mental health services, theyremain underserved. However, prison is aunique setting in which to deliver mentalhealth treatment and, therefore, while thereis ample evidence supporting feasibilityand effectiveness of cognitive behavioraltreatments in correctional facilities, adap-tations to evidence-based treatments arealso warranted.

The purpose of this paper is to discussconsiderations for mental health profes-sionals interested in providing traumatreatments to incarcerated women, and to

provide an illustrative model of how ourgroup has adapted an evidence-basedtrauma treatment for implementation in acommunity corrections center. We firstprovide a brief review of the literature oncommon psychological concerns amongincarcerated women. Next, we review con-siderations for clinicianswho are aiming toadapt an evidence-based trauma-focusedpsychotherapy for implementation in theprison setting. Finally, we offer a descrip-tion of a group treatment based on anadaptation of exposure therapy to addresssexual violence victimization experiencesamong incarcerated women as an illustra-tive example of the considerationsaddressed herein. This research group hasbeen implementing and evaluating thetreatment successfully since the beginningof 2012 (Karlsson, Bridges, Bell, & Petretic,2014; Karlsson, Zielinski, & Bridges, 2015).

Mental Health and Sexual ViolenceAmong IncarceratedWomen

The number of women prisoners hasdramatically increased in the years follow-ing the war on drugs. From 1977 to 2004,the number of women prisoners with sen-tences of 1 year or more grew by 757%,nearly double the rate of growth in thenumber of incarcerated men (Frost,Greene, &Pranis, 2006). Across sexes, indi-viduals who become incarcerated evidencehigh rates of mental disorders. Two largestudies examining nationally representa-tive samples of incarcerated women found

INSTITUTIONAL SETTINGS

Adapting Evidence-Based Trauma Treatmentfor IncarceratedWomen: AModel for Imple-menting Exposure-Based Group Therapy andConsiderations for PractitionersMelissa J. Zielinski,University of Arkansas for Medical Sciences andUniversity of Arkansas

Marie E. Karlsson,Murray State University

Ana J. Bridges,University of Arkansas


Z I E L I N S K I E T A L .

that 64% to 81% of the womenmet criteriafor at least one lifetime mental disorder,while 46% to 70% met criteria currently(Jordan, Schlenger, Fairbank, & Caddell,1996; Teplin, Abram,&McClelland, 1996).Posttraumatic stress disorder was one ofthemost commondiagnoses (Teplin et al.),with major depressive disorder, substanceuse disorder, and antisocial personality dis-order also evidencing high rates (Jordan etal., 1996; Teplin et al., 1996). Importantly,exposure to traumatic events, such assexual assaults, that are associated with aparticularly high risk of PTSD develop-ment in women are highly prevalentamong incarcerated women. Studies sug-gest that over half of female prisoners havebeen sexually assaulted during their life-time (i.e., 55%-70%; Abrams, Etkind,Burke, &Cram, 2008; Blackburn,Mullings,& Marquart, 2008; McDaniels-Wilson &Belknap, 2008). Moreover, researchershave suggested that sexual victimization isa pathway to prison that is specific towomen (Browne, Miller, &Maguin, 1999).

Considerations for PractitionersTaken together, mental health services

tailored for implementation with incarcer-ated women—especially those that addresstraumatic event exposure—are sorelyneeded. The availability of mental healthcare in prisons is limited relative to theneeds of this population (Abbelbaum,2011). However, many facilities have vol-unteer programs through which it is possi-ble for outside providers to offer services,thus providing one avenue to reduce thegap between service need and availability.With this model in mind, we provide(based on our experience) eight considera-tions that providers interested in develop-ing or adapting therapies for use amongincarcerated women should considerduring treatment development.

Consideration 1: Population and Facil-ity Characteristics

Just as understanding culture and diver-sity are integral tenets of psychotherapy inthe community, practitioners workingwithin the correctional setting should con-sider the facets of culture and diversity rel-evant to the residents, staff, and climate ofthe particular facility. Practitioners willwant to consult with facility staff to betterunderstand the demographic characteris-tics of individuals served, as well as theirvalues. For example, the majority of incar-cerated women are mothers of at least onechild (Bloom, Owen, & Covington, 2004;

Lewis, 2006), making issues related to par-enting, custody, and an intergenerationalcycle of violence likely to surface in thecontext of mental health treatment.Regarding education level, analyses of datafrom the Bureau of Justice found that 40%of incarceratedwomenhave not completedhigh school or the General EducationDevelopment (GED;Harlow, 2003). Treat-ment materials and assessment instru-ments thus need to be adapted or selectedwith an appropriate reading level in mind.Also, religiosity might influence women’streatment preferences and meaning-making of traumatic experiences, as well asstaff members’ attitudes toward treatmentapproaches.

One system-level characteristic to con-sider is the type of facility. For instance, jailpopulations are typically more transientand include individuals who are both pre-and postconviction. Prisons have differentsecurity levels and may house violent ornonviolent offenders; each of these factorsmay be associatedwith individual rules andregulations.

Consideration 2: Prison Rules and Reg-ulations

Beyond these broad considerations,facility rules and regulations are extremelyimportant to consider, as these will limitwhat treatment strategies are possible toimplement. For example, while exposuretherapy (e.g., Prolonged Exposure; PE; Foa,Hembree, & Rothbaum, 2007) typicallyinvolves in vivo exposure to trauma trig-gers, these types of exercises are not partic-ularly feasible in a correctional setting.Practitioners will want to clarify what typesofmaterials are acceptable to bring into thefacility (e.g., electronic media, pens forwriting in session or completing outcomemeasures) and what types of materials canbe left with residents (e.g., can you providehandouts?). Given the additional safetyprecautions necessary in correctional facil-ities, it is our experience that group leaderswill likely operate without many of thetools we typically are able to incorporateinto groups in the community. Thus, cre-atively approaching how to preserve thecore elements of effective treatment

processes is a necessary aspect of adaptingtrauma treatments for use in correctionalfacilities (e.g., establishing the satisfactori-ness of psychoeducation about traumaprocesses and treatment rationale verballyif handouts/assignments cannot be pro-vided).

There are also matters of protocol. Forexample, what are leaders to do if someonegets up and leaves or becomes highlyaggressive during session? Are leaders ableto follow and attempt alert staff, or to letthe resident return to his/her room? Doesthe facility allow leaders to spend extra timewith residents beyond allotted session timeif clinically indicated or will staying overtime result in sanctions? Given the highlevel of emotion present during trauma-focused treatment, this consideration, aswell as learning about policy surroundingfacility interventions for suicide ideation orintent, is necessary for leaders to clarifyprior to starting treatment.

Consideration 3: Treatment ModelFrom the start, practitioners will want

to consider the treatment model underwhich theywill operate. In correctional set-tings, where access to mental health ser-vices is typically limited, leaders will wantto consider how tomaximize the impact ofoffering treatment. For example, limitingsession duration and treatment lengthmight be one way to be able to offer treat-ment to more individuals in need withoutexpanding the group size—especiallywhenthe time frame possible to implementinterventions is limited (i.e., short sen-tences).

Also embedded in the treatment modelconsideration is the selection of therapymodality (i.e., group vs. individual treat-ment). We focus on implementation ofgroup therapy, as this is often themost fea-sible option for correctional settings.1Clearly, one major benefit to the groupmodality is that it allows practitioners tomaximize the number of individuals whoare able to receive treatment (i.e., 1 to 2leaders can treat a group of women in thetime that only 1 to 2 individuals couldreceive individual therapy). However, thereare some important potential benefits to

1With this in mind, it is important to consider that research suggests that individuallyadministered trauma treatments have a greater effect than group therapies, at least withrespect to decreases in PTSD symptoms (Sloan, Feinstein, Gallagher, Beck, & Keane, 2013).Evidence-based options for individual treatment are largely cognitive behavioral, andinclude treatments such as Cognitive Processing Therapy (Resick & Schnicke, 1993) andProlonged Exposure (Foa et al., 2007). See also http://www.istss.org/treating-trauma/effective-treatments-for-ptsd,-2nd-edition.aspx for additional options.



group treatment beyond maximizingresources. Group interventions can pro-vide powerful normalization of members’experiences (Sloan, Bovin, & Schnurr,2012). If narration of traumamemories is agroup treatment component, membershave an opportunity to experience a varietyof other people responding acceptingly totraumatic event disclosure, counter to themany invalidating and blaming experi-ences that women receive in other contexts(cf. Ullman, 2003). Moreover, listening toothers’ trauma narratives may serve anexposure exercise and provide opportuni-ties for habituation without having torepeatedly share one’s own story. Giventhat incarcerated women aremore likely toreceive treatment while incarcerated thanin the community (Blitz et al., 2006), pro-viding access to this important treatmentmechanism is especially important (i.e.,exposure for trauma; Foa et al., 2007).Women also have the opportunity to prac-tice social interaction and providing sup-port in a context wherein corrective or val-idating feedback can be provided, therebypotentially addressing social struggles andshame responses that are sometimes asso-ciated with complex PTSD (Cloitre,Cohen, & Koenen, 2006; Foy & Larson,2006). For incarceratedwomen, these skillsare absolutely essential for successful com-munity reintegration (e.g., gaining andmaintaining employment) and for adaptivefunctioning in the group living environ-ment that incarceration requires. Of note,empirically supported options for group-based trauma treatment are currently lim-ited, and data are especially limited amongincarceratedwomen. Beyond content, rele-vant considerations include whether tooffer an open or closed group and how tostructure the group to protect confidential-ity and to instill a sense of safety (the latteris discussed further in Consideration 7).

Consideration 4: RecruitmentIssues of recruitment for any group

treatment can be reduced to two primaryquestions: “How?” and “Who?” will thegroup treatment recruit, as well as theinteraction between these two questions(i.e., “How will we recruit the individualsfor which this treatment is intended?”). Todetermine a recruitment strategy, leaderswill want to consider how information istypically disseminated within the facilityand perhaps take amultipronged approachto recruitment. For example, correctionalfacilities may have daily meetings duringwhich the residents come together in partfor the dissemination of information. Resi-

dentsmight also attend treatment planningmeetings (possibility during facility orien-tation) or therapy sessions with individualcounselors duringwhich time a referral canbe provided. Investing in building collegialrelationships with facility staff members isalso of utmost importance in fosteringappropriate referrals. It has been our expe-rience, however, thatmore informal routesof referral are also helpful. For example,previous therapy groupmembers might beinvited to tell other women about thegroup treatment and their experienceswithit if they are comfortable.

No matter how formalized routes ofrecruitment are approached, leadersshould anticipate the need to provide edu-cation to residents and staff regarding thenature of trauma and its treatment. Giventhe high prevalence ofmyths about traumain lay populations (e.g., that there are noefficacious treatments for trauma; that talk-ing about the trauma will retraumatize theperson), leaders want to instill hope forrecovery from the very start of their inter-actions with potential group members.Tenets of evidence-based trauma treat-ments, such as approaching the painfulmemories and choosing to talk abouttrauma, can be counterintuitive and not inline with cultural beliefs to “forgive andforget” or to “just not think about it.”How-ever, once the treatment rationale is under-stood, residents and staff can be yourbiggest advocates. In our experience, thereputation of the treatment program alsobuilds over time, despite that women arefrequently transitioning in and out of thefacility.

Careful thought is needed when deter-mining which individuals will be recruitedfor treatment participation. For example,leaders will need to decide whether torecruit women with certain trauma histo-ries or diagnoses, and if a specific presenta-tion is desired, how to go about screeningindividuals for appropriateness. Given evi-dence for multifinality following traumaexposure (Bonanno, 2004; Shalev et al.,1998) and in combinationwith system lim-itations on mental health resource avail-ability, we believe it is beneficial to utilizeless stringent participant limitations in cor-rectional settings than is standard in manycommunity settings. However, limiting toparticular trauma types prevalent amongincarcerated women (e.g., sexual violence)allows the treatment to be tailored more toparticipants’ experiences than would bepossible if the group targets multipletrauma types, and may provide a closeranalog to the treatment typically offered

during individual treatment. On the otherhand, research has found that there arecommonalities in symptom patterns fol-lowing exposure to different traumaticexperiences, suggesting that these divisionsmight not be necessary. Foy and Larson’s(2006) work on group therapies assertedthat the primary prerequisites suggestingappropriateness for intensive trauma workare (a) psychological symptoms related tothe trauma, (b) stable living circumstances,and (c) ability to tolerate intense negativeaffect. Given the stability that correctionalsettings provide, leaders should be mostconcerned with communicating the firstand third criteria to potential group mem-bers.

Consideration 5: Lack of FreedomIncarcerated women are considered a

vulnerable population by research ethicsboards (Eldridge, Johnson, Brems, &Corey, 2011) and clinical treatmentapproaches benefit from extra considera-tion for the limited rights and lack of free-dom that are relevant to incarceratedwomen. However, there are both pros andcons to the opportunity to provide mentalhealth treatment in the correctional setting.One major benefit is that incarcerationprovides a buffer against women’s ability touse substances, thereby allowing practi-tioners to provide trauma treatment in asetting where there is a lower risk ofwomen using substances to cope withtrauma processing. Further, this settingprovides round-the-clock monitoring (i.e.,a factor that helps protect against self-harm) and is somewhat protective againstavoidance compared to outpatient treat-ment (i.e., women are already at the sitewhere treatment is being offered, similar toinpatient treatment).

However, the lack of privacy and alonetime in correctional settings presents a spe-cial challenge for implementing traumatreatments. Empirically supported traumatreatments typically require a variety ofout-of-session written assignments,including written accounts of materialrelated to intimate details of the traumaitself. These assignments often encourageemotional activation, and women who areincarcerated may not have the needed pri-vacy to experience these emotions. More-over, emotional activation might be prob-lematic given that there are limited optionsfor women to use for coping and that therearemore severe consequences for acting onhigh arousal states than are typical in thecommunities. For example, women in the



community can cry and scream, and canchoose to walk away from a stressor; thissame behavior might result in a discipli-nary action in the correctional setting,where low-disruption behavior is under-standably valued. Taking into account thepros and the cons of group trauma treat-ment in a correctional setting, we believethat keeping these groups voluntary is ofutmost importance, a consideration dis-cussed further with regard to establishingtrust, safety, and power.

Consideration 6: Establishing Trust,Safety, and Autonomy/Power

Extant literature suggests that manyinterpersonal trauma survivors tend toexperience difficulties with trust, safety,power and control, intimacy, and esteem(McCann, Sakheim, & Abrahamson,1988). These core issues are attended to inmany trauma treatments delivered individ-ually (e.g., Cognitive Processing Therapyhas modules devoted to each “theme;”CPT; Resick & Schnicke, 1993).We believeattending to these processes is critical fortraumawork to be effective when deliveredin a group setting.

To build an atmosphere of emotionalsafety and trust, several key processes areimportant: confidentiality, clear rules andexpectations, and emphasizing the volun-tariness of the group. Preserving confiden-tiality in trauma-focused group work isparamount, and group leaders shouldcommunicate and model that they takeconfidentiality very seriously. In correc-tional settings, confidentiality will need tobe addressed both with group participantsand with leaders and staff. Within thegroup, leaders want to discuss limits toconfidentiality on the part of the leadersand also clarify what constitutes a breach ofconfidentiality on the part of participants.Because group members will be residingwithin the same facility, confidentiality is amore delicate topic than in other settings aswomen are very likely to be in contact out-side of group. For example, will askinganother resident if she is going to group inthe hallway going to be considered a breachof confidentiality? Or even just asking howsomeone is doing? Arguably, both of thesestatements could communicate to otherswithin earshot that both women areenrolled in the group, thereby breachingconfidentiality. Leaders will also need tofamiliarize themselves with the PrisonRape EliminationAct (PREA, 2003), as thisis an additional limit to confidentialitybeyond the limits in traditional clinical set-tings. With facility staff, group leaders will

want to work to keep the enrollment ofgroupmembers as private as possible givenfacility limitations. For example, leaderswill want to negotiate how women willrequest to enroll and/or be notified ofenrollment in a private way.

Establishing clear rules and expecta-tions for group participation while alsohighlighting voluntariness of treatmentwill further help to establish trust andsafety, as well as foster a sense of individualautonomy (i.e., power and control). If shar-ing memories or exposure to traumaticmaterial is a group component, leaders willwant to clearly specify this at the outset sothat participants will be fully informedprior to consenting to treatment. Further,we believe that it is critical that group par-ticipation is voluntary, which includes vol-untarily signing up for the group as well asvoluntarily deciding to continue or discon-tinue the group at any point. This wouldalso follow common recommendations fortrauma-informed treatment (SubstanceAbuse andMental Health Services Admin-istration, 2015).

Consideration 7: Concurrent Program-ming

A reality of providing treatment in thecorrectional setting is that women willlikely be involved in additional program-ming thatmay ormay not be therapeutic innature. Practitioners will likely have littlecontrol over this, yet want to consider out-side treatment involvement when develop-ing a trauma group and designing outcomemeasures. If group leaders are able, groupmembers may benefit from leader sugges-tions regarding what other treatmentoptionsmightmake sense to pursue (or notpursue) concurrently.

Consideration 8: Therapist TrainingFinally, a brief note on therapist train-

ing is warranted. Given the severity of thetrauma that incarcerated women haveoften experienced, group leaders wouldbenefit from having received formal train-ing inworkingwith individuals with signif-icant interpersonal traumas prior to imple-menting trauma treatment in acorrectional setting. Training in evidence-based approaches to trauma treatment andin group therapy more broadly will alsoequip leaders with the necessary where-withal to respond appropriately to the vari-ety of interpersonal dynamics that presentduring group trauma treatment.

Illustrative Example: Exposure-BasedGroup Therapy for Sexual Violence

VictimizationThe group treatment we developed was

specifically designed to address commonoutcomes following sexual violence victim-ization among incarcerated women. Thetreatment protocol integrates aspects of PE(Foa et al., 2007) and CPT (Resick &Schnick, 1993), including incorporation ofpsychoeducation about common out-comes of trauma, imaginal exposure exer-cises, and discussion about trauma themesaddressed inCPT.2 As such, all individualswho served as therapists for our grouptreatment had both clinical and researchexperience/exposure in the area of trauma,including with the evidence-based traumatreatments noted above. Most were alsoconcurrently completing an externship at alocal family violence shelter, and allreceived supervision from a licensed clini-cal psychologist (the third author) withextensive training in interpersonal violence(Consideration 8 – Therapist Training).

We established our treatment protocolat a minimum security prison that houseswomenwho have been convicted of nonvi-olent felonies. Residents are primarily non-Latina Whites that have multiple childrenand limited education. While much of theprogramming available at our facility wasoffered by religious groups, we found thatfacility staff were grateful for servicesoffered by mental health providers as well(Consideration 1 – Population and FacilityCharacteristics). We formally recruitedresidents for the treatment via anannouncement made at one of the twice-daily facility meetings approximately 2weeks prior to the start of each group, butalso received referrals from a variety offacility staff members and other residents.Ultimately, the emphasis was on allowingwomen to self-select into the treatment andthe only requirements were (a) that thewomanhad experienced sexual trauma and(b) that she was struggling with emotionsand/or difficulties in interpersonal func-tioning as a result (Consideration 4 –Recruitment).

Because of the substantial need fortrauma treatment among incarceratedwomen, we endeavored to create a short-term treatment program delivered in agroup format, and ultimately designed aprotocol consisting of 8 sessions that were90 minutes each. We decided to follow a

2See Karlsson et al. (2015) for more detailed description of the treatment protocol.



population impact model, or, in otherwords, a model that is based upon thepremise that having even a smaller treat-ment effect on a larger group of individualsmakes the community overall healthierthan delivering the highest-impact treat-ment to only a few individuals with thesame resources (e.g., Zatzick, Koepsell, &Rivara, 2009). Beyond the benefit of per-sonally engaging in imaginal exposure,group members had the benefit of hearingothers’ stories, both serving as an additionto the “dose” of exposure offered by ourtreatment and as an opportunity to nor-malize these painful experiences. We alsotook advantage of the support that can beoffered in a groupmodality by allowing fora feedback period immediately followingeach imaginal exposure. Feedback ensuredthat womenhad the opportunity to pair theexperience of support, comfort, and appre-ciation through others’ eyes with their per-sonal experience of placing enough trust inother people to share their stories. Indeed,providing a chance to speak about thetrauma aloud in a group of women whohad experienced similar trauma was, byand large, the group component most fre-quently identified as helpful by womenduring termination feedback discussions(Consideration 3 – Treatment Model).

Beyond delivering components of evi-dence-based trauma therapies, our primarygoals were to provide a safe space (i.e., onethat was voluntary and confidential) thatoffered an opportunity to gain power andmastery over traumatic event memoriesand build trust in other people. We chosenot to require any out-of-session assign-ments, though participants received hand-outs related to material covered in group.Further, when group members requestedto do or spontaneously completed process-ing outside of sessionwewere receptive; forexample, at the request of one group webegan offering instructions for an optionalwritten reflection related to group mem-bers’ experiences before, during, and aftergroup. To promote individual autonomy,we allowed group members to have inputinto as many treatment decisions as possi-ble while being clear about group expecta-tions over which members did not have achoice. For example, though certain limitsto confidentiality were nonnegotiable (e.g.,PREA concerns), participants were pro-vided the opportunity to set boundariesaround other aspects of confidentiality(e.g., whether it would be okay to acknowl-edge one another outside of group) andselect consequences for breaking confiden-tiality. Another example is that although

sharing was required, we highlighted thateach person was able to choose when andhowmuch to share, even if that might con-flict with leader recommendations (e.g., topick the most distressing memory). Wealso frequently reiterated the voluntarynature of the group, both to group mem-bers and to facility staff, and provided anumber of options forwomen tomeet withus individually to navigate considerationsrelevant to potential treatment dropout. Atthe same time, we also emphasized theimportance of commitment toward estab-lishing safety and trust within the group,and openly discussed times when dropoutor missed sessions affected group dynam-ics. Given that trauma treatments can occa-sionally result in temporary symptomexacerbation (Foa, Zoellner, Feeny, Hem-bree, & Alvarez-Conrad, 2002) and thatemotional activation in prisons is oftenproblematic, we made sure to be explicitabout this risk with participants and inte-grated coping strategies and check-ins intothe treatment session tomake sure that thetreatment remained safe for the womenenrolled (Consideration 5 – Lack of Free-dom and Consideration 6 – EstablishingTrust, Safety, and Autonomy/Power).

While attending our group treatment,nearly all residents were enrolled in con-current programming. We had no controlover any additional programming givenour limited role at the facility, but stillmadean effort to check in with residents aboutprogramming related to our group infor-mally and adjusted group content slightlyin some cases to help manage emotionsthat have arisen from outside program-ming. For example, a local nonprofit orga-nization focused on providing educationabout sexual assault and abuse providedprogramming once monthly on the sameday that our group was scheduled for aperiod of time. On the days residents par-ticipated in this programming they wouldarrive to our group session (which wereheld in the evenings) significantly aroused.We would typically spend a portion of thededicated check-in time processing reac-tions to earlier programming when thisoccurred and utilize a brief mindfulnessexercise to redirect to the present momentprior to beginning planned session content(Consideration 7 – Concurrent Program-ming).

Ultimately, we have found that navigat-ing facility rules and regulations has beenan ongoing process, and therefore groupleaders needed to be easily able to adapt tochanges. Our treatment program wasoffered once per week; therefore, regular

communication with facility staff has beenparamount in ensuring that we are follow-ing the most up-to-date policies. We insti-tuted weekly check-in emails with thetreatment coordinator at the facility toensure that wewere providing an open lineof communication for which concerns thatmay arise in context of trauma-focusedtreatments could be discussed. Theseemails also served as a forum for request-ing approval for therapy materials that wemight want to distribute in an upcomingsession (Consideration 2 – Prison Rulesand Regulations).

ConclusionEvidence-based trauma treatments are

sorely needed in correctional facilitieshousing women. Due to the severity of thetrauma histories among incarceratedwomen, providers workingwith this popu-lation should have prior experience intrauma treatment and carefully thinkthrough the many unique factors associ-ated with doing treatment in prison. At thesame time, we have found working withincarcerated women to be incrediblyrewarding, and found that the womenwithwhom we work are both highly engagedand incredibly grateful for the services thatwere provided. There is tremendous poten-tial for growth and healing among incar-cerated women and our hope is that moreproviders will consider opportunities toserve this marginalized population.

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Applebaum, P.S. (2011). Lost in the crowd:Prisonmental health care, overcrowding,and the courts. Psychiatric Services, 62,1121-1123.

Blackburn, A. G.,Mullings, J. L., &Mar-quart, J.W. (2008). Sexual assault inprison and beyond: Toward and under-standing of lifetime sexual assault amongincarcerated women. The Prison Journal,88, 351-377.

Blitz, C.,Wolff, N., & Paap, K. (2006).Availability of behavioral health treatmentfor women in prison. Psychiatric Services,57, 356-360.

Bloom, B., Owen, B., & Covington, S.(2004).Women offenders and the gen-dered effects of public policy.Review ofPolicy Research, 21, 31-48.

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mated the human capacity to thrive afterextremely aversive events.American Psy-chologist, 59, 20-28.

Browne, A.,Miller, B., &Maguin, E. (1999).Prevalence and severity of lifetime physi-cal and sexual victimization among incar-cerated women. International Journal ofLaw and Psychiatry, 22, 301-322.

Cloitre,M., Cohen, L. R., & Koenen, K. C.(2006).Treating survivors of childhoodabuse: Psychotherapy for the interruptedlife.NewYork, NY: The Guilford Press.

Cook, S. L., Smith, S. G., Tusher, C. P., &Raiford, J. (2005). Self-reports of trau-matic events in a random sample of incar-cerated women.Women&Criminal Jus-tice, 16, 107-126.

Eldridge, G. D., Johnson,M. E., Brems, C.,& Corey, S. L. (2011). Ethical challenges inconducting psychiatric ormental healthresearch in correctional settings. AJOBPrimary Research, 2, 42-51.

Foa, E. B., Hembree, E. A., & Rothbaum, B.O. (2007). Prolonged exposure therapy forPTSD: Emotional processing of traumaticexperiences, therapist guide. NewYork,NY: OxfordUniversity Press.

Foa, E. B., Zoellner, L. A., Feeny, N. C.,Hembree, E. A., &Alvarez-Conrad, J.(2002). Does imaginal exposure exacer-bate PTSD symptoms? Journal of Consult-ing and Clinical Psychology, 70, 1022-1028.

Foy, D.W., & Larson, L. C. (2006). Grouptherapies for trauma using cognitive-behavioral therapy. In V.M. Follette & J. I.Ruzek (Eds.),Cognitive-Behavioral Thera-pies for Trauma (2nd ed., pp. 388-404).NewYork, NY: The Guilford Press.

Frost, N. A., Greene, J., & Pranis, K. (2006).Hard hit: The growth in the imprisonmentof women, 1977-2004.Retrieved fromhttp://www.wpaonline.org/institute/hardhit/HardHitReport4.pdf

Harlow, C.W. (2003). Education and cor-rectional populations (Bureau of Justice

Statistics Special Report). Retrieved fromBureau of Justice Statistics website:http://www.bjs.gov/content/pub/pdf/ecp.pdf

Jordan, B. K., Schlenger,W. E., Fairbank, J.A., & Caddell, J. M. (1996). Prevalence ofpsychiatric disorders among incarceratedwomen II: Convicted felons enteringprison.Archives of General Psychiatry, 53,513-519.

Karlsson,M. E., Bridges, A. J., Bell, J., &Petretic, P. (2014). Sexual violence therapygroup in a women’s correctional facility: Apreliminary evaluation. Journal of Trau-matic Stress, 27, 361-364.

Karlsson,M. E., Zielinski, M. J., & Bridges,A. J. (2015). Expanding research on a briefexposure-based group treatment withincarcerated women. Journal of OffenderRehabilitation, 54, 599-617.

Kubiak, S. P., Kim,W. J., Fedlock, G., &Bybee, D. (2013). Differences amongincarcerated womenwith assaultiveoffenses: Isolated versus patterned use ofviolence. Journal of Interpersonal Violence,28(12), 2462-2490.

Lewis, C. (2006). Treating incarceratedwomen: Gendermatters. Psychiatric Clin-ics of North America, 29, 773-789.

McCann, I L., Sakheim, D. K., &Abraham-son, D. J. (1988). Trauma and victimiza-ton: Amodel of psychological adaptation.The Counseling Psychologist, 16, 531-594.

McDaniels-Wilson, C., & Belknap, J.(2008). The extensive sexual violation andsexual abuse histories of incarceratedwomen.Violence AgainstWomen, 14,1090-1127.

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Resick, P. A., & Schnicke,M. K. (1993).Cognitive processing therapy for rape vic-tims: A treatment manual.Newbury Park,CA: SAGE Publications.

Sadeh, N., &McNeil, D. E. (2015). Post-traumatic stress disorder increases risk ofcriminal recidivism among justice-involved persons withmental disorders.Criminal Justice and Behavior, 42, 573-586.

Shalev, A. Y., Freedman, S., Peri, T., Bran-des, D., Sahar, T., Orr, S. P., & Pitman, R.K. (1998). Prospective study of posttrau-matic stress disorder and depression fol-lowing trauma.American Journal of Psy-chiatry, 155, 630-637.

Sloan, D.M., Bovin,M. J., & Schnurr, P. P.(2012). Review of group treatment forPTSD. Journal of Rehabilitation Research&Development, 49, 689-701.

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Ullman, S. B. (2003). Social reactions tochild sexual abuse disclosures: A criticalreview. Journal of Child Sexual Abuse, 12,89-121.

Zatzick, D. F., Koepsell, T., & Rivara, F. P.(2009). Using target population specifica-tion, effect size, and reach to estimate andcompare the population impact of twoPTSD preventive interventions. Psychia-try, 72, 346-359.

. . .

Correspondence toMelissa J. Zielinski,Psychiatric Research Institute, University ofArkansas for Medical Sciences, 4301W.Markham Street Little Rock, AR 72205;[email protected]

October 27-30 | New York Marriott Marquis

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RESEARCH IS CHALLENGING. It takesresources and time to complete high-qual-ity research and there are few if any short-cuts one can take. Among the multiplephases involved in creating psychologicalresearch, one lays the foundation for all therest, namely generating the “right” researchidea. What will you study? What will youraims and hypotheses be?

Without completing this first step well,the rest of the research process may be fornaught. This first step, however, is one thatoften perplexes students and frustrates fac-ulty. This essay presents 15 thoughts onhow to develop a great research idea. Thesethoughts are not necessarily authoritativeor comprehensive, but they are designed tohelp researchers—and especially studentsand junior researchers—succeed in com-pleting that “first” step in the researchprocess.

Thought #1: Be passionate about thetopic

You will spend a lot of time conductingthis research, so you should find somethingyou are passionate about knowing. Itmighteven relate to your own life experiences,but it needs to be something you enjoythinking about.

Thought #2: Become an expert on theresearch literature

A successful researcher must under-stand the literature conducted previouslyon his or her research topic. But youshouldn’t just know what has been donealready; you also need to knowwhat hasn’tbeen done. Try to grasp the gaps in the fieldthat should be filled and will extend whathas previously been done in a logicalmanner. Remember that previousresearcherswere capable.Work done, evenifmany years ago, can help you think aboutthe problems you are studying and extendresearch in new directions that enhanceour knowledge about that problem. At thisstage, focus on identifying what you wantto know and becoming clear about why itis important. Don’t be distracted by wor-ries about what methods to use. Once youare clear about what you want to know and

why, it will become easier to determinewhat data you need to address the issueand, therefore, what research methods touse.

Thought #3: Remember theoryQuality research that stands the test of

time is based in theory. Think abouttheory, and ground your work in basic sci-entific theory of human behavior andthought. If theories seem not to fit yourproblem, work to develop a conceptualmodel that shows relations betweenmean-ingful variables as a starting point.

Thought #4: “Experience” the problemAlong with reading, a talented psycho-

logical researcher will observe and think.Watch and observe people engaging in thedomain you plan to study. Notice details ofhow the people behave, and what factorsaffect this behavior. Importantly, take theirperspectives. Think about what it is like tobe the people you are observing and con-sider what they might be thinking thatmotivates their behaviors and actions.Consider also how this information abouthuman behavior and thought can informyour research ideas.

Thought #5: In developing your ideas,network andmaintain breadth ofknowledge as you develop depth in yourarea of inquiry

Good researchers take advantage ofopportunities, and create them too. Theymeet other scholars to discuss new ideas,compare research findings and share infor-mation aboutmethods. Our research train-ing often teaches us to work on our own,but networking with colleagues creates asupport team for problem solving andoffers feedback on your ideas before youinvest in the research. Networking can alsohelp you gain broad knowledge exposure,which is important because new and differ-ent ideas can stir creativity. Attend lecturesand seminars and read widely; oftenadvancements in theories and creativesolutions about measures or methods canbe gleaned from progress in other researchareas.

Thought #6: Find time to think, anddetermine how you think best

The value of taking time for thinking isoften underrated. But it is a necessaryprocess to quality research. Activities likepondering, daydreaming, and wonderingare productive to the research process andshould be engaged in. One importantaspect of finding time to think is determin-ing how you think best. Are you someonewho needs to write as a way to think anddevelop ideas? Or is it best for you to notwrite down your ideas until they are fullyformed? Writing can enhance or distractfrom quality thinking, and you need todetermine which it does for you. Researchhas shown that even exercising can be aproductiveway to promote thinking in ser-vice of problem solving (Best, 2010; Tom-porowski, 2003).

Thought #7: Balance reading, thinking,and doing

Youneed to read the literature but thereis alwaysmore one can read—so be careful.There is also always more to think about—so be careful. At some point, reading andlistening and thinking must progress todoing. Researchers can’t just read andthink, they also have to take action. Oftenthe “doing” is harder than the reading orthinking, but one must persist. Andremember that reading, thinking, anddoing are not necessarily separate activities.One never stops or ends; a good researcherwill continuously engage in all three.

Thought #8: Be practical, for your ownbenefit

Academics like to dream big and thatshould be encouraged, but practicality andpragmatics must also be considered.Having a good research idea is critical butbeing able to “sell it” is essential for successin publishing and funding. Your work willbe peer-reviewed. Consider what researchquestions and/or methods might poten-tially “excite” reviewers and funders. Whatis novel and innovative about yourresearch, or how could your research betransformed to increase novelty and inno-vation? What is being talked about in thelay public or socialmedia, and is relevant toyour research? What will people relate toand understand?

Thought #9: Be practical, for societalbenefit

Practicality also applies from the per-spective of social justice. Does yourresearch have potential to help people behealthier, happier, or safer? How might itmake a difference? A good researcher will

SCIENCE FORUM

Musings onDeveloping Research IdeasDavid C. Schwebel,University of Alabama at Birmingham

Barbara A. Morrongiello,University of Guelph

S CHWEB E L & MORRONG I E L L O


not only be concerned with getting grantmoney and publications. Rather, he or shealso will be concerned about doingresearch that can ultimately help peopleand improve society. Indeed, many wouldargue that we as psychologists have amoralresponsibility to use our scholarship toimprove the human condition. Moreover,if you can construct your research ques-tions with this objective in mind, thechances of garnering funding and beingpublished also increase.

Thought #10: Take notes and thenorganize

Everyone has their own style to developideas, and a wide range of styles can beeffective. No matter what work style isimplemented, however, there must besome recording of the idea-generationprocess on paper or computer. The formatmay vary greatly—text, outlines, thoughtbubbles, drawings and figures, or somecombination. But that written recordingwill lead to organization of ideas. Organiz-ing the thoughts is a process that requireslogical thinking, pondering, and refining.Most ideas are not concocted with a single“Eureka!” moment, but rather through aseries of “mini-Eurekas!” that create acoherent plan.

Thought #11: Be iterativeResearch does not always take place in a

series of logical and progressive steps.Novice researchers sometimes ask whatcomes first, the idea or the methodology?The answer is that the idea gives rise to themethod but this then can feed back andresult in refinement of the idea. Similarly,novice researchers sometimes ask whatcomes first: the research topic or thehypotheses? The answer again is that theseinteract: as one refines the research ques-tion this usually gives rise to hypotheses,and as one clarifies the hypotheses this oftenfeeds back to inform the research question.And this back-and-forth process can alsoresult in modifications to themeasures andmethods. Thus, ideas, hypotheses, andmethodology are often developed concur-rently, and honed as they are developed.

One consideration in formulatingresearch questions, developing mea-sures/methods, and finalizing hypothesesis that there is merit in considering howone can interpret the findings if thehypotheses are not confirmed. Thinking inthis way can reveal gaps in measures thatwill preclude a clean interpretation of thefindings. Addressing these gaps will yield aricher set of findings and ensure that no

matter how the results turn out, they can bepublished to advance the field meaning-fully.

Thought #12: Be creativeLarge volumes of research have been

published. Creating something new, novel,or innovative is not easy. Work done 10,20, and even 50 or more years ago is oftenof high quality and still relevant to whatyou are doing today. Three strategies canhelp with creativity and novelty: (a) con-sider contemporary technology and how itcan be used wisely to solve research prob-lems, (b) work across disciplinary bound-aries to change theway previous single-dis-ciplinary scholarship was conceptualizedor conducted, and (c) communicate, share,and brainstorm with diverse professionalswho have interest in this topic area (e.g.,researchers in related fields, practitioners,policy makers).

Thought #13: Balance "big" and "small"“Big” ideas are worth pursuing, but can

quickly become unwieldy.Manuscripts areoften easier to publish, and grants easier tofund, if you focus on a fewmajor ideas andgoals. Research that is too “big” can getconfusing, both for you and for reviewers;it can also be very costly and not realisticfor a junior scholar with limited researchfunds available. Research that is the rightsize ismoremanageable to understand andcomplete. Of course, research that is toosmall will fail also as it is unlikely to beaddressing important research questions.Finding the balance between big and smallcan be challenging but will help your ideastranslate to successful research.

Thought #14: Build incrementallyOften the best ideas extend your previ-

ous good ideas, so create an incrementalresearch program that builds off itself.Your goal might be to become a world’sexpert in a particular sub-area. Stated dif-ferently, capitalize on your previous suc-cesses to create your future successes. Yourgoal is to develop a “program” of research,not just a collection of publications. Aresearch program enhances sustainabilityto promote a long and productive career.

Thought #15: Consider working with ateam

Successful research is rarely done alone;interdisciplinary collaborative teams canbe more likely to achieve success, althoughresearch can proceed more slowly as oneadjusts to different ways of doing thingsacross disciplinary boundaries. Rememberthat everyone can have good ideas. Stu-

dents may have less wisdom but they offerdifferent, varying experiences and percep-tive eyes. Faculty may have more experi-ence and wisdom but sometimes get “in arut” and are less able to develop fresh ideas.Remember also that good ideas need to behoned. Productive teams skillfully worktogether to choose and refine the best ideas,and to dismiss the weaker ones. One otherpoint: everyone on the team needs to bewilling to make changes. Dogmaticallydefending one’s own ideas withoutacknowledging the perspectives of otherswill lead to failure. Teams need to collabo-rate. Individuals need to listen with anopen mind and be willing to sacrifice andadjust.

Summary and ConclusionsConducting high-quality research that

advances the field in important ways is dif-ficult to do. Rewards are not immediateand patience is required. The ultimaterewards—conference presentations, peer-reviewed publications, and fundedgrants—may take months or years toachieve, and therefore a successfulresearcher requires self-motivation toaccomplish those goals. Developing asound research idea is the first step inachieving those successes, and hard workand diligence in that and subsequentresearch steps will yield success in the end.

ReferencesBest, J. R. (2010). Effects of physical activ-ity on children’s executive function: Con-tributions of experimental research onaerobic exercise.Developmental Review,30, 331-351.

Tomporowski, P. D. (2003). Effects ofacute bouts of exercise on cognition.ActaPsychologica, 112, 297-324.

. . .

Portions of this essay were prepared for pre-sentation at Central South University,Changsha, China, in June 2016. Preparationwas supported in part by the Fogarty Inter-national Center and the Office of Behavioraland Social Sciences Research of the NationalInstitutes of Health under Award NumberD43 TW010310. The content is solely theresponsibility of the authors and does notnecessarily represent the official views of theNational Institutes of Health.Correspondence to David C. Schwebel,Ph.D., Department of Psychology,Universityof Alabama at Birmingham, 1300 UniversityBlvd, CH 415, BirminghamAL 35294;[email protected]


ABCT’s 2016 Local Arrangements Com-mittee is very excited to welcome you toNew York City, the Big Apple, concretejungle where dreams are made of, for the50th Anniversary Convention in October.New York City consists of the five bor-oughs of Manhattan, Brooklyn, Queens,the Bronx, and Staten Island. It is home toiconic skyscrapers, Times Square, incredi-ble cuisine, architecture, museums, gal-leries, Broadway shows, diversity, andmore. The city is a fast-paced, internationalhubwith endless entertainment, sights, andpeople-watching.

We expect that youwill be busywith theconference, but be sure to make some timeto enjoy our city and venture away fromTimes Square. While Times Square isuniquely New York, and home to Broad-way shows, it also tends to attract largecrowds of tourists and is not representativeof New York City as we live it.

We have provided information onthings you can do, including sightseeing,shopping, theater, cuisine, and more.While New York City can be expensive,there are exciting, fun-filled activities thatcan be done for free or at a low cost. As thecity is always changing, we recommendchecking out http://nymag.com/visitors-guide/ for a guide to free events and attrac-tions, cheap eats, and budget itineraries.Additionally, the website Walking Off theBig Apple has suggestions for free, self-guided walking tours around differentneighborhoods. We also recommendchecking out http://www.timeout.com/newyork close to the convention for up-to-date activity ideas, restaurants, theater,music, and more.

While roaming the various neighbor-hoods is entertaining in and of itself, manyevents require advance planning and reser-vations. For instance, if you are interestedin going to a Broadway show, dance per-formance, opera, or sporting event, we rec-ommend purchasing tickets in advancethrough Broadwaybox.com, http://www.

nyc.com/sport_tickets/, their respectivewebsites, or Googling “ticket discounts.”Alternatively, if you are not set on a partic-ular show, same-day tickets for selectBroadway shows can be purchased on theTKTS App, TodayTix App, or by visiting aTKTS booth. Relatively reliable restaurantreviews and recommendations by neigh-borhood can be found on Yelp andOpenTable.com. OpenTable.com is alsovery useful for making restaurant reserva-tions.

In order to make the most of your timein the city that never sleeps, we encourageyou to pack a facemask, ear plugs, and yourCBT-I manuals to increase the chances ofgetting proper sleep . . . or feel free toexplore all night as long as you are back intime for 7 a.m. yoga on Saturday—an excit-ing new addition to the convention! Addi-tionally, we hope that you will join us forthe Saturday-night Masquerade Ball danceparty featuring a club-caliber DJ, photo-booth, and masquerade masks. ABCT hasalso partnered with Play It Forward, amusic-related nonprofit organizationfounded by a student member of ABCT,Steve Mazza, to create a CD of music writ-ten by ABCTmembers. This album will besold at the dance party and 100% of rev-enue will be split between the ABCT Stu-dent Travel Award and the StudentResearchGrant fund.We encourage you towear black and gold to the party and tobring your dancing shoes for this very spe-cial evening commemorating ABCT’s 50thanniversary.

Local Arrangements TableIf you need any kind of assistance

during the convention, please stop by theLocal Arrangements table. We will be ableto provide helpful tips on getting aroundthe city, things to do, places to eat, andmore. We will also have maps, sign-upsheets for opportunities toDinewith aNewYorker, and information about the Friday-

morning run (6:30 a.m.–7:30 a.m.) and theSaturday-morning yoga class (7 a.m.–8a.m.) incorporatingmeditation around theconvention theme of honoring the past andenvisioning the future. Additionally, wewill have copies of the Play It ForwardABCT album available for purchase.

Hotel and Immediate SurroundingsAs in 2009, the conference is being held

at the Marriott Marquis Hotel in TimesSquare, in the heart of the theater district.The hotel is accessible by almost any modeof transportation, including subway(Times Square/42nd Street stop), taxi,Uber, Via, and even horse and carriage orpedi-cab! If you have never taken Uber,download the app and use promo codeUBERON20 for up to $20 off of your firstride.

The Marriott features a fitness center,Wi-Fi in rooms and lobby, ATM, businesscenter, and more. The hotel’s website pro-vides more information on amenities, aswell as local attractions and sightseeingideas.We encourage you tomake use of theconcierge service at the hotel throughoutyour trip, as the concierge is well-informedabout how to navigate the city and gainaccess to events.

There are several dining options withinclose proximity to the hotel, in addition toa Starbucks and a few American restau-rants within the hotel. If it works with yourschedule, we strongly recommend leavingthe hotel for food. For example, if youwantto stay in Times Square, some good, less“tourist-trap” restaurants include Esca,Toloache, and Sushi of Gari. There are alsoa number of good coffee shops nearby,including Gregorys Coffee, Coffee Beanand Tea Leaf, Café Grumpy, BluestoneLane, and Blue Bottle Coffee (in Rocke-feller Plaza). Additionally, Norma’s, one ofthe top brunch spots, is only a 15-minutewalk (or 10minute subway ride) away, justbe sure to make a reservation in advance(opentable.com). Check the ABCTwebsitefor a list of nearby restaurants compiled bythe Local Arrangements Committee, andfeel free to stop by the Local Arrangementstable if you would like a copy.

Getting to NewYork and theMarriottMarquis Hotel

ByPlane: NewYork City is served by threemajor airports—LaGuardia Airport andJohn F. Kennedy (JFK) International Air-port in Queens, and Newark Liberty Inter-national Airport in nearby New Jersey.

CONVENTION 2016

ABCT 2016: Getting Into a NewYork, EmpireState ofMindRebecca B. Skolnick, Local Arrangements Chair

Lisa Napolitano, Ilana Luft, and Jeneane Solz,Local Arrangements Committee


L OCA L A R R ANG EMEN T S COMM I T T E E

LaGuardia airport primarily serves domes-tic destinations, with a limited number offlights to and from some places in Canadaand the Caribbean. JFK and Newark air-ports serve domestic and international des-tinations. All three airports provide accessto NYC via taxis, buses, subways, andtrains. It is also possible to request an Uberat the airport. Remember not to take a carservice offered by a driver standing in theairport. If you are interested in a taxi, eitherwait in the taxi line, request an Uber onyour phone, or call a car service in advance(e.g., Carmel Car Service: 212-666-6666).

The Marriott does not offer compli-mentary shuttle service, but there are sev-eral affordable vans from all airports,including SuperShuttle, Go Airlink. Youcan also take an expressNYCAirporter busfromLGAor JFK to the Port Authority BusTerminal at 43rd Street and 8th Avenue,which is just a few blocks from theMarriottMarquis. The express bus is great for thoseon a budget because it is inexpensive andrelatively fast. Check out the NYC Air-porter website for more information or topurchase tickets. Check in at the groundtransportation desk at any of the airports tomake use of these options.

John F. Kennedy InternationalAirport (JFK)Jamaica, Queens, NY 11430718-244-4444This airport is New York’s largest, servingmore than 75 primarily international air-lines. It is approximately 15 miles frommidtown Manhattan. Getting to midtownManhattan from JFK:

TAXI: $50 flat fee (non-metered) plusbridge and tunnel tolls and gratuity; 30 to60 minutes to midtown Manhattan. 212-NYC-TAXI

AIRTRAIN to SUBWAY: $5 Airtran(children under 5 free) to the $2.75 A train(making local subway stops) from JFK toTimes Square (approximately 60 to 90minutes to Midtown).

LaGuardia Airport (LGA)Jackson Heights, Queens, NY 11371718-533-3400This is New York’s second-largest airport,with more than 20 airlines serving mostlydomestic destinations, Canada, and theCaribbean from five passenger terminals. Itis on the northern shore ofQueens, directlyacross the East River, about 9 miles frommidtownManhattan.

TAXI: Metered fare; $20 to $30 plusbridge and tunnel tolls and gratuity.

Newark Liberty InternationalAirport (EWR)Newark, NJ 07114973-961-6000Located in New Jersey, Newark Airport is16 miles from midtown Manhattan. Over30 million passengers pass throughNewark Airport annually.

TAXI: Metered fare; approximately$60-$70 plus tolls and gratuity.

AIRTRAN to TRAIN: $5.50 to connectto the New Jersey Transit train service$13.00 from EWR to New York Penn Sta-tion at 33rd Street and 8th Avenue(approximately 20 to 30 minutes).

By Train: There are two train stations inNew York City: Penn Station and GrandCentral Station. Penn Station, located at33rd Street and 8th Avenue, housesAmtrak, the Long Island Railroad, andNew Jersey Transit rail service. GrandCen-tral Station on 42nd Street and ParkAvenue serves Metro-North trains, and isutilized primarily by local commuters toand from Westchester, upstate New York,and Connecticut. Grand Central Station,known for its famous clock, is a popularattraction even if you are not commuting.It offers a famous Oyster Bar Restaurant,the chic Campbell Apartment bar, andmany other food and shopping opportuni-ties.ByCar: If you are driving to the conferencein your own car, please confirm parkingarrangements well ahead of time, and donot leave your parked car unattended forany length of time in the hotel vicinity forrisk of being ticketed or towed. The Mar-riott offers valet parking for $90 per day.There is also off-site parking for $90 perday. If you would like valet parking only ifoffsite garages, there is a 24-hour rate within-and-out privileges for $65 for cars, $75for SUVs, and $90 for oversized vehicles.Bestparking.com also provides informa-tion on discounted parking options.

Getting AroundNewYork CityNew York City is very accessible by

walking and public transportation.We rec-ommend mindfully walking around thedifferent neighborhoods, though TimesSquare gets very crowded. The majority oflocals take advantage of public transporta-tion and avoid driving around the city.However, there are plenty of taxis, Ubers,andVias available if you prefer to take a cararound. Taxis accept cash, debit, and creditcards.

The subway is arguably the fastest andeasiest way to get around the city. Checkout http://www.mta.info/ for informationon different subway lines, buses, and ser-vice notices. Google Maps also offerssubway and bus directions, and is a greatway to estimate how long it will take to getfrom place to place. New York also has anintricate bus system; however, the busescan run slower than the subways. Whenyou are here, check outhttp://bustime.mta.info/ for real-timeupdates on bus locations. To use the bus orsubway, youwill need to purchase aMetro-Card from a vending machine in a subwaystation. Themachines accept cash, debit, orcredit cards, and the subway/bus fare iscurrently $2.75 per ride. Stop by the LocalArrangements table for help navigating thesubway system.

Things to Do in NewYork CityCuisines

New York City is filled with too manyexcellent restaurants to list. We stronglyrecommend venturing away from TimesSquare and sampling our diverse cuisine.New York is known for bagels (try Russ &Daughter’s, Ess-a-Bagel, Tal Bagel), pizza(try Grimaldi’s, Ray’s, Lombardi’s), hotdogs (try Gray’s Papaya, Papaya King, asidewalk cart), pastrami sandwiches (tryKatz’s Deli, 2nd Avenue Deli), and black-and-white cookies (try Greenberg’s,Glaser’s Bake shop). We also recommendtrying pork buns atMomofukuNoodle Baror Ippudo, steak at Peter Luger’s Steak-house, a burger at J.G.Melon’s, and havinga chocolate chip cookie from LevainBakery.

In addition to local foods, we have avariety of Indian (try anywhere on East 6thStreet or in “Curry Hill”), Chinese (tryShanghai Asian Manor in Chinatown),Korean (try any place in Koreatown), Ital-ian (try Bar Pitti, Carbone, Scarpetta),Japanese (try Sushi of Gari, Sushi Yasuda),Thai (try Kin Shop, Spice, Pok Pok NY),and many more. Relatively reliable restau-rant reviews and recommendations byneighborhood can be found on Yelp andOpenTable.com. OpenTable.com is alsovery useful for making restaurant reserva-tions.

MuseumsThere are numerous museums and gal-

leries—both world-famous and local—inNew York City. Some of the major muse-ums include the Metropolitan Museum of


A BC T I N N YC

Art, Museum of Modern Art, the WhitneyMuseum, and theMuseum of Natural His-tory. To avoid crowds, arrive as early aspossible. Many museums have free admis-sion or suggested admission. If you are amember of a museum in another city, youcan also get reciprocal privileges at someNYC museums. Brooklyn Museum of Artis also free on the first Saturday of eachmonth. The National Museum of theAmerican Indian and the Hispanic Societyof America are always free. The 9/11Memorial Museum is also worth checkingout.We recommend buying your tickets inadvance (see https://www.911memorial.org/visit-museum-1 for more informa-tion). For questions about lesser-knownmuseums and galleries, stop by the LocalArrangements table at the convention.

TheaterThe convention hotel is located in the

center of the Broadway show district. Werecommend purchasing tickets in advancethrough Broadwaybox.com or looking forsame-day tickets to select Broadway showson the TKTSApp, TodayTix App, or at theTKTS booth. There are also numerousexcellent Off-Broadway shows and smalltheaters. If you have time, we also recom-mend purchasing tickets in advance for theNYC Ballet or the Metropolitan Opera, orat least visiting Lincoln Center. Addition-ally, Sleep No More (http://www.sleep-nomore.com/#share) and Then She Fellhttp://www.thenshefell.com/ are immer-sive theatrical experiences worth checkingout.

MusicThere are plenty of music venues in

New York City, big and small. Some of thebest music venues include Cake Shop,Pete’s Candy Store (in Brooklyn), IrvingPlaza, Terminal 5, Mercury Lounge, Bar-clay’s Center, andmore. Check out Ticket-master.com for information about localconcerts.

ShoppingThere are department stores, boutiques,

and stores all over New York City. The bigdepartment stores are Macy’s HeraldSquare, which is within walking distancefrom the Marriott, Bloomingdales, Saks,and Lord & Taylor. There are a number ofhigh-end stores on Madison Avenue, FifthAvenue, and in Soho. There are also greatboutiques in Nolita and Williamsburg,Brooklyn.

Bar HoppingThere are bars all over NYC, withmany

popular hangouts in the East Village,Lower East Side, andMeatpackingDistrict.TheMeatpackingDistrict hasmore upscalebars and clubs. Additionally, The View baratop the Marriott Marquis provides 360-degree views of Manhattan and surround-ing areas as it slowly rotates.

SportsIf you are interested in going to a sports

event, check out http://www.nyc.com/sport_tickets/ for up-to-date information.If you are interested in playing sports, theChelsea Piers Sports Complex on 23rdStreet and the Hudson River provides afour-tiered outdoor golf driving range,bowling, ice skating, tennis, rock climbing,andmore. It is quite a unique experience tohit golf balls off the four-tiered drivingrange. Check outhttps://www.chelseapiers.com/ for moreinformation.

Uniquely New YorkIf you plan to extend your trip in New

York, the Village Halloween parade will beheld on Monday, 10/31: https://www.halloween-nyc.com/, and is a sight to see.There are also a number of unique ways totour the city, such as through the Accom-plice Show, an immersive theatrical experi-ence that takes you on an adventure. Seehttps://www.accomplicetheshow.com/ formore information.

Additionally, the iconic attractions areworth a visit, such asGrandCentral Termi-nal, Rockefeller Center, St. Patrick’s Cathe-dral, andCentral Park. Even if you don’t goinside, it is worth getting a view of theChrysler Building and Empire State Build-ing. You can also walk around Wall Streetand then take the Staten Island Ferry (freeof charge) between Manhattan and StatenIsland for great views of the Statue of Lib-erty and Ellis Island.

Additionally, the Union Square Green-market (17th Street and Broadway) is agreat farmer’s market offering an array ofproduce, wine, cheese, baked goods,meat/seafood, and more. The items arefrom Long Island, New Jersey, UpstateNew York, and other nearby areas. TheUnion Square Greenmarket is openMonday,Wednesday, Friday, and Saturdayfrom 8 a.m.–6 p.m.

WeatherOctober is generally a beautiful month

to visit New York, though the weather canbe variable. The average high is 65 degreesFahrenheit and the average low is 50degrees Fahrenheit. Make sure to bring alight jacket, layers, and walking shoes.

WeAre Excited to See Youin October!

If you have any questions about NewYork, please feel free to email us andwewillbe glad to assist you (Rebecca Skolnick:[email protected]). Keepchecking theABCTwebsite and listserv forinformation on Dine with a New Yorker(dinners have been arranged for Friday andSaturday nights), the fun run, yoga, andother news about the conference. We willhave a Local Arrangements table at theconference near the registration booths, sostop by and let us assist you with where togo and what to do. We look forward toseeing you in NYC!

What Are Your Behavioral Roots?

AABT/ABCT’s 50th Anniversary is a celebration for all members! Take a moment during theconvention to add your “Golden Moment” or behavioral genealogy on our “Behavioral River.”There will be several large free standing boards in the Marriott Marquis with markers that arejust waiting for your listings. The New York Convention is intended to be an engaging experi-ence for each and every one of you. Enjoy!


s h i p p i n g & h a n d l i n gU.S./Canada/Mexico 1–3 videos: $5.00 per video

4 or more videos: $20.00

Other countries 1 video: $10.002 or more videos: $20.00

Name on Card

Card Number CVV Expiration

Signature

complex cases

master clinicians

live sessions

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! Steven C. Hayes, Acceptance and Commitment Therapy! Ray DiGiuseppe, Redirecting Anger Toward Self-Change! Art Freeman, Personality Disorder! Howard Kassinove & Raymond Tafrate, Preparation, Change,

and Forgiveness Strategies for Treating Angry Clients! Jonathan Grayson, Using Scripts to Enhance Exposure in OCD! Mark G. Williams, Mindfulness-Based Cognitive Therapy and the Prevention

of Depression! Donald Baucom, Cognitive Behavioral Couples Therapy and the Role

of the Individual! Patricia Resick, Cognitive Processing Therapy for PTSD

and Associated Depression! Edna B. Foa, Imaginal Exposure! Frank Dattilio, Cognitive Behavior Therapy With a Couple! Christopher Fairburn, Cognitive Behavior Therapy for Eating Disorders! Lars-Goran Öst, One-Session Treatment of a Patient With Specific Phobias! E. Thomas Dowd, Cognitive Hypnotherapy in Anxiety Management! Judith Beck, Cognitive Therapy for Depression and Suicidal Ideation! Marsha Linehan, Dialectical Behavior Therapy for Suicidal Clients Meeting

Criteria for Borderline Personality Disorder—Opening Sessions! Marsha Linehan, Dialectical Behavior Therapy for Suicidal Clients Meeting

Criteria for Borderline Personality Disorder—The Later Sessions

3-SESSION SERIES

! DOING PSYCHOTHERAPY: Different Approaches to ComorbidSystems of Anxiety and Depression

(Available as individual DVDs or the complete set)

! Session 1 Using Cognitive Behavioral Case Formulation in Treating a ClientWith Anxiety and Depression (Jacqueline B. Persons)

! Session 2 Using an Integrated Psychotherapy Approach When Treating aClient With Anxiety and Depression (Marvin Goldfried)

! Session 3 Comparing Treatment Approaches (moderated by Joanne Davilaand panelists Bonnie Conklin, Marvin Goldfried, Robert Kohlenberg,and Jacqueline Persons)

TO ORDER

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OR, ORDER ONL INE AT www.abc t .o rg | c l i ck on ABCT STORE

ABCT’S T R A I N I N G V I D E O S Deepen

yourunderstandingVisa | MasterCard | American Express

Individual DVDs— $55 each • “Doing Psychotherapy”: Individual sessions — $55 / set of three—$200

Welcome From the Program Chair

About the Itinerary Planner

Clinical Intervention Trainings

Institutes

AMASS & Master Clinician Seminars

Workshops

General Sessions

Presidential & Invited Panels

Special Interest Group Meetings

Registration

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HONORING the past | ENVIS IONING the future

ii Welcome | Convention 2016

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Search|Find|Plan

Welcome to ABCT’s 50th Anniversary! As the 2016Program Chair, I am delighted to welcome you toNew York for this historic and celebratory occasion.Indeed, there is much to celebrate. Founded in1966 by 10 maverick behaviorists who opposed thedominant psychoanalytic model of the time, ourorganization now boasts over 5,200 membersworldwide and continues to be at the forefront of

scientific psychology and empirically supported treatment. Simulta-neously, our organization faces significant questions and challengesfor the future ahead. For example, we grapple with issues such as thedissemination of interventions on a global scale and integration ofthe growing neuroscientific perspective with behavioral research andtreatment.

As you may have already noticed, we are doing things a little dif-ferently for the 50th Annual Convention. The theme of the conven-tion, “Honoring the Past, Envisioning the Future,” is intended toshowcase research and clinical work that aligns with one of fourbroad, cross-cutting topics central to the recent history and futureof ABCT: technology and treatment; cognitive science and transdi-agnostic principles; neuroscience and psychological treatment; anddissemination and implementation. On Friday and Saturday, we arefeaturing a set of Invited Panels on these cross-cutting topics. The lu-minary speakers will highlight advances in science and practice ineach of these domains:

Technology and TreatmentChair: Christopher Fairburn; Panelists: Kathleen Carroll,Ellen Frank, David Mohr, Ricardo Muñoz

Cognitive Science and Transdiagnostic PrinciplesChair: Steven Hollon; Panelists: Emily Holmes, Jutta Joormann,Matthew Nock, Bethany Teachman

Neuroscience and Psychological TreatmentChair: Michelle Craske; Panelists: Richard Davidson,Eric Nestler, Elizabeth Phelps, Mary Phillips

Dissemination and ImplementationChair: David Barlow; Panelists: Bruce Chorpita, David Clark,Edna Foa, Vikram Patel

In addition, David Clark will present the Lifetime Achievement AwardAddress, focused on trying to solve the tricky problem of how to dis-

seminate evidence-based therapies to the public. Finally, in her Pres-idential Address, Michelle Craske will outline her vision for the fu-ture of behavioral and cognitive therapies, and the ways in which ourfield and ABCT can progress in leaps and bounds.

Please note that we have a unique, longer convention schedulethis year. Friday, Saturday, and Sunday each start earlier and end laterthan usual; many more presentations will occur on Sunday, and theconvention ends on Sunday at 1:15 pm. We had a record number ofsubmissions this year, and we extended the schedule in order to ac-commodate both the usual sessions and special anniversary events.We strongly encourage you to stay through Sunday at 1:15 pm.

Words cannot express my gratitude for the opportunity to serveas Program Chair. I am extremely grateful to President MichelleCraske and the ABCT Board for giving me this opportunity. The 50thAnniversary “takes a village,” and it has been an honor and privilegeto be a part of this village. First, I would like to thank the record 347members of the 2016 Program Committee; their expertise, diligence,and flexibility resulted in an exceptional program. Second, the chairsof the Convention and Education Issues Committees did a truly ex-ceptional job, as usual, with this year’s program: Jeff Goodie (CIT),Aidan Wright (AMASS), Lauren Weinstock (Institutes), Sarah Kertz(MCS), Risa Weisberg (Research & Professional Development), andBarbara Kamholz (Workshops). This is Jeff Goodie’s final year as theCoordinator of Convention and Education Issues, and we all are in-debted to Jeff for his tremendous leadership in convention planningover the past several years. Third, I am grateful for the invaluable wis-dom and guidance of Terry Wilson, chair of the 50th AnniversaryCommittee, who envisioned many aspects of this historic conven-tion. Also instrumental in these efforts were Executive Director,Mary Jane Eimer, and Representatives-at-Large Sabine Wilhelm andSandra Pimentel. Fourth, I would like to thank all of the ABCT cen-tral office staff and Web Editor, Kristene Doyle, for their dedicationto the 50th Anniversary initiatives and events. Fifth, I am incrediblythankful for the assistance of two people in particular. Linda Still,Director of Education and Meeting Services, guided us through ourfirst year working with the new online system, Cadmium, and ourunique convention schedule this year. Last and definitely not least, Iam incredibly grateful to Andrea Gold, Assistant Program Chair, whoprovided steadfast support and diligence that greatly facilitated thisentire process. Thank you, Linda and Andrea!

Best wishes to you all, and have a wonderful time at the conven-tion!

The pages that follow provide an overview of the ticketed sessions and gen-eral sessions that will be part of the 2016 convention in New York City. Inorder to learn more details about the sessions, including full descriptionsand times, skill levels, and learning goals, please utilize the Itinerary Plan-ner. Feel free to access the Itinerary Planner at ABCT’s website atwww.abct.org/conv2016. To view the entire convention program—including SIG meetings, poster sessions, invited addresses—you can searchby session type, date, time, presenter, title, category, or keyword, or youcan view the entire schedule at a glance. (Keep in mind, the ABCT con-vention program book will only be mailed to those who pay $10 in advance.All other registrants will receive the book onsite.) After reviewing this specialConvention 2016 insert, we hope you will turn to the online Itinerary Plannerand begin to build your ultimate ABCT convention experience!

Convention Itinerary Planner

www.abct.org/conv2016

Welcome From the Program Chair | Katharina Kircanski, National Institute of Mental Health

Note

Program details such as educa-

tional objectives, session level,

fees, presenter credentials, and

number of CE credits that can

be earned may be found in

ABCT’s convention program

book and on ABCT’s website.

Clinical Intervention Trainings | Convention 2016 iii

Wednesday, 8:30-5:00 p.m.: Day 1

Thursday, 8:30-5:00 p.m.: Day 2

CLINICAL INTERVENTION TRAINING 1Process Focused ACT:An Intermediate ACT Workshop

Steven C. Hayes, University of NevadaEvidence-based practice is moving from a protocols-for-syn-dromes era to the use of evidence-based processes linked toevidence-based procedures that address problems and promoteprosperity in people. ACT has always been a process-basedtherapy, but this CIT will explore the clinical flexibility thatapproach provides. This training assumes that attendees arereasonably familiar with mid-level ACT terms, in particularthe six core psychological flexibility processes (acceptance,defusion, flexible attention to the now, perspective takingsense of self, values, and commitment). Anyone who has triedto apply the model clinically, or who has had at least a day-long beginning-level ACT workshop, can benefit. This ses-sion will focus on ACT micro-skills—reading, targeting, andmoving psychological flexibility processes—and will help youto see psychological flexibility processes in flight, targetingthese processes at will within the therapeutic relationship. Thegoal is to be able, at any moment, in any session, to go in anyflexibility direction you wish. This degree of flexibility andfluency changes ACT as an evidence-based therapy from akind of march into a fluid psychotherapeutic dance that canfit the demands of your setting, client, and time restrictions.The style of the CIT will be interactive. Just as you can't learnto dance solely through verbal instructions, this skills-buildingintensive creates more fluid and flexible ACT abilities by cre-atively breaking ACT down into a manageable set of skillsand fostering these skills with practice and feedback. Insteadof being primarily instructional, we will rely on seeing, doing,and getting feedback in round after round of targeted experi-ences.

Thursday 8:30-5:00 p.m.

CLINICAL INTERVENTION TRAINING 3The Primary Care Behavioral HealthModel: An Effective Platform forBehavior TherapyPatricia J. Robinson, Mountainview ConsultingGroupKirk D. Strosahl, Central Washington FamilyMedicineThis presentation will provide participants with an overview of thePrimary Care Behavioral Health (PCBH) model, a group of specificstrategies for bringing behavioral health services into primary care.The PCBH model aligns well with the central components of the pa-tient-centered medical home and creates new opportunities for effi-cient delivery of preventive, acute, and chronic care services. In thisapproach, a behavioral health consultant (BHC) works as a general-ist providing evidence-based brief interventions to patients of all agesand for all types of problems. Most often, patients see the BHC on thesame day of their medical visit. In this presentation, participants willuse a core competency tool specific to their discipline to identifylearning targets and then practice new skills. While PCMH teams, in-cluding behavioral and medical provider, are encouraged to attendand work together in developing greater mastery of skills fundamen-tal to addressing behaviorally influenced problems among primarycare patients, behavioral health providers attending without medicalproviders will learn skills they can teach to team members.

Thursday, 8:30-5:00 p.m.

CLINICAL INTERVENTION TRAINING 2Child and Adolescent AnxietyDisorders: A Developmentaland Family-Based CBT ModelAnne Marie Albano, Columbia UniversityAnxiety disorders run a chronic, stable course to adulthood,are associated with high comorbidity and broad impairment infunctioning, and are common but sorely underrecognized andundertreated. Cognitive behavioral therapy is efficacious foryouth anxiety, and yet research suggests some 40% of youth donot improve, and almost 50% of responders to CBT with orwithout concomitant medication relapse over time (see Gins-burg et al., 2014). To enhance outcomes, this CIT presents adevelopmental and contextual frame for CBT. Steeped in re-search, the model uses ecologically valid contexts for CBTwithin the frame of development. Key to treatment is address-ing age-appropriate developmental milestones and anxietythrough contextually rich exposure tasks. Also critical fortreating youth ages 7 to 17 is changing parental beliefs andpractices that become entwined in youth anxiety. Dr. Albanowill present the developmental and contextual model in detail,address family and environmental factors, and outline inter-vention strategies. Clinical case examples will illustrate waysto assess developmental tasks, engage parents and youth incollaborating in treatment, and enhance exposure therapy. Thequestion of medication will be addressed. Participants will beencouraged to engage in active learning through role-play andexercises throughout the CIT.

ClinicalInterventionTrainings

>

[ticketed sessions]

INSTITUTE 1 • 8:30 - 5:30 p.m.The Mindful Way Through Anxiety: HelpingClients to Worry Less and Live More

Susan M. Orsillo, Suffolk UniversityLizabeth Roemer, University of Massachusetts, Boston

INSTITUTE 2 • 8:30 - 5:30 p.m.Neuroscience-Informed Behavioral Interven-tions: From Cognitive Behavioral Therapy toCognitive Training

Sheila Rauch, Emory UniversityMartin Paulus, Laureate Institute for Brain ResearchKevin Pelphrey, Yale Child Study CenterDenis Sukhodolsky, Yale UniversityRebecca B. Price,Western Psychiatric Institute and ClinicGreg J. Siegle,Western Psychiatric Institute and ClinicRudi de Raedt, Ghent University

INSTITUTE 3 • 1:00 - 6:00 p.m.Treatment of Complex Obsessive-CompulsiveSymptoms

Dean McKay, Fordham UniversityFugen Neziroglu, Bio-Behavioral Institute

INSTITUTE 4 • 1:00 - 6:00 p.m.Emotion Regulation Therapy

Douglas S. Mennin,Hunter CollegeDavid M. Fresco, Kent State University

INSTITUTE 5 • 1:00 - 6:00 p.m.Adapted Parent-Child Interaction Therapyfor Early Childhood Anxiety

Anthony C. Puliafico, Columbia University Medical CenterJonathan S. Comer, Florida International UniversityJami M. Furr, Florida International UniversityDonna B. Pincus, Boston University

INSTITUTE 6 • 1:00 - 6:00 p.m.AManualized Cognitive-Behavioral TherapyGroup for Treating Diverse AddictiveBehaviors

Bruce S. Liese, University of Kansas

INSTITUTE 7 • 1:00 - 6:00 p.m.Special Considerations: Implementing andAdapting Treatment Protocols for PTSDWithActive-Duty Military Service Members

Brooke A. Fina, University of Texas Health Science Centerat San Antonio

Katherine A. Dondanville, University of Texas HealthScience Center at San Antonio

Lindsay M. Bira, University of Texas Health Science Centerat San Antonio

Alan L. Peterson, University of Texas Health Science Centerat San Antonio

INSTITUTE 8 • 1:00 - 6:00 p.m.Treating Executive Functioning andMotivation Deficits in TeensWith ADHD

Margaret H. Sibley, Florida International University

INSTITUTE 9 • 1:00 - 6:00 p.m.Cognitive Therapy for Suicide Prevention

Gregory K. Brown, Perelman School of Medicine of theUniversity of Pennsylvania

Kelly L. Green, Perelman School of Medicine of theUniversity of Pennsylvania

—T h u r s d a y — — T h u r s d a y —

Designed for clinical practitioners, discussions and display of specific intervention techniques.

iv Institutes | Convention 2016

Institutes> [ticketed sessions]

AMASS & MCS | Convention 2016 v

A special series of offerings for applied researchers,presented by nationally renowned research scientists.

AMASS 1 • 8:30 - 12:30 p.m.Dyadic Data Analysis: An Introduction to theActor-Partner Interdependence Model

Robert A. Ackerman, University of Texas at Dallas

AMASS 2 • 1:00 - 5:00 p.m.Intensive Longitudinal Methods:An Introduction to Diary and ExperienceSampling Research

Niall Bolger, Columbia UniversityJean-Philippe Laurenceau, University of Delaware

— T h u r s d a y — — T h u r s d a y —

— F r i d a y —

MASTER CLINICIAN SEMINAR 1 • 8:00 - 10:00 a.m.The Therapeutic Relationship in CognitiveBehavior TherapyJudith S. Beck, Beck Institute for Cognitive BehaviorTherapy

MASTER CLINICIAN SEMINAR 2 • 10:30 - 12:30 p.m.Targeting the Dark Side of Cooperation:“Secret Intentions” and “Disguised Demands”Thomas R. Lynch, University of Southampton

MASTER CLINICIAN SEMINAR 3 • 1:15 - 3:15 p.m.Problem-Solving Therapy for SuicidePrevention and TreatmentArthur M. Nezu, Drexel UniversityChristine Maguth Nezu, Drexel University

MASTER CLINICIAN SEMINAR 4 • 3:45 - 5:45 p.m.Overcoming Roadblocks in CognitiveBehavioral TherapyRobert L. Leahy, American Institute for Cognitive Therapy

— F r i d a y —

MASTER CLINICIAN SEMINAR 5 • 4:30 - 6:30 p.m.Cognitive Therapy for OCD: Beyond Exposureand Response PreventionAdam S. Radomsky, Concordia University

— S a t u r d a y —

MASTER CLINICIAN SEMINAR 6 • 8:30 - 10:30 a.m.Comprehensive Behavioral Intervention forTics (CBIT)Doug Woods,Marquette UniversitySabine Wilhelm,Massachusetts General Hospital

MASTER CLINICIAN SEMINAR 7 • 8:30 - 10:30 a.m.Trauma-Focused Cognitive Behavioral Therapyfor Young Children and Their ParentsEsther Deblinger, Child Abuse Research Education Service(CARES) Institute

Advanced Methodologyand Statistics Seminars

> [ticketed sessions]

These seminars involve the presentation of case material, session videotapes, and discussion to enable participants to further understandthe application of cognitive and behavioral techniques.

Master Clinican Seminars> [ticketed sessions]

vi Workshops | Convention 2016

— F r i d a y —

WORKSHOP 1 • 8:15 - 11:15 a.m.Empirically Supported Educational Methods:Effective Tools to Teach CBTR. Trent Codd, III, Cognitive-Behavioral Therapy Centerof WNC, P.A.

Donna Sudak, Friends HospitalLeslie Sokol, Academy of Cognitive TherapyMarci Fox, Academy of Cognitive Therapy

WORKSHOP 2 • 9:45 - 12:45 p.m.Interoceptive Exposure for Obsessive-Compulsive Concerns: An UnderusedWeapon in the Arsenal against OCDShannon Blakely, University of North Carolina atChapel Hill

Jonathan S. Abramowitz, University of North Carolinaat Chapel Hill

WORKSHOP 3 • 11:45 - 2:45 p.m.Written Exposure Therapy: A Brief TreatmentApproach for PTSDDenise M. Sloan, Boston University School of MedicineBrian P. Marx, National Center for PTSD

WORKSHOP 4 • 1:00 - 4:00 p.m.Creating Effective Behavioral Experiments:Uniting Heart and MindJames Bennett-Levy,University of Sydney

WORKSHOP 5 • 3:15 - 6:15 p.m.Mechanistically Guided Neurofeedback/Neurostimulation for CBTGreg J. Siegle, University of PittsburghKate B. Nooner, University of North Carolina WilmingtonRuth A. Lanius, University of Western OntarioKymberly D. Young, University of Pittsburgh

— S a t u r d a y —

WORKSHOP 6 • 11:00 - 2:00 p.m.Incorporating Significant Others to MaximizePTSD TreatmentCandide M. Monson, Ryerson UniversitySteffany J. Fredman, The Pennsylvania State University

WORKSHOP 7 • 11:00 - 2:00 p.m.What Are Transdiagnostic Mechanisms?Bridging the Research-Practitioner GapWithMechanism-Specific Case Formulations andTreatment PlansRochelle I. Frank, University of California, BerkeleyJoan Davidson, University of California, Berkeley

WORKSHOP 8 • 2:30 - 5:30 p.m.Organizational Skills Training: An EmpiricallySound Treatment Addressing CriticalFunctional Impairments in ChildrenWithAttention-Deficit Hyperactivity DisordersRichard Gallagher, New York University School of MedicineJenelle Nissley-Tsiopinis, Children’s Hospital ofPhiladelphia

WORKSHOP 9 • 2:30 - 5:30 p.m.Disconnecting CBT from the BiomedicalModel: Theoretical and Practical Considera-tions for Clients With Anxiety and AddictionsBrett Deacon , University of WollongongStanton Peele, Independent psychologist, researcher,and writer

Workshops provide up-to-date integration of theoretical, empirical, and clinical knowledge about specific issues or themes

Workshops> [ticketed sessions]

General Sessions | Convention 2016 vii

Clinical Roundtables, Mini Workshops, Panel Discussions, and Symposia are part of the general program: no tickets arerequired to attend these sessions.

General Sessions> [no ticket required]

CLINICAL GRAND ROUNDSThe Inhibitory Learning Approachto Exposure Therapy: Principlesand PracticePresenter: Jonathan S. Abramowitz

CLINICAL ROUNDTABLESClinical Roundtable 1CBT in Probation: DiversePerspectives on InterviewsWithThree Justice-Involved ClientsModerator: Damon MitchellPanelists: Denise Davis, RaymondDiGiuseppe, Christopher Martell,Raymond Chip Tafrate, Amie Zarling

Clinical Roundtable 2Mechanisms of Change in CBT forAutism Spectrum Disorder:Knowledge and Process-BasedInterventionsModerator: Jeffrey WoodPanelists: Valerie Gaus, JonathanHoffman, Connor Kerns, Matthew D.Lerner, Rebecca Sachs

Clinical Roundtable 3Exposure and Response Preven-tion, Distress Tolerance, Mindful-ness, and Acceptance: ExpertPerspectives on Treating AnxietyDisordersModerators: Efthimia Rigogiannis,Jessica RenzPanelists: Jonathan B. Grayson, JamesHerbert, Lata McGinn, Alec L. Miller

Clinical Roundtable 4Addressing Stigma, Prejudice, andDiscrimination Through CBTModerator: Andrew JeonPanelists: Tahiriah Abdullah, Jessica R.Graham, John E. Pachankis,David Pantalone, Barbara Warren

MINI WORKSHOPSMini Workshop 1Tricking Coyote: Cutting-EdgeStrategies for HarnessingMotivationMichael Otto, Boston University

Mini Workshop 2What You Need to Know to Pro-vide Evidence-Based CoordinatedSpecialty Care for First-EpisodePsychosis: The Navigate ProgramShirley Glynn, UCLA/VAGLAHSusan Gingerich, Philadelphia, PAKim Mueser, Boston UniversityPiper Meyer-Kalos, University ofMinnesota

Mini Workshop 3CBT for Menopausal SymptomsSheryl Green, St. Joseph’s Healthcareand McMaster UniversityEleanor Donegan, Concordia UniversityRandi McCabe, St. Joseph’s Hospital

Mini Workshop 4Guided Discovery Strategies:Practical Strategies to OvercomeCommon PitfallsScott Waltman, University of Pennsyl-vaniaBrittany Hall, UT Southwestern MedicalCenter, Moncrief Cancer InstituteLynn McFarr, Harbor UCLA MedicalCenter

Mini Workshop 5Managing the Environment forAdolescents Evidenced to AbuseDrugs Utilizing Stimulus ControlStrategies Within the Context ofFamily Behavior TherapyBrad Donohue, University of Nevada,Las VegasYulia GavrilovaChristopher Plant, University ofNevada, Las VegasMarina Galante, University of Nevada,Las Vegas

Mini Workshop 6Alliance-Focused Training forCBT: Strategies for Identifying,Addressing, and Repairing Rup-tures in the Therapeutic Alliancein CBTJeremy Safran, New School ResearchInstituteJohn C. Muran, Adelphi UniversityCatherine Eubanks, Yeshiva University

Mini Workshop 7Creatively Adapting BehavioralApproaches for Treating Feedingand Eating Disorders

Deborah Glasofer, Columbia Center forEating Disorders, NY State PsychiatricInstituteJoanna Steinglass, Columbia Center forEating Disorders, NY State PsychiatricInstituteElizabeth Zakarin, Columbia UniversityClinic for Anxiety and Related DisordersAli Mattu, Columbia University MedicalCenter, Columbia University Clinic forAnxiety and Related Disorders

Mini Workshop 8When Anxiety Traps EmergingAdults and Their Parents: Devel-opmentally Informed CBT for"Failure"Anne Marie Albano, Columbia Univer-sity Medical CenterShannon Bennett, Weill Cornell MedicalCollegeBridget Poznanski, Florida Interna-tional University

Mini Workshop 9Bridging Evidence-Based Treat-ment and Mhealth: TwoMobileApp Adaptations of BehavioralActivationJennifer Dahne, University of Mary-land, College ParkCarl Lejuez, University of Maryland

Mini Workshop 10Taking Anxiety Disorder Treat-ment to the Next Level: Using ERPfor Maximum EffectPatrick McGrath, Alexian Brothers Cen-ter for Anxiety and Obsessive Compul-sive Disorders

Mini Workshop 11Present-Moment Power Moves inACTKirk Strosahl, Central WashingtonFamily MedicinePatricia Robinson, MountainviewConsulting Group, Inc.

Mini Workshop 12Evidence-Based Assessment forMood Disorder: Assessing Quicklyand Accurately to Reach BetterOutcomesEric Youngstrom, The University ofNorth Carolina at Chapel Hill

viii General Sessions | Convention 2016

Mini Workshop 13The Road to ROM Is PavedWithGood Intentions: A Road Map forOvercoming the Challenges ofRoutine OutcomeMonitoring(ROM) Implementation ThroughTest-Driving One MeasurementFeedback SystemCorey Fagan, University of WashingtonLisa Smith, Boston University

Mini Workshop 14Mo' Metaphors in CBTWithYouth: Fresh Prince, Mulan, andSupergirl Join the Party!Robert Friedberg, CSTAY at Palo AltoUniversity

Mini Workshop 15An Introduction to MotivationalInterviewing and InteractionsWith CBTDaniel McNeil, West Virginia UniversityTrevor Hart, Ryerson University

Mini Workshop 16Self-Criticism and Self-Compas-sion: Risk and Resilience for Psy-chopathologyRicks Warren, University of Michigan

Mini Workshop 17Intensive CBT for AdolescentSchool AvoidanceJamie Micco, Massachusetts GeneralHospital

Mini Workshop 18Core Competencies in CBT: Be-coming an Effective and Compe-tent Cognitive-BehavioralTherapistCory Newman, University of Pennsylva-nia, Perelman School of Medicine

PANEL DISCUSSIONSPanel Discussion 150 Years of Cognitive-BehavioralTreatment for OCD: Past, Present,and FutureModerator: Jonathan AbramowitzPanelists: Martin Franklin, EdnaFoa, Paul Salkovskis, H. Blair Simpson,Eric Storch, Sabine Wilhelm

Panel Discussion 2Education and Mental Health: AnOverdue and Necessary AllianceModerator: Hillary VidairPanelists: Fabian Agiurgioaei-Boie,Louis Amato, Raymond DiGiuseppe,

Matthew Pagirsky, Helen Stevens, MarkTerjesen

Panel Discussion 3Dissemination and Implementa-tion of CBT in Resource-LimitedInternational SettingsModerator: Jessica MagidsonPanelists: Lena Andersen, Lauren Ng,Conall O’Cleirigh, Steven Safren, MiltonWainberg

Panel Discussion 4Mindfulness and Acceptance inContemporary Cognitive andBehavioral TherapiesModerators: Joanna Arch, SonaDimidjianPanelists: Steven Hayes, Stefan G. Hof-mann, Willem Kuyken

Panel Discussion 5Dissemination and Implementa-tion of Evidence-Based Practicesin Schools: Lessons LearnedModerator: Erica LeePanelists: Molly Adrian, Marc Atkins,Kristina Metz, Wendy Reinke, KevinStark, Golda Ginsburg

Panel Discussion 6Looking Forward: A Panel Discus-sion on Diversity in Clinical Psy-chological ScienceModerator: AdamMillerPanelists: David Rosmarin, KamillaVenner, Leah Adams, Juliette Iacovino,Anna Bardone-Cone, Kristen Lindgren

Panel Discussion 7Implementing Evidence-BasedInterventions in Schools Follow-ing Hurricanes Katrina and SandyModerator: Juliet VogelPanelists: Peter D’Amico, HowardOsofsky, Joy Osofsky, RebeccaSchwartz, Anthony Speier

Panel Discussion 8Can Evidence-Based CBT Inter-ventions for Hoarding Be Dissemi-nated to Multidisciplinary HumanService Professionals for Commu-nity Implementation?Moderator: Gail SteketeePanelists: Christiana Bratiotis, JordanaMuroff, Jackson Sherratt, MichaelTompkins, Sheila Woody

Panel Discussion 9Preparing the Next Generation ofScientist-Practitioners: Dissemi-nating Principles of CBT Through

Undergraduate TeachingModerator: Christopher LootensPanelists: Kathryn Bell, KerstinBlomquist, Laura Knouse, SarahMarkowitz, Lauren Stutts

Panel Discussion 10The Present and Future ofBehavior Therapy and AddictiveBehaviorsModerator: Barbara McCradyPanelists: Brian Bosari, Carlo Di-Clemente, Stephen Maisto, BarbaraMcCrady, Jeremiah Weinstock, KatieWitkiewitz

Panel Discussion 11Internet Delivery of PsychosocialInterventions and Assessments ofMood DisordersModerator: Lauren WeinstockPanelists: ThiloDeckersbach, DavidMiklowitz, Louisa Sylvia, Lisa Ue-belacker

Panel Discussion 12Developing and Fostering Com-munity-Academic Partnerships:PartneringWith Agencies, Com-munities, and Systems in the Im-plementation of Evidence-BasedPracticeModerators: Laura Skriner,Courtney WolkPanelists: Marc Atkins, Rinad Beidas,Bruce Chorpita, Kimberly Hoagwood

Panel Discussion 13African Americans and Schizo-phreniaModerator: Arundati NagendraPanelists: Khalima A. Bolden, KaylaGurak, Enrique W. Neblett, AmyPinkham, William Spaulding

Panel Discussion 14Behavioral Parent Training Trail-blazers: Origin Stories and FutureDirections for the Next 20 YearsModerator: Camilo OrtizPanelists: Sheila Eyberg, Marion For-gatch, Robert McMahon, MatthewSanders

Panel Discussion 15How to Develop and DisseminateIntensive Treatment for PediatricAnxiety Disorders and OCDModerator: Kaitlin GalloPanelists: Lindsey Bergman, AdamLewin, Jamie Micco, Jacqueline Sper-ling, Eric Storch

General Sessions | Convention 2016 ix

Panel Discussion 16Strategies and Successes in Shat-tering the "Ivory Ceiling" forWomen in PsychologyModerator: R. Meredith ElkinsPanelists: Anne Marie Albano, ChristineConelea, R. Kathryn McHugh, DonnaPincus, Monnica Williams, AntonetteZeiss

Panel Discussion 17CBT, DBT, and ACT: DifferentWaves or Branches on the SameTree?Moderator: Simon RegoPanelists: David Barlow, StevenHayes, Kelly Koerner

Panel Discussion 18Integrating Sexual and GenderMinority-Affirmative ApproachesInto Evidence-Based PracticeModerator: Matthew CapriottiPanelists: Ashley Austin, Michael Bur-nias, Annesa Flentje, Nicholas Heck,John Pachankis, David Pantalone

Panel Discussion 19Successes and Challenges in theImplementation of TreatmentPrograms for First-EpisodePsychosisModerator: Emily GagenPanelists: Melanie Bennett, Susan Gin-gerich, Robert Heinssen, Irene Hurford,Larry Seidman

Panel Discussion 20DBT Clinical Outcomes FromImplementation InitiativesAcross the GlobeModerator: Yevgeny BotanovPanelists: Meltem Budak, PabloGagliesi, Andre Ivanoff, MichaelaSwales

Panel Discussion 21Decades of Progress, and MuchGround Yet to Cover: What FourVeterans Have Learned SinceGraduate School About Interven-tion for ChildrenWith MentalHealth ProblemsModerator: Jonathan ComerPanelists: Philip Kendall, John E.Lochman, Robert McMahon, WilliamPelham

Panel Discussion 22Implementation of CBT in thePublic Mental Health System:Clinical, Administrative, and Eco-nomic Considerations for Sustain-able Implementation

Moderator: Sara J. LandesPanelists: Torrey A. Creed, LynnMcFarr, Urmi N. Patel, Leslie Sokol,Scott Waltman

Panel Discussion 23Applying the New Standards forEmpirically Supported Treat-ments: Implications for CBT andBeyondModerator: Dean McKayPanelists: Dianne Chambless, EvanForman, Marvin Goldfried, StevenHollon, David Klonsky, David Tolin

Panel Discussion 24Disseminating Evidence-BasedPractices in the New York CityFoster Care System: A Discussionof Success, Barriers, and LessonsLearnedModerator: Christina GricePanelists: Elissa Brown, Mara Rosen-blatt, Mel Schneiderman, Kerri Smith

Panel Discussion 25CBT in the Era of the Brain Initia-tive: Where DoWe Go FromHere?Moderator: Kristen EllardPanelists: Jonathan Abramowitz, BrettDeacon, Stefan G. Hofmann, GregSiegle, Susan Whitfield-Gabrieli

Panel Discussion 26Creative Strategies for a SpecialPopulation: Dissemination andImplementation in Autism Spec-trum DisorderModerator: Laura AnthonyPanelists: Laura Anthony, AudreyBlakeley-Smith, Susan Hepburn, Lau-ren Kenworthy, John Strang

Panel Discussion 27Dissemination Through Teaching:Training Behavioral Health Pro-fessionals in Acceptance-BasedBehavioral Approaches Inside andOutside of the ClassroomModerators: Jennifer Block-Lerner,LeeAnn CardaciottoPanelist s: Sandra Georgescu, SarahHayes-Skelton, Donald Marks, LizabethRoemer

Panel Discussion 28WhereWe've Been andWhereWe're Going: Our Evolving Under-standing of How CBTWorksModerator: Carmen McLeanPanelists: Edna Foa, Stefan G. Hof-mann, Richard J. McNally, David Tolin,Kate Wolitzky-Taylor

Panel Discussion 29Common Problems in Methodol-ogy and Data AnalysisModerator: Alessandro De NadaiPanelists: Scott Baldwin, Scott Comp-ton, Robert Gallop, Lance Rappaport

Panel Discussion 30The Future Is Integrated Care:Mental and Behavioral HealthService Delivery in Primary CareSettingsModerator: Jennifer Langhinrichsen-RohlingPanelists: John Friend, MiriamEhrensaft, Kevin Hamberger, KeriJohns, Patricia Robinson, Kirk Strosahl

Panel Discussion 31Spirituality and Religion in CBT:What Clinicians Can Learn Fromthe Teachings of Different Reli-gionsModerator: Jeremy CummingsPanelists: E. Thomas Dowd, David Ros-marin, Mehmet Sungur, Dennis Tirch

Panel Discussion 32Scholarly Journals in Clinical Psy-chology: Their Role in an EvolvingHealth Care Market and Evidence-Based PracticeModerator: Philip KendallPanelists: Anne Marie Albano, J. GayleBeck, Brian Chu, Joanne Davila,Andres De Los Reyes, Denise M. Sloan

Panel Discussion 33The Past, Present, and Future ofPersonalized Medicine in MentalHealth: A Panel Discussion of theProceedings of the 2016 Treat-ment Selection Idea LabModerator: Zachary CohenPanelists: Aaron Fisher, Stefan G. Hof-mann, Marcus Huibers, Thomas Ollen-dick, Patricia Resick, Greg Siegle

Panel Discussion 34Overcoming Traditional BarriersOnly to Encounter New Ones:Doses of Caution as the ExcitingField of Behavioral TelehealthBegins to "Go Live"Moderator: Laura Bry,Panelists: Lynn Bufka, Tommy Chou,Jonathan Comer, David Mohr, KennethWeingardt

Panel Discussion 35Staying Relevant in the "BrainAge": How to Incorporate Biologi-

x General Sessions | Convention 2016

cal Measures and Mechanisms toFund Your Psychosocial ResearchModerator: Ryan Jacoby,Panelists: Lauren Alloy, Stacey Daugh-ters, Mitchell Prinstein, David Tolin,Sabine Wilhelm

Panel Discussion 36What's Basic Cognitive ScienceGot to DoWith It?: Contributions,Detractions, Integration, and Fu-ture Directions for Cognitive andBehavioral TherapiesModerator: Allison Ouimet,Panelists: Nader Amir, Brett Deacon,Richard J. McNally, Adam Radomsky,Greg Siegle

Panel Discussion 37Beyond the DSM, Envisioning aDimensional Future of Empiri-cally Supported Processes toUnderstand and Treat Psy-chopathologyModerators: Maria Karekla, GeorgiaPanayiotouPanelists: Evan Forman, Todd Far-chione, John Forsyth, Steven Hayes,Anthony Rosellini

Panel Discussion 38Status and Future Potential ofYouth Transdiagnostic Treat-mentsModerator: Andrea TemkinPanelists: Brian Chu, Jill Ehrenreich-May, John E. Lochman, Katharine L.Loeb, Lorie A. Ritschel

Panel Discussion 39Dissemination of the Unified Pro-tocol in Routine Care: BalancingFlexibility Within FidelityModerator: Shannon Sauer-ZavalaPanelists: Amantia Ametaj, David Bar-low, Kate Bentley, Hannah Boettcher,James Boswell, Cassidy Gutner

Panel Discussion 40Getting Funding for Research onWomen’s HealthModerators: RaeAnn Anderson, LauraSeligmanPanelists: Carolyn Becker, Kristen Car-penter, Sona Dimidjian, Dawn Johnson

SYMPOSIASymposium 1The Contrast Avoidance Model:Reconceptualizing Worry in GADand as a Transdiagnostic ProcessChair: Thane EricksonDiscussant: Douglas Mennin

Symposium 2New Outcome Data on Treatmentsfor Suicidal AdolescentsChairs: Molly Adrian, Michele BerkDiscussant: Anne Marie Albano

Symposium 3State of the Art of Couples Inter-ventions: New Treatment Out-comesChair: Kayla KnoppDiscussant: Galena Rhoades

Symposium 4The Transdiagnostic Influence ofSleep Disruption on Emotion Dys-regulationChair: Skye FitzpatrickDiscussant: Edward Selby

Symposium 5Neural Activation in Emotion Reg-ulation and Disorders of Positiveand Negative AffectChairs: Lily Brown, Katherine YoungDiscussant: Philippe Goldin

Symposium 6Innovative Predictors of Treat-ment OutcomeChair: Natalia GarciaDiscussant: Robert DeRubeis

Symposium 7Psychological Risk Factors forAnxiety and Depressive Disorders:Results from the NetherlandsStudy of Depression and AnxietyChair: Bethany TeachmanDiscussant: Bethany Teachman

Symposium 8Attention Biases in Children:Developmental Trends, Relationsto Psychopathology, and AttentionBias ModificationChair: Natalie MillerDiscussant: Brandon Gibb

Symposium 9Acceptance as Change: Evidencefor Distancing and Validation asChange Mechanisms in Mindful-ness and Acceptance-BasedTherapiesChair: Jennifer ShaverDiscussant: Evan Forman

Symposium 10Anxiety in Autism Spectrum Dis-order: Next Questions Regardingthe Construct and Cognitive-

Behavioral TreatmentChair: Connor KernsDiscussant: Philip Kendall

Symposium 11Psychotherapy Process-OrientedAssessment to Enhance Trauma-Focused Treatment: In-DepthClinical Exploration of KeyChange ProcessesChair: Janie JunDiscussant: Adele Hayes

Symposium 12A Translational Perspective Exam-ining Mechanisms That May En-hance or Impair ExtinctionLearning and Exposure TherapyChair: Elizabeth MarksDiscussant: Richard J. McNally

Symposium 13Exploring How Temporal Dynam-ics of Brain Activity Might En-hance Our Understanding ofPsychopathology: Evidence FromFunctional Connectivity AnalysesChair: Katherine YoungDiscussant: Kevin Ochsner

Symposium 14Depression and Stress: Perspec-tives on Psychobiology and Treat-mentChairs: Alicia Meuret, Thomas RitzDiscussant: Christopher Beevers

Symposium 15A Systems Approach to ModelingIntra- and InterpersonalProcesses in Psychotherapy andPsychopathologyChairs: Brian Baucom, Zac ImelDiscussant: Donald Baucom

Symposium 16Problems in ParentingWith Pedi-atric Populations: Opportunitiesfor Behavioral InterventionsChair: Bruce CompasDiscussant: Bruce Compas

Symposium 17Cognitive Bias Modification Ef-fects on Noncognitive Outcomes:Do Results Generalize to Behav-ioral and Physiological Outcomes?Chairs: Evelyn Behar, Jedidiah SievDiscussant: Jutta Joormann

Symposium 18Attention and Learning ProcessesUnderlying Pediatric Anxiety: A

General Sessions | Convention 2016 xi

Mechanistic Approach to ImproveDiagnosis and to Enhance Treat-mentChair: Tomer ShechnerDiscussant: Daniel Pine

Symposium 19Effectiveness of Mindfulness andAcceptance-Based Approaches toObesity: Evidence from Small- andLarge-Scale TrialsChair: Brittney EvansDiscussant: TBD

Symposium 20Rethinking Extinction and Devel-oping Novel Treatments for FearChairs: Joseph Dunsmoor, H. BlairSimpsonDiscussant: H. Blair Simpson

Symposium 21Combining Cognitive Risk Factorsin Explaining Depression: NovelApproachesChairs: Ernst Koster, Igor MarchettiDiscussant: Christopher Beevers

Symposium 22Early Detection and Prevention ofPsychosisChair: Mark van der GaagDiscussant: Kim Mueser

Symposium 23Dissemination and Implementa-tion of Cognitive-Behavioral Inter-ventions for Older AdultsChairs: Patricia Marino,Wilkins VictoriaDiscussant: Zweig Richard

Symposium 24Cortisol as a Resource Mobilizer:Implications for Stress and Inter-nalizing DisordersChairs: Catherine Stroud,Suzanne Vrshek-SchallhornDiscussant: Kate Harkness

Symposium 25Direct-to-Consumer Marketing ofPsychological Treatments: Con-sumer Preferences and AttitudesToward Evidence-Based PracticeChair: Jacqueline BullisDiscussant: Brad Nakamura

Symposium 26Wagging the Dog: How the Bio-medical Model Has Affected Fund-ing Priorities, Scientific Agendas,and Endorsement of Chemical Im-balance Myth

Chair: Brett DeaconDiscussant: Jonathan Abramowitz

Symposium 27Technology-Enhanced Access toEmpirically Supported Treat-ments: From Innovation to Inte-grationChair: Patrick KerrDiscussant: Margo Adams Larsen

Symposium 28Brief Behavioral Therapy for Anxi-ety and Depression: Results of aMultisite Randomized Trial inPediatric Primary CareChair: V. Robin WeersingDiscussant: Joel Sherrill

Symposium 29Investigating Shared and Differen-tial Mediators of Cognitive-Behav-ioral Group Therapy VersusMindfulness-Based Interventionsfor SADChair: Philippe GoldinDiscussant: Richard Heimberg

Symposium 30New Developments in VirtualReality Exposure TherapyChair: Heidi ZinzowDiscussant: Greg Reger

Symposium 31Moderators and Mediators ofYouth Treatment Outcomes:Where to, FromHere?Chairs: Marija Maric, Thomas OllendickDiscussant: Stephen Hinshaw

Symposium 32Current Research Advances inPediatric OCD: Novel TreatmentApproaches and Factors Associ-atedWith OutcomeChair: Monica WuDiscussant: Eric Storch

Symposium 33Two Heads Are Better Than One:Novel Approaches to the Studyand Treatment of Individual Psy-chopathology in a Couple ContextChair: Steffany FredmanDiscussant: Keith Renshaw

Symposium 34Mechanisms of Sexual Victimiza-tion and Sexual Aggression: Path-ways to Campus RapeInterventionsChair: RaeAnn AndersonDiscussant: Brian Marx

Symposium 35The Measurement and Modifica-tion of Clinically Relevant Cogni-tive BiasesChair: Elaine FoxDiscussant: Colin MacLeod

Symposium 36Promoting Decentering as aPotential Key Mechanism ofChangeChair: Sarah Hayes-SkeltonDiscussant: Debra Hope

Symposium 37Pathophysiology of Irritability:Integrating Clinical Psychologyand Developmental NeuroscienceChair: Melissa BrotmanDiscussant: Amy Roy

Symposium 38Going Beyond the Basics: Identify-ing Modifiable and Clinically Use-ful Predictors of Attrition FromCognitive-Behavioral TreatmentChair: Clair Cassiello-RobbinsDiscussant: David Barlow

Symposium 39Expanding the VulnerabilityModel for Hoarding: Recent Ad-vances in Research on Geneticsand Decision MakingChair: Kiara TimpanoDiscussant: Randy Frost

Symposium 40Peering Into the Black Box: AreWe Getting Closer to Unpackingthe Learning Collaborative Imple-mentation Model?Chair: Rochelle HansonDiscussant: Sonja Schoenwald

Symposium 41Novel Strategies for EnhancingCBT: D-Cycloserine, Oxytocin, andExerciseChair: Angela Fang

Symposium 42Anxiety Sensitivity: A Transdiag-nostic Treatment TargetChair: Hannah BoettcherDiscussant: Brett Deacon

Symposium 43Factors Influencing Response toCognitive Behavioral Interven-

xii General Sessions | Convention 2016

tions for Youth Anxiety, Depres-sion, and Bipolar Disorder: Impli-cations for UnderstandingTransdiagnostic ProcessesChair: Heather MacPherson, Mei Yi NgDiscussant: Mary Fristad

Symposium 44Taking the Lab into the Clinic:Incorporating Biomarkers intoPTSD Treatment ResearchChair: Anu AsnaaniDiscussant: Stefan G. Hofmann

Symposium 45Toward a Life Span Understand-ing of Sluggish Cognitive Tempo:Internal and External Validity ofSct in Adolescents and AdultsChair: Stephen BeckerDiscussant: Keith McBurnett

Symposium 46How Can Recent TechnologicalAdvances Help Us Better Under-stand Risk for Suicide and Non-suicidal Self-injury? Cutting EdgeResearch Using Real-time Moni-toring MethodologyChairs: Evan Kleiman, Brianna TurnerDiscussant: Matthew Nock

Symposium 47Treatment of Depression andAnxiety in Pregnancy: Outcomesfor Mother and ChildChair: Claudi BocktingDiscussant: Steven Hollon

Symposium 48Implementing School-based Inter-ventions: Promoting Effective-ness, Adoption, and EngagementChairs: Catherine DeCarlo Santiago, TaliRavivDiscussant: Tali Raviv

Symposium 49Advancing CBT Beyond MentalHealth: Behavior Therapies Work-ing to Prevent or Provide Care forPeople with HIVChairs: Sannisha Dale, Trevor HartDiscussant: Conall O’Cleirigh

Symposium 50Envisioning the Clinical Integra-tion of Network Analysis and Cog-nitive-behavior Therapy: NewDevelopmentsChair: Richard J. McNallyDiscussant: Eiko Fried

Symposium 51CBT Interventions for AnxiousYoung ChildrenChairs: Michal Kahn, Ronald RapeeDiscussant: Avi Sadeh

Symposium 52Examining the Link BetweenChildhood Adversity and YouthPsychopathology from a CognitiveScience and TransdiagnosticApproach: Moving from “Who” to“How” and “Why”Chairs: AdamMiller, Brianna TurnerDiscussant: Katie McLaughlin

Symposium 53Mental Health Literacy: WhyShouldWe Care and How DoWeAssess It?Chairs: Ashley Harrison, CaseySchofieldDiscussant: Amy Mendenhall

Symposium 54What Processes Predict Acute andLong-term Outcomes in Treatmentfor Depression?Chair: Heather O’MahenDiscussant: Willem Kuyken

Symposium 55Cognitive Biases in Mood, Anxiety,and Substance Use DisordersChairs: Scarlett Baird, Michelle DavisDiscussant: Christopher Beevers

Symposium 56New Insights from Intensive Lon-gitudinal Research ExploringDaily Processes in Psychopathol-ogyChairs: Rachel Hershenberg, Lisa StarrDiscussant: Todd Kashdan

Symposium 57Dissemination of Couple-basedTreatments for Individual and Re-lationship Disorders: Challengesand OpportunitiesChair: Douglas SnyderDiscussant: Jay Lebow

Symposium 58Preventing Suicide Among Mili-tary and Veteran PopulationsChair: Daniel LeeDiscussant: Marjan Holloway

Symposium 59Anxiety and Depression: Speci-ficity, Overlap, and Interrelated-ness

Chairs: Nicholas Jacobson, MichelleNewmanDiscussant: Lauren Alloy

Symposium 60Under the Influence: The Co-Occurrence of Substance UseDisorders with PTSD and Poten-tial Mechanisms MaintainingTheir ComorbidityChair: Anu AsnaaniDiscussant: Sonya Norman

Symposium 61Biopsychosocial Approach to theStudy, Treatment, and Dissemina-tion of Family Interventions forEarly PsychosisChair: Marc WeintraubDiscussant: David Miklowitz

Symposium 62Conceptualizing Processes of Re-silience in the Face of Life Stres-sors: Emerging Perspectives andFuture Directions in Researchwith Sexual and Gender Minori-tiesChairs: Brett Millar,H. Jonathon RendinaDiscussant: Jeffrey Parsons

Symposium 63Recent Experimental and Natura-listic Treatment Research on FearAcquisition and ExtinctionProcesses in Individuals with OCDChair: Adam ReidDiscussant: Katharina Kircanski

Symposium 64Psychosocial Treatment of ADHDin Children and Adolescents: Pro-moting Engagement, Skills, andConsideration of IndividualDifferencesChair: George DuPaulDiscussant: Margaret Sibley

Symposium 65Examining the Mediating Role ofRepetitive Negative ThinkingAcross Psychological OutcomesChair: Sarah KertzDiscussant: Kiara Timpano

Symposium 66An Interpersonal Approach to thePrevention of Adolescent Internal-izing Disorders: Recent Findingsand New DirectionsChair: Annette La GrecaDiscussant: Laura Mufson

General Sessions | Convention 2016 xiii

Symposium 67Risk for Mood Disorders: Honor-ing the past and Looking Forwardto the FutureChair: Kate HarknessDiscussant: Sheri Johnson

Symposium 68You Can’t Stop Smoking? NewTherapeutic Approaches in Smok-ing CessationChairs: Maria Karekla, MichaelaParaskeva-SiamataDiscussant: Bradley Collins

Symposium 69New Directions in the Study of In-tolerance of Uncertainty as aTransdiagnostic Factor AcrossChild Anxiety DisordersChair: Amanda SanchezDiscussant: R. Nicholas Carleton

Symposium 70Utilizing Machine Learning Tech-niques to Improve Prediction andPrevention of Suicide and Self-InjuryChair: Kate BentleyDiscussant: Matthew Nock

Symposium 71Assessment and Treatment ofAnger and Aggression in Familyand Close Personal RelationshipsChair: Denis SukhodolskyDiscussant: Raymond Chip Tafrate

Symposium 72The How and theWhy: Mediatorsand Change Processes in Dialecti-cal Behavior TherapyChair: Chelsey WilksDiscussant: Marsha Linehan

Symposium 73Neurobiological, Cognitive andPsychological Predictors of Treat-ment Response and Mechanismsof Change in Cbt for Anxiety Disor-ders and DepressionChair: Maren WestphalDiscussant: Steven Hollon

Symposium 74The Influence of Brain-DerivedNeurotrophic Factor on Emotionaland Behavioral Rigidity: ApplyingNeuroscientific Cross-SpeciesModels to Understanding Psychi-atric Risk and New InterventionsChairs: Karin Coifman, Karin NylocksDiscussant: John McGeary

Symposium 75New Directions in the QuantitativeEmpirical Classification of Psy-chopathologyChairs: Aaron Fisher, Aidan WrightDiscussant: Richard J. McNally

Symposium 76Stress, Inflammation and Copingin Relation to DepressionChairs: Lauren Alloy, Brae AnneMcArthurDiscussant: Robin Nusslock

Symposium 77Novel Strategies for SequencingTreatments for Child and Adoles-cent Behavior ProblemsChairs: Jeremy Pettit, Wendy SilvermanDiscussant: Joel Sherrill

Symposium 78Past and Future of BehavioralSleep Medicine: [whole] Health inSleepChair: Eleanor McGlincheyDiscussant: Daniel Buysse

Symposium 79Posttraumatic Pathways to HealthDisparities for Gay and BisexualMen: Implications for HIV Preven-tionChair: Abigail BatchelderDiscussant: Steven Safren

Symposium 80Cross-cultural Dissemination andImplementation of a Transdiag-nostic Intervention: The UnifiedProtocol in International SettingsChair: Amantia AmetajDiscussant: Cassidy Gutner

Symposium 81Adaptations of DBT for Childrenand Adolescents in School, Psychi-atric, and Medical SettingsChair: Alec MillerDiscussant: Jill Rathus

Symposium 82A Transdiagnostic, Multi-MethodExamination of the Role of Spe-cific Emotions and Emotion Regu-lation Strategies in Risky,Self-Destructive, and Health-Compromising BehaviorsChairs: Katherine Dixon-Gordon, NicoleWeissDiscussant: Terri Messman-Moore

Symposium 83Developmental Trajectory of So-cial Cognition in High Risk andEarly Psychosis in Relation to Typ-ical Development and Resilience:Applying Cognitive Science toTransdiagnostic TreatmentTargetsChair: Charlie DavidsonDiscussant: Morris Bell

Symposium 84Utilizing Mood Disorders Con-structs to Advance the Develop-ment and Implementation ofYouth InterventionsChair: Dikla EckshtainDiscussant: Joel Sherrill

Symposium 85On Common Ground: The Overlapand Interplay Between Anxietyand Eating PathologyChair: Laurie ZandbergDiscussant: Carolyn Becker

Symposium 86Partnering and Parenting in thePresence of PTSDChair: Steffany FredmanDiscussant: Candice Monson

Symposium 87Neuro-markers and Neuro-modu-lation of Attention Bias Modifica-tionChairs: Nader Amir, Arturo CarmonaDiscussant: Nader Amir

Symposium 88But Will It Change My Life?: CBT’sImpact on Broad Domains of Out-come in Anxiety and Related Dis-ordersChair: Alexander KlineDiscussant: Mark Powers

Symposium 89Recent Advances in the Study ofHealth AnxietyChairs: Alison McLeish, Emily O’BryanDiscussant: Bunmi Olatunji

Symposium 90Unpacking the Sleep and SuicideRelationship: The Influence ofSleep Disruption on Suicidal andSelf-injuring BehaviorChair: Skye FitzpatrickDiscussant: Rachel Manber

xiv General Sessions | Convention 2016

Symposium 91Evaluating Biological Predictors ofTreatment Efficacy and Mecha-nisms of Change in Cognitive Be-havioral Therapies for Depressionand AnxietyChair: David RozekDiscussant: Anne Simons

Symposium 92Dissemination of Evidence-basedPractices for Children: Real WorldOutcomes in Real World SettingsChair: Elissa BrownDiscussant: Michael de Arellano

Symposium 93Distress Intolerance: Novel Ap-proaches with Transdiagnostic Im-plicationsChair: Jennifer VeilleuxDiscussant: Teresa Leyro

Symposium 94Understanding Complexity: UsingMultiple Levels of Analysis to Im-prove the Transdiagnostic Under-standing and Treatment ofSuicidal Thoughts and BehaviorsAcross the LifespanChair: Aliona TsypesDiscussant: Brandon Gibb

Symposium 95Integrated Interventions for Co-morbid Nicotine Dependence andPost-traumatic Stress DisorderChair: Lindsey HopkinsDiscussant: Conall O’Cleirigh

Symposium 96Network Analysis as an InnovativeApproach to Understanding EatingBehavior: Identifying Key Treat-ment Targets in Eating andWeightDisordersChairs: Brittney Evans, Helen MurrayDiscussant: Kelsie Forbush

Symposium 97The Dissemination and Implemen-tation of Cognitive-behavioralTherapy and Motivational Inter-viewing into Forensic SettingsChair: Raymond Chip TafrateDiscussant: Michael Wydo

Symposium 98AreWe Barking up the Right Tree?mapping out the Future of Cogni-tive Bias ModificationChairs: Alexandre Heeren, CharlotteWittekindDiscussant: Ernst Koster

Symposium 99The Role of Disgust in Psy-chopathology: New Insights fromContemporary Learning TheoryChair: Thomas ArmstrongDiscussant: Bram Vervliet

Symposium 100Looking to the Future: A Presenta-tion of Novel Extensions and Im-plementations of Exposure-basedTechniquesChairs: Lisa Anderson, Matteo BugattiDiscussant: David Barlow

Symposium 101Programs for Preventing Depres-sion: Impact on Parents’ and Chil-dren’s DepressionChair: Judy GarberDiscussant: V. Robin Weersing

Symposium 102Nothing to Lose Sleep Over: NewAdvances in Understanding SleepProblems Among Anxious YouthChairs: Danielle Cornacchio, BridgetPoznanskiDiscussant: Dana McMakin

Symposium 103The History and Future of Dissem-ination of CBT for Psychosis inCommunity Mental Health inWashington State: Implicationsfor U.S. SustainabilityChairs: Sarah Kopelovich, Maria Mon-roe-DeVitaDiscussant: Piper Meyer-Kalos

Symposium 104Enhancing Implementation ofYouth Mental Health Interven-tions: Real-time Adaptations,Workforce Expansions, andStagingChair: Kimberly BeckerDiscussant: Kimberly Hoagwood

Symposium 105Positive Affect, Anxiety, andDepressionChair: Tomislav ZbozinekDiscussant: Richard Zinbarg

Symposium 106Do Traditional Models of IntimateRelationships and Couple Inter-ventions Translate to Understud-ied Groups?Chair: Eliza WeitbrechtDiscussant: Joanne Davila

Symposium 107Behavioral Activation Is BehaviorTherapy Past, Present, andFuture: Basic Science, Transla-tional Neuroscience, TreatmentOutcomes, and DisseminationChairs: Anahi Collado, W. EdwardCraigheadDiscussant: Steven Hollon

Symposium 108Beyond the Disease Model:Contemporary Research onUnderstanding and CombatingMental Illness StigmaChair: Caitlin ChiupkaDiscussant: Robert Klepac

Symposium 109Monitoring Progress in Psy-chotherapy: Why and HowChair: Jacqueline PersonsDiscussant: John Hunsley

Symposium 110Expanding the Reach of EBTs:Recent Innovations in Guided Self-help InterventionsChair: Laurie ZandbergDiscussant: G. Terence Wilson

Symposium 111Innovations in MethodologicalApproaches for Research withLesbian, Gay, Bisexual, Transgen-der and Other Sexual and GenderMinority (LGBTQ) IndividualsChair: Michael NewcombDiscussant: David Pantalone

Symposium 112Disseminating Novel and Accessi-ble Mindfulness- and Acceptance-based Interventions for CollegeStudentsChairs: Donald Marks, Ashlyne MullenDiscussant: Jacqueline Pistorello

Symposium 113The Development and Implemen-tation of Exercise Interventionsfor Individuals with Serious Men-tal IllnessChair: Julia BrowneDiscussant: Kim Mueser

Symposium 114Rethinking Attentional Dysregula-tion in Affective DisordersChair: Ernst KosterDiscussant: Jutta Joormann

General Sessions | Convention 2016 xv

Symposium 115Can Feeling Good Be Bad?An Investigation of PositiveEmotion Dysfunction inRisky, Self-Destructive, andHealth-CompromisingBehaviorsChair: Nicole WeissDiscussant: Melissa Cyders

Symposium 116Lifespan and Methodologi-cal Perspectives on Inter-personal EmotionRegulation: Implicationsfor Clinical ScienceChair: Kara ChristensenDiscussant: Michelle Newman

Symposium 117Advancing Behavioral In-terventions for Tic Disor-ders: Refining Assessmentand Adapting Approachesto TreatmentChair: Flint EspilDiscussant: Christine Conelea

Symposium 118Advances in Treatments forTraumatic Stress Disordersand Addictions Using Be-havioral and Pharmaco-logic Approaches in Civilianand Veteran PopulationsChair: Denise HienDiscussant: Sonya Norman

Symposium 119Emotion Dysregulation inEating DisordersChair: Kimberly ClaudatDiscussant: Leslie Anderson

Symposium 120Mind the Gap: Working toPrevent a Research-prac-tice Divide in the EmergingField of Mental HealthTechnologies for YouthProblemsChair: Tommy ChouDiscussant: Muniya Khanna

Symposium 121Minimizing Barriers andMaximizing Reach: TheDissemination of OnlineRelationship InterventionsChairs: Dev Crasta, RonaldRoggeDiscussant: James Córdova

Symposium 122Future Directions of BriefBehavioral Activation:Modifications, Mechanismsand MeasurementChair: Laura PassDiscussant: Shirley Reynolds

Symposium 123PersonalizedPsychotherapyChair: Robert DeRubeisDiscussant: Steven Hollon

Invited Panels

FRIDAY

10:00 – 12:00 PM, Broadway Ballroom, 6th Floor

Invited Panel 1: Technology and TreatmentThe Impact of Digital Technology on Psycho-logical TreatmentChair and Moderator: Christopher Fairburn,University of Oxford

Panelists: Kathleen Carroll, Yale University Schoolof Medicine

Ellen Frank, University of Pittsburgh Schoolof Medicine

David Mohr, Northwestern UniversityRicardo Muñoz, Palo Alto University


Invited Panel 2: Cognitive Science andTransdiagnostic PrinciplesChair and Moderator: Steven Hollon,Vanderbilt University

Panelists: Emily Holmes, MRC Cognition and BrainSciences Unit, Cambridge

Jutta Joormann, Yale UniversityMatthew Nock, Harvard UniversityBethany Teachman, University of Virginia

SATURDAY


Invited Panel 3: Neuroscience and Psychologi-cal TreatmentChair and Moderator, Michelle Craske, UCLAPanelists: Richard Davidson,University of Wisconsin-Madison

Eric Nestler, Icahn School of Medicine at Mount SinaiElizabeth Phelps, NYU and Nathan Kline InstituteMary Phillips, University of Pittsburgh, WesternPsychiatric Institute and Clinic


Invited Panel 4: Dissemination andImplementationChair and Moderator: David Barlow,Boston University

Panelists: Bruce Chorpita, UCLADavid Clark, University of OxfordEdna Foa, University of PennsylvaniaVikram Patel, Centre for Global Mental Health

Luminary speakers will highlight advances in science andpractice in these four cross-cutting domains.[No ticket required]

PRESIDENTIAL ADDRESS

Saturday, 5:45 – 7:00 PM | Broadway Ballroom, 6th Floor

Michelle G. Craske, Ph.D., University of California, Los AngelesHonoring the Past, Envisioning the Future

LIFETIME ACHIEVEMENT AWARD ADDRESS

Friday, 12:30 – 1:30 PM | Broadway Ballroom, 6th Floor

David M. Clark, Ph.D., University of Oxford

Addictive BehaviorsFriday, 1:30 pm – 3:00 pm, O’Neill Room, 4th Floor

African Americans in Behavior TherapyFriday, 9:45 am – 11:15 am, Majestic & Music Box Rooms, 6thFloor

Aging Behavior & Cognitive TherapySat., 11:45 am – 12:45 pm, Odets Room, 4th Floor

Anxiety DisordersFriday, 9:45 am – 11:15 am, Brecht Room, 4th Floor

Asian American Issues in Behavior Therapyand ResearchFriday, 3:45 pm – 4:45 pm, Times Square Room, 7th Floor

Attention-Deficit/Hyperactivity Disorder (ADHD)Friday, 1:15 pm – 2:45 pm, Odets Room, 4th Floor

Autism Spectrum and Developmental DisorderSunday, 9:45 am – 11:15 am, Harlem Room, 7th Floor

Behavior AnalysisFriday, 10:30 am – 12:00 pm, Harlem Room, 7th Floor

Behavioral Medicine and Integrated Primary CareFriday, 3:15 pm – 4:45 pm, Brecht Room, 4th Floor

Behavioral Sleep MedicineSat., 10:00 am – 11:30 am, Columbia & Duffy Rooms, 7th Floor

Bipolar DisorderFriday, 12:15 pm – 1:45 pm, Harlem Room, 7th Floor

Child and Adolescent AnxietySat., 4:30 pm – 5:30 pm, Majestic & Music Box Rooms,6th Floor

Child and Adolescent DepressionFriday, 4:15 pm – 5:15 pm, Harlem Room, 7th Floor

Child and School-Related IssuesSat., 9:30 am – 11:00 am, Harlem Room, 7th Floor

Child Maltreatment and Interpersonal ViolenceSat., 4:00 pm – 5:30 pm, Plymouth & Royale Rooms, 6th Floor

Clinical Psychology at Liberal Arts CollegesFriday, 1:15 pm – 2:45 pm, Brecht Room, 4th Floor

Clinical Research Methods and StatisticsFriday, 5:30 pm – 6:30 pm, Harlem Room, 7th Floor

Cognitive TherapySat., 1:30 pm – 2:30 pm, Shubert & Uris Rooms, 6th Floor

Couples Research and TreatmentFriday, 5:00 pm – 6:00 pm, Shubert & Uris Rooms, 6th Floor

Dissemination and Implementation ScienceSat., 10:00 am – 11:30 am, Juilliard & Imperial Rooms, 5th Floor

Forensic Issues and Externalizing BehaviorsFriday, 3:15 pm – 4:45 pm, O’Neill Room, 4th Floor

Functional Analytic PsychotherapyFriday, 2:30 pm – 4:00 pm, Harlem Room, 7th Floor

Hispanic Issues in Behavior TherapySat., 11:45 am – 1:15 pm, Shubert & Uris Rooms, 6th Floor

Men's Mental and Physical HealthSat., 10:00 am – 11:30 am, Times Square Room, 7th Floor

Military PsychologyFriday, 12:00 pm – 1:30 pm, Shubert & Uris Rooms, 6th Floor

Mindfulness and AcceptanceSat., 4:00 pm – 5:30 pm, Shubert & Uris Rooms, 6th Floor

Native American Issues in Behavior Therapyand ResearchSat., 2:30 pm – 4:00 pm, Times Square Room, 7th Floor

Neurocognitive Therapies / Translational ResearchSat., 4:00 pm – 5:30 pm, Juilliard & Imperial Rooms, 5th Floor

Obesity and Eating DisordersFriday, 5:30 pm – 6:30 pm, Brecht Room, 4th Floor

Parenting and FamiliesFriday, 11:30 am – 1:00 pm, Brecht Room, 4th Floor

Schizophrenia and Other Serious Mental DisorderSat., 4:00 pm – 5:30 pm, Columbia & Duffy Rooms, 7th Floor

SIG LeadersSat., October 29th, 8:00 am – 9:15 am, Liberty Room, 8th floor

Spiritual and Religious Issues in Behavior ChangeFriday, 9:15 am – 10:15 am, Harlem Room, 7th Floor

StudentSat., 4:30 pm – 5:30 pm, Harlem Room, 7th Floor

Study of Gay, Lesbian, Bisexual, and TransgenderIssuesFriday, 1:45 pm – 3:15 pm, Times Square Room, 7th Floor

Suicide and Self InjuryFriday, 10:00 am – 11:30 am, Times Square Room, 7th Floor

Technology and Behavior ChangeSat., 12:00 pm – 1:30 pm, Harlem Room, 7th Floor

TIC and Impulse Control DisordersSat., 4:30 pm – 5:30 pm, Times Square Room, 7th Floor

Trauma and PTSDSunday, 8:00 am – 9:30 am, Harlem Room, 7th Floor

Women's Issues in Behavior TherapyFriday, 9:45 am – 11:15 am, Shubert & Uris Rooms, 6th Floor

Attendance at an ABCT SIG meeting is a wonderful networking opportunity. The SIGs focus on a diverse range of topics,including treatment approaches, specific disorders, or unique populations.

Special Interest Group Meetings>

xvi SIGs | Convention 2016

Preregister on-line at www.abct.org or to pay by check, complete theregistration form available in PDF format on the ABCT website. Par-ticipants are strongly urged to register by the preregistration deadlineof September 26. Beginning September 27 all registrations will beprocessed at the on-site rates. Please note: Convention ProgramBooks will be distributed on-site. Only those who choose to pay thepostage and handling fee of $10 will be mailed a program book in ad-vance.To receive discounted member registration fees, members must

renew for 2017 before completing their registration process or to joinas a New Member of ABCT: https://www.abctcentral.org/eStore/index.cfm

Preconvention Ticketed Sessions & Registration

The preconvention activities will be held on Wednesday, October 26,and Thursday, October 27 at the New York Marriott Marquis. All pre-convention activities are designed to be intensive learning experiences.Preregister to ensure participation.Registration for the Clinical Intervention Training Session 1

(scheduled for Wednesday and Thursday) will be available onWednesday in front of Marquis A/B on the 9th Floor, if there are anyseats available.Registration for all other PRE-Convention Sessions (AMASS,

Clinical Intervention Seminars, Institutes) will take place in the NewYork Marriott Marquis at the ABCT Onsite Registration area on the5th Floor.

Thursday, October 27: 7:30 a.m. – 6:30 p.m.Friday, October 28: 7:30 a.m. – 6:30 p.m.Saturday, October 29: 7:30 a.m. – 6:30 p.m.Sunday, October 30: 7:30 a.m. – 1:00 p.m.

General Registration

Upon arrival at the New York Marriott Marquis, you can pick up theprogram book, addendum, additional convention information, and rib-bons at the Pre-Registration Desk on the 5th floor of the Hotel.

PLEASE REMEMBER TO BRING CONFIRMATIONLETTER WITH YOU TO THE MEETING.

Onsite Registration and Preregistration pickup will be open:

Thursday, October 27: 7:30 a.m. – 6:30 p.m.Friday, October 28: 7:30 a.m. – 6:30 p.m.Saturday, October 29: 7:30 a.m. – 6:30 p.m.Sunday, October 30: 7:30 a.m. – 1:00 p.m.

The general registration fee entitles the registrant to attend all eventson October 27-October 30 except for ticketed sessions. Your canceledcheck is your receipt. Email confirmation notices will be generatedautomatically for on-line registrations and will be sent via email thesame day you register. Email confirmations will be sent within 1 weekfor faxed and mailed registrations. If you do not receive an email con-firmation in the time specified, please call the ABCT central office,(212) 647-1890, or email Tonya Childers at [email protected] must wear your badge at all times to be admitted to all officialABCT sessions, events, and the exhibits. If you lose your badge therewill be a $15 charge for the replacement.All presenters (except for the first two presenters of ticketed CE

sessions) must pay the general registration fee. Leaders of ticketed ses-sions will receive information regarding their registration procedure

from the ABCT Central Office.Admission to all ticketed sessions is by ticket only. Preregistration

is strongly advised as ticketed sessions are sold on a first-come, first-served basis.Please note: NO PURCHASE ORDERS WILL BE ACCEPTED.

To register, please choose one format:

Registering On-Line

The quickest method is to register on-line at https://register.rcsreg.com/r2/abct2016/ga/clear.html. Use this method for immediatefeedback on which ticketed sessions you will be attending. To receivemembers’ discounted rates, your ABCT dues must be up to date. Ifyour membership has lapsed, use this opportunity to renew(https://www.abctcentral.org/eStore/index.cfm).To get member rates at this conference, your ABCT dues must be

paid through October 2017. The ABCT membership year is October27, 2016 – October 31, 2017. To renew, go to abct.org or the on-sitemembership booth.

Registering by Fax

You may fax your completed registration form, along with credit cardinformation and your signature, to (212) 647-1865. If you choose thismethod please DO NOT send a follow-up hard copy. This will likelycause double payment. For preregistration rates, please register BE-FORE the deadline date of September 26.

Registering by Mail

All preregistrations that are paid by check must be mailed to ABCT,305 Seventh Avenue, 16th Floor, New York, NY, 10001. For prereg-istration rates, forms must be postmarked by the deadline date of Mon-day, September 26.Forms postmarked beginning September 27 will be processed at

on-site rates. Forms postmarked after October 3 or later will beprocessed on-site. There will be no exceptions.

Refund Policy

Cancellation refund requests must be in writing. Refunds will be madeuntil the September 26 deadline, and a $40 handling fee will be de-ducted. Because of the many costs involved in organizing and pro-ducing the Convention, no refunds will be given after September 26.

Payment Policy

All fees must be paid in U.S. currency on a U.S. bank. Any bank feescharged to the Association will be passed along to the attendee. Pleasemake checks payable to ABCT.

Exhibits, ABCT Information Booth Hours

• Friday & Saturday: 8:00 a.m. – 6:30 p.m.• Sunday, 8:00 a.m. – 1:00 p.m.

Registration> [Preregistration deadline: September 26]

Registration Information | Convention 2016 xvii

Convention Headquarters HotelNew York Marriott Marquis | 1535 BroadwayNew York, NY 10036

Stay at the Headquarters Hotel to meet your friends and col-

leagues on the elevator, in the coffee shop, aswell as in themeet-

ing rooms. Your support of the headquarter hotel also helps to

keep the overall convention expenses to a minimum.

There are also a number of supplemental hotels availablewith

various rates in closeproximity to theNewYorkMarriottMarquis.

For more information on these hotels, please visit the ABCT

Convention website at www.abct.org/conv2016

Rooms are available at the New York Marriott Hotel at theABCT Convention rate until Monday, September 26, 2016. Afterthis date, rooms and rates are subject to rate and room avail-ability. Please be sure to book your reservation early! Visit theABCT website for more information.

Nursing Mothers RoomWe are pleased to make available again this year a Nurs-ing Mothers Room at the 50th Annual ABCT Conventionscheduled for October 27 - 30, 2016, at the NewYork Mar-riott Marquis Hotel. It has come to our attention throughour Membership Committee and in collaboration withtheWomen’s' Issues SIG that such a room has the poten-tial to support the full participation of our attendees whohave need to nurse or pump during the convention. It isimportant to ABCT that all attendees have access to re-sources that will ease their convention experience.

Due to limited meeting space, the Nursing MothersRoomwill be located in one of the hotel guest rooms onthe fifth floor. All those who need access should stop bythe ABCT Registration Desk for the location and key togain entry. The room will be available from 7 am to 7 pm,Thursday – Saturday, and 7 am to 2:00 pm on Sunday. Theroom will be a "shared space," so please knock before en-tering. The room will contain electrical outlets, chairs,water bottles, and waste paper baskets. We encourageyour feedback on this room through our Convention Sur-vey, surveys available in the room, or by e-mailing AlyssaWard, Ph.D., formerWomen’s SIG Chair, [email protected].

Attendee Orientation to the ABCT ConventionFriday, 8:00 AM – 9:00 AM, Harlem, 7th FloorBradley Riemann,Membership Committee ChairKate Gunthert, ABCT Ambassadors ChairMary Jane Eimer, Executive Director of ABCT

Rise and shine! Maximize your ABCT Convention experi-ence by joining us first thing Friday morning! Enjoy a cupof coffee and get your personal blueprint to ABCT’s 50thAnnual Convention.Whether you are a first-time Conven-tion attendee or just want to refresh your memory onhow to navigate the Convention, all are welcome. Learnhow to take full advantage of earning continuing educa-tion credits and the documentation required, note net-working opportunities, understand how to make theprogram book your personal road map, how to utilize theonline itinerary planner or master the app.

Also, learn how to stay connected to ABCT throughoutthe year via our website, Facebook page, Special InterestGroups, and other networking opportunities. Plus, be onthe lookout for members wearing Ambassador ribbons.They can answer any lingering questions about ABCT ingeneral. We look forward to meeting you soon.

What Does the General Registration Fee Cover? Generalregistration gives you access to all of the Symposia, ClinicalRound Tables, Posters, Panel Discussions, Special Sessions,Invited Addresses, Invited Panels, and SIG meetings that youcan possibly attend Friday through Sunday. Ticketed sessions—Clinical Intervention Trainings,Workshops, Institutes, MasterClinician Seminars, and AMASS—are not covered under thegeneral registration fee.

What Are“Preconvention Activities”? Full- or half-day intensivelearning experiences that take place onWednesday and Thurs-day.

What Is Your Refund Policy? Refund requests must be in writingand sent to [email protected]. Refunds will be made only untilthe September 26 deadline, and a $40 handling fee will be de-ducted. Because of the many costs involved in organizing andproducing the Convention, no refunds will be given afterSeptember 26.

NYCWe look forward to seeing you in

FAQs


FELLOWSHIPS IN ADVANCED COG-NITIVE THERAPY FOR SCHIZO-PHRENIAWITHAARONT. BECKWe offer an exciting opportunity for post-doctoral applicants in the Aaron T. BeckPsychopathology Research Center at theUniversity of Pennsylvania. Specifically,our mission is to develop professionalswhowill become leaders in the field of psy-chological approaches that promote recov-ery for individuals with schizophrenia.Under the direction of Aaron T. Beck,M.D., our program includes basic researchin schizophrenia, clinical trials of innova-tive treatments for the disorder, and dis-semination and implementation of thesetreatment protocols into communitymental health centers and psychiatric hos-pitals. We have been recognized for ourcutting edge work in this field. For moreinformation, see http://aaronbeckcenter.org

Applicants who have earned an Ph.D.,Psy.D., or equivalent in psychology, socialwork, medicine or other related field andhave had previous training in cognitivetherapy, severemental illness, or recovery-oriented services are encouraged to apply.Bilingual candidates are especially encour-aged to apply.

Please send a curriculum vita with acover letter and two letters of recommen-dation via email to Aaron T. Beck,M.D., [email protected].

The University of Pennsylvania is anEqual Opportunity/Affirmative ActionEmployer. Seeking applicants for currentand future positions.

POSTDOCTORAL FELLOWSHIP INTHE IMPLEMENTATION OF COGNI-TIVE THERAPY IN COMMUNITYBEHAVIORALHEALTHThe Aaron T. Beck PsychopathologyResearchCenter of theUniversity of Penn-sylvania is seeking applicants with previ-ous training in Cognitive Therapy (CT) orCognitive Behavioral Therapy (CBT) andknowledge of implementation science tojoin the BeckCommunity Initiative, underthe direction of Torrey A. Creed, Ph.D.Since 2007, the BeckCommunity Initiativehas served as a model for the successfulimplementation of CT in communitybehavioral health settings, increasingaccess to evidence-based treatment foreconomically, culturally, and ethnically

diverse urban populations. The emphasisof the fellowship will be the implementa-tion of CT in services for individuals seek-ing recovery from substance abuse, butresponsibilities may also include workingwith providers across awide range of treat-ment settings to support adults or childrenin their recovery from anxiety, depression,anger, recent incarceration, homelessness,and other common behavioral healthissues. Primary responsibilities will involvethe systematic use of implementationstrategies to integrate CT into currentpractice settings, including engagement ofagency staff, delivery of workshops, groupsupervision, integration of CT into thetreatmentmilieu, and ongoing support forsustained practice of CT. Participation inresearch, program evaluation, grant writ-ing, IRB activities, planning and executionof specialized training, and other academicand administrative endeavors are also partof the experience. Applications from post-doctoral level or license-eligible individu-als are sought for this position.

Qualifications: Advanced professionaldiscipline. Ph.D., Psy.D., or M.D. in clini-cal psychology, counseling psychology,social work, psychiatry or a related disci-pline and 1 years to 2 years of experienceor equivalent combination of educationand experience is required. Candidateswith expertise inCT/CBT, the treatment ofsubstance abuse, or implementation sci-ence will be considered, but the ideal can-didate will have significant experience inall three. Bilingual applicants are particu-larly encouraged to apply.

Please send a CV, a statement of inter-est, and two letters of recommendation toTorrey Creed, Ph.D. at [email protected].

CLASSIFIEDS

findCBT.org

Find a CBT Therapist

ABCT’s Find a CBT Therapistdirectory is a compilation of prac‐

titioners schooled in cognitive and

behavioral techniques. In addition

to standard search capabilities

(name, location, and area of exper‐

tise), ABCT’s Find a CBT Therapist

offers a range of advanced search

capabilities, enabling the user to

take a Symptom Checklist, review

specialties, link to self‐help books,

and search for therapists based on

insurance accepted.

We urge you to sign up for the

Expanded Find a CBT Therapist(an extra $50 per year). With this

addition, potential clients will see

what insurance you accept, your

practice philosophy, your website,

and other practice particulars.

To sign up for the Expanded Find

a CBT Therapist, click on the

Renew/Join ABCT icon on the

right‐hand side of the home page;

then click on the PDF “2017

Membership Application.” You will

find the Expanded Find a CBT

Therapist form on p. 6.

findCBT.org

PRSRT STDU.S. POSTAGE

PAIDHanover, PAPermit No. 4

the Behavior TherapistAssociation for Behavioraland Cognitive Therapies305 Seventh Avenue, 16th floorNew York, NY 10001-6008212-647-1890 | www.abct.org

ADDRESS SERV ICE REQUESTED

Lifetime AchievementMarsha M. Linehan, Ph.D., ABPPUniversity of Washington, Seattle

Outstanding Contribution by an Individual

for Training/EducationChristine Maguth Nezu, Ph.D., ABPPDrexel University

Outstanding Mentor

Evan M. Forman, Ph.D., Drexel University

Outstanding Service to ABCTPatrick L. Kerr, Ph.D.West Virginia University School of Medicine

Distinguished Friend to Behavior Therapy

Patrick J. Kennedy

Anne Marie Albano Early Career Award for

Excellence in the Integration of Science and

PracticeNicole Caporino, Ph.D., American University

Virginia Roswell Student Dissertation AwardEmily Georgia, M.S., University of Miami

Leonard Krasner Student Dissertation AwardTomislav Damir Zbozinek, M.A., UCLA

John R. Z. Abela Student Dissertation AwardFaith Orchard, Ph.D., University of Reading

President’s New Researcher AwardCara C. Lewis, Ph.D., MacColl Center for HealthcareInnovation, Group Health Research Institute, Seattle

awards RecognitionCongratulations to ABCT’s 2016 Award Winners&