• Laboratory for Leveraging Evidence and Advancing Practice for Youth Mental Health Services

  • Staff

    Sarah Kate Bearman, PhD
    Sarah Kate BearmanDr. Sarah Kate Bearman is an assistant professor in the Combined School-Clinical Child Psychology program at Ferkauf Graduate School of Psychology. She received her master’s and doctoral degrees in clinical psychology from the University of Texas at Austin and completed her predoctoral internship at the Children’s Hospital of New York-Columbia University Medical Center and a postdoctoral fellowship at Judge Baker Children’s Center, Harvard Medical School. Dr. Bearman held a research scientist position at Judge Baker Children’s Center from 2008 to 2011 and is an assistant professor at Harvard Medical School. She has received research and training grants from the National Institute of Mental Health and the Annie E. Casey Foundation, and has published many scholarly articles and book chapters about the development and treatment of youth mental health concerns. Dr. Bearman is a co-author of a treatment manual for youth depression (Primary and Secondary Control Enhancement Training; Weisz, Gray, Bearman & Stark, 2008) and a trans-diagnostic manual for youth with anxiety, depression and disruptive conduct (Behavioral and Affective Skills in Coping; BASIC, Weisz & Bearman, 2010). She provides both clinical supervision and national trainings for therapists in the use of ESPs for anxiety, depression, disruptive conduct and traumatic stress. Her research focuses on the successful and sustained transportation of evidence-based interventions for children in community practice settings. Full Vitae

    Learn more about Dr. Bearman here!

    Deidre M. Edwards, PhD 

    Dr. Deidre Edwards is the postdoctoral research fellow at the Laboratory for Leveraging Evidence and Advancing Practice for Youth Mental Health Services in the Ferkauf Graduate School of Psychology at Yeshiva University.  She received her master’s degree in counseling and doctoral degree in clinical psychology from the University of Texas Southwestern Medical Center in Dallas, Texas (UTSW).  She also completed her predoctoral internship at UTSW.  Upon completion of her doctoral training, Dr. Edwards worked as a school therapist providing academic and mental health services to students in first through twelfth grades.  Dr. Edwards is the project director for the second phase of the Practice Based Empirically Support Treatments (PBEST), a feasibility study of a school-based coping skills intervention for high-risk adolescents.  Her research interests include the dissemination and implementation of evidence-based interventions in school and community settings for youth, as well as the prevention and treatment of mental health issues in children and adolescents.  Additionally, Dr. Edwards is interested in therapist competence and the role of supervision.

     

    Program Staff
    Abby BailinAbby Bailin is a research assistant and coordinator for the LEAP Lab. She received her BA in psychology from the University of Michigan in 2012. She is interested in early prevention strategies for youth depression that target family risk factors, and the dissemination of evidenced-based therapy for youth in underserved populations.

     

    Samara SpellerSamara Speller is a research assistant for the LEAP lab. She received her BS in Applied Psychology from New York University in 2012. Her research interests include linking research to practice in order to improve early interventions and community mental health services for youth.


    KatherineKatherine Corteselli is a research assistant for the LEAP Lab. She received her BA in Human Development from Boston College in 2012. She then went on to receive her Ed.M. in Prevention Science and Practice from Harvard Graduate School of Education. Katherine's interests include child advocacy, the prevention and treatment of mental health issues among youth, and the implementation and dissemination of evidence-based interventions in school and community settings. 

    Graduate Students

    Samantha BusaSamantha Busa, MS, graduated from Muhlenberg College in 2011 with a BA in psychology. She was an educational counselor for an evidence-based treatment program for children with ADHD, the NYU Child Study Center Summer Program for Kids. Her interests include adoption, dissemination, and implementation of evidence-based practices in community settings and clinician attitudes toward evidence-based practices.

    Alison CarlisAlison Carlis, MSE, MS, received her BA in psychology and human rights from Barnard College in 2002. She then went on to receive her MSE at Long Island University while participating in the New York City Teaching Fellows program where she was a special education teacher. She is interested in the development and dissemination of evidence-based treatments in urban public schools and how best to incorporate teachers and parents into such treatments.

    Conner McClureConner McClure received her BA in psychology from Tulane and previously worked as a research assistant at the NYU Child Study Center on a school-based parenting intervention to prevent conduct disorders in at-risk populations. She is interested in bridging the gap between research and practice and disseminating evidence-based treatments into community settings. Additional interests include parenting interventions and cultural adaptations of evidence-based treatments.

    Robyn SchneidermanRobyn Schneiderman, MS, graduated with a BS in psychology from Union College in 2009. She was a research coordinator for a NIH-funded longitudinal study, Neurodevelopmental Perspectives on ADHD, at Queens College. Her research interests include therapist competence in CBT, specifically how competency develops (reading, training, supervision, experience, etc.), whether it can be accurately self-reported and if it predicts client outcome. 

    EmmaEmma Zoloth graduated from Wesleyan University in 2010 with a BA in Psychology. Previously, she worked as project coordinator of a large-scale research project at Judge Baker Children's Center, Harvard Medical School on the dissemination of evidence based treatments in community clinics. Her research interests include the implementation of evidence-based treatments in community and public school settings, and potential barriers to treatment in those contexts. 

    RuthieRuthie Glass, MS, received her BA from Columbia University in 2010, where she worked as a research assistant in Tory Higgins' Social Cognition Lab. She is interested in translating findings from social psychology to youth mental health prevention and intervention research, as well as examining how to implement and disseminate that research in the most effective way. In particular, Ruthie is currently examining the role of implicit theories of emotion--that is, one's belief that emotions are fixed or malleable in depression outcomes among adolescents in New York City public schools. 

    RachelRachel Terry graduated from the Barnard College Double Degree program in 2008, with a BA in Psychology and an additional BA in Jewish History. Before graduate school, she worked as a Research Management Associate at the Spinal Muscular Atrophy (SMA) Foundation in Manhattan, coordinating clinicial trials and public awareness campaigns to help children with SMA. Additionally, Rachel worked as a Research Assistant at the Columbia University Medical Center, assisting in studies on the link between socioeconomic status and neurocognitive development. Her research interests include the dissemination and implementation of evidence-based interventions in natural settings for children, as well as ways to improve clinician attitudes toward evidence-based practices. 

    Staff at the November 2012 ABCT conference

     ABCT conference

     ABCT conference2

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