Summary

About

Source: Website

1. We support research focused on the development, testing, and implementation of culturally responsive, evidence-based, behavioral health interventions in community settings.

This includes the study of training methods that allow for optimal learning and uptake by those we train as well as strategies to help organizations implement evidence-based practices. We engage community stakeholders as partners in all of our research to ensure that our work meet the needs of those we train and the patients they serve, consistent with a community-based participatory research approach.

2. We offer training and consultation to the behavioral health workforce in our community (at no-cost to participants) in culturally responsive, evidence-based, behavioral health interventions and evaluate the outcomes of our work.

This work is conducted through a multi-disciplinary training consortium that was developed via an academic-community partnership between the GMU Psychology Department, Healthy Minds Fairfax and the Northern Virginia Regional Projects Office. Healthy Minds Fairfax and the Northern Virginia Regional Projects Office, with some in-kind-support from GMU, fund the training consortium.

Why is the work so important? On average, it takes 17 years for new interventions that are developed and tested in research settings to reach clinical practice settings in the community. This is referred to as the “research-to-practice gap.” Additionally, if poorly implemented in clinical practice settings, these interventions can lose their effectiveness with clients. The CEBBH is fully committed toward increasing the speed at which these cutting edge these interventions are developed and transported to community settings, as well as ensuring that optimal implementation methods are employed to increase the likelihood of success. We also engage students in the CEBBH in an effort to train the next generation of researchers and clinicians in this very important work.

The overall goals of our work are to:

• Equip behavioral health organizations with the ability to offer cutting edge, culturally responsive, evidence-based assessment and treatment services to their patients
• Equip behavioral health organizations with the ability to integrate culturally sensitive, evidence-based assessment, into clinical decision making, and engage patients in this process
• Equip case managers with the knowledge needed to refer families to the appropriate evidence-based services
• Facilitate the organizational infrastructure and funding needed to support and sustain the use of culturally responsive evidence-based practices
• Increase access to our trainings beyond Northern Virginia so that more organizations and individuals in need may benefit

The overall implications of our work for organizations and patients include:

• Improving the quality of care available in community settings
• Decreasing the length of care needed by patients
• Improving patient recovery and discharge rates
• Decreasing waitlists for services
• Increasing the number of patients served
• Improving access to care for all patients
• Decreasing health disparities
• Saving more patient lives

Contact

Email: Center

Web Links

• Website

People

Faculty

• Christianne Esposito-Smythers, Ph.D.

• Keith Renshaw, Ph.D.

• Sarah Fischer, Ph.D.

• Amanda Sanchez, Ph.D.

• Robyn Mehlenbeck, Ph.D.

• Tara Chaplin, Ph.D.

• Seth Kaplan, Ph.D.

• Olga Kornienko, Ph.D.

• Leah Adams, Ph.D.

• Natasha Tonge, Ph.D.

• Deborah Goetz Goldberg, Ph.D.

• Julia Shadur, Ph.D.

• Jessica Huntt, Ph.D.

  Post-Doctoral Research Fellow

Training

Trainings Offered by the Center

In an effort to increase the availability of cutting-edge, evidence-based, culturally responsive, behavioral health interventions for children, youth, adults, and families in Northern Virginia, we offer free training, using well supported training methods, to clinicians and supervisors who work in our community through a multi-disciplinary training consortium. All attendees are provided with access to free training and consultation in evidence-based interventions designed to treat a range of mental health concerns (depression, anxiety, disruptive-behavior, problem eating behavior, post-traumatic stress), substance abuse, and high-risk behaviors (suicidal and non-suicidal self-injury). Many of these trainings offer certifications and micro-credentialing upon successful completion. Attendees are also taught how to deliver these interventions in a culturally responsive manner. We also offer fidelity monitoring, outcome assessment, and implementation support to organizations that implement these interventions.

The training consortium was developed through an academic-community partnership between the Psychology Department at George Mason University (GMU) and two community organizations, Healthy Minds Fairfax and the Northern Virginia Regional Projects Office (NVRPO) which fund our trainings. The consortium is steered by a multidisciplinary leadership group that represents multiple youth, family, and adult serving sectors of the Northern Virginia, including personnel from GMU, Healthy Minds Fairfax, NVRPO, Northern VA Community Services Boards, Department of Neighborhood and Community Services, Fairfax-Falls Church Children’s Services Act, Fairfax County Public Schools, Fairfax County Juvenile and Domestic Relations Court, and Department of Family Services. Multiple faculty from the Clinical Psychology program housed within the GMU Psychology Department participate in the Consortium.

Why Evidence-Based Practice?

Many different treatment approaches are used to help individuals with mental health and substance abuse difficulties. Research shows some treatments work better than others for specific problems. Treatments that have scientific evidence supporting use are called evidence-based treatments (EBTs). Treatments are compared in clinical trials with dozens to hundreds of individuals with similar types of problems. As more studies are done and find support, evidence for that EBT grows. Often there is more than one EBT for a given problem or set of problems. A goal of the CEBBH is to promote the use of evidence-based treatment in community settings by providing free training and consultation to clinicians and supervisors in our local community.

In-Kind Services

In exchange for access to free training and continuing education credits, we hope that participating clinicians will consider becoming contracted behavioral health providers with Healthy Minds Fairfax (Comprehensive Services Act, Short-Term Behavioral Health). As we run waitlists for all of our trainings, contracted behavioral health providers receive priority access.

Benefits of Participation

There are many benefits to participating in our trainings. Clinicians receive free training and consultation in treatments shown to work for a range of mental health problems as well as free continuing education credits. Clinicians may also receive “certification” or a micro-credential (i.e., micro-badge) in some of the trainings offered if all requirements are successfully completed. Those clinicians who receive certification or a micro-badge in sponsored trainings will be given the opportunity to be listed on relevant Fairfax County as well as affiliated program (e.g., TF-CBT) websites.

Case Manager Evidence-Based Practice Training

Advances in Behavioral Health Assessment and Clinical Treatment: Updates for the Case Manager’s Toolkit

This training is designed for case managers who work within the Children’s System of Care/Children’s Services Act (CSA). Case managers participating in this training will be briefed on: 1) the current state of the literature on evidence-based assessment and treatments for youth; 2) how to evaluate client progress in contracted services; 3) the options for evidence-based assessment (including measurement-based care) and treatment in Fairfax County; 4) service planning tips for selecting the most appropriate EBP for families; and 5) ways to help families understand their treatment options. This training will enhance knowledge about EBPs and help to facilitate referral processes at the CSA.

Cognitive Processing Therapy (CPT)

Cognitive Processing Therapy (CPT) is a trauma-focused evidence-based treatment that is effective in reducing symptoms of PTSD in older adolescents and adults with multiple types of trauma. CPT provides a way for clients to understand why recovery from traumatic events is difficult and how symptoms of PTSD affect daily life. The focus is on identifying how traumatic experiences change thoughts and beliefs, and how thoughts influence current feelings and behaviors. An important part of the treatment is addressing ways of maladaptive thinking that can keep individuals “stuck” and get in the way of recovery from symptoms of PTSD and other problems. Through a successful course of CPT, individuals learn to challenge their unhelpful, unrealistic thoughts about the traumatic experience, the world and themselves, and as a result can heal and live a more full, meaningful life with the absence of PTSD symptoms. CPT has been implemented in a variety of treatment settings and can be conducted in individual or closed group formats.

Competency-Based Clinical Supervision (CBCS)

Competency-Based Clinical Supervision (CBCS) is a metatheoretical approach that explicitly identifies the knowledge, skills and attitudes that comprise clinical competencies, informs learning strategies and evaluation procedures, and meets criterion-referenced competence standards consistent with evidence-based practices and the local/cultural clinical setting. CBCS directs attention to the competencies of the supervisor as clinician and supervisor, and infuses the competencies model throughout the process of supervision. It does not preclude other models of supervision. CBCS

provides an explicit framework and method to orient, develop, evaluate, and enhance the competencies that are required for professional practice. It includes a clear focus on clinician output (demonstration of competence) rather than input (number of trainings attended).

The CBCS training is designed to provide clinical supervisors with psychoeducation and evidence-based tools to aid in building supervisee: general clinical competencies; multicultural and diversity competence (including use of culturally sensitive evidence-based assessment, case conceptualization, and treatment techniques); ability to form and maintain a supervisory alliance; ability to effectively manage personal factors; and legal and ethical practice, among other competencies. It also provides supervisors with guidance in use of criterion referenced methods of assessment, evaluation, and feedback. Supervisors will leave the training with a “toolkit” that can be used to facilitate CBCS in their practice settings.

Core Competency Cognitive Behavioral Therapy Series (CC-CBT)

Cognitive-behavioral therapy is one of the most widely used and efficacious treatments for youth depression, anxiety, disruptive behavior, substance use, trauma, and high-risk behaviors. The Core Competency Cognitive-Behavioral Treatment (CC-CBT) protocol integrates cognitive and behavioral techniques to address adolescent (ages 12-17) suicidal ideation/behavior, substance abuse, and other mental health conditions (depression, anxiety, disruptive behavior). It also employs motivational enhancement to improve motivation for change and treatment engagement as well as some dialectical behavior therapy techniques to address severe emotion dysregulation and high-risk behavior. The CC-CBT is manualized and modular with a menu of sessions for the clinician to choose from which allows for tailoring of the protocol to each adolescent and his/her family. The CC-CBT incorporates “core” adolescent skill modules to address skill deficits common to substance abuse, suicidality, and other mental health problems (depression, anxiety, disruptive behavior). It also includes “supplemental” skill modules that are used, as needed, to address emergent crises (e.g., suicide assessment, chain analysis). In this sense, the CCT is a transdiagnostic protocol, i.e., it is designed to accommodate, rather than exclude, adolescents with comorbid psychiatric disorders. Acknowledging that adolescents exist within multiple systems (family, peer, school), and that problems within these systems prevents optimal treatment gains, this intervention contains modules for cognitive-behavioral individual therapy, cognitive-behavioral family therapy, and behavioral parent training. Coordination of services across providers (e.g., psychiatrists, pediatricians) and settings (e.g., schools) is also conducted.

The CC-CBT protocol is based on a treatment developed and tested for adolescents with co-occurring substance abuse and suicidality referred to as Integrated Cognitive-Behavioral Therapy (I-CBT). This I-CBT protocol, when delivered to youth with co-occurring substance use disorders and suicidality, showed preliminary efficacy in reducing the incidence of suicide attempts, emergency room visits, hospitalizations, heavy drinking, and marijuana use, relative to an enhanced treatment as usual condition. Supplemental analyses also suggested moderate to large effects on rates of mood, anxiety, disruptive-behavior, and substance use disorders. I-CBT was delivered by therapists in a medical school setting.

I-CBT is rated as a treatment with evidence for reductions in suicide attempts in the Substance Abuse and Mental Health Services Administration (SAMHSA; 2020) publication, Treatment for Suicidal Ideation, Self-harm, and Suicide Attempts Among Youth and a recent review of the scientific literature. It has also been featured in a recent book entitled Evidence-Based Treatment Approaches for Suicidal Adolescents: Translating Science into Practice. The I-CBT model, which includes the integration of individual and family-based CBT, with motivational enhancement, has also been deemed a well-established treatment model for adolescent substance abuse in a recent literature review and rated as a treatment with evidence for reductions in substance abuse and co-occurring conditions in the Substance Abuse and Mental Health Services Administration (SAMHSA; 2021) publication, Treatment Considerations for Youth and Young Adults with Serious Emotional Disturbances and Serious Mental Illnesses.

CC-CBT is a modified version of I-CBT. Adaptations were made to the training and consultation protocol as well as the treatment manual to improve disseminability in community settings. Core skills were retained in the adaptation process. The modifications were made in collaboration with community partners. Clinicians trained in CC-CBT report statistically significant increases in knowledge and self-efficacy in the use of I-CBT skills from pre- to post-training. Clinicians also report statistically significant increases in use of CC-CBT skills with clients at 3-month follow-up as well as good fidelity to the treatment modules. Additionally, more recently, modules were added to the CC-CBT protocol to address trauma and disordered eating behavior.

Culturally Responsive Clinical Assessment (CRCA)

The Culturally Responsive Clinical Assessment training is designed to provide clinicians/supervisors with psychoeducation and training in tools to promote culturally responsive evidence-based clinical assessment. Clinicians/supervisors learn how to administer the Cultural Formulation Interview (CFI) and the DIAMOND semi-structured DSM-V diagnostic interview. They also learn how to integrate information from these sources with clinical intake information and culturally relevant diagnostic considerations to form a clinical case conceptualization.

Family Intervention for Suicide Prevention (FISP)

The FISP Training is offered in partnership with the UCLA-Duke Act, Support, and Protect (ASAP) Center. As described by the Suicide Prevention Resource Center, “the Family Intervention for Suicide Prevention (FISP) is a cognitive behavioral family intervention for youth ages 10-24 who are presenting with suicidal ideation or a recent suicide attempt. The FISP uses the encounter with the clinician to decrease the short- term risk of repeated suicidal ideation and behavior by building the coping skills of youth and their families, enhancing motivation for follow-up mental health treatment, and improving linkage to outpatient follow-up treatment services.

The FISP has three main objectives: (1) staff training; (2) youth and family crisis therapy session; and (3) care linkage telephone contacts. It emphasizes: reframing the suicide attempt as a problem requiring action; providing psychoeducation to families about the importance of outpatient mental health treatment and restriction of means of attempt in the home; increasing family support; and working with the youth to identify their triggers for suicidality and develop a safety plan (“hope box” to enhance safe and adaptive coping).

The FISP has been tested in ED settings and adapted for use in the homes of youth/families in other settings (e.g., inpatient, residential, outpatient, school, other community programs). The FISP has also been adapted for delivery as a home-based intervention for youth with “suicide incidents” in the Celebrating Life Program, developed to address suicide attempts by youth within the White Mountain Apache community.” To learn more about this intervention and see associated publications, go to the Suicide Prevention Resource Center’s website.

Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC)

The Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC) is designed for youth ages 6-12. MATCH-ADTC is an evidence-based treatment that employs a cognitive-behavioral framework to address common childhood behavioral health concerns including depression, anxiety, conduct problems, and trauma. It incorporates psychoeducation as well as child and caregiver behavioral/cognitive-behavioral skill building. MATCH-ADTC employs a modularized approach that is flexible and encourages clinicians to tailor treatment to individual treatment needs. It also includes flow charts to aid clinicians in developing an effective treatment plan as well as brief child and parent report assessment tools that can be administered on a weekly basis to track client progress. Please see the following sites to learn more about the MATCH-ADTC modules and video tutorials of sample skills.

A growing body of research has documented the effectiveness of MATCH-ADTC in reducing symptoms of behavioral health concerns as well as therapist satisfaction in the use of MATCH-ADTC. More information on MATCH-ADTC and associated publications can be found at the Lab for Youth Mental Health, The Child Health and Development Institute, and PracticeWise. This is not the MATCH-ADTC training offered by the treatment developers. For that training, please see The Baker Center.

Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)

TF-CBT is an evidence-based intervention for youth, ages 3-21, who have significant emotional or behavioral difficulties related to one or more traumatic life events (including complex trauma) and their parent/caregiver. Youth do not have to meet diagnostic criteria for PTSD to receive TF-CBT. TF-CBT treatment has been shown to result in improvement in PTSD symptoms, depression, anxiety symptoms, externalizing behavioral problems, sexualized behavior problems, shame, trauma related cognitions, interpersonal trust, and social competence.

TF-CBT has the strongest research evidence of any treatment model for traumatized children. Multiple randomized controlled trials (RCT) and replication studies, including international studies across Europe and Africa, have been conducted documenting the effectiveness of TF-CBT. The youth’s parent/caregiver is an important participant in treatment. Components of TF-CBT include psychoeducation; understanding the connection between thoughts, feelings, and behaviors; relaxation skills; affect regulation; the trauma narrative; gradual exposure; enhancing youth safety; and addressing grief.

TF-CBT is recognized as a “Model Program” by the Substance Abuse and Mental Health Services Administration (SAMHSA). Certification is offered in TF-CBT. The TF-CBT Therapist Certification Program is designed to promote successful implementation and treatment fidelity. The certification process includes completion of a web-based course, an in-person training, and ongoing follow-up supervision calls with a TF-CBT expert. Clinicians who undergo the certification process are included in the TF-CBT National Register, which is used to help identify local TF-CBT certified clinicians during the treatment referral process.  More information about TF-CBT can be found at the Trauma-Focused Cognitive Behavioral Therapy National Therapist Certification Program, and the National Child Traumatic Stress Network.

Advances in the Prevention, Diagnosis, and Treatment of Adolescent Opioid Use

This workshop is designed to train behavioral health providers who offer services to adolescents with substance abuse and their clinical supervisors. Those who attend this training will learn to:

1) identify the signs and symptoms of opioid and other drug use and misuse in the context of adolescence and understand the continuum of substance use disorder severity;

 2) explain why adolescence is a critical period for the development of substance use disorders;

3) describe the best available assessment tools for adolescent opioid and other substance use and substance use disorders;

4) understand the relation between trauma, trauma related disorders, and substance use and misuse, and the implications for evidence-based treatment;

5) identify what works when it comes to the prevention and treatment of adolescent opioid and other drug use;

6) implement a gold-standard opioid overdose prevention plan with adolescence; and

7) understand the continuum of clinical care and recognize how to match symptom severity with the appropriate service level.

Research

Publications

In Press

Lei, X., & Kaplan, S. (in press). The real-time and carry-over effects of injustice on performance and service quality in a ridesharing driver scenario. Current Psychology.

Urcuyo A.E., Conroy, K., Sanchez, A.L., Silva, K., Furr, J.M., Bagner, D.M., & Comer, J.S., (in press). Psychometric Evaluation of the Abbreviated Multidimensional Acculturation Scale (AMAS) in a Treatment-Seeking Sample of First-Generation Immigrants. Child Psychiatry and Human Development.

Whitmyre, E., Esposito-Smythers, C., & Goldberg, D. (in press). Impact of a virtual suicide safety planning training on clinician knowledge, self-efficacy, and use of safety plans in community mental health clinics. Archives of Suicide Research.

2023

Kornienko, O., Santos, C.E., Seaton, E.K., Davila, M., & Garner, P.W. (2023). Racial discrimination experiences and friendship network dynamics among Black and Latinx Youth. Journal of Youth and Adolescence, 52, 685–700. doi: 10.1007/s10964-023-01746-1

Nelson, J.D., Martin, L.N., Izquierdo, A., Kornienko, O., Cuellar, A.E., Cheskin, L.J., & Fischer, S. (2023). The role of discrimination and adverse childhood experiences in disordered eating. Journal of Eating Disorders, 11, 29. doi: 10.1186/s40337-023-00753-8

Sanchez, A.L., Cliggit, L.P., Dallard, N.L., Irby, D., Harper, M., Schaffer, E., Lane-Fall, M., Beidas, R.S. (2023). Power Redistribution and Upending White Supremacy in Implementation Research and Practice in Community Mental Health. Psychiatric Services, appi-ps

Wong, C.M., Craig, L., Bradley-Geist, J., & Kaplan, S. (2023). Police recruits’ predicted and felt emotions during organizational socialization. Applied Psychology, 72, 849–862.

2022

Betancourt, C,. Kitsantas, Y., Goldberg, D.G., Hawkes, B. (2022). Prescription Opioid Misuse and Suicidal Behaviors Among U.S. Veterans: A Cross-sectional Study from the 2015-2019 National Survey on Drug Use and Health. Journal of Behavioral Health Services & Research.

Davila, M., & Kornienko, O., (2022). Making, maintaining, and influencing friends: Examining the role of fear of negative evaluation and gender in adolescent networks. School Psychology. doi: 10.1037/spq0000481

Esposito-Smythers, C., Fischer, S., Whitmyre, E., Defayette, A., Maultsby, K. & Renshaw, K. (2022). Adaptation of a transdiagnostic cognitive-behavioral treatment for adolescents with comorbid mental health conditions and high-risk behavior. Evidence-Based Practice in Child and Adolescent Mental Health. doi: 10.1080/23794925.2022.2124556

Felton, J.W., Shadur, J., Havewala, M., Cassidy, J., Lejuez, C.W., & Chronis-Tuscano, A. (2022). Specific pathways from parental distress reactions to adolescent depressive symptoms: The mediating role of youths’ reactions to negative life events. Journal of Psychopathology & Behavioral Assessment, 44, 750-762. doi: 10.1007/s10862-022-09954-y

Hoskins, K., Sanchez, A.L., Hoffacker, C., Momplaisir, F., Gross, R., Brady, K.A., Pettit, A.R., Zengraf, K., Mills, C., Coley, D. & Beidas R.S. (2022).  Implementation Mapping to Plan for a Hybrid Trial Testing the Effectiveness and Implementation of a Behavioral Intervention for HIV Medication Adherence and Care Retention. Frontiers in Public Health, 2366.

Hussong, A., Shadur, J., & Sircar, J. (2022). Targeting the needs of families in recovery with young children. Children and Youth Services Review, 143. doi: 10.1016/j.childyouth.2022.106651.

Kornienko, O., Riis, J., Davila, M., White, N., & Garner, P.W. (2022). Preliminary insights into associations between C-reactive protein and social network dynamics. Psychoneuroendocrinology, 139, 105690. doi: 10.1016/j.psyneuen.2022.105690

Kornienko, O., Rambaran, J.A., & Rivas-Drake, D. (2022). Interpersonal racism and peer relationships: An integrative framework and directions for research. Journal of Applied Developmental Psychology, 80, 101414. Special Issue on Understudied Social Issues in Peer Relationship Research: A Call to Action. doi: 10.1016/j.appdev.2022.101414

Kornienko, O., & Rivas-Drake, D. (2022). Adolescent intergroup connections and their developmental benefits: Exploring contributions from social network analysis. Social Development, 31, 9-26. doi: 10.1111/sode.12572

Mehlenbeck, R. (2022; Role: Care Guide Editorial Team). In: Virginia Mental Health Access Program Guide for Promoting Child and Adolescent Behavioral and Mental Health in Primary Care, Vol 1.0, 2022. Davis BE and Cummings R (Eds), MSVF. www.vmap.org/guidebook.

Mehlenbeck, R.S., & Trojanowski, P.J. (2022). Chapter 97: Family Therapy. In H.M. Feldman, N. Blum, E.R. Elias, M.E. Jimenez, L. von Kampen, & T. Stancin (Eds.), Developmental Behavioral Pediatrics (5th ed).

Ricciardi, C., Kornienko, O., & Garner, P.W. (2022). The role of cognitive emotion regulation for making and keeping friend and conflict networks. Frontiers in Psychology, 13, 802629. doi: 10.3389/fpsyg.2022.802629 (Impact Factor: 3.286)

Sanchez, A.L., Hoskins, K., Pettit, A.R., Momplaisir, F., Gross, R., Brady, K.A., Hoffacker, C., Zentgraf, K., & Beidas, R.A. (2022).  Stakeholder Perspectives on Implementing an Evidence-Based Behavioral Intervention for People with HIV: A Rapid Qualitative Analysis of Implementation Determinants. Journal of Acquired Immune Deficiency Syndromes, 90(1), S190-S196

Sanchez, A.L., Comer, J.S., & LaRoche, M. (2022). Enhancing the Responsiveness of Family-Based CBT Through Culturally Informed Case Conceptualization and Treatment Planning. Cognitive and Behavioral Practice, 29 (4), 750-770.

Sanchez, A.L., Jent, J., Aggarwal, N., Chavira, D., Coxe, S., Garcia, D., LaRoche, M. & Comer, J.S. (2022). Person-centered cultural assessment can improve child mental health service engagement and outcomes. Journal of Clinical Child and Adolescent Psychology, 51(1), 1-22.

Trojanowski, P.J., Frietchen, R.E., Harvie, B., Mehlenbeck, R., & Fischer, S. (2022).  Internet-delivered eating disorders prevention program for adolescent girls with Type 1 diabetes: Acceptable and feasible.  Pediatric Diabetes, doi: 10.1111/pedi.13395.

Trojanowski, P.J., Mehlenbeck, R., & Fischer, S. (2022). Adapting a cognitive dissonance-based eating disorders prevention program for adolescent girls with Type 1 diabetes.  Evidence-Based Practice in Child and Adolescent Mental Health. doi: 10.1080/23794925.2022.2042876.

Whitmyre, E., Esposito-Smythers, C., Goldberg, D., Scalzo, G., Defayette, A. & Lopez, R. (2022). Implementation of an electronic safety plan within a measurement feedback system. Evidence-Based Practice in Child and Adolescent Mental Health. doi: 10.1080/23794925.2022.2081946

2021

Adams, L.M., Gell, N.M., Hoffman, E.V., Gibbons, L.E., Phelan, E.A., Sturgeon, J. A., Turk, D.C., & Patel, K.V. (2021). Impact of COVID-19 ‘Stay Home, Stay Healthy’ orders on function among older adults participating in a community-based, behavioral intervention study. Journal of Aging & Health, 33(7-8), 458 – 468. doi: 10.1177/0898264321991314.

Betancourt, C,. Kitsantas, Y., Goldberg, D.G., Hawkes, B. (2021). Substance Use Relapse Among Veterans at Termination of Treatment for Substance Use Disorders. Military Medicine. doi: 10.1093/milmed/usab280

Chaplin, T. M., Mauro, K., Curby, T. W., Niehaus, C., Fischer, S., Turpyn, C.C., Martelli, A. M., Miller, A. B., Leichtweis, R. N., Baer, R., & Sinha, R. (2021). Effects of a parenting-focused mindfulness intervention on adolescent substance use and psychopathology: a randomized controlled trial. Research on Child and Adolescent Psychopathology (Formerly: Journal of Abnormal Child Psychology), 49, 861-875, doi: 10.1007/s10802-021-00782-4 PMID: 33620662

Chaplin, T. M., Turpyn, C. C., Fischer, S., Martelli, A. M., Ross, C. E., Leichtweis, R. N., Miller, A. B., & Sinha, R. (2021). Parenting-focused mindfulness intervention reduces stress and improves parenting in highly-stressed mothers of adolescents. Mindfulness. Special Issue on Mindful Parenting, 12, 450–462. doi: 10.1007/s12671-018-1026-9. PMCID: PMC7962755

Esposito-Smythers, C., Defayette, A., Whitmyre, E., Steinberg, P., Goldston, D, & Asarnow, J. (2021). A community call to action: Use of quality improvement strategies to address youth suicides. Evidence-Based Practice in Child and Adolescent Mental Health, 6(3), 328-342, doi: 10.1080/23794925.2021.1917020

Goldberg, D.G., Soylu, T., Kitsantas, P., Grady, V., Nichols, L. (2021). Burnout among Primary Care Providers and Staff: Evaluating the Association with Practice Adaptive Reserve and Individual Behaviors. Journal of General Internal Medicine. doi: 10.1007/s11606-020-06367-z

Goldston, D.B., Curry, J.F., Wells, K.C., Kaminer, Y., Daniel, S.S., Esposito-Smythers, C., Doyle, O., Sapyta, J., Tunno, A.M., Heilbron, N.C., Roley-Roberts, M. (2021). Feasibility of an integrated treatment approach for youth with depression, suicide attempts, and substance use problems. Evidence-Based Practice in Child & Adolescent Mental Health, 6(2), 155-172. doi: 10.1080/23794925.2021.1888664.

Hunt, A.D., & Adams, L.M. (2021). Perception of unmet need after seeking treatment for a past year major depressive episode: Results from the 2018 National Survey of Drug Use and Health. Psychiatric Quarterly, 92(3), 1271 – 1281. doi: 10.1007/s11126-021-09913-y.

Kaplan, S., & Aitken, A. (Authors contributed equally). (2021). Considering the attainment of work’s latent benefits under a basic income policy. Industrial and Organizational Psychology: Perspectives on Science and Practice, 14, 577-581.

Merrigan, J J., Volgenau, K.M., McKay, A., Gallo, S., Mehlenbeck, R.S. & Jones, M. (2021).  Bi-directional associations among physical activity and sleep in overweight/obese elementary age Latino children.  Sports (v9, issue 2).

Ross, S. L., Sharma-Patel, K., Brown, E. J., Huntt, J. S., & Chaplin, W. (2021). Complex trauma and Trauma- Focused Cognitive-Behavioral Therapy: How do trauma chronicity and PTSD presentation affect treatment outcome? Child Abuse & Neglect, 111, 104734.

Shadur, J., Felton, J., & Lejuez, C. (2021). Alcohol use and perceived drinking risk trajectories across adolescence: The role of alcohol expectancies. Current Psychology. doi: 10.1007/s12144-021-02178-5.

Trojanowski, P. J., Niehaus, C., Mehlenbeck, R., & Fischer, S. (2021). Parenting and psychological health in youth with Type 1 diabetes: systematic review. Journal of Pediatric Psychology. doi: 10.1093/jpepsy/jsab064

Turpyn, C. C., Chaplin, T. M., Fischer, S., Thompson, J. C.,  Fedota, J. R., Baer, R. A., & Martelli, A. M. (2021). Affective Neural Mechanisms of a Parenting-Focused Mindfulness Intervention. Mindfulness. Special Issue on Mindful Parenting, 12, XX. Advance online publication. doi: 10.1007/s12671-019-01118-6

Weitzman, C., Augustyn, M., Froehlich, T., Mehlenbeck, R., Mendelsohn, A.L., Nielsen, B.A., Soares, N., Voigt, R.G., Walton, J., Zlomke, K., Fogler, J.,; Keder, R.D., Ratliff-Schaub, K., Wallis, K.E.,  (2021). Recommendations for the Biden-Harris Administration. A Statement of Priorities from the Society for Developmental and Behavioral Pediatrics.  Journal of Developmental & Behavioral Pediatrics.

2020

Black, W.¹, Esposito-Smythers, C.¹, Liu, F.¹, Leichtweis, R., Petersen, L., & Fagan, C. (2020). Leveraging health information technology to meet The Joint Commission’s standard for measurement-based care: A case study. The Joint Commission Journal on Quality and Patient Safety, 46(6), 353-358. doi: 10.1016/j.jcjq.2020.03.006 (1: first three authors equal contributors)

Goldberg, D.G., Soylu, T., Grady, V., Kitsantas, P., Grady, J., Nichols, L. (2020). Indicators of Workplace Burnout among Providers and Staff in Small to Medium- Sized Primary Care Practices. Journal of the American Board of Family Medicine, 33, 3, 378-385. DOI: doi: 10.3122/jabfm.2020.03.190260

Hames, J.L., Bell, D.J., Perez-Lima, L.M., Holm-Denoma, J.M., Rooney, T.,  Charles, N.E., Thompson, S.M., Mehlenbeck, R. S., Tawfik, S.H., Fondacaro, K.M.,  Simmons, K.T., &  Hoersting, R.C. (2020) Navigating Uncharted Waters: Considerations for Training Clinics in the Rapid Transition to Telepsychology and Telesupervision During COVID-19.  Journal of Psychotherapy Integration.

Merrigan, J.J., Gallo,S., Fields, J.B., Mehlenbeck, R., & Jones, M.T. (2020). Relationship of body composition, cardio-metabolic measures, and fitness assessments in young, obese Latino children. International Journal of Exercise Science,13(3), 488-500. PMID: 32509118

Shadur, J., & Hussong, A.M. (2020). Maternal substance use and child emotion regulation: The mediating role of parent emotion socialization. Journal of Child and Family Studies, 29, 1589-1603. doi: 10.1007/s10826-019-01681-5

Funding

Active External Grants

Randomized Controlled Trial Evaluating an Innovative Community-Based intervention Combining Group-Based Exercise and Behavioral Health Skills-Training for Older Adults with Painful Knee Osteoarthritis 

R01 AG060992

Aim: The purpose of this grant is to evaluate a community-based intervention that combines a CDC-recommended physical exercise program with a group-based behavioral health program to improve physical activity among older adults with knee osteoarthritis. In this randomized controlled trial, older adults receive a combination of the physical exercise program and one of two group-based health programs: 1) A behavioral health program that based in cognitive-behavioral and motivational interviewing skills or 2) A health education program as an active control group.

Sponsor: National Institute on Aging

Dates of grant: 05/01/2019 – 04/30/2025

Total Direct Costs: $3,057,017 (total costs)

Role: K. Patel (University of Washington), PI; L. Adams, Co-I

Efficacy and Neurobiological Mechanisms of a Parenting-Focused Mindfulness Intervention to Prevent Adolescent Substance Use

R01DA052427

Aims: This study will test efficacy and bio-behavioral mechanisms of a parenting-focused mindfulness intervention in preventing adolescent substance use.

Sponsor: NIH/NIDA

Dates: 07/15/2021-05/31/2026

Total Funding: $3,100,000

Role: T. Chaplin (PI)

Detecting and Addressing Bulimia Nervosa in Adolescent Girls through Local Community Service Boards

1ASTWH220109-01-00

Aim: To adapte and disseminate an evidence-based transdiagnostic treatment for adolescents with Bulimia Nervosa.

Dates of grant: 10/1/2022 – 9/30/2025

Total Direct Costs: $889,886 (direct) / $1,361,563.00 (total)

Role: S. Fischer, PI; C. Esposito-Smythers & A. Sanchez, Co-Is

The Racial Equity Special Research Grant

Grant number: 202100291

Aim: Re-imagining Latinx adolescents’ academic success: How cultural assets and social relationships protect against the effects of discrimination

Sponsor: Spencer Foundation

Dates of grant: 8/1/21 – 7/31/24

Roles: T. Ha, PI; M. Hernandez, O. Kornienko, A. Rogers, Co-Is;

Using Machine Learning to Improve Mental Health Screening for Racial/Ethnic Minorities

Grant Number: 1OT2OD032581-1-35

Aims: The first aim of this project are to use machine learning algorithms to predict mental health diagnosis based on social determinants of health, somatic health, and self-reported mental health among patients who are racial/ethnic minorities. The second aim is to examine model performance when self-report measures are excluded in order to determine whether the prediction model has positive predictive power using only routinely clinician-collected data (e.g., vitals, social determinants of health, demographics).

Dates of award: 09/1/2022 – 09/1/2023

Role: N. Tonge, PI.

Active External Contracts

Inova Kellar Center Clinical Research Service Contract

Aim: The purpose of this contract is to aid the Inova Kellar Center in the implementation of web-based routine outcomes monitoring, also known as measurement-based care (MBC), in collaboration with OWL (https://www.owl.health/), LLC. The Kellar Center provides behavioral health treatment to children, adolescents, and their families, and offers a full continuum of services including partial hospitalization, intensive outpatient, intensive home-based services, outpatient, medication management, psychiatric evaluations, psychological testing, and a therapeutic school. Use of MBC allows the Kellar Center to use client self-report data, collected via empirically validated assessments, to guide treatment and discharge planning, monitor client progress, evaluate the efficacy of all services, and address accreditation requirements. These data are also used to prepare research papers and provide pilot data for grant applications.

Sponsor: Inova Kellar Center

Dates of Contract: 6/7/16-6/6/23

Total Direct Costs: $559,409

Role: C. Esposito-Smythers, PI

Fairfax Consortium for Evidence-Based Practice

Aim: The purpose of this contract is to lead a training consortium, in partnership with Healthy Minds Fairfax and the Inova Kellar Center (Inova Healthcare System), for ongoing training in evidence-based interventions for youth and family serving behavioral health providers from local health and human service agencies, public schools, and private provider networks. Training and consultation are provided in interventions for suicidal behavior as well as mental health and substance use disorders. The consortium also evaluates training outcomes and provides implementation support. Data collected are also used to prepare research papers/presentations and provide pilot data for grant applications.

Sponsor: Healthy Minds Fairfax (Fairfax County Government)

Dates of Contract: 12/1/17-6/30/23

Total Costs: $876,579

Role: C. Esposito-Smythers, PI

Northern Virginia Regional Consortium for Evidence-Based Practice

Aim: The purpose of this contract is to establish and run a training consortium for ongoing training in evidence-based trauma treatments for children, adolescents, and adults. Training and consultation are provided to behavioral health providers from Community Service Boards in Alexandria, Arlington County, Fairfax County, Fairfax City, Falls Church, Loudon County, and Prince William County. The consortium also evaluates training outcomes and provides implementation support. Data collected are also used to prepare research papers/presentations and provide pilot data for grant applications.

Sponsor: Northern Virginia Regional Management Group

Dates of Contract: 9/1/20-8/31/23

Total Costs: $703,071

Role: C. Esposito-Smythers, PI; K. Renshaw & S. Fischer, Co-Is

Michael Jenike Young Investigator Award, International OCD Foundation

Awarded $50,000 to support project titled, “Developing a Cultural Adaptation Toolkit to Increase Equity for Underserved Youth with Obsessive-Compulsive and Related Disorders”

Sponsor: International OCD Foundation

Dates of Contract 9/1/2021-9/1/2023

Total Costs: $50,000

Role: A. Sanchez, PI

Health and Public Safety Workforce Resiliency Training Program

Aim: The Health and Public Safety Workforce Resiliency Training Program at George Mason University aims to deliver education and training activities to advance the overall safety, health, and well-being of a diverse population of nurses, social workers, public health practitioners and health care leaders practicing in rural and underserved communities. Our activities under this cooperative agreement with the Health Resources and Services Administration (HRSA) include developing and delivering education and training programs to support the health and well-being of healthcare professionals and conducting research on the health workforce. We provide a number of training opportunities for healthcare professionals including Leading Thriving Organizations Certificate Program, Mental Health First Aid Certificate, and a Resilience Program for Frontline Healthcare Professionals.  We provide tuition waivers to students with major or minors in health-related fields for the GCH325: Stress and Well-Being Course at Mason. We also provide subject matter expert presentations at various conferences andworkshops on topics related to supporting the health and well-being of the healthcare workforce. Our work includes research on best approaches for education and training and organizational support for the healthcare workforce.

Sponsor: Health Resources and Services Administration (HRSA),

Dates of Contract: 1/1/22 – 12/1/24

Total Costs: $2,049,289

Role: Goldberg, D.G., PI

Prince William County AARPA Grant

Aim: Award to set up and run a Spanish Emotional Support Line and provide BRIEF intervention to Spanish speaking residents.

Sponsor: Prince William County

Total Direct costs: $300,000

Dates: 5/1/22 – 12/1/24

Role: R. Mehlenbeck, PI

Active Internal Grants/Contracts

Mason Provost Office Grant

Aim: Funding obtained to expend the Stepped Care Model of Behavioral Health to all Mason students, faculty, staff and contractors.  Interdepartmental funding awarded, direct costs to be administered through the GMU Center for Psychological Services

Sponsor: George Mason University

Dates: 10/1/21 – 10/1/26

Role: R. Mehlenbeck, PI