Abuse Resources
Evidence-Based Interventions of Child Physical Abuse and Family Conflict 
David Kolko, Ph.D., University of Pittsburgh
In this overview, Dr. Kolko provides a description of the components common to evidence-based programs for children who have experienced physical abuse and family conflict. He also describes the research evidence in support of these interventions and provides information about online resources for families and professionals.
Adherence to Treatment
Evidence-Based Interventions for Pediatric Medical Treatment Adherence
Michael Rapoff, Ph.D., University of Kansas
In this overview, Dr. Michael Rapoff provides a summary of the assessment tools used to measure adherence to medication regimens. In addition, Dr. Rapoff discusses the consequences to nonadherence and barriers that families and children face in following medication regimens. He also discusses the evidence based for educational, organizational and behavioral adherence strategies.
Enhancing Adherence to Pediatric Medical Regimens: Primary and Secondary Approaches
Michael Rapoff, Ph.D., University of Kansas
In this workshop Dr. Rapoff describes evidence-based interventions to ways to enhance adherence to pediatric medical regimes. Dr. Rapoff illustrates the advantages and disadvantages of various strategies used to increase adherence and provides case examples. Strategies discussed in this workshop include technology assisted, educational, organizational, and behavioral adherence enhancement strategies.
Intervention with Aggressive Children: The Coping Power Program
John Lochman, Ph.D., University of Alabama
Dr. Lochman describes the research supporting his group-based program for children with aggression problems. He and Dr. Boxmeyer give a session by session review of how to conduct each session. They also demonstrate techniques for Coping Power using case examples, videos, and role-plays. Lastly, he describes how to implement the parent component of Coping Power.
First Step to Success: Early Intervention for Children with Challenging Behavior
Hill Walker, Ph.D., ABPP., University of Oregon
Annemieke Golly, Ph.D., University of Oregon
In this workshop, participants will learn the background and rationale for First Step to Success, an early home and school intervention for children with challenging behavior. Five universal principles for effective classroom management and the components of the First Step to Success program will be discussed. Additionally, participants will learn to implement specific First Step strategies with parents and teachers.
An Introduction to Parent Child Interaction Therapy
John Paul Abner, Ph.D., ABPP., Milligan College
Daniel Bagner, Ph.D., Florida International University
Rhea Chase, Ph.D., Duke Unversity
Melanie Fernandez, Ph.D., ABPP., Child Mind Institute
Melanie Nelson, Ph.D., University of Oklahoma
In this workshop, the PCIT master trainers describe parent-child interaction therapy, a type of therapy that helps to improve the parent-child relationship and increase healthy patterns of interactions between parents and children. The trainers describe how to determine if a parent and child are good candidates for PCIT. In addition, through case examples, role-plays and discussion the trainers demonstrate the key components of PCIT.
Linking the Interests of Families and Teachers (LIFT): A Brief School-Based Preventive Intervention Targeting Youth Problem Behaviors
J. Mark Eddy, Ph.D., ABPP., University of Washington
In this workshop, Dr. Eddy describes the rationale and development of "LIFT," which is a program designed to prevent conduct problems and aggressive behaviors. This program describes how parents and teachers can work together to prevent the development of more serious problem behavior in children. One hallmark feature of this program is the playground behavior game, which is designed to reduce negative behaviors and encourage positive behaviors from children during recess times at school. Dr. Eddy explains the parent-directed and child-directed school-based components through videos of example sessions and exercises.
Teaching Parents Home-Based Strategies for Managing Disruptive Behavior
Jessica Robb, Ph.D., Florida International University
In this workshop Dr. Robb demonstrates effective parenting techniques for children with disruptive behavior problems. Techniques demonstrated include effective ways of providing positive reinforcement, methods to ensure smoother transitions, establishing a daily report card, and other behavioral strategies.
Evidence-Based Parenting Programs for the Treatment of Children with Externalizing Problems
Charles E. Cunningham, Ph. D., McMaster University
In this overview, Dr. Charles Cunningham provides a description of the components common to evidence-based parenting programs. In addition, he provides an overview of the research examining the efficacy of behavioral parent training. Lastly, Dr. Cunningham discusses promising directions for the future of parenting programs.
Evidence-Based Interventions for Adolescents with Substance Use Problems
Ken Winters, Ph.D., University of Minnesota
In this overview, Dr. Ken Winters discusses developmental issues when working with substance-abusing adolescents. Next, he provides information about effective treatment services for drug abusing youth and the core elements of these treatments.
Teen intervene: A Brief Intervention for Adolescent Substance Abuse
Ken Winters, Ph.D., University of Minnesota
Dr. Winters discusses the background and rationale for a brief intervention for adolescents with substance use problems, "Teen Intervene." Dr. Winters covers assessment tools useful for motivational enhancement and assessing teen drug/alcohol use. In addition, he demonstrates how to administer the three-session intervention.
The Impact of Disasters on Youth: Risk, Resilience, and Interventions
Annette M. La Greca, Ph.D., University of Miami
In this overview, Dr. Annette LaGreca discusses the impact of natural disasters on youth, risk and resilience factors related to post-traumatic stress outcomes, and clinical implications for the assessment and treatment of exposed youth.
Basics of Cognitive Behavior Therapy with Children and Adolescents: Social Learning Theory
Anne Marie Albano, Ph.D., ABPP, Columbia University
In this overview, Dr. Anne Marie Albano discusses the theoretical underpinnings of cognitive behavior therapy for anxiety disorders. Dr. Albano describes the key principles of social learning theory.
Multimodal Treatment for Internalizing Disorders
Anne Marie Albano, Ph.D., Columbia University
James Waxmonsky, M.D., Florida International University
Dr. Anne Marie Albano and Dr. James Waxmonsky describe the nature of anxiety and depressive problems in youth and various psychosocial and medication treatment options. Dr. Albano describes the key components of cognitive behavioral therapy (CBT) for children and adolescents with internalizing problems. Dr. Waxmonsky discusses research on the efficacy and safety of treatment with antidepressant medication and recommendations for the sequencing of treatment modalities.
Adolescents, Anxiety, and the Tasks of Development
Anne Marie Albano, Ph.D., Columbia University
Anne Marie Albano, Ph.D., ABPP, is an Associate Professor of Clinical Psychology in Psychiatry at Columbia University. She received her Ph.D. from the University of Mississippi. Dr. Albano is a Founding Fellow of the Academy of Cognitive Therapy and a Beck Institute Scholar. In 2008, Dr. Albano received the Rosenberry Award for service to children, adolescents, and families from the University of Colorado at Denver. Dr. Albano is the past-president of the Society for Clinical Child and Adolescent Psychology of the American Psychological Association and the past-president of the Association for Behavioral and Cognitive Therapies. She has published more than 90 articles and chapters and is the co-author of several cognitive behavioral treatment manuals and the Anxiety Disorders Interview Schedule for Children, all published by Oxford University Press. Dr. Albano served as a Principal Investigator for a 6-site, National Institute of Mental Health-sponsored study entitled "Child/Adolescent Anxiety Multimodal Treatment Study" (CAMS) and was also a PI for the Treatments for Adolescents with Depression Study (TADS). Both trials examined the relative efficacy of CBT, medication, combination treatment, and pill placebo in youth. She is also currently the Director of the Columbia University Clinic for Anxiety and Related Disorders at Columbus Circle in New York City, a cognitive behavioral therapy specialty clinic for children, adolescents and adults.
Evidence-Based Approaches for Children with Anxiety Problems
Wendy Silverman, Ph.D., ABPP, Florida International University
In this overview, Dr. Wendy Silverman provides a description of the components common to evidence-based treatments for anxiety disorders in children. In addition, she provides an overview of the research examining the effectiveness of the different anxiety disorder treatments and discusses promising directions for future research.
Evidence-Based Treatment for Anxiety Problems: Cognitive Behavioral Strategies
Wendy Silverman, Ph.D., Florida International University
Dr. Silverman discusses the research supporting cognitive behavioral strategies for anxiety problems. First, she illustrates assessment procedures for diagnosis of anxiety disorders through case examples. Features of the DSM-IV anxiety disorder diagnoses are described in detail for children. She details methods for constructing effective exposure sessions that can apply to youth with various anxiety disorders.
Social Effectiveness Therapy for Children SET-C: Behavioral Treatment for Children with Social Phobia
Deborah Beidel, Ph.D., University of Central Florida
Dr. Beidel begins the workshop by describing how social phobia manifests in children. She also describes the evidence for SET-C as an evidence-based treatment for social phobia in children. Next, she identifies the content and procedures used in SET-C and discusses the role of peers in the generalization of social skills. Lastly, she describes ways to construct exposure sessions for children with social phobia.
An Evidence-Based Approach to Assessment and Evaluation for Child Mental Health
Paul J. Frick, Ph.D., University of New Orleans
In this overview, Dr. Frick describes an evidence-based approach to mental health assessment. In addition, he identifies the types of measures that can support evidence-based assessment of child mental health. Lastly, he provides examples of ways to apply an evidence-based approach to assessment in the field of youth mental health.
Evidence-Based Pharmacological Approaches to Treating ADHD in Children and Adolescents
James Waxmonsky, M.D., Florida International University
In this overview, Dr. James Waxmonsky provides an overview of the most commonly used medications for ADHD. Dr. Waxmonsky also discusses the short-term benefits of medication and ways to optimize medication. Lastly, he also describes the risks and benefits of each type of medication.
Evidence-Based Psychosocial and Combined Approaches to Treating ADHD in Children and Adolescents
William E. Pelham, Jr., Ph.D., ABPP, Florida International University
In this overview, Dr. William Pelham provides an overview of psychosocial and combined treatment approaches for attention deficit hyperactivity disorder in children. He provides a review of the research supporting the combined and psychosocial approaches to treatment and discusses directions for future research.
Multimodal Treatment for Externalizing Disorders
William E. Pelham, Jr., Ph. D., ABPP., Florida International University
James Waxmonsky, M.D., Florida International University
Drs. Pelham and Waxmonsky describe the various psychosocial and medication treatment options available for children with ADHD. They discuss the disadvantages and advantages to each treatment modality and discuss important considerations for the sequencing of treatments. Lastly, they describe research that supports their recommendations for sequencing medication and behavioral treatments.
Time Out from Positive Reinforcement for Children with ADHD
Gregory Fabiano, Ph.D., University at Buffalo
Overview of workshop: Dr. Fabiano discusses the history and evidence-base for time out from positive reinforcement. He also discusses various considerations for establishing a time-out procedure and how to trouble-shoot the procedure. Videos and case-examples are also presented.
School-Based Behavioral and Academic Strategies for Students with ADHD
George J. DuPaul, Ph.D, Lehigh University
In this overview, this workshop is a 4-part resource that will first provide an overview of school-based interventions. Next, Dr. DuPaul will provide examples of school based interventions and will work through case examples. Finally, progress monitoring, data-based decision making, and special education will be covered.
ADHD and Mania: What should you know? Why should you care?
Gabrielle A. Carlson, M.D., Stoney Brook University
Gabrielle A. Carlson, M.D., Stoney Brook University
This workshop is a 2-part course that provides a summary of the phenomenology, course, and treatment of ADHD and bipolar disorder. Dr. Carlson presents case examples and describes assessment considerations and materials to adequately assess mania/bipolar disorder.
Leap Preschool: An Evidence-Based Model of Intervention for Children with Autism Spectrum Disorders
Phil Strain, Ph.D., University of Colorado
Dr. Strain provides an overview of the research evidence for the efficacy of the LEAP Preschool program for children with autism. He describes the important skills that the LEAP preschool program targets for children with autism. In addition, he shows video examples of the LEAP preschool program and the parent training module.
Evidence-Based Practices for Children with Autism and Spectrum Disorders
Tristram Smith, Ph.D., University of Rochester
In this overview, Dr. Tristram Smith discusses the importance of using evidence-based practices for children with autism. He also distinguishes among treatments that are or are not considered evidence-based. Lastly, he provides an overview of the research supporting various interventions for autism.
JASPER: Targeted Treatment on Joint Attention, Symbolic Play, and Engagement Regulation for Children with Autism
Connie Kasari, Ph.D., UCLA
In this workshop Dr. Kasari describes how to assess joint attention and play in young children with autism. Next, she identifies ways in which clinicians can create individualized targets for intervening with a child. Lastly, she illustrates techniques for intervening on children's social communication and play skills.
Evidence-Based Practices for Bipolar Spectrum Disorders in Youth
Mary Fristad, Ph.D., ABPP, Ohio State University
In this overview, Dr. Fristad discusses the rationale for biopsychosocial treatment of bipolar disorder in youth. She also summarizes evidence-based treatments for youth with bipolar disorder and provides information about resources for families of children with bipolar disorder.
Psychotherapy for Children with Bipolar Disorder
Mary Fristad, Ph.D., Ohio State University
Overview of Workshop: Dr. Fristad reviews the research supporting psychoeducational psychotherapy (PEP) for children with bipolar disorder. She also describes important considerations for differential diagnosis and risk factors for bipolar disorder. Lastly, she illustrates techniques used in PEP.
Evidence-Based Medication Treatments for Anxiety and Depression in Young People
Gabrielle A. Carlson, M.D., Stoney Brook University
Dr. Gabrielle Carlson provides an overview of the medications available for anxiety and depressive disorders in children. In addition, Dr. Carlson summarizes the results of the largest clinical trials for these medications.
Evidence-Based Treatment of Depression in Adolescents
John F. Curry, Ph.D., ABPP, Duke University
In this overview, Dr. John Curry provides a description of the components common to evidence-based treatments for depression in adolescents. He also describes the acute and long-term effects of treatment for depression, and lastly, he provides an overview of the results from the largest clinical trials of youth depression.Evidence-Based Treatment for Depression in Adolescence: Cognitive Behavioral Strategies
John Curry, Ph.D., ABPP., Duke University
Dr. Curry reviews cognitive behavioral strategies that were used in the Treatment for Adolescents with Depression Study session by session. He describes key points about each session and demonstrates techniques using role-play and videos. Techniques demonstrated include providing psychoeducation about depression, cognitive restructuring, behavioral activation, modifications for families, and more.
ACTION: Cognitive Behavioral Treatment for Depressed Youth and Their Parents
Kevin Stark, Ph.D., University of Texas
Dr. Stark discusses how to use affective education, coping skills training, problem solving training, cognitive restructuring, and building of more positive core beliefs to treat depression in children and adolescents. He also suggests ways to flexibly use the primary and secondary treatment ingredients of ACTION to successfully treat depressed youth. Dr. Stark also demonstrates how to conceptualize a depressive disorder in a child and subsequently develop an effective treatment plan. Lastly, Dr. Stark reviews the components of the ACTION Parent Training Program.
Principles & Techniques of Interpersonal Psychotherapy for Adolescent Depression
Laura Mufson, Ph.D., Columbia University
Jami Young, Ph.D., Rutgers University
Drs. Mufson and Young describe the integral techniques of interpersonal psychotherapy for depressed adolescents. In addition, they provide the research and theoretical background supporting the use of IPT-A. Lastly, they demonstrate the core components of IPT-A through role-plays and demonstrations.
Child Custody Mediation: Negotiating Agreements and Renegotiating Relationships
Robert Emery, Ph.D., University of Virginia
Child Custody Mediation: An Introduction to the Emotional Dynamics of Divorce, the Process of Mediation, and Developmentally Sensitive Parenting Plans
Robert Emery, Ph.D., University of Virginia
In this workshop Dr. Emery reviews the research on the impact of divorce on children. He then describes the research comparing two approaches to adversary settlement: mediation and litigation. Dr. Emery also provides guidelines on conducting custody mediation and gives examples of developmentally sensitive parenting plans.
A.C.T. for the Children: Assisting Children Through Transition
JoAnne Pedro-Carroll, Ph.D., University of Rochester
Dr. Pedro Carroll discusses the risk and protective factors for children of families going through divorce. She also describes the different ways children of various ages may respond to separation/divorce. Dr. Pedro Carroll demonstrates techniques from her parenting program "A.C.T." that can help parents reduce the stress of divorce or separation for their children.
Measuring Progress in Clinical Practice: Contextualized Feedback Systems
Leonard Bickman, Ph.D., Vanderbilt University
Susan R. Douglas, Ph.D., Vanderbilt University
Dr. Leonard Bickman and Dr. Susan Douglas discuss how to utilize feedback in clinical care with youth and families. Drs. Bickman and Douglas summarize theoretical, research, and practice perspectives on the strengths and limitations of using feedback to inform practice. The speakers demonstrate how the Contextualized Feedback System (CFS) can be used in clinical encounters, session documentation, treatment planning, and supervision with youth and family case examples. Lastly, they describe five strategies for integrating feedback into clinical care to improve client outcomes.
Evidence-Based Practices in Child and Adolescent Mental Health: Why are they important?
William E. Pelham, Jr., Ph. D., ABPP, Florida International University
Dr. William Pelham provides an overview of evidence-based practices (EBPs) and their importance in child and adolescent mental health. Dr. Pelham defines and provides examples of EBPs, and describes common elements of effective interventions for youth disorders. Dr. Pelham discusses barriers and solutions to implementing EBPs in community settings and provides online resources for practitioners to gain additional training in EBPs.
Getting Dads Off the Sidelines: Practices for Promoting Father Involvement in Mental Health Interventions
Gregory Fabiano, Ph.D., University at Buffalo
In this overview, Dr. Gregory Fabiano describes the important role of fathers in the promotion and support of positive mental health for children. Dr. Fabiano also discusses the possible reasons why fathers may find it challenging to participate in parenting interventions. Lastly, Dr. Fabiano describes ways in which clinicians may better engage fathers to participate in the mental health treatment of their child.
Solving the Quiet Crisis in Youth Services: Utilizing Measurement Feedback Systems
Leonard Bickman, Ph.D., Vanderbilt University
In this overview, Dr. Leonard Bickman discusses barriers to providing effective clinical services in usual care settings and describes how Multiple Feedback Systems (MFS) can respond to such barriers. Additionally, Dr. Bickman explains how MFS work and demonstrates their implementation.
Engaging Urban Families in Child Mental Health Care: What does the evidence suggest?
Mary McKay, Ph.D., New York University
In this overview, Dr. Mary McKay describes the challenges and barriers that individuals face in initiating treatment for mental health problems. Dr. McKay then describes techniques that agencies and treatment providers can use to encourage their clients to participate in mental health treatment and reduce rates of treatment drop-out.
Evidence-Based Reading Intervention Research in K-12
Barbara Foorman, Ph.D., Florida State University
In this overview, Dr. Barbara Foorman describes the foundational skills that are crucial to reading success. She also provides an overview of effective strategies for improving reading comprehension.
Evidence-Based Instructional Strategies for Promoting the Development of Early Language and Literacy Skills for Children At-Risk
Christopher J. Lonigan, Ph.D., Florida State University
In this overview, Dr. Christopher Lonigan discusses the importance of reading and early literacy skills. He also provides an overview of evidence-based instructional strategies for young children and describes the research supporting these strategies.
Obsessions and Compulsions
Evidence-Based Treatment of Obsessive Compulsive Disorder in Children and Adolescents
John Piacentini, Ph.D., ABPP, University of California, Los Angeles Semel Institute
In this overview, Dr. John Piacentini provides an overview of the symptoms, impairment, genetics, and neurobiology of OCD. He also describes assessment procedures and treatment planning for children with OCD. Lastly, he describes the evidence base for psychosocial and medical treatment of OCD.
Cognitive Behavioral Treatment for Childhood OCD: An Integrated Child and Family Approach
John Piacentini, Ph.D., ABPP, University of California, Los Angeles Semel Institute
This workshop is a 3-part resource that describes assessment and cognitive behavioral treatment of obsessive-compulsive disorder in children. Dr. Piacentini demonstrates therapy techniques during a role play session. In addition, he describes the importance of family environment during treatment and provides guidance on selecting a treatment strategy.
Rationale and Principle Interventions in Family-Based Treatment for Adolescent Anorexia Nervosa
James Lock, M.D., Ph.D., Stanford School of Medicine
Daniel Le Grange, Ph.D., University of Chicago
In this overview: Drs. Lock and Le Grange describe the underlying rationale for using FBT for anorexia nervosa in adolescents. Next, they illustrate ways to implement the main interventions employed in FBT through role-plays and examples. Lastly, they describe how to use FBT in the context of a treatment team.
Evidence-Based Treatment for Adolescents with Anorexia and Bulimia
Daniel Le Grange, Ph.D., The University of Chicago
In this overview, Dr. Daniel Le Grange provides a description of the components common to evidence-based treatments for depression in youth. In addition, he provides an overview of the research examining the effectiveness of the largest clinical trials of depression.
Problems with Obesity/Overweightedness
Evidence-Based Psychosocial Interventions for Pediatric Obesity
David Janicke, Ph.D., University of Florida
In this overview, Dr. David Janicke, provides a description of the research on psychosocial treatments for obesity in children. In addition, he describes the components of evidence-based interventions for pediatric obesity and the research supporting these interventions.
School Mental Health
Schooling and Mental Health: What works best?
Marc Atkins, Ph.D., University of Illinois at Chicago
In this overview, Dr. Marc Atkins provides a review of the efficacy of social-emotional programs in school settings. He describes the various school-based mental health models and discusses advantages, disadvantages, and examples of each model.
Peer Victimization and Mental Health Outcomes: Genetic, Neurophysiological, and Neuroendocrine Considerations
Tracy Vaillancourt, Ph.D., University of Ottawa
In this overview, Dr. Tracy Vaillancourt discusses the link between bullying and mental health for children who are victimized. In addition, she reviews genetic and biological antecedences and consequences of bullying. Lastly, she provides a review of the efficacy of bullying prevention programs in school settings and highlights characteristics of programs that are most likely to be effective.
Evidence-Based School-Based Violence and Prevention Programs
John Lochman, Ph.D., ABPP, The University of Alabama
In this overview, Dr. John Lochman provides a description of the components common to evidence-based prevention programs for aggression in children from preschool age to early adolescence. In addition, he provides an overview of the research examining the effectiveness of various types of prevention programs for aggressive behavior in children.
When Children Refuse School: Prescriptive Treatment for Children and Adolescents
Anne Marie Albano, Ph.D., Columbia University
In this workshop Dr. Albano discusses a prescriptive treatment approach to treating school refusal behavior in children. Dr. Albano reviews the four primary reasons underlying school refusal behavior along with methods for assessing these conditions. She also demonstrates strategies for effectively engaging parents and school personnel in a partnership to return the child to full school functioning.
Consultative Problem-Solving with Teachers
George J. DuPaul, Ph.D., Lehigh University
In this two-part workshop, Dr. George J. DuPaul describes the need for consultative problem-solving with teachers to design school-based interventions. The workshop provides an overview of the types of consultative problem-solving and the steps involved in creating a positive consultation relationship. Through case examples and modeling, Dr. DuPaul describes the steps of consultative problem solving in detail.
Suicide Risk Assessment and Formulation in Children and Adolescents: An Evidence-Based Approach
Cheryl King, Ph.D., ABPP, University of Michigan
In this overview, Dr. Cheryl King provides an overview of the risk and protective factors for suicide. She also describes recommended assessment procedures and measures for suicide assessment.
Suicide Risk Assessment and Formulation in Children and Adolescents: A Workshop for Clinicians
Cheryl King, Ph.D., ABPP, University of Michigan
Dr. King provides information on tools that can be used for suicide assessment for youth and describes how to use the tools in clinical practice. Dr. King also describes how to integrate and prioritize information from the assessment procedure. Case examples are used to demonstrate the skills needed to devise a solid formulation.
Evidence-based Treatment of Tourette's Syndrome and Tic Disorders
Douglas Woods, Ph.D., University of Wisconsin-Milwaukee Milwaukee
In this overview, Dr. Douglas Woods provides an overview of the phenomenology of tics and factors that exacerbate tics. In addition, Dr. Woods discusses the evidence-base for habit reversal therapy and behavior therapy for tics. Financial disclosures: Research support from NIMH and Tourette's Syndrome Association; Speaking Honoraria from Tourette's Syndrome Association and various academic institutions; Royalties from Guilford, Oxford, Context Press and Springer Press.
Behavior Therapy for Tourette Syndrome in Children and Comprehensive Behavioral Intervention for Tics (CBIT)
Douglas Woods, Ph.D., University of Wisconsin-Milwaukee
Dr. Woods discusses the research background and rationale for behavior therapy for Tourette Syndrome in children and CBIT. He demonstrates function based assessment and intervention along with habit reversal training. Lastly, a live recording of a sample session is provided.
