Re: Internship Year 2021-2022

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August 25, 2021 Re: Internship Year 2021-2022 Dear Applicant: Thank you for your interest in the APA-accredited,* pre-doctoral internship in clinical

psychology at Ann & Robert H. Lurie Children’s Hospital of Chicago. This internship

focuses exclusively on training in clinical child and pediatric psychology. The Pritzker

Department of Psychiatry and Behavioral Health currently supports three interns per year,

each with a stipend of $36,629; we offer no unfunded positions. Offers are made in

February of each year in accordance with APPIC policies, and the intern year begins

Friday, July 1, 2022. Preference is given to applicants from APA-accredited graduate

programs in clinical psychology. The successful applicant will have a background in

developmental psychology and psychopathology, a strong record of research and clinical

training in the area of clinical child and/or pediatric psychology and an exemplary record

of academic performance.

The Pritzker Department of Psychiatry and Behavioral Health offers comprehensive mental

health care to children and families through several programs including Outpatient

Services, the Psychiatry and Behavioral Health Consultation Service, the Partial

Hospitalization Program, the Inpatient Psychiatric Unit, and a range of specialized

programs in pediatric, clinical child, and community mental health services. Required

activities for interns include participation in Outpatient Services, the Partial Hospital

Program, the Psychiatry and Behavioral Health Consultation Service, the Neuropsychology

testing service, and a rotation in an area of choice on the Inpatient Unit or on a specialized

service in pediatric psychology, clinical child psychology, or community mental health. The

Outpatient Child Psychiatry Clinic provides diagnostic and treatment services to children

ages 2-18 with emotional, behavioral, and developmental problems. The Consult Service,

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which comprises the bulk of the interns’ pediatric psychology experience, offers direct

consultation and clinical services to the medical and surgical units of the hospital. The

Partial Hospitalization Program offers intensive day treatment for children aged 4 to 14

years whose difficulties are too severe for outpatient treatment, but do not warrant

psychiatric hospitalization. The Neuropsychology testing service provides assessment to

medically complicated children and adolescents. Other optional activities are described in

greater detail in the brochure.

Ann & Robert H. Lurie Children’s Hospital of Chicago is the pediatric training hospital for

Northwestern University’s Feinberg School of Medicine. As such, it provides training and

research opportunities in a large number of clinical specialties. The Pritzker Department of

Psychiatry and Behavioral Health currently has training programs in psychology,

psychiatry, social work, and recreational therapy. The hospital provides medical and

psychiatric services to a racially, culturally, and socioeconomically diverse population in

Chicago and the surrounding suburbs. The hospital is heavily committed to service,

training, research, and advocacy.

The thirty-five full-time psychologists and two part-time psychologists employed in the

Pritzker Department of Psychiatry and Behavioral Health reflect a broad complement of

theoretical viewpoints and approaches to therapy. Interns are not trained in any one

particular theoretical orientation, but are encouraged to find a perspective suited to their

own style and experiences. All clinical care in the Department is informed by scientific

research with a commitment to current best practice and an emphasis on empirically

supported treatments.

The goal of our program is to train psychologists capable of functioning as independent

professionals, conversant, and comfortable, with a wide variety of techniques and

perspectives.

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If you are interested in pursuing an internship at Ann & Robert H. Lurie Children’s Hospital

of Chicago, please access the AAPI Online via the “Applicant Portal” and submit your

electronic AAPI internship application. A completed application will consist of:

** 1) A completed standard AAPI form verified by the student’s Academic

Director of Clinical Training. The AAPI form includes the application itself, a

curriculum vita and all graduate transcripts.

** 2) Three letters of recommendation. At least one letter should be from a

supervisor in a practicum or clinical placement.

* APA accreditation information: Questions related to the program’s accredited status

should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation

American Psychological Association

750 1st Street, NE, Washington, D.C. 20002

Phone: (202) 336-5979/ E-mail:

[email protected]

Web: www.apa.org/ed/accreditation

** Web site: electronic APPIC Internship Application: https://natmatch.com/psychint

** Web site: Internship Application/Brochure information:

https://www.luriechildrens.org/en/for-healthcare-professionals/education/fellowships-

training-programs/clinical-psychology-internship/

mailto:[email protected]

https://natmatch.com/psychint

https://www.luriechildrens.org/en/for-healthcare-professionals/education/fellowships-training-programs/clinical-psychology-internship/


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General information about the Pritzker Department of Psychiatry and Behavioral Health,

Ann & Robert H. Lurie Children’s Hospital of Chicago can be found on the web site:

www.luriechildrens.org

Questions regarding the Internship Program: e-mail: [email protected] or contact

Lymaries Velez by telephone (312.227.3410).

All applications should be submitted through the APPLICANT PORTAL on the APPIC

National Match web site listed above. Completed application materials must be received

by Monday, November 1, 2021. Personal interviews are not required but are encouraged

for serious candidates; you will be notified by email by December 15th if an interview is

recommended. All interviews will be conducted virtually.

Sincerely,

Karen R. Gouze, PhD; Director of Training in Psychology Pritzker Department of Psychiatry and Behavioral Health, #10 Ann & Robert H. Lurie Children’s Hospital of Chicago Professor of Psychiatry and Behavioral Sciences Northwestern University Feinberg School of Medicine KRG

2021-2022: Internship Program-Application letter-checklist-brochure-website-10-2021

http://www.luriechildrens.org/


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THE PROGRAM

The Internship Program in Clinical Psychology, accredited by the American

Psychological Association (the APA office of Program Accreditation can be reached at 750 First Street,

Washington, D.C. 20002-4242; phone 202.336.5979), has been offered by the Pritzker Department

of Psychiatry and Behavioral Health at Ann & Robert H. Lurie Children’s Hospital of Chicago

since 1963. The exclusive training focus of this internship is clinical child and pediatric

psychology. As such, it is designed to train competent psychologists to provide services to

children and their families in pediatric, community, and mental health settings. Upon

completing the program, interns will have acquired skills in the areas of diagnostic

assessment, neuro-psychological evaluation, behavioral analysis, short-term therapy,

parent training, cognitive-behavioral intervention, individual child/adolescent therapy,

family therapy, consultation with school and agency personnel, and consultation in a

medical setting. During their internship, students will be exposed to a broad range of

theoretical orientations, treatment settings, and interventions relevant to child, adolescent,

and family treatment. The program is strongly committed to training in empirically supported

treatments. While breadth of training is emphasized, the program is flexible enough to allow

interns to pursue their particular interests within the Department.

THE LOCATION

Ann & Robert H. Lurie Children’s Hospital of Chicago is located at 225 E. Chicago

Ave. on the campus of Northwestern University’s Feinberg School of Medicine. This

location enhances collaboration with clinical and research partners at Northwestern,

expedites care of critically ill newborns delivered at Prentice Women’s Hospital, and

facilitates the transition of chronically ill children to adult care. Streeterville is one of the

most desirable locations in the city of Chicago. The hospital is across the street from the

Museum of Contemporary Art, a block away from the Magnificent Mile, and within walking

distance of the Art Institute, Symphony Center and Millennium Park. Bordered on one side

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by beautiful Lake Michigan with its bicycle and walking paths and surrounded by renowned

architecture, wonderful shopping and superb restaurants, this location embodies the

energy and excitement of modern urban life. Chicago is one of the nation’s leading medical,

educational, and cultural centers. No matter what their interests, interns will find something

to satisfy their intellectual, social, and cultural curiosity in this vibrant city.

The Pritzker Department of Psychiatry and Behavioral Health

Ann & Robert H. Lurie Children’s Hospital of Chicago is a 322-bed pediatric tertiary

care facility. It is the major pediatric training facility for the Feinberg School of Medicine,

Northwestern University and, as a major teaching and treatment center it attracts a diverse

patient population from all socioeconomic classes in Chicago, its suburbs, and surrounding

states. The Pritzker Department of Psychiatry and Behavioral Health is one of the larger

departments in the Hospital. Professionals in this department are dedicated to promoting

the mental health of children, adolescents, and their families through the provision of state-

of-the-art psychological services, public education, and advocacy. Our mission includes

providing national leadership in the education of health care professionals and advancing

knowledge through research.

Children of all ages and from every socioeconomic background are treated in the

department for a wide variety of problems including adjustment disorders, emotional

problems related to pediatric health disorders, trauma, psychoses, mood disorders, anxiety

disorders, developmental delays, autism spectrum disorders, externalizing disorders, and

learning disabilities.

The Pritzker Department of Psychiatry and Behavioral Health is staffed by a multi-

disciplinary group of more than 70 professionals with representatives from milieu therapy,

recreational therapy, nursing, psychiatry, psychology, social work, and clinical education.

To best meet patients’ needs the department is organized into the following four services:

1) Outpatient Services, 2) Inpatient Psychiatry, 3) Partial Hospitalization and Intensive

Outpatient Services, and 4) Intake and Mobile Services which includes the Psychiatry and

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Behavioral Health Consultation Service. Outpatient Services provides assessment and

short- and long-term treatment for a wide variety of patients ages two through eighteen

years of age. As part of Outpatient Services, community and school based mental health

services are also provided through The Center for Childhood Resilience. The Inpatient

Service is designed to provide short-term acute care for psychiatric patients between four

and sixteen years of age who cannot be maintained in outpatient settings. Partial

Hospitalization serves a similar, but less acute, population ages four to fourteen years, for

a somewhat longer treatment period. The Partial Hospitalization Program has a strong

family emphasis. Intake and Mobile Services performs a triage service for all intakes for the

department. It also includes all emergency department consultation and consultation to the

inpatient medical beds through the Psychiatry and Behavioral Health Consultation Service.

THE PSYCHOLOGY DISCIPLINE

Psychology is one of several professional disciplines within the Pritzker Department

of Psychiatry and Behavioral Health. Presently, its staff consists of thirty-five full-time and

two part-time psychologists. Most staff psychologists hold clinical appointments in the

Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine,

Northwestern University and all, but one, are licensed to practice clinical psychology in the

State of Illinois. The entire psychology staff participates in the internship program, through

direct supervision, presentation of seminars, and/or involvement in the intern application

process. During the year, each intern has the opportunity to work with many of the

psychologists on the staff, with some flexibility to pursue common interests.

Psychologists at Lurie Children’s come from a variety of educational backgrounds

and theoretical orientations which are reflected in different approaches to therapy and

supervision. They provide exposure to a diversity of clinical styles and professional interests

thereby allowing interns to learn from a range of professional models. All training at Ann &

Robert H. Lurie Children’s Hospital of Chicago is grounded in a strong commitment to the

interface between scientific inquiry and clinical practice.

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THE INTERNSHIP PROGRAM IN CLINICAL PSYCHOLOGY

The primary goal of the internship program at Ann & Robert H. Lurie Children’s

Hospital of Chicago is to train competent psychologists to provide services to children and

their families in pediatric and mental health settings. The training program is guided by a

clinical science model in which clinical practice is informed by science and research, and

clinical work, in turn, generates new research ideas. Program graduates will achieve

assessment and intervention competence in the areas of neuropsychological assessment,

clinical diagnosis, behavioral analysis and treatment, short-term therapy, cognitive-

behavioral therapy, parent training, individual therapy, family therapy, consultation with

school and agency personnel, and consultation in a medical setting. Training objectives are

consistent with profession-wide competencies specified in the APA Standards of

Accreditation. Broadly stated, they include the following objectives: 1) to train competent

clinicians whose orientation to clinical work is guided by scientific inquiry, research, and the

application of scientific principles to the practice of psychology. 2) to train psychologists

who are competent in clinical diagnostic assessment of children, adolescents, and families

in a range of clinical settings. 3) to train psychologists in neuropsychological testing. 4) to

train psychologists competent to provide a range of empirically supported and best practice

therapies for children, adolescents, and families including individual therapy, family

therapy, and group therapy 5) to train psychologists competent to address multi-systemic

issues relevant to clinical care of children and adolescents. 6) to train psychologists

competent to provide psychological services in a range of mental health settings. 7) to train

psychologists in consultation and inter-professional/inter-disciplinary skills. 8) to train

psychologists sensitive to issues of diversity including, but not limited to, cultural, racial,

ethnic, religious, socioeconomic, sexual orientation, and family composition differences. 9)

to train psychologists in professional ethics and to familiarize them with the ethical and legal

guidelines governing the delivery of psychological services to children and their families.

10) to train psychologists in supervision, and 11) to facilitate the acquisition of a

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professional identity as a psychologist and to help students develop the communication

and interpersonal skills needed to fulfill the role of a psychologist in most mental health

settings. [Specific program wide competencies and how they are addressed through the

program can be found in Appendix A)

The internship involves a non-rotational, year-long experience in Outpatient

Services and three four-month rotations. The four-month rotations consist of required

rotations in the Partial Hospitalization Program, and on the Psychiatry & Behavioral Health

Consultation Service (Consult Service), and a third rotation chosen by the intern from

among a number of specialty services in pediatric psychology, community and school

mental health services, and clinical child sub-specialty areas (the Intern Choice Rotation).

Students also complete a 4 month rotation in neuropsychological assessment. The year-

long experience allows interns to pursue both short and long-term cases while the rotations

provide intensive experience on a variety of other services. All services are described in

greater detail below:

OUTPATIENT SERVICES

The largest of the programs, Outpatient Services, meets the needs of children and

their families in approximately 20,000 visits each year. Children are referred for virtually

every reason, including disruptive behavior disorders, anxiety disorders, psychoses,

conduct disorder, school problems, mood disorders, trauma, developmental delay,

cognitive challenges, and a range of adjustment problems. All psychologists and interns in

Outpatient Services see a variety of children during the course of the year. Their duties

include psychological assessment, psychotherapy, and school and community

consultation. Psychologists and interns make decisions regarding the most appropriate

assessment or therapy approaches to cases in conjunction with other members of the

Outpatient Services staff. Psychological involvement might include traditional assessment,

behavioral assessment, individual relationship-based therapy, family therapy, behavioral

therapy, cognitive-behavioral therapy or group therapy. Decisions regarding assessment

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and treatment are generally determined on the basis of the psychological needs of the

case, the current research literature, and the theoretical orientation of the psychologist and

other professionals involved. The Psychology Staff is particularly committed to the use of

empirically supported treatments and to the ongoing measurement of outcomes. Each

intern devotes approximately 12-hours per week to the outpatient clinic, eight as a primary

therapist (four for general outpatient and four for medical psychology cases) and, during

four of their twelve months, four-six hours as an evaluator for the neuropsychology testing

service. Two hours a month are devoted to intake and diagnostic evaluations.

Subsumed under Outpatient Services are several specialty clinics, such as the

Trauma Team, and group opportunities including anxiety groups (largely based on the

Unified Protocol), adolescent depression groups, disruptive behavior disorders groups

(including a preschool group), and social skills groups for different ages (including Flexible

Thinking groups). Interns are encouraged to participate in several groups during the course

of their training.

Interns also have the option of participating in many different teams and clinics

including, among others, diabetes, epilepsy, pain, sleep disorders, GI, hematology-

oncology, organ transplant, and the gender and sex development clinics (ranging from

observational experiences, in some cases, to a complete rotation in others). At the

beginning of the internship year each intern meets with the Training Director to design a

professional education plan (PEP plan) that outlines the programs they will participate in

during the year. This PEP plan is based on an assessment of the intern’s needs and

professional goals and allows for individual programming within the larger structure of the

internship.

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Neuropsychology and Testing Service

Interns will spend four months on the Neuropsychology Testing Service. The

Neuropsychology Service conducts evaluations of patients referred from both psychiatric

and medical settings for questions regarding cognitive functioning and its relationship to

underlying neurologic dysfunction. Referrals span a broad age range (five years and older),

and include concerns such as developmentally-based deficiencies of attention and

learning, anomalies of neural development, seizure disorders, traumatic head injuries, toxin

exposure (pre and postnatal), brain tumors, and systemic medical disorders, among others.

PSYCHIATRY & BEHAVORIAL HEALTH CONSULTATION SERVICE

(CONSULT SERVICE)

The Psychiatry & Behavioral Health Consultation Service is designed to respond

rapidly to the clinical needs of children and families who are medically hospitalized. Clinical

activities include evaluation and treatment of children, adolescents and their families, as

well as consultation with physicians, nurses, and allied health care personnel within the

hospital. Interns participate in the Consult Service during a four-month rotation.

Members of the hospital-based medical teams request consults for a wide variety of

reasons. These may include: assessment pre and post-surgery, mood and behavior

changes following medical procedures, psychological factors that may be contributing to a

child’s medical condition, depression related to an illness, anxiety regarding invasive or

aversive procedures, adaptation and coping with a medical diagnosis and/or with

complicated medical regimens, poor adherence to medical regimens, and treatment

planning after a suicide attempt. Presently, the Consult Service faculty have close working

relationships with colleagues in most of the major pediatric services offered at Lurie

Children’s.

A variety of assessment and treatment approaches are used by the Consult Service,

but behavioral interventions are most often employed because of the unique problems that

present in the medical setting. Psychological assessments of all kinds are also very useful

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within the medical setting, and assessment plays a vital role in the work of the psychologists

and interns on this service.

After the initial evaluation and follow-up treatment in the hospital, the psychologist

may provide outpatient services on a long-term basis, including individual, behavioral, or

family therapy as needed. Outpatient pediatric psychology services are offered to patients

with medical conditions and fall under the auspices of the Outpatient Services Team.

Interns will devote at least three-four hours per week for the entire year to Outpatient

pediatric psychology.

THE PARTIAL HOSPITALIZATION PROGRAM

(PHP)

The Partial Hospitalization Program provides an intensive day treatment program for

children whose emotional or behavioral problems may require more than outpatient

treatment, but are not severe enough to warrant inpatient hospitalization. Children generally

remain in the program for two to three weeks at which time they return to their home schools

(if appropriate) and participate in intensive outpatient treatment. The program is strongly

family focused and staffed by a multidisciplinary team consisting of social workers, milieu

workers, psychologists, psychiatrists and a clinical educator. The unit is based on

empirically supported treatment approaches that include behavioral and cognitive-

behavioral interventions and treatment principles derived from Ross Greene’s collaborative

and proactive solutions approach. During their four-month rotation in the Partial Program

interns will follow several cases in individual and family therapy. They will also lead a

children’s therapy group based on the Unified Protocol and attend treatment reviews. They

may participate in or observe other activities in the Program including recreational therapy,

a parent support group, and/or multi-family groups.

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INTERN CHOICE ROTATION

For the third of their three four-month rotations, interns are given a choice of

several services. They will be asked to make this choice after matching with the Lurie

Children’s Internship Program. Current options for this rotation include devoting 12-16

hours per week to one of the following:

Inpatient Psychiatry Unit

The Inpatient Unit of the Pritzker Department of Psychiatry and Behavioral Health

is an acute care, crisis stabilization unit with a capacity of 12 beds and an average length-

of-stay of 5--10 days. The unit structure and multidisciplinary programs support its primary

aims of diagnostic evaluation, stabilization, discharge and after-care planning. During this

experience, interns will serve as the primary therapist for a number of cases, responsible

for coordinating the diagnostic assessment and providing intensive therapy to the

hospitalized child and his/her family as indicated (individual child therapy, family therapy,

parent guidance, etc.). The goals of the Inpatient rotation are to develop and refine skills

necessary for effective interdisciplinary collaboration, and to become more experienced

with assessment and treatment approaches to acute crises with severely psychiatrically

impaired children and their families.

Gastrointestinal Service

The GI service provides training in the health and behavior assessment of functional

gastrointestinal disorder as well as treatment approaches including traditional CBT, ACT,

and use of Mindfulness Based Stress Reduction for Teens. Students on this rotation will

attend weekly pediatric neuro-intestinal and motility clinical services meetings and will have

the opportunity to become involved in related research.

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Diabetes Service

Participation on the diabetes service would involve a combination of inpatient

consultation (primary prevention work with families at the time of diagnosis and intervention

for those admitted due to poor control) and clinic-based outpatient consultation with children

and adolescents being followed for diabetes. Interns on this service also have the option of

participating in joining the diabetes research team.

Gender and Sex Development Clinic

Interns participating in the gender and sex development rotation would: (1) Attend

multidisciplinary gender development clinic and the multidisciplinary sex development

clinic with opportunities for shadowing and co-interviewing with the attending

psychologist; (2) Take on outpatient diagnostic evaluation/therapy for gender patients

under supervision of GSDP attending psychologist, including opportunities for readiness

assessments for pubertal suppression treatment, gender-affirming hormones, and/or

gender-affirming surgical interventions; (3) Co-facilitate therapeutic groups for gender

patients and, (4) Have opportunities for research supervision using clinical database for

the gender program.

Center for Childhood Resilience (CCR) and Trauma

Interns participating in this rotation will send approximately half their time

participating in the trauma services provided by the Outpatient Services in the Pritzker

Department of Psychiatry and Behavioral Health and half their time in community and

school-based work. The outpatient trauma work involves participation in the trauma team

meetings, providing services for children and adolescents who have experienced trauma

using empirically supported trauma treatments, and providing empirically supported group

treatment for trauma. The community work involves observational experiences in school

mental health including supported implementation of trauma and mental health services in

the schools, creation of and consultation with school behavioral health teams, and

presentations on trauma and social-emotional programming to school personnel. Interns

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will also participate in Tier 2 trainings such as Anger Coping, Think First, SPARCS,

Bounce Back, or CBITS. Interns will also be exposed to advocacy work by attending

meetings, e.g. for the Illinois Child Trauma Coalition.

Developmental and Behavioral Pediatrics

The developmental and behavioral pediatrics rotation involves working with the

psychologists on that service to learn to administer and interpret age appropriate

developmental tests with high risk populations, children with autism spectrum disorders,

and young children with emotional and behavior disorders. Participation on this service

includes one half day of testing and diagnostic evaluation in the neonatal and cardiac

care intensive follow-up clinic, one half day per week of testing and diagnostic evaluation

in the developmental and behavioral pediatrics clinic, and one half day per week in a

parent training clinic for parents of children with autism spectrum disorder.

PROFESSIONAL ACTIVITIES OF THE INTERN

Interns are required to maintain approximately 16-hours per week of direct patient

contact throughout the year. Typically, interns spend 18-hours per week in a variety of

clinical activities. Other clinical learning experiences include participation in teams,

observation of supervisors, and co-therapy.

Assessment – Interns spend approximately one-third to one-half of their time in

Pediatric Psychology and one-quarter of their time in Outpatient Services doing

psychological evaluations. Psychological assessment may consist of a functional analysis

of behavior, formal developmental or cognitive testing, clinical diagnostic assessment,

structured interviews, or other procedures deemed appropriate by the psychologist for

gathering clinical information and answering the referral question. Psychologists might

perform assessments in the context of gathering information on their own cases, in

response to requests by members of another discipline such as psychiatry or social work,

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or in response to requests for a consult by medical personnel in the hospital or an outside

agency already treating the child.

Psychotherapy – Interns are encouraged to distribute their therapy activities across

all service units. A typical weekly caseload might include four to eight hours a week of work

with a child and his/her family on the interns’ major rotation (Consult Service, Partial

Hospitalization, or their Optional rotation), six to eight hours of outpatient therapy with

children, adolescents or families, an outpatient intake; and one or two hours of group work.

The form and focus of treatment (child, family, parent, or some combination) is determined

by the intern and his/her supervisor after consideration of diagnostic input, the scientific

literature, conference recommendations, and patient/family needs and resources.

PROGRAM ADMINISTRATION

The program is administered directly by the Director of Training with the support of

the Chief Psychologist, the Psychology Staff, and the Department Chair. Monthly

psychology staff meetings allow for discussion of program issues on a regular basis.

Interns also meet bi-weekly with the Director of Training during which time, program

feedback is addressed. Each spring interns meet for a half day retreat with the post-doctoral

fellows to provide feedback on the program. This feedback is then discussed by the staff

over several weeks. Each year, changes in the program are made in response to this

feedback. The Director of Training is a member of the Department Education and Training

Committee and training concerns which require broader department attention are

addressed in meetings of this committee. Furthermore, any issues of grievance or due

process are brought before this committee for consideration.

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EDUCATION AND TRAINING

As a major pediatric teaching facility for the Feinberg School of Medicine,

considerable staff time and facilities are invested in the training of students from several

disciplines. Professions currently represented among the department staff include

psychiatrists, psychologists, social workers, recreational therapists, nurses, clinical

educators, and milieu therapists. Active training programs draw students and trainees in

psychiatry, psychology, and social work for full-time placements. Additional part-time or

part-year placements are arranged for students in recreational therapy and pediatrics.

At present, funding is available for three full-time, twelve-month internships in clinical

psychology. Typically, four graduate students from Northwestern University’s graduate

program in clinical psychology arrange for a practicum experience in our department. Two

of these are second year students participating in a diagnostic and testing practicum; two

are third year students participating in a therapy practicum. Currently four post-doctoral

positions are available, one in Outpatient Therapy and Consult Service work, one in

Outpatient Therapy with a focus on trauma and community based mental health services,

one in research and treatment of children and adolescents with diabetes, and one in the

Gender clinic. Preference for filling these positions is given to current interns.

Seminars

Interns attend approximately seven hours of seminars per week although this time

commitment varies at different times of the year. The seminar load is heaviest during the

first two months of the internship when interns require more didactic learning to acquire the

information necessary to be clinically effective as the year proceeds and clinical loads

increase. The Neuropsychology Seminar meets for several full day workshops in the

summer, during which time interns are introduced to all the necessary assessment

instruments. In the fall, this seminar continues for one and half hours per week to cover

topics of interest in the field of pediatric neuropsychology. The Pediatric Psychology

Seminar also meets for a longer period of time during the first two months of the internship

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to introduce interns rapidly to hospital consultation and topics critical to care in pediatric

psychology. In the fall, this seminar moves to one hour per week and it is completed at the

end of February. The seminars under the rubric of Topics and Treatment in Child Psychiatry

and Psychology meet 1-2 times per week throughout the year and include blocks of

seminars in the areas of clinical assessment, community issues including schools, diversity

and cultural competence, the psychotherapies, forensic and ethical issues, and trauma

assessment and treatment.

Additional workshops are presented at the beginning of each training year to address

the use of empirically supported treatments for specific presenting problems, most notably

anxiety, depression, and oppositional disorders. The workshops include training in semi-

structured interview techniques and the use of manualized treatments.

Daily rounds or required meetings during each of the major rotations—Consult

Service, Partial Hospitalization, and the Intern Choice Rotation-- provide additional case

based didactic experiences as does a bi-weekly multi-disciplinary case conference. During

these conferences, psychology interns, as well as staff and other trainees, present cases

for discussion and consultation. Additional didactic experiences include Grand Rounds in

the Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg

School of Medicine.

Training in Empirically-Supported Treatment

Staff at Lurie Children’s are strongly committed to training interns in empirically

supported treatments for a wide range of disorders. Specific workshops, training seminars

and/or supervision are provided in the following treatments:

1. Cognitive-behavioral therapy for anxiety and depression based on the Unified

Protocol, as well as other cognitive-behavioral programs such as Chorpita’s

Anxiety Treatment and TADS for depression.

2. Parent-management training.

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3. Trauma treatments including TF-CBT, Attachment Regulation and Competence

(ARC) therapy, and Cognitive Behavioral Intervention for Trauma in Schools

(CBITS)

4. Greene’s Collaborative and Proactive Solutions for externalizing disorders

5. Motivational Interviewing

6. Principles of Acceptance and Commitment Therapy

7. Principles of Dialectical Behavior Therapy

Supervision

During the course of the year, interns are assigned two supervisors for their general

outpatient cases, one supervisor for their pediatric psychology cases, and one supervisor

for their neuropsychological assessment cases. Typically, interns receive at least one-hour

of supervision for every three-four cases they see. Supervision for work on the Intern

Choice Rotation is provided by the attending working on that service while supervision for

Partial Hospitalization cases is provided by the Clinical Director of this Service. While on

the Consult Service, interns are supervised on a rotating basis by all the pediatric

psychology staff and the Consult Service psychiatrists. Thus, each intern receives a

minimum of five hours of supervision per week. Although most of the supervision is done

by psychologists, interns also receive supervision by members of other disciplines.

Video recording units and observation rooms are available in the department for use

by interns and their supervisors. All interns are expected to videotape at least some of their

therapy sessions during the year and are observed live in the family therapy seminar. In

addition, telehealth videoconferencing software is utilized to provide telehealth services for

select outpatients.

Supervision for Spanish-speaking Interns

The Pritzker Department of Psychiatry and Behavioral Health serves a large and

diverse patient population among which is Chicago’s growing Latinx community. Interns

who are bi-lingual in Spanish are, thus, highly recruited. Supervision for treatment of

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Spanish speaking families is provided by Rebecca Ford-Paz, Ph.D. or Edna Romero,

Ph.D., bi-lingual staff psychologists, who conduct supervision in Spanish for these cases.

Mentoring

All interns meet together bi-weekly with the Director of Training who provides

support, mentorship and seminars on ethics, professional development, and supervision.

These meetings also provide an informal forum for addressing intern concerns and

grievances. The variety of ages, backgrounds, interests, and approaches to balancing life

and work among the Lurie Children’s psychology staff provides a broad range of role

models and mentors for the interns. In addition, all interns are assigned an individual mentor

with whom they can meet on an as needed basis to discuss career objectives, the stresses

of internship, dissertation matters, etc.

Research and Program Development

The internship program in clinical psychology in the Pritzker Department of

Psychiatry and Behavioral Health at Ann & Robert H. Lurie Children’s Hospital of Chicago

has a strong commitment to training students as scientist-practitioners. This is an ideal

setting in which to teach students how to integrate research and clinical practice. In addition

to allowing access to a number of populations (e.g. medically ill children) who are otherwise

difficult to study, this setting provides students with a unique opportunity to study the

effectiveness of a variety of treatment approaches with children and families. As the field

of psychology moves increasingly towards accountability and the use of empirically

supported treatments this becomes a critical component of training at the doctoral level.

Once they have completed their dissertation work, interns at Lurie Children’s have the

option of becoming involved in an ongoing research project in the department. The best

opportunities for completing research are provided within the Intern Choice Rotation as

many of these options involve active research projects and are flexible enough to provide

time for conducting research.

21

Evaluation

Interns are formally evaluated three times per year by all of their supervisors.

Following the completion of each major rotation, rotation supervisors, testing supervisors,

and outpatient supervisors complete evaluation forms. Additional, less formal, student

evaluations take place at monthly staff meetings; students receive feedback about any

concerns raised during these meetings in one-on-one meetings with the Training Director.

All evaluations, grievance and due process procedures are outlined in the Intern Handbook

and distributed during orientation. Twice a year, the Training Director also sends an

evaluation letter to each Intern’s Academic Director of Training.

Interns are also asked to evaluate their supervisors three times a year and the

overall program twice a year. Seminars are evaluated after the completion of each

presentation.

Successful completion of the internship requires that, by the end of the internship

year, students obtain competency grades of 3 or above (on a 5 point scale) on all items in

their outpatient evaluations. Similar competency ratings are required on evaluations at the

completion of all rotations.

A Typical Week

An intern’s hours during a typical week are likely to be spent in the following way:

Clinical Service (16 – 18 hours)

8 hours in Outpatient Services (Intake, Diagnostics, and Treatment)

4-6 hours on the Testing Service (only during their Partial Hospital Rotation)

4-6 direct clinical hours in their major rotation if it is the Intern Choice Rotation

or the Partial Hospital Program; 10-12 direct clinical hours if it is Consult

Service.

1 – 2 hours group therapy

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Supervision (5 – 6 hours)

2 hours general outpatient therapy

1 hour outpatient pediatric psychology

1 hour Testing Service

1 hour major rotation

Education (7 – 10 hours)

1-2 hours Topics and Treatment in the Pritzker Department of Psychiatry and

Behavioral Health

1 – 2 hours Medical Psychology Seminar

1-1/2 hours Neuropsychology Seminar

1 – 3 hours Case conferences and Guest Lectures

Meetings and Community Services (4 – 8 hours) depending on each intern’s current

rotation and particular Professional Education Plan

4 – 8 hours clinic or team meetings (e.g. rounds, treatment planning meetings,

trauma team meetings, pain clinic, etc.)

Research

2-4 hours dissertation or other research

Paperwork, Phone Calls, etc.

4 – 6 hours per week

Application and Selection Procedures

Students with a longstanding interest in clinical child and/or pediatric psychology as

demonstrated by their graduate studies, research, and/or clinical experiences are

encouraged to apply. Preference is given to those from APA accredited clinical programs.

Selection procedures are based on a team approach. All applications are evaluated by a

23

team of three staff psychologists, one of whom is the Director of Training. Based on the

student’s coursework, research, and clinical experiences, along with letters of

recommendation, the team decides whether or not to invite the applicant for a personal

interview (these are currently being conducted virtually). Generally, the program receives

approximately 150 applications and offers interviews to 30 applicants. Final rank order

decisions are determined by the psychology staff following the team’s discussion of the

applicant’s written materials and presentation at interview. The successful applicant

generally has a strong interest in clinical, pediatric, and developmental psychology, has

demonstrated academic excellence through publication or presentation of research related

to this field, is well regarded by clinical and research supervisors, and presents well during

interview. BIPOC applicants and students with bi-lingual skills are encouraged to apply.

SALARY AND BENEFITS

The APA-accredited pre-doctoral internship program in psychology is supported by

Ann & Robert H. Lurie Children’s Hospital of Chicago. Interns will receive a salary of

$36,629. Benefits include 22 personal days off, seven national holidays and, five

professional leave days (for conferences, dissertation work, job interviews), as well as

health plan coverage.

APPLICATION PROCEDURE

Applicants must have completed at least three years of coursework and practica

before the internship. Applicants must be certified as ready for internship by their Academic

Training Director. Preference is given to applicants from APA-accredited clinical programs

who have extensive training in both clinical and research areas of child psychology.

The deadline for receiving applications is Monday, November 1, 2021. Interviews

are conducted virtually and are strongly encouraged for serious candidates. Candidates

will be notified by December 15th if an interview is recommended.

24

BIPOC applicants are strongly encouraged to apply. Ann & Robert H. Lurie

Children’s Hospital of Chicago serves an extremely diverse population and all interns have

the opportunity to work with people from different ethnic, racial, and socioeconomic

backgrounds.

Applicants to the Ann & Robert H. Lurie Children’s Hospital of Chicago are hereby

informed that hospital regulations require that all new employees must undergo and pass

drug testing before employment begins. For those choosing the Center for Childhood

Resilience and Trauma rotation for their Intern Choice Rotation, finger printing and

background check are required by the Chicago Public Schools.

To complete your application for the internship in clinical psychology at Ann & Robert

H. Lurie Children’s Hospital of Chicago all of the following material must be submitted.

Access the AAPI Online via the “Applicant Portal” and submit your electronic AAPI

internship application. A completed application will consist of:

* 1) A completed standard AAPI form verified by the student’s Academic Director

of Clinical Training. The AAPI form includes the application itself, a

curriculum vita and all graduate transcripts

* 2) Three letters of recommendation. At least one letter should be from a supervisor in a practicum or clinical placement.

* Web site: electronic APPIC Internship Application:

https://natmatch.com/psychint/

* Web site: Internship Application/Brochure information:

https://www.luriechildrens.org/en/for-healthcare-

https://natmatch.com/psychint/


25

professionals/education/fellowships-training-programs/clinical-psychology-

internship/

General information about the Pritzker Department of Psychiatry and Behavioral

Health, Ann & Robert H. Lurie Children’s Hospital of Chicago can be found on the

web site: www.luriechildrens.org

Questions regarding Internship Program:

E-mail: [email protected] or contact Lymaries Velez by telephone (312-227-

3410).

The psychology internship at Ann & Robert H. Lurie Children’s Hospital of Chicago

is in compliance with all APPIC policies regarding the match.

Web site: Match Policies http://www.appic.org/match

“This internship site agrees to abide by the APPIC policy that no person at this

training facility will solicit, accept, or use any ranking-related information from any

intern applicant.”

This internship is accredited by the American Psychological Association.

Office of Program Consultation and Accreditation

American Psychological Association

750 First Street, N.E.

Washington, D.C. 20002-4242

Phone: 202.336.5979

NOTE:

All applications should be submitted according to APPIC

Instructions for Online Submission.

No e-mailed, faxed, or mailed applications will be accepted.



http://www.luriechildrens.org/


http://www.appic.org/match

26

Please address any correspondence to:

Karen R. Gouze, PhD

Director of Training in Psychology

Professor of Psychiatry and Behavioral Sciences

Pritzker Department of Psychiatry and Behavioral Health, #10

Ann & Robert H. Lurie Children’s Hospital of Chicago

225 E. Chicago Ave.

Chicago, IL 60611

Phone: 312.227.3410

Fax: 312.227.9659

E-mail: [email protected]

2021-2022 Internship Year

INTERNSHIP PROGRAM-Application Letter-Checklist-Brochure-WEBSITE


27

PSYCHOLOGY STAFF

Jeanne Antisdel- Pediatric Psychologist

Assistant Professor

Psychiatry & Behavioral Sciences

Northwestern University Feinberg School of Medicine

PhD, 2000, Yeshiva University

Diagnostic, developmental, and psychological evaluations of children and adolescents.

Individual and family therapy for children and adolescents presenting with

emotional/behavioral problems and/or medical illness.

Richard A. Arend- Staff Psychologist

Assistant Professor



PhD, 1984 University of Minnesota

Parent training, early intervention with disruptive behavior disorders, behavior therapy.

Kate A. Benton – Pediatric Psychologist

Division of Developmental and Behavioral Pediatrics

Clinical Associate

Department of Pediatrics


PhD, 2001 Loyola University Chicago

Diagnosis & treatment of developmental delays, disorders and disabilities,

interdisciplinary care of pediatric feeding disorders, infant/toddler

developmental/behavioral health, preschool disruptive behavior, and ADHD, Early

Intervention.

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Jennifer Carlson – Pediatric Psychologist

Division of Developmental and Behavioral Pediatrics

Assistant Professor



PhD, 2017, University of Iowa

Diagnostic, psychological, developmental behavioral disorders, learning disabilities,

Autism evaluations; Parent Training for Disruptive Behaviors and Developmental

Disabilities

Diane Chen – Pediatric Psychologist

Assistant Professor of Psychiatry & Behavioral Sciences, and Pediatrics


PhD, 2012, Temple University

Primary research interests include gender development and psychosocial functioning in

transgender/gender-expansive youth; medical decision-making and decisional capacity

among transgender youth; adapting evidence-based interventions for LGBTQ-identified

youth. Primary areas of clinical interest include emotional and behavioral health concerns

among transgender/gender-expansive children, adolescents, and young adults;

psychosocial issues in the management of disorders/differences of sex development

(DSD); and behavioral health service delivery in multidisciplinary settings.

Colleen Cicchetti– Director of Center for Childhood Resilience

Associate Professor



PhD, 1996, Northwestern University

MEd, 1989, Harvard Graduate School of Education

29

Advocacy and public health approach to mental health services: promotion of evidence

based treatment in school and community settings for children/youth who have been

exposed to trauma/victimization including training, supported implementation and

evaluation; community, parent and professional outreach and education/training.

Allison Clarke – Pediatric Psychologist

Assistant Professor of Psychiatry & Behavioral Sciences



Psychosocial assessment related to pediatric sleep concerns, pediatric

consultation, individual and family therapy related to adherence, adjustment, and coping

with medical illness, CBT for insomnia, parent training.

Claire Coyne- Pediatric Psychologist

Assistant Professor of Psychiatry & Behavioral Sciences, and Pediatrics


PhD, 2014, Indiana University

Primary areas of clinical interest include emotional and behavioral health concerns among

transgender/gender-expansive children, adolescents, and young adults, Cognitive-

behavioral therapy and evidence-based treatments for at-risk youth and their families,

including youth exposed to childhood trauma. . Primary research interests include

psychosocial functioning and behavioral health interventions for transgender/gender-

expansive youth. Consultation to school and community agencies on promoting evidence-

based behavioral health practices for trauma-exposed youth.

Bonnie Essner – Medical Psychologist, Pritzker Department of Psychiatry and

Behavioral Health, Ann & Robert H. Lurie Children’s Hospital of Chicago



30

PhD, 2012, Loyola University Chicago

Parent-child shared health behaviors and cognitions in families of adolescents with

chronic pain, family-based psychological interventions for youth with acute and chronic

pain, integrative health approaches to pediatric pain management, psychological

assessment and treatment for pediatric patients receiving palliative care for life-limiting

and life-threatening illnesses.

Meredyth A Evans- Pediatric Psychologist

Assistant Professor



PhD, 2015 DePaul University

MA, 2012 DePaul University

Pediatric Consultation/Liaison; psychosocial issues in the treatment of children with

chronic illnesses, special training and expertise in working with children and adolescents

with diabetes; child and family adjustment to medical diagnosis and family/life stressors;

cognitive and behavioral strategies for management of depression and anxiety; parent

management strategies for addressing behavioral difficulties in children.

Rebecca Ford-Paz - Staff Psychologist, Coordinating Psychologist of the Mood &

Anxiety Program

Assistant Professor



PhD, 2006 DePaul University

MA, 2000, Columbia University

CBT for anxiety and mood disorders, Latino mental health, consultation to school and

community agencies on promoting social-emotional learning and behavioral health,

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community-based participatory research with a focus on health disparities and diversity

issues.

Laurie Gayes Thompson- Medical Psychologist

Assistant Professor

Psychiatry and Endocrinology


PhD, 2016, University of Kansas

Psychological aspects of chronic illness management, adherence and coping with Type 1

diabetes, behavioral aspects of weight management, pain and medically unexplained

somatic symptoms.

Tara Gill- Staff Psychologist, Center for Childhood Resilience

PhD, 2008, DePaul University

MA, 2003, DePaul University

African American mental health, diversity issues in the workplace, race and equity in

marginalized populations, consultation to school and community agencies on promoting

social-emotional learning and behavioral health, trauma treatment, school-based

prevention, and disruptive behavior disorders in school-age children and adolescents, and

family therapy.

Karen R. Gouze – Director of Psychology Training Program

Professor



PhD, 1980 University of Minnesota

32

Family dynamics and family therapy; developmental psychopathology; outcomes of

child mental health services, school-based prevention and intervention, sensory

processing and psychopathology.

Clayton D. Hinkle – Pediatric Neuropsychologist

Assistant Professor



PhD, 2013, Illinois Institute of Technology

Neuropsychological sequelae of traumatic brain injury and sports-related concussion,

brain and nervous system tumors, epilepsy, stroke, congenital heart disease, infectious

and autoimmune diseases, and Tourette Syndrome and pediatric movement disorders

Lizabeth L. Jordan, PhD - Pediatric Neuropsychologist

Assistant Professor of Psychiatry and Behavioral Sciences


PhD, 2014, University of Florida

Neuropsychology assessment and consultation. I evaluate the cognitive, behavior, and

emotional strengths and weaknesses of children and teenagers with neurodevelopmental

disorders and acquired brain injuries, including traumatic brain injury (TBI), concussion,

stroke, epilepsy, cancer, infectious disease, ADHD, learning disorders.

Caroline Kerns – Coordinating Psychologist, TARGET Program

Assistant Professor



PhD, 2016, Boston University

33

Dissemination and implementation of evidence-based practices and

principles; improving access to treatment among underserved populations;

assessment and treatment of anxiety disorders; early childhood

psychopathology; parent-focused interventions.

John V. Lavigne - Chief Psychologist

Professor

Psychiatry and Pediatrics


PhD, 1974, University of Texas

Psychological aspects of primary care, developmental psychopathology, pain and other

medically unexplained symptoms.

Kelly Walker-Lowry – Program Manager, Partial Hospitalization Program

Assistant Professor



PhD, 2007, University of Florida

Partial hospitalization, implementation and dissemination, motivational interviewing,

consultation/liaison, childhood obesity, adjustment and coping in chronic illness,

behavioral treatments.

Kathleen M. Malee - Special Infectious Disease Clinic

Associate Professor



PhD, 1987, Loyola University of Chicago

34

Pediatric and adolescent HIV/AIDS; chronic illness; medication adherence; bio-

psychosocial issues in high risk infants, children and adolescents.

Devin McNulty – Pediatric Psychologist


Assessment and treatment of behavioral health concerns in primary care; Parent and

professional psychoeducation, consultation, and outreach; Coping and adjustment with

medical conditions; Screening and primary prevention.

Katie Meyers – Pediatric Psychologist



Psychologist embedded with heart transplant team, pediatric consultation, CBT for

anxiety and mood disorders, parent training, treatment

related to adherence and coping with chronic illness, family therapy.

Jackie Papadakis – Pediatric Psychologist




Clinical areas: Psychiatry and Behavioral Health Consultation Service; Sex Development

Clinic; Spina Bifida Center

Research areas: psychosocial functioning among youth and young adults with

disorders/differences of sex development (DSD), spina bifida, pediatric diabetes; pediatric

psychology; behavioral health service delivery in interdisciplinary settings

John Parkhurst - Coordinating Psychologist of the Mood, Anxiety, ADHD

Collaborative Care (MAACC) Program

35

Assistant Professor



PhD, 2013 University of Tennessee

Evidence-based assessment practices, mental health consultation and collaboration in

pediatrics and community settings.

Jonathan M. Pochyly - Staff Psychologist

Instructor



PhD, 1998, Loyola University of Chicago

Anxiety disorders in children; parent training; family therapy; disruptive behavior

disorders; cognitive assessment, executive abilities.

Lauren Potthoff – Pediatric Psychologist



Psychologist embedded within gastroenterology, pediatric consultation, treatment related

to medical adherence as well as adjustment and coping with chronic illness, CBT and

ACT for anxiety, mood, and somatic symptom and related disorders, parent management

training, family therapy.

Stephanie K. Powell – Pediatric Neuropsychologist

Assistant Professor



Ph.D. 2006 University of Wisconsin-Milwaukee

36

Neuropsychological assessment and consultation; neuropsychological correlates of both

hematologic/oncologic conditions (brain tumors, leukemia, sickle cell disease) and their

treatment (chemotherapy, radiation therapy, stem-cell transplant)

Tali Raviv- Staff Psychologist

Assistant Professor



PhD, 2007, University of Denver

Consultation to school and community agencies on promoting social-emotional

learning and behavioral health, cognitive-behavioral group therapy, parent training,

family therapy, trauma treatment, cognitive-behavioral therapy for depression and

anxiety; prevention of psychopathology among at-risk youth.

Claudio Santiago Rivera-Psychologist

Center for Childhood Resilience

Assistant Professor




Latinx, immigrant, and refugee mental health; community health and equity; youth voice

and advocacy; resilience; school and community-based mental health; delivery and

supported implementation of evidence-based practices for trauma, aggression, mood,

and anxiety.

Edna Romero – Pediatric Psychologist

Assistant Professor

Psychiatry and Pediatrics

37



Psychosocial assessment related to pediatric cancer and hematologic disease,

adjustment and coping with medical illness, pediatric consultation, individual and family

therapy.

Megan Scott – Pediatric Neuropsychologist

Associate Professor of Psychiatry & Behavioral Sciences


Ph.D. 2010 George Mason University

Neuropsychological assessment; autism evaluations; neuropsychological correlates of

autism spectrum disorder, extreme prematurity, genetic disorders, and broader

neurodevelopmental disorders.

Jenna Shapiro - Pediatric Psychologist


Pediatric consultation/liaison and evidence-based intervention for pediatric cancer and

hematologic disease; psychosocial considerations and resilience promotion for youth with

chronic illness; cognitive and behavioral strategies for management of mood, anxiety, and

behavioral difficulties; supporting transfer of care and psychosocial wellbeing among

adolescents and young adults with chronic illness

Miller Shivers - Staff Psychologist

Instructor



PhD, 2003, Illinois Institute of Technology, Chicago, IL

Attachment-based intervention, infant and preschool mental health, effects of

maternal depression on infants and young children, disruptive behavior, sleeping and

38

feeding problems in infancy and early childhood, toileting concerns, cleft palate, cranio

facial issues and vascular lesions as they effect mental health.

Mashana Smith- Psychologist, Center for Childhood Resilience




Individual and group therapy for children and adolescents; therapies include aggression

prevention and trauma-focused cognitive-behavioral and dialectical therapy for children

and adolescents

Anthony Vesco – Medical Psychologist, Urgent Care Program and Outpatient Therapy

Service



PhD, 2016, The Ohio State University

Temperament factors, such as positive/negative affectivity and effortful control, and

impacts on child/adolescent mood symptoms; executive functioning and impact on

rumination/worry processes; third wave therapy practices for adolescents with mood

disorders; program evaluation for emergent and urgent psychological services; family f

functioning and distress in the context of type 1 diabetes.

Jill Weissberg- Benchell - Pediatric Psychologist

Professor



PhD, 1990, Case Western Reserve University

39

Pediatric consultation, psychosocial issues in the treatment of diabetes, medical

adherence in chronic illness, adaptation and coping with chronic and fatal illness,

adaptation and coping with chronic and fatal illnesses, transitioning from pediatric to adult

care among chronically ill youth.

Frank A. Zelko - Pediatric Neuropsychologist

Associate Professor



Director, Pediatric Neuropsychology Service

PhD, 1985, University of Minnesota

Neuropsychological assessment; attention and executive skills; concussion;

epilepsy; functional neuroimaging; neurocognitive effects of systemic disease.

40

Ann & Robert H. Lurie Children’s Hospital of Chicago

Current CAP RESEARCH PROJECTS – Faculty

Pritzker Department of Psychiatry and Behavioral Health Research Activities

December 10, 2019

Research Grants (current, and last 3 years)

Chen, D. (PI), Finlayson, C., & Gordon, E. (2018-2020). Fertility Decision-Making in Youth and Young Adults. Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, R01 HD 097459. Total award: $435,169

Chen, D. (PI) (2018-2019). Neurocognitive correlates of pubertal suppression treatment among

transgender youth. Lurie Children’s Foundation Research Grant, Ann & Robert H. Lurie Children’s Hospital of Chicago. Total award: $96,972

Chen, D. (Co-Investigator; MPIs: Mimiaga, M. & Garofalo, M). (2016-2021). Adaptive intervention

strategies trial for strengthening adherence to antiretroviral HIB treatment among youth.

National Institute of Nursing Research, National Institutes of Health, R01NR017098.

$3,121,783

Chen, D. (Primary Mentor), Kyweluck, M. (PI). Summer 2017. Freezing for the future: Culturally

mediated fertility preservation decisions among trans youth and parents. The Sexualities

Project at Northwestern (SPAN) Summer Grant Award. $2,355.

Chen, D. (PI), Zelko, F., Johnson, T., & Garofalo, R. (2017-2018). Structured pubertal

suppression readiness assessment for gender dysphoric youth. Eunice Kennedy Shriver

National Institute of Child Health and Human Development, National Institutes of Health,

R21 HD087839. $427,439

Chen, D. (PI), Johnson, E. K., Finlayson, C., Gordon, E., Woodruff, T. K., Garofalo, R. (2016-

2017). Research Excellence Award from the Chairman (REACH), Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine. Development of a Fertility-Related Decision Aid for Transgender Youth and

41

Their Parents. Clinical guidelines recommend counseling for transgender youth and their parents regarding fertility and reproductive options prior to initiating gender-affirming hormone treatment. The objective of this study is to conduct a decisional needs assessment of transgender youth and their parents in an effort to develop a patient-centered Decision Aid About Fertility for Transgender Youth (DAAF-TY). Total award, $25,000.

Chen, D., (Co-Investigator; MPIs: R Garafalo, J. Olson-Kennedy, YM Chan; & S. Rosenthal)

(2015-2020). NIH/NICHD R01-HD082554. The impact of early medical treatment in transgender youth. Multisite observational cohort study of psychosocial and anthropometric outcomes of peri-pubertal and pubertal youth seeking care in multidisciplinary academic medical settings. Total award $5.7 million (Lurie: $1.3 million

Cicchetti, C., Raviv, T (2016-2019). Developing Innovative Models for Embedded and

Sustainable Behavioral Health Supports in Chicago Public Schools Polk Bros. Foundation. $300,000.

Cicchetti, C., Raviv, T. (2016-2019). Consultation and Training to the Office of Social Emotional

Learning and Office of Network Support. Chicago Public Schools, $ 609,491. Cicchetti, C., Raviv, T., Rivera, C. (2018-2020). Building Capacity for a Collaborative

Sustainable Model for the Implementation of Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS) in Options Schools. Michael Reese Health Trust. $200,000.

Cicchetti, C., Raviv, T. (2018-2019). Building Trauma-Informed Golden Apple Scholars Program.

Golden Apple Foundation, $80,155. Cicchetti, C., Raviv, T. (2018-2019). Trauma-Responsive Schools Designation Strategic

Planning Grant. Steans Family Foundation. $50,000 Cicchetti, C., Raviv, T. (2019). CPS Belmont-Cragin Behavioral Health Counseling Pilot. Grant

Healthcare Foundation. $35,000 Cicchetti, C., Raviv, T. (2019-2020). Title: Strengthening Transition Resilience of Newcomer

Groups Chicago Public Schools Pilot. Segal Family Foundation. Cicchetti, C., Raviv, T. (2019). CPS Trauma-Responsive School Action Plan Implementation and

Impact Assessment. Illinois Criminal Justice Information Authority. $193,809 Cicchetti, C., Raviv, T. (2019). Supporting School Leadership Teams to Assess and Integrate

Trauma Responsive Practices in School Action Plans. Illinois Criminal Justice Information Authority. $215,558

Cicchetti, C., Raviv, T. (2017-2019). Supporting Multi-Tiered Behavioral Health Programming in

Chicago Public Schools. McCormick Foundation. $200,000

42

Cicchetti, C., Raviv, T. (2017-2019). Consultation to Support Trauma-Informed School Transformation and Cognitive-Behavioral Intervention for Trauma in Schools (CBITS) training. Hinsdale South High School. $54,222.

Coyne, C (PI), Chen, D (Co-Investigator) (1/1/19-12/31/19). Collaborative Refinement of Group

Curriculum for Transgender Youth with Social Anxiety Disorder. Society of Pediatric Psychology, Targeted Research Grant. Total award: $20,000

Ellis, D. (PI), Weissberg-Benchell, J. (Consortium PI), Evans, M. (Consortium Co-I) (2017-2022).

Effectiveness Trial of an E-Health Intervention To Support Diabetes Care in Minority Youth. R01DK110075-01A1 Direct Year 1 costs, $185,051. This is a randomized effectiveness trial of a computer delivered brief intervention (“The 3Ms”) aimed at increasing parental motivation for supervision and monitoring of adolescent diabetes management. The intervention targets caregivers of young African American adolescents who are beginning to transition to independent self-care. The study investigates the effects of treatment dose on treatment outcomes and treatment effectiveness associated with adherence and metabolic control to determine the most effective conditions.

Essner, BS (PI) & Reichek, J. (2018 – 2020). Silicon Valley Community Foundation/Resonance

House, Shadow’s Edge – Impact Award. Narrating their own story: Using the Shadow’s Edge mobile game to enhance wellness and identity formation among adolescent and young adult cancer survivors, Total Costs: $50,000.

Ford-Paz, R. E. (Co-PI), Day, G (Co-PI) (9/2016-2/2018). Evergreen Invitational Women’s

Health Grant Initiative, Northwestern Memorial Foundation. Working on Womanhood (WOW): A Process Evaluation. Funding to conduct a process evaluation to assess fidelity and feasibility of implementation, acceptability, and utility/initial promise of newly refined curriculum for a multi-faceted school-based counseling program for girls. Total costs: $100,142.

Ford-Paz, R. E. (Co-Investigator) (10/2016-9/30/2017). US Office of Juvenile Justice &

Delinquency Prevention. Practitioner-Researcher Partnership in Cognitive Behavioral Mentoring Program. Funding to serve as a liaison between the formative evaluation and the planning of the outcome evaluation by University of Chicago’s Urban Labs of the Working on Womanhood program. Total subcontract: $48,863.

Seligman, R. (PI), Ford-Paz, R. E. (Co-PI) (6/1/17 – 5/2019). The William T. Grant Foundation.

Cultures of Care: Exploring Inequalities in Mental Health Services Among Mexican American Youth. A multimethod study of the perceptions of Latinx adolecents and families diagnosis and treatment in Ann & Robert H. Lurie Children’s Hospital of Chicago Pritzker Department of Psychiatry and Behavioral Health. Total Costs for Project Period: $102,361

Hood, K., Barnard, K., Weissberg-Benchell, J., Laffel, L. (Co PI’s) (2015-2019). Psychosocial

Aspects of Artificial Pancreas (AP) Research Development and Validation of AP Specific Psychosocial Measures. Leona and Harry Helmsley Charitable Trust. This multi-site study will assess key stakeholders’ perceptions regarding benefits and barriers to artificial

43

pancreas systems and will develop consistent, reliable and valid measures that research teams can use to assess psychological benefits and barriers. $363,788.

Johnson, N., Weissberg-Benchell, J., Hood, K. (Co PI’s) (2015-2017). Training Psychology Post-Doctoral Fellows to become diabetes researchers and clinicians. Patterson Foundation/University of South Florida, Bringing Science Home. This multi-site training grant is designed to train and develop psychologists who are expert in both the clinical and research needs of individuals with type 1 diabetes. $157,500.

Malee, K. (2015-2020). Pediatric HIV/AIDS Adolescent Master Protocol (Site Co-Investigator). NIH 5U01HD052102-10. $149,269.

Malee, K. (2015-2020). Surveillance Monitoring for ART Toxicities Study in HIV-Uninfected

Children born to HIV-Infected Women. (Site Co-Investigator). NIH 5U01HD052102-10. $323,490.

Malee, K. Co-Investigator (2014-2018). Multidisciplinary NeuroAIDS Research Training to

Improve HIV Outcomes in Nigeria, Center for Global Health. D43TW009608 (Taiwo, B.). Project will develop research capacity at the National Center for Excellence in Neurosciences and Infectious Diseases in Nigeria, the University of Ibadan. $24, 206.

Malee, K.: Co-Investigator (2014-2019). Determinants of Resilience in Youth with HIV Infection

and Youth Affected by HIV. 1R01MH102151-01(Ananworanich, J.) This study seeks to identify positive attributes associated with strengths in cognitive, emotional and behavioral functioning in youth with HIV infection and in HIV-affected youth in Asia, including Thailand and Cambodia. $29.415.

Malee, K. Consultant (2016-2018). Neurodevelopmental and neuroanatomical outcomes in early antiretroviral treated young children with perinatally-acquired HIV infection (PHIV) compared to age-matched perinatally HIV-exposed uninfected children (PHEU). Collaborative Initiative for Paediatric HIV Education and Research (CIPHER) (Jantarabenjakul, W.). 7-1-2016-6-30-2018.

Malee, K. Co-Investigator (2015-2020). Pediatric HIV/AIDS Adolescent Master Protocol (Site Co-Investigator). NIH/NICHD. Multi-site longitudinal study of effects of perinatally acquired HIV infection on children and adolescents. $467,972.

Malee, K. Co-Investigator (2015-2020). Surveillance Monitoring for ART Toxicities Study in HIV-

Uninfected Children born to HIV-Infected Women. (Site Co-Investigator). NIH/NICHD. Multi-site longitudinal prospective study examining the effects of HIV exposure, antiretroviral medication and HIV infection on infants, children and adolescents, and young adults. $450,211.

Malee, K. (2019-2020). The International Maternal Pediatric Adolescent AIDS Clinical Trials

(IMPAACT) Network monitors investigations to decrease HIV incident infection including mother-to-child transmission (MTCT) of HIV and to decrease mortality/morbidity associated with HIV infection, co-infections, and co-morbidities in pregnant/postpartum

44

women, children (including infants), and adolescents worldwide. (Scientific Leadership Group; IMPAACT 2015 psychologist).

Malee, K. (2018-2023). Intensive Combination Approach to Rollback the Epidemic in Nigeria (iCARE, Nigeria). This investigation will provide education, linkage to care,

treatment support, and HIV-testing in the community to address major barriers to testing and treatment success among MSM individuals in Nigerian communities. (Co-investigator).

Pahl, E. (PI), Grady, K., Weissberg-Benchell, J. (Co-investigator) (2013-2016). Pediatric Heart

Transplantation: Transitioning to Adult Care. R34 HL111492-01A1. NHLBI grant. Multi-site study with from NWU to develop a transition-readiness program for youth who have undergone heart transplant.

Pahl, E, Mahadevan, R., Walsh-Edwards, L., Essner, BS (Co-I), & Moskowitz, J. Pilot Research

Award, Osher Center for Integrative Medicine, Northwestern University Feinberg School of Medicine. ROSE: Resilience Intervention for pre-operative Stress and Emotion. Total costs: $25,000.

Parkhurst, J. T (PI), (1/6/2018-12/31/2018). Chucker Aring Child and Adolescent Psychiatry

Endowment, Medical College of Wisconsin. Funding to assess implementation of Social Fitness Club curriculum as after school social development programming. Total award: $15,000.

Plioplys, S., Bramhbratti, D. (2016-2017). Pathways in Clinical Care project AACAP’S Abramson

Fund, $20,000.

Seligman, R. (Co-PI), Ford-Paz, R. E. (Co-PI), Day, G (Co-PI). 6/2017-5/2019. The William T. Grant Foundation. Cultures of Care: Exploring Inequalities in Mental Health Services Among Mexican American Youth. Grant funded to examine how sociocultural and economic inequalities affect quality of mental health care for Mexican American adolescents. Total costs: $102,361.

Tarbell, SE & Fortunato, JE. Co-Principal Investigators, Stanley Manne Children’s Research Institute Summer Undergraduate Research Fellowship, Mentee: Abigail Otwell. Ann & Robert H. Lurie Children’s Hospital. Fellow stipend: 3,500.

Walkup, J. T. (PI 5%). Proof of Concept Study of an Oral Orthotic to Reduce Tic Severity in Chronic Tic Disorder and Tourette Syndrome. Sponsor: Tourette Syndrome Association. 7/1/13-6/30/18. Direct Costs: $149,706.61

Walkup, J. T. (PI 5%). A Randomized Controlled Trial of Acoustic Neuromodulation for

Childhood Anxiety Disorders. Sponsor: Hartwell Foundation. 2014-17. Direct Cost: $494,000

Walkup, J.T. (Consultant/investigator, 18%). Center for American Health, Johns Hopkins

Bloomberg School of Public Health. 2017-2018

45

Walkup, J. T. (Clinical and Evaluation Supervisor, 5%). Empowering Our Spirits: Apache Youth Suicide Prevention& Early Intervention. Sponsor: SAMHSA Grant #: U79SM061473. Direct cost: $1,089,537 (over 3 years)

Walkup, J. T. (Consultant, 3.7%). American Indian and Alaska Native Early Childhood Research

Center. University of Colorado Grant #: FY 12.150.001. Direct cost: $42,540 Walkup, J. T. Co-Investigator, 4.8%). NARCH VI (CBPR Approach to Preventing Intentional Self-

Injury in Apache Youth). NIH Grant #: U261IHS0043-04-01. Direct cost: $208,786.00 Walkup, J. T. (Co-Investigator 4.8%). NARCH VII (Promoting Protective Factors Against Apache

Youth Substance Use). Sponsor: Native American Research Center for Health Grant #: U261IHS0080-01-00. Direct cost: $197,951

Weissberg-Benchell, J. (co-investigator; Damiano, E, PI) (2017-2021). NIDDK UC4

DK108612. Final clinical studies for submission of a pre-market approval application on the FDA for Bionic Pancreas that automates type 1 diabetes management, $127,094

Weissberg-Benchell, J. (PI) (2011-2018). Resilience Promotion in Teens With Type 1 Diabetes:

Preventing Negative Outcomes. NIDDK R01 DK090030-01A1. This study examines whether a diabetes-specific adaptation of a resilience promoting, depression-prevention intervention for adolescents with type 1 diabetes will reduce both the risk of poor psychological functioning and the risk of negative health outcomes over time. $3,252,974.

Weissberg-Benchell, J. (PI). 9/17 -8-/18. Improving transition from pediatric to adult diabetes

care: A pilot study. Awarded by the University of Chicago Center for Diabetes Translation Research Pilot and Feasibility Grant (CCDRT). $25,000

Weissberg-Benchell, J. (PI). 7/18-7/20. Diabetes Post-Doctoral Fellowship. Funded through the

Juvenile Diabetes Research Foundation.

(Refereed publications, books, book chapters, other reports, last 3 years)

In press (including e-pubs ahead of publication) Chang, S. W., McGuire, J. F., Walkup, J. T., Woods, D. W., Scahill, L., Wilhelm, S., Peterson, A.

L., Dziura, J., & Piacentini, J. (2018). Neurocognitive correlates of treatment response in children with Tourette's Disorder. Psychiatry Research, 261, 464-472. doi: 10.1016/j.psychres.2017.12.066. Epub 2018 Jan 2. PubMed PMID: 29407718; PubMed Central PMCID: PMC5809184.

Charnay, A. J., Antisdel-Lomaglio, J. E., Zelko, F. A., Rand, C. M., Le M., Gordon, S. C., Vitez,

S. F., Tse, J. W., Brogadir, C. D., Nelson, M. N., Berry-Kravis, E. M., & Weese-Mayer, D. E. (in press). Congenital central hypoventilation syndrome: Neurocognition already reduced in preschool-age children. Chest, 2015 Sep 17. doi: 10.1378/chest.15-0402. [Epub ahead of print].

46

Distel, L., Torres, S.A., Ros, A.M., Brewer, S.K., Raviv, T., Coyne, C. et al. (in press). Evaluating

the implementation of Bounce Back: Clinicians’ perspectives on a school-based trauma intervention. Evidence-Based Practice in Child and Adolescent Mental Health.

Essner, B. S., Tran, S. T., Koven, B. A. (in press). Biopsychosocial approaches to pediatric

chronic pain management. In R. D. Shah & S. Suresh (Eds.), Opioid Therapy in Children

and Adolescents (pp. xx – xx). City, STATE: Springer Publishing.

Finney, E.L., Finlayson, C., Rosoklija, I., Leeth, E.A., Chen, D., Yerkes, E.B., Cheng, E.Y., &

Johnson, E.K. (In press). Prenatal detection and evaluation of differences of sex development and impact of genetic testing. Journal of Pediatric Urology

Ford-Paz, R. E., DeCarlo, C., Coyne, C., Rivera, C., Guo, S., Rusch, D., St. Jean, N., Hilado, A.,

& Cicchetti, C. (2019, August 29). You Are Not Alone: A public health response to immigrant/refugee distress in the current sociopolitical context. Psychological Services. Advance online publication. http://dx.doi.org/10.1037/ser0000381

Ford-Paz, R. E., Gouze, K. R., Kerns, C. E., Ballard, R., Parkhurst, J. T., Jha, P., & Lavigne, L. (2019, June 13). Evidence-based assessment in clinical settings: Reducing assessment burden for a structured measure of child and adolescent anxiety disorders. Psychological Services. Advance online publication. http://dx.doi.org/10.1037/ser0000367

Gottlieb, L, Reinecke, M.A., Martinovich, Z., & Meyers, K.M. (in press). Treatment for depression

enhances protection: Findings from the Treatment for Adolescents with Depression Study (TADS). International Journal of Cognitive Therapy.

Hasler, WL, Levinthal, DJ, Tarbell, SE, Adams, KA, Li, BUK, Issenman, RM, Sarosiek, I, Jaradeh,

SS, Sharaf, RN, Sultan, S, Venkatesan, T. (In press). Cyclic Vomiting Syndrome: Pathophysiology, Co-Morbidities, and Future Research Directions. Neurogastroenterology and Motility.

Hopkins J., Gouze, K. R,, Lavigne, J. V., and Bryant, F. B. (2019). Multidomain risk factors in early childhood and depression symptoms in 6-year-olds: A longitudinal pathway model. Development and Psychopathology 1–15. https://doi.org/10.1017/S0954579418001426

Ibeziako, P., Brahmbhatt, K., Chapman, A., De Souza, C., Giles, L., Gooden, S., Latif, F., Malas,

N., Namerow, L., Russell, R., Steinbuchel, P., Pao, M., Plioplys, S. (in press). Developing a Clinical Pathway for Somatic Symptom and Related Disorders in Pediatric Hospital Settings, accepted by Hospital Pediatrics.

Johnson, E.K., Finlayson, C., Finney, E.L., Harris, C.J., Tan, S., Laronda, M.M., Lockart, B.A.,

Chen, D., Cheng, E.Y., & Yerkes, E.B. (2019). Gonadal tissue cryopreservation for children with differences of sex development. Hormone Research in Paediatrics.

https://doi.org/10.1017/S0954579418001426

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Kyweluk, M.A.*, Reinecke, J., & Chen, D. (2019). Fertility Preservation Legislation in the United States: Implications for Transgender Individuals. LGBT Health [online ahead of print DOI:10.1089/lgbt.2019.0017]

Malas N, Plioplys, S, Pao M. (In press). Depression in Medically Ill Children and Adolescents.

Submitted to Special Presidential Issue on Depression in Special Populations, Child and Adolescent Psychiatric Clinics of North America,

Nahata, L., Chen, D., Quinn, G.P., Travis, M., Grannis, C., Nelson, E., & Tishelman, A.C. (In

press). Reproductive attitudes and behaviors among transgender adolescents. Journal of Adolescent Health

Plioplys S, Jutla A. (in press). Pediatric Psychogenic Non-Epileptic Seizures - Diagnostic and Treatment Dilemmas. In “Pediatric Neuropsychiatry: A Clinical Casebook”, editors Aaron Hauptman and Jay Salpekar, Springer.

Plioplys, S, & Caplan, R. (in press). Psychiatric features and management of children with

psychogenic non-epileptic seizures. In Gates and Rowan’s Nonepileptic Seizures, 4th edition, Schachter and LaFrance, eds. Cambridge: Cambridge University Press.

Plioplys, S., & LaFrance, W. (In press). Pediatric psychogenic nonepileptic seizures and

psychiatric disorders. In: Swaiman’s Pediatric Neurology: Principles and Practice, 6th edition.

Plioplys, S., Abbas, S., & Smith, B. (in press). Clinician’s response to the PNES diagnosis. In:

Dworetzky and Baslet, eds,. Psychogenic Nonepileptic Seizures: Toward the Integration of Care.

Prabhakar, D., Anzia, J. M., Balon, R., Gabbard, G., Gray, E., Hatzis, N., Lanouette, N. M., Lomax, J. W.. Puri, P., Zisook, S. (in press). “Collateral damages:” Preparing residents for coping with patient suicide. Academic Psychiatry, 37, 10.1176/appi.ap.11060110.

Sharaf, RN, Venkatesan, T, Shah, R, Levinthal, DJ, Tarbell, SE, Jaradeh, SS, Hasler, WL,

Issenman, RM, Adams, KA, Sarosiek, I, Stave, CD, Li, BUK, Sultan, S. (In press). Management of Cyclic Vomiting Syndrome in Adults: Evidence Review. Neurogastroenterology and Motility.

Sharma, R., Plioplys, S. (in press) “ADHD, Methylphenidate, and Childhood Epilepsy” – a critical

review. Pediatric Neurology Briefs. Ventkatesan, T, Levinthal, DJ, Li, BUK, Li, Tarbell, SE, Adams, KA, Issenman, RM, Sarosiek, I,

Jaradah, SS, Sharaf, RN, Sultan, S, Stave, CD, Monte, AA, Hasler, WL. (In press). Role of Chronic Cannabis Use: Cyclic Vomiting Syndrome vs. Cannabinoid Hyperemesis Syndrome. Neurogastroenterology and Motility.

Venkatesan,T, Levinthal, DJ, Tarbell, SE, Jaradeh, SS, Hasler, WL, Issenman, RM,

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Adams, KA, Sarosiek, I, Stave, CD, Sharaf, RN, Shahnaz, S, Li, BUK. (In press). Guidelines on Management of Cyclic Vomiting Syndrome in Adults by the American Neurogastroenterology and Motility Society and the Cyclic Vomiting Syndrome Association. Neurogastroenterology and Motility.

Vesco, A. T., Feldman, M. A., Evans, M. A., & Weissberg-Benchell, J. (in press). Parent-

adolescent dyadic diabetes distress: Associations with A1c and diabetes-related strengths. Families, Systems & Health. doi: 10.1037/fsh0000358

Wang-Hall, J, LI, BUK, Tarbell, SE. (in press) Family health related quality of life in pediatric

cyclic vomiting syndrome. Journal of Pediatric Gastroenterology and Nutrition. doi: 10.1097/MPG.0000000000001797

2018-2019 (academic year)

Badke, C. M., Essner, B. S., O’Connell, M., & Malakooti, M R. (2019). An innovative virtual

reality experience in the PICU: A pilot study. Pediatric Critical Care Medicine. Advance

online publication. doi: 10.1097/PCC.0000000000001917

Bitsko, R. H., Holbrook, J. R., Ghandour, R. M,, Blumberg, S. J., Visser, S. N., Perou, R.,&

Walkup, J. T. (2018). Epidemiology and Impact of Health Care Provider-Diagnosed Anxiety and Depression Among US Children. Journal of Developmental and Behavioral Pediatrics, Apr 24. doi: 10.1097/DBP.0000000000000571. [Epub ahead of print] PubMed PMID: 29688990.

Bushnell, G. A., Compton, S. N., Dusetzina, S. B., Gaynes, B. N., Brookhart, M. A., Walkup, J. T.,

Rynn, M. A., & Stürmer, T. (2018). Treating Pediatric Anxiety: Initial Use of SSRIs and Other Antianxiety Prescription Medications. Journal of Clinical Psychiatry, 79(1). pii: 16m11415. doi: 10.4088/JCP.16m11415. PubMed PMID: 29099547.

Brahmbhatt, K., Kurtz, B. P., Khalid, I. Afzal, L. L. Giles, E. D. Kowal M. D., Johnson, K. P.,

Lanzillo, K., Pao, M., Plioplys, S., Horowitz, L. M., for the PaCC Workgroup, Suicide Risk Screening Suicide Risk Screening in pediatric hospitals: Clinical pathways to address a global health crisis. Published online: https://www.psychosomaticsjournal.com/article/S0033-3182(18)30429-8/pdf

Campo-Engelstein, L, Chen, D., Baratz, A., Johnson, E.K., & Finlayson, F. (2019). Fertility

preservation for a teenager with differences (disorders) of sex development: An ethics case study. Journal of Clinical Ethics, 30, 143-153.

Cervin, M., Storch, E. A., Piacentini, J., Birmaher, B., Compton, S. N., Albano, A. M., Gosch, E., Walkup, J. T., & Kendall, P. C. (2018). Symptom-specific effects of cognitive-behavioral therapy, sertraline, and their combination in a large randomized controlled trial of pediatric anxiety disorders. Journal of Child Psychology and Psychiatry. 2019 Aug 30. doi:10.1111/jcpp.13124. [Epub ahead of print] PubMed PMID: 31471911.

https://doi.org/10.1037/fsh0000358

https://www.psychosomaticsjournal.com/article/S0033-3182(18)30429-8/pdf

49

Chen, D., Tishelman, A., Edwards-Leeper, L., & Stancin, T. (2019). Introduction to the CPPP Special Issue: Advancing the Practice of Pediatric Psychology with Transgender Youth. Special Issue of Clinical Practice in Pediatric Psychology on Advancing the Practice of Pediatric Psychology with Transgender Youth, 7, 211-216.

Chen, D., Kolbuck, V.D.*, Sutter, M.E., Tishelman, A.C., Quinn, G.P., & Nahata, L. (2019). Knowledge, practice behaviors, and perceived barriers to fertility care among providers of transgender care. Journal of Adolescent Health, 64, 226-234. DOI: 10.1016/j.jadohealth.2018.08.025.

Chen, D., Kolbuck, V.D., Sutter, M., Tishelman, A.C., Quinn, G.P., & Nahata, L. (2018).

Knowledge, practice behaviors, and barriers to fertility care among providers of transgender care. Journal of Adolescent Health. DOI: 10.1016/j.jadohealth.2018.08.025. [online ahead of print 26 Oct 2018]

Chen, D., Birnkrant, J., & Hidalgo, M. (2019). Psychosocial considerations in pubertal suppression treatment, Chapter 6 (pp. 41-47). In C. Finlayson (Ed.) Pubertal Suppression in Transgender Youth. St. Louis, MO: Elsevier.

Chen, D., Kyweluk, M.A.*, Sajwani, A.*, Gordon, E.J., Johnson, E.K., Finlayson, C., & Woodruff,

T. (2019). Factors affecting fertility decision-making among transgender adolescents and young adults. LGBT Health, 6, 107-115.

Chen, D., Johnson, E.K., & Finlayson, C. (2019). Fertility preservation in patients with

disorders of sex development. In T.K. Woodruff (Ed.) Textbook of Oncofertility Research and Practice. New York, NY: Springer.

Chodzen, G., Hidalgo, M.A., Chen, D. & Garofalo, R. (2019). Factors associated with depression

and anxiety among transgender and gender-nonconforming youth. Journal of Adolescent Health, 64, 467-471. DOI: 10.1016/j.jadohealth.2018.07.006.

Doss, J.L., Plioplys, S. (2018). Pediatric psychogenic nonepileptic seizures: A concise review.

Child and Adolescent Psychiatric Clinics of North America, 27(1):53-61.

Ernst, M., Chen, D., Kennedy, K., Jewell, T., Sajwani, A.*, Foley, C., & Sandberg, D.E., in

collaboration with the DSD-TRN Psychosocial Workgroup and Accord Alliance (2019).

Disorders of sex development web-based information: Quality survey of DSD team

websites. International Journal of Pediatric Endocrinology

Feldman, M., Anderson, L.M., Shapiro, J., Jedraszko, A., Evans, M., Weil, L., Garza, K., &

Weissberg-Benchell, J. (2018). Family-based interventions targeting improvements in health and family outcomes of children and adolescents with Type 1 diabetes: A systematic review. Current Diabetes Reports.18 (3) #15.

Ford-Paz, R. E., Crown, L., Lawton, K., Goldenthal, H., Day, G., Coyne, C. A., Gill, T., Harris, N.,

Blakemore, S., & Cicchetti, C. (2018). Working on Womanhood (WOW): A participatory

50

formative evaluation of a community-developed intervention. Evaluation and Program Planning, 72, 237-249.

Ford-Paz, R. E., Gouze, K. R., Kerns, C. E., Ballard, R., Parkhurst, J. T., Jha, P., & Lavigne,

J.V. (in press). Evidence-based assessment in clinical settings: Reducing assessment burden for a structured measure of child and adolescent anxiety disorders. Psychological Services.

Green, C., Walkup, J. T., Bostwick, S., & Trochim, W. (2018). Advancing the Agenda in Pediatric

Mental Health Education. Pediatrics, 144(3). pii: e20182596. doi:10.1542/peds.2018-2596. Epub 2019 Aug 5. PubMed PMID: 31383816.

Lavigne, J.V., & Meyers, K. M. (in press). Meta-analysis: Association of parent and child mental

health care utilization. Journal of Pediatric Psychology, doi: 10.1093/jpepsy/jsz049. Hathaway, E. E., Walkup, J. T., & Strawn, J. R. (2018). Antidepressant Treatment Duration in

Pediatric Depressive and Anxiety Disorders: How Long is Long Enough? Current Problems in Pediatric Adolescent Health Care, 48(2), 1-39. doi: 10.1016/j.cppeds.2017.12.002. Epub 2018 Jan 12. PubMed PMID: 29337001; PubMed Central PMCID: PMC5828899.

Howard, K. R., Reinicke, M. A., Lavigne, J. V., Gouze, K. R., Jordan, N. (in press). Marital and

parent-child relationships during treatment for adolescent depression: Child-driven and bidirectional effects. Journal of Abnormal Child Psychology. Ddoi: 10.1007/s10802-019-00566-

Garza, K., Jedraszko, A., Weil, L., Naranjo, D., Barnard, K., Laffel, L., Hood, K., Weissberg-

Benchell, J. (2018). Automated insulin delivery systems: Hopes and expectations of family members. Diabetes Technology and Therapeutics.20(3). 222-228.

Gross, J.P., Powell, S., Zelko, F., Hartsell, W., Goldman, S., Fangusaro, J., Lulla, R., Pillay

Smiley, N., Chang, J.H., & Gondi, V. (2019). Improved neuropsychological outcomes following proton therapy relative to x-ray therapy for pediatric brain tumor patients. Neuro-Oncology. Advance online publication. doi: 10.1093/neuonc/noz070.

Hasler, WL, Levinthal, DJ, Tarbell, SE, Adams, KA, Li, BUK, Issenman, RM, Sarosiek, I, Jaradeh,

SS, Sharaf, RN, Sultan, S, Venkatesan, T. (In press). Cyclic Vomiting Syndrome: Pathophysiology, Co-Morbidities, and Future Research Directions. Neurogastroenterology and Motility. 2019:31; (Suppl 2):e13607.

Hopkins J., Gouze, K. R,, Lavigne, J. V., and Bryant, F. B. (2019). Multidomain risk factors in

early childhood and depression symptoms in 6-year-olds: A longitudinal pathway model. Development and Psychopathology, 1–15. https://doi.org/10.1017/S0954579418001426

Kiff ,C. J., Ernestus, S., Gonzalez, A., Kendall, P. C., Albano, A. M., Compton, S. N., Birmaher, B.,

Ginsburg, G. S., Rynn, M., Walkup, J. T., McCracken, J., & Piacentini, J. (2018). The

https://doi.org/10.1017/S0954579418001426

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Interplay of Familial and Individual Risk in Predicting Clinical Improvements in Pediatric Anxiety Disorders. Journal of Clinical Child and Adolescent Psychology. 2018;47(sup1):S542-S554. doi: 10.1080/15374416.2018.1460848. Epub 2018 Jun 7. PubMed PMID: 29877727; PubMed Central PMCID: PMC6289867.

Koppen, I. J. N., Saps, M., Lavigne, J. V., Nurko, S., Taminiau, J. A. J. M., Di Lorenzo, C.,

Benninga, M. A. (2018). Recommendations for pharmacological clinical trials in children with functional constipation: The Rome Foundation pediatric subcommittee on clinical trials. Neurogastroenterology & Motility. 2018;e13294, DOI: 10/1111/nmo.13294

McGuire, J. F., Ricketts, E. J., Scahill, L., Wilhelm, S., Woods, D. W., Piacentini, J., Walkup, J. T.,

& Peterson, A. L. (2018). Effect of behavior therapy for Tourette's disorder on psychiatric symptoms and functioning in adults. Psychological Medicine, Aug 27:1-11. doi: 10.1017/S0033291719002150. [Epub ahead of print] PubMed PMID: 31451122.

McGuire. J, F,, Piacentini, J., Storch, E. A., Murphy, T. K., Ricketts, E.J., Woods, D. W., Walkup,

J. T., Peterson, A. L., Wilhelm, S., Lewin, A. B., McCracken, J.T., Leckman, J.F., & Scahill, L. (2018). A multicenter examination and strategic revisions of the Yale Global Tic Severity Scale. Neurology, Apr 13. pii: 10.1212/WNL.0000000000005474. doi: 10.1212/WNL.0000000000005474. [Epub ahead of print] PubMed PMID: 29653992.

Palitz, S. A., Caporino, N. E., McGuire, J. F., Piacentini, J., Albano, A. M., Birmaher, B.,

Walkup, J.T., Compton, S. N., Ginsburg, G. S., & Kendall, P. C. (2018). Defining Treatment Response and Remission in Youth Anxiety: A Signal Detection Analysis With the Multidimensional Anxiety Scale for Children. Journal of the American Academy of Child and Adolescent Psychiatry, 57(6):418-427. doi: 10.1016/j.jaac.2018.03.013. Epub 2018 Apr 17. PubMed PMID: 29859557; PubMed Central PMCID: PMC5988233.

Powell, S.K. (2018). Neuropsychological considerations of infratentorial tumors complicated by

pediatric post-operative cerebellar mutism. Perspectives of the ASHA Special Interest Groups, 3(2).

Saps, M., van Tilburg, M., Lavigne, J. V., Miranda, A, Benninga, M., Taminiau, J., Di Lorenzo, C.

(2016). Recommendations for pharmacological clinical trials in children with irritable bowel syndrome: The Rome Foundation pediatric subcommittee on clinical trials and The European Medicines Agency. Neurogastroenterology and Motility, 28, 1619-1631

Shapiro, J., Vesco, A., Weil, L., Evans, M., Hood, K., Weissberg-Benchell, J. (2018).

Psychometric properties of the Problem Areas in Diabetes: Teen and Parent of Teen Versions. Journal of Pediatric Psychology. 43(5). 561-571.

Sharaf, RN, Venkatesan, T, Shah, R, Levinthal, DJ, Tarbell, SE, Jaradeh, SS, Hasler, WL,

Issenman, RM, Adams, KA, Sarosiek, I, Stave, CD, Li, BUK, Sultan, S. Management of Cyclic Vomiting Syndrome in Adults: Evidence Review. Neurogastroenterology and Motility. 2019:31; (Suppl 2):e13605.

52

Smith, R., Huo, Y., Tassiopoulos, K., Rutstein R., Kapetanovic, S., Mellins, C., Kacanek, D., Malee, K. (2019). Mental health diagnoses, symptoms, and service utilization in US youth with perinatal HIV infection or HIV exposure. AIDS Patient Care and STDs, 33(1): 1-13.

Stavinoha, P.L., Askins, M.A., Powell, S.K., Pillay Smiley, N., & Robert, R.S. (2018).

Neurocognitive and psychosocial outcomes of brain tumor survivors. Bioengineering, 5(3). Tishelman, A., Sutter, M., Chen, D., Sampson, A., Nahata, L., Kolbuck, V.D., & Quinn, G.P.

(2019). Health care provider perceptions of fertility preservation barriers and challenges with transgender patients and families: Qualitative responses to an international survey. Journal of Assisted Reproduction and Genetics. DOI: 10.10007/s10815-018-1395-y. [online ahead of print 3 Jan 2019]

Venkatesan, T, Levinthal, DJ, Li, BUK, Li, Tarbell, SE, Adams, KA, Issenman, RM, Sarosiek, I,

Jaradah, SS, Sharaf, RN, Sultan, S, Stave, CD, Monte, AA, Hasler, WL. Role of Chronic Cannabis Use: Cyclic Vomiting Syndrome vs. Cannabinoid Hyperemesis Syndrome. Neurogastroenterology and Motility. 2019:31; (Suppl 2):e13606.

Venkatesan,T, Levinthal, DJ, Tarbell, SE, Jaradeh, SS, Hasler, WL, Issenman, RM,

Adams, KA, Sarosiek, I, Stave, CD, Sharaf, RN, Shahnaz, S, Li, BUK. Guidelines on Management of Cyclic Vomiting Syndrome in Adults by the American Neurogastroenterology and Motility Society and the Cyclic Vomiting Syndrome Association. Neurogastroenterology and Motility. 2019:31; (Suppl 2):e13604.

Vesco, A., Garza, K., Jedraszko, A., Weissberg-Benchell, J. (2018). Continuous Glucose

Monitoring (CGM) Associated with Less Diabetes-Specific Emotional Distress and Lower A1c Among Adolescents with Type 1 Diabetes. Journal of Diabetes Science and Technology. 12(4). 792-799.

Wakschlag, L. S., Roberts, M.Y., Flynn, R. M., Smith, J. D., Krogh-Jespersen, S., Kaat, A. J.,

Gray, L., Walkup, J. T., Marino, B. S., Norton, E. S., & Davis, M. M. (2018). Future Directions for Early Childhood Prevention of Mental Disorders: A Road Map to Mental Health, Earlier. Journal of Clinical Child and Adolescent Psychology, 27:1-16. doi: 10.1080/15374416.2018.1561296. [Epub ahead of print] PubMed PMID: 30916591.

Weingarden, H., Scahill, L., Hoeppner, S., Peterson, A. L., Woods, D. W., Walkup, J. T., Piacentini, J., & Wilhelm, S. (2018). Self-esteem in adults with Tourette syndrome and chronic tic disorders: The roles of tic severity, treatment, and comorbidity. Comprehensive Psychiatry, Jul;84:95-100. doi: 10.1016/j.comppsych.2018.04.008. Epub 2018 Apr 23. PubMed PMID: 29729555; PubMed Central PMCID: PMC6002935.

Zehgeer, A., Ginsburg, G. S., Lee, P., Birmaher, B., Walkup, J. T., Kendall, P. C., Sakolsky, D., & Peris, T. (2018). Pharmacotherapy Adherence for Pediatric Anxiety Disorders: Predictors and Relation to Child Outcomes. Child Youth Care Forum, 47(5):633-644. doi: 10.1007/s10566-018-9459-9. Epub 2018 Jun 13. PubMed PMID: 30555217; PubMed Central PMCID: PMC6289191.

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Walkup, J. T. (2018). National Academies of Sciences, Engineering, and Medicine. Opportunities for improving programs and services for children with disabilities. Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/25028.

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Baum, K., Powell, S., Jacobsen, L., Gragert, M., Janzen, L., Paltin, I., Rey-Casserly, C. & Wilkening, G. (2017). Implementing guidelines: Proposed definitions of neuropsychology services in pediatric oncology. Pediatric Blood & Cancer, 64(8).

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Chapter 28. In M. Dulcan (Ed.) Dulcan’s Textbook of Child and Adolescent Psychiatry, Second Edition. Arlington, VA: American Psychiatric Publishing.

Martini, D. R., Lavigne, J. V., Lowry, K. (2015). Physical disorders. In M. Dulcan (Ed.)


Plioplys, S., Asato, M. R., Zelko, F. A. (2015). Neurological Examination,

Electroencephalography, Neuroimaging, and Neuropsychological Testing. In M.K. Dulcan (Ed). Dulcan’s Textbook of Child and Adolescent Psychiatry, 2nd Edition. Arlington, VA: American Psychiatric Publishing. 89-102 (2015).

Walkup, J, T., Rendleman, R. (2014). Drs. Walkup and Rendleman reply. Journal of the

American Academy of Child Adolescent Psychiatry, 53(6), 697-8. doi: 10.1016/j.jaac.2014.02.005. PubMed PMID: 24839889.

Walkup, J. T., Wagner, K. D., Miller, L., Yenokyan, G., Luby ,J. L., Joshi, P. T., Axelson, D. A.,

Robb, A., Salpekar, J. A., Wolf, D., Sanyal, A., Birmaher, B., Vitiello, B., Riddle, M. A. (2015). Treatment of early-age mania: Outcomes for partial and nonresponders to initial treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 54(12), 1008-19. doi: 10.1016/j.jaac.2015.09.015. Epub 2015 Oct 8. PubMed PMID: 26598476.

Wexler, L., Chandler, M., Gone, J. P., Cwik, M., Kirmayer, L. J., LaFromboise, T., Brockie, T., O'Keefe, V., Walkup, J., Allen, J. (2015). Advancing suicide prevention research with rural American Indian and Alaska native populations. American Journal of Public Health,

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Kendall, P. C., Piacentini, J., Walkup, J., Compton, S. (2015). Anxiety in youth with and without autism spectrum disorder: examination of factorial equivalence. Behavior Therapy, 46(1), 40-53. doi: 10.1016/j.beth.2014.05.005. Epub 2014 Jun 2. PubMed PMID: 25526834; PubMed Central PMCID: PMC4273846.

ABSTRACTS/POSTERS/PRESENTATIONS

National, regional and international meetings, last 3 years

2018-2019 Boswell, L., Russow, A., Weck, M., Santella, M.K., Weissbourd, M., DeRegnier, R.A. (2018,

October). Assessment of Motor Development Using the Movement Assessment Battery for Children 2nd Edition in Preschool Children with High Risk Medical and Surgical Conditions. PowerPoint presented at annual AACPDM Conference in Cincinatti, OH.

Buchanan, C., Chen, D., Tishelman, A.T., Kapa, H.M., Chan, Y.M., Nahata, L., Hansen-Moore, J.,

& Crerand, C.E. (2019, May). Body image and psychosocial adjustment in youth and young adults with DSD conditions. Podium presentation at the annual meeting of the Society for Pediatric Urology, Chicago, IL.

Bustos, Y., Ford-Paz, R. E., Santiago, C. D., Uriarte, J., Distel, L. M., Ros, A. M., Coyne, C.,

Rivera, C., Guo, S., Hilado, A., Rusch, D., St. Jean, N., Zarzour, H., Gómez de García, R., & Cicchetti, C. (2018, November). You are Not Alone: Effectiveness of a rapid public health response to immigrant and refugee emotional distress. Poster presented at the Coalition for Immigrant Mental Health (CIMH) Annual Convening, Chicago, IL.

Chen, D. (2019, August). Role of family support and acceptance in gender expansive youth

adjustment. In C.L. Olezeski (Chair), Minority Stress & The Impact of Acceptance for Transgender Youth: Policy & Practice Implications. Symposium accepted for presentation at the American Psychological Association Convention, Chicago, IL.

Chen, D., Axelrad, M.E., Placencia, F.X., & Tishelman, A. (2019, April). Ethical considerations

in DSD care across the developmental spectrum. Abstract accepted for a professional development session at the annual meeting of the Society of Pediatric Psychology, New Orleans, LA.

Chen, D., Kyweluk, M.A.*, Sajwani, A.*, Gordon, E.J., Johnson, E.K., Finlayson, C., &

Woodruff, T.K. (2018, April). Knowledge of fertility and reproductive health options among transgender adolescents and young adults. In D. Chen (Chair), Advancing Fertility and

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Reproductive Health Counseling in Pediatrics. Symposium presented at the annual meeting of the Society of Pediatric Psychology, Orlando, FL.

Chen, D., Kyweluk, M.A.*, Sajwani, A.*, Gordon, E.J., Johnson, E.K., Finlayson, C., &

Woodruff, T.K. (2019, March). Factors impacting fertility preservation decision-making among transgender adolescents and young adults. Poster accepted for presentation at the annual meeting of the Society for Adolescent Health and Medicine, Washington, DC.

Chen, D., Lash, B., Hidalgo, M.A., Muldoon, A.L., Liu, E., Jensen, J., Kim, E., Grabert, R., Chan, Y.M., Garofalo, R., & Tishelman, A. (2018, November). A comparison of psychosocial characteristics between transgender youth enrolling vs. not enrolling in a multisite research study. Poster presentation at the biennial meeting of the World Professional Association of Transgender Health, Buenos Aires, Argentina.

Chen, D. (2018, October). Gender development in childhood and adolescence. In L. Schechter

(Chair), Gender Confirmation Surgeries: Standards of Care and Development of Gender Identity. Invited presentation for the annual meeting of the American Society of Plastic Surgery. Chicago, IL.

Chen, D. (2019, October). Ethical considerations in fertility preservation for transgender youth. In

N. Sharon (Chair), Ethical twists and turns in caring for transgender adolescents. Ethics panel accepted for presentation at the annual meeting of the American Academy of Child & Adolescent Psychiatry, Chicago, IL.

Chen, D., Kyweluk, M.A., Sajwani, A., Gordon, E.J., Johnson, E.K., & Finlayson, C. (2019,

November). Role of fertility considerations on decisions about pubertal suppression for transgender youth. Poster presentation at the annual Oncofertility Consortium Meeting, Chicago, IL.

Chen, D., Hidalgo, M.A., Clark, L., Ehrensaft, D., Tishelman, A., Olson-Kennedy, J., Rosenthal, S.,

Chan, Y.M., Garofalo, R. (2019, August). Baseline psychosocial functioning in transgender youth seeking gender-affirming hormone treatment. In M.A. Hidalgo (Chair), Psychosocial Health of Youth Seeking Gender-affirming Multidisciplinary Care: Baseline TYC Findings. Symposium presentation at the American Psychological Association Convention, Chicago, IL.

Chodzen, G.N., Hidalgo, M.A., Chen, D., & Garofalo, R. (2019, August). Factors associated with

anxiety and depression among transgender and gender nonconforming youth. Poster presentation at the annual meeting of the American Psychological Association, Chicago, IL.

Clark, L.A.,^ Olson-Kennedy, J., Ehrensaft, D., Hidalgo, M.A., Chen, D., Tishelman, A., Garofalo,

R., Rosenthal, S., & Chan, Y.M. (2019, August). The impact of social gender transition on baseline youth and parental psychosocial outcomes. In M.A. Hidalgo (Chair), Psychosocial Health of Youth Seeking Gender-affirming Multidisciplinary Care: Baseline TYC Findings. Symposium presentation at the American Psychological Association Convention, Chicago, IL.

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Crerand, C.E., Kapa, H., Chan, Y.M., Nahata, L., Hansen-Moore, J., Chen, D., Buchanan, C., & Tishelman, A. (2019, April). Risk and resiliency in youth and young adults with differences of sex development (DSD). In C. Crerand (Chair), Risk and Resiliency among Persons with Disorders/Differences of Sex Development (DSD) and their Caregivers. Symposium accepted for presentation at the annual meeting of the Society of Pediatric Psychology, New Orleans, LA.

Curry, C., Raviv, T., Baker, S., Gill, T., Coyne, C., Rivera, C., and Holley, C. (2018, October). Let

your data do the talking: building trauma-informed schools through comprehensive needs assessment and action planning. In T. Raviv (Chair), Critical Components of Planning and Practice toward Creating Trauma-Informed Schools. Symposium presented at the 23rd Annual Conference on Advancing School Mental Health, Las Vegas, NV.

DeRegnier, R.A., Weissbourd, M., Weck, M., Santella, M.K., Russow, A., Fjørtoft, T., Adde, L., Boswell, L. (2018, October). Preschool Predictive Value of Abnormal General Movements at 10-15 weeks corrected age in High Risk Infants. PowerPoint presented at annual AACPDM Conference in Cincinatti, OH.

DeRegnier, R.A., Weissbourd, M., Weck, M., Santella, M.K., Russow, A., Fjørtoft, T., Adde, L.,

Boswell, L. (2018, May). Preschool Predictive Value of Abnormal General Movements at 10-15 weeks corrected age in High Risk Infants. PowerPoint presented at annual PAS Conference in Toronto, Canada.

D’Oro, A., Rosoklija, I., Jacobson, D.L., Finlayson, C., Chen, D., Tu, D., Nahata, L.,

Kokorowski, P., Yerkes, E.B., Cheng, E.Y., & Johnson, E.K. (2018, September). Attitudes toward “disorders of sex development” nomenclature: A multi-institutional survey of affected individuals and caregivers. Moderated poster presentation at the annual Society for Pediatric Urology Fall Congress, Atlanta, GA.

Ehrensaft, D., Clark, L., Tishelman, A., Chen, D., Hidalgo, M.A., Garofalo, R., Chan, Y.M., Olson-Kennedy, J., & Rosenthal, S. (2019, August). Baseline mental health differences in peripubertal youth based on social gender transition history. In M.A. Hidalgo (Chair), Psychosocial Health of Youth Seeking Gender-affirming Multidisciplinary Care: Baseline TYC Findings. Symposium presentation at the American Psychological Association Convention, Chicago, IL.

Finney, E.L., Johnson, E.K., Chen, D., Lockhart, B.A., Yerkes, E.B., Rowell, E.E., Madonna,

M.M., Cheng, E.Y., & Finlayson, C.A. (2019). Gonadal tissue cryopreservation for a girl with PAIS undergoing gonadectomy. Journal of the Endocrine Society, 3, 887-891. DOI: 10.1210/js.2019-00023.

Ford-Paz, R. E. (2018, October). Supporting Refugee & Immigrant Families. Panelist at the

National Summit for Trauma-Informed Schools, Las Vegas, NV.

Ford-Paz, R. E.*, Hilado, A., Rivera, C., Coyne, C. A., Santiago, C. D., & Cicchetti, C. (2019,

June). You Are Not Alone: A public health response to immigrant/refugee distress in the current sociopolitical context. In D. Rusch (Chair), Supporting the Mental Health and Well-

73

Being of All Immigrants: Chicago’s Local Response to Increased Distress in the Current Sociopolitical Climate. Symposium conducted at the 17th Biennial Society for Community Research and Action Conference, Chicago, IL.

Ford-Paz, R. E.* (2019, August). You’re Not Alone: A public health response to refugee distress in the current sociopolitical context. In A. Saw (Chair), Community-Centered Approaches to Promoting Refugee Resilience. Symposium conducted at the Annual Convention of the American Psychological Association, Chicago, IL.

Ford-Paz, R. E.*, & Santiago, C. D. (2019, October). You’re Not Alone: A public health response to immigrant/refugee distress in the current sociopolitical context. In C. Cicchetti (Chair), Refugee and immigrant experience and innovative clinical and community responses. Symposium conducted at the 66th Annual Meeting of the American Academy of Child & Adolescent Psychiatry, Chicago, IL.

Ford-Paz, R. E., & Rivera, C. (2018, October). Building Resilience & Trauma-informed Practices

with Refugee/Immigrant Youth & Families. Paper presented at the Adrienne and Arnold Brookstone Conference, Northwestern University Feinberg School of Medicine, Department of Psychiatry & Behavioral Sciences, Chicago, IL.

Goldenthal, H.J., Raviv, T., Baker, S., Cicchetti, C., & Gouze, K. (2018, May). Factors Promoting

the Successful Implementation of Tier II Interventions. Poster presented at the 30th Annual Convention of the Association of Psychological Science, San Francisco, CA.

Hasler, WL, Li, BUK, Levinthal, DJ, Tarbell, SE, Adams, KA, Issenman, RM, Sarosiek, I, Jaradah,

S, Sharaf, NR, Shanaz, S, Stave, SD, Venkatesan, T. Cyclic vomiting syndrome practice guidelines committee survey of cannabinoid hyperemesis syndrome criteria: Relations to published individual reports and case series. Digestive Disorders Week, San Diego, CA, May 2019.

Hidalgo, M.A., Chen, D., Clark, L., Ehrensaft, D., Tishelman, A., Garofalo, R., Chan, Y.M.,

Rosenthal, S., & Olson-Kennedy, J. (2019, August). Baseline psychosocial functioning in TGNC youth seeking puberty suppression. In M.A. Hidalgo (Chair), Psychosocial Health of Youth Seeking Gender-affirming Multidisciplinary Care: Baseline TYC Findings. Symposium presentation at the American Psychological Association Convention, Chicago, IL.

Kolbuck, V.D., Muldoon, A.L., Hidalgo, M.A., & Chen, D. (2019, August). Psychological and

family functioning among prepubertal gender-expansive children. In D. Chen & T. Stancin (Chairs), Psychosocial Functioning among Transgender Children and Adolescents. Symposium presentation at the American Psychological Association Convention, Chicago, IL.

Kolbuck, V.D.*,^ Sajwani, A.*, Johnson, T.J., Zelko, F., Garofalo, R., & Chen, D. (2019, June).

Using the NIH Toolbox with Transgender and Non-binary Youth. Poster presentation at

the biennial Health Measures User Conference, Chicago, IL.

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Kolbuck, V.D., Gordon, E.J., Finlayson, C., Sajwani, A., Kyweluk, M.A., & Chen, D. (2019,

November). Development of a fertility decision aid for transgender youth: A Delphi

consensus study. Poster presentation at the annual Oncofertility Consortium Meeting,

Chicago, IL.

Kolbuck, V.D., Muldoon, A.L., Hidalgo, M.A., & Chen, D. (2019, April). Psychological and

family functioning among prepubertal gender-expansive children. Poster accepted for presentation at the annual meeting of the Society of Pediatric Psychology, New Orleans, LA.

Lohs, S., Parkhurst, J. T., Massey, W. (2018, July). Shaping social skills in context. Presented

at the annual meeting for the Association for Contextual Behavior Sciences, Montreal, Canada.

Nahata, L., Kapa, H., Buchanan, C., Chan, Y.M., Chen, D., Hansen-Moore, J., Crerand, C.E., &

Tishelman, A. (2019, April). Fertility counseling in youth and young adults with

differences of sex development (DSD). Poster presentation at the annual meeting of the

Pediatric Academic Societies, Baltimore, MD.

Olson-Kennedy, J.,^ Hidalgo, M.A.,^ Clark, L., Garofalo, R., Chen, D.,^ Rosenthal, S.,^ Lee, J.,^

Ehrensaft, D.,^ Chan, Y.M., & Tishelman, A.T.^ (2019, September). Baseline findings of a multisite study on physiologic and psychosocial impact of early medical treatment among US transgender youth: The Trans Youth Care study. Symposium presentation at the biennial meeting of the United States Professional Association of Transgender Health, Washington, DC.

Pitula, CE, Malmberg, J, Tarbell, S. Development of a transdiagnostic group intervention for pediatric autonomic dysfunction. Association for Contextual Behavioral Science World Conference 16, Montreal, Canada, July 2018.

Sood, R., Jordan, S., Chen, D., Chappell, A., Gangopadhyay, N., & Corcoran, J. (2019,

September). Pre-operative clinical considerations for gender affirmation surgery in

transmasculine spectrum adolescent patients: A case series based on ethical principles.

Poster presentation at the biennial meeting of US Professional Association for Transgender

Health, Washington, DC.

Strang, J., Edwards-Leeper, L., Chen, D., Tishelman, A., & Caplan, R. (2019, September).

Methodological challenges conducting and interpreting clinical research with gender diverse youth. Symposium presentation at the biennial meeting of the United States Professional Association of Transgender Health, Washington, DC.

Tarbell, S. Symposium: Innovative psychological approaches to assessing and treating patients

with autonomic dysfunction. Invited Discussant. Association for Behavioral and Cognitive

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Therapy Annual Meeting, Washington, DC. November 2018 Tarbell, SE, Meegan C, Fortunato, JE. (2019) Evaluation of paediatric nausea: Time to think

outside the gastroenterology box? Journal of Pediatric Gastroenterology, Hepatology and Nutrition, 68, Suppl 1, pp 403-404. Presented at the European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN), 52nd Annual Meeting, Glasgow, Scotland, June 2019.

Tishelman, A., Clark, L., Chen, D., Ehrensaft, D., Hidalgo, M.A., Olson-Kennedy, J., Rosenthal, S.,

Garofalo, R., & Chan, Y.M. (2019, August). Predictors of resilience and quality of life in transgender youth seeking gender-affirming care. In M.A. Hidalgo (Chair), Psychosocial Health of Youth Seeking Gender-affirming Multidisciplinary Care: Baseline TYC Findings. Symposium presentation at the American Psychological Association Convention, Chicago, IL.

Parkhurst, J. T. (2018, October) Consultation and Empowerment: Guidance for Academic and

Behavioral Concerns at School. Pediatric Mental Health in Primary Care, Pewaukee, WI. Raviv, T., Curry, C., deGruy, E., Villaverde, V., Wong, M., Vona, P, and Cicchetti, C. (2018,

October). T. Raviv (Chair), C. Cicchetti (Discussant), Critical Components of Planning and Practice Toward Creating Trauma-Informed Schools. Symposium presented at the 23rd Annual Conference on Advancing School Mental Health, Las Vegas, NV.

Sajwani, A., Kyweluk, M.A., & Chen, D. (2018, September). ‘What are some things you were

first worried about?: A qualitative assessment of initial concerns experienced by transgender adolescents and young adults. Poster presentation at the annual Midwest LGBTQ Health Symposium, Chicago, IL.

Smith, M.L. & Whybrow, (2019, November). Promoting Student Resilience in Chicago Public

Schools Healing Trauma Together: A Trauma-Sensitive School Model within a Multi-Tiered System. Advancing School Mental Health. Austin, TX

Smith, M.L. Smith, M.L. (2019, October). Taking Trauma-Responsive Schools to Scale in

Illinois. Invited panel expert to the National Summit for Trauma-Informed Schools: School-wide Transformation Panel. Santa Monica, CA

Sofer, J., D’Oro, A., Rosoklija, I., Chen, D., Finlayson, C., & Johnson, E.K. (2018, September).

Prenatal sex determination among the general public: Impact of cell free DNA testing and knowledge of DSD. Moderated poster presentation at the annual Society for Pediatric Urology Fall Congress, Atlanta, GA.

Weissbourd, M., Russow, A., Boswell, L., DeRegnier, R.A. (2018, October). Uneven Learning

Patterns in Preschool Children with High Risk Neonatal Medical and Surgical Conditions. Poster presented at annual AACPDM Conference in Cincinatti, OH.

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2017-2018 Baker, S., Cicchetti, C., Coyne, C., Raviv, T., Gill, T., & Smith, M. (2017, October). Building a

Trauma-Informed School District: Strategies and Examples from Three School Districts in Illinois. Poster presented at the 22nd Annual Conference on Advancing School Mental Health. National Harbor, MD.

Chen, D. (2018, July). The Why, What, When, and How of DSD/Intersex Disclosure to Affected Youth. Invited presentation for the annual AIS-DSD Support Group Conference. Chicago, IL.

Chen, D. (2018, July). WPATH Readiness Assessment Model for Medical Decision-Making: Is

There a Role for Adaptation for Youth with DSD? Invited lecture for 8-hour CME on Psychosocial Interventions for People with DSD/Intersex Traits at All Ages and Stages. Chicago, IL.

Chen, D., Kolbuck, V.*, Nahata, L., Tishelman, A. & Quinn, G. (2018, April). Fertility-related

practice behaviors among pediatric transgender health providers. Poster presented at the annual meeting of the Society of Pediatric Psychology, Orlando, FL.

Chen, D., Kyweluk, M.A.*, Sajwani, A.*, Gordon, E.J., Johnson, E.K., Finlayson, C., & Woodruff, T.K. (2017, November). Knowledge of fertility and reproductive health options among transgender adolescents and young adults. Poster presented at the annual meeting of the Oncofertility Consortium, Chicago, IL.

Chodzen, G., Hidalgo, M.A., Chen, D. & Garofalo, R. (2017, November). Negative future

expectations and gender identity congruence as predictors of depression and anxiety in gender-diverse adolescents: A moderational analysis. Poster presented at the annual meeting of the Association of Behavioral and Cognitive Therapies, San Diego, CA.

Corkum, K.S., Finlayson, C.A., Chen, D., Cheng, E.Y., Johnson, E.K., Yerkes, E.B., Rowell,

E.E., & Madonna, M.M. (2018, May). Gonadal tissue cryopreservation for children with disorders of sex development. Abstract presentation at the annual meeting of the American Pediatric Surgical Association, Palm Desert, CA.

Corkum, K.S., Finlayson, C.A., Chen, D., Cheng, E.Y., Johnson, E.K., Yerkes, E.B., Rowell, E.E., & Madonna, M.M. (2017, November). Gonadal tissue cryopreservation for children with disorders of sex development. Poster presented at the annual meeting of the Oncofertility Consortium, Chicago, IL.

1. Deregnier, R.A., Weck, M., Santella, M.K., Russow, A., Weissbourd, M., Patrick, C., Boswell, L.

(2017, September). Neuro-sensory Motor Developmental Assessment (NSMDA) at 18-24 months Predicts Quality of Life at 3 ½ to 5 years. Presented at annual AACPDM Conference in Montreal, Quebec, Canada.

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Deregnier, R.A., Boswell, L., Weck, M., Russow, A., Weissbourd, M. (2017, May). Developmental Challenges Are Associated with Preschool Quality of Life in High-Risk Children. Presented at annual EACD conference in Amsterdam, Netherlands.

Deregnier, R.A., Weck, M., Santella, M.K., Russow, A., Weissbourd, M., Patrick, C., Boswell, L.

(2017, May). Neuro-sensory Motor Developmental Assessment (NSMDA) at 18-24 months Predicts Quality of Life at 3 ½ to 5 years. Presented at annual EACD conference in Amsterdam, Netherlands.

Deregnier, R.A., Boswell, L., Weck, M., Russow, A., Weissbourd, M. (2017, May).

Developmental Challenges Are Associated with Preschool Quality of Life in High-Risk Children. Presented at annual Pediatric Academic Societies Meeting in San Francisco, CA.

Ernst, M.M., Chen, D., Gardner, M., Sandberg, D.E., & in collaboration with the DSD-TRN Psychosocial Workgroup (2018, April). Multi-dimensional exploration of the self-concept of youth with DSD. In D. Chen (Chair), Advancing Understanding of Psychosocial Implications of Disorders/Differences of Sex Development (DSD). Symposium presented at the annual meeting of the Society of Pediatric Psychology, Orlando, FL.

Ernst, M., Chen, D., Kennedy, K., Jewell, T., Sajwani, A.*, Foley, C., Sandberg, D.E., in collaboration with the DSD-TRN Psychosocial Workgroup and Accord Alliance (2017, September). DSD online healthcare content: A survey of quality at US pediatric websites. Poster presentation at the annual meeting of the Pediatric Endocrine Society, Washington, DC.

Essner, B. S. (2018, April). The ROSE study: promoting resilience among families of pediatric

heart failure patients. Brief paper presentation on research works in progress to the

Complementary and Integrative Medicine Special Interest Group, Society of Pediatric

Psychology Annual Conference.

Essner, B. S., Lavigne, J., Hajduk, J., Weiser, J., Krodel, D., Shah, R., Suresh, S. (2018, April).

Applying the General Labeled Magnitude Scale to Pediatric Pain Intensity Rating. Poster

accepted for presentation at the Society for Pediatric Psychology Annual Conference,

Orlando, FL.

Finlayson, C., Chen, D., Lockart, B., Leeth, E., Johnson, E.K., Madonna, M.B., Cheng, E.Y., &

Yerkes, E. (2017, November). A reminder to think outside the box: Use of fertility preservation options for girl with an unusual presentation of mixed gonadal dysgenesis. Poster presented at the annual meeting of the Oncofertility Consortium, Chicago, IL.

Finney, E.L., Finlayson, C., Rosoklija, I., Chen, D., Leeth, E., & Johnson, E.K. (2018, May).

Prenatal detection and evaluation of differences of sex development and impact of genetic counseling. Podium presentation at the annual meeting of the American Urological Association, San Francisco, CA.

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Finney, E.L., Johnson, E.K., Corkum, K.S., Chen, D., Yerkes, E.B., Rowell, E.E., Madonna, M.M., & Finlayson, C.A. (2018, May). Fertility preservation for children with differences (disorders) of sex development: A review of six cases. Poster presentation at the annual meeting of Pediatric Academic Societies (PAS), Toronto, CA.

Ford-Paz, R. E., Rivera, C., Rusch, D., Cicchetti, C. (2017, May). Needs assessment informing policy and capacity building initiatives: Trauma-informed services for refugee/immigrant children and families. Poster presented at the 29th annual Association for Psychological Science Convention, Boston, MA.

Ford-Paz, R. E., Crown, L., Goldenthal, H., Lawton, K., Day, G., Coyne, C., Gill, T., Harris, N., Blakemore, S., Cicchetti, C. (2017, October). Working on Womanhood: Becoming an Evidence-based Intervention. Poster presented at the 22nd Annual Conference on Advancing School Mental Health, National Harbor, MD.

2. Gill, T., Cicchetti, C., Baker, S., Raviv, T., & Kolski, C. (2017, October). Behavioral Health Team Multidisciplinary Tier II Screening and Identification Model: Lessons Learned from District-Wide Dissemination in Chicago. Poster presented at the 22nd Annual Conference on Advancing School Mental Health, National Harbor, MD.

Goldenthal, H.J., Coyne, C., Dunlap, S., Raviv, T., Cicchetti, C., & Gouze, K. (2017,

October). Evaluating the effectiveness of school-based trainings on knowledge acquisition in school personnel by role. Poster presented at the 22nd Annual Conference on Advancing School Mental Health, National Harbor, MD.

Kolbuck, V., Nahata, L., Tishelman, A. Quinn, G., & Chen, D. (2017, November). Fertility

related practice behaviors among pediatric transgender health providers. Poster presented at the annual meeting of the Oncofertility Consortium, Chicago, IL.

Kyweluk, M.A., Sajwani, A., & Chen, D. (2018, April). Freezing for the future: Costs, culture,

and fertility preservation decisions in trans youth. In J. Rutherford and R. Nelson (Chairs), The False Meritocracy of Choice Within Social Constructs of Health. Symposium presented at the annual meeting of the American Association of Physical Anthropologists, Austin, TX.

Kyweluk, M.A.*, Sajwani, A.*, & Chen, D. (2017, November). Freezing for the future: Culturally mediated fertility preservation decisions in transgender youth. Poster presented at the annual meeting of the American Anthropological Association, Washington, DC.

Rosoklija, I., D’Oro, A., Chen, D., Finlayson, C., & Johnson, E.K. (2017, September). Clinician communication at initial DSD diagnosis: Parental perspectives. Podium presentation at the Society of Pediatric Urology Fall Congress, Montreal, Canada.

Plioplys S. The Four-Phase Model For Pediatric Somatization: Application for Clinical Applications for clinical care and system wide strategies. Journal of the American Academy of Child & Adolescent Psychiatry 2018, S19 Volume 57 / Number 10S

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Plioplys S. Youth with epilepsy: Lost in transition to adult psychiatric care. Journal of the American Academy of Child & Adolescent Psychiatry 2018, S19 Volume 57 / Number 10S

Plioplys S. Clinical Pathway: Identification and Management of Somatic Symptoms and related disorders. Journal of the American Academy of Child & Adolescent Psychiatry 2018, S19 Volume 57 / Number 10S

Plioplys S. Conversion and Anxiety: New neuroimaging evidence and clinical correlates. Journal of the American Academy of Child & Adolescent Psychiatry 2018, S19 Volume 57 / Number 10S

Plioplys S. Psychiatric comorbidity in psychogenic nonepileptic seizures. Journal of the American Academy of Child & Adolescent Psychiatry 2018, S19 Volume 57 / Number 10S

Plioplys S. Chair Symposium “Conversion and Anxiety: New Neuroimaging Findings and Clinical Correlates.” , AACAP, 2018

Plioplys, S. Presenter “Psychiatric Comorbidity in Psychogenic Nonepileptic Seizures” presented at the Symposium “Conversion and Anxiety: New Neuroimaging Findings and Clinical Correlates.” AACAP, 2018

Plioplys, S. Discussant at Clinical Perspectives: “The four-phase model for pediatric somatization: Applications for clinical care and system wide strategies.” AACAP, 2018

Plioplys S. Presenter “Youth with Epilepsy: Lost in transition to adult psychiatric care”, Symposium “Championing youth with chronic illness in the transition to adulthood.” AACAP, 2018

Plioplys S. Presenter “A Clinical Pathway: Identification and management of somatic symptoms and related disorders”, Clinical Perspectives ”Pathways in Clinical Care (PACC): Addressing important clinical issues through multidisciplinary workflow development.” AACAP, 2018

Plioplys S. European Academy of Psychosomatic Medicine, presentation “SSRD - A Clinical Pathway to Improve Care in Pediatric Hospitals.” 2018

Schrandt, D., Ford-Paz, R. E., & Avelar, D. (2017, October). Immigration update: How to support our students during challenging times. Pre-conference session at the 29th Annual Conference of the National Association for the Education of Homeless Children and Youth, Chicago, IL.

2016-2017 Campo-Engelstein, L, Chen, D., Baratz, A., Johnson, E.K., & Finlayson, F. (2016, November).

Ethical considerations of fertility preservation for youth with differences (disorders) or sex development (DSD). Poster presented at the annual meeting of the Oncofertility

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Consortium, Chicago, IL. Chen, D., Simons, L., Johnson, E.K., & Finlayson, C. (2017, February). Fertility preservation for

transgender adolescents. Poster presented at the biennial meeting of the United States Professional Association of Transgender Health, Los Angeles, CA.

Chen, D., Simons, L., Johnson, E.K., & Finlayson, C. (2017, March). Fertility preservation for transgender adolescents: A retrospective chart review. Poster accepted for presentation at the annual meeting of the Society for Pediatric Psychology, Portland, OR.

Chen, D., Edwards-Leeper, L., Stancin, T., & Tishelman, A. (2017, March). Ethical dilemmas in transgender health care. Workshop accepted for presentation at the annual meeting of the Society of Pediatric Psychology, Portland, OR.

Chen, D., Matson, M., Macapagal, K., Rosoklija, I., Finlayson, C., Fisher, C.B., Mustanski, B., & Johnson, E.K. (2017, April). Attitudes towards fertility and reproductive health among transgender adolescents. Moderated poster accepted for presentation at the annual meeting of the American Urology Association, Boston, MA.

Chen, D., Edwards-Leeper, L., Stancin, T., & Tishelman, A. (2017, August). Ethical dilemmas in pediatric transgender health care. Workshop accepted for presentation at the annual meeting of the American Psychological Association, Washington, DC.

Dworetzki, B., La France, C., Plioplys, S., et al. (2017). Do neurology residents need a curriculum

for learning about psychogenic nonepileptic seizures? American Academy of Neurology 69th Annual Meeting, Boston.

Essner, B. S., Manworren, R., Stake, C., Hebal, F., Krodel, D., Park, S., Cordaro, L., Porfyris, S.,

Suresh, S., Davis, M. (2017, April). Pediatric visits to the emergency department for

chronic pain. Poster presented at the 36th Annual Scientific Meeting of the American Pain

Society, Pittsburgh, PA.

Evans, M. Feldman, M., Weil, L., & Weissberg-Benchell, J. (2016, October). Validation of a

diabetes self-care measure for parents of children with type 1 diabetes. Poser presented at the International Society for Pediatric and Adolescent Diabetes Annual Conference, Valencia, Span.

Evans, M., Feldman, M., Weil, L., Weissberg-Benchell, J. (October, 2016). Validation of a

Diabetes Self-Care Measure for Parents of Children with Type 1 Diabetes. Poster presented at the 42nd annual conference of the International Society of Pediatric and Adolescent Diabetes. Valencia, Spain.

Finlayson, C., Chen, D., Lockart, B., Leeth, E., Johnson, E.K., Madonna, M.B., Cheng, E.Y., &

Yerkes, E. (2017, June). A reminder to think outside the box: Use of fertility preservation options for girl with an unusual presentation of mixed gonadal dysgenesis. Poster accepted for presentation at the biennial meeting of the I-DSD (International Disorders of Sex

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Development) Symposium, Copenhagen, Norway. Forbes, C., Hidalgo, M., Chen, D., & Jondle, B. (2017, February). Parental support of

transgender youth: Development of a clinical and research measure. Oral presentation at the biennial meeting of the United States Professional Association of Transgender Health, Los Angeles, CA.

Ford-Paz, R. E., Garcia, N., Glusman, M., Abraham, A., Shim, S., Cicchetti, C., Coyne, C., Lopez, A., & Bayldon, B. (2016, July). Providing culturally competent, trauma-informed services to Latino refugees/unaccompanied minors in an urban pediatric hospital. Poster presented at the 41st annual National Association of Hispanic Nurses Conference, Chicago, IL.

Ford-Paz, R. E.*, Rivera, C., Rusch, D., Cicchetti, C. (2017, May). Needs assessment informing policy and capacity building initiatives: Trauma-informed services for refugee/immigrant children and families. Poster presented at the 29th annual Association for Psychological Science Convention, Boston, MA.

Ford-Paz, R. E.*, Crown, L., *Goldenthal, H., Lawton, K., Day, G., Coyne, C., Gill, T., Harris, N., Blakemore, S., Cicchetti, C. (2017, October). Working on Womanhood: Becoming an Evidence-based Intervention. Poster presented at the 22nd Annual Conference on Advancing School Mental Health, National Harbor, MD.

Goldenthal, H., Coyne, C., Dunlap, S., Raviv, T., Cicchetti, C., & Gouze, K. (2017, May). Building trauma-informed schools: Assessing the effectiveness of school-based trainings on knowledge acquisition in school personnel. Poster presented at the Association for Psychological Science 29th Annual Convention, Boston, MA.

Johnson, E. K., Rosoklija, I., Shurba, A., Gordon, E. J., Chen, D., Finlayson, F., & Holl, J. L.

(2016, September). Future fertility for individuals with differences of sex development: Parent attitudes and perspectives about decision-making. Moderated poster presented at the Society for Pediatric Urology Fall Congress, Dallas, TX.


(2016, November). Future fertility for individuals with differences of sex development: Parent attitudes and perspectives about decision-making. Poster presented at the annual meeting of the Oncofertility Consortium, Chicago, IL.

Kennedy, K., Ernst, M., Chen, D., Foley, C., Jewell, T., Sajwani, A.*, Sandberg, D.E., in

collaboration with the DSD-TRN Psychosocial Workgroup and Accord Alliance (2017, June). DSD online healthcare content: A process to evaluate quality of material. Poster presentation at the biennial meeting of the I-DSD (International Disorders of Sex Development) Symposium, Copenhagen, Norway.

Kyweluk, M.A., Sajwani, A., & Chen, D. (2017, August). Freezing for the future: Culturally

mediated fertility preservation decisions in transgender youth. Panel presentation at the

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Making Medical Innovation Ethical conference, Boston, MA. Laffel, L., Barnard, K., Hood, K., Weissberg-Benchell, J., Miller, K. (February, 2017). Perspectives

of health care professionals (HCPs) on diabetes technologies: Insulin Pumps, Continuous Glucose Monitors, and automated insulin delivery systems. Poster presented at the 10th International Conference on Advanced Technologies and Treatments for Diabetes. Paris, France.

Malee, K. Cognitive outcomes among children and adolescents with HIV infection in Thailand

and Cambodia. Oral presentation at 19th Bangkok International Symposium on HIV Medicine 2017, Resilience Investigators Meeting, January 16, 2017, Bangkok, Thailand.

Malee, K. Improving long-term neurobehavioral outcomes in adolescents with HIV infection. Symposium, Resilience Investigators Meeting, January 19, 2017, Bangkok, Thailand. Miller, L., Leeth, E.A., Johnson, E.K., Rosoklija, I., Chen, D., Aufox, S.A., Cheng, E. Y., &

Finlayson, C. (2017, June). Attitudes towards “Disorders of Sex Development” (DSD) nomenclature among physicians, genetic counselors, and mental health clinicians. Poster presentation at the biennial meeting of the I-DSD (International Disorders of Sex Development) Symposium, Copenhagen, Norway.

Naranjo, D., Suttiratana, S., Barnard, K., Laffel, L, Weissberg-Benchell, J., Hood, K. (February,

2017). The influence of psychosocial factors on interest in and use of automated insulin delivery systems: Perspectives of youth with type 1 diabetes and their parents. Poster presented at the 10th International Conference on Advanced Technologies and Treatments for Diabetes. Paris, France.

Plioplys, S. (2016). Early diagnosis of psychogenic non-epileptic seizures. AES webinar.

Plioplys, S. (2016) Chair of the PNES SIG “Global Perspective on Psychogenic- Non-epileptic Seizures: Research and Clinical Experiences Across Countries and Cultures”.

Plioplys, S. (2017). Retreat co-leader for the Physically Ill Child Committee workgroup members to develop “Pathways in Clinical Care” project, Washington DC.

Raviv, T. (discussant, 2016, October). Strategic Implementation Recommendations to Enhance Adoption, Sustainability, and Quality of School-Based Interventions. In C.D. Santiago and T. Raviv (Chairs), Implementing School-based Interventions: Promoting Effectiveness, Adoption, and Engagement. Symposium presented at the Association of Behavioral and Cognitive Therapy Annual Meeting, New York, NY.

Santiago, C.D., Brewer, S.K., Torres, S.A., Papadakis, J.L., Raviv, T., Coyne, C., & Cicchetti, C.

(2016, October). Effectiveness and Acceptability of a School-Based Intervention for Elementary Students Exposed to Trauma. In C.D. Santiago and T. Raviv (Chairs), Implementing School-based Interventions: Promoting Effectiveness, Adoption, and Engagement. Symposium presented at the Association of Behavioral and Cognitive Therapy Annual Meeting, New York, NY.

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Shapiro, J., Evans, M., Vesco, A., Hood, K., Antisdel, J., Weissberg-Benchell, J. (October, 2016). Validation of the Problem Areas of Diabetes Measure - Parents of Teens: Associations with Psychosocial and Metabolic Outcomes. Poster presented at the 42nd annual conference of the International Society of Pediatric and Adolescent Diabetes. Valencia, Spain.

Suttiratana, S., Naranjo, D., Hood, K., Laffel, L, Weissberg-Benchell, J., Barnard, K. (February,

2017). The influence of psychosocial factors on interest in and use of automated insulin delivery systems: Perspectives of adults with type 1 diabetes and partners. Poster presented at the 10th International Conference on Advanced Technologies and Treatments for Diabetes. Paris, France.

Tarbell, S. The value of cognitive behavioral therapy in the management of autonomic disorders.

Workshop for Primary Care: Partnering to prevent falls in neurogenic orthostatic hypotension, postural orthostatic tachycardia syndrome and syncope. American Autonomic Society Annual Meeting, Clearwater, FL, November 2017

Tarbell, S. Psychological Comorbidities: Supporting Resilience. Ehlers-Danlos Syndromes and

Associated Comorbidities. CME conference, Children’s Hospital Colorado, March 2, 2018. Vesco, A., Weissberg-Benchell, J. (February, 2017). Continuous glucose monitoring (CGM)

associated with less diabetes-specific emotional distress and lower A1C among adolescents with type 1 diabetes. Poster presented at the 10th International Conference on Advanced Technologies and Treatments for Diabetes. Paris, France.

Vesco, Anthony, Feldman, M., Evans, Meredyth, & Weissberg-Benchell, J. (2017, March).

Parent-youth agreement on diabetes-related distress: Associations with type 1 diabetes (T1D) strengths and glycemic control. Accepted for presentation at the Society for Pediatric Psychology Annual Conference, Portland, Oregon.

Weissberg-Benchell, J. (February, 2017). The Patient Dilemma: I Rely on Glucose Data, But Can I

Trust It? Invited lecture for a symposium sponsored by Ascensia Diabetes Care, entitled: CGM or BGM? Interactions and Implications, as part of the 10th International Conference on Advanced Technologies and Treatments for Diabetes. Paris, France.

Weissberg-Benchell, J., (October, 2016). The Emotional Burden of Diabetes. Invited lecture at the

42nd annual conference of the International Association of Pediatric and Adolescent Diabetes. Valencia, Spain.

Tarbell, S, Millar, A, Laudenslager, M, Palmer, C, Fortunato, JE. (2017). Anxiety and physiological responses to the Trier Social Stress Test for Children in adolescents with cyclic vomiting syndrome. Autonomic Neuroscience: Basic and Clinical, 202, 79-85.

Tarbell, SE. Editor, Section on Psychological Considerations in Pediatric Gastrointestinal

Disorders: Infantile Colic, Irritable Bowel Syndrome, Non-retentive Fecal Incontinence, Eating Disorders, Feeding Disorders and Dysphagia, and Factitious Disorder Imposed on

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Another. In: B UK Li and C Waasdorp-Hurtado (eds.) Second Edition of the Fellows Concise Review of Pediatric Gastroenterology, Hepatology and Nutrition, National Association of Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN), 2016, pp. 745-766.

2015-2016

Barnard, K., Weissberg-Benchell, J., Laffel, L. (February, 2016). Workshop co-chair: Artificial

Pancreas Psychosocial Measures Project. Workshop presented at the 9th International Conference on Advanced Technologies and Treatments For Diabetes. Milan, Italy.

Chen, D., Hidalgo, M. A., Leibowitz, S., & Garofalo, R. (2016, June). Parental perceptions of

emotional and behavioral difficulties among prepubertal gender-variant children: A qualitative study. Poster presented at the biennial meeting of the World Professional Association of Transgender Health, Amsterdam, Netherlands.

Chen, D., Johnson, E., Finlayson, C., Simons, L., Gosiengfiao, Y. C., Rowell, E. E., &

Woodruff, T. (2016, April). Expanding fertility preservation to gender and sex diverse youth. Poster presented at the annual meeting of the Society for Pediatric Psychology, Atlanta, GA.

Chen, D., Johnson, E., Finlayson, C., Simons, L., Gosiengfiao, Y. C., Rowell, E. E., & Woodruff, T. (2015, November). Expanding fertility preservation to gender and sex diverse youth: Formation of the Pediatric/Adolescent Gender and Sex Diversity Fertility Working Group. Poster presented at the annual meeting of the Oncofertility Consortium, Chicago, IL.

Chen, D., Hidalgo, M. A., Leibowitz, S., & Garofalo, R. (2016, June). Parental perceptions of

emotional and behavioral difficulties among prepubertal gender-variant children: A qualitative study. Poster presented at the biennial meeting of the World Professional Association of Transgender Health, Amsterdam, Netherlands.

Deepmala, D., Plioplys S. (2015) Building a Multidisciplinary Treatment Model for Pediatric

Psychogenic Non-epileptic Seizures (PNES). Scientific Proceedings, AACAP, 2015. de los Angeles CP, Williams PL, Huo Y, Alpert K, Malee K, Csernansky, JG, Yogev R, Van Dyke

RB, Sowell ER, Wang L. Long term effects on the basal ganglia in youth with perinatally acquired HIV infection. Conference on Retroviruses and Opportunistic Infections 2016, February 22-25, Boston MA.

Essner, B. S., Hajduk, J., Lavigne, J., Krodel, D., Shah, R., Svigos, F., & Suresh, S. (2016, May).

Effectiveness of massage consultation for pediatric chronic pain. Poster presented at the

35th Annual Scientific Meeting of the American Pain Society, Austin, TX.

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Evans, M., Feldman, M. & Weissberg-Benchell, J. (2016, April). Validation of a Diabetes Self-Care Measure: Associations with Psychosocial and Metabolic Outcomes. Poster to be presented at the 2016 Society for Pediatric Psychology Annual Conference. Atlanta, GA.

Evans, M., Feldman, M., Davis, L., & Weissberg-Benchell, J. (April, 2016). Validation of a

Diabetes Self-Care Measure: Associations with Psychosocial and Metabolic Outcomes. Poster presented at the Society for Pediatric Psychology Annual Conference, Atlanta, GA.

Evans, M., Davis, L, & Weissberg-Benchell, J. (June, 2016). Psychometric properties of the child

and parent problem areas in diabetes measures. Poster presented at the 76th Annual Scientific Sessions of the American Diabetes Association. New Orleans, Louisiana.

Evans, M., Weissberg-Benchell, J., Commissariat, P., Iturralde, E., Mayhew-Purcell, L.,

Tanenbaum, M.L., Hood, K., Johnson, N., Laffel, L. (April, 2016). Diabetes Clinical Roundtable Discussion: Behavioral Health Screening Protocols for Clinics. Roundtable discussion presented at the Society for Pediatric Psychology Annual Conference, Atlanta, Georgia.

Fegan-Bohm, K., Butler, A., Anderson, B., Weissberg-Benchell, J., Titus, C., & Hilliard, M. (June,

2016). Youth at risk for type 1 diabetes (T1D) disparities: Diabetes distress and glycemic control. Poster presented at the 76th Annual Scientific Sessions of the American Diabetes Association. New Orleans, Louisiana.

Ford-Paz, R.*, Reinhard, C., & Kuebbeler, A., Contreras, R., & Sánchez, B. (2015, March). Culturally tailored depression/suicide prevention in Latino youth: Community perspectives. The psychosocial needs and treatment of Latino youth with community-based participatory action research and qualitative data. Symposium conducted at the Society for Research in Child Development Biennial Meeting, Philadelphia, PA.

Ford-Paz, R. E.*, Garcia, N., Glusman, M., Abraham, A., Shim, S., Cicchetti, C., Coyne, C., Lopez, A., & Bayldon, B. (2016, July). Providing culturally competent, trauma-informed services to Latino refugees/unaccompanied minors in an urban pediatric hospital. Poster presented at the 41st annual National Association of Hispanic Nurses Conference, Chicago, IL.

Fuller, A.K., Brewer, S.K., Weingarten, C., Flores, D., Raviv, T., & Santiago, C.D. (2015). Discrepancies in Parent and Child Reports of Child Trauma Exposure and PTSD Symptoms. Poster presented at the International Society for Traumatic Stress Studies 31st Annual Meeting, New Orleans, LA: November 2015.

Hilliard, M., Kushner, J., Hood, K., Weissberg-Benchell, J., & Anderson, B. (June, 2015). Diabetes

Resilience: Psychometric Properties of a Measure for Preadolescents with Type 1 Diabetes. Poster presented at the 75th Annual Scientific Sessions of the American Diabetes Association. Boston, Massachusetts.

Hidalgo, M. A., Chen, D., Leibowitz, S., & Garofalo, R. (2016, June). Parallel process: Minority

stress-like patterns in parents of TGNC children in the US. Poster presented at the

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biennial meeting of the World Professional Association of Transgender Health, Amsterdam, Netherlands.

Iturralde, E., Jedraszko, A., Staudenmaier, P., Weissberg-Benchell, J., & Hood, K. (June, 2016).

Diabetes distress: Explaining a link between avoidant coping and health outcomes in adolescents with T1D. Poster presented at the 76th Annual Scientific Sessions of the American Diabetes Association. New Orleans, Louisiana


(2016, September). Future fertility for individuals with differences of sex development: Parent attitudes and perspectives about decision-making. Abstract accepted for presentation at the Society for Pediatric Urology Fall Congress, Dallas, TX.

Johnson, E. K., Chen, D., Gordon, E., Rosoklija, I., Holl, J., & Finlayson, C. (2016, May).

Fertility-related care for gender and sex diverse individuals: A provider needs-assessment survey. Podium presentation at the annual meeting of the American Urological Association, San Diego, CA.

Johnson, E. K., Finlayson, C. Chen, D., Yerkes, E., Madonna, M., Rosoklija, I., Baratz, A. Davis, Georgiann, & Cheng, E. (2016, May). Attitudes towards nomenclature among individuals with diverse “disorders of sex development”. Podium presentation at the annual meeting of the American Urological Association, San Diego, CA.

Jacobson, S., Carson, N. Usher, C. T.. Adams, A, Kitts, R., Lee, P. C., Hazen, E, Maneta, E., Stewart, C., Leong, S., Sharma, N., Myint, M. T., Randall, T., Sadhu, J., Lee, E., Vasa, R. A Preview from 11 Programs: Implementation of the ACGME Child and Adolescent Psychiatry Milestones. Poster presented at the 62nd annual meeting of the American Academy of Child and Adolescent Psychiatry, San Antonio, TX, October, 2015

Kitts, R.,Adams, A., Carson, N., Hazen, E., Lee, E., Lee, P., Leong, S., Maneta, E., Myint, M.,

Randall, T., Sharma, N., Stewart, C. , Sadhu, J., Usher, C., Vasa, R., Jacobson, S. Establishment of a Peer Training Director Group to Promote Academic Productivity and Collaboration. Poster presented at the Association for Academic Psychiatry Annual Meeting, San Antonio, TX, Sept 2015.

Lee, P. C, Sadhu, J., Stewart, C., Maneta, E., Hazen, E., Jacobson, S., Lee, E., Carson, N.,

Kitts, R., Adams, A., Leong, S., Myint, M. T., Sharma, N., Usher, C. T., Randall, T., Vasa, R., MD. Current Selection and Ranking Practices in a Diverse Group of Child and Adolescent Psychiatry Fellowships. Poster presented at the 62nd annual meeting of the American Academy of Child and Adolescent Psychiatry, San Antonio, TX, October, 2015

Leong, S., Lee, P., Sadhu, J., Hazen, E., Maneta, E., Stewart, C., Lee, E., Adams, A., Carson, N.,

Jacobson, S., Kitts, R., Myint, M. T., Randall, T., Sharma, N., Usher, C., Vasa, R. Who are We? A Survey of Training and Associate Training Directors in Child and Adolescent Psychiatry. Poster presented at the 62nd annual meeting of the American Academy of Child and Adolescent Psychiatry, San Antonio, TX, October, 2015.

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Leong, S., Lee, P., Sadhu, J., Hazen, E., Maneta, E., Stewart, C., Lee, E., Adams, A., Carson, N., Jacobson, S., Kitts, R., Myint, M. T., Randall, T., Sharma, N., Usher, C., Vasa, R. Who are We? A Survey of Training and Associate Training Directors in Child and Adolescent Psychiatry. Poster presented at the American Association of Directors of Psychiatry Residency Training Annual Meeting, Austin, TX, March 2016.

Malee, K. Neuropsychological outcomes among children and adolescents with perinatally

acquired HIV infection. Annual HIV research training and education conference, Bangkok, Thailand, 2015.

Malee, K. Neuropsychological outcomes among children and adolescents with HIV infection.

Oral presentation at Multidisciplinary NeuroAIDS Research Training to Improve HIV Outcomes in Nigeria, 2nd Annual NeuroAIDS Conference and Research Workshop, University of Ibadan, Ibadan, Nigeria, March 22-23, 2016.

Nichols SL, Chernoff MC, Kammerer B, Sirois PA, Garvie PA, Woods SP, Yildirim C, Williams PL

and Malee KM. Associations of memory and executive functioning with academic and adaptive functioning among youth with perinatal HIV exposure and/or infection. International Neuropsychological Society, Boston, MA, February 3-6, 2016. Oral presentation.

Plioplys S, Doss J, Siddarth P, et al. Psychiatric Profile of Youth with Psychogenic Non-epileptic

Seizures (PNES). AES, December 2015. Plioplys, S. (2015). Co-Chair “ Building a Multidisciplinary Treatment Model for Pediatric

Psychogenic Non-epileptic Seizures (PNES)”, AACAP Symposium. 2015, October, 2015. Plioplys, S. (2015). Barriers in the Management of Pediatric PNES. AACAP Symposium,

October, 2015. Plioplys, S. (2015) Presenting PNES Diagnosis – Dos and Don’ts. Scientific posters AES SIG,

2015. Chair of the PNES SIG “ Powell, S.K. & Baum, K.T. (2016). A Tiered Approach to Neuropsychology Services within a

Pediatric Academic Medical Center. Presented at the 2016 annual meeting of the Midwest Neuropsychology Group, Chicago, Illinois.

Raviv, T. (discussant, 2015). Intervening with Elementary School Children Exposed to Trauma:

Effectiveness of a School-based Intervention and Recommendations for Implementation. Symposium presented at the International Society for Traumatic Stress Studies 31st Annual Meeting, New Orleans, LA: November 2015.

Ros, A.M., Torres, S.A., Kolbuck, V., Suarez-Cano, G., Raviv, T., & Santiago, C.D. (2015).

Parental functioning and trauma exposure: The relationship with child trauma exposure, PTSD, and treatment response. Poster presented at the International Society for Traumatic Stress Studies 31st Annual Meeting, New Orleans, LA: November 2015.

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Ros, A.M., Torres, S., Lewis, K.M., Raviv, T., & Santiago, C.D. (2015, February). Bounce Back Intervention for Trauma in Schools: A Pilot Replication Study. Poster presented at the annual “Niagara in Miami” conference. Miami, Florida.

Santiago, C.D., Raviv, T., Ros, A.M., Fuller, A.K., Lewis, K.M., & Cicchetti, C. (2015, November).

Intervening with Elementary School Students Exposed to Trauma: A Replication Trial. In C.D. Santiago (Chair), Intervening with Elementary School Children Exposed to Trauma: Effectiveness of a School-based Intervention and Recommendations for Implementation. Symposium conducted at the International Society for Traumatic Stress Studies 31st Annual Meeting, New Orleans, LA.

Sansea Jacobson, S., Carson, N. Usher, C. T.. Adams, A, Kitts, R., Lee, P. C., Hazen, E, Maneta,

E., Stewart, C., Leong, S., Sharma, N., Myint, M. T., Randall, T., Sadhu, J., Lee, E., Vasa, R. A Preview from 11 Programs: Implementation of the ACGME Child and Adolescent Psychiatry Milestones. Poster presented at the 62nd annual meeting of the American Academy of Child and Adolescent Psychiatry, San Antonio, TX, October, 2015

Wasserman, R., Eshtehardi, S., Weissberg-Benchell, J., Anderson, B., & Hilliard, M. (June, 2016).

Screening for diabetes distress and depressive symptoms in youth with type 1 diabetes (T1D). Poster presented at the 76th Annual Scientific Sessions of the American Diabetes Association. New Orleans, Louisiana.

Wendel, R. & Gouze, K.R. (2015). Family based assessment and treatment. In M.K. Dulcan (Ed.)

Dulcan’s Textbook of Child and Adolescent Psychiatry, Second Edition, Washington, D.C.: American Psychiatric Publishing.

Wendel, R., Gouze, K.R. (2014). Workshop: Family therapy treatment and training using the

Integrative Module-Based Family Therapy (IMBFT) model. Annual meeting of the American Academy of Child and Adolescent Psychiatry, San Diego, CA.

Williams PL, Huo Y, de los Angeles CP, Wang SD, Uban K, Hering MM, Malee K, Nichols S, Van

Dyke RB, Wang L, and Sowell ER. Brain volulmes, HIV disease severity and substance use in perinatally infected youth. Conference on Retroviruses and Opportunistic Infections 2016, February 22-25, Boston MA.

Weissberg-Benchell, J. (March, 2015). Overlapping Treatment of Depression and

Diabetes. Invited lecture for the Diabetes Diagnosis and Management Workshop offered at the 97th Annual Endocrine Society Meeting. San Diego, California.

Weissberg-Benchell, J. (March, 2015). Growing Up and Moving On, Transitioning from Pediatric to

Adult Care. Invited lecture for the Type 1 Diabetes in Transition: Overcoming Obstacles to Effective Care Symposium offered at the 97th Annual Endocrine Society Meeting. San Diego, California.

Weissberg-Benchell, J. (May, 2015). Personalized Diabetes Management: A Psychosocial

Perspective. Invited Keynote Speaker for the annual medical information and training day conference for Roche Diabetes Care. Indianapolis, Indiana.

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Weissberg-Benchell, J. (March, 2016). Depression and Diabetes. Invited lecture at the Endocrine

Fellows meeting, 98th Annual Endocrine Society Conference, Boston, Massachusetts. Weissberg-Benchell, J. (April, 2016). Transitioning from Pediatric to Adult Care, a Developmental

Perspective. Invited Key Note Address at the Annual Diabetes and Behavior Meeting at the VU University Medical Center Amsterdam.

Weissberg-Benchell, J. (June, 2015). Workshop Chair: Psychosocial Aspects of the Artificial

Pancreas, Key Stakeholders Perspectives. Workshop at the 75th Scientific Session of the American Diabetes Association, Boston, Massachusetts.

Weissberg-Benchell, J., Rychlik, K., (June, 2016). Diabetes camp matters: Assessing the impact of

diabetes camp on daily self-care behaviors and psychosocial well-being. Poster presented at the 76th Annual Scientific Sessions of the American Diabetes Association. New Orleans, Louisiana.

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APPENDIX A Training Plan to Ensure Attainment of Program Wide Competencies as Defined by the APA

Standards of Accreditation

Competency: (i) Research Elements associated with this competency from IR C-8 I

• Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level.

Program-defined elements associated with this competency (see table description above)

• Demonstrates knowledge of readings in seminars and case conferences

• Integrates scientific knowledge into clinical care during supervision and case conferences

• Can use empirically supported treatments

• Demonstrates the ability to disseminate research through presentation at case conferences, seminars, and in supervision

• Can interpret and use outcome reports to assess patient progress and formulate changes in treatment as necessary

Required training/experiential activities to meet each element.

• Research based readings are required for most seminars; all didactics are based on scientific readings.

• Interns are encouraged to integrate scientific knowledge into clinical care during supervision-this is promoted by supervisors providing readings as well as encouraging interns to explore the literature to obtain information on empirically based treatments as needed.

• Interns are trained to evaluate and implement empirically supported treatments, including the use of treatment manuals and specified treatment protocols. During their training, interns will be exposed through workshops and seminars, and provided cases enabling them to use one or more of the following treatments: Coping Cat for anxiety (Kendall, 1992), Modular Cognitive Behavior Therapy for anxiety (Chorpita, 2007), Modular Cognitive Behavior therapy for depression (TADS, 1996, TORDIA, 2012), TF-CBT (2005), The Incredible Years Parent Training Program (Webster-

http://www.apa.org/ed/accreditation/section-c-soa.pdf


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• Stratton, 1997), Collaborative and Proactive Solutions (Greene,1998). Aspects of other empirically supported treatments which might be applied include Motivational Interviewing, IPT-A, Attachment Based Family Therapy.

• All interns will present a case at a Multi-Disciplinary Case Conference (MDCC) in which they are required to integrate research and case material and invite a consultant to also bring research based knowledge to a discussion of the case. They will also attend this conference on a bi-weekly basis as other students in the department present their cases with supporting research.

• All interns attend Grand Rounds sponsored jointly by the Pritzker Department of Psychiatry and Behavioral Health at Lurie Children’s and the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine. The Grand Rounds include sponsored presentations by researchers from across the country.

• All interns are released from clinical activities to attend the full day Brookstone Conference, a newly funded yearly conference in the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine. This conference features implementation and dissemination research.

• All interns are required to attend Education Day, jointly sponsored by the Pritzker Department of Psychiatry and Behavioral Health at Lurie Children’s and the Department of Psychiatry and Behavioral Sciences at Feinberg, in which all trainees across the two departments are encouraged to present posters of their research work.

• Interns are provided 5 professional days as part of their benefit package to enable them to attend research conferences.

• Interns are exposed to many role models on the psychology staff who are actively engaged in research, including grant writing, gathering data, and disseminating findings. The importance of research in guiding clinical practice and as an integral part of the work of professional psychologists permeates the culture in psychology in the department.

• Interns are encouraged to complete their dissertations before becoming involved in research

during their internship year. However, those who have completed their dissertations are

provided opportunities to join staff in research projects as part of their individual Professional

Education Plan.

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Competency: (ii) Ethical and legal standards Elements associated with this competency from IR C-8 I

• Be knowledgeable of and act in accordance with each of the following: o the current version of the APA Ethical Principles of Psychologists and Code of Conduct; o Relevant laws, regulations, rules, and policies governing health service psychology at the

organizational, local, state, regional, and federal levels; and o Relevant professional standards and guidelines.

• Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.

• Conduct self in an ethical manner in all professional activities.

Program-defined elements associated with this competency (if applicable)

• Demonstrates understanding of the Ethical Guidelines through his/her conversations in supervision, approach to ethical dilemmas in therapy and contributions to case conferences and seminars.

• Seeks consultation appropriately when confronted with ethical dilemmas

• Understands when and how to apply the principles of the Mental Health and Developmental Disabilities Act of Illinois

• Is able to assess and report instances of child abuse

• Knows when it is appropriate to seek additional consultation on cases involving legal issues or child abuse reporting

• Understands how to consult with a multi-disciplinary treatment team when legal issues or issues of abuse arise and he/she is competent to present cases before the trauma team as needed

• Addresses reporting issues with parents and families and knows how to handle these issues sensitively and in as therapeutic a manner as possible

Required training/experiential activities to meet elements

• Interns will participate in a series of ethical discussions as part of their bi-weekly professional development seminars with the Director of Training.

• Interns will attend seminars that address ethical and legal standards in the provision of psychological services to children, adolescents, and families.

• Interns will discuss ethical and legal issues pertinent to their cases in supervision. • Interns will attend Multi- Disciplinary Case Conferences and Grand Rounds in which

ethical and legal dilemmas are addressed at times.



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• Interns will be provided with the Mental Health and Developmental Disabilities Act of Illinois and the Illinois Child Abuse Reporting Laws in their Internship Handbook.

• Interns will engage in many experiences with different teams in which ethical and legal issues relevant to providing psychological services to children, adolescents, and families will be addressed. These include the medical teams with which they engage on the Consult Service, the Consult Team, the Inpatient Unit staff, the Partial Hospital staff, the Trauma Team, and the Outpatient Services staff.

• Interns will generally have the experience of filing a child abuse report during the course of their internship and will engage in this activity in consultation with their case supervisor.

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Competency: (iii) Individual and cultural diversity Elements associated with this competency from IR C-8 I

• An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.

• Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.

• The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.

• Demonstrate the ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.


• Understands the ways in which their own life and background affects their perceptions of and work with patients from a wide range of backgrounds

• Understands that diversity applies to a broad range of categories including, but not limited to, race, religion, ethnicity, age, sexual preference, socioeconomic status, geographic origin, type of family, etc.

• Recognizes when it is appropriate to address these issues to facilitate treatment and when it is unnecessary to do so

• Recognizes when their patients or families are responding to them based on such differences (e.g. when it might be interfering with the formation of a therapeutic alliance)

• Is familiar with important aspects of the lives of their patients – e.g. the degree to which poverty might affect a patient’s ability to attend therapy on a regular basis

• Knows how to use community resources that might be more consistent with their patients’ “world view” than therapy (e.g. accessing a religious leader with power in the community).

• Evaluates the treatments they are using in the context of their applicability to the population they are seeing



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• Is conversant with literature and research that helps them evaluate the applicability of their therapy techniques to the population they are seeing.

• Can conduct an appropriate literature search to further examine biases in treatment.

• Knows how to question their patients and families in a non-threatening way about aspects of their lives that they do not understand

• Understands appropriate boundaries when children or families ask about their background or personal life

• Addresses issues of cultural difference especially when such differences are interfering with treatment progress.

• Demonstrates cultural competence during case presentations

• Knows relevant literature addressing issues of diversity including as it pertains to interpreting psychological testing

• Chooses tests appropriate to the population they are testing

• Interprets psychological test in the context of relevant issues of diversity

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Competency: (iv) Professional values, attitudes, and behaviors Elements associated with this competency from IR C-8 I

• Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others

• Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.

• Actively seek and demonstrate openness and responsiveness to feedback and supervision.

• Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.


• Appropriately meets all responsibilities to patients and families including timeliness, professional attire, positive communication

• Handles differences with staff and supervisors tactfully and effectively

• Completes all notes and reports in a timely manner

• Efficiently completes all tasks without prompting; takes initiative as needed

• Responsibly adheres to institution policies regarding vacation, sick leave, absences, coverage, etc

• Sets priorities appropriately and independently to efficiently complete all tasks in order of importance

• Actively engages in self-reflection regarding performance

• Actively engages in self-reflection regarding interpersonal interactions with staff and patients

• Is open and non-defensive in accepting feedback

• Demonstrates the ability to manage stress and engage in self-care as needed

• Exhibits good awareness of professional and personal barriers to professional development


• Interns engage in ongoing discussion with all staff throughout the internship year regarding issues of professional values, attitudes and behaviors. The breadth and depth of their training which is characterized by a wide range of patients seen across multiple settings provides a structure wherein the acquisition of professional norms is more easily facilitated.

• Professional issues are discussed throughout the year in the context of supervision and in bi-weekly meetings with the Director of Training.



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• Ongoing discussion of self-reflection and the encouragement of growing self -awareness is part of the supervisory experience at Lurie Children’s for all interns.

• Professional values and attitudes such as deportment and accountability, concern for the welfare

of others, and the acquisition of knowledge integral to the work of a professional clinical

child/pediatric psychologist is modelled by their supervisors throughout the year. All interns have

the benefit of observing staff at work and are similarly observed in their work. Feedback and

discussion during and after these observations contributes to intern growth in the area of

professional values, attitudes, and behavior.

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Competency: (v) Communications and interpersonal skills Elements associated with this competency from IR C-8 I

• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.

• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.

• Demonstrate effective interpersonal skills and the ability to manage difficult communication well.


• Collaborates effectively with psychiatrists regarding the medication of his/her patients to facilitate optimal mental health outcomes

• Collaborates effectively with other mental health providers when asked to consult regarding issues of testing

• Collaborates effectively as a member of a medical team

• Collaborates effectively as a member of a milieu team

• Communicates effectively, both orally and in writing, with patients, colleagues, supervisors, and other health professionals

• Relates effectively and appropriately with patients, colleagues, supervisors, and other health professionals

• Demonstrates the ability to work collaboratively and manage conflicts or differences of opinion

• Maintains appropriate boundaries with patients

• Actively seeks additional input from supervisors or colleagues as needed



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Competency: (vi) Assessment Elements associated with this competency from IR C-8 I

• Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.

• Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.

• Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.


• Conducts a clinically sound outpatient diagnostic

• Able to identify presenting problem(s) and gather background information

• Makes observations of children’s play, social interactions, responses to parental authority, cognitive abilities, and developmental level of functioning

• Able to present above observations in a coherent and meaningful description of the child

• Has understanding of the major DSM5 diagnoses used in children and adolescents

• Able to apply diagnoses appropriately following diagnostic evaluation

• Able to interpret parent, teacher, and self-report instruments in the context of making a DSM5 diagnosis

• Uses structured interview data derived from the ADIS and CY-BOCS, as needed, to assign DSM5 diagnoses

• Uses Integrative Module-Based Family Therapy model to complete an assessment of families presenting with their children/adolescents for treatment

• Writes a well-formulated diagnostic report containing identifying data, reason for referral, history of presenting problems, developmental, medical, psychiatric, family and social history; behavioral observations; a case formulation; diagnoses; and treatment recommendations



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• Explains sensitively to parents, in clear and understandable language, the findings from their child’s diagnostic evaluation.

• Explains treatment recommendations being made on the basis of the child’s diagnostic evaluation

• Provides psycho-education to parents regarding their child’s diagnosis

• Identifies and administers appropriate developmental tests for children 2-5 years old.

• Accurately interprets a range of developmental tests.

• Organizes developmental test findings in a coherent picture of a child’s functioning in a written report.

• Familiar with the administration, proper use, and interpretation of a wide range of neuropsychological tests used to evaluate school-aged children and adolescents, particularly those presenting with medical issues

• Familiar with the administration, proper use, and interpretation of a wide range of cognitive, self-report, parent report, and educational tests used to evaluate school-aged children and adolescents

• Chooses appropriate neuropsychological tests to address a particular referral question

• Analyzes neuropsychological test findings and organizes them in a coherent, informative report

• Uses neuropsychological testing findings to make appropriate recommendations to parents, schools, and relevant medical personnel

• Provides neuropsychological testing feedback at an appropriate level to children and adolescents

• Provides neuropsychological testing feedback to parents in a sensitive and informative manner

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Competency: (vii) Intervention Elements associated with this competency from IR C-8 I

• Establish and maintain effective relationships with the recipients of psychological services.

• Develop evidence-based intervention plans specific to the service delivery goals.

• Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.

• Demonstrate the ability to apply the relevant research literature to clinical decision making.

• Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.

• Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.


• Formulates specific treatment recommendations based on his/her diagnostic evaluation

• Familiar with empirically-supported and best practice treatment options for a range of psychiatric/psychological difficulties.

• Addresses treatment recommendations for a range of settings critical to healthy child development

• Establishes rapport with children, adolescents and parents

• Competently forges an ongoing therapeutic alliance with children, adolescents and families that contributes to effective intervention

• Is conversant with common factors that affect treatment outcome such as treatment alliance, hope, early gains, etc

• Clearly articulates, in supervision, a specific treatment plan appropriate for the presenting problem.

• Formulates treatment plans that are appropriate to the age and developmental level of his/her patients

• Uses cognitive-behavioral approaches for internalizing disorders.

• Has successfully completed a rotation in the Mood and Anxiety Program (MAP) Clinic.

• Has seen at least one patient with whom they used a manualized CBT approach such as Modular Cognitive Behavior Therapy for anxiety, or manual-based cognitive behavior therapy for depression.



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• Understands the relationship between thoughts, feelings, and actions and can apply basic cognitive-behavioral principles including, but not limited to, identification of perceptual and cognitive distortions, cognitive restructuring, problem solving, and development of coping strategies

• Able to teach relaxation training, including use of breathing, imagery, and deep muscle relaxation techniques

• Assigns homework designed to support the cognitive behavioral techniques being taught

• Instructs patients and parents in strategies for maintenance and relapse prevention

• Provides behavioral parent training for the treatment of children with oppositional and non-compliant behavior. Is familiar with empirically-supported treatment programs such as Carolyn Webster-Stratton or PCIT

• Does careful behavioral analysis for maladaptive behavior such as oppositionality, refusal to eat, medical non-adherence including measuring the frequency with which target behaviors occur

• Constructs behavioral programs, including the ability to set appropriate goals for intervention, develop a plan, and measure the outcome plan

• Guides parents in the determination of behavioral goals, the construction of effective behavioral charts, and the administration of rewards and consequences

• Uses play and “talk” therapy approaches to help children express feelings and address concerns, issues of loss, identity issues, etc.

• Uses reflective listening techniques to promote emotional expression and identification of child concerns

• Understands the importance of the relationship as a foundation for promoting therapeutic change

• Understands empirically supported and best practice family treatments associated with each of the ten IMBFT modules

• Has a basic understanding of each of the modules and how they manifest in families

• Able to assess the relative importance of each of the modules in contributing to and maintaining symptoms in individual identified patients

• Competently develops a therapeutic plan using the IMBFT approach to family therapy.

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• Interns will be involved experientially in providing individual outpatient therapy for children and adolescents that is empirically based, consistent with best practices, and demonstrates awareness of common and non-specific factors. Specific empirically supported individual treatments to which they will likely be exposed include: 1)Parent management Training (Webster-Stratton, Barkley, Kazdin) 2)TADS, TORDIA (general CBT principles for treatment of depression) 3)Collaborative and Proactive Solutions (Greene) 4) TF-CBT 5) CBT for anxiety (Chorpita) 6) General Behavior Therapy based on a solid understanding of behavioral principles 7) Motivational Interviewing

• Interns will be involved experientially in providing individual therapy for children and adolescents during their rotations on major services: the Partial Hospital Program, Inpatient Unit, and Consult Service when appropriate.

• Interns will attend workshops and training seminars specific to the provision of individual psychological treatment (see section on training seminars)

• Interns will be involved experientially in providing family therapy and family based treatments for children, adolescents, and their families. Best practice approaches and empirically based treatments to which they will be exposed include Attachment Based Family Therapy, Interpersonal Psychotherapy for Adolescents (both an individual and family based intervention), Parent Management Training, Structural Family Therapy, specific interventions for improving communication, affect regulation, and family narratives.

• Interns will attend a 9 month family therapy seminar based on didactics and live supervision.

• Interns will be involved experientially in providing group therapy that is empirically based. Depending upon their interests their group therapy experiences might include, among others:

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1) Group therapy for children with anxiety based on Kendall’s Coping Cat 2) Group therapy for adolescents with anxiety and depression based on Lewinsohn’s

work. 3) Group therapy based on control of difficult emotions based on Lochman’s Anger

Coping program 4) Group therapy for preschoolers with oppositional disorders based on Webster-

Stratton’s Incredible Years Program 5) Social skills groups based on the Flexible Thinking Program 6) Social Skills groups that incorporate the Zones of Regulation program

• During the course of their internship interns will have therapy experiences with many different children and adolescents from a range of socioeconomic, ethnic, gender and other diverse backgrounds, across a broad age range (2-18 years) and with a large variety of presenting problems, including, but not limited to, anxiety, depression, oppositional disorders, conduct disorders, ADHD, developmental disabilities, medical issues, severe mental illnesses such as schizophrenia or extreme OCD, selective mutism, eating issues, learning difficulties, etc.

• Interns will attend seminars to provide them with the educational background and necessary skills to treat these children and adolescents (see section on training seminars).

• Interns will have experience collaborating with schools to ensure better outcomes for their patients.

• Interns will, by choice, have observational and/or therapy experiences with a variety of specific services such as the Trauma team, the Right Start Clinic, any number of medical specialty teams including, but not limited to, endocrine, palliative care, pain clinic, epilepsy, hematology-oncology, etc.

• Interns will have exposure to intervening to maintain the health and safety of a child or adolescent in the context of child abuse reporting

• Interns will attend a seminar on child abuse reporting.

• Interns will receive additional training and support for all intervention work through

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• weekly supervision. All interns will have four supervisors for therapy supervision—two in general outpatient (one of whom is the Director of Training), one in outpatient medical psychology (group format), and one on their major rotation (the nature of this supervision varies depending upon the rotation).

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Competency: (viii) Supervision Elements associated with this competency from IR C-8 I

• Apply supervision knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.

Program-defined elements associated with this competency

• Understands a developmental model of supervision

• Is able to supervise colleagues in the context of case presentations

• Is able to supervise colleagues in the context of videotaped case presentations

• Has the ability to critique the supervision style of colleagues


• Interns engage in an ongoing supervision training workshop with the Director of Training from March-June of the internship year. This experience includes a didactic component designed to teach a developmental model of supervision, and a case-based peer supervision component in which interns take turns as supervisor, supervisee, and observer commenting on the supervision process and the supervisory skills of their colleagues.

• All interns engage in informal supervision with the therapy practicum students at Lurie Children’s who seek them out for informal supervision due to their greater experience.

• Interns contribute to live group supervision in the Family Therapy seminar.



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Competency: (ix) Consultation and interprofessional/interdisciplinary skills Elements associated with this competency from IR C-8 I

• Demonstrate knowledge and respect for the roles and perspectives of other professions.

• Apply this knowledge in direct or simulated consultation with individuals and their families, other health care professionals, inter-professional groups, or systems related to health and behavior.


• Consults with teachers regarding the teacher’s perceptions of his/hers patient’s behavior in the classroom for purposes

• Allies with teachers in order to design effective behavioral interventions for their patients in the classroom, as needed

• Consults as necessary in obtaining special education assistance for his/her patients including the initiation of case studies and the development of appropriate 504 and IEP plans. Able to educate parents regarding these rules and regulations and assist parents in obtaining appropriate services for their children.

• Consults as necessary with the Illinois Department of Child and Family Services in regards to foster placement, child abuse protection, and intact family services and will be competent to help families access these services as needed

• Consults with outside agencies as needed to help parents access outside activities that can facilitate growth of mastery and self-esteem in children and adolescents

• Finds appropriate services and guides parents in accessing such outside agency services when needed.

• Effectively consults with the medical team regarding consult requests

• Facilitates positive communication between the Consult service and medical services to promote the best possible patient care

• Demonstrates the ability to gather diagnostic information on children with medical illnesses and complicating psychological concerns and convey it to the medical team

• Demonstrates the ability to implement empirically supported short term treatment as needed to patients on the Consult Service

• Effectively works with fellow professionals on these units, including milieu workers, in the context of diagnostic evaluation



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• Demonstrates the ability to coordinate care with other professionals on these units to provide coordinated mental health care based on empirically supported treatments


• Interns will learn to consult and collaborate with psychiatry trainees and staff through shared cases on the Outpatient Psychiatry Service.

• Interns will learn consultation and inter-professional /interdisciplinary skills through their work on the Consult team during their four -month rotation. In this capacity they will consult with medical personnel in the hospital, social workers, psychiatrists, and other health professionals.

• Interns will learn to consult and collaborate with members of an Inpatient Psychiatry team, including, but not limited to, psychiatry staff, social work staff, recreational therapists, nurses, milieu workers, etc. on their 4-month rotation on the Inpatient Psychiatry Service.

• Interns will learn to consult and collaborate with members of a Partial Hospital team, including, but not limited to, psychiatry staff, social work staff, recreational therapists, nurses, milieu workers, etc. on their 4-month rotation on the Inpatient Psychiatry Service.

• Interns will learn to collaborate with teachers, other school personnel, case workers in social service agencies and other outside professionals in the context of their work on all services.

• Interns will attend seminars addressing collaboration with community partners (see section on training seminars)

• Interns will receive additional training in consultation and inter-professional/inter-disciplinary skills in the course of their weekly supervision and case discussion.

• Interns will attend seminars and multi-disciplinary case conferences which specifically address consultation skills and inter-professional and inter-disciplinary skills (see section on training seminars).

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