Kevin Narine (he/him/his), BA, William James College
Melina Wald, PhD (she/they), Columbia University Medical Center/Gender Identity Program
WHY ARE PRONOUNS IMPORTANT?
Pronouns are important for conveying vital parts of our colorful identities. We actively use pronouns daily but may not think about their meaning in each instance. However, pronouns are essential for promoting safety, respect, and care for others.1 Thus, understanding the impact of pronouns can be an important part of how we understand ourselves and interact with others in our personal and professional lives.
Everyone has unique pronouns. Some people may use one set of pronouns (e.g., she/her/hers) whereas others may use several pronouns (e.g., she/they). It is incredibly important to avoid assumptions about someone’s pronouns based on their appearance, voice, and/or name. Additionally, pronouns can express gender identity but does not always do so. Taking a moment to check in with others about their pronouns or provide opportunities for people to share their pronouns is an effortless and important way to express respect for others and avoid making inaccurate assumptions.
There are a few considerations when using pronouns:
Pronouns are not simply “preferred”, but necessary. The phrase “preferred pronouns” suggests that it is optional to use someone’s pronouns.
Pronouns should not be assumed. It is acceptable to ask someone for their pronouns especially during introductions.
Pronouns can change based on context, name changes, or a person’s gender journey.
It can be inclusive to encourage others to share their pronouns in a group context, but it is important to not make sharing pronouns mandatory as it may be uncomfortable for some people to disclose their pronouns.
It is appropriate to use gender inclusive terms including “everyone/all/y’all” (instead of ladies/gentlemen) “partner” (instead of boyfriend/girlfriend/wife/husband), “they” (instead of he/she), “folks” (instead of you guys/ladies) and “person” (instead of man/woman) in order to avoiding assuming other’s pronouns or gender identity.
Adding your pronouns to email signatures or name tags can show respect, allyship, and increase awareness about pronouns.
It is crucial to advocate for gender pronoun items to be added to forms, electronic medical records, and other useful documents.
HOW DO I ASK SOMEONE FOR THEIR PRONOUNS?
While it may seem uncomfortable to ask someone for their pronouns, it is crucial to not assume their pronouns. If you do not know someone’s pronouns, it is recommended to use their name instead. When you are speaking with the person, you can simply ask “what pronouns do you use?” to learn about their pronouns. You can also share your pronouns in your own introduction to model openness around gender diversity and to normalize sharing of pronouns. In clinical settings, many patients desire to have their pronouns accurately documented in electronic medical records and should have this option available.3
WHAT ARE THE BENEFITS OF CORRECTLY USING PRONOUNS?
There are positive impacts to appropriately gendering or using pronouns for someone. The use of gender affirming language, such as appropriate names and pronouns, is associated with better mental health outcomes including reduced depression and suicide risk.4 Moreover, gender affirmative behaviors, such as asking for pronouns and consistently using those pronouns significantly increases engagement in medical care among Black transgender and gender diverse youth in the United States.5 Thus, creating a safe and affirming culture within mental health care and medical centers is an important step in ensuring that gender diverse individuals seek and remain in care.
HOW DO I RECOVER FROM MISTAKES?
Misgendering occurs when someone accidentally or intentionally uses incorrect pronouns to address someone else. Misgendering is invalidating, dismissive, and alienating for someone. Moreover, misgendering leads to psychological distress.6 We all make mistakes and it is considerate to learn from them. If you accidentally misgender someone else, it is important to quickly apologize, correct yourself, and move on. It is also recommended to not profusely apologize for the mistake because it could make the person feel at fault or obligated to comfort you. The intent of the apology (as with all apologies!) should be to acknowledge the pain you have caused them, not to provide you with relief.
It is crucial to not deliberatively misgender someone. It is harmful, offensive, and harassment to misgender another person. In clinical settings, misgendering a person can lead to distress and embarrassment in the waiting area, as well as reduce the likelihood of seeking health services again.2 Misgendering may also lead someone to feel unsafe or afraid. As an ally, it can be important to correct someone if you notice they are misgendering someone else. Always ensure that you have spoken with the person who was misgendered first to ensure you are aware of how they prefer to handle misgendering.
HOW DO CULTURES AND PRONOUNS RELATE?
It is important to acknowledge cultural differences in uses of pronouns. Some languages make space for gender neutral pronouns including Bengali and Farsi. Additionally, some Indigenous North Americans celebrate Two-Spirit folks and honor multiple pronouns. In contrast, American Sign Language does not use gender pronouns. Some cultures have pronouns that are not easily expressed in English. In the clinical context, it can be important to discuss how someone’s pronouns or gender are impacted by their cultural background and language.
1. Brown, C., Frohard-Dourlent, H., Wood, B. A., Saewyc, E., Eisenberg, M. E., & Porta, C. M. (2020). “It makes such a difference”: An examination of how LGBTQ youth talk about personal gender pronouns. Journal of the American Association of Nurse Practitioners, 32(1), 70-80.
2. Deutsch, M. B., & Buchholz, D. (2015). Electronic health records and transgender patients—practical recommendations for the collection of gender identity data. Journal of general internal medicine, 30(6), 843-847.
3. Sequeira, G. M., Kidd, K., Coulter, R. W., Miller, E., Garofalo, R., & Ray, K. N. (2020). Affirming Transgender Youths’ Names and Pronouns in the Electronic Medical Record. JAMA pediatrics, 174(5), 501-503.
4. Russell, S. T., Pollitt, A. M., Li, G., & Grossman, A. H. (2018). Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. Journal of Adolescent Health, 63(4), 503-505.
5. McLemore, K. A. (2018). A minority stress perspective on transgender individuals’ experiences with misgendering. Stigma and Health, 3(1), 53.
6. Goldenberg, T., Jadwin-Cakmak, L., Popoff, E., Reisner, S. L., Campbell, B. A., & Harper, G. W. (2019). Stigma, gender affirmation, and primary healthcare use among Black transgender youth. Journal of Adolescent Health, 65(4), 483-490.
Dr. Becker is a clinical researcher and licensed clinical psychologist dedicated to improving the quality and utilization of behavioral treatments for individuals with substance use disorders. She has academic affiliations as an Associate Professor (Research) in the Department of Behavioral and Social Sciences at the Brown University School of Public Health and in the Department of Psychiatry and Human Behavior at The Warren Alpert Medical School.
How long have you been a member of ABCT?
16 years. ABCT was truly my first professional home as a graduate student in clinical psychology.
What tips can you offer to colleagues trying to start a research lab or begin a career in research?
Research is rarely a solo sport, so who you have on your team plays a critical role in your success. Over the years, I have come to rely on several shortcuts when exploring new collaborations. One of my favorites (which I learned when working a consultant who traveled a lot) is the "airport test." The "airport test" comes at the end of an interview, when you ask yourself, "would I want to be stuck at the airport on a long layover with this person?" Based on my experiences, I suggest using the "airport test" in two ways. First, try to seek out mentors, collaborators, and team members with whom you can see yourself being stuck at the airport. The "airport test" can be used as a helpful litmus test when deciding whether to forge new collaborations, interviewing staff, and weighing service invitations with new colleagues. Second, try to be the type of the colleague others would want to be stranded with. As Emily Bernhardt said in her essay "Being Kind" in Nature, "Everyone here is smart, distinguish yourself by being kind." For better or worse, you will spend most of your working hours with the members of your research team. The ability to form genuine connections with your team members, not just as researchers, but as people, will do wonders for your productivity and satisfaction. It will also make your career feel a lot less like "work"!
What have you found most rewarding about your research?
My team conducts dissemination and implementation (D&I) science research to improve the utilization of evidence-based interventions for persons with substance use disorders. The most rewarding part of our research is when an organization changes their clinical practice in a way that improves patient care. We are currently conducting a 30-site implementation trial with opioid treatment programs (OTPs) throughout New England. The treatment experience in OTPs can be highly stigmatizing for patients. For instance, patients must come to the OTP daily for monitored medication dosing: if doses are missed, patients risk expulsion from treatment. Our trial is helping OTPs to implement an evidence-based behavioral intervention called contingency management (CM), which rewards patients with positive incentives for meeting treatment goals. As part of our implementation strategy, we ask providers to send us one audio recording per month. Listening to these recordings is incredibly moving, because CM is fundamentally changing how patients experience their care. Patients often cry happy tears during CM sessions and share quotes like, "I just can't believe it!," "Things never go my way," and "I can really feel my luck starting to change." My team recently consensus-coded an audio recording in which the patient received the largest possible incentive. The patient and provider both started crying, and my entire research team broke into tears. Those moments - when we witness the direct impact of our research on clinical service delivery - are hands down the most fulfilling part of my career.
How do you balance research with the other demands of your position?
Research is my position! I have been 100% grant-funded since 2012. For me, the more relevant question is: "how do you balance service with the demands of your research position?" Because I am fully funded via research, I do not have protected time for activities that I enjoy. like mentoring, reviewing manuscripts and grants, and coordinating national conferences. Carving out time for service has been a major priority for me. I am a standing study section member for the NIH, I recently chaired the Addiction Health Services Research conference, and I serve on the Editorial Board of the Journal of Substance Abuse Treatment. I also love mentoring graduate students, postdoctoral fellows, and junior faculty. I wish I had a concrete answer as to how I balance these service obligations. It would be nice if I could say that I have a system, blocked off time, or some other replicable strategy. But the truth is, I deeply value service so I make time for it. I have to admit that when my research cup is overflowing, I put in extra hours after my daughters go to bed or during their activities (like in the lobby of a ballet studio) to keep things afloat. I could easily work fewer hours if I cut down on service - but service fills my cup and I prefer to devote extra time to activities that make me feel more fulfilled professionally. My main priority is making certain that work demands do not interfere with family time. I am very protective of my weekends, mornings, and evenings with husband and two daughters (and our new COVID-19 rescue pup!).
If you weren't pursuing a career in psychology, what would you be doing?
If I were not a clinical psychologist, I would undoubtedly be in business. Before I started my PhD, I worked for three different companies: Lubin Lawrence (marketing consulting form), Boston Consulting Group (BCG, strategy consulting firm) and Adelphi Values (contract research organization). I enjoyed different aspects of each position and especially my tenure with BCG. As a consultant, I collaborated with leaders of Fortune 100 companies to help them solve business challenges. The job required ongoing problem-solving, communication/persuasion skills, and the ability to adjust to an ever-changing set of contextual circumstances. Several of my projects were with large healthcare organizations, where I observed two recurring themes that continue to inform my research: 1) pharmaceutical companies keenly appreciate the central importance of marketing and start crafting marketing strategies as soon as they have a signal that a treatment might be effective; and 2) large healthcare organizations are difficult to change, and helping such organizations to change requires innovative, multi-level solutions. My D&I research directly builds upon these observations, by applying direct-to-consumer marketing and organizational change strategies. In addition, leading a research team requires me to use many of the same skills I honed in business - problem-solving, communication, and flexibility. Honestly, I often feel like I work in business, because as a soft money researcher, I function as an entrepreneur. I secure my own funding, hire my own teams, and set my teams' goals. In many ways, I get the best of both worlds. I have the autonomy and intellectual stimulation I had in business while getting to tackle public health issues in a way that is consistent with my personal values.
MEET ABCT'S FEATURED THERAPISTS
Carrie Spindel Bashoff
Featured Therapist Interview
Carrie Spindel Bashoff is a clinical psychologist, licensed in NY and NJ, with a private practice in West Orange, New Jersey. She specializes in the treatment of anxiety, depression, and other related disorders, such as OCD, tics/Tourettes Disorder, and other impulse control disorders. Dr. Bashoff also has advanced-level training in mindfulness-based approaches, including Dialectical Behavior Therapy and Mindfulness-based Cognitive Therapy. Her practice is geared towards individual therapy with children, adolescents, and adults, and well as parent training.
After graduating with a bachelor's of science in Child Development from Cornell University, Dr. Bashoff pursued her doctorate from Ferkauf Graduate School of Psychology, Yeshiva University. Prior to establishing her private practice, she worked as a clinical psychologist at the NYU Child Study Center in both their New York City and New Jersey offices. Dr. Bashoff has a strong interest in teaching and supervising students. She is currently an Adjunct Assistant Faculty member at NYU, and teaches an undergraduate seminar in childhood anxiety. In addition, she is a volunteer supervisor at Rutgers University Graduate School of Applied and Professional Psychology. To see more about Dr. Bashoff, view www.drspindelbashoff.com
A professional photo of yourself that we can feature
Tips: Opening a private practice can be overwhelming!! It is so important to create a network of colleagues to help with advice and support, as well as to set up a consistent supervision group. Patience is also a key component; it takes time to build the practice infrastructure and a caseload. Furthermore, I recommend reaching out to clinicians in the community to introduce yourself and discuss your practice. This not only helps to create a professional community to be a part of, it also helps build a strong referral network.
Other Professional Activities: Outside of spending time engaging in clinical activities, teaching, and supervision, I enjoy participating in professional organizations. In addition to ABCT, I am a member of the New Jersey Psychological Association and the Academy of Cognitive Therapy. Finally, I enjoy being involved in the local communities near my practice and where I live. I volunteer to give talks and workshops at local school districts and participate in local mental health advocacy events.
Mentors: I have been extremely fortunate to have a number of outstanding mentors throughout my training and career thus far. During graduate school, my mentor Dr. Lata McGinn, Clinical Director of Ferkauf Graduate School of Psychology, introduced me to CBT and provided me with all of the foundational knowledge one needs to understand CBT's theory and practice. Upon starting internship, Alec Miller took me under his wing, introducing me to and advancing my expertise in Dialectical Behavior Therapy, while also shaping my ability to work with clients within more challenging environments. Mentorship doesn't stop, though, when your training ends. I am so grateful for the colleagues I have worked with, especially during my time as an early career psychologist, who mentored me on how to create (and constantly continue to modify) the work-life balance.
Personal Strengths as a practitioner: I have found that a personal strength of mine is my ability to form therapeutic alliances with clients of all ages. I try to create an environment of warmth and acceptance from the very first time I speak with a client on the phone. I've heard that clients' parents call me the "teenage girl whisperer."
When not practicing CBT…. Outside of work, I love to spend time with my family and friends. I enjoy spending time outside - running, biking, and playing games with my children. I very much enjoy my volunteer job at the local NICU where my daughters were born.
How long have you been a member of ABCT? I have been a member of ABCT since graduate school, a little more than 15 years.
How has ABCT helped me professionally? ABCT provides me with ongoing opportunities to meet like-minded professionals, continue to learn, and advance my training in CBT, as well as learn about new advances in treatment and research from experts in the field.
Dr. Rachel Hutt
Featured Therapist Interview
Dr. Rachel Hutt is Co-Founder of MindWell NYC, a group private practice located in the Chelsea neighborhood in Manhattan, New York. She provides individual and group therapy to children, adolescents, and young adults with anxiety, depression, and behavioral challenges, as well as emotion dysregulation, Borderline Personality Disorder, and PTSD. She also specializes in parent coaching/parent management training. She is Board Certified in DBT through the Linehan Board of Certification (DBT-LBC™), trained in Mindfulness-Based Cognitive Therapy, and is the author of "Feeling Better: CBT Workbook for Teens."
MindWell NYC provides CBT and comprehensive DBT for children, adolescents, and adults. It also offers Acceptance and Commitment Therapy, the Daring Way program based on the work of Brene Brown, and Virtual Reality Therapy to treat various phobias.
Dr. Hutt earned her M.S. and Ph.D. in Clinical Psychology from Pennsylvania State University, where she trained in outpatient clinics, schools, and research settings. She received her B.S. from Cornell University in Human Development. Dr. Hutt completed her pre-doctoral clinical internship at Westchester Jewish Community Services, and her postdoctoral fellowship at CBT/DBT Associates. She participated in a multidisciplinary DBT consultation team and provided individual and group DBT to adolescents, young adults, and adults. Dr. Hutt additionally gained expertise in the delivery of cognitive behavioral therapy for anxiety disorders and depressive disorders, as well as PTSD. For more about her practice, see www.mindwellnyc.com
First, we would like to know a little about your practice.
What are your personal strengths as a practitioner?
I am very fortunate to have had a very diverse range of training. I was in a child clinical psychology graduate program, so my background is working with children and adolescents. Through that work, I also was extensively trained in working with parents. I sought out additional adult training, and began doing individual therapy with adults as well. I have also been trained in a variety of evidence-based treatments for behavioral challenges, depression, anxiety, PTSD, emotion regulation challenges, and BPD. Because my training was heavily research-based I truly bring the scientist-practitioner model to my clinical work. I continue to keep myself updated on the latest clinical research, and I am able to integrate new types of therapy as I get additional training. I am able to take evidence-based treatments and flexibly implement them with each individual based on their unique presenting challenges.
What "tips" can you offer to colleagues just opening a practice?
It is very important to spend time thinking about your ideal client and population. Although you may be tempted to take anyone who is willing to see you at first, that can lead to burnout and stress much more quickly. It will also help you with branding and marketing, and will help you carve out a niche early.
How do you remind your patients of their strengths during the therapy process?
Each week I try to start out with my clients by reviewing the skills that they have used during the past week, whether intentional or not. I also work with them to see any progress, especially small steps that may not even be within their awareness. We discuss ways they have already incorporated our work and are using strategies more automatically as well.
Are you involved in other types of professional activities in addition to your private practice?
I currently supervise a postdoctoral fellow in our practice, and I have also supervised graduate students in several different programs in NYC. I enjoy teaching and have taught a graduate-level CBT course, and I occasionally do guest lectures for different graduate and undergraduate classes in NYC. Given my interest in mindfulness-based therapies, I have also been involved in a professional mindfulness sangha consisting of local practitioners implementing Mindfulness-Based Cognitive Therapy and other mindfulness-informed treatments.
We would also like to know a little about you personally.
Who was your mentor?
In graduate school I worked with Dr. Ginger Moore, who greatly assisted me in understanding the importance of research informing clinical work. On my internship my director of training was Dr. Leslie Bogen, who significantly helped develop my clinical interests and professional goals.
When not practicing CBT, what do you do for fun?
I enjoy spending time with my husband and daughter who give me so much joy and laughter. I also enjoy doing yoga and mindfulness, hiking and spending time in nature, and seeing friends and family.
We are also interested in some of your views of CBT.
What do you think is the single most important thing CBT can do for your clients?
I always tell my clients that I want them to learn these skills and strategies so that they no longer need me. I love that the goal of CBT is to teach my clients ways to help themselves to make myself obsolete.
Finally, we would like to know your opinions about ABCT.
How long have you been a member of ABCT?
I joined during my postdoctoral fellowship year and have attended the annual meeting and continued my membership ever since.
How has ABCT helped you professionally?
I enjoy attending the annual conference to keep up to date on research and attend new clinical trainings. I also enjoy meeting other professionals and expanding my network. It has helped me get connected with practitioners in other cities and states when we need referrals, or are looking for new clinicians to join our practice.
What services do you consider the most valuable from ABCT?
I really appreciate the list serve and some of the useful topics that have been discussed, as well as the annual meeting.
Thank you very much for taking the time to answer our questions!
Is Psy.D. the Degree for You? with Dr. Hilary Vidair
VOTE for ABCT Officers
Following with the revised approach we used last year, Elections are open the entire month of November.
Please note that in order to vote, you will need to be a member in good standing, so be sure to renew your membership before voting (our membership year runs November 1 to October 31).
To help you make informed choices, following are the candidates brief bios and statements. They will be available here and on the portal until voting closes November 30. To reach the portal, go to votenet
President-Elect
Jill Ehrenreich-May, Ph.D.
Position Statement
My respect for and dedication to ABCT has its roots in my own mentorship, as my graduate school and postdoctoral mentors served in leadership roles. ABCT has nurtured my career, the careers of my students, research assistants, and postdoctoral fellows. As President, I will continue to ensure that ABCT is a welcoming place to foster academic and clinical careers in CBT as it has for me and my academic family. While I don't personally bring ABCT greater racial or ethnic diversity as President, I am committed to recruiting and supporting a newer generation of clinicians and scientists, with a particular focus on BIPOC scholars, women, sexual and gender minority individuals, and others who have been underrepresented in leadership.
My activities as President will also focus on the acute need for dissemination of our evidence-based interventions that carefully attends to the crises of our moment, including: (1) health disparities and systemic issues that have resulted in the study and receipt of evidence-based interventions in White, wealthy communities to the exclusion of diverse and lower-income communities; and (2) this pandemic and our concomitant movement to internet- and telehealth-based interventions.
I will craft priorities and focus the convention during my presidential term to increase diversity (in every sense) of ABCT governance and membership and support early-career leaders to bring new ideas and open science methods to the community. Finally, I commit to informing myself by actively engaging with antiracism education and activities to promote a more inclusive future for the organization.
Biographical Statement
For more than 25 years, ABCT has been my professional home. I am a Professor and Assistant Chair in the Department of Psychology at the University of Miami, where I direct the Child and Adolescent Mood and Anxiety Treatment Program. I received my Clinical Psychology Ph.D. at the University of Mississippi and, after internship, became a Research Assistant Professor at Boston University's Center for Anxiety and Related Disorders.
I am dedicated to developing, testing, and disseminating cognitive behavioral interventions for youth with anxiety and related concerns. Because of the great need to broaden the reach of CBT, my NIH-funded work includes effectiveness trials examining treatment of youth emotional distress in community settings. This work has resulted in 125 publications, two books and treatment manuals. My true passion is training others in youth interventions. Developing the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents with my colleagues allowed me to expand my teaching domestically and globally.
Throughout my work, I am an advocate for women, parents, and BIPOC individuals. I am the Chair of UM's Faculty Senate's Standing Committee on Equity and Inclusion, a member of my Department's Diversity and Equity Committee, and Member-at-Large for Science and Practice for APA's Division 53. I also served as one of ABCT's first Child and Adolescent Anxiety SIG leaders and founded its preconference meeting. Of all these things, I am most proud of having an equitable, collaborative, and productive lab and raising two happy children while navigating my career.
Alec L. Miller, Psy.D.
Position Statement
At this moment, the citizens of our world are facing numerous challenges that are having a dramatic impact: a health pandemic; systemic racism; unprecedented unemployment, to name a few. We have yet to fully realize the rapidly approaching mental health pandemic that is a natural consequence of this perfect storm.
ABCT has served as my professional home for 30 years. If I had the privilege to serve as your president, I promise to offer my passion and leadership experience as someone who has worked in both academic medical centers with underserved communities and private clinical, training and research centers, has consulted to agencies and schools, and has served on the boards of numerous academic, professional, and business organizations. Your active participation is critically important, and I welcome your ideas and collaboration.
My primary goals include: (1) Disseminate evidence-based assessments and treatments to all individuals, intentionally broadening clinical and research inclusion criteria considering race, SES, ethnicity, sexual orientation, and gender identity, with the goal of reducing health disparities; (2) Evaluate the effectiveness of telehealth and work with insurance companies and regulatory bodies to advocate for reciprocity of licensure across state lines; (3) Train our members in psychological first aid and skills for psychological recovery to help our society cope with sequelae from all of our current societal challenges; (4) Enhance antiracism, inclusion, and diversity by recruiting, training, and mentoring more members of color and encourage them to become leaders at ABCT; (5) Disseminate EBTs to nonclinical settings, including primary care, forensic, and school settings.
Biographical Statement
I am a licensed clinical psychologist, trainer, researcher, and treatment developer. I am Co-Founder and Clinical Director of Cognitive & Behavioral Consultants, a clinical, training, and research center based in White Plains and Manhattan, NY, and also a Clinical Professor of Psychiatry and Behavioral Sciences at the Albert Einstein College of Medicine. From 1995-2015, I served as Chief of Child and Adolescent Psychology, Director of the Adolescent Depression and Suicide Program, Associate Director of Psychology Training, and Professor of Clinical Psychiatry and Behavioral Sciences, at Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, NY.
As a treatment developer of DBT for suicidal adolescents, my specialties include adolescent suicide and self-injury and borderline personality disorder. I received my BA from the University of Michigan and my doctorate in clinical psychology from the Ferkauf Graduate School of Psychology of Yeshiva University. Since 1995, I have headed clinical-research teams adapting DBT for numerous patient populations and settings including schools. I have co-authored over 100 peer-reviewed journal articles and book chapters as well as the three primary texts on DBT with adolescents. I enjoy training mental health and school professionals worldwide, and especially love being invited to present at PTA meetings!
As a proud Fellow of ABCT, I have been invited to conduct several master clinician seminars and share my research at the annual conventions. I have enjoyed serving on the ABCT Program Committee, the Professional Issues Committee, the Awards and Recognition Committee, and as Associate Editor of Cognitive & Behavioral Practice.
Representative at Large
Katherine J. W. Baucom, Ph.D.
Position Statement
In the context of the deep emotional pain so many in the world have experienced in 2020, ABCT is in a unique position to enhance health and well-being on a larger scale and in new and different ways. Both the 2018 Strategic Plan and the "working" Strategic Directions that are in progress include a focus on enhancing diversity, equity, and inclusion within the organization and the field. I believe this must be the top-priority theme for ABCT. The organization is well-positioned to build on the steps it is taking to address systemic racism, equity, and inclusion (e.g., President Antony's September 2020 column in the Behavior Therapist), particularly with the work of the ABCT Task Force to Promote Equity, Inclusion, and Access. I am committed to contributing to the implementation of the recommendations of the Task Force-whether elected Representative-at-Large or not.
In addition to the service/leadership roles I have held within and outside ABCT, the range of professional experiences I have had in clinical, research, and tenure-track faculty positions have given me a deep appreciation for many of the professional activities in which ABCT members are engaged-clinical practice, training students and community members in CBTs, undergraduate teaching, and research. I believe my experiences within and outside ABCT would help me contribute to the advancement of ABCT's mission as a Representative-at-Large and Liaison to Convention and Education Issues.
Biographical Statement
I am a licensed clinical psychologist and an Assistant Professor of Psychology at the University of Utah. I trained at New College of Florida (B.A.), UCLA (Ph.D.), and UCSD/San Diego VA (internship). ABCT has been my professional home since my first conference as a second-year graduate student in 2006, and much of my professional service has been to ABCT. I've served in leadership positions within the Couples Research and Therapy SIG (Student Co-President, Co-President), and have been involved in service to the broader organization as a member and then Chair of the Awards & Recognition Committee (2014-2017), on the editorial board of the Behavior Therapist (2017-2019), and currently as the Coordinator of Academic and Professional Issues (2017-2020). Outside of ABCT I am completing a 2-year term as a Member-at-Large on the Society for the Science of Clinical Psychology Board of Directors at the end of this calendar year.
Ana J. Bridges, Ph.D.
Position Statement
I attended my first ABCT conference when I was a predoctoral intern at the Medical University of South Carolina. The conference was a peak professional experience-I was intellectually and socially stimulated and made the organization an integral part of my early career. However, mid-career I became increasingly disenchanted with the organization. I saw concerning shifts in national and global politics that were directly impacting clients. These included an increase in deportations, deadly police violence against Black people, openly hostile legislative efforts to regulate which bathroom facility someone could use, and, with every mass gun violence episode, an increase in access to and deregulation of firearms. I saw an open assault on the use of science to inform good policy (and this was before we were facing a global pandemic) and an unsustainable and destabilizing wealth gap that had far-reaching and often life-threatening consequences for our most vulnerable neighbors. Supervising graduate students in a federally qualified health center ensured I was a constant witness to the turbulent tides of geopolitics and their clear impact on mental health. And yet, I did not often see in ABCT strong acknowledgment of these realities. I value deeply the life-changing tools we give our clients when we use cognitive behavioral therapies. In large part because of these values, I see how context critically alters the day-to-day experiences of people and their ability to access needed care.
There is a long history in my family of activism-when you see injustice, you use your gifts and training to right it. That is my goal in running for ABCT Representative-at-Large. ABCT's new strategic plan places some of these core values and strategic initiatives at the forefront. At the 2019 conference, sessions focused on diversity in training and clinical practice were impressively well-attended, increasing my confidence that ABCT is eager to expand its focus on reaching mental health professionals, trainees, and clients who might have been feeling excluded. I would be honored to be part of a leadership team that promotes CBT while attending to processes of equity, inclusion, access, and diversity.
Biographical Sketch
Dr. Bridges is a professor of psychology at the University of Arkansas, director of the Diversity Research and Enhanced Access for Minorities (DREAM) lab, and principal investigator of numerous grants to train clinical psychology students in delivering culturally responsive evidence-based mental health care to underserved communities. She is a native of Argentina and fluent in Spanish and English. She has received national mentoring awards for her dedication to training underrepresented graduate students. Dr. Bridges has held leadership positions in the university and in state and national organizations, including Senior Fellow in the University's Office for Diversity and Inclusion, the Arkansas Psychological Association's membership committee, and co-chair of ABCT's Hispanic Issues in Behavior Therapy Special Interest Group. During her tenure as a SIG leader, Dr. Bridges established the SIG's first web presence, inaugurated the annual SIG student, early career, and lifetime achievement awards, and grew the SIG membership by three-fold.
Secretary-Treasurer
Barbara W. Kamholz, Ph.D., ABPP
Position Statement
Several years ago, I realized that my life had become divided. In my professional life, I worked to do "good" through academic, clinical, and mentoring efforts. In my private life, my more "political" values like justice and equality were in the forefront. Though obviously related, my values weren't well integrated across domains. Worse yet, the values I held most strongly seemed to be under threat across the world and in the U.S.
I decided to make a change, and carved out time to actively support groups and political leaders that shared my values. I've been fortunate to learn from those who have been in the fight longer, and those who are most affected by injustice. And I've worked to better integrate the domains of my life.
ABCT is not just a mental health organization. It is an organization based on core values that most of us share-science, quality, diversity, mentorship, and accountability. Based on that foundation, we can help address a vast array of problems the world is facing. Armed with science, compassion, and broad communication skills, we can help tackle mental health difficulties, and also social and racial justice issues, health and care inequities, and more. From enhancing mask use related to COVID, to addressing the mental health effects associated with the chronic stresses of experiencing injustice and prejudice, to fighting for structural changes in a health care system that disproportionately leaves out Black, Brown, and LGBTQ+ patients, ABCT can counter many of the destructive forces broadly at play.
We also have work to do ourselves. Our field, and ABCT's leadership, is not diverse (my candidacy does little to change that). Costs associated with applications and travel for trainees are prohibitive to enormous numbers of people. Cultural competence is far from the norm.
I have served ABCT for the last 15 years. This includes sitting on the Academic Training and Education Standards Committee, and serving as Workshop Committee Chair, Coordinator for Convention and Continuing Education, and Associate Editor for Cognitive and Behavioral Practice. Now I'd like to apply what I've learned these most recent years to enhance implementation of ABCT's core values, and to help increase ABCT's public influence and voice. I would be proud to serve ABCT as Board Secretary-Treasurer, and I would be honored to have your vote.
Biographical Statement
Dr. Barbara Kamholz is Associate Professor of Psychiatry at Boston University School of Medicine, and is Board Certified in Cognitive and Behavioral Psychology. She serves as Associate Director of Outpatient Mental Health Services at VA Boston, and as Director of Cognitive Behavioral Therapy Education for the Boston University Psychiatry Residency. Dr. Kamholz has served in multiple leadership positions in ABCT and in the Anxiety and Depression Association of America, where she is currently Senior Advisor for Professional Education. In addition to these roles and her private clinical practice, Dr. Kamholz provides consulting services to educational and research programs, professional organizations, and advocacy groups. Dr. Kamholz's current academic work focuses on interprofessional CBT training and mentorship.
Erin F. Ward-Ciesielski, Ph.D.
Position Statement
As an early-career researcher, clinician, and educator, I am passionate about continuing to build resources to demystify professional development and "expand the tent" to include individuals from a range of backgrounds and disciplines within ABCT. Many members may have come from training programs or institutions where it was routine to be involved in national professional organizations; however, many trainees do not have this expectation and may not realize the promise that membership and community can provide at all training and career stages. The transitions between roles and institutions-particularly in the early stages of one's career-can leave people unaware of the options available to them. This is where I think ABCT has a unique and important role to play.
ABCT is an organization focused on enhancing health and well-being and advancing evidence-based principles. It also values science, diversity, and mentorship, meaning there are abundant opportunities to continue to grow toward those values and make space and support for early career members who may not have established collaborative, mentoring, or networking contacts. In addition to the duties of the Secretary-Treasurer, expanding and increasing awareness of resources within ABCT and our effectiveness to disseminate research and professional resources to the widest possible audience are key goals to which I would be honored to contribute. To achieve these goals, involvement of early-career members at all levels of ABCT will be particularly important.
If elected as Secretary-Treasurer, I will bring my organizational skills-including tracking, coordination, database management, and budgeting-to meet the responsibilities of the role. I will also work with the ABCT Board, Finance Committee, central office, and our membership to continue to pursue the abovementioned goals and the broader ABCT mission.
Biographical Statement
I am a research assistant professor at the Center for Anxiety and Related Disorders (CARD) at Boston University. Previously, I was an assistant professor of psychology in the clinical psychology doctoral program at Hofstra University. I completed my training at Indiana University South Bend (B.A), University of Washington (M.S. and Ph.D.), and the University of Mississippi Medical Center/G.V. (Sonny) Montgomery VA (internship). My interests include the development and evaluation of brief, transdiagnostic interventions for suicidal individuals, particularly those who have been underserved by current outreach efforts. I have taught graduate and undergraduate courses on these topics, in addition to training mental health providers in DBT and other CBT treatment approaches.
I attended my first ABCT conference as a graduate student in 2010, and since that time I have sought to introduce other undergraduate and graduate students to the range of professional and research opportunities the organization provides. Over the past 10 years, ABCT has become my professional home and a cornerstone of my research and professional development.
I have previously served ABCT as Chair of the Self-Help Book Recommendations Committee (2016-2019) and I continue to serve on this committee currently. Across institutions and organizations in which I have been involved, I have sought opportunities to improve graduate training, support professional development, and increase diversity, equity, and inclusion.
Happenings
FREE Podcast
Stabilizing Chaos: Fostering Psychological Resilience in the Wake of Adverse Events
Presented by Lata McGinn, Ph.D.Yeshiva University
Cognitive & Behavioral Consultants
In ABCT's continued effort to support our members, we are offering a free 1-hour podcast, "Stabilizing Chaos: Fostering Psychological Resilience in the Wake of Adverse Events." It is our hope that this information will be of assistance as we partner to meet the increased mental health needs of our community. The COVID-19 pandemic, the economic downturn, and the racist killing of George Floyd have led to national crises and have impacted all of our lives in unprecedented ways. For many in our communities, including essential workers and those who have lost family and friends as a result of the virus, the risk for trauma exposure is high. This podcast will offer practical strategies rooted in Psychological First Aid (PFA), an evidence-based approach for fostering resilience, helping people effectively cope in the aftermath of a trauma, and preventing the development of pathological symptoms. The webinar will also describe maladaptive coping that increases the chances of developing pathological symptoms, and present CBT strategies that prevent onset of symptoms and help individuals adaptively cope with chronic stress. The goal of this webinar is to support clinicians to feel prepared to navigate the increase in trauma exposure and chronic stress that their clients may soon be, or already are, experiencing. Participants will learn common trauma reactions, risk and resilience factors, the components of PFA, how to apply PFA and other CBT principles during these crises in a virtual setting.
Please note that this webinar will not be eligible for CE credit.
Have you visited ABCT’s YouTube channel
ABCT’s YouTube channel has great information, including how-to demonstrations giving you immediate nearly anxiety-free competency with starting telehealth in your own practice or getting tips on how to teach a class online, or, if you want to be on the receiving end, tips for getting into graduate school.
There’s also a slew of videos celebrating the pioneers who have shaped CBT theory and practice. Profitable, enjoyable, easy-to-digest material.
We, your publishers, love coming to the ABCT Annual Convention. Like everyone who attends, we are here to network and to learn, and in our case - we hope - to inform. We get to meet existing authors, prospective authors and editors; and we get to show readers and potential readers both the latest releases as well as established classics and publications that ABCT members and others have created. We aim to showcase the best of ABCT for ABCT.
Unlike online stores, where you may have to search through millions of products, in the ABCT convention exhibit hall attendees can see carefully curated selections of books, journals, and other information resources that are relevant for your professional development. Some may even be a bit of fun. You can pick them up, browse them, compare them with other publications to get the one that is right for you and/or your clients.
Another great thing is that you can usually choose whether to buy and take your favorite book with you to read straight away - or have it shipped home for free.
And our meeting discounts save you money as well. Just a couple of examples: New Harbinger is currently offering a 30% discount online, with a meeting discount of 30% and free shipping. Or you can save over $10 on $30 books in Hogrefe's Advances in Psychotherapy series with the meeting discount and "4 for 3" offer.
Another neat thing is that many of our authors like hanging out at their publishers' booths, so if you're lucky you may even be able to chat with this expert in the exhibit hall - if you've not already attended a talk or symposium.
The select band of publishers that continue to support ABCT help make the exhibit hall educational and professionally informative. So come by your favorite publishers' booths at the Annual Convention: delve into great publications and choose the right one(s) for you, to read right now or later, save money, and chat with the experts who've written them - or maybe even discuss your own ideas with your favorite publishers.
Dorothy Smyk, Foreign rights Director (New Harbinger)
David A. F. Haaga, Ph.D., Professor of Psychology, American University
Anne Marie Albano Early Career Award for the Integration of Science and Practice
Emily L. Bilek, Ph.D., ABPP, University of Michigan
Sobell Innovative Addictions Research Award
Christopher Correia, Ph.D., Auburn University
Distinguished Friend to Behavior Therapy
Andrea Petersen, Wall Street Journal in-house writer, who consistently takes a CBT approach when covering mental health
Outstanding Service to ABCT
Lata K. McGinn, Ph.D., Yeshiva University and Cognitive Behavioral Consultants
Virginia A. Roswell Student Dissertation Award
Alexandra Werntz Czywczynski, M.A., University of Virginia and University of Massachusetts Boston
Leonard Krasner Student Dissertation Award
Nur Hani Zainal, M.S., Pennsylvania State University
John R. Z. Abela Student Dissertation Award
Christopher J. Senior, M.A., Catholic University of America
Student Research Grant
Kelsey Pritchard, University of Toledo
Honorable Mention: Christina L. Verzijl, B.A., University of South Florida
President's New Researcher
Joseph McGuire, Ph.D., Johns Hopkins University School of Medicine
Student Travel Award
Katherine Venturo-Conerly, Harvard University
Elsie Ramos Memorial Student Poster Awards
Danielle Weber, M.A., University of North Carolina at Chapel Hill: "Patterns of Emotional Communication in Same-Sex Female Couples Before and After Couple Therapy"
Gemma T. Wallace, B.A., Colorado State University: "Personality and Emotion Dysregulation Dimensions Differentially Predict Engagement in a Wide Range of Self-Injurious and Health-Risk Behaviors"
Rachel Weiler, MSc, PGSP-Stanford PsyD Consortium: "Is Dialectical Behavior Therapy a Good Fit for Transgender and Gender Nonbinary Patients?"
Champions Program
This award recognizes outstanding individuals who are not members of ABCT but who have shown exceptional dedication, influence, and social impact through the promotion of evidence-based interventions and who have thereby advanced the mission of ABCT.
Visit our Champions page for full details on how to nominate and for a full listing of champions
photo courtesy of Geralt
Celebrate Diversity
The Clinical Directory and Referral issues committee is highlighting the large number of SIGs that cover racial and ethnic diversity within ABCT:
Call for Papers: Special Issue of Behavior Therapy
The impact and treatment of sleep disorders
Sleep disorders are a significant public health problem in general, and are particularly elevated among psychiatric populations. This Special Issue aims to highlight cutting-edge research on the treatment of sleep disorders as well as work that makes significant contributions to our understanding of how sleep disorders impact the treatment of comorbid psychological disorders. Some of the essential questions that this special issue will seek to address include:
1. What is the efficacy or effectiveness of cognitive-behavioral therapies for sleep disorders, including traditional and eHealth interventions?
2. How do sleep disorders impact the treatment outcomes of comorbid psychological disorders?
3. What are the mechanisms that may explain the connection between sleep disorders and other psychological disorders, and how can this inform treatment planning?
This is not an exhaustive list, but instead illustrates the type of research questions of interest. Studies that assess sleep disorders using interview or polysomnography methods are encouraged. Papers for this special issue must highlight the clinical value of the findings. In addition to original research, review articles, short reports, brief commentary, case reports, and meta-analyses are invited.
Please direct inquiries and submit proposal abstracts to Carmen McLean (carmen.mclean4@va.gov) no later than February 1, 2019. If invited to contribute, final papers will be due July 1, 2019. Papers not considered for the special issue are of course still welcome for submission to the journal as an author initiated manuscript.
ABCT is delighted to announce a new partnership with PsyberGuide.
Please watch these pages for an expanding list of CBT-relevant apps being reviewed by the staff at PsyberGuide and the editors at Cognitive and Behavioral Practice.
PsyberGuide (PsyberGuide.org) is a non-profit website reviewing smartphone applications and other digital mental health tools. Its goal is to help people make responsible and informed decisions about the technologies they use for management of mental health. PsyberGuide is committed to ensuring that this information is available to all, and that it is free of preference, bias, or endorsement.
PsyberGuide is funded by One Mind, a leading non-profit organization supporting collaborative brain research to provide patients who suffer from brain disease and injury better diagnostics and treatment. With over 325,000 emerging digital health technologies, and an estimated 15,000 of those designed for mental health, One Mind recognized the lack of advice or guidelines to help people navigate the expanding marketplace of mental health apps. Thus in 2013, One Mind established PsyberGuide to address this growing problem.
In 2017, One Mind welcomed Dr. Stephen Schueller as Executive Director. Dr. Schueller is an Assistant Professor of Psychological Science at University of California. Irvine. His work focuses on expanding the accessibility and availability of mental health services through technology.
PsyberGuide & ABCT established this partnership with the aim of disseminating reviews of digital mental health tools to a broad audience of researchers, psychologists, psychiatrists and other mental-health practitioners who are interested in using these tools in their practice of behavioral, cognitive, and biological evidence-based principles.
In the coming months, app reviews from both PsyberGuide and Cognitive and Behavioral Practice will be integrated on both sites to expand the reach of information on available apps. ABCT will be developing a dedicated app review page which will host a sample of relevant PsyberGuide reviews. PsyberGuide will also link to C&BP reviews on their site, where relevant.
PsyberGuide Executive Director, Dr. Stephen Schueller, said "ABCT has been a leader in advancing the use of innovative behavioral and cognitive treatments. Technological behavioral and cognitive treatments will play a role in the future of mental health care and we're excited to team with ABCT to ensure researchers and practitioners are equipped to effectively use technology to help improve people's lives."
Cognitive and Behavioral Practice's apps are reviewed with the idea of providing guidance to clinicians in choosing apps that allow them to best serve the needs of their clients. Reviews will often cover cost, targeted clients, basic purpose, the research data behind them, as well as quick overviews of their utility.
To see Cognitive and Behavioral Practice's review apps, click on the app that most interests you:
MMFT Review Summaries
Anxiety Coach
Anxiety Coach is an app for iOS devices ($4.99 at time of publication; Mayo Clinic, 2016) marketed as a self-help program for anxiety for children and adults. The primary focus is to help individuals understand and identify anxiety symptoms, create a hierarchy, and develop plans for exposure tasks. The program was designed by clinical researchers with expertise in CBT for anxiety. There is potential to support ongoing therapy, such as to allow patients to provide real-time data when reviewing between-session anxiety and exposure details with a therapist. Whiteside and colleagues (2014) have published case studies and reported feasibility/acceptability data which are promising. Our expert reviewer felt that the focus of the app on helping users conduct exposure tasks is unique and valuable, and the program had good navigation and an easy to follow user interface.
SuperBetter is an iOS app and website that is marketed to help users pursue goals, which can include mental health goals. The app was developed using game theory and mechanics that mimic "behaviors and techniques that have been clinically shown to give individuals more control over their thoughts and feelings" according to the developer, Jane McGonigal, who has authored books on the subject of leveraging gaming to increase well-being. There are video-game features like "power-ups," "quests," "Power Packs" and a "Community" where individuals can join in to engage in forums or play together as "Allies." Our reviewer found a strong development team and breadth of content, but felt the overall quality of the content lacking in terms of potential to promote clinically significant levels of improvement without active or guided practice with real-world behavior change. Preliminary RCTs have shown feasibility, though attrition rates continue to be a concern. Our reviewer recommends caution if considering this as a stand-alone option for depression or as an adjunct to face-to-face therapy without further data on effectiveness and further development of human safety plans.
Sleepio is a 6-week treatment program for insomnia delivered online and through mobile app. The program includes evidence-based components including psychoeducation, relaxation techniques, cognitive thought challenging sleep scheduling and sleep tracking compatibility (with other wearable trackers). Our reviewer felt the navigation was easy to use and the platform engaging. The program has been tested in a large RCT and smaller trials with promising results. The program is more costly than online competitors ($300 for a 1-year subscription). Our reviewer felt it was a good option as stand-alone first-line intervention and a model internet-based CBT intervention.
TicHelper.com is an 8-week online treatment program for Tic Disorders in youth (8-adolescence) based on the empirically-supported Comprehensive Behavioral Intervention for Tics (CBIT) protocol and developed in collaboration with experts who developed and tested CBIT. The program includes evidence-based components including psychoeducation, training in developing competing responses and multiple videos to illustrate concepts. There is also some parent-focused content. Our reviewer felt the program was age-appropriate, appealing and easy to navigate. While the online program does not offer the tailoring allowed in face-to-face individual therapy, there are branching structures which allow some tailoring of content. There is pilot feasibility data on the prototype but no research trials published at the time of this review. Our reviewer notes that the strengths outweigh the weaknesses and the program is unique in the market of targeting this condition and using evidence-based treatment components.
Triple P Online is an online self-help parent training program aimed at reducing child behavior problems through evidence-based "positive parenting practices." The program is available through the website, www2.tripleponline.net, at time of review for $79.95. The program is comprised of 8 video-based modules. Our expert reviewer found the program to include high-quality content with relevant and easily locatable resources, and felt the navigation was easy-to-use and appealing. The program's main weakness lies in its lack of monitoring and adaptation to the user's state (e.g., child's and parent's behaviors), and real-time reminders for desired actions. Overall the program was found to be a valuable parent training resource for addressing child behavior problems by our reviewer.
Psychotherapy.net is an online magazine and video library and production company targeting clinicians, educators, and clinical trainees. At present, the website offers two video steaming subscription plans for individual use: 1) a "Choice plan", which allows access to 2 monthly videos for a fee of $39 each month; and 2) an "Unlimited plan" for $79 monthly, which allows unlimited access to the full online library of over 200 training videos. The primary strength of the website is the breadth of available psychotherapy training videos, which cover several major theoretical orientations, modalities, and clinical populations. However, our expert reviewer notes that the resource is limited by the current absence of information related to evidence-based practice recommendations.
ABCT weighs in on the effects on children of being separated from their parents
Members consulted the literature on this, and posted results from the literature. Needless to say, the findings don't paint pretty pictures. Studies included refugees in Christmas Island, survivors of natural disaster in Australia, left behind children in China, and more.
Detention is not good for children; children in detention handle it better if with their parents; Chinese children left behind as their migrant parents work fair worse than children who accompany their migrant parents even though the living conditions are tougher; foster care, when parents are alive, is sometimes a source of confusion.
Problems are detailed in our posting, with full coverage here
click below for more helpful material, organized alphabetically
Jill Ehrenreich-May, Ph.D.
Alec L. Miller, Psy.D.
Katherine J. W. Baucom, Ph.D.
Ana J. Bridges, Ph.D.
Barbara W. Kamholz, Ph.D., ABPP
Erin F. Ward-Ciesielski, Ph.D.
In ABCT's continued effort to support our members, we are offering a free 1-hour podcast, "Stabilizing Chaos: Fostering Psychological Resilience in the Wake of Adverse Events." It is our hope that this information will be of assistance as we partner to meet the increased mental health needs of our community. The COVID-19 pandemic, the economic downturn, and the racist killing of George Floyd have led to national crises and have impacted all of our lives in unprecedented ways. For many in our communities, including essential workers and those who have lost family and friends as a result of the virus, the risk for trauma exposure is high. This podcast will offer practical strategies rooted in Psychological First Aid (PFA), an evidence-based approach for fostering resilience, helping people effectively cope in the aftermath of a trauma, and preventing the development of pathological symptoms. The webinar will also describe maladaptive coping that increases the chances of developing pathological symptoms, and present CBT strategies that prevent onset of symptoms and help individuals adaptively cope with chronic stress. The goal of this webinar is to support clinicians to feel prepared to navigate the increase in trauma exposure and chronic stress that their clients may soon be, or already are, experiencing. Participants will learn common trauma reactions, risk and resilience factors, the components of PFA, how to apply PFA and other CBT principles during these crises in a virtual setting.
BEHAVIOR THERAPY
