JCCAP FDF/2021/Day 2

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Information below is a placeholder for the 2021 meeting.

Most of the information below is up to date, however, some sections are missing completed notes and awardees.

YouTube Videos with recordings from the 2021 virtual conference can be found here.

Day 2: Workshops[edit | edit source]

Workshop #1 (1:00pm - 2:30pm EST): Fusing Writing Mechanics and Storytelling Principles in Academic Writing[edit | edit source]

Dr. Andres De Los Reyes, Ph.D.[edit | edit source]

Dr. Andres De Los Reyes is an Associate Professor of Psychology and Director of Clinical Training at the University of Maryland at College Park. His publications have appeared in such journals as the Psychological Bulletin, Psychological Review, Psychological Assessment, and the Annual Review of Clinical Psychology. He recently released his book, The Early Career Researcher's Toolbox: Insights into Mentors, Peer Review, and Landing a Faculty Job. He is the Editor-in-Chief of the Journal of Clinical Child & Adolescent Psychology (JCCAP), and Founding Program Chair of JCCAP's Future Directions Forum.

Description[edit | edit source]

In a Forum 2019 workshop, we discussed several “active ingredients” of writing: core features of narrative structure that help us produce clear, concise academic papers. These ingredients factor prominently in each of our “recipes,” the papers we write. That said, we also know that all recipes include both active ingredients and “other” ingredients that are nonetheless crucial in preparation of the final product. In academic writing, these take the form of writing mechanics like use of transitions, understanding sentence structure, and making decisions surrounding whether to use technical versus non-technical language to make important points. During this workshop, we will immerse ourselves in these mechanics, supported by examples of their use in academic work.

Workshop Materials[edit | edit source]
Notes[edit | edit source]
Click "Expand" for notes
  • Narrative writing and structures are critical aspects in writing for scientific literature or research findings.
  • Writing mechanics- Utilization of transitional words and phrases, and incorporating technical language throughout the writing process within paragraphs.
  • Oftentimes, writing consists solely of facts rather than a concrete structure to capture the reader’s attention and overall flow of the research.
    • Stating only facts minimizes the reader’s attention and understanding of the writer’s research
  • A narrative structure can be applied in various contexts
    • Textbooks
    • Grant proposals
    • Manuscripts
  • Expectation, violation of expectations, and resolution of expectations
  • Olson (2015) defines a story as a series of events that occur in hopes of solving a problem.
  • The audience’s brain are pattern recognition machines
    • Disengaged when there is no structure present (i.e., continuous telling of facts).
  • “Goldilocks Zone” is organizing a list of facts into a coherent and memorable pattern.
  • A story includes three components (ABT).
    • And, but, therefore...
    • And: Sets the scene and engages the audience (Expectations)
    • But: Disrupts the scene while making the situation tense (Violation of expectations)
    • Therefore: Resolves tension to provide comfortness to the audience (Resolution of expectations)
  • Narrative writing is often present in musicians and artists
  • Learning becomes easier over time when expectations are violated.
  • While transitioning in between paragraphs, the central question is understanding how supporting elements tell a story.
  • Summary pages are similar to abstracts and specific aims, in which the page describes the overall concept of the paper
    • Significant as a guiding principle for the entire paper
  • In completion of a well-designed abstract, “stretching” the components within the abstract guides the writer for the remainder of the paper.
  • Writing mechanics assist with the construction of the ABT method in papers.
  • Methods and Results section follow the same order as the abstract while using subsections of transitions in between supporting elements.
    • These sections are not necessarily designed for an ABT method
  • Discussion follows the inverse order of supporting elements mentioned in the abstract or introduction.

Workshop #2 (1:00pm - 2:30pm EST): Racism is the Default[edit | edit source]

Dr. Eleanor K. Seaton, Ph.D.[edit | edit source]

Description[edit | edit source]

Racism is multidimensional with individual and institutional levels. Despite the ubiquity of the term, there is no single solution that will combat and eliminate racism from our society. However, “un-doing” racism and becoming antiracist starts with unpacking and understanding the essence of racism, who is racist, how racism impacts the broader society historically and currently, and what it means to be antiracist. Dr. Eleanor Seaton will facilitate this workshop on understanding the elemental aspects of racism and antiracism, with suggestions for how to get involved with the movement to end racism and become antiracist.

Workshop Materials[edit | edit source]
Notes[edit | edit source]
Click "Expand" for notes

Day 2: Future Directions Launch Award[edit | edit source]

Future Directions Launch Award (2:30pm - 4:00pm EST)[edit | edit source]

Future Directions Launch Award Recipients[edit | edit source]

Description[edit | edit source]

Before the Forum, a committee of internationally recognized scientists selects early career scientists who are presenting their research at the Forum to receive the Future Directions Launch Award. The award recognizes promising early career scientists who conduct research in the Future Directions Address topics covered in 2021. During our award ceremony, awardees give TED Talk-style presentations about their work. The Future Directions Launch Award serves as a capstone to the academic training of its recipients—a signal to the field and larger public that they are ready to enter academia and begin independent research careers. To learn more about the previous winners of the Future Directions Launch Award, please visit our website

Workshop Materials[edit | edit source]
Notes[edit | edit source]
Click "Expand" for notes

Joseph DeLuca - Grade Level and Self-Concept Clarity Influence the Relation between Mental Health Stigma and Help-Seeking Intentionsfor High School Students: A Moderated Moderation Analysis

  • Many children and teens who suffer from mental illness do not receive treatment due to stigma
  • Mental health stigma is perpetuated by the media, and it may be on the rise
  • There is a gap between public perception and reality, that the mass majority of those who suffer from mental illness are non-violent and recovery is possible
  • Mental health stigma can be even more damaging for children, as their sense of identity is not yet developed
  • Many adolescents endorse beliefs in mental health stigma and fear negative reaction from friends and family if they were to develop mental illness
  • Intervention reduced negative stereotypes, improved knowledge on mental health, and reduced anticipated risk of disclosing mental illness

Hannah Lawrence - Suicidal Mental Imagery and Risk for Suicide Attempts in Two Samples

  • Some people think only in verbal mental sentences, others use pictures/movies/
  • Many people also experience mental imagery when feeling distressed
  • In clinical settings, patients are only asked about verbal cognitions
  • Experiment tests whether rumination may be even more highly associated with depressive symptom severity, when individuals tend to ruminate in the form of mental imagery compared to verbal
  • Rumination was even more highly associated with depressive symptom severity for adults who ruminate it in the form of mental imagery, or both mental imagery and verbal thought, compared to verbal thought alone
  • May also be associated with suicidal thoughts/ideation
  • Next steps are to design an intervention that addresses both mental imagery and verbal thought

Kelsey Ramsey - Urge Intolerance Predicts Impairment Among Youth With Chronic Tic Disorders

  • Children with Tourette’s and Tic Disorders have urges that occur before tics and are relieved by tics
  • Evidence-based treatment is not always effective for reducing harmful behavior
  • Emotions play a large role in the expression of tics and may interfere with patients’ ability to implement behavior therapy skills
  • Additional therapeutic skills addressing emotion must be incorporated in evidence-based treatment
  • Distress tolerance may be a way to target promontory urge among individuals with tic disorders

Anna Vannucci - Identifying Attributes of Caregiving-Related Early Adversities Associated with Risk forElevated Psychopathology Behaviors During Childhood

  • 95% of young adults use social media daily
  • Surprisingly not a large amount of research on the link between anxiety and social media
  • Experiment found the amount of time spent on social media and amount of anxiety symptoms to be related/functional impairments
  • Also found to be associated with risky behaviors
  • Teens using all major social media platforms had higher depressive/anxiety symptoms, delinquent behavior, less social support/friendships
  • Understanding social media use like we do sleep may be helpful (i.e. look at quality)
  • Early caregiving-related experiences may be a predictor of social media use

Day 2: Address[edit | edit source]

Future Directions Address (4:00pm - 6:00pm EST): Future Directions in Brief Interventions for Specific Phobia[edit | edit source]

Dr. Thomas Ollendick, Ph.D.[edit | edit source]

Description[edit | edit source]

Dr. Thomas Ollendick discusses the Future Directions in brief interventions for specific phobia

Workshop Materials[edit | edit source]
Notes[edit | edit source]
Click "Expand" for notes
  • Specific phobias consist of 12.5% of anxiety disorders amongst adolescents in the United States.
    • Followed by social phobia, Post-Traumatic Stress Disorder (PTSD), and Generalized Anxiety Disorder (GAD).
  • Anxiety, behavior, mood, and substance disorders are prevalent and increasing.
  • Specific Phobias (SP) present in adults is usually preceded by SP in childhood.
  • Only 8% of children with SP are receiving treatment.
  • Prevention and treatment of juvenile phobias represent major health complications.
  • Specific phobias can be “gateway disorders.”
    • Gateway to negative outcomes and disorders.
  • Risk factors for etiology of phobic and anxiety disorders are diverse.
    • Genetic factors
    • Temperament
    • Attachment Processes
    • Parental Psychopathology
    • Parenting Practices
    • Learning Experiences
    • Peer Relations - Victimization
  • Behavioral Inhibition
    • Infants are irritable and reactive.
    • Toddlers are shy, fearful, cautious, and withdrawn.
    • Children encounter phobias and separation anxiety.
    • Adolescents experience phobias, social anxiety, generalized anxiety, panic, and depression.
  • Jack Rachman’s three pathway theory on learning experiences.
  • Pathways leading to phobia acquisition:
    • Direct/Classical conditioning
    • Vicarious conditioning
    • Negative Information
  • Direct conditioning
    • Experiencing an event that leads to obtaining a phobia.
      • A dog biting a child’s face, leading to a phobia of unknown dogs later on.
    • 10-15% are related to direct conditioning.
  • Indirect conditioning
    • Phobia forming due to information and observation.
  • Developmental Psychopathology
    • Equifinality
      • Any one given outcome might result from multiple and diverse pathways
    • Multifinality
      • Any one cause or pathway can result in multiple and diverse outcomes
  • Brief CBT Interventions
    • Low intensity interventions (e.g., self-help books, video therapy, etc.)
      • Referred to CBT-Lite.
    • High intensity interventions
      • Modifications of traditional CBT interventions by reducing the number of sessions or the time period of sessions.
      • In other words, therapy is delivered outside typical therapy sessions and house.
      • Referred to CBT-Strong.
  • CBT-Strong
    • Incorporates cognitive challenges and graduated exposure.
    • Congruent with the learning theory, Boulton (1993) demonstrated original feared associations (CS-US pairings) that characterize anxiety can be inhibited by formed CS/non-US pairing.
      • Fear memories are not erased but are inhibited and contextualized by alternative pairings
    • In order for exposure to be effective, it should be delivered in sessions in near proximity and include numerous sessions for new pairings to occur.
  • One session treatment (OST)
    • 3 hour session
    • Treatment with psychoeducation, exposure, participant modeling, cognitive challenges, and reinforcement.
    • Upon the session, a 45-minute meeting is planned for the therapist to perform a brief cognitive-behavior analysis.
  • Exposure In-Vivo/Cognitive Challenges
    • Guiding principle:
      • Child’s catastrophic cognitions concerning what may occur in the presence of the phobic object maintain the phobic response.
  • Participant Modeling/Reinforcement
    • Therapist first demonstrates how to interact with the phobia object.
    • Therapist assists the child to gradually approach the phobic object and overcome fear.
  • Specific Phobias in Children with Autism Spectrum Disorder (ASD).
    • Children with ASD experience difficulties in social interactions along with restricted and repetitive behaviors (i.e., sensory sensitivity)
  • Approximately 30% of children with ASD have a specific phobia with certain studies displaying up to 50%.
    • Up to 84% of children with ASD experience symptoms of one anxiety disorder.
    • The high prevalence may be correlated with the role of sensory sensitivity and fear conditioning.
  • Augmented OST-Standard
    • 3-hour treatment session
    • Limited parent involvement (30 minutes)
    • 15-minute phone calls for four weeks to monitor progress
    • Reminders of reinforcement to children completing exposure tasks
  • Augmented OST-Modified
    • 3-hour treatment sessions
    • Greater parent involvement (2.5 hours)
    • 1-hour in clinic booster session for four weeks following treatment
    • Visual schedule/reminder reinforcement
  • Augmentations for BIT and Standard CBT
    • Self-help treatments
    • Internet interventions
    • Virtual reality approach
    • Attention Bias Modification Training
  • Implications for Assessment
    • Initiating and maintaining factors
    • Developmentally sensitive approaches
      • Cascade model
    • Multiple domains
      • Child factors (e.g., temperament and neurodevelopmental elements)
      • Parent-child factors (e.g., overprotective, modeling)
      • Family factors (e.g., caregiver anxiety, negative information transmission)
      • Peer factors (e.g., vicarious learning, reinforcement)