Handbook of Clinical Interviewing with Children
Publication Year: 2007
The Handbook of Clinical Interviewing with Children is one of three interrelated handbooks on the topic of interviewing for specific populations. It presents a combination of theory and practice plus concern with diagnostic entities for readers who work, or one day will work, with children (and their parents and teachers) in clinical settings. The volume begins with general issues (structured versus unstructured interview strategies, developmental issues when working with children, writing up the intake interview, etc.), moves to a section on major disorders with special relevance for child populations (conduct disorders, attention-deficit hyperactivity disorder, learning disorders, etc.), and concludes with a section addressing special populations.
- Front Matter
- Back Matter
- Subject Index
Part I: General Issues
- Chapter 1: Overview of Interviewing Strategies with Children, Parents, and Teachers
- Chapter 2: Unstructured Interviewing
- Chapter 3: Structured and Semistructured Diagnostic Interviews
- Chapter 4: Developmental Issues
- Chapter 5: Mental Status Examination: A Comprehensive Multicultural, Developmental Approach
- Chapter 6: Multicultural and Diversity Issues
- Chapter 7: Dealing with School Systems and Teachers
- Chapter 8: Selecting Treatment Targets and Referrals
- Chapter 9: Writing Up the Intake Interview
Part II: Specific Disorders
- Chapter 10: Depressive Disorders
- Chapter 11: Anxiety Disorders
- Chapter 12: Posttraumatic Stress Disorder
- Chapter 13: Pervasive Developmental Disorders
- Chapter 14: Oppositional Defiant Disorder and Conduct Disorder
- Chapter 15: Learning, Motor, and Communication Disorders
- Chapter 16: Attention-Deficit/Hyperactivity Disorder
- Chapter 17: Eating Disorders
- Chapter 18: Substance Use Disorders
- Chapter 19: Schizophrenia
Part III: Special Populations and Issues
Copyright © 2007 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
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Library of Congress Cataloging-in-Publication Data
Handbook of clinical interviewing with children/editors, Michel Hersen and Jay C. Thomas.
Includes bibliographical references and index.
ISBN 978-1-4129-1718-6 (cloth : alk. paper)
1. Interviewing in child psychiatry. 2. Mental illness—Diagnosis. 3. Interviewing in mental health.
I. Hersen, Michel. II. Thomas, Jay C., 1951-
[DNLM: 1. Interview, Psychological—methods. 2. Child. 3. Mental Disorders—diagnosis. WS 105 H2357 2007]
This book is printed on acid-free paper.
07 08 09 10 11 10 9 8 7 6 5 4 3 2 1
Acquisitions Editor: Cheri Dellelo
Editorial Assistant: Anna Mesick
Project Editor: Tracy Alpern
Copy Editor: Carla Freeman
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Sally Jaskold
Cover Designer: Edgar Abarca
Marketing Associate: Amberlyn Erzinger
The Handbook of Clinical Interviewing With Children and the companion Handbook of Clinical Interviewing With Adults have been designed by the editors to be the most comprehensive work in the area published to date. Indeed, in our review of existing literature on interviewing, we were not able to find any comparable work of this magnitude and scope. Thus, we see these two volumes as a pragmatic resource for interviewers, in general, and as a specific resource to be used by course instructors for teaching clinical interviewing with adults and children.
The Handbook of Clinical Interviewing With Children is organized into three parts: Part I: General Issues, Part II: Specific Disorders, and Part III: Special Populations and Issues. The three parts of this volume were specifically selected to deal, respectively, with the general and theoretical, the pragmatic with respect to diagnostic entities, and the more unusual with respect to special populations. Part I, “General Issues,” includes nine chapters: Overview of Interviewing Strategies, Unstructured Interviewing, Structured and Semistructured Diagnostic Interviews, Developmental Issues, Mental Status Examination, Multicultural and Diversity Issues, Dealing With School Systems and Teachers, Selecting Treatment Targets and Referrals, and Writing Up the Intake Interview. Part II, “Specific Disorders,” includes 10 chapters, with a generally consistent format across chapters to the extent possible, as dictated by the relevant data, including sections on Description of the Disorder or Problem, Interviewing Strategies, Interviewing Obstacles and Solutions, Interviewing Parents and Teachers, Case Illustration, Multicultural and Diversity Issues, Differential Diagnosis and Behavioral Assessment, Selection of Treatment Targets and Referral, and a Summary. This approach was designed to serve as a pedagogic tool and, we believe, should facilitate the work of both teachers and students, given its pragmatic focus. None of the competing volumes on child interviewing handles the material in this fashion. Finally, in Part III, “Special Populations and Issues,” topics given short shrift in all prior books on the topic are presented in five chapters: Neglected, Physically Abused, and Sexually Abused Children; Habit Disorders: Tics, Trichotillomania; Juvenile Firesetting; Enuresis and Encopresis; and Sleep Disorders.
Recognizing that instructors using this handbook may decide to assign selected chapters to their students due to course requirements and time limitations, we have not attempted to remove any minor duplication of material that may occur across chapters. To the contrary, for the specific disorders and problems and special topics, we see each chapter as representing the most up-to-date thinking in the area with respect to interviewing strategies.
Many individuals have contributed to the fruition of this handbook. First, we thank our eminent contributors, who agreed to share their expertise with us. Second, we thank Linda James and Carole Londer'©e for their invaluable editorial assistance and sense of timing. Third, we thank Cynthia Polance, Heidi Meeke, and Christopher Brown for their assistance with the indices. And finally, we thank the editorial staff at Sage Publications for all of their efforts. In particular, the inestimable contribution of our copy editor, Carla Freeman, has earned our appreciation beyond words.
About the Editors[Page 477]
Michel Hersen, PhD (SUNY-Buffalo, 1966), is Professor and Dean of the School of Professional Psychology at Pacific University and a Clinical Professor in the Department of Psychiatry at the Oregon Health Sciences University. His research interests include assessment and treatment of older adults, behavioral assessment and treatment of children, single-case research, and administration. He is a fellow of Division 12 (Clinical Psychology) of the American Psychological Association and the American Board of Medical Psychotherapists and Psychodiagnosticians, which awarded him their Lifetime Achievement Award, and is a past president of the Association for Advancement of Behavior Therapy. He has held editorships with nine journals, including Clinical Case Studies, Behavior Modification, Clinical Psychology Review, and the Journal of Anxiety Disorders. He has edited or authored 223 papers and 128 books, including many classic reference volumes.
Jay C. Thomas, PhD (University of Akron, 1981), American Board of Professional Psychology, is Professor and Program Director of Counseling Psychology in the School of Professional Psychology at Pacific University. His research interests include applied research methodology, psychometrics, career and life development, and behavioral change. He is a member of the American Psychological Association, American Psychological Society, and the American Statistical Association. He has authored numerous research papers and book chapters and has edited several books, including Understanding Research in Clinical and Counseling Psychology and the Comprehensive Handbook of Personality and Psychopathology.
About the Contributors[Page 478]
Amanda C. Adcock, MS, is a graduate student in the Clinical Psychology Program at the University of North Texas. Her professional interests are in the assessment of experiential avoidance, valuing, and mindfulness, as well as behavioral and values-oriented treatment approaches.
Maureen A. Allwood, PhD (University of Missouri-Columbia, 2005), is a Postdoctoral Research Fellow at Brown Medical School and Rhode Island Hospital. Her graduate school research focused on child and adolescent posttraumatic stress disorder (PTSD) and other responses to violent trauma exposure, including externalizing behaviors. She has coauthored scientific journal articles on the topics of children's response to violent trauma, the relations between PTSD symptoms and attention problems in children, as well as the integration of science and practice in clinical training.
Debora J. Bell, PhD (West Virginia University, 1989), completed her clinical internship at Western Psychiatric Institute and Clinic and is currently Associate Professor, Department of Psychological Sciences, University of Missouri-Columbia. She serves as Director of Clinical Training and Associate Chair of Clinical Science at MU and directs the MU Psychological Services Clinic. Her primary research interests focus on social-cognitive and socioaffective aspects of child anxiety and depression. She has authored numerous conference presentations, book chapters, and scientific journal articles on child anxiety, depression, and trauma.
Scott Bethay is a graduate student in clinical psychology at the University of Mississippi. His research interests include child psychopathology and applied behavior analysis.
Jessica Bolton is a student in the Clinical Psychology Doctoral Program at Pacific University School of Professional Psychology. Her primary focus is child clinical psychology. Past experiences with children include working in educational settings, inpatient settings, and various volunteer positions as a camp counselor and group facilitator. Current interests include school-based mental health needs assessment and program development.
Alison Brodhagen is a doctoral student in clinical psychology in the School of Professional Psychology at Pacific University. She is currently completing her predoctoral internship in New Haven, Connecticut, at the Clifford Beers Clinic and the Posttraumatic Stress Center, both of which specialize in treating individuals and families who have been exposed to traumatic events. Her research interests include resilience following trauma, with a particular focus on dispositional optimism.
Lisa Roberts Christiansen, PsyD, is an Assistant Professor at Pacific University School of Professional Psychology. Her primary focus is assessment. She is a licensed psychologist in the state of Oregon and has evaluated children and adolescents in outpatient and inpatient settings.
Lara Delmolino, PhD, is a Research Assistant Professor at the Graduate School of Applied and Professional Psychology and also serves as the Assistant Director for the Douglass Developmental Disabilities Center, both at Rutgers, the State University of New Jersey. She participates in clinical work and applied research in the field of autism and teaches graduate courses in applied behavior analysis. Her interests include diagnosis, treatment outcome, [Page 479]and best practices in intervention for individuals with autism.
Stephanie A. Devore is an undergraduate psychology major at the University of Nevada, Las Vegas. She is also a research assistant in a federal grant funded by the National Institute on Drug Abuse to develop and formally evaluate treatments for substance-abusing mothers who have been founded for child maltreatment.
Sean Dodge is a doctoral student at the School of Professional Psychology at Pacific University in Hillsboro, Oregon. He earned his bachelor's degree from Westminster College in Salt Lake City, Utah. He has clinical experience working with adolescents and their families in residential settings. His primary areas of interest include individual therapy and assessment with adolescents.
Brad C. Donohue, PhD, is an Associate Professor at the University of Nevada, Las Vegas (UNLV). He is the director of the Achievement Center at UNLV. His primary research interests include the development and evaluation of cognitive-behavioral treatment programs targeting substance abuse, child maltreatment, and conduct disorders. He has directed projects funded by NIDA, NIMH, and SAMHSA. He is currently involved in three projects: a clinical outcome study involving concurrent HIV prevention and treatment for child-neglecting and drug-abusing mothers and their families, a clinical trial involving violence prevention within school context, and determining best practices relevant to teaching community counselors to utilize evidence-based adolescent drug abuse treatments.
Melissa Fiorito is a doctoral candidate at Seton Hall University in South Orange, New Jersey. She received her Educational Specialist degree in Mental Health Counseling from Seton Hall University and a bachelor's degree from the University of Delaware. Her research and career interests have predominantly focused on pediatric neuropsychology. She has presented at several local and national conferences and has been an active member of a research project investigating the relationship between fatigue and learning processes in children and adults. She recently completed an international practicum in Trinidad, working with developmentally delayed children and adults. She had training in neuropsychological assessment at New York University Epilepsy Center and is currently completing a practicum placement at Hackensack University Medical Center, working with children and families, and Bellevue Hospital Center Traumatic Brain Injury Unit.
Kate E. Fiske is an advanced doctoral candidate in Clinical Psychology at Rutgers, the State University of New Jersey. She has served as both a teacher and a behavior consultant for children with autism over the past 8 years and currently works as the Research Coordinator at the Douglass Developmental Disabilities Center at Rutgers. Her research interests include the development of pretense in children with autism as well as the unique experiences of parents and siblings of individuals with autism.
Christopher A. Flessner is a doctoral student in Clinical Psychology at the University of Wisconsin-Milwaukee. He received his master's degree in Clinical Psychology at North Dakota State University. His primary areas of research interest are in the study of tic disorders, trichotillomania, and other obsessive-compulsive spectrum disorders in both children and adults. His current research focuses on the examination of possible subtypes of hair pulling in individuals with trichotillomania and phenomenological similarities between various obsessive-compulsive spectrum disorders.
Elizabeth Rehberg Gaebler is a graduate student in the School Psychology Program at the University of Wisconsin-Madison.
Alan M. Gross is a professor of psychology and director of clinical training at the University of Mississippi. His research interests focus on dating violence and behavior disorders in children.
Michael L. Handwerk, PhD, is the Director of Clinical Services, Research, & Internship Training at Girls and Boys Town, a large child care organization. He received his PhD from the University of Texas at Austin. Dr. Handwerk oversees the APA-approved internship program, the pediatric outpatient clinic, an assessment center, and the substance abuse program. He has published over 25 articles and chapters on the assessment and treatment of child and adolescents. Currently, he is conducting research on the utilization of [Page 480]psychotropic medication in residential care, the potential iatrogenic effects of group intervention, the relationship between therapeutic alliance and outcomes for children in residential care, and the effectiveness of clinical interventions for externalizing problems.
Sandra L. Harris, PhD, is a Board of Governors Distinguished Service Professor at Rutgers, the State University of New Jersey. She is the Executive Director and founder of the Douglass Developmental Disabilities Center at Rutgers and in that role has been involved in a range of research and other scholarly projects, as well as writing a series of books for parents and teachers on the fundamentals of applied behavior analysis (ABA) and on the experiences of siblings of children who have a brother or sister on the autism spectrum. She gives talks nationally and internationally to promote the use of ABA in educating children, adolescents, and adults with autism.
Heather H. Hill is a graduate student in the University of Nevada, Las Vegas Clinical Psychology PhD program. She is currently Program Coordinator for an R01 NIDA-funded controlled clinical trial involving concurrent drug abuse treatment and HIV prevention in child-neglecting mothers. In addition, she has several publications in the areas of child maltreatment and drug abuse.
Elizabeth B. Holmberg is a James B. Duke Scholar in the Clinical Psychology Doctoral program at Duke University. She received her BA (2003) from Duke, where she examined emotional responses to aesthetic works. Her research currently assesses racial and gender differences in the trajectory of substance use across the life course and its implications for academic achievement and occupational prestige.
Jason T. Hurwitz, MS, is a dissertator in the APA- and NASP-accredited School Psychology Program at the University of Wisconsin-Madison, where he received his master's degree. His research interests include prevention, problem-solving consultation, and program evaluation. Jason is also a project assistant on a U.S. Department of Education research grant. He recently completed his predoctoral internship at the Waisman Center, where he assisted in the interdisciplinary assessment of young children with developmental disabilities, and at Rogers Memorial Hospital, where he helped treat adolescents with obsessive-compulsive disorder. He also taught for 3 years in Grades K-12 at public schools in California and Japan.
Christy Jayne is a graduate student in clinical psychology at the University of Mississippi. Her research interests focus on nutrition and physical activity in children.
Danielle T. Knatz is a doctoral candidate in clinical psychology at the University of Nevada, Las Vegas. She received her master's degree in psychology from New York University. Her research and clinical interests focus on neuropsychological functioning in adults and children, and specifically the functional consequences of neurocognitive deficits.
Thomas R. Kratochwill, PhD, is Sears-Bascom Professor at the University of Wisconsin-Madison and Director of the School Psychology Program. He is also Director of the Educational and Psychological Training Center, an interdisciplinary unit for clinical and applied training, and Codirector of the Child and Adolescent Mental Health and Education Resource Center. He is the author of over 200 journal articles and book chapters, has written or edited over 30 books, and has made over 300 professional presentations. He was selected as the founding editor of the APA Division 16 journal School Psychology Quarterly, serving from 1984 to 1992. He is past President of the Society for the Study of School Psychology and Cochair of the Task Force on Evidence-Based Interventions in School Psychology.
Brett R. Kuhn, PhD, CBSM, earned his doctorate in clinical psychology from Oklahoma State University before completing a clinical internship at the Medical University of South Carolina. He is a licensed psychologist and Associate Professor of Pediatrics at the University of Nebraska Medical Center (UNMC). He is certified in behavioral sleep medicine by the American Academy of Sleep Medicine, directed the Pediatric Sleep Clinic at UNMC for 12 years, and recently joined the Pediatric Sleep Medicine Clinic at Children's Hospital in Omaha. He has served on the editorial board for Behavioral Sleep Medicine since its inception. He has published over 30 professional journal articles and book [Page 481]chapters on children's behavioral health issues, including sleep problems, elimination disorders, and disruptive behavior.
Robert H. LaRue is an Assistant Research Professor at the Graduate School of Applied and Professional Psychology at Rutgers University. He is the Assistant Director of Research & Training at the Douglass Developmental Disabilities Center. He earned a dual doctorate in biological and school psychology from Louisiana State University. He completed his predoctoral internship with the Kennedy Krieger Institute at Johns Hopkins University and a postdoctoral fellowship with the Marcus Institute at Emory University. He has coauthored published articles in peer-reviewed journals and presented at national and international conferences. His interests include the assessment and treatment of maladaptive behavior, staff and teacher training, and behavioral pharmacology.
Susan Tinsley Li, PhD, is an associate professor in the School of Professional Psychology at Pacific University, where she teaches in the clinical psychology doctoral program and the counseling psychology master's program. Dr. Li obtained her degree in clinical psychology from Arizona State University in 1997, with emphases in child/adolescent psychology and minority mental health. She completed an APA-approved internship at the University of Miami School of Medicine/Jackson Memorial Hospital and a postdoctoral fellowship at Barrow Neurological Institute. Prior to her work at Pacific, Dr. Li was a faculty member at Loyola University Chicago.
Rachel L. Loewy, PhD, received an MA in psychology from the University of Pennsylvania and a PhD in clinical psychology from the University of California, Los Angeles. Her research focuses on assessment and intervention with adolescents and young adults in the early phase of psychotic disorders. She has extensive experience in psychodiagnostic interviewing with adolescents suffering from psychotic spectrum disorders. She is currently an Adjunct Assistant Professor in the Department of Psychiatry at the University of California, San Francisco.
Michelle Heffner Macera completed a PhD in clinical psychology from West Virginia University. She is first author of The Anorexia Workbook and has published several case studies, empirical research, and book chapters on eating disorder assessment and treatment. She is employed at the Center for Hope of the Sierras, an eating disorder residential treatment center in Reno, Nevada.
Jennifer Magneson, MA (Pacific University, 2004), is a graduate student at Pacific University, School of Professional Psychology, in Portland, Oregon. She is currently employed as a school psychologist with the Northwest Regional Education Service District in Hillsboro, Oregon, and is completing her practicum requirements at the Clark County Juvenile Court in Vancouver, Washington. Her main interests include assessment and treatment of severely emotionally disturbed children.
Megan Martins is a doctoral student in clinical psychology at Rutgers, The State University of New Jersey. She is presently completing her internship in the developmental disabilities track at the Semel Institute for Neuroscience and Human Behavior at UCLA. Her research interests include evaluating treatment outcome and social skills interventions for children with autism and developing supports for families of individuals with developmental disabilities.
Brian P. Marx, PhD, is a staff psychologist at the National Center for Posttraumatic Stress Disorder (PTSD) at the VA Boston Healthcare System. Prior to joining the National Center for PTSD, he was Associate Professor of Psychology at Temple University. He received his PhD from the University of Mississippi in 1996 and completed his internship at the University of Mississippi Medical Center/Jackson VAMC Consortium. He has published one book and over 50 articles and book chapters, primarily on sexual assault, psychological trauma, and PTSD.
Michael W. Mellon, PhD, is a consultant and pediatric psychologist in the Department of Psychiatry and Psychology at the Mayo Clinic. He earned his PhD from the University of Memphis and completed an internship at the University of Mississippi Medical Center. He is the codirector of the Mayo Clinic-Dana Child Development and Learning Disorders Program, and Director of the Enuresis and Encopresis Clinic. He has published and presented papers at national conferences in the areas of behavioral treatments for enuresis and encopresis. Recent research activities include a current status assessment of adults previously [Page 482]identified as learning disabled and/or ADHD, psychosocial characteristics of ADHD children undergoing social skills training, and predictors of outcome in conditioning treatment of primary nocturnal enuresis.
Bethany Michel received a bachelor's degree in psychology from Stanford University and is currently a graduate student in the Experimental Psychopathology and Clinical Psychology Program in the Department of Psychology at Harvard University.
Catherine Miller, PhD, received her doctoral degree from West Virginia University in Morgantown, West Virginia, in 1993. She has worked at a state hospital, a community mental health center, a court clinic, and in private practice and has been licensed in four states. She currently is an Associate Professor and the Director of Academic Issues at the School of Professional Psychology at Pacific University in Forest Grove, Oregon, where she has been working since 1999. She teaches courses in ethics, juvenile forensics, and child treatment, and she supervises graduate students at the school's in-house training clinic.
J. Scott Mizes, PhD, is a Professor of Behavioral Medicine and Psychiatry, West Virginia University School of Medicine, and Director of the Eating, Body Image, and Weight Disorders Clinic. He is a Diplomate in Clinical Psychology, American Board of Professional Psychology; Fellow of the Academy of Eating Disorders; and Fellow of the American Psychological Association (Divisions of Clinical Psychology and of Health Psychology). For many years, he was a member of the Eating Disorders Research Society. He is the author and developer of the Mizes Anorectic Cognitions questionnaire and coedited a book on the treatment of eating disorders: K. J. Miller & J. S. Mizes (Eds.), Comparative Treatments of Eating Disorders. New York: Springer, 2000.
Matthew K. Nock, PhD, is Assistant Professor of Psychology and Director of the Laboratory for Clinical and Developmental Research in the Department of Psychology at Harvard University, where he also teaches courses on statistics, research methodology, and self-injurious behaviors. He received his MS (2000), M. Phil. (2001), and PhD (2003) in psychology from Yale University and completed his clinical internship at the NYU Child Study Center-Bellevue Hospital Center. His research focuses primarily on the etiology, assessment, and treatment of self-injurious and aggressive behaviors.
William H. O'Brien is an Associate Professor in the Clinical Psychology Training Program at Bowling Green State University. He is board certified in Behavioral Psychology by the American Board of Professional Psychology and is a Fellow in the American Academy of Behavioral Psychology. His research and clinical interests center on cognitive-behavioral assessment and clinical psychophysiology. He has published a number of articles and chapters on behavioral assessment, functional analysis, clinical decision making, and the assessment and treatment of psychophysiological disorders.
Laura Palmer, PhD, a licensed psychologist, is a tenured Associate Professor and Chair of the Professional Psychology and Family Therapy Department and Director of Training for the PhD Program in Counseling Psychology at Seton Hall University, S. Orange, New Jersey. She is President-Elect of the New Jersey Psychological Association and a past chair of the Council of Counseling Psychology Training Programs. She has worked in the field of pediatric mental health services since 1980. Her research activities include the investigation of emotional and neurocognitive sequelae of trauma, the neuropsychology of learning disabilities, and the role of fatigue and stress in learning processes in learning-disabled children and college students. She also maintains a private practice in Madison, New Jersey.
Valerie I. Photos, MA, is a doctoral student in clinical psychology at Harvard University. She received her BA (2003) in human development and psychology from The University of Chicago. Her research interests include the study of risk factors (e.g., cognitive, affective, and social deficits) among young adults who engage in aggressive, self-injurious, or suicidal behaviors. She is also interested in the evaluation and implementation of policy related to the treatment of severe mental illness and the prevention of self-injury and violence.
David Reitman, PhD, is an Associate Professor at the Nova Southeastern University (NSU) Center for Psychological Studies. He received his doctoral degree from the University of Mississippi in 1995 and served as an Assistant Professor of Psychology [Page 483]at Louisiana State University before coming to NSU in 2001. Dr. Reitman is the author of over 30 scholarly publications concerned with child and adolescent behavior problems, parenting, and behavioral assessment and therapy. He serves on the editorial boards of several journals and recently coedited the book Practitioner's Guide to Empirically Based Measures of School Behavior. He has served as a consultant to numerous and diverse agencies concerned with the welfare of children. He is presently the director of the ADHD Assessment, Consultation, and Treatment program (AACT) at the NSU Center for Psychological Studies.
Yasmin Rey, MS, is a doctoral student in Life Span Developmental Science at Florida International University, in Miami, Florida. She is presently involved in research at the Child Anxiety and Phobia Program at Florida International University. She is working toward a career in academia in which she can continue her research on Latino youth and families, focusing on internalizing problems in this population. She also serves as student representative of APA Division 53 (Society of Clinical Child and Adolescent Psychology).
Benson Schaeffer, PhD, received his doctorate from UCLA; taught in the Psychology Department, University of Oregon, Eugene, from September 1966 to June 1980; and was a Research Psychologist for 2 years in the Cognitive Neuropsychology Laboratory at Good Samaritan Hospital, Portland, Oregon. He was licensed in 1975 and has been in private practice in Portland since March 1982. He has published research and chapters about language instruction for children with autism, counseling families with children with seizure disorders, attention deficits and learning disabilities in the workplace, concept and number development in children, and adult semantic memory. He specializes in child clinical neuropsychology, consults to treatment programs and school districts, and teaches assessment and supervises research at the School of Professional Psychology, Pacific University.
Wendy K. Silverman, PhD, American Board of Professional Psychology, is Professor of Psychology at Florida International University in Miami. She is the recipient of several grants from the National Institute of Mental Health aimed at developing and evaluating psychosocial treatments for anxiety disorders in children. She has published four books on the topic of children and anxiety disorders and more than 150 scientific articles and book chapters. She is the former editor of the Journal of Clinical Child and Adolescent Psychology, current associate editor of the Journal of Consulting and Clinical Psychology, and president of the American Psychological Association Division 53, Society of Clinical Child and Adolescent Psychology. She also serves on the child intervention NIMH review panel.
Rachel E. Simmons is currently a graduate student in the Clinical Psychology Doctoral program at the University of Nevada, Las Vegas (UNLV), where she earned a bachelor of arts degree in psychology. Her current research interests include investigating multicultural issues inherent in resistance to therapy and designing culturally competent interventions. While still an undergraduate, she was employed by a research facility, where she worked on numerous pharmaceutical studies of ADHD as a research assistant, behavioral rater, and study coordinator. Key among these studies were a Phase 2, randomized crossover study of adults with ADHD and several analog classroom design studies for children with the disorder.
Michael Slavkin, PhD, was the founder and first President of the Vanderburgh County Juvenile Firesetter Task Force in Vanderburgh County, Indiana. He has worked with over 1,000 firesetters and their families during the past 15 years. He received his PhD in educational psychology, with an emphasis in development and learning, cognition, and instruction, from Indiana University-Bloomington. His is the father of two beautiful children and husband to a patient high school special education teacher!
Jose M. Soler-Baillo is a graduate student in clinical psychology at Temple University. He earned his BS from the University of Florida and worked for 2 years at the Center for the Study of Emotion and Attention, where he developed interests in psychophysiological processes and anxiety. He earned a Minority Fellowship Award from the APA and has coauthored papers on risk assessment and psychophysiological reactivity among survivors of sexual assault. He is also interested in the impact of personal choice, responsibility, and decision making in psychotherapy.
[Page 484]Tracy Tabaczynski is a doctoral student at Bowling Green State University in cognitive psychology, with an emphasis on psycholinguistics. She received a degree in semiotics from Brown University. Her research interests include children's language development and cognitive processes in psychopathology. She has published and presented papers in the areas of information processing and the derivation of meaning from written works and the media. She has also worked in clinical contexts as an interviewer and psychological assessor of preschool children in the Head Start Program.
Laura J. Tagliareni is a doctoral student in the Counseling Psychology PhD program in the Professional Psychology and Family Therapy Department at Seton Hall University. She received her undergraduate degree from Pennsylvania State University and her master's degree from Seton Hall. Her focus in pediatric neuropsychology has led to clinical experiences, including neuropsychological assessment of oncology and hematology patients, sexually and physically abused children, and autistic children. She has also had international clinical experience with severely disabled children and adolescents. Her research interests include executive functioning in cancer survivors, emotional and cognitive functioning in learning-disabled students, neurocognitive deficits in sickle cell anemia patients, and current trends in feminism.
Manuela Villa, MS, is a doctoral candidate at Nova Southeastern University's (NSU) Center for Psychological Studies. Her interests are in child and adolescent behavior problems and the influence of culture on perceptions of psychopathology.
Christina L. Wilder received her bachelor's degree in psychology from Virginia Commonwealth University in 2000. She moved to Portland, Oregon, to attend graduate school in 2002. She received a master's degree in Clinical Psychology in 2004, and she is in the process of completing a doctorate degree from Pacific University. Her primary research interest is factors, such as abuse, which may contribute to the development and the perpetuation of severe behavior problems among children and adolescents.
Deborah Wise, PhD, received her doctorate in clinical psychology from the University of Missouri-St. Louis. She completed her predoctoral internship at the Boston Consortium, where she worked at the National Center for Posttraumatic Stress Disorder with male and female veterans, and at the Boston Medical Center, where she worked with children and adolescents with histories of traumatic events. She previously worked at the Children's Advocacy Service of Greater St. Louis, where she engaged in research and clinical work with sexually abused children and adolescents. She is currently an Assistant Professor at the Pacific University School of Professional Psychology and works in private practice. Her clinical interests include cognitive behavioral therapies for children, adolescents, and adults who have experienced traumatic events. Her recent research has been on posttraumatic stress disorder among children who have been abused and vicarious traumatization among therapists and caseworkers who work with sexually abused children.
Doug Woods received his PhD in Clinical Psychology from Western Michigan University in 1999. He is an expert in the assessment and treatment of tic disorders and trichotillomania and is currently an Associate Professor and Director of Clinical Training at the University of Wisconsin-Milwaukee. He has authored or coauthored over 90 papers and chapters and has edited two books describing behavioral interventions for tic disorders, trichotillomania, and other repetitive behavior problems. He has presented his work nationally and internationally with over 100 conference presentations and numerous invited talks. He is a member of the Tourette Syndrome Association Medical Advisory Board and serves on the Scientific Advisory Board of the Trichotillomania Learning Center.
Cindy M. Yee-Bradbury, PhD, received her doctorate in clinical psychology from the University of Illinois at Urbana-Champaign. She is an Associate Professor in the Department of Psychology and in the Department of Psychiatry and Bio-behavioral Sciences at the University of California, Los Angeles. Her research interests include schizophrenia, ranging from the prodromal and first episode to chronic phases of the illness; neurocognitive and emotional abnormalities; stress; attention; and clinical neuroscience.