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Conducting Science in Applied Settings

Institution: University of Calgary

Title: Design and Evaluation of Trans Affirming Clinical Care at the University of Calgary Psychology Training Clinic

PI: Brae Anne McArthur, Ph.D., R.Psych.

Value Added to the Program

Institution: Virginia Tech

Title: Evaluating Program Diversity Competence and Promoting Greater LGBTQ+ Understanding Within a Clinical Science Program

PI: Courtney S. Swanson, M.S.

Innovation in Clinical Science Training

Institution: Barnard College

Title: Disseminating evidence-based training resources for CBT for OCD

PI: Michael Wheaton, Ph.D.

Diversity and Inclusion

Institution: University of North Carolina Greensboro 

Title: Building Culturally Responsive Practices in Latinx Mental Health

PI: Kari M. Eddington


Rutgers University Communicating Clinical Science Training Program: ‘RU Communicating Clinical Science?'
Institution: Rutgers University
Applicant: Jessica L. Hamilton, Ph.D., Evan Kleiman, Ph.D., Edward Selby, Ph.D., and Kathryn Coniglio, M.A.
Track: Innovation in Clinical Science Training

Enhancing the FSU Psychology Clinic's Outreach to the Black Community in Tallahassee, FL
Institution: Florida State University
Applicants Emily Perkins, M.S. Isaac Mirzadegan, B.A., Allison Daurio, M.S., Chloe Bryen, B.A., Keanan Joyner, M.S., Lushna Mehra, B.S., Thomas Joiner, Ph.D., Therese Kemper, Ph.D., and Pamela Keel, Ph.D.

Diversity and Inclusion

Evaluation of the Psychology Undergraduate Mentorship Program for Underrepresented Populations (PUMP-UP)
Institution: West Virginia University
Applicants Gabriella T. Ponzini, M.S., Cecelia I. Nelson, M.S., Erika A. Fenstermacher, M.A., Jeongwi An, M.A., Lindsay Druskin, B.A., Amy Gentzler, Ph.D., Christina L. Duncan, Ph.D., & Shari A. Steinman, Ph.D.
Track: Diversity and Inclusion

Enhancing Education in Evidence Based Assessment of Adolescent Self-Harm, Suicidality and Emotion Regulation Disorders
Institution: Stony Brook Consortium
Applicants: Brittain Mahaffey, Ph.D., Jessica McCurdy, Ph.D., and Angela Turner-Dougherty, Ph.D.
Track: Value-Added to the Program


Protecting Clinical Psyence: Supporting Emerging Clinical Scientists Through the COVID-19 Research Drought
Institution: Florida State University
Applicant: Michael Kofler, Ph.D
Track: Innovation in Clinical Science Training

Enhancing the Implementation of Clinical Science Diversity Training at the University of Maryland, College Park
Institution: University of Maryland, College Park Clinical Psychology Doctoral Program
Applicants: CJ Seitz-Brown, Ph.D., Melanie Arenson, M.S., Lauren Keeley, M.S., Danielle Novick, M.S., and Christina Savage, M.S.
Track: Value-Added to the Program

Expanding a clinical practicum training experience for graduate students to deliver universal DBT skills in an underserved community
Institution: Loma Linda University, Department of Psychology
Applicants Maya Boustani, Ph.D.
Track: Conducting Science in Applied Settings


A Clearinghouse for Effective Treatment Elements
Institution: Coalition for the Advancement and Application of Psychological Science (CAAPS)
Applicant Bethany Teachman, Ph.D.
Track: Innovation in Clinical Science Track

Training in Implementation Science: Using Facilitation to Implement Tobacco Cessation into Routine Mental Health Care
Institution: Clinical Science Program, University of California, Berkeley
Applicants Nancy H. Liu Ph.D., and Peter Soyster, PhD student
Track: Innovation in clinical science training or resources

Implementation of the Sexual and Gender Minority Clinic at the MSU Psychological Clinic: Applying Clinical Science Values to Train Students and Provide Best Practices to the Sexual and Gender Minority Community
Institution: Michigan State University
Applicants Natalie Moser, Ph.D. and Jae Puckett, Ph.D.
Track: Value-Added to the Program

Evaluation of an Online, Evidence-Based Intervention for Transdiagnostic Paranoia in a Community Setting: Cross-Disciplinary Training and Implementation
Institution: Boston University - The Approach Motivation and Participation (AMP) Lab

Jasmine Mote, Ph.D. and Daniel Fulford, Ph.D.

Track: Conducting Science In/On Applied Settings


Conducting science in applied settings

Virginia Tech

Ashley Muskett and Jordan Albright

Improving access to appropriate assessment for children with minimally-verbal autism in rural areas


University of Pennsylvania 

Center for Mental Health Policy and Services Research

Dr. Emily Becker-Haimes

Embedding clinical training into community mental health to expand the reach of evidence-based practices for pediatric anxiety disorders

Innovation in Clinical Science Training

Medical University of South Carolina

Drs. Rosaura Orengo-Aguayo and Regan Stewart

Increasing access to evidence-based trauma treatment for under-served, monolingual Spanish speakers via training in evidence-based practices using interpreter services

Value Added to the Program

Rutgers University

Dr. Shireen Rizvi

Expanding a comprehensive DBT training clinic to treat adolescents and their families 


Conducting science in/on applied settings

University of Miami

Modernizing a training clinic to enhance patient monitoring


Innovation in Clinical Science Training or Resources Track

University of North Carolina

Using Wikiversity and Wikipedia to Increase Global Access to Evidence-Based Assessment in Psychology

Value Added to the Program

Yeshiva University

Training Graduate Students in Parent-Child Interaction Therapy (PCIT): An Opportunity to Increase Accessibility of Evidenced-Based Treatment for Families in the Bronx


University of Rochester 

Bridging the Research-Practice Gap in Adult Clinical Training


Innovation in Clinical Science Training or Resources Track

Suffolk University

Training Doctoral Students in Methods of Dissemination


Conducting Science in/on Applied Settings

New York Presbyterian – Columbia

Expanding the Training and Implementation of Parent-Child Interaction Therapy (PCIT) in

Under-Resourced Settings


University of Buffalo

Community-based Implementation of Parent-Child Interaction Therapy for Families Exposed to Domestic Violence


Conducting science in/on applied settings

University of Southern Mississippi
Integrating Empirically-Supported Treatment into a Boot Camp Program for At-risk Youth


Note: Beginning this year, awards were provided according to one of three specific "tracks." 

Innovation in Clinical Science Training or Resources Track

University of Massachusetts Boston

Integrating science in the provision of evidence-based outreach, prevention, and intervention on an urban, diverse campus: Expanding training opportunities beyond traditional clinical roles for advanced doctoral students

Value-Added to the Program Track

Utah State University

Implementation of a Web-Based Outcome Monitoring System to Improve Training in Clinical Practice and Research

Conducting Science in/on Applied Settings

University of Delaware

Implementing Trauma Focused-Cognitive Behavioral Therapy in a High-Risk Population

The George Washington University

Using Problem-Based Learning to Enhance Community-Focused Clinical Science Training


Ferkauf Graduate School of Psychology, Albert Einstein College of Medicine of Yeshiva University

Improving Practice with Clinical Data

Virginia Polytechnic Institute & State University

Enhancing the integration of science and practice in a rural community clinic through a routine outcome monitoring (ROM) system

University of North Carolina at Chapel Hill

Improving the Dissemination of Evidence Based Assessment Strategies for Common Mental Health Diagnoses


VA San Diego Psychology Service/UCSD Dept of Psychiatry

Disseminating Evidence-Based Transdiagnostic Anxiety-Focused Group Treatment

Goals: provide training to approximately 15 providers, including psychology practicum students, interns, and postdoctoral fellows, across 6 settings in transdiagnostic anxiety-focused group treatment.

University of Mississippi Medical Center, Department of Psychiatry and Human Behavior, Division of Psychology.

Integrating Modular Approaches to Evidence-Based Practice in Internship Training

Goals: develop the infrastructure for interns to use Practicewise, the electronic implementation of the Modular Approach to Therapy for Children with Anxiety, Depression, Trauma or Conduct Problems (MATCH-ADTC), as well as a core set of common clinical outcomes electronically.


Mississippi State University Department of Psychology 

Disseminating and Measuring Empirically Supported Treatments in a Rural Area

Goals: advance a rural clinic that disseminates empirically-supported treatments to underserved patients. The grant will help to (1) provide an increase in technological and material resources available to the clinic; (2) establish an online patient data repository to monitor treatment change; and (3) conduct a supervisory workshop hosted by an in-house clinical supervision expert. The goal of this project is to continue the transition of the clinic from a site that offers primarily testing services to one that can also offer empirically¬≠-supported therapeutic interventions.

Center for Palliative Care at the James Cancer Hospital and Wexner Medical Center at The Ohio State University 

Inpatient psycho-oncology and palliative care distress screening: Utilizing technology to enhance screening, intervention, and outcomes assessment

Goals: purchase a tablet PC to 1) improve the efficiency of patient screening and communication of results and recommendations to other medical team members, 2) refine the distress screening measure, and 3) report on outcomes of the interventions. The clinical data that would be captured using electronic distress screening would allow us to better understand the areas of psychological distress experienced by palliative care inpatients and enhance our ability to modify and target psychological interventions to address patient distress.

University of Rhode Island Department of Psychology

Enhancing therapy and clinical training through evidence-based assessment of psychotherapy progress and outcomes: A three-pronged plan.

Goals: 1) To increase graduate student knowledge and understanding of issues related to the empirically-based assessment of psychotherapy progress and outcomes, we will invite one or more experts in the assessment of therapy progress and outcomes to campus. 2) To identify a group of psychometrically strong and culturally-sensitive assessment measures which meet the needs of the therapists and clients. 3) To develop a database for use in the assessment of treatment progress and outcome useful at both the level of the individual and the group (clinic). 

Texas A&M University Psychology Clinic & Clinical Psychology Doctoral Program

Marrying Clinical Practice & Research at Training Clinics: Real-Time Feedback on Client Psychotherapy Outcome

Goals: integrate routine treatment monitoring through evidence-based assessment to track treatment progress and provide real-time feedback to student therapists and their supervisors on client’s psychotherapy outcome.


George Mason University, Department of Psychology

Clinical Science in Practice: Creating a Sustainable Research Database

Purpose:  The award will be used to support a graduate student to develop a computer database that will serve both to monitor clinical
outcomes and as a research database at the departments’ Center for Psychological Services.

Tampa VA Hospital

Provision of Empirically Valid Clinical Supervision

Purpose: The award will be used to develop and evaluate a region-wide training program in competency-based supervision of clinical
psychology trainees.

Northwestern University Feinberg School of Medicine, Department of
Psychiatry and Behavioral Sciences, Division of Psychology

Integrating the Evidence-Based Practice Process into the Training of Clinical Psychologists

Purpose: The award will be used to develop the infrastructure for students to collect outcome data by purchasing two tablet computers
(e.g., iPad) that patients will use in the clinic waiting room. The funds will also be used to educate students in the measurement
technology used by PROMIS ( to assess clinical outcomes.