Dr. Bearman's research focuses on the dissemination and implementation of empirically supported practices (ESPs) for underserved youth in community settings. Her research examines the processes and contexts that promote and support the effective use and sustainability of ESPs, with particular focus on treatment redesign, training and supervision, and the use of non-traditional providers and settings to increase ESP access. Dr. Bearman also has many years of experience in the development, testing, and dissemination of effective treatments for youth. She provides both clinical supervision and national trainings for therapists in the use of empirically supported practices for anxiety, depression, disruptive conduct and traumatic stress.
Ph.D. in Clinical Psychology, The University of Texas at Austin, 2005
M.A. in Clinical Psychology, The University of Texas at Austin, 2001
B.A. in English Literature, Psychology, Kenyon College, 1997
Dr. Bearman's current research interests center on four main agenda: 1) Using consumer feedback, practice-based evidence, and the existing evidence base to adapt or redesign interventions for better fit in usual care contexts where children and families receive services 2) Identifying training and supervision processes that foster the adoption, implementation, and sustainability of empirically supported interventions for youth 3) The role of treatment integrity (adherence, competence, and differentiation) in the effectiveness of youth interventions and 4) The use of non-traditional providers and settings to increase access to effective interventions. Dr. Bearman has specific expertise in empirically supported interventions for youth with depression, anxiety, conduct disorders and traumatic stress; dissemination and implementation science; observational behavioral coding systems to assess therapy and supervision process; and mixed-methods approaches to research, including experimental and quasi-experimental design, qualitative and community participatory research, and longitudinal risk factor modeling. Dr. Bearman has also worked with community partners in a number of different child service contexts, including schools, clinics, and child welfare agencies.
Weisz, J.R.., Bearman, S.K,., Santucci, L.. & Jensen-Doss, A.M.. (2017). A principle-guided approach to transdiagnostic youth psychotherapy: Initial trial of an efficient "first course" in evidence-based practice.. Journal of Clinical Child & Adolescent Psychology, 46(1), 44–58. doi:DOI:10.1080/15374416.2016.1163708.
Bearman, S.K.., Schneiderman, R.L.. & Zoloth, E.. (2017). Building an evidence base for effective supervision practices: An analogue experiment of supervision to increase EBT fidelity. Administration and Policy in Mental Health and Mental Health Services Research, 44(2), 293–307.
Shernoff, E.S.., Bearman, S.K.. & Kratochwill, T.R.. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219–232.
Bearman, S.K.. & Weisz, J.R.. (2015). Comprehensive treatments for youth comorbidity: Evidence-guided approaches to a complicated problem.. Child and Adolescent Mental Health, 20, 131–141. doi:doi:10.1111/camh.12092.
Bearman, S., Wadkins, M., Bailin, A. & Doctoroff, G. (2014). Pre-practicum training in professional psychology to close the research-practice gap: Changing attitudes towards evidence-based practice. Training and Education in Professional Psychology.
Frazier, S., Bearman, S., Garland, A. & Atkins, M. (2014). Dissemination and Implementation in Children's Mental Health: Closing the Research to Training Gap. Dissemination and Implementation of Evidence-Based Practices in Child and Adolescent Mental Health: Guilford Press.
Weisz, J., Ng, M. & Bearman, S. (2014). Odd couple: Re-envisioning the relation between science and practice in the dissemination-implementation era. Clinical Psychological Science, 2(1), 58–74.
Bearman, S., Weisz, J., Chorpita, B., Hoagwood, K., Ward, A., Ugueto, A. & Bernstein, A. (2013). More practice, less preach? The role of supervision processes and therapist characteristics in EBP implementation. Administration and Policy in Mental Health and Mental Health Services Research, 40(6), 518–529.
Examining the Impact of a Peer-Provided Psychoeducational Program for Parents: NAMI Basics
Funded by the National Alliance for Mental Illness (NAMI), this study will examine parent empowerment, treatment engagement, and child mental health outcomes in a randomized effectiveness trial comparing a peer-led parenting program to usual services for caregivers of children diagnosed with mental health disorders
Promoting Positive Parenting for High-Risk Families in Primary Care Settings
Funded by the Center for Health and Social Policy/Seton Healthcare Family, this study will develop a brief, e-health intervention to increase positive parenting practices during routine well-child visits for families with children aged two to eight, and assess the feasibility and effectiveness of this intervention in a randomized trial.
Graduate School Mentoring Fellowship, The University of Texas at Austin (2017)
Dean's Faculty Summer Research Award, The College of Education (2015)
Ellen Liza Stern Fellowship, Judge Baker Children's Center, Harvard Medical School (2007)
