Sarah Kate Bearmans 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. 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.
Sarah Kate Bearman is not currently accepting new graduate students for Fall 2021.
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
Research focuses on the dissemination and implementation of empirically supported practices (ESPs) for children with disruptive behavior, trauma, anxiety and depression in community settings.
Sarah Kate Bearman is not currently accepting new graduate students for Fall 2021.
Weisz, J.R., Bearman, S.K., Ugueto, U.M., Herren, J.A., Evans, S.C., Cheron, D.M., Alleyne, A.R., Weissman, A., Tweed, J.L., Pollack, A.A., Langer, D.A., Southam-Gerow, M.A., Wells, K.C. & Jensen-Doss, A. (2019). Testing Robustness of Child STEPs Effects with Children and Adolescents: A Randomized Controlled Effectiveness Trial. Journal of Clinical Child & Adolescent Psychology. doi:10.1080/15374416.2019.1655757.
Bearman, S.K., Bailin, A., Terry, R. & Weisz, J.R. (2019). After the Study Ends: A Qualitative Study of Factors Influencing Intervention Sustainability. Professional Psychology: Research and Practice. doi:http://dx.doi.org/10.1037/pro0000258.
Bailin, A., Bearman, S.K. & Sale, R. (2018). Clinical Supervision of Mental Health Professionals Serving Youth: Format and Micro Skills. Administration and Policy in Mental Health and Mental Health Services Research. doi:10.1007/s10488-018-0865-y.
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.
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:10.1080/15374416.2016.1163708.
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)
Deans Faculty Summer Research Award, The College of Education (2015)
Ellen Liza Stern Fellowship, Judge Baker Children's Center, Harvard Medical School (2007)
Amanda Bowling (Supervisor)
Amandas research interests include internalizing disorders and the dissemination and implementation of evidence-based practices in community and school settings.
Katherine E Hess (Supervisor)
