Translating Neuroscience into CBT Practice: Current Opportunities and Future Directions

June 7, 2024 Virtual Summit

  • Welcome Remarks
    Contains 1 Component(s)

    Overview: ● Orientation to the virtual summit format and structure ● Rationale for the summit theme ● Envisioning a future in which CBT keeps up with client demands for drug- and device-assisted therapies and clinicians meet this demand through more multidisciplinary training

    Overview:

    • Orientation to the virtual summit format and structure
    • Rationale for the summit theme
    • Envisioning a future in which CBT keeps up with client demands for drug- and device-assisted therapies and clinicians meet this demand through more multidisciplinary training

    Marlene Strege, Ph.D.

    University of Pittsburgh

    I received my PhD in clinical psychology from Virginia Tech in 2021, and I am currently a postdoctoral research fellow at the University of Pittsburgh. My research focuses on understanding depression's chronicity, specifically neural vulnerabilities that persist in depression after treatment, that put an individual at greater risk for a future relapse/recurrence and long-lasting residual symptoms. I aim to use this program of research to help inform and develop recovery-oriented clinical practices for depression that address persistent neural vulnerabilities. Recently, I have begun working in ABCT leadership, specifically serving as chair of the Neurocognitive Therapies and Translational Research (NTTR) special interest group. In this role, I have worked on several initiatives to help bridge the gap between neuroscience research and the clinic, including helping organize events like this summit, to encourage continued discussion between neuroscientists and clinicians.

    Greg Siegle, Ph.D.

    University of Pittsburgh School of Medicine

    Dr. Siegle directs the Program in Cognitive Affective Neuroscience (PICAN) at the University of Pittsburgh School of Medicine, where he is a Professor of Psychiatry and Translational Sciences. His research examines neural mechanisms of emotional and cognitive information processing in psychiatric disorders, how this information can be used to predict response to treatment, and to guide novel treatment development. He works to translate cognitive and emotional neuroscience for use in the real world. Dr. Siegle has over 225 publications and has been continuously funded by NIH and foundation awards for over 20 years.

    Angela Fang, Ph.D.

    University of Washington

    Dr. Fang is an Assistant Professor (Associate Professor, starting September 2024) in the Department of Psychology at the University of Washington. She received her A.B. in Psychological and Brain Studies from Dartmouth College in 2007, and her Ph.D. in Clinical Psychology from Boston University in 2014. After completing her predoctoral clinical internship and postdoctoral fellowship at the Massachusetts General Hospital and Harvard Medical School, she continued on as faculty and as a licensed clinical psychologist in the Department of Psychiatry OCD and Related Disorders Program. As Director of the Center of Neuroscience, Neuroendocrinology, & Clinical Translation (CoNNeCTLab), Dr. Fang is focused on understanding the brain and psychological mechanisms underlying social and emotional processing in anxiety and obsessive compulsive disorders using an array of techniques including neuroimaging, neuroendocrine assays, pharmacology, and behavioral/self-report assessment. In particular, she is interested in aspects of social cognition (e.g., self-focused attention) that go awry in psychiatric disorders, and translating knowledge of the neuroscience and psychology of these processes to inform clinical applications.

  • Breakout Sessions—Unlocking Therapeutic Potential: Neuroscience-Informed Discussions on Pharmacological and Non-Pharmacological Approaches to Optimizing Treatment
    Contains 2 Component(s)

    ● Join a breakout session discussion led by Dr. Olu Ajilore on pharmacologic approaches to optimizing CBT (e.g., ketamine, endocannabinoids, psychedelics) or by Dr. Robin Aupperle on non-pharmacologic approaches (e.g., neuroscience-informed treatment selection, TMS, neurofeedback) ● Learn about the state-of-the-science of these approaches ● Barriers to widespread implementation of these approaches

    • Join a breakout session discussion led by Dr. Olu Ajilore on pharmacologic approaches to optimizing CBT (e.g., ketamine, endocannabinoids, psychedelics) or by Dr. Robin Aupperle on non-pharmacologic approaches (e.g., neuroscience-informed treatment selection, TMS, neurofeedback)
    • Learn about the state-of-the-science of these approaches
    • Barriers to widespread implementation of these approaches

    Olu Ajilore, M.D., Ph.D.

    University of Illinois-Chicago

    Dr. Ajilore is the Center for Depression and Resilience Professor in the Department of Psychiatry at the University of Illinois-Chicago. He graduated magna cum laude from Harvard University with a degree in biology. Dr. Ajilore did his MD/PhD degree at Stanford University where he studied the negative effects of stress hormones on the brain. His lab currently uses computational neuroimaging techniques and digital biomarkers to better track and treat neuropsychiatric disorders. Dr. Ajilore is also serves as the Associate Head for Faculty Development, the director the Mood and Anxiety Disorders Program and as a member of the National Advisory Mental Health Council for NIMH.

    Robin Aupperle, Ph.D.

    Laureate Institute for Brain Research

    Dr. Aupperle was born and raised in rural Oklahoma and obtained her bachelor’s degree in psychology from Oklahoma State University. She received her master’s and doctoral education in clinical health psychology at the University of Kansas, where her research and clinical education focused on neuropsychology, neuroimaging, and anxiety disorders. She then completed clinical internship and postdoctoral fellowship at the VA San Diego Healthcare System and University of California – San Diego, conducting research related to neural substrates of anxiety disorders and PTSD, with a particular emphasis on decision-making processes and treatment. She served as Assistant Professor within the University of Missouri - Kansas City (UMKC) Department of Psychology from 2011-2014. Dr. Aupperle joined the Laureate Institute for Brain Research (LIBR) and The University of Tulsa in 2014, where she is currently Associate Professor. She leads the Neurocognitive Aspects of Anxiety, Trauma, and Treatment (NeuroCATT) Laboratory, whose mission is to conduct translational neuroscience research that has the potential to inform our understanding and optimization of psychotherapy interventions for individuals experiencing anxiety, depression, or trauma-related symptoms. She also serves as Director of Clinical Psychology training at LIBR, which includes leading a clinical internship site at LIBR and Laureate Psychiatric Clinic and Hospital (LPCH).

  • Ethical Challenges of Integrating Neuroscience into the Clinic: Case Examples and Discussion
    Contains 8 Component(s), Includes Credits
    Component Credit Type State/Medical Type Available Credits Earned Credits
    New York State Psychologist Certificate Medical New York State Psychologist 1.00 0.00
    New York State Social Worker Certificate Medical New York State Social Worker 1.00 0.00
    CAMFT Certificate Medical CAMFT 1.00 0.00
    NBCC Certificate Medical NBCC 1.00 0.00
    APA Certificate Medical APA 1.00 0.00

    ● What if you discover a structural malformation during an fMRI scan for a patient with opioid use disorder with a history of trauma in your research study? How should you handle client disclosure of direct-to-consumer genetics testing that changes client treatment preferences and needs? What are the risks of using neuroscience in perpetuating race-based bias and other forms of bias in clinical practice? ● The bioethics of neuroscience integration in psychotherapy are a critical consideration for future practitioners of CBT but rarely discussed. Learn from Dr. Judy Illes, an internationally-recognized bioethicist, Professor of Neurology and Distinguished Professor in Neuroethics at the University of British Columbia, and pioneer of the field of neuroethics.

    • What if you discover a structural malformation during an fMRI scan for a patient with opioid use disorder with a history of trauma in your research study? How should you handle client disclosure of direct-to-consumer genetics testing that changes client treatment preferences and needs? What are the risks of using neuroscience in perpetuating race-based bias and other forms of bias in clinical practice?
    • The bioethics of neuroscience integration in psychotherapy are a critical consideration for future practitioners of CBT but rarely discussed. Learn from Dr. Judy Illes, an internationally-recognized bioethicist, Professor of Neurology and Distinguished Professor in Neuroethics at the University of British Columbia, and pioneer of the field of neuroethics. 

    This session offers 1 CE credit.

    Ethical Challenges of Integrating Neuroscience into the Clinic: Case Examples and Discussion 

    This session includes an expert-led discussion centered around three compelling case examples concerning ethical principles in genetics, functional neuroimaging, and racial bias in neuroscience research and practice. The discussion will be led by Dr. Judy Illes, a pioneer of the field of neuroethics. Dr. Illes is Professor of Neurology, Distinguished Professor in Neuroethics, and Director of Neuroethics Canada at the University of British Columbia. Her work encompasses research, teaching, and outreach efforts addressing ethical, legal, social, and policy concerns at the intersection of brain sciences and biomedical ethics. Dr. Illes will guide session attendees through three case studies, offering insights into complex ethical dilemmas they present and real-world applications of ethical principles in addressing them. The audience will have the opportunity to ask questions and share perspectives in real time, for a thoughtful and engaging discussion that is poised to provide attendees with a deeper understanding of ethical considerations in neuroscience and practical strategies for navigating them. 

    Categories: Neuroscience/Neuroimaging

    Keywords: Ethics, Neuroscience, Mental Health Literary

    All levels of familiarity with the material.

    Earn 1 continuing education credit

    Outline: 

    1. Introduction to bioethics skills required of future CBT clinicians
    1. Discussion of ethical challenge case examples
      1. Case 1: Neuroimaging with good intentions but bad planning
      1. Research ethics in grant-seeking
      2. Research ethics in research design
      3. Research ethics in post-study phase
      1. Case 2: Misinformed genetics testing 
      1. Ethics related to trustworthiness
      2. Ethics related to adequate informed consent
      3. Ethics related to privacy and confidentiality
      1. Case 3: Do-it-yourself psychedelic microdosing practices on social media
        1. Ethics of trustworthiness
        2. Ethics of duty to care 

    At the end of this session, the learner will be able to:

    1. Describe ethical principles as they apply to areas within neuroscience, including functional neuroimaging, neurotechnology, and racial bias in research and practice;
    2. Frame ethical questions and evaluate complex ethical dilemmas presented in neuroscience case examples, with consideration of potential ethical, legal, social, and policy concerns;
    3. Apply ethical principles and considerations to real-world scenarios in neuroscience research and practice.

    Long Term Goals for the Attendee (takeaways)

    1. Develop an intuition for evaluating the key ethical considerations in research and clinical issues pertaining to using neuroscience in mental health clinics
    2. Identify ways in which ethical issues emerge in real world scenarios involving neuroscientific research and practice 

    Recommended Readings:

    1. Martinez-Martin, N. & Kreitmair, K. (2018). Ethical issues for direct-to-consumer digital psychotherapy apps: Addressing accountability, data protection, and consent. JMIR Mental Health, 5, e32. 
    2. Martinez-Martin, N., Dunn, L. B., & Roberts, L. W. (2018). Is it ethical to use prognostic estimates from machine learning to treat psychosis? AMA J Ethics, 20, E804-811. 
    3. Sargent, S., & Illes, J. (2024). Health aspirations for transcranial direct current stimulation (tDCS). Neuroethics, 17, 16. 
    4. Park, J. K., & Lu, C. Y. (2023). Polygenic scores in the direct-to-consumer setting: Challenges and opportunities for a new era in consumer genetic testing. J Pers Med, 13, 573.  
    5. Shen, F. X., Wolf, S. M., Lawrenz, F., Comeau, D. S., Dzirasa, K., Evans, B. J., Garwood, M. (2024). Ethical, legal, and policy challenges in field-based neuroimaging research using emerging portable MRI technologies: guidance for investigators and for oversight. Journal of Law and the Biosciences, lsae008.

    This session offers 1 CE credit. All attendees will receive a certificate of completion when the course requirements are satisfied. Certificates of completion is included in the cost of the summit

    ABCT is approved by the American Psychological Association to sponsor continuing education for psychologists. ABCT maintains responsibility for this program and its content

    The Association for Behavioral and Cognitive Therapies has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5797. Programs that do not qualify for NBCC credit are clearly identified. The Association for Behavioral and Cognitive Therapies is solely responsible for all aspects of the programs

    The Association for Behavioral and Cognitive Therapies is recognized by the California Board of Behavioral Sciences for Marriage and Family Therapist (MFT) to offer continuing education as Provider #4600

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0124

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Social Workers as an approved provider of continuing education for licensed social workers #SW-0657

    Dr. Judy Illes, CM, PhD, FCAHS, FRSC (Moderator)

    The University of British Columbia

    Dr. Illes is Professor of Neurology at the University of British Columbia (UBC), Distinguished University Scholar, UBC Distinguished Scholar in Neuroethics, and Director of Neuroethics Canada. She is a pioneer of the field of neuroethics through which she has made groundbreaking contributions to cross-cultural ethical, legal, social and policy challenges at the intersection of the brain sciences and biomedical ethics. Among her many commitments, she is Chair of the International Brain Initiative and co-Lead of the IBI’s Canadian Brain Research Strategy. She is Director-at-Large of the Canadian Academy of Health Sciences, and a member of the Ethics Law and Humanities Committee of the American Academy of Neurology. Her recent books, a series called Developments in Neuroethics and Bioethics, focus on pain, global mental health, neurotechnology, transnational laws, environmental neuroethics and neuroarchitecture, neurodevelopment., and neuroAI. Dr. Illes was awarded the Order of Canada, the country’s highest recognition of its citizens, in 2017.

  • Keynote Address: On Target: Neural Mechanisms of Therapeutic Change
    Contains 8 Component(s), Includes Credits
    Component Credit Type State/Medical Type Available Credits Earned Credits
    New York State Psychologist Certificate Medical New York State Psychologist 1.00 0.00
    New York State Social Worker Certificate Medical New York State Social Worker 1.00 0.00
    CAMFT Certificate Medical CAMFT 1.00 0.00
    NBCC Certificate Medical NBCC 1.00 0.00
    APA Certificate Medical APA 1.00 0.00

    Join our featured keynote lecture by Dr. Ajilore on mechanisms of change in integrative treatments for multimorbid conditions, namely depression and obesity, through the ENGAGE and ENGAGE-2 studies. He will also share findings from a novel voice-enabled AI-based therapy coach to deliver problem solving therapy for individuals with mild to moderate depression and/or anxiety.

    Join our featured keynote lecture by Dr. Ajilore on mechanisms of change in integrative treatments for multimorbid conditions, namely depression and obesity, through the ENGAGE and ENGAGE-2 studies. He will also share findings from a novel voice-enabled AI-based therapy coach to deliver problem solving therapy for individuals with mild to moderate depression and/or anxiety.

    This session offers 1 CE credit.

    Olu Ajilore, M.D., Ph.D.

    University of Illinois-Chicago

    Dr. Ajilore is the Center for Depression and Resilience Professor in the Department of Psychiatry at the University of Illinois-Chicago. He graduated magna cum laude from Harvard University with a degree in biology. Dr. Ajilore did his MD/PhD degree at Stanford University where he studied the negative effects of stress hormones on the brain. His lab currently uses computational neuroimaging techniques and digital biomarkers to better track and treat neuropsychiatric disorders. Dr. Ajilore is also serves as the Associate Head for Faculty Development, the director the Mood and Anxiety Disorders Program and as a member of the National Advisory Mental Health Council for NIMH.

    On Target: Neural Mechanisms of Therapeutic Change

    This talk will review the use of problem-solving treatment and for multimorbid conditions, namely depression and obesity exploring the findings from the mechanistic ENGAGE and ENGAGE-2 studies. Then we will discuss how these findings informed the development of a voice-enabled, AI-based therapy coach to deliver PST for participants with mild-to-moderate depression and/or anxiety. Finally, the promise and peril of using AI therapy chatbots will be discussed with a review of evaluation frameworks for digital therapeutics.  

    Category: Translational, Neuroscience / Neuroimaging, Treatment - Other

    Keyword:  Translational Research, Neuroscience, Treatment

    All levels of familiarity with the material

    Participants earn 1 continuing education credit 

    Outline: 

    • Introduction to problem-solving therapy 
      • ENGAGE study findings - efficacy and mechanisms
      • ENGAGE-2 study findings - efficacy and mechanisms
    • Introduction to voice-enabled, AI-based therapy coach to deliver problem-solving therapy
      • Intervention development
      • RCT findings
    • Discussion of AI therapy chatbots
      • Advantages, challenges, and ethical considerations for use of AI therapy chatbots 
      • Review of evaluation frameworks for digital therapeutics  

    At the end of this session, the learner will be able to:

    1. Describe therapeutic mechanism(s) of problem-solving therapy for multimorbid conditions, specifically depression and obesity.
    2. Describe the development and efficacy of a voice-enabled, AI-based therapy coach for problem-solving therapy in depression and anxiety.
    3. Evaluate potential advantages and drawbacks of using AI-based therapy coaches for mental health care. 

    1-2 Long Term Goals for the Attendee (takeaways)

    1. Develop a foundational understanding of neural circuits that may be associated with cognitive-behavioral therapies.
    2. Develop a foundational understanding of the use of AI in mental health treatment, including opportunities for enhancing treatment, related challenges, and ethical considerations. 

    Recommended Readings:

    1. Lv, N., Ajilore, O. A., Xiao, L., Venditti, E. M., Lavori, P. W., Gerber, B. S., ... & Ma, J. (2023). Mediating effects of neural targets on depression, weight, and anxiety outcomes of an integrated collaborative care intervention: the engage-2 mechanistic pilot randomized clinical trial. Biological Psychiatry Global Open Science, 3(3), 430-442.
    2. Kannampallil, T., Ajilore, O. A., Lv, N., Smyth, J. M., Wittels, N. E., Ronneberg, C. R., ... & Ma, J. (2023). Effects of a virtual voice-based coach delivering problem-solving treatment on emotional distress and brain function: a pilot RCT in depression and anxiety. Translational psychiatry, 13(1), 166.
    3. Obradovich, N., Khalsa, S. S., Khan, W. U., Suh, J., Perlis, R. H., Ajilore, O., & Paulus, M. P. (2024). Opportunities and risks of large language models in psychiatry. NPP—Digital Psychiatry and Neuroscience, 2(1), 8.

    This session offers 1 CE credit. All attendees will receive a certificate of completion when the course requirements are satisfied. Certificates of completion is included in the cost of the summit

    ABCT is approved by the American Psychological Association to sponsor continuing education for psychologists. ABCT maintains responsibility for this program and its content

    The Association for Behavioral and Cognitive Therapies has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5797. Programs that do not qualify for NBCC credit are clearly identified. The Association for Behavioral and Cognitive Therapies is solely responsible for all aspects of the programs

    The Association for Behavioral and Cognitive Therapies is recognized by the California Board of Behavioral Sciences for Marriage and Family Therapist (MFT) to offer continuing education as Provider #4600

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0124

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Social Workers as an approved provider of continuing education for licensed social workers #SW-0657

  • Breakout Sessions—Lost in Translation? How to Talk to Patients About the Brain and Training Future Translational Research Ambassadors
    Contains 2 Component(s)

    ● Want to talk to your clients more about research on the brain and biological mechanisms of CBT but don’t know how? Interested in getting more training in neuroscience but don’t know where? Join a breakout session discussion led by Dr. Raissa Miller, counseling psychologist and author of The Neuroeducation Toolbox, on how to talk to clients about neuroscience or by Dr. Katharina Kircanski, staff scientist in the Emotion and Development Branch at the NIMH, on developing broad-based skills in basic science to advance the future of CBT ● Get a one-page “zinger” to take home on ways to talk to clients about neuroscience and debunking common myths about neuroscience and CBT

    • Want to talk to your clients more about research on the brain and biological mechanisms of CBT but don’t know how? Interested in getting more training in neuroscience but don’t know where? Join a breakout session discussion led by Dr. Raissa Miller, counseling psychologist and author of The Neuroeducation Toolbox, on how to talk to clients about neuroscience or by Dr. Katharina Kircanski, staff scientist in the Emotion and Development Branch at the NIMH, on developing broad-based skills in basic science to advance the future of CBT
    • Get a one-page “zinger” to take home on ways to talk to clients about neuroscience and debunking common myths about neuroscience and CBT

    Raissa Miller, Ph.D.

    Boise State University

    Dr. Raissa Miller is an Associate Professor and Associate Chair in the Department of Counselor Education at Boise State University. Dr. Miller has over a decade of clinical experience working with individuals across the lifespan in community agency and private practice settings. Dr. Miller is an active researcher with particular interests in the integration of neuroscience and counseling, the evaluation of counseling training and interventions, and the application of rigorous qualitative methodologies in the counseling field. She is the Associate Co-Editor of the neuroscience section of the Journal of Mental Health Counseling. Dr. Miller has published over 25 peer-reviewed journal articles and is the co-author of the book The Neuroeducation Toolbox: Practical Translations of Neuroscience in Counseling and Psychotherapy.

    Katharina Kircanski, Ph.D.

    National Institute of Mental Health

    Dr. Katharina Kircanski is a Staff Scientist, and Chief of Experimental and Quantitative Methods, in the Emotion and Development Branch of the NIMH Intramural Research Program. She completed her undergraduate degree at Stanford University and received her Ph.D. in clinical psychology from UCLA with a minor in quantitative psychology. She returned to Stanford as a postdoctoral fellow in affective science before joining the NIMH in 2015. Dr. Kircanski currently co-leads a research group focused on adolescent depression and anxiety. Broadly, Dr. Kircanski is interested in brain and behavioral mechanisms of mood and anxiety disorders, and in translating knowledge about mechanisms to guide interventions.

  • Bringing Neuroscience into Communities to Improve Mental Health: Insights From Community-Based Participatory Neuroscience
    Contains 8 Component(s), Includes Credits
    Component Credit Type State/Medical Type Available Credits Earned Credits
    New York State Psychologist Certificate Medical New York State Psychologist 1.00 0.00
    New York State Social Worker Certificate Medical New York State Social Worker 1.00 0.00
    CAMFT Certificate Medical CAMFT 1.00 0.00
    NBCC Certificate Medical NBCC 1.00 0.00
    APA Certificate Medical APA 1.00 0.00

    Bringing Neuroscience into Communities to Improve Mental Health: Insights From Community-Based Participatory Neuroscience

    • Can neuroscience have a more meaningful impact in CBT clinics by directly engaging communities around questions related to research design, procedures, and even the research questions themselves? How can we improve research practices to enhance the generalizability and representation of neuroscientific research findings related to disorder and intervention mechanisms? 
    • These questions will be addressed by expert speakers engaging in community based participatory methods to understand biopsychological mechanisms of psychopathology and treatments in populations that have experienced chronic racial trauma and other societal stressors. 
    • Ms. Roslyn Moore, Deputy Director for Programs for the Office of Minority Affairs at the Department of Health and Human Services, will provide a discussion of themes in community neuroscience work to maximize broader impacts. 

    This session offers 1 CE credit. 

    Evan J. White, Ph.D.

    Principal Investigator, Director of Native American Research

    Laureate Institute for Brain Research

    Dr. Evan White is an enrolled member of the Absentee Shawnee Tribe of Oklahoma. He belongs to the Shawnee Chapter of the Native American Church of Oklahoma and the Whiteoak ceremonial grounds. He is a Principal Investigator and Director of Native American Research and the Electroencephalography Core at the Laureate Institute for Brain Research. The focus of his work is employing clinical cultural neuroscience to improve mental health outcomes among American Indians. A focus of this research is implementing multi-modal neuroscience and psychophysiology with a particular emphasis in electroencephalography/event-related potentials. The goal of Dr. White's research is to integrate clinical and cultural neuroscience to identify modifiable factors as candidate treatment targets for mental health intervention and prevention.

    Dr. White’s research has received extramural funding from National Institute of Minority Health and Health Disparities (K99/R00MD015736), National Institute of General Medical Sciences (5P20GM121312-04, 8737; PI: Paulus) and National Institute on Drug Abuse (DP1DA058986 PIS: White; R25DA050645, PIs: Whitesell & Sarche).

    Sierra Carter, Ph.D.

    Georgia State University

    Dr. Carter is an Associate Professor in Clinical and Community Psychology at Georgia State University. A common theme throughout much of her work has been examining how racial discrimination, as an acute and chronic stressor, effects development and exacerbation of chronic illnesses and stress-related disorders across the life course for Black Americans. Her interdisciplinary research program (R01HD107016, R01HD109005) integrates psychology, biology, public health, and developmental science providing evidence that: (1) racism is a multi-level influence that undermines health across the lifespan and over multiple generations; (2) the existence of entrenched racism requires development of culturally-informed, prevention-oriented interventions among underrepresented populations, capable of responding to the unique challenges confronting them, and (3) the deeply entrenched nature of racism requires dissemination of finding to affected populations, policymakers, as well as to fellow scholars. Her research aims to aid in improved identification of mechanisms that can be targeted in prevention and treatment efforts to reduce racial health inequities.

    Wendy D’Andrea, Ph.D.

    The New School for Social Research

    Wendy D'Andrea is an Associate Professor of Psychology at the New School and Chief Science Officer for the Trauma Research Foundation. Dr. D'Andrea's work focuses on complex trauma, and aims to a) examine the psychobiological adaptations associated with chronic trauma and environmental adversity, and b) to understand the ways in which we can support trauma healing, through using psychobiological tools to understand the impact of interventions, including psychotherapy and community supports.

    Roslyn Moore, MS (Moderator)

    Deputy Director for Programs

    U.S. Department of Health and Human Services, Office of Minority Health

    In the Office of Minority Health (OMH), Roslyn Holliday Moore oversees all program development and implementation activities.

    Prior to joining OMH, she served as the Senior Public Health Analyst in the Office of Behavioral Health Equity for the Substance Abuse and Mental Health Services Administration, guiding national policy and program and data initiatives advancing health equity. She has also held leadership positions in the New York State Office of Mental Health’s New York City region and with the NYS Research Foundation.

    Ms. Holliday Moore earned degrees in Speech-Language Pathology at Queens College, CUNY and Teachers College, Columbia University and is a licensed Speech-Language Pathologist.

    Bringing Neuroscience into Communities to Improve Mental Health: Insights From Community Based Participatory Neuroscience

    This symposium will feature three presentations from speakers with expertise in community based participatory neuroscience. Presentations will be followed by an expert discussant, Ms. Roslyn Moore, who is Deputy Director for Programs for the Office of Minority Affairs at the Department of Health and Human Services. The first speaker, Dr. Evan White, is a Principal Investigator at the Laureate Institute for Brain Research and an Associate Professor at the University of Tulsa, who studies clinical cultural neuroscience to improve mental health outcomes among American Indians. Dr. White will present on implementing community engaged research methods to develop novel multimodal neural measurement paradigms in American Indian Communities. The second speaker, Dr. Sierra Carter is an Associate Professor at Georgia State University and Director of the Health Equity, Agency, Racism, and Trauma (HEART) Lab. Her work centers around racial health disparities and the promotion of healthy equity. Dr. Carter will present on the impact of racial trauma (and their biological embedding) on mental health outcomes in Black Americans. The final speaker, Dr. Wendy D’Andrea, is an Associate Professor of Psychology at The New School for Social Research. She studies the psychobiological effects of complex trauma and effects of marginalization on adaptation to adversity. Dr. D’Andrea will present on community-based interventions for trauma, particularly in under-resourced contexts, and the ways in which psychobiological tools may help clarify the impact of trauma and support the recovery process. The session will conclude with a discussion led by Ms. Moore on challenges and opportunities in community based participatory neuroscience research and suggestions for future directions to maximize broader impacts. 

    Category:  Mental health disparities

    Keywords: Community-Based, Neuroscience, Psychotherapy Process

    All levels of familiarity with the material.

    Participants earn 1 continuing education credit 

    Outline:

    • Introduction to community engaged research practices as they relate to neuroscience
    • Considerations for developing novel and valid neural measurement paradigms in American Indian communities
      • Structure of communicating with community partners
      • Integrating community input
      • Integrating behavioral, EEG, fMRI indicators of cultural identification 
    • Examining the influence of racial trauma on the mind and body in Black Americans
      • Integrating mixed methods and community forums to understand biological and psychological effects of racial trauma in Black Americans who also disproportionately experience chronic forms of other traumatic stressors 
      • Contextually relevant considerations for biological embedding of racial trauma
    • Using psychobiological tools in clinical interventions and community psychosocial programs for trauma recovery
      • Examining limitations to self-report as an outcome measure in trauma interventions
      • Examining the scope and impact of community-based interventions in trauma recovery 
      • Benefits and cautions of using psychobiological tools across intervention settings
    • Discussion of common themes of opportunities and challenges in community based participatory neuroscience research and suggestions for future directions 

    At the end of this session, the learner will be able to:

    1. Describe principles of community engaged research and strategies for effective community communication.
    2. Identify ways that mixed-methods and community based participatory research principles allow for nuanced considerations for multi-level interventions that centers Black voices in solution-oriented actions.
    3. Discuss benefits and cautions of using psychobiological tools across intervention settings.  

    Long Term Goals for the Attendee (takeaways)

    1. Describe the intersection between neuroscience and clinical interventions for communities, particularly those that have been marginalized and disenfranchised.
    2. Explain the significance of community engaged methods in developing neuroscientific research paradigms with racial and ethnic minority communities. 

    Recommended Readings: (no book chapters)

    1. White, E. J., Demuth, M. J., Nacke, M., Kirlic, N., Kuplicki, R., Spechler, P. A.,...Aupperle, R. L. (2023). Neural processes of inhibitory control in American Indian peoples are associated with reduced mental health problems. Social Cognitive and Affective Neuroscience, 18, nsac045. 
    2. Fani, N., Carter, S., Harnett, H. G., Ressler, K. J., & Bradley, B. (2021). Association of racial discrimination with neural response to threat in black women in the U.S. exposed to trauma. JAMA Psychiatry, 78, 1005-1012. 
    3. D’Andrea, W., Pole, N., DePierro, J., Freed, S., & Wallace, D. B. (2013). Heterogeneity of defensive responses after exposure to trauma: Blunted autonomic reactivity in response to startling sounds. International Journal of Psychophysiology, 90, 80-89. 

    This session offers 1 CE credit. All attendees will receive a certificate of completion when the course requirements are satisfied. Certificates of completion is included in the cost of the summit

    ABCT is approved by the American Psychological Association to sponsor continuing education for psychologists. ABCT maintains responsibility for this program and its content

    The Association for Behavioral and Cognitive Therapies has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5797. Programs that do not qualify for NBCC credit are clearly identified. The Association for Behavioral and Cognitive Therapies is solely responsible for all aspects of the programs

    The Association for Behavioral and Cognitive Therapies is recognized by the California Board of Behavioral Sciences for Marriage and Family Therapist (MFT) to offer continuing education as Provider #4600

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0124

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Social Workers as an approved provider of continuing education for licensed social workers #SW-0657

  • Discussion of Next Steps and Critical Directions for Translation with the NIMH
    Contains 2 Component(s)

    Discuss research ideas you have formulated throughout the day with NIMH program leaders from the Division of Translational Research, Drs. Marjorie Garvey and Alexander Talkovsky. This will be an interactive Zoom session so bring your questions!

    Discuss research ideas you have formulated throughout the day with NIMH program leaders from the Division of Translational Research, Drs. Marjorie Garvey and Alexander Talkovsky. This will be an interactive Zoom session so bring your questions!

    Marjorie Garvey, MB BCh.

    Program Officer

    National Institute of Mental Health

    Marjorie A. Garvey is a child neurologist with additional expertise in movement disorders in childhood. She attended medical school at Trinity College, Dublin, and completed her pediatric training while still in Ireland. She returned to the United States to complete a Child Neurology Fellowship at Children’s National Medical Center and a fellowship in Pediatric Movement Disorders in the Intramural Research Program at the National Institutes of Health. Her research at NIH focused on translating paradigms used to understand motor control in adults to pediatric populations. She then moved to the National Rehabilitation Hospital, Washington, DC to continue her research in pediatric movement disorders with a rehabilitation focus.
    In 2008 she returned to the NIMH as a Program Officer in the Division of Developmental Translational Research. As Program Officer, she manages and promotes research on early-phase clinical trials focused on psychosocial intervention development.

    She is the NIMH representative on the Senior Leadership Group for the NIH Office of Nutrition Research (ONR); she co-chairs the Trans-NIH Catalyzing Translation Workgroup of the Behavioral and Social Sciences Research Coordinating Committee (BSSR-CC); and she co-founded and co-chairs a NIMH DEIAA grass-roots group (Changing Hearts and Minds) focused on providing a safe place to understand and discuss ways to end racism and other forms of discrimination.

    Alexander Talkovsky, Ph.D

    Program Officer

    National Institute of Mental Health

    Dr. Talkovsky is a program officer in the Division of Translational Research at NIMH. He oversees portfolios in the Mood Disorders Program and Anxiety Disorders program focused on psychosocial approaches to conceptualization, assessment, and treatment in adult populations. Before joining NIMH in 2019, he completed his fellowship at the VA San Diego Healthcare System, and his graduate studies in clinical psychology at the University of Houston.