Sarah Kate Bearman, Ph.D. is an Assistant Professor at the Department of Educational Psychology at the College of Education and Assistant Professor with the Dell Medical School Department of Psychiatry at The University of Texas at Austin. Her 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.
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.
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. Bearman has also worked with community partners in a number of different child service contexts, including schools, clinics, and child welfare agencies.
Bearman received her M.A. and Ph.D. in Clinical Psychology from The University of Texas at Austin and her B.A. in English Literature, Psychology, from Kenyon College.
- Organizing Committee, UT Bridging Barriers Whole Communities-Whole Health
- Organizing Committee, Fostering Resilience in Families and Communities event (3/23/18).
- Project: 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
- Project: 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.
- Lead faculty at the Leveraging Evidence and Advancing Practice for Youth Mental Health Services Laboratory (LEAP Lab)
- 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. 2017)
- 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. 2015)