Despite research supporting the efficacy of certain mental health practices, many mental health care providers in community mental health clinics are not utilizing evidence-based practices (EBPs) consistently when treating patients with mental health needs. Clinical supervisors play a critical role in EBP implementation given that they have regular oversight with clinicians and can gauge how often clinicians use EBPs and how effective they are at delivering them. The purpose of our project is to examine the feasibility and self-reported usefulness of case-based consultation for clinical supervisors at child-serving community mental health clinics to support the implementation of EBPs. In our pilot study, nine clinical supervisors and two supervisor consultants were recruited from community mental health clinics to participate in supervisor consultation calls. The purpose of these calls was to improve clinical supervision skills and perceived competencies for clinical supervisors. These calls consisted of: (1) a brief 15-minute didactic lead by the supervisor consultant that covered various content areas relevant to their roles as supervisors; and (2) 45 minutes of case-based consultation among the consultant and the clinical supervisors where they discussed real-life supervision scenarios, barriers and challenges that they faced, and proposed solutions or strategies. Pre and post surveys with clinical supervisor participants showed the consultation calls resulted in greater self-reported supervision competency. To build on the quantitative analyses, my mentors and I have been conducting a qualitative thematic analysis of eleven of the case-based consultation calls, which were recorded and transcribed. We will analyze the qualitative data to identify reoccurring themes discussed on the calls coded as barriers or solutions to supervision and clinical challenges to EBP implementation. This thematic analysis will help us gain insight into one potential support strategy to improve EBP implementation and sustainment to increase the quality of behavioral health care for youth.

Statistical learning—predictions based on pattern recognition from varied inputs—is critical in language development. People reference previous grammar encounters in their native language to recognize language patterns, and a strong understanding of statistical learning in language could help create interventions that enhance language development and pattern recognition. However, most research studies on statistical language learning have focused on a select group—monolinguals—ignoring the bilingual community that represent 43% of the world’s population. As such, I review current literature on the unique language learning processes of bilinguals and ask the following research questions: Does bilingualism affect language learning speed, and if so, does it increase or decrease it? When subjects first acquired their second language, what key factors (such as age, proficiency, and whether their second language can be considered another native language) are present? Are there advantages or disadvantages associated with bilingualism in regard to statistical learning and language and how does this compare in relation to monolingualism? To answer these questions, I examined 10 articles that focus on languages across numerous learned languages. A preliminary review of the literature shows that bilinguals have different processes of statistical learning in language development compared to that of their monolingual counterparts. They also indicate that age at which a language is acquired further affects these learning processes. Additionally, results could reveal advantages to bilingualism that strengthen these language learning processes. This literature review can inform future research and studies of the effects of more than one language on statistical learning in language development and point to the need for additional research on not only bilinguals, but also trilinguals, etc.

Chronic pancreatitis (CP) is a significant source of morbidity, mortality, and reduced quality of life. A common symptom of CP is severe abdominal pain, and it is associated with adverse effects on physical, psychological, and social functioning. Despite these concerning impacts, pain self-management programs have not yet been developed or evaluated for individuals with CP. Instead, pancreatitis pain is typically managed with opioids which can have limited efficacy and negative side effects. In other chronic pain conditions, cognitive-behavioral therapy (CBT) programs have improved patient outcomes (e.g., pain-related disability, depression) without pharmacological treatment. Therefore, this study aimed to evaluate the feasibility and acceptability of an internet-delivered CBT program for individuals with CP pain, as well as its impact on pain outcomes (pain interference, pain intensity, and quality of life). The study consisted of 30 adult participants with CP. Participants were randomized to either internet-delivered CBT (Pancreatitis Pain Course) or a wait-list control. The Pancreatitis Pain Course delivered 5 lessons over a span of 8 weeks that gave participants information to understand their pain, a range of CBT skills to manage their symptoms, and homework assignments to practice the skills. Pain outcomes were assessed at pre-treatment, post-treatment and 3-month follow-up, and qualitative interviews were conducted at post-treatment. Eighty percent of participants rated the program as highly acceptable and 64.3% completed all 5 lessons. The qualitative interviews showed that participants found the program relevant and helpful, and patients in the treatment group experienced reduced pain intensity and pain interference. Because this is the first trial of a CBT pain self-management intervention for adults with CP pain, future trials are needed to further assess its ability to reduce pain and disability.

The ability to actively reflect on one's own mental processes, or metacognition, plays a significant role in learning and executing complex tasks by interacting with different learning processes. This study examined the influence of metacognition on declarative and reinforcement learning (RL) mechanisms. I collected data from 221 undergraduates (139 female; age from 18 - 22, mean = 19.0) using a within-subjects metacognitive manipulation half way through the stimulus-response (S-R) learning task created by Collins (2018). The metacognitive manipulation aims to activate monitoring by drawing participants' attention to their own learning strategies and task performance. The task consists of learning blocks of differing lengths; the long blocks rely more on RL, while the short blocks can be completed with declarative or working memory processes. Contributions of declarative and RL mechanisms are also assessed through an incidental post-test given after an intervening task. If metacognition differentially affects declarative and RL, we expect a three-way interaction between the task phase (learning/post-test), block type (long/short) and metacognition (before/during). Results showed significant main effects of task phase (F(1,220) = 153.83, p = 6.32e-34), block length (F(1,220) = 527.29, p = 2.79e-102) and metacognition (F(1,220) = 18.00, p = 2.32e-05), with better performance during the learning phase, short blocks, and metacognitive manipulation. A significant phase by metacognition interaction (F(1,220) = 8.21, p = 0.0042) suggested that metacognitive monitoring improved test performance without interfering with learning performance. Future experiments will examine the possible mechanisms by which metacognitive monitoring facilitated long term memory retrieval.