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How does a school psychologist end up as Core Faculty and Curriculum Director of a new psychiatry residency program in South Carolina, USA? A 36- year journey in psychological services; work in public education, higher education, government, for-profit, non-profit, and healthcare; degrees 鈥� B.A (Psychology), M.A (Behavioral Sciences & Education), Ed.S. (School Psycho-logy) and Ph.D. (School Psychology); internships, fellowships, and post-doctoral residencies; licenses and certifications; grants, publications, and presentations; and believing that teaching changes the world.

Doris P谩ez
PHD, NCSP, Graduate Medical Education, Psychiatry Residency
Training Program, Tri County Commission on Alcohol and Substance Abuse

Many advances have been made in the development, evaluation, and dissemination of evidenced-based psychological treatments and preventative interventions for a wide range of child and adolescent problems. Although treatments and interventions are about the children engaging in a certain behavior, those interventions are designed, guided, provided, managed, and monitored by one or more 鈥渟ignificant adults鈥� in a child鈥檚 life (e.g., caregivers, educators, and mental health providers).

Therefore, it is imperative that more research, provider training and practice be focused on the critical role that the characteristics and behaviors of those significant adults play in the efficacy and effectiveness of treatments and interventions. During today鈥檚 talk, Dr. P谩ez will present a framework for understanding the contributions of significant adults鈥� behaviors to the success of interventions with children and youth. Also, she will provide several practical strategies for assessing, addressing or guiding the relevant behaviors of the significant adults.