Summer 2011 Volume 35 Issue 2 Progress Notes Newsletter of the Society of Pediatric Psychology, Division 54, American Psychological Association

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Summer 2011 Volume 35 Issue 2 Progress Notes Newsletter of The Society of Pediatric Psychology, Division 54, American Psychological Association

The President’s Message National Conference in Pediatric Psychology high-quality, patient- n behalf of the more than 500 attendees at our centered programs. You San Antonio conference, I want to express can tackle this in sev- O appreciation to Michael Roberts, Ric Steele, eral ways starting at the their planning committee, and the University of Kansas level of patient care and crew for a first-rate gathering. Photos elsewhere in this progressing to direct issue recount some of the excellent programs and post- advocacy. ers. San Antonio provided a fantastic setting for food • Get involved with and fun as the end of Fiesta Week coincided with our health centers in your program. It seems quite clear that such small, focused community and help meetings offer a level of depth, quality, and social- Gerald P. Koocher, Ph.D. assure that patients ization opportunities impossible at massive national served there have optimal access to behavioral health meetings. Most of us left looking forward to the 2013 services. conference in New Orleans. • Consider theses, dissertations, and research projects Educate Policy Makers on the Importance of Health Care that address interventions and measurements focused s we move further into the national budget de- on health outcomes and quality of life for those con- A bate, I encourage all of our members to focus on fronting chronic health conditions. the need to educate policy makers regarding the impli- • Get to know your legislators, particularly members cations of President Obama’s Patient Protection and of congress, and make sure they know about the Affordable Care Act (PPACA) for pediatric patients good work going on in their district, especially when and their families. Families can now get better access supported by Federal funding. Has your research, to health care and have more freedom from insur- education, or training benefitted from government ance abuses (e.g., denials of coverage to children with support? Do some of your patients get better care as pre-existing chronic health problems). Research has a result of coverage not previously available? Such documented how helping children get a healthy start in stories can prove powerful in influencing future vot- life prepares them for resilience and academic success. ing behavior. Pediatric psychologists have demonstrated the benefits • Consider spending a year consulting to a member of promoting prevention, wellness, and integrated of congress. APA and the American Psychological behavioral health care services for families. We also Foundation have funding dedicated for Congressio- understand the critical need to build a health care work- nal Science force that fully integrates behavioral health for children Fellows with at all levels of patient acuity. special atten- Our students and more senior colleagues have INSIDE tion to health prepared well for these needs. I saw panel and poster JPP Editor Update and child 2 presentations in San Antonio dealing with quality-of- health policy. 3 2011 SPP Award Winners life assessment, non-adherence, family stress, pain In Practice control, and multicultural care delivery – to name but These are 4 a few of the key areas of recent progress in pediatric just a few of the 5 National Conference psychology. However, we need to take the next step ways you can 6 Diversity SIG and begin to carry the message to policy makers. De- turn your pas- 7 APA Convention creases in research and training funds, cuts in student sion for pediat- 8-9 Div 53/54 Programming loan programs, and rhetoric about “rolling back” or ric psychology “defunding” the PPACA all pose significant threats to into a powerful 10 On the Student Front our continued progress. source of influ- 11 Student Award Winners I urge you to consider becoming more person- ence radiating 12 Obtaining an Internship ally involved in educating society’s leaders and the well beyond 13 Student Research Brief public regarding the importance of quality health care your classroom, 14 Historical Perspective that integrates behavioral and biomedical practice in office, or clinic. SPP

Progress Notes is Updates published three times each year by The Society Journal of Pediatric Psychology Highlights of Pediatric Psychology, We would like to call your Division 54, American he number of JPP submissions Psychological Association. T for the first third of the year attention to a new feature in JPP: through April 30, 2011 was 75. Sub- Easy access to recent article collec- Newsletter Editor missions are about on the same pace tions. To help authors identify and David M. Janicke, Ph.D. as last year but down from previous access recent JPP article collections Department of Clinical years—it is a good time to submit that are relevant to their work, we & Health Psychology to JPP. During this period, the aver- have developed a new feature on the Department of Pediatrics age time to editorial decision for the JPP homepage. Authors can go di- University of Florida rectly to http://jpepsy.oxfordjourn- 101 S. Newell Dr. #3151 initial submission was 27 days. als.org/cgi/collection. Alternatively, Gainesville, FL 32611 Other highlights include: a [email protected] special section on Health Care Tran- from the JPP homepage: http://jpep- sitions of Adolescents and Young sy.oxfordjournals.org/, click: View Denny Drotar, Ph.D. the Collection, which will allow Associate Editor/ Adults with Pediatric Chronic Con- JPP Editor Webmaster ditions edited by Ahna Pai and Lisa access to view and download collec- Heather Lehmkuhl, Ph.D. Schwartz was published in Issue #2 tions of recent articles (2010-2011) As you may know, Grayson Nationwide Children’s Hosp. (2011). A special issue on Family in a number of content areas such Holmbeck was selected as JPP’s 700 Children’s Drive Assessment edited by Lamia Barakat as: editorial guidance for authors / new editor. We are privileged to Columbus, OH 43205 reviewers, ongoing sections (e.g., heather.lehmkuhl@ and Melissa Alderfer is due out in have a scholar of his stature take prevention, diversity / health care nationwidechildrens.org June (Issue #5). A special section on over the leadership and carry on our Rural Health in Pediatric Psychol- disparities, etc.), and selected con- outstanding tradition. Grayson and Administrative Officer ogy edited by David Janicke and tent areas (e.g., pediatric pain). We his team will begin reviewing new Database Manager Ann Davis will be out in July in Is- hope that this new feature is helpful manuscripts Jan. 1, 2012. Our group Karen Roberts sue #6. Other special issues in prog- to you. will complete reviews of all manu- PO Box 3968 ress include Families, Culture, and We had a lively Editorial Board scripts submitted in 2011 and remain Lawrence, KS 66046 Health edited by Beth McQuaid and meeting at the National Conference on the JPP masthead through Dec. [email protected] Lamia Barakat; Training in Pediatric that included discussion of ways 2012. Susan Wood, who has done to reduce JPP review burdens on Newsletter Design, Psychology (Denny Drotar and the an outstanding job, will remain as authors and enhance more effective Editing, and Production associate editors); and Outcomes of editorial assistant. Firefly Communications CNS Disorders (Denny Drotar, Dean dialogue among authors, reviewers, & Design, LLC Beebe, and Glen Aylward). and managing editors. Iowa City, Iowa [email protected] Tribute to Mary Jo Kupst Newsletter Deadline ongratulations to rental support for children with cancer. She has held Articles for the next Dr. Mary Jo Kupst research grants from all major funding groups exploring newsletter are due C on her July retirement the cognitive and psychosocial adaptation of stem cell before September 15, 2011. Please send your from the Medical Col- transplant patients as well as the social functioning of submission to newsletter lege and Children’s children with brain tumors. She was a member of the editor, David M. Janicke, Hospital of Wisconsin, team that developed the NIH Toolbox for Assessment of Ph.D. at [email protected]. where she is a professor Neurological and Behavioral Function. edu. of Pediatrics and direc- An extremely dedicated and selfless teacher, Kupst tor of Pediatric Psychol- has nurtured several generations of psychology graduate ogy. students and postdocs for whom she served as a model Kupst has served of the clinician-researcher. many important roles She is also highly regarded by her hematology- Mary Jo Kupst, Ph.D. in both the pediatrics oncology colleagues for her empathic understanding and psychology worlds, and down-to-earth rendering of the psychological status including past president of Division 54, past co-chair of and needs of patients in their care. Her humility, dry the Children’s Oncology Group Psychology Committee, humor and wit, clarity of understanding and connec- past co-chair of the Alliance for Childhood Cancer, and tion to patients and families, deep ethical sense and chair of the Human Research Review Board at Chil- trustworthiness in generously carrying out professional dren’s Hospital. responsibilities will be missed throughout the world of Kupst was one of the first to study coping in child- pediatric psychology. We wish Mary Jo well in her next hood cancer and is an expert on ways to enhance pa- adventure.

2  Progress Notes 2011 SPP Awards 2011 Division 54 Award Winners Martin P. Levin Logan Wright Distin- Lee Salk Distinguished Routh Early Career Award Mentorship Award guished Research Award Service Award in Pediatric Psychology

Scott Powers, Ph.D. Sean Phipps, Ph.D. Edward Christophersen, Ph.D. Rebecca Pillai Riddell, Ph.D.

he Martin P. Levin Mentor- he Logan Wright Distin- he Lee Salk Distinguished The Routh Early Career Award T ship Award was given to T guished Research Award T Service Award was given to was given to Rebecca Pillai Rid- Scott Powers, Ph.D. This award, was given to Sean Phipps, Ph.D. Edward Christophersen, Ph.D. dell, Ph.D. This award recognizes sponsored by SPP and the Levin This award recognizes excellence This award recognizes service to significant contributions to the Foundation, honors a pediatric and significant contributions in the field of pediatric psychology, field of pediatric psychology in psychology faculty member who establishing the scientific base of including public or political advo- research, clinical training, and/or mentors students in an exemplary pediatric psychology. cacy or leadership. service during the early career. way, providing professional ad- Phipps is chair of the Depart- Christophersen is a professor Pillai Riddell is an associate vice and guidance through various ment of Psychology at St. Jude of Pediatrics at the University professor of psychology at York phases of training including early- Children’s Research Hospital, of Missouri, Kansas City and a University, a clinician-researcher career development. Memphis. He also holds appoint- board-certified psychologist at the in psychiatry research at the Powers is a professor of Pedi- ments as adjunct professor in the Children’s Mercy Hospital and Hospital for Sick Children, and atrics at the University of Cincin- University of Tennessee College Clinics in Kansas City. Director of the OUCH Labora- nati College of Medicine and a of Medicine, Department of Pedi- He has been an innovator tory (Opportunities to Understand member of the Division of Behav- atrics, and the University of Mem- in the field of applied pediatric Childhood Hurt Lab; www.yorku. ioral Medicine and Clinical Psy- phis Department of Psychology. psychology, focusing much of his ca/ouchlab) in Toronto. chology at Cincinnati Children’s Phipps’s research has been work on the development, imple- Her first research program Hospital. He directs the Clinical supported by the NIH since 1994. mentation, and dissemination of involves building a working con- and Translational Research Cen- His interests focus on children’s empirically sound interventions ceptualization on persistent pain ter for the Cincinnati Children’s coping and adaptation to stress, for children and families. in infancy. The goal of her second Research Foundation. His lab fo- particularly that associated with Christophersen is credited program of research, the OUCH cuses on child behavior, nutrition, chronic or life-threatening illness. for cultivating the psychologist- Cohort, is to establish norms on and pediatric pain research, with He has published extensively physician model, helping both infant pain expressivity over the an expertise in clinical trials. on the cognitive and behavioral professions impact behavioral first year of life and the role pa- He has held numerous NIH sequelae of pediatric bone mar- health and well-child care. He was rental behaviors. R01 awards as a principal investi- row transplantation. Currently, made an Honorary Fellow in the Pillai Riddell is a Canadian gator and co-investigator, an NIH he is focusing on psychological American Academy of Pediatrics Institutes of Health Research New K24 Midcareer Mentoring Award, growth and resilience, as well and is regularly invited to present Investigator (CIHR) and has also and an NIH NRSA Institutional as applying positive psychology to medical and mental health audi- received early career awards from T32 Postdoctoral Training Award, models to identify pathways and ences on behavioral topics. the Ontario Ministry of Research in addition to research grants from mechanisms for healthy outcomes His impact on the field con- and Innovation (OMRI), Canadian the USDA, national foundations in chronically ill children. tinues to disseminate through his Pain Society and the Canadian such as the Cystic Fibrosis Foun- He serves on the editorial supervision and mentoring. His Psychological Association. Her dation and Migraine Research boards of several journals, includ- substantive record of accomplish- work is currently funded by CIHR Foundation, industry, and local ing the Journal of Pediatric Psy- ments over the past several de- and OMRI. foundations. chology. He has been a member of cades demonstrates his pioneering Powers has authored over 125 two NIH study sections and sev- and enduring efforts in serving publications and a book. eral ad hoc grant review panels. the field of pediatric psychology. Progress Notes  3 In Practice Multidisciplinary Treatment of Functional Abdominal Pain in Pediatric Populations by Amanda A. Drews, Ph.D., Kim Tennissen, R.N., B.C., F.N.P., Craig A. Friesen, M.D., and Jennifer Verrill Schurman, Ph.D.

Case Presentation used for treating gastrointestinal symptoms associated with eosinophilic yler, an 11-year-old inflammation, Gastrocrom is administered orally and works topically in boy, was evaluated for the lining of the gastrointestinal tract. The lining is coated with medica- T a two-year history of tion, thereby limiting the release of histamines thought to contribute to daily, intermittent abdominal gut and skin problems. Gastrocrom, while generally effective, must be pain in a multidisciplinary timed with meals and can take up to eight weeks to reach full effect. abdominal pain clinic. In addition to abdominal pain, Psychological Tyler complained of nausea, Tyler was referred to a BCIA (Biofeedback Certification International bloating, and the sensation of Alliance) certified biofeedback practitioner near his home. Biofeedback feeling full quickly during meals. He also reported problems with sleep training is a technique wherein patients receive in vivo visual and/or onset and sleep-wake transition. His medical history was positive for auditory feedback about the physical state of their bodies as a measure asthma, seasonal allergies, and a prior diagnosis of ADHD. At the time of sympathetic nervous system arousal. Paired with relaxation training, of his evaluation, Tyler was being homeschooled and missing extracur- biofeedback-assisted relaxation training (BART) provides patients with ricular and social activities several times per week due to abdominal concrete skills (e.g., deep breathing, progressive muscle relaxation, visu- pain. Tyler previously was evaluated by a gastroenterologist and a natu- alization/imagery) that are thought to decrease nervous system arousal, ropathic practitioner, with extensive laboratory testing plus an upper and thereby alleviating physical symptoms. Tyler attended sessions three lower endoscopy. He was tried on multiple medications and followed times per week initially and practiced the skills several times per day a restricted diet with no significant symptom relief. Review of Tyler’s at home. Over the next six months, session frequency was tapered to previous work up revealed normal lab findings, but increased eosino- monthly visits. philic inflammatory cell counts on his endoscopy biopsies. Social Treatment Description Tyler and his family utilized a structured plan for graduated school re- The collection of conditions known as pediatric functional gastrointesti- entry. Approaching the return to school in a graduated fashion has two nal disorders (FGIDs) is best understood using a biopsychosocial frame- primary advantages, namely reintegrating patients into the academic work. This model asserts that chronic abdominal pain in childhood is and social activities of school while, at the same time, providing them not the result of a single causal factor, but of a complex interplay among with the necessary support to succeed (Walker, 2004). This balance biological (e.g., inflammation, dysmotility, visceral hyperalgesia), psy- of demands and support is vitally important, as stress can exacerbate chological (e.g., anxiety, depression, sleep), and social (e.g., interactions abdominal pain and have an overall negative effect on the recovery pro- with peers, teachers, parents) factors (Drossman, 2006). Further, each of cess. Given that Tyler was being homeschooled completely at the time these factors, on its own or in combination with another of the factors, of initial evaluation, he started by attending one consistent class period has the potential to affect the duration, intensity, and frequency of pain daily and gradually added time to his in-school schedule as his stamina episodes (Schurman & Friesen, 2006). As such, an integrated, multidis- increased. During the process of reentry, Tyler also received instruction ciplinary approach that addresses all relevant factors simultaneously has from a homebound teacher in the classes he was not yet attending. As the potential to enhance clinical outcomes, thereby limiting long-term specific classes gradually were added to his in-school schedule, sup- disability, and yield health care savings within this patient population port for these classes was dropped from homebound and the amount of (Schurman, Wu, Grayson, & Friesen, 2010). homebound instruction was reduced. Communication with school staff In this case, Tyler’s evaluation and initial treatment took place over during this process decreased barriers to return and ensured that appropri- a period of approximately four months. At the onset, we recommended ate school supports were in place, such as taking breaks for biofeedback numerous specific interventions that addressed presumed biological, practice and using the restroom, as needed. psychological, and social factors thought to be impacting his abdominal pain and other symptoms. A few of the treatment components consid- Outcome ered pivotal in Tyler’s treatment are discussed below. After about one month of treatment, Tyler reported that BART was extremely helpful to him in terms of helping to manage his pain. At his Biological next visit, four months later, Tyler was having abdominal pain only about Tyler was diagnosed with functional dyspepsia using the symptom- once per week. His appetite, energy, and headaches also were improved. based Rome III criteria. He was prescribed Gastrocrom (cromolyn Within approximately eight weeks of beginning graduated school reentry, sodium) 400mg four times daily to address the identified inflammatory Tyler was attending school full time. component of his abdominal pain. Gastrocrom belongs to a class of medications termed mast cell stabilizers. Mast cells are normal body Commentary cells that release substances (e.g., histamines) that are needed for nor- Important to convey is the fact that Tyler’s recovery was not perfectly mal body defense and healing. When too many of these cells are pres- linear, nor has it ended. Eosinophilic inflammation within the GI tract is ent, however, they release an excess of these substances which can lead especially sensitive to viral illnesses, seasonal allergies, and stress. As to gastrointestinal symptoms, as well as itching and flushing. When a result, Tyler evidenced temporary symptom Continued on page 5… 4  Progress Notes National Conference Highlights

2011 National Conference in Pediatric Psychology By Michael C. Roberts, Ph.D., and Ric G. Steele, Ph.D.

any thanks to all the people in and research issues. Forums for the M various capacities, including all the Journal of Pediatric Psychology and presenters for contributing their expertise the American Board of Clinical Child and enthusiasm for the field, who helped and Adolescent Psychology also make the San Antonio meeting such a took place. Kudos to the SIG lead- success. ers, SAB members, faculty mentors, With 499 attendees, this ranks and others who made these valu- among the largest Pediatric Psychology able experiences possible. meetings in our history. The program was We also thank a number of indi- noteworthy for almost 300 poster presen- viduals and groups for their support. Univ. of Florida students enjoy the conference. tations and a variety of plenary sessions, First, we appreciate the input that symposia, and workshops that addressed the Conference Advisory Council thanks to Stacy Walters and her staff at cross-cutting issues in our profession: (Annette La Greca, Celia Lescano, and University of Kansas Continuing Educa- pain, adherence, quality of life, research Tonya Palermo) and many SPP members tion, Christopher Cushing, Emily Kessler, design, diversity, health promotion, eth- provided. Relatedly, we thank RTI Interna- Jason Van Allen, numerous other student ics, and end-of-life care. With strong tional and the American Board of Clinical volunteers, and Karen Roberts. We are research designs and clear clinical impli- Child and Adolescent Psychology for their proud to have worked with each of these cations, it is evident that the profession is generous donations, as well as the SPP individuals to bring this conference to as alive and vibrant as ever. We hope that Executive Board, Membership Committee, reality. the conference serves as a catalyst for and Diversity Committee for their financial professional development with enhanced support. 2011 National Conference in Pediatric practice and research. We also thank the members of the Psychology Scientific Review Committee The Conference also provided op- Scientific Review Committee for their Lamia Barakat Elissa Jelalian portunities for networking and profes- evaluation of the submitted abstracts. Lisa Buckloh Bryan Karazsia sional development. Eight of our newly With approximately 470 submissions, the Lindsey Cohen Lisa Meltzer organized Special Interest Groups met Review Committee expended consider- Mark Connelly Monica Mitchell Ann Davis Larry Mullins to discuss plans for the future, and how able effort in deciding on posters and Meredith Dreyer Ahna Pai QOL symposium presentations. Members they can contribute to Division 54’s mis- Christina Duncan Anna Maria Patiño- sion. The Student Advisory Board hosted are listed below. Kurt Freeman Fernández a mentoring lunch for trainees and lead- Finally, we thank the behind-the- Chris Houck Sean Phipps ers in the field who provided perspectives scenes people without whom this confer- Carolyn Ievers-Landis Jane Robinson on career development, clinical practice, ence would have been impossible—many David Janicke Kathy Zebracki

…continued from page 4 flares at predictable times during his treatment. Shortly after the start of Tyler’s case is one that highlights the clear benefits of assessing and school, for example, Tyler had an exacerbation of his abdominal pain. treating childhood chronic abdominal pain from a truly biopsychosocial He complained of daily pain with episodes lasting up to one hour. We perspective. Simultaneously intervening with known biological factors learned that Tyler had a viral infection just prior to the worsening of his while providing coping skills and environmental supports to encourage GI symptoms and was experiencing “severe allergies” according to his functioning offers the greatest likelihood of positive treatment outcomes PCP. These factors, in combination with a recent transition to full time and decreased disability. school attendance, may have contributed to this temporary resurgence in Tyler’s symptoms. While certainly disappointing for Tyler and his References family, these set backs provide important clues to families and providers Drossman, D.A. (2006). The functional gastrointestinal disorders and the Rome for preventing, or at least managing, flares when they do occur. Proper III process. Gastroenterology, 130, 1377-1390. hand washing to reduce transmission of viruses, aggressive treatment Schurman, J.V., & Friesen, C.A. (2006). Chronic abdominal pain in children: An of seasonal allergies, and advance planning to reduce stress could be update. Missouri Medicine, 103, 66-71. Schurman, J.V., Wu, Y.P, Grayson, P., & Friesen, C.A. (2010). A pilot study to helpful in reducing the odds of a temporary increase in GI inflamma- asses the efficacy of biofeedback-assisted relaxation training as an adjunct tion. Continued availability of the treatment team to assess symptom treatment for pediatric functional dyspepsia associated with duodenal eo- improvement, day-to-day functioning, and ongoing implementation of sinophilia. Journal of Pediatric Psychology, 35(8), 837-847. the treatment plan also may be important in early intervention during Walker, L.S. (2004). Helping the child with recurrent abdominal pain return to later flares. school. Pediatric Annals, 33(2), 128-136.

Progress Notes  5 Diversity SIG Highlights

2011 National Conference Diversity Highlights Division 54 Mentoring Project Update By Josie S. Welkom, M.A. and Naomi E. Joffe, M.A. By Sharon Berry, Ph.D., Coordinator

he SPP Diversity Committee Special Interest Group (SIG) spon- he Division 54 Mentoring Project continues to thrive with al- T sored several events at the 2011 National Conference on Pediatric T most 400 Division 54 members participating, including 184 Psychology. professionals who have volunteered as mentors, and 195 early- John Chaney, Ph.D., highlighted both the conceptual and applied career individuals who have requested mentoring. The early-ca- aspects of cultural diversity for research and practice in his plenary reer group includes a range of individuals from undergraduates address, “Enhancing Ethnic and Cultural to graduate students, interns, postdoctoral fellows, and early- Diversity in Research and Practice of Pe- career pediatric psychologists. diatric Psychology.” Chaney, who is also a The primary requests are for mentoring in clinical or research member of the Diversity Committee SIG, areas, but others want guidance with professional development, emphasized the integral role of cultural career options, choosing internships, etc. Many of the mentors diversity in pediatric psychology and de- have served in the mentoring role with two or more individuals. scribed models for increasing multicultural Some are well connected within the same region and others awareness. He highlighted model programs are cross-country, communicating by email and/or telephone. that incorporate key elements of training, Some have gone on to meet at various conferences or conduct research, and practice essential for the de- research together. livery of culturally sensitive care to under- Over time, we shifted to a model that reflects extended net- represented pediatric populations. working for a six-month commitment (as many of these relation- John Chaney, Ph.D. Janelle Hines presented on the INNO- ships began to fade away so we set a limit that might be conve- VATIONS program at Cincinnati Children’s nient). We also recognize and communicate that mentors do not Hospital and Medical Center whose mission is to integrate pediatric and replace the university advisors and supervisors. community research with professional development and service-learn- The Mentoring Project highlights Division 54’s strengths and ing opportunities from high school through post-doctoral training. Lind- priorities. We have a wealth of knowledge and expertise within sey Cohen, Ph.D., presented on his Health and Human Services, Health our membership and we have a new cohort of students and ear- Resources and Services Administration, Graduate Program Education ly-career professionals who will continue this tradition of support training grant that supports graduate students to provide culturally for our student members. competent, evidence-based, psychological research and clinical services For anyone interested in participating, please contact me within an interdisciplinary team to disadvantaged pediatric populations. at [email protected]. For those of you who have The Diversity SIG meeting led by Celia Lescano, Ph.D., hosted a already been involved but your contact information has changed, vibrant and diverse group of individuals representing a range of uni- please send me the updated information so we can stay in touch. versities and medical centers spanning all levels of training and professional status. Yelena Wu and Lisa Clifford, Ph.D., led a discussion on “Diversity Issues in Multidisciplinary Care/Collaboration.” They highlighted personal experiences as trainees, the importance of supervi- Gender;” Elizabeth Pulgaron, Drexel University and Mailman Center for sion, and the resulting clinical impact. Further, attendees discussed their Child Development, “Childhood Obesity in Minority Families: The Role professional interests with regards to clinical, research, and training of Abuelas;” Alvina Rosales, Georgia State University, “Examination of endeavors. Lescano also discussed the committee’s initiatives, which a Computerized Parent Training Program to Manage Distress of Chil- include the Diversity Research dren Receiving Immunizations Grant (deadline for applications in a Latino Population;” and October 1, 2011), the Diversity Marilyn Sampilo, University of e-Resource Library, and student Kansas, “Acculturation Among programming at conferences. Mexican-American Participants Mery Taylor led an anony- in a Family-Based Obesity In- mous group of reviewers to tervention Program.” select five winners from more The SPP Diversity SIG will than 30 eligible posters. The sponsor a skill-building session Diversity Poster Award Winners at the 2011 APA Convention are: Ivette Cruz, University of on how to highlight diversity Miami, “Identification of Ef- issues in professional research fective Strategies to Promote Diversity Poster Award winners and members of the Diversity SIG presentations and why it is Language Development in important. The session will be Young Deaf Children with Cochlear Implants;” Sarah Martin, Georgia both didactic and interactive. To join the SPP Diversity SIG or to learn State University, “Examination of Disability and Success in Leading a more about this session, email Dr. Lescano, Member-at-Large for Diver- Value-based Life in Children with Sickle Cell Disease: Differences by sity at [email protected].

6  Progress Notes The Annual APA Convention

Division 53/54 APA and Division 54—Washington, D.C. Hospitality Suite By Anna Maria Patiño-Fernández, Ph.D. Division 54, Program Chair Grand Hyatt Washington Hotel he 119th APA Annual Convention will be held in one of our Thursday August 4, 2011 T nation’s most beautiful and historic cities—Washington, 9–10 a.m. D.C. Convention programming will take place in the Wash- D54 Adherence SIG Meeting ington D.C. Convention Center, with additional sessions and Open to all SPP members. events scheduled in the Renaissance Marriott Hotel. Over the four-day meeting, programs will be scheduled from 8:00 a.m. to 2–3 p.m. 6:00 p.m. SPP has a first-rate program of symposia, workshops, D54 Diversity SIG Meeting and paper presentations, as well as a poster session highlighting our division’s research. Open to all SPP members. Highlighting important areas in our field are symposia on parent and family factors in the treat- 3:30–5 p.m. ment of pediatric chronic pain, presented from an international perspective, and assent and consent D53: A Look Inside the Dissemination in pediatric research. A paper presentation will focus on pediatric psychologists’ roles in school, of the EBT Video Project primary care, and clinic settings. Several skill-building sessions are scheduled, including topics Open to all SCCAP members. such as behavioral health and pediatric primary-care service integration, integrating mindfulness practices into psychotherapy, and integrating issues of diversity into research. Friday August 5, 2011 In addition, Divisions 37 and 54 will sponsor a symposium presenting public health strategies 1–2:30 p.m. to enhance positive parenting research and programs. Be sure to attend the poster session, presi- D54 Student Advisory Board Meeting dential address, and awards ceremony. SPP SAB members discuss future direc- Of interest to many of you, APA President Melba J.T. Vasquez, Ph.D., will highlight the sub- tions. All SPP members welcome. ject areas and work of her presidential task forces: immigration, racism, and educational disparities. There is a great line-up of speakers/presenters on these issues, including some Division 54 2:30–3:30 p.m. members! D54 Early-career Discussion Each session is sure to provide a great deal of information and opportunity for discussion. Students and early-career psychologists are Continuing education (CE) credits will be offered for most presentations—check the final APA encouraged to learn about tips for success. program for CE sessions offered through Division 54. New this year, you can earn unlimited CE 6–7 p.m. credit for one single fee. You can save even more by taking advantage of the Early Bird fee ($50 D53 Social Hour for members, $80 for nonmembers) when you register for the convention. Please note that CE Join the celebration of Distinguished Ca- Workshops, 4- or 7-hours in length, are not included. reer Award winner, John Lochman, Ph.D. As in years past, Divisions 54 and 53 will host Internships/Fellowships on Parade on Saturday. Open to all SCCAP members. This is an excellent opportunity for students to network and gather information on internships and postdoctoral fellowships in child clinical and pediatric psychology. In addition, our Hospital- 7–8:30 p.m. ity Suite will offer several informal discussions, student programming, SIG meetings, and social D37/D53/D54 Student Social Hour hours that should interest both students and professionals alike. This forum gives individuals the Informal opportunity to meet, socialize, opportunity to discuss pertinent pediatric psychology issues in an informal setting. Refreshments and network withother student members will be available to attendees. and leaders in the field. Open to all. The terrific programming would not be possible without the time and effort of our reviewers. This convention promises to provide a variety of stimulating presentations, interaction with col- Saturday August 6, 2011 leagues across the country, access to excellent museums, nightlife, shopping, and cuisine. 1–2 p.m. See you all in D.C. this August! Diversity in Research Discussion Join D54 Diversity Committee members as they discuss methods for highlighting The Program Committee would like to thank the following pediatric psychologists diversity in research projects and reporting who served as Division 54 proposal reviewers: of results. Ethan Benore Anna Egan Astrida Kaugars Diana Shellmer Simona Bujoreanu Beth Garland Meghan Marsac Stephanie Stowman 2–3 p.m. Stacey Carpenter Cynthia Gerhardt Staci Martin Sally Tarbell D54 Adolescent and Young Adults with Ed Christophersen Rachel Greenley Robyn Mehlenbeck Amanda Thompson Chronic Health Conditions SIG Meeting Anai Cuadra Cynthia Harbeck-Weber Matthew Myrvik Abbigail Tissot Open to all SPP members. Lynnda Dahlquist Christopher Houck Sunita Patel Rachel Tunick Meredith Dreyer Alessia Johns Carrie Piazza-Waggoner Doug Tynan 7–8:30 p.m. Christina Duncan Rebecca Johnson Jerilynn Radcliffe Wendy Ward-Begnoche D54 Social Hour Rebecca Kameny Bill Rae Sara Williams Open to all SPP members. Bryan Karazsia Alyssa Rodriguez Ana Wilson

Progress Notes  7 2011 APA Division 53/54 Convention Programming in Washington, D.C.

Thursday, August 4, 2011 Division 53 Division 54 8–10 am Symposium: Youth Suicide Prevention in Primary Care Chair: Guy Diamond Rm 145B 10 am– Symposium: Innovations in Interventions for Symposium: International Perspectives on Addressing Parent and 12 pm Disruptive Behavior Disorders Family Factors in the Treatment of Pediatric Chronic Pain and Chair: John Lochman Functional Disability Rm 145A Chair: Gerard Banez Rm 155 12–1 pm Symposium: Evidence-based Practices for Tics and TTM Chair: John Piacentini 1–2 pm Rm 150B Skill-building Session: Getting Past the Front Window: Strategies for Enhancing Behavioral Health and Pediatric Primary Care 2–4 pm Symposium: Treatment of Depression in Youth: A Service Integration Developmental Psychopathology Perspective Co-chairs: Elisabeth Cannata, Delbert Hodder, Barbara Ward- Chair: Judy Garber Zimmerman Rm 150A Room 148 4–7 pm Exec Committee Meeting Renaissance Washington Hotel Rm 3

Friday, August 5, 2011 Division 53 Division 54

8–10 am Symposium: Who Benefits? Exploring Moderators of Committee Meeting: JPP Editorial Board Response to Intervention Among Depressed and At-risk Renaissance Washington Hotel Rm 3 Youth Chair: Amy Goldstien Rm 145B 10 am– Symposium: Updates of Evidence-based Assessment– Paper Session: 12 pm Family Measures Implications for Pediatric Psychologists Chair: Richard Abidin Authors: Maria Goldman, Lorna London, Mekel Harris Rom 145A Room 148 3–5 pm Presidential Address: Are We Witnessing the Decline and Fall of Clinical Child and Adolescent Psychology? D53 President: Anne Marie Albano Renaissance Washington Hotel Meeting Rm 3 4–5 pm D53 Business Poster Session: Externalizing Skill-building Session: Child’s Mind–Integrating Mindfulness Meeting Disorders in Children and Practices into Child and Adolescent Psychotherapy Renaissance Adolescents–Adolescent Risk Chair: Christopher Willard Washington Hotel Convention Ctr Halls D and E Rm 149A Meeting Rm 3

5–6 pm

8  Progress Notes 2011 APA Division 53/54 Convention Programming in Washington, D.C.

Saturday, August 6, 2011 Division 53 Division 54 8–9 am Symposium: Early Interventions for Children with an 9–10 am Autism Spectrum Disorder Skill-building Session: Integrating Issues of Diversity in Your Chair: Connie Kasari Research Rm 145A Chair: Celia Lescano 10–11 am Symposium: University–Community Collaborations Rm 149B to Promote the Socioemotional Well-being and 11 am– Educational Success of Children in Poverty Symposium: Child Assent and Symposium: Public Health 12 pm Chair: Martha Wadsworth Parental Permission in Pediatric Strategies to Enhance Rm 145A Research–Methodological Advances Positive Parenting–Research 12–1 pm Symposium: What Have We Learned from TADS, and Contextual Influences and Programs from the CDC TORDIA, and YPIC? Chair: Victoria Miller Chair: Jennifer Kaminski Co-chairs: John Curry and Joan Asarnow Rm 154B Rm 143C 1–2 pm Rm 145A Poster Session: Pediatric Psychology Convention Center Halls D and E 2–3 pm Lifetime Achievement Award/Invited Address: 3–4 pm Emotional and Social-Cognitive Dysfunction in Presidential Address and Logan Wright Research Award Aggressive Children: Intervention, Issues, and Myths D54 President: Gerald Koocher Recipient: John Lochman Rm 102A Rm 140B 4–5 pm Business Meeting/Awards Ceremony D54 President: Gerald Koocher Rm 102A 5–7 pm Division 53 and Division 54 Social Hour: Internships/Postdoctoral Fellowship Training Programs on Parade Grand Hyatt Washington Hotel

Sunday, August 7, 2011 Division 53 8–10 am *Symposium: Addressing Bullying–Perspectives KEY from the Federal Partners in Bullying Prevention Division 53 Co-chairs: Belinda Sims and Valerie Maholmes Substantive Programming Rm 151B Division 53 10–11 am Poster Session: Internalizing Disorders in Non-substantive Programming Children and Adolescents Convention Center Halls D and E Division 54 11 am–12 pm Poster Session: Developmental Psychopathology Substantive Programming Convention Center Halls D and E Division 54 Non-substantive Programming

All sessions take place in the Washington D.C. Convention Cosponsored by Divisions 53 and 54 Center unless otherwise indicated. Non-Substantive Programming

Location for the Division 54 Hospitality Suite is at the Grand Hyatt Washington Hotel. For complete schedule, see page 7.

Progress Notes  9 On the Student Front Student Member Opportunities in SPP: Adding to Your Service Experience By Christopher Cushing, M.S.

s you wind down from another se- benefits to students across a wide range of looking for another mester, I hope you take a moment to institutions, but we need help understanding perspective on the A reflect on your accomplishments and the unique experience of students on campuses review process, I set goals for the future. I often receive emails where we do not have a SAB member. The recommend that from student members interested in serving time commitment for CRs is designed with you consider join- SPP, and I am thrilled because I find service to your graduate school schedule in mind. ing JPP’s mentored SPP to be one of the most satisfying elements review program. Join a Special Interest Group of my graduate training experience. Recently Wu, If you were able to attend a SIG meeting at SPP is an organization where student Nassau, and Drotar the National Conference in San Antonio you development is a top priority. Often—when (2011) conducted Christopher Cushing, M.S. likely saw an exciting group of people passion- SPP Student Rep. decisions about the Division are being an evaluation of ate about their niche in pediatric psychology. made—the first point of conversation among the program and What you may also have seen was the forma- the Division leaders is whether and to what found that most mentees (primarily pre-doc- tion of several subcommittees and working degree a decision will serve student members. toral students) were satisfied with their experi- groups tasked with gathering the available Listed below are several ways student ence. Two of the many benefits of participation literature on topics from assessment to transi- members of SPP can take an active role in were gaining confidence in the mentee’s ability tions to adult care. These working groups have shaping the future of pediatric psychology. as a reviewer, and receiving helpful training a tremendous potential to benefit SPP. More- for their future reviews. These benefits were Network of Campus Representatives over, they present an opportunity for student conferred while mentees also provided a valu- One of the least well known, but perhaps most members to apply their skill for synthesizing able service to the field of pediatric psychol- vital ways you can serve SPP is as a Campus the literature, and network with leaders in your ogy. Truly, this is a win-win opportunity for Representative (CR). CRs are responsible area of research or clinical interest. students and for SPP. for raising awareness about SPP at their local If you are interested in serving SPP, joining I hope you will consider participating in institution. As a CR, you are provided with a SIG and getting a list of ongoing projects is a one or all of these opportunities. As always, a ready-made PowerPoint presentation on great way to start. please email me at [email protected] pediatric psychology that can be presented Mentored Reviews for JPP with your thoughts about the Division or to at Psi Chi meetings, program-wide seminars, Reviewing scientific manuscripts is a way that learn who to contact about various opportuni- etc. You would have the opportunity to help many pediatric psychologists serve the field. ties for service within SPP. identify outstanding undergraduate students to As a student, it is helpful to receive guided be featured in our Student Spotlight section of Reference practice while developing this unique skill set. Progress Notes. Most importantly, you would Wu, Y. P., Nassau, J. H., & Drotar, D. (2011). Some students may have the opportunity to re- serve as a liaison between your institution and Mentoring reviewers: The Journal of view manuscripts with their primary mentor at the Student Advisory Board. Pediatric Psychology experience. Jour- their academic institution. If not, or if you are nal of Pediatric Psychology, 36(3), 258- We are committed to maximizing SPP 264. doi: 10.1093/jpepsy/jsq073

Student Spotlight imee Hildenbrand, a fourth-year undergraduate psychol- analysis of coping among children with A ogy student at Drexel University, has served as a clinical cancer and their parents, was presented research assistant for the Center for Injury Research and Pre- as a poster at the 2011 National Confer- vention at the Children’s Hospital of Philadelphia (CHOP) under ence in Pediatric Psychology and won first the mentorship of Meghan Marsac, Ph.D., for approximately two place in Undergraduate Humanities at years. Her primary research interests and professional goals in- the Drexel University College of Arts and clude secondary injury prevention and the promotion of optimal Sciences Research Day. adjustment in children and families for both acute trauma and Hildenbrand plans to graduate with Aimee Hildenbrand chronic illness. her B.S. in June 2012 and pursue a Hildenbrand has an impressive record of honors and awards, Ph.D. in psychology. Her career aspira- and her commitment to pediatric psychology is evident by her tions include working as a pediatric psychologist, with the goal of work. In her position at CHOP, she has contributed primarily to promoting optimal recovery in children and their families following studies targeting secondary prevention of PTSD following pedi- pediatric medical trauma or chronic illness. atric medical trauma. Her honors thesis project, a qualitative

10  Progress Notes Student Awards 2011 Student Award Winners

C. Eugene Walker Education Award Apply Now! in Pediatric Psychology Nancy Bandstra, Dalhousie University Student Research Grants and Awards “The Impact of Behavioral Feeding Intervention on The Marion and Donald Routh Student Research Grant Health Care Utilization” ivision 54 has established this annual research scholar grant program for student members of the Lizette Peterson-Homer D Society. Research proposals should address areas consis- Injury Prevention Grant tent with the field of pediatric psychology. Topic examples Maryna Vaschenko, Tufts might include relationships between psychological and Nancy Bandstra University physical well-being of children and adolescents, includ- “Differences in How ing behavioral and emotional components of disease and Adolescent Mothers Cope treatment, the role of pediatric psychology in pediatric with Multiple Stressors: Positive Parenting in High- medical settings, or the promotion of health and the pre- risk Populations” vention of illness among children and youth. Maryna Vaschenko Funding is available up to $1,000. SPP Student Travel Awards SPP Student Research Award Competition ivision 54 announces its annual Student Research D Competition to encourage and reward quality research on issues related to pediatric psychology and health care of children. All of the research work must have been completed while the candidate was a student. The student must also be the primary (first) author. The award winner will receive $500.

Lizette Peterson Homer Injury Prevention Grant Award his grant, sponsored jointly by Division 54 and the Kathryn Birnie Chad Jensen Kristen Loiselle T American Psychological Foundation (APF), is open Dalhousie University Brown University University of Georgia to students and faculty to support clinical research related Hasbro Children’s Hosp. to the prevention of injuries in children and adolescents. For more information, visit www.apa.org/apf/. Funding is available up to $5,000. New SPP/CDC Injury Prevention Award ivision 54 and CDC’s National Center for Injury D Prevention and Control jointly announce a new Student Research Competition to encourage and reward quality research on issues related to unintentional injury prevention in children and adolescents. An award of $1000 will be made to the winner of the competition, contingent upon funding. In addition, the Bonney Reed-Knight Jennifer Rohan Yelena Wu individual selected will be named a SPP/CDC Injury Pre- University of Georgia University of Cincinnati Cincinnati Children’s vention Fellow. Hosp. Medical Center For more details and eligibility criteria on each of these awards, please visit SPP online at www.societyofpediatricpsychology.org.

APA Student Poster Awards Application deadline is October 1, 2011. tudent Poster Awards are available for SPP student members who are Mail applications to: Sfirst author of a poster to be presented during the APA Convention Divi- Paul Robins, Ph.D. sion 54 poster session. Student authors: please forward the final version of [email protected] the poster, not just the abstract, to Paul Robins, Ph.D., at robinsp@email. Questions? Call 215-590-7594 chop.edu by July 15.

Progress Notes  11 On the Internship Front Obtaining an Internship in Pediatric Psychology: Adding the Icing to Your Clinical Training Cake By Christopher Cushing, M.S., Melissa Cousino, B.A., and David Janicke, Ph.D.

pproximately 25 percent of APPIC Think about your Five-Year Trajectory to think internship training program appli- Do not minimize the internship training experi- about your- A cants did not match in 2011, and that ence to be only the capstone to your doctoral self as a number is likely to increase in 2012. SPP and training; rather, think of it as a starting point full-fledged the SAB are committed to providing support to on your five-year career trajectory. To do this, psycholo- ensure that you not only secure an internship first, ask what depth areas stir your passions. gist. You to complete your doctorate, but also one that Are you passionate about chronic illness, have will keep you on a career trajectory that is in policy, program development, multicultural worked line with your goals, training, and hard work. issues, disparities, health behavior, or other hard to Below are strategies that not only will increase specialties areas? How do you want to apply get to this your chances of landing that dream internship, your skills? Are you passionate about advo- point, but but may also help you enjoy the process. cacy, teaching, intervention, or another area? in the midst of this hard work you may have Then, think about the five-year trajectory that overlooked all the ways you have grown. Al- Learn What Is Expected from an Applicant can help move you toward your career goals. low the application process to be an enjoyable Everyone worries about obtaining an intern- What clinical, research, mentorship, leader- opportunity for self-reflection and goal setting. ship. However, excessive worry about vari- ship, supervision, and early-career experiences Know what you do well and where you ables that are either knowable or unchangeable will help you on this journey? need to grow. Sites will appreciate your pas- is counter-productive and should be avoided. Get advice from your peers and mentors on sion and dedication to learning. As you know, A classic example is, “I worry I don’t have these issues. Then ask which sites offer these growth does not stop after internship. Sites enough practicum hours!” There are a large types of experiences. Think about how this want to know that you will be someone who number of committed psychologists (some of focused training experience is the catalyst that will take their tremendous investment in you them long-time Division 54 members) working will propel you on the trajectory you envision and return a dividend to the field. Setting a to give you data to address these worries. for yourself. five-year vision for yourself will help you ar- A survey of clinical training and internship ticulate what that dividend might be. program directors indicate that somewhere Start Looking at Your Dream Sites Now We hope you will join our Facebook between 750-1,000 hours constitutes an appro- Identify two or three stellar programs where group to participate in the internship applica- priate minimum number depending on the defi- you would be thrilled to train. Once you have tion discussion, and learn more about how to nitions used (Kaslow, Pate, & Thorn, 2005). identified your dream programs, begin thinking maximize your internship match success. We However, a careful read of the article reveals about what those sites have to offer that makes will post a list of articles (including those cited that the successful applicant will be focused them desirable to you. This exercise can also here) that may help in your preparations. Also, on competencies as well as shear number of help you codify your training goals and under- don’t forget about Internships on Parade at the hours. Understanding the competencies valued stand what you are really looking for from an APA convention! This is a wonderful opportu- by the field will put you in a much better posi- internship program. nity to learn more about site expectations and tion to highlight the value of your training ex- Two different surveys of training directors ways to strengthen your application. periences to internship programs. Specifically, found that the most important factor in obtain- you should have a strong foundation in clinical ing a clinical internship is the “fit” between child psychology combined with an interest the applicant’s goals and the opportunities Call for Student in adding more focused specialty experiences offered at the internship site (Ginkel, Davis, Spotlight in pediatric psychology (see Spirito, Brown, & Michael, 2010; Rodolfa et al., 1999). This D’Angelo, Delamater, Rodrigue, & Siegel, “fit” is an important consideration because it PP’s Student Advisory Board is accepting 2003). You should have a passion for interdis- points the applicant to a site’s materials and S nominations for outstanding graduate ciplinary collaboration and training. makes “fit” knowable to the applicant (i.e., fit students in pediatric psychology. The selected Finally, you should be committed to a is not some mysterious cluster of personality student will be featured in the Student Spotlight developmental view of psychology combined qualities idiosyncratically determined by each section of Progress Notes. This is a wonderful with a culturally sensitive understanding of the site). By reviewing a site’s materials and think- opportunity to honor a graduate student and way multiple systems interact to confer an im- ing critically about what you want out of the provide the student with exposure to D54. pact to a given child. Highlighting these fea- internship training experience you have the A nomination form can be downloaded from tures of your training and conceptual approach opportunity to determine fit before the applica- the SPP website or may be requested. Please to psychology will help make you an attractive tion is submitted. send the nomination form, a letter of recom- applicant to pediatric psychology internship mendation, and the nominee’s CV to Elizabeth Enjoy the Process of Thinking of Yourself programs. Schneider at elizabethmschneider@gmail. as a Psychologist Consider reviewing Roberts et al. (1998), com and Christopher Fitzgerald at christopher. As we have alluded to, the experience of ap- Spirito et al. (2003), and Power, Robins, Wat- [email protected]. plying for your internship is a chance for you kins, Rourke, & Alderfer (2011). Submission deadline is July 15, 2011.

12  Progress Notes Student Research Brief Cognitive and Neural Correlates of Cardiorespiratory Fitness in Pediatric Posterior Fossa Tumor Survivors By Kelly Ross, M.A.

Background and Purposes lthough improved medical treatment for children with brain hibition, and working memory. The follow- tumors has dramatically increased five-year survival rates, this ing tests will be utilized during the fMRI population is at increased risk for medical, behavioral, emo- session: 1) a Go/no-go task (Mostofsky et A al. 2003) to examine sustained attention and tional, and cognitive late effects compared to children with other malig- nancies. Specifically, for average risk medulloblastoma, the most com- inhibition; and 2) an N-back task (Koshino mon type of posterior fossa brain tumor, relapse-free survival rates have et al., 2005), which will examine sustained Kelly Ross, M.A. increased to almost 90 percent. However, the “price of cure” for more and divided attention and working memory. than 50 percent of childhood posterior fossa tumor survivors includes Cardiorespiratory Fitness long-term neurocognitive deficits, specifically in executive functions Participants’ physical fitness will be measured using peak oxygen up- (Crawford et al., 2007). take, or VO2peak, testing. Participants will be asked to ride a cycle er- Cardiovascular fitness has been associated with better performance gometer (stationary bicycle), with increasing intensity, while their heart on tests of executive function across the lifespan, including healthy rate, oxygen uptake, and carbon dioxide output are measured. This test adolescents, adults, and older adults (e.g. Smiley-Oyen et al. 2008). At a yields a number that is considered one’s “VO2peak score,” typically a neural level, cardiovascular exercise has been linked with neurogenesis, number between 20 and 50. angiogenesis, and increased synaptic plasticity in the brain (Van Praag, 2008). Translational research with brain-injured rats has found an as- Data Analysis sociation between voluntary exercise and cognitive recovery, attributable In order to investigate relationships between cardiorespiratory fitness to up-regulation of brain-derived neurotrophic factor (BDNF; Griesbach and behavioral neurocognitive data, partial correlations will be com- et al., 2009). In addition, one study with adults with multiple sclerosis puted for VO2peak scores and behavioral scores (i.e. accuracy and reac- found a robust relationship between cardiovascular fitness and executive tion time) from the Go/no-go and N-back tasks after accounting for age, functions (Prakash et al., 2007). However, no study has investigated this race, and gender. Secondly, to examine the relationship between neural relationship in childhood cancer survivors. activation and cardiorespiratory fitness, partial correlations will be com- Finding innovative, cost-effective, and non-pharmacologic tech- puted for average percent signal change in a priori regions of interest in niques to address executive deficits in surviving posterior fossa tumor the brain and VO2peak scores after accounting for age, race, and gender. patients is vital in improving their cognitive and behavioral functioning. Finally, subjects will be grouped into “high-fit” and “low-fit” groups by The present study aims to establish rationale to explore cardiovascular the median VO2peak score; groups will be compared on executive func- exercise as a viable intervention for executive dysfunction in survivors tion scores and region of interest percent signal change using separate of childhood posterior fossa tumor by demonstrating the relationships one-way ANOVAs after accounting for age, race, and gender. among executive functions, neural activation patterns, and cardiovascu- Clinical and Research Implications lar fitness. By investigating the relationship between cardiorespiratory fitness and Methods executive functions through neuropsychological tests and neuroimaging, Participants—Twenty pediatric posterior fossa tumor survivors will be we hope to establish the significance of exercise for executive func- recruited from the neuro-oncology clinic at Children’s Hospital of Ala- tions in childhood brain tumor survivors. Since executive abilities are bama. Inclusion criteria include: a) posterior fossa tumor survivors at crucial in many areas of functioning, ranging from social interactions least one year post-completion of medical therapy; b) received radiation to academic success, a low-cost, easily disseminable intervention could therapy as part of treatment regimen; c) between the ages of 11-18 years; substantially improve the overall functioning of pediatric brain tumor d) full-scale IQ>70; e) right-handed; f) English speaking; and g) modi- survivors. fied Lansky or Karnofsky score of >70. This study has been approved by It is hoped that the present study will lay a foundation for an exercise the University of Alabama at Birmingham Institutional Review Board. intervention with pediatric brain tumor survivors and eventually other cancer diagnoses also known to suffer from executive function deficits in Questionnaires survivorship. After completing informed consent and meeting inclusion criteria, a parent or caretaker of the participant will complete a demographic informa- References Crawford, J.R., MacDonald, T.J., & Packer, R.J. (2007). Medulloblastoma in childhood: New tion questionnaire and the Behavior Rating Inventory of Executive Func- biological advances. Lancet Neurology, 6(12), 1073-1085. tion (BRIEF), an ecologically valid parent-report measure of the partici- Griesbach, G.S., Hovda, D.A., & Gomez-Pinilla, F. (2009). Exercise-induced improvement in cognitive performance of traumatic brain injury in rats is dependent on BDNF pant’s executive functions in everyday life. Participants themselves will activation. Brain Research, 1288, 105-115. complete the Physical Activity Questionnaire for Older Children (PAQ- Prakash, R.S., Snook, E.M., Erickson, K.I., Colcombe, S.J., Voss, M.W., Motl, R.W., & C) or Physical Activity Questionnaire for Adolescents (PAQ-A), a valid Kramer, A.F. (2007). Cardiorespiratory fitness: A predictor of cortical plasticity in multiple sclerosis. NeuroImage, 34(3), 1238-1244. and reliable self-report retrospective 7-day activity questionnaire. Smiley-Oyen, A.L., Lowry, K.A., Francois, S.J., Kohut, M.L., & Ekkekakis, P. (2008). Exer- cise, fitness, and neurocognitive function in older adults: The “selective improve- Functional Magnetic Resonance Imaging (fMRI) Scan ment” and “cardiovascular fitness” hypotheses.Annals of Behavioral Medicine, We plan to examine the brain activation and synchronization associated 36(3), 280-291. Van Praag, H. (2008). Neurogenesis and exercise: Past and future directions. Neuromolecular with executive functions, specifically sustained and divided attention, in- Medicine, 10(2), 128-140.

Progress Notes  13 Historical Perspective Recollections of the Beginning of Pediatric Psychology By Richard R. Abidin, Ph.D., University of Virginia

ome psychologists may see pediatric psychology as a field cre- title of which was: “Recommendations ated initially by psychologists themselves to serve the needs for a Child Psychology—Problems Sof children and families in pediatric and primary health care in Behavior, Integrated Sequence in a settings. My own recollection and personal experiences suggest that Three-year Pediatric Residency Pro- pediatricians and other physicians serving families in pediatric and gram.” While there is no documenta- medical settings also recognized the need for the field. These medical tion to support the claim, the report professionals found they were not prepared themselves to deal with the may have been the first proposal and many psychological, developmental, and family issues experienced by curriculum outline designed for the patients. Furthermore, they often did not have the time to address what training of pediatricians in behavioral were seen as non-medical problems. pediatrics. Consequently, these medical professionals were eager for the in- Following this experience, in Sep- Richard Abidin, Ph.D. volvement and assistance of other professionals who would help them tember of 1967, I became employed better serve their patients. This was most notable in government sup- at the University of Virginia (UVA), tasked with starting a new doctoral ported settings but was also true in private pediatric practices. Thus, program in School and Clinical Child Psychology. On a visit to our credit for the creation of the pediatric psychology field is shared with children’s pediatrician, Dr. Charles Gleason informed me that the head our medical colleagues. There appear to have been multiple actions of the Department of Pediatrics at UVA hospital, Dr. Bill Thurman, had across the country, some independently, some in concert with others that spoken to him about me. It turned out that Dr. Holcomb and Dr. Thur- helped move pediatric psychology concepts and services forward. man were close friends. Dr. Gleason then invited me to meet with the In my personal experience, in 1964, I was assigned to the Depart- pediatricians of Pediatrics Associates of Charlottesville and, as at Wil- ment of Psychiatry, Wilford Hall USAF Hospital in San Antonio for ford Hall, a long period of collaboration began. my internship in clinical psychology for three years. Wilford Hall was Some readers may recognize me as the author of the Parenting a large medical facility serving Air Force personnel and their families. Stress Index (PSI), but the initial idea for the development of a screen- Given my background in both clinical and school psychology, I was ing and diagnostic measure designed for pediatric practices came from assigned to work primarily in the child psychiatry area. Julian Haber M.D., while he was a pediatric resident at Wilford Hall Within weeks of my appointment, the chairman of the Department Hospital. Turning the idea into a reality was a result of the support of of Pediatrics, Col. Thomas M. Holcomb M.D. requested that I speak to the pediatricians at Pediatric Associates of Charlottesville who allowed the Pediatrics residents regarding normal child development and signs me to create the “Parenting Clinic” within their practice. The clinic was of deviation from typical development. Following the presentation, I established with the help of Lon Shackelford, Ph.D. and Bill Burke, was asked if I would be willing to consult with the residents and staff Ph.D. We provided clinical services to parents, consultation to the phy- about developmental and mental health issues, and I became an instant sicians, and were able to collect data for the development of the PSI. consultant who had no prior experience consulting with medical person- During the 1970s, we developed a model of integrated service delivery nel, although I had consulted with teachers. Later, the pediatric staff and that pleased the pediatricians, and Dr. Schackelford continues to work in residents requested that I be assigned part-time to the pediatric depart- the practice. ment and I served half time in that assignment. Also, with the support Similar activities appeared to be occurring across the country, al- of Dr. Holcomb, I developed a one month behavioral pediatrics rotation though no formal entity existed to organize the developments, such as that by May 1966 was completed by four pediatric residents. the Society of Pediatric Psychology, which was founded after 1969. In On August 26,1966, I received a letter from John McK. Mitchell, sharing the above thoughts, I hope it is clear that the field of pediatric M.D., the executive secretary of the American Board of Pediatrics, Inc., psychology was the result of the joint efforts of psychologists and pe- in response to my inquiry regarding whether there were guidelines for diatricians who recognized the need and used their administrative power a third year of pediatric residency training aimed at behavior problems. to encourage psychologists to use their skills, knowledge, and creative His response in part was, “I regret to say that at the moment I am not energy for the betterment of children and families. in any position to give you the sort of material that I gather you want. However, an ad hoc committee on this very topic has recently been set Biography up under the combined leadership of Dr. Howell Wright, president of Richard R. Abidin is professor emeritus at the University of Virginia the American Board of Pediatrics and Dr. Robert Stubblefield represent- and is the founder of the Curry programs in clinical and school psychol- ing the Committee on Certification I Child Psychiatry of the American ogy. He is a clinical child, pediatric, school psychologist and worked Board of Psychiatry and Neurology.” in those fields through out his career. Working through others as a After showing this response to Dr. Holcomb, he requested that I consultant to parents, teachers, and physicians is his practice of choice. prepare a report based on our Wilford Hall experiences so that he would He has authored a number of psychological measures, Parenting Skills be able to share it with the American Board of Pediatrics and with some programs, and family and school research articles. of his other colleagues. He said “Dick, we are leading the field on this.” In June of 1966, I submitted the report describing the history of the Developmental Pediatrics rotation at Wilford Hall to Dr. Holcomb, the

14  Progress Notes Join Division 54 Society of Pediatric Psychology Division 54, American Psychological Association

Join Division 54! Accessing Member Services Membership benefits include: • Join the listserv Send an e-mail to: [email protected], • Subscription to the Journal of Pediatric Psychology with the following command: ADD DIV54-MEMBERS (Email address) (First name) (Last name) in the body of • Representation and advocacy for pediatric the message (do not include parentheses and do not write psychology anything in the subject line). For example: ADD DIV54- MEMBERS [email protected] Jane Doe • Option to join the SPP member listserv, with • Sign off the listserv Send an e-mail to: listserv@lists. postings about job openings, discussions of apa.org. Leave subject line blank and in e-mail, type “si- clinical issues, referral requests, etc. gnoff div54-members” (without quotes). • Option to join the SPP student listserv addressing • Change your e-mail address or for problems using training and early-career issues the listserv Send an e-mail to Lindsey Cohen at div54@ hotmail.com. • Programming specific to pediatric psychology at the annual APA meeting • Access the Journal of Pediatric Psychology online Go to: http://jpepsy.oxfordjournals.org and type in user • Subscription to the SPP newsletter, Progress Notes name and password. • Check your membership status, change your contact • Opportunities to be involved and volunteer in SPP information, or to ask about SPP programs and services Send an e-mail to: [email protected]. • Various awards and grants for students and psychologists at all career stages • Join the online member directory Send e-mail to: [email protected] to ask for online directory registra- • Opportunity to participate in various Special tion form. Interest Groups within SPP • Make changes to your online member directory • Participation in the SPP mentoring program---as listing Send an e-mail to: [email protected]. mentee or mentor • Join the student listserv Go to: www.geocities.com/sppstudent. • Access to online member directory and option to be listed in the directory • Change your student listserv membership Send an e-mail to: [email protected]. To join, please visit: • Read past newsletter issues Visit www.societyofpediatricpsychology.org www.societyofpediatricpsychology.org • Visit the Society of Pediatric Psychology online Go to: www.societyofpediatricpsychology.org

Society of Pediatric Psychology Vision Statement

ediatric psychology is an integrated field of from clinical, developmental, social, cognitive, illness, injury, and developmental disorders; pre- P science and practice in which the principles behavioral, counseling, community and school vention of illness and injury; promotion of health of psychology are applied within the context of psychology. and health-related behaviors; education, training pediatric health. Areas of expertise within the field include, and mentoring of psychologists and providers The field aims to promote the health and but are not limited to: psychosocial, develop- of medical care; improvement of health care development of children, adolescents, and their mental and contextual factors contributing to delivery systems and advocacy for public policy families through use of evidence-based methods. the etiology, course and outcome of pediatric that serves the needs of children, adolescents, Founded in 1969, the field has broad interdis- medical conditions; assessment and treatment and their families. ciplinary theoretical underpinnings and draws of behavioral and emotional concomitants of —Approved, August 10, 2006

Progress Notes  15 Nonprofit Organization Progress Notes U.S. Postage Society of Pediatric Psychology PAID PO Box 3968 Permit No. 174 Lawrence, KS 66046 Cedar Rapids, Iowa

Society of Pediatric Psychology 2011 Executive Committee

President Member at Large (2009-11) APA Council Rep (2010-12) Gerald P. Koocher, Ph.D. Membership Annette La Greca, Ph.D. School of Health Sciences Christine T. Chambers, Ph.D. Department of Psychology Simmons College Depts. of Peds and Psychology University of Miami [email protected] IWK Health Centre [email protected] and Dalhousie University Past President [email protected] APA Program Chair (2011) Daniel L. Clay, Ph.D. Anna Maria Patiño-Fernández, Ph.D. College of Education Member at Large (2010-12) School of Medicine University of Missouri– Student/Trainee Development University of Miami Columbia Paul Robins, Ph.D. [email protected] [email protected] Children’s Hospital of Philadelphia Journal Editor (2008-12) President Elect [email protected] Dennis Drotar, Ph.D. Tonya Palermo, Ph.D. Div. Behavioral Medicine Seattle Children’s Hospital Member at Large (2011-13) & Clinical Psychology Research Institute National and Regional Conf. Cincinnati Children’s Hospital tonya.palermo@ Ric G. Steele, Ph.D. [email protected] seattlechildrens.org Clinical Child Psych Program University of Kansas Historian (2008-12) Secretary (2010-12) [email protected] Michael C. Roberts, Ph.D. Christina L. Duncan, Ph.D. Clinical Child Psychology Program West Virginia University Member at Large (2010-12) University of Kansas christina.duncan@ Diversity [email protected] mail.wvu.edu Celia M. Lescano, Ph.D. Dept. of Mental Health Law Newsletter Editor (2010-12) Treasurer (2011-13) & Policy David M. Janicke, Ph.D. T. David Elkin, Ph.D. Florida/Caribbean AIDS University of Florida Dept. of Psychiatry Education & Training Center [email protected] & Human Behavior Louis de la Parte Florida University of Mississippi Mental Health Institute Student Rep (2011-12) Medical Center University of South Florida Christopher Cushing, M.S. [email protected] [email protected] University of Kansas [email protected]