Sarah Kate Bearman's 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.
Dr. Bearman will be reviewing applications in anticipation of taking a student for Fall 2024.
Ph.D.
in Clinical Psychology, The University of Texas at Austin, 2005
M.A.
in Clinical Psychology, The University of Texas at Austin, 2001
B.A.
in English Literature, Psychology, Kenyon College, 1997
Bailin, A. & Bearman, SK. (2021). Coverage of therapeutic practices in clinical supervision for youth: How much overlap with the evidence base?. The Clinical Supervisor, 40(1), 29-48.
Bearman, SK. (2021). Introduction to special issue: Clinical supervision in implementation science.. The Clinical Supervisor, 40(1), 1-7. doi:.
Sale, R., Bearman, SK., Woo, R. & Baker, N. (2021). Introducing a measurement feedback system for youth mental health: Predictors and impact of implementation in a community agency.. Administration and Policy in Mental Health and Mental Health Services Research, 48(2), 327-342.
Bearman, SK., Bailin, A., Rodriguez, E.M.. & Bellevue, A. (2020). Partnering with school providers to codesign mental health interventions: An open trial of Act & Adapt in urban public middle schools. Psychology in the Schools, 1-21. doi:.
Cho, E., Bearman, SK., Woo, R., Weisz, JR. & Hawley, KM. (2020). A second and third look at FIRST: Testing adaptations of a principle-guided youth psychotherapy. Journal of Clinical Child and Adolescent Psychology. doi:.
Bowling, A., Bearman, SK., Wang, W., Guzman, L.A.. & Daleiden, E. (2020). Pediatric consultation liaison: Patient characteristics and considerations for training in evidence-based practices. Journal of Clinical Psychology in Medical Settings. doi:.
Weisz, J.R., Bearman, S.K., Ugueto, U.M., Herren, J.A., Evans, S.C., Cheron, D.M., Alleyne, A.R., Weissman, A., Tweed, J.L., Pollack, A.A., Langer, D.A., Southam-Gerow, M.A., Wells, K.C. & Jensen-Doss, A. (2019). Testing Robustness of Child STEPs Effects with Children and Adolescents: A Randomized Controlled Effectiveness Trial. Journal of Clinical Child & Adolescent Psychology. doi:.
Bearman, S.K., Bailin, A., Terry, R. & Weisz, J.R. (2019). After the Study Ends: A Qualitative Study of Factors Influencing Intervention Sustainability. Professional Psychology: Research and Practice. doi:.
Bearman, SK., Bailin, A. & Sale, R. (2019). Graduate school training in CBT supervision to develop knowledge and competencies. The Clinical Supervisor, 39(1), 1-19. doi:.
Bailin, A., Bearman, S.K. & Sale, R. (2018). Clinical Supervision of Mental Health Professionals Serving Youth: Format and Micro Skills. Administration and Policy in Mental Health and Mental Health Services Research. doi:.
Bearman, S.K., Schneiderman, R.L. & Zoloth, E. (2017). Building an evidence base for effective supervision practices: An analogue experiment of supervision to increase EBT fidelity. Administration and Policy in Mental Health and Mental Health Services Research, 44(2), 293-307.
Shernoff, E.S., Bearman, S.K. & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232.
Weisz, J.R., Bearman, S.K., Santucci, L. & Jensen-Doss, A.M. (2017). 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. doi:.
Dean's Fellow
- The College of Education, The University of Texas at Austin (2021 - 2022)
Joe R. & Teresa Lozano Long Endowed Faculty Fellow
- The College of Education, The University of Texas at Austin (2021)
Excellence in Teaching Award
- The Department of Educational Psychology, The University of Texas at Austin (2018)
Dean's Fellow
- The College of Education, The University of Texas at Austin (2018)
Graduate School Mentoring Fellowship
- The University of Texas at Austin (2017)
Deans Faculty Summer Research Award
- The College of Education (2015)
Ellen Liza Stern Fellowship
- Judge Baker Children's Center, Harvard Medical School (2007)