- Child and Adolescent Psychiatry
- General Psychiatry
- Eating Disorders
- Anxiety Disorders
- Mood Disorders
- Attention Deficit/Hyperactivity Disorder
Clinical Professor, Psychiatry and Behavioral Sciences - Child and Adolescent Psychiatry
Fellowship:Massachusetts General Hospital Dept of Psychiatry Program (2006) MA
Residency:Massachusetts General Hospital Dept of Psychiatry Program (2004) MA
Internship:Northshore Medical Center-Salem Hospital (2002) OR
Medical Education:University of Wisconsin School of Medicine and Public Health (2001) WI
Board Certification: Child and Adolescent Psychiatry, American Board of Psychiatry and Neurology (2008)
Board Certification: Psychiatry, American Board of Psychiatry and Neurology (2006)
Applying family-based treatment (FBT) to three clinical presentations of avoidant/restrictive food intake disorder: Similarities and differences from FBT for anorexia nervosa.
The International journal of eating disorders
OBJECTIVE: This article uses three brief case reports to illustrate how family-based treatment (FBT) can be used to treat pre-adolescents with avoidant/restrictive food intake disorder (ARFID).METHOD: We present case material illustrating how FBT can be used in three different clinical presentations of ARFID: (1) low appetite and lack of interest; (2) sensory sensitive eaters; and (3) fear of aversive consequences eaters-all without shape or weight concerns.RESULTS: This case material illustrates that the main principles of FBT-agnosticism as to the cause of the illness, externalization, emphasizing the seriousness of ARFID, parental empowerment, behavioral consultation, and practical behavioral focus-are applicable for a range of ARFID clinical presentations. Common challenges in this patient group include (1) promoting urgency; (2) challenging long term behavioral accommodation; (3) lack of parental alignment, parental fatigue, (4) and co-morbid psychiatric problems in the patients. Strategies to address these problems are described.CONCLUSION: FBT can be adapted for children with ARFID using the main principles of the approach.
View details for DOI 10.1002/eat.22994
View details for PubMedID 30578635
- Body Image, Media, and Eating Disorders-a 10-Year Update ACADEMIC PSYCHIATRY 2018; 42 (1): 129–34
A Model CSMH Curriculum for Child and Adolescent Psychiatry Training Programs.
2015; 39 (5): 512-516
Child and adolescent psychiatrists (CAP) care for high school students preparing to enter college. They also may continue to see students while on school vacations and may care for college students in various settings (emergency room, inpatient hospital unit, private practice, college student health service, or counseling center). As increasing numbers of students with mental health diagnoses pursue secondary education, CAP need to be knowledgeable about campus systems of care, principles of transition, and privacy and educational laws affecting college students. This article describes an informal needs assessment of general CAP members of the American Academy of Child and Adolescent Psychiatry and details the results of a survey of CAP program directors on training opportunities in college student mental health (CSMH). The authors present a sample curriculum for a clinical rotation in CSMH, as well as providing ideas for core didactic lectures, and proposing the development of online resources to reduce the burden of creating new lectures and standardize experiences among training programs.
View details for DOI 10.1007/s40596-015-0307-z
View details for PubMedID 25895628
Teaching a Systematic Approach for Transitioning Patients to College: An Interactive Continuing Medical Education Program.
2015; 39 (5): 549-554
The purpose of this article is to determine the effectiveness of a hands-on continuing education program for practicing child and adolescent psychiatrists (CAPs) with a focus on best practices in transitioning psychiatric patients to college. The plan was to build on the unique knowledge and skill set of CAPs, use audience and facilitator feedback from prior programs to inform program content, structure, and format, and incorporate findings from the evolving literature.A 3-h interactive workshop was designed with an emphasis on audience participation. The workshop was divided into three main segments: didactics, whole group discussion/brainstorming, and small group discussion of illustrative case vignettes.Improvements and changes in knowledge, skills, and attitudes related to transition planning were identified by program participants. Quantitative feedback in the form of course evaluations, pre- and posttests, and a 6-month follow-up questionnaire indicate that the use of interactive teaching techniques is a productive learning experience for practicing CAPs. Qualitative feedback was that the discussion of the case vignettes was the most helpful.The use of a workshop format is an effective strategy to engage practicing CAPs in learning about and implementing best practices to support the transition of their patients to college and into young adulthood. Comprehensive and proactive transition planning, facilitated by clinicians, should promote the wellness of college-bound patients and help to reduce the potential risks in the setting of an upcoming transition.
View details for DOI 10.1007/s40596-015-0347-4
View details for PubMedID 26077008
- Successfully Launching Adolescents With Eating Disorders to College: The Child and Adolescent Psychiatrist's Perspective. Journal of the American Academy of Child and Adolescent Psychiatry 2013; 52 (6): 559-561
- Considering the Effect of Sexual Trauma When Teaching Physicians About Human Sexuality ACADEMIC PSYCHIATRY 2010; 34 (6): 409-413
- Psychiatry's Role in Teaching Medical Students, Psychiatric Residents, and Colleague Physicians About Human Sexuality ACADEMIC PSYCHIATRY 2010; 34 (5): 321-324