Dr. Sarah Kate Bearman is a professor at the Ballmer Institute for Children’s Behavioral Health and within the School Psychology program in the Department of Special Education and Clinical Services at the University of Oregon. She is the director of the LEAP (Leveraging Evidence and Advancing Practice) Lab and serves as the Director of Clinical Training at the Ballmer Institute. Dr. Bearman’s research focuses on the effectiveness and implementation of scientifically supported mental health practices for youths and families in resource-limited settings. She works in partnership with community stakeholders to adapt, develop, and support interventions that are effective, user-friendly, accessible, and sustainable in places where children and families receive services. She is the co-author of the treatment manual, Principle-Guided Psychotherapy for Children and Adolescents: The FIRST Program for Behavioral and Emotional Problems (Weisz & Bearman, 2020) and has led a number of studies testing mental health interventions for youth in schools (Bearman, Bailin, Rodriguez & Bellevue, 2020), clinics (Weisz, Bearman, Santucci & Jensen-Doss, 2017), pediatric primary care (Bailin & Bearman, 2022), and with peer-support services (Bearman, Jamison, Lopez, Baker & Sanchez, 2022; Jamison et al., 2023). She also studies how clinical training and consultation can best support therapist competency (Bearman, Schneiderman & Zoloth, 2017), and how this might be leveraged in routine care settings (Bailin & Bearman, 2021). Her research has been supported by federal agencies and foundations including the National Institute of Mental Health, the Department of Education, the Annie E. Casey Foundation, and the National Alliance for Mental Illness. She provides training and clinical consultation in the transdiagnostic treatment of anxiety, OCD, depression, disruptive conduct, and traumatic stress to diverse front-line providers across settings.

2005 Ph.D., Clinical Psychology, The University of Texas at Austin

2004 - 2005 Predoctoral Internship (APA Approved Internship), Children’s Hospital of New York- Presbyterian/Columbia Medical Center, Child Track

2001 M.A., Clinical Psychology, The University of Texas at Austin

1997 B.A., Psychology and English, Kenyon College (Magna cum Laude; High Honors in Psychology)

Fellow, Margie Gurley Seay Centennial Professorship in Education, The College of Education, The University of Texas at Austin (2023 - 2024)

Joe R. & Teresa Lozano Long Endowed Faculty Fellow, The College of Education, The University of Texas at Austin (2021 - 2022)

Sharon Bischofshausen Award, Department of Psychology and Neuroscience, Baylor University, Waco, TX Excellence in Teaching Award, The Department of Educational Psychology, The University of Texas at Austin (2018)

Graduate School Mentoring Fellowship, The University of Texas at Austin (2017)

(*) Indicates graduate student or postdoctoral fellow author, (^) indicates undergraduate author Bearman, S.K., Rohde, P., Pauling, S*., Gau, J.M., Shaw, H., & Stice, E. (2024). Predictors of the sustainability for an evidence-based eating disorder prevention program delivered by college peer educators. Implementation Science, 19 (47), https://doi.org/10.1186/s13012-024-01373-9

Bailin, A.*, Cho, E., Sternberg, A., Evans, S.E., Hollinsaid, N., Bearman, S.K., Weisz, J.R. (2023). Principle- Guided Psychotherapy for Children and Adolescents (FIRST): Study protocol for a randomized controlled effectiveness trial in outpatient clinics. Trials, 24, 682, https://doi.org/10.1186/s13063-023-07717-y

Rohde, P., Bearman, S.K., Pauling, S.*, Gau, J.M., Shaw, H., Stice, E., (2023). Setting and provider predictors of implementation success for an eating disorder prevention program delivered by college peer educators. Administration and Policy in Mental Health and Mental Health Services Research 50(6), 912-925 doi: 10.1007/s10488-023-01288-5 Jamison, J.M.*, Baker, N.*, Lopez, M.A., & Bearman, S.K. (2022). An analysis of six-month follow-up data from a peer parent support study. Administration and Policy in Mental Health and Mental Health Services Research. 50, 225–236 (2023). https://doi.org/10.1007/s10488-022-01234-x

Bailin, A.* & Bearman, S. K. (2022). Brief, digital, self-directed, and culturally adapted: Developing a parenting intervention for primary care, Children and Youth Services Review, 132, 106314 Bearman, S.K, Jamison, J.M.*, Lopez, M.A., Baker, N.*, & Sanchez, J.E.^ (2022). Testing the impact of a peer- delivered family support service: A randomized clinical effectiveness trial. Psychiatric Services https://doi.org/10.1176/appi.ps.202100278

Sale, R.*, Bearman, S. K., 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

Bailin, A.* & Bearman, S. K. (2021). Coverage of therapeutic practices in clinical supervision for youth: How much overlap with the evidence base? The Clinical Supervisor, 40 (1), 29-48 Cho, E., Bearman, S. K., Woo, R.*, Weisz, J.R., & Hawley, K. M. (2021). A second and third look at FIRST: Testing adaptations of a principle-guided youth psychotherapy. Journal of Clinical Child and Adolescent Psychology, 50 (6), 919-932.

Bowling, A. A.*, Bearman, S. K., 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, 28 (3), 529-542. https://doi.org/10.1007/s10880-020-09738-0

Bearman, S. K., 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. https://doi.org/10.1002/pits.22410

Bearman, S. K., Bailin, A.*, Terry, R.*, & Weisz, J. R. (2020). After the study ends: A qualitative study of factors influencing intervention sustainability. Professional Psychology: Research and Practice, 51(2), 134–144. https://doi.org /10.1037/pro0000258 (IF = 1.850).

Weisz, J. R., Bearman, S. K., Ugueto, A. M., Herren, J. A., Evans, S. C., Cheron, D. M., Alleyne, A. R.,Weissman, A. S., 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 and Adolescent Psychology, Vol 49(6), 883-896. https://doi.org/10.1080/15374416.2019.1655757

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. https://doi.org/10.1007/s10488-016-0723-8 (IF = 2.619).

Weisz, J. R., Bearman, S. K., Santucci, L., & Jenson-Doss, A. M. (2017). Initial test of a principle-guided approach to transdiagnostic psychotherapy with children and adolescents. Journal of Clinical Child & Adolescent Psychology, 46:1, 44-58, https://doi.org/10.1080/15374416.2016.1163708 (IF = 5.077).

Dr. Bearman's current research focuses on testing the effectiveness and implementation of flexible, transdiagnostic interventions in publicly-funded routine care settings such as community mental health clinics, schools, and pediatric primary care. She is also interested in using process research to identify ways to increase the effectiveness of evidence-based interventions for youth in routine care settings.