Hana-May Eadeh, B.S.

Transcription

1 Page 1 of 7 CURRICULUM VITAE, B.S. 308 Iowa Ave, Iowa City, IA hana-may-eadeh@uiowa.edu EDUCATION University of Iowa: Iowa City, IA, July 2018 Present Graduate Student in Clinical Science Ph.D. Program Research Mentor: Dr. Isaac T. Petersen Virginia Commonwealth University: Richmond, VA, Aug Dec B.S. in Psychology, minor in Women s, Gender, and Sexuality Studies, Magna Cum Laude Cumulative GPA: 3.88; Psychology GPA: 3.67 Research Mentor: Joshua M. Langberg, Ph.D. Kenyon College: Gambier, OH, Aug May 2014 Cumulative GPA: 3.63 PEER-REVIEWED PUBLICATIONS Breaux, R. P., Langberg, J. M., Bourchtein, E., Eadeh, H.M., Molitor, S. J., & Smith, Z. R. (in press). Brief homework intervention for adolescents with ADHD: Trajectories and predictors of response. Journal of School Psychology. Molitor, S.J., Eadeh, H.M., Bourchtein, E., Smith, Z.R., Green, C.D., & Langberg, J.M. (2018). The rey-osterrieth complex figure: a useful measure of organizational skills for adolescents with ADHD? Journal of Pediatric Neuropsychology. doi: /s Molitor, S.J., Oddo, L.E., Eadeh, H.M., & Langberg, J.M. (2018). EF deficits in youth with ADHD: Disentangling possible sources of heterogeneity. Journal of Emotional and Behavioral Disorders. Eadeh, H.M., Langberg, J.M., Molitor, S.J., Behrhorst, K., Smith, Z.R., & Evans, S.W. (2018). Factor structure and convergent validity of the stress index for parents of adolescents (SIPA) in adolescents with ADHD. Assessment. Langberg, J.M., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Eddy, L.D., Smith, Z... Eadeh, H.M. (2018). Overcoming the research-to-practice gap: A randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers. Journal of Consulting and Clinical Psychology.

2 Page 2 of 7 Eadeh, H.M., Bourchtein E., Langberg, J.M., Eddy, L.D., Oddo, L.E., & Evans, S.W. (2017). Parentadolescent conflict mediates the association between impairment and depression in young adolescents with ADHD. Journal of Child and Family Studies, 26(9), DOI: /s Langberg, J.M., Molitor, S.J., Oddo, L.E., Eadeh, H.M., Dvorsky, M.R., & Becker, S. (2017). Prevalence, patterns, and predictors of sleep problems and daytime sleepiness in young adolescents with attention-deficit/hyperactivity disorder. Journal of Attention Disorders. DOI: / Langberg, J.M., Smith, Z.R., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Eddy, L.D., Eadeh, H.M., & Oddo, L.E. (2017). Factor structure and predictive validity of a homework motivation measure for use with middle school students with Attention-Deficit/Hyperactivity Disorder. School Psychology Quarterly. DOI /spq Eddy, L.D., Dvorsky, M.R., Molitor, S.J., Bourchtein, E., Smith, Z., Oddo, L.E., Eadeh, H.M., & Langberg, J.M. (2015). Longitudinal evaluation of the cognitive-behavioral model of ADHD in a sample of college students with ADHD. Journal of Attention Disorders. DOI: / MANUSCRIPTS UNDER REVIEW Smith, Z.R., Eadeh, H.M., Breaux, R.P., & Langberg, J.M. (under review). Sleepy, Sluggish, Worried or down? The distinction between self-reported SCT, daytime sleepiness, and internalizing symptoms in youth with ADHD. Eddy, L.D., Eadeh, H.M., Breaux, R.P., & Langberg, J.M. (under review). Prevalence and predictors of suicidal ideation, plan, and attempts in first year college students with ADHD. Zendarski, N., Breaux, R. P., Eadeh, H.M., Smith, Z. R., Molitor, S. J., Bourchtein, E., Mulraney, M., Green, C. D., & Scriberras, E. (under review). Bullying victimization and poor academic outcomes in adolescents with ADHD: What individual factors predict risk? Becker, S., Langberg, J.M., Eadeh, H.M., Isaacson, P., & Bourchtein, E. (under review). Sleep and Daytime Sleepiness in Adolescents with and without ADHD: Differences across Ratings, Daily Diary, and Actigraphy. SYMPOSIUM PRESENTATIONS Bourchtein, E., Breaux, R. P., Smith, Z. R., Eadeh, H.M., Green, C. D., Becker, S. P., Langberg, J. M. Sleep no more The role of technology in sleep problems and daytime sleepiness. In R. Breaux (Chair), Friend or foe? - Technology use in individuals with ADHD. Symposium presented at the

3 Page 3 of 7 annual meeting of the Association for Behavioral and Cognitive Therapies. Washington, DC, November 2018 (Accepted). Smith, Z. R., Green, C. D., Eadeh, H.M., Breaux, R. P., Bourchtein, E., Becker, S. P., Langberg, J. M. Typing your feelings: Associations between internalizing symptoms, self-esteem, and technology use in adolescents. In R. Breaux (Chair), Friend or foe? - Technology use in individuals with ADHD. Symposium presented at the annual meeting of the Association for Behavioral and Cognitive Therapies. Washington, DC, November 2018 (Accepted). POSTER PRESENTATIONS Eadeh, H.M., Breaux, R.P., Sullivan, A.W., Langberg, J.M., & Becker, S. P. (2019, April). Emotion regulation and internalizing symptoms in adolescents with and without ADHD: The moderating role of parent psychopathology and parenting behaviors. Poster submitted to the Biennial Convention of Society for Research in Child Development (SRCD), Baltimore, MD. Smith, Z., Eadeh, H.M., & Langberg, J.M. (2017, April). Should sluggish cognitive tempo be considered an internalizing construct: Implications for assessment and treatment. Poster presented at the Biennial Convention of Society for Research in Child Development (SRCD), Austin, TX. Eadeh, H.M., Smith, Z., Kinder, J., Oddo, L., Jabessa, S., Bourchtein, E., Dvorsky, M., Eddy, L.D., Molitor, S., & Langberg, J.M. (2016, October). Are sluggish cognitive tempo and anxiety and depression empirically distinct when both are assessed from the adolescent perspective? Poster presented at the Annual Convention of Association for Behavioral and Cognitive Therapies, New York, NY. Eddy, L.D., Bourchtein, E., Oddo, L., Eadeh, H.M., Bunford, N., Evans, S. & Langberg, J. M. (2016, October). Emotion dysregulation increases risk for depression through parent-child relationship stress among adolescents with ADHD. Poster presented at the Annual Convention of Association for Behavioral and Cognitive Therapies (ABCT), New York, NY. Oddo, L.E., Molitor, S. J., Jabessa, S., Eadeh, H.M., Kinder, J., & Langberg, J. M. (2016, October). Predictors of sleep problems in adolescents with ADHD. Poster presented at the Annual Convention of the Association for Behavioral and Cognitive Therapies (ABCT), New York, NY. Dvorsky, M.R., Bourchtein, E., Molitor, S., Kipperman, K.L., Eadeh, H.M., Langberg, J.M., (2015, November). Protective factors that buffer against impairment in college students with ADHD. Poster presented at the Annual Convention of Association for Behavioral and Cognitive Therapies (ABCT), Chicago, IL. Eadeh, H.M., Dvorsky, M.R., Bourchtein, E., Molitor, S., Kipperman, K.L., Langberg, J.M., & Evans, S.W., (2015, November). Pathways to depression for young adolescents with ADHD. Poster

4 Page 4 of 7 presented at the Annual Convention of Association for Behavioral and Cognitive Therapies, Chicago, IL. RESEARCH EXPERIENCE Research Coordinator May 2016 July 2018 Longitudinal Evaluation of the Impact of Sleep Problems on the Academic and Social Functioning of Adolescents with and without ADHD (IES; R305A160126) Coordinate all study activities including: creating and maintaining online data collection through REDCap for both study sites Recruit all study participants and administer intake assessments including semi-structured diagnostic interviews and abbreviated intelligence and achievement testing Meet with families to give feedback on behavioral, academic achievement, and mental health issues of adolescent in study Prepare assessment reports for participants after each evaluation Train research study personnel on assessment administration procedures and update lab members weekly on recruitment and eligibility of participants Supervisor: Joshua M. Langberg, Ph.D. Post-Bacc Research Assistant Feb 2017 Aug 2017 Pediatric Psychology Lab, Department of Psychology, Virginia Commonwealth University Effects of Cumulative Risk on Asthma Outcomes in Urban Children and Adolescents ([AIRR] NIH/NHLBI; F31HL129681) and Families of Richmond, VA (FoR-VA) AIRR examines the effects of a cumulative risk model of stress on asthma outcomes in urban children and adolescents, as well as the potential for asthma-related caregiver support to serve as a protective factor in this association. FoR-VA involves collecting survey and physical data (e.g., saliva markers of stress reactivity) from children (5-12 years) and their caregivers and examines why some children facing adversity cope and adapt relatively successfully, whereas other children experience negative physical health outcomes; examine concurrent stress, resilience, and adaptability Administer intake assessments for both studies including interview style questionnaires, saliva collection, and executive functioning tasks Total time spent: 2-4 hours per week, depending on scheduled assessments Supervisor: Robin Everhart, Ph.D. Part-Time Research Coordinator Jan 2016 May 2016 Efficacy of an Organizational Skills Intervention for Middle School Students with ADHD (IES; R305A130011) and Improving the Educational and Social-Emotional Functioning of College Students with ADHD (IES; R305A150207)

5 Page 5 of 7 Coordinate all study activities including: undergraduate student tasks, data entry, recruitment of parents, students, and teachers and collection of questionnaire data from participants at baseline as well as following them through to post and follow-up timepoints Administer intake assessments: cognitive ability, achievement, and executive functioning tasks Train research study personnel on assessment administration procedures and update study personnel weekly on recruitment and eligibility of participants Total time spent: 30 hours per week Supervisor: Joshua M. Langberg, Ph.D. Research Assistant & Data Manager Nov 2014 Jan 2016 Efficacy of an Organizational Skills Intervention for Middle School Students with ADHD (IES; R305A130011) Data management including overseeing all data entry tasks, tracking and monitoring progress, and preparing all data sets for analyses Participate in research meetings for intervention, assessment, analyses, and other project planning Administer intake assessments: cognitive ability, achievement, and executive functioning tasks Review and code audio-recordings of intervention sessions between school counselor interventionist and student participants; specifically, coding adherence to manual guidelines and integrity/competence in delivery of intervention components Total time spent: hours per week, depending on scheduled assessments Supervisor: Melissa R. Dvorsky, M.S. CLINICAL EXPERIENCE Life Skills Coach Nov 2014 Feb 2018 United Methodist Family Services (UMFS), Richmond, VA UMFS is a residential treatment facility or may be an alternative for juvenile detention Provide supportive services for at-risk youth, including those experiencing trauma, behavioral disorders, personality disorders, or severe mood and other psychopathological disorders Support and coaching for social, personal, and academic functioning with weekly two-hour visits as a component of a youth s inpatient treatment program and occasionally attend recreational, play, and CBT therapy sessions with mentee as an additional support person Intervention strategies are supervised by monthly meetings with supervisor Total time spent: Two hours per week (volunteer) Supervisor: Angie Williams Cystic Fibrosis Clinic Shadow May 2017 August 2017 Cystic Fibrosis Clinic, VCU Children s Hospital of Richmond Shadow Dr. Schechter with pulmonary medicine team (pulmonologist, respiratory therapists, dieticians, medical students) and Dr. Everhart with behavioral health team (clinical

6 Page 6 of 7 psychologists, graduate practicum student, social worker), serving infants, children, and adolescents (through age 21) Observe parent training, cognitive behavioral, and motivational interviewing techniques in short periods (20 minutes or less) Total time spent: 5 hours per week Supervisor: Robin Everhart, Ph.D. STAND (Supporting Teens Academic Needs Daily) Group Assistant April 2016 May 2016 Integrating Tobacco Prevention Strategies into Behavioral Parent Training for Adolescents with ADHD (VFHY, ) 8-week group focused on teaching adolescents and their parents homework, organization, and time-management skills. Assisted the adolescent-group leader in teaching skills to the youth and led small group discussions focused on developing newly learned skills. Total time spent: 3 hours per week for 8 weeks Supervisor: Joshua M. Langberg, Ph.D. TRAINING AND SKILLS Intelligence, Achievement, and Executive Functioning Tests WASI-II WISC-IV WIAT-III Delis Kaplan Executive Functioning Tower Test Rey-Osterrieth Complex Figure (administration and Boston Qualitative Scoring System) Diagnostic and Semi-Structured Interviews ChIPS (parent and child version) SCA-PI Data Management Software REDCap Microsoft Excel Website Design T4 Statistical Packages MPLUS SPSS R

7 Page 7 of 7 Mandt System, UMFS, Richmond VA Completed a comprehensive 2-day training seminar on Mandt- an integrated system aimed at preventing, de-escalating, and intervening when the behavior of an individual poses an immediate risk to oneself or others. The seminar covered the environmental and psychological factors that may contribute to such behavior, the safest ways to intervene, and proper protocols to follow after such a situation has taken place to ensure the safety of the youth. First certified May 2015, recertification course taken yearly (last 2/17) CPR and First Aid, UMFS, Richmond VA Comprehensive training seminar that covered basic clinical, workplace, and job-specific first aid and CPR skills. PROFESSIONAL AFFILIATIONS AND AWARDS American Psychological Association, Student Affiliate Association for Behavioral and Cognitive Therapies, Post-Baccalaureate Member Phi Kappa Phi Honors Society, Virginia Commonwealth University Chapter Dean s List, Fall, 2013 Fall, 2015 Senior Capstone Psychology Course - Best Poster Award