Friday April 17 - Saturday April 18, 2015
Bell Harbor International Conference Center, Seattle, WA
2211 Alaskan Way, Pier 66
Seattle, WA 98121
Directions to Bell Harbor
Parking for conference attendees will be available at Bell Harbor International Conference Center for a special rate of only $9 plus tax per day. Parking vouchers must be purchased on-site through Bell Harbor.
View official conference schedule with abstracts
Continental breakfast and a buffet-style lunch will be provided on Saturday only (included with registration fee). There will be a 2-hour break for dinner prior to Friday evening's keynote address. There are a number of restaurants within walking distance of Bell Harbor to choose from.
**Please email firstname.lastname@example.org from your University email address with a brief description of the program you are enrolled in for a student discount code.*Please complete the Poster Submission Form to receive a $50 discount code (does not apply to student rate).
***For an additional $5 charge, we can offer a Certificate of Completion for Washington State licensed psychologists, marriage and family therapists, mental health counselors, and social workers, as well as PSESD Clock Hours and DEL Merit STARS Credits.
Adele Diamond, University of British Columbia
Research Insights into Promoting the Well-Being of Children and their Families
Adele Diamond is the Tier 1 Canada Research Chair Professor of Developmental Cognitive Neuroscience at the University of British Columbia in Vancouver, BC, Canada. One of the pioneers in the field of Developmental Cognitive Neuroscience, Adele is at the forefront of research on executive functions. Executive functions include 'thinking outside the box' (cognitive flexibility), mentally relating ideas and facts (working memory), and giving considered responses rather than impulsive ones, resisting temptations and staying focused (inhibitory control, including selective attention). These abilities are crucial for problem-solving, creativity, reasoning, and success in all life’s aspects. Adele studies how executive functions are affected by biological factors (e.g., genes and neurochemistry) and by environmental ones (e.g., impaired by stress or improved by interventions) especially in children. She has made discoveries that have improved treatment for medical disorders (PKU and ADHD) and impacted early education, improving the lives of thousands of children. Her work has shown that executive functions can be improved at any age, even in the very young. Recently Adele has turned her attention to the possible roles of traditional activities, such as music and dance, in improving executive functions, academic outcomes, and mental health.
Robert Roeser, Portland State University
Reflections on the Research on Mindfulness and Compassion
Robert W. Roeser is a Professor of Psychology and Human Development in the Department of Psychology at Portland State University in Portland, Oregon. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan (1996) and holds master's degrees in religion and psychology, developmental psychology and clinical social work. In 2005 he was a United States Fulbright Scholar in India; from 1999-2004 he was a William T. Grant Faculty Scholar; and from 2006 to 2010 served as the Senior Program Coordinator for the Mind and Life Institute (Boulder, CO). Currently, Dr. Roeser's Culture and Contemplation in Education Lab (CaCiEL) at Portland State is devoted to the study of the putative effects of mindfulness and compassion training for teachers and (early childhood and early adolescent) students with regard to health and wellbeing, and teaching and learning.
Mindfulness in Communities Experiencing Trauma
Rony Berger, Ben Gurion University, Tel Aviv University
Enhancing Resiliency and Cultivating Compassion in Youth
Dr. Rony Berger is a senior clinical psychologist and a family and child therapist who is an internationally recognized expert in dealing with the psychological preparation for and aftermath of terrorism and other major disasters. Dr. Berger is on the faculty of Emergency Medicine at Ben Gurion University, a senior member of the PREPARED center for emergency response research as well as on the faculty of the Stress, Crisis and Trauma program at Tel Aviv University. He is the Director of Disaster Relief and Rehabilitation Unit at Brit Olam, an international humanitarian organization aims at alleviating the psychological suffering of traumatized and impoverished communities. Additionally, he is on the on the advisory board of the Center for Compassion and Altruism Research and Education at Stanford University where he assists in designing compassion cultivation programs as well collaborate with Prof. Philip Zimbardo (The Stanford Prison Experiment) on developing manuals to enhance community resiliency and promote pro-social orientation.
Molly Cevasco, University of Washington
Promoting Mindfulness for Diverse Populations
Molly Cevasco is a graduate student at the University of Washington in the School Psychology program. As a former educator, her focus is on training educators in the use of evidence-based, culturally-relevant interventions for students with emotional and behavioral disabilities. Molly is a Board Certified Behavior Analyst (BCBA) and works for Northshore School District providing behavioral consultation for students participating in Special Education services.
Bonnie Duran, University of Washington
Mindfulness in Indian Country— Working with the Legacy of Colonization
Bonnie Duran Dr.PH (mixed race Opelousas/Coushatta descendent) is an associate professor in the Schools of Social Work and School of Public Health at the University of Washington, and is also Director of the Center for Indigenous Health Research
at the Indigenous Wellness Research Institute (www.iwri.org
/health). She received her Dr.PH from the UC Berkeley SPH in 1997. Bonnie teaches graduate courses in Community Based Participatory Research (CBPR), Health Promotion/Disease Prevention and critical theory. She has worked in public health research, evaluation and education among Native Americans and other communities of color for over 30 years. Dr. Duran is currently the Principal Investigator of 2 NIH funded research projects in “Indian Country”.
Cultivating Mindfulness in Youth
Jacinda Dariotis, University of Cincinnati, Johns Hopkins Bloomberg School of Public Health
Student and Teacher Qualitative Perspectives on a SchoolBased Mindful Yoga Program: Skills Recall and Use
Dr. Dariotis is a multidisciplinary family researcher and developmentalist focusing on understanding family formation decision-making (in terms of fertility and romantic unions) and risk-taking tendencies (sexual and substance use) across the lifespan beginning in childhood through middle adulthood. Of particular interest are the biological and familial determinants of fertility and romantic relationship intentions in youth and how life-course competition variables influence those intentions and subsequent behaviors over time. She has been involved in numerous state-wide prevention and intervention program evaluations while completing her graduate degrees in Human Development and Family Studies as well as Statistics. As a mixed-methodologist she focuses on both quantitative (parametric and nonparametric statistics) and qualitative paradigms.
Amy Eva, Seattle University
Learning to Breathe: A mindfulness-based curriculum to support at-risk youth
Dr. Eva arrived at Seattle University in 2005 with a background in language arts and educational psychology. She regularly teaches courses in the Master in Teaching and Counseling Programs, including “The Psychology of Learning,” “Middle School Seminar,” and “Adolescent Psychology.” Her research interests originally focused on cognition, affect, and the psychology of reading where she studied think aloud methods for reading poetry and the genre-specific comprehension strategies that high school and college students use to better understand poems. She has also published teacher education research that examines the effectiveness of co-teaching as a model, along with curricular elements to better integrate general education and special education practices for both general and special education pre-service educators. Currently, she is analyzing data that points to the most effective instructional and classroom management strategies utilized by new teachers in diverse, inclusive K-12 schools.
Kevin King, University of Washington
The Effects of Mindfulness Based Relapse Prevention in a Juvenile Justice Setting
Dr. King’s work has shown that individuals' poor cognitive and emotional self-regulation are more vulnerable to environmental and social risk factors (such as stress, poor parenting, and depressive symptoms) in the development of multiple risk behaviors. His research has repeatedly demonstrated that the development of cognitive and emotional self-regulation during adolescence is not uniform across adolescents, that poor or under-developed self-regulation puts adolescents at the highest risk for broad classes of behavior problems, and that exposure to stressful life events and poor parenting may shape the development of self-regulation during adolescence. He has been principal and co-investigator on multiple federal and private foundation grants to examine substance use and self-regulation in youth. He received his Ph.D. from Clinical Psychology from Arizona State University.
Mindfulness in Parenting
Barbara Burns, Santa Clara University
Promoting Resilience in Young Children Through Parenting: A Pilot Study
Barbara M. Burns is a developmental psychologist whose research has focused on understanding attention regulation and resilience in young children from underserved families. She received her Ph.D. in Experimental Child Psychology from Brown University and, is a professor and Program Director of Liberal Studies: Pre-Teaching and Child Studies at Santa Clara University. Together with her students and collaborators, Dr. Burns has developed a community parenting program called the ‘Resilient Families Program’ (RFP). RFP is based on the science of resilience and consists of six psycho-educational workshops designed to strengthen children’s executive function skills and parent-child attachment through daily family routines and games and increase feelings of parent mastery and stress management through introduce mindfulness and compassion exercises.
Larissa Duncan, University of California, San Francisco
The Role of Self-Compassion in Mindful Parenting: A Pilot RCT of the Listening Mothers Program
Larissa G. Duncan, Ph.D., is an Assistant Professor in the Department of Family and Community Medicine and the Osher Center for Integrative Medicine at the University of California, San Francisco (UCSF) School of Medicine. Her program of research is focused on investigating the ways in which mindfulness and mindful parenting may promote psychological well-being, the quality of family relationships, and adaptive coping with stress. She is engaged in a number of intervention research projects aimed at investigating the psychological, behavioral, and physical health effects of mindfulness-based interventions. Her team also conducts basic research on the measurement of mindfulness and mindful parenting using 1st and 3rd-person report, observational, and physiological assessment paradigms. Dr. Duncan developed a questionnaire measure of mindful parenting, the Interpersonal Mindfulness in Parenting (IM-P) scale that is now in use in parenting studies in five countries.
Jessica Sommerville, University of Washington
The Impact of Parental Mindfulness Training on Infant Prosociality
Jessica Sommerville is an associate professor in the Psychology department at UW, and the associate director for social, emotional and cognitive competence at CCFW. Her research focuses on the emergence of social cognition in infancy and early childhood. She is particularly interested in mechanisms of developmental change, individual differences, and the role that experience plays in infants' and children's learning about the social world.
Sharon Stanley, Somatic Transformation
Healing Trauma through Relationship: Mindfulness of Neural and Emotional Cues
Dr. Sharon Stanley has educated thousands of professionals in the principles and practices of mindful, somatic psychotherapy. Building on her research on empathy in caregivers working with traumatized young people, Sharon developed Somatic Transformation, a model for treatment and a professional curriculum. ST is based on emerging research in developmental neuroscience, mindful somatic practices and cross-cultural relational psychotherapy. Sharon is an active participant in Dr. Allan Schore's Seattle Study Group, has had extensive work with First Nations in Canada and has integrated her study of Afro-Brazilian healing with emerging research in clinical right hemispheric healing practices. She maintains a clinical practice on Bainbridge Island and is completing a book with Routledge for publication.