# Helping Give Away Psychological Science/ABCT2020

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
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Helping Give Away Psychological Science (HGAPS, pronounced as two syllables: "H-Gaps") is a nonprofit (501c3) service organization with affiliated chapters at multiple universities. HGAPS is dedicated to helping the best information about psychological science reach the people who would benefit. Our goal is to build small groups to improve the information about psychology on Wikipedia and in the community. We aim to make the pages reach the level of the best college textbook on the topic and help clinicians, clients, and educators each find high-quality resources quickly. View the HGAPS Website
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# HGAPS at the 2020 Convention of the Association for Behavioral and Cognitive Therapies (ABCT)

There are several programming events at the convention featuring HGAPS or resources and materials that HGAPS has helped develop. We have done similar workshops at the Miami International Child and Adolescent Mental Health (MICAMH) Conference in February 2020, and via Zoom for the North Carolina Psychological Association in April 2020. We are improvising how to deliver the workshop at ABCT 2020, and are changing some of our objectives based on what we are learning about the ABCT Conference Portal over the course of the actual convention. We prerecorded most of the teaching content, and we have uploaded the video to the HGAPS YouTube channel (please subscribe!) as well as putting it inside the ABCT Convention site.

## Invited Address- Helping Give Away Psychological Science: Bringing the Best of Our work to the People Who Would Benefit

Author: Eric A. Youngstrom, Ph.D; University of North Carolina at Chapel Hill & HGAPS.org
Psychologists create a huge amount of research and clinical materials every year. Only a fraction of it directly helps patients. Problems of awareness, access, and applicability are among the obstacles. Open-source approaches to dissemination show great promise in fixing the leaky pipeline due to easy accessibility and low cost. For example, Wikipedia is the largest encyclopedia in the world and the 5th most visited internet site. Wikiversity, whose audience is practitioners and graduate students, is a sister site geared towards teaching and practice. Imagine if we could use these to share resources and improve implementation of psychological science. Well, we can! The proof-of-concept projects have included editing more than 300 pages on Wikipedia and also on Wikiversity. An Evidence Based Assessment site has more than 200 pages that have been accessed more than 275,000 times. The pages include links to more than 250 PDFs of measures (stored on OSF.ioso the links will not rot), along with details about scoring and interpretation. An assessment center with free, automated scoring for more than 70 scales has been built with grants from the APS, SSCP, SCCAP/Division53, SCP/Division 12, and the APA/CODAPAR. It provides free scoring reports, and it has been used more than 35,000 times. Creative Commons licensing, widely used in the arts, offers an easy way for us to share the science and practice.
Free, simple strategies will let us crowdsource the expertise of ABCT and bring the best information to the people who would benefit.
Free, shareable version of the slides from the keynote available here.

### Learning goals for the session:

* Identify three advantages to using Wikipedia for dissemination of information about emotional and behavioral issues and resources.
* Locate at least three free assessment resource kits on Wikiversity that can be used in clinical practice, research, and teaching.
* Use Creative Commons licensing to make it easier to share resources and maintain control of our work.

### Free copy of the slides!

The slides from the talk are available here. The talk tells the origin story of why Eric got started editing Wiki (which includes why he was walking around with his arm in a cast at ABCT 2011), as well as how Wikipedia, Wikiversity, and Wikidata are powerful tools for helping the public better understand psychology and what it can offer.
The slides illustrate many of the principles and techniques we can use to share our information more effectively. They have a Creative Commons license on them, showing how we can make it clear when and how we want to share materials. The CC BY 4.0 license means that you are allowed to use the slides, and remix them, so long as you include a citation to the original work. Please send the slides to friends and colleagues, and use whatever is helpful in your own work!
The deck also includes links to many pages and resources, as well as shortened links and QR Codes, showing various ways that content can be shared using different technologies.

### Suggested Readings

* Becker-Haimes, E. M., Tabachnick, A. R., Last, B. S., Stewart, R. E., Hasan-Granier, A., & Beidas, R. S. (2020). Evidence base update for brief, free, and accessible youth mental health measures. Journal of Clinical Child & Adolescent Psychology, 49, 1-17. https://doi.org/10.1080/15374416.2019.1689824
* Friedberg, R. D., Nakamura, B. J., Winkelspect, C., Tebben, E., Miller, A., & Beidas, R. S. (2018). Disruptive innovations to facilitate better dissemination and delivery of evidence-based practices: Leaping over the tar pit. Evidence-Based Practice in Child and Adolescent Mental Health, 3, 57-69. https://doi.org/10.1080/23794925.2018.1427009
* Lessig, L. (2008). Remix. New York: Penguin. Available for free download at: https://archive.org/details/LawrenceLessigRemix

## Evidence-based Assessment to Improve Diagnosis, Case Formulation, and Outcomes: Online Resources to Improve Practice (Symposium 32)

Chair: Margaret Crane, M.A., Temple University
Discussant: Mandy Jensen-Doss, PhD, University of Miami
This symposium shows how to use many free tools and resources to do evidence-based assessment. Talks show how to weave assessment tools into the beginning, middle, and end of our work with clients. Specifically, there are free scales that can be done before the first session, as well as tools to use in case formulation and semi-structured interviews, along with progress and outcome measures. The talks walk through the assessment steps from customizing the toolkit for different clinical settings, on to documenting better outcomes. Talks show details for work with
Free, Online Tools for Evidence-based Assessment
Eric A. Youngstrom, Ph.D., University of North Carolina at Chapel Hill
More Than Moody: Applying Evidence-based Assessment to Improve Outcomes for Youth with Depression or Bipolar Disorder
Anna Van Meter, Ph.D., The Feinstein Institutes for Medical Research
Margaret Crane, M.A., Temple University
Nicole Fleischer, M.S., Philadelphia College of Osteopathic Medicine
Philip C. Kendall, ABPP, Ph.D., Temple University
Evidence-based Assessment of ADHD
Samantha Margherio, M.A., Ohio University
Evidence-based Assessment of Oppositional Defiant Disorder
Andrew Freeman, Ph.D., University of Nevada, Las Vegas

## Seeing and Using Open Platforms to Bring Evidence-based Psychology to the People Who Would Benefit: A Dissemination and Implementation Workshop (Panel #4)
### Workshop Objectives

* Access and use at least two free online assessments that could be used in one’s work.
* Discuss and provide feedback about a resource kit for working with emotional and behavioral problems.
* Create a network to share suggestions and get updated versions of kits and materials.
* Identify 3 free resources available online (and discoverable via Google search) that provide information about psychological services.
* Describe the steps involved in editing and monitoring content on Wikipedia and Wikiversity.

### General information

* Co-Chairs: Eric Youngstrom, PhD, Mian-Li Ong, PhD
* Presenters : Lizzie Wilson, Joshua Langfus, MA, Emma Chopin, BS, Hannah Kim

### Procedure during the event

* (5.00pm-5.05pm) Live Remarks: Eric Youngstrom, Chair ~ 5 min
* (5.05pm-6.08pm) Blended Class: Lizzie Wilson, Joshua Langfus, Hannah Kim. Answer questions via LIVE Google Doc
* (6.08pm-6.30pm) Live Discussion/Q&A: Google Doc
* (6.30pm onwards) After Party: Eric Youngstrom, Mian-Li Ong, and others, will stay to talk with whomever wants to stick around. It's virtually like the experience of staying in the venue and chatting afterwards! Come hang out!

### Resources

* Video Presentation on YouTube!
** Full Presentation (Lizzie Wilson)
** Using Wiki to disseminate Psychological Science by Joshua Langfus
** HGAPS Crisis Management by Hannah Kim
** Choosing Apposite Psychological Science for Public Consumption by Emma Choplin
* "Ask Questions As You Watch"! Google Doc

### Talk #1: HGAPS Assessment Center

Presented by Lizzie Wilson
* Link to YouTube segment
* The Assessment Center (viewcount: ~200 since creation)
* Assessment Center Information on Wikiversity (viewcount: 556)
* Question: "Does the platform [Assessment Center] collect the data/results?"
** Answer: "All of the responses are deidentified (or anonymous), so we keep no identifying information about any of the folks who take our assessments. This is how we keep all of the responses confidential. However, responses to assessments can be saved in the form of a PDF after you or a client takes the assessment. This is how clinicians can get their client’s responses. We are also working on creating a system where clients’ responses will be sent directly to a clinicians email, and are in the process of trial running this system in UNC’s training clinics at the moment. Hopefully we will have this available more widely in the near future."
* Question: "Have people been using the site for teaching purposes?"
** Answer: "Yes! Eric has used the site for teaching purposes in both his undergraduate Developmental Psychopathology class and his graduate Assessment class. We use them to learn how to fill out assessments for clinical vignettes. In each of the assessment batteries, there is an option to indicate that you are taking the assessment for a reason other than to seriously probe your own or a loved one’s mental health. We usually ask students to press this option so that we can filter “real” responses from responses made out of curiosity or for teaching purposes."

### Talk #2: Using Wiki To Disseminate Psychological Science

Presented by Joshua A. Langfus
* Link to YouTube segment
* Full Evidence-based Assessment Guide, Manual and Resources on Wikiversity (viewcount: since 17,458 since creation)
* Question: "Imposter syndrome grad student over here…. Can I disseminate information on wikipedia without a doctorate?"
** Answer: "Absolutely! As long as the content you add meets the quality requirements. Those requirements are publicly available, and include adhering to neutral point of view, adding citations for factual claims, etc. Anybody can edit wikipedia, and there are many other users who volunteer to help new users learn how to make helpful contributions. That is the beauty of Wikipedia - it is freely editable, open-access, and also has many experienced editors providing oversight. Edit away!"
*** Another general tip: "Editing lower profile pages first is the way to go! Stick with editing pages that have very little on them that need improvement (pages called “stubs”). You are least likely to get yelled at that way. Also, people are generally blunt on Wikipedia, but forgiving if they know you are well intentioned!"
**** Here is a list of all the psychology “stubs” that need improvement: https://wp1.openzim.org/#/project/Psychology/articles?quality=Stub-Class&importance=
**** Also, here are all of the psychology pages on Wikipedia generally: https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Psychology

### Talk #3: Evolution of Sharing while Responding to Crises

Presented by Hannah Kim
Click here for this segment of the presentation: PowerPoint
* Link to YouTube segment
* Coping with COVID-19 and Other Epidemics Wikiversity (viewcount: ~4,000)
* Coping with Social Isolation Wikiversity (viewcount: ~1,000)
* Hurricane and Flooding Prep and Tips Wikiversity (~5,000)
* Question: "Were you using for those infographics? They look incredible!"
** Answer: "We almost exclusively use Canva for our infographics! Most of our current ones are Canva, but we have used other programs too."

### Talk #4: Psychological Science for Public Consumption

Presented by Emma Grace Choplin
Click here for this segment of the presentation: Powerpoint
* Link to YouTube segment
About: This segment of the presentation is an introduction and examples on how to assess the public’s needs and then how to fulfill them by disseminating open-access psychological science in an attractive and digestible form so that it can reach the most people without any barriers of use.
* Comment: "I love the idea of information as a fundamental right! The clean water ~ clean information metaphor is neat, too."
** Response: "Thank you, just like it should be a human right for all to have easy access to clean water it should also be a human right that all have easy access to accurate and comprehensible psychological science online. This is important since the top two barriers to seeking mental health help amongst young people is the fear of judgement (social stigma surrounding mental health issues) and low mental health literacy."

#### Telepsychology

* Telepsychology Guide for Clinicians Wikiversity Page (viewcount: ~ 10,400)
* Telepsychology Guide for Patients Wikiversity Page (~ 3,126)

#### 13 Reasons Why/Hannah Baker Vignette

* Hannah Baker Clinical Vignette on Wikiversity (~ 8,900)
* What We Wish They Knew: 13 Reasons Why (~ 6,600)

### Suggested Readings

* Youngstrom, E. A., & Van Meter, A. (2019). Working smarter, not harder: Comparing evidence-based assessment to the conventional routine assessment process. In S. Dimidjian (Ed.), Evidence-based practice in action (pp. 167-183). Guilford Press.
* Youngstrom, E. A., Van Meter, A., Frazier, T. W., Hunsley, J., Prinstein, M. J., Ong, M. L., & Youngstrom, J. K. (2017). Evidence‐Based Assessment as an Integrative Model for Applying Psychological Science to Guide the Voyage of Treatment. Clinical Psychology: Science and Practice, 24, 331-363. https://doi.org/10.1111/cpsp.12207
* Beidas, R. S., Stewart, R. E., Walsh, L., Lucas, S., Downey, M. M., Jackson, K., Fernandez, T., & Mandell, D. S. (2015). Free, brief, and validated: Standardized instruments for low-resource mental health settings. Cognitive & Behavioral Practice, 22, 5-19. https://doi.org/10.1016/j.cbpra.2014.02.002
* Friedberg, R. D., Nakamura, B. J., Winkelspect, C., Tebben, E., Miller, A., & Beidas, R. S. (2018). Disruptive Innovations to Facilitate Better Dissemination and Delivery of Evidence-Based Practices: Leaping Over the Tar Pit. Evidence-Based Practice in Child and Adolescent Mental Health, 3, 57-69. https://doi.org/10.1080/23794925.2018.1427009
* Jensen-Doss, A., & Hawley, K. M. (2011). Understanding Clinicians’ Diagnostic Practices: Attitudes Toward the Utility of Diagnosis and Standardized Diagnostic Tools. Administration and Policy in Mental Health, 38, 476-485. https://doi.org/10.1007/s10488-011-0334-3

## Examples of sharing in action at the meeting

This symposium, "Symposium #13 -- Why Are We Seeking Therapy? Caregiver-youth (dis)agreement on Targets for Youth Psychotherapy: Implications for Treatment Processes and Outcomes" had an "electronic handout" that got built during the session.

## References on this web page

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* ↑ Becker-Haimes, Emily M.; Tabachnick, Alexandra R.; Last, Briana S.; Stewart, Rebecca E.; Hasan-Granier, Anisa; Beidas, Rinad S. (2020-01-02). "Evidence Base Update for Brief, Free, and Accessible Youth Mental Health Measures". Journal of Clinical Child & Adolescent Psychology 49 (1): 1–17. doi:10.1080/15374416.2019.1689824. ISSN 1537-4416. PMID 31825683. PMC PMC6962529. https://www.tandfonline.com/doi/full/10.1080/15374416.2019.1689824.
* ↑ Friedberg, Robert D.; Nakamura, Brad J.; Winkelspect, Cami; Tebben, Erin; Miller, Allen; Beidas, Rinad S. (2018-04-03). "Disruptive Innovations to Facilitate Better Dissemination and Delivery of Evidence-Based Practices: Leaping Over the Tar Pit". Evidence-Based Practice in Child and Adolescent Mental Health 3 (2): 57–69. doi:10.1080/23794925.2018.1427009. ISSN 2379-4925. https://www.tandfonline.com/doi/full/10.1080/23794925.2018.1427009.
* ↑ Lessig, Lawrence. (2008). Remix : making art and commerce thrive in the hybrid economy. London: Bloomsbury Academic. ISBN 978-1-4081-1393-6. OCLC 321071463. https://www.worldcat.org/oclc/321071463.
* ↑ Kim, Hannah; Choplin, Emma Grace; Eric Youngstrom, Ph D.; Wilson, Lizzie; Ong, Mian Li; Langfus, Joshua Aaron (2020-11-21). HGAPS Evolution in Responding to Crises (in en). doi:10.17605/OSF.IO/6H8PJ. https://osf.io/6h8pj/.
* ↑ Choplin, Emma Grace (2020-11-21). Choosing Psychological Science for Public Consumption (in en). doi:10.17605/OSF.IO/XPHKM. https://osf.io/xphkm/.
* ↑ Gulliver, Amelia; Griffiths, Kathleen M.; Christensen, Helen (2010-12-30). "Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review". BMC Psychiatry 10 (1): 113. doi:10.1186/1471-244X-10-113. ISSN 1471-244X. PMID 21192795. PMC PMC3022639. https://doi.org/10.1186/1471-244X-10-113.
* ↑ Clement, S.; Schauman, O.; Graham, T.; Maggioni, F.; Evans-Lacko, S.; Bezborodovs, N.; Morgan, C.; Rüsch, N. et al. (2015-01). "What is the impact of mental health-related stigma on help-seeking? A systematic review of quantitative and qualitative studies". Psychological Medicine 45 (1): 11–27. doi:10.1017/S0033291714000129. ISSN 0033-2917. https://www.cambridge.org/core/product/identifier/S0033291714000129/type/journal_article.
* ↑ Chao, Hsing-Jung; Lien, Yin-Ju; Kao, Yu-Chen; Tasi, I.-Chuan; Lin, Hui-Shin; Lien, Yin-Yi (2020/1). "Mental Health Literacy in Healthcare Students: An Expansion of the Mental Health Literacy Scale". International Journal of Environmental Research and Public Health 17 (3): 948. doi:10.3390/ijerph17030948. PMID 32033015. PMC PMC7036803. https://www.mdpi.com/1660-4601/17/3/948.
* ↑ Youngstrom, E. A., & Van Meter, A. (2019). Working smarter, not harder: Comparing evidence-based assessment to the conventional routine assessment process. In S. Dimidjian (Ed.), Evidence-based practice in action (pp. 167-183). Guilford Press.
* ↑ Youngstrom, Eric A.; Meter, Anna Van; Frazier, Thomas W.; Hunsley, John; Prinstein, Mitchell J.; Ong, Mian-Li; Youngstrom, Jennifer K. (2017). "Evidence-Based Assessment as an Integrative Model for Applying Psychological Science to Guide the Voyage of Treatment". Clinical Psychology: Science and Practice 24 (4): 331–363. doi:10.1111/cpsp.12207. ISSN 1468-2850. https://onlinelibrary.wiley.com/doi/abs/10.1111/cpsp.12207.
* ↑ Beidas, Rinad S.; Stewart, Rebecca E.; Walsh, Lucia; Lucas, Steven; Downey, Margaret Mary; Jackson, Kamilah; Fernandez, Tara; Mandell, David S. (2015-02-01). "Free, Brief, and Validated: Standardized Instruments for Low-Resource Mental Health Settings". Cognitive and Behavioral Practice 22 (1): 5–19. doi:10.1016/j.cbpra.2014.02.002. ISSN 1077-7229. PMID 25642130. PMC PMC4310476. http://www.sciencedirect.com/science/article/pii/S1077722914000145.
* ↑ Friedberg, Robert D.; Nakamura, Brad J.; Winkelspect, Cami; Tebben, Erin; Miller, Allen; Beidas, Rinad S. (2018-04-03). "Disruptive Innovations to Facilitate Better Dissemination and Delivery of Evidence-Based Practices: Leaping Over the Tar Pit". Evidence-Based Practice in Child and Adolescent Mental Health 3 (2): 57–69. doi:10.1080/23794925.2018.1427009. ISSN 2379-4925. https://doi.org/10.1080/23794925.2018.1427009.
* ↑ Jensen-Doss, Amanda; Hawley, Kristin M. (2011-11-01). "Understanding Clinicians’ Diagnostic Practices: Attitudes Toward the Utility of Diagnosis and Standardized Diagnostic Tools". Administration and Policy in Mental Health and Mental Health Services Research 38 (6): 476–485. doi:10.1007/s10488-011-0334-3. ISSN 1573-3289. PMID 21279679. PMC PMC6114089. https://doi.org/10.1007/s10488-011-0334-3.