Research & Program Evaluation

CFI and WCF: Dedicated to Evidence-Based Practice Every Step of the Way

CFI is an evidence-based practice, meaning we utilize targeted treatment approaches that have been scientifically-proven to improve specific mental and/or behavioral health outcomes (e.g., cognitive behavioral therapy (CBT), dialectical behavioral therapy (DBT). In line with our commitment to data-driven care, CFI engages in the client-centered approach of systematic progress monitoring through which we use real-time data, collected via routine, in-session assessments, to inform individualized treatment planning. 

While receiving care through CFI, clinicians will routinely measure anxiety, depression, and behavioral symptoms, as well as the strength of therapeutic alliance (the relationship between the therapist and the patient). Parents and/or caregivers of child patients will also be asked to complete caregiver-report measures – meaning from the parent/caregiver perspective – of the same measures a child’s clinician is implementing in session. Parents/caregivers will be sent these assessments through our Electronic Health Record System, My Best Practice. Routine assessment is part of our standard of care because it enables clinicians to actively and systematically track patient progress, and amend individualized treatment plans according to that progress, while continuously strengthening their relationships with their patients. Our clinicians also utilize assessment outcomes to inform recommendations for appointment frequency and therapy cessation. 

A key element to our comprehensive program evaluation, and organization-wide commitment to diversity, equity, and inclusion, is assessing the cultural sensitivity of our staff. Throughout treatment, each patient (and/or caregiver of a child patient) will also receive our Client Cultural Sensitivity and Satisfaction Questionnaire which assesses patient (and parent/caregiver) perceptions of their (or their child’s) therapist’s support of and respect for their culture, opinions, beliefs, gender identity, sexual identity, and whether they effectively communicated with patients in their preferred language(s).

Cultural sensitivity, and the integration of cultural beliefs and values into the therapeutic process, is essential to building strong therapeutic alliance and to providing effective therapeutic intervention. We conduct routine assessment of our staff’s performance in this domain to understand where we are doing well, and where improvements must be made, so we can offer the best possible quality of care to anyone who walks through our doors. At CFI, we strive to provide a warm, safe space for our patients to be authentically themselves and aim to foster an environment defined by continuous learning, growing, and collaboration. 

WCF Scientific Council

      • Cheryl McNeil, Ph.D.
      • Ryamond DiGiuseppe, Ph.D.
      • Thomas Ollendick, Ph.D.
      • Stephen Whiteside, Ph.D.
      • Brian C. Chu, Ph.D.
      • Dean McKay, Ph.D.
      • John R. Weisz, Ph.D.

Equity Research Presentations and Publications

DelAngelo, M.H., Swanstrom, A., Schuman, I., Henderson, D., Athineos, C., Fisher, E., Spahn, N. & Weissman, A.S. (2024, February). Breaking barriers: Advancing mental health equity through financially-reduced, culturally-informed care. Poster presented at The Society of Clinical Psychology’s Inaugural Conference, Atlanta, GA.

Weissman, A., Swanstrom, A., DelAngelo, M., Athineos, C., & Schuman, I. (2023, July). Evidence-based care for all: A free therapy pilot. Poster presented at the Journal of Clinical Child and Adolescent Psychology Future Directions Forum, Regina, SK, Canada.

Weissman, A. S., & the Weissman Children’s Foundation Equity and Effectiveness Scientific Council (under review). Leveraging technology and innovative service delivery models to provide accessible evidence-based care for all: The Weissman Children’s Foundation COVID-19 Relief Initiative. Evidence-based Practice in Child and Adolescent Mental Health.

Weissman, A.S., Athineos, C., Fuller, J.R., Swanstrom, A. (2022). The Weissman Children’s Foundation Free Therapy Pilot. Presented at the ABCT Emergency & Disaster Preparedness and Response: Using Cognitive and Behavioral Science to Make an Impact Convention, New York, NY.

Weissman, A. S. (Chair), McKay, D., McNeil, C. B., Ollendick, T. H., Whiteside, S. P., & Chu, B. C. (2021, November). Increasing Access and Equity through Innovation: Preliminary Groundwork from the Weissman Children’s Foundation Equity and Effectiveness Scientific Council. Symposium conducted at the Annual Meeting of the Association for Behavioral and Cognitive Therapies (Virtual).

Weissman, A. S. (Chair), McKay, D., McNeil, C. B., Ollendick, T. H., Whiteside, S. P., & Chu, B. C. (2021, October). Increasing Access and Equity through Innovation: Preliminary Groundwork from the Weissman Children’s Foundation Equity and Effectiveness Scientific Council. Symposium conducted at the Annual Meeting of the New York State Psychological Association (Virtual).

Weissman, A. S. (Chair), McKay, D., McNeil, C. B., Ollendick, T. H., Whiteside, S. P., & Chu, B. C. (2021, August). Increasing Access and Equity through Innovation: Preliminary Groundwork from the Weissman Children’s Foundation Equity and Effectiveness Scientific Council. Symposium conducted at the Annual Meeting of the American Psychological Association (Virtual).

Weisz, J. R., Bearman, S. K., Ugeto, A., Herren, J., Evans, S., Cheron, D., Alleyne, A., Weissman, A. S., Tweed, J. L., Pollack, A., Langer, A., & Jensen-Doss, A. (2019). Testing the robustness of Child STEPS effects: A randomized controlled effectiveness trial. Journal of Clinical Child & Adolescent Psychology, 00, 1-14.

Weisz, J. R., Ugueto, A., Herren, J., Marchette, L., Bearman, S. K., Lee, E. H., Thomassin, K., Alleyne, A., Cheron, D., Tweed, J. L., Hersh, J., Raftery-Helmer, J., Weissman, A. S., & Jensen-Doss, A. (2018). When the torch is passed does the flame still burn? Testing a “train the supervisor” model for the Child STEPS treatment program. Journal of Consulting and Clinical Psychology, 86, 726-737.

Hale, J. B., Reddy, L. A., & Weissman, A.S. (2017). Neuropsychological assessment in children and adolescents. In J. N. Butcher, J. Hooley. & P. D. Kendall (Eds.), APA Handbook of Psychopathology. Washington, DC: APA Press.

Mohlman, J., Deckersbach, T., & Weissman, A. (Eds.). (2015). From symptom to synapse: A neurocognitive perspective on clinical psychology. Routledge.

Reddy, L. A., Weissman, A. S., & Hale, J. B. (2013). Neuropsychological assessment and intervention for emotional and behavior disordered youth: Opportunities for practice. In L. A. Reddy, A. S. Weissman, & J. B. Hale (Eds.), Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders. Washington, DC: APA Press.

Reddy, L. A., Weissman, A. S., & Hale, J. B. (Eds.). (2013). Neuropsychological assessment and intervention for youth: An evidence-based approach to emotional and behavioral disorders. American Psychological Association.

Reddy, L. A., Weissman, A. S., & Hale, J. B. (2013). Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders. Edited Book: Washington, DC: APA Press.

Reddy, L. A., Hale, J. B., Weissman, A. S., Lukie, C., & Schneider, A. N. (2013). Integrated neuropsychological assessment and intervention for youth with Attention-Deficit/Hyperactivity Disorder. In L. A. Reddy, A. S. Weissman, & J. B. Hale (Eds.), Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders. Washington, DC: APA Press.

Weissman, A. S., Chu, B. C., Reddy, L. A., & Mohlman, J. (2012). Attention mechanisms in children with anxiety disorders and in children with attention deficit hyperactivity disorder: Implications for research and practice. Journal of Clinical Child and Adolescent Psychology, 41, 117-126.

Weissman, A. S. (2011). Inattention in Anxious and ADHD Youth. Saarbrucken, Germany: Lambert Academic Publishing.

Bearman, S. K., Ugueto, A. M., Herren, J., Weissman, A. S., Cheron, D., & Weisz, J. R. (2010, December). MATCH-ADTC: Modular approach to treatment for children with anxiety, depression, trauma, and conduct problems. MATCH-ADTC Associate Consultant Training at the Department of Health and Human Services (DHHS), Portland, ME.

Weissman, A. S., Herren, J., Ugueto, A. M., Bearman, S. K., Weisz, J. R., & Chorpita, B. F. (2010, November). The Child STEPs Clinic Treatment Project-Maine (CTP-Maine). Invited Talk presented at the Child and Adolescent Anxiety Pre-Conference Institute at the Annual Meeting of the Association for Behavioral and Cognitive Therapies, San Francisco, CA.

Bearman, S. K., Herren, J., Ugueto, A. M., Weissman, A. S., & Weisz, J. R. (2010, February). MATCH-ADTC: Modular approach to treatment for children with anxiety, depression, trauma, and conduct problems. MATCH-ADTC Depression Training at the Maine Medical Center, Portland, ME. 

Bearman, S. K., Herren, J., Ugueto, A. M., Weissman, A. S., & Weisz, J. R. (2010, January). MATCH-ADTC: Modular approach to treatment for children with anxiety, depression, trauma, and conduct problems. MATCH-ADTC Anxiety/Trauma Training at the Maine Medical Center, Portland, ME. 

Weissman, A. S., & Bates, M. E. (2010). Increased clinical and neurocognitive impairment in children with autism spectrum disorders and comorbid bipolar disorder. Research in Autism Spectrum Disorders, 4, 670-680.

Bearman, S. K., Herren, J., Ugueto, A. M., Weissman, A. S., & Weisz, J. R. (2009, December). MATCH-ADTC: Modular approach to treatment for children with anxiety, depression, trauma, and conduct problems. MATCH-ADTC Conduct Training at the Maine Medical Center, Portland, ME. 

Chu, B. C., Colognori, D., Weissman, A. S., & Bannon, K. (2009). An initial description and pilot of group behavioral activation therapy for anxious and depressed youth. Cognitive and Behavior Practice, 16, 408-419.

Weissman, A. S., Antinoro, D., & Chu, B. C. (2008). Cognitive-behavioral therapy for anxiety in school settings: Advances and challenges. In M. Mayer, R. Van Acker, J. E. Lochman, & F. M. Gresham (Eds.), Cognitive-behavioral interventions for students with emotional/behavioral disorders. NY, NY: Guilford Press.