katie aafjes-van doorn
Clinical Lead at deliberate.ai
assistant professor yeshiva university
clinical psychologist psychotherapy researcher , fulltime faculty ferkauf graduate school psychology , yeshiva university , new york . passionate psychodynamic psychotherapy well psychotherapy research enjoy teaching course evidence-based psychodynamic psychotherapy , psychodynamic process , interpersonal psychodynamic psychotherapy research design . research interest evidence-based psychodynamic psychotherapy well potential moderator mediator change . keen try innovative method process coding video transcript research lab compare contrast therapy process different therapy patient group . written several empirical paper process outcome experiential dynamic therapy , co-authored introductory book clinical psychology , chapter process-outcome research . hope contribute `` evidence-base '' psychodynamic therapy operationalizing psychoanalytic concept defense , affect experiencing , counter transference reflective functioning , inspire new generation clinician continue engage psychotherapy research .
deliberate.ai
https://www.linkedin.com/company/deliberate-ai
New York, United States
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Clinical Lead
Yeshiva University
As a Clinical Psychologist and psychotherapy researcher, I am now fulltime faculty at Ferkauf Graduate School of Psychology, Yeshiva University, New York. I am passionate about psychodynamic psychotherapy as well as psychotherapy research and feel blessed to be teaching courses on evidence-based psychodynamic psychotherapy, psychodynamic process, interpersonal psychodynamic psychotherapy and research design to the doctoral students in the clinical psychology program. My research interest is in evidence-based psychodynamic psychotherapy as well as its potential moderators and mediators of change. I am keen to try out innovative methods of process codings of videos and transcripts in our research lab and compare and contrast therapy processes in different therapies and patient groups. I have written several empirical papers on the process and outcome of Experiential Dynamic Therapy, co-authored an introductory book on clinical psychology, and chapters on process-outcome research.  I hope to contribute to the "evidence-base" of psychodynamic therapy by operationalizing psychoanalytic concepts such as defenses, affect experiencing, counter transference and reflective functioning, and to inspire the new generation of clinicians to continue to engage in psychotherapy research.
Ferkauf Graduate School, Bronx, New York
Assistant Professor
Adelphi University
Psychodynamic psychotherapy process-outcome research with Prof. Jacques Barber at the Derner Institute for Psychological Studies
Garden City, New York
Postdoctoral Research Fellow
Access Institute for Psychological Services
https://www.linkedin.com/company/access-institute-for-psychological-services
Postdoc-intern at Access Institute's low-fee community clinic. Besides psychotherapy training and supervision, I conduct intakes and provide long-term individual psychodynamic psychotherapy & DBT group therapy for adolescents and adults with trauma, anxiety, depression, eating disorders, substance abuse, interpersonal and personality problems.
San Francisco Bay Area
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Postdoctoral Intern
San Francisco Psychotherapy Research Group
Process-outcome research in Control Mastery Theory under supervision of Clinical Professors George Silberschatz and John Curtis.
Empirical studies: Validity of the Pathogenic Belief Scale; Pathogenic beliefs mediate the relationship between adverse parenting and psychopathology, in a community sample and a replication study in a large clinical sample. 
Review papers: Cognitive mediating factors in the relationship between childhood trauma and psychopathology; The concept of pathogenic schemas in different psychotherapy approaches.
San Francisco Bay Area
Research Collaborator
CHAC
https://www.linkedin.com/company/chac_2
Each academic year I facilitate a variety of seminars on ‘Psychodynamic Therapy’ and ‘Process-outcome Research’ for doctoral interns at the APA-accredited internship site of the Community Health Awareness Council
Mountain View
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Adjunct Faculty
Stanford University
https://www.linkedin.com/company/stanford-university
Mood and Anxiety Disorder lab: an experimental pilot study on the effects of mindfulness and reappraisal on fear extinction in a student sample. Collaboration with Katharina Kircanski and James Gross.
Psycho-physiology lab: an experimental post-hoc analysis on the effect of compassion traits and states on the experience of mixed emotions in a large student sample. Collaboration with Andrea Samson, Sylvia Kreibig and Ian Gotlib.
Stanford, Palo Alto
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Visiting Researcher
Rape Crisis Center, YWCA
Completed the California Coalition Against Sexual Assault Training for Sexual Assault Counselors. Offer brief crisis interventions to survivors on the Rape Crisis Hotline and function as advocate as part of the Sexual Assault Response Team.
San Jose, CA
Rape Crisis Counselor
Lantern (golantern.com)
https://www.linkedin.com/company/thriveon-inc-
Developed evidenced-based (CBT) mental health programs (e.g. stress, anxiety, relationships, mood, sleep) for Lantern, a startup offering online personalized psycho-education, exercises and tools, and a licensed coach.
San Francisco Bay Area
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Advisor
Deborah's Palm
https://www.linkedin.com/company/deborah%27s-palm
Conducted individual counseling sessions with women with mild to moderate mental health problems, trauma and/or adjustment difficulties.
palo alto
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Counselor
Momentum for Mental Health
https://www.linkedin.com/company/momentum-for-health
Group Facilitator: Facilitated a range of CBT based psycho-education and support groups for young adults with a diagnosis of anxiety or mood disorder, psychosis, or personality disorder frequently complicated by substance misuse, self-harm and suicidal ideation.
palo alto
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Psychologist
National Health Service (NHS) Child & Adolescent Community Mental Health for Learning Disabilities
Conducted assessment and cognitive and behavioral interventions with children with learning disabilities/Autism and their families, e.g. functional analysis, thought diaries. Conducted a service audit on used outcome measures.
Portsmouth, United Kingdom
Assistant Psychologist
Broadmoor High Secure Mental Hospital (Dangerous and Severe Personality Disorder-unit)
Conducted risk assessments, (including PCL-R, HCR-20, SVR-20). Facilitated CBT-based individual and group therapy programs, e.g. Attitudes, Anger & Stress management, Sexual Offending, Substance Misuse, Considering Change with high-risk (sex) offenders.
London, UK
Therapy Assistant
National Health Service (NHS) Older Adult Community Mental Health.
Assessed and supported people with dementia or depression and their families.
Basingstoke, UK
Community Support Worker
De Kleine Johannes- Residential care
Supported children with learning disabilities & Autism; provided structure/ activities.
Amsterdam, the Netherlands
Family Support Worker
Mentrum Psychotherapy Center
One-year specialist internship during MSc in Clinical Psychology. (Co) facilitated individual and group psychodynamic therapy at the youth outpatient service for personality disorders.
Amsterdam, the Netherlands
Pre Doctoral Intern
Doctorate
Clinical and Research training in Clinical Psychology in the National Health Service (NHS).

Pre-doctoral Internships  at five mental health outpatient services (each 6 months, 3d/pw): Adult x2, Learning Disability, Older Adult, Child & Adolescent. National Health Service, UK
Conducted (intake, risk, IQ) assessments, case formulations and individual interventions with people struggling with anxiety, mood, adjustment, autism spectrum, personality, eating or somatization disorders. Comprehensive training in CBT and Systemic family therapy. Designed and delivered group programs for children with Autism, older adults with dementia and their families. Completed a one-year specialist internship in evidence-based short-term dynamic therapy.
Clinical Psychology
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University of Oxford
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Master of Science (MSc)
Psychological Research
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University of Oxford
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Master of Science (MSc)
Clinical Psychology
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Vrije Universiteit Amsterdam
https://www.linkedin.com/school/vrije-universiteit-amsterdam/
Negative parenting style, such as abuse, neglect, and intrusiveness,
is significantly related to subsequent development of psychopathology.
Here we sought to examine pathogenic beliefs as a
potential mechanism of change. We explored whether pathogenic
beliefs help explain the relationship between perceived negative
parenting style and common psychopathology symptoms. This
study assessed the psychometric properties of the self-report
Pathogenic Beliefs Scale and tested its mediating effect on the
relationship between negative parenting and psychopathology. A
community sample of 732 adults completed an online survey that
included measures of perceived negative parenting style (MOPS),
pathogenic beliefs (PBS), and a transdiagnostic measure of common
indicators of psychopathology (anxiety, low self-esteem, emotional
instability, pessimistic attitude, and depression). Results
showed that pathogenic beliefs were significantly associated with
negative parenting experiences in childhood and adult psychopathology
symptoms. Moreover, pathogenic beliefs mediated the
relationship between negative parenting style and psychopathology.
Pathogenic Beliefs Mediate the Relationship Between Perceived Negative Parenting and Psychopathology Symptoms
Journal of Aggression, Maltreatment & Trauma
http://www.tandfonline.com/loi/wamt20
Research has indicated that patients’ in-session experience of previously avoided affects may be important for effective psychotherapy. The aim of this study was to investigate patients’ in-session levels of affect experiencing in relation to their corresponding levels of insight, motivation, and inhibitory affects in initial Experiential Dynamic Therapy (EDT) sessions. Four hundred sixty-six 10-min video segments from 31 initial sessions were rated using the Achievement of Therapeutic Objectives Scale. A series of multilevel growth models, controlling for between-therapist variability, were estimated to predict patients’ adaptive affect experiencing (Activating Affects) across session segments. In line with our expectations, higher within-person levels of Insight and Motivation related to higher levels of Activating Affects per segment. Contrary to expectations, however, lower levels of Inhibition were not associated with higher levels of Activating Affects. Further, using a time-lagged model, we did not find that the levels of Insight, Motivation, or Inhibition during one session segment predicted Activating Affects in the next, possibly indicating that 10-min segments may be suboptimal for testing temporal relationships in affective processes. Our results suggest that, to intensify patients’ immediate affect experiencing in initial EDT sessions, therapists should focus on increasing insight into defensive patterns and, in particular, motivation to give them up. Future research should examine theimpact of specific inhibitory affects more closely, as well as between-therapist variability in patients’ in-session adaptive affect experiencing.
Patients’ Affective Processes Within Initial Experiential Dynamic Therapy Sessions
Psychotherapy
http://dx.doi.org/10.1037/pst0000072
Clinical errors and ruptures are an inevitable part of clinical practice. Often times, therapists are unaware that a clinical error or rupture has occurred, leaving no space for repair, and potentially leading to patient dropout and/or less effective treatment. One way to overcome our blind spots is by frequently and systematically collecting measure-based feedback from the patient. Patient feedback measures that focus on the process of psychotherapy such as the Patient’s Experience of Attunement and Responsiveness scale (PEAR) can be used in conjunction with treatment outcome measures such as the Outcome Questionnaire 45.2 (OQ-45.2) to monitor the patient’s therapeutic experience and progress. The regular use of these types of measures can aid clinicians in the identification of clinical errors and the associated patient deterioration that might otherwise go unnoticed and unaddressed. The current case study describes an instance of clinical error that occurred during the 2-year treatment of a highly traumatized young woman. The clinical error was identified using measure-based feedback and subsequently understood and addressed from the theoretical standpoint of the control-mastery theory of psychotherapy. An alternative hypothetical response is also presented and explained using control-mastery theory.
Utilizing Measure-Based Feedback in Control-Mastery Theory: A Clinical Error
Psychotherapy
http://dx.doi.org/10.1037/pst0000075
Process-Outcome studies
APA handbook of clinical psychology
Chapter 11 on the role of psychologists as researchers: a historical perspective and implications for future practice. Published by the British Psychological Society (British APA). 

This book, the second in a series of monographs published by the Society's History of Psychology Centre, is a comprehensive and informed account of the development of clinical psychology - the largest field of applied psychology in Britain. It identifies key transitions and changes in the work and thinking of clinical psychologists; explores the relationships between disciplinary and professional concerns within their policy, political and economic context; and situates British clinical psychology in relation to wider fields of research and practice in applied psychology in health care.

The Editors: John Hall is Visiting Professor of Mental Health at Oxford Brookes University; David Pilgrim is Honorary Professor of Health and Social Policy at the University of Liverpool; Graham Turpin is Emeritus Professor of Clinical Psychology at Sheffield University. The production of this book has been generously supported by the Society's Division of Clinical Psychology.
Psychologists as Researchers
British Psychological Society
http://shop.bps.org.uk/publications/clinical-psychology-in-britain-historical-perspectives-hopc-monograph-no-2-individual-use-uk-rates.html
This study explored whether patients in specialist psychology services made early gains on theoretically relevant therapeutic processes and outcomes after a trial therapy session (one 2- to
3-hour initial Experiential Dynamic Therapy session). This practice-based, nonrandomized trial used a pre–post design. Thirty-one patients (23women, average age of 37) completed standardized measures of symptoms of general distress, interpersonal functioning, self-compassion, and remoralization before and after the trial therapy session. Video recordings of the sessions’ therapy process were rated on the Achievement of Therapeutic Objectives Scale. After the trial therapy session, patients reported a significant increase in remoralization and self-compassion and a significant decrease in symptoms of general distress but not interpersonal problems. Process ratings were not significantly associated with improvement on these outcome measures. This initial positive effect could be due to the session or an effect of time or placebo. Future research using active control conditions is warranted.
Experiential Dynamic Therapy: A Preliminary Investigation Into the Effectiveness and Process of the Extended Initial Session
Journal of Clinical Psychology
To optimize the effectiveness of cognitive-behavior therapy (CBT) for each individual patient, it is important to discern whether different intervention techniques may be differentially effective. One factor influencing the differential effectiveness of CBT intervention techniques may be the patient's preferred learning style, and whether this is ‘matched’ to the intervention.
The current study uses a retrospective analysis to examine whether the impact of two common CBT interventions (thought records and behavioral experiments) is greater when the intervention is either matched or mismatched to the individual's learning style.
Results from this study give some indication that greater belief change is achieved when the intervention technique is matched to participants' learning style, than when intervention techniques are mismatched to learning style.
Conclusions are limited by the retrospective nature of the analysis and the limited dose of the intervention in non-clinical participants.
Results suggest that further investigation of the impact of matching the patient's learning style to CBT intervention techniques is warranted, using clinical samples with higher dose interventions.
An analysis of matching cognitive-behavior therapy techniques to learning styles
Journal of Behavior Therapy and Experimental Psychiatry
http://www.sciencedirect.com/science/article/pii/S0005791612000419
While the efficacy and effectiveness of CBT protocols are well established, much less is known about the comparative contribution of the various techniques within CBT. The present study examined the relative efficacy, in comparison to a control condition, of two central techniques in CBT: thought records (TRs) and behavioral experiments (BEs).
A mixed within and between participants design was used to compare the efficacy of a single session TR and a single session BE intervention with a control intervention, in a non-clinical sample. Ninety one participants were randomly allocated to one of the three conditions.
The overall pattern of results suggests that both TR and BE had a beneficial therapeutic impact in comparison to the control condition on beliefs, anxiety, behavior and a standardized measure of symptoms. There was evidence of a small advantage of the BE over the TR intervention in that the target belief changed earlier and change generalized to beliefs about others as well as the self.
The findings confirm the utility of both TR and BE interventions and point to BEs as more useful in effecting belief change in that the change in the BE condition occurred sooner and generalized further.
Examining the effects of thought records and behavioral experiments in instigating belief change.
Journal of Behavior Therapy and Experimental Psychiatry
http://www.sciencedirect.com/science/article/pii/S0005791611000668
repeated reviewer for the journal: submissions on psychotherapy process-outcome.
Journal of Clinical Psychology
Completed the one-year "Psychoanalytic Psychotherapy Therapy Program", a fellowship at the San Francisco Center for Psychoanalysis (SFCP).
San Francisco Center for Psychoanalysis
https://www.linkedin.com/in/jeffrey-cohn-a26b2312
Pittsburgh, PA
Jeffrey Cohn
Deliberate.ai
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London
Alihan Haluk Yilmaz
Interpreter and Translator
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Turkey
Engin Başer
Operations Manager at Gübretaş Maden Yatırımları A.Ş
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Darmstadt
Deniz Cicek
Electronics & Communication Engineer
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San Francisco Bay Area
Deborah Nazarian, PhD
Clinical Psychologist in Private Practice
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Topanga, CA
Adam Gilad
Emmy-Nominated Producer/Writer --  CryptoScribe/Ideator/Innovator --  Founder: Kyyndr.com, The Bold Life Tribe,
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Miami, FL
Victoria Lask
Ghostwriter & Editor at CI Writing Services, Inc.
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Middletown, CT
william arsenio
Professor of Psychology at Ferkauf Graduate School of Psychology, Yeshiva University
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Indonesia
Airin Regina
Head of Accounts and Finance at Marquee Executive offices
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Central & Western District
Kenneth Chung
WeLab Sales Executive
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Noida
Amit Jain
Director at YASHI INDUSTRIES PRIVATE LIMITED
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Raleigh-Durham-Chapel Hill Area
Brandon Cutler
Outpatient Therapist at YOUTH HAVEN SERVICES, INC.
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London
Elaine Taylor
Senior Executive Assistant
https://www.linkedin.com/in/janemfloyd1
Wake Forest, NC
Jane  M. Floyd, PsyD
Founder and Principal,  InSight Dimensions, LLC
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Greater Sydney Area
Alexandra Guhde, PsyD
Doctor of Clinical Psychology, in Private Practice
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Jakarta
hafni setiadi
Owner, PT.Antar Mitra Prakarsa
https://www.linkedin.com/in/mayersonpsychotherapy
San Francisco, CA
Chaya Rivka Mayerson, Psy.D.
Psychologist
https://www.linkedin.com/in/sharon-karp-lewis-psyd-lcsw-18b31964
Oakland, CA
Sharon Karp-Lewis, PsyD, LCSW
Psychoanalyst, Psychotherapist, Consultant
https://hk.linkedin.com/in/sin-yuk-lu-599b3797
Hong Kong SAR
Sin Yuk Lu
Manager, Digital Channels Technology at WeLab Bank
https://www.linkedin.com/in/alisa-rosenberg-psy-d-b6927343
Glen Rock, NJ
Alisa Rosenberg, Psy.D.
Licensed Clinical Psychologist NY #19760, NJ #6537, CA #27429
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