CV

Thomas H. Ollendick, Ph.D., is University Distinguished Professor in Clinical Psychology and Director of the Child Study Center at Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA. He is the author or co-author of over 350 research publications and book chapters, and 35 books. His books include Clinical Behavior Therapy with Children (Plenum Press), Developmental Issues in the Clinical Treatment of Children (Allyn and Bacon), Handbook of Interventions that Work with Children and Adolescents (Wiley), Phobic and Anxiety Disorders in Youth (Oxford), and Clinical Handbook of Assessing and Treating Conduct Problems in Youth (Springer). He is the immediate past-editor of Behavior Therapy (2009-2013) and founding and current Co-Editor of Clinical Child and Family Psychology Review.
In addition, he is Past-President of the Association for the Advancement of Behavior Therapy (1995), the Society of Clinical Psychology (1999), the Society of Clinical Child and Adolescent Psychology (2003), and the Society for the Science of Clinical Psychology (2010). The recipient of several NIMH grant awards, his clinical and research interests range from the study of diverse forms of child psychopathology to the assessment, treatment, and prevention of these child disorders from a social learning/social cognitive theory perspective. He holds adjunct professorships at Roehampton University in London and Griffith University in Brisbane, Australia. He received an Honorary Doctorate from Stockholm University in 2011 and was awarded the Career/Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapies in 2013.

KEYNOTE ABSTRACT

Phobic and anxiety disorders in children and adolescents
Although CBT has been found to be effective with the phobic and anxiety disorders of youth and enjoys evidence-based status, as many as 25% to 40% of youth with these disorders do not respond to these interventions. In this address, new and exciting developments will be reviewed that show promise for addressing some of these treatment non-responders. Innovations including attention retraining strategies and intensive and augmented treatment strategies will be highlighted. Moderators and mediators of treatment outcomes will also be explored in an attempt to highlight advances beyond generic treatment outcomes. In addition, it will be suggested that some non-responders or difficult-to-treat youth will require interventions that benefit from an individual, idiographic approach to case formulation and treatment that highlights personalized intervention. In many respects, this approach invites us to return to our roots in behavior therapy and clinical science. This idiographic approach will be illustrated in the treatment of non-responders to evidence-based treatments using controlled single case design methodologies. Implications for these findings and intervention science will be highlighted.