Bridget completed a B.S. degree in Psychology at Fordham University, and later earned her M.S. and Ph.D. at Florida International University. Prior to FIU, Bridget was a research assistant for Joshua L. Brown, Ph.D. at Fordham University and a behavioral counselor at New York University’s Summer Program for Kids (SPK) for children with disruptive behavior disorders. She also worked as the program coordinator for New York-Presbyterian Hospital’s Youth Anxiety Center (YAC) at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD) under the mentorship of Anne Marie Albano, Ph.D.
Bridget’s research interests broadly center around the delivery of evidence-based interventions for young children with externalizing and internalizing behavior problems, especially in the context of school and the kindergarten transition. More specifically, Bridget is interested in (1) training teachers in order to increase their knowledge and use of evidence-based behavioral management practices in the classroom, (2) the dissemination of evidence-based behavioral management strategies in early education classrooms, (3) preparing children at-risk for behavioral problems, and their families, for the transition to kindergarten, especially in under resourced community settings, and (4) understanding parent behaviors as they relate to the trajectory of child anxiety problems.
Diversity, Equity, Inclusion and Accessibility
2015-2021 Regular supervision and mentorship support for undergraduate students at a leading Hispanic-Serving Institution (HIS) where 80% of students identify as being from minoritized backgrounds and 25% of students are considered first generation.
2019 Co-mentored a McNair Scholar in research project: Do relationships matter? Understanding the impact of student-teacher relationships on academic performance for children with externalizing behavior problems.
2020-2021 Participated in a Diversity, Equity, & Inclusion monthly seminar at Children’s Hospital of Philadelphia
2022- Mentorship for CHOP Research Internship for Scholars and Emerging Scientists (RISES) student. CHOP RISES is a summer internship intended to build science confidence in high school students who are traditionally under-represented in research and science.
2022- With community-partnered support and input, co-developed and provide ongoing implementation support of a qualitative interview to understand the cultural humility of integrated primary care behavioral health clinicians.
2015- Initiate scholarship, clinical research activities, and teaching related to the development, implementation, and sustainment of feasible, equitable, community-partnered, and culturally responsive mental health interventions for children and families from minoritized backgrounds who are experiencing poverty.
Publications listed below are automatically derived from MEDLINE/PubMed and other
sources, which might result in incorrect or missing publications. Faculty can
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Nissley-Tsiopinis J, Power TJ, Fleming PF, Tremont KL, Poznanski B, Ryan S, Cacia J, Egan T, Montalbano C, Holdaway A, Patel A, Gallagher R, Abikoff H, Localio AR, Mautone JA. School-based organizational skills training for students in grades 3-5: A cluster randomized trial. J Consult Clin Psychol. 2024 Oct; 92(10):674-691. PMID: 39480288
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Conroy K, Hong N, Poznanski B, Hart KC, Ginsburg GS, Fabiano GA, Comer JS. Harnessing Home-School Partnerships and School Consultation to Support Youth With Anxiety. Cogn Behav Pract. 2022 May; 29(2):381-399. PMID: 35812004; PMCID: PMC9267952; DOI: 10.1016/j.cbpra.2021.02.007;
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Comer JS, Furr JM, Del Busto C, Silva K, Hong N, Poznanski B, Sanchez A, Cornacchio D, Herrera A, Coxe S, Miguel E, Georgiadis C, Conroy K, Puliafico A. Therapist-Led, Internet-Delivered Treatment for Early Child Social Anxiety: A Waitlist-Controlled Evaluation of the iCALM Telehealth Program. Behav Ther. 2021 Sep; 52(5):1171-1187. PMID: 34452671; DOI: 10.1016/j.beth.2021.01.004;
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†Poznanski B, Graziano PA, Hart KC. What do preschool teachers know about attention deficit hyperactivity disorder (ADHD) and does it impact ratings of child impairment?. School Mental Health. 2021; 13(1):114-128. View Publication
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Conroy K, Greif Green J, Phillips K, Poznanski B, Coxe S, Kendall PC, Comer JS. School-Based Accommodations and Supports for Anxious Youth: Benchmarking Reported Practices Against Expert Perspectives. J Clin Child Adolesc Psychol. 2022; 51(4):419-427. PMID: 32078389; DOI: 10.1080/15374416.2020.1723601;
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Poznanski B, Silva K, Conroy K, Georgiadis C, Comer JS. Expanding the reach of children’s evidence-based mental health care through remote digital technologies” In: Steele RG, Roberts MG, editors. Handbook of Evidence-Based Therapies for Children and Adolescents: Bridging science and practice (2nd edition). Springer. New York. 2020.
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Cornacchio D, Furr JM, Sanchez AL, Hong N, Feinberg LK, Tenenbaum R, Del Busto C, Bry LJ, Poznanski B, Miguel E, Ollendick TH, Kurtz SMS, Comer JS. Intensive group behavioral treatment (IGBT) for children with selective mutism: A preliminary randomized clinical trial. J Consult Clin Psychol. 2019 Aug; 87(8):720-733. PMID: 31294589; PMCID: PMC6629469; DOI: 10.1037/ccp0000422;
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Comer JS, Hong N, Poznanski B, Silva K, Wilson M. Evidence Base Update on the Treatment of Early Childhood Anxiety and Related Problems. J Clin Child Adolesc Psychol. 2019; 48(1):1-15. PMID: 30640522; DOI: 10.1080/15374416.2018.1534208;
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Poznanski B, Cornacchio D, Coxe S, Pincus DB, McMakin DL, Comer JS. The Link Between Anxiety Severity and Irritability Among Anxious Youth: Evaluating the Mediating Role of Sleep Problems. Child Psychiatry Hum Dev. 2018 Jun; 49(3):352-359. PMID: 29222620; DOI: 10.1007/s10578-017-0769-1;
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†Poznanski B, Hart KC, Cramer E. Are teachers ready? Preservice teacher knowledge of classroom management and ADHD. School Mental Health. 2018; 10(3):301-313. View Publication
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Furr JM, Comer JS, Villodas MT, Poznanski B, Gurwitch R. “Trauma and Child Psychology: From Risk and Resilience to Evidence-based Intervention. In: Butcher JL, Hooley J, Kendall PC, editors. The APA Handbook of Psychopathology. American Psychological Association. Washington DC. 2018.
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Sanchez AL, Cornacchio D, Poznanski B, Golik AM, Chou T, Comer JS. The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis. J Am Acad Child Adolesc Psychiatry. 2018 Mar; 57(3):153-165. PMID: 29496124; DOI: 10.1016/j.jaac.2017.11.022;
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Hart KC, Poznanski B. “Attention Deficit Hyperactivity Disorder: Risk for” In: Wenzel A, editor. The SAGE Encyclopedia of Abnormal and Clinical Psychology. SAGE Publications. Thousand Oaks, California. 2017.
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Cornacchio D, Bry L, Poznanski B, Sanchez AL, Comer JS. “Psychosocial Treatment and Prevention in Early Childhood Conduct Problems” In: Lochman JE, Matthys W, editors. The Wiley Handbook of Disruptive and Impulse-Control Disorders. Wiley Press. New Jersey. 2017.
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Comer JS, Bry LJ, Poznanski B, Golik AM. Children's Mental Health in the Context of Terrorist Attacks, Ongoing Threats, and Possibilities of Future Terrorism. Curr Psychiatry Rep. 2016 Sep; 18(9):79. PMID: 27423458; DOI: 10.1007/s11920-016-0722-1;
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†Poznanski B. Research to practice: Promoting successful transitions to kindergarten for children with behavior problems. Journal of Early Intervention. 2016; 1-3.
This graph shows the total number of publications by year, by first, middle/unknown,
or last author.
| Year | Publications |
|---|
| 2016 | 2 |
| 2017 | 3 |
| 2018 | 3 |
| 2019 | 2 |
| 2020 | 2 |
| 2021 | 3 |
| 2024 | 1 |
2022 Children’s Hospital of Philadelphia:
Grant Proposal Success Workshop Fellow
2022 NIMH Division of Services and Intervention Research:
Child Intervention, Prevention, and Services (CHIPS) Fellow