The UCSF HALP Program conducts research focused on developing and testing clinic and school-based treatments for children with ADHD and related problems. Our lab has collaborated with HALP Director, Dr. Linda Pfiffner, on projects funded by the National Institute of Mental Health (NIMH) and Department of Education (DOE) investigating the Collaborative Life Skills (CLS) school clinician training and ADHD intervention program, technology enhancements to improve evidence-based service access and engagement, and mechanisms of change in multicomponent ADHD interventions. STRIVE lab director Dr. Haack currently serves as Co-I on the signature R01 project within a 5-year (2022-2027) NIMH Alacrity Center, “Center for Team Effectiveness to Accelerate EBP Implementation in Children’s Mental Health Services” Grant MH126231-01A1 entitled: "Enhancing Team Effectiveness for a Collaborative School-Based Intervention for ADHD", as well as an R03 entitled "Exploring Psychological Safety in Racially/Ethnically Diverse School Mental Health Teams." In partnership with San Diego State University and the ImplementatioN Science and Team Effectiveness in Practice (IN STEP) Children’s Mental Health Research Center at UC San Diego, these projects focus on applying team-based implementation strategies to optimize implementation and effectiveness of the Collaborative Life Skills Program across multiple public school districts. See more here.
Selected publications from this ongoing collaboration:
Pfiffner, L. J., Dvorsky, M. R., Friedman, L. M., Haack, L. M., Chung, S., Charalel, J. M., Hawkey, E., & Spiess, M. (2023). Development of a Web-Based Training Platform for School Clinicians in Evidence-Based Practices for ADHD. School Mental Health, 15(1), 49–66. https://doi.org/10.1007/s12310-022-09556-9
Williams, A.; Haack, L. M.; Hawkey, E., Chung, S., Ly, J., & Pfiffner, L. (2023). Academic Competence, Organizational Skills, and Treatment Response among Bilingual and Monolingual Children with Attention Deficit Hyperactivity Disorder. Translational Issues in Psychological Science, (epub head of print); https://doi.org/10.1037/tps0000350
Pfiffner, L. J., Dvorsky, M. R., Hawkey, E. J., Chung, S., Haack, L. M., & Owens, E. B. (2022). Improving Adherence to Behavioral Parent Training for ADHD Using Digital Health Tools. Journal of Psychiatry and Brain Science, 7(4). https://doi.org/10.20900/jpbs.20220005
Williams, A., Chung-Fat-Yim, A., Marian, V., Pfiffner, L., & Haack, L. M. (2022). Promising Effects of Socioemotional Skills Training in Bilingual Children With Attention and Behavioral Concerns. Archives of Physical Medicine and Rehabilitation, 103(12), e63.
Jiang, Y., Haack, L. M., Delucchi, K., Rooney, M., Hinshaw, S. P., McBurnett, K., & Pfiffner, L. J.(2018). Improved parent cognitions relate to immediate and follow-up treatment outcomes for children with ADHD-Predominantly Inattentive Presentation. Behavior Therapy, 49(4), 567-579. https://doi.org/10.1016/j.beth.2017.11.007
Pfiffner, L. P., Rooney, R., Jiang, Y., Haack, L. M., Beaulieu, A., & McBurnett, K. (2018). Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment. Journal of the American Academy of Child and Adolescent Psychiatry, 57(4), 245-251. https://doi.org/10.1016/j.jaac.2018.01.016
Haack, L. M., Jiang, Y., Delucchi, K., Kaiser, N., McBurnett, K., Hinshaw, S., & Pfiffner, L. J. (2017). Parental cognitive errors mediate parental psychopathology and ratings of child inattention. Family Process, 56, 716–733. 10.1111/famp.12252
Haack, L. M., Villodas, M., McBurnett, K., Hinshaw, S., & Pfiffner, L.J. (2017). Parenting as a mechanism of change in psychosocial treatment for youth with ADHD, Predominantly Inattentive Presentation. Journal of Abnormal Child Psychology, 45(5), 841-855. 10.1007/s10802-016-0199-8
Haack, L. M., Villodas, M., McBurnett, K., Hinshaw, S., & Pfiffner, L. J. (2016). Parenting mediates symptoms and impairment in children with ADHD-Inattentive Type. Journal of Clinical Child and Adolescent Psychology, 45(2), 155-166. 10.1080/15374416.2014.958840.
Pfiffner, L. P., Rooney, R., Haack, L. M., Delucchi, K., Villodas, M. & McBurnett, K. (2016). A Randomized controlled trial of a school-implemented school-home intervention for ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 55(9). 762-770. 10.1016/j.jaac.2016.05.023
The UCSF Wavefront Program provides evidence-based treatment, training, and research to improve emotion regulation for young people impacted by suicidal thoughts and behaviors, self-harm, and mood, anxiety, trauma, and obsessive-compulsive-related disorders. Our lab has collaborated with Wavefront Director, Dr. Sabrina Darrow, on projects funded by the UCSF Resource Allocation Program investigating technology enhancements to improve evidence-based service access and engagement in efforts to ultimately improve outcomes. See more here.
Publications from this collaboration: 
Haack, L. M., Armstrong, C., Travis, K., Aguilera, A., & Darrow, S. M. & (in press). HealthySMS Text Messaging System Adjunct to Adolescent Group Cognitive Behavioral Therapy in the Context of COVID-19 (Let’s Text!): Pilot Feasibility and Acceptability Study. Journal of Medical Internet Research (JMIR) Mental Health Research, 11:e49317; doi: 10.2196/49317
Darrow, S., Aguilera, A., Armstrong, C., Travis, K., Ironside, M., & Haack, L. M. (in press). Feasibility and acceptability of augmenting therapy for youth with automated text messaging during COVID-19. Evidence-Based Practice in Child & Adolescent Mental Health (epbup ahead of print); https://doi-org.ucsf.idm.oclc.org/10.1080/23794925.2023.2224112
The UCSF Psychiatry and Behavioral Sciences Diversity Committee Research Taskforce aims to: 1) Increase and support effective, socially-attuned research, including antiracist and DEI-focused research, 2) Optimize and respect diversity in our research populations/samples, and 3) Increase diversity among our current and future researchers (including staff, trainees, and faculty). STRIVE lab director, Dr. Lauren Haack, co-chairs the taskforce and leads several projects in this role. Currently, we are funded by a UCSF Resource Allocation Program (RAP) Pilot for Anti-Racism Research award entitled "Community-Based Perspective Taking to Implement Anti-Racist, Inclusive, and Authentic Partnered Research in Psychiatry." Read more here.
The taskforce also accepts nominations for the UCSF Underrepresented Minority (URM) Research Mentoring Award, established to recognize excellence in research mentorship of departmental trainees who are underrepresented minorities in medicine, including psychiatric and biobehavioral research fields. Nominations can include individuals across all ranks! The mentoring activities need not have taken place within the context of a primary mentoring role (i.e., informal mentorship roles should be included in the evaluation of the candidate) and peer mentorship counts! Submit a nomination here.
Presentations from this collaboration: 
Haack, L. M., Dutcher, E., LeWinn, K. Z., Porche, M., & Folk, J. B. (2023, October). Informing Efforts to Implement Anti-Racist, Inclusive, and Authentic Partnered Research in Psychiatry: Preliminary Needs Assessment. Poster presented at the 16th Annual UCSF Health Equity and Anti-Racism Research Symposium, San Francisco, CA.