Kristen Lindgren, PhD, ABPP

Personal Statement

I am a Professor and Licensed Clinical Psychologist in the University of Washington’s Department of Psychiatry and Behavioral Sciences and am Board Certified in Cognitive and Behavioral Psychology. I received my Ph.D. in clinical psychology from the UW in 2006 and returned to UW as a faculty member in 2010. My research interests include problematic substance use (including alcohol and marijuana), posttraumatic stress disorder (PTSD), identity and self-concept, and resilience. My work focuses on investigating  implicit (i.e., non-conscious or automatic) cognitive processes and  processes related to self-concept and identity that contribute to the development and maintenance of maladaptive behavior and psychopathology. A second line of my work focuses on developing and increasing access to briefer, effective interventions for individuals who are trauma-exposed. Support for my work has been provided by the National Institute on Alcohol Abuse and Alcoholism, the National Institute on Drug Abuse, and the University of Washington’s Garvey Institute for Brain Health Solutions and the Addictions, Drug & Alcohol Institute. I also serve as a consultant for dissemination projects aimed at training community-based mental health workers in Cognitive Processing Therapy and other evidence-based treatment for PTSD in locally, nationally, and internationally.

Department Affiliations

Teaching Philosophy

With respect to my teaching, I strive to provide a challenging and engaging experience for my trainees and students. I am deeply committed to my trainees and students applying their knowledge, through course projects, internships, or research. I do not have extensive formal training in pedagogy, but I do seek to incorporate best practices from education and psychology research. Through independent reading, I draw from psychological theories and research to increase the effectiveness of my teaching. As a clinical scientist, I also draw from literature on behavior change and goal-setting to inform my teaching. My course on cognitive behavioral therapy (CBT) and my clinical supervision (group and individual) make extensive use of goal setting (including setting individual goals that are specific, behavioral, observable, realistic, and time-sensitive) and their format mimics a cognitive behavioral session. I find that these strategies reinforce the concepts and style that I am trying to teach and help my students make the transition from learning about CBT to using it with clients.

Recent Publications

Best research practices for using the Implicit Association Test.
(2021 Sep 13)
Behav Res Methods
Greenwald AG, Brendl M, Cai H, Cvencek D, Dovidio JF, Friese M, Hahn A, Hehman E, Hofmann W, Hughes S, Hussey I, Jordan C, Kirby TA, Lai CK, Lang JWB, Lindgren KP, Maison D, Ostafin BD, Rae JR, Ratliff KA, Spruyt A, Wiers RW

Identification with drinking predicts increases in drinking behaviors (but not vice versa).
(2021 May)
Addict Behav 116(): 106796
Hertel AW, Baldwin SA, Peterson KP, Lindgren KP

On the role of (implicit) drinking self-identity in alcohol use and problematic drinking: A comparison of five measures.
(2021 Jun)
Psychol Addict Behav 35(4): 458-471
Cummins J, Lindgren KP, De Houwer J

Alcohol and marijuana protective behavioral strategies mediate the relationship between substance use identity and use-related outcomes: A multi-sample examination.
(2021 Jan)
Addict Behav 112(): 106613
Montes KS, Dela Cruz M, Weinstein AP, Pearson MR, Lindgren KP, Neighbors C, Marijuana Outcomes Study Team.

Change in implicit alcohol associations over time: Moderation by drinking history and gender.
(2020 Aug)
Addict Behav 107(): 106413
Lindgren KP, Baldwin SA, Peterson KP, Wiers RW, Teachman BA

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