Jon S. Ebert, Psy.D.Associate Professor of Clinical Psychiatry and Behavioral Sciences
Psy.D., Wheaton College (Clinical Psychology)
M.A., Wheaton College (Clinical Psychology)
M.A., Trinity College at Trinity International University
B.A., Bethel University
Dr. Ebert is a licensed clinical psychologist with extensive clinical and consultation expertise in the assessment and delivery of services to children and families who have experienced traumatic stress and mental health challenges. Dr. Ebert is Clinical Director of the Vanderbilt Center of Excellence for Children in State Custody (COE) which is part of a statewide network funded under an agreement with the State of Tennessee to improve the public health by enhancing the quality of services provided to children in or at-risk of entering the Tennessee child welfare or juvenile justice systems.
In his work with the Vanderbilt COE, Dr. Ebert provides ongoing leadership and training for the Tennessee statewide best practice initiative in the dissemination of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Attachment, Self-Regulation, and Competence (ARC), and Teen Outreach Program (TOP). He has published on the dissemination of evidence based practices and presented nationally on systems-level approaches to managing children and youth with sexual behavior problems, family reunification, trauma-informed treatment cultures, and the role of leadership in the adoption of evidenced-based practices. Dr. Ebert co-teaches the Family Therapy Seminar for the Child and Adolescent Psychiatry Fellowship program and is a primary supervisor for Psychology Interns working in the Child and Adolescent Psychiatry Outpatient Clinic (CAPOC) as part of Vanderbilt’s APA-approved, Pre-doctoral Psychology Internship Consortium.
Children, adolescents, marriage and family therapy, juvenile justice, trauma and attachment
trauma and resilience, counter-responses & interventions with highly conflictual clients, dissemination of evidenced based-practices for children & youth, and developing clinical competencies in student clinicians.