Dr. Carlos Vidales

Assistant Professor of Clinical Psychology. Dr. Vidales received his PhD in Counseling Psychology from Iowa State University in 2023, with a certificate in Quantitative Psychology and as a Preparing Future Faculty Scholar. He completed his pre-doctoral internship at the Counseling and Psychology Services at UC Santa Barbara. Dr. Vidales’ research interest include the measurement and associations between psychological help-seeking stigma, substance misuse, substance disorder treatment, and racial trauma, and how sociological factors such as ethnicity, gender, sexuality, and socioeconomic status moderate these processes. The goals of these research are to ensure measurements operate consistently across diverse groups, so that we can be confident about the conclusion and implications we draw from research. Dr. Vidales is designated as core doctoral faculty in the PsyD program in Clinical Psychology. He teaches courses in psychological measurement, research methods, social psychology, and substance use detection and treatment.

Interests

Research

My research interests broadly include substance use, diversity and social justice, and measurement. My research goals are to create a more accurate assessment of psychological processes within communities of color to provide a framework for addressing the specific needs of these populations. Broadly, my research focuses on two processes: assessment and help-seeking barriers for substance misuse among communities of color.

Currently, I am investigating the influences on the development of alcohol use disorder and alcohol misuse among men of color using a social ecological framework. In my study that examined the role of stigma amongst men of color seeking alcohol-related treatment, I was able to delineate the internalization of public stigma, and how this affected the manner in which men of color will autonomously research and initiate services. Additionally, I examined the role of self-compassion in the interest of creating interventions to assist accessing professional help. These data suggest that self-compassion did not moderate help-seeking, contrary to current research. Therefore, I’m invested in explaining why this is occurring, and to develop more culturally sensitive methods that show effectiveness with men of color.

In the future, I intend to more explicitly examine the development of substance use disorders and the barriers to initiate treatment among men of color using a social ecological framework. I plan to implicate and test possible culturally-sensitive interventions for increasing help-seeking behaviors for men of color.

Teaching

Teaching and mentoring are among the most important aspects of my career.  As a graduate student, I sought every training opportunity to enhance my teaching, and eventually attained every teaching award possible from my institution. As a former student and trainee with multiple minoritized identities, I’ve become sensitive to the unique needs of students who do not carry hegemonic identities. My approach to teaching is an integration of student-focused and constructivist process with a goal of personal integration and evoking social consciousness. It’s my personal belief that connecting students’ personal experiences to academic content allows for a greater appreciation of course content and greater student empowerment. I rely heavily on the process of feedback, both from myself and from student peers, to foster greater engagement and classroom cohesion. I aim to provide an opportunity for personal growth, and to this aim, I also implement multiculturalism into each course I create that challenges students to research course content among historically ignored communities or to practice pillars of intersectionality by researching the historical foundations of psychology imbedded in non-Western cultures. I also completed my teaching training during COVID lockdowns, as I was trained in creating engaging online classroom environments that were either synchronous, asynchronous, or mixed. I also greatly enjoy and welcome the process of mentoring student projects, presentations, and publications. I take a collaborative approach where I venture into projects alongside students, so they can feel empowered about the progress and accomplishments they make in research.

Clinical

I primarily consider myself a person-centered therapist, however I have extensive training in interpersonal process therapy, compassion-focused therapy, and mindfulness. My clinical background includes heavy training in collegiate populations, where I’ve been trained to work with young adults with adjustment disorders, depression, and anxiety. I’ve translated these skills to working with college students engaging in substance misuse, where I facilitated and supervised mandated brief interventions to college students who incurred substance-related infractions. I also co-facilitated the development of my institution’s collegiate recovery center, where I developed intervention and support programs recovering from behavioral and chemical addictions. I’ve also had training in the delivery of personality, trauma, and adult ADHD assessment. It’s my goal to provide assessment and feedback that feels accurate, empowering, and therapeutic. Aside from individual work, I have extensive training in the delivery of clinical supervision and group counseling.