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Biography
Dr. Glen Veed has been working as a clinical psychologist for over 15 years as a scientist-practitioner dedicated to integrating state-of-the-science research with direct patient care. He has worked in private practice as well as teaching at the undergraduate and graduate level and consulting on research and statistical design. At Prosper Health, Dr. Veed serves as the Clinical Manager focused on ensuring clients have access to evidenced-based and effective therapy and clinicians are well supported personally and professionally.
Education
Ph.D. Clinical Psychology
University of Nebraska - Lincoln
M.A. Psychology
University of Nebraska - Lincoln
B.S. Psychology
University of Illinois, Urbana - Champaign
Certifications
Area of Expertise
Cognitive-Behavioral Therapy - Expertise in applying CBT and other evidence-based practices to complex and "treatment resistant" cases.
Co-occurring Disorders - Expertise in helping those experiencing multiple and interacting conditions to reach their goals and reestablish functioning across domains.
Anxiety & Obsessive-Compulsive Disorders (OCD) - Speciality in working with clients to understand, cope with, and apply evidence-based treatments to overcome anxiety disorders, such as social anxiety disorder, and OCD.
Evidence-Based Practice - Longstanding knowledge of the state-of-the-science of mental health and latest, empirically supported techniques to assist clients in meeting their goals and alleviating distress.
Modalities
Cognitive-Behavioral Therapy (CBT)
Exposure and Response Prevention (ERP)
Dialectical Behavior Therapy (DBT)
Acceptance and Commitment Therapy (ACT)
Motivational Interviewing (MI)
Affiliations
Association for Behavioral and Cognitive Therapies (ABCT)
Research and Publications
Veed, G. J., McGinley, M., Crockett, L.J. (2019). Friendship network influence on thedevelopment of internalizing symptoms. Journal of Applied Developmental Psychology,60, 157-165.
Anderson, E. R., Veed, G.J., Inderbitzen-Nolan, H. M., & Hansen, D. J. (2010). An evaluationof the applicability of the tripartite constructs to social anxiety in adolescence. Journal ofClinical Child and Adolescent Psychology, 39, 195-207.
Crockett, L. J., Veed, G. J., & Russell, S. T. (2010). Do Measures of Parenting Have the SameMeaning for European, Chinese, and Filipino American Adolescents? Tests of Measurement Equivalence. In S. T. Russell, L. J. Crockett, & R.K. Chao (Eds.) Asian American Parenting and Parent-Adolescent Relationships (pp. 17-35). New York, NY:Springer.
What is Identity-First Language, and Why Use It?
Most of us were taught that it is best to use “person-first language” when referring to disabilities. Person-first language intentionally separates a person from the disability, as in saying “person with diabetes” rather than “diabetic person.” This intends to emphasize the individual over their disability, showing that the disability does not define the person. However, not everyone views their disability as something that can, or should, be separated from them.
This is why identity-first language—as in saying “autistic person” rather than “person with autism”—is important to the autistic community. Many autistic people prefer identity-first language because it acknowledges that being autistic is a core part of who they are.
Masking: What is it, and what does it mean for autistic people?
Masking is the practice of concealing autistic traits and performing neurotypical behaviors. Autistic people mask for many reasons, often to avoid mistreatment and potentially traumatic experiences. Autistic individuals mask to different extents, and though masking is common among autistic people, not all of us mask. Masking can be intentional or done unconsciously. Many autistic individuals experience a mixture of both. Masking is a complex, highly variable behavior that looks and feels different across individuals.
Masking, for many autistic people, is a necessary mechanism used to survive and seek advancement in a world built around neurotypical expectations. However, it can also have severe impacts on our wellbeing. Tightly managing our behaviors to cater to other people’s comfort can wear on our mental health.
Masking is a multifaceted part of many autistic individuals’ lives, and each autistic person may feel differently about masking’s role and meaning in their life. Understanding the reasons we mask and the impact of masking can allow us to connect more deeply with ourselves and better identify our needs. Gaining this understanding can also empower neurotypical individuals to better support autistic people in their lives.
Understanding Neurodiversity Affirming Therapy: A Guide
Neurodiversity is a growing movement that celebrates neurodivergent perspectives and the many different ways people think and engage with the world. As the cultural conversation around neurodiversity has expanded, some institutions have begun evaluating ways to better include and uplift neurodivergent people. These changes are desperately needed, especially in mental health services. Neurodiversity-affirming therapy offers neurodivergent people mental health support that recognizes our value and embraces our inherent strengths.