Karina Quevedo, PhD, LP

Associate Professor, Department of Psychiatry and Behavioral Sciences

Karina Quevedo

Contact Info

queve001@umn.edu

Office Phone 612-273-9761

Fax 612-273-9774

Office Address:
Department of Psychiatry & Behavioral Sciences
F282/2A West-B
8393A (Campus Delivery Code)
2450 Riverside Ave
Minneapolis, MN 55454

Mailing Address:
Department of Psychiatry & Behavioral Sciences
F282/2A West-B
8393A (Campus Delivery Code)
2450 Riverside Ave
Minneapolis, MN 55454

Administrative Assistant Name
Teneshia Collins

Administrative Email
coll1148@umn.edu

Post-Doctoral Research Fellowship (T32), University of Minnesota, 2008-2010

Doctoral Degree, University of Minnesota - Institute of Child Development (Psychology and Clinical Science), 2008

Masters Degree, University of St. Thomas (Counseling Psychology), 2002

Bachelors Degree, University of Havana (Psychology & Biochemistry), 1995

Internship, Children's Hospitals and Clinics (Clinical Psychology), 2007-2008

Summary

Karina Quevedo, PhD, LP, is a tenured Associate Professor in the Department of Psychiatry & Behavioral Sciences. She directs the Health and Emotions in Adolescent Trajectories laboratory (HEAT lab). Dr. Quevedo completed her doctoral graduate training at the University of Minnesota Institute of Child Development (ICD) and her postdoctoral T32 training at the University of Pittsburgh Western Psychiatric Institute and Clinics. She has received a BA in Psychology from the University of Havana, Cuba and an MA in counseling psychology from the University of St. Thomas, MN. Dr. Quevedo is an active faculty member at the Center for Neurobehavioral Development. Her research interests span typical and atypical pathways of emotional development; brain, physiological and hormonal markers of child and adolescent adaptation; long term impact of adverse experience; and adolescent psychopathology. She has further interests in neuromodulation approaches to treatment resistant depression (TRD) and suicide attempts in youth. Dr. Quevedo trains graduate and undergraduate students as both emerging clinicians and scientists and mentors post-doctoral junior scientists.

Expertise

  • fMRI - how to study processes of emotion and social cognition Typical and Atypical pathways of emotional development. 
  • Adolescent depression
  • psychopathology

Awards & Recognition

  • Travel Award, American College of Neuropsychopharmacology Annual, 2011

Professional Associations

  • Society for Neuroscience

Research

Research Summary/Interests

Typical and Atypical Pathways of Emotional Development:

http://www.ncbi.nlm.nih.gov/pubmed/19144221

Brain, Physiological and Hormonal Markers of Child and Adolescent Adaptation:

http://www.ncbi.nlm.nih.gov/pubmed/22383860
http://www.ncbi.nlm.nih.gov/pubmed/18037012
http://www.ncbi.nlm.nih.gov/pubmed/20027622

Long Term Impact of Adverse Experience:

http://www.ncbi.nlm.nih.gov/pubmed/24552550
http://www.ncbi.nlm.nih.gov/pubmed/16903808

Adolescent Depression and Psychopathology:

The neural basis of aspects of self-knowledge, self-understanding and social cognitions are strongly linked to the course and morbidity associated to pediatric depressive disorders and risks for the illness during the adolescent transition. Our laboratory has collected functional magnetic resonance (fmri) data while teens think about- and see themselves while in the scanner. We are currently finishing data processing on three neuroimaging of tasks that tap self-knowledge and social interaction as well as diffusion tension imaging.

Graduate students interested in clinical neuroscience are welcomed to contact us at queve001@umn.edufor collaboration in writing of manuscripts, data analyses and learning about how to use fmri to study basic processes of emotion and social cognition.

Publications

  1. Quevedo, K., Liu, G., Teoh, J. Y., Ghosh, S., Zeffiro, T., Ahrweiler, N., Zhang, N., Wedan, R., Oh, S., Guercio, G., & Paret, C. (2019). Neurofeedback and neuroplasticity of visual self-processing in depressed and healthy adolescents: A preliminary study. Developmental Cognitive Neuroscience, 40. doi: 10.1016/j.dcn.2019.100707 Impact Factor:4.920, Times Cited:0, Role: P.I., data collection, task design, writing and data analyses.
  2. Harms, M. B., Casement, M. D., Teoh, J. Y., Ruiz, S., Scott, H., Wedan, R., & Quevedo, K. (2019). Adolescent suicide attempts and ideation are linked to brain function during peer interactions. Psychiatry Research - Neuroimaging, 289, 1-9. doi: 10.1016/j.pscychresns.2019.05.001 Impact Factor:2.964, Times Cited:2, Role: P.I., data collection, task design, editing and collaboration in data analyses.
  3. Alarcón, G., Sauder, M., Teoh, J. Y., Forbes, E. E., & Quevedo, K. (2019). Amygdala Functional Connectivity During Self-Face Processing in Depressed Adolescents With Recent Suicide Attempt. Journal of the American Academy of Child and Adolescent Psychiatry, 58(2), 221-231. doi: 10.1016/j.jaac.2018.06.036 Impact Factor:6.391, Times Cited:5, Role: P.I., data collection, task design, editing and data analyses.
  4. Quevedo, K., Harms, M., Sauder, M., Scott, H., Mohamed, S., Thomas, K. M., Schallmo, M. P., & Smyda, G. (2018). The neurobiology of self-face recognition among depressed adolescents. Journal of Affective Disorders, 229, 22-31. doi: 10.1016/j.jad.2017.12.023 Impact Factor:4.084, Times Cited:12, Role: P.I., data collection, task design, writing and data analyses.
  5. Jankowski, K. F., Batres, J., Scott, H., Smyda, G., Pfeifer, J. H., & Quevedo, K. (2018). Feeling left out: Depressed adolescents may atypically recruit emotional salience and regulation networks during social exclusion. Social Cognitive and Affective Neuroscience, 13(8), 863-876. doi: 10.1093/SCAN/NSY055 Impact Factor:3.662, Times Cited:11, Role: P.I., data collection, task design and writing.