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Family Involvement in Treatment for Psychiatric Disorders: The Why and the How
Presented by: Lauren M. Sippel, Ph.D.
Topics: Evaluation and Assessment
Not currently be provided as Homestudy CE
Presenter: Lauren M. Sippel, Ph.D.
Overview:
Individuals are embedded within social networks—most immediately within families and intimate relationships. These relationships are central to quality of life, well-being, and physical health (Holt-Lunstad et al., 2018, 2022). Yet, psychiatry and psychology typically operate at the level of the individual, in terms of how we think about the development and maintenance of psychiatric disorders and of course how we treat them—with individual psychotherapy and pharmacotherapy. There has been increasing national attention to poor social connection and loneliness as public health crises (e.g., Murthy et al., 2023) and recognition of the important role that relationships play in recovery from psychiatric illness (e.g., Liebman et al., 2022). In this presentation, Dr. Sippel will present the rationale for involving family members in mental health treatment and in which ways, the current evidence base for involving families in treatment for conditions including depression, posttraumatic stress disorder, substance use, schizophrenia, and bipolar disorder (Barbato et al., 2018; Sijercic et al., 2022), limitations of this literature with proposals for future directions (Reuman et al. 2022), and recommendations for assessment and clinical practice.
Bio:
Dr. Sippel is a licensed clinical psychologist, an Assistant Professor of Psychiatry at the Geisel School of Medicine at Dartmouth, and an Associate Director at the Department of Veterans Affairs Northeast Program Evaluation Center. Dr. Sippel’s research program involves (1) evaluating the effectiveness of mental health interventions for improving psychiatric symptoms and psychosocial functioning, (2) examining cognitive, affective, and neurobiological mechanisms of trauma recovery and interpersonal problems experienced by trauma-exposed individuals and (3) developing novel treatments that target these shared mechanisms in an effort to improve interpersonal functioning. Dr. Sippel has been conducting research on PTSD and relationships for over 10 years. She currently has funding from the Department of Veterans Affairs to augment brief couple therapy for PTSD with the neuroheuromone intranasal oxytocin. She is also certified in delivery of Cognitive Behavioral Conjoint Therapy for PTSD. Her work in VA involves national monitoring and evaluation of team-based care in general mental health and provision of implementation support toward evidence-based practices.
Learning Objectives: Intended Audience: Intermediate
- describe the reasons why involving family in mental health care can be helpful for patients
- compare strength of research evidence for family-involved care for various psychiatric conditions
- apply recommendations for assessment and treatment to clinical practice
CE Credits Available: 1.0
Attendees must attend the entirety of the program and complete the Evaluation sent after the program. Evaluations will be sent via email shortly after the Live webinar. CE Certificates will be processed and emailed within 5 – 10 business days from Live Webinar.
Cost: Free for Members and $50 for Non-Members (NOTE: Members must be signed in to get the discounted rate. If you have trouble signing in, contact us).
PLEASE NOTE: You must sign in to receive the Member discount. After purchasing, you must follow the link in your receipt provided to REGISTER for the webinar via Zoom. It is a 2-step process. If a link does not appear, contact us.
Cancellation Policy: No refunds will be provided except when SCP cancels the webinar.
The Society of Clinical Psychology, Division 12 nor Dr. Sippel have commercial support for the content of this webinar including endorsement of products, conflict of interest including but not limited to research grants, royalties for books or training, commercial support from companies or pharmaceutical sponsorship.
If you require any special needs assistance, please contact the SCP Central Office at division12apa@gmail.com.
“Society of Clinical Psychology, Division 12 of APA is approved by the American Psychological Association to sponsor continuing education for psychologists. Society of Clinical Psychology, Division 12 of APA maintains responsibility for this program and its content.”
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Persistent Depressive Disorder: An Illustration of the Evolution and Future of Clinical Psychology
Presented by: Dr. J. Kim Penberthy
Topics: Anxiety and Depression | Psychotherapy & Clinical Practice
Presenter: Dr. J. Kim Penberthy
Overview:
The history of treatment for persistent depressive disorder, or what used to be known as depressive personality disorder, then dysthymia, or chronic major depression, or double depression, is an example of the evolving and increasingly innovative assessment and therapeutic strategies used in clinical and health psychology. The diagnostic criteria of this group of depressive symptoms has evolved over time and appears to have come full circle in many ways. Assessment has arguably evolved at a slower rate, with many of us still using self-report data to diagnose, yet innovative and exciting assessment strategies are developing in our research labs and in the field. Psychotherapy approaches for this “treatment resistant” disorder have changed over the decades. From the early psychoanalytic approaches to basic behavioral activation, and cognitive behavioral therapy (CBT), most therapies have had only limited success in reducing depressive symptoms long term. Contextual therapeutic approaches including Cognitive Behavioral Analysis System of Psychotherapy (CBASP), Mindfulness-Based CBT, and Acceptance and Commitment Therapy (ACT) have been developed and researched with more success, and yet, still many individuals with persisting depressive symptoms find little to no relief. Thus, the evolution of treatment approaches continues, with the recent arrival of psychedelic assisted psychotherapy for these persistent depressive disorders and some intriguing and encouraging findings in the use of ketamine and other substances. Additionally, ongoing work in the use of mindfulness and contemplative based psychotherapies has demonstrated an interest from the field and usefulness in preventing relapse. The future of the treatment of PDD, much like the future of clinical and health psychology, continues to look promising with the expanding role of innovative technology including tailoring treatment approaches based on genetics, psychophysiological, and behavioral information, as well as the use of machine learning to help match psychologists with patients in order to promote effective therapeutic relationships and equitable treatment access.
Learning Objectives: Intended Audience: All
- Describe the changes in the diagnosis of what is now referred to as PDD.
- Describe how ideas of assessment and diagnosis are evolving in clinical and health psychology.
- Describe the evolving psychotherapy approaches to PDD over the years.
- List examples of the innovations happening in clinical and health psychology, specifically related to assessment and treatment of PDD.
Attendees must attend the entirety of the program and complete the Evaluation sent after the program. Evaluations will be sent via email shortly after the Live webinar. CE Certificates will be processed and emailed within 5 – 10 business days from Live Webinar.
Cost: Free for Members and $50 for Non-Members (NOTE: Members must be signed in to get the discounted rate. If you have trouble signing in, contact us).
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PLEASE NOTE: You must sign in to receive the Member discount. After purchasing, you must follow the link in your receipt provided to REGISTER for the webinar via Zoom. It is a 2-step process. If a link does not appear, contact us.
Cancellation Policy: No refunds will be provided except when SCP cancels the webinar.
The Society of Clinical Psychology, Division 12 nor Dr. Penberthy have commercial support for the content of this webinar including endorsement of products, conflict of interest including but not limited to research grants, royalties for books or training, commercial support from companies or pharmaceutical sponsorship.
If you require any special needs assistance, please contact the SCP Central Office at division12apa@gmail.com.
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Psychological Assessment Considerations Series: Assessment with Transgender and Gender-Diverse Clients: Ethical & Legal Considerations
Presented by: Luke Allen
Topics: Evaluation and Assessment
Presenter: Luke Allen
Overview:
The World Professional Association of Transgender Health (WPATH) Standards of Care 8 (SOC 8) recommends that clients undergoing gender-affirming surgeries have an assessment (depending on the surgery) from health care providers experienced in gender care (Coleman et al., 2022). A letter of support is typically required prior to the provision of transitional medical interventions and for insurance coverage. This presentation provides a brief ethics overview, emphasizing the guiding principles of the American Psychological Association guiding principles (APA; as also discussed by Beauchamp & Childress, 2019) to utilize as a framework for evaluating ethical questions in assessment with transgender and non-binary clients. The SOC 8 and current state of affairs are discussed, with a focus on areas of perceived tension with regard to assessment as well as its usefulness (Brown et al., 2020; Allen et al., 2021). Specifically, aspects such as models of informed consent (Ashley scope of practice for the mental health professional) are discussed.
Learning Objectives:
- Articulate areas of perceived tension between the guiding principles of the America Psychological Association with regard to assessment for transgender and non- binary
- Describe three models of informed consent with regard to gender care for transgender and non-binary
- List key areas of assessment when evaluating and referring to gender confirmation
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Psychological Assessment Considerations Series: Minority Stress in the Assessment of Transgender and Gender Diverse Clients
Presented by: Kelly Ducheny & A. Jordan Wright
Topics: Evaluation and Assessment
Presenters: Kelly Ducheny & A. Jordan Wright
Overview:
This presentation will focus on assessment of minority stress in transgender and gender diverse (TGD) clients, including the potential impact that minority stress can have on identity development and mental health. We will focus on 1. What minority stress looks like in TGD populations; 2. How minority stress can impact identity development, gender dysphoria and mental health; 3. How minority stress may show up in and affect the assessment process and assessment results; 4. Measures to assess minority stress; and 5. How to integrate the construct of minority stress into clinical formulation. Minority stress theory and its adaptations for use with the TGD populations (Hendricks & Testa, 2012; Lefevor et al., 2019) will be used as a basic framework, as will models of evidence-based psychological assessment (Wright et al., 2022) and models for integrating context and culture into psychological assessment (Wright, 2021). Special focus will be paid to the link between minority stress and gender dysphoria (Lindley & Galupo, 2020), as well as several specific measures that can be useful in assessing these constructs with TGD clients.
Learning Objectives:
- Identify links between minority stress and other psychological constructs within the TGD
- Discuss three survey measures that may be useful when assessing the experiences of TGD
- Integrate information about minority stress in TDG populations within case
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Psychological Assessment Considerations Series: Considerations for personality assessment with transgender and gender-expansive clients
Presented by: Tiffany Russell & Kelci Davis
Topics: Evaluation and Assessment
Presenters: Tiffany Russell & Kelci Davis
Overview:
Assessment services often include an evaluation of one’s personality functioning, and the most common personality assessments include gender-specific norming samples. While incorporating gendered norms limits stereotype threat, testing bias, and discrimination (particularly against cisgender women; Mason et al., 2017), few instruments go beyond the gender binary and consider transgender and gender expansive (TGE) clients in their norming samples. This presents a challenge for providers working within TGE populations. Fundamentally, complications begin when examiners must select the TGE client’s sex based on the gender binary, and they persist throughout data interpretation, case conceptualization, and report-writing (Webb et al., 2016). In this webinar, we review current empirical findings, theoretical considerations, and future directions for personality assessment in TGE clients. We also review the Gender Affirmative Model (GAM; Hidalgo et al., 2013), the Gender Minority Stress Model (Hendricks & Testa, 2012; Meyer, 2003), and current APA ethical guidelines (APA, 2017; 2020) and recommendations (e.g., Keo-Meier & Fitzgerald, 2017) as they apply to personality assessment with TGD clients.
Learning Objectives:
- Discuss current empirical findings, theoretical considerations, and future directions for personality assessment research in the transgender and gender expansive (TGE)
- Describe the challenges TGE clients face when participating in personality
- Assess how different TGE experiences (e.g., gender euphoria, discrimination, transitioning) affect their personality functioning, well-being, and
- Apply the Gender Affirmative Model, the Gender Minority Stress Model, and APA recommendations to personality assessment in TGE
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Psychological Assessment Considerations Series: Considerations for neuropsychological assessment with transgender clients
Presented by: Colt St. Amand
Topics: Evaluation and Assessment
Presenter: Colt St. Amand
Overview:
This webinar focuses on evidence-based guidelines and practice regarding affirmative assessment with transgender individuals. To prevent inaccurate and potentially harmful evaluations, assessors with insufficient knowledge and training on assessment with trans clients are to seek supervision and consultation from more experienced providers and communicate with experts. When conducting pre-hormone evaluations, providers are to be mindful of evidence for affective and cognitive modifications correlated with beginning hormone therapy (HT). Though future research may illuminate the specific mechanisms and predictors of these changes, it cannot be presumed that no changes will occur after initiating HT. Moreover, not providing HT to a trans adult due to suicidality or other mood disorder symptoms, which would likely ameliorate from HT, is not an affirmative practice and is likely to cause harm.
Presurgical evaluations for surgery related to gender transition are significantly distinct from presurgical evaluations for other conditions regarding goals. Therefore, a medical decisional capacity model is more concordant with an affirmative assessment approach.
Learning Objectives:
- Demonstrate an understanding of the gender-affirmative model (GAM)and the gender minority stress model that guide clinicians’ choice of psychological tools, scoring, interpretation and conceptualization of transgender individuals’ experiences, including strengths, when engaging in
- Distinguish mental health symptoms from clients’ unique experiences and strengths related to gender
- Apply a medical decisional capacity model consistent with an affirmative assessment
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Psychological Assessment Considerations Series: Addressing Power and Privilege When Assessing Transgender and gender diverse (TGD) Clients
Presented by: A. Jordan Wright & Cole Morris
Topics: Evaluation and Assessment
Presenters: A. Jordan Wright & Cole Morris
Overview:
This presentation will focus on the role of power and privilege in the psychological assessment process with transgender and gender diverse clients. The role of power in the dynamics of the relationship between assessor and client will be discussed, specifically as related to the quality of the relationship/alliance (e.g., Applegarth & Nuttall, 2016; Hunt, 2014) and the resulting quality of data likely to emerge from client self-report (via interviews, self-report survey measures, etc.). Finally, recommendations will be made (consistent with recent literature like Budge & Moradi, 2018; Terry et al., 2010) for addressing power and privilege in the process, with a focus on evidence- based assessment (Wright et al., 2022).
Learning Objectives:
- Identify three ways power can affect the assessment process with TGD
- Discuss how unattended power in the assessment relationship can affect data
- Describe three ways to engage TGD clients that is attentive to power and privilege in the
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Psychological Assessment Considerations Series: Gender Identity: Terminology and beyond in the context of psychological assessment
Presented by: Cyrano Patton & Cole Morris
Topics: Evaluation and Assessment
Presenters:
Cyrano Patton & Cole Morris
Overview:
While sexual minority identities have become less and less pathologized since their appearance and removal from the DSM, transgender and gender expansive (TGE) identities and affirmation is still poorly understood and practiced within clinical psychology, broadly. Indeed, transphobia cand related microaggressions can and do even occur during a TGE person’s own psychotherapy (Elder, 2016). Despite the importance of honoring intersectionality in all branches of psychology (American Psychological Association, 2017), the area of psychological assessment is a particularly fraught area for TGE individuals, that has received little attention (but see K eo-Meier & Fitzgerald, 2017 for one excellent example). This webinar will first focus on understanding the history, impact, and importance of affirming practices for TGE people. Research suggests that increasing understanding of TGE identities and experiences is the best way to reduce harms to these communities (Hendricks & Testa, 2012; Bryant et al., 2021). Then, specific ways in which TGE identities, terminology, and lived experiences arise in the context of assessment with be outlined. This webinar component will lay the groundwork for later lenses and concrete strategies to improve equity, inclusivity, and affirmation of TGE identities withing psychological assessment.
Learning Objectives:
- Sensitively define and describe some TGE identities and vulnerabilities, using gender-affirming language, and how these relate to components of psychological
- Analyze and discuss the harmful impact of applying majority frameworks, e. cisgender and heteronormative ideologies to TGE clients.
- Demonstrate and apply cultural humility to psychological assessment with TGE
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Healing Interpersonal & Racial Trauma: Implications for Cognitive and Behavioral Mental Health Treatments
Presented by: Dr. Isha W. Metzger, PhD
Topics: Families and Couples | Trauma | Violence
The Society of Clinical Psychology Diversity Committee hosts:
Presenter: Dr. Isha W. Metzger, PhD
Overview:
The negative consequences of interpersonal trauma (e.g., physical abuse) take a disproportionate toll on Black and other ethnically minoritized youth due to the compounding stress of experiencing unique race related stressors both directly (e.g., microaggressions) and vicariously (e.g., witnessing police brutality in the media). To increase their utility in responding to and treating interpersonal trauma, cognitive and behavioral therapies should integrate and address cultural factors (e.g., system mistrust) that are likely to influence ethnically minoritized families' willingness to engage in treatment for trauma. In addition, Black youth rely on particular assets and strengths in their families and communities to reduce negative mental and behavioral health outcomes from interpersonal and race-related stressors. Racial socialization is the protective process of transmitting cultural behaviors, attitudes, and values to prepare youth to cope with racial stressors, and is associated with positive outcomes including increased resilience, coping abilities, and decreased problem behaviors and anxiety in diverse youth. This webinar will provide an overview of interpersonal racial stress and trauma, present research on barriers and facilitators to service utilization for diverse families, and discuss strategies for considering culture in mental health treatment for Black and other ethnically minoritized youth.
Learning Objectives:
1.Identify ways that interpersonal and racial stress and trauma impact Black youth development;
2. Understand research on barriers and facilitators to trauma treatment utilization for ethnic minority youth and families;
3. Describe the protective role of racial socialization on behavioral and mental health outcomes for Black youth; and
4. Prepare to utilize 2-3 strategies towards integrating racial socialization as a culturally specific cognitive-behavioral treatment strategy for Black clients.
PLEASE NOTE: You must sign in to receive the Member discount. After purchasing, you must follow the link in your receipt provided to REGISTER for the webinar via Zoom. It is a 2-step process. If a link does not appear, contact us.
Cancellation Policy: No refunds will be provided except when SCP cancels the webinar.
The Society of Clinical Psychology, Division 12 nor Dr. Metzger have commercial support for the content of this webinar including endorsement of products, conflict of interest including but not limited to research grants, royalties for books or training, commercial support from companies or pharmaceutical sponsorship.
If you require any special needs assistance, please contact the SCP Central Office at scpd12ce@gmail.com
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The Life NOW Program: How to Grow Your Resilience and Your Psychological Flexibility
Presented by: Dr. Patricia Robinson
Topics: Families and Couples | Trauma | Violence
Presenter: Dr. Patricia Robinson
Patti Robinson, PhD, is currently the Director of Training and Program Evaluation for Mountainview Consulting Group (
www.Mtnviewconsulting.com). This company was founded in 1998 and won the APA Presidential Innovative Practice Award in 2009. Dr. Robinson is the cofounder of the Primary Care Behavioral Health model and Focused Acceptance and Commitment Therapy. She provides consultation and training services all over the world and is committed to improving access to behavioral health services and to realization of health equity. Earlier in her career, she worked as a researcher and clinician for Group Health Cooperative in Seattle, WA and as a Behavioral Health Consultant for Yakima Valley Farm Workers Clinic in Toppenish, WA. She has authored over 50 professional publications, including 11 books.
Overview:
Prior to the coronavirus pandemic, health care worker burnout rates were high, ranging from 30 to 50%. Now, current estimated rates range from 40% to 70%. A recent review of 14 studies evaluating the use of ACT to address burnout found that 13 studies reported ACT to be associated with a positive outcome on at least one outcome measure subscale (Towery-Swift, Lauvrud, & Whittington, 2022). Focused Acceptance and Commitment Therapy (FACT) is a form of ACT that developed in the context of healthcare and with the input of health care workers. This webinar will provide guidance on how healthcare workers can use FACT materials (the Life NOW program) to cultivate their psychological flexibility and resilience.
Learning Objectives: Intended Audience: All
- Describe the prevalence of burnout and stress overload among healthcare workers and barriers to use of ACT and other treatments.
- Discuss the evidence for use of ACT and FACT to enhance healthcare worker resilience.
- Use tools and methods from the Life NOW program to provide Telehealth and/or in-person services to healthcare workers seeking assistance with stress overload or burnout.
The Society of Clinical Psychology, Division 12 does not have commercial support for the content of this webinar including endorsement of products, conflict of interest including but not limited to research grants, royalties for books or training, commercial support from companies or pharmaceutical sponsorship.
Dr. Patricia Robinson Conflicts of Interest:
President, Mountainview Consultant Group
Author, Springer Science + Media
Author, Gilford
Author, New Harbinger
If you require any special needs assistance, please contact the SCP Central Office at division12apa@gmail.com.
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The Harms of Sexual and Gender Identity and Expression Change Efforts—So Called Conversion “Therapies”
Presented by: Drs. David Rivera, Briana Last, Melissa Grey
Topics: Families and Couples | Trauma | Violence
Co-Hosted with the Society of Science in Clinical Psychology, Section 3 of SCP
Presenters: Drs. David Rivera, Briana Last, Melissa Grey
Overview:
Sexual orientation and gender identity and expression change efforts (SOGIECE)—so called “conversion therapies”—are a heterogenous set of practices that seek to change people’s desires, behaviors, and identities to conform with heterosexual and cisgender norms (APA, 2021a; APA, 2021b). SOGIECE lead to serious harm to those who undergo them and to society more broadly (Campbell & van der Meulen Rodgers, 2023; Forsythe et al., 2022; Ryan et al., 2018; Shidlo & Schroeder, 2002; Turban et al., 2020). Given the scientific evidence demonstrating these harms, every major professional medical and mental health association in the U.S. opposes SOGIECE. Some professional organizations have partnered with LGBTQ+ advocacy groups to legally prohibit SOGIECE, particularly for minors. Despite these advocacy efforts, some judges and legislators have recently sought to undermine or eliminate entirely even these limited bans on SOGIECE. A growing number of states have also recently licensed SOGIECE by banning or criminalizing gender affirming care—forcibly detransitioning trans and gender nonconforming people. In this webinar, we will discuss the harms associated with SOGIECE and the shifting policy landscape that has placed LGBTQ+ individuals under threat, as well as the ethical and advocacy obligations of mental health practitioners and researchers.
Learning Objectives: intermediate to advanced, builds on doctoral-level work in psychology
- Describe sexual and gender identity and expression change efforts (SOGIECE)—so called conversion “therapies”—and their harmful effects and related ethical issues.
- Evaluate how the science demonstrating SOGIECE’s harms is being distorted and misused by SOGIECE advocates and practitioners.
- Analyze current policy disputes over SOGIECE and gender affirming care bans and articulate these disputes’ implications for the well-being of sexual and gender minorities.
Attendees must attend the entirety of the program and complete the Evaluation sent after the program. Evaluations will be sent via email shortly after the Live webinar. CE Certificates will be processed and emailed within 5 – 10 business days from Live Webinar.
Cost: FREE
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Psychedelic Assisted Psychotherapy for Mental Illness: History and Latest Science
Presented by: Dr. Sharmin Ghaznavi
Topics: Families and Couples | Trauma | Violence
Hosted by the Society of Clinical Psychology Diversity Committee
Presenter: Dr. Sharmin Ghaznavi
Overview:
In light of the growing interest in psychedelic assisted psychotherapy, using a lecture and discussion format, this presentation will provide a comprehensive overview of psychedelic assisted psychotherapy, beginning with the history of psychedelic research, from the 1950’s to the present day. The course will review the basic neuropharmacology of psychedelic compounds and their properties. From there, the course will provide an in-depth overview of the research on psychedelic compounds. The course will cover recent clinical trials of the use of psychedelic-assisted psychotherapy for a range of psychiatric conditions, including, but not limited to treatment resistant depression and post-traumatic stress disorder. Risks and benefits of psychedelic assisted psychotherapy will also be discussed. After this presentation, attendees should have a solid understanding about the history and science of psychedelic assisted psychotherapy research, including the evidence-base to date, to facilitate discussions with their patients considering pursuing it through clinical trials, in treatment venues outside the United States where these compounds are legal, and eventually when some of these compounds are approved for use here in the United States.
Learning Objectives:
(1) Summarize the history of research on psychedelic assisted psychotherapy from the 1950’s to the more recent renewed interest
(2) Discuss the current evidence base for psychedelic assisted psychotherapy for a number of psychiatric conditions
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Understanding Vicarious Trauma and its Effects on Care Givers and Clinicians
Presented by: Dr. Vladimir Nacev
Topics: Families and Couples | Trauma | Violence
Presenter: Dr. Vladimir Nacev
Overview:
Vicarious traumatization is when providers, who work with trauma victims and repeatedly exposed to graphic stories, are affected biologically, physiologically, and emotionally (Figley, 1995). Grassi, McFarland, and Riba (2022) concluded that the negative consequences of vicarious trauma and related conditions impact not only the patients but also healthcare providers. Frost and Scott’s (2022) research findings suggest that, with proper support, staff working with offending populations could mitigate the effects of vicarious trauma and secondary trauma stress. In a 2018 study by Halevi, Eytan, Idisis, and Yael, reported that the importance of having resilience as a protecting asset against vicarious trauma.
Learning Objectives:
(1) Describe three characteristics associated with vicarious trauma
(2) Identify three healthy behaviors to improve psychological and physical health
(3) Describe efforts that address post-trauma challenges related to recovery
Bio:
Vladimir Nacev, Ph.D., ABPP, is a clinical psychologist with 40 years of clinical experience and 30 years as a psychology professor at undergraduate, graduate, and post-graduate schools. He is a subject matter expert on PTSD, psychological health, and resilience. Currently he is on the Board of Directors for the ABPP Foundation, serves as a mentor and board examiner for ABPP.
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Mechanistic Targets for Intervening with Racial Disparities: A Focus on Race-Related Stressors, Health Literacy, and Physician/Patient Interactions
Presented by: Dr. Lisa A. Cooper, Dr. Dean Schillinger, and Dr. Gilbert C. Gee
Topics: Families and Couples | Trauma | Violence
Co-Hosted with The Science of Behavior Change
Presenters: Dr. Lisa A. Cooper, Dr. Dean Schillinger, and Dr. Gilbert C. Gee
Overview:
Topic: Reducing Racial Disparities in Health Care by Improving Patient-Physician Relationships
Lisa A. Cooper, MD, MPH
Bloomberg Distinguished Professor & James F. Fries Professor of Medicine
John Hopkins University
In her talk, Dr. Cooper will provide some context to health disparities and their complex interactions throughout all domains in society—race, gender, income, residence, etc.—and highlight the health system factors and social relationships that stratify these disparities in healthcare. From this, she will explain the dimensions of the patient-clinician relationship, and the disparities that exist within them. In doing so, Dr. Cooper will touch upon evidence-based communication methods that can reduce the bias and disparities in healthcare, through the lens of research she has conducted over the course of her career. These include the “Patient-Physician Partnership to Improve Blood Pressure Adherence”(also known as Triple P Study), “Project ReD CHiP”, and “RICH LIFE”. With the lessons learned from these studies, she plans to discuss multilevel approaches to improve physician-patient relationships and reduce disparities in the delivery of health care.
Learning Objectives:
- Summarize the history and implications of racial disparities in health outcomes
- Describe different mechanistic targets for intervening with racial disparities in health outcomes
- Demonstrate how to assess and mechanistically target race-related stressors to intervene on racial disparities
- Demonstrate how to use health literacy and communication to intervene on racial disparities
- Demonstrate how to use physician-patient interactions to intervene on racial disparities
Topic: Understanding the Role of Structural Racism and Racialized Rules in Perpetuating Racial Health Inequities
Gilbert C. Gee, PhD
Professor & Chair of Community Health Sciences
University of California, Los Angeles
Dr. Gee will discuss why racial health inequities persist despite that interventions have mainly focused on individual and institutional forms of racism but have not examined structural racism. His presentation distinguishes among these various forms of racism and discusses the “bucky ball” analogy. Further, Dr. Gee examines racialized rules as one of the mechanisms that perpetuate the racial hierarchy across institutions, and how we might begin to move forward.
Topic: Precision Communication: Implications for Clinical Care, Public Health, and Health Equity
Dean Schillinger, MD
Professor of Medicine
University of California, San Francisco
Dr. Schillinger will speak about his work related to advancing health literacy as a means to promote health equity
and reduce racial, ethnic, and socioeconomic disparities in health. He will briefly review what is known about the independent associations between health literacy and health outcomes and will provide a novel conceptual framework that elucidates the complex role that health literacy plays in modifying the relationship between structural determinants and health outcomes. The model brings together both individual-and public health literacy from a socio-ecologic perspective. He will then share theoretically distinct examples of his communication research to advance individual health literacy and public health literacy, respectively.
Learning Objectives:
- Summarize the history and implications of racial disparities in health outcomes
- Describe different mechanistic targets for intervening with racial disparities in health outcomes
- Demonstrate how to assess and mechanistically target race-related stressors to intervene on racial disparities
- Demonstrate how to use health literacy and communication to intervene on racial disparities
- Demonstrate how to use physician-patient interactions to intervene on racial disparities
- Summarize what is known about the associations between health literacy and health disparities
- Provide a novel conceptual framework that elucidates the roles that health literacy plays in modifying the relationship between structural determinants and health outcomes.
- Convey the 3-function model of health communication in the clinical encounter
- Share theoretically distinct examples of communication research to advance individual health literacy and public health literacy in diverse populations
Bio:
Dr. Katherine (Kate) Iverson, PhD is a clinical psychologist, health services researcher, and implementation scientist who aims to improve healthcare services for individuals who experience trauma, particularly intimate partner violence (IPV). She is a Clinician Investigator in the Women’s Health Sciences Division of the National Center for PTSD at the VA Boston Healthcare System and Associate Professor of Psychiatry at Boston University School of Medicine. Dr. Iverson’s research ranges from identifying the prevalence of IPV and associated health consequences, to developing and evaluating treatments for individuals who experience IPV, to implementing IPV screening programs and treatments into routine care. The clinical and policy impacts of her research were recognized through a Presidential Early Career Award for Scientists and Engineers. She has published more than 120 peer-reviewed journal articles on IPV and related topics such as PTSD, revictimization, and trauma-informed care. Dr. Iverson also co-developed and established the evidence-base for a holistic, trauma-informed, and patient-centered brief counseling intervention- “Recovering from IPV through Strengths and Empowerment” (RISE)- for individuals who experience recent or ongoing IPV.
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Trauma-Informed Care With Individuals Who Experience Intimate Partner Violence: Evidence-Based Strategies for Detection and Intervention
Presented by: Dr. Katherine Iverson
Topics: Families and Couples | Trauma | Violence
Presenter: Dr. Katherine Iverson
Overview:
Past and recent experiences of psychological, physical, and sexual forms of intimate partner violence (IPV) are all-to-common experiences for individuals who experience mental health difficulties. Yet, clinicians often report limited knowledge about IPV and best clinical practices. The purpose of this webinar is to provide clinically-relevant information regarding the linkages between IPV and psychosocial health difficulties and describe evidence-based practices for trauma-informed identification and intervention in the context of mental health care.
This presentation is based on Dr. Iverson’s 20 years of clinical and research experience focusing on intimate partner violence (IPV) detection and treatment, her extensive knowledge of the IPV literature, and a recent clinical article she co-authored (Doyle, Knetig, & Iverson, 2022). Dr. Iverson received the Presidential Early Career Award for Scientists and Engineers for the impact of her research on IPV practice and policy within the Department of Veterans Affairs. She has over 100 peer-reviewed publications on IPV and related topics (e.g., trauma and PTSD) and has served as PI or Co-I on several federally-funded grants focusing on IPV screening and/or treatment.
Learning Objectives: Intermediate Audience
- List at least three types of intimate partner violence (IPV) and impacts on individuals’ psychosocial health
- Describe the rationale for integrating trauma-informed care principles in mental health treatment with women who experience IPV
- Identify at least three topics that are potential focus areas for individuals who experience IPV
Bio:
Dr. Katherine (Kate) Iverson, PhD is a clinical psychologist, health services researcher, and implementation scientist who aims to improve healthcare services for individuals who experience trauma, particularly intimate partner violence (IPV). She is a Clinician Investigator in the Women’s Health Sciences Division of the National Center for PTSD at the VA Boston Healthcare System and Associate Professor of Psychiatry at Boston University School of Medicine. Dr. Iverson’s research ranges from identifying the prevalence of IPV and associated health consequences, to developing and evaluating treatments for individuals who experience IPV, to implementing IPV screening programs and treatments into routine care. The clinical and policy impacts of her research were recognized through a Presidential Early Career Award for Scientists and Engineers. She has published more than 120 peer-reviewed journal articles on IPV and related topics such as PTSD, revictimization, and trauma-informed care. Dr. Iverson also co-developed and established the evidence-base for a holistic, trauma-informed, and patient-centered brief counseling intervention- “Recovering from IPV through Strengths and Empowerment” (RISE)- for individuals who experience recent or ongoing IPV.
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Process-based Therapy
Presented by: Dr. Stefan Hofmann
Topics: Evaluation and Assessment | Professional Resources & Career Development
Presenter: Dr. Stefan G. Hofmann
Overview:
Process-based therapy (PBT) is a radical departure from the latent disease model of the DSM and ICD with its absurd proliferation of the protocols-for-syndrome approach. Instead, PBT focuses on how to best target and change core biopsychosocial processes in a specific situation for given goals with a given client. This approach recognizes that psychotherapy typically involves non-linear (rather than linear), bidirectional (rather than unidirectional), and dynamic changes of many (rather than only a few) interconnected variables. Effective therapy changes the entire system toward a stable and adaptive state by enhancing context-specific variability, selection and retention of biopsychosocial processes. PBT is, therefore, grounded in evolutionary science. For therapy to be most effective, we, therefore, need to embrace a systematic, assessment-guided, and theory-based approach to understand the relationships of the various problems of a given client. Functional analysis, the foundation of behavior therapy, provides the basis to understand these relationships. PBT acknowledges the complexity, inter-relatedness, and multidimensional levels of the problems in a given client. This workshop will illustrate how PBT is used to target key treatment processes by combining functional analysis with a dynamic and person-specific network approach.
Learning Objectives: Intermediate Audience
(1) Gain an up-to-date understanding of the core processes of CBT.
(2) Develop an idiographic, functional diagnostic system based on evolutionary science.
(3) Use functional analysis in conjunction with complex network approach in a given client
Bio:
Stefan G. Hofmann, Ph.D., is the Alexander von Humboldt Professor for Translational Clinical Psychology and the Department of Clinical Psychology, Philipps University Marburg, Germany, and Professor of Clinical Professor of Psychology at the Department of Psychological and Brain Sciences at Boston University. He has been president of numerous professional organizations and is currently editor-in-chief of Cognitive Therapy and Research. He has been included in the list of Highly Cited Researcher and received many other awards, including the Aaron T. Beck Award for Significant and Enduring Contributions to the Field of Cognitive Therapy and the Humboldt Research Award. He was an advisor to the DSM-5 Development Process and was a member of the DSM-5 Anxiety Disorder Sub-Work Group and member of the Cross-Cutting Culture Review Group of the DSM-5-TR. Dr. Hofmann has published more than 400 peer-reviewed journal articles and 20 books on anxiety disorders, depression. emotions, the mechanism of treatment change, translating discoveries from neuroscience into clinical applications, emotion regulation, and cultural expressions of psychopathology. His most recent work is developing and testing process-based therapy, together with Steven C. Hayes.
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Firearm suicide: What we know and what we can do
Presented by: Dr. Michael Anestis
Topics: Evaluation and Assessment | Professional Resources & Career Development
Presenter: Dr. Michael Anestis
Overview:
Dr. Michael Anestis will describe the relationship between firearms and suicide: how does access to firearms relate to risk of suicide, and what tools are available to reduce the risk of firearm suicide? Clinicians will learn about the evidence supporting a variety of intervention strategies to help reduce risk in the communities they serve. Dr. Anestis is the Executive Director of the New Jersey Gun Violence Research Center and an Associate Professor in the School of Public Health at Rutgers University. He has published approximately 200 peer reviewed scientific articles as well as a book – Guns and Suicide: An American Epidemic – and has been a named investigator on over $20 million in externally funded research grants. Dr. Anestis is an internationally recognized expert on firearm suicide prevention, as evidenced in part by having been named the 2018 recipient of the Edwin Shneidman Award for early career achievement in suicide research.
Learning Objectives: Intermediate Audience
- To describe the scope of the relationship between firearm access and suicide
- To describe the evidence supporting various firearm suicide prevention tools
The Society of Clinical Psychology, Division 12 does not have commercial support for the content of this webinar including endorsement of products, conflict of interest including but not limited to research grants, royalties for books or training, commercial support from companies or pharmaceutical sponsorship.
Dr. Anestis receives personal book royalties for a book on firearm suicide prevention as well as consulting and speaking fees on this topic. He is also PI or Co-I on several grants examining firearm suicide prevention.
If you require any special needs assistance, please contact the SCP Central Office at division12apa@gmail.com.
Society of Clinical Psychology, Division 12 of APA is approved by the American Psychological Association to sponsor continuing education for psychologists. Society of Clinical Psychology, Division 12 of APA maintains responsibility for this program and its content.”
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Using Mental Health Apps to Increase Access to Mental Health Services: Practical Considerations
Presented by: Dr. Stephen Schueller
Topics: Evaluation and Assessment | Professional Resources & Career Development
Presenter: Dr. Stephen Schueller
Overview:
A multitude of mental health apps exist with various features and capabilities (Lagan et al., 2021). However, despite the proliferation of mental health apps few providers are using these tools in their clinical practice (Schueller, Washburn, & Price, 2016). This webinar will discuss various competencies related to the use of mental health apps in clinical practice (Schueller, Armstrong, Neary, & Ciulla, 2022) focusing on aspects such as credibility, user experience, and data security and privacy (Neary & Schueller, 2018; O’Loughlin, Neary, Adkins, & Schueller, 2019). This webinar will incorporate best practices in the use of these tools (Schueller et al., 2022) and emphasize some of the challenges providers might face when incorporating these tools into their practice.
Learning Objectives: Intermediate Audience
- Identify evaluation criteria related to the adoption of mental health apps
- List different ways in which apps can be integrated into clinical workflows
- Identify common barriers and facilitators to uptake of mental health apps
- Explain factors to assess when considering the adoption of mental health apps
- Identify common features present in mental health apps
CE Credits Available: 1.0
The Society of Clinical Psychology, Division 12 does not have commercial support for the content of this webinar including endorsement of products, conflict of interest including but not limited to research grants, royalties for books or training, commercial support from companies or pharmaceutical sponsorship.
Dr. Schueller serves on the Scientific Advisory Board for Headspace Health. He has received consulting payments from Otsuka Pharmaceuticals and K Health (Trusst). He currently receives funding from One Mind, the National Institute of Mental Health, the National Cancer Institute, Pivotal Ventures, the California Mental Health Service Authority, and California’s Mental Health Services Oversight and Accountability Commission.
If you require any special needs assistance, please contact the SCP Central Office at division12apa@gmail.com.
Society of Clinical Psychology, Division 12 of APA is approved by the American Psychological Association to sponsor continuing education for psychologists. Society of Clinical Psychology, Division 12 of APA maintains responsibility for this program and its content.”
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Comprehensive Care for Transgender and Gender Diverse Veterans
Presented by: Dr. Claire Burgess
Topics: Evaluation and Assessment | Professional Resources & Career Development
Presenter: Dr. Claire Michelle Burgess
Overview:
In this evidence-based presentation, Dr. Burgess will discuss 1) Minority stress theory as applied to transgender and gender-diverse (TGD) individuals (Hendricks & Testa, 2012) as well as 2) Dialectical Behavior Therapy (Sloan et al. 2017’s application to TGD individuals).
Learning Objectives: Intermediate Audience
- Describe the diagnostic criteria for Gender Dysphoria
- Identify mental health disparities for transgender and gender-diverse (TGD) veterans
- Describe the goals of psychotherapy to support veterans with gender dysphoria
Presenter Bio:
Dr. Claire Burgess is a clinical psychologist in private practice serving gender diverse couples in Boston, Massachusetts. She serves as the chair of the interdisciplinary transgender treatment team at VA Boston Healthcare System. She completed her graduate training at the University of Southern California and joined VA Boston in 2017 as an LGBTQ+ Postdoctoral Fellow, working on the PTSD clinical team in Brockton, Massachusetts. Dr. Burgess is an assistant professor at Harvard Medical School, and serves as course director for cognitive behavioral therapy coursework for psychiatry residents. She offers an advanced seminar in trauma-informed care at Harvard Law School for students in the LGBTQ+ Advocacy Clinic. Dr. Burgess has co-authored over a dozen peer reviewed publications, book chapters, and edited texts that draw on LGBTQ+ patient safety and policies.
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Stigma, Health, and Motivational Interviewing as a Stigma Reducing Tool
Presented by: Dr. Henna Budwhani
Topics: Diversity, Race, Culture and Identity
Presenter: Dr. Henna Budhwani
Dr. Budhwani (pronouns: she/her) is an Associate Professor in the University of Alabama at Birmingham (UAB) School of Public Health (SOPH), Visiting Professor in the University of California, San Francisco (UCSF) Center for AIDS Prevention Studies (CAPS), and affiliated faculty with the Florida State University (FSU) Center for Translational Behavioral Science. Dr. Budhwani conducts studies to address the causes and consequences of health disparities among stigmatized populations that experience adverse health outcomes in resource-constrained settings. Dr. Budhwani's research is informed by sociological constructs, guided by human rights frameworks, and adopts a multidimensional view of how to address public health and clinical care inequities.
Overview:
The deleterious effects of stigma on health are notable and severe. The American Psychiatry Association has a webpage dedicated to stigma, and the American Psychological Association sponsors the journal, Stigma and Health. From Stigma and Health’s page, “The lives of people with disease and disability are worsened by stigma, thus leading to public prejudice, loss of self-worth, and negative implications for health and well-being.” This said, there are few efficacious interventions that successfully reduce stigma, Motivational Interviewing (MI), being one of the,
MI uses client-centered, goal-oriented methods, to enhance intrinsic motivation and self-efficacy of patients. MI-communication can promote behavioral change across multiple targets. Due to its success, MI is embedded in the clinical guidelines for HIV care in the US, and MI’s emphasis on non-judgmental, autonomy-supportive communication behaviors is particularly relevant to stigmatized patients and clients.
The purpose of this webinar is to introduce attendees to dimensions of stigma (e.g., enacted, internalized, etc.) and discuss how adopting MI in clinical settings can reduce stigma, potentially leading to fewer missed clinical visits and improved adherence to provider recommendations.
Learning Objectives:
- Attendees will be able to explain to the concept of stigma, specifically perceived, enacted, and internalized stigma
- Assess the effects of stigma on mental and physical health
- Describe how Motivational Interviewing can reduce stigma in clinical settings
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Providing Care for the Unvaccinated: Psychological Approaches to Address Anger and Frustration (Helpful tips for dealing with unvaccinated family and friends too!)
Presented by: Dr. J. Kim Penberthy
Topics: Evaluation and Assessment | Professional Resources & Career Development
Presenter: Dr. J. Kim Penberthy
Overview:
Healthcare workers are increasingly facing stressors in their environments that they may be ill-equipped to handle. Such ongoing stress can negatively impact mood states and functioning, increasing frustration and anger in providers. We discuss the unprecedented stressors impacting healthcare workers and the negative impact of chronic stress from the ongoing pandemic, including providing care for the unvaccinated. We will present the stress continuum concept including the five human needs in times of stress. This continuum provides a way to conceptualize stress behaviors and describe the additional roles of bias, discrimination, and other system/ environmental issues in stress vulnerability. We will then describe and demonstrate specific effective strategies to help promote resilience and wellbeing that grow out of these needs, including anger management skills and how to use these with teams and in the workplace. Finally, we present examples of successful application of techniques, including results of implementation and lessons learned in healthcare institutions.
Learning Objectives:
- Describe the impact of chronic stress and the stress continuum
- List the five human needs in times of stress
- Describe and demonstrate specific effective strategies to help reduce frustration and anger and promote resilience
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ASSESSMENT CE SERIES: Feedback in psychological assessment
Presented by: Drs. Emily Gottfried and Hadas Pade
Topics: Evaluation and Assessment
Presenters:
Emily Gottfried PhD Medical University of South Carolina, Assessment Section President Elect
Hadas Pade PsyD California School of Professional Psychology SF Bay Assessment Section President
Brief Description:
The provision of assessment feedback should be considered in every assessment case. Not only is assessment feedback recommended in the APA Ethics Code (standard 9.10: Explaining assessment results; APA, 2017), the Standards (AERA, APA, & NCME, 2014), and noted as a primary area of competency in assessment training by the APA (2020), research has shown that it can have a significant, positive impact on therapeutic outcomes (e.g., Ackerman et al., 2000; Allen et al., 2003; Poston & Hanson, 2010). This session will briefly review the core components of in-person feedback sessions and written reports, including person focused contextually integrated findings in reader friendly language to address assessment goals and questions in clinical settings (Chapman-Hillard, et. al 2018; Wright, 2020). Common challenges in feedback as well as general recommendations towards effective feedback will be discussed.
Learning Objectives:
At the end of the webinar, participants will be able to:
1. Identify the core components for providing effective feedback.
2. List strategies recommended for meaningful written reports.
3. Discuss the importance of client context in feedback across clinical settings.
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ASSESSMENT CE SERIES: Diversity Considerations in Psychological Assessment
Presented by: Dr. A. Jordan Wright and Lisa Suzuki
Topics: Diversity, Race, Culture and Identity | Evaluation and Assessment
Presenters: A. Jordan Wright, Ph.D. ABAP New York University and Lisa Suzuki, Ph.D. New York University
Brief Description:
As a core competency both within general health service psychology training in general and in psychological assessment specifically (APA, 2020), issues of culture and diversity must be integrated throughout the entire assessment process, beginning before a referral is even made and continuing throughout every aspect of the assessment. However, diversity issues in assessment have been identified as a particular area of weakness in assessment training (Gregus et al., 2020; Shipley, 2020). This workshop will introduce participants to methods for integrating a deliberate focus on culture and diversity throughout the assessment process, in order to facilitate the most valid and useful assessment results.
Learning Objectives:
At the end of the webinar, participants will be able to:
1. Discuss diversity and cultural issues to consider when selecting tests and measures.
2. Identify important cultural considerations in the interpretation and integration of test and other assessment data.
3. Describe three specific techniques for collecting cultural data within an assessment.
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ASSESSMENT CE SERIES: Integrating Data and Managing Discrepancies in Psychological Assessment
Presented by: Dr. A. Jordan Wright
Topics: Evaluation and Assessment
Presenter: A. Jordan Wright, Ph.D., ABAP New York University
Brief Description:
This presentation will present models for integrating data from different sources (both different methods and different informants), with a focus on thematic assessment and reconciling data discrepancies. The presentation will introduce participants to methods and reasons to integrate data throughout assessment reports, rather than just at the end in a summary or case formulation section, with a client-centered, rather than test-focused, methodology and aim. Fully integrating data within psychological assessments has been identified as an area of weakness in education and training in psychological assessment, despite the fact that it has been identified as a core competency (APA, 2020).
Learning Objectives:
At the end of the webinar, participants will be able to:
1. Identify common psychological themes around which data can converge in psychological assessment.
2. Discuss methods for reconciling discrepant data when they emerge in an assessment.
3. Explain benefits of integrating data throughout an assessment report.
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ASSESSMENT CE SERIES: A multimethod approach to psychological assessment
Presented by: Dr. Robert Bornstein
Topics: Evaluation and Assessment
Presenter: Robert F Bornstein PhD Adelphi University
Brief Description:
Multimethod assessment can yield richer case formulations and better-targeted interventions than single-modality assessment (Hopwood & Bornstein, 2014). Psychometrically multimethod assessment helps minimize the negative impact of limitations inherent in different types of measures. Clinically, “when test data from different modalities are integrated, and test score convergences and divergences are explored, multimethod assessment allows aspects of the client’s dynamics that might otherwise go unrecognized to be scrutinized directly”. This session will discuss the key components of multimethod psychological assessment and how to utilize it in clinical settings. All material presented in this session is based on published, peer-reviewed research which has been widely cited by psychologists and other mental health professionals. The findings, procedures, and theoretical concepts discussed in this program have all been used in empirical research, education, and psychological practice. Portions of the material presented in this session have been presented at annual meetings of the American Psychological Association, Association for Psychological Science, and Society for Personality Assessment.
Learning Objectives:
At the end of the webinar, participants will be able to:
1. Describe the key features of multimethod psychological assessment
2. Apply a process-focused framework to interpret test score convergences and divergences
3. Utilize multimethod assessment techniques in clinical settings
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Professional Development Series: Tips and Trick for Applying to Internship: What do sites want and what is "fit"?
Presented by: Dr. Paul Ingram
Topics: Professional Resources & Career Development
Professional Development Series: Helping you achieve your major career transitions from internship to postdoc
Webinar #2 in the Professional Development Series hosted by the Society of Clinical Psychology and Graduate Students & Early Career Psychologists (Section of SCP)
FREE FOR EVERYONE
Presenter: Dr. Paul Ingram
Overview:
This webinar will provide a summary of literature surrounding the internship application process, including research conducted and published by Dr. Paul Ingram, who is speaking as part of this webinar. Specifically, A historical perspective of the “internship crisis” will be provided as a framework for students to understand some of the broad anxiety surrounding the internship match process and match outcome statistics will be provided to contrast this history. Research will also be reviewed which examines the perceptions of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship directors and factors associated with more positive outcomes. By utilizing data directly from APPIC (who is charged with running the match process) and internship directors, this webinar provides a scientifically grounded and ecologically credible training opportunity. A question and answer session will also be facilitated.
Learning Objectives:
- Explain how issues of diversity impact internship match *Beginner
- Identify applicant characteristics which are considered the most important to different types of internship site *Intermediate
- Describe ways in which students may approach training to increase internship competitiveness and application flexibility *Advanced
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Addressing Substance Use during the COVID-19 Pandemic
Presented by: Dr. Mandy D. Owens
Topics: Addiction/Substance Use
Presenter: Dr. Mandy D. Owens
Dr. Owens is a licensed psychologist and an active member of the American Psychological Association, Research Society on Alcoholism, and Association for Behavioral and Cognitive Therapies. She regularly attends relevant webinars to stay abreast of updates in clinical practice and will incorporate the most recent information into her presentation.
Overview:
Dr. Owens’s presentation will include a thorough literature review through September 2021 on changes in substance use during the COVID-19 pandemic. Multiple studies consistently showed an increase in alcohol use during the COVID-19 pandemic (Barbosa, Cowell, & Dowd, 2021; Grossman, Benjamin-Neelon, & Sonnenschein, 2020; Pollard, Tucker, & Green, 2020), with some evidence connecting this increase directly to COVID-related stress (Grossman et al., 2020). Fewer studies have examined changes in drug use, but limited research also has shown increases in drug use during the pandemic (Niles, Guden, Radcliff, & Kaufman, 2021). Given these increases during the COVID-19 pandemic, clinicians should reassess clients’ alcohol and drug use and the role it may play for coping with stress. Although little to no studies have tested treatments for substance use disorders during the COVID-19 pandemic specifically, adaptations to existing evidence-based coping skills for alcohol and drug use will be discussed (e.g., Satre et al., 2020).
Learning Objectives:
- Describe the rates of substance use during the COVID-19 pandemic;
- Recognize the signs and symptoms of a substance use disorder; and
- Utilize three strategies to address substance use.
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ASSESSMENT CE SERIES: Increasing the impact of your psychological assessments: Insights from Collaborative/Therapeutic Assessment
Presented by: Dr. Stephen Finn
Topics: Evaluation and Assessment
Presenter: Stephen E. Finn, Center for Therapeutic Assessment, Austin, TX
Brief Description:
Psychological assessment continues to be one of the core activities of psychologists across a number of domains of practice, e.g., education, clinical, counseling, industrial-occupational, forensic (Evans & Finn, 2017). Multiple research studies have documented the benefits to clients when psychologists incorporate collaborative practices and values into their assessments (De Saeger et al., 2014; De Saeger et al., 2016; Durosini & Aschieri, 2021; Poston & Hanson, 2010; Smith et al., 2014). Such benefits include decreases in symptomatology and increases in self-esteem (Durosini & Aschieri, 2021), greater satisfaction with psychological assessment (De Saeger et al., 2016), and increased alliance in subsequent psychotherapy (Hilsenroth et al., 2004), among others. In this webinar, Dr. Finn will discuss four empirically supported collaborative practices that assessors working in various fields of assessment could use with clients: 1) providing Interactive vs. “delivered” feedback about assessment findings (Hanson et al., 1997). 2) inviting clients to help delineate the goals of the assessment (Finn & Tonsager, 1992), 3) asking clients to reflect on their own test responses and experiences after standard test administration (De Saeger et al., 2016), and 4) giving clients written feedback in a form they can comprehend (De Saeger et al., 2016; Lance & Krishnamurthy, 2003; Tharinger & Pilgrim, 2011). Dr. Finn’s emphasis will be mainly on adult assessment, but he will also briefly discuss psychological assessments of children and of adolescents. The main goal of this webinar is to help practicing psychologists understand how to increase the impact of their psychological assessments in ways they could easily implement. Dr. Finn will also discuss common restraining forces (both external and internal) to working more collaboratively when doing psychological assessment, and how to address these concerns.
Learning Objectives:
At the end of the webinar, participants will be able to:
- list 4 empirically supported ways to make psychological assessment more impactful for clients.
- name at least 3 potential blocks to working more collaboratively with clients.
- discuss ways to address blocks to collaborative psychological assessment.
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Professional Development Series: Postdoc Prep
Presented by: Dr. Wayne Siegel
Topics: Professional Resources & Career Development
Professional Development Series: Helping you achieve your major career transitions from internship to postdoc
Webinar #3 in the Professional Development Series hosted by the Society of Clinical Psychology and Graduate Students & Early Career Psychologists (Section of SCP)
FREE FOR EVERYONE
Presenter: Dr. Wayne Siegel
Overview:
During this 1-hour webinar, Dr.
Siegel will address the post-doc process from start to finish. The application process, expectations, and common challenges will all be addressed. Serving as the Chair of the APPIC’s Postdoctoral Committee, he is a wealth of knowledge about the entire process. There will be ample time for questions from the audience to ease your post-doc worries as you take the next step in your professional journey!
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Professional Development Series: Successfully Applying to Predoctoral Internship
Presented by: Dr. Mitch Prinstein
Topics: Professional Resources & Career Development
Professional Development Series: Helping you achieve your major career transitions from internship to postdoc
Webinar #1 in the Professional Development Series hosted by the Society of Clinical Psychology and Graduate Students & Early Career Psychologists (Section of SCP)
FREE FOR EVERYONE
Presenter: Dr. Mitch Prinstein
Overview:
Applying for clinical internship in psychology is stressful. We invited Dr. Mitch Prinstein, APA’s chief science officer (CSO), co-author of the APAGS internship workbook Internships in Psychology, to provide insights, tips and strategies about applying for internship. Additionally, Dr. Prinstein will also hold an open Q & A session for 30 minutes.
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ASSESSMENT CE SERIES: Evidence based clinical psychological assessment: An overview
Presented by: Drs. Hadas Pade, David McCord and Emily Gottfried
Topics: Technology | Telehealth
For Assessment Psychology Section Members, you can use the same discount code you used for the Live Webinar.
Presenters:
Hadas Pade PsyD California School of Professional Psychology SF Bay, Assessment Section President
David McCord PhD Western Carolina University, Assessment Section Past President
Emily Gottfried
PhD Medical University of South Carolina, Assessment Section President Elect
Brief Description:
Clinical psychological assessment is a core and distinguishing function of health service psychologists. The goal of this initial continuing education program, the first of six assessment-related programs to be offered this fall, is to provide an overview of current practices and recent literature related to evidence-based clinical psychological assessment. Broadly, psychological assessment should inform clinical decision-making in ways that improve outcomes in the lives of individuals. We will discuss definitional issues, the various goals that may be addressed with psychological assessment, research regarding the clinical utility of assessment, and important sub-processes such as therapeutic feedback.
Learning Objectives:
At the end of the webinar, participants will be able to:
- List the core components of evidence based clinical psychological assessment.
- Identify the benefits of recommended evidenced based assessment practice.
- Discuss the utility of evidenced based assessment in clinical settings.
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Integrating Psychology Services Into Specialty Medicine Settings: The perspective of four different approaches
Presented by: Drs. Sivan Rotenberg, Jessica K. Salwen Deremer, Julie Hergenrather and Amy Williams
Topics: Technology | Telehealth
Presenters: Drs. Sivan Rotenberg, Jessica K. Salwen Deremer, Julie Hergenrather and Amy Williams
Overview:
Integrating psychology services into specialty medical settings is becoming a more common practice, but there is little guidance on how to build these services and what factors to consider. What level of integration should the practice have? What services will the psychology practice offer? The goal of this webinar is to begin answering some of these questions and more, by sharing the experience of four different psychologists who work in different medical specialties and in different health systems. Additionally, many psychologists who do not work within a medical setting often have questions about integrated services (e.g., scope of practice, what patients can expect) which we hope to begin to clarify. By the end of this webinar we aim to share lessons learnt and other helpful tips, and to highlight other potential roles for psychologists in academic medical centers and other medical settings.
Learning Objectives:
- Highlight factors to consider when integrating a psychology service
- Describe services developed for different health conditions
- Discuss models of embedded psychology services to fit different health systems
- Compare integrated psychology services to others areas of psychology
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The state of vaccine hesitance in the US and current strategies to improve vaccine confidence
Presented by: Dr. Robert Bednarczyk
Topics: Technology | Telehealth
Presenter: Dr. Robert Bednarczyk
Robert A. Bednarczyk, PhD, is an Associate Professor of Global Health and Epidemiology at the Emory University Rollins School of Public Health. An infectious disease epidemiologist by training, he has conducted studies to understand, characterize, and address vaccine hesitance incorporating principles from behavioral epidemiology, the psychology of decision-making, as well as traditional epidemiologic methods. He has published over 115 peer-reviewed manuscripts in journals including JAMA, New England Journal of Medicine, Pediatrics, Nature Human Behavior, Clinical Infectious Diseases, and Vaccine. Dr. Bednarczyk is recognized as an expert on understanding and addressing vaccine hesitance, and has been a frequent media interviewee related to COVID-19 vaccine hesitance over the course of the pandemic.
Overview:
This webinar content is based on research conducted by our team and our colleagues, utilizing techniques in infectious disease and behavioral epidemiology, incorporation of behavioral and psychological theories and concepts (e.g. Moral Foundations Theory, behavioral nudges, cognitive biases, application of heuristics, affective versus cognitive appeals) to understand vaccine hesitance. Our findings of the association between vaccine hesitance and these principles provide a novel framework for moving forward in our methods to address vaccine hesitance, particularly as we gain more understanding that simply addressing a perceived information deficit is not sufficient to improve vaccine uptake.
Learning Objectives:
- Describe the epidemiology of vaccine hesitance and vaccine uptake in the US___
- Explain the relationships between vaccine hesitance and vaccine-preventable disease outbreaks
- Apply principles related to the psychology of decision making to addressing vaccine hesitance
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Developing a Telehealth Practice That’s Secure, Easy to Use and Durable
Presented by: Susan C. Litton
Topics: Technology | Telehealth
Presenter: Dr. Susan C. Litton
I consider myself a bit of an odd duck. I’ve been a practicing clinical psychologist since 1985 and still love and am humbled by being allowed to witness and participate in the healing process of another human being. I also like technology. A lot. Enough that I went back to school several years ago and got a degree in it. Enough that I run a healthcare software company in addition to continuing to see patients. Being a therapist feeds my soul. Playing around with technology is fun for my inner child.
Overview:
The COVID pandemic has been instrumental in redefining our profession. Most mental health professionals, psychologists included, are now using at least some form of telehealth with their patients. The federal government responded quite quickly to the pandemic by lifting many of the restrictions that had kept telehealth practices from achieving goals they had the potential to accomplish, including reaching diverse populations in underserved areas. Although we don’t yet know where all the pieces will land, it seems clear that groundwork has been laid for psychologists to incorporate telehealth practices for some or all of their patients. The downside of the COVID pandemic is that many of us cobbled together a telehealth practice very quickly. We started with video, then added other telehealth tools as we saw a need. This workshop will help teach you the easy way to do a telehealth practice vs the hard way. We’ll also discuss HIPAA in some depth, so you can learn how to keep your telehealth practice secure. Concrete, practical examples will be used so you leave with actual tools – not just ideas. Finally, the workshop will teach you concepts which will help you learn to choose the best tools for your practice even as both technology and legislation change.
Learning Objectives:
- Compare the EASY way to create and maintain a telehealth practice vs. the HARD way.
- Describe why email is described as a “compliance nightmare” and also why email that is end-to-end encrypted is becoming more and more important.
- Describe how patients currently view patient portals and providers who communicate via email.
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Affirming and Empowering Mental Health Care for Gender-Diverse Individuals
Presented by: Dallas Ducar, NP
Topics: Gender and Sexuality
Presenter: Dallas Ducar, NP
Dallas Ducar NP is the founding Chief Executive Officer of Transhealth Northampton. Dallas is on faculty at Northeastern University, the University of Virginia School of Medicine and Nursing, and has served on faculty at the MGH Institute for Health Professions. She has advised international research groups in best-practices and has carried out community-based participatory action research programs. Dallas seeks to revolutionize healthcare, building novel systems to provide holistic, empowering, gender-affirming care.
Overview:
Gender identity is a person’s inner sense of being a female, male, another gender, or having no gender. Gender minorities have a gender identity that differs from their sex assigned at birth, and this misalignment can create severe and persistent psychological distress. The Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013) identifies this distress as gender dysphoria, citing both an internal conflict and external experience of stigma, discrimination, or violent victimization as triggers (American Psychiatric Association, 2013; Wilson, Chen, Arayasirikul, Wenzel, & Raymond, 2015). Gender dysphoria can lead to significant clinical impairment and is often associated with decreased ability to function socially, occupationally, or to care for oneself.
Gender affirmation is the process of treating gender dysphoria. Gender-affirming care consists of being recognized in one’s gender identity rather than the sex assigned at birth. Patients with access to these treatments experience improved health outcomes and quality of life (WPATH, 2016). This care is best delivered by a team of providers, including nurses, physicians, social workers, and clinic staff (Chipkin & Kim, 2017)
Gender minorities face discrimination, victimization, isolation, and significant health disparities, but remain understudied and underrepresented in health research (Grossman, D’Augelli, & Frank, 2011). There are approximately 30,000 GMs in Massachusetts (Flores, Herman, & Gates, 2016). GMs are less likely to have access to primary care than cisgender individuals (i.e., those with congruent sex assigned at birth and gender identity) (Gonzales & Henning-Smith, 2017; Streed, McCarthy, & Haas, 2017). GMs are also less likely than cisgender individuals to possess health insurance and more likely to have no routine evaluation by a clinician (Gonzales & Henning-Smith, 2017; Streed et al., 2017). Gender-based discrimination is common in healthcare. In a study conducted in Massachusetts on the GM population, 30% refused to be seen for routine primary care, 25% avoided urgent care management, and 14% were unwilling to be seen for emergency care (Bradford, Reisner, Honnold, & Xavier, 2013; S. Reisner et al., 2014)
The significant level of societal stigma and discrimination that GM individuals face, the associated mental health consequences, and mental health clinicians’ lack of familiarity with affirming care demonstrate a crucial need for additional education. Mental health clinicians play a crucial role in supporting, exploring, and affirming gender identity across the lifespan. As more individuals are continually coming out, mental health clinicians play an important role in educating families and colleagues, providing affirming care across the lifespan, intervening with an interdisciplinary team, and reducing stigma within organizations. centers.
Learning Objectives:
- Compare gender identity, gender expression, emotional attraction, and sexual attraction
- Explain ways to provide individualized and attentive care for gender diverse patients.
- Demonstrate core components of gender-affirming mental health
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Delirium and Other Neuropsychiatric Manifestations of COVID-19
Presented by: Dr. Scott Beach
Topics: Neuropsychology
Presenter: Dr. Scott Beach
Dr. Scott R. Beach is the Program Director for the MGH/McLean Adult Psychiatry Residency, an attending psychiatrist on the MGH Psychiatry Consultation and Acute Psychiatric Services, and an Assistant Professor of Psychiatry at Harvard Medical School. He attended the University of Virginia School of Medicine and completed a residency in Adult Psychiatry at the University of Virginia. He finished a fellowship in Consultation-Liaison Psychiatry at the Massachusetts General Hospital in 2011 and was awarded Dupont-Warren and Livingston research fellowships through HMS. Dr. Beach has developed clinical and scholarly areas of expertise in QT prolongation and psychiatric medications, catatonia and related syndromes, and deception syndromes. He has authored over 50 peer-reviewed publications and more than 25 book chapters, and has edited two books. He has received multiple teaching awards including the MGH Department of Psychiatry’s Clinical Mentorship Award, is a fellow in the ACLP and APA, and was the inaugural recipient of the Early Achievement Award from the UVA Medical Alumni Foundation.
Overview:
This presentation is based on work conducted by our research group on the neuropsychiatric effects of COVID-19. It has been presented at several different venues, including Grand Rounds presentations at multiple academic medical centers.
Learning Objectives:
- List the various ways in which COVID can present with neuropsychiatric symptoms
- Describe possible pathophysiological explanations for COVID's effect on the CNS
- Describe an approach to managing delirium in COVID-19 patients
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Deliberate Practice for Cognitive-Behavioral Therapy: Training Methods to Enhance Acquisition of CBT Skills
Presented by: Drs. James Boswell and Tony Rousmaniere
Topics: Evaluation and Assessment
Presenters: Drs. James Boswell and Tony Rousmaniere
Dr. Boswell is an Associate professor in the Department of Psychology at the University at Albany, SUNY, and an Associate of the Center for the Elimination of Minority Health Disparities (CEMHD). Dr. Boswell is president-elect of the North American Society for Psychotherapy Research (NASPR), and serves on the editorial boards of Behaviour Research and Therapy, Behavior Therapy, Psychotherapy Research, Psychotherapy, and the Journal of Clinical Psychology. He has published extensively in the areas of psychotherapy process and outcome, measurement-based care, and practice-oriented research. His work has been funded by the Patient Centered Outcomes Research Institute (PCORI), National Institute of Mental Health (NIMH), Robert Wood Johnson Foundation (RWJF) and the American Psychological Association (APA). He is also a member of the Advisory Committee to the APA Mental and Behavioral Health Data Registry (MBHR). In addition, he served as a technical expert panelist on the government-sponsored white paper prepared for the U.S. Department of Health and Human Service and the Office of the Assistant Secretary for Planning and Evaluation (ASPE) on Strategies for Measuring the Quality of Psychotherapy.
Dr. Rousmaniere is Clinical Faculty at the University of Washington and has a private practice in Seattle. He runs the psychotherapy training website www.dpfortherapists.com and provides workshops, webinars, and advanced clinical training and supervision to clinicians around the world. Dr. Rousmaniere is the author/co-editor of four books on deliberate practice and psychotherapy training and the forthcoming book series “The Essentials of Deliberate Practice” (APA Press). In 2017 he published the widely-cited article in The Atlantic Monthly, “What your therapist doesn’t know”. Dr. Rousmaniere supports the open-data movement and publishes his aggregated clinical outcome data, in de-identified form, on his website at www.drtonyr.com. A Fellow of the American Psychological Association, Dr. Rousmaniere was awarded the Early Career Award by the Society for the Advancement of Psychotherapy (APA Division 29).
Overview: Psychotherapists credit effective supervision as the single most important contributor to their professional development (Orlinsky & Rønnestad, 2005), and experienced therapists continue to seek supervision and consultation even when they are no longer required to do so (Lichtenberg, Goodyear, Overland, & Hutman, 2014). However, as currently practiced, effective supervision is not necessarily common. For example, supervisees report that a large proportion of their supervisors are ineffective and occasionally harmful (Ellis et al., 2014), and the success of supervision, as evidenced by improved client outcomes, is yet to be convincingly established (Watkins, 2011). In fact, Rousmaniere et al. (2016) found that supervision accounted for less than 1% of the variance in treatment outcomes in one large clinic. Addressing this gap, this webinar aims to improve the effectiveness of supervision and clinical training via a model for using deliberate practice to enhance trainees’ acquisition of core CBT skills. Deliberate practice proffers that the quality of practice is just as important as the quantit-- expert-level performance is primarily the result of expert-level practice. Backed by decades of research on a wide range of other professions, from sports to math, medicine, and the arts, deliberate practice may help psychologists achieve higher levels of skill mastery. More specifically, deliberate practice is a highly structured, intentional activity with the specific goal of improving performance through behavioral rehearsal and graded stimuli, combined with immediate feedback (e.g., Rousmaniere, 2016, 2018).
Learning Objectives:
- Describe the research support for, and basic principles of, implementing deliberate practice in psychotherapy.
- Apply deliberate practice principles in the CBT training and supervision process.
- Utilize observations from the deliberate practice process to inform evaluations of trainee competence.
Attendees must attend the entirety of the program and complete the Evaluation sent after the program. Evaluations will be sent via email shortly after the Live webinar. CE Certificates will be processed and emailed within 5 – 10 business days from Live Webinar.
Cancellation Policy: No refunds will be provided except when SCP cancels the webinar.
Dr. Boswell and Rousmaniere nor the Society of Clinical Psychology, Division 12 have commercial support for the content of this webinar including endorsement of products, conflict of interest including but not limited to research grants, royalties for books or training, commercial support from companies or pharmaceutical sponsorship.
If you require any special needs assistance, please contact the SCP Central Office at division12apa@gmail.com.
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Improving Care Transitions for Individuals with Suicidal Behaviors: Introduction to the Coping Long-Term with Active Suicide Program (CLASP)
Presented by: Drs. Brandon Gaudiano, Ivan Miller and Lauren Weinstock
Topics: Evaluation and Assessment
Presenters: Drs. Brandon Gaudiano, Ivan Miller and Lauren Weinstock
Dr. Gaudiano holds joint academic appointments as Professor in the Department of Psychiatry and Human Behavior at the Warren Alpert Medical School of Brown University and in the Department of Behavioral and Social Sciences in the Brown School of Public Health. He also works as a Research Psychologist at Butler Hospital and the Providence VA Medical Center, and is Primary Faculty in the Mindfulness Center at Brown. Currently, Dr. Gaudiano Chairs the Publications Committee of the American Psychology Association (APA) for the Society of Clinical Psychology, and serves on APA’s Advisory Steering Committee on Clinical Practice Guidelines, which oversees the process of treatment guideline development. His research has been supported by numerous federal and private grants related to developing and testing transitions of care interventions for individuals with severe mental illness.
Dr. Miller is a Professor in the Department of Psychiatry and Human Behavior and Director of the Psychosocial Research Program at Butler Hospital. He is also Director of the Brown University Consortium for Research Innovation in Suicide Prevention
Dr. Weinstock is an Associate Professor of Psychiatry and Human Behavior at Brown University, where she conducts research on suicide prevention across vulnerable care transitions. She is a faculty affiliate of the Center for Prisoner Health and Human Rights and Associate Director of the Brown Consortium for Research Innovation in Suicide Prevention. Dr. Weinstock serves on the AFSP Scientific Advisory, and has provided consultation to numerous federal workgroups focused on best practices in bipolar disorders and suicide prevention research and treatment.
Overview: Suicidal behavior is a major public health problem in this country. Despite the significance of this issue, relatively few interventions to reduce suicidal behavior have been developed and empirically tested/validated. We have developed a new intervention called Coping Long Term with Active Suicide Program (CLASP) that targets multiple risk factors for suicide using a unique combination of formats (in-person and telephone) and therapeutic strategies (values-goals clarification, problem solving, significant other support). The CLASP intervention is an adjunctive intervention specifically designed to reduce subsequent suicidal behavior in high risk populations during times of acute risk or transition. CLASP has three major components: initial one-on-one sessions, a family meeting, and a series of follow-up phone contacts with the patient and his/her significant other. The strategies used in CLASP are adapted from two main therapeutic approaches: Acceptance and Commitment Therapy (ACT) and the McMaster Model of Family Functioning. Recent research has demonstrated that CLASP produces significant reductions in suicidal behavior in high risk patients transitioning from emergency departments and psychiatric inpatient units. This webinar will provide an overview of the CLASP intervention, intervention materials, case examples and empirical research, so that clinicians and researchers can consider utilizing this intervention in their own settings.
Learning Objectives:
1. Describe the CLASP intervention, including its components and empirical research that supports it.
2. Identify the advantages and challenges of providing a telephone-based intervention to high-risk, potentially suicidal individuals.
3. Explain how values-goals clarification strategies can be adapted to target suicidal behaviors.
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Remote Psychological Assessment: Principles and Techniques
Presented by: Drs. Dave Corey and David McCord
Topics: Evaluation and Assessment
Presenters: Drs. Dave Corey and David McCord
Dr. Corey is certified by the American Board of Professional Psychology as a specialist in both forensic psychology and police and public safety psychology. Dr. Corey’s practice consists primarily of conducting evaluations of police suitability and fitness for duty, testifying and teaching about them, and conducting related research. Dr. Corey has authored or coauthored more than 30 peer-reviewed research manuscripts, book chapters, and books, including Assessing Police and Other Public Safety Personnel Using the MMPI-2-RF (Corey & Ben-Porath, 2018; University of Minnesota Press), Evaluations of Police Suitability and Fitness for Duty (Corey & Zelig, 2020; Oxford University Press), and the California Peace Officer Psychological Screening Manual (Spilberg & Corey, 2020; California Commission on Peace Officer Standards and Training). With Dr. Yossef Ben-Porath, he is the co-author of the MMPI-3 Police Candidate Interpretive Report (PCIR) and the MMPI-2-RF PCIR, as well as the recent article in Professional Psychology: Research and Practice, “Practical Guidance on the Use of the MMPI Instruments in Remote Psychological Testing” (Corey & Ben-Porath, Vol. 51, No. 3, 199-204).
Dr. David McCord is a Professor of Clinical Psychology, Western Carolina University. He received the B.A. in Psychology from Duke University in 1984, M.A. in Clinical Psychology from Western Carolina University in 1979, and Ph.D. in Clinical Psychology from The University of Alabama in 1984, where he studied with Dr. Ray Fowler. He completed his pre-doctoral internship year in the School of Medicine, University of North Carolina at Chapel Hill in 1984, mentored by Dr. Charles S. Newmark. His publications and professional presentations focus generally on personality assessment and personality theory, with primary focus on the MMPI-2-RF. He has recently published a book in the APA Psychological Assessment Series, Assessment Using the MMPI-2-RF. He serves on the editorial boards of Psychological Assessment and the Journal of Personality Assessment and is a frequent ad hoc reviewer for other journals. Dr. McCord is currently the President of Section IX (Assessment) of APA Division 12.
Overview: In this 1-hour webinar the presenters will describe key principles and best practices to follow when shifting psychological assessment to remote administration modalities. A clear, specific example will be demonstrated, using the MMPI-2-RF administered under actively monitored testing conditions. This example, will serve, by extension, as a model for conducting other forms of psychological assessments, beyond self-report.
Learning Objectives:
- Describe six basic principles constituting best practices when conducting psychological assessment with physical distancing constraints
- Explain the importance of proctoring remote test administrations via teleconference.
- Describe no fewer than three critical procedures for proctoring remote test administration of psychological tests
- Use Q-global to remotely administer the MMPI-2-RF (and other self-report instruments)
- Extend the approach demonstrated here with the MMPI-2-RF to apply to a broader range of assessment techniques
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Bias and Microaggressions in Today’s Current Context
Presented by: Dr. Naomi Sigg
Topics: Diversity, Race, Culture and Identity
Presenter: Director of Multicultural Affairs at Case Western Reserve University since 2013, Naomi Sigg plays a major role in the development of diversity, equity, and inclusion initiatives on campus. She serves as the Co-Chair of the Dr. Martin Luther King Jr. Celebration Board, Think Forum Advisory Board, and is a member of several university committees including the Diversity Leadership Council, the President's Advisory Council on Minorities, and Alianza Latina/Latino Alliance, the Latinx employee resource group. Naomi is a certified Green Dot Facilitator and Sustained Dialogue Moderator.
During her tenure at CWRU, Naomi , along with her team developed the three-hour Diversity 360 educational module for undergraduate and graduate students which serves as a common experience, setting a foundation for key identity, diversity, equity, and inclusion concepts. The program is facilitated by over 100 trained faculty, staff, and students. To date, over 8,000 students have been through the program.
As a strong advocate for underrepresented and marginalized communities, Naomi collaborated with students in the creation of several new organizations including, the Undergraduate Diversity Collaborative, the Black Student Union, Voices: A Women of Color Collaborative and the Indigenous Alliance for Native American and Indigenous communities on campus. Naomi often presents her work at regional and national conferences including the International Conference on Conflict Resolution and Education, the National Conference on Race and Ethnicity (NCORE), the American College Personnel Association (ACPA), the Midwest Asian American Students Union (MAASU), and the Ohio Consortium for Multicultural Centers in Higher Education (OCMCHE). In 2015, she was the recipient of the Mather Spotlight Award presented by the Flora Stone Mather Center for Women, the awardee of the 2017-2018 Ohio College Personnel Association's Equity and Inclusion Award, and along with colleagues from Case Western Reserve University she received the National Dialogue Award presented by the Sustained Dialogue International Institute.
Naomi earned both her undergraduate and graduate degrees at Miami University in Oxford, Ohio. Outside of work, she is a mother of two small children who continue to keep her occupied as they discover the world through books, adventures at local parks and museums, and various foodie destinations.
Overview: Many institutions hold values that directly state their intention for inclusion, diversity, and equity within their communities. University leaders expect that faculty, students, and staff all be responsible for creating inclusion within their campuses, however, little is done to ensure all members are equipped with the knowledge and skills to both understand identity and inclusion as well as address exclusion, bias, and microaggressions. This webinar will delve into these many issues of bias and microaggressions and will provide participants with opportunities to assess their individual biases and provide foundational understanding in key equity and inclusion concepts. Participants will also learn skills and tools to combat microaggressions and bias while addressing situations within their communities and beyond.
Learning Objectives:
- List two ways to assess individual identities, actions, and biases in order to create change within your sphere of influence.
- Describe microaggressions and how to apply strategies to both address and intervene during exclusionary situations.
- Describe tools to address exclusion, bias, and microaggressions in the moment and within their sphere of influence
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Coping with COVID-19 in an Academic Medical Center: The role of Psychology
Presented by: Dr. Joanna Yost
Topics: Trauma
Presenter: Joanna Yost, PhD is an Assistant Professor of Psychiatry and Neurobehavioral Sciences at the University of Virginia School of Medicine. She is the director of the Behavioral Emergency Response Team and co-director of the Behavioral Medicine Consultation-Liaison service at UVA Health. Dr. Yost’s work focuses on reducing behavioral emergencies in medical inpatient settings through the use of behavior management techniques, brief CBT interventions, and staff trainings on basic cognitive and behavioral principles. At the beginning of the covid-19 pandemic, Dr. Yost was appointed to the UVA Health Team Member Wellbeing Task Force. Her role on this taskforce includes spearheading the development and implementation of a variety of psychological services for frontline healthcare workers with a special focus on healthcare workers in the Special Pathogens Units providing direct care to patients who are Covid-19 positive.
Overview: Clinician burnout has long been a concern in healthcare settings and previous research has demonstrated burnout is elevated among clinicians during outbreaks and public health emergencies (Kim & Choi, 2016; Maunder et al., 2006). Additionally, moral distress is heightened during pandemics (Greenberg et al., 2020). The covid-19 pandemic has stressed already overburdened healthcare systems and introduced new concerns for frontline healthcare workers, including PPE, childcare, and effective communication (Shanafelt et al., 2020). Both the Psychological First Aid (Ruzek et al., 2007) and the Stress Continuum (Nash, 2011) Models provide a framework for how to increase coping and monitor stress responses during and following crisis situations that can be applied to the covid-19 pandemic. The role of psychologists within the context of these models will be explored. Further, the rapidly deployed comprehensive psychological services designed to mitigate burnout among clinicians during covid-19 at one academic medical center will be discussed.
Learning Objectives:
- Identify risk factors for trauma and burnout among health care providers
- Describe two models designed to decrease initial stress and increase coping during a crisis and their application to the COVID crisis
- List the range of services psychologists can provide within stress models when applied in a large academic medical center
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What’s love got to do with it? Working with women who have experienced intimate partner violence
Presented by: Dr. Gayle Beck
Topics: Trauma | Violence
Presenter: J. Gayle Beck, Ph.D. is the Lillian and Morrie Moss Chair of Excellence in Psychology at the University of Memphis. She earned her A.B. at Brown University and her Ph.D. at the State University of New York at Albany. Professor Beck has published widely on the topics of sexual dysfunction, panic, generalized anxiety, posttraumatic stress disorder, co-morbidity among mental disorders, and the role of cognitive and emotional processes in psychological distress. Dr. Beck’s current research focuses on mental health issues following trauma exposure, with particular emphasis on Posttraumatic Stress Disorder. Much of her funded work (since arriving at the University of Memphis) has focused on refining treatments for chronic PTSD and disseminating training materials to underfunded agencies that serve trauma survivors. She heads up the Athena Project at the University of Memphis, a research clinic that provides free assessment and treatment services to women who have experienced intimate partner violence and abuse. Additionally, Dr. Beck is active locally and nationally with her field. She is the Past President of the Society of Clinical Psychology (Division 12) of the American Psychological Association and a Past-President of the Association of Behavioral and Cognitive Therapy. She is the past Editor-in-Chief of Clinical Psychology: Science and Practice and Behavior Therapy and serves on numerous editorial boards. Dr. Beck is a fellow of the American Psychological Association, the American Psychological Society, and the Academy of Cognitive Therapy. Her career has been guided by the belief that empirically-grounded understanding of maintaining factors for emotional disorders can inform and improve treatments.
Overview: This webinar will begin with a definition of IPV, including current prevalence statistics. The presenter will discuss specific aspects of the process through which intimate relationships can become violent and abusive. Specific evidence-based intervention approaches will be mapped onto these processes, to help attendees use a trauma-informed approach with this population.
Learning Objectives:
- Define IPV and summarize current understanding of intimate partner violence as applies to women, including prevalence statistics.
- Describe how intimate relationships can become violent and abusive.
- List specific evidence-based intervention approaches for this vulnerable population.
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It’s all about relationships: The Fundamentals of Interpersonal Psychotherapy for Depressed Adolescents
Presented by: Dr. Laura Mufson
Topics: Anxiety and Depression | Children and Adolescents | Psychotherapy & Clinical Practice
Presenter: Laura Mufson, Ph.D. is a Professor of Medical Psychology and Associate Director of Child and Adolescent Psychiatry at Columbia University Vagelos College of Physicians and Surgeons, Co-Director of the Office of Clinical Psychology at Columbia University Irving Medical Center, and Director of Clinical Psychology at New York State Psychiatric Institute. In addition, she is Director of Training for the Child Track of the APA Accredited Predoctoral Internship in Clinical Psychology. Dr. Mufson is the developer of the adolescent adaptation of Interpersonal Psychotherapy for Depression (IPT-A) and has been a principal investigator, co-investigator and/or consultant with colleagues on numerous grants establishing the efficacy of IPT-A, studying adaptations of IPT-A to be delivered in schools, primary care and community clinics, as well as collaborating on studies on prevention of depression and the treatment of preadolescent depression. She has published numerous articles, book chapters, and books on IPT-A and its adaptations, and has conducted training workshops on IPT-A throughout the United States and internationally.
Webinar Summary: Interpersonal Therapy for Depressed Adolescents (IPT-A) has been demonstrated to be an efficacious treatment for adolescent depression (Mufson, Weissman, Moreau, & Garfinkel, 1999; Mufson, Dorta, Wickramaratne, Nomura, Olfson, & Weissman, 2004; Rosselló & Bernal, 1999) and is delineated in a published treatment manual (Mufson, Dorta, Moreau, & Weissman, 2004). IPT-A was adapted from the adult model of IPT and similarly is based on the premise that depression, regardless of its etiology, occurs in an interpersonal context. IPT-A is a 12-15 session treatment that focuses on improving depressive symptoms and interpersonal functioning. IPT-A meets the criteria of a “well-established treatment” for adolescent depression according to the American Psychological Association Task Force on the Promotion and Dissemination of Psychological Procedures as well as other systematic reviews (David- Ferdon & Kaslow, 2009; Weersing et al., 2017). Most importantly, IPT-A is one of a few evidence-based psychotherapies that has been transported and implemented in community settings with demonstrated effectiveness when delivered by community therapists. IPT-A is considered to be an effective, evidence-based treatment for adolescent depression by the Society of Clinical Child and Adolescent Psychology (http://effectivechildtherapy.com/content/depression). This presentation will provide participants with an overview of IPT-A and discussion of key IPT-A techniques and their implementation with diverse populations.
Learning Objectives:
- Learn the basic principles of Interpersonal Psychotherapy for depression
- Understand the modifications for working with an adolescent population.
- Understand the key IPT-A techniques including the teen tips, communication analysis, and developing interpersonal experiments to master new skills.
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Memory Processes, Therapy, and You: Transdiagnostic Perspectives on Maximizing Therapeutic Learning
Topics: Behavioral/Cognitive | Psychotherapy & Clinical Practice
Presenter: Michael W. Otto, Ph.D. is Professor in the Department of Psychological and Brain Sciences and Senior Fellow in the Institute for Health System Innovation and Policy Director at Boston University. He has had a major career focus on developing and validating new psychosocial treatments, with a focus on treatment refractory populations including those with bipolar, anxiety, and substance use disorders. His work includes a translational research agenda investigating brain-behavior relationships in therapeutic learning, including the use of novel strategies (e.g., d-cycloserine, yohimbine) to improve the consolidation of therapeutic learning. Dr. Otto’s focus on hard-to-treat conditions and principles underlying behavior-change failures led him to an additional focus on health-behavior promotion, including investigations of addictive behaviors, medication adherence, sleep, and exercise. Across these behaviors, he has been concerned with cognitive, attention, and affective factors that derail adaptive behaviors. Dr. Otto has published over 400 articles and over 20 books spanning his research interests, and he was identified as a “top producer” in the clinical empirical literature as well as an ISI Highly Cited Researcher. His leadership positions include serving as Past President of the Association of Behavioral and Cognitive Therapies, and immediate Past President of Division 12 of the American Psychological Association.
Overview: The way in which new learning is integrated into existing memory structures has rich clinical relevance because, regardless of theoretical orientation, psychotherapy is concerned with modification of the influence of an individual’s personal history on his or her current functioning. In short, frequently a goal of therapy is to modify the degree to which individuals are emotionally or behaviorally shackled by their own learning histories. Accordingly, this talk provides a clinically-rich perspective on the nature of memory adaptation and accommodation in relation to therapeutic interventions, with the goal of enhancing clinical attention to helping patients better retain and use the valuable moments of change in psychotherapy. Elements of this presentation will include an update on pharmacologic and behavioral strategies for enhancing extinction learning from exposure, as well as focused reminders to task other memory enhancing strategies—e.g., cues, exercise, sleep—for enhancing learning in therapy.
Learning Objectives:
- Know concepts associated with memory reconsolidation.
- Know the strength and reliability of post-reconsolidation extinction effects in human de novo fear conditioning studies.
- Be aware of common strategies for enhancing memory for session material, including the influence of sleep and exercise.
- Be able to select and apply strategies to enhance therapeutic learning in psychotherapy.
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Getting Your First Job in Clinical Psychology: R1, Medical School, Veterans Affairs, and Liberal Arts setting guidelines
Presented by: Drs. Deborah Drabick, Matt Kimble, and Tina Boisseau
Topics: Professional Resources & Career Development
Panelists: Drs. Deborah Drabick, Matt Kimble, and Tina Boisseau
Overview: Join our seasoned panelists and APA Division 12 members as they discuss how to navigate what has become an immensely competitive job market in clinical psychology. You will learn what setting is best for you including how your time is split in each these settings, and what their expectations are for promotion, as well as what goes into applying for a job in each setting, tips for putting together a compelling application and job talk, and finally, negotiation considerations and strategies. Panelists include Drs. Deborah Drabick of Temple University, Matthew Kimble of Middebury College via the Boston VA Health Care System, and Tina Boisseau of Northwestern Feinberg School of Medicine. Following introductions, the panelists will cover their insights into how to go about the application process, which will be followed by a Q&A with audience members.
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Society of Clinical Psychology 2019 Clinical Post-Doctoral Fellowship Webinar
Presented by: Drs. Ann Marie Albano, Mariella Self, and Samuel Wan
Topics: Professional Resources & Career Development
This panel features Directors of adult and child/adolescent training sites in both University and VA settings. Panelists include Anne Marie Albano, Ph.D., ABPP, Director of the Columbia University Center for Anxiety and Related Disorders, Mariella Self, Ph.D., ABPP, past APPIC Chair and Director of the Pediatric Fellowship at Baylor College of Medicine/Texas Children’s Hospital, and Samuel Wan, Director of Postdoctoral Fellowship Program, San Francisco VA. The panelists will provide applicants with information on how to identify and select fellowships, including differences between accredited and non-accredited programs, and offer tips for the application and interview process. This interactive panel will allow ample time for questions from audience members.
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Society of Clinical Psychology 2019 How to obtain a research based post-doctoral position
Presented by: Drs. Sherry Beaudreau, Laurie Lindamer, and William Pelham,
Topics: Professional Resources & Career Development
Panelists: Sherry Beaudreau, Ph.D., Laurie Lindamer, Ph.D., and William Pelham, Ph.D.
Overview: Panelists will cover University and VA post-doctoral research fellowships including T32 and MIRECC programs. In addition to reviewing post-doctoral training opportunities available at their sites, each panelist will offer the audience guidance on how to identify and successfully apply and interview for and negotiate research based post-doctoral positions in clinical psychology. This interactive panel will allow ample time will be permitted for questions from audience members.
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Cancellation Policy: No refunds will be provided except when SCP cancels the webinar.
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SCP Internship Panel - 2019
Presented by: Drs. Risa Weisberg, Daniel Smith, Mitch Prinstein and Funlola Are
Topics: Professional Resources & Career Development
Presenter: Drs. Risa Weisberg, Daniel Smith, Mitch Prinstein, Justine Swanson and Funlola Are
Webinar Summary: Are you applying for your doctoral internship in clinical psychology? For many this is both an exciting and stressful period. To help better prepare applicants, the Society for Clinical Psychology is offering a 60-minute live webinar on applying for internship. This diverse panel discussion will feature Risa Weisberg, Ph.D., Director of Training for the Boston VA Boston Healthcare System Psychology Internship, Daniel Smith, Ph.D., Co-director for the Charleston Consortium Psychology Internship program, Mitch Prinstein, Ph.D., ABPP, co- author of Internships in Psychology, and two successful applicants who have recently been in your shoes. Panelists will discuss tips and tricks related to successfully completing your APPIC application, writing compelling statements, managing your invitations and travel, and preparing for your interviews. Attendees will also have the opportunity to engage directly with panelists.
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The Inclusion of Disability in the Diversity Curriculum in the Age of Reparative Justice and Liberation Psychology
Presented by: Dr. Julie Williams
Topics: Diversity, Race, Culture and Identity
Presenter: Dr. Julie L. Williams is a Board-Certified Rehabilitation Psychologist and Professor at the School of Professional Psychology at Wright State University. She has expertise in disability justice work and reparative intervention strategies for the disability community. Dr. Williams identifies as a clinician, activist and liberation psychologist.
Webinar Summary: The American Psychological Association (2017) continues to mandate the profession to promote cultural humility and awareness and to apply concepts of intersectionality and reparative justice in teaching and practice. This webinar will highlight disability as a socially constructed experience that parallels encounters of oppression and discrimination of minority groups and will discuss sociopolitical forces of oppression and discrimination that are specific to those with disabilities. The webinar will highlight the importance of intersectionality, treating the person as a whole, and bringing visibility to those who have not been visible in the disability community (e.g., LGBTQ, Black, ethnically diverse). Finally, this webinar will offer teaching and practice strategies to address ways by which the presence of disability has been absent. This will be accomplished by drawing on contemporary disability justice movements, as well as reparative justice and liberation psychology. Finally, this webinar will provide strategies by which to reduce discrimination and promote cultural awareness.
Learning Objectives:
- List the predominant historical disability models and describe the impact of these models on the exclusion of disability from diversity curriculum in psychology.
- Recognize the intersectionality of ableism and other oppressed identities.
- Recite 3 corrective teaching strategies utilizing liberation theory and reparative justice concepts that can be taken to include disability in diversity curriculum.
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Strategies for integrating mHealth into clinical practice
Topics: Psychotherapy & Clinical Practice | Technology
Presenter: Stephen Schueller, PhD, is an Assistant Professor of Psychological Science at the University of California, Irvine and an Adjunct Assistant Professor of Preventive Medicine at Northwestern University, Feinberg School of Medicine. He received his bachelor’s in psychology at the University of California, Riverside and his doctorate in clinical psychology at the University of Pennsylvania. He completed his clinical internship and postdoctoral fellowship at the University of California, San Francisco in the Department of Psychiatry. His work focuses on making mental health services more accessible and available through technology. This includes the development, deployment, evaluation, and implementation of mHealth resources. He has focused mostly on common mental health issues like depression and anxiety but with a strong interest in reaching underserved and marginalized populations. He also leads PsyberGuide.org, a project of One Mind that aims to empower people to make informed and responsible decisions regarding mHealth products for mental health.
Webinar Summary: A robust body of research has demonstrated that mHealth interventions can lead to significant improvements in mental health. These findings have driven enthusiasm in the development of more and more mHealth tools. Current estimates suggest that over 10,000 mental health apps are commercially available (Neary & Schueller, 2018). Furthermore, many clinicians report an interest in using mHealth tools in their practice but few are doing so (Schueller, Washburn, & Price, 2016). However, although research in mHealth applications is robust, clinical knowledge of such applications, and how to use such applications in clinical practice is lacking. The availability and use of mHealth tools are rarely emphasized in clinical training programs. The presenter has discussed these issues in webinars and workshop presentations for ABCT, ADAA, and SAMHSA. Topics included will address ethical and legal considerations (Edwards-Stewart, Alexander, Armstrong, Hoyt, & O’Donohue, 2018), security and privacy concerns (O’Loughlin, Neary, Adkins, & Schueller, 2018), and best practices regarding the integration of apps into clinical care (Armstrong, Ciulla, Edwards-Stewart, Hoyt, & Bush, 2018).
Learning Objectives:
- Examine some resources to help navigate app marketplaces and discuss how to identify appropriate mental health apps
- Review how to introduce apps to clients
- Discuss integration of apps into current clinical practices
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Principles and Practice of the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescence
Presented by: Dr. Jill Ehrenreich-May
Topics: Children and Adolescents | Psychotherapy & Clinical Practice
Presenter: Dr. Jill Ehrenreich-May is an Associate Professor in the Department of Psychology at the University of Miami with expertise in the development and evaluation of evidence-based therapy protocols for children and adolescents with anxiety, depression and obsessive-compulsive disorders. She is the developer of the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C and UP-A). Her currently funded work in this area includes effectiveness trials in community settings and the application of the Unified Protocols to new populations and treatment conditions. Dr. Ehrenreich-May directs the Child and Adolescent Mood and Anxiety Treatment Program at the University of Miami, which provides UP-C and UP-A related research services to the community. She is currently the Science Committee Chair for Division 53 of APA and a former Child and Adolescent Anxiety SIG Leader for ABCT.
Webinar Summary: The Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C/UP-A) present the compelling idea that there may be a more efficient method of presenting effective cognitive-behavioral and third-wave behavioral therapies to simultaneously address an array of emotional disorder concerns in children and adolescents. The UP-C and UP-A Protocols promote change of strong or intense emotions through a common lens that can be flexibly adapted across youth emotional disorders, including anxiety, depression, obsessive compulsive disorders, as well sub-threshold or combinations of these problem areas. Specifically, the UP-C and UP-A help youth by identifying a unified goal of reducing intense negative emotion states through emotion-focused education, awareness techniques, cognitive strategies, problem-solving and behavioral strategies, including exposure and activation techniques. The efficacy of the UP-C and UP-A has been supported in two randomized controlled trials, several open trial studies and application studies with a range of emotional disorders. This webinar will provide a comprehensive introduction to the UP-A, a modular, individual therapy for adolescents, and the UP-C, a more structured, group therapy for children, which includes a full parent-directed curriculum. Case illustrations and brief technique demonstrations throughout the webinar will help illustrate the flexible nature of the UP-C and UP-A materials and how they may be utilized in a clinician-directed manner to optimize and personalize treatment outcomes.
Learning Objectives:
- List two reasons for utilizing a transdiagnostic approach when treating emotional disorders in children and adolescents.
- Identify the primary mechanism of change in the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents.
- List the youth-directed core modules and session content contained within the UP-C and UP-A.
- Identify the four emotional parenting behaviors targeted in the parent-directed sessions and modules of the UP-C and UP-A.
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Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders
Topics: Psychotherapy & Clinical Practice
Presenter: Shannon Sauer-Zavala is the Director of Education and Training for the Unified Protocol Institute. She received her doctorate in Clinical Psychology from the University of Kentucky and completed her internship at Duke University Medical Center. Dr. Sauer-Zavala is currently a faculty in BU's Department of Psychological and Brain Sciences and divides her time between her research, clinical work, and dissemination efforts. Dr. Sauer-Zavala enjoys training others in research-supported psychological treatments.
Webinar Summary: The proliferation of specific treatment manuals for specific disorders has created unintended barriers for the implementation and dissemination of evidence-based psychological treatments. The Unified Protocol for the Treatment of Emotional Disorders (UP; Barlow et al., 2018) is a transdiagnostic, emotion-focused cognitive-behavioral treatment (CBT) that targets core deficits occurring across the neurotic spectrum (e.g., anxiety, depressive, and related disorders). This webinar will review evidence supporting the development of such transdiagnostic interventions and provide a description of the core components of UP treatment modules, along with the similarities and differences between the UP and traditional CBT. The Unified Protocol is published as part of Oxford University Press’ Treatment’s That Work series, which highlights approaches with considerable empirical support (e.g., Ellard et al., 2010; Farchione et al., 2012). The Unified Protocol is based on decades of research on emotion science (Brown & Barlow, 2009; Campbell-Sills et al., 2006; Clark, Watson, & Mineka, 1994; Eaton, Krueger, & Oltmanns, 2011; Kessler et al., 2011; Rosellini et al., 2010; Watson, Clark, & Carey, 1988).
Learning Objectives:
- Participants will be able to discuss the rationale for transdiagnostic psychological treatment
- Participants will be able to develop a unified, transdiagnostic case conceptualization for patients presenting with comorbid emotional disorders.
- Participants will be able to apply emotion-focused treatment concepts and strategies (e.g., objective monitoring, emotional awareness training, cognitive reappraisal, reduction of emotional avoidance and maladaptive emotion driven behaviors) to patients presenting with comorbid emotional disorders.
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Community Engagement: Perspectives from Community-Partnered Research and Applications to Clinical Practice
Presented by: Dr. Renee Pepin
Topics: Psychotherapy & Clinical Practice
Presenter: Renee Pepin, PhD is a Research Scientist at the Dartmouth Centers for Health and Aging. She was trained in clinical geropsychology and is interested in expanding access to mental health services for older adults in community-based settings. Her research consists of the implementation and dissemination of evidence-based depression treatments for older adults using innovative, brief, and practical approaches to delivery through a combination of community-based aging service providers and technology. She expanded beyond geriatric mental health services to other areas including the implementation of evidence-based community-delivered programs for reducing the risk of falls and the integration of best practices for geriatric care into routine primary care.
Webinar Summary: Community-based participatory research or community-partnered research is an approach to engage under-served, under resourced, and otherwise vulnerable populations (Chung, Jones, Dixon, Miranda, & Wells, 2010; De las Nueces, Hacker, DiGirolamo, & Hicks, 2012; Wells & Jones, 2009). In this presentation I will describe how, and why, we have used a community-partnered research approach for the integration of depression identification and intervention into Home Delivered Meal services. One innovation involves tailoring the program to fit within existing Meals on Wheels services: the intervention is framed within concerns that are relevant to the organization (i.e., social isolation) and screening is embedded into routine Meals on Wheels services.
Evidence of high rates of depression, social isolation and loneliness in homebound older adults including community samples (Bruce & McNamara, 1992), home and community- based services recipients (Pepin, Leggett, Sonnega, & Assari, in press), home delivered meals clients (Sirey et al., 2008). Prior strategies to meet the psychosocial needs of homebound older adults have taken advantage of existing services for this population, building on the access by partnering with home health care, homebased services such as home health care and home delivered meals (Bruce et al., 2015; Choi et al., 2014; Sirey et al., 2013). The challenges faced by homebound older adults are further exacerbated in rural areas because distances are greater, transportation options are fewer, and serious workforce shortages more acute (Chung et al., 2010; De las Nueces et al., 2012; Wells & Jones, 2009). Our group found using national data that depressive symptoms were associated with use of home and community-based services, above and beyond sociodemographic and health risk factors.(Pepin et al., in press) We are conducting an ongoing randomized controlled trial evaluating the acceptability, feasibility and comparative effectiveness of delivering two interventions by video-conferencing technology to promote social connectedness among homebound older adults receiving home-delivered meals: 1. Behavioral activation (tele-BA) vs. 2. Friendly visitors (tele-FV). To our knowledge, this is the first randomized controlled trial to leverage local Meals on Wheels (MoWs) agencies to engage homebound, socially isolated older adults in a telehealth intervention for social isolation.
Learning Objectives:
- Describe community engagement
- Identify opportunities for building community partnerships
- Identify strategies for building community partnerships
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Psychological Approaches to the Assessment and Treatment of Chronic Pain
Presented by: Dr. John D. Otis
Topics: Evaluation and Assessment | Health Psychology & Behavioral Medicine
Presenter: Dr. John D. Otis is a Research Associate Professor at Boston University and the Director of Behavioral Medicine at the Center for Anxiety and Related Disorders (CARD). He is also a clinical psychologist in the Spinal Cord Injury Service at the VA Boston Healthcare System, West Roxbury, MA. He received his graduate training in Health Psychology at the University of Florida Shands Hospital, specializing in the assessment and treatment of chronic pain.
For the past 20 years Dr. Otis has conducted research and produced scholarly writing about pain throughout the lifespan. Dr. Otis has focused his clinical research career on the development of innovative approaches to pain management, tailored to specialized patient populations. His most recent research focuses on the develop of an intensive integrated treatment for Veterans who experience variety of chronic pain conditions complicated by mild traumatic brain injury, spinal cord injury (SCI), and posttraumatic stress disorder (PTSD).
Dr. Otis is a clinician and researcher who has helped countless numbers of individuals gain greater control over their chronic pain. He travels nationally giving talks and workshops to both clinicians and patients on how the principles of CBT can be used to help people lead healthier and more productive lives. He is the author of Managing Chronic Pain (Oxford University Press: Treatments that Work Series) - an evidence-based treatment program that includes both a therapist manual and patient workbook.
Webinar Summary: Chronic pain is one of the most frequent reasons that patients seek medical care in the United States, with approximately 55% of individuals reporting some pain, and 11.2% to 15.6% reporting chronic pain (Nahin, 2017). Estimates of costs of pain in the United States range from $560 to $635 billion per year when considering annual healthcare costs and costs associated with lower productivity (Gaskin & Richard, 2012). The recent "opioid epidemic" has further reinforced the need to develop and disseminate non-pharmacological pain management approaches to those who need them most.
Cognitive behavioral treatments are considered the "frontline" psychological treatment for chronic pain; CBT has been shown through numerous trials to be efficacious at reducing pain related symptoms, distress and disability. CBT for chronic pain focuses on teaching patients ways to identify and change negative thoughts, feelings, and behaviors and to replace them with more adaptive pain coping strategies, with the ultimate goal being to improve quality of life, reduce pain-related interference, and decrease psychological distress.
The presenter will review important factors that clinicians should consider when working with patients who have chronic pain including the selection of pain assessment measures, and ways to teach key cognitive-behavioral therapy skills that are commonly used.
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Technology in Psychology: Understanding Threats And Preventing Unintended Consequences
Presented by: Dr. Samuel Lustgarten
Topics: Technology
Presenter: Samuel Lustgarten, Ph.D. is a postdoctoral psychologist at the University of Wisconsin-Madison’s University Health Services/Mental Health Service. Over the last four years, he has been providing privacy and confidentiality consultations for private practices and university counseling centers. Samuel has concentrated on various technologies psychologists already use such as telemental health therapy, digital assessments, electronic medical records, email, and text messaging. His research has focused on the intersections between technology and psychology, and its effects on psychologists’ ethical considerations and decision-making processes. Samuel’s scholarly work has been published in American Psychologist, Clinical Psychology: Science and Practice, and Professional Psychology: Research and Practice.
Overview: Psychotherapy is a treatment method and a healing relationship fit to the individual patient; however, only in the past two decades has sufficient research been conducted to operationalize these noble intentions into robust matching guidelines. This webinar will review the meta-analytic research and clinical practices compiled by an interdivisional APA task force on 7 effective means of adapting psychotherapy to patient transdiagnostic features. In this way, practice and research converge in responsiveness that demonstrably improves treatment outcomes.
Webinar Summary: Psychologists are increasingly using technology-based services for the provision of psychotherapy, assessment, research, and supervision of supervision. Online self-help therapies, smartphone applications, virtual reality, and social networking were all endorsed by psychologists surveyed in a “Delphi poll” (Norcross, Pfund, & Prochaska, 2013). As providers implement technology with their patients, examinees, participants, and supervisees, threats to various ethical standards exist (Lustgarten & Elhai, 2018). For instance, when technology is utilized, third-party platforms have independent privacy policies and terms of service, which can affect the privacy and confidentiality that can be maintained on behalf of a client (Lustgarten, 2015). Additionally, various actors can interfere with the secure transmission and use of technology-based services (e.g, governmental or organizational actors; Lustgarten & Colbow, 2017). This presentation will provide attendees with information about what services are currently used by professionals, how threat actors might take advantage of vulnerability, and how to better protect data.
Learning Objectives:
- Attendees will understand what technology is currently used in the provision of therapy and research.
- Attendees will develop competence for threats to technology use.
- Attendees will learn to employ strategies to protect clients and participants.
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Adapting Psychotherapy to the Individual Patient: Evidence-Based Responsiveness
Presented by: John C. Norcross, Ph.D., ABPP
Topics: Psychotherapy & Clinical Practice
Presenter: John C. Norcross, Ph.D., ABPP, is Distinguished Professor of Psychology at the University of Scranton, Adjunct Professor of Psychiatry at SUNY Upstate Medical University, and a board-certified clinical psychologist. He is an internationally recognized authority on behavior change and psychotherapy, author of more than 400 scholarly publications, and has co-written or edited 22 books, including the 5-volume APA Handbook of Clinical Psychology, Psychotherapy Relationships that Work, Handbook of Psychotherapy Integration, Clinician’s Guide to Evidence-Based Practice in Behavioral Health, Leaving It at the Office: Psychotherapist Self-Care, the Insider’s Guide to Graduate Programs in Clinical & Counseling Psychology, and Systems of Psychotherapy: A Transtheoretical Analysis, now in its 9th edition. Dr. Norcross is past president of the Society of Clinical Psychology along with the APA Division of Psychotherapy, the International Society of Clinical Psychology, and the Society for the Exploration of Psychotherapy Integration. A Fellow of 10 professional associations, he has been honored with APA’s Distinguished Career Contributions to Education & Training Award, the Pennsylvania Professor of the Year from the Carnegie Foundation, and election to the National Academies of Practice.
Overview: Psychotherapy is a treatment method and a healing relationship fit to the individual patient; however, only in the past two decades has sufficient research been conducted to operationalize these noble intentions into robust matching guidelines. This webinar will review the meta-analytic research and clinical practices compiled by an interdivisional APA task force on 7 effective means of adapting psychotherapy to patient transdiagnostic features. In this way, practice and research converge in responsiveness that demonstrably improves treatment outcomes.
Learning Objectives:
1) Identify at least 3 methods of adapting psychotherapy that enhance treatment outcomes
2) Describe evidence-based methods to tailor treatment to the patient’s transdiagnostic Characteristics
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SCP 2018 Post-Doc Panel - Obtaining a Post-Doc Fellowship
Presented by: Drs. Russell Bauer, Elizabeth McQuaid and Denise Sloan
Topics: Professional Resources & Career Development
Presenter: Presented by: Drs. Russell Bauer, Elizabeth McQuaid and Denise Sloan
Overview: This presentation provides a panel of presenters representing different areas of postdoctoral training in clinical psychology (adult psychopathology, child clinical, and neuropsychology). The panel members will describe the process of applying and interviewing for postdoctoral fellowship programs (both clinical and research track positions). Panel members will also describe how to navigate the negotiation process. Ample time will be permitted for questions from audience members.
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SCP Internship Panel - 2018
Presented by: Drs. Jeanette Hsu, Eleanor Mackey, Mitch Prinstein, Allison Ponce and Risa Weisberg
Topics: Professional Resources & Career Development
Panelists: Presented by: Drs. Jeanette Hsu, Eleanor Mackey, Mitch Prinstein, Allison Ponce and Risa Weisberg
Overview: Applying for a doctoral internship in clinical psychology is a major concern for graduate students, especially in the current climate of imbalance between applicants and sites. In response to the strong interest among our membership on this topic, Society for Clinical Psychology is offering a 60-minute webinar on applying for internship. During this panel discussion, internship directors from various internship sites will provide an overview of community mental health centers, Veterans Affairs Medical Centers, and child and adult-focused medical centers, and discuss the application process. Panelists will spend a majority of the time engaging with participants who have specific questions regarding site selection, application tips, and the match process.
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Maximizing Productivity for Early Career Scientists: Strategies for Building a Program of Research While Maintaining Productivity in Writing
Presented by: Dr. Michael Newcomb
Topics: Professional Resources & Career Development
Presenter:
Dr. Michael Newcomb is an Assistant Professor in the Department of Medical Social Sciences at Northwestern University, as well as the Associate Director for Scientific Development of the Northwestern Institute for Sexual and Gender Minority Health and Wellbeing. His research focuses on identifying factors that contribute to health disparities that impact lesbian, gay, bisexual and transgender (LGBT) youth, and his work emphasizes understanding the role of close interpersonal relationships (i.e., romantic relationships, families) in promoting health. As an early career professional in a full-time research position, Dr. Newcomb has developed expertise in strategies for maintaining scientific productivity in the context of building a large program of research.
Overview:
The purpose of this webinar is to provide trainees and early career professionals with strategies for building and maintaining productivity in writing while juggling the many other competing demands of building a program of research in the early career phase. Dr. Newcomb will provide a summary of the strategies that have been successful in his career, review pitfalls that have prevented him from optimizing productivity, and provide suggestions for balancing the many demands of early career positions.
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Using New Technologies to Better Understand, Predict and Prevent Suicidal Behavior
Presented by: Matthew K. Nock, Ph.D.
Topics: Death, Grief, and Suicidology | Technology
Presenter: Matthew K. Nock, Ph.D. received his doctorate in psychology from Yale University (2003) and completed his clinical internship at Bellevue Hospital and the New York University Child Study Center (2003). Nock’s research is aimed at advancing the understanding why people behave in ways that are harmful to themselves, with an emphasis on suicide and other forms of self-harm. His research is multi-disciplinary in nature and uses a range of methodological approaches (e.g., epidemiologic surveys, laboratory-based experiments, clinic-based studies, and real-time monitoring) to better understand how these behaviors develop, how to predict them, and how to prevent their occurrence. This work is funded by grants from the National Institutes of Health and several private foundations, has been published in over 250 scientific papers and book chapters. Nock’s work has been recognized through the receipt of four early career awards from the American Psychological Association, the Association for Behavioral and Cognitive Therapies, and the American Association of Suicidology; and in 2011 he was named a MacArthur Fellow. In addition to conducting research, Nock has been a consultant/scientific advisor to the National Institutes of Health, the World Health Organization’s World Mental Health Survey Initiative, the American Psychological Association, and the American Psychiatric Association DSM-5 Childhood and Adolescent Disorder Work Group. At Harvard, Professor Nock teaches courses on statistics, research methods, self-destructive behaviors, developmental psychopathology, and cultural diversity for which he has received several teaching awards, including the Roslyn Abramson Teaching Award, Petra Shattuck Prize, and the Lawrence H. Cohen Outstanding Mentor Award.
Overview: A major and long-standing challenge to understanding self-harm is that because these behaviors are transient in nature and cannot be induced for study in the laboratory for ethical reasons, until very recently, they have never been observed research studies. Obtaining data on the actual occurrence of a phenomenon is essential for understanding why it occurs, but has not previously been done in the case of suicidal/self-injurious behaviors. Toward this end, we have been conducting studies using electronic diaries and ambulatory physiological monitoring methods to measure suicidal/self-injurious thoughts and behaviors as they naturally occur in real-time. We have documented some of the first data on the real-time occurrence of self-injurious thoughts and behaviors, and our methods and results have been well-received by audiences at major conferences and universities throughout the country.
Objectives:
1) Describe new methods for improving the prediction of suicidal behavior.
2) Describe how objective behavioral tests can better predict suicidal thoughts and behaviors.
3) Explain how learning/conditioning-based approaches can be used to decrease the risk of suicidal behavior.
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New Approaches to Digital Mental Health
Presented by: Dr. David Mohr
Topics: Technology
Presenter: Dr. David Mohr is a Professor in the Department of Preventive Medicine, Northwestern University and the Director of the Center for Behavioral Intervention Technologies. Dr. Mohr has won numerous awards and is a Fellow of the Society of Clinical Psychology, Division 12 of APA. His primary interest is developing and evaluating technology-assisted behavioral and psychological interventions. He is also interested in the relationship between stress, depression and inflammation, particularly in multiple sclerosis. Other areas of interest include development and evaluation of internet and telelcommunications assisted behavioral interventions; barriers to access to behavioral interventions; investigation of the effects of stress and depression on multiple sclerosis exacerbation and inflammation.
Overview: Dr. Mohr will describe approaches in the design and evaluation of digital mental health interventions taken by the Center for Behavioral Intervention Technologies. He will describe traditional approaches to digital mental health research, and why they have failed to produce real-world implementation. He will then describe a more recent approach, IntelliCare, which moves away from the “app for that” model to platforms that can more flexibly deploy tools to meet the needs and preferences of users. Finally, he will discuss personal sensing approaches that harness mobile phone sensor data to understand in real time behaviors and states related to depression.
Objectives:
- Be able to describe traditional methods of digital mental health intervention
- Be able to describe failure points in traditional digital mental health intervention research
- Be able to describe at least 1 potential solution to the problems of traditional digital mental health intervention
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Clinician Wellness: Mindfully Building Resiliency Day by Day
Presented by: Patricia J. Robinson, Ph.D.
Topics: Psychotherapy & Clinical Practice | Spirituality, Mindfulness, and Religion
Presenter: Patricia J. Robinson, PhD, of Mountainview Consulting Group, is recognized as a pioneer researcher in the field of primary care behavioral health and a master clinician in Focused Acceptance and Commitment Therapy. She trains internationally and consults with health care systems about initiation and expansion of integrated services. She is the author of over 150 publications, including Behavioral Consultation and Primary Care, 2nd (2015), Brief Interventions for Radical Change (2012), and Real Behavior Change in Primary Care (2010).
Overview: This webinar is intended for all audience levels, from students to advanced professionals. The webinar describes use of mindfulness and value-based behavior change planning to enhance resilience at work and in “the rest-of-life”. It will provide a brief introduction to Acceptance and Commitment Therapy (ACT) and an adapted version of ACT, known as fACT. Participants will learn about tools to assist them with identifying sources of and magnitude of stressors in their lives and for measuring their current level of psychological flexibility. Psychological flexibility is the result of skills that promote resilience in encountering the stresses of work and life mindfully and persisting in the pursuit of chosen meaningful life directions. Participants will be guided through worksheets to assist the with development of a plan to enhance resiliency.
The recommended approach has been used with a variety of workers in Great Britain and found to be associated with greater job satisfaction, a higher sense of job control, and better retention of workers. The approach is used increasingly in the United States in primary care settings, where behavioral health providers and medical providers work together in providing team-based care.
Objectives:
- Describe sources and magnitude of stress and a way to assess level of psychological flexibility
- Name core processes that support psychological flexibility and clinician resilience
- Apply specific exercises for developing a written plan to grow and sustain resilience
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Ethical Practices in Geropsychology
Presented by: Dr. Rebecca Allen
Topics: Aging | Ethics in Psychology
Presenter: Dr. Rebecca Allen received her PhD in 1994 from Washington University in St. Louis and completed a postdoctoral fellowship in Gerontology at The Pennsylvania State University. She has published on translation of end-of-life/dignity interventions, diversity in advance care planning, clinical training, behavioral interventions in long-term care, and mental health among aging prisoners. Dr. Allen is a member of the American Board of Geropsychology, a member of the APA Working Group on End of Life Issues and Care, a Fellow of the Gerontological Society of America and the APA, and is American Editor of Aging and Mental Health. She teaches Clinical Psychology of Aging-Intervention, Lifespan Development, Geropsychology Practicum, and undergraduate statistics. Dr. Allen is a First-Generation Scholar and welcomes individuals of similar backgrounds into her laboratory.
Overview: The content of this webinar is supported by the scientific and clinical practice activities completed by Dr. Rebecca Allen following completion of her Ph.D. at Washington University in St. Louis in 1994. Dr. Allen became board certified by the ABPP in Geropsychology in 2014 and, along with Dr. Shane Bush, she has helped develop the ethics vignettes used in the ABPP oral examination. Dr. Allen holds scientific expertise in: (a) the design of interventions to improve quality of life for individuals near the end of life and their families and (b) diversity as it influences medical decision making. Dr. Allen is a First-Generation Scholar committed to a career in teaching/training the next generation.
Objectives:
- Participants will be able to interpret an ethical decision-making rubric and work with case material regarding clinical practice with older, community-dwelling adults.
- Participants will be able to describe interprofessional communication issues and ethics that arise in working with older adults with diminished capacity.
- Participants will understand the context of shared decision-making and ethical delimmas that arise in various settings in which older adults live.
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Becoming Board Certified by the American Board of Professional Psychology (ABPP)
Presented by: Dr. Christine Maguth Nezu
Topics: Professional Resources & Career Development
Presenter: Dr. Christine Maguth Nezu is a Professor of Psychology and Professor of Medicine at Drexel University. She is a past-president of the American Board of Professional Psychology (ABPP), a Fellow of the American Psychological Association (Society of Clinical Psychology), and co-principle for Nezu Psychological Associates Clinical and Consulting Practice. In addition, she is a current member of the editorial board for the American Psychologist, past editorial board member of the Journal of Consulting and Clinical Psychology, and has also been a consulting editorial board member of a number of additional scientific and professional journals. Dr. Nezu has received numerous awards from various university and professional organizations. She is best known for her work as the co-developer of Emotion-Centered Problem-Solving Therapy, a clinical intervention designated by numerous professional organizations as an evidence-based, transdiagnostic psychotherapy approach.
Overview: This webinar will provide a rationale regarding the importance of specialty certification in professional psychology with a particular focus on the areas of specialization that may be of interest to Division 12 members, student members, and fellows who are not currently board certified. Several important benefits of board certification will be described as well as the benefits and the importance of board certification to professional psychology in general. The sequence of board certification including the examination process as well as opportunities for both an early application process and the senior examination process will underscore the value of board certification across the spectrum of professional development. The Functional and foundational competencies that are the focus of the ABPP board certification will be illustrated and discussed.
Objectives:
- List the benefits of ABPP board certification
- Describe the history of ABPP and its importance to the profession
- Recognize the major areas of competency that are assessed through the board certification process
- Identify the steps in the ABPP board certification process
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Getting Your First Job in Clinical Psychology: R1, Veterans Affairs, and Liberal Arts setting guidelines
Presented by: Drs. Deborah Drabick, Matt Kimble, Michael Otto, Wayne Siegel and Doug Tynan
Topics: Professional Resources & Career Development
Panelists: Drs. Deborah Drabick, Matt Kimble, Michael Otto, Wayne Siegel and Doug Tynan
Overview: Join our seasoned panelists and APA Division 12 members as they discuss how to navigate what has become an immensely competitive job market in clinical psychology. You will learn what setting is best for you including how your time is split in each these settings, and what their expectations are for promotion, as well as what goes into applying for a job in each setting, tips for putting together a compelling application and job talk, and finally, negotiation considerations and strategies. Panelists include Drs. Deborah Drabick of Temple University, Matthew Kimble of Middebury College via the Boston VA Health Care System, Michael Otto of Boston University via Massachusetts General Hospital, Wayne Siegel of the Minneapolis VA Health Care System, and Doug Tynan, of the APA Center for Psychology and Health who will share his perspectives on working in integrated health care settings. Following introductions, the panelists will cover their insights into how to go about the application process, which will be followed by a Q&A with audience members.
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National Institutes of Health Loan Repayment Programs
Presented by: Dr. Ericka Boone and Matthew Lockhart
Topics: Professional Resources & Career Development
Presenters: Dr. Ericka Boone and Matthew Lockhart
Ericka Boone, Ph.D. is the Director of the NIH Division of Loan Repayment. In this role, Dr. Boone is responsible for administering and providing leadership for the NIH Loan Repayment Programs (LRPs) as well as representing NIH on matters related to the operations, policy development and evaluation of the LRPs. Prior to this position, Dr. Boone served as a Health Scientist Administrator in the Office of Science Policy and Communications at the National Institute on Drug Abuse (NIDA) where she developed and targeted science-based publications, outreach initiatives and other activities to educate a variety of audiences about the science of drug use, abuse and addiction. Before coming to NIH, Dr. Boone conducted research at the University of Illinois at Chicago and Emory University. Dr. Boone’s academic background includes a B.A. in Biology from Talladega College and a Ph.D. in Biobehavioral Health from The Pennsylvania State University.
Matthew Lockhart, M.B.A. is a Program Analyst in the NIH Division of Loan Repayment (DLR), where he serves as an advisor to the DLR Director on issues related to loan repayment policies, guidelines, and regulations. Prior to his current tenure at the NIH, Mr. Lockhart spent five years as a Senior Policy Specialist in the National Institute of Food and Agriculture (a USDA agency) where he played the lead role in developing the policy and regulatory underpinning of the Veterinary Medical Loan Repayment Program, a program dedicated to the task of filling priority shortage areas serving underserved species of food animals. Mr. Lockhart received his B.A. in Mathematics from Gallaudet University and his M.B.A. in Organizational Management from the University of Maryland, College Park.
Overview: Dr. Ericka Boone and Matthew Lockhart will discuss loan repayment opportunities available to medical other health professionals. The presentation will cover a comprehensive overview of the NIH Loan Repayment Programs (LRPs). The purpose of the LRPs is to attract and retain promising early-stage investigators in research careers by helping them to repay their student loans. High levels of student loan debt – amassed during long periods of education and clinical training – are forcing some newly-trained scientists to abandon productive research careers for higher paying private sector or private practice professions. The LRPs counteract that financial pressure by repaying up to $70,000 in educational debt over two years in return for a commitment to conduct research in NIH mission-critical areas.
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A Transdiagnostic Approach to Treating Sleep Problems in Clinical Practice: Basics & Beyond
Presented by: Dr. Allison Harvey
Topics: Psychotherapy & Clinical Practice
Presenter: Dr. Allison Harvey
Overview: Sleep and circadian problems are among the most prevalent problems, undermining our emotional functioning, health, cognition, and contributing to behavioral problems. Much research on sleep and circadian problems has been disorder-focused; however, real life sleep and circadian problems are not so neatly categorized. Insomnia often overlaps with hypersomnia, delayed sleep phase and irregular sleep-wake schedules, an observation that motivated us to develop the Transdiagnostic Sleep and Circadian Intervention (TranS-C). The goal of TranS-C is to provide a treatment approach for a variety of sleep problems comorbid with a variety of psychological and physical disorders, and that can be used confidently by a variety of mental health professionals. TranS-C combines CBT-I (e.g., Morin et al., 2006) with elements from existing evidence-based treatments: Interpersonal and Social Rhythm Therapy (Frank et al., 2005), chronotherapy (Wirz-Justice et al. 2009) and Motivational Enhancement (Miller & Rollnick, 2012). TranS-C is a modular approach to reversing and maintaining psychosocial, behavioral and cognitive processes via 4 cross-cutting modules, 4 core modules and 7 optional modules. The four Cross Cutting Modules are: case formulation; education; behavior change and motivation; goal setting. The four Core Modules are: establishing regular sleep-wake times including learning a wind-down and wake-up routine; improving daytime functioning; correcting unhelpful sleep-related beliefs; and maintenance of behavior change. The Optional Modules are: improving sleep efficiency; reducing time in bed; dealing with delayed or advanced phase; reducing sleep-related worry/vigilance; promoting compliance with CPAP/exposure therapy for claustrophobic reactions to CPAP; negotiating sleep in a complicated environment and reducing nightmares.
Objectives:
- Summarize the rationale for and theoretical underpinnings of TranS-C
- Utilize/apply the cross-cutting modules of TranS-C
- Utilize/apply the core modules of TranS-C
- Obtain knowledge as to the availability of the optional modules of TranS-C
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Starting Your Own Private Practice Panel Discussion
Presented by: Dr. Paul Arbisi, Dr. Karen Cassiday, Dr. Jonathan Grayson, Dr. Joanna Robin and Dr. Jonathan Weinand
Topics: Professional Resources & Career Development
Panelists: Dr. Paul Arbisi, Dr. Karen Cassiday, Dr. Jonathan Grayson, Dr. Joanna Robin and Dr. Jonathan Weinand
Overview: This webinar will help clinicians new to private clinical outpatient practice, or those who want to improve their private practice, by clarifying their niche, developing a marketing strategy that fits their personality, identifying potential referral sources and avoiding the pitfalls of poor business practices when building a fee-for-service practice. Attendees will learn that there is much more to building a successful and financially thriving clinical practice than being an excellent clinician. Presenters will also discuss group practice, child/adolescent and adolescent/adult specialty clinics, conducting assessments in private practice, and growing a small practice.
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The Launching Emerging Adults Program: A Developmental and Family Based Model for Treating Anxiety in the Transition to Adulthood
Presented by: Dr. Anne Marie Albano
Topics: Anxiety and Depression | Children and Adolescents | Developmental Psychology | Families and Couples | Psychotherapy & Clinical Practice
Presenter: Dr. Anne Marie Albano
Overview: Anxiety disorders (ADs) are the most common diagnosis among young adults (YAs; Auerbach et al., 2016) and leads to extended dependence on family, with early and continued parental overprotection noted for its role in the maintenance of these disorders. Cognitive behavioral therapy and medication, alone or in combination, are effective in the short term (Walkup, Albano et al., 2008) but show relapse rates of around 50% at long-term follow-up (Ginsburg et al., 2014). Environmental conditions present throughout the conditioning of the anxiety responses as well as neuro-developmental limitations in ability to regulate emotion in adolescence (Drysdale et al, 2014) may explain relapse. To address this, CUCARD has established a treatment model that targets parental over involvement and youth failure to launch into independent adulthood. The Launching Emerging Adults Program (LEAP) is an integrated, developmentally informed treatment aimed at both symptom relief and maximizing functional outcomes (Albano & Hoffman, 2017). In this presentation, Dr. Albano, presents the LEAP model and provides specific guidelines for engaging parents and adolescents or young adults together, via individualized and group treatment sessions, to address key overprotection traps while increasing the adolescent/young adult’s exposure to anxiety-provoking situations. Dr. Albano will also discuss the practice of conducting exposures in group to capitalize on experiential learning in context and discuss innovations with a novel Virtual Reality program
Objectives:
- List the tasks of development necessary for adolescents and young adults to transition to adulthood.
- Recognize the complex interaction of parental involvement in anxiety and stalled developmental tasks that contributes to the failure to launch to adulthood.
- Develop exposures that make use of context and address developmental stage issues to increase ecological validity and promote mastery of anxiety for youth.
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Expanding Your Practice To Include Work With Older Adults
Presented by: Dr. Margaret Norris
Topics: Aging
Presenter: Dr. Margaret Norris
Overview: This webinar is informed by Dr. Norris’ prior pre-convention APA workshops: 1) Managing a Professional Practice with Older Adults (What Psychologists Should Know about Working with Older Adults), conducted at the APA annual conventions from 2008 to 2014, and 2) Medicare Reimbursement Rules and Ethics in Geropsychology Practice (Expanding Your Practice to Include Older Adults), conducted at the APA annual conventions in 2015 and 2016.
Objectives:
- Recognize myths versus facts about the older adult population and their mental health needs.
- Identify important treatment distinctions with older adults including treatment effectiveness, contents of therapies, and disorders that change with age.
- Summarize ethical and third-party payment (Medicare) issues that are unique in providing services to older adults.
CE Credits Available: 1
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Development of Principles and Guidelines for Empirically Supported Assessment: Child and Adolescent; Treatment Planning; and Forensic Practice Perspectives
Presented by: Drs. Robert Patrick Archer, Michael Bagby, and Eric Youngstrom
Topics: Children and Adolescents | Evaluation and Assessment
Panelists: Drs. Robert Patrick Archer, Michael Bagby, and Eric Youngstrom
Moderator: Dr. Paul Arbisi
Overview: Over the past decade attention has been focused on recommendations for the adoption of empirically supported psychotherapies and treatments in clinical practice. In contrast, there has been relatively little attention directed toward adoption of empirically supported techniques in psychological assessment. Since psychological assessment is a foundational component of clinical psychology as a discipline and a core competency in clinical practice, this webinar will discuss components that constitute empirically supported assessment and examine barriers to establishing principles and guidelines for evidence based assessment across three practice domains within clinical psychology: Child and Adolescent; Treatment Planning and Outcome; and Forensic.
Objectives:
- Explain the necessity for establishing consensus principles and guidelines for clinical assessment practice.
- Discuss what is required for an assessment practice to be considered empirically supported.
- Identify barriers that impede the development of empirically supported assessment within the three domains of clinical practice discussed in the webinar
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Teaching Clients with Bipolar Disorder to Self-Monitor for Symptoms and Triggers
Presented by: Sheri L. Johnson, Ph.D.
Topics: Psychotherapy & Clinical Practice
Presenter: Sheri L. Johnson, Ph.D. is a professor at the University of California Berkeley, where she runs the Cal Mania (CALM) Program. She has conducted research on bipolar disorder over the past 20 years, with funding from the National Alliance from Schizophrenia and Depression and the National Institute of Mental Health. She is the current president of the Society for Research in Psychopathology. She has published over 200 manuscripts, and is a co-author of a leading textbook on abnormal psychology as well as several books on bipolar disorder.
Overview: This program will cover basic psychoeducational techniques that are core to many different empirically supported approaches to bipolar disorder. A growing body of research indicates that psychosocial treatments, including CBT, can reduce the rate of relapse, lower symptoms, decrease hospitalizations, and improve quality of life among those diagnosed with bipolar disorder when offered as an adjunct to medication. Techniques described here are commonly employed in CBT. The triggers will be summarized based on a large literature focused on psychosocial predictors of symptom change within bipolar disorder.
Objectives: (1) Learn about different ways to help clients develop their own monitoring systems; (2) Use a variety of computerized or paper approaches to personalized monitoring; (3) Be familiar with the most common triggers of manic and depressive symptoms within bipolar disorder.
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Cultural Adaptations of Psychotherapy: Progress, Resistance and Unfinished Business
Presented by: Dr. Gordon C. Nagayama Hall
Topics: Diversity, Race, Culture and Identity | Psychotherapy & Clinical Practice
Presenter: Dr. Gordon C. Nagayama Hall is a Professor of Psychology in the clinical psychology program at the University of Oregon. He previously was a Professor of Psychology at Penn State University and Kent State University. Dr. Hall received his Ph.D. in clinical psychology from Fuller Theological Seminary. Dr. Hall served as President of the American Psychological Association (APA) Society for the Psychological Study of Ethnic Minority Issues (Division 45) and as President of the Asian American Psychological Association. He was Editor of Cultural Diversity and Ethnic Minority Psychology and Associate Editor of the Journal of Consulting and Clinical Psychology. His blog for Psychology Today is “Life in the Intersection: A Multicultural Psychology Approach”. Dr. Hall’s honors include the Stanley Sue Award for Distinguished Contributions to Diversity from the APA Division of Clinical Psychology (Division 12), the Distinguished Career Contributions to Research Award from APA Division 45 (Culture, Ethnicity, and Race), and the Lifetime Achievement Award from the Asian American Psychological Association. His research interests are in culture and mental health with a particular interest in Asian Americans.
Overview: The credibility of this webinar is based on a meta-analysis of the effects of culturally-adapted interventions on psychopathology that was published in 2016 in Behavior Therapy.
Objectives:
- Define cultural adaptations of psychological interventions.
- Summarize the results of a recent meta-analysis of the effects of culturally-adapted interventions on psychopathology.
- Summarize the moderators of the effects of culturally-adapted interventions.
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Uncovering Clinical Principles and Techniques to Address Stress, Mental Health & Related Health Risks Among Gay & Bisexual Men
Presented by: John Pachankis, Ph.D.
Topics: Diversity, Race, Culture and Identity | Gender and Sexuality
Presenter: John Pachankis, PhD – Dr. Pachankis is an Associate Professor of Chronic Disease Epidemiology (Social and Behavioral Sciences division) at the Yale School of Public Health.
Overview. Clear and consistent evidence suggests that gay and bisexual men are significantly more likely to experience depression, anxiety, and substance use disorders compared to heterosexual men and that these sexual orientation mental health disparities are explained by the disproportionate stigma-related stress experienced by gay and bisexual men. 21 expert mental health providers and 20 gay and bisexual men with depression and anxiety provided input into the translation of these above findings into the first evidence-based treatment package to reduce depression, anxiety, and related health conditions by reducing the processes through which minority stress impairs the mental and physical health of this population.
Objectives. Participants will be able to (1) utilize therapeutic principles and techniques to adapt standard cognitive-behavioral approaches to specifically address the stigma-related stress faced by gay and bisexual men across development and (2) conceptualize clinical cases involving gay and bisexual men with attention to the psychosocial mechanisms through which minority stress adversely affects mental health.
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Promoting Psychological Health after Cancer Treatment
Presented by: Jennifer Moye, PhD
Topics: Cancer Resources
Presenter: Jennifer Moye, PhD
Overview. This webinar reflects the growing field of cancer survivorship clinical practice and research, and emerging policy standards. It is estimated there are 14 million cancer survivors in the United States. Cancer survivors are susceptible to a plethora of complications associated with cancer and its treatment including cancer-related post-traumatic stress disorder (PTSD), depression, and fears of recurrence. Long term psychological effects have been variably attributed to social isolation during treatment and closeness to death; these may be exacerbated by pre-existing PTSD, medications (e.g., steroids) and radiation therapy, especially if targeted to the central nervous system.
Objectives. Participants will be able to (1) list the prevalence of cancer related PTSD, cancer related worry, and major depressive disorder in cancer survivors, (2) describe the relationship between age and psychosocial distress after cancer treatment, and (3) name two domains in which cancer survivors may describe stress related growth.
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SCP Internship Panel - 2015
Presented by: Allison Ponce, PhD, Mitch Prinstein, PhD, Randi Streisand, PhD, Risa Weisberg, PhD
Topics: Professional Resources & Career Development
Panelists: Allison Ponce, PhD, Mitch Prinstein, PhD, Randi Streisand, PhD, Risa Weisberg, PhD
Overview: Applying for a doctoral internship in clinical psychology is a major concern for graduate students, especially in the current climate of imbalance between applicants and sites. In response to the strong interest among our membership on this topic, Society for Clinical Psychology is offering a 90 minute webinar on applying for internship. This webinar will feature a panel discussion among leading experts who will discuss the application process. They will also provide an overview of specific sites, including community mental health centers, Veterans Affairs Medical Centers, and child-focused medical centers. Participants will have the opportunity to ask questions of the panel!
Allison N. Ponce, Ph.D. is an Associate Professor in the Yale School of Medicine’s Department of Psychiatry. Dr. Ponce has research and clinical interests in the role of community based public mental health services in recovery from homelessness and mental illness. Another major area of interest is the training and education of psychologists and other mental health professionals. Dr. Ponce supervises psychology interns and postdoctoral fellows. She coordinates several seminars focused on administration, leadership, and community-based care. She earned her Ph.D. in clinical psychology at the University of Connecticut in 2003 after her internship at the Boston Consortium, and then completed her postdoctoral fellowship at Yale before joining the faculty in 2005. Dr. Ponce is Secretary of the Board of Directors of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and serves as an internship site visit chair for the APA’s Commission on Accreditation. Mitchell J. Prinstein, Ph.D., ABPP is the John Van Seters Distinguished Professor of Psychology and the Director of Clinical Psychology at the University of North Carolina at Chapel Hill. Mitch’s research examines interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of peer relationships in the developmental psychopathology of depression and self-injury. Randi Streisand, Ph.D. in Clinical Psychology, CDE certified diabetes educator. Dr. Streisand is an Associate Professor of Psychiatry and Pediatrics, and serves as Director of Psychology Research for Children’s National Health System. Dr. Streisand’s work focuses on adherence to diabetes management, parent and child adjustment, and managing diabetes in young children. Risa B. Weisberg, Ph.D. is the Assistant Chief of Psychology for Internship Training at the VA Boston Healthcare System and Associate Professor (research) at the Alpert Medical School of Brown University. Dr. Weisberg has served as a research mentor to interns and postdoctoral fellows at the Brown consortium throughout her career. Dr. Weisberg’s research focuses on primary care – behavioral health integration.
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Working Smarter, Not Harder: Evidence Based Assessment in Clinical Practice
Presented by: Eric Youngstrom, Ph.D.
Topics: Evaluation and Assessment
Presenter: Eric Youngstrom, PhD
Overview. This webinar will be conducted as something of a detective story. As clinicians we are often presented with clients who may come across at different moments as depressed, hopeful, anxious, giddy, shut-down, fearful, flat, or agitated. How we assess our clients guides our treatment plan. Working effectively with PTSD, for example, would differ from our approach to treating an individual with social anxiety or depression. Yet even experienced clinicians do not always see eye-to-eye on diagnosis. In this webinar, Eric Youngstrom illustrates the process of differential diagnosis by inviting us to engage in his gradually unfolding and transparent assessment of a particularly challenging case study. The content of the program is based on cognitive psychology investigating decision-making, as well as studies of the effects in medical settings. The presenter’s program of work has applied these principles to the assessment of mood disorders in children and adolescents, especially bipolar disorder, demonstrating large improvements in diagnostic accuracy and decreases in bias. These findings have been published in peer reviewed journals as noted below.
Objectives. (1) How evolutionary cognitive shortcuts can lead to errors in diagnosis; (2) How validated checklists can protect us from bias; (3) How to combine assessment findings in ways that guide clinical decision-making about each case.
About the Presenter. Dr. Youngstrom is a Professor of Psychology and Psychiatry at the University of North Carolina at Chapel Hill, where he is also the Acting Director of the Center for Excellence in Research and Treatment of Bipolar Disorder. He is the first recipient of the Early Career Award from the Division of Child and Adolescent Clinical Psychology, and is an elected full member of the American College of Neuropsychopharmacology. He has consulted on the 5th Revision of the Diagnostic and Statistical Manual (DSM-5) and the International Classification of Diseases (ICD-11). He chairs the Work Group on Child Diagnosis for the International Society for Bipolar Disorders. He earned his doctorate in clinical psychology at the University of Delaware, and he completed his predoctoral internship training at Western Psychiatric Institute and Clinic before joining the faculty at Case Western Reserve University. Dr. Youngstrom is a licensed psychologist who specializes in the relationship of emotions and psychopathology, and the clinical assessment of children and families. His research improves the use of clinical assessment instruments for making better differential diagnoses, predictions about future functioning, or monitoring of treatment progress – especially for bipolar disorder.
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Using Behavioral Activation Treatment to Treat Perinatal Mood Disorders
Presented by: Jacqueline Gollan, Ph.D.
Topics: Anxiety and Depression | Behavioral/Cognitive | Psychotherapy & Clinical Practice
Presenter: Jacqueline Gollan, PhD
Overview. The biopsychosocial changes evident during pregnancy and postpartum are associated with an increased risk for depression and treatment requires effective, gender-sensitive psychotherapy practices. Behavioral Activation (BA) treatment has shown to be an effective treatment for perinatal depression. The BA model proposes that depression is generated and maintained via exposure to aversive situations, lost or disrupted routines, and decreased access to positive activities and thus the aims of treatment are to increase access to potential sources of positive reinforcement, recognize routine disruptions and avoidance patterns, and modify skill deficits.
Objectives. (1) Describe the BA model of illness and treatment; (2) Summarize common clinical challenges in perinatal depression; (3) Describe specific treatment techniques; (4) Outline how to measure mechanisms of productive therapeutic change, and (5) Guide you on next steps towards achieving competency and adherence in BA.
About the Presenter. Dr. Gollan is an Associate Professor in Northwestern University’s Feinberg School of Medicine’s Department of Psychiatry and Behavioral Sciences in Chicago, IL. She obtained her Ph.D. in Clinical Psychology at The University of Washington in Seattle in 1999, conducted her clinical internship at Brown University Medical School in Providence Rhode Island in 2000, and finished her postdoctoral training at Massachusetts General Hospital in Boston MA in 2001. From 2001-2006, she worked as a clinical scholar at the Clinical Psychopharmacology and Neuroscience Research Unit in the Department of Psychiatry at The University of Chicago. Since 2006, Dr. Gollan has worked as a faculty member at Northwestern University Feinberg School of Medicine in the Psychiatry Department. She is an Illinois licensed clinical psychologist and directs The Affective Science and Treatment lab. This lab is focused on identifying novel bio-behavioral mechanisms of treatment response for depression, tracking change and deficits in emotion and motivation in women in the perinatal phase, and testing predictors and mechanisms of successful response to Behavioral Activation treatment. She has received continuous funding from federal and foundation sources since 2001.
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Treatment of Disgust in Anxiety and Related Disorders
Presented by: Bunmi Olatunji, Ph.D.
Topics: Anxiety and Depression | Psychotherapy & Clinical Practice
Presenter: Bunmi Olatunji, PhD
Overview. In this webinar we will review the nature and function of disgust. Research implicating disgust in anxiety and related disorders, particularly obsessive-compulsive disorder, will be discussed. We will then review basic cognitive-behavioral treatment strategies to reduce excessive disgust reactions among patients with anxiety and related disorders.
Objectives. (1) Describe the nature and function of disgust; (2) Outline the role of disgust in anxiety and related disorders; (3) Discuss the use of exposure-based approaches for reducing excessive disgust reactions.
About the Presenter. Bunmi Olatunji is an Associate Professor of Psychology, Associate Professor of Psychiatry, and the Director of Clinical Training at Vanderbilt University.
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Evaluation of Emotion, Personality and Internal Models of External Reality: Implications for psychological intervention
Presented by: Allan Harkness, Ph.D.
Topics: Evaluation and Assessment
Presenter: Allan Harkness, PhD – Dr. Harkness received his Ph.D. from the University of Minnesota (Clinical Psychology) in 1989. He is a Professor of Psychology and Director of the Institute for Biochemical and Psychological Study of Individual Differences at the University of Tulsa, in Tulsa, OK.
Overview. Adaptive function has provided a key to understanding cognitive and emotional psychological capacities, from the time that functionalism was a major school of psychology. Throughout the history of research psychology, a series of problems and issues have continually resurfaced, relating to five major functions in adapting to the external environment (Harkness, Reynolds, & Lilienfeld, 2014). This Webinar will link these functions to major themes in personality and psychopathology. Recognizing the adaptive functions behind cognition, emotional, and personality brings functionalism to psychopathology, allowing a critical change in perspective that can inform treatment planning.
Objectives. Participants will (1) learn to identify five major functions of adapting to external reality that have been major topics in psychological research throughout the history of the field and (2) be able to identify the connections between the major adaptive functions and various forms of psychopathology for case conceptualization.
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Promoting the Internationalization of Evidence-Based Practice: Benchmarking as a Strategy to Evaluate Culturally Transported Psychological Treatments
Presented by: Keith Dobson, Ph.D. and Michael Spilka, Ph.D.
Topics: Diversity, Race, Culture and Identity
Presenters: Keith Dobson, PhD and Michael Spilka, PhD. Keith Dobson, PhD is a Professor of Clinical Psychology at the University of Calgary. His research is on cognitive models of psychopathology, and trials of cognitive-behavioral therapy, with a focus on depression. He has served as the President of the Academy of Cognitive Therapy and the International Association of Cognitive Psychotherapy, which has led him to provide workshops and engage in treatment dissemination in many parts of the world. Michael Spilka, MSc is a PhD student in Clinical Psychology at the University of Calgary. His current research focuses on uncovering cognitive and biological mechanisms associated with functional impairment in schizophrenia, with a particular focus on social cognition. His clinical interests are in neuropsychological assessment and rehabilitation, and the promotion of evidence-based practice.
Overview: This Webinar will present the application of the benchmarking strategy to facilitate research into the effectiveness of treatments transported to diverse cultural contexts. The content of the Webinar will be based on our recently published review paper (Spilka & Dobson, 2015) in which we proposed and described the way in which benchmarking can be applied to examining the generalizability of treatment efficacy and effectiveness research to diverse cultural settings. The content of the review, and Webinar, is grounded in psychological theory, research, and practice, including: research approaches to evaluate psychological treatments (e.g., efficacy, effectiveness, and benchmarking studies), the definition of evidence-based practice that emphasizes the importance of integrating research evidence with client characteristics and culture, as well as the literature stressing the need for greater research into the generalizability of treatments to culturally diverse populations and settings.
Objectives: (1) Describe the purpose of benchmarking strategy; (2) List the steps involved in conducting a benchmarking study of culturally transported treatments; (3) Discuss the key considerations and challenges for conducting cross-cultural benchmarking research.
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Monitoring Progress in Psychotherapy
Presented by: Jacqueline Persons, Ph.D.
Topics: Evaluation and Assessment | Psychotherapy & Clinical Practice
Presenter: Jacqueline Persons, PhD is Director of the Cognitive Behavior Therapy and Science Center, a group private practice in Oakland, California, where she provides psychotherapy to adults who have mood and anxiety disorders, trains clinicians in CBT, and conducts research. She is also Clinical Professor in the Department of Psychology at the University of California at Berkeley. Dr. Persons has published more than 60 articles and chapters, and has authored or co-authored three books. Her first book, Cognitive Therapy in Practice:
A Case Formulation Approach, is widely considered a classic in the field. She is a highly-regarded trainer, and has presented dozens of training workshops in her local community, all over the United States, and around the world. She is past president of the Association for Behavioral and Cognitive Therapies (ABCT) and the Society for a Science of Clinical Psychology. Dr. Persons was named Outstanding Clinician by the ABCT in 2008. She received her Ph.D. in clinical psychology from the University of Pennsylvania in 1979.
Overview: Progress monitoring was identified as an element of evidence-based practice in psychology by the 2006 APA Presidential Task Force on Evidence-Based Practice. In addition, progress monitoring itself is evidence-based, and has been shown in many studies to lead to better outcome of psychotherapy.
Objectives: (1) Identify reasons for monitoring progress of psychotherapy in writing or online; (2) Acquire strategies that will make it easier for me to do progress monitoring with my clients; (3) Identify and gain access to measures useful for monitoring the outcome of outpatient psychotherapy.
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Empirically Supported Treatment Recommendations for a new Model
Presented by: David Tolin, Ph.D.
Topics: Psychotherapy & Clinical Practice
Presenter. Dr. Tolin, PhD is Past-President of the Society of Clinical Psychology (Division 12, American Psychological Association). He is the Founder and Director of the Anxiety Disorders Center and the Center for Cognitive Behavioral Therapy at the Institute of Living in Hartford, CT and an Adjunct Professor of Psychiatry at Yale University School of Medicine. Dr. Tolin is the recipient of the Award for Distinguished Contribution to the Practice of Psychology, the Award for Distinguished Contribution to the Science of Psychology, and the Award for Lifetime Contribution to Psychology from the Connecticut Psychological Association.
Overview: This webinar will discuss the history of the movement by Division 12 to identify empirically supported psychological treatments. We will discuss limitations of this approach to treatment identification, and identify the new guidelines adopted in 2015 by the Board of Division 12. Specific recommendations for clinical trial researchers and systematic reviewers will be provided.
Objectives: (1) Describe the updated Division 12 criteria for defining empirically supported treatments; (2) Discuss the rationale for updating the criteria for empirically supported treatments; (3) List the steps for clinical trial researchers and systematic reviewers that will promote identification of empirically supported treatments.
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Is Cognitive Therapy Enduring or are Antidepressant Medications Iatrogenic?
Presented by: Steven D. Hollon, Ph.D.
Topics: Behavioral/Cognitive | Pharmacology | Psychotherapy & Clinical Practice
Presenter: Steven D. Hollon, Ph.D., is Professor of Psychology at Vanderbilt University. He received his doctorate from the Florida State University in 1977 with an internship with Aaron Beck at the University of Pennsylvania before joining the faculty at the University of Minnesota. His research focuses on the nature and treatment of depression. He has over 250 publications and has placed numerous students in both academic and clinical research positions. He is past president of the Association for Behavioral and Cognitive Therapies and current president of the Society for a Science of Clinical Psychology. He is the recipient of the George A. Miller Award for Outstanding Article from the American Psychology Association (APA), a Distinguished Scientist Award from the Society for a Science of Clinical Psychology, and Awards for Distinguished Scientific Contribution and Distinguished Professional Contribution to Clinical Psychology from the Society of Clinical Psychology (Division 12) of the APA. A former director of clinical training, he maintains an active clinical practice in the context of his research program.
Overview: Dr. Hollon’s presentation will be based on a series of randomized controlled trials comparing cognitive therapy vs. medications and animal literature examining medication effects.
Objectives: (1) Participants will learn that cognitive therapy appears to have an enduring effect that reduces risk for relapse following treatment termination; (2) Participants will learn that combining medication with cognitive therapy may undermine the latter’s enduring effect; (3) Participants will learn that antidepressant medications may inhibit spontaneous remission and leave patients at elevated risk for relapse at any point that they try to discontinue medications.
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The NIH Loan Repayment Programs: Helping Researchers Stay in Research Through Educational Debt Repayment
Presented by: Jill I. Mattia, Ph.D.
Topics: Professional Resources & Career Development
Presenter: Jill I. Mattia, Ph.D., is a Clinical Psychologist with over 20 years of experience in clinical research. She received her undergraduate and graduate degrees from The University of Connecticut and the State University of New York at Albany, respectively, and completed a clinical psychology internship at the Eastern Pennsylvania Psychiatric Institute at the Medical College of Pennsylvania. She went on to a Post-Doctoral Fellowship at the Brown University Clinical Psychology Training Consortium and stayed on at Brown in the Medical School as an Assistant Professor. She came to the National Institutes of Health (NIH) six years ago in the Division of Scientific Strategic Planning and Policy Analysis at NIHMD and moved over to the Office of the NIH Director in the Office of Extramural Programs four years ago as a Scientific Program Evaluation Specialist. Her research background includes a Director of Research position at a private company, three NIMH grants in psychiatric assessment totaling approximately $1 million, and one NIH internal evaluation award for approximately $392,000. Her experience includes expertise in design and quantitative methods, comparative treatment outcome investigations, population surveys, diagnostic assessment, psychiatric nosological boundaries, and test construction.
Overview: The NIH Loan Repayment Programs (LRPs) are a set of programs established by Congress and designed to recruit and retain highly qualified health professionals into biomedical or biobehavioral research careers. The escalating costs of advanced education and training in medicine and clinical specialties are forcing some scientists to abandon their research careers for higher-paying private industry or private practice careers. The LRPs counteract that financial pressure by repaying up to $35,000 annually of a researcher’s qualified educational debt in return for a commitment to engage in NIH mission-relevant research. Since tomorrow’s medical breakthroughs will be made by investigators starting in their research careers today, the LRPs represent an important investment by NIH in the future of health discovery and the wellbeing of the Nation. There are five LRPs for extramural researchers. Research funding from NIH is not required to participate in the extramural LRPs, and extramural LRP awardees may apply for subsequent, competitive renewal awards as long as they meet Program eligibility. Although organized around broad research areas, the LRPs were never intended to fund research projects. Rather, LRP awards are based on an applicant’s potential to build and sustain a research career.
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Binge Drinking and Alcohol Misuse among College Students and Young Adults
Presented by: Kenneth J. Sher, Ph.D. and Rachel P. Winograd
Topics: Addiction/Substance Use
Presenters: Kenneth J. Sher, PhD, is a Curators’ Distinguished Professor of Psychological Sciences at the University of Missouri-Columbia. He has published extensively on the etiology and course of substance use disorders (particularly alcohol use disorders) in later adolescence and young adulthood, and is the principal investigator on two large longitudinal studies following student drinkers during their college years and beyond. His research is funded by the National Institude of Health, and he has received over 20 awards for his teaching, mentorship, and research activities, including the Research Society on Alcoholism’s Young Investigator Award, Distinguished Researcher Award, and G. Alan Marlatt Mentoring Award, as well as the American Psychological Association’s Division on Addiction’s Distinguished Scientific Contributions Award.
Rachel P. Winograd is a graduate student in clinical psychology at the University of Missouri-Columbia, where she studies the acute effects of alcohol intoxication on behavior and emotion and helped establish an evidence-based intervention for heavy drinking college students. She received a National Research Service Award from the National Institute of Health to conduct her dissertation work investigating “drunk personality” and geospatial characteristics of college students’ recent drinking episodes. She is currently completing her predoctoral clinical internship with the VA St Louis Health Care System, where she works with Veterans with health and substance use concerns.
Overview: This webinar is exclusively based on the content presented in the book
Binge Drinking and Alcohol Misuse Among College Students and Young Adults, written by Rachel Winograd and Kenneth Sher. This book was published by Hogrefe Publishing and is part of an acclaimed series on evidence-based practice in psychotherapy. Hogrefe has published at least 36 volumes in this series, and each is reviewed scrupulously by multiple editors attending to scientific content, usefulness of material, and general structure and format. All the material included in this book is based on published peer-reviewed manuscripts and books on or relating to the topic of alcohol misuse and the treatment of addiction.
Objectives: (1) Discuss the epidemiology and course of young adult alcohol misuse in general terms, with particular attention to alcohol misuse on college campuses; (2) Describe the utility of three types of alcohol-related assessment measures: screening tools, consumption measures, and consequence measures and their role in treatment for young adult alcohol misuse; (3) List at least four (of eight) important components of Cognitive Behavioral Therapy for alcohol misuse.
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SCP Internship Panel - 2016
Presented by: Drs. Eleanor Mackey, Allison Ponce, Mitch Prinstein and Risa Weisberg
Topics: Professional Resources & Career Development
Presented by: Drs. Eleanor Mackey, Allison Ponce, Mitch Prinstein and Risa Weisberg.
Overview: Applying for a doctoral internship in clinical psychology is a major concern for graduate students, especially in the current climate of imbalance between applicants and sites. In response to the strong interest among our membership on this topic, Society for Clinical Psychology is offering a 60 minute webinar on applying for internship. This webinar will feature a panel discussion among leading experts who will discuss the application process. They will also provide an overview of specific sites, including community mental health centers, Veterans Affairs Medical Centers, and child-focused medical centers. Participants will have the opportunity to ask questions of the panel!
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SCP 2016 Post-Doc Panel - Obtaining a Post-Doc Fellowship
Presented by: Drs. Russell Bauer, Elizabeth McQuaid, and Denise Sloan
Topics: Professional Resources & Career Development
Presented by: Drs. Russell Bauer, Elizabeth McQuaid, and Denise Sloan.
Overview: This presentation provides a panel of presenters representing different areas of postdoctoral training in clinical psychology (adult psychopathology, child clinical, and neuropsychology). The panel members will describe the process of applying and interviewing for postdoctoral fellowship programs (both clinical and research track positions). Panel members will also describe how to navigate the negotiation process.
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Ethical Issues in Providing Services to Governmental Agencies
Presented by: Dr. David Corey
Topics: Ethics in Psychology
Presenter: Dr. Corey is a practicing psychologist who specializes in conducting psychological evaluations for government agencies (local, county, state, and federal) in six states and consulting to federal agencies across the United States. He is board certified by the American Board of Professional Psychology in forensic psychology and police and public safety psychology, and he is the founding president of the American Board of Police & Public Safety Psychology. Dr. Corey is a fellow of the American Psychological Association, was recently elected as a representative of Division 18 (Psychologists in Public Service) to the APA Council of Representatives, and is a member of the ABPP Board of Trustees. He has authored or co-authored more than 25 published peer-reviewed articles, book chapters and books, mostly on topics pertaining to high-stakes evaluations of police and public safety applicants and incumbent employees.
Overview: The presenter’s practice has focused on services to government agencies (federal, state and local) for more than 35 years. In this webinar, Dr. Corey will discuss ethical challenges unique to working in the government context, as well as strategies for resolving them. In addition, the sometimes dangerous missions and activities of some government agencies can expose psychologists working in them to trauma, either directly or vicariously, and this kind of “practice
in extremis” (Johnson et al., 2011) carries additional risks that require mitigation, and advice for undertaking such steps also will be presented. Two models of professional practice will be discussed as foundations for working with and in government agencies: process consultation (Schein, 1989) and scientist-practitioner (LeJeune & Luoma, 2015; Raimy, 1950).
Objectives: (1) Identify no fewer than three ethical issues that are unique to the government context or that render their resolution more challenging. (2) Explain how
disclosure can satisfy ethical obligations when
informed consent is not within the psychologist’s authority to obtain. (3) Describe the potential adverse effects of providing psychological services
in extremis and how to mitigate those effects.
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Privacy in the Digital Age: Implications for Clinical Practice
Presented by: Dr. Aaron Drummond
Topics: Ethics in Psychology | Psychotherapy & Clinical Practice | Technology
Presenter: Dr. Aaron Drummond is a cognitive psychologist with a particular interest in the way that humans and computers interact. Dr. Drummond’s specific research interests include the psychological effects of digital media use, privacy in the digital age, and the use of technology to aid low intensity CBT interventions for mild to moderate anxiety and depression.
Overview: In 2012, privacy breaches exposed the confidential health data of 22.5 million U.S. citizens. Ensuing the privacy of clients is essential in clinical psychology, and a task that has become increasingly complex as technology has evolved. Many current professional guidelines for clinical practice do not consider issues pertaining to potential privacy breaches from sources such as human error, malicious acts, metadata, and surveillance (e.g. APA, 2007, APS, 2013, BPS 2011). By reviewing potential sources of privacy breaches arising from electronic storage and communications use, key areas that might result in privacy breaches are identified – e.g. human error, malicious acts. We conclude with best practice recommendations regarding electronic storage and communication, software choices, and spyware removal designed to minimize privacy risk in mental health care. These recommendations need to be regularly reviewed to continue to minimize the risk of privacy-related breaches in the context of ongoing technological development.
Objectives: (1) Describe the major sources of electronic privacy breaches (2) Select appropriate electronic communication tools to minimize the risk of electronic privacy breaches; (3) Prepare an action plan to minimize the risk of electronic privacy breaches in clinical practice.
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Mindfulness and Mental Health: Creating Awareness, Flexibility and Freedom
Presented by: Dr. Robyn Walser
Topics: Spirituality, Mindfulness, and Religion
Presenter: Dr. Robyn Walser, is Director of TL Consultation Services, staff at the National Center for PTSD and is Associate Clinical Professor at University of California, Berkeley. As a licensed clinical psychologist, she maintains an international training, consulting and therapy practice. Dr. Walser is an expert in Acceptance and Commitment Therapy (ACT) and has co-authored 4 books on ACT including Learning ACT, The Mindful Couple, Acceptance and Commitment Therapy for the Treatment of Posttraumatic Stress disorder and ACT for Clergy and Pastoral Counselors: Using Acceptance and Commitment Therapy to Bridge Psychological and Spiritual Care. ACT focuses on acceptance and mindfulness as well as commitment to behavior change linked to personal values. As such, mindfulness work has been a longstanding part of her work with clients as well as a personal practice. Dr. Walser has been doing ACT workshops since 1998; training in multiple formats and for multiple client problems. Dr. Walser has been described as a “passionate, creative, and bold ACT trainer and therapist” and she is best known for her dynamic, warm and challenging ACT trainings. She is often referred to as a clinician’s clinician. Her workshops feature a combination of lecture and experiential exercises designed to provide a unique learning opportunity in this state-of-the-art intervention. Dr. Walser has presented her research findings and papers at international and national conferences, universities and hospital settings; and she has been invited to international conferences to speak about ACT. She is invested in developing innovative ways to translate science-into-practice and continues to do research and education on dissemination of ACT and other therapies. She has had a number of leadership roles in international and national organizations and she served as Member At Large and President for the Association for Contextual and Behavioral Science, the main association that houses ACT.
Overview: The painful experiences encountered in life may not only lead to problems in functioning, including a variety of behavioral problems ranging from substance abuse to relationship problems, they may also impact our mental health and sense of well-being for long periods of time. Many of the attempts to recover from these experiences involve regaining control over thoughts, sensations, and emotions as the path to living well. While some attempt to control these experiences can be expected and useful, many attempts to control thoughts, sensations, and emotions result in a furthering of the suffering. Mindfulness can be used to reduce these often rigid and inflexible attempts to control negative internal experience by fostering a sense of conscious awareness to the same. Mindfulness work includes assisting clients to develop an awareness to the process and ongoing flow of experience and may be used to facilitate a broader perspective of life and a sense of connectedness with others. Clients engaging in mindfulness may come to see that suffering is a universal experience and this can facilitate greater acceptance of the challenges of life. Mindfulness practice may also help to improve concentration, allowing greater focus in the activities undertaken life as well as promote affect tolerance. It may help clients to cope with stress, anger, and other forms of emotional difficulty. Clients may come to see thoughts and feelings as transient experiences, helping to decrease identification with momentary affective states. Mindfulness can assist clients in experiencing internal events fully and as they are without self-judgment and the added struggle against reality. In a similar way, mindfulness can facilitate finding peace with painful memories. Finally, by fully engaging in the present, life may be experienced in a richer, fuller way. The current presentation explores the use of mindfulness in the treatment of mental health issues.
Objectives: (1) state a rationale for why mindfulness can be helpful to in the treatment of mental health issues; (2) summarize the benefits of mindfulness in mental health populations; and (3) describe the utility of mindfulness in creating psychological flexibility, a key contributor to well-being.
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Bipolar Disorder - Advances in Evidence-based Practice
Presented by: Robert Reiser, Ph.D.
Topics: Psychotherapy & Clinical Practice
Presenter: Robert Reiser, Ph.D., is a cognitive behavioral therapist in private practice focusing on treatment of individuals and families with serious mental illness and a Fellow of the Academy of Cognitive Therapy. He supervises graduate clinicians in training, teaches classes in cognitive behavioral therapy, and provides workshops, consultation, and technical assistance with a goal of improving treatment of bipolar disorder and schizophrenia in community mental health settings. Dr. Reiser currently works as a consultant with the Felton Institute in San Francisco providing supervision and training for clinicians and case managers using cognitive behavioral therapy for psychosis (CBT-P), and supervises medical residents at the University of California, San Francisco in the Department of Psychiatry.
Overview: Material in Webinar developed based on extensive literature review prepared for our second edition
Bipolar Disorder, Advances in Evidence-based Practice as part of the Division 12, Society of Clinical Psychology’s Hogrefe Series. First edition sold over 4,500 copies and was translated into Chinese, Japanese and Spanish languages. Literature review was conducted by main author, Larry Thompson and co-authors: Sheri Johnson and Trisha Suppes, well established researches in the field of bipolar disorder. Main author conducted multi-year research study on CBT with bipolar disorder involving over 100 patients. Multiple seminars/workshops provided on Bipolar Disorder, including ABCT and University of California, Berkeley.
Objectives: (1) Summarize key evidence-based approaches to the treatment of bipolar disorder; (2) Identify 3 key strategies for assisting patients in stabilizing their mood; (3) Recognize common problems encountered in the treatment of bipolar disorder.
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Simplifying Complex PTSD: Definition, Measurement and Clinical Utility
Presented by: Dr. Marylene Cloitre
Topics: Trauma
Presenter: Dr. Marylene Cloitre is the Associate Director of Research of the National Center for PTSD Dissemination and Training Division at the Palo Alto VA Health Care Services and Clinical Professor (affiliate) of Psychiatry and Behavioral Sciences at Stanford University. Her research and clinical work for the past 20 years has focused on the long-term effects of chronic trauma on social and emotional functioning. She is past-president of the
International Society for Traumatic Stress Studies (ISTSS) and was a member of the World Health Organization (WHO) ICD-11 working group on trauma-spectrum disorders.
Overview: The credibility of the Complex PTSD diagnoses as recently proposed for the ICD-11 is supported by a growing empirical literature that includes the presence of distinct populations in adults, adolescents, and children that manifest Complex PTSD as compared to PTSD symptom profiles. Complex PTSD populations are now known to be distinct from Borderline Personality Disorder populations with contrasting clinical features. The development of valid and reliable measurement of Complex PTSD is advancing.
Objectives: (1) Describe the differences between the ICD-11 definition of PTSD versus Complex PTSD. (2) Describe the types of trauma that create risk for Complex PTSD as compared to PTSD. (3) Recognize differences between Complex PTSD and Borderline Personality Disorder presentations.
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CBT with Depressed and Suicidal Adolescents
Presented by: Drs. Mark Reinecke and John Curry
Topics: Anxiety and Depression | Behavioral/Cognitive | Children and Adolescents | Death, Grief, and Suicidology | Psychotherapy & Clinical Practice
Presenters: 
Dr. Mark Reinecke is Professor of Psychiatry and Behavioral Sciences and Chief of the Division of Psychology at Northwestern University’s Feinberg School of Medicine. He is a Distinguished Fellow and former president of the Academy of Cognitive Therapy, and a Diplomat of the American Board of Professional Psychology (ABPP) in Clinical Psychology and Clinical Child and Adolescent Psychology. Dr. Reinecke also is a Fellow of the American Psychological Association and the Association for Psychological Science.
Dr. John Curry received his B.A. in philosophy from Villanova University and his doctorate in clinical psychology from the Catholic University of America. He is a Fellow of the American Psychological Association and of Division 12. He is currently Professor in the Department of Psychiatry and Behavioral Sciences, and the Department of Psychology & Neuroscience at Duke University.
Overview: Adolescent depression and suicide are important clinical and public health concerns. In this workshop we will review the CBT treatment protocol developed for the Treatment for Adolescents with Depression Study (TADS), and will discuss how it can be employed in clinical practice.
Objectives: (1) Discuss cognitive, social and biological factors implicated in vulnerability for pediatric depression, and how these inform case formulation; (2) Describe the “modular” CBT protocol developed for the TADS project, and recent developments in modular treatment; (3) List and discuss 5 CBT modules and how they are employed in practice; (4) Discuss primary findings from the TADS and SOFTAD studies.
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Blending Science and Practice
Presented by: David Tolin, Ph.D.
Topics: Psychotherapy & Clinical Practice
Presenter: David Tolin, Ph.D., ABPP, is the founder and director of the Anxiety Disorders Center at the Institute of Living, and an Adjunct Professor of Psychiatry at Yale University School of Medicine. He is Past-President of APA Division 12 (Society of Clinical Psychology). Dr. Tolin oversees an outpatient clinic and treats patients, while maintaining an active research program funded by the National Institute of Mental Health.
Overview: We will discuss ways for practicing psychologists, particularly those in early career, to blend scientific and clinical activities. These include consuming relevant research, making empirically-informed treatment decisions, contributing to the scientific literature, and adopting an empirical approach to treatment.
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Exercise for Mood and Anxiety Disorders
Presented by: Jasper Smits, Ph.D.
Topics: Anxiety and Depression | Behavioral/Cognitive
Presenter: Jasper Smits, Ph.D. is a licensed clinical psychologist and professor of psychology at the University of Texas at Austin. The main objective of his research program is to improve the treatment of anxiety disorders (e.g., social anxiety disorder, panic disorder, posttraumatic stress disorder) and related problems (e.g., smoking, overeating, physical inactivity). Jasper has published over 150 articles, book chapters, and books. He is a member of the Scientific Council for the Anxiety and Depression Association of America and an Associate Editor for the Journal of Anxiety Disorders, Journal of Consulting and Clinical Psychology and Cognitive Therapy and Research. A former Beck Institute Scholar at the
Beck Institute for Cognitive Behavior Therapy (CBT), Jasper’s clinical practice focuses on CBT of anxiety disorders, depression and related problems. Jasper frequently gives workshops at national and international meetings and has published a number of
books aiming to assist therapists and individuals in achieving success in behavior change.
Overview: The Content of this webinar is based on a set of empirical studies summarized in the book “Exercise for Mood and Anxiety: Proven strategies for overcoming depression and enhancing well-being.”
Objectives: (1) Summarize the efficacy of exercise for mood and anxiety disorders; (2) Utilize strategies to help patients adopt an exercise routine.
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Competency-based Clinical Supervision: The Missing Ingredient
Presented by: Drs. Carol Falender and Edward Shafranske
Topics: Supervision
Presenters: Dr. Carol Falender is a Fellow of the American Psychological Association (APA) and was President of Division 37, Society for Child and Family Policy and Practice (APA). She is an Adjunct Professor at Pepperdine University and Clinical Professor in the UCLA Department of Psychology. Dr. Edward Shafranske is Professor of Psychology, Muriel Lipsey Chair in Clinical and Counseling Psychology, and Director of the Psy.D. Program in Clinical Psychology at Pepperdine University. In addition, he serves as Associate Clinical Professor of Psychiatry (Voluntary), School of Medicine, University of California, Irvine, and maintains a clinical practice in Irvine, CA.
Overview: This webinar presents competency-based clinical supervision as integral to the training and implementation of evidence-based practice. The approach is consistent with the foundational principles of competency-based education and training in which competencies are articulated and systematically assessed (rather than presumed). As evidence based practices have been adopted a first step has been taken to ensure that the models have been implemented as they were designed, intended, and supported by evidence— with fidelity. Supervision has been included as one of the components of implementation and as a mechanism to ensure fidelity; however, full consideration of the component parts of supervision have been largely omitted from discussion and as a result have not been part of the adoption roll-out of evidence-based practices. Increasingly researchers have become aware of this omission and are discussing next steps to ensure the supervision process is integral to the treatment and is in keeping with the parameters of the model. Discussion will also focus on movement from strictly fidelity-based supervision to competency-based supervision, advancing competence through deliberate practice, and specific examples in which researchers have identified costs associated with less systematic supervision practice.
Objectives: (1) Describe the role of clinical supervision in the training and implementation of evidence-based treatments; (2) Describe two major features of competency-based clinical supervision; (3) Identify three parts of the learning cycle employed in competency-based clinical supervision.
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Dissemination and Implementation of Evidence-based Psychological Treatments in Health Systems: Bridging the Great Divide
Presented by: Dr. Brad Karlin
Topics: Health Psychology & Behavioral Medicine | Psychotherapy & Clinical Practice
Presenter: Dr. Brad Karlin is a national leader in the broad dissemination and implementation of evidence-based psychological treatments and in improving mental health care access and quality for older adults. As Vice President and Chief of Mental Health and Aging at the Education Development Center, Inc. (EDC), Dr. Karlin leads work with public and private health care systems to promote the dissemination and delivery of evidence-based psychological treatments and to improve mental health and dementia care for older adults. In addition, Dr. Karlin serves as Adjunct Professor in the School of Nursing at Northeastern University and Adjunct Associate Professor in the Department of Mental Health in the Bloomberg School of Public Health at Johns Hopkins University. He is the Past President of the Society of Clinical Psychology (Division 12 of the American Psychological Association [APA]) and is a Fellow of the APA. Prior to his work at EDC, Dr. Karlin served as National Mental Health Director for Psychotherapy and Psychogeriatrics for the Department of Veterans Affairs health care system, where he developed and oversaw the nation’s largest dissemination of evidence-based psychological treatments and transformed the delivery of mental health care for older adults through the development of new models of care.
Overview: This webinar will be based on seminal research and practice in the area of dissemination and implementation and the presenter’s significant experience and scholarship associated with leading broad dissemination and implementation of evidence-based psychological treatments in large public and private health care systems, including the largest dissemination and implementation of evidence-based psychotherapies in the nation.
Objectives:(1) Increase understanding of strategic models and principles for promoting the dissemination and implementation of psychological treatments; (2) Promote awareness of barriers and facilitators to the implementation and sustainability of evidence-based psychological treatments; (3) Increase awareness of innovative approaches and tools for promoting the uptake and delivery of evidence-based psychological treatments; (4) Target audience: Beginner, Intermediate, and Advanced: The webinar will target psychologists and other mental health care professionals with limited formal knowledge of the field of applied or scientific dissemination and implementation, though content will also be appropriate for those with more intermediate and advanced level knowledge.
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Trauma, PTSD and Alcohol Use Among Women
Presented by: Drs. Kirsten J. Langdon and Debra Kaysen
Topics: Addiction/Substance Use | Trauma
Panelists: Dr. Kirsten J. Langdon is a licensed clinical psychologist, and the director of behavioral therapy for the Lifespan Recovery Center, a program of Rhode Island Hospital. She is also an Assistant Professor at the Warren Alpert Medical School of Brown University. Dr. Langdon is the author of scientific publications focused on the co-occurrence of mood/anxiety and substance use disorders.
Dr. Kaysen is a clinical psychologist, and a Professor in the Department of Psychiatry & Behavioral Sciences at the University of Washington. She is the Director of the Trauma Recovery Innovations Program at the University of Washington, a division dedicated to developing and testing more robust interventions for trauma-exposed populations. Dr. Kaysen is a trainer in Cognitive Processing Therapy, an evidence-based treatment for PTSD providing a wide range of CPT workshops in the US, Canada, Australia, and in low- and middle-income countries.
Overview: The content of this webinar was derived from a published review of studies focusing on trauma, PTSD, and alcohol misuse among women. Thus, this webinar will also describe evidence-based strategies for the assessment and treatment of alcohol, PTSD, and its comorbidity to provide the audience with knowledge and techniques to effectively intervene with these symptoms and disorders.
Objectives: (1) Describe theoretical models underpinning associations between PTSD and alcohol use; (2) Summarize the nature of PTSD and alcohol associations among trauma-exposed women; (3) Assess for sexual trauma among women with PTSD and/or alcohol use disorders; (4) Apply clinical practice recommendations to trauma-exposed women with PTSD and/or alcohol misuse.
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SCP Internship Panel - 2017
Presented by: Drs. Eleanor Mackey, Allison Ponce, Mitch Prinstein and Jeanette Hsu
Topics: Professional Resources & Career Development
Presenters: Drs. Eleanor Mackey, Allison Ponce, Mitch Prinstein and Jeanette Hsu.
Overview: Applying for a doctoral internship in clinical psychology is a major concern for graduate students, especially in the current climate of imbalance between applicants and sites. In response to the strong interest among our membership on this topic, Society for Clinical Psychology is offering a 60-minute webinar on applying for internship. This webinar will feature a panel discussion among leading experts who will discuss the application process. They will also provide an overview of specific sites, including community mental health centers, Veterans Affairs Medical Centers, and child and adult-focused medical centers. Participants will have the opportunity to ask questions of the panel!
CE Credits Available: 0
Cost: Free for Members, $10 for Non-Members
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OBTAINING A POSTDOCTORAL FELLOWSHIP
Presented by: Drs. Russell Bauer, Elizabeth McQuaid and Denise Sloan
Topics: Professional Resources & Career Development
Presenters: Drs. Russell Bauer, Elizabeth McQuaid and Denise Sloan
Overview: This presentation provides a panel of presenters representing different areas of postdoctoral training in clinical psychology (adult psychopathology, child clinical, and neuropsychology). The panel members will describe the process of applying and interviewing for postdoctoral fellowship programs (both clinical and research track positions). Panel members will also describe how to navigate the negotiation process. Ample time will be permitted for questions from audience members.
CE Credits Available: 0
Cost: Free for members/$10 for non-members.
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LGBT Veteran Care for the Clinical Psychologist
Presented by: Jillian C. Shipherd, Ph.D. and Michael R. Kauth, Ph.D.
Topics: Diversity, Race, Culture and Identity | Gender and Sexuality
Presenters: 
Jillian C. Shipherd, Ph.D. is a Clinical Psychologist at the Women’s Health Sciences Division of the National Center for PTSD at VA Boston Healthcare System and Associate Professor of Psychiatry at Boston University. She is one of two Directors for the LGBT Health Program for the Veterans Health Administration’s Office of Patient Care Services in Washington DC. Her area of expertise is the interface of mental and physical health subsequent to trauma, with a focus on gender comparisons. The intersection of these interests brought her to working with transgender veterans over a dozen years ago. She is the author of over 80 peer-reviewed publications, many of which are on LGBT issues. She cannot imagine doing this work without her favorite collaborator, Michael Kauth and together they are editing a book on transgender health for mental health professionals.
Michael R. Kauth, Ph.D. is a clinical psychologist located at the Michael E. DeBakey VA Medical Center in Houston, TX. He is one of the two Directors for the LGBT Health Program for the Veterans Health Administration’s Office of Patient Care Services in Washington DC. Dr. Kauth is also Co-Director of the VA South Central Mental Illness Research, Education, and Clinical Center (MIRECC), a regional research and clinical education center encompassing 10 VA medical centers. In addition, Dr. Kauth is a Professor in the Department of Psychiatry at Baylor College of Medicine (BCM), where he teaches a course on LGBT Health to second year medical students. He has published more than 50 journal articles, 2 books, and 14 book chapters on topics that include health psychology, LGBT veteran health disparities, sexual health, implementation of educational interventions, and the evolution of human sexual attraction. He loves working with Jillian.
Overview: This session will provide an overview of the literature on lesbian, gay, bisexual and transgender (LGBT) veteran mental health and review changes in veteran healthcare in the Veterans Health Administration (VHA). Affirming policies, procedures, and educational programs will be reviewed.
Objectives: (1) Describe LGBT veteran health disparities and challenges to accessing care; (2) Locate trainings and resources on LGBT veteran care, including mental health treatment; (3) Describe the current policies and programs VHA has for addressing LGBT veteran health needs; (4)Describe key roles for VHA psychologists in providing care to LGBT veterans.
CE Credits Available: 1
Cost: $15 for members and $50 for Non-Members (NOTE: Members must be signed in to get the discounted rate. If you have trouble signing in,
contact us.
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