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1. Examine the rationale and application of new subtests on the WAIS-5


2. Analyze the new subtests and indexes on the WAIS-5


3. Describe how they can be used in practice


4. Identify which indexes will be most useful among that patients that you support


5. Demonstrate how to utilize the information provided by the new subtests and indexes to address clinical concerns common in a healthcare setting

Learning Objectives:

1. As a result of this presentation, participants will be able to identify three foundational tenets of queer theory that are applicable to psychological assessment.


2. As a result of this presentation, participants will be able to describe two ways to alter psychological assessment practice to align with queer theory values.


3. As a result of this presentation, participants will be able to discuss benefits of aligning psychological assessment practice with queer theory tenets.

1. Attendees will be able to describe the core techniques of engaging and evoking within Motivational Interviewing


2. Attendees will be able to explain how these techniques of engaging and evoking facilitate the exploration of ambivalence and behavior change in clients.


3. Attendees will demonstrate the ability to recognize engaging and evoking techniques in simulated counseling scenarios using open-ended questions, reflective listening, and affirmations to foster client motivation for behavior change.

1. describe the reasons why involving family in mental health care can be helpful for patients


2. compare strength of research evidence for family-involved care for various psychiatric conditions


3. apply recommendations for assessment and treatment to clinical practice

Learning Objectives:

1. Articulate areas of perceived tension between the guiding principles of the America Psychological Association with regard to assessment for transgender and non- binary


2. Describe three models of informed consent with regard to gender care for transgender and non-binary


3. List key areas of assessment when evaluating and referring to gender confirmation

Learning Objectives:

1. Identify links between minority stress and other psychological constructs within the TGD


2. Discuss three survey measures that may be useful when assessing the experiences of TGD


3. Integrate information about minority stress in TDG populations within case

Learning Objectives:

1. Discuss current empirical findings, theoretical considerations, and future directions for personality assessment research in the transgender and gender expansive (TGE)


2. Describe the challenges TGE clients face when participating in personality


3. Assess how different TGE experiences (e.g., gender euphoria, discrimination, transitioning) affect their personality functioning, well-being, and


4. Apply the Gender Affirmative Model, the Gender Minority Stress Model, and APA recommendations to personality assessment in TGE

Learning Objectives:

1. 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


2. Distinguish mental health symptoms from clients’ unique experiences and strengths related to gender


3. Apply a medical decisional capacity model consistent with an affirmative assessment

Learning Objectives:

1. Identify three ways power can affect the assessment process with TGD


2. Discuss how unattended power in the assessment relationship can affect data


3. Describe three ways to engage TGD clients that is attentive to power and privilege in the

Learning Objectives:

1. Sensitively define and describe some TGE identities and vulnerabilities, using gender-affirming language, and how these relate to components of psychological


2. Analyze and discuss the harmful impact of applying majority frameworks, e. cisgender and heteronormative ideologies to TGE clients.


3. Demonstrate and apply cultural humility to psychological assessment with TGE

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.

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.

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

1. list 4 empirically supported ways to make psychological assessment more impactful for clients.


2. name at least 3 potential blocks to working more collaboratively with clients.


3. discuss ways to address blocks to collaborative psychological assessment.

1. Describe the research support for, and basic principles of, implementing deliberate practice in psychotherapy.


2. Apply deliberate practice principles in the CBT training and supervision process.


3. Utilize observations from the deliberate practice process to inform evaluations of trainee competence.

1. Describe six basic principles constituting best practices when conducting psychological assessment with physical distancing constraints


2. Explain the importance of proctoring remote test administrations via teleconference.


3. Describe no fewer than three critical procedures for proctoring remote test administration of psychological tests


4. Use Q-global to remotely administer the MMPI-2-RF (and other self-report instruments)


5. Extend the approach demonstrated here with the MMPI-2-RF to apply to a broader range of assessment techniques