How do romantic choices determine the dance of intimacy in couple relationships? Object relations and existential perspectives will be applied to understanding the unconscious force which directs these choices. The impact of infidelity on a relationship and methods for using disclosure of infidelity to facilitate a relationship enhancing process are outlined. A theoretical model that increases clinician’s understanding of and ability to assist individuals in their struggle to develop and maintain intimacy in their relationships will be introduced along with a cognitive/ affective/behavioral treatment approach.

1. Become familiar with a unique theory and technique for understanding and treating couples who find it difficult to establish and maintain close, fulfilling relationships;
2. Assess the emotional health partners and learn what negative thoughts they have toward self, partner, and the relationship so that you can target your interventions;
3. Become familiar with the relationship between falling in love and both couple burnout in relationships with "roots and wings;"
4. Understand the role of equity in marriage and affairs; and
5. Learn to reverse walls and windows in an extramarital triangle through the empathetic process of disclosure.

Faculty: Lisa Firestone, PhD, The Glendon Association, Santa Barbara, CA; Joyce Catlett, MA, The Glendon Association, Santa Barbara, CA; Shirley P. Glass, PhD, ABPP, Private Practice, Owings Mills, MD; Ayala Malach Pines, PhD, School of Management, Ben-Gurion University, Beer- Sheeve, Israel

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment limit: 40
CE credits: 4
Time: 9:00 a.m-1:00 p.m.   |   Click here to register

How can we help others reduce resentments, give up grudges, stop harboring hurts, let go of vengeful ideations, and stop blaming others? This INTRODUCTORY workshop will introduce psychologists to the basics of forgiveness training, using the Stanford Forgiveness Project as a model. Participants will learn how maintaining grievances/hurts/resentments negatively alters psychological and physiological processes, understand how social cognitive processes create grievance stories, learn 3 major steps in creating and in altering a grievance/hurt/offense, and will practice in the workshop some of the forgiveness steps used in groups. Current references and assessments of forgiveness will be available to participants.

1. Understand how grievance or hurt is created by cognitive and social processes;
2. State at least three psychological and physiological factors involved in unresolved grievances/grudges;
3. Describe the three major steps in creating grievance, hurt or offense and the three major steps to alter them;
4. Practice using the three major steps of forgiveness training.

Faculty: Carl Thoresen, PhD, Stanford University, School of Education, Stanford, CA; Sam Standard, MA, Doctoral Candidate, Stanford University, Stanford, CA; Alexander Harris, MS, Doctoral Candidate, Stanford University, Stanford, CA

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment: 50
CE Credits: 4
Time: 9:00 a.m-1:00 p.m.   |   Click here to register

Personal coaching is a hot practice specialty for psychologists that has been featured in Time, Newsweek and Fortune. Psychologists are transitioning into coaching to help emotionally well-adjusted clients meet their most valued goals. Personal coaching is often conducted over the telephone, is free from managed care and is reimbursed at a higher rate than psychotherapy. This INTRODUCTORY workshop will include topics on personal coaching defined, fundamental coaching skills, coaching models, distinctions between coaching and psychotherapy, obstacle surmounting techniques and how to create high-fee teleconference groups.

1. Identify coaching interventions appropriate to aid clients who encounter inner obstacles or outer challenges;
2. Identify the differences between psychotherapy and coaching;
3. Utilize a coaching model appropriate for telephone based coaching; and
4. Identify the benefits of conducting teleconference group coaching.

Faculty: Jeffrey E, Auerbach, PhD, College of Executive Coaching, Ventura, CA

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment limit: 75
CE credits: 4
Time: 9:00 a.m. – 1:00 p.m.   |   Click here to register

This INTERMEDIATE workshop will teach clinicians familiar with MMPI-2 how to administer and interpret the MMPI-2s of criminal offenders. Participants will learn how to screen offender’s profiles for validity, dissimulation, and malingering. They will learn how to interpret the MMPI-2 basic, supplementary and content scales in correctional settings, and how to use Megargee’s MMPI-2-based criminal offender classification system for risk and needs assessment. Cases will be discussed and participants will be provided with User’s Guides for the new MMPI-2 Correctional Report.

1. Administer and interpret MMPI-2 in criminal justice and correctional settings;
2. Identify criminal offenders’ invalid and dissimulated MMPI-2 profiles;
3. Identify which MMPI-2 validity, basic, supplementary, and content scales are most useful for assessing correctional criteria; and
4. Interpret criminal offenders’ MMPI-2s using Megargee’s profile classification system.

Faculty: Edwin I. Megargee, Psychology Department, Florida State University, Tallahassee, FL

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment limit: 50
CE credits: 4
Time: 9:00 a.m. – 1:00 p.m.   |   Click here to register

This is an ADVANCED workshop for clinicians who have special interest and experience in assessment and treatment of ADD. New models emphasizing "executive function" and "working memory" impairments in ADD will be presented. Advanced clinical problems discussed will include "unmanageable" preschoolers, ADD with bipolar disorder, documentation of ADD/LD in high school/college, OCD and social impairment in ADD with Asperger’s, options for treatment of ADD in individuals with substance abuse history, and other complex cases of ADD with comorbid disorders.

1. Analyze the recent research and newly evolving concepts of ADDs as these relate to "executive function" and "working memory;"
2. Recognize a variety of factors that often complicate cases of ADD;
3. Explain what is currently known about neurobiological causes and developmental trajectories of ADD across the lifespan;
4. Utilize appropriate methods of differential diagnosis to distinguish ADDs from mood disorders, anxiety disorders, learning disorders, and substance abuse disorders;
5. Recognize similarities and differences between social impairments of ADDs and those of Asperger’s disorder and other disorders of the "autistic spectrum;"
6. Comprehensively assess, diagnose and document complicated cases of attention deficit disorders in children, adolescents, and adults; and
7. Identify appropriate uses and limitations of medications and various psychosocial treatments for complicated ADDs.

Faculty: Thomas E. Brown, PhD, Department of Psychiatry, Yale Medical School, Hamden, CT

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment: 75
CE Credits: 7
Time: 9:00 a.m.-5:00 p.m.   |   Click here to register

Attachment disorders occur as a result of early maltreatment, loss, and multiple out-of-home placements. This INTERMEDIATE workshop will present the theoretical framework and treatment methods in clinical work with children and families. The focus will be on diagnosis, understanding attachment patterns, the therapeutic goals and methods of Corrective Attachment Therapy, and the ingredients of Corrective Attachment Parenting. The treatment program described focuses on the child’s attachment trauma, parent-child relationships and family-community systems. Clinical videos will highlight issues and interventions.

1. Summarize primary biopsychosocial aspects of attachment theory;
2. Diagnose behavioral, cognitive, emotional and interpersonal symptoms of attachment disorders;
3. Identify interactional patterns in traumatized family systems;
4. Observe demonstrations of therapeutic interventions, including cognitive rescripting, psychodramatic reenactment, holding-nurturing process, and social skills training;
5. Utilize Corrective Attachment Parenting concepts and skills in family therapy;
6. Utilize three stages process (revisit, revise, revitalize) as a framework for therapeutic intervention;
7. Apply the Corrective Attachment Therapy model when working with traumatized and resistant children and their families

Faculty: Terry M. Levy, PhD, Evergreen Psychotherapy Center, Evergreen, CO

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 75
CE credits: 7
Time: 9:00 a.m.- 5:00 p.m.   |   Click here to register

This INTRODUCTORY workshop will inform participants of the basic principles of child-centered play therapy and filial therapy. Participants will learn how to conduct play sessions, understand and communicate the value of filial therapy to parents, teach parents to conduct home play sessions and apply the filial program to difficult populations. Special attention will be paid to the application of play and filial therapies in improving the parent child relationship and reducing the incidence of abuse and neglect.

1. Link play and filial therapies as interventions to the serious problem of childhood neglect and abuse;
2. Understand the advantages of an educational model of intervention in clinical setting and be able to conduct a program of therapy based on this model;
3. Conduct a child-centered play session that incorporates non-judgement, no adult initiation, acceptance, and acknowledgement with good structure and limits;
4. Understand and communicate the value of Filial Therapy to parents;
5. Teach parents to conduct home play sessions;
6. Identify how to provide opportunities for dynamic interaction while keeping the parents or parent group structured and task oriented; and
7. Recognize how to integrate these skills and activities into your own practice.

Faculty: Barry G. Ginsberg, PhD, The Center of Relationship Enhancement, Doylestown, PA

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Chronic fatigue syndrome (CFS) and fibromyalgia (FM) are controversial and poorly understand illnesses. In this INTRODUCTORY workshop, participants will learn about the mind/body controversies surrounding CFS and FM from a sociocultural perspective. In addition, the presenters will focus on assessment and differential diagnosis of CFS, FM, depression, and somatization disorder. The important interactions between fatigue, pain, stress, and depression will be illustrated in order to identify targets for clinical intervention. Finally, cognitive-behavioral strategies that have been adapted for CFS and FM will be demonstrated.

1. Summarize basic knowledge about chronic fatigue syndrome (CFS) and fibromyalgia (FM);
2. Understand the mind/body controversies surrounding CFS and FM from a sociocultural perspective;
3. Apply the four phase model of coping and adjustment to patients with CFS and FM;
4. Assess and differentially diagnose CFS, FM, depression, somatization disorder and generalized anxiety disorder;
5. Understand the interactions between fatigue, pain, stress and depression in order to identify targets for clinical intervention; and
6. Adapt cognitive-behavioral strategies to the treatment of CFS and FM.

Faculty: Fred Friedberg, PhD, Department of Psychiatry, State University of New York, Stony Brook, NY; Leonard A. Jason, PhD, Department of Psychology, DePaul University, Chicago, IL; Patricia A. Fennell, MSW, CSW-R, Capitol Region Sleep Disorders Center, Albany Medical Center, Latham, NY

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 50
CE credits: 7
Time: 9:00 a.m.- 5:00 p.m.   |   Click here to register

This INTRODUCTORY workshop will teach the participants how to evaluate and improve their psychotherapy practices by measuring treatment outcomes. They will learn how to measure, record, summarize, and communicate treatment outcomes in a way that accommodates individual differences among psychotherapists and among patients. This workshop will show how to integrate measuring treatment outcomes with routine, independent practice. It is based on methods that the workshop leader has developed within his own private practice during the past 35 years.

1. Select rapid assessment instruments;
2. Track progress toward your goals of treatment;
3. Transform all measures of outcome into a common metric;
4. Record all your results in and retrieve them from a flexible database;
5. Document your effectiveness with any individual for any set of your cases (e.g., within a diagnostic category), or across your entire practice;
6. Determine your greatest therapeutic strengths and weaknesses; and
7. Improve your effectiveness by continuous feedback on your treatment outcomes.

Faculty: Paul W. Clement, PhD, Psychology Resource Consultants, Pasadena, CA

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 30
CE credits: 7
Time: 9:00 a.m.- 5:00 p.m.   |   Click here to register

Conventional therapy approaches benefit when men are viewed in context of their gender socialization and when accommodations are made to men’s help-seeking style. This INTRODUCTORY workshop will address the basic elements of the traditional male role and show how male socialization has often led to relationship problems and therapy resistance. Participants of this workshop will be presented with several avenues for better therapy with traditional men and will learn a six-step model for engaging men in therapy. The presenter will also outline the core elements of his integrated model for successful psychotherapy for traditional men.

1. Identify the core elements of the traditional male role and see how the elements of this role contribute to psychological, physical and relationship problems;
2. Recognize why traditional men avoid psychotherapy;
3. Discover the hidden pitfalls of many common therapy approaches to men;
4. Identify the six critical components for successful psychotherapy with traditional men;
5. Recognize the value of special therapy techniques with traditional men; and
6. Recognize personal gender-based assets and weaknesses in work with traditional men.

Faculty: Gary R. Brooks, PhD, Department of Psychology and Neuroscience, Baylor University, Waco, TX

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 30
CE credits: 7
Time: 9:00 A.M.- 5:00 p.m.   |   Click here to register

Focusing on the practical application, rather than the mathematical underpinning of structural equation modeling (SEM), this INTERMEDIATE workshop introduces participants to the notation and operation of the popular EQS program, one of the most widely used SEM computer packages available. With each application, participants are "walked through" the many stages of SEM analyses within the framework of the EQS approach. The workshop is designed for researchers having a basic knowledge of multiple regression, and some knowledge of factor analysis and SEM.

1. Comprehend the Bender-Weeks model, as the primary concept upon which the EQS approach to structural equation modeling is built;
2. Model schematically, within the EQS framework, the hypothesized structure being tested;
3. Translate an hypothesized model into EQS equation statements that represent the model specification;
4. Test for validity of theoretical constructs, assessment instruments, and causal networks, as well as for their invariance (i.e., equality) across groups;
5. Determine the adequacy of model fit on the basis of both statistical and non-statistical criteria;
6. Construct appropriate EQS input files and fully comprehend and interpret EQS output files; and
7. Comprehend the basic conceptual differences between confirmatory factor analysis (CFA) and full (SEM) causal models.

Faculty: Barbara M. Byrne, PhD, Professor Emeritus, School of Psychology, University of Ottawa, Ontario, Canada

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 30
CE credits: 7
Time: 9:00 a.m.- 5:00 p.m.   |   Click here to register

This INTERMEDIATE workshop is designed for those having limited experience in performing evaluations for the criminal courts. It will discuss criteria for accepting a case, setting up the evaluation, and keeping records. It will focus on working with attorneys, including proper testimony preparation, what goes into a direct examination, and techniques for surviving a withering cross-examination. Techniques useful in presenting test data and statistical evidence will be presented. Each section will incorporate discussion of relevant ethical dilemmas unique to the forensic arena.

1. Understand specific credentials needed in court and how best to present them;
2. Understand ethical standards which apply specifically to forensic testimony;
3. Know what databases must be examined during a forensic evaluation;
4. Explore the best use of psychological test data on the witness stand;
5. Develop skills needed to work effectively with attorneys;
6. Explore effective ways of organizing direct testimony for the court; and
7. Develop techniques for handling questions posed during cross examination.

Faculty: Mary Alice Conroy, PhD, Department of Psychology, Sam Houston University, Huntsville, TX

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 50
CE credits: 7
Time: 9:00 a.m.- 5:00 p.m.   |   Click here to register

TOTS is an empirically supported ten-session group therapy for parents and preschool children with aggressive, non-compliant, and withdrawn behavior. The TOTS model integrates concepts from parent training, Temperament and Parent-Child Interaction Therapy. Early results were so positive that Kaiser Permanente provided training to all departments of psychiatry in the Northern California region. This INTERMEDIATE workshop will teach the basic procedures so participants can develop a TOTS program tailored to their own work setting. Demonstrations, handouts and videotapes will be used.

1. Understand the nature and rate of behavior problems in preschoolers;
2. (Re) acquaint self with the outcome literature on therapy with young children and parent training;
3. Understand temperament concepts and the linkage of temperament traits and psychiatric problems;
4. Utilize a brief therapy approach to interrupting negative parent-child interaction and improving discipline;
5. Measure temperament and understand specific features of the difficult temperament types;
6. Apply Parent-Child Interaction Therapy in a group setting, using Temperament concepts; and
7. Deal with parental resistance and facilitate a successful TOTS program.

Faculty: Paul Reiser, PhD, Child and Family Service, Department of Psychiatry, Kaiser Permanente, Santa Rosa, CA; Margaret O. Wilson, PhD, Department of Psychiatry, Kaiser Permanente, San Francisco, CA; Rhonda Lindsey, PsyD, Department of Psychiatry, Kaiser Permanente, Santa Rosa, CA; Edward Becking, PhD, ABPP, Department of Psychiatry, Kaiser Permanente, Santa Rosa, CA;

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 50
CE credits: 7
Time: 9:00 a.m.- 5:00 p.m.   |   Click here to register

This INTRODUCTORY workshop will cover the basic administration and scoring of the Woodcock-Johnson III (WJ III): Tests of Cognitive Abilities and Tests of Achievement. An overview of the WJ III will be presented. Emphasis will be placed on administration and scoring of the tests that are new to the WJ III. Participants will be able to practice taking several of the new cognitive and achievement tests. Interpretive options will be outlined, and a case study will be presented.

1. Identify the broad and narrow abilities measured by the WJ III;
2. Apply general administration and scoring guidelines to the WJ III;
3. Learn the administration and scoring rules for the WJ III Tests of Cognitive Abilities(WJ III COG);
4. Practice administering selected tests from the WJ III COG;
5. Learn the administration and scoring rules for the WJ III Tests of Achievement(WJ III ACH);
6. Practice administering selected tests from the WJ III ACH; and
7. Make distinctions between the different discrepancy procedures in the WJ III.

Faculty: Fredrick A. Schrank, PhD, ABPP, Riverside Publishing Company, Itasca, IL; Laurie Ford, PhD, Department of Psychology, University of South Carolina, Columbia, SC; Kevin S. McGrew, PhD, Institute for Applied Psychometrics, Clearwater, MN

Fees: Member--Advance $175, On-site $210

Nonmember--Advance $205, On-site $240

Enrollment limit: 75
CE credits: 7
Time: 9:00 a.m.- 5:00 p.m.   |   Click here to register

This INTERMEDIATE workshop is designed to update practicing clinicians on the pharmacological treatment of depression. Participants will learn indications, risks, benefits, side effects, and interactions of antidepressants, and strategies for treatment resistant patients. Participants will also learn about the practical problems faced in integrating cognitive-behavioral problem-focused therapy with antidepressant treatments.

1. Identify different classes of antidepressants by their neuroreceptor actions and compare strategies for their use;
2. Demonstrate awareness of indicators for sequential monotherapy vs. augmentation strategies in nonresponders;
3. Integrate cognitive-behavioral, problem-focused psychotherapy with psychopharmacological treatment of depression; and
4. Assess patient response to intervention and use outcome data to modify treatment plan and follow-up.

Faculty: James M. Meredith, PhD, Chief, Mental Health, U.S. Air Force, Hickam AFB, HI

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment limit: 50
CE credits: 4
Time: 2:00 p.m. – 6:00 p.m.   |   Click here to register

Nearly half of all structure fires in the U.S. are set by juveniles and more than 50% of all arrests for arson involve juveniles. Despite these and other startling statistics, firesetting behavior remains largely ignored amongst mental health professionals. This INTRODUCTORY workshop will present an overview of the study of firesetting behavior from the 1800s to the most current research findings, as well as research-based information on incidence rates, demographic profiles, and common diagnostic findings. Descriptions of the four most common motivational profiles will be detailed. Assessment models, tools, and fire-specific interviewing techniques will be discussed, along with research-based information on the most commonly recommended treatment strategies.

1. Identify the historical and theoretical origins of the current prevailing mythology surrounding firesetting behavior;
2. Differentiate between the four predominant motivational typologies for children/adolescents involved in firesetting behavior; and
3. Identify the components necessary to evaluate and consider in the completion of a firesetting behavior assessment and treatment plan.

Faculty: Robert Stadolnik, EdD, FirePsych, Inc., Norwood, MA

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment Limit: 50
CE Credits: 4
Time: 2:00 p.m. – 6:00 p.m.   |   Click here to register

The prevalence of anorexia and bulimia nervosa has grown exponentially over recent decades. This INTERMEDIATE workshop will provide clinicians with specific cognitive and behavioral strategies for identifying and altering typical behaviors, cognitions and family issues seen in this patient population. Case examples and videotapes will be utilized to underscore individualized case conceptualization, choice of an effective intervention strategy, and implementation of cognitive and behavioral treatment components. Methods for determining appropriate level of care for patients with eating disorders will also be discussed.

1. Become aware of the empirical support for utilizing cognitive therapy with patients with an eating disorder;
2. Assess, diagnose and state the level of care required for patients with eating disorders;
3. Recognize central cognitions, behaviors, affective and motivational issues related to eating disorders; and
4. Utilize cognitive and behavioral treatment approaches for patients with eating disorders.

Faculty: Barbara Cubic, PhD, Department of Psychiatry and Behavioral Sciences, Eastern Virginia Medical School, Norfolk, VA

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment limit: 75
CE credits: 4
Time: 2:00 p.m. – 6:00 p.m.   |   Click here to register

Many adolescents referred for treatment often initially resist entering therapy. The first portion of this INTERMEDIATE workshop will outline the problem of premature treatment termination by adolescents, defining specific risk factors, such as anger, difficulties with affect identification and lack of parental support. The role of engagement is essential to the understanding of treatment dropout. Demonstration tapes, clinical vignettes and discussion of specific techniques and approaches will be emphasized throughout the workshop, and participants will have the opportunity to present case problems.

1. Identify key risk factors for adolescent treatment dropout;
2. Utilize the working alliance and stages of change models to evaluate and monitor treatment engagement of adolescents at-risk for dropout;
3. Become acquainted with the feeling thermometer and assumption cards as a means to identify potential impediments to treat engagement; and
4. Become acquainted with negotiation-based treatment engagement strategies.

Faculty: David Castro-Blanco, PhD, ABPP, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, PA

Fees: Member--Advance $100, On-site $120

Nonmember--Advance $130, On-site $150

Enrollment: 35
CE Credits: 4
Time: 2:00 p.m. – 6:00 p.m.   |   Click here to register