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CE Workshops

 

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PLEASE NOTE: All full day and morning workshops BEGIN AT 8:00am

 
THURSDAY | FRIDAY | SATURDAY | SUNDAY



- THURSDAY -


102 Assessment of Adaptive Behavior and Skills of Infants and Children
This INTRODUCTORY workshop discusses legal and professional standards governing the use of adaptive behavior and skills for young children (i.e., birth and age six). Participants will learn about standards governing adaptive behavior and skills promulgated by the U.S. Department of Education (e.g., IDEA ’97), the American Association on Mental Retardation (AAMR, 2002), and the DSM-IV, methods for their use, and be introduced to the newest measure of adaptive skills for young children. This workshop is intended for psychologists who work with infants and children who display developmental disabilities, retardation, brain injury, and other disorders associated with attenuated physical, mental, and social abilities.

This workshop is designed to help you:
  1. Acquire and update your knowledge of legal and professional requirements associated with the assessment of adaptive skills and behavior of infants and young children;
  2. Apply these standards in your work with infants and young children;
  3. Identify clinical cases for which knowledge of adaptive behavior and skills may be required legally and warranted professionally.
  4. Integrate information on adaptive behavior and skills with other information acquired on infants and children for proposes of assessment, program planning, and intervention
  5. Administer, score, and interpret the first scale of adaptive skills nationally standardized on infants and children.
Faculty: Thomas Oakland, PhD, University of Florida, Gainesville, FL; Patti Harrison, PhD, University of Alabama, Tuscaloosa, AL

Enrollment Limit: 22
CE Credits: 4
Time: Thursday, 8 – 12n

105 Multiple Regression: A Review of the Basics
This INTRODUCTORY workshop provides a review of basic concepts underlying multiple regression analysis. Graduate students and faculty who would like an intuitive explanation of multiple regression, or a refresher, will benefit from this presentation.

This workshop is designed to help you:
  1. utilize SPSS and other computer printouts to implement and interpret multiple regression results.
  2. interpret research reports in which regression methods have been utilized.
  3. evaluate the likelihood that regression results will replicate in future research.
  4. understand that statistical significance testing does not inform judgment regarding the replicability of results.
Faculty: Bruce Thompson, EdD, Texas A&M University, College Station, TX, and Baylor College of Medicine, Houston, TX.

Enrollment Limit: 36
CE Credits: 4
Time: Thursday, 8 – 12n


106 Assessment of Learning Disabilities and Attention/Deficit-Hyperactivity Disorder in Adults
This INTERMEDIATE workshop will describe strategies for the assessment of developmental learning disorders in adults. Participants will learn about recent research on these disorders, characteristics of learning disability sub-types, and evaluation methods. The latter will include key historical factors, a cognitive framework for assessment and specific checklists and tests. Additional topics will include documentation requirements of colleges and universities, accommodations and interventions for college students with learning disorders, and accommodations and interventions for those in the workplace. Applications will be illustrated with detailed case examples.

This workshop is designed to help you:
  1. Update your knowledge on recent research about learning disabilities and ADHD in adults;
  2. Identify the most common types of learning disabilities in adults;
  3. Recognize key historical factors that can help diagnose learning disabilities and ADHD in adults;
  4. Utilize the primary written guidelines for assessment of learning disabilities and ADHD in post-secondary education students;
  5. Apply the requirements in these guidelines to assessment and documentation of learning disabilities and ADHD in post-secondary education students;
  6. Apply a typical assessment battery, including history, checklists, tests, feedback, and documentation, to evaluating learning disabilities and ADHD in adults; and
  7. Identify reasonably acceptable accommodations in school or on the job for adults with learning disabilities or ADHD.
Faculty: Robert L. Mapou, PhD, Independent Practice, Silver Spring, MD

Enrollment Limit: 75
CE Credits: 7
Time: Thursday, 8 – 4p


107 Evaluating Competence and Sanity for the Criminal Courts
This INTERMEDIATE workshop will discuss the elements of competence and sanity evaluations common to most jurisdictions and the ways in which clinical findings and diagnoses are linked to legal standards. Collateral information critical to these evaluations and sources for obtaining it will be considered. Discussion will include the role of traditional psychological testing and the availability of specialty instruments. Video tapes of competence and sanity interviews will be analyzed and used to explain methods of interviewing, integrating data, and producing an evaluation that will withstand judicial scrutiny. Ethical dilemmas and the evaluation of unique populations will also be explored. Reference materials will be provided on available resources and assessment tools.

This workshop is designed to help you:
  1. Operationally define legal competence;
  2. Understand insanity standards;
  3. Know what data must be assembled;
  4. Know available specialty instruments;
  5. Conduct a competence or sanity interview;
  6. Adjust an evaluation to diverse cultures; and
  7. Address ethical issues common in these evaluations.
Faculty: Mary Alice Conroy, PhD, Sam Houston State University, Huntsville, TX.

Enrollment Limit: 27
CE Credits: 7
Time: Thursday, 8 – 4p


109 New Advances for Using the WAIS-III - WMS-III in Clinical Practice
This INTERMEDIATE workshop advances techniques and information that goes far beyond what was published in the WAIS-III and WMS-II Technical Manual, presenting a new model outlining how these two tests can be used together in clinical practice. New research findings will be presented on the WAIS-III and WMS-III and present new methods of interpreting WAIS-III and WMS-III scores. These methods are designed to help the clinician reduce, or at least better understand, variance in test performance that is not attributable to the clinical conditions being evaluated.

This workshop is designed to help you:
  1. Understand the origins of the Wechsler subtests and the progress in cognitive testing since the early 1900’s;
  2. Identify a new model of cognitive functioning based upon new joint factor analytic work on the WAIS-II and WMS-II;
  3. Describe new research findings on the WAIS-III and WMS-III and how this work can affect clinical practice;
  4. Understand the relationship between demographic variables and cognitive scores;
  5. Utilize demographically corrected norms for the WAIS-III and WMS-III;
  6. Use base data and the tenets of evidence based medicine to improve clinical accuracy when making diagnostic decisions; and
  7. Understand how to evaluate scores when an individual has been tested more than one time.
Faculty: David Tulsky, PhD, Kessler Medical Rehabilitation Research and Education Corp, West Orange, NJ; Robert K Heaton, PhD, ABPP, UC San Diego School of Medicine, San Diego, CA; Gordon J. Chelune, PhD, ABPP, The Mellen Center, Cleveland Clinic Foundation, Cleveland, OH; Robert J. Ivnik, PhD, ABPP, Mayo Clinic, Rochester, MN.

Enrollment Limit: 75
CE Credits: 7
Time: Thursday, 9 – 5p


110 Pre-employment Evaluations for Police and High Risk Professions
In the aftermath of September 11, 2001, it is likely that more psychologists will be called to screen applicants for police, high risk, and other safety sensitive positions. Participants in this INTERMEDIATE workshop can expect to learn the ethical, legal, and research issues associated with these evaluations. The presenter will stress the importance of understanding the implications of the ADA and relying on collateral information to confirm/disconfirm one’s hypotheses regarding an applicant’s suitability. Instead of focusing on the validity of particular instruments, the presenter will present a model that can be adapted to pre-employment screening in most high risk professions.

This workshop is designed to help you:
  1. Identify provisions of the American's with Disabilities Act that are pertinent to pre-employment psychological assessment;
  2. Identify pertinent case law as it pertains the theories of vicarious liability, simple negligence, and civil rights law that are relevant to psychologists providing pre-employment evaluations;
  3. Articulate the common ethical dilemmas that present when you provide psychological assessment to high-risk professions;
  4. Offer an Informed Consent to applicants and their potential employer that will allow the production of an ethically defensible evaluation;
  5. Identify the strengths and weakness of various psychological evaluations that are used in pre-employment settings; and
  6. Describe methods of obtaining collateral documents and third-party information that will complement the information obtained from testing and the clinical interview.
Faculty: Mark Zelig, PhD, ABPP, Independent Practice, Salt Lake City, Utah

Enrollment Limit: 50
CE Credits: 7
Time: Thursday, 8 – 4p


111 Sleep Disorders for Clinical Practice
This INTRODUCTORY course will help participants develop a background suitable for the evaluation and management of patients with sleep disorders. Topics to be covered will include normal and abnormal sleep physiology, pharmacology and neurochemistry of sleep, and current concepts in the assessment and treatment of insomnia, daytime sleepiness, and shift-work (circadian rhythm) disorders. Attention will be paid to the differentiation of sleep disorders from psychological problems as well as sleep related problems in children and adolescents.

This workshop is designed to help you:
  1. Evaluate physical and psychological aspects of sleep-related complaints;
  2. Apply principles of behavioral medicine to the treatment of sleep disorders;
  3. Utilize specific protocols for the non-pharmacologic management of chronic insomnia; and
  4. Work effectively as part of a multi-disciplinary group in treating sleep disorders.
Faculty: Paul Saskin, PhD, Regional Center for Sleep Disorders, Las Vegas, NV; Edward Stepanski, PhD, Rush Presbyterian-St. Luke’s Medical Center, Chicago, IL; Jack D. Edinger, PhD, VA Medical Center, Durham, NC; James Wyatt, PhD, Rush Presbyterian-St. Luke’s Medical Center, Chicago, IL

Enrollment Limit: 27
CE Credits: 7
Time: Thursday, 8 – 4p


112 Suicide: Understanding & Treating the Self-Destructive Processes -- Assessment/Treatment, Legal/Ethical Issues
There is a critical need for in-depth training for practitioners in treating and managing suicidal clients. During this INTERMEDIATE workshop, the instructor will discuss risk factors for suicide, a standard of care for suicidal clients, and common mistakes clinicians make in treating suicidal clients. She will describe the dynamics operating in suicidal clients, and address the crucial issues in crisis intervention. In addition, she will present treatment approaches, including an innovative cognitive/affective/behavioral approach, and offer participants an opportunity for case consultation.

This workshop is designed to help you:
  1. Identify those at greatest risk for suicide based on psychiatric, psychological, and other social factors;
  2. Recognize the legal and ethical issues involved in treating suicidal clients, including common mistakes made by clinicians;
  3. More accurately assess suicidal potential in clients;
  4. Identify the core dynamics operating in clients at risk for suicidal behavior;
  5. Identify negative thought patterns in clients that influence self-destructive and suicidal behavior;
  6. Plan crisis intervention and case management with suicidal clients; and
  7. Apply an innovative cognitive/affective/behavioral approach for treating suicidal clients.
Faculty: Lisa Firestone, PhD, The Glendon Association, Santa Barbara, CA; Bruce Bongar, PhD, Clinical Psychology Program, Pacific Graduate School of Psychology, Palo Alto, CA

Enrollment Limit: 75
CE Credits: 7
Time: Thursday, 8 – 4p


114 Cognitive Therapy for Personality Disorders
This practical and interactive INTERMEDIATE workshop will teach participants how to vary standard cognitive therapy for personality disorder patients. Participants will learn to formulate Axis II cases according to the cognitive model, conceptualize individual patients, and develop treatment plans based on the cognitive conceptualization. Advanced strategies to develop a sound therapeutic alliance, overcome resistance, and modify entrenched dysfunctional belief will be presented. Case examples, demonstration roleplays, completion of worksheets, and a videotape will illustrate specific techniques.

This workshop is designed to help you:
  1. Conceptualize personality disorder patients according to the cognitive model;
  2. Educate patients about their cognitive profile;
  3. Explain schemas and core belief to patients; and
  4. Use specialized techniques to modify beliefs.
Faculty: Judith S. Beck, PhD, Beck Institute for Cognitive Therapy and Research, Bala Cynwyd, PA

Enrollment Limit: 75
CE Credits: 4
Time: Thursday, 1 – 5pm


117 Treatment of Pathological Gambling
This INTERMEDIATE level treatment-focused workshop assumes familiarity with the diagnostic features of pathological gambling (PG). It lays additional groundwork for understanding treatment by exploring gambling motivations, risk factors and other phenomenological features. The workshop gives an overview of treatment approaches for PG and the empirical support for each. The workshop then provides an integrated model for the assessment and treatment of PG. It also addresses family issues as well as relapse prevention.

This workshop is designed to help you:
  1. Describe the multiple factors that motivate pathological gambling;
  2. Explain the similarities and distinctions between PG and other disorders, learning to apply expertise from other disorders to PG as well as the limits of those applications;
  3. Identify the cognitive and behavioral elements specific to pathological gambling and their treatment implications; and
  4. Recognize elements (family, environmental) important for achieving and maintaining treatment gains.
Faculty: Edward J. Federman, PhD, GamblingSolutions, Acton, MA

Enrollment Limit: 22
CE Credits: 4
Time: Thursday, 1 – 5pm


- FRIDAY -

118 Exploratory Factor Analyses: An Introductory Primer on Validity Evaluation and Other Applications
The purpose of this INTRODUCTORY training session is to present the rationale for three uses of factor analysis (and especially evaluating the validity of assessment scores), to present the basic concepts of exploratory applications, and to provide basic computer interpretation skills. This workshop is for faculty and graduate students who have some familiarity with factor analysis, but who would like a refresher on exploratory applications, and for psychologists who recognize the important applications of factor analytic methods, but have not yet studied them and wish an introduction to the basic concepts.

This workshop is designed to help you:
  1. utilize computer printouts to interpret exploratory factor analysis (EFA) results.
  2. interpret research reports in which EFA methods have been utilized.
  3. evaluate the likelihood that EFA factors will replicate in future research.
Faculty: Bruce Thompson, EdD, Texas A&M University, College Station, TX, and Baylor College of Medicine, Houston, TX.

Enrollment Limit: 75
CE Credits: 4
Time: Friday, 8 – 12n


119 Managing School Bullying: A Multi-Systems Approach
Participants attending this INTERMEDIATE workshop will develop awareness of bullying that includes a clear definition and application of this definition to actual bullying events. Also, stories of students' experiences of bullying will be shared and frequently used anti-bullying programs will be reviewed to assist participants in developing specific skills and goals to prevent and manage school bullying.
    This workshop is designed to help you:
  1. Accurately differentiate bullying among other situations of peer aggression;
  2. Develop an in-depth understanding of the nature of bullying;
  3. Organize school/community resources in a concerted effort to manage bullying; and
  4. Utilize specific strategies in various types of bullying situations.
Faculty: Tanya Beran, PhD, University of Calgary, Calgary, AB, Canada.

Enrollment Limit: 75
CE Credits: 4
Time: Friday, 8 – 12n


120 Teaching Prevention
This INTERMEDIATE workshop is designed to assist faculty members in developing prevention coursework that is grounded in scientific and clinical soundness consistent with the standards of APA. The workshop will include both presentation and dialogue regarding developing and teaching graduate level prevention courses. Presenters will share syllabi, materials related to course activities, and reference/resource lists, as well as experiences teaching prevention. The workshop will be structured to allow for ongoing interaction and discussion with participants throughout the program.

This workshop is designed to help you:
  1. Understand the history of prevention and its role in the field of psychology;
  2. Incorporate prevention training into your psychology curriculum;
  3. Identify the core attitude, knowledge, and skill areas fundamental to prevention; and
  4. Locate resources and references germane to teaching prevention.
Faculty: Connie Matthews, PhD, The Pennsylvania State University, University Park, PA; Robert K. Conyne, PhD, University of Cincinnati, Cincinnati, OH; James M. O’Neil, PhD, University of Connecticut, Storrs, CT; Maureen Kenny, PhD, Boston College, Chestnut Hill, MA.

Enrollment Limit: 27
CE Credits: 4
Time: Friday, 8 – 12n


121 Chronic Fatigue Syndrome and Fibromyalgia: Methods of Assessment and Treatment
Chronic fatigue syndrome (CFS) and fibromyalgia (FM) are controversial and poorly understood illnesses. In this INTRODUCTORY workshop for clinicians who work with patients who have CFS or FM, or research psychologists who study these illnesses, 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, somatization disorder, and generalized anxiety disorder. The important relationships between lifestyle, stress factors, and illness will also be described in order to identify targets for clinical intervention. Finally, cognitive-behavioral improvement strategies that have been adapted for CFS and FM will be demonstrated.

This workshop is designed to help you:
  1. Summarize basic knowledge about chronic fatigue syndrome (CFS) and fibromyalgia (FM);
  2. Describe the mind/body controversies about CFS and FM from a sociocultural perspective;
  3. Understand the four phase model of coping and adjustment in CFS and FM;
  4. Assess and differentially diagnose CFS, FM, clinical depression, somatization disorder and generalized anxiety disorder in the clinical setting;
  5. Understand the important relationships between lifestyle, stress factors, and illness in order to identify targets for clinical intervention;
  6. Adapt cognitive-behavioral improvement strategies to the treatment of CFS and FM.
Faculty: Fred Friedberg, PhD, State University of New York at Stony Brook, Stony Brook, NY; Leonard A. Jason, PhD, DePaul University, Chicago, IL; Patricia Fennell, MSW., CSW-R, Albany Health Management Associates, Albany, NY.

Enrollment Limit: 36
CE Credits: 7
Time: Friday, 8 – 4p


122 Cognitive-Behavior Strategies and Techniques for Revitalizing Non-sexual Marriages
One of the most striking findings in the Sex in America study was the high rate of non-sexual marriages. In using the criterion of having intercourse less than 10 times a year, 20 percent of married couples have a non-sexual relationship. This INTERMEDIATE level workshop will utilize the following foundational beliefs.

The cognitive-behavioral strategy in confronting inhibited sexual desire and revitalizing marital sexuality is to view the problem as a couple issue. The prescription for change is to rebuild intimacy by reintroducing non-demand pleasuring with the use of erotic scenarios and techniques. The assessment/intervention process is complex and individualized, and addresses a multitude of factors. The change process is a one-two combination of personal responsibility for sexuality and working as an intimate team. An integral component of successful sex therapy is a specific relapse prevention program.

This workshop is designed to help you:
  1. Design a multidimensional assessment and intervention program to help couples revitalize their non-sexual marriage;
  2. Describe the concept of a one-two combination of individual responsibility and being an intimate team to couples confronting inhibited sexual desire;
  3. Help the couple develop his, her, and our bridges to sexual desire;
  4. Help couples implement the concept of five dimensions of touching--Affection, Sensual, Playful, Erotic, Intercourse
  5. Set positive, realistic expectations for frequency and satisfaction of sexual experiences;
  6. Assess and confront sexual secrets including affairs, trauma, variant sexual arousal, cybersex, and sexual orientation issues; and
  7. Assess and provide options for marriages where sexuality cannot be revitalized.
Faculty: Barry W. McCarthy, PhD, American University, Washington, DC

Enrollment Limit: 22
CE Credits: 7
Time: Friday, 8 – 4p


123a Comprehensive Assessment of Cognitive Abilities in School-Aged Children (Part I)
This INTERMEDIATE workshop focuses on the assessment of intelligence and executive functioning in children using the Wechsler Intelligence Scale for Children-4th Edition (WISC-IV) and the Delis-Kaplan Executive Functioning System (D-KEFS). The workshop details changes in the IQ and factor structure, presents clinical studies and discusses interpretation of the WISC-IV subtests and composite scores. The D-KEFS is discussed as a measure of executive functioning in children focusing on the importance of this cognitive domain in assessing children with learning and behavioral disorders.

This workshop is designed to help you:
  1. Understand administration, scoring and content revisions for the standardization of the Wechsler Intelligence Scale for Children-4th Edition
  2. Identify the factor structure, configuration of IQ and Index scores and subtest structure of the WISC-IV
  3. Identify patterns of performance of children with developmental disabilities on WISC-IV IQ scores, Index scores and subtests.
  4. Interpret test data from new and revised WISC-IV subtests in the context of a clinical or psychoeducational evaluation
  5. Identify at least 5 skills commonly referred to as executive functioning,
  6. Identify at least 5 behaviors associated with executive functioning impairments in children and identify at least 2 disorders that are associated with deficient executive functioning abilities.
  7. Identify at least 5 tests of executive functioning appropriate for school aged children, understand the purpose and clinical utility of the Delis-Kaplan Executive Functioning System in clinical and psychoeducational assessments.
  8. Interpret specific test results from the DKEFS Trail-Making, Verbal Fluency, Design Fluency, Color-Word Interference Test and Sorting Test as related to behavioral and educational difficulties in children.
Faculty: James A. Holdnack, PhD, Senior Research Director, The Psychological Corporation, San Antonio, TX. George McCloskey, PhD, Senior Research Director, The Psychological Corporation, San Antonio, TX. Eric Rolfus, PhD, Research Director, The Psychological Corporation, San Antonio, TX

Enrollment Limit: 75
CE Credits: 7
Time: Friday, 8 – 4p


125 Specific Personal Coaching Techniques, Models and Applications
Personal coaching is a hot practice specialty for psychologists which 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 such as specific coaching skills, coaching models, distinctions between coaching and psychotherapy, obstacle surmounting techniques and how to create successful fee-for-service teleconference groups.

This workshop is designed to help you:
  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;
  4. Identify the benefits of conducting teleconference group coaching;
  5. Identify three primary assessments often used in coaching;
  6. Describe the structure of a telephone, or in-person, coaching relationship; and
  7. Practice a five-step coaching model.
Faculty: Jeffrey E. Auerbach, PhD, College of Executive Coaching, Ventura, CA

Enrollment Limit: 75
CE Credits: 7
Time: Friday, 8 – 4pm


128 Woodcock-Johnson III: Clinical Use and Interpretation
This INTERMEDIATE workshop will cover basic interpretation of the Woodcock-Johnson III (WJ III): Tests of Cognitive Abilities and Tests of Achievement. A brief overview of the WJ III will be presented. Emphasis will be placed on four levels of interpretive information available from the WJ III: qualitative, developmental, proficiency, and peer comparison information. Participants will also learn to make distinctions between the various discrepancy procedures available on the WJ III for the assessment of learning disabilities and other cognitive and academic difficulties. Several new interpretive options will be outlined, including procedures for use of the batteries with young children and English-Spanish bilingual individuals.

This workshop is designed to help you:
  1. Interpret the broad and narrow abilities measured by the WJ III;
  2. Describe the use of different types of scores and other interpretive information;
  3. Make distinctions between the different discrepancy procedures available on the WJ III; and
  4. Apply a step-by-step model for interpretation of the Tests of Cognitive Abilities and Tests of Achievement.
Faculty: Fredrick A. Schrank, PhD, ABPP, The Woodcock-Munoz Foundation, Olympia, WA; Laurie Ford, PhD, The University of British Columbia, Vancouver, British Columbia

Enrollment Limit: 50
CE Credits: 7
Time: Friday, 8 – 4pm


129 Effect Sizes, Confidence Intervals, and especially Confidence Intervals about Effect Sizes
The 2001 edition of the APA Publication Manual states that effect size reporting is "almost always necessary" and the confidence intervals are "the best" reporting strategy. Roughly two dozen journals (see www.coe.tamu.edu/~bthompson) now explicitly "require" effect size reporting. This INTRODUCTORY workshop reviews effect size choices, the use of confidence intervals, and especially confidence intervals for effect sizes.

This workshop is designed to help you:
  1. understand some of major effect size choices from among the 61 available choices.
  2. understand what confidence intervals really are, and why they are so important.
  3. understand why computing confidence intervals for effect sizes is so difficult, but how these difficulties can be
  4. overcome with recently developed user-friendly software.
  5. use Excel and SPSS software programs to compute confidence intervals for effect sizes.
Faculty: Bruce Thompson, EdD, Texas A&M University, College Station, TX, and Baylor College of Medicine, Houston, TX.

Enrollment Limit: 75
CE Credits: 4
Time: Friday, 1 – 5pm


130 Risk Management of Targeted Violence for Consulting and Clinical Psychologists
Clinical and forensic psychologists are sometimes called upon to evaluate the risk of potential violence targeted toward a specific person or entity. Such a demand may present in a variety of clinical contexts, ranging from the occasion in which a psychotherapy client needs informed guidance in how to respond to a threat of domestic violence or stalking, to the scenario in which a psychologist is retained by a corporate, governmental or individual client to formally evaluate violence threat. Rather than adopting a traditional violence prediction approach, this INTERMEDIATE workshop will focus on the assessment and associate risk containment strategies when our client is the recipient of the threat or perceived threat.

This workshop is designed to help you:
  1. Learn relevant base rates associated with targeted violence in the contexts of workplace violence, school violence, stalking, anonymous letters, and obsessional followers of political figures and celebrities;
  2. Understand basic legal issues as they pertain to stalking, threatening communications, and people deemed at risk in the work and school settings;
  3. Identify risk management techniques associated with the above categories of potential offenders; and
  4. Articulate ethical issues that are pertinent to this area of practice.
Faculty: Mark Zelig, PhD, ABPP2, Private Practice, Salt Lake City, UT.

Enrollment Limit: 50
CE Credits: 4
Time: Friday, 1 – 5pm


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- SATURDAY -

133 Competency to Stand Trial Examinations: Foundations in Case Law
This INTERMEDIATE workshop will present the legal and theoretical bases for competency-to-stand-trial evaluations in case law, as opposed to statutory law or psychological theory. The course examines case law standards of competency, treatment for competency restoration, the role of amnesia, forensic versus clinical roles, and limitations on admissibility of evidence. The workshop will help psychologists improve the quality of their forensic practices by helping them assess and report about criminal competencies in a manner that effectively translates psychological concepts of effective mental functioning into legal concepts of competency to proceed in a criminal prosecution.

This workshop is designed to help you:
  1. Apply the theoretical and legal foundations for competency to stand trial in conducting examinations, preparing reports and providing testimony;
  2. discriminate between clinical capacities and legal standards pertaining to competency to stand trial;
  3. examine issues regarding voluntary and involuntary treatment intended to restore competency to stand trial; and
  4. understand how claims of amnesia apply to decisions regarding competency to stand trial.
Faculty: Richard Frederick, PhD, and Richart L. DeMier, PhD, US Medical Center for Federal Prisoners, Springfield, MO

Enrollment Limit: 75
CE Credits: 4
Time: Saturday 8 – 12n


135 Building Competencies in Clinical Supervision
This INTERMEDIATE workshop is designed to enhance supervisory competence. The workshop includes a review of current research on supervision efficacy, optimal supervision, and parameters of competency-based supervision with an emphasis on empirical support. The supervisory alliance, working alliance, and ruptures to the alliance are presented with strategies for repair. Multicultural competence, legal and ethical guidelines, effective evaluation, high risk situations, trainee impairment, and strategies for intervention are highlighted. Vignettes and exercises will be used to illustrate supervisor-supervisee behavior.

This workshop is designed to help you:
  1. Understand the most recent literature on supervision and supervisory outcomes.
  2. Integrate a structural, theory-based approach to the process of supervision.
  3. Increase skills in management of countertransference and understanding the role of personal factors in developing therapeutic and supervisory alliances.
  4. Identifying precipitants and markers of ruptures of the supervisory alliance and the process of repair of such ruptures.
  5. Structure the supervisory process with respect to evaluation of progress and possible trainee impairment.
  6. Enhance respect and attention to diversity in the supervisory process.
  7. Understand ethical and legal aspects of supervision.
Faculty: Carol Falender, PhD, Pepperdine University, Irvine, CA, and UCLA, Los Angeles, CA; Edward P. Shafranske, PhD, Pepperdine University, Irvine, CA.

Enrollment Limit: 35
CE Credits: 7
Time: Friday, 8 – 4pm


123b Comprehensive Assessment of Cognitive Abilities in School-Aged Children (Part II)
This INTERMEDIATE workshop focuses on the application of the Wechsler Intelligence Scale for Children-4th Edition as a Process Instrument (WISC-IV PI) and the Clinical Evaluation of Language Fundamentals-4th Edition (CELF-IV) in assessing children with developmental disorders. Clinical studies and interpretative strategies will illustrate the utility of the “Process Approach” in identifying the cognitive strengths and weaknesses of children with learning disorders. The identification of language disorder and subtle language processing impairments that impact academic and psychosocial functioning is examined.

This workshop is designed to help you:
  1. Understand basic concepts of the “process approach” in clinical evaluations as it relates to assessing children’s performance on measures of intellectual ability
  2. Identify the primary subtests of the Wechsler Intelligences Scale for Children-4th Edition as a Process Instrument (WISC-IV PI) and understand the administration, scoring and interpretation of these subtests in relationship to the WISC-IV.
  3. Identify WISC-IV PI subtests that differentiate normally developing children from children with learning and behavioral disorders
  4. Interpret WISC IV PI test performance in the context of clinical and psychoeducational evaluations
  5. Understand basic concepts related to the development of language, language disorder and risk factors associated with language disorder.
  6. Identify primary composite scores and subtests of the Clinical Evaluation of Language Fundamentals-Fourth Edition and interpret results in the context of a clinical and psychoeducational evaluation using the four-tier model
  7. Identify neuropsychological processes related to performance on CELF-4 language measures.
Faculty: James A. Holdnack, PhD, Senior Research Director, The Psychological Corporation, San Antonio, TX. George McCloskey, PhD, Senior Research Director, The Psychological Corporation, San Antonio, TX. Pat Zureich, Senior Research Director, The Psychological Corporation, San Antonio, TX

Enrollment Limit: 75
CE Credits: 7
Time: Saturday , 8 – 4pm


136 Ethics and Law for the Practicing Psychologist
This INTERMEDIATE workshop will address topics of relevance to psychologists engaged in practice. The workshop leaders will set forth a process for resolving ethical dilemmas, address the relationship between law and ethics, identify legal and ethical issues of particular interest to practitioners, and provide ample opportunity for participants to raise topics of special concern. The workshop will demonstrate how good clinical practice and good legal and ethical risk management bear a close relationship and as a rule reinforce one another.

This workshop is designed to help you:
  1. Identify a process for resolving legal and ethical dilemmas;
  2. Describe the relationship between a psychologist's legal and ethical obligations;
  3. Identify areas that present special legal and ethical concerns to practicing psychologists;
  4. Identify concrete steps for psychologists to minimize their exposure to legal and ethical liability; and
  5. Describe the relationship between clinical practice and legal and ethical risk-management.
Faculty: Stephen Behnke, JD, PhD, Office of Ethics, American Psychological Association, Washington, DC; Robert T. Kinscherff, PhD, JD, Massachusetts Juvenile Court, Boston, MA

Enrollment Limit: 75
CE Credits: 7
Time: Saturday, 8 – 4pm


137 The Evaluation and Management of ADHD in Adulthood
ADHD has now been recognized as a common adult diagnosis. This INTERMEDIATE workshop will provide a blend of scientific and clinical information. An overview of current trends and understanding in defining ADHD, the process of assessment with a particular focus on the complexities of comorbidity in adults and an overview of treatment will be provided. The most current scientific research, including recent results of longitudinal studies will be reviewed and discussed. Given the current emphasis on clinical experience guiding treatment, ample opportunity will be provided for participants to offer opinions and ideas based upon their clinical practices.

This workshop is designed to help you:
  1. Articulate the definition and developmental course of ADHD into the adult years based on current research data;
  2. Describe the current definition and supporting data required for the diagnosis of adult ADHD;
  3. Set into motion a diagnostic process, such that ADHD in adulthood can be evaluated within the context of the multiple and complex comorbid disorders, including manic depressive illness, borderline and antisocial personalities;
  4. Develop a reasoned and reasonable treatment plan based upon assessment and diagnosis; and
  5. Determine the appropriate use of the American’s for Disabilities and Rehabilitation Acts as a means of helping adults with ADHD advocate for service and accommodations.
Faculty: Sam Goldstein, PhD, Departments of Educational Psychology and Psychiatry, University of Utah, Salt Lake City, Utah; Kevin R. Murphy, PhD, Department of Psychiatry, UMass Medical School, Worcester, MA

Enrollment Limit: 27
CE Credits: 7
Time: Saturday, 8 – 4pm


138 Executive Coaching: Models, Context and Practice
Executive Coaching has been an extremely popular alternative to traditional clinical practice for many psychologists facing the limitations of managed care. However, few practitioners have access to formal, research-based training in the models, skill requirements and practice issues they encounter. This workshop will fill that need for the INTERMEDIATE level practitioner who has basic skills but is looking for further development in theory, case-based interventions, professional practice issues, and self-development opportunities.

This workshop is designed to help you:
  1. Differentiate coaching interventions from other forms of psychological services (e.g., therapy, consultation, etc.);
  2. Apply principles learned to actual cases to determine who is the client, conduct appropriate systems analysis, and develop an intervention strategy;
  3. Demonstrate knowledge of ethical issues relevant to the professional practice of executive coaching; and
  4. Apply latest knowledge of emerging trends in business leadership to help you build a self-development plan, including issues of skill building, networking, marketing, and practice development.
Faculty: Randall P. White, PhD, Executive Development Group LLC, Greensboro, NC; Sandra L. Shullman, PhD Executive Development Group, LLC, Columbus, OH

Enrollment Limit: 50
CE Credits: 7
Time: Saturday, 8 – 4pm


139 Men, Masculinity, and Relationships: Critical Issues for Psychotherapists
Of all the insights provided by the recent men’s studies literature, none has more support than the realization that “masculinity” jeopardizes men’s emotional and physical health. In this INTRODUCTORY workshop, the presenter will provide several avenues for better therapy with traditional men. He will describe the basic elements of the traditional male role and will show how male socialization has often led to relationship problems and therapy resistance. He will describe a six-step model for engaging men in therapy and will outline the core elements of his integrated model of therapy for men.

This workshop is designed to help you:
  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 Brooks, PhD, Baylor University, Waco, TX.

Enrollment Limit: 27
CE Credits: 7
Time: Saturday, 8 – 4pm


140 Psychopharmacological management of anxiety and depression in adults: Clinical advances
This INTERMEDIATE workshop will present practical information about drug treatment of depression and anxiety. The focus will be the pharmacological management of these disorders from a uniquely psychological perspective, thus addressing merits of pharmacological, non-pharmacological, and combined treatments. Features of anxiety and depressive disorders, their subtypes, and hypotheses regarding their biological etiology will be covered. Indications for drug and non-drug treatment, general pharmacology of specific drugs and herbal agents, assessment of response and adverse effects, and gender/ethnic differences in response will form the core of the presentation.

This workshop is designed to help you:
  1. Understand the empirically derived indications for pharmacotherapy for anxiety and depressive disorders;
  2. Comprehend in detail the available pharmacotherapies for these disorders;
  3. Develop awareness of the side effects, interactions, and adverse effects of these pharmacotherapies;
  4. Describe the mechanisms of action for these drugs and drug classes;
  5. Analyze the known efficacy of drug, non-drug, and combined treatments for these disorders;
  6. Determine if and when in the treatment course, medications are indicated for these disorders; and
  7. Understand, as far as is known, optimum strategies for combining pharmacological and non-pharmacological treatments for these disorders.
Faculty: Morgan T. Sammons, PhD, Mental Health Department, Naval Medical Clinic, Annapolis, MD.

Enrollment Limit: 75
CE Credits: 7
Time: Saturday, 8 – 4pm


142 Tobacco Cessation: Offering effective treatments to your clients
Tobacco cessation services save lives and provide an expanded practice base for practitioners. This INTRODUCTORY workshop for clinicians teaches a variety of treatments, and demonstrates how to combine the treatments in a three to four session intervention that has strong empirical support. The intervention is used in many settings including private practice and veteran/military facilities. Treatment ingredients include cognitive-behavioral interventions, OTC and prescription medications, and hypnosis (via audiotape). Each workshop participant will receive a “QuitSmart” client guidebook, treatment protocol, and reference material.

This workshop is designed to help you:
  1. Identify basic facts about tobacco use and it’s health effects;
  2. Describe the comorbidity of tobacco use with various psychiatric problems;
  3. Identify the biological basis for addiction to nicotine;
  4. Incorporate medications in the treatment of nicotine dependence
  5. Utilize a nicotine-fading method to wean clients off nicotine;
  6. Introduce hypnosis as a coping technique; and
  7. Teach cognitive-behavioral coping techniques for tobacco cessation and maintenance.
Faculty: Robert H. Shipley, PhD, Duke University Addictions Program, Durham, NC; Dorothy Hatsukami, PhD, University of Minnesota, Minneapolis, MN; Maxine L. Stitzer, PhD, Johns Hopkins University, Baltimore, MD; M. Marlyne Kilbey, PhD, Wayne State University, Detroit, MI

Enrollment Limit: 27
CE Credits: 7
Time: Saturday, 8 – 4pm

143 The Art and Science of Mentoring: A Workshop for Faculty
This highly interactive INTRODUCTORY workshop is designed for college and university faculty, clinical supervisors, and others who advise and mentor in the course of their professional lives. Participants will understand salient mentoring functions, apply mentoring strategies, learn to structure mentorships with students and junior faculty, diagnose and address mentorship dysfunction, and evaluate mentorship outcomes. Participants will appreciate the ethical complexities, cross-race and cross-gender issues, and developmental phases associated with mentorships. The workshop will blend lecture, discussion, case analysis, brainstorming, and development of a personal mentoring strategy.

This workshop is designed to help you:
  1. Understand and apply distinct mentoring functions and strategies.
  2. Structure and manage mentorships with undergraduates, graduate students, and faculty.
  3. Ethically and professionally mentor across culture and gender.
  4. Diagnose and address mentorship dysfunction.
  5. Evaluate mentorship outcomes.
Faculty: W. Brad Johnson, PhD, Dept. of Leadership, Ethics & Law, U.S. Naval Academy, Annapolis, MD.

Enrollment Limit: 35
CE Credits: 4
Time: Saturday, 1 – 5pm


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- SUNDAY -

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

This workshop is designed to help you:
  1. Become aware of clinical implications of recent findings regarding ADHD and its treatment;
  2. Assess cases of ADHD complicated by various combinations of comorbid disorders, e.g. bipolar disorder, Asperger’s Disorder, anxiety disorders, learning disorders, OCD;
  3. Recognize clinical adaptations needed for treatment of ADHD in special populations, e.g. preschoolers, substance abusers, children of divorced parents;
  4. Utilize recently developed assessment instruments for comprehensive assessment of ADHD and related problems;
  5. Conduct and report evaluations of patients with ADHD in ways that will help them get needed accommodations and treatments;
  6. Assess related advantages and disadvantages of new medication options for ADHD treatment; and
  7. Tailor multi-modal treatment plans for children, adolescents and adults who suffer from complicated cases of ADHD.
Faculty: Thomas E. Brown, PhD, Department of Psychiatry, Yale Medical School, Hamden, CT

Enrollment Limit: 75
CE Credits: 7
Time: Sunday, 8 – 4pm


147 Affirmative Psychotherapy with Sexual Minority (LGB) Clients, Couples and Families
This INTERMEDIATE workshop outlines foundations for psychotherapy with lesbian, gay, and bisexual (LGB) clients. Identity formation models, phase-specific interventions, and reciprocal effects of ethnocultural and sexual identity development are discussed. Behaviors during identity crises are compared with DSM-IV criteria to differentiate between situational stress and psychopathology. Challenges facing adolescents and seniors, as well as interventions that facilitate family adjustment, are presented. Same-sex couple relationship dynamics, heterosexist bias in sex therapy, and spiritual development for LGB people of faith are described.

This workshop is designed to help you:
  1. Apply various models to understanding and assessing sexual orientation;
  2. Identify phase-specific psychotherapeutic interventions which facilitate LGB identity formation;
  3. Acknowledge heterosexist bias in certain diagnostic considerations for sexual minority clients
  4. Select interventions and resources which address psychosocial issues and developmental challenges specific to LGB adolescents, as well as midlife and older adults;
  5. Recognize psychotherapeutic and systemic interventions which foster functional family relationships for sexual minority clients;
  6. Evaluate and treat the relationship problems and sexual dysfunctions of gay and lesbian couples, within their gender-specific and socio-cultural contexts; and
  7. Describe a developmental model for transforming loss which enriches spirituality for bisexuals, lesbians, and gay men.
Faculty: Kathleen Y. Ritter, PhD, CSU Bakersfield, Bakersfield, CA; Anthony I. Terndrup, PhD, Pastoral Counseling Center of Mid-Willamette Valley, Corvallis, OR

Enrollment Limit: 22
CE Credits: 7
Time: Sunday, 8 – 4pm


150 The Ethics of Self-Care and Self-Awareness for Psychotherapists
Although there is increasing attention in the literature to the vulnerability of mental health professionals to serious distress and potential disorders as a direct result of the stress of their works as a psychologists or mental health professionals, as a profession we have paid little attention to the preventative and ameliorative effect of therapist self-care practices. This INTERMEDIATE workshop will cover interactive models of occupational stress assessment, intervention, and prevention with an emphasis on clinician self-awareness and self-care. This workshop emphasizes the significant risk to the person of the psychologist as well as to clients, colleagues, and the profession of psychology when self-care is lacking and occupational vulnerability and stress go unaddressed.

This workshop is designed to help you:
  1. Understand the interactive model of psychotherapists’ vulnerability to occupational stress;
  2. Define vicarious traumatization and understand its theoretical basis;
  3. Define self care and recognize the essential components of therapist self care;
  4. Identify specific ethical principles that address the need for psychologists to practice self-care and specify the risks to clinicians, clients, colleagues, and the profession of psychology of unaddressed occupational stress;
  5. Identify specific self-care strategies to protect against, address, and transform the negative impact of occupational stress and vicarious traumatization;
  6. Identify impediments to self care for clinicians in general, and yourself, in particular;
  7. Work with others to develop preliminary models for individual, organizational or educational (training) based practices to promote self-care; and
  8. Increase awareness of professional resources available to address the occupational hazards of psychological practice.
Faculty: Karen Saakvitne, PhD, Traumatic Stress Institute/Center for Adult & Adolescent Psychotherapy, South Windsor, CT.

Enrollment Limit: 75
CE Credits: 7
Time: Sunday, 8 – 4pm


153 Improving Diagnosis, Treatment, and Fair Assessment Using CAS and PASS Theory
The aim of this INTERMEDIATE workshop is to focus on diagnosis and intervention planning for children with LD and ADHD using a theory of cognitive processing that measures Planning, Attention, Simultaneous, Successive (“PASS”) cognitive weaknesses rather than IQ/achievement discrepancies. The workshop begins with an overview of the problems associated with identification of LD and ADHD and the difficulties with traditional IQ/achievement discrepancy models. Identification of the cognitive processing problems found for children with LD and ADHD (using PASS Theory and CAS) will be discussed and emphasis will be placed on empirically supported interventions (and fair assessment). This workshop provides a theory for both assessment and intervention.

This workshop is designed to help you:
  1. Identify strengths and weaknesses of identification and treatment planning for LD and ADHD children using traditional IQ;
  2. Learn about Planning, Attention, Simultaneous, Successive (PASS) Theory;
  3. Learn how to assess and interpret the PASS theory using the Cognitive Assessment System;
  4. Learn how PASS can be used to identify the cognitive problems ADHD and LD Children have; and
  5. Learn how CAS can be used for fair assessment and effective intervention design.
Faculty: Jack A. Naglieri, PhD, George Mason University, Fairfax, VA

Enrollment Limit: 65
CE Credits: 7
Time: Sunday, 8 – 4pm


154 Introducing Qualitative Research: How to Do It and Why
Qualitative research is particularly suited for studying populations and issues about which little is known. This INTRODUCTORY level workshop is for people who want to do qualitative research but don't know where to begin. It moves from the basic idea of qualitative research to the mechanics of designing, analyzing, and writing up a qualitative study. Participants will learn to translate their own ideas into qualitative research. Upon completion, they will be ready to carry out their own qualitative research study.

This workshop is designed to help you:
  1. Define qualitative research and distinguish the qualitative and quantitative research paradigms;
  2. Recognize the importance of reflecting the viewpoints of people from non-mainstream cultures (e.g., ethnic minorities, lesbian, gay, bisexual, etc);
  3. Utilize the qualitative paradigm to design hypothesis-generating and program evaluation research;
  4. Develop and conduct flexible issue-oriented qualitative research interviews;
  5. Select a qualitative research sample;
  6. Utilize grounded theory coding to develop theoretical constructs that can be explored in subsequent studies; and
  7. Identify resources for further expanding your ability to do qualitative research.
Faculty: Carl Auerbach, PhD, and Louise B. Silverstein, PhD, Yeshiva University, Bronx, NY

Enrollment Limit: 27
CE Credits: 7
Time: Sunday, 8 – 4pm


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