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CONTINUING EDUCATION IN PSYCHOLOGY
WORKSHOPS
Advance registration for workshops is now closed. You may register in Honolulu beginning Tuesday, July 27 at 3:00pm.
Wednesday | Thursday | Friday | Saturday | Sunday
Wednesday
101 
Intentional Advising and Mentoring: A Workshop for Faculty and Supervisors
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;
and
5. Evaluate mentorship outcomes.
Faculty:
W. Brad Johnson, PhD, Dept. of Leadership, Ethics
& Law, U.S. Naval Academy, Annapolis, MD.
Enrollment Limit:
32
CE Credits:
4
Time:
8a –11:50a
102
Innovative Approaches to Treating Couples: Overcoming
Barriers to Intimacy
Course Level: Intermediate
What prevents most people from being able to sustain
romantic, meaningful relationships that satisfy
their needs and desires? Why do people often feel
compelled to punish those closest to them? What
qualities should a person look for when selecting
a partner? This interactive workshop will give
clinicians effective strategies to help clients
build and maintain satisfying and intimate relationships.
Dr. Lisa Firestone and Joyce Catlett will explain
a theoretical model that integrates psychodynamic,
existential, and family systems frameworks, and
will use videotapes and role-play to illustrate
effective strategies for reducing defensive behaviors
and enhancing communication in couple relationships.
Dr. Ayala Pines will discuss the unconscious issues
involved in partner selection. Her approach suggests
that the most effective way to treat couple burnout
is by focusing on what made the couples fall in
love with each other, and she will use case examples
and experiential exercises to illustrate this
approach. Dr. Jon Carlson will describe ABCT (Adlerian
Brief Couple’s Therapy), which is a brief
integrative couples therapy based on the Adlerian
approach. This part of the workshop will feature
video segments, taken from actual interviews,
which demonstrate how the four steps of ABCT (engagement,
assessment, insight and reorientation) can be
applied in a clinical setting.
This workshop is designed to help you:
1. Become familiar with the theory underlying
a unique cognitive/affective/behavioral technique
for understanding and treating couples who find
it difficult to establish and maintain close,
fulfilling relationships;
2. Assess the emotional health of partners and
learn to identify the negative thoughts they have
toward self, partner and the relationship in order
to provide targeted interventions;
3. Explore the unconscious factors involved in
partner selection, and describe the relationship
between “falling in love” and couple
burnout;
4. Describe the importance of both independence
and commitment in relationship satisfaction;
5. Employ effective techniques for couples therapy
based on a psychodynamic/existential perspective;
6. Develop an understanding of the principles
of Alfred Adler as they are applied to couples
counseling; and
7. Identify the strategies of brief Adlerian couples
therapy.
Faculty:
Lisa Firestone, PhD, The Glendon Association,
Santa Barbara, CA; Ayala Malach Pines Ph.D.; Ben-Gurion
University of the Negev, Beer-Sheeve, Israel;
Jon Carlson, PsyD, EdD, ABPP, Lake Geneva Wellness
Clinic, Lake Geneva, WI; Joyce Catlett, M.A.,
The Glendon Association, Santa Barbara, CA
Enrollment Limit:
55
CE Credits:
7
Time:
8a –4:50p
103 Integrating
Religious and Spiritual Interventions in Psychological
Treatment
This INTERMEDIATE workshop will provide a comprehensive
overview of religion and spirituality as clinically
relevant variables. The presentation includes
discussion of the role religiosity plays in coping
and mental health and includes demonstration and
practice of clinical interventions designed to
integrate religious/spiritual issues in assessment
and treatment. Approaches to conducting a spiritual
assessment will be presented. Approaches to integration
will be considered from cognitive-behavioral,
psychodynamic, and existential-humanistic perspectives
and will include a discussion of ethics within
clinical practice.
This workshop is designed to help you:
1. Identify religious and spiritual variables
as clinically relevant features of diversity,
2. Describe the role of religion and spirituality
in the psychology of coping,
3. Recognize religious ideation and God representations
as clinically relevant and utilize interventions
to address such ideation in psychotherapy,
4. Demonstrate the use of religious and spiritual
resources in psychological treatment,
5. Identify and practice an interview procedure
to assess religious background and involvement,
and
6. Identify and practice interventions addressing
religious and spiritual issues.
Faculty:
Edward P. Shafranske, PhD, ABPP, Pepperdine University,
Irvine, CA; Siang-Yang Tan, PhD, Fuller Theological
Seminary, Pasadena, CA
Enrollment limit:
32
CE Credits:
7
Time:
8a –4:50p
104
A Scientific Approach to Personality Profiling
of Homicide Cases
This INTRODUCTORY workshop will present a conservative
approach to the personality profiling of homicide
cases. The instructor will provide an introduction
to the investigation of homicide, including the
value and limitations of various types of physical
evidence. Additionally, he will discuss psychological
typologies of homicide offenders and how to integrate
you knowledge of these typologies with crime scene
evidence to develop several hypotheses regarding
the motive and type of person responsible for
the crime. Class material will focus on the types
of offenders and crime scenes that are most likely
to motivate investigators to seek the consultation
of psychologist. This workshop will provide a
discussion of various legal and ethical issues
that are germane to this type of forensic consultation.
Note: The instructor will present photographs
of deceased and unclothed victims as an integral
element of the workshop. Please be aware that
the material may be very disturbing or offensive
to some individuals. Enrollment is restricted
to participants who are students, associates,
or members of the American Psychological Association.
Other licensed psychologist and sworn police officers
may enroll upon submitting evidence of their credentials.
This workshop is designed to help you:
1. Gain familiarity with the different types of
crime scene evidence at homicides and how such
evidence is relevant to forming hypotheses about
the motivation and type of offender that committed
the offense(s);
2. Identify basic constitutional issues regarding
interrogation, reasonable suspicion, probable
cause, and search and seizure so the suggestions
you offer police clients are consistent with the
constitutional law;
3. Identify empirical studies that give base rates
relevant to constructing hypotheses about the
offender;
4. Articulate the strengths and weakness of the
major typologies of serial killers;
5. Discuss the limitations of profiling and how
offering several reasonable (and sometimes opposing)
hypotheses about the offender is more useful than
writing a unitary profile that ignores alternate
hypotheses; and
6. Articulate ethical issues that are pertinent
to this area of practice.
Faculty:
Mark Zelig, PhD, ABPP, Independent Practice, Salt
Lake City, Utah
Enrollment Limit:
55
CE Credits:
7
Time:
8a –4:50p
105
Advances in Psychoanalytic Psychology: Key Concepts,
Research and Applications
Contemporary psychoanalytic psychology is not
a footnote to Freud. Despite persistent simplistic
views of psychoanalysis, in both the public sphere
and the discipline of psychology, there are a
myriad of advances that have revolutionized the
field of psychoanalytic psychology. In the last
20 years, a number of men and women have made
highly creative theoretical and clinical contributions
that constitute paradigm shifts. Techniques, such
as, neutrality, interpretation, free association,
self-disclosure, and countrtransference have undergone
dramatic changes. The workshop leaders will identify
and track the evolution of these changes and discuss
their implications for diagnosis, case formulation
and interventions. In addition, the application
of psychoanalytic principles to adult psychotherapy,
child and adolescent psychotherapy, couples therapy,
and supervision will be presented and taught by
means of case review and participant presentations.
This INTRODUCTORY workshop is intended for practicing
psychologists interested in advancing clinical
skills and knowledge, and in understanding the
research support for psychoanalytic psychology.
This workshop is designed to help you:
1. Acquire and update recent developments in psychoanalytic
theory and techniques;
2. Understand the subtle and overt differenced
between contemporary psychoanalytic psychology
and what is often thought of as “classical”
psychoanalysis;
3. Summarize and interpret the research support
for psychoanalytic psychology; and
4. Identify and discuss implications of advances
for (a) diverse populations, (b) diverse modalities,
and (c) integration efforts with other models
of psychotherapy.
Faculty:
Spyros D. Orfanos, PhD, ABPP, New York Universtiy,
NY, NY; Nancy McWilliams, PhD, ABPP, Rutgers University,
Piscataway, NJ; Drew Westen, PhD, Emory University,
Atlanta, GA.
Enrollment Limit:
55
CE Credits:
4
Time:
1p – 4:50p
106 Asperger's
Syndrome: A Guide for Educators and Clinicians
Asperger’s syndrome is a pervasive developmental
disorder characterized by impairments in social
interactions, such as nonverbal behaviors, failure
to develop peer relationships, and lack of social
reciprocity with restricted, repetitive and stereotyped
patterns of interest or behavior. According to
National Institutes of Health statistics, Asperger’s
syndrome is described as occurring in 1 in 500
children in the U.S., a higher incidence of occurrence
than Down’s syndrome or cystic fibrosis.
This INTERMEDIATE workshop provides an overview
of the history and clinical features of Asperger’s
syndrome, considers guidelines for clinical assessment
and treatment, and discuss the complications present
when Asperger’s syndrome occurs with comorbid
disorders.
This workshop is designed to help you:
1. Summarize basic theory and techniques related
to Asperger’s Syndrome and its treatment;
2. Utilize recently developed assessment instruments
for comprehensive assessment of Asperger’s
Syndrome;
3. Assess cases of Asperger’s Syndrome complicated
by various combinations of comorbid disorders,
e.g., bipolar disorder, anxiety disorders, learning
disorders, OCD; and
4. Tailor multi-modal treatment plans for children,
adolescents, and adults who have been diagnosed
with Asperger’s Syndrome.
Faculty:
Robin E. Dock, PhD, Georgia State University,
Atlanta, GA
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
107
Case Conceptualization, Treatment Planning, and
Documentation for Axis-I and Axis-II
The purpose of this INTRODUCTORY workshop is threefold:
1) improve your treatment planning for axis-I
and axis-II conditions, 2) improve your documentation
of your treatment plans, in order to meet the
requirements of 3rd party payers, government agencies,
and JCAHO, and 3) find appropriate and creative
ways to document your treatment, regardless of
your theoretical orientation. The treatment planning
approach taken in this workshop represents a synthesis
of literally hundreds of books and articles on
psychotherapy. Each intervention is based on therapy
approaches that have documented effectiveness.
Dr. Arthur Jongsma, series editor of the renowned
Treatment Planner series, will present a conceptual
overview, as well as approaches to Axis-I conditions.
Dr. Neil Bockian, lead author of The Personality
Disorders Treatment Planner, will cover Axis II.
As part of his presentation, Dr. Bockian will
review how to plan treatment from 5 theoretical
perspectives: Cognitive-Behavioral, Client-Centered/Humanistic,
Family Systems, Psychodynamic, and Personality
Guided. The latter, a new form of treatment recently
introduced by Theodore Millon, Ph.D., will serve
as an integrative platform for the other approaches.
Participants will learn how to appropriately document
a variety of interventions, including several
that present significant challenges to clinicians
who are trying to record their work—e.g.
paradoxical intention, transference comments,
and Rogerian approaches.
This workshop is designed to help you:
1. Conceptualize cases and write treatment plans
from within at least one of the 5 theoretical
frameworks discussed in the program: cognitive-behavioral,
client centered/humanistic, family systems, psychodynamic,
and personality guided;
2. Write clear, effective treatment plans that
meet the requirements of government agencies (e.g.
Medicare), external reviewers (e.g. JCAHO), and
third party payers (e.g. insurance companies);
3. Practice writing treatment plans during the
workshop in small groups; and
4. Identify and accurately write Goals, Objectives,
and Intervention statements for treatment plans.
Faculty:
Neil Bockian, PhD, Illinois School of Professional
Psychology, a Division of Argosy University, Chicago,
IL; Arthur E. Jongsma Jr, PhD, Psychological Consultants,
Grand Rapids, MI
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
108 Future of Psychology:
Experiencing New Policy, Ethics, Law, and Standards
American psychology transformed in 2002. Public
policy, clinical practice, academe, and telehealth
have new legal regulations, ethical guidelines,
performance and administrative standards, and
modalities for service delivery. Co-teachers Stephen
Behnke, PhD, and Mary Gregerson, PhD, and guest
legal experts Patrick DeLeon, JD, PhD, and Rochelle
Balter, JD, PhD, frame the transformative context
with brief didactic talks, respectively, on APA
Ethics, standards and modalities, legislative
process and prescription privileges, and HIPPA
and service delivery. An experiential approach
actively involves attendees.
This workshop is designed to help you:
1. Concisely compile all the changes occurring
since 2002: Standards, Ethics, Modalities, and
Legalities;
2. Discuss implications of the changes for Policies,
Practice, Research, and Teaching;
3. Discuss the issues of multiple relationships,
informed consent, and confidentiality; and
4. Understand the subtle and overt differences
between legalities, ethics, standards, and modalities.
Faculty:
Mary Banks Gregerson, PhD, The Family Therapy
Institute of Alexandria, Alexandria, VA; Marlene
M. Maheu, PhD, Pioneer Development Resources,
Inc., San Diego, CA.
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
109
Healing Crowd: Interactive-Behavioral Therapy
for Persons with MR/DD
The Interactive-Behavioral Therapy model for use
with this population has received wide international
usage over the past decade and is at the core
of an APA book to be published this year. Healing
Trauma: Group Treatment for People with Intellectual
Disabilities. This INTERMEDIATE workshop will
focus on demonstrating techniques used in the
IBT model which have been successfully adapted
from other well established means of intervention
(e.g.. cognitive-behavioral therapy, psychodrama,
sociodrama).
Videotapes of actual sessions will be shown as
well as research validating both process and outcome
when using these techniques. Participants will
be invited to take part in an experiential demonstration
and discussion of these techniques.
Research suggests that people with mental retardation
are among the highest populations for being victims
and offenders of sexual abuse, and yet their unique
reactions to trauma are the least well understood.
As such, a portion of the presentation will focus
on the use of specialized methods adopted from
sociodrama and psychodrama for working with individuals
who have experienced trauma.
This workshop is designed to help you:
1. Apply action method techniques within individual
and group psychotherapy sessions for persons with
MR/DD;
2. Identify the four stages of an Interactive-Behavioral
Therapy group process;
3. Recognize indications and contra-indications
for the use of various action methods;
4. Modify techniques for working with traumatic
reactions; and
5. Practice action techniques within the workshop.
Faculty:
Daniel J. Tomasulo, PhD, New Jersey City University;
Nancy J. Razza, PhD, ARC, Monmouth Unit, Tinton
Falls, NJ
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
110
Mixed Race Identities: Theory, Research, and Practice
Implications
An emerging group of young people who are of mixed
parentage and identify racially as mixed, biracial
or multiracial challenges psychologists to understand
their process of identity formation in contemporary
time. This INTERMEDIATE workshop maps the phenomenological
experience that informs identity formation for
mixed race people in the U.S.A. An ecological
framework guides assessment interviews, formulation
of research questions, and informs recognition
and integration of identity issues into clinical
work. Generational, geographical, gender, familial,
community, physical appearance, racial combinations,
and individual differences inform the complexities
of these contemporary identities, which include
white racial identity. The interactive teaching
format provides opportunities for participants
to integrate immediate learning from the workshop.
This workshop is designed to help you:
1. Apply an Ecological Framework for Understanding
Identity Development in mixed race people;
2. Identify the range of paths of normative identity
development for mixed race people;
3. Identify unique aspects of the phenomenological
experience of being mixed race that informs perceptions
of race and identity;
4. Recognize biasing factors and experiences influencing
how one thinks about mixed race and update them.
Faculty:
Maria P. P. Root, Ph.D., Private Practice, Seattle,
WA; Christine C. Iijima Hall, Ph.D. Maricopa Community
College District, Tempe, AZ.
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
111 Transforming
Geriatric Residential Care: A new Paradigm for
Geropsychology
This INTERMEDIATE workshop will describe a meaningful
strategies for improving the scope and quality
of psychological services delivered to an elderly
population. Participants will examine a true multi-dimensional
assessment and treatment process for geriatric
issues. A theory-based model for consultation
and system change management will be presented
to ehance practitioner effectiveness across a
range of geriatric care settings. Emphasis will
be placed on the interplay between person, systems,
and environment when assessing older adults across
diverse residential settings.
This workshop is designed to help you:
1. Understand patterns and belief systems that
impact the aging process and subsequent care needs;
2. Administer a multidimensional assessment for
an elderly population;
3. Define key therapeutic themes relevant to working
with older adults in individual and group therapy;
and
4. Identify consultation opportunities for psychologists
in geriatric settings and systems.
Faculty:
Robert D. Hill, PhD, ABPP, University of Utah,
Salt Lake City, UT; John Bowling, PhD, Chief Learning
Officer, Silverado Senior Living, San Juan Capistrano,
CA.
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
Thursday
112
Advanced Techniques in the Detection of Malingered
Cognitive Impairment
The INTERMEDIATE workshop will focus a specific
test format that is useful for identifying feigned
neuropsychological impairment. The two-alternative
forced-choice testing format lends itself to a
variety of statistical analysis procedures. Once
practitioners learn the fundamentals of the forced-choice
method, especially including how to properly communicate
the results of testing, they can easily apply
these techniques to evaluate idiosyncratic presentations
of impairment that suggest feigning. Workshop
participants will review the gamut of tests designed
to assess feigned neuropsychological impairment
which incorporate a forced-choice format. Participants
will learn how to develop their own procedures
for assessing specific idiosyncratic complaints
of persons being evaluated. The Validity Indicator
Profile applies the two-alternative forced-choice
format in a unique fashion, using performance
curve analysis, lending itself to numerous strategies
that identify feigning or low effort in completing
tests. The workshop will teach attendees how to
interpret important scores on the Validity Indicator
Profile so that they can better identify problematic
test-taking that is not necessarily outright feigning.
Finally, the workshop will instruct attendees
on how to properly present the results of their
forced-choice assessments so that their conclusions
meet applicable evidentiary standards.
This workshop is designed to help you:
1. Appreciate the subtleties of interpreting forced-choice
procedures;
2. Adapt forced-choice procedures to assessment
of numerous potentially feigned cognitive impairments;
3. Understand how performance curve analysis improves
the assessment of feigned cognitive abilities;
and
4. Improve testimony about the basis for conclusions
about the presence or absence of malingering.
Faculty:
Richard I. Frederick, PhD, US Medical Center for
Federal Prisoners, Springfield, MO
Enrollment Limit:
32
CE Credits:
4
Time:
8a – 11:50a
113 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 regressions,
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; and
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:
55
CE Credits:
4
Time:
8a – 11:50a
114 Treatment
of Late-Life Insomnia
This INTRODUCTORY workshop will review normal
sleep across the life-span, explore the nature
of late-life insomnia, consider diagnostic procedures
(particularly in older adults), discriminate insomnia
symptoms from other sleep disorders, and teach
empirically validated treatments including sleep
hygiene, stimulus control, sleep restriction,
sleep compression, relaxation, and cognitive therapy.
The workshop will consider special cases including
hypnotic-dependent insomnia and insomnia secondary
to medical/psychiatric disorders. We will also
discuss sleep medications, review their therapeutic
limitations, and consider their appropriate use.
This workshop is designed to help you:
1. Summarize normal sleep processes and demography
of insomnia;
2. Master multimodal insomnia assessment and differential
diagnosis of other sleep disorders;
3. Utilize cognitive/behavior therapy for late-life
insomnia; and
4. Appreciate the value and hazards of medical
treatment of late-life insomnia.
Faculty:
Kenneth L. Lichstein, PhD, University of Memphis,
Memphis, TN.
Enrollment Limit:
32
CE Credits:
4
Time:
8a – 11:50a
115 Building Competencies
in Clinical Supervision
This INTERMEDIATE workshop is designed to enhance
supervisory competence. The presenters are the
authors of Clinical Supervision: A Competency-based
Approach, published by the American Psychological
Association. The workshop offers an interactive
review of the state-of the art in supervision
research and practice. With emphasis on the supervisory
dyad, and optimal supervision, the workshop includes
parameters of competency-based supervision and
their empirical support. The supervisory alliance,
working alliance, and ruptures to the alliance
are presented with strategies for repair. Diversity
competence, legal and ethical risk management,
evaluation, , problematic trainees, and strategies
for interventions 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 the contract and evaluation;
6. Enhance respect and attention to diversity
in the supervisory process; and
7. Understand ethical and legal aspects of supervision.
Faculty:
Carol Falender, PhD, Pepperdine University, Culver
City, CA, and UCLA, Los Angeles, CA; Edward P.
Shafranske, PhD, Pepperdine University, Irvine,
CA
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
116
Couple Therapy with Men in Same- and Opposite-Sex
Relationships
This all-day INTERMEDIATE, interactive workshop
presents a theoretical and practical roadmap for
clinical work with couples that aims to facilitate
emotional closeness for men in long-term relationships
(Greenan & Tunnell, 2003). Men, straight or
gay, frequently have unique issues expressing
and witnessing emotional vulnerability in their
committed relationships. Most males learn that
other males are often intolerant of “softer”
emotions in men, while women are viewed as more
accepting. Indeed, opposite-sex relationships
are perhaps the only culturally sanctioned context
where men can be emotionally vulnerable without
fear of being shamed (Greenan & Tunnell, 2003).
Male-to-male intimacy, on the other hand, violates
cultural prescriptions about appropriate male-to-male
behavior, both in terms of sexual activity and
in emotional expression between men. Based on
shaming experiences many gay males have had with
their fathers and male peers, gay men become particularly
loath to trust other men emotionally. This health-driven,
non-pathological three-stage model of treatment
has been adapted for gay male couples from structural
family therapy (Minuchin, 1974; Nichols &
Minuchin, 1999), which identifies unrecognized
strengths in marginalized families to help empower
them to create change. Each therapeutic stage—joining,
enactments, and unbalancing—will be demonstrated
through lecture and edited videotapes from actual
therapy sessions. In the videotapes, differences
and similarities in emotional expression between
coupled straight and gay men will be examined,
and interventions suggested to help the clinician
identify, and help the couple actively resolve,
male conflicts around dependency and emotional
vulnerability.
This workshop is designed to help you:
1. Identify the distinguishing features of the
structural model of couple therapy;
2. Clarify the theory of change in structural
couple therapy;
3. Develop skills in the three stages of structural
couple therapy—joining, enactments, and
unbalancing;
4. Summarize relevant theory and research on the
impact of male-gender socialization on how men
function in same- and opposite-sex intimate relationships;
5. Specify stages of gay male development, integrating
gender role socialization, attachment theory and
gay identity theory, and recognize how gay male
development impacts male-to-male closeness;
6. Summarize the ways in which same-sex couples
are marginalized in society and formulate interventions
designed to reduce feelings of marginalization;
7. Develop specific interventions to facilitate
emotional connection between men and their romantic
partners.
Faculty:
Gil Tunnell, PhD, Independent Practice, New York,
NY; David E. Greenan, EdD, Minuchin Center for
the Family, New York, NY
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
117 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:
Robert T. Kinscherff, PhD, JD, Massachusetts Juvenile
Court, Boston, MA; Stephen Behnke, JD, PhD, Office
of Ethics, American Psychological Association,
Washington, DC
Enrollment limit:
32
CE Credits:
7
Time:
8a –4:50p
118 Evaluation
and Management of Attention Deficit Hyperactivity
Disorder in Adulthood, The
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:
32
CE Credits:
7
Time:
8a –4:50p
119 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:
32
CE Credits:
7
Time:
8a –4:50p
120 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. Relying mostly
on evaluations for law enforcement personnel as
an instructive model, participants in this INTERMEDIATE
workshop can expect to learn the ethical, legal,
and research issues associated with these assessments.
The presenter will stress the importance of understanding
the implications of the Americans with Disabilities
Act (ADA) and the Health Insurance Portability
and Accountability Act (HIPPA) 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 ADA and HIPAA 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 issues 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 weaknesses of various
psychological tests that are commonly 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:
55
CE Credits:
7
Time:
8a –4:50p
121 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:
60
CE Credits:
7
Time:
8a –4:50p
122
Suicide Risk Management: Identifying Suicidal
and High Risk Clients
Suicide is identified as the most serious emergency
situation encountered by psychologists due to
the life and death nature of the task, but also
due to the real and ever-increasing threat of
litigation. This INTERMEDIATE workshop provides
participants with a unique perspective on the
topic of suicide assessment by simultaneously
examining both the clinical and legal issues central
to the risk assessment and report writing process.
Participants will be shown an organized system
for conducting effective, accurate suicide assessments
that will strengthen the quality of their clinical
findings and offer a higher degree of protection
from litigation. Called H.E.L.P.E.R., (an acronym
for six critical components of the assessment
process) the system uses a multidimensional, biopsychosocial
approach to guide participants through a comprehensive
data collection process that facilitates logical,
data-based decision making. Participants will
be given an opportunity for hands-on application
of the system using a video taped case analysis.
This material has been shown to be Auser friendly,@
relevant, and directly applicable to psychologists
in a wide range of clinical setting.
This workshop is designed to help you:
1. Become familiar with research, training, and
legal issues impacting the suicide assessment
process, including common errors made by practitioners
that frequently result in litigation;
2. Understand the fundamental legal basis for
wrongful death and civil rights law suits filed
against practitioners and how these processes
have differential implications for practitioners
in public and private practice as well as different
levels of organizational responsibility;
3. Identify the minimum legal criteria necessary
for negligence, malpractice, and deliberate indifference
litigation, and understand how to protect yourself
from opposing expert witness testimony;
4. Identify high-risk factors acknowledged to
contribute to suicidal behavior and learn how
to integrate those factors into a comprehensive
assessment process using a structured assessment
protocol;
5. Learn how to develop an objective, data-based
estimate of suicide risk;
6. Evaluate case study data using the structured
H.E.L.P.E.R. assessment protocol;
7. Apply the structured assessment system presented
in the workshop by viewing a video case presentation
and use the system to differentiate between various
high-risk and suicide-like behavior.
Faculty:
Thomas W. White, PhD, Training and Couseling Sevices,
Kansas City, KS
Enrollment Limit:
55
CE Credits:
7
Time:
8a –4:50p
123
TEAM Program: A Group Model for Children and Adolescents
The T.E.A.M. (Teaching Empowerment through Active
Means) Program is a group model that offers today’s
youth a meaningful and positive experience in
building and strenthening various coping and social
skills. This group experience not only teaches
about important skills such as self control, dealing
with unfairness, appreciating diversity, anger
management, and proactive problem solving, but
it provides the means for participants to practice
the very skills they are learning. The T.E.A.M.
model is versatile and researched based, and it
has been successfully implemented in various settings
including elementary, junior high, and high schools;
outpatient community mental health clinics; private
practice; residential treatment centers; day treatment
centers; and emergency shelters. This INTERMEDIATE
workshop will prepare participants with the skills
and knowledge necessary to implement the T.E.A.M.
Program in their treatment setting. Focus will
be on practical application of this group model,
utilizing video tape examples of groups, role
playing, and experiental exercizes.
This workshop is designed to help you:
1. Learn the theoretical principles that will
guide you as a T.E.A.M. Program group leader;
2. Identify research supporting the group model
for high-risk youth;
3. Experience the power of diversity and identify
effective ways of using the group process to promote
intrapersonal and interpersonal strengths of participants;
4. Learn the specific format and curriculum of
the T.E.A.M. model;
5. Learn how to implement specific experiential
activities aimed at addressing unique emotional
and social needs of high-risk youth;
6. Learn and practice a style of questioning that
invites participants to be actively involved in
the group (includes discussing challenging treatment
issues with high-risk youth); and
7. Identify specific steps in setting up a T.E.A.M.
Program in your setting.
Faculty:
Michael J. Redivo, PhD, Southwest Education Center,
Phoenix, Arizona; Rudy Buckman, EdD, Outpatient
Family Therapy, Salesmanship Club Youth and Family
Centers, Inc., Dallas, Texas
Enrollment Limit:
40
CE Credits:
7
Time:
8a – 4:50p
124 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, US Medical Center for
Federal Prisoners, Springfield, MO
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
125 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 overcome with recently developed
user-friendly software; and
4. 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:
55
CE Credits:
4
Time:
1p – 4:50p
126 New Advances
for Using the WAIS-III, WMS-III in Clinical Practice
This workshop will review the research that has
been performed on the WAIS?III and WMS?III since
the tests were published and will present information
that goes beyond that which had been published
in the WAIS-III and WMS-II Technical Manual. The
workshop will present new methods of interpreting
WAIS-III and WMS-III scores. In particular, participants
will learn about a new integrated model of cognitive
functioning derived from factor analytic work
using these two tests. New index scores have been
developed using the WAIS-III/WMS-III standardization
samples that should facilitate clinical practice.
New methods of practice have been introduced (e.g.,
demographic normative data, new base rate tables
for discrepancy analyses) which 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. The work shop is at the INTERMEDIATE
level. It is designed to present an introduction
and broad overview of the work that has been done
since the tests were published. Participants are
expected to be familiar with the scoring and administration
of the subtests and index scores of the WAIS?III
and WMS?III scales.
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 and new scores
for the WAIS-III and WMS-III and how this work
can affect clinical practice;
4. Understand the relationship between demographic
variables and cognitive scores and learn about
how to access and use demographically corrected
norms for the WAIS-III and WMS-III;
5. Understand new advances in the interpretation
of discrepancies scores and be able to access
new base rate data that will guide interpretation.
Faculty:
David Tulsky, PhD, Kessler Medical Rehabilitation
Research and Education Corp, West Orange, NJ
Enrollment Limit:
55
CE Credits:
4
Time:
1p – 4:50p
127
Pediatric Psychopharmacology in the Schools: Advances,
Issues and Role Opportunities
The prescription of psychoactive drugs to children
has increased dramatically over the last decade
in spite of concerns regarding safety and efficacy,
and has expanded beyond its empirical support
base (Zito et al., 2000, 2003). Prescribers rarely
consider potential gender and multicultural differences,
rarely consider potential learning effects, and
commonly extrapolate from adult prescribing practices
even though children’s central nervous systems
are only emerging. (Birmaher & Brent, 2003;
Jensen et al., 1999; LaBellarte & Ginsburg,
2003). Today, psychologists practicing in schools
increasingly grapple with questions about the
safety and efficacy of drug, psychosocial and
combined treatment of emotional, behavioral, learning
and developmental disorders (Gureasko-Moore, 2003).
Because busy psychologists in schools may not
have the resources to stay abreast of rapidly
unfolding developments in pediatric psychopharmacology
and neuroimaging this INTERMEDIATE course will
inform attendees about recent theoretical and
empirical developments, issues and controversies
that can affect research, practice and policy.
Possible role expansion opportunities to fulfill
needs generated by the growth of interest in pediatric
psychopharmacology also will be considered.
This workshop is designed to help you:
1. Summarize recent practice and research developments,
trends, issues and controversies in psychopharmacology
for pediatric externalizing and internalizing
disorders;
2. Recognize the potential contributions of advanced
neuroimaging techniques for pediatric psychopharmacology;
3. Identify ways that psychologists in schools
and related settings can contribute to improved
psychopharmacological decision-making; and
4. Identify ways that psychologists in schools
and related settings can affect a family’s
willingness to consider, pursue or continue treatment.
Faculty:
Tom Kubiszyn, PhD, University of Houston, Houston,
TX; Ronald T. Brown, PhD, ABPP, Medical University
of South Carolina, Charleston, SC; Thomas J. Power,
PhD, University of Pennsylvania School of Medicine,
Philadelphia, PA; George J. DuPaul, PhD, Lehigh
University, Bethlehem, PA; Margaret Semrud-Clikeman,
University of Texas at Austin, Austin, TX
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
Friday
128
Culturally Responsive Assessment with Diverse
Older Adults
This INTERMEDIATE workshop will provide practical
information and specific strategies for conducting
culturally responsive, strengths-oriented assessments
with diverse elders and their families. Attention
will be given to a diversity of cultural influences
on elders including Age/generational roles and
cohorts, Developmental and acquired Disabilities,
Religion, Ethnicity, Socioeconomic status, Sexual
orientation, Indigenous heritage, National origin,
and Gender (the ADDRESSING influences). Information
will be provided regarding the advantages and
disadvantages of standardized tests, and on the
more commonly presented psychological and cognitive
disorders, with special attention to the differentiation
of dementia and depression.
This workshop is designed to help you:
1. Learn specific strategies for conducting a
culturally responsive geriatric assessment;
2. Systematically consider nine cultural influences
on therapists and clients that may affect the
assessment process;
3. Recognize psychological disorders and problems
commonly presented by older adults in mental health
settings; and
4. Gain knowledge that facilitates the differential
diagnosis of dementia and depression, particularly
with clients of minority cultures.
Faculty:
Pamela A. Hays, PhD; Family Behavioral Health
Center; Soldotna, AK
Enrollment Limit:
55
CE Credits:
4
Time:
8a – 11:50a
129 Rites of Passage:
A Strategy for Preventing Risky Behavior in Youth
Course Level: Intermediate
Participants in this highly interactive, INTERMEDIATE
workshop will learn about “Rites of Passage”
as a model/strategy for preventing youth, especially
African American and other minorities, from engaging
in risky behaviors. Utilizing the “Let the
Circle Be Unbroken: Rites of Passage” program
as an example, participants will learn about the
theoretical underpinnings, intent, process, and
expected outcomes for rite of passage. They will
also learn how to establish and maintain an effective
“Rites of Passage” training program.
This workshop is designed to help you:
1. Describe what “Rites of Passage”
is and is not;
2. Describe how existing research supports “Rites
of Passage” training as an effective strategy
to prevent youth from engaging in risky behaviors;
3. Identify the intent, process, and outcomes
of “Rites of Passage”;
4. Define the components of a successful “Rites
of Passage” program;
5. Implement a specific “Rites of Passage”
training program (i.e., the “Let the Circle
Be Unbroken: Rites of Passage” training
program);
6. Develop a “Rites of Passage” training
program for a particular population of youth;
and
7. Network with individuals who are implementing
“Rites of Passage” programs and activities
or those interested in doing so.
Faculty:
Theresa Montgomery Okwumabua, PhD, The University
of Memphis, Memphis, TN
Enrollment Limit:
32
CE Credits:
4
Time:
8a – 11:50a
130
Using and Interpreting the Behavior Assessment
System for Children-2
Course Level: Intermediate
The Behavior Assessment System for Children (BASC)
is a multimethod, multidimensional approach to
evaluating the behavior and self-perceptions of
children ages 2–18. Originally published
in 1992, the BASC has become one of the leading
behavior assessment systems available today, and
is widely used by school and clinical psychologists
for helping make educational classification and
clinical diagnostic decisions. The BASC has been
revised, evolving into the BASC-2 (available in
2004). The workshop will start by providing an
overview of the complete BASC-2 family of assessments:
Structured Developmental History, Student Observation
System, Parent Rating Scales, Teacher Rating Scales,
and Self-Report of Personality. A general explanation
of each component will be provided, along with
a technical and procedural overview. Changes from
the original BASC will be highlighted during the
overview.Particular attention will be given to
how the BASC-2 is expected to perform compared
to the BASC, highlighting similarities and differences.
Reliability and validity evidence gathered on
the BASC-2 during standardization will be presented.
Throughout the workshop, attendees will be encouraged
to ask questions and provide examples of topics
being discussed. Such discussion is expected to
enrich and complement the information being presented.
This workshop is designed to help you:
1. Summarize the changes between the first and
second editions of the Behavior Assessment System
for Children (BASC);
2. Recognize the scales offered on the BASC-2
assessment;
3. Interpret the scales offered on the BASC-2
assessment;
4. Integrate the results provided by the BASC-2
into the overall evaluation process for child/adolescent
behavior disorder.
Faculty:
Cecil R. Reynolds, PhD, Texas A&M University,
College Station, TX
Enrollment Limit:
55
CE Credits:
4
Time:
8a – 11:50a
131 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:
55
CE Credits:
7
Time:
8a –4:50p
132 Basic Concepts
in Exploratory and Confirmatory Factor Analyses:
Understanding EFA and CFA Ideas and Linkages
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 (EFA) and confirmatory
(CFA) applications, with a particular emphasis
on understanding EFA and CFA in relation to each
other. This workshop is for faculty and graduate
students who have some familiarity with factor
analysis, but who would like a refresher, 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. The workshop will draw
on Professor Thompson's new factor analysis book
(http://www.apa.org/books/4316025.html), recently
published by APA.
Course Level: Introductory
This workshop is designed to help you:
1. Utilize computer printouts to interpret factor
analysis results;
2. Interpret research reports in which factor
analysis methods have been utilized;
3. Evaluate the likelihood that factors will replicate
in future research;
4. Understand both the commonalities and the differences
in EFA versus CFA methods;
5. Interpret second-order factors extracted from
first-order factors; and
6. Utilize factor analysis methods to factor entitles
other than variables (e.g., people).
Faculty:
Bruce Thompson, EdD, Texas A&M University,
College Station, TX, and Baylor College of Medicine,
Houston, TX.
Enrollment Limit:
55
CE Credits:
7
Time:
8a –4:50p
133
Bipolar Disorder in Children and Adolescents
Until recently, bipolar disorder (also known as
manic depression) was only rarely diagnosed in
children. Bipolar disorder is a chronic, recurring,
serious, and potentially life-threatening disease.
If left untreated, episodes are likely to grow
more severe and resistant to treatment. Bipolar
disorder also responds poorly to many of the first-line
treatments for more common disorders such as depression
or ADHD. At the same time, some of the most effective
treatments for bipolar disorder have not been
investigated in children as thoroughly as in adults,
and they carry much more serious risks of side
effects than many interventions used with children.
For all of these reasons, it is vital to accurately
recognize and know how to treat bipolar disorder.
This INTERMEDIATE workshop discusses key issues
in assessment and treatment, including recent
innovations in assessment and treatment developed
at the Stanley Medical Research Center at Case
Western Reserve University, one of the leading
research groups investigating juvenile bipolar
disorder.
In addition to a detailed handout (more than 120
slides), copies of three new assessment instruments
in the public domain and several handouts that
are useful adjuncts in CBT will be provided, along
with an annotated reference list.
This workshop is designed to help you:
1. Identify differences between the typical presentation
of bipolar disorder in children versus the “classic”
adult presentation;
2. Learn which symptoms and risk factors are helpful
in recognizing bipolar disorder, and which may
be “red herrings”;
3. Learn what assessment procedures are available
to aid in differential diagnosis and measuring
response to treatment, and what the evidence base
is that supports them;
4. Learn how often bipolar disorder might be occurring
in children and adolescents in different settings,
such as public schools, outpatient services, forensic
settings, and inpatient units;
5. Learn how to best interpret test results, taking
into account the clinical setting in which one
works;
6. Understand the framework for applying cognitive
behavioral techniques with adolescents who have
bipolar disorder;
7. Learn specific techniques to use in session
with adolescents with bipolar disorder.
Faculty:
Eric Youngstrom, PhD, Case Western Reserve University,
Cleveland, OH; Norah Feeny, PhD, Case Western
Reserve University, Cleveland, OH
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
134 Chronic Fatigue
Syndrome and Fibromyalgia: Methods of Assessment
and Treatment
Chronic fatigue syndrome (CFS) and fibromyalgia
(FM) are controversial and poorly understand illnesses
without clearly defined causes or well-established
treatments. In this INTRODUCTORY workshop, participants
will learn about illness controversies, theories
of causation, recently developed methods of psychological,
behavioral, and community assessment, and innovative
treatment strategies using cognitive, behavioral,
and experiential methods. Using our mind/body
approach, clinicians can offer realistic hope
for substantial improvement to these patients.
FOR CLINICIANS who work with patients who have
CFS or FM; also, RESEARCH PSYCHOLOGISTS who study
these illnesses.
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 and theories
of causation in CFS and FM;
3. Assess and differentially diagnose CFS, FM,
clinical depression, somatization disorder and
generalized anxiety disorder in the clinical setting;
4. Understand the relation between coping and
potential improvements in CFS and FM;
5. Understand how lifestyle, stress factors, and
illness interact in order to identify targets
for clinical intervention; and
6. Adapt a seven step cognitive-behavioral improvement
approach 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
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
135 Consultation
and Treatment in Obstetrics and Gynecology
This skills-focused, INTERMEDIATE workshop will
present assessment and treatment strategies to
promote women's health and mental heath in obstetrics
and gynecology. Interventions for women experiencing
difficulties with sexual functioning, infertility,
and chronic gynecologic conditions will be discussed.
Cases describe women at different points in the
life cycle with a broad range of obstetrical and
gynecological problems. Examples of assessment
tools and consult forms will also be provided.
Guidelines for providing collaborative care with
reproductive endocrinologists, obstetricians and
gynecologists, and practice development issues
in women's health will be reviewed.
This workshop is designed to help you:
1. Assess sexual functioning in women across the
life span;
2. Apply the PLISSIT model, an intervention tool
for persons with sexual problems;
3. Identify common psychosocial issues and reactions
in women and couples with fertility;
4. Utilize psychological interventions to reduce
stress associated with infertility and its treatment;
5. Apply psychological interventions to improve
the health and well being in women with chronic
gynecologic conditions;
6. Facilitate women's preparation for gynecological
diagnostic and treatment procedures; and
7. Utilize consultation guidelines and strategies
in ob/gyn settings that enhance women's health
and mental health outcomes.
Faculty:
Helen L. Coons, PhD, Women's Mental Health Associates,
Philadelphia, PA; Susan H. McDaniel, PhD. University
of Rochester Medical Center, Rochester, NY, and
Gail E. Wyatt, Ph.D, UCLA Neuropsychiatric Institute.
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
136 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. Videotapes 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:
55
CE Credits:
7
Time:
8a –4:50p
137
Facing the Challenge of Liability in Psychotherapy:
Practicing Defensively
Facing the Challenge of Liability in Psychotherapy:
Practicing Defensively (authored by the instructor)
received the 2001 Gradiva best book award by the
National Association for the Advancement of Psychoanalysis.
This INTERMEDIATE/ADVANCED course is based on
the dynamic and risk management aspects of the
book.
Psychoanalysis as well as dynamic psychotherapy
necessarily involves establishing a working relationship
with the client over an extended period of time.
But the history of such therapeutic relationships
demonstrates the perils and pitfalls of this type
of intimacy. How can issues of multiple roles,
interpersonal boundaries, and real personal involvements
around such things as gift-giving, disclosures,
bartering, field trips, and telephone or E-mail
contacts be considered in the most professional
manner possible? What are the sources of most
false accusations against therapists and how can
they be averted and/or dealt with safely, productively,
and professionally? Where are the dangers coming
from that threaten psychotherapists, clients,
and the psychotherapy process today and how can
we learn to practice defensively? Issues of record
keeping, informed consents, business contracts,
professional consultation and response to complaints
will all be considered.
This workshop is designed to help you:
1. Identify areas of high risk in advance and
to take appropriate preventative measures;
2. Develop skills to limit liability with supervisees,
students, and colleagues as well as clients; and,
most importantly; and
3. To learn how to cultivate an attitude of mindfulness
regarding accountability and risk management in
psychoanalysis and psychodynamic psychotherapy.
Faculty:
Lawrence E. Hedges, PhD, ABPP, The Listening Perspectives
Study Center, Orange, CA;
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
138 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:
32
CE Credits:
7
Time:
8a –4:50p
139 Multidimensional
Multi-source Assessment: Youth Diagnosis, Treatment
Planning, and Outcome Evaluation
Managed care expectations and limited clinician
resources require efficient assessment techniques
for children and adolescents. This INTRODUCTORY
workshop provides practical assessment skills
for one "family" of parent (Personality
Inventory for Children Second Edition, PIC-2:
standard format and Behavioral Summary profiles),
teacher (Student Behavior Survey, SBS), and student
(Personality Inventory for Youth, PIY) measures.
A variety of diagnostic issues, including symptom
and diagnostic comorbidity, informant validity
scales, actuarial interpretation, application
of subscale within scale structure, and the measurement
of behavioral change will be considered using
multiple case studies. The benefits of objective
multidimensional measurement for diagnosis, treatment
planning and evaluation, and the challenges introduced
when multiple informants are surveyed are explored
in detail.
This workshop is designed to help you:
1. Consider the benefits of multidimensional inventories
in meeting the challenges of contemporary assessment;
2. Understand the merits and challenges of applying
multi-source assessment;
3. Discuss test characteristics that should be
considered in selecting tests to be applied;
4. Learn the structure and mechanics of one “family”
of objective multidimensional scales;
5. Gain an understanding of the issues in applying
objective multidimensional assessment by considering
a variety of straightforward and complex applications
in diagnosis/classification, treatment planning,
and outcome assessment; and
6. Consider whether a set of unique psychometric
standards (versus those derived from the study
of ability and achievement measures) should be
applied to the assessment of child adjustment.
Faculty:
David Lachar, PhD, University of Texas –
Houston Medical School, Houston, TX.
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
140 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:
8a –4:50p
141 Beginner's
Guide to Structural Equation Modeling: Basic Concepts
and Applications
This INTRODUCTORY workshop presents a nonmathematical
introduction to the underlying rationale and basic
concepts associated with structural equation modeling
(SEM). It is built around the presentation of
generically-labelled models void of specific program
notation. Participants are shown how to decompose
basic models into linear structural equations
that serve in specifying hypothesized models.
Although designed for researchers having no knowledge
of SEM, a basic knowledge of multiple regressions
is recommended and some knowledge of factor analysis
may be helpful.
This workshop is designed to help you:
1. Utilize structural equation modeling to test
for the validity of hypothesized factorial and
causal structures;
2. Model schematically hypothesized factorial
and causal structures;
3. Translate components of an hypothesized model
into linear structural equations; and
4. Apply the evaluative process associated with
testing for goodness-of-fit between a hypothesized
model and the related data.
Faculty:
Barbara M. Byrne, PhD, Professor Emeritus, School
of Psychology, University of Ottawa, Ontario,
Canada
Enrollment Limit:
30
CE Credits:
4
Time:
1p – 4:50p
142
Community Readiness: Enhancing Action and Building
Community Capacity for Intervention
The Community Readiness Model (CRM) is an innovative
model for assessing the level of readiness of
a community to implement successful intervention
strategies. It can assist with assessing readiness
of: a community to address a variety of social
problems; @) organizations to address issues such
as cultural competency, introduction of new programs,
and reorganization/restructuring. In order to
be successful, strategies of intervention must
be appropriate for the community's stage of readiness.
The model has been widely embraced by communities
and has been used successfully in remote villages
as well as rural and urban communities throughout
the United States.
This workshop is designed to help you:
1. To train participants to assess the readiness
of communities to initiate prevention and/or intervention
efforts;
2. To increase awareness of community, cultural,
and attitudinal barriers to implementing effective
prevention and intervention;
3. To provide communities and helping professional
with an effective tool to gather information,
enhance community action, invest the community
in an issue, advance the state of knowledge on
the issue, and develop prevention and intervention
strategies;
4. To provide information that will assist professional
to applying and adapt the readiness model to their
professional and community environments.
Faculty:
Pamela Jumper Thurman, PhD, Tri Ethnic Center
for Prevention Research – Colorado State
University, Ft. Collins, Colorado; Ruth W. Edwards,
PhD, Tri Ethnic Center for Prevention Research
– Colorado State University, Ft. Collins,
Colorado; Barbara A. Plested, PhD, Tri Ethnic
Center for Prevention Research – Colorado
State University, Ft. Collins, Colorado
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
143 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 (statistically
driven) 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, ABPP, Independent Practice, Salt
Lake City, Utah
Enrollment Limit:
55
CE Credits:
4
Time:
1p – 4:50p
Saturday
144 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
beliefs will be presented. Case examples, demonstration
roleplays, completion of worksheets, and a videotape
will illustrate specific techniques.
This workshop is design 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:
32
CE Credits:
4
Time:
8a – 11:50a
145
Teaching the Psychology of Men
The purpose of this INTRODUCTORY workshop is to
assist psychologists in developing course work
on the psychology of men using the theoretical
and empirical literature on men and masculinity.
Participants will learn basic knowledge on how
to create a psychology of men course or how to
infuse this content into existing courses on gender
or the psychology of women . Each presenter will
share their syllabi, reading materials, class
manuals, evaluation processes, and other resources.
The workshop will discuss pedagogical processes
such as traditional lecturing, psychoeducational
techniques, group discussion approaches, use of
video media, student assessment techniques, managing
classroom problems, and the infusion of diversity
and multiculturalism as critical content.
This workshop is designed to help you:
1. Design a psychology of men course or incorporate
the psychology of men into existing courses;
2. Locate syllabi, core concepts, readings, media,
self assessments, and other resources to teach
the psychology of men;
3. Utilize multiple teaching methods when teaching
the psychology of men including psychoeducational
and multicultural approaches; and
4. Enumerate the critical problems/dilemmas and
solutions when teaching the psychology of men.
Faculty:
James M. O'Neil, PhD, University of Connecticut,
Storrs, CT; Christopher Kilmartin, PhD, Mary Washington
College, Fredericksburg, VA; Michael Addis, PhD,
Clark University, Worcester, MA; James R. Mahalik,
PhD, Boston College, Chestnut Hill, MA.
Enrollment Limit:
32
CE Credits:
4
Time:
8a – 11:50a
146 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. Conceptualize and assess various aspects of
sexual orientation;
2. Identify phase-specific psychotherapeutic interventions
that facilitate LGB identity formation;
3. Acknowledge heterosexist bias in certain diagnostic
considerations for sexual minority clients;
4. Select interventions and resources that address
psychosocial issues and developmental challenges
specific to LGB adolescents, as well as midlife
and older adults;
5. Recognize psychotherapeutic and systemic interventions
that 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 that enriches spirituality for bisexuals,
lesbians, and gay men.
Faculty:
Kathleen Y. Ritter, PhD, California State University,
Bakersfield, Bakersfield, CA
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
147 Diagnosis, Treatment, and Fair Assessment Using CAS & PASS Theory
CANCELLED
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. Next, I will illustrate how this cognitive processing theory can be used to identify children with Specific Learning Disabilities following IDEA Reauthorization guidelines. 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. Special emphasis will also be placed on the value of the PASS theory as operationalized by the CAS for 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. Apply PASS for LD diagnosis following the definition in the Reauthorization of IDEA;
3. Describe Planning, Attention, Simultaneous, Successive (PASS) Theory;
4. Assess and interpret the PASS theory using the Cognitive Assessment System;
5. Utilize PASS to identify the cognitive problems ADHD and LD Children have; and
6. Apply CAS for fair assessment and effective intervention design.
Faculty:
Jack A. Naglieri, PhD, George Mason University, Fairfax, VA
Enrollment Limit:
55
CE Credits:
7
Time:8a –4:50p
148
Ethical Considerations in Child Custody Evaluation
Custody evaluatiors rely on multiple data sources
to arrive at parenting plan recommendations. The
standards for admissibility of expert testimony
demand we utilize techniques that are generally
accepted in the professional community, are relevant
and reliable for the purpose used, and meet general
standards for scientific practice. This INTERMEDIATE
workshop will review common practices against
this standard, and distinguish between those practices
that are merely generally accepted and those that
are sufficiently relevant and reliable to meet
the heightened standards for admissibility. Further,
attention will be given to cross-cultural custody
matters, and use of consultation to assist in
evaluating litigants of diverse cultures.
Some particularly “hot” areas of custody
and access inquiry will be examined closely, including
sexual abuse allegations; allegations of parental
alienation; and requests for relocation. Base
rates, outcome studies, and court findings will
be reviewed and practice guidelines will be distilled
from that research.
The HIPAA issues unique to forensic practice will
be examined, with particular attention to the
child custody litigant’s rights regarding
accessing and/or amending records. Workshop participants
will be provided with guidelines about how to
become HIPAA compliant in child custody evaluation
practices.
This workshop is designed to help you:
1. Develop a protocol for the ethical practice
of child custody evaluation;
2. Broaden appreciation for the risks in maintaining
dual relationships with custody litigants;
3. Determine how to put HIPAA privacy practices
in place in custody evaluations;
4. Distinguish between those determinations that
can reasonably be made by a psychologist and those
that are outside the expertise of psychology;
5. Learn how to effectively use consultation to
strengthen custody evaluation: for increased understanding
of cultural differences; for input on ethical
dilemmas; and for assistance in areas beyond one’s
expertise.
Faculty:
Mary A. Connell, EdD, Private Practice, Fort Worth,
TX;
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
149 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:
55
CE Credits:
7
Time:
8a –4:50p
150
How Psychologists can Influence Policy and Advocate
for the Underserved
Although psychologists have a tremendous amount
to offer in the public policy arena, few in the
field have received any formal training or practice
in effective advocacy. Psychologists, with limited
knowledge of advocacy, often miss opportunities
to successfully advocate for the inclusion of
psychology in federal programs and for securing
funding for psychological research, services,
and professional education and training. This
INTRODUCTORY/INTERMEDIATE workshop will train
new advocates to utilize a variety of important
strategies and techniques for influencing social
policy at the local, state, and national level.
In addition, more seasoned advocates will have
the opportunity to practice their skills and be
updated on new legislative issues of interest.
All participants will be invited to join one of
two interest groups, focusing on aging issues
or trauma and abuse, to gain in depth exposure
and practice utilizing their new skills. Participants
will be briefed on current legislative examples
from their identified interest area in order to
prepare and practice their effective advocacy
skills. Opportunities will be provided to view
model interactions between seasoned lobbyists
and psychologists with experience as advocates.
In addition, participants will receive an Advocacy
Toolkit for future use and will be encouraged
to join the network of psychologist-advocates
that work alongside the APA Public Policy Office.
This workshop is designed to help you:
1. Describe the value of advocacy, as an individual
and a psychologist;
2. Develop skills to raise awareness of the contributions
that psychology makes at the local, state, and
national level;
3. Apply psychological science and practice to
policy development;
4. Apply personal power to achieve individual
and professional goals;
5. Identify mechanisms to persuade powerful policy
makers to support psychological services, research,
and training;
6. Practice effective advocacy techniques that
can be utilized at the local, state, and federal
level;
7. Utilize effective strategies to advocate on
behalf of underserved populations and communities
at risk.
Faculty:
Nina G. Levitt, EdD, American Psychological Association
Education Policy Office, Washington, DC; Diane
L. Elmore, PhD; APA Public Interest Policy Office,
Washington, DC; Sheila L. Forsyth, MEd, The Rosalynn
Carter Institute for Human Development, Washington,
DC; Deborah A. DiGilio, MPH, APA Office on Aging,
Washington, DC
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
151
Interpersonal Psychotherapy for Depression
Interpersonal Psychotherapy (IPT) is a time-limited
psychotherapeutic treatment for depression that
has been found to be effective in a variety of
short- and longer-term treatment studies. IPT
for depression focuses on one or two interpersonally
relevant problem areas: Grief, interpersonal dispute,
role transition, and interpersonal deficits. In
this INTRODUCTORY workshop, participants will
be taught the basic goals, strategies, and techniques
of IPT. Use will be made of videotapes and role-play.
This workshop is designed to help you:
1. Understand the theoretical and empirical origins
of interpersonal psychotherapy (IPT) for depression;
2. Conduct an interpersonal inventory;
3. Learn the basic structure of the three phases
of IPT;
4. Understand the goals and strategies used to
treat the four IPT interpersonal problem areas;
5. Describe how IPT was applied to an adolescent
and adult treated with IPT;
6. Begin to apply the IPT in your own psychotherapeutic
work with depressed clients; and
7. Become familiar with salient research on the
usefulness of IPT in the treatment of depression.
Faculty:
Gregory A. Hinrichsen, PhD, The Zucker Hillside
Hospital, Glen Oaks, NY; Kathleen F. Clougherty,
MSW, ACSW, Independent Practice, New York, NY
Enrollment Limit:
55
CE Credits:
7
Time:
8a –4:50p
152 Psychosocial
Issues Near the End-of-Life: Considerations for
Psychologists
End-of-Life concerns have been receiving increased
attention by both individual psychologists and
the American Psychological Association. This workshop
is designed to help participants better understand
the psychosocial issues involved, and their potential
roles, in end-of-life situations. It requires
an INTRODUCTORY level knowledge of the subject
matter. Suggestions for clinical work with clients
and significant others will be included, with
special emphasis on cultural factors and on assessment
considerations. Ethical and legal issues will
be thoroughly reviewed.
This workshop is designed to help you:
1. Summarize the major end-of-life decisions facing
individuals who are dying;
2. Identify at least five psychosocial issues
often experienced by dying individuals and their
loved ones;
3. Identify the roles of the psychologist in end-of-life
discussions;
4. Identify at least three strategies the psychologist
might use for each of the roles reviewed;
5. Outline the major areas to be examined when
assessing a person (making end-of-life decisions)
for impaired judgment;
6. Explain how cultural issues can affect end-of-life
discussion and decisions; and
7. Outline the ethical and legal issues psychologists
should consider when involved in end-of-life situations.
Faculty:
James Werth, Jr, PhD, University of Akron, Akron,
OH; John R. Anderson, PhD; APA Office on AIDS,
Washington, DC
Enrollment Limit:
32
CE Credits:
7
Time:
8a –4:50p
153 Structural
Equation Modeling with EQS: Basic Applications
and Programming
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.
This workshop is designed to help you:
1. Comprehend the Bentler-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 the 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 analytic (CFA) and
full (SEM) causal models.
Faculty:
Barbara M. Byrne, PhD, Professor Emeritus, School
of Psychology, University of Ottawa, Ontario,
Canada
Enrollment Limit:
30
CE Credits:
7
Time:
8a –4:50p
154 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
Enrollment Limit:
55
CE Credits:
7
Time:
8a –4:50p
155 Violence Prevention
in the Early Years
Few violence prevention strategies focus on the
early years - the critical period of child development.
The ACT- Adults and Children Together - Against
Violence program is designed to fill this gap
by translating research findings on child development,
violence and aggression, and evidence-based interventions
into an initiative that focuses on children by
reaching the influential adults in their lives.
The program purpose is to educate adults and promote
social skills to prevent violence in the lives
of young children. This INTERMEDIATE workshop
is based on the ACT National Training program
developed by the American Psychological Association
(APA) and the National Association for the Education
of Young Children (NAEYC) with experts in child
development, violence prevention, and early childhood
education.
This workshop is designed to help you:
1. Recognize roots and forms of aggression and
violence in young children’s lives;
2. Recognize the psychological impact of violence
on the lives of young children;
3. Utilize effective strategies to disseminate
early violence prevention information to culturally
and racially diverse groups of adults;
4. Teach anger management skills to adults;
5. Teach media literacy skills to adults; and
6. Identify ways to be involved with the ACT program
in the community.
Faculty:
Jacquelyn Gentry, PhD, Public Interest Initiatives
Office (retired), APA, Washington, DC; Caroline
Carney, PhD, Monterey Peninsula College, Monterey,
CA; Julia Silva, Diplome d’Etudes Approfondies/Doctorate
of 3rd Cycle, Public Interest Directorate, APA,
Washington, DC.
Enrollment Limit:
25
CE Credits:
7
Time:
8a –4:50p
156
Cancer Sticks and Demon Rum: Treating Addictive
and Co-Occurring Disorders
The purpose of this INTERMEDIATE workshop is to
enhance the knowledge and clinical skills of psychologists
in recognizing and treating clients with substance
abuse. Despite the realities that nearly every
other cigarette in America is consumed by someone
with a DSM-IV diagnosis, and that over 50% of
persons with psychological problems have concomitant
alcohol use disorders, many psychologists feel
they lack the special skills and competence to
treat the two leading substances of abuse (and
others). Techniques for effectively intervening
with clients who use substances, based on materials
developed or supported by NIAAA, NIDA, CSAT, and
the State of Arizona, will be presented. A key
focus will be to illustrate why psychologists
are actually particularly well suited to intervene
in this area, primarily due to our clinical training,
empirical mindset and client centered style.
This workshop is designed to help you:
1. Acquire knowledge about the occurrence and
impact of the two most common drugs of abuse,
particularly in persons with co-occurring psychological
problems;
2. Recognize, screen, and assess substance use
in your clients;
3. Learn effective interventions/strategies for
clients who have substance problems, based upon
CBT (SMART Recovery®), Motivational Interviewing,
and other empirically supported methods;
4. Practice intervention techniques presented
and receive feedback.
Faculty:
Pat Penn, PhD, La Frontera Center, Inc., Tucson,
AZ; Eric E Schindler, PhD, La Frontera Center,
Inc., Tucson, AZ
Enrollment Limit:
32
CE Credits:
4
Time:
1p – 4:50p
Sunday
157
Antidepressant and Anxiolytic Treatment Update:
Integration of Psychopharmacology and CBT
We designed this workshop to review the use of
common antidepressant and anxiolytic medications
and the successful integration of cognitive-behavioral
and medication therapies. The antidepressant teaching
is based on understanding the division of antidepressants
into seven classes according to their neurotransmitter
effects. This provides a logical approach to selection
of medications based on side effect profiles.
We will also cover strategies for treating non-responders
with either sequential monotherapy or augmentation.
We will identify medical illnesses, medication
side effects, and drug effects that can produce
depressive or anxiety symptoms. The anxiolytic
teaching focuses on risks-benefits of SSRI and
benzodiazepine in treatment of common anxiety
disorders, including strategies for successful
and safe withdrawal from sedative-hypnotics. Finally,
we will review and describe the use of practical
outcome measures to track and guide treatment.
This workshop is designed to help you:
1. Identify different classes of antidepressants
and anxiolytics by their neuroreceptor actions
and compare strategies for their use;
2. Demonstrate awareness of indications for sequential
monotherapy vs. augmentation strategies in nonresponders;
3. Integrate cognitive-behavioral problem-focused
strategies to enhance psychopharmacological treatment
of depressive and anxiety disorders, including
use of appropriate outcome measures to assess
response and modify treatment; and
4. Demonstrate awareness of hazards of anxiolytic
withdrawal and implement safe withdrawal plan
from anxiolytic medications.
Faculty:
James M. Meredith, PhD, U.S. Air Force, Kirtland
Air Force Base, NM; John F. Drozd, PhD, Lexicor
Health Systems, Inc., Boulder, CO
Enrollment Limit:
32
CE Credits:
4
Time:
8a – 11:50a
158
Child Victimization in a Digital Age: Psychosocial
Effects and Prevention
This INTERMEDIATE workshop explores strategies
to empower children and youth in navigating digital
environments with awareness. Electronic communication
has been used to bully, harass, threaten, and
exploit victims. Workshop participants will explore
lessons and activities which can engage children
in assessing risky situations, developing appropriate
coping techniques, and practicing responsible
decision making online. A developmental approach
for presenting key ideas associated with cybersafety
will be explored in conjunction with efforts to
achieve abuse prevention outcomes in a digital
world.
This workshop is designed to help you:
1. Examine issues associated with the social interaction
of youth on the Internet and their engagement
with other emerging communication technologies;
2. Summarize findings of studies on children’s
risk for exploitation in digital environments;
3. Recognize mental health implications of cyber-risks
to child and adolescent development as well as
the differential role of mediating factors in
protecting young people’s well being in
cyberspace; and
4. Identify relevant prevention strategies that
may foster productive and protective learning
experiences for youth online, including developmentally
appropriate activities for assessing risk and
coping with problematic situations.
Faculty:
Ilene R. Berson, PhD, University of South Florida,
Tampa, FL; Michael J. Berson, PhD, University
of South Florida, Tampa, FL; Liz Butterfield MNZM,
Internet Safety Group, Auckland, New Zealand
Enrollment Limit:
32
CE Credits:
4
Time:
8a – 11:50a
159
Culturally Competent neuropsychological assessment
of Hispanic-Americans
This workshop will review ethical guidelines and
specific practices that are of utmost importance
when conducting a Spanish language neuropsychological
assessment. Several psychological tests that are
presently used by psychologists practicing in
the US will be reviewed, underscoring their strengths
and weaknesses in a clinical and practical environment.
Three cases will be presented including two forensic
and one medical referral question.
This workshop is designed to help you:
1. Understand basic components and requirements
of culturally competent neuropsychological assessment
of Hispanic-Americans;
2. Review and identify standardization and norming
issues that are particularly significant in Spanish-language
testing;
3. Know and select Spanish language tests that
are currently available along with their strengths
and weaknesses.
Faculty:
Carmen Inoa Vazquez, PhD, ABPP, Institute for
Multicultural Behavioral Health at Bellevue Hospital
and New York University School of Medicine, NY;
Lorna Myers, PhD, Bilingual Neuropsychology Center,
NY
Enrollment Limit:
32
CE Credits:
4
Time:
8a – 11:50a
160
Evidence-Based Practice in Clinical Psychology
This INTRODUCTORY workshop will focus on key professional
and conceptual issues in evidence-based psychological
practice and will provide detailed information
on readily available resources for participants
to maintain their knowledge of scientific research
relevant to their practices. The workshop begins
with an overview of evidence-based healthcare,
in which judicious and informed use is made of
current best evidence to inform clinical decisions
and deliver clinical services. Next, the conceptual
and pragmatic issues that must be considered in
the development of standards for evidence-based
assessments of child, adolescent, and adult disorders
will be examined. Recent task force initiatives
on evidence-based treatment practices within APA
will then be reviewed, including Empirically Supported
Treatments and Empirically Supported Psychotherapy
Relationships. In this context we will consider
both criteria used and lists generated by the
task forces. We will also discuss concerns expressed
about the potential professional impact of this
work. The results of these task force efforts
will be examined in light of other evidence-based
initiatives in psychology and the Cochrane Collaboration
reviews of assessment and treatment. Direction
will be provided for integrating the information
provided by these initiatives and for applying
this integration in routine practice.
This workshop is designed to help you:
1. Identify criteria for evidence-based clinical
assessment;
2. Understand and use the results of recent initiatives
for promoting evidence-based psychotherapy;
3. Integrate evidence-based assessment and evidence-based
treatment in your practice; and
4. Identify and use web-based resources for maintaining
knowledge of evidence-based developments.
Faculty:
John Hunsley, PhD, University of Ottawa, Ottawa,
Ontario, Canada
Enrollment Limit:
55
CE Credits:
4
Time:
8a – 11:50a
161
How to Give a Deposition
This INTRODUCTORY workshop explains the fundamental
differences between courtroom testifying and depositions,
such as situational factors (e.g., usually conducted
at the psychologist’s office), the questioning
(typically extensive, aggressive and grueling),
and the responding by the psychologist (e.g.,
succinct but not evasive). Advice from legal authorities,
including judges, attorneys, and forensic psychiatrists
and psychologists, forms the content of this workshop.
Many “good” and “bad”
responses to ambiguous, confusing and intimidating
questions are presented. The workshop concludes
with videotape excerpts of expert testifying,
role playing, and small group discussion.
This workshop is designed to help you:
1. Explain the differences between testifying
in a courtroom and at a deposition;
2. Prepare for a deposition;
3. Recognize and respond to difficult questioning;
and
4. Identify 10 ways to ruin your testimony.
Faculty:
William T. Tsushima, PhD, Straub Clinic and Hospital,
Honolulu, HI
Enrollment Limit:
55
CE Credits:
4
Time:
8a – 11:50a
162
Introduction to Cognitive Ability and Personality
Testing for Employment Decisions
Employment tests have enjoyed a long history of
success in helping organizations improve the quality
of their workforce. However, employment tests,
like other selection procedures, are subject to
scrutiny by government agencies, labor organizations,
and the judicial system. This workshop will focus
on the evidence to support the use of cognitive
ability tests and personality tests, the legal
environment in which employment selection occurs,
and issues related to the use of both types of
employment tests.
This workshop is designed to help you:
1. Understand the sources of evidence that may
contribute to validity inferences in employment
testing;
2. Understand the legal framework in which employment
tests are used;
3. Summarize the research on cognitive ability
and personality tests and identify issues associated
with their use; and
4. Apply the topics covered to scenarios to identify
the relevant issues and the implications of various
courses of action.
Faculty:
Wanda J. Campbell, PhD, Director of Employment
Testing, Edison Electric Institute, Washington,
DC; Deirdre Knapp, PhD, Manager of Assessment
Research, Human Resources Research Organization
(HUMRRO), Alexandria, VA
Enrollment Limit:
60
CE Credits:
4
Time:
8a – 11:50a
163
Using and Interpreting the KABC-II & KTEA-II
Course Level: Introductory
This INTRODUCTORY workshop will teach the foundations,
interpretation, and applications of the second
editions of the Kaufman Assessment Battery for
Children (KABC-II) and the Kaufman Test of Educational
Achievement (KTEA-II). Presenters will review
the two theories of intelligence that underlie
the KABC-II—Luria’s neuropsychological
processing theory and the Cattell-Horn-Carroll
(CHC) psychometric model of broad cognitive abilities—and
describe how the KABC-II scales reflect each theory.
They will explain how the examiner selects the
theoretical model to administer to each child
assessed, and will present findings on ethnic
differences and fairness, construct validity,
and clinical applications. For the KTEA-II, presenters
will describe the new KTEA-II subtests, and discuss
the relationship of processing skills measured
by the KTEA-II to the development of reading skill.
In addition, they will integrate constructs measured
by the KABC-II and KTEA-II, discuss the interpretive
significance of key KTEA-II contrasts (listening
vs. reading comprehension, written vs. oral expression),
explain the system for analyzing item errors within
each subtest, and present the tools offered by
the KTEA-II for designing instructional interventions
based on error analysis.
This workshop is designed to help you:
1. Identify the kinds of cases and referral questions
for which the KABC-II is likely to provide useful
information;
2. Interpret scores on KABC-II scales from both
Luria’s neuropsychological-processing perspective
and the CHC psychometric-abilities perspective;
3. Utilize KTEA-II subtests to diagnose reading
problems and identify potentially relevant processing
deficits;
4. Apply results of KTEA-II error analysis to
the design of remedial instruction; and
5. Integrate KABC-II and KTEA-II constructs from
theoretical and educational perspectives.
Faculty:
Alan S. Kaufman, PhD, Yale University School of
Medicine, New Haven, CT; Mark H. Daniel, PhD,
AGS Publishing, Circle Pines, MN
Enrollment Limit:
55
CE Credits:
4
Time:
8a – 11:50a
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