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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
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