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PROGRAMMING
EXHIBITOR INFORMATION
CONTACT INFORMATION
Email: Convention Office
Telephone: 202-336-6020

  Honolulu, Hawaii, July 28-August 1, 2004

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