Convention Sessions for CE Credit
Thursday, August 22, 2002

Other Listings: Friday 8/23 | Saturday 8/24 | Sunday 8/25

101 Assessment and Diagnosis with Diverse Older Clients
This INTERMEDIATE workshop will provide clinicians with practical information that they can use to conduct more effective and culturally responsive assessments with elders and their families. Particular attention will be given to the cultural influences outlined in the APA (1993) Guidelines for Providers. Practical strategies will be offered for establishing respectful working relationships with elders, conducting more effective assessments, and making more accurate diagnoses (including the differential diagnosis of dementia and depression).

1. Describe 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 the advantages and disadvantages of standardized tests with older adults; and
4. Gain knowledge that facilitates the differential diagnosis of dementia and depression, particularly with clients of minority cultures.

Faculty: Pamela A. Hays, PhD; Central Peninsula Counseling Services; Kenai, AK
Fees: Member--Advance $100, On-site $140      Nonmember--Advance $140, On-site $180
Enrollment limit: 40
CE Credits: 4
Time: 8/22, Thursday, 9a – 1p                         

102 Competency and Decisional Capacity: Practical and Ethical Issues
The assessment of decisional capacity is a skill central to the clinical practice of psychology. Yet the public and mental health experts are mostly unaware that all such exams invoke an underlying ethical dilemma, rendering them profoundly biased and often invalid. This INTRODUCTORY workshop reviews the ethics, practice guidelines, and technical advances related to capacity exams. Focusing mostly on Bioethics, the speaker will draw on his experience with institutions and state and national officials as he worked to ensure that psychology is included in law and policy related to competency and capacity exams. Case studies and films will be used so that attendees can become clinically, ethically and legally more skillful in conducting such exams.

This workshop is designed to help you:

1. Distinguish competency from decisional capacity;
2. Recognize the ethical principles most commonly applied to Bioethics and Health Care;
3. Define an ethical dilemma and identify the primary ethical dilemma inherent in all examinations of competency and capacity; and
4. Summarize the technological and procedural developments that have improved the process and outcome of capacity exams.

103 Multiple Regression: A Review of the Basics
This INTRODUCTORY workshop provides a review of basic concepts underlying multiple regression analysis. Graduate students and faculty who would like an intuitive explanation of multiple regression, or a refresher, will benefit from this presentation. Background in these methods is recommended for anyone taking workshops #115, #129.

1. Utilize SPSS, SAS, and other computer printouts to implement and interpret multiple regression results;
2. Interpret research results in which regression methods have been utilized;
3. Recognize that all statistical methods are correlational, invoke weights to optimize relationships, and yield effect sizes that are critical to correct interpretation.

Faculty: Bruce Thompson, EdD, Department of Educational Psychology, Texas A&M University and Adjunct Professor of Community Medicine, Baylor College of Medicine, Houston, TX

Fees: Member--Advance $100, On-site $140      Nonmember--Advance $140, On-site $180
Enrollment limit: 75
CE Credits: 4
Time: 8/22, Thursday, 9a – 1p                         

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

This workshop is designed to help you:

1. Update your knowledge on recent research about learning disabilities and ADHD in adults;
2. Identify the most common types of learning disabilities in adults;

3. Recognize key historical factors that can help diagnose learning disabilities and ADHD in adults;
4. Utilize the primary written guidelines for assessment of learning disabilities and ADHD in post-secondary education students;
5. Apply the requirements in these guidelines to assessment and documentation of learning disabilities and ADHD in post-secondary education students;
6. Apply a typical assessment battery, including history, checklists, tests, feedback, and documentation, to evaluating learning disabilities and ADHD in adults; and
7. Identify reasonably acceptable accommodations in school or on the job for adults with learning disabilities or ADHD.

Faculty: Robert L. Mapou, PhD, Independent Practice, Silver Spring, MD
Fees: Member--Advance $175, On-site $245       Nonmember--Advance $245, On-site $315
Enrollment limit: 50
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

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

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

Faculty: Fred Friedberg, PhD, Department of Psychiatry, State University of New York, Stony Brook, NY; Leonard A. Jason, PhD, Department of Psychology, DePaul University, Chicago, IL; Patricia A. Fennell, MSW, CSW-R, Capitol Region Sleep Disorders Center, Albany Medical Center, Latham, NY
Fees: Member--Advance $175, On-site $245      Nonmember--Advance $245, On-site $315
Enrollment limit: 50
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

106 Custody Evaluations with Gay, Lesbian, and Bisexual Parents
This INTERMEDIATE workshop is for those who may work with the legal system and lesbian, gay, bisexual or transgender parents. In this workshop we will survey research on children raised by LGBT parents, including difference in parenting styles between gay and lesbian couples. We will review principles of adoption assessment and custody evaluation as applied to LGBT parents, outlining practices to reduce ethical complaints. We then explore how family law impacts non-heterosexual parents, and how forensic evaluators can respond.

This workshop is designed to help you:

1. Gain knowledge about contemporary research on gay and lesbian parents;
2. Become familiar with findings on the psychological adjustment of children with gay or lesbian parents;
3. Describe empirically demonstrated differences in parenting between gay fathers and lesbian mothers;
4. Relate the empirical research to forensic evaluations;
5. Identify legal issues regarding adoption and custody with gay, lesbian, and bisexual parents;
6. Develop knowledge of recent case law specific to gay and lesbian couples, and implications for forensic psychologists; and
7. Recognize special guidelines for child custody evaluations with gay/lesbian/bisexual parents whose relationships are ending/upcoupling.

Faculty: Marcus C. Tye, PhD, Psychology Department, Dowling University, Oakdale, NY; Suzanne M. Johnson, PhD, Psychology Department, Dowling University, Oakdale, NY
Fees: Member--Advance $175, On-site $245      Nonmember--Advance $245, On-site $315
Enrollment limit: 50
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

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

This workshop is designed to help you:

1. Differentiate coaching interventions from other forms of psychological services (e.g., therapy, consultation, etc.);
2. Apply principles learned to actual cases to determine who is the client, conduct appropriate systems analysis, and develop an intervention strategy;
3. Demonstrate knowledge of ethical issues relevant to the professional practice of executive coaching; and
4. Apply latest knowledge of emerging trends in business leadership to help you build a self-development plan, including issues of skill building, networking, marketing, and practice development.

Faculty: Randall P. White, PhD, Executive Development Group LLC, Greensboro, NC; Sandra L. Shullman, PhD Executive Development Group, LLC, Columbus, OH
Fees: Member--Advance $175, On-site $245      Nonmember--Advance $245, On-site $315
Enrollment limit: 50
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

108 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;
6. Identify and practice interventions addressing religious and spiritual issues; and
7. Identify ethical issues in the integration of religious and spiritual issues in practice.

Faculty: Edward P. Shafranske, PhD, Pepperdine University, Irvine, CA; Robert J. Lovinger, Ph.D., Walden University, Charleston, SC; Siang-Yang Tan, PhD, Fuller Theological Seminary, Pasadena, CA
Fees: Member--Advance $175, On-site $245      Nonmember--Advance $245, On-site $315
Enrollment limit: 30
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

109 Introducing Qualitative Research: How To Do It and Why
Qualitative research is particularly suited to studying populations 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 research 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.

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, Yeshiva University, Bronx, NY; Louise B. Silverstein, PhD, Yeshiva University, Bronx, NY
Fees: Member--Advance $175, On-site $245      Nonmember--Advance $245, On-site $315
Enrollment limit: 30
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

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

This workshop is designed to help you:

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

Faculty: Mark Zelig, PhD, ABPP Independent Practice, Salt Lake City, Utah
Enrollment limit: 50
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

111 Psychopharmacological Management of Anxiety and Depression in Adults: Clinical Advances
This INTERMEDIATE workshop will cover recent advances in the pharmacotherapy of depressive and anxiety spectrum disorders. The latest medications for treatment of anxiety and depression will be covered in detail, including mechanisms of action, clinical characteristics, and dosing and monitoring strategies. Pharmacologic maneuvers will be discussed in the context of an overarching treatment regimen that includes psychotherapeutic and behavioral interventions as its central core.

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.

112 Testing Children and Adolescents for Admissions to Selective Schools and Gifted Programs
Gifted children and youth are among the least well-served students in our schools. Psychologists’ training and practice are focused on dysfunction and rarely on the assessment of high potential. School psychologists and private practitioners need practical skills and an understanding of relevant issues in assessing students for selective admissions to schools and programs as well as evaluating learning and behavioral issues. This ADVANCED workshop will enhance these clinical skills in assessment and providing clinically effective recommendations for the optimal development of high potential students. PLEASE NOTE: This workshop is only open to those credentialed to administer individual intelligence tests. Mandatory, pre-workshop readings can be found at: http://print.ditd.org/apa_workshop

1. Based on evidence derived from longitudinal studies, identify stages of the development of giftedness in children and youth;
2. Articulate issues associated with identification of gifted children including the need for identification, validity of early identification, incorrect identification (i.e., false negative and false positive), and need for out-of-level testing;
3. Articulate issues associated with selective admissions to early childhood and elementary schools;
4. Analyze instruments commonly used in identification and admission to selective programs as well as approaches needed for a complete assessment of gifted individuals. Consider features in testing practice suitable for obtaining maximum effort on standardized measures by this population;
5. Describe the degree of asynchrony often shown in the ability profiles of gifted children and contrast with that typical of average and below-average students;
6. Recognize the interface between giftedness and learning disabilities as well as AD/HD including issues of over- and under-identification; and
7. Recognize the effects on gifted students of misfits with educational settings and peer groups and develop strategies to assist in ameliorating these issues.

Faculty: Julia Osborn, PhD, KGR Pediatric Associates, Lefrack, NY; Nancy M. Robinson, PhD, University of Washington, Seattle, WA
Fees: Member--Advance $175, On-site $245      Nonmember--Advance $245, On-site $315
Enrollment limit: 30
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

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

1. Administer and interpret MMPI-2 of criminal offenders;
2. Discover how MMPI-2s administered in correctional settings differ from those in other clinical settings;
3. Identify criminal offenders’ invalid and dissimulated MMPI-2 profiles;
4. Learn how to use MMPI-2 in needs assessment of incarcerated prisoners;
5. Learn how to use MMPI-2 validity, basic, supplementary, and content scales are most useful for assessing criminal justice settings;
6. Explain the derivation and validation of the Megargee MMPI-2 based Classification System; and
7. Learn to use the Megargee’s Classification System to assess criminal offenders.

Faculty: Edwin I. Megargee, Psychology Department, Florida State University, Tallahassee, FL
Fees: Member--Advance $175, On-site $245       Nonmember--Advance $245, On-site $315
Enrollment limit: 50
CE Credits: 7
Time: 8/22, Thursday, 9a – 5p                         

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

This workshop is design to help you:

1. Conceptualize personality disorder patients according to the cognitive model;
2. Educate patients about their cognitive profile;
3. Explain schemas and core belief to patients; and
4. Use specialized techniques to modify beliefs.

Faculty: Judith S. Beck, PhD, Beck Institute for Cognitive Therapy and Research, Bala Cynwyd, PA
Fees: Member--Advance $100, On-site $140      Nonmember--Advance $140, On-site $180
Enrollment limit: 75
CE Credits: 4
Time: 8/22, Thursday, 2 – 6p                         

115 Exploratory Factor Analyses: An Introductory Primer on Validity Evaluation and Other Applications
The purpose of this INTRODUCTORY training session is to present the rationale for three uses of factor analysis (and especially evaluating the validity of assessment scores), to present the basic concepts of exploratory applications, and to provide basic computer printout interpretation skills. This workshop is for faculty and graduate students who have some familiarity with factor analysis, but who would like a refresher on exploratory applications, and for psychologists who wish an introduction to the basic concepts of factor analytic methods.

This workshop and the related session on Structural Equation Modeling, #117 can either be completed independently or can be taken in conjunction with each other.

This workshop is designed to help you:

1. Utilize computer printouts to interpret exploratory factor analysis (EFA) results;
2. Interpret research reports in which EFA methods have been utilized; and
3. Evaluate the likelihood that EFA factors will replicate in future research.

Faculty: Bruce Thompson, EdD, Department of Educational Psychology, Texas A&M University and Adjunct Professor of Community Medicine, Baylor College of Medicine, Houston, TX
Fees: Member--Advance $100, On-site $140      Nonmember--Advance $140, On-site $180
Enrollment limit: 75
CE Credits: 4
Time: 8/22, Thursday, 2 – 6p                         

116 The Impact of HIV on the Brain and Behavior
There is substantial clinical evidence that HIV directly infects the brain, resulting in neuropsychiatric and central nervous system disorders. Effective symptom relief not only improves quality of life, but may also improve maintenance of antiretroviral treatment.

This INTERMEDIATE program addresses the neuropsychiatric conditions and disorders associated with HIV infection. It introduces assessment tools, provides strategies for client management, and reviews treatment options and referral plans in order to assist non-psychiatrist providers, caregivers and HIV-positive clients who must deal with the psychiatric impact of HIV infection and AIDS.

This workshop is designed to help you:

1. Describe the clinical involvement of HIV in the brain;
2. Identify signs and symptoms of HIV-related brain manifestation;
3. Describe effective strategies for assessment and referral for patients/clients with HIV-related complications of the central nervous system; and
4. List treatment options and potential outcomes for patients/clients with HIV-related complications of the central nervous system.

Faculty: Francisco Fernandez, MD, Dept. of Psychiatry and Behavioral Neurosciences, Loyola University Medical Center, Maywood, IL; John Anderson, PhD, American Psychological Association, Office on AIDS, Washington, DC
Fees: Member--Advance $100, On-site $140       Nonmember--Advance $140, On-site $180
Enrollment limit: 40
CE Credits: 4
Time: 8/22, Thursday, 2 – 6p