Webinar Recordings (Non-Members)
Competency-Based Clinical Supervision: The Missing Ingredient
Presenters: Dr. Carol Falender is a Fellow of the American Psychological Association (APA) and was President of Division 37, Society for Child and Family Policy and Practice (APA). She is an Adjunct Professor at Pepperdine University and Clinical Professor in the UCLA Department of Psychology. Dr. Edward Shafranske is Professor of Psychology, Muriel Lipsey Chair in Clinical and Counseling Psychology, and Director of the Psy.D. Program in Clinical Psychology at Pepperdine University. In addition, he serves as Associate Clinical Professor of Psychiatry (Voluntary), School of Medicine, University of California, Irvine, and maintains a clinical practice in Irvine, CA. Overview: This webinar presents competency-based clinical supervision as integral to the training and implementation of evidence-based practice. The approach is consistent with the foundational principles of competency-based education and training in which competencies are articulated and systematically assessed (rather than presumed). As evidence based practices have been adopted a first step has been taken to ensure that the models have been implemented as they were designed, intended, and supported by evidence— with fidelity. Supervision has been included as one of the components of implementation and as a mechanism to ensure fidelity; however, full consideration of the component parts of supervision have been largely omitted from discussion and as a result have not been part of the adoption roll-out of evidence-based practices. Increasingly researchers have become aware of this omission and are discussing next steps to ensure the supervision process is integral to the treatment and is in keeping with the parameters of the model. Discussion will also focus on movement from strictly fidelity-based supervision to competency-based supervision, advancing competence through deliberate practice, and specific examples in which researchers have identified costs associated with less systematic supervision practice. Objectives: (1) Describe the role of clinical supervision in the training and implementation of evidence-based treatments; (2) Describe two major features of competency-based clinical supervision; (3) Identify three parts of the learning cycle employed in competency-based clinical supervision. CE Credits Available: 1
Exercise for Mood and Anxiety Disorders
Presenter: Jasper Smits, Ph.D. is a licensed clinical psychologist and professor of psychology at the University of Texas at Austin. The main objective of his research program is to improve the treatment of anxiety disorders (e.g., social anxiety disorder, panic disorder, posttraumatic stress disorder) and related problems (e.g., smoking, overeating, physical inactivity). Jasper has published over 150 articles, book chapters, and books. He is a member of the Scientific Council for the Anxiety and Depression Association of America and an Associate Editor for the Journal of Anxiety Disorders, Journal of Consulting and Clinical Psychology and Cognitive Therapy and Research. A former Beck Institute Scholar at the Beck Institute for Cognitive Behavior Therapy (CBT), Jasper’s clinical practice focuses on CBT of anxiety disorders, depression and related problems. Jasper frequently gives workshops at national and international meetings and has published a number of books aiming to assist therapists and individuals in achieving success in behavior change. Overview: The Content of this webinar is based on a set of empirical studies summarized in the book “Exercise for Mood and Anxiety: Proven strategies for overcoming depression and enhancing well-being.” Objectives: (1) Summarize the efficacy of exercise for mood and anxiety disorders; (2) Utilize strategies to help patients adopt an exercise routine. CE Credits Available: 1
Blending Science and Practice
Presenter: David Tolin, Ph.D., ABPP, is the founder and director of the Anxiety Disorders Center at the Institute of Living, and an Adjunct Professor of Psychiatry at Yale University School of Medicine. He is Past-President of APA Division 12 (Society of Clinical Psychology). Dr. Tolin oversees an outpatient clinic and treats patients, while maintaining an active research program funded by the National Institute of Mental Health. Overview: We will discuss ways for practicing psychologists, particularly those in early career, to blend scientific and clinical activities. These include consuming relevant research, making empirically-informed treatment decisions, contributing to the scientific literature, and adopting an empirical approach to treatment. NO CE Credits Available
CBT with Depressed and Suicidal Adolescents
Presenters: Dr. Mark Reinecke is Professor of Psychiatry and Behavioral Sciences and Chief of the Division of Psychology at Northwestern University’s Feinberg School of Medicine. He is a Distinguished Fellow and former president of the Academy of Cognitive Therapy, and a Diplomat of the American Board of Professional Psychology (ABPP) in Clinical Psychology and Clinical Child and Adolescent Psychology. Dr. Reinecke also is a Fellow of the American Psychological Association and the Association for Psychological Science.
Dr. John Curry received his B.A. in philosophy from Villanova University and his doctorate in clinical psychology from the Catholic University of America. He is a Fellow of the American Psychological Association and of Division 12. He is currently Professor in the Department of Psychiatry and Behavioral Sciences, and the Department of Psychology & Neuroscience at Duke University.
Overview: Adolescent depression and suicide are important clinical and public health concerns. In this workshop we will review the CBT treatment protocol developed for the Treatment for Adolescents with Depression Study (TADS), and will discuss how it can be employed in clinical practice. Objectives: (1) Discuss cognitive, social and biological factors implicated in vulnerability for pediatric depression, and how these inform case formulation; (2) Describe the “modular” CBT protocol developed for the TADS project, and recent developments in modular treatment; (3) List and discuss 5 CBT modules and how they are employed in practice; (4) Discuss primary findings from the TADS and SOFTAD studies. CE Credits Available: 1
Simplifying Complex PTSD: Definition, Measurement and Clinical Utility
Presenter: Dr. Marylene Cloitre is the Associate Director of Research of the National Center for PTSD Dissemination and Training Division at the Palo Alto VA Health Care Services and Clinical Professor (affiliate) of Psychiatry and Behavioral Sciences at Stanford University. Her research and clinical work for the past 20 years has focused on the long-term effects of chronic trauma on social and emotional functioning. She is past-president of the International Society for Traumatic Stress Studies (ISTSS) and was a member of the World Health Organization (WHO) ICD-11 working group on trauma-spectrum disorders. Overview: The credibility of the Complex PTSD diagnoses as recently proposed for the ICD-11 is supported by a growing empirical literature that includes the presence of distinct populations in adults, adolescents, and children that manifest Complex PTSD as compared to PTSD symptom profiles. Complex PTSD populations are now known to be distinct from Borderline Personality Disorder populations with contrasting clinical features. The development of valid and reliable measurement of Complex PTSD is advancing. Objectives: (1) Describe the differences between the ICD-11 definition of PTSD versus Complex PTSD. (2) Describe the types of trauma that create risk for Complex PTSD as compared to PTSD. (3) Recognize differences between Complex PTSD and Borderline Personality Disorder presentations. CE Credits Available: 1
Bipolar Disorder – Advances in Evidence-based Practice
Presenter: Robert Reiser, Ph.D., is a cognitive behavioral therapist in private practice focusing on treatment of individuals and families with serious mental illness and a Fellow of the Academy of Cognitive Therapy. He supervises graduate clinicians in training, teaches classes in cognitive behavioral therapy, and provides workshops, consultation, and technical assistance with a goal of improving treatment of bipolar disorder and schizophrenia in community mental health settings. Dr. Reiser currently works as a consultant with the Felton Institute in San Francisco providing supervision and training for clinicians and case managers using cognitive behavioral therapy for psychosis (CBT-P), and supervises medical residents at the University of California, San Francisco in the Department of Psychiatry. Overview: Material in Webinar developed based on extensive literature review prepared for our second edition Bipolar Disorder, Advances in Evidence-based Practice as part of the Division 12, Society of Clinical Psychology’s Hogrefe Series. First edition sold over 4,500 copies and was translated into Chinese, Japanese and Spanish languages. Literature review was conducted by main author, Larry Thompson and co-authors: Sheri Johnson and Trisha Suppes, well established researches in the field of bipolar disorder. Main author conducted multi-year research study on CBT with bipolar disorder involving over 100 patients. Multiple seminars/workshops provided on Bipolar Disorder, including ABCT and University of California, Berkeley. Objectives: (1) Summarize key evidence-based approaches to the treatment of bipolar disorder; (2) Identify 3 key strategies for assisting patients in stabilizing their mood; (3) Recognize common problems encountered in the treatment of bipolar disorder. CE Credits Available: 1
Mindfulness and Mental Health: Creating Awareness, Flexibility and Freedom
Presenter: Dr. Robyn Walser, is Director of TL Consultation Services, staff at the National Center for PTSD and is Associate Clinical Professor at University of California, Berkeley. As a licensed clinical psychologist, she maintains an international training, consulting and therapy practice. Dr. Walser is an expert in Acceptance and Commitment Therapy (ACT) and has co-authored 4 books on ACT including Learning ACT, The Mindful Couple, Acceptance and Commitment Therapy for the Treatment of Posttraumatic Stress disorder and ACT for Clergy and Pastoral Counselors: Using Acceptance and Commitment Therapy to Bridge Psychological and Spiritual Care. ACT focuses on acceptance and mindfulness as well as commitment to behavior change linked to personal values. As such, mindfulness work has been a longstanding part of her work with clients as well as a personal practice. Dr. Walser has been doing ACT workshops since 1998; training in multiple formats and for multiple client problems. Dr. Walser has been described as a “passionate, creative, and bold ACT trainer and therapist” and she is best known for her dynamic, warm and challenging ACT trainings. She is often referred to as a clinician’s clinician. Her workshops feature a combination of lecture and experiential exercises designed to provide a unique learning opportunity in this state-of-the-art intervention. Dr. Walser has presented her research findings and papers at international and national conferences, universities and hospital settings; and she has been invited to international conferences to speak about ACT. She is invested in developing innovative ways to translate science-into-practice and continues to do research and education on dissemination of ACT and other therapies. She has had a number of leadership roles in international and national organizations and she served as Member At Large and President for the Association for Contextual and Behavioral Science, the main association that houses ACT. Overview: The painful experiences encountered in life may not only lead to problems in functioning, including a variety of behavioral problems ranging from substance abuse to relationship problems, they may also impact our mental health and sense of well-being for long periods of time. Many of the attempts to recover from these experiences involve regaining control over thoughts, sensations, and emotions as the path to living well. While some attempt to control these experiences can be expected and useful, many attempts to control thoughts, sensations, and emotions result in a furthering of the suffering. Mindfulness can be used to reduce these often rigid and inflexible attempts to control negative internal experience by fostering a sense of conscious awareness to the same. Mindfulness work includes assisting clients to develop an awareness to the process and ongoing flow of experience and may be used to facilitate a broader perspective of life and a sense of connectedness with others. Clients engaging in mindfulness may come to see that suffering is a universal experience and this can facilitate greater acceptance of the challenges of life. Mindfulness practice may also help to improve concentration, allowing greater focus in the activities undertaken life as well as promote affect tolerance. It may help clients to cope with stress, anger, and other forms of emotional difficulty. Clients may come to see thoughts and feelings as transient experiences, helping to decrease identification with momentary affective states. Mindfulness can assist clients in experiencing internal events fully and as they are without self-judgment and the added struggle against reality. In a similar way, mindfulness can facilitate finding peace with painful memories. Finally, by fully engaging in the present, life may be experienced in a richer, fuller way. The current presentation explores the use of mindfulness in the treatment of mental health issues. Objectives: (1) state a rationale for why mindfulness can be helpful to in the treatment of mental health issues; (2) summarize the benefits of mindfulness in mental health populations; and (3) describe the utility of mindfulness in creating psychological flexibility, a key contributor to well-being. CE Credits Available: 1
Privacy in the Digital Age: Implications for Clinical Practice
Presenter: Dr. Aaron Drummond is a cognitive psychologist with a particular interest in the way that humans and computers interact. Dr. Drummond’s specific research interests include the psychological effects of digital media use, privacy in the digital age, and the use of technology to aid low intensity CBT interventions for mild to moderate anxiety and depression. Overview: In 2012, privacy breaches exposed the confidential health data of 22.5 million U.S. citizens. Ensuing the privacy of clients is essential in clinical psychology, and a task that has become increasingly complex as technology has evolved. Many current professional guidelines for clinical practice do not consider issues pertaining to potential privacy breaches from sources such as human error, malicious acts, metadata, and surveillance (e.g. APA, 2007, APS, 2013, BPS 2011). By reviewing potential sources of privacy breaches arising from electronic storage and communications use, key areas that might result in privacy breaches are identified – e.g. human error, malicious acts. We conclude with best practice recommendations regarding electronic storage and communication, software choices, and spyware removal designed to minimize privacy risk in mental health care. These recommendations need to be regularly reviewed to continue to minimize the risk of privacy-related breaches in the context of ongoing technological development. Objectives: (1) Describe the major sources of electronic privacy breaches (2) Select appropriate electronic communication tools to minimize the risk of electronic privacy breaches; (3) Prepare an action plan to minimize the risk of electronic privacy breaches in clinical practice. CE Credits Available: 1
Ethical Issues in Providing Services to Governmental Agencies
Presenter: Dr. Corey is a practicing psychologist who specializes in conducting psychological evaluations for government agencies (local, county, state, and federal) in six states and consulting to federal agencies across the United States. He is board certified by the American Board of Professional Psychology in forensic psychology and police and public safety psychology, and he is the founding president of the American Board of Police & Public Safety Psychology. Dr. Corey is a fellow of the American Psychological Association, was recently elected as a representative of Division 18 (Psychologists in Public Service) to the APA Council of Representatives, and is a member of the ABPP Board of Trustees. He has authored or co-authored more than 25 published peer-reviewed articles, book chapters and books, mostly on topics pertaining to high-stakes evaluations of police and public safety applicants and incumbent employees. Overview: The presenter’s practice has focused on services to government agencies (federal, state and local) for more than 35 years. In this webinar, Dr. Corey will discuss ethical challenges unique to working in the government context, as well as strategies for resolving them. In addition, the sometimes dangerous missions and activities of some government agencies can expose psychologists working in them to trauma, either directly or vicariously, and this kind of “practice in extremis” (Johnson et al., 2011) carries additional risks that require mitigation, and advice for undertaking such steps also will be presented. Two models of professional practice will be discussed as foundations for working with and in government agencies: process consultation (Schein, 1989) and scientist-practitioner (LeJeune & Luoma, 2015; Raimy, 1950). Objectives: (1) Identify no fewer than three ethical issues that are unique to the government context or that render their resolution more challenging. (2) Explain how disclosure can satisfy ethical obligations when informed consent is not within the psychologist’s authority to obtain. (3) Describe the potential adverse effects of providing psychological services in extremis and how to mitigate those effects. CE Credits Available: 1
Society of Clinical Psychology’s 2016 Obtaining Postdoctoral Fellowship Position Panel
Presented by: Drs. Russell Bauer, Elizabeth McQuaid, and Denise Sloan. Overview: This presentation provides a panel of presenters representing different areas of postdoctoral training in clinical psychology (adult psychopathology, child clinical, and neuropsychology). The panel members will describe the process of applying and interviewing for postdoctoral fellowship programs (both clinical and research track positions). Panel members will also describe how to navigate the negotiation process.
Society of Clinical Psychology’s 2016 Applying for Internship Panel
Presented by: Drs. Eleanor Mackey, Allison Ponce, Mitch Prinstein and Risa Weisberg. Overview: Applying for a doctoral internship in clinical psychology is a major concern for graduate students, especially in the current climate of imbalance between applicants and sites. In response to the strong interest among our membership on this topic, Society for Clinical Psychology is offering a 60 minute webinar on applying for internship. This webinar will feature a panel discussion among leading experts who will discuss the application process. They will also provide an overview of specific sites, including community mental health centers, Veterans Affairs Medical Centers, and child-focused medical centers. Participants will have the opportunity to ask questions of the panel!
Binge Drinking and Alcohol Misuse Among College Students and Young Adults
Presenters: Kenneth J. Sher, PhD, is a Curators’ Distinguished Professor of Psychological Sciences at the University of Missouri-Columbia. He has published extensively on the etiology and course of substance use disorders (particularly alcohol use disorders) in later adolescence and young adulthood, and is the principal investigator on two large longitudinal studies following student drinkers during their college years and beyond. His research is funded by the National Institude of Health, and he has received over 20 awards for his teaching, mentorship, and research activities, including the Research Society on Alcoholism’s Young Investigator Award, Distinguished Researcher Award, and G. Alan Marlatt Mentoring Award, as well as the American Psychological Association’s Division on Addiction’s Distinguished Scientific Contributions Award.
Rachel P. Winograd is a graduate student in clinical psychology at the University of Missouri-Columbia, where she studies the acute effects of alcohol intoxication on behavior and emotion and helped establish an evidence-based intervention for heavy drinking college students. She received a National Research Service Award from the National Institute of Health to conduct her dissertation work investigating “drunk personality” and geospatial characteristics of college students’ recent drinking episodes. She is currently completing her predoctoral clinical internship with the VA St Louis Health Care System, where she works with Veterans with health and substance use concerns. Overview: This webinar is exclusively based on the content presented in the book Binge Drinking and Alcohol Misuse Among College Students and Young Adults, written by Rachel Winograd and Kenneth Sher. This book was published by Hogrefe Publishing and is part of an acclaimed series on evidence-based practice in psychotherapy. Hogrefe has published at least 36 volumes in this series, and each is reviewed scrupulously by multiple editors attending to scientific content, usefulness of material, and general structure and format. All the material included in this book is based on published peer-reviewed manuscripts and books on or relating to the topic of alcohol misuse and the treatment of addiction. Objectives: (1) Discuss the epidemiology and course of young adult alcohol misuse in general terms, with particular attention to alcohol misuse on college campuses; (2) Describe the utility of three types of alcohol-related assessment measures: screening tools, consumption measures, and consequence measures and their role in treatment for young adult alcohol misuse; (3) List at least four (of eight) important components of Cognitive Behavioral Therapy for alcohol misuse. CE Credits Available: 1
The NIH Loan Repayment Programs: Helping Researchers Stay in Research Through Educational Debt Repayment
Presenter: Jill I. Mattia, Ph.D., is a Clinical Psychologist with over 20 years of experience in clinical research. She received her undergraduate and graduate degrees from The University of Connecticut and the State University of New York at Albany, respectively, and completed a clinical psychology internship at the Eastern Pennsylvania Psychiatric Institute at the Medical College of Pennsylvania. She went on to a Post-Doctoral Fellowship at the Brown University Clinical Psychology Training Consortium and stayed on at Brown in the Medical School as an Assistant Professor. She came to the National Institutes of Health (NIH) six years ago in the Division of Scientific Strategic Planning and Policy Analysis at NIHMD and moved over to the Office of the NIH Director in the Office of Extramural Programs four years ago as a Scientific Program Evaluation Specialist. Her research background includes a Director of Research position at a private company, three NIMH grants in psychiatric assessment totaling approximately $1 million, and one NIH internal evaluation award for approximately $392,000. Her experience includes expertise in design and quantitative methods, comparative treatment outcome investigations, population surveys, diagnostic assessment, psychiatric nosological boundaries, and test construction. Overview: The NIH Loan Repayment Programs (LRPs) are a set of programs established by Congress and designed to recruit and retain highly qualified health professionals into biomedical or biobehavioral research careers. The escalating costs of advanced education and training in medicine and clinical specialties are forcing some scientists to abandon their research careers for higher-paying private industry or private practice careers. The LRPs counteract that financial pressure by repaying up to $35,000 annually of a researcher’s qualified educational debt in return for a commitment to engage in NIH mission-relevant research. Since tomorrow’s medical breakthroughs will be made by investigators starting in their research careers today, the LRPs represent an important investment by NIH in the future of health discovery and the wellbeing of the Nation. There are five LRPs for extramural researchers. Research funding from NIH is not required to participate in the extramural LRPs, and extramural LRP awardees may apply for subsequent, competitive renewal awards as long as they meet Program eligibility. Although organized around broad research areas, the LRPs were never intended to fund research projects. Rather, LRP awards are based on an applicant’s potential to build and sustain a research career. CE Credits Available: 1
Is Cognitive Therapy Enduring or are Antidepressant Medications Iatrogenic?
Presenter: Steven D. Hollon, Ph.D., is Professor of Psychology at Vanderbilt University. He received his doctorate from the Florida State University in 1977 with an internship with Aaron Beck at the University of Pennsylvania before joining the faculty at the University of Minnesota. His research focuses on the nature and treatment of depression. He has over 250 publications and has placed numerous students in both academic and clinical research positions. He is past president of the Association for Behavioral and Cognitive Therapies and current president of the Society for a Science of Clinical Psychology. He is the recipient of the George A. Miller Award for Outstanding Article from the American Psychology Association (APA), a Distinguished Scientist Award from the Society for a Science of Clinical Psychology, and Awards for Distinguished Scientific Contribution and Distinguished Professional Contribution to Clinical Psychology from the Society of Clinical Psychology (Division 12) of the APA. A former director of clinical training, he maintains an active clinical practice in the context of his research program. Overview: Dr. Hollon’s presentation will be based on a series of randomized controlled trials comparing cognitive therapy vs. medications and animal literature examining medication effects. Objectives: (1) Participants will learn that cognitive therapy appears to have an enduring effect that reduces risk for relapse following treatment termination; (2) Participants will learn that combining medication with cognitive therapy may undermine the latter’s enduring effect; (3) Participants will learn that antidepressant medications may inhibit spontaneous remission and leave patients at elevated risk for relapse at any point that they try to discontinue medications. CE Credits Available: 1
Empirically Supported Treatment: Recommendations for a New Model
Presenter. Dr. Tolin, PhD is Past-President of the Society of Clinical Psychology (Division 12, American Psychological Association). He is the Founder and Director of the Anxiety Disorders Center and the Center for Cognitive Behavioral Therapy at the Institute of Living in Hartford, CT and an Adjunct Professor of Psychiatry at Yale University School of Medicine. Dr. Tolin is the recipient of the Award for Distinguished Contribution to the Practice of Psychology, the Award for Distinguished Contribution to the Science of Psychology, and the Award for Lifetime Contribution to Psychology from the Connecticut Psychological Association. Overview: This webinar will discuss the history of the movement by Division 12 to identify empirically supported psychological treatments. We will discuss limitations of this approach to treatment identification, and identify the new guidelines adopted in 2015 by the Board of Division 12. Specific recommendations for clinical trial researchers and systematic reviewers will be provided. Objectives: (1) Describe the updated Division 12 criteria for defining empirically supported treatments; (2) Discuss the rationale for updating the criteria for empirically supported treatments; (3) List the steps for clinical trial researchers and systematic reviewers that will promote identification of empirically supported treatments. CE Credits Available: 1
Monitoring Progress in Psychotherapy
Presenter: Jacqueline Persons, PhD is Director of the Cognitive Behavior Therapy and Science Center, a group private practice in Oakland, California, where she provides psychotherapy to adults who have mood and anxiety disorders, trains clinicians in CBT, and conducts research. She is also Clinical Professor in the Department of Psychology at the University of California at Berkeley. Dr. Persons has published more than 60 articles and chapters, and has authored or co-authored three books. Her first book, Cognitive Therapy in Practice: A Case Formulation Approach, is widely considered a classic in the field. She is a highly-regarded trainer, and has presented dozens of training workshops in her local community, all over the United States, and around the world. She is past president of the Association for Behavioral and Cognitive Therapies (ABCT) and the Society for a Science of Clinical Psychology. Dr. Persons was named Outstanding Clinician by the ABCT in 2008. She received her Ph.D. in clinical psychology from the University of Pennsylvania in 1979. Overview: Progress monitoring was identified as an element of evidence-based practice in psychology by the 2006 APA Presidential Task Force on Evidence-Based Practice. In addition, progress monitoring itself is evidence-based, and has been shown in many studies to lead to better outcome of psychotherapy. Objectives: (1) Identify reasons for monitoring progress of psychotherapy in writing or online; (2) Acquire strategies that will make it easier for me to do progress monitoring with my clients; (3) Identify and gain access to measures useful for monitoring the outcome of outpatient psychotherapy. CE Credits Available: 1
Promoting the Internationalization of Evidence-Based Practice: Benchmarking as a Strategy to Evaluate Culturally Transported Psychological Treatments
Presenters: Keith Dobson, PhD and Michael Spilka, PhD. Keith Dobson, PhD is a Professor of Clinical Psychology at the University of Calgary. His research is on cognitive models of psychopathology, and trials of cognitive-behavioral therapy, with a focus on depression. He has served as the President of the Academy of Cognitive Therapy and the International Association of Cognitive Psychotherapy, which has led him to provide workshops and engage in treatment dissemination in many parts of the world. Michael Spilka, MSc is a PhD student in Clinical Psychology at the University of Calgary. His current research focuses on uncovering cognitive and biological mechanisms associated with functional impairment in schizophrenia, with a particular focus on social cognition. His clinical interests are in neuropsychological assessment and rehabilitation, and the promotion of evidence-based practice. Overview: This Webinar will present the application of the benchmarking strategy to facilitate research into the effectiveness of treatments transported to diverse cultural contexts. The content of the Webinar will be based on our recently published review paper (Spilka & Dobson, 2015) in which we proposed and described the way in which benchmarking can be applied to examining the generalizability of treatment efficacy and effectiveness research to diverse cultural settings. The content of the review, and Webinar, is grounded in psychological theory, research, and practice, including: research approaches to evaluate psychological treatments (e.g., efficacy, effectiveness, and benchmarking studies), the definition of evidence-based practice that emphasizes the importance of integrating research evidence with client characteristics and culture, as well as the literature stressing the need for greater research into the generalizability of treatments to culturally diverse populations and settings. Objectives: (1) Describe the purpose of benchmarking strategy; (2) List the steps involved in conducting a benchmarking study of culturally transported treatments; (3) Discuss the key considerations and challenges for conducting cross-cultural benchmarking research. CE Credits Available: 1
Evaluation of Emotion, Personality, and Internal Models of External Reality: Implications for psychological Intervention
Presenter: Allan Harkness, PhD – Dr. Harkness received his Ph.D. from the University of Minnesota (Clinical Psychology) in 1989. He is a Professor of Psychology and Director of the Institute for Biochemical and Psychological Study of Individual Differences at the University of Tulsa, in Tulsa, OK. Overview. Adaptive function has provided a key to understanding cognitive and emotional psychological capacities, from the time that functionalism was a major school of psychology. Throughout the history of research psychology, a series of problems and issues have continually resurfaced, relating to five major functions in adapting to the external environment (Harkness, Reynolds, & Lilienfeld, 2014). This Webinar will link these functions to major themes in personality and psychopathology. Recognizing the adaptive functions behind cognition, emotional, and personality brings functionalism to psychopathology, allowing a critical change in perspective that can inform treatment planning. Objectives. Participants will (1) learn to identify five major functions of adapting to external reality that have been major topics in psychological research throughout the history of the field and (2) be able to identify the connections between the major adaptive functions and various forms of psychopathology for case conceptualization. CE Credits Available: 1
Treatment of Disgust in Anxiety and Related Disorders
Overview. In this webinar we will review the nature and function of disgust. Research implicating disgust in anxiety and related disorders, particularly obsessive-compulsive disorder, will be discussed. We will then review basic cognitive-behavioral treatment strategies to reduce excessive disgust reactions among patients with anxiety and related disorders. Objectives. (1) Describe the nature and function of disgust; (2) Outline the role of disgust in anxiety and related disorders; (3) Discuss the use of exposure-based approaches for reducing excessive disgust reactions. About the Presenter. Bunmi Olatunji is an Associate Professor of Psychology, Associate Professor of Psychiatry, and the Director of Clinical Training at Vanderbilt University. CE Credits Available: 1
Using Behavioral Activation Treatment to Treat Perinatal Mood Disorders
Overview. The biopsychosocial changes evident during pregnancy and postpartum are associated with an increased risk for depression and treatment requires effective, gender-sensitive psychotherapy practices. Behavioral Activation (BA) treatment has shown to be an effective treatment for perinatal depression. The BA model proposes that depression is generated and maintained via exposure to aversive situations, lost or disrupted routines, and decreased access to positive activities and thus the aims of treatment are to increase access to potential sources of positive reinforcement, recognize routine disruptions and avoidance patterns, and modify skill deficits. Objectives. (1) Describe the BA model of illness and treatment; (2) Summarize common clinical challenges in perinatal depression; (3) Describe specific treatment techniques; (4) Outline how to measure mechanisms of productive therapeutic change, and (5) Guide you on next steps towards achieving competency and adherence in BA. About the Presenter. Dr. Gollan is an Associate Professor in Northwestern University’s Feinberg School of Medicine’s Department of Psychiatry and Behavioral Sciences in Chicago, IL. She obtained her Ph.D. in Clinical Psychology at The University of Washington in Seattle in 1999, conducted her clinical internship at Brown University Medical School in Providence Rhode Island in 2000, and finished her postdoctoral training at Massachusetts General Hospital in Boston MA in 2001. From 2001-2006, she worked as a clinical scholar at the Clinical Psychopharmacology and Neuroscience Research Unit in the Department of Psychiatry at The University of Chicago. Since 2006, Dr. Gollan has worked as a faculty member at Northwestern University Feinberg School of Medicine in the Psychiatry Department. She is an Illinois licensed clinical psychologist and directs The Affective Science and Treatment lab. This lab is focused on identifying novel bio-behavioral mechanisms of treatment response for depression, tracking change and deficits in emotion and motivation in women in the perinatal phase, and testing predictors and mechanisms of successful response to Behavioral Activation treatment. She has received continuous funding from federal and foundation sources since 2001. CE Credits Available: 1
Treatment of Obsessive-Compulsive and Related Disorders
Overview. Cognitive-behavioral interventions, including exposure with response prevention, habit reversal training, cognitive restructuring, and motivational interviewing have been supported by multiple randomized controlled trials. They are widely considered the psychological treatments of choice for obsessive-compulsive and related disorders. Objectives. (1) Describe the diagnostic criteria for obsessive-compulsive and related disorders, and discuss their similarities and differences; (2) Outline the use of exposure and response prevention strategies for obsessive symptoms; (3) Describe the use of habit reversal strategies for impulsive symptoms; (3) Discuss cognitive-behavioral interventions for hoarding. About the Presenter. Dr. Tolin is the Founder and Director of the Anxiety Disorders Center at the Institute of Living, and an Adjunct Professor of Psychiatry at Yale University School of Medicine. He is the 2014 President of the Clinical Psychology Division of the American Psychological Association, and a principal investigator for the National Institutes of Health. Dr. Tolin is the author of over 150 scientific journal articles, as well as the books Buried in Treasures: Help for Compulsive Acquiring, Saving, and Hoarding and Face Your Fears: A Proven Plan to Beat Anxiety, Panic, Phobias, and Obsessions. Dr. Tolin has been featured on the reality TV series Hoarders, The OCD Project, and My Shopping Addiction, and has been a recurrent guest on The Oprah Winfrey Show, The Dr. Oz Show, and Anderson Live! CCE Credits Available: 1
Working Smarter Not Harder: Evidence Based Assessment in Clinical Practice
Overview. This webinar will be conducted as something of a detective story. As clinicians we are often presented with clients who may come across at different moments as depressed, hopeful, anxious, giddy, shut-down, fearful, flat, or agitated. How we assess our clients guides our treatment plan. Working effectively with PTSD, for example, would differ from our approach to treating an individual with social anxiety or depression. Yet even experienced clinicians do not always see eye-to-eye on diagnosis. In this webinar, Eric Youngstrom illustrates the process of differential diagnosis by inviting us to engage in his gradually unfolding and transparent assessment of a particularly challenging case study. The content of the program is based on cognitive psychology investigating decision-making, as well as studies of the effects in medical settings. The presenter’s program of work has applied these principles to the assessment of mood disorders in children and adolescents, especially bipolar disorder, demonstrating large improvements in diagnostic accuracy and decreases in bias. These findings have been published in peer reviewed journals as noted below. Objectives. (1) How evolutionary cognitive shortcuts can lead to errors in diagnosis; (2) How validated checklists can protect us from bias; (3) How to combine assessment findings in ways that guide clinical decision-making about each case. About the Presenter. Dr. Youngstrom is a Professor of Psychology and Psychiatry at the University of North Carolina at Chapel Hill, where he is also the Acting Director of the Center for Excellence in Research and Treatment of Bipolar Disorder. He is the first recipient of the Early Career Award from the Division of Child and Adolescent Clinical Psychology, and is an elected full member of the American College of Neuropsychopharmacology. He has consulted on the 5th Revision of the Diagnostic and Statistical Manual (DSM-5) and the International Classification of Diseases (ICD-11). He chairs the Work Group on Child Diagnosis for the International Society for Bipolar Disorders. He earned his doctorate in clinical psychology at the University of Delaware, and he completed his predoctoral internship training at Western Psychiatric Institute and Clinic before joining the faculty at Case Western Reserve University. Dr. Youngstrom is a licensed psychologist who specializes in the relationship of emotions and psychopathology, and the clinical assessment of children and families. His research improves the use of clinical assessment instruments for making better differential diagnoses, predictions about future functioning, or monitoring of treatment progress – especially for bipolar disorder. CE Credits Available: 1
Behavioral Interventions for Recurrent Headache Disorders
Overview. According to recent data from the World Health Organization, migraine and tension-type headache are two of the three most common medical conditions worldwide, and migraine is the 8th leading cause of global disability. Many behavioral and psychological factors play integral roles in the maintenance of these conditions, and principles of biobehavioral headache management are well-established with excellent empirical support. Yet, few mental health providers are familiar with how to work with these patients effectively, and these patients can prove challenging even for experienced clinicians. This webinar will address biobehavioral headache management with an overview of current issues in headache assessment and treatment grounded in relevant empirical literature and clinical experience. Topics addressed will include: diagnosis, active collaboration with physicians, behavioral factors in headache, addressing comorbid psychopathology, risk factors for refractory headache, medication overuse, and efficacy of drug and non-drug therapies. Objectives. (1) Identify the clinical presentation of the most common recurrent headache disorders; (2) Explain basic principles for bio-behavioral self-management of migraine and tension-type headache and apply them in clinical practice; (3) Recognize the role of psychological and behavioral factors that trigger and exacerbate recurrent headache; (4) Articulate the indications for and efficacy of non-pharmacologic and pharmacologic treatments for refractory headache and their integration. About the Presenters. Drs. Todd A. Smitherman and Donald B. Penzien are leading experts in the field of behavioral issues in and treatment of headache disorders and are lead authors of the recent book Headache from the Advances in Psychotherapy: Evidence-Based Practice series. Both are Fellows of the American Headache Society and Associate Editors for the journal Headache: The Journal of Head and Face Pain. Dr. Smitherman is Associate Professor of Psychology and Director of the Center for Behavioral Medicine at the University of Mississippi. His research has been supported by the Migraine Research Foundation, the American Headache Society, the University of Mississippi, and Merck Pharmaceuticals. Dr. Penzien is Professor of Anesthesiology at the Wake Forest School of Medicine. Previously he founded the Head Pain Center at University of Mississippi Medical Center, where he served as Director and Professor of Psychiatry. His work has been supported by grants from the National Institutes of Health, Department of Defense, and other funding agencies; he has chaired behavioral headache guidelines projects through the Agency for Healthcare Research and Quality and American Headache Society. CE Credits Available: 1
Applying for Internship 2015: Panel Discussion
Panelists: Allison Ponce, PhD, Mitch Prinstein, PhD, Randi Streisand, PhD, Risa Weisberg, PhD
Overview: Applying for a doctoral internship in clinical psychology is a major concern for graduate students, especially in the current climate of imbalance between applicants and sites. In response to the strong interest among our membership on this topic, Society for Clinical Psychology is offering a 90 minute webinar on applying for internship. This webinar will feature a panel discussion among leading experts who will discuss the application process. They will also provide an overview of specific sites, including community mental health centers, Veterans Affairs Medical Centers, and child-focused medical centers. Participants will have the opportunity to ask questions of the panel!
Allison N. Ponce, Ph.D. is an Associate Professor in the Yale School of Medicine’s Department of Psychiatry. Dr. Ponce has research and clinical interests in the role of community based public mental health services in recovery from homelessness and mental illness. Another major area of interest is the training and education of psychologists and other mental health professionals. Dr. Ponce supervises psychology interns and postdoctoral fellows. She coordinates several seminars focused on administration, leadership, and community-based care. She earned her Ph.D. in clinical psychology at the University of Connecticut in 2003 after her internship at the Boston Consortium, and then completed her postdoctoral fellowship at Yale before joining the faculty in 2005. Dr. Ponce is Secretary of the Board of Directors of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and serves as an internship site visit chair for the APA’s Commission on Accreditation. Mitchell J. Prinstein, Ph.D., ABPP is the John Van Seters Distinguished Professor of Psychology and the Director of Clinical Psychology at the University of North Carolina at Chapel Hill. Mitch’s research examines interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of peer relationships in the developmental psychopathology of depression and self-injury. Randi Streisand, Ph.D. in Clinical Psychology, CDE certified diabetes educator. Dr. Streisand is an Associate Professor of Psychiatry and Pediatrics, and serves as Director of Psychology Research for Children’s National Health System. Dr. Streisand’s work focuses on adherence to diabetes management, parent and child adjustment, and managing diabetes in young children. Risa B. Weisberg, Ph.D. is the Assistant Chief of Psychology for Internship Training at the VA Boston Healthcare System and Associate Professor (research) at the Alpert Medical School of Brown University. Dr. Weisberg has served as a research mentor to interns and postdoctoral fellows at the Brown consortium throughout her career. Dr. Weisberg’s research focuses on primary care – behavioral health integration. No CE Credits Available
Promoting Psychological Health after Cancer Treatment
Presenter: Jennifer Moye, PhD
Overview. This webinar reflects the growing field of cancer survivorship clinical practice and research, and emerging policy standards. It is estimated there are 14 million cancer survivors in the United States. Cancer survivors are susceptible to a plethora of complications associated with cancer and its treatment including cancer-related post-traumatic stress disorder (PTSD), depression, and fears of recurrence. Long term psychological effects have been variably attributed to social isolation during treatment and closeness to death; these may be exacerbated by pre-existing PTSD, medications (e.g., steroids) and radiation therapy, especially if targeted to the central nervous system. Objectives. Participants will be able to (1) list the prevalence of cancer related PTSD, cancer related worry, and major depressive disorder in cancer survivors, (2) describe the relationship between age and psychosocial distress after cancer treatment, and (3) name two domains in which cancer survivors may describe stress related growth. CE Credits Available: 1
Uncovering clinical principles and techniques to address minority stress, mental health, and related health risks among gay and bisexual men.
Presenter: John Pachankis, PhD – Dr. Pachankis is an Associate Professor of Chronic Disease Epidemiology (Social and Behavioral Sciences division) at the Yale School of Public Health. Overview. Clear and consistent evidence suggests that gay and bisexual men are significantly more likely to experience depression, anxiety, and substance use disorders compared to heterosexual men and that these sexual orientation mental health disparities are explained by the disproportionate stigma-related stress experienced by gay and bisexual men. 21 expert mental health providers and 20 gay and bisexual men with depression and anxiety provided input into the translation of these above findings into the first evidence-based treatment package to reduce depression, anxiety, and related health conditions by reducing the processes through which minority stress impairs the mental and physical health of this population. Objectives. Participants will be able to (1) utilize therapeutic principles and techniques to adapt standard cognitive-behavioral approaches to specifically address the stigma-related stress faced by gay and bisexual men across development and (2) conceptualize clinical cases involving gay and bisexual men with attention to the psychosocial mechanisms through which minority stress adversely affects mental health. CE Credits Available: 1