SDPA SPRING CONFERENCE
FRIDAY, MAY 11, 2012
Morning Courses, Presenters and Learning Objectives
The Psychology of Trauma (4 CE credits)
Carl Auerbach, Ph.D., ABPP
Trauma is a pervasive aspect of clinical work. Current diagnostic thinking distinguishes between two forms of trauma: simple and complex PTSD. Simple PTDS, the more widely known diagnosis, describes the symptoms produced by traumatic events that last for a relatively short period of time, events such as rape or military combat. Complex PTSD, also referred to as relational trauma or developmental trauma, refers to the distortions of personality produced by traumatic events lasting over a protracted period of the person’s life, events such as child abuse and neglect.
The workshop will give the participants an overview of the basic principles of trauma psychology, and guidelines for applying the principles for working with traumatized clients. Traumatic events exert their effects at four different levels: the biological, the psychological, the social, and the spiritual .The first section of the workshop presents a bio-psycho-social-spiritual model for understanding the effects of trauma at each level. The second section presents treatment protocols for simple and complex PTSD, illustrating how the model can be applied in clinical work.
Learning objectives: This workshop will help you:
1. Distinguish between simple and complex PTSD
2. Explain trauma in its biological, psychological, social, and spiritual aspects, using a bio-psycho-social-spiritual model.
3. Describe an integrative treatment protocol for simple PTSD.
4. Describe an integrative treatment protocol for complex PTSD.
5. Apply the bio-psycho-social-spiritual model of trauma to issues in your own clinical work with traumatized clients.
The Clinician Goes to Court: Maneuvering the Legal Maze (4 CE credits)
Shaul Saddick, Ph.D., Glenn Lipson, Ph.D., ABPP; Craig Lareau, JD, Ph.D., ABPP; Lisa Boesky, Ph.D.; Herbert Weissman, Ph.D., ABPP
The primary purpose of this four-hour course is to provide the licensed psychologist-clinician with some of the necessary tools and knowledge that will increase the probability of his/her successfully functioning and surviving when practicing within the legal system. This course will focus on psychological practice within the civil - personal injury arena as opposed to practice within other legal areas (i.e., criminal, divorce, testamentary capacity, child custody, and worker’s compensation).
Learning Objectives As a result of attending this course, the licensed psychologist will be better informed and equipped when working within the legal system with attorneys and in particular, while testifying in a deposition and in a court of law. The specific learning objectives of this course are as follows:
1. Analyzing the various forensic roles, rules, and risks involved while functioning within the legal area.
2. Describing the differences between therapeutic and forensic relationships.
3. Evaluating whether or not to accept a forensic case.
4. Clarifying referral questions and analyzing causes of action, legal standards, and relevant case and statutory law.
5. Describing legal definitions of Tort Law and rules
6. Analyzing some of the procedures available to the psychologist in assessing credibility, symptom validity, and psychological injury.
7. Applying the Kelly-Frye and Daubert legal standards to the selection of psychological testing instruments.
8. Explaining proper interpretation of the psychological findings and some of the pitfalls to avoid in psychological data interpretation.
9. Preparing for testifying in a deposition and some of the pitfalls to avoid.
10. Preparing for testifying in a court of law and some of the pitfalls to avoid.
Afternoon Courses, Presenters and Learning Objectives
Helping Seniors Age Gracefully (2 CE credits)
Ken Dellefield, Ph.D.; Andrea Karp Psy.D.; Raechelle Quinlan-Downs Psy.D.; Nancy DE Andrade Ph.D.; Sandra Potter BA.
The goal of this program is to provide a better understanding of the challenges of aging and how providers can assist in promoting adaptation and wellbeing. Seniors often face the later years with little understanding or guidance in how to cope with the development challenges that they face. Mental health providers may not have personally or professionally faced these issues and can feel loss or inadequate to guide older clients. The panel will discuss the typical physical, psychological, and sociological changes and how they impact cultural identity, sexuality, goal setting and wellbeing.
Learning Objectives: Upon completion of this program, the participant will be able to:
1. Describe four expected developmental changes that occur with aging.
2. Describe four approaches that a provider can use to facilitate adaptation and acceptance.
3. Describe four qualities of seniors who have learned to approach these challenges with grace and wisdom.
Bullying: Protecting our Children (2 CE credits)
Felise Levine, Ph.D.; John Lee Evans, Ph.D.; Delores Jacobs, Ph.D.; Ian Schere, Ph.D.
The goal of this panel is to address several aspects of school bullying including: The nature of the problem (statistics and current research; factors putting kids at risk for bullying); how the schools are intervening (school policy--the anti bullying initiative; training teachers and principals), the characteristics of bullies and victims; the clinical impact of bullying (cyber-bullying, physical and emotional bullying including racial, gender and sexual orientation based bullying); and how psychologists can help parents, schools and kids intervene, treat and help prevent the problem.
Learning Objectives: At the end of this presentations attendees will be able to:
1. Recognize the extent of school bullying in our schools.
2. Identify the risk factors and impact of bullying on children.
3. Describe current resources available to intervene and to prevent school bullying.
4. Assess and address the impact of being a bully and being bullied on children.
The Making of A Supervisor: Competencies of Clinical Supervision (2 CE credits)
Marc Murphy, Ph.D., ABPP
New BOP regulations require supervisors certify that they are qualified to supervise based upon completion of six hours of formal training in supervision. However, the BOP is not very specific regarding clinical competencies of a supervisor. The APA Ethical Principles regarding supervision are also limited. This workshop will define and outline highly regarded clinical competencies one should have if you are supervising trainees. This course will go beyond the theoretical and focus on evidence based models and components of competent supervision. Examples of effective supervision interventions will be demonstrated through an interactive format with the goal that participants will complete this course with a greater confidence they are well qualified to be a supervisor.
Learning Objectives: At the end of this course, participants will be able to:
1. Define competency-based clinical supervision.
2. Describe challenges faced in clinical supervision and recommendations for best practices.
3. Utilize checklists or tools to assess competencies of a supervisor.
4. Develop effective and competent supervision strategies
The Deadline to register is May 8th