This training will address epidemiology, neurobiology, effective screening and assessment, and evidence-based treatment. More specifically, you will learn: the neurobiological difference of adolescents and how substance use impacts that development; how to identify evidence-based screening, assessment, and treatment strategies for adolescents with substance use disorders; to consider the impact that co-occurring psychiatric disorders can have in youth with substance use disorders; and how to identify language and stigma as a barrier for substance use disorder assessment and treatment.

Trauma is defined by the emotional and psychological effect an event has on people, and less by the event itself. Explore the science of trauma and discuss how trauma impacts physical & mental health with a licensed therapist.

Positive Behaviour Support Series Workshop 4: Writing a Positive Behaviour Support Plan

Positive Behaviour Support plans need to be person centred, comprehensive and useful to stakeholders across a variety of contexts. Often, a written plan is also needed to meet the obligations of a funding body. Therefore, it is important to have skills in translating your functional behaviour data and strategies into a written plan that focuses on improving the quality of life of the individual with disability. This workshop will focus on writing PBS plans in a way that captures the referral question, functional analysis and intervention/s. There will be information on writing plans that are accessible across different contexts.  A combination of case study examples, various templates and practical activities around writing a PBS plan will be used to develop learning in this important area. 

Positive Behaviour Support Series workshop 3: Positive Behaviour Support interventions

Positive Behaviour Support (PBS) is the gold standard approach to supporting people with disability who exhibit behaviours of concern. A successful and ethical PBS program matches goal setting and interventions to the functional behaviour assessment and analysis.

This workshop will include drawing on a functional analysis to plan a multicomponent and evidence-based intervention. A combination of presentation, case-examples and practical activities will be used to support the development of a tool-kit of intervention skills that can be applied in the field. 

Webinar on working with disability for psychological therapists (e.g., psychologists, provisional psychologists, counsellors).

Psychological strategies have demonstrated efficacy for treating mood disorders, anxiety, symptoms of psychosis and improving quality of life in individuals across the lifespan. The Medicare and National Disability Insurance Schemes have improved access to psychological therapies for people with disability at an unprecedented rate. There is good evidence that adapting psychological therapies for people with disability (e.g., ASD, Acquired Brain Injury, Developmental Disability) is effective at alleviating psychological symptoms and supporting people to build better lives.

For psychological interventions to be successful and ethical, those delivering them need to have a good understanding of disability, how it impacts on therapeutic outcomes and adapting therapy interventions for people with disability.

This webinar provides an overview of working with people with disability as a psychological therapist. Topics covered include:

• Features of high frequency disability (e.g., ASD, ABI, intellectual disability)
• How cognitive profile impacts on psychological treatment
• Adapting mainstream therapies (i.e., CBT, ACT and IPT) for people with disability (a brief overview)
• Stakeholder engagement
• Record keeping and working in the context of NDIS

Positive Behaviour Support series Workshop 2: Functional Behaviour Analysis

Positive Behaviour Support (PBS) is the gold standard approach to supporting people with disability who exhibit behaviours of concern. PBS practitioners need to be competent in conducting functional behaviour assessment and develop data-based PBS plans with a central focus on improved relationships and quality of life for individuals presenting with behaviours of concern.

The process of gathering data, developing a functional hypothesis and testing hypotheses is crucial to a Positive Behaviour Support interventions. This workshop will provide practical information about direct and indirect behaviour assessment as well as how to use your data to generate and test hypotheses. This includes learning about setting events, antecedents, discriminative stimuli and reinforcement, all of which are key in a PBS plan. Workshop 2 includes case studies and small group activities that will give you experience in collecting data and applying it to a PBS plan.

Anxiety is an increasingly common human experience, particularly prevalent in these uncertain times. In this webinar, Dr Amber Keenan will help the delegate develop a greater awareness of anxiety and how it may present in the legal setting. You will gain a greater understanding of the psychological underpinnings of anxiety, the processes that maintain it, and how behaviour is affected. You will develop your skills in recognising anxiety in your clients, allowing you to anticipate difficulties that may arise. You will be given practical tips and techniques for managing anxious clients, improving working relationships and increasing the likelihood of positive outcomes. The session will also encourage the delegate to consider their own anxiety, how this impacts upon their relationship with their clients and how to reduce it.

This training is offered by the Mental Health Promotion and Illness Prevention Team (Provincial Addiction and Mental Health) at Alberta Health Services.

What is PFA?

• PFA is an internationally recognized method of support intended to help people immediately after a disaster or emergency.
• PFA trained providers give practical support to those affected in a way that respects the person's dignity, culture, and abilities.
• PFA can be provided by community members, first responders, and professionals. PFA is not the same as professional mental health treatment (e.g., therapy or counselling).
• During a disaster or emergency, PFA trained providers are able to provide information and resources, listen to people's concerns, ensure their basic needs are met, and link them with appropriate resources, as needed.
• PFA Virtual Training allows responders to provide support online and over the phone to individuals that may be quarantined, in self-isolation, or practicing physical distancing in order to prevent the spread of a pandemic.

Course Objectives - Participants will:

• Understand the timing of interventions for disasters and emergencies, based on the stepped-care model and the use of psychosocial support;
• Describe the 4 key principles of Psychological First Aid and apply to a case scenario;
• Identify and provide strengths-based practical support;
• Identify people who are experiencing stress and explore strategies to help stabilize intense emotions and stress reactions;
• Understand when to refer people to appropriate community based services and supports;
• Explore self-care strategies for disaster/pandemic response.

Additional Information

Virtual training is done in real-time, with opportunities for audience participation. Audio required. Headset with microphone is recommended. Training is delivered using Zoom - a meeting invitation will be emailed a few days prior to the session to the email you used to register. You will also receive the following workshop materials: participant workbook, PowerPoint Presentation slide handouts, and resources list.

For more courses, visit our online course listing.

This Program has been organized by the Students Multicultural Committee of the Doctoral Program in Counseling Psychology at Felician University.

This program will provide 4 hours of continuing education. This program is co-sponsored by NJPA and Felician University. NJPA is approved by the American Psychological Association to sponsor continuing education for psychologists. NJPA maintains responsibility for this program and its content.

Program Narrative: Multicultural competency is required area of training by the American Psychological Association for doctoral programs in health service psychology. Psychology training programs are to teach students about the effects of socioeconomic and political factors that impact the psychosocial, political, and economic development of ethnic and culturally diverse groups. There is also a growing need for conducting research involving ethnic and culturally diverse populations to study the effects of economic and health disparities on the wellbeing of these populations. Furthermore, psychological service providers need to understand and apply a sociocultural framework to their assessment, intervention, and outreach practices for successful outcome. This means to not only consider diversity of clients’ values, but also to understand how culture, race, ethnicity, and sociopsychological factors play a role in peoples’ interactional styles and their views on health and disease, and of self and others. The present conference aims to provide a perspective, on various issues important in gaining multicultural competency, through the presentation of four following topics:

9:15am-9:30am

Welcome and Opening Remarks

9:35am to 10:35am (1 CE Cr.)

“Understanding and Addressing Implicit Biases in Psychological Practice” is a lecture that will be presented by Dr. Milton Fuentes. As noted in the American Psychological Association’s ethical code, “Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices.” While these are critical endeavors that can be fostered and maintained by intercultural competence; regretfully, implicit biases may compromise these efforts. Implicit biases are cognitive traces that are informed by past experiences and inform our current performance. These biases may lead to problematic attitudes, discriminatory practices, and maladaptive dynamics in our clinical work; hence, psychologists need to be equipped with the necessary knowledge, skills, and attitudes to adequately address these biases and promote intercultural competence. To this end, this session will highlight best practices informed by social psychology research for understanding and monitoring implicit biases and promoting a diversity-centered practice.

10:40am – 11:40am (1 CE Cr.)

"Black Lives Matter World Tour: Is Psychology Watching and Listening?" is the title of Dr. Shawn Utsey’s presentation. Dr. Utsey will be presenting on the meaning of the “Black Lives Matter” as a movement that has been formed to end racially motivated violence against black people. The lecture will focus on disparities, social justice issues and racism-related stress and quality of life within African Americans. Social justice, equity and equality, issues and the implications for counseling and preventing prejudice will be highlighted and discussed.

11:40am- 12:40pm

Lunch Break

12:45pm- 1:45pm (1 CE Cr.)

“Beyond Multicultural Competence: Examining the intersection of Social Justice, Cultural Humility, and Diversity” is the title of a lecture by Dr. Azara Santiago Rivera. Multicultural competencies have had an enormous influence, not only, in reshaping the training of mental health professionals, but also in revising ethical principles and the code of conduct such as the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association. Since the development of these competencies, leaders in the field have stressed the importance of considering social justice advocacy in one’s work with diverse individuals and communities. This lecture highlights the important concepts that are relevant to a social justice orientation, which involves working in a community setting to tackle systemic barriers and using one’s power and privilege to advocate for change. Dr. Santiago Rivera explains and will emphasize the importance of cultural humility, as an essential means to deepening our understanding of individuals from diverse backgrounds. Specifically, cultural humility is defined as a “virtue or disposition important to one’s MCO [multicultural orientation] that involves having an interpersonal stance that is other-oriented in relation to another individual’s cultural background and experience, marked by respect for and lack of superiority toward another individual’s cultural background and experience.” She will further focus on the research that has shown that clinicians who have a cultural humility stance commit fewer microaggressions in therapy and establish a positive working relationship with clients.

1:50pm – 2:50pm (1 CE Cr.)

All Systems Affected: The Multidimensional Impact of COVID-19 Pandemic on the Lives of Doctoral Psychology Students is the title of a panel discussion. The panel will pinpoint the experiences of stress, trauma and resilience as narrated by Felician University Psy.D. students. The panel will be moderated by Dr. Ann Guillory. The students will highlight their challenges and strides during the COVID-19 Pandemic. They will share their stories about the ways in which they were affected by environmental factors such as parenthood, social justice movement, health disparities and other challenges. These discussions are embedded in the related literature regarding experiences of psychology doctoral students, and implications for psychology training programs for support of their students are considered.

2:50pm – 3:15pm

Questions and Answers; Closing Remarks; CE Information

Learning Objectives:

At the conclusion of the workshop, participants will be able to:

1. Define implicit bias

2. Explain at least one strategy to assess implicit bias

3. Describe at least three awareness-raising and prejudice-reduction exercises that can lead to the lessening of implicit biases

4. Identify key concepts of the multicultural and social justice competencies frameworks

5. Identify key tenets of the cultural humility framework

6. Explore the relationships between one’s cultural identity and systems of systems of power and privilege

7. Describe the intersectionality of social justice and cultural humility, and implications for practice

8. Identify racism-related stress

9. Identify areas for future research

Intended Audience and LevelThis presentation at the intermediate level is appropriate for psychologists, counselors, graduate students, and educators who have some familiarity with the content.

About the Presenters:

Dr. Shawn Utsey is a Professor of Psychology and Chair of the African American Studies Department at Virginia Commonwealth University. His research is focused on an understanding of how race-related stress impacts the physiological and psychological well-being of African Americans. He was a professor and Fulbright Scholar in Department of Psychology and Simlando Institute for Oral History and Memory Work, University of KwaZulu Natal, Pietermaritzburg in South Africa. He also has previously served as the editor-in-chief for the Journal of Black Psychology.

Dr. Azara Santiago Rivera is the Coordinator of the Master of Arts in Counseling Psychology at Felician University, Lodi, New Jersey. Her publications and research interests include multicultural competencies in the counseling profession, bilingual therapy, behavioral activation as a treatment for depression in Latinx adults, and the impact of environmental contamination on the biopsychosocial well-being of Native Americans. Her current work involves assessing depression in Latinx adults and the challenges associated with the use of translated measures from English to Spanish. Dr. Santiago Rivera’s leadership positions in professional organizations include President of the National Latinx Psychological Association. She is the Founding Editor of the Journal of Latinx Psychology and is a Fellow of Divisions 45 and 17 of the American Psychological Association (APA).

Dr. Milton Fuentes is a professor in the psychology department at Montclair State University and a licensed psychologist in New Jersey and New York. He is the 2012 President of the National Latinx Psychological Association. He has served as an ethnic minority delegate to APA’s Council of Representatives and as a member of APA’s Board for the Advancement of Psychology in the Public Interest, APA’s Committee on Ethnic Minority Affairs, and the APA Equity, Diversity, and Inclusion Collaborative. Dr. Fuentes’ research and clinical interests are in the areas of Latinx, multicultural, and family psychology, program development, pedagogy, and motivational enhancement. He serves as a consultant to several organizations, including the former Violence Prevention Office of the APA as well as numerous institutions of higher education, community-based agencies, and corporate clients.

Ann Verret Guillory, Ed.D. [Student Panel Moderator] is a full professor of Counseling Psychology. She has taught at Felician University since 1983. She was the first director of the Felician Educational Opportunity Program, coordinated the development of the gerontology concentration, supervised the Academic Student Support Services, and co-coordinated the Institute for Gerontology. Dr. Guillory’s doctorate is in Applied Human Development with a specialization in Aging. She has lectured to senior groups as well as other organizations and has conducted workshops for professionals in the field of aging. She currently serves on the Board of Trustees of Care Plus NJ and Care Plus Foundation and has served as Foundation president and Vice President. She is currently the chair of the Board of Trustees of Paradigm Therapeutic Day School on Midland Park. She is the past president of the Bergen-Passaic Chapter of Jack and Jill, Inc, Dr. Guillory has been a member of the Bergen County Chapter of the Links, Inc since 1994.

Felician University Doctoral Student Panel:

Marlene G. Taylor Edghill, M.A.

Diana Spieker, M.A., LAC

Mike Almasri, M.Ed.

Suryia Parmanand, M.A., Ed.S., NCSP

Brendan Guarino, M.A., LAC

Proprietary Information: NJPA ensures that permission to use proprietary information, and steps to safeguard such information, are discussed with presenters at NJPA co-sponsored programs. No materials (physical or electronic) provided to attendees at such programs may be shared.

This program did not receive any commercial support, and there are no conflicts of interest to report.

Americans with Disabilities Act: Felician University makes the CE programs accessible to individuals with disabilities, according to the requirements of the Americans with Disabilities Act.

Please contact Nouriman Ghahary, Ph.D., at [email protected] if special accommodation is required.

Person-centred therapy is a wonderfully rich set of therapeutic approaches. This workshop will introduce participants to this diverse and colourful field, from its roots in the non-directive counselling of Carl Rogers to its many different contemporary forms.

Our journey through the tribes of person-centred therapy will include the classical non-directive approach, focusing, emotion-focused therapy, creative person-centred practices, pre-therapy, person-centred experiential counselling for depression, motivational interviewing, relational approaches, and integrative/pluralistic perspective. For each of these tribes, we will explore their development and core assumptions; and participants will have an opportunity to get a lived ‘feel’ of these approaches through videos of practice and/or experiential exercises.

This workshop is particularly orientated to students or practitioners of the person-centred approach who have—or are developing—a good understanding of the core assumptions and practice, but would like to know more of the diversity that the approach offers. By the end of the workshop, participants will be able to recognise the main perspectives on person-centred therapy, and be able to articulate differences and similarities between the tribes.

The workshop will be delivered fully online via Zoom, and combine self-reflective exercises with theoretical input and large group interaction.

To support practitioners in this time of extraordinary circumstances we are offering access to this group for a self-select fee. Please contribute what you can so that the group is accessible for all colleagues.

We are asking all attendees to commit for the full training. Also, all registrants should ensure that, if they are not able to attend the workshop, they de-register, so that spaces are freed up for other members of the community.

The workshop is appropriate for training and practising counsellors, psychotherapists, counselling psychologists and other mental health professionals.

Mental Health Professionals: $90
Seton Hall Alumni: $45
Graduate Students: $30
Current Primary Supervisors of Seton Hall Graduate Students: No Charge

Please note that you will receive a PayPal link in your email after your register so please double check your email address is correct. Also, PayPal now allows people to pay as a guest using a credit card without having a PayPal account. You will see that option on the main PayPal page when you click the link in your email.

A 50% refund is available for cancellations up to 7 days prior to the event.

Registration and continental breakfast begins at 8:30 a.m. Lunch will be provided for current primary supervisors of SHU graduate students at 12:00 pm.

This program will provide 5 hours of continuing education. This program is co-sponsored by NJPA and Seton Hall University. NJPA is approved by the American Psychological Association to sponsor continuing education for psychologists. NJPA maintains responsibility for this program and its content.

Program Narrative:

Despite the necessity for graduate students in training to be supervised by licensed clinical supervisors, and the abundant theory and science on the meaningfulness of this endeavor, little is known about how effective supervision is conducted, moment by moment. Only in the past 20 years have authors explored “good,” “effective,” or “competent” supervision practices as compared to “poor,” “harmful” or “inadequate” supervision (e.g., Ellis et al., 2014; Nelson & Friedlander, 2001). Moreover, there is little empirical research on what takes place in supervision that has a positive impact on graduate trainees as well as on their psychotherapy clients.

What is known is that the most effective supervisors move fluently between focusing on the therapeutic processes as described by the supervisee and the supervision process as experienced by the supervisee. In both contexts, the relationship is critical. Supervisees in training need specific guidance to navigate the two relationships – about how supervisors effectively move back and forth between the two relationships, focusing at times on a supervisee’s relationships with clients and at times on the supervisory relationship itself. How do supervisors decide which relationship to focus on at what moment? How can supervisors simultaneously be responsive to their supervisees and to the clients of these supervisees (Friedlander, 2012, 2015), particularly when problems arise in either relationship?

Compared to other theoretical models of supervision, the transtheoretical Critical Events (CE) model (Ladany, Friedlander, & Nelson, 2005, 2016) was designed to address these issues. Based on a task analytic, or event-based, model of psychotherapy process, the CE model provides a roadmap, so to speak, about how to address commonly occurring problematic events in supervision, such as when a supervisee has a crisis in confidence, reports feeling attracted to a client, or is having difficulty with countertransference.

This workshop will begin with a definition of responsive interpersonal supervision in the context of the CE model. Participants will first learn to identify supervision “tasks” and the conceptual basis of the model (i.e., its three components in addressing critical tasks in supervision). Next, participants will be introduced to the CE model’s 11 “interactional strategies” for resolving a critical event. To bring the material alive, students will have the opportunity to observe several of these strategies in video clips from the 11 supervision sessions in APA’s Master Video Series on Psychotherapy Supervision, which were conducted by experts in the field, including Nicholas Ladany, the first author of the CE model.

During the workshop, participants will have the opportunity to discuss dilemmas they have encountered in their own practice of supervision from the perspective of the CE model. Time permitting, role plays will enhance learning of the model.

Learning Objectives:

At the conclusion of the workshop, participants will be able to:

1. Describe the theoretical underpinnings of the Critical Events model of psychotherapy supervision.
2. Describe at least five critical events that commonly occur in supervision.
3. Describe the three essential components of the Critical Events conceptual model.
4. Discuss the application of the 11 interactional strategies in the Critical Events model to problematic events in their actual supervisory cases.

Program Agenda

9:00 – 10:30 : Introduction: What is responsive supervision?
Overview of the Critical Events Model of Psychotherapy Supervision

• Assumptions
• Description of the model
• Definition of tasks and events
  • in psychotherapy
  • in supervision
• Defining critical events
  • Elements in the model
  • Identification of markers
  • Common interactional sequences
  • Identification of resolutions

10:30 – 10:45 : Break

10:45 – 12:00 : Working with countertransference

12:00 – 1:00 : Lunch

1:00 – 2:00 : Working with gender and multicultural issues

2:15 – 2:30 : Break

2:30 – 3:00 : Working with the challenging supervisee; role conflict and skill deficits

3:00 – 3:30 : Putting the Model into Practice (open discussion)

Intended Audience and Level

This presentation at the intermediate level is appropriate for psychologists, counselors, and graduate students who have some familiarity with the content.

About the Presenter

Myrna L. Friedlander, Ph.D. is a Professor and previous Training Director in the University at Albany’s Counseling Psychology program. She has co-authored four books on family therapy and clinical supervision, as well as more than 150 publications, book chapters and empirical articles. Dr. Friedlander is a Fellow of the American Psychological Association (Divisions 17, 29, and 43). In 2001 she was elected Distinguished Psychologist of the Year by the Psychological Association of Northeastern New York, and in 1999 she was honored with the University at Albany’s Excellence in Research award. In 2010 Dr. Friedlander received a Lifetime Contribution Award from the Section for the Promotion of Psychotherapy Science (Div. 17, APA) and a Distinguished Family Systems Research Award from the American Family Therapy Academy.

Proprietary Information: NJPA ensures that permission to use proprietary information, and steps to safeguard such information, are discussed with presenters at NJPA co-sponsored programs. No materials (physical or electronic) provided to attendees at such programs may be shared.

Americans with Disabilities Act: Seton Hall University makes our CE programs accessible to individuals with disabilities, according to the requirements of the Americans with Disabilities Act. Please contact Peggy Farrelly, Ph.D., at [email protected] if special accommodation is required.

This program did not receive any commercial support, and there are no conflicts of interest to report.

This conference is supported in part through generous contributions from Dr. and Mrs. Raymond Hanbury and Dr. Mark Chae.

Time & Location

Trauma Informed Care & Approaches: A DAY WITH KARYN HARVEY, PH.D. Dr. Harvey will address trauma in the lives of people with developmental disabilities.

Este evento será traducido simultanemente al Español!

Dr. Karyn Harvey brings 25 years experience as a psychologist and psychotherapist and an author. Karyn's engaging and dynamic presentation style will captivate you.

Could some of the reactions we describe as behavior problems really be a past trauma response? Dr. Harvey states:“In this field, we so often focus on behaviors as though the behavior is driving the person and the behavior is the issue when it’s really a symptom.And what it’s often a symptom of is posttraumatic stress disorder.”

There are so many sources of trauma that people with developmental disabilities have experienced throughout their lives. Even in ideal circumstances, there’s typically some trauma and trauma has its effects. Dr. Harvey will provide a perspective on what it means for both caregivers and the system as a whole to be more “trauma-informed.”

You will hear about:

• The causes of trauma & its effects on both a biological & psychiatric level.

• Ways in which healing occurs. (Addressed on multiple levels)

• Ways to facilitate recovery, growth, and happiness. An approach to positive behavior change, based on both trauma recovery,

• and positive identity development.

Who Should Attend?

Service Coordinators, Direct Support Professionals, Educators, Clinicians, Behavior Specialists, Families and others who work with individuals with developmental disabilities. In an interview, Karyn stated: "So there are so many sources of trauma that people with intellectual disabilities have experienced throughout their lives.

"Even in the most ideal circumstances, there’s typically some trauma. And trauma has its effects. A lot of times it does manifest behaviorally and they are communicating. It might be: “Don’t hurt me like the last staff, like the last person. And I’ll hurt you before you hurt me, so you’ll stay away from me.”"

The full interview is found at http://hogg.utexas.edu/responding-to-trauma-an-interview-with-dr-karyn-harvey

Watch a 1-hour webinar on this topic that Dr. Harvey held for PHP at https://register.gotowebinar.com/register/5678826209649037827

**NO Refunds with cancellation under 7 days.**

Lunch is on your own.
Snacks, coffee/tea and water provided.

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