CONTINUING EDUCATION WORKSHOPS AUGUST 9-13 - ENROLL ONLINE CONVENTION.APA.ORG/CE
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CONTINUING
EDUCATION
WORKSHOPS
AUGUST 9-13
ENROLL ONLINE
CONVENTION.APA.ORG/CE
Sponsored by the APA Continuing Education Committee
and the Office of Continuing Education in Psychology
A supplement to the APA Monitor on PsychologyCONTE NTS
CE Workshops at a Glance 2
Overview 6
Monday, August 9 9
Tuesday, August 10 14
Wednesday, August 11 19
Thursday, August 12 24
Friday, August 13 29
Workshop Index 34
Leader Index 35
CE Workshop Details 36
All Continuing Education (CE) workshops are
sponsored by the APA Continuing Education
Committee (CEC). They have been reviewed and
approved by the APA CEC to offer CE credits for
psychologists. The APA CEC maintains responsibility
for the content of the programs.All times are Eastern Daylight Time.
CE Workshops at a glance
APA 2021 includes an outstanding lineup of virtual CE Workshops designed to help professional psychologists stay on the
cutting edge of practice, education, and science. Select from 41 LIVE 2.5-hour CE workshops held Monday, August 9 –
Friday, August 13. During each workshop, participants can maximize learning during a live Q&A with expert presenters.
MONDAY, AUGUST 9 TUESDAY, AUGUST 10 WEDNESDAY, AUGUST 11 THURSDAY, AUGUST 12
9:00–11:30 a.m. 9:00–11:30 a.m. 9:00–11:30 a.m. 9:00–11:30 a.m.
101 An Introduction to Transference-Focused 201 Dialectical Behavior Therapy With Sexual and Gender 301 Providing Psychological Care to Older Adults During 401 Not All That Blows Up Is Bipolar (…But Some of It Is):
Psychotherapy Minority People: A Live Demonstration COVID-19: Recommendations for Clinical Practice Latest Practice Update and Best Free Tools
102 Conducting Psychological Assessments 202 Equitable Identification of Gifted Students 302 Strengthening Clinical Supervisory Skills: 402 Social Justice at the Border:
for U.S. Immigration Cases in the Era of Black Lives Matter Providing Virtual and Culturally Competent Supervision Addressing the Trauma of Undocumented Immigrants
Noon–2:30 p.m. Noon–2:30 p.m. Noon–2:30 p.m. Noon–2:30 p.m.
103 Parent Training for Children With Autism Spectrum 203 Recovery-Oriented Cognitive Therapy for Depression 303 Culturally Responsive CBT for Later Life Depression: 403 Best Practices in Open Science Data Analysis:
Disorders and Disruptive Behaviors and Serious Mental Health Conditions Tips and Strategies for Practice Ethics, Visualization, and Estimation
104 Validity Methods, Estimates, and Test Interpretation: 204 Postvention: Responding to Schools, Workplaces, 304 Established and Emerging Tools for Diagnosis 404 Modular CBT for Adolescent Depression:
Guides to Ethical Test Interpretation Practices and Communities Following Suicide and Assessment of Anger and Hostility Effective Strategies for Helping Severely
Depressed Youth
305 Strategies for Bringing Public Policy Engagement
3:00–5:30 p.m. 3:00–5:30 p.m. to Psychology Education and Training
3:00–5:30 p.m.
105 Diabetes Education for Mental Health Providers 205 Training the Psychological Assessors of Tomorrow
3:00–5:30 p.m. 405 Ethics and Self-Care:
106 Ethical Decision-Making in Rural 206 Treating Pediatric Pain in Clinical Practice: Fostering Joyful and Sustainable
and Small Communities A Primer for Child and Adolescent Psychologists 306 Ethics and Law for the Practicing Psychologist Professional Practice in a Pandemic
307 Supporting Bereaved Children 406 Mild Neurocognitive Disorder:
6:00–8:30 p.m. 6:00–8:30 p.m. Conceptual Issues, Neuropsychological
Assessment, and Intervention
107 Community-Based Participatory Research 207 Bridging the Gap: 6:00–8:30 p.m.
in Psychology: Theory, Process, and Ethical Leveraging Technology to Enhance
Considerations Mental Health Care 308 Addressing the Intersection of Mental Health Concerns 6:00–8:30 p.m.
and Sexuality for College-Age Men
108 Supervisors in a Competency-Based Era 208 Police Use of Force: 407 Understanding and Working With People From Arab
Forming a Partnership Between Professional 309 Parent–Teen Therapy for Adolescents With ADHD and Middle Eastern Backgrounds
Psychology and Law Enforcement
408 What Mental Health Clinicians Can Do to Reduce
Firearm Violence and Suicide
2 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 3CE Workshops at a glance
FRIDAY, AUGUST 13
9:00–11:30 a.m.
501 Awareness, Bravery, Commitment:
Addressing Privilege, Racism, and Bias for
Integrated Care Providers
502 Evidence-Based Treatment of Borderline Personality
Disorder: Clinical and Ethical Considerations
Noon–2:30 p.m.
503 Enhanced and Integrated Cognitive Behavioral
Affective Skills for Regulating Anger
504 Essentials of Pediatric Transgender Health Care
From an Interdisciplinary Perspective
3:00–5:30 p.m.
505 Acceptance and Change in Couple Therapy:
Integrative Behavioral Couple Therapy
506 Mindfulness Oriented Recovery Enhancement for
Addiction, Stress, and Pain
6:00–8:30 p.m.
507 Enhancing Your CBT Skills by Focusing on the Therapy All Continuing Education (CE) workshops are
sponsored by the APA Continuing Education
Process and Avoiding Common Process Errors
Committee (CEC). They have been reviewed and
approved by the APA CEC to offer CE credits for
508 Treating Complex PTSD: psychologists. The APA CEC maintains responsibility
An Integrative Model of Evidence-Based Treatments for the content of the programs.
4 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 5Overview
ENROLL ONLINE
CONVENTION.APA.ORG/CE
Enrollment Workshop Times Workshop Levels CONTACT US
For questions about CE Workshops,
Visit apa.content.online and select “APA 2021 Convention” MORNING contact cpe@apa.org. If you
· ANY
under “Browse by Category, Additional Programs” on the • 9:00–11:30 AM ET / 8:00–10:30 AM CT / require technical assistance to
bottom left-hand side of the page. No prior knowledge of the specific content area is needed
7:00–9:30 AM MT / 6:00–8:30 AM PT enroll in a CE Workshop, contact
for you to participate fully and effectively in the workshop.
If this is your first-time purchasing programs from this site support@beaconlive.com.
AFTERNOON The information or skills will be new for those who enroll.
(apa.content.online), you will need to create a login and
• 12:00–2:30 PM ET / 11:00 AM–1:30 PM CT / All Continuing Education (CE)
password. Note: Your MyAPA login will not work in this catalog.
10:00 AM–12:30 PM MT / 9:00–11:30 AM PT INTERMEDIATE Workshops are sponsored by the APA
··
To enroll in a workshop, select “Add to Cart” at the bottom Continuing Education Committee
• 3:00–5:30 PM ET / 2:00–4:30 PM CT / Some basic knowledge of the specific content area is
of the workshop description page. (CEC). They have been reviewed and
1:00–3:30 PM MT / 12:00–2:30 PM PT required, but you do not need in-depth knowledge or skills.
When you are ready to checkout, login as a “Returning The workshop will provide information at a level beyond the approved by the APA CEC to offer CE
EVENING credits for psychologists. The APA
user” or create an account by completing the "Personal basic knowledge of the topic.
Info" section. Click “Register” at the bottom of the screen to • 6:00–8:30 PM ET / 5:00–7:30 PM CT / CEC maintains responsibility for the
proceed to payment. 4:00–6:30 PM MT / 3:00–5:30 PM PT content of the programs.
··· ADVANCED
You will receive an order confirmation of your purchase
PRICE PER WORKSHOP To participate fully, you must have a substantial working
via email from American Psychological Association
$55 APA Member knowledge or skill level in the specific content area.
. Note: If you do not receive
$75 Nonmember Generally, you currently use the knowledge or skill in your
the order confirmation email, please check your junk and spam
job. At this level, advanced techniques or knowledge is
folders. The order confirmation will include a direct link CE credits are included in workshop fees. offered to refine and expand current expertise.
to the live CE Workshop. You will also receive an email
reminder 24 hours prior to the workshop. Want unlimited access to all of APA’s online CE programs
year-round? Subscribe to APA’s Unlimited Online CE, which
includes all 41 of the APA 2021 CE workshops, APA’s live
webinar series throughout the year, and our entire catalog
of video on-demand CE programs (Annual price: $379 APA
Member / $649 Nonmember).
This subscription offer only applies to programs on our partner
site, BeaconLive (apa.content.online). It does not apply to APA
Book- and Article-based CE programs.
6 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 7MON
9:00–11:30 a.m. ET | 8:00–10:30 a.m. CT / 7:00–9:30 a.m. MT / 6:00–8:30 a.m. PT
101
AUGUST 9 AN INTRODUCTION TO TRANSFERENCE-FOCUSED PSYCHOTHERAPY
CE CREDITS 2.5 This intermediate workshop presents an introduction to the theory and techniques of transfer-
INTERMEDIATE ·· ence-focused psychotherapy (TFP), an empirically supported dynamic treatment for border-
line personality disorder (BPD) that has also been found useful for other personality disorders.
NEW Because BPD therapy is often affected by poor treatment adherence, chaotic service use, drop
out, and clinician burnout, clinicians need effective treatments that address these issues. TFP not
only reduces borderline pathology but also improves personality functioning, identity, and reflec-
tive functioning in patients with personality disorders. The presenters summarize TFP research,
answer participants’ questions, and use PowerPoint slides, examples, and videos to highlight TFP.
Monica Carsky, PhD, Weill Cornell Medical College Personality Disorders Institute, New York, NY;
Kenneth N. Levy, PhD, Penn State University Park
102
CONDUCTING PSYCHOLOGICAL ASSESSMENTS FOR U.S. IMMIGRATION CASES
CE CREDITS 2.5 Immigration issues have recently featured prominently in U.S. conversations and politics. Unau-
ANY · thorized immigrants living in the United States are increasingly subjected to denigration, capture,
and deportation. Immigration laws provide exceptions when cases involve immediate danger or
NEW death, a victim of serious crime, or a qualified family member who would suffer hardship. Psy-
chologists play a significant role in these cases by conducting assessments, providing evaluations,
and presenting expert testimony. This introductory workshop reviews what a psychologist needs
to know in order to perform a forensic hardship evaluation to support an immigration application.
Robert S. Meyers, PsyD, JD, Independent Practice, Bayside, NY
8 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 9MON
MON
Noon–2:30 p.m. ET | 11:00 a.m.–1:30 p.m. CT / 10:00 a.m.–12:30 p.m. MT / 9:00–11:30 a.m. PT 3:00–5:30 p.m. ET | 2:00–4:30 p.m. CT / 1:00–3:30 p.m. MT / 12:00–2:30 p.m. PT
103 105
PARENT TRAINING FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS AND DISRUPTIVE BEHAVIORS DIABETES EDUCATION FOR MENTAL HEALTH PROVIDERS
CE CREDITS 2.5 This intermediate workshop prepares clinicians to use an evidence-based practice for parent train- CE CREDITS 2.5 Diabetes is a metabolic disorder that affects over 30 million people in the United States. Success-
INTERMEDIATE ·· ing in autism spectrum disorder (ASD). ASD is a chronic neurodevelopmental condition of early INTERMEDIATE ·· ful treatment involves adherence to a regimen involving food, activity, sleep, blood testing, and
childhood onset characterized by social communication deficits, restricted interests, and repetitive medication. This intermediate workshop reviews the underlying diagnosis and medical treatment
behaviors. ASD affects 1 in 59 children, and as many as 50% of children with ASD exhibit behav- of Type 1 and Type 2 diabetes and describes common behavioral issues including health care man-
ioral problems, including tantrums, noncompliance, aggression, and self-injury. These behaviors agement, stress, and mental health concerns associated with diabetes. The unique role psycholo-
interfere with performance of daily living skills and engagement in educational services and may gists have in the care of people with diabetes is highlighted.
increase social isolation. The Research Units in Behavioral Intervention (RUBI) Autism Network
W. Douglas Tynan, PhD, MS, American Diabetes Association, Crystal City, VA
developed this time-limited parent training-program ready for use.
Eric M. Butter, PhD, Ohio State University; Karen Bearrs, PhD, University of Washington;
Cynthia R. Johnson, PhD, Case Western Reserve University
106
ETHICAL DECISION-MAKING IN RURAL AND SMALL COMMUNITIES
104 CE CREDITS 2.5 This intermediate workshop identifies the cultural and contextual factors that influence ethical
VALIDITY METHODS, ESTIMATES, AND TEST INTERPRETATION: INTERMEDIATE ·· dilemmas and impact good ethical decision making in rural and other small communities. Empha-
GUIDES TO ETHICAL TEST INTERPRETATION PRACTICES sizing situations that are particularly relevant in small communities, such as confidentiality and
NEW multiple relationships, the presenter includes several case-based examples of routine and unex-
CE CREDITS 2.5 This intermediate workshop improves knowledge and application of test validity methods and sta- pected encounters that can lead to ethical dilemmas. Participants learn to identify these dilemmas
INTERMEDIATE ·· tistical estimates produced to provide evidence for test interpretation. Ethical principles and test early, identify strategies for avoiding or preventing ethical missteps, and apply appropriate and
standards specify that test interpretation requires evidence for validity of test scores and compari- culturally informed decision-making strategies when dilemmas emerge.
NEW sons, which form the basis of inferences made about an examinee. Many inferences and decisions
made in clinical assessment are high-stakes decisions requiring strong evidence of validity. The Cindy L. Juntunen, PhD, University of North Dakota
workshop helps participants to better assess the evidence provided for test validity in test manu-
als, interpretation guides, and the literature and to decide which have adequate evidence.
Gary L. Canivez, PhD, Eastern Illinois University
10 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 11MON
6:00–8:30 p.m. ET | 5:00 – 7:30 p.m. CT / 4:00 – 6:30 p.m. MT / 3:00 –5:30 p.m. PT
107
COMMUNITY-BASED PARTICIPATORY RESEARCH IN PSYCHOLOGY:
THEORY, PROCESS, AND ETHICAL CONSIDERATIONS
CE CREDITS 2.5 Community-based participatory research (CBPR) answers the call for more patient-centered,
ANY · community-driven research approaches to address growing health inequities. CBPR is a collab- AUGUST 10
orative research approach that equitably involves community members, researchers, and other
stakeholders in the research process and recognizes the unique strengths of each. Although well-
aligned with psychology’s ethical principles and research aims, CBPR has not been widely imple-
mented in psychology research. This introductory workshop presents the CBPR framework and
engages discussion around ethical challenges that may be encountered, as well as approaches to
help navigate these ethical considerations.
Eleanor F. Gil-Kashiwabara, PsyD, Independent Practice, Portland, OR;
Patricia Rodriguez Espinosa, PhD, MPH, Stanford School of Medicine
108
SUPERVISORS IN A COMPETENCY-BASED ERA
CE CREDITS 2.5 Supervisor competence, an essential ethical requirement, has not been universally achieved.
INTERMEDIATE ·· In this intermediate workshop, current approaches from the presenters’ 2021 edition of Clinical
Supervision: A Competency-Based Approach, are provided. Self-awareness centered on the fulcrum
NEW of multi- and intercultural identities of the client, supervisee (therapist), and supervisor is required
for effective supervision. The workshop focuses on challenging supervision situations, including
discussion of cultural identities in client assessment and treatment; safety in supervisee self-dis-
closure of reactivity and personal factors; and impact of supervisor feedback and evaluation on
the clinical practice.
Carol A. Falender, PhD, and Edward P. Shafranske, PhD, Pepperdine University
12 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O NTUES
TUES
9:00–11:30 a.m. ET | 8:00–10:30 a.m. CT / 7:00–9:30 a.m. MT / 6:00–8:30 a.m. PT Noon–2:30 p.m. ET | 11:00 a.m.–1:30 p.m. CT / 10:00 a.m.–12:30 p.m. MT / 9:00–11:30 a.m. PT
201 203
DIALECTICAL BEHAVIOR THERAPY WITH SEXUAL AND GENDER MINORITY PEOPLE: RECOVERY-ORIENTED COGNITIVE THERAPY FOR DEPRESSION AND SERIOUS MENTAL HEALTH CONDITIONS
A LIVE DEMONSTRATION
CE CREDITS 2.5 Recovery-oriented cognitive therapy has demonstrated effectiveness in treating individuals
CE CREDITS 2.5 Sexual and gender minority (SGM) people experience chronic invalidation, which contributes to INTERMEDIATE ·· diagnosed with a serious mental health condition. The same principles apply whether a client
INTERMEDIATE ·· emotional disorders. Dialectical behavior therapy (DBT) is a treatment for emotion dysregulation has depression or more serious mental health challenges. Treatment focuses on achieving one’s
rooted in the impact of an invalidating environment. This intermediate workshop focuses on how NEW desired life, in alignment with their values, especially through strengthening positive beliefs, such
NEW to adapt and apply DBT to clinical work with SGM people. The presentation includes live therapy as connection, purpose, competence, and control. Eliciting positive emotion in and between ses-
demonstrations of the individual psychotherapy and the skills-training group modes of DBT. The sions is emphasized, along with helping clients draw adaptive conclusions about positive experi-
presenters demonstrate how to teach DBT skills with adapted teaching points relating to minority ences. This intermediate workshop shows participants how to incorporate these principles in their
stress, and they conduct a behavior chain analysis relevant to SGM health disparities. practices.
Jeffrey M. Cohen, PsyD, Columbia University Medical Center, New York, NY; Judith Beck, PhD, and Ellen Inverso, PsyD, Beck Institute for Cognitive Behavior Therapy,
Colleen A. Sloan, PhD, Boston VA Healthcare System, MA Bala Cynwyd, PA
202 204
EQUITABLE IDENTIFICATION OF GIFTED STUDENTS IN THE ERA OF BLACK LIVES MATTER POSTVENTION:
RESPONDING TO SCHOOLS, WORKPLACES, AND COMMUNITIES FOLLOWING SUICIDE
CE CREDITS 2.5 Students of color have been underrepresented in gifted education for decades. Although this prob-
INTERMEDIATE ·· lem is multifaceted, the role intelligence tests play is critical. According to a 2019 national survey, CE CREDITS 2.5 The term postvention refers to planned interventions with those affected by a suicide death that
the most widely used ability tests for identification of gifted students are the CogAt and WISC, ANY · address the needs of the bereaved, reduce risk of contagion, and promote healthy adaptation of
NEW which have been found to yield large race and ethnic differences. Some have suggested the tests’ individuals and communities. This introductory workshop provides guidelines for effective post-
content, language demands, and extent of required knowledge create a problem of equity. This NEW vention in schools, workplaces, organizations, and communities. Drawing from broad experience
intermediate workshop examines these tests from both bias and equity perspectives, explores in postvention, the presenter shares informational highlights and provides practical strategies
ways to make the tests more equitable, and discusses methods for evaluating those who may be for responding to typical dilemmas in suicide postvention. This workshop is based on Riverside
twice exceptional. Trauma Center’s postvention protocols, which were listed in the former Best Practices Registry of
the Suicide Prevention Resource Center.
Jack A. Naglieri, PhD, University of Virginia
Larry Berkowitz, EdD, MPA, Riverside Trauma Center, Needham, MA
14 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 15TUES
TUES
3:00–5:30 p.m. ET | 2:00–4:30 p.m. CT / 1:00–3:30 p.m. MT / 12:00–2:30 p.m. PT 6:00–8:30 p.m. ET | 5:00 – 7:30 p.m. CT / 4:00 – 6:30 p.m. MT / 3:00 –5:30 p.m. PT
205 207
TRAINING THE PSYCHOLOGICAL ASSESSORS OF TOMORROW BRIDGING THE GAP:
LEVERAGING TECHNOLOGY TO ENHANCE MENTAL HEALTH CARE
CE CREDITS 2.5 This intermediate workshop provides strategies for effective teaching and training in psychologi-
INTERMEDIATE ·· cal assessment, with a focus on teaching the more sophisticated and complex aspects of assess- CE CREDITS 2.5 This introductory workshop presents current research and the latest clinical developments in the
ment, including an integrated and multimethod approach. The workshop incorporates the recently ANY · use of mobile applications for self-care and the enhancement of clinical care. Presenters from the
NEW released APA guidelines addressing the various aspects expected for doctoral-level coursework National Center for PTSD provide comprehensive review of the rationale for incorporating digi-
and field training, as well as adaptations required for online teaching of assessment. Participants NEW tal resources into care and offer real-time demonstrations of two self-care apps. Presenters also
learn about different activities and resources useful in enhancing the early exposure of those in review basic functions of treatment companion apps. Participants gain knowledge regarding the
training to psychological testing and assessment and ways to enhance what they already use. various steps in the clinical integration of mobile apps into treatment and consider privacy and
security concerns as well as ethical and cultural issues.
Hadas Pade, PsyD, Alliant International University-San Francisco Bay Area;
A. Jordan Wright, PhD, New York University Jeane Bosch, PhD, MPH, and Colleen Becket-Davenport, PsyD, National Center for PTSD,
Menlo Park, CA
206
TREATING PEDIATRIC PAIN IN CLINICAL PRACTICE: 208
A PRIMER FOR CHILD AND ADOLESCENT PSYCHOLOGISTS POLICE USE OF FORCE:
FORMING A PARTNERSHIP BETWEEN PROFESSIONAL PSYCHOLOGY AND LAW ENFORCEMENT
CE CREDITS 2.5 This intermediate workshop presents state-of-the-art research and clinical practice guidelines
INTERMEDIATE ·· for effective treatment of pediatric chronic pain, highlighting the essential role of psychology in CE CREDITS 2.5 In the past year, North American law enforcement agencies have received considerable scrutiny
treatment. Participants learn about the foundations of pain neuroscience education, effective ANY · because of several well-publicized incidents of excessive force, especially toward various minority
NEW psychoeducation tools to convey this information to patients and parents, and how an array of groups. Presented by a psychologist who has 25 years of experience as a sworn police officer,
evidence-based psychological skills support a child’s physical recovery. Participants also learn key NEW this introductory workshop reviews the existing “force” science, explores the relationship between
strategies to enhance child and adolescent engagement in treatment, parent training techniques implicit biases and force deployment, and identifies areas in which psychological science can help
that facilitate a child’s recovery, and strategies to optimize multidisciplinary collaboration. law enforcement increase the safety of police officers and the citizens they serve.
Amy E. Hale, PhD, and Rachael Coakley, PhD, Boston Children’s Hospital, MA Note: Videos of use-of-force encounters are presented. This may be stressful to some participants.
Mark Zelig, PhD, Independent Practice, Cottonwood Heights, UT
16 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 179:00–11:30 a.m. ET | 8:00–10:30 a.m. CT / 7:00–9:30 a.m. MT / 6:00–8:30 a.m. PT
WED
301
PROVIDING PSYCHOLOGICAL CARE TO OLDER ADULTS DURING COVID-19:
RECOMMENDATIONS FOR CLINICAL PRACTICE
CE CREDITS 2.5 COVID-19 has disrupted the delivery of mental health services and revealed vulnerabilities, ineq-
INTERMEDIATE ·· uities, and gaps in existing systems of care. As a result of social isolation and the continued threat
of a deadly virus, the need for assessment and treatment of older adults has significantly increased
NEW during this time. This intermediate-level, clinically oriented workshop describes approaches to
providing services for older adults receiving care at the VA, long-term care facilities, and com-
munity settings during the pandemic. Participants benefit from lessons learned and strategies to
assess and treat older adults that can be applied now and during future pandemics and disasters.
Lisa M. Brown, PhD, Palo Alto University; Vonetta M. Dotson, PhD, Georgia State University;
Kimberly E. Hiroto, PhD, VA Palo Alto Health Care System, CA;
Lisa M. Lind, PhD, Deer Oaks Behavioral Health, San Antonio, TX
302
STRENGTHENING CLINICAL SUPERVISORY SKILLS:
AUGUST 11 PROVIDING VIRTUAL AND CULTURALLY COMPETENT SUPERVISION
CE CREDITS 2.5 This intermediate workshop uses interactive, experiential learning experiences to engage psychol-
INTERMEDIATE ·· ogy clinical supervisors in reflecting on their current supervisory practices and learning new super-
visory strategies. Participants become familiar with the 2015 APA Guidelines for Clinical Supervision
in Health Service Psychology, learn strategies to provide effective virtual supervision, and increase
competency in incorporating multicultural considerations into supervision. This workshop uses
multiple participant-centered activities, including skills demonstrations, vignettes, self-assess-
ments, and polling questions, to meet learning objectives and cultivate lifelong learning practice.
David R. Topor, PhD, MEd, VA Boston Healthcare System, MA;
Christopher G. AhnAllen, PhD, Brigham and Women's Faulkner Hospital, Boston, MA
F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 19Noon–2:30 p.m. ET | 11:00 a.m.–1:30 p.m. CT / 10:00 a.m.–12:30 p.m. MT / 9:00–11:30 a.m. PT 3:00–5:30 p.m. ET | 2:00–4:30 p.m. CT / 1:00–3:30 p.m. MT / 12:00–2:30 p.m. PT
WED
WED
303 306
CULTURALLY RESPONSIVE CBT FOR LATER LIFE DEPRESSION: ETHICS AND LAW FOR THE PRACTICING PSYCHOLOGIST
TIPS AND STRATEGIES FOR PRACTICE
CE CREDITS 2.5 This intermediate workshop views the APA Ethics Code as a guide for resolving complex ethical
CE CREDITS 2.5 This intermediate workshop is aimed at practitioners familiar with cognitive behavioral therapy INTERMEDIATE ·· dilemmas through a process of ethical reasoning rather than as a “laundry list” of requirements
INTERMEDIATE ·· (CBT) who want to increase their effectiveness with culturally diverse depressed clients in the and prohibitions. The presenters illustrate the approach to professional ethics in applications to
second half of life. APA workforce predictions show a shortage of psychologists prepared for work two domains of ethics in practice that have significant intersections with clinical decision making,
with older adults. CBT for depression is effective across the lifespan and other facets of diver- law, and risk management. First, a process of ethical reasoning is applied to “Back to the Future”
sity when clinicians employ key strategies. This workshop trains clinicians to identify and respond areas of emerging practice. Then, issues are discussed at the intersection of ethics and law for
to age-related challenges in CBT for depression and provides resources for provision of services psychologists in clinical or forensic practice when cases become court-involved.
via telehealth. Suggestions are made on ways to advance professional development in clinical
Reneau Kennedy, EdD, MS, Independent Practice, Honolulu, HI;
geropsychology.
Robert T. Kinscherff, PhD, JD, William James College
Ann M. Steffen, PhD, University of Missouri-St. Louis
307
304 SUPPORTING BEREAVED CHILDREN
ESTABLISHED AND EMERGING TOOLS FOR DIAGNOSIS AND ASSESSMENT OF ANGER AND HOSTILITY
CE CREDITS 2.5 This introductory workshop offers practical advice for supporting grieving children, with an
CE CREDITS 2.5 Anger has a place in one’s emotional repertoire but can also become maladaptive. This intermedi- ANY · emphasis on the theoretical rationale behind the ideas. Statistics indicate that many kids cope
INTERMEDIATE ·· ate workshop locates anger within the DSM and in recent nosological alternatives (e.g., the RDoC). with loss early in their lives, but most adults are unaware of grief’s effects on children and are
Diagnosis of problem anger can be validated and elaborated by psychometric assessment. The NEW often unprepared to help. Understanding the unique perspective of bereaved children is essential
NEW presenter critiques established anger assessment tools (e.g., the STAXI-2) and describes a new in supporting them through the grieving process. Information derived from the presenter’s ongoing
generation of promising tools that tap into basic parameters of anger, a host of anger expression research study and grief support services is described.
styles, and situation-specific anger. The content of these emerging instruments and interpretation
Sue T. Lawrence, MA, MEd, Ursinus College
of results with reference to subtle and complex types of anger are explored.
Ephrem Fernandez, PhD, University of Texas at San Antonio
305
STRATEGIES FOR BRINGING PUBLIC POLICY ENGAGEMENT TO PSYCHOLOGY EDUCATION AND TRAINING
CE CREDITS 2.5 This introductory workshop provides university faculty and clinical supervisors with strategies for
ANY · integrating public policy training into existing curricula and models of supervision. The present-
ers draw from their experiences as university professors, former federal employees/contractors,
NEW and APA Congressional Fellows to equip participants with concrete strategies to prepare future
psychologists with the skills to meet public policy challenges in the era of COVID-19 and other
systemic challenges.
Joshua R. Wolff, PhD, Adler University; Judith M. Glassgold, PsyD, Rutgers the State University
of New Jersey, New Brunswick Campus
20 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 216:00–8:30 p.m. ET | 5:00 – 7:30 p.m. CT / 4:00 – 6:30 p.m. MT / 3:00 –5:30 p.m. PT
WED
308
ADDRESSING THE INTERSECTION OF MENTAL HEALTH CONCERNS AND SEXUALITY FOR COLLEGE-AGE MEN
AUGUST 12
CE CREDITS 2.5 In the era of #MeToo, women are finding platforms to reclaim their lives and their sexualities. But
INTERMEDIATE ·· what is happening for men as they navigate blind in seas of defensiveness? The current cultural
narrative warns against “toxic masculinity,” but there is little discussion of healthy masculinity.
NEW Among male college students, there is evidence of rising rates of anxiety, depression, suicide, and
trauma. Further, 50 years after the sexual revolution, young male adults still report sexual worry
and confusion. This intermediate workshop addresses interventions for young male emerging
adults in the closely related areas of mental and sexual health.
Daniel J. Alonzo, PsyD, California State University–Northridge
309
PARENT–TEEN THERAPY FOR ADOLESCENTS WITH ADHD
CE CREDITS 2.5 Supporting Teens’ Autonomy Daily (STAND) is an evidence-based, weekly parent–teen therapy
INTERMEDIATE ·· for adolescent attention-deficit/hyperactivity disorder (ADHD). Modular treatment provides
training in organization, time management, planning, parent–teen communication, and age-appro-
priate parenting practices. STAND is an engagement-focused approach that blends motivational
interviewing with skills training and behavioral contracting. Each component of the treatment is
covered in this intermediate workshop, as well as population-specific engagement strategies. The
training involves a combination of didactics, videos, and interactive discussion.
Margaret H. Sibley, PhD, University of Washington School of Medicine
22 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N9:00–11:30 a.m. ET | 8:00–10:30 a.m. CT / 7:00–9:30 a.m. MT / 6:00–8:30 a.m. PT Noon–2:30 p.m. ET | 11:00 a.m.–1:30 p.m. CT / 10:00 a.m.–12:30 p.m. MT / 9:00–11:30 a.m. PT
401 403
NOT ALL THAT BLOWS UP IS BIPOLAR (…BUT SOME OF IT IS): BEST PRACTICES IN OPEN SCIENCE DATA ANALYSIS:
LATEST PRACTICE UPDATE AND BEST FREE TOOLS ETHICS, VISUALIZATION, AND ESTIMATION
CE CREDITS 2.5 Mood disorders and suicide are increasing, especially in teens and young adults. There has been CE CREDITS 2.5 The research landscape is changing, and researchers must adapt statistical practices to include
THURS
THURS
INTERMEDIATE ·· an explosion of research in the last 10 years, and new versions of the DSM and ICD have appeared. ANY · estimation and visualization. This introductory applied workshop teaches participants the ethics
Should any of this change how we practice? The presenter uses a set of clinical cases to illustrate of data analysis, how to visualize statistical models, and how to supplement visuals with effect
points of controversy and makes practical recommendations. This intermediate workshop focuses sizes to answer research questions. All this will be taught in the point-and-click software JASP,
on clinical implications, practical evidence-based tools, techniques to clarify differential diagno- and participants learn advanced statistical procedures without unnecessary mathematical equa-
sis, and effective treatment options. Participants learn how to improve assessment and treatment tions or complicated computer programming. Participants are encouraged to “learn by doing” with
using free yet high-quality resources, including more than 200 webpages with PDFs of measures practice datasets on their own laptops under the direction of the presenter.
and free automated scoring for more than 70.
Dustin Fife, PhD, Rowan University
Eric A. Youngstrom, PhD, University of North Carolina
404
402 MODULAR CBT FOR ADOLESCENT DEPRESSION:
SOCIAL JUSTICE AT THE BORDER: EFFECTIVE STRATEGIES FOR HELPING SEVERELY DEPRESSED YOUTH
ADDRESSING THE TRAUMA OF UNDOCUMENTED IMMIGRANTS
CE CREDITS 2.5 Depression and suicide among youth are increasingly important clinical and public health con-
CE CREDITS 2.5 This introductory workshop presents a culturally sensitive and trauma-informed care framework INTERMEDIATE ·· cerns. This intermediate workshop presents a modular cognitive behavioral therapy (CBT) pro-
ANY · to address the trauma of undocumented immigrants. The presenter provides step-by-step strat- tocol developed for treating moderately to severely depressed youth. The presenters describe
egies for conducting a thorough intake assessment that incorporates immigration-specific ques- NEW a range of cognitive and behavioral assessment and treatment strategies and review research
NEW tions, developing a collaborative treatment plan, and more. Helping clients tell their stories is an supporting the short- and long-term effectiveness of the approach, moderators and predictors
important aspect of trauma treatment, and the presenter discusses ways to elicit these stories. of change (including socioeconomic status and life events), and predictors of relapse and recur-
Immigration policy and advocacy and their implications for treatment with this vulnerable popu- rence. The presenters’ goals are practical—to provide participants with an understanding of cut-
lation are highlighted. ting-edge, empirically supported CBT treatments for depressed youth.
Charissa D. Pizarro, PsyD, Carepoint Health Hoboken Medical Center CMHC, Hoboken, NJ Mark A. Reinecke, PhD, Northwestern University; John F. Curry, PhD, Duke University
24 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 253:00–5:30 p.m. ET | 2:00–4:30 p.m. CT / 1:00–3:30 p.m. MT / 12:00–2:30 p.m. PT 6:00–8:30 p.m. ET | 5:00 – 7:30 p.m. CT / 4:00 – 6:30 p.m. MT / 3:00 –5:30 p.m. PT
405 407
ETHICS AND SELF-CARE: UNDERSTANDING AND WORKING WITH PEOPLE FROM ARAB AND MIDDLE EASTERN BACKGROUNDS
FOSTERING JOYFUL AND SUSTAINABLE PROFESSIONAL PRACTICE IN A PANDEMIC
CE CREDITS 2.5 The general migration of war refugees from the Middle East and North Africa is increasing. Prac-
CE CREDITS 2.5 Strong links exist between psychologists’ self-care and competent, sustainable practice. Partici- INTERMEDIATE ·· titioners and professional helpers need a better cultural understanding of these migrants and dis-
THURS
THURS
INTERMEDIATE ·· pants in this intermediate workshop explore methods for integrating self-care and colleague care, placed people and adequate clinical skills to work effectively with them. Yet there is confusion and
starting with a comprehensive self-assessment. Complex ethical and multicultural vignettes that anxiety about who Arabs, Muslims, and Middle Easterners really are. How large is that population
NEW draw from the current pandemic context are used to identify and incorporate effective strategies in North America? What are their needs, struggles, and contributions? What challenges may they
to enhance self-care. The presenters also discuss the role of communitarian care in maintaining represent to host societies? Details on assimilation, psychosocial functioning, values, heritage,
professional competence and joyful practice. Participants explore adaptations of evidence-based and misconceptions, as well as practical guidelines and therapeutic tools, are presented in this
self- and communitarian-care strategies that include intellectual, emotional, physical, cultural, and intermediate workshop.
spiritual dimensions.
Naji Abi-Hashem, PhD, Baylor University's Institute for Studies of Religion, Seattle, WA
Erica H. Wise, PhD, University of North Carolina at Chapel Hill;
David S. Shen-Miller, PhD, MSW, Independent Practice, Seattle, WA
408
WHAT MENTAL HEALTH CLINICIANS CAN DO TO REDUCE FIREARM VIOLENCE AND SUICIDE
406
MILD NEUROCOGNITIVE DISORDER: CE CREDITS 2.5 This introductory workshop focuses on the epidemiology of firearm violence and suicide, social
CONCEPTUAL ISSUES, NEUROPSYCHOLOGICAL ASSESSMENT, AND INTERVENTION ANY · determinants of health, risk assessment for firearm-related harm, and prevention strategies for
mental health care providers. The presenters discuss specific clinical scenarios and interventions
CE CREDITS 2.5 This intermediate workshop helps clinicians and researchers understand the detection, clinical NEW for risk reduction, as well as firearm policy relevant to mental health providers and researchers.
INTERMEDIATE ·· significance, and current evidence-based treatment for individuals with mild neurocognitive dis- Participants gain an understanding of the most current and rigorous scientific evidence regarding
orders (mNCD). Topics include a review of normal versus pathological aging, the relationship risk identification and interventions for reducing firearm injury and suicide.
between depression and cognitive impairment, and neuropsychological assessment of mNCD
Amy Barnhorst, MD, University of California-Davis, School of Medicine
(including teleneuropsychology). In the absence of biomarkers, neuropsychological assessment
remains a critical lens in understanding fundamental aspects of aging in order to diagnose, treat,
and investigate age-related cognitive changes effectively. Interventions aimed at promoting
healthy brain and cognitive aging are also discussed.
Lydia Y. Cho, PhD, and Regan E. Patrick, PhD, McLean Hospital, Belmont, MA
26 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 279:00–11:30 a.m. ET | 8:00–10:30 a.m. CT / 7:00–9:30 a.m. MT / 6:00–8:30 a.m. PT
AUGUST 13
501
AWARENESS, BRAVERY, COMMITMENT:
ADDRESSING PRIVILEGE, RACISM, AND BIAS FOR INTEGRATED CARE PROVIDERS
CE CREDITS 2.5 This intermediate skill-building workshop features experiential activities around cultural identity,
INTERMEDIATE ·· intersectionality, bias, privilege, power discrepancies, microaggressions, and antiracism. Rather
than using a “how to” approach, this workshop emphasizes gaining the perspectives that enable
NEW psychologists to more deeply understand racism, Whiteness, and privilege and how they function
in integrated, multidisciplinary spaces. Through discussions, electronic polling, case examples,
and online assessments, participants engage in interactive and virtually modeled exercises to
explore bias and microaggressions.
FRI
Roger R. Harrison, PhD, and Colleen Cullinan, PhD, Nemours/Alfred I. duPont Hospital for Children,
Wilmington, DE
502
EVIDENCE-BASED TREATMENT OF BORDERLINE PERSONALITY DISORDER:
CLINICAL AND ETHICAL CONSIDERATIONS
CE CREDITS 2.5 The research on borderline personality disorder (BPD) is complex, confusing, and replete with
INTERMEDIATE ·· contradictory findings from heterogeneous, convenient, small, and/or selected samples. This
intermediate workshop focuses on current research findings on BPD, with particular focus on prev-
NEW alence, phenomenology, comorbidity, course, and treatment outcomes. Relevant ethical issues
and challenges are considered, and both seminal treatment studies and often neglected findings
are highlighted. Evidence-based principles (EBP) are derived and emphasized throughout, with
specific attention to differential diagnoses and treatment decision making. Vignettes and role
plays are used to bring EBP to life.
Kenneth N. Levy, PhD, Penn State University Park
F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 29SUN
Noon–2:30 p.m. ET | 11:00 a.m.–1:30 p.m. CT / 10:00 a.m.–12:30 p.m. MT / 9:00–11:30 a.m. PT 3:00–5:30 p.m. ET | 2:00–4:30 p.m. CT / 1:00–3:30 p.m. MT / 12:00–2:30 p.m. PT
503 505
ENHANCED AND INTEGRATED COGNITIVE BEHAVIORAL AFFECTIVE SKILLS FOR REGULATING ANGER ACCEPTANCE AND CHANGE IN COUPLE THERAPY:
INTEGRATIVE BEHAVIORAL COUPLE THERAPY
CE CREDITS 2.5 Anger management is largely the province of cognitive behavioral therapy (CBT). This intermedi-
INTERMEDIATE ·· ate workshop focuses on how conventional CBT can be further enhanced and enriched as cognitive CE CREDITS 2.5 This intermediate workshop provides an overview of integrative behavioral couple therapy (IBCT),
behavioral affective therapy (CBAT), which incorporates many more tried and tested cognitive and INTERMEDIATE ·· an evidence-based treatment for couples developed and tested with federal grant support. The
NEW behavioral strategies in combination with experiential and emotion-focused techniques. Premised presenter, the co-developer of IBCT, describes IBCT, shows video clips of couples during IBCT to
on a process model of anger, CBAT unfolds as a sequence of skills for prevention, intervention, NEW illustrate treatment strategies, and answers participants’ questions. Because of its empirical base,
and postvention of anger. Outcomes are evaluated on the basis of empirical evidence. Examples IBCT has been adopted by the U.S. Department of Veterans Affairs as one of its evidence-based
are provided for tailoring treatment according to gender, culture, and other individual differences. treatments, and the Administration for Children & Families is currently funding a research program
examining the efficacy of an IBCT-based online program for low-income and military couples.
FRI
FRI
Ephrem Fernandez, PhD, University of Texas at San Antonio
Andrew Christensen, PhD, University of California-Los Angeles
504
ESSENTIALS OF PEDIATRIC TRANSGENDER HEALTH CARE FROM AN INTERDISCIPLINARY PERSPECTIVE 506
MINDFULNESS ORIENTED RECOVERY ENHANCEMENT FOR ADDICTION, STRESS, AND PAIN
CE CREDITS 2.5 This interdisciplinary workshop features pediatric experts from psychology and endocrinology
INTERMEDIATE ·· who provide an overview of the care of transgender and gender diverse youth (clinical consider- CE CREDITS 2.5 This introductory workshop provides didactic and experiential instruction in theory, research, and
ations, recent research, environmental issues, best practices). Presenters share their interdisci- ANY · clinical skill practice integral to the implementation of mindfulness-oriented recovery enhance-
plinary model, describe how it can be replicated, and discuss best practices and lessons learned. ment (MORE). MORE is an evidence-based, transdiagnostic therapy that unites complementary
This intermediate workshop aims not only to be educational in nature but collaborative as well, NEW aspects of mindfulness training, third-wave cognitive behavioral therapy, and principles from pos-
using a consultative approach. Participants are provided with resources they can take to their itive psychology. MORE’s therapeutic effects have been demonstrated in five randomized con-
respective practices. trolled trials, and the MORE research program is currently supported by more than $25 million in
federal research grants from the National Institutes of Health and the U.S. Department of Defense.
Christy L. Olezeski, PhD, and Susan D. Boulware, MD, Yale School of Medicine
Eric L. Garland, PhD, MSW, and Adam W. Hanley, PhD, University of Utah
30 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 31SUN
6:00–8:30 p.m. ET | 5:00 – 7:30 p.m. CT / 4:00 – 6:30 p.m. MT / 3:00 –5:30 p.m. PT
507
ENHANCING YOUR CBT SKILLS BY FOCUSING ON THE THERAPY PROCESS AND AVOIDING COMMON
PROCESS ERRORS
CE CREDITS 2.5 Cognitive behavioral therapy (CBT) skills can be enhanced by focusing on the therapy process. In
INTERMEDIATE ·· this intermediate workshop, participants consider how they structure sessions, collaborate with
challenging patients, conceptualize complex patients, teach essential life skills to patients, and
assist patients in acquiring these skills. The presenter highlights common therapy process errors
associated with unfavorable outcomes and reminds therapists to stay focused in sessions, pay
appropriate levels of attention to their own feelings, avoid being emotionally activated by patients’
problems, and remain aware of the complex dynamics of human change processes.
FRI
Bruce S. Liese, PhD, University of Kansas Medical Center, Kansas City
508
TREATING COMPLEX PTSD:
AN INTEGRATIVE MODEL OF EVIDENCE-BASED TREATMENTS
CE CREDITS 2.5 This introductory workshop addresses key topics in the treatment of complex posttraumatic
ANY · stress disorder (cPTSD), including when to use exposure therapy rather than supportive therapies
to facilitate affect stabilization and regulation. The presenter discusses sociocultural consider-
ations in trauma treatment and how to choose the best therapeutic approach, with an emphasis on
psychotherapy outcome research as well as clinical hypothesis testing. Clinical hypothesis testing
is a necessary tool for use in determining how and when to shift the clinical method to meet the
needs of clients. Common dilemmas associated with cPTSD clients, including dealing with disso-
ciation, are addressed.
Tamara M. Greenberg, PsyD, University of California-San Francisco
32 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O NWORKSHOP INDEX LEADER INDEX
A M U A I W
Abi-Hashem, Naji 27 Inverso, Ellen 15 Wise, Erica H. 26
Acceptance and Change in Couple Therapy:................31 Mild Neurocognitive Disorder:.........................................26 Understanding and Working With People ....................27
Integrative Behavioral Couple Therapy Conceptual Issues, Neuropsychological From Arab and Middle Eastern Backgrounds AhnAllen, Christopher G. 19 Wolff, Joshua R. 20
Assessment, and Intervention Alonzo, Daniel J. 22 J Wright, A. Jordan 16
Addressing the Intersection of Mental Health.............22 V Johnson, Cynthia R. 10
Concerns and Sexuality for College-Age Men Mindfulness Oriented Recovery.......................................31 B Juntunen, Cindy L. 11 Y
Validity Methods, Estimates, and Test...........................10
Enhancement for Addiction, Stress, and Pain Youngstrom, Eric A. 24
Interpretation: Guides to Ethical Test Barnhorst, Amy 27
An Introduction to Transference-Focused....................... 9
Psychotherapy Modular CBT for Adolescent Depression: ....................25 Interpretation Practices Bearrs, Karen 10 K
Effective Strategies for Helping Severely Beck, Judith 15 Kennedy, Reneau 21 Z
Awareness, Bravery, Commitment:.................................29 Depressed Youth W Becket-Davenport, Colleen 17 Kinscherff, Robert T. 21 Zelig, Mark 17
Addressing Privilege, Racism, What Mental Health Clinicians Can Do ........................27 Berkowitz, Larry 15
and Bias for Integrated Care Providers N to Reduce Firearm Violence and Suicide Bosch, Jeane 17 L
Not All That Blows Up Is Bipolar .....................................24 Boulware, Susan D. 30 Lawrence, Sue T. 21
B
(…But Some of It Is): Latest Practice Update Brown, Lisa M. 19 Levy, Kenneth N. 9, 29
Best Practices in Open Science Data Analysis:............25 and Best Free Tools Butter, Eric M. 10 Liese, Bruce S. 32
Ethics, Visualization, and Estimation Lind, Lisa M. 19
P C
Bridging the Gap: Leveraging Technology to ................17
Enhance Mental Health Care Parent–Teen Therapy for Adolescents............................22 Canivez, Gary L. 10 M
With ADHD Carsky, Monica 9 Meyers, Robert S. 9
C Cho, Lydia Y. 26
Parent Training for Children With Autism ....................10
Community-Based Participatory Research ...................12 Spectrum Disorders and Disruptive Behaviors Christensen, Andrew 31 N
in Psychology: Theory, Process, and Ethical Coakley, Rachael 16 Naglieri, Jack A. 14
Considerations Police Use of Force: Forming a Partnership ..................17 Cohen, Jeffrey M. 14
Between Professional Psychology and Law Cullinan, Colleen 29 O
Conducting Psychological Assessments for U.S. .......... 9 Enforcement. Olezeski, Christy L. 30
Curry, John F. 25
Immigration Cases
Postvention: Responding to Schools, .............................15
Culturally Responsive CBT for Later Life ......................20 Workplaces, and Communities Following Suicide D P
Depression: Tips and Strategies for Practice Dotson, Vonetta M. 19 Pade, Hadas 16
Providing Psychological Care to Older ...........................19 Patrick, Regan E. 26
D Adults During COVID-19: F Pizarro, Charissa D. 24
Recommendations for Clinical Practice
Diabetes Education for Mental Health Providers .......11 Falender, Carol A. 12
Fernandez, Ephrem 20, 30 R
Dialectical Behavior Therapy With Sexual and ...........14 R
Fife, Dustin 25 Reinecke, Mark A. 25
Gender Minority People: A Live Demonstration Recovery-Oriented Cognitive Therapy ..........................15
Rodriguez Espinosa, Patricia 12
for Depression and Serious Mental
G
E Health Conditions
Garland, Eric L. 31 S
Enhanced and Integrated Cognitive Behavioral............30 S Gil-Kashiwabara, Eleanor F. 12 Shafranske, Edward P. 12
Affective Skills for Regulating Anger Glassgold, Judith M. 20 Shen-Miller, David S. 26
Social Justice at the Border: Addressing the ................24
Trauma of Undocumented Immigrants Greenberg, Tamara M. 32 Sibley, Margaret H. 22
Enhancing Your CBT Skills by Focusing on the.............32
Sloan, Colleen 14
Therapy Process and Avoiding Common
Strategies for Bringing Public Policy ...............................20 H Steffen, Ann M. 20
Process Errors
Engagement to Psychology Education Hale, Amy E. 16
Equitable Identification of Gifted Students in the........14 and Training Hanley, Adam W. 31 T
Era of Black Lives Matter Harrison, Roger R. 29 Topor, David R. 19
Strengthening Clinical Supervisory Skills: .....................19
Providing Virtual and Culturally Hiroto, Kimberly E. 19 Tynan, W. Douglas 11
Essentials of Pediatric Transgender Health Care.........30
From an Interdisciplinary Perspective Competent Supervision
Established and Emerging Tools for Diagnosis and.....20 Supervisors in a Competency-Based Era ......................12
Assessment of Anger and Hostility
Supporting Bereaved Children..........................................21
Ethical Decision-Making in Rural and Small ................11
Communities T
Training the Psychological Assessors of Tomorrow....16
Ethics and Law for the Practicing Psychologist............21
Treating Complex PTSD: An Integrative Model ..........32
Ethics and Self-Care: Fostering Joyful ............................26 of Evidence-Based Treatments
and Sustainable Professional Practice
in a Pandemic Treating Pediatric Pain in Clinical Practice: ...................16
A Primer for Child and Adolescent Psychologists
Evidence-Based Treatment of Borderline.......................29
Personality Disorder: Clinical and Ethical
Considerations
34 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O N F O R F U L L D E S C R I P T I O N S A N D TO E N R O L L : C O N V E N T I O N . A PA . O R G / C E 35CE Workshop Details
Earning CE Credit Accommodations
The live webinars do not support close captioning.
Attending the Live Event
The archived version of each webinar (available within 7
You must attend the full 2.5-hour webinar and click “OK” on business days of the live event) includes close captioning of
ALL of the Attendance Verification alerts that appear on the the presentation.
screen.
Persons with disabilities who require special
At the conclusion of the webinar a link will appear on your accommodations while attending live webinars should
screen to complete the course evaluation and receive your contact the CEP Office (cpe@apa.org) by July 12.
CE certificate. No partial credit is awarded.
Viewing the Archived Video
Participants will receive an archived version of each webinar Convention Registration
within 7 business days of the live broadcast. If you are APA 2021 registration is NOT required to enroll in a CE
not able to view the live broadcast, you can still view the workshop; however, we encourage you to register for the
program, take an exam, and earn CE credits. To earn CE convention (August 12-14, 2021). You will have access to
credit, you must watch the full program and click “OK” on hundreds of sessions featuring experts from across the
ALL of the Attendance Verification alerts that appear on the discipline and live interactive events, including Q&As,
screen and pass the exam (at least 75% correct with two networking cafes, and the Exchange. Please visit convention.
attempts). No partial credit is awarded. apa.org for more information.
Refund Policy Contact Us
No refunds will be given for CE Workshops or the Unlimited For questions about the CE Workshops, contact
Online CE subscription. cpe@apa.org.
If you require technical assistance to enroll in a CE
Workshop, contact support@beaconlive.com.
Cancellation Policy All Continuing Education (CE) Workshops are sponsored
The APA CEP Office reserves the right to cancel a workshop by the APA Continuing Education Committee (CEC). They
due to insufficient enrollment (ten or fewer enrollees). If the have been reviewed and approved by the APA CEC to
CEP Office cancels a workshop, enrollees will be notified offer CE credits for psychologists. The APA CEC maintains
immediately and will receive a full refund, or have the option responsibility for the content of the programs.
to switch into a different workshop.
36 A M E R I C A N P S Y C H O L O G I C A L A S S O C I AT I O N C O N T I N U I N G E D U C AT I O NYou can also read
