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Intervening with Displaced Children and Families: Refugees, Immigrants and IDP's - May 17, 2019() |
The webinar will address the presenters experiences working with refugees, lessons learned in team development, and a tool of “storytelling” they have used in working with refugees and children in several disaster affected communities. Storytelling, as a socio-cultural tool, can assist children by eliciting their thoughts, helping them identify distortions and make sense of their world, in order to develop coping techniques and build resiliency. From work in disaster zones, Drs. Thomley and Khatri have developed storybooks as tools for communication, coping and recovery. While working with refugees in Greece the book “Home is Where the Honey Is” was developed in 5 different languages to encompass the refugee community there. A second edition of the book included a revised version to serve the growing population of unaccompanied minors. The stories aim to start a process of learning and empowerment allowing children to view a situation of adversity and positively redefine their own experiences. The storytelling process will be described as to how to engage children as well as their families, teachers, caregivers and communities, to assist the community in supporting their own recovery. Presented by: Elizabeth Carll, PhD Rebecca Thomley, PsyD Roshan Khatri, MD Learning Objectives: 1. Participants will be able to describe the standards of practice for interpreters. 2. Participants will be able to state the steps to structure the interview prior, during, and after the interactions with the interpreter 3. Participants will be able to describe how to utilize interpreters to the best advantage of the asylum seeker. 4. Participants will be able to recognize the interpreter's proficiency during the course of an asylum evaluation. Elizabeth Carll, PhD is president of the APA Trauma Psychology Division and chairs the APA Interdivisional Refugee Mental Health Resource Network. Dr. Carll serves on the executive committee and is a former chair of the United Nations NGO Committee on Mental Health, and has developed various disaster/crisis management programs and is in private practice. Betsy Gard, PhD is an adjunct faculty member at the Emory University Department of Psychiatry. She is the manager for Disaster Mental Health for the Georgia Region of the American Red Cross and is mental health consultant for the International Rescue Committee (IRC), an organization that responds to humanitarian crises. William Salton, PhD is Director of the Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic at the Ferkauf Graduate School of Yeshiva University. He co-directs, with Dr. Carl Auerbach, the Yeshiva Asylum Project, that trains graduate students to work with asylum seekers. He has a private practice of psychotherapy. References: • Cole, E. (2015). Understanding Post-Traumatic Stress in Children and Adolescents. Baltic Journal of Psychology, 90-97. • Garoff, F., Kangaslampi, S., & Peltonen, K. (2019). Development and Implementation of a group based mental health intervention for unaccompanied minors. Scandinavian Journal of Psychology, 7-15. • Karriker, J. H., Madden, L. T., & Katell, L. A. (2017). Team Composition, Distributed Leadership, and Performance: It's Good to Share. Journal of Leadership & Organizational Studies, 507-518. • Mitra, R., & Hodes, M. (2019). Prevention of Psychological Distress and Promotion of Resilience Amongst Unaccompanied Refugee Minors in Resettlement Countries. Child Care Health Dev., 198-215. • NeMoyer, A., Rodriguez, T., & Alvarez, K. (2019). Psychological Practice with Unaccompanied Immigrant Minors: Clinical and Legal Considerations. Transitional Issues in Psychological Science, 4-16. • Rothacker, A., & Hauer, G. (2014). Leadership in multinational management- A behavior-set to motivate multicultural teams. Procedia- Social and Behavioral Sciences, 226-236. |
15.00 |
10/09/2019 |
04/07/2021 |
20 |
 |
Mindfulness and Meditation Techniques for Vulnerable Populations and Caregivers - April 12, 2019() |
This 12th free webinar of the Refugee Mental Health Resource Network will address the traumatic experiences that place refugees, immigrants, and internally displaced persons (IDPs) at risk for mental health problems such as anxiety, depression and PTSD. These trauma dynamics also impact the caregivers doing supportive work with these populations. These effects manifest in decreased well-being for all. In contrast, findings regarding the effectiveness of mindfulness and meditation appear to offer promising techniques that can be integrated into the routines of caregivers and those whom they serve. These techniques are being increasingly integrated into treatments for persons experiencing psychological distress. This webinar addresses the psychological hazards associated with the immigrant/refugee context and how this also impacts clinicians and caregivers. It will specifically present knowledge and promote skills in utilizing mindfulness and meditation techniques for both the caregiver and client. It will also address adaptations that aim to promote the effectiveness of these techniques across cultural groups. The training aims to help professionals employ techniques with their clients and also engage techniques for themselves that promote their own psychological well-being and resilience. Presented by Elizabeth Carll, PhD Rick Williamson, PhD Naj Alikhan, LMFT This webinar will be introduced by Dr. Carll, who will also provide an update on the Refugee Mental Health Resource Network. Learning Objectives: 1) identify the psychological hazards associated with working within trauma contexts; 2) describe how stress and traumatization processes affect brain, body and clinical outcomes; 3) describe how mindfulness and meditation techniques promote psychological resilience; 4) describe the implementation of mindfulness and meditation techniques that promote psychological resilience. References: Berceli, D. & Napoli, M. (2006). A Proposal for a Mindfulness-Based Trauma Prevention Program for Social Work Professionals. Complementary Health Practice Review, Vol. 11(3), pp. 153-162. Goldberg, S.; Rousmaniere, T.; Miller, S.; Whipple, J.; Nielsen, S.; Hoyt, W.; … Tracey, Terence J.G. (2016). Do psychotherapists improve with time and experience?: A longitudinal analysis of outcomes in a clinical setting. Journal of Counseling Psychology, 63(1), 1-11. Nolty, A. A. T.; Bosch, D. S.; An, E.; Clements, C. T.; Buckwalter, J. G. (2018). The Headington Institute Resilience Inventory (HIRI): Development and validation for humanitarian aid workers. International Perspectives in Psychology: Research, Practice, Consultation, Vol 7(1), pp. 35-57. Stein, D. J.; Ives-Deliperi, V.; Thomas, K. G. F. PhD. (2008). Psychobiology of Mindfulness. CNS Spectrums, Vol. 13(9), pp. 752-756. Williamson, R.; Engert, P. A.; (2014). In: Clinician's guide to self-renewal: Essential advice from the field. Wicks, Robert J. (Ed); Maynard, Elizabeth A. (Ed); Publisher: John Wiley & Sons Inc; pp. 45-59. |
15.00 |
02/04/2020 |
04/07/2021 |
20 |
 |
Shame, Dissociation and Enactment in Complex Trauma Disorders - October 4, 2019() |
This webinar provides an overview and explore of how shame develops as a retreat away from other people and an attempt to isolate the self, which often manifests in self-attack. Shame can also lead to people attacking others and re-enacting their traumatic experiences as a way of trying to distance from the helplessness, dejection and powerlessness of the affect. Dissociation may also be a mechanism employed to distance from the potency of feeling shame, yet experiencing dissociation can also create feelings of shame as the individual feels unable to control or be aware of their actions, memories and feelings. This seems to be particularly evident in the therapeutic relationship. This webinar explores these dynamics in those with a history of complex, early relational trauma. Three elements that often require attention in therapy, associated with the protection of self from acute feelings of shame, protection of the abusive attachment figure and the projection of disgust and dissmell will be examined. Presented by Martin Dorahy, PhD, DClinPych Learning objectives • To learn about the centrality of shame in complex trauma disorders • To understand the link between shame and dissociation in those with complex trauma disorders • To explore dynamics associated with shame in the treatment of complex trauma disorders, especially those associated with childhood relational trauma. References: Chefetz, R. A. (2015). Intensive psychotherapy for persistent dissociative processes: The fear of feeling real. New York: Norton. DeYoung, P. A. (2015). Understanding and treating chronic shame. New York: Routledge. Dorahy, M. J. (2017). Shame as a compromise for humiliation and rage in the internal representation of abuse by loved ones: Processes, motivations and the role of dissociation. Journal of Trauma and Dissociation, 18(3), 383-396. DOI: 10.1080/15299732.2017.1295422 Herman, J. L. (2011). PTSD as a shame disorder. In Dearing, R. L., & Tangney, J. P. (Eds.), Shame in the therapy hour (pp. 261-275). American Psychological Association, Washington, DC. Schimmenti, A. (2012). Unveiling the hidden self: Developmental trauma and pathological shame, Psychodynamic Practice, 18, 195-211. |
15.00 |
02/04/2020 |
04/07/2021 |
16 |
 |
Conducting Asylum Evaluations() |
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0.00 |
02/06/2020 |
04/25/2022 |
5 |
 |
Trauma, Dissociation and Attachment: Core Concepts and Their Relationships - December 13, 2019() |
Within the broad fields of psychiatry and psychology (and even within the field of traumatology), there is enormous variation in how the terms trauma and dissociation are used. Why does this matter? Clinical phenomena are more difficult to describe and address when the concepts they are based on are fuzzy; further, those inclined to dismiss the reality of trauma and dissociation take advantage of such conceptual drift to question their validity. In this seminar, I will discuss various ways to judge the utility of concepts such as trauma and dissociation, trace the shift in their meanings over time, and propose some guidelines as to their most valid use. We will also look at understandings of attachment and, in particular, the relation of disorganized attachment to dissociation. Throughout, emphasis will be placed on everyday language and clear illustrations to describe how best to use these complex but very important concepts. Presented by: Andrew Moskowitz, PhD Learning Objectives: 1) Participants will be able to describe two ways in which the concepts of trauma and dissociation have been used, and advantages and disadvantages of each. 2) Participants will be able to describe two ways in which disorganized attachment may act as a risk factor for dissociative disorders. 3) Participants will be able to describe the concept of transient dissociation, and its relation to structural dissociation. Andrew Moskowitz, Ph.D., is Professor of Psychology at Touro College Berlin and Past President of the European Society for Trauma and Dissociation. He is the lead editor of Psychosis, Trauma and Dissociation: Evolving Perspectives on Severe Psychopathology (Wiley Press), the 2nd edition of which was published in 2019, and was a core member of the WHO committee to revise dissociative disorders diagnostic criteria for the ICD-11. Professor Moskowitz has published widely in the dissociation and psychosis fields. References: 1) Moskowitz, A., Heinimaa, M. & Van der Hart, O. (2019) Defining psychosis, trauma and dissociation: Historical and contemporary conceptions. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley, pp. 2) Moskowitz, A. & Montirosso, R. (2019). Childhood experiences and delusions: Trauma, memory and the double bind. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley., pp. 3) Dutra, L., Bereau, J.-F., Holmes, B., Lyubchik, A., & Lyons-Ruth, K. (2009). Quality of early care and childhood trauma: A prospective study of developmental pathways to dissociation. The Journal of Nervous and Mental Disease, 197, 383–390. 4) Dutra, L., Bianchi, I., Siegel, D. J., & Lyons-Ruth, K. (2009). The relational context of dissociative phenomena. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 83–92). New York, NY: Routledge 5) Liotti, G. (2009). Attachment and dissociation. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 53–65). New York, NY: Routledge. |
15.00 |
02/07/2020 |
04/07/2021 |
16 |
 |
Aftereffects of a Terrorist Attack: New York City in the Years After 9/11 - April 5, 2019() |
Webinar Date: April 5, 2019With a focus on the themes of space and memory, public health and public safety, trauma and conflict, and politics and social change and an interdisciplinary group of expert contributors, New York After 9/11, looks back over the seventeen years since the September 11, 2001 attacks on the World Trade Center’s Twin Towers in New York City to discuss key issues that emerged in the wake of the attack, some immediately and others in the years that followed. These issues included PTSD among first responders; conflicts and design challenges of rebuilding the World Trade Center site, the memorial, and the museum; surveillance of Muslim communities; power struggles among public safety agencies; and the development of technologies for faster building evacuations. As New York After 9/11 vividly illustrates, each of these issues emerged with its own challenges, conflicts, and trajectories and reveal recovery after disaster to be a process that is complex, multivalent, and ongoing. Professor Susan Opotow, the book’s initiator and co-editor, discusses the contributions of New York After 9/11 to our knowledge of long-term aftereffects of cataclysmic urban trauma, noting adverse aftereffects that could be prevented in future disasters.Presented by:Susan Opotow, PhDSusan Opotow, PhD is a professor at City University of New York. Her research examines the psychology of injustice and conflict, focusing on exclusionary and inclusionary change. An APA Fellow, she heads the PhD Program in Critical Social/Personality Psychology at the Graduate Center, CUNY, and has served as 2018 Chair of the APA Board for the Advancement of Psychology in the Public Interest, editor of Peace and Conflict: Journal of Peace Psychology, and president of the Society for the Psychological Study of Social Issues.Learning Objectives:1. conflict, challenges, and changes that ripple from “time zero,” the traumatic event, occur over an extended period time – days, weeks, months, years, and decades;2. the extended period afterwards is complex, multivalent, and ongoing; and3. effective recovery initiatives and efforts require cooperation among diverse groups, including various community, professional, and governmental groups at both smaller and larger levels of analysis (i.e., local, state, national).References:The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United States (2011, Aug 12). Washington, DC: U.S. Government Printing Office,Amer, M. M., & Bagasra, A. (2013). Psychological research with Muslim Americans in the age of Islamophobia: Trends, challenges, and recommendations. American Psychologist, 68(3), 134.Crane, M. A., Levy-Carrick, N. C., Crowley, L., Barnhart, S., Dudas, M., Onuoha, U., Globina, Y., Haile, W., Shukla, G., & Ozbay, F. (2014). The response to September 11: a disaster case study. Annals of global health, 80(4), 320-331.Sagalyn, L. B. (2016). Power at Ground Zero: politics, money, and the remaking of Lower Manhattan. Oxford University Press.Sturken, M. (2015). The 9/11 memorial museum and the remaking of ground zero. American Quarterly, 67(2), 471-490. |
0.00 |
02/07/2020 |
01/10/2025 |
18 |
 |
Understanding Differences Between Clinical Trauma Evaluations & Asylum Evaluations - Oct 26, 2018() |
The first part of the webinar will discuss an update of the Refugee Mental Health Resource Network and context for requests for services, followed by descriptions and discussion of asylum and immigration evaluations and how these differ from clinical trauma focused psychological evaluations. Psychologists and other mental health practitioners are frequently asked to provide evaluations for an individual seeking legal relief in the United States. Although not philosophically different from a trauma focused psychological evaluation, the intent behind the immigration referral addresses a substantively different context. It is important to understand the referral question to avoid establishing multiple relationships. The asylum or immigration evaluation is only helpful if it is a neutral, objective document in which the evaluator is not seen as an advocate for the client, since it would be usurping the role of the attorney representing the individual before an immigration judge or officers at the U.S. Citizenship and Immigration Services (USCIS). Learning Objectives: 1. Participants will be able to describe the differences between a forensic evaluation for immigration matters vs a trauma focused psychological evaluation/assessment. 2. Participants will be able to describe the different referral questions that attorneys request from psychologists and other mental health practitioners. 3. Participants will be able to describe how to avoid multiple relationships in addressing the referral question. Presented by: Elizabeth Carll, PhD, and Claudette “Claudia” Antuña, PsyD BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice. Claudette "Claudia" Antuña, PsyD is a bilingual and bicultural forensic evaluator and obtained a MSW, MHSA, and Certificate in Global Mental Health form the Harvard Program in Refugee Trauma and has provided over 700 immigration psychological evaluations and testified in more than one third of these cases. She created an internship responding to requests for psychological evaluations for the NW Immigrant Rights Project and is a member of the Refugee Mental Health Resource Network. References: American Psychological Association (2015). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf Barrett, K.H. & George, W.H, (2005) Psychology, justice and diversity: Five challenges for culturally competent professionals. In K.H. Barrett & W.H. George (Eds.) Race, Culture, Psychology & Law, (pp. 3-17). Thousand Oaks, CA: Sage Publications. Brown, L.S. (2008). Cultural competence in trauma therapy. Washington, DC: American Psychological Association. Cervantes, J.M., Mejía, O.L.& Guerrero Mena, A. (2010). Serial migration and the assessment of extreme and unusual Psychological hardship with undocumented Latina/o families. Hispanic Journal of Behavioral Sciences, 32: 275. Evans, B.F., Hass, G.A., (2018) Forensic Psychological Assessment in Immigration Court: A Guide for Evidence-Based and Ethical Practice, Routledge. Hayes, P.A. (2001). Addressing cultural complexities in practice: A framework for clinicians and counselors. Washington, DC: American Psychological Association. Meffert, S.M., Musalo, K., McNiel, D.E., & Binder, R.L. (2010). The role of the mental health professionals in political asylum processing. The Journal of American Academy of Psychiatry and the Law, 38: 479-489. Ochoa, K.C, Pleasants, G.L., Penn, J.V., & Stone, D.C. (2010). Disparities in justice and care: Persons with severe mental illnesses in the U.S. immigration detention system. The Journal of the Academy of Psychiatry and the Law, 38: 392-329. Revving up the Deportation Machinery; Enforcement and Pushback Under Trump. www.migrationpolicy.org UN Office of the High Commissioner for Human Rights (OHCHR), Manual on the Effective Investigation and Documentation of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment ("Istanbul Protocol"), 2004, HR/P/PT/8/Rev.1, available at: http://www.refworld.org/docid/4638aca62.html [accessed 22 October 2018] |
0.00 |
02/10/2020 |
04/07/2021 |
19 |
 |
Documenting, Report Writing and Expert Testimony in Asylum Cases: How to - Nov 30,2018() |
In follow up to the previous webinars addressing aspects of an asylum evaluation, this webinar specifically focuses on tips for documenting observations, report writing, and providing expert testimony in court. While many evaluations do not require testifying in court, it is useful to be prepared should it be requested. The initial portion of the webinar will update members on developments of the Refugee Mental Health Resource Network followed by the presentation on asylum evaluations. The purpose of an immigration evaluation in asylum cases is to collect information about the mistreatment and persecution the asylum applicant reports and to examine the psychological impact that these circumstances have had on the examinee. Evaluators assess the extent and severity of the original trauma, whether the client continues to suffer from psychological symptoms after arrival in the U.S., and how long the psychological consequences may potentially last. The communication of this information and opinion in a report and expert testimony is essential to the outcome of the case. The outcome of the process for the asylum seeker is life-changing, and in these times a one-shot opportunity, which is a significant responsibility for the psychological examiner. Being aware of some technical considerations may make the difference between a powerful or counterproductive piece of evidence. This webinar will also address technical tips to communicate the results of an evaluation in order to provide an accurate and efficient portrayal of the applicant’s psychological damage. For those interested in participating in the Refugee Mental Health Resource Network Database, please visit www.refugeementalhealthnet.org and click on the volunteer tab. Presented by: Elizabeth Carll, PhD Giselle Hass, PsyD Learning Objectives: 1. Participants will be able to describe two models of organizing information in an asylum evaluation report. 2. Participants will be able to describe how to communicate results in written reports that are integrative, coherent, clear and relevant. 3. Participants will be able to describe the relevant ethical and practice standards for expert testimony. 4. Participants will be able to describe tips for effective oral testimony. BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice Giselle Hass, PsyD is an immigrant from Costa Rica. She earned a PsyD. from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. References: American Psychological Association. (2013). Specialty guidelines for forensic psychology. American Psychologist, 68, 7-19. Bornstein, R. F. & Hopwood, C. J. (2014) Introduction: Multi-Method Clinical Assessment. In: C. J. Hopwood & R. F. Bornstein (Eds.), Multi-Method Clinical Assessment. New York: Guilford Press. Filone, S. & DeMatteo, D. (2017). Assessing “credible fear”: A psychometric examination of the trauma symptom inventory-2 in the context of immigration court evaluations. Psychological Assessment, 29(6), 701-709. Rogers, H., Fox, S., & Herlihy, J. (2014). The importance of looking credible: The impact of the behavioural sequelae of post-traumatic stress disorder on the credibility of asylum seekers, Psychology, Crime & Law, 21(2), 139-155. Musalo, K., Meffert, S. M., & Abdo, A. O. (2010). The role of mental health professionals in political asylum processing. Journal of The American Academy of Psychiatry & The Law, 38, 479-489. |
0.00 |
02/10/2020 |
04/07/2021 |
19 |
 |
Mindfulness and Meditation Techniques for Vulnerable Populations and Caregivers - April 12, 2019() |
This 12th free webinar of the Refugee Mental Health Resource Network will address the traumatic experiences that place refugees, immigrants, and internally displaced persons (IDPs) at risk for mental health problems such as anxiety, depression and PTSD. These trauma dynamics also impact the caregivers doing supportive work with these populations. These effects manifest in decreased well-being for all. In contrast, findings regarding the effectiveness of mindfulness and meditation appear to offer promising techniques that can be integrated into the routines of caregivers and those whom they serve. These techniques are being increasingly integrated into treatments for persons experiencing psychological distress. This webinar addresses the psychological hazards associated with the immigrant/refugee context and how this also impacts clinicians and caregivers. It will specifically present knowledge and promote skills in utilizing mindfulness and meditation techniques for both the caregiver and client. It will also address adaptations that aim to promote the effectiveness of these techniques across cultural groups. The training aims to help professionals employ techniques with their clients and also engage techniques for themselves that promote their own psychological well-being and resilience. Presented by Elizabeth Carll, PhD Rick Williamson, PhD Naj Alikhan, LMFT This webinar will be introduced by Dr. Carll, who will also provide an update on the Refugee Mental Health Resource Network. Learning Objectives: 1) identify the psychological hazards associated with working within trauma contexts; 2) describe how stress and traumatization processes affect brain, body and clinical outcomes; 3) describe how mindfulness and meditation techniques promote psychological resilience; 4) describe the implementation of mindfulness and meditation techniques that promote psychological resilience. References: Berceli, D. & Napoli, M. (2006). A Proposal for a Mindfulness-Based Trauma Prevention Program for Social Work Professionals. Complementary Health Practice Review, Vol. 11(3), pp. 153-162. Goldberg, S.; Rousmaniere, T.; Miller, S.; Whipple, J.; Nielsen, S.; Hoyt, W.; … Tracey, Terence J.G. (2016). Do psychotherapists improve with time and experience?: A longitudinal analysis of outcomes in a clinical setting. Journal of Counseling Psychology, 63(1), 1-11. Nolty, A. A. T.; Bosch, D. S.; An, E.; Clements, C. T.; Buckwalter, J. G. (2018). The Headington Institute Resilience Inventory (HIRI): Development and validation for humanitarian aid workers. International Perspectives in Psychology: Research, Practice, Consultation, Vol 7(1), pp. 35-57. Stein, D. J.; Ives-Deliperi, V.; Thomas, K. G. F. PhD. (2008). Psychobiology of Mindfulness. CNS Spectrums, Vol. 13(9), pp. 752-756. Williamson, R.; Engert, P. A.; (2014). In: Clinician's guide to self-renewal: Essential advice from the field. Wicks, Robert J. (Ed); Maynard, Elizabeth A. (Ed); Publisher: John Wiley & Sons Inc; pp. 45-59. |
25.00 |
02/13/2020 |
04/07/2021 |
21 |
 |
Mindfulness and Meditation Techniques for Vulnerable Populations and Caregivers - April 12, 2019() |
This 12th free webinar of the Refugee Mental Health Resource Network will address the traumatic experiences that place refugees, immigrants, and internally displaced persons (IDPs) at risk for mental health problems such as anxiety, depression and PTSD. These trauma dynamics also impact the caregivers doing supportive work with these populations. These effects manifest in decreased well-being for all. In contrast, findings regarding the effectiveness of mindfulness and meditation appear to offer promising techniques that can be integrated into the routines of caregivers and those whom they serve. These techniques are being increasingly integrated into treatments for persons experiencing psychological distress. This webinar addresses the psychological hazards associated with the immigrant/refugee context and how this also impacts clinicians and caregivers. It will specifically present knowledge and promote skills in utilizing mindfulness and meditation techniques for both the caregiver and client. It will also address adaptations that aim to promote the effectiveness of these techniques across cultural groups. The training aims to help professionals employ techniques with their clients and also engage techniques for themselves that promote their own psychological well-being and resilience. Presented by Elizabeth Carll, PhD Rick Williamson, PhD Naj Alikhan, LMFT This webinar will be introduced by Dr. Carll, who will also provide an update on the Refugee Mental Health Resource Network. Learning Objectives: 1) identify the psychological hazards associated with working within trauma contexts; 2) describe how stress and traumatization processes affect brain, body and clinical outcomes; 3) describe how mindfulness and meditation techniques promote psychological resilience; 4) describe the implementation of mindfulness and meditation techniques that promote psychological resilience. References: Berceli, D. & Napoli, M. (2006). A Proposal for a Mindfulness-Based Trauma Prevention Program for Social Work Professionals. Complementary Health Practice Review, Vol. 11(3), pp. 153-162. Goldberg, S.; Rousmaniere, T.; Miller, S.; Whipple, J.; Nielsen, S.; Hoyt, W.; … Tracey, Terence J.G. (2016). Do psychotherapists improve with time and experience?: A longitudinal analysis of outcomes in a clinical setting. Journal of Counseling Psychology, 63(1), 1-11. Nolty, A. A. T.; Bosch, D. S.; An, E.; Clements, C. T.; Buckwalter, J. G. (2018). The Headington Institute Resilience Inventory (HIRI): Development and validation for humanitarian aid workers. International Perspectives in Psychology: Research, Practice, Consultation, Vol 7(1), pp. 35-57. Stein, D. J.; Ives-Deliperi, V.; Thomas, K. G. F. PhD. (2008). Psychobiology of Mindfulness. CNS Spectrums, Vol. 13(9), pp. 752-756. Williamson, R.; Engert, P. A.; (2014). In: Clinician's guide to self-renewal: Essential advice from the field. Wicks, Robert J. (Ed); Maynard, Elizabeth A. (Ed); Publisher: John Wiley & Sons Inc; pp. 45-59. |
5.00 |
02/13/2020 |
04/07/2021 |
22 |
|
Shame, Dissociation and Enactment in Complex Trauma Disorders - October 4, 2019() |
This webinar provides an overview and explore of how shame develops as a retreat away from other people and an attempt to isolate the self, which often manifests in self-attack. Shame can also lead to people attacking others and re-enacting their traumatic experiences as a way of trying to distance from the helplessness, dejection and powerlessness of the affect. Dissociation may also be a mechanism employed to distance from the potency of feeling shame, yet experiencing dissociation can also create feelings of shame as the individual feels unable to control or be aware of their actions, memories and feelings. This seems to be particularly evident in the therapeutic relationship. This webinar explores these dynamics in those with a history of complex, early relational trauma. Three elements that often require attention in therapy, associated with the protection of self from acute feelings of shame, protection of the abusive attachment figure and the projection of disgust and dissmell will be examined. Presented by: Martin Dorahy, PhD, DClinPych Learning objectives: • To learn about the centrality of shame in complex trauma disorders • To understand the link between shame and dissociation in those with complex trauma disorders • To explore dynamics associated with shame in the treatment of complex trauma disorders, especially those associated with childhood relational trauma. References: Chefetz, R. A. (2015). Intensive psychotherapy for persistent dissociative processes: The fear of feeling real. New York: Norton. DeYoung, P. A. (2015). Understanding and treating chronic shame. New York: Routledge. Dorahy, M. J. (2017). Shame as a compromise for humiliation and rage in the internal representation of abuse by loved ones: Processes, motivations and the role of dissociation. Journal of Trauma and Dissociation, 18(3), 383-396. DOI: 10.1080/15299732.2017.1295422 Herman, J. L. (2011). PTSD as a shame disorder. In Dearing, R. L., & Tangney, J. P. (Eds.), Shame in the therapy hour (pp. 261-275). American Psychological Association, Washington, DC. Schimmenti, A. (2012). Unveiling the hidden self: Developmental trauma and pathological shame, Psychodynamic Practice, 18, 195-211. |
5.00 |
02/13/2020 |
04/07/2021 |
15 |
|
Shame, Dissociation and Enactment in Complex Trauma Disorders - October 4, 2019() |
This webinar provides an overview and explore of how shame develops as a retreat away from other people and an attempt to isolate the self, which often manifests in self-attack. Shame can also lead to people attacking others and re-enacting their traumatic experiences as a way of trying to distance from the helplessness, dejection and powerlessness of the affect. Dissociation may also be a mechanism employed to distance from the potency of feeling shame, yet experiencing dissociation can also create feelings of shame as the individual feels unable to control or be aware of their actions, memories and feelings. This seems to be particularly evident in the therapeutic relationship. This webinar explores these dynamics in those with a history of complex, early relational trauma. Three elements that often require attention in therapy, associated with the protection of self from acute feelings of shame, protection of the abusive attachment figure and the projection of disgust and dissmell will be examined. Presented by Martin Dorahy, PhD, DClinPych Learning objectives: • To learn about the centrality of shame in complex trauma disorders • To understand the link between shame and dissociation in those with complex trauma disorders • To explore dynamics associated with shame in the treatment of complex trauma disorders, especially those associated with childhood relational trauma. References:</B Chefetz, R. A. (2015). Intensive psychotherapy for persistent dissociative processes: The fear of feeling real. New York: Norton. DeYoung, P. A. (2015). Understanding and treating chronic shame. New York: Routledge. Dorahy, M. J. (2017). Shame as a compromise for humiliation and rage in the internal representation of abuse by loved ones: Processes, motivations and the role of dissociation. Journal of Trauma and Dissociation, 18(3), 383-396. DOI: 10.1080/15299732.2017.1295422 Herman, J. L. (2011). PTSD as a shame disorder. In Dearing, R. L., & Tangney, J. P. (Eds.), Shame in the therapy hour (pp. 261-275). American Psychological Association, Washington, DC. Schimmenti, A. (2012). Unveiling the hidden self: Developmental trauma and pathological shame, Psychodynamic Practice, 18, 195-211. |
25.00 |
02/13/2020 |
04/07/2021 |
17 |
 |
Intervening with Displaced Children and Families: Refugees, Immigrants and IDP's - May 17, 2019() |
The webinar will address the presenters experiences working with refugees, lessons learned in team development, and a tool of “storytelling” they have used in working with refugees and children in several disaster affected communities. Storytelling, as a socio-cultural tool, can assist children by eliciting their thoughts, helping them identify distortions and make sense of their world, in order to develop coping techniques and build resiliency. From work in disaster zones, Drs. Thomley and Khatri have developed storybooks as tools for communication, coping and recovery. While working with refugees in Greece the book “Home is Where the Honey Is” was developed in 5 different languages to encompass the refugee community there. A second edition of the book included a revised version to serve the growing population of unaccompanied minors. The stories aim to start a process of learning and empowerment allowing children to view a situation of adversity and positively redefine their own experiences. The storytelling process will be described as to how to engage children as well as their families, teachers, caregivers and communities, to assist the community in supporting their own recovery. Presented by: Elizabeth Carll, PhD Rebecca Thomley, PsyD Roshan Khatri, MD Learning Objectives: 1. Participants will be able to describe the standards of practice for interpreters. 2. Participants will be able to state the steps to structure the interview prior, during, and after the interactions with the interpreter 3. Participants will be able to describe how to utilize interpreters to the best advantage of the asylum seeker. 4. Participants will be able to recognize the interpreter's proficiency during the course of an asylum evaluation. Elizabeth Carll, PhD is president of the APA Trauma Psychology Division and chairs the APA Interdivisional Refugee Mental Health Resource Network. Dr. Carll serves on the executive committee and is a former chair of the United Nations NGO Committee on Mental Health, and has developed various disaster/crisis management programs and is in private practice. Betsy Gard, PhD is an adjunct faculty member at the Emory University Department of Psychiatry. She is the manager for Disaster Mental Health for the Georgia Region of the American Red Cross and is mental health consultant for the International Rescue Committee (IRC), an organization that responds to humanitarian crises. William Salton, PhD is Director of the Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic at the Ferkauf Graduate School of Yeshiva University. He co-directs, with Dr. Carl Auerbach, the Yeshiva Asylum Project, that trains graduate students to work with asylum seekers. He has a private practice of psychotherapy. References: • Cole, E. (2015). Understanding Post-Traumatic Stress in Children and Adolescents. Baltic Journal of Psychology, 90-97. • Garoff, F., Kangaslampi, S., & Peltonen, K. (2019). Development and Implementation of a group based mental health intervention for unaccompanied minors. Scandinavian Journal of Psychology, 7-15. • Karriker, J. H., Madden, L. T., & Katell, L. A. (2017). Team Composition, Distributed Leadership, and Performance: It's Good to Share. Journal of Leadership & Organizational Studies, 507-518. • Mitra, R., & Hodes, M. (2019). Prevention of Psychological Distress and Promotion of Resilience Amongst Unaccompanied Refugee Minors in Resettlement Countries. Child Care Health Dev., 198-215. • NeMoyer, A., Rodriguez, T., & Alvarez, K. (2019). Psychological Practice with Unaccompanied Immigrant Minors: Clinical and Legal Considerations. Transitional Issues in Psychological Science, 4-16. • Rothacker, A., & Hauer, G. (2014). Leadership in multinational management- A behavior-set to motivate multicultural teams. Procedia- Social and Behavioral Sciences, 226-236. |
5.00 |
02/13/2020 |
04/07/2021 |
22 |
 |
Intervening with Displaced Children and Families: Refugees, Immigrants and IDP's - May 17, 2019() |
The webinar will address the presenters experiences working with refugees, lessons learned in team development, and a tool of “storytelling” they have used in working with refugees and children in several disaster affected communities. Storytelling, as a socio-cultural tool, can assist children by eliciting their thoughts, helping them identify distortions and make sense of their world, in order to develop coping techniques and build resiliency. From work in disaster zones, Drs. Thomley and Khatri have developed storybooks as tools for communication, coping and recovery. While working with refugees in Greece the book “Home is Where the Honey Is” was developed in 5 different languages to encompass the refugee community there. A second edition of the book included a revised version to serve the growing population of unaccompanied minors. The stories aim to start a process of learning and empowerment allowing children to view a situation of adversity and positively redefine their own experiences. The storytelling process will be described as to how to engage children as well as their families, teachers, caregivers and communities, to assist the community in supporting their own recovery. Presented by: Elizabeth Carll, PhD Rebecca Thomley, PsyD Roshan Khatri, MD Learning Objectives: 1. Participants will be able to describe the standards of practice for interpreters. 2. Participants will be able to state the steps to structure the interview prior, during, and after the interactions with the interpreter 3. Participants will be able to describe how to utilize interpreters to the best advantage of the asylum seeker. 4. Participants will be able to recognize the interpreter's proficiency during the course of an asylum evaluation. Elizabeth Carll, PhD is president of the APA Trauma Psychology Division and chairs the APA Interdivisional Refugee Mental Health Resource Network. Dr. Carll serves on the executive committee and is a former chair of the United Nations NGO Committee on Mental Health, and has developed various disaster/crisis management programs and is in private practice. Betsy Gard, PhD is an adjunct faculty member at the Emory University Department of Psychiatry. She is the manager for Disaster Mental Health for the Georgia Region of the American Red Cross and is mental health consultant for the International Rescue Committee (IRC), an organization that responds to humanitarian crises. William Salton, PhD is Director of the Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic at the Ferkauf Graduate School of Yeshiva University. He co-directs, with Dr. Carl Auerbach, the Yeshiva Asylum Project, that trains graduate students to work with asylum seekers. He has a private practice of psychotherapy. References: • Cole, E. (2015). Understanding Post-Traumatic Stress in Children and Adolescents. Baltic Journal of Psychology, 90-97. • Garoff, F., Kangaslampi, S., & Peltonen, K. (2019). Development and Implementation of a group based mental health intervention for unaccompanied minors. Scandinavian Journal of Psychology, 7-15. • Karriker, J. H., Madden, L. T., & Katell, L. A. (2017). Team Composition, Distributed Leadership, and Performance: It's Good to Share. Journal of Leadership & Organizational Studies, 507-518. • Mitra, R., & Hodes, M. (2019). Prevention of Psychological Distress and Promotion of Resilience Amongst Unaccompanied Refugee Minors in Resettlement Countries. Child Care Health Dev., 198-215. • NeMoyer, A., Rodriguez, T., & Alvarez, K. (2019). Psychological Practice with Unaccompanied Immigrant Minors: Clinical and Legal Considerations. Transitional Issues in Psychological Science, 4-16. • Rothacker, A., & Hauer, G. (2014). Leadership in multinational management- A behavior-set to motivate multicultural teams. Procedia- Social and Behavioral Sciences, 226-236. |
25.00 |
02/13/2020 |
04/07/2021 |
21 |
|
Trauma, Dissociation and Attachment: Core Concepts and Their Relationships - December 13, 2019() |
Within the broad fields of psychiatry and psychology (and even within the field of traumatology), there is enormous variation in how the terms trauma and dissociation are used. Why does this matter? Clinical phenomena are more difficult to describe and address when the concepts they are based on are fuzzy; further, those inclined to dismiss the reality of trauma and dissociation take advantage of such conceptual drift to question their validity. In this seminar, I will discuss various ways to judge the utility of concepts such as trauma and dissociation, trace the shift in their meanings over time, and propose some guidelines as to their most valid use. We will also look at understandings of attachment and, in particular, the relation of disorganized attachment to dissociation. Throughout, emphasis will be placed on everyday language and clear illustrations to describe how best to use these complex but very important concepts. Presented by: Andrew Moskowitz, PhD Learning Objectives: 1) Participants will be able to describe two ways in which the concepts of trauma and dissociation have been used, and advantages and disadvantages of each. 2) Participants will be able to describe two ways in which disorganized attachment may act as a risk factor for dissociative disorders. 3) Participants will be able to describe the concept of transient dissociation, and its relation to structural dissociation. Andrew Moskowitz, Ph.D., is Professor of Psychology at Touro College Berlin and Past President of the European Society for Trauma and Dissociation. He is the lead editor of Psychosis, Trauma and Dissociation: Evolving Perspectives on Severe Psychopathology (Wiley Press), the 2nd edition of which was published in 2019, and was a core member of the WHO committee to revise dissociative disorders diagnostic criteria for the ICD-11. Professor Moskowitz has published widely in the dissociation and psychosis fields. References: 1) Moskowitz, A., Heinimaa, M. & Van der Hart, O. (2019) Defining psychosis, trauma and dissociation: Historical and contemporary conceptions. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley, pp. 2) Moskowitz, A. & Montirosso, R. (2019). Childhood experiences and delusions: Trauma, memory and the double bind. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley., pp. 3) Dutra, L., Bereau, J.-F., Holmes, B., Lyubchik, A., & Lyons-Ruth, K. (2009). Quality of early care and childhood trauma: A prospective study of developmental pathways to dissociation. The Journal of Nervous and Mental Disease, 197, 383–390. 4) Dutra, L., Bianchi, I., Siegel, D. J., & Lyons-Ruth, K. (2009). The relational context of dissociative phenomena. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 83–92). New York, NY: Routledge 5) Liotti, G. (2009). Attachment and dissociation. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 53–65). New York, NY: Routledge. |
25.00 |
02/19/2020 |
04/07/2021 |
17 |
|
Trauma, Dissociation and Attachment: Core Concepts and Their Relationships - December 13, 2019() |
Within the broad fields of psychiatry and psychology (and even within the field of traumatology), there is enormous variation in how the terms trauma and dissociation are used. Why does this matter? Clinical phenomena are more difficult to describe and address when the concepts they are based on are fuzzy; further, those inclined to dismiss the reality of trauma and dissociation take advantage of such conceptual drift to question their validity. In this seminar, I will discuss various ways to judge the utility of concepts such as trauma and dissociation, trace the shift in their meanings over time, and propose some guidelines as to their most valid use. We will also look at understandings of attachment and, in particular, the relation of disorganized attachment to dissociation. Throughout, emphasis will be placed on everyday language and clear illustrations to describe how best to use these complex but very important concepts. Presented by: Andrew Moskowitz, PhD Learning Objectives: 1) Participants will be able to describe two ways in which the concepts of trauma and dissociation have been used, and advantages and disadvantages of each. 2) Participants will be able to describe two ways in which disorganized attachment may act as a risk factor for dissociative disorders. 3) Participants will be able to describe the concept of transient dissociation, and its relation to structural dissociation. Andrew Moskowitz, Ph.D., is Professor of Psychology at Touro College Berlin and Past President of the European Society for Trauma and Dissociation. He is the lead editor of Psychosis, Trauma and Dissociation: Evolving Perspectives on Severe Psychopathology (Wiley Press), the 2nd edition of which was published in 2019, and was a core member of the WHO committee to revise dissociative disorders diagnostic criteria for the ICD-11. Professor Moskowitz has published widely in the dissociation and psychosis fields. References: 1) Moskowitz, A., Heinimaa, M. & Van der Hart, O. (2019) Defining psychosis, trauma and dissociation: Historical and contemporary conceptions. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley, pp. 2) Moskowitz, A. & Montirosso, R. (2019). Childhood experiences and delusions: Trauma, memory and the double bind. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley., pp. 3) Dutra, L., Bereau, J.-F., Holmes, B., Lyubchik, A., & Lyons-Ruth, K. (2009). Quality of early care and childhood trauma: A prospective study of developmental pathways to dissociation. The Journal of Nervous and Mental Disease, 197, 383–390. 4) Dutra, L., Bianchi, I., Siegel, D. J., & Lyons-Ruth, K. (2009). The relational context of dissociative phenomena. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 83–92). New York, NY: Routledge 5) Liotti, G. (2009). Attachment and dissociation. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 53–65). New York, NY: Routledge. |
5.00 |
02/19/2020 |
04/07/2021 |
15 |
|
Aftereffects of a Terrorist Attack: New York City in the Years After 9/11 - April 5, 2019() |
With a focus on the themes of space and memory, public health and public safety, trauma and conflict, and politics and social change and an interdisciplinary group of expert contributors, New York After 9/11, looks back over the seventeen years since the September 11, 2001 attacks on the World Trade Center’s Twin Towers in New York City to discuss key issues that emerged in the wake of the attack, some immediately and others in the years that followed. These issues included PTSD among first responders; conflicts and design challenges of rebuilding the World Trade Center site, the memorial, and the museum; surveillance of Muslim communities; power struggles among public safety agencies; and the development of technologies for faster building evacuations. As New York After 9/11 vividly illustrates, each of these issues emerged with its own challenges, conflicts, and trajectories and reveal recovery after disaster to be a process that is complex, multivalent, and ongoing. Professor Susan Opotow, the book’s initiator and co-editor, discusses the contributions of New York After 9/11 to our knowledge of long-term aftereffects of cataclysmic urban trauma, noting adverse aftereffects that could be prevented in future disasters. Presented by: Susan Opotow, PhD Susan Opotow, PhD is a professor at City University of New York. Her research examines the psychology of injustice and conflict, focusing on exclusionary and inclusionary change. An APA Fellow, she heads the PhD Program in Critical Social/Personality Psychology at the Graduate Center, CUNY, and has served as 2018 Chair of the APA Board for the Advancement of Psychology in the Public Interest, editor of Peace and Conflict: Journal of Peace Psychology, and president of the Society for the Psychological Study of Social Issues. Learning Objectives: 1. conflict, challenges, and changes that ripple from “time zero,” the traumatic event, occur over an extended period time – days, weeks, months, years, and decades; 2. the extended period afterwards is complex, multivalent, and ongoing; and 3. effective recovery initiatives and efforts require cooperation among diverse groups, including various community, professional, and governmental groups at both smaller and larger levels of analysis (i.e., local, state, national). References: The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United States (2011, Aug 12). Washington, DC: U.S. Government Printing Office, Amer, M. M., & Bagasra, A. (2013). Psychological research with Muslim Americans in the age of Islamophobia: Trends, challenges, and recommendations. American Psychologist, 68(3), 134. Crane, M. A., Levy-Carrick, N. C., Crowley, L., Barnhart, S., Dudas, M., Onuoha, U., Globina, Y., Haile, W., Shukla, G., & Ozbay, F. (2014). The response to September 11: a disaster case study. Annals of global health, 80(4), 320-331. Sagalyn, L. B. (2016). Power at Ground Zero: politics, money, and the remaking of Lower Manhattan. Oxford University Press. Sturken, M. (2015). The 9/11 memorial museum and the remaking of ground zero. American Quarterly, 67(2), 471-490. |
15.00 |
02/21/2020 |
04/07/2021 |
16 |
|
Aftereffects of a Terrorist Attack: New York City in the Years After 9/11 - April 5, 2019() |
With a focus on the themes of space and memory, public health and public safety, trauma and conflict, and politics and social change and an interdisciplinary group of expert contributors, New York After 9/11, looks back over the seventeen years since the September 11, 2001 attacks on the World Trade Center’s Twin Towers in New York City to discuss key issues that emerged in the wake of the attack, some immediately and others in the years that followed. These issues included PTSD among first responders; conflicts and design challenges of rebuilding the World Trade Center site, the memorial, and the museum; surveillance of Muslim communities; power struggles among public safety agencies; and the development of technologies for faster building evacuations. As New York After 9/11 vividly illustrates, each of these issues emerged with its own challenges, conflicts, and trajectories and reveal recovery after disaster to be a process that is complex, multivalent, and ongoing. Professor Susan Opotow, the book’s initiator and co-editor, discusses the contributions of New York After 9/11 to our knowledge of long-term aftereffects of cataclysmic urban trauma, noting adverse aftereffects that could be prevented in future disasters. Presented by: Susan Opotow, PhD Susan Opotow, PhD is a professor at City University of New York. Her research examines the psychology of injustice and conflict, focusing on exclusionary and inclusionary change. An APA Fellow, she heads the PhD Program in Critical Social/Personality Psychology at the Graduate Center, CUNY, and has served as 2018 Chair of the APA Board for the Advancement of Psychology in the Public Interest, editor of Peace and Conflict: Journal of Peace Psychology, and president of the Society for the Psychological Study of Social Issues. Learning Objectives: 1. conflict, challenges, and changes that ripple from “time zero,” the traumatic event, occur over an extended period time – days, weeks, months, years, and decades; 2. the extended period afterwards is complex, multivalent, and ongoing; and 3. effective recovery initiatives and efforts require cooperation among diverse groups, including various community, professional, and governmental groups at both smaller and larger levels of analysis (i.e., local, state, national). References: The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United States (2011, Aug 12). Washington, DC: U.S. Government Printing Office, Amer, M. M., & Bagasra, A. (2013). Psychological research with Muslim Americans in the age of Islamophobia: Trends, challenges, and recommendations. American Psychologist, 68(3), 134. Crane, M. A., Levy-Carrick, N. C., Crowley, L., Barnhart, S., Dudas, M., Onuoha, U., Globina, Y., Haile, W., Shukla, G., & Ozbay, F. (2014). The response to September 11: a disaster case study. Annals of global health, 80(4), 320-331. Sagalyn, L. B. (2016). Power at Ground Zero: politics, money, and the remaking of Lower Manhattan. Oxford University Press. Sturken, M. (2015). The 9/11 memorial museum and the remaking of ground zero. American Quarterly, 67(2), 471-490. |
25.00 |
02/21/2020 |
04/07/2021 |
17 |
|
Trauma, Dissociation and Attachment: Core Concepts and Their Relationships - December 13, 2019() |
Within the broad fields of psychiatry and psychology (and even within the field of traumatology), there is enormous variation in how the terms trauma and dissociation are used. Why does this matter? Clinical phenomena are more difficult to describe and address when the concepts they are based on are fuzzy; further, those inclined to dismiss the reality of trauma and dissociation take advantage of such conceptual drift to question their validity. In this seminar, I will discuss various ways to judge the utility of concepts such as trauma and dissociation, trace the shift in their meanings over time, and propose some guidelines as to their most valid use. We will also look at understandings of attachment and, in particular, the relation of disorganized attachment to dissociation. Throughout, emphasis will be placed on everyday language and clear illustrations to describe how best to use these complex but very important concepts. Presented by: Andrew Moskowitz, PhD Learning Objectives: 1) Participants will be able to describe two ways in which the concepts of trauma and dissociation have been used, and advantages and disadvantages of each. 2) Participants will be able to describe two ways in which disorganized attachment may act as a risk factor for dissociative disorders. 3) Participants will be able to describe the concept of transient dissociation, and its relation to structural dissociation. Andrew Moskowitz, Ph.D., is Professor of Psychology at Touro College Berlin and Past President of the European Society for Trauma and Dissociation. He is the lead editor of Psychosis, Trauma and Dissociation: Evolving Perspectives on Severe Psychopathology (Wiley Press), the 2nd edition of which was published in 2019, and was a core member of the WHO committee to revise dissociative disorders diagnostic criteria for the ICD-11. Professor Moskowitz has published widely in the dissociation and psychosis fields. References: 1) Moskowitz, A., Heinimaa, M. & Van der Hart, O. (2019) Defining psychosis, trauma and dissociation: Historical and contemporary conceptions. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley, pp. 2) Moskowitz, A. & Montirosso, R. (2019). Childhood experiences and delusions: Trauma, memory and the double bind. Psychosis, trauma and dissociation (2nd Ed.). Moskowitz, A., Dorahy, M. J. & Schäfer, I. (Eds.) London: Wiley., pp. 3) Dutra, L., Bereau, J.-F., Holmes, B., Lyubchik, A., & Lyons-Ruth, K. (2009). Quality of early care and childhood trauma: A prospective study of developmental pathways to dissociation. The Journal of Nervous and Mental Disease, 197, 383–390. 4) Dutra, L., Bianchi, I., Siegel, D. J., & Lyons-Ruth, K. (2009). The relational context of dissociative phenomena. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 83–92). New York, NY: Routledge 5) Liotti, G. (2009). Attachment and dissociation. In P.F. Dell & J.A. O'Neil (Eds.), Dissociation and the dissociative disorders: DSM-V and beyond (pp. 53–65). New York, NY: Routledge. |
0.00 |
02/24/2020 |
04/07/2021 |
18 |
|
Shame, Dissociation and Enactment in Complex Trauma Disorders - October 4, 2019() |
This webinar provides an overview and explore of how shame develops as a retreat away from other people and an attempt to isolate the self, which often manifests in self-attack. Shame can also lead to people attacking others and re-enacting their traumatic experiences as a way of trying to distance from the helplessness, dejection and powerlessness of the affect. Dissociation may also be a mechanism employed to distance from the potency of feeling shame, yet experiencing dissociation can also create feelings of shame as the individual feels unable to control or be aware of their actions, memories and feelings. This seems to be particularly evident in the therapeutic relationship. This webinar explores these dynamics in those with a history of complex, early relational trauma. Three elements that often require attention in therapy, associated with the protection of self from acute feelings of shame, protection of the abusive attachment figure and the projection of disgust and dissmell will be examined. Presented by Martin Dorahy, PhD, DClinPych Learning objectives • To learn about the centrality of shame in complex trauma disorders • To understand the link between shame and dissociation in those with complex trauma disorders • To explore dynamics associated with shame in the treatment of complex trauma disorders, especially those associated with childhood relational trauma. References: Chefetz, R. A. (2015). Intensive psychotherapy for persistent dissociative processes: The fear of feeling real. New York: Norton. DeYoung, P. A. (2015). Understanding and treating chronic shame. New York: Routledge. Dorahy, M. J. (2017). Shame as a compromise for humiliation and rage in the internal representation of abuse by loved ones: Processes, motivations and the role of dissociation. Journal of Trauma and Dissociation, 18(3), 383-396. DOI: 10.1080/15299732.2017.1295422 Herman, J. L. (2011). PTSD as a shame disorder. In Dearing, R. L., & Tangney, J. P. (Eds.), Shame in the therapy hour (pp. 261-275). American Psychological Association, Washington, DC. Schimmenti, A. (2012). Unveiling the hidden self: Developmental trauma and pathological shame, Psychodynamic Practice, 18, 195-211. |
0.00 |
02/24/2020 |
04/07/2021 |
18 |
 |
Mindfulness and Meditation Techniques for Vulnerable Populations and Caregivers - April 12, 2019() |
This 12th free webinar of the Refugee Mental Health Resource Network will address the traumatic experiences that place refugees, immigrants, and internally displaced persons (IDPs) at risk for mental health problems such as anxiety, depression and PTSD. These trauma dynamics also impact the caregivers doing supportive work with these populations. These effects manifest in decreased well-being for all. In contrast, findings regarding the effectiveness of mindfulness and meditation appear to offer promising techniques that can be integrated into the routines of caregivers and those whom they serve. These techniques are being increasingly integrated into treatments for persons experiencing psychological distress. This webinar addresses the psychological hazards associated with the immigrant/refugee context and how this also impacts clinicians and caregivers. It will specifically present knowledge and promote skills in utilizing mindfulness and meditation techniques for both the caregiver and client. It will also address adaptations that aim to promote the effectiveness of these techniques across cultural groups. The training aims to help professionals employ techniques with their clients and also engage techniques for themselves that promote their own psychological well-being and resilience. Presented by Elizabeth Carll, PhD Rick Williamson, PhD Naj Alikhan, LMFT This webinar will be introduced by Dr. Carll, who will also provide an update on the Refugee Mental Health Resource Network. Learning Objectives: 1) identify the psychological hazards associated with working within trauma contexts; 2) describe how stress and traumatization processes affect brain, body and clinical outcomes; 3) describe how mindfulness and meditation techniques promote psychological resilience; 4) describe the implementation of mindfulness and meditation techniques that promote psychological resilience. References: Berceli, D. & Napoli, M. (2006). A Proposal for a Mindfulness-Based Trauma Prevention Program for Social Work Professionals. Complementary Health Practice Review, Vol. 11(3), pp. 153-162. Goldberg, S.; Rousmaniere, T.; Miller, S.; Whipple, J.; Nielsen, S.; Hoyt, W.; … Tracey, Terence J.G. (2016). Do psychotherapists improve with time and experience?: A longitudinal analysis of outcomes in a clinical setting. Journal of Counseling Psychology, 63(1), 1-11. Nolty, A. A. T.; Bosch, D. S.; An, E.; Clements, C. T.; Buckwalter, J. G. (2018). The Headington Institute Resilience Inventory (HIRI): Development and validation for humanitarian aid workers. International Perspectives in Psychology: Research, Practice, Consultation, Vol 7(1), pp. 35-57. Stein, D. J.; Ives-Deliperi, V.; Thomas, K. G. F. PhD. (2008). Psychobiology of Mindfulness. CNS Spectrums, Vol. 13(9), pp. 752-756. Williamson, R.; Engert, P. A.; (2014). In: Clinician's guide to self-renewal: Essential advice from the field. Wicks, Robert J. (Ed); Maynard, Elizabeth A. (Ed); Publisher: John Wiley & Sons Inc; pp. 45-59. |
0.00 |
02/24/2020 |
04/07/2021 |
19 |
 |
Intervening with Displaced Children and Families: Refugees, Immigrants and IDP's - May 17, 2019() |
The webinar will address the presenters experiences working with refugees, lessons learned in team development, and a tool of “storytelling” they have used in working with refugees and children in several disaster affected communities. Storytelling, as a socio-cultural tool, can assist children by eliciting their thoughts, helping them identify distortions and make sense of their world, in order to develop coping techniques and build resiliency. From work in disaster zones, Drs. Thomley and Khatri have developed storybooks as tools for communication, coping and recovery. While working with refugees in Greece the book “Home is Where the Honey Is” was developed in 5 different languages to encompass the refugee community there. A second edition of the book included a revised version to serve the growing population of unaccompanied minors. The stories aim to start a process of learning and empowerment allowing children to view a situation of adversity and positively redefine their own experiences. The storytelling process will be described as to how to engage children as well as their families, teachers, caregivers and communities, to assist the community in supporting their own recovery. Presented by: Elizabeth Carll, PhD Rebecca Thomley, PsyD Roshan Khatri, MD Learning Objectives: 1. Participants will be able to describe the standards of practice for interpreters. 2. Participants will be able to state the steps to structure the interview prior, during, and after the interactions with the interpreter 3. Participants will be able to describe how to utilize interpreters to the best advantage of the asylum seeker. 4. Participants will be able to recognize the interpreter's proficiency during the course of an asylum evaluation. Elizabeth Carll, PhD is president of the APA Trauma Psychology Division and chairs the APA Interdivisional Refugee Mental Health Resource Network. Dr. Carll serves on the executive committee and is a former chair of the United Nations NGO Committee on Mental Health, and has developed various disaster/crisis management programs and is in private practice. Betsy Gard, PhD is an adjunct faculty member at the Emory University Department of Psychiatry. She is the manager for Disaster Mental Health for the Georgia Region of the American Red Cross and is mental health consultant for the International Rescue Committee (IRC), an organization that responds to humanitarian crises. William Salton, PhD is Director of the Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic at the Ferkauf Graduate School of Yeshiva University. He co-directs, with Dr. Carl Auerbach, the Yeshiva Asylum Project, that trains graduate students to work with asylum seekers. He has a private practice of psychotherapy. References: • Cole, E. (2015). Understanding Post-Traumatic Stress in Children and Adolescents. Baltic Journal of Psychology, 90-97. • Garoff, F., Kangaslampi, S., & Peltonen, K. (2019). Development and Implementation of a group based mental health intervention for unaccompanied minors. Scandinavian Journal of Psychology, 7-15. • Karriker, J. H., Madden, L. T., & Katell, L. A. (2017). Team Composition, Distributed Leadership, and Performance: It's Good to Share. Journal of Leadership & Organizational Studies, 507-518. • Mitra, R., & Hodes, M. (2019). Prevention of Psychological Distress and Promotion of Resilience Amongst Unaccompanied Refugee Minors in Resettlement Countries. Child Care Health Dev., 198-215. • NeMoyer, A., Rodriguez, T., & Alvarez, K. (2019). Psychological Practice with Unaccompanied Immigrant Minors: Clinical and Legal Considerations. Transitional Issues in Psychological Science, 4-16. • Rothacker, A., & Hauer, G. (2014). Leadership in multinational management- A behavior-set to motivate multicultural teams. Procedia- Social and Behavioral Sciences, 226-236. |
0.00 |
02/24/2020 |
04/07/2021 |
19 |
|
Aftereffects of a Terrorist Attack: New York City in the Years After 9/11 - April 5, 2019() |
With a focus on the themes of space and memory, public health and public safety, trauma and conflict, and politics and social change and an interdisciplinary group of expert contributors, New York After 9/11, looks back over the seventeen years since the September 11, 2001 attacks on the World Trade Center’s Twin Towers in New York City to discuss key issues that emerged in the wake of the attack, some immediately and others in the years that followed. These issues included PTSD among first responders; conflicts and design challenges of rebuilding the World Trade Center site, the memorial, and the museum; surveillance of Muslim communities; power struggles among public safety agencies; and the development of technologies for faster building evacuations. As New York After 9/11 vividly illustrates, each of these issues emerged with its own challenges, conflicts, and trajectories and reveal recovery after disaster to be a process that is complex, multivalent, and ongoing. Professor Susan Opotow, the book’s initiator and co-editor, discusses the contributions of New York After 9/11 to our knowledge of long-term aftereffects of cataclysmic urban trauma, noting adverse aftereffects that could be prevented in future disasters. Presented by: Susan Opotow, PhD Susan Opotow, PhD is a professor at City University of New York. Her research examines the psychology of injustice and conflict, focusing on exclusionary and inclusionary change. An APA Fellow, she heads the PhD Program in Critical Social/Personality Psychology at the Graduate Center, CUNY, and has served as 2018 Chair of the APA Board for the Advancement of Psychology in the Public Interest, editor of Peace and Conflict: Journal of Peace Psychology, and president of the Society for the Psychological Study of Social Issues. Learning Objectives: 1. conflict, challenges, and changes that ripple from “time zero,” the traumatic event, occur over an extended period time – days, weeks, months, years, and decades; 2. the extended period afterwards is complex, multivalent, and ongoing; and 3. effective recovery initiatives and efforts require cooperation among diverse groups, including various community, professional, and governmental groups at both smaller and larger levels of analysis (i.e., local, state, national). References: The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United States (2011, Aug 12). Washington, DC: U.S. Government Printing Office, Amer, M. M., & Bagasra, A. (2013). Psychological research with Muslim Americans in the age of Islamophobia: Trends, challenges, and recommendations. American Psychologist, 68(3), 134. Crane, M. A., Levy-Carrick, N. C., Crowley, L., Barnhart, S., Dudas, M., Onuoha, U., Globina, Y., Haile, W., Shukla, G., & Ozbay, F. (2014). The response to September 11: a disaster case study. Annals of global health, 80(4), 320-331. Sagalyn, L. B. (2016). Power at Ground Zero: politics, money, and the remaking of Lower Manhattan. Oxford University Press. Sturken, M. (2015). The 9/11 memorial museum and the remaking of ground zero. American Quarterly, 67(2), 471-490. |
5.00 |
02/25/2020 |
04/07/2021 |
15 |
 |
Coping with Disappearance of Family Members during Conflict &War:Missing & Enforced - April 17, 2020() |
This 16th free webinar of the Refugee Mental Health Resource Network will examine differences in definitions and the prevalence of enforced disappearance as a political tactic of war, missing, or unaccompanied individuals. The global scope of disappeared individuals, legal definition in international law, key UN instruments, psychosocial impact and approaches to provide support for families and loved ones will be presented. Family associations formed by the loved one’s of the disappeared, as crucial vehicles to provide empowerment and social support for families advocating for the rights of the disappeared, in the face of impunity, intransigent governments and armed groups will also be discussed. For refugees and internally displaced individuals (IDPs), their uncertainty of a place of refuge, political vulnerability and scarce resources compound the complex journey of searching for their disappeared loved ones The work of the International Committee of the Red Cross (ICRC) will be presented describing the more than two decades of providing psychosocial support for the families of missing persons. The helpful approaches implemented by the ICRC with meaningful outcomes addressing the multifaceted needs of the families and alleviating their distress will be discussed. Q and A will follow the presentations. Presented by: Kevin DeJesus, Ph.D. Roubina Tahmazian, M.A. Elizabeth Carll, Ph.D. Learning Objectives: 1. Participants will be able to describe the similarities and differences between enforced disappearance, missing, and unaccompanied status and its impact on the families of the disappeared. 2. Participants will be able to describe the ways in which refugees and internally displaced person (IDPs) are vulnerable to enforced disappearance and its impact on the experience of being a refugee, IDP, and their families. 3. Participants will be able to identify the range of psychosocial approaches, supports and best practices of mental health practitioners working with individuals and families of the disappeared. Bios: Kevin M. DeJesus, Ph.D., an assistant professor in Social Sciences at Johnson and Wales University, developed and co-leads the undergraduate program in Political Science. He teaches politics, international relations, diplomacy, human rights, and sociology. His current research explores the politics of human rights. Recently, DeJesus interviewed Serbian families of the disappeared in Kosovo and Belgrade, examining how international and regional geopolitics in the Balkans have impacted their pursuit of the fate of their loved ones. Roubina Tahmazian, M.A. is a clinical psychologist trained in Lebanon and France and based in Cairo, Egypt (ICRC), who has been working as a Mental Health Specialist in humanitarian settings since 1999. In 2006, she joined the ICRC and has been providing psychological support to families with missing relatives in the Balkans, the Caucasus and in Lebanon. In 2008, she participated in the development of the ICRC publication, “Accompanying the families of missing persons: A practical handbook” for persons working in the field. Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and chairs the RMHRN webinar series. She is a past president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on the boards of non-profit organizations. References: 1. Adams, J. Enforced Disappearance: Family Members’ Experiences. Hum Rights Rev 20, 335–360 (2019). https://doi.org/10.1007/s12142-019-0546-6. 2. Boss, Pauline. Families of the missing: Psychosocial effects and therapeutic approaches. International Review of the Red Cross; Cambridge Vol. 99, Iss. 905, (Aug 2017): 519-534. DOI:10.1017/S1816383118000140. 3. Boss P., Ishii C. (2015) Trauma and Ambiguous Loss: The Lingering Presence of the Physically Absent. In: Cherry K. (eds) Traumatic Stress and Long-Term Recovery. Springer. 3. Preitler, B. (2015). Grief and Disappearance: Psychosocial Interventions. Sage Publications, Inc. 4. Robins, S. (2010). Ambiguous Loss in a Non-Western Context: Families of the Disappeared in Postconflict Nepal. Family Relations 59 (July 2010): 253 – 268 DOI:10.1111/j.1741-3729.2010.00600.x 5. Samarasinghe G. (2016) “My Son Is Alive”: Is Family Therapy Appropriate for Families of the Disappeared in Sri Lanka? In: Charlés L., Samarasinghe G. (eds) Family Therapy in Global Humanitarian Contexts. AFTA SpringerBriefs in Family Therapy. Springer. |
0.00 |
04/17/2020 |
04/07/2021 |
19 |
 |
Therapeutic Psychological First Aid for Front-line Healthcare Staff in a Pandemic - May 15, 2020() |
This webinar provides guidance to mental health and social work clinicians who are conducting private sessions with front-line healthcare workers who are caring for COVID-19 patients. General principles and practice guidance are presented that are not intend to prescribe specific practices but that provide a transtheoretical integration of Psychological First Aid and evidence-based approaches to psychotherapy that must be adapted to the acute response context and individualized for each unique encounter and the therapeutic approach of each practitioner. Presented by: Julian Ford, Ph.D., A.B.P.P. Learning Objectives: Attendees will be able to describe and apply three core principles to their therapeutic encounters with front-line staff in the current pandemic or related acute mass health crises: 1.Provide the worker with an authentic affirmation of the value of their dedication and service 2.Provide the worker with practical tools for self-regulation 3.Provide the worker with a sense of having learned some thing of value about themselves and how they can actively find meaning or achieve core goals in the current crisis Bio: Julian Ford is a board certified clinical psychologist and Professor of Psychiatry and Law at the University of Connecticut where he directs two Treatment and Services Adaptation Centers in the National Child Traumatic Stress Network: the Center for Trauma Recovery and Juvenile Justice and the Center for the Treatment of Developmental Trauma Disorders. Dr. Ford is the immediate past President of the International Society for Traumatic Stress Studies, and a Fellow of the American Psychological Association. He has published more than 250 articles and book chapters and is the author or editor of 10 books, including Post traumatic Stress Disorder, 2nd Edition, Treating Complex Trauma: A Sequenced, Relationship-Based Approach, 2nd Edition and Treating Complex Traumatic Stress Disorders in Children and Adolescents: Scientific Foundations and Therapeutic Models. References: Adams, J. G., & Walls, R. M. (2020). Supporting the Health Care Workforce During the COVID-19 Global Epidemic. JAMA. doi: 10.1001/jama.2020.3972 Chen, Q., Liang, M., Li, Y., Guo, J., Fei, D., Wang, L., . . . Zhang, Z. (2020). Mental health care for medical staff in China during the COVID-19 outbreak. Lancet Psychiatry, 7(4), e15-e16. doi: 10.1016/S2215-0366(20)30078-X Greenberg, N., Docherty, M., Gnanapragasam, S., & Wessely, S. (2020). Managing mental health challenges faced by healthcare workers during covid-19 pandemic. BMJ, 368, m1211. doi: 10.1136/bmj.m1211 Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., . . . Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry. doi: 10.1016/S2215-0366(20)30168-1 Kang, L., Li, Y., Hu, S., Chen, M., Yang, C., Yang, B. X., . . . Liu, Z. (2020). The mental health of medical workers in Wuhan, China dealing with the 2019 novel coronavirus. Lancet Psychiatry, 7(3), e14. doi: 10.1016/S2215-0366(20)30047-X Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., . . . Hu, S. (2020). Factors Associated With Mental Health Outcomes Among Health Care Workers Exposed to Coronavirus Disease 2019. JAMA Network Open, 3(3), e203976. doi: 10.1001/jamanetworkopen.2020.3976 Pfefferbaum, B., & North, C. S. (2020). Mental Health and the Covid-19 Pandemic. New England Journal of Medicine. doi: 10.1056/NEJMp2008017 |
15.00 |
04/27/2020 |
04/07/2021 |
16 |
|
Therapeutic Psychological First Aid for Front-line Healthcare Staff in a Pandemic - May 15, 2020() |
This webinar provides guidance to mental health and social work clinicians who are conducting private sessions with front-line healthcare workers who are caring for COVID-19 patients. General principles and practice guidance are presented that are not intend to prescribe specific practices but that provide a transtheoretical integration of Psychological First Aid and evidence-based approaches to psychotherapy that must be adapted to the acute response context and individualized for each unique encounter and the therapeutic approach of each practitioner. Presented by: Julian Ford, Ph.D., A.B.P.P. Learning Objectives: Attendees will be able to describe and apply three core principles to their therapeutic encounters with front-line staff in the current pandemic or related acute mass health crises: 1.Provide the worker with an authentic affirmation of the value of their dedication and service 2.Provide the worker with practical tools for self-regulation 3.Provide the worker with a sense of having learned some thing of value about themselves and how they can actively find meaning or achieve core goals in the current crisis Bio: Julian Ford is a board certified clinical psychologist and Professor of Psychiatry and Law at the University of Connecticut where he directs two Treatment and Services Adaptation Centers in the National Child Traumatic Stress Network: the Center for Trauma Recovery and Juvenile Justice and the Center for the Treatment of Developmental Trauma Disorders. Dr. Ford is the immediate past President of the International Society for Traumatic Stress Studies, and a Fellow of the American Psychological Association. He has published more than 250 articles and book chapters and is the author or editor of 10 books, including Post traumatic Stress Disorder, 2nd Edition, Treating Complex Trauma: A Sequenced, Relationship-Based Approach, 2nd Edition and Treating Complex Traumatic Stress Disorders in Children and Adolescents: Scientific Foundations and Therapeutic Models. References: Adams, J. G., & Walls, R. M. (2020). Supporting the Health Care Workforce During the COVID-19 Global Epidemic. JAMA. doi: 10.1001/jama.2020.3972 Chen, Q., Liang, M., Li, Y., Guo, J., Fei, D., Wang, L., . . . Zhang, Z. (2020). Mental health care for medical staff in China during the COVID-19 outbreak. Lancet Psychiatry, 7(4), e15-e16. doi: 10.1016/S2215-0366(20)30078-X Greenberg, N., Docherty, M., Gnanapragasam, S., & Wessely, S. (2020). Managing mental health challenges faced by healthcare workers during covid-19 pandemic. BMJ, 368, m1211. doi: 10.1136/bmj.m1211 Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., . . . Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry. doi: 10.1016/S2215-0366(20)30168-1 Kang, L., Li, Y., Hu, S., Chen, M., Yang, C., Yang, B. X., . . . Liu, Z. (2020). The mental health of medical workers in Wuhan, China dealing with the 2019 novel coronavirus. Lancet Psychiatry, 7(3), e14. doi: 10.1016/S2215-0366(20)30047-X Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., . . . Hu, S. (2020). Factors Associated With Mental Health Outcomes Among Health Care Workers Exposed to Coronavirus Disease 2019. JAMA Network Open, 3(3), e203976. doi: 10.1001/jamanetworkopen.2020.3976 Pfefferbaum, B., & North, C. S. (2020). Mental Health and the Covid-19 Pandemic. New England Journal of Medicine. doi: 10.1056/NEJMp2008017 |
25.00 |
04/28/2020 |
04/07/2021 |
17 |
|
Therapeutic Psychological First Aid for Front-line Healthcare Staff in a Pandemic - May 15, 2020() |
This webinar provides guidance to mental health and social work clinicians who are conducting private sessions with front-line healthcare workers who are caring for COVID-19 patients. General principles and practice guidance are presented that are not intend to prescribe specific practices but that provide a transtheoretical integration of Psychological First Aid and evidence-based approaches to psychotherapy that must be adapted to the acute response context and individualized for each unique encounter and the therapeutic approach of each practitioner. Presented by: Julian Ford, Ph.D., A.B.P.P. Learning Objectives: Attendees will be able to describe and apply three core principles to their therapeutic encounters with front-line staff in the current pandemic or related acute mass health crises: 1.Provide the worker with an authentic affirmation of the value of their dedication and service 2.Provide the worker with practical tools for self-regulation 3.Provide the worker with a sense of having learned some thing of value about themselves and how they can actively find meaning or achieve core goals in the current crisis Bio: Julian Ford is a board certified clinical psychologist and Professor of Psychiatry and Law at the University of Connecticut where he directs two Treatment and Services Adaptation Centers in the National Child Traumatic Stress Network: the Center for Trauma Recovery and Juvenile Justice and the Center for the Treatment of Developmental Trauma Disorders. Dr. Ford is the immediate past President of the International Society for Traumatic Stress Studies, and a Fellow of the American Psychological Association. He has published more than 250 articles and book chapters and is the author or editor of 10 books, including Post traumatic Stress Disorder, 2nd Edition, Treating Complex Trauma: A Sequenced, Relationship-Based Approach, 2nd Edition and Treating Complex Traumatic Stress Disorders in Children and Adolescents: Scientific Foundations and Therapeutic Models. References: Adams, J. G., & Walls, R. M. (2020). Supporting the Health Care Workforce During the COVID-19 Global Epidemic. JAMA. doi: 10.1001/jama.2020.3972 Chen, Q., Liang, M., Li, Y., Guo, J., Fei, D., Wang, L., . . . Zhang, Z. (2020). Mental health care for medical staff in China during the COVID-19 outbreak. Lancet Psychiatry, 7(4), e15-e16. doi: 10.1016/S2215-0366(20)30078-X Greenberg, N., Docherty, M., Gnanapragasam, S., & Wessely, S. (2020). Managing mental health challenges faced by healthcare workers during covid-19 pandemic. BMJ, 368, m1211. doi: 10.1136/bmj.m1211 Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., . . . Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry. doi: 10.1016/S2215-0366(20)30168-1 Kang, L., Li, Y., Hu, S., Chen, M., Yang, C., Yang, B. X., . . . Liu, Z. (2020). The mental health of medical workers in Wuhan, China dealing with the 2019 novel coronavirus. Lancet Psychiatry, 7(3), e14. doi: 10.1016/S2215-0366(20)30047-X Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., . . . Hu, S. (2020). Factors Associated With Mental Health Outcomes Among Health Care Workers Exposed to Coronavirus Disease 2019. JAMA Network Open, 3(3), e203976. doi: 10.1001/jamanetworkopen.2020.3976 Pfefferbaum, B., & North, C. S. (2020). Mental Health and the Covid-19 Pandemic. New England Journal of Medicine. doi: 10.1056/NEJMp2008017 |
0.00 |
04/28/2020 |
04/07/2021 |
18 |
|
Therapeutic Psychological First Aid for Front-line Healthcare Staff in a Pandemic - May 15, 2020() |
This webinar provides guidance to mental health and social work clinicians who are conducting private sessions with front-line healthcare workers who are caring for COVID-19 patients. General principles and practice guidance are presented that are not intend to prescribe specific practices but that provide a transtheoretical integration of Psychological First Aid and evidence-based approaches to psychotherapy that must be adapted to the acute response context and individualized for each unique encounter and the therapeutic approach of each practitioner. Presented by: Julian Ford, Ph.D., A.B.P.P. Learning Objectives: Attendees will be able to describe and apply three core principles to their therapeutic encounters with front-line staff in the current pandemic or related acute mass health crises: 1.Provide the worker with an authentic affirmation of the value of their dedication and service 2.Provide the worker with practical tools for self-regulation 3.Provide the worker with a sense of having learned some thing of value about themselves and how they can actively find meaning or achieve core goals in the current crisis Bio: Julian Ford is a board certified clinical psychologist and Professor of Psychiatry and Law at the University of Connecticut where he directs two Treatment and Services Adaptation Centers in the National Child Traumatic Stress Network: the Center for Trauma Recovery and Juvenile Justice and the Center for the Treatment of Developmental Trauma Disorders. Dr. Ford is the immediate past President of the International Society for Traumatic Stress Studies, and a Fellow of the American Psychological Association. He has published more than 250 articles and book chapters and is the author or editor of 10 books, including Post traumatic Stress Disorder, 2nd Edition, Treating Complex Trauma: A Sequenced, Relationship-Based Approach, 2nd Edition and Treating Complex Traumatic Stress Disorders in Children and Adolescents: Scientific Foundations and Therapeutic Models. References: Adams, J. G., & Walls, R. M. (2020). Supporting the Health Care Workforce During the COVID-19 Global Epidemic. JAMA. doi: 10.1001/jama.2020.3972 Chen, Q., Liang, M., Li, Y., Guo, J., Fei, D., Wang, L., . . . Zhang, Z. (2020). Mental health care for medical staff in China during the COVID-19 outbreak. Lancet Psychiatry, 7(4), e15-e16. doi: 10.1016/S2215-0366(20)30078-X Greenberg, N., Docherty, M., Gnanapragasam, S., & Wessely, S. (2020). Managing mental health challenges faced by healthcare workers during covid-19 pandemic. BMJ, 368, m1211. doi: 10.1136/bmj.m1211 Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., . . . Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry. doi: 10.1016/S2215-0366(20)30168-1 Kang, L., Li, Y., Hu, S., Chen, M., Yang, C., Yang, B. X., . . . Liu, Z. (2020). The mental health of medical workers in Wuhan, China dealing with the 2019 novel coronavirus. Lancet Psychiatry, 7(3), e14. doi: 10.1016/S2215-0366(20)30047-X Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., . . . Hu, S. (2020). Factors Associated With Mental Health Outcomes Among Health Care Workers Exposed to Coronavirus Disease 2019. JAMA Network Open, 3(3), e203976. doi: 10.1001/jamanetworkopen.2020.3976 Pfefferbaum, B., & North, C. S. (2020). Mental Health and the Covid-19 Pandemic. New England Journal of Medicine. doi: 10.1056/NEJMp2008017 |
5.00 |
04/28/2020 |
04/07/2021 |
15 |
 |
Coping with Disappearance of Family Members during Conflict/War: Missing & Enforced - April 17, 2020() |
This 16th free webinar of the Refugee Mental Health Resource Network will examine differences in definitions and the prevalence of enforced disappearance as a political tactic of war, missing, or unaccompanied individuals. The global scope of disappeared individuals, legal definition in international law, key UN instruments, psychosocial impact and approaches to provide support for families and loved ones will be presented. Family associations formed by the loved one’s of the disappeared, as crucial vehicles to provide empowerment and social support for families advocating for the rights of the disappeared, in the face of impunity, intransigent governments and armed groups will also be discussed. For refugees and internally displaced individuals (IDPs), their uncertainty of a place of refuge, political vulnerability and scarce resources compound the complex journey of searching for their disappeared loved ones The work of the International Committee of the Red Cross (ICRC) will be presented describing the more than two decades of providing psychosocial support for the families of missing persons. The helpful approaches implemented by the ICRC with meaningful outcomes addressing the multifaceted needs of the families and alleviating their distress will be discussed. Q and A will follow the presentations. Presented by: Kevin DeJesus, Ph.D. Roubina Tahmazian, M.A. Elizabeth Carll, Ph.D. Learning Objectives: 1. Participants will be able to describe the similarities and differences between enforced disappearance, missing, and unaccompanied status and its impact on the families of the disappeared. 2. Participants will be able to describe the ways in which refugees and internally displaced person (IDPs) are vulnerable to enforced disappearance and its impact on the experience of being a refugee, IDP, and their families. 3. Participants will be able to identify the range of psychosocial approaches, supports and best practices of mental health practitioners working with individuals and families of the disappeared. Bios: Kevin M. DeJesus, Ph.D., an assistant professor in Social Sciences at Johnson and Wales University, developed and co-leads the undergraduate program in Political Science. He teaches politics, international relations, diplomacy, human rights, and sociology. His current research explores the politics of human rights. Recently, DeJesus interviewed Serbian families of the disappeared in Kosovo and Belgrade, examining how international and regional geopolitics in the Balkans have impacted their pursuit of the fate of their loved ones. Roubina Tahmazian, M.A. is a clinical psychologist trained in Lebanon and France and based in Cairo, Egypt (ICRC), who has been working as a Mental Health Specialist in humanitarian settings since 1999. In 2006, she joined the ICRC and has been providing psychological support to families with missing relatives in the Balkans, the Caucasus and in Lebanon. In 2008, she participated in the development of the ICRC publication, “Accompanying the families of missing persons: A practical handbook” for persons working in the field. Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and chairs the RMHRN webinar series. She is a past president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on the boards of non-profit organizations. References: 1. Adams, J. Enforced Disappearance: Family Members’ Experiences. Hum Rights Rev 20, 335–360 (2019). https://doi.org/10.1007/s12142-019-0546-6. 2. Boss, Pauline. Families of the missing: Psychosocial effects and therapeutic approaches. International Review of the Red Cross; Cambridge Vol. 99, Iss. 905, (Aug 2017): 519-534. DOI:10.1017/S1816383118000140. 3. Boss P., Ishii C. (2015) Trauma and Ambiguous Loss: The Lingering Presence of the Physically Absent. In: Cherry K. (eds) Traumatic Stress and Long-Term Recovery. Springer. 3. Preitler, B. (2015). Grief and Disappearance: Psychosocial Interventions. Sage Publications, Inc. 4. Robins, S. (2010). Ambiguous Loss in a Non-Western Context: Families of the Disappeared in Postconflict Nepal. Family Relations 59 (July 2010): 253 – 268 DOI:10.1111/j.1741-3729.2010.00600.x 5. Samarasinghe G. (2016) “My Son Is Alive”: Is Family Therapy Appropriate for Families of the Disappeared in Sri Lanka? In: Charlés L., Samarasinghe G. (eds) Family Therapy in Global Humanitarian Contexts. AFTA SpringerBriefs in Family Therapy. Springer. |
15.00 |
05/22/2020 |
04/07/2021 |
20 |
 |
Coping with Disappearance of Family Members during Conflict & War:Missing & Enforced - April 17,2020() |
This 16th free webinar of the Refugee Mental Health Resource Network will examine differences in definitions and the prevalence of enforced disappearance as a political tactic of war, missing, or unaccompanied individuals. The global scope of disappeared individuals, legal definition in international law, key UN instruments, psychosocial impact and approaches to provide support for families and loved ones will be presented. Family associations formed by the loved one’s of the disappeared, as crucial vehicles to provide empowerment and social support for families advocating for the rights of the disappeared, in the face of impunity, intransigent governments and armed groups will also be discussed. For refugees and internally displaced individuals (IDPs), their uncertainty of a place of refuge, political vulnerability and scarce resources compound the complex journey of searching for their disappeared loved ones The work of the International Committee of the Red Cross (ICRC) will be presented describing the more than two decades of providing psychosocial support for the families of missing persons. The helpful approaches implemented by the ICRC with meaningful outcomes addressing the multifaceted needs of the families and alleviating their distress will be discussed. Q and A will follow the presentations. Presented by: Kevin DeJesus, Ph.D. Roubina Tahmazian, M.A. Elizabeth Carll, Ph.D. Learning Objectives: 1. Participants will be able to describe the similarities and differences between enforced disappearance, missing, and unaccompanied status and its impact on the families of the disappeared. 2. Participants will be able to describe the ways in which refugees and internally displaced person (IDPs) are vulnerable to enforced disappearance and its impact on the experience of being a refugee, IDP, and their families. 3. Participants will be able to identify the range of psychosocial approaches, supports and best practices of mental health practitioners working with individuals and families of the disappeared. Bios: Kevin M. DeJesus, Ph.D., an assistant professor in Social Sciences at Johnson and Wales University, developed and co-leads the undergraduate program in Political Science. He teaches politics, international relations, diplomacy, human rights, and sociology. His current research explores the politics of human rights. Recently, DeJesus interviewed Serbian families of the disappeared in Kosovo and Belgrade, examining how international and regional geopolitics in the Balkans have impacted their pursuit of the fate of their loved ones. Roubina Tahmazian, M.A. is a clinical psychologist trained in Lebanon and France and based in Cairo, Egypt (ICRC), who has been working as a Mental Health Specialist in humanitarian settings since 1999. In 2006, she joined the ICRC and has been providing psychological support to families with missing relatives in the Balkans, the Caucasus and in Lebanon. In 2008, she participated in the development of the ICRC publication, “Accompanying the families of missing persons: A practical handbook” for persons working in the field. Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and chairs the RMHRN webinar series. She is a past president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on the boards of non-profit organizations. References: 1. Adams, J. Enforced Disappearance: Family Members’ Experiences. Hum Rights Rev 20, 335–360 (2019). https://doi.org/10.1007/s12142-019-0546-6. 2. Boss, Pauline. Families of the missing: Psychosocial effects and therapeutic approaches. International Review of the Red Cross; Cambridge Vol. 99, Iss. 905, (Aug 2017): 519-534. DOI:10.1017/S1816383118000140. 3. Boss P., Ishii C. (2015) Trauma and Ambiguous Loss: The Lingering Presence of the Physically Absent. In: Cherry K. (eds) Traumatic Stress and Long-Term Recovery. Springer. 3. Preitler, B. (2015). Grief and Disappearance: Psychosocial Interventions. Sage Publications, Inc. 4. Robins, S. (2010). Ambiguous Loss in a Non-Western Context: Families of the Disappeared in Postconflict Nepal. Family Relations 59 (July 2010): 253 – 268 DOI:10.1111/j.1741-3729.2010.00600.x 5. Samarasinghe G. (2016) “My Son Is Alive”: Is Family Therapy Appropriate for Families of the Disappeared in Sri Lanka? In: Charlés L., Samarasinghe G. (eds) Family Therapy in Global Humanitarian Contexts. AFTA SpringerBriefs in Family Therapy. Springer. |
25.00 |
05/22/2020 |
04/07/2021 |
21 |
 |
Coping with Disappearance of Family Members during Conflict & War: Missing & Enforced-April 17, 2020() |
This 16th free webinar of the Refugee Mental Health Resource Network will examine differences in definitions and the prevalence of enforced disappearance as a political tactic of war, missing, or unaccompanied individuals. The global scope of disappeared individuals, legal definition in international law, key UN instruments, psychosocial impact and approaches to provide support for families and loved ones will be presented. Family associations formed by the loved one’s of the disappeared, as crucial vehicles to provide empowerment and social support for families advocating for the rights of the disappeared, in the face of impunity, intransigent governments and armed groups will also be discussed. For refugees and internally displaced individuals (IDPs), their uncertainty of a place of refuge, political vulnerability and scarce resources compound the complex journey of searching for their disappeared loved ones The work of the International Committee of the Red Cross (ICRC) will be presented describing the more than two decades of providing psychosocial support for the families of missing persons. The helpful approaches implemented by the ICRC with meaningful outcomes addressing the multifaceted needs of the families and alleviating their distress will be discussed. Q and A will follow the presentations. Presented by: Kevin DeJesus, Ph.D. Roubina Tahmazian, M.A. Elizabeth Carll, Ph.D. Learning Objectives: 1. Participants will be able to describe the similarities and differences between enforced disappearance, missing, and unaccompanied status and its impact on the families of the disappeared. 2. Participants will be able to describe the ways in which refugees and internally displaced person (IDPs) are vulnerable to enforced disappearance and its impact on the experience of being a refugee, IDP, and their families. 3. Participants will be able to identify the range of psychosocial approaches, supports and best practices of mental health practitioners working with individuals and families of the disappeared. Bios: Kevin M. DeJesus, Ph.D., an assistant professor in Social Sciences at Johnson and Wales University, developed and co-leads the undergraduate program in Political Science. He teaches politics, international relations, diplomacy, human rights, and sociology. His current research explores the politics of human rights. Recently, DeJesus interviewed Serbian families of the disappeared in Kosovo and Belgrade, examining how international and regional geopolitics in the Balkans have impacted their pursuit of the fate of their loved ones. Roubina Tahmazian, M.A. is a clinical psychologist trained in Lebanon and France and based in Cairo, Egypt (ICRC), who has been working as a Mental Health Specialist in humanitarian settings since 1999. In 2006, she joined the ICRC and has been providing psychological support to families with missing relatives in the Balkans, the Caucasus and in Lebanon. In 2008, she participated in the development of the ICRC publication, “Accompanying the families of missing persons: A practical handbook” for persons working in the field. Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and chairs the RMHRN webinar series. She is a past president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on the boards of non-profit organizations. References: 1. Adams, J. Enforced Disappearance: Family Members’ Experiences. Hum Rights Rev 20, 335–360 (2019). https://doi.org/10.1007/s12142-019-0546-6. 2. Boss, Pauline. Families of the missing: Psychosocial effects and therapeutic approaches. International Review of the Red Cross; Cambridge Vol. 99, Iss. 905, (Aug 2017): 519-534. DOI:10.1017/S1816383118000140. 3. Boss P., Ishii C. (2015) Trauma and Ambiguous Loss: The Lingering Presence of the Physically Absent. In: Cherry K. (eds) Traumatic Stress and Long-Term Recovery. Springer. 3. Preitler, B. (2015). Grief and Disappearance: Psychosocial Interventions. Sage Publications, Inc. 4. Robins, S. (2010). Ambiguous Loss in a Non-Western Context: Families of the Disappeared in Postconflict Nepal. Family Relations 59 (July 2010): 253 – 268 DOI:10.1111/j.1741-3729.2010.00600.x 5. Samarasinghe G. (2016) “My Son Is Alive”: Is Family Therapy Appropriate for Families of the Disappeared in Sri Lanka? In: Charlés L., Samarasinghe G. (eds) Family Therapy in Global Humanitarian Contexts. AFTA SpringerBriefs in Family Therapy. Springer. |
5.00 |
05/22/2020 |
04/07/2021 |
22 |
 |
Views on COVID-19 and Mental Health: Stories from the Front-lines across the Globe - June 26, 2020() |
This webinar will present a social history of COVID-19 that started as a project to examine how individuals were faring in different parts of the world. There was an overwhelming response to our call, allowing for six continents to be represented in our webinar. We would like to share these global stories with you. Our presentation serves as an introduction to a larger project in Psychological Trauma that will be released this summer. We hope that this webinar will serve as a platform for research and practice in the near future. Presented by: Dr. Kathleen Kendall-Tackett Dr. Annett Lotzin Dr. Viann Nguyen-Feng Dr. Rachel Wamser-Nanney Learning Objectives 1. To understand the mental health impacts of the COVID-19 pandemic in various countries. 2. To understand effectiveness and ineffective mental health response strategies regarding the COVID-19 pandemic in various countries. 3. To understand how mental and physical health care are organized in various countries , particularly during the COVID-19 pandemic. Bios: Kathleen Kendall-Tackett, PhD, IBCLC, FAPA Dr. Kendall-Tackett is a health psychologist and International Board Certified Lactation Consultant, and the Owner and Editor-in-Chief of Praeclarus Press, a small press specializing in women's health. Dr. Kendall-Tackett is Editor-in-Chief of two peer-reviewed journals: Clinical Lactation and Psychological Trauma. She is Fellow of the American Psychological Association in Health and Trauma Psychology, Past President of the APA Division of Trauma Psychology, and a member of the APA’s Board for the Advancement of Psychology in the Public Interest. Annett Lotzin, PhD, MAS Dr. Annett Lotzin, psychologist, obtained her PhD at Department of Child and Adolescent Psychiatry at the University of Hamburg. She was a visiting Research Fellow at Phoenix Australia Centre for Posttraumatic Mental Health at University of Melbourne. At present, she is a research fellow in the Trauma and Stress Research Group at the University of Hamburg. She is a registered psychotherapist specialized in trauma-focused treatment. Annett is a member of the “future international leadership group” of the European Society for Traumatic Stress Studies (ESTSS) and obtained the ESTSS “Young Minds in Psychotraumatology Award” last year. Viann Nguyen-Feng, PhD, MPH Viann Nguyen-Feng (she/her/hers) is an assistant professor in the Department of Psychology, University of Minnesota, Duluth. She serves as core faculty in the counseling/clinical masters program and directs the Mind-Body Trauma Care Lab. For more information, see her lab website: https://z.umn.edu/MindBodyTraumaCare Rachel Wamser-Nanney, PhD Dr. Rachel Wamser-Nanney is an assistant professor in the Department of Psychological Sciences at the University of Missouri- St. Louis. She received her Ph.D. in Clinical Psychology from the University of Missouri–St. Louis. Dr. Wamser-Nanney's research interests include a range of topics related to traumatic stress including the following: childhood and complex trauma, the impact of trauma on children, parents, and families, developing, implementing, and disseminating trauma-focused interventions, and gun violence. References: American Medical Association. (2020). Managing mental health during COVID-19. https://www.ama-assn.org/delivering-care/public-health/managing-mental-health-during-covid-19 Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Silver, R. C., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, 7(6), 547-560. https://doi.org/10.1016/S2215-0366(20)30168-1 Lima, C. K. T., Carvalho, P. M. de M., Lima, I. de A. A. S., Nunes, J. V. A. de O., Saraiva, J. S., de Souza, R. I., da Silva, C. G. L., & Neto, M. L. R. (2020). The emotional impact of coronavirus 2019-nCoV (new coronavirus disease). Psychiatry Research, 287, Article 112915. https://doi.org/10.1016/j.psychres.2020.112915 Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, 52, Article 102066. https://doi.org/10.1016/j.ajp.2020.102066 Rossi, R., Socci, V., Talevi, D., Mensi, S., Niolu, C., Pacitti, F., Di Marco, A., Rossi, A., Siracusano, A., & Di Lorenzo, G. (2020). COVID-19 pandemic and lockdown measures impact on mental health among the general population in Italy. An N = 18147 web-based survey. medRxiv. Advance online publication. https://doi.org/10.1101/2020.04.09.20057802 |
0.00 |
05/28/2020 |
04/07/2021 |
18 |
 |
Understanding and Stabilizing Safety Problems with Severely Dissociative Clients - April 24, 2020() |
Individuals with complex trauma histories are challenging to treat in face-to-face therapy. During this time of heightened global threat from COVID-19, treating these individuals is even more challenging, in part because treatment providers are also experiencing life disruption, anxiety, and possible losses. In this webinar, Dr. Brand will discuss the impact of the pandemic on traumatized individuals with an emphasis on those who have dissociative reactions. She will address the range of reactions these clients may be experiencing related to the pandemic, shelter in place orders, teletherapy, and related issues. Dr. Brand will describe productive and practical ways to continue working via teletherapy when the traumatized client and therapist are both experiencing a highly unusual level of threat, social disconnection, and uncertainty. Presented by: Dr. Bethany Brand Learning Objectives: 1.Identify patterns of reaction among complex traumatized clients in response to COVID-19 and related issues. 2.Describe a sequence of steps to follow to assist clients in stabilizing panic reactions and safety problems. 3.Discuss ways to support complex trauma patients’ coping and resilience during the pandemic as well as other times of crisis, as well as those of the treatment providers. Bio: Dr. Bethany Brand specializes in the assessment and treatment of trauma related disorders including posttraumatic stress and dissociative disorders. She has over 30 years of clinical experience. Dr. Brand is a Professor of Psychology at Towson University and she maintains a private practice. She has received teaching, research and clinical awards. She has served on national task forces that developed guidelines for the assessment and treatment of trauma-related disorders and conducts research on trauma disorders. References: Brand, B.L., Schielke, H.J., Schiavone, F., & Lanius, R.A. (in press). Finding Solid Ground: Overcoming Obstacles in Trauma Treatment. Oxford University Press. Bufka, L (2020, April 7). Managing your mental health during COVID-19. American Psychological Association. https://www.apa.org/research/action/speaking-of-psychology/covid-19-mental-health Coon, H.L., Berkowitz, S., & Davis, R. (2020, March 26). Self-care advice for health-care providers during COVID-19. American Psychological Association. https://www.apaservices.org/practice/ce/self-care/health-providers-covid-19 Schielke, H.J., Brand, B.L. & Lanius, R.A. (in press). The Finding Solid Ground Program Workbook: Overcoming Obstacles in Trauma Recovery. Oxford University Press. |
0.00 |
06/01/2020 |
04/07/2021 |
18 |
|
Understanding and Stabilizing Safety Problems with Severely Dissociative Clients - April 24, 2020() |
Individuals with complex trauma histories are challenging to treat in face-to-face therapy. During this time of heightened global threat from COVID-19, treating these individuals is even more challenging, in part because treatment providers are also experiencing life disruption, anxiety, and possible losses. In this webinar, Dr. Brand will discuss the impact of the pandemic on traumatized individuals with an emphasis on those who have dissociative reactions. She will address the range of reactions these clients may be experiencing related to the pandemic, shelter in place orders, teletherapy, and related issues. Dr. Brand will describe productive and practical ways to continue working via teletherapy when the traumatized client and therapist are both experiencing a highly unusual level of threat, social disconnection, and uncertainty. Presented by: Dr. Bethany Brand Learning Objectives: 1.Identify patterns of reaction among complex traumatized clients in response to COVID-19 and related issues. 2.Describe a sequence of steps to follow to assist clients in stabilizing panic reactions and safety problems. 3.Discuss ways to support complex trauma patients’ coping and resilience during the pandemic as well as other times of crisis, as well as those of the treatment providers. Bio: Dr. Bethany Brand specializes in the assessment and treatment of trauma related disorders including posttraumatic stress and dissociative disorders. She has over 30 years of clinical experience. Dr. Brand is a Professor of Psychology at Towson University and she maintains a private practice. She has received teaching, research and clinical awards. She has served on national task forces that developed guidelines for the assessment and treatment of trauma-related disorders and conducts research on trauma disorders. References: Brand, B.L., Schielke, H.J., Schiavone, F., & Lanius, R.A. (in press). Finding Solid Ground: Overcoming Obstacles in Trauma Treatment. Oxford University Press. Bufka, L (2020, April 7). Managing your mental health during COVID-19. American Psychological Association. https://www.apa.org/research/action/speaking-of-psychology/covid-19-mental-health Coon, H.L., Berkowitz, S., & Davis, R. (2020, March 26). Self-care advice for health-care providers during COVID-19. American Psychological Association. https://www.apaservices.org/practice/ce/self-care/health-providers-covid-19 Schielke, H.J., Brand, B.L. & Lanius, R.A. (in press). The Finding Solid Ground Program Workbook: Overcoming Obstacles in Trauma Recovery. Oxford University Press. |
15.00 |
06/01/2020 |
04/07/2021 |
16 |
|
Understanding and Stabilizing Safety Problems with Severely Dissociative Clients - April 24, 2020() |
Individuals with complex trauma histories are challenging to treat in face-to-face therapy. During this time of heightened global threat from COVID-19, treating these individuals is even more challenging, in part because treatment providers are also experiencing life disruption, anxiety, and possible losses. In this webinar, Dr. Brand will discuss the impact of the pandemic on traumatized individuals with an emphasis on those who have dissociative reactions. She will address the range of reactions these clients may be experiencing related to the pandemic, shelter in place orders, teletherapy, and related issues. Dr. Brand will describe productive and practical ways to continue working via teletherapy when the traumatized client and therapist are both experiencing a highly unusual level of threat, social disconnection, and uncertainty. Presented by: Dr. Bethany Brand Learning Objectives: 1.Identify patterns of reaction among complex traumatized clients in response to COVID-19 and related issues. 2.Describe a sequence of steps to follow to assist clients in stabilizing panic reactions and safety problems. 3.Discuss ways to support complex trauma patients’ coping and resilience during the pandemic as well as other times of crisis, as well as those of the treatment providers. Bio: Dr. Bethany Brand specializes in the assessment and treatment of trauma related disorders including posttraumatic stress and dissociative disorders. She has over 30 years of clinical experience. Dr. Brand is a Professor of Psychology at Towson University and she maintains a private practice. She has received teaching, research and clinical awards. She has served on national task forces that developed guidelines for the assessment and treatment of trauma-related disorders and conducts research on trauma disorders. References: Brand, B.L., Schielke, H.J., Schiavone, F., & Lanius, R.A. (in press). Finding Solid Ground: Overcoming Obstacles in Trauma Treatment. Oxford University Press. Bufka, L (2020, April 7). Managing your mental health during COVID-19. American Psychological Association. https://www.apa.org/research/action/speaking-of-psychology/covid-19-mental-health Coon, H.L., Berkowitz, S., & Davis, R. (2020, March 26). Self-care advice for health-care providers during COVID-19. American Psychological Association. https://www.apaservices.org/practice/ce/self-care/health-providers-covid-19 Schielke, H.J., Brand, B.L. & Lanius, R.A. (in press). The Finding Solid Ground Program Workbook: Overcoming Obstacles in Trauma Recovery. Oxford University Press. |
25.00 |
06/01/2020 |
04/07/2021 |
17 |
|
Understanding and Stabilizing Safety Problems with Severely Dissociative Clients - April 24, 2020() |
Individuals with complex trauma histories are challenging to treat in face-to-face therapy. During this time of heightened global threat from COVID-19, treating these individuals is even more challenging, in part because treatment providers are also experiencing life disruption, anxiety, and possible losses. In this webinar, Dr. Brand will discuss the impact of the pandemic on traumatized individuals with an emphasis on those who have dissociative reactions. She will address the range of reactions these clients may be experiencing related to the pandemic, shelter in place orders, teletherapy, and related issues. Dr. Brand will describe productive and practical ways to continue working via teletherapy when the traumatized client and therapist are both experiencing a highly unusual level of threat, social disconnection, and uncertainty. Presented by: Dr. Bethany Brand Learning Objectives: 1.Identify patterns of reaction among complex traumatized clients in response to COVID-19 and related issues. 2.Describe a sequence of steps to follow to assist clients in stabilizing panic reactions and safety problems. 3.Discuss ways to support complex trauma patients’ coping and resilience during the pandemic as well as other times of crisis, as well as those of the treatment providers. Bio: Dr. Bethany Brand specializes in the assessment and treatment of trauma related disorders including posttraumatic stress and dissociative disorders. She has over 30 years of clinical experience. Dr. Brand is a Professor of Psychology at Towson University and she maintains a private practice. She has received teaching, research and clinical awards. She has served on national task forces that developed guidelines for the assessment and treatment of trauma-related disorders and conducts research on trauma disorders. References: Brand, B.L., Schielke, H.J., Schiavone, F., & Lanius, R.A. (in press). Finding Solid Ground: Overcoming Obstacles in Trauma Treatment. Oxford University Press. Bufka, L (2020, April 7). Managing your mental health during COVID-19. American Psychological Association. https://www.apa.org/research/action/speaking-of-psychology/covid-19-mental-health Coon, H.L., Berkowitz, S., & Davis, R. (2020, March 26). Self-care advice for health-care providers during COVID-19. American Psychological Association. https://www.apaservices.org/practice/ce/self-care/health-providers-covid-19 Schielke, H.J., Brand, B.L. & Lanius, R.A. (in press). The Finding Solid Ground Program Workbook: Overcoming Obstacles in Trauma Recovery. Oxford University Press. |
5.00 |
06/01/2020 |
04/07/2021 |
15 |
|
Views on COVID-19 and Mental Health: Stories from the Front-lines across the Globe - June 26, 2020() |
This webinar will present a social history of COVID-19 that started as a project to examine how individuals were faring in different parts of the world. There was an overwhelming response to our call, allowing for six continents to be represented in our webinar. We would like to share these global stories with you. Our presentation serves as an introduction to a larger project in Psychological Trauma that will be released this summer. We hope that this webinar will serve as a platform for research and practice in the near future. Presented by: Dr. Kathleen Kendall-Tackett Dr. Annett Lotzin Dr. Viann Nguyen-Feng Dr. Rachel Wamser-Nanney Learning Objectives 1. To understand the mental health impacts of the COVID-19 pandemic in various countries. 2. To understand effectiveness and ineffective mental health response strategies regarding the COVID-19 pandemic in various countries. 3. To understand how mental and physical health care are organized in various countries , particularly during the COVID-19 pandemic. Bios: Kathleen Kendall-Tackett, PhD, IBCLC, FAPA Dr. Kendall-Tackett is a health psychologist and International Board Certified Lactation Consultant, and the Owner and Editor-in-Chief of Praeclarus Press, a small press specializing in women's health. Dr. Kendall-Tackett is Editor-in-Chief of two peer-reviewed journals: Clinical Lactation and Psychological Trauma. She is Fellow of the American Psychological Association in Health and Trauma Psychology, Past President of the APA Division of Trauma Psychology, and a member of the APA’s Board for the Advancement of Psychology in the Public Interest. Annett Lotzin, PhD, MAS Dr. Annett Lotzin, psychologist, obtained her PhD at Department of Child and Adolescent Psychiatry at the University of Hamburg. She was a visiting Research Fellow at Phoenix Australia Centre for Posttraumatic Mental Health at University of Melbourne. At present, she is a research fellow in the Trauma and Stress Research Group at the University of Hamburg. She is a registered psychotherapist specialized in trauma-focused treatment. Annett is a member of the “future international leadership group” of the European Society for Traumatic Stress Studies (ESTSS) and obtained the ESTSS “Young Minds in Psychotraumatology Award” last year. Viann Nguyen-Feng, PhD, MPH Viann Nguyen-Feng (she/her/hers) is an assistant professor in the Department of Psychology, University of Minnesota, Duluth. She serves as core faculty in the counseling/clinical masters program and directs the Mind-Body Trauma Care Lab. For more information, see her lab website: https://z.umn.edu/MindBodyTraumaCare Rachel Wamser-Nanney, PhD Dr. Rachel Wamser-Nanney is an assistant professor in the Department of Psychological Sciences at the University of Missouri- St. Louis. She received her Ph.D. in Clinical Psychology from the University of Missouri–St. Louis. Dr. Wamser-Nanney's research interests include a range of topics related to traumatic stress including the following: childhood and complex trauma, the impact of trauma on children, parents, and families, developing, implementing, and disseminating trauma-focused interventions, and gun violence. References: American Medical Association. (2020). Managing mental health during COVID-19. https://www.ama-assn.org/delivering-care/public-health/managing-mental-health-during-covid-19 Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Silver, R. C., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, 7(6), 547-560. https://doi.org/10.1016/S2215-0366(20)30168-1 Lima, C. K. T., Carvalho, P. M. de M., Lima, I. de A. A. S., Nunes, J. V. A. de O., Saraiva, J. S., de Souza, R. I., da Silva, C. G. L., & Neto, M. L. R. (2020). The emotional impact of coronavirus 2019-nCoV (new coronavirus disease). Psychiatry Research, 287, Article 112915. https://doi.org/10.1016/j.psychres.2020.112915 Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, 52, Article 102066. https://doi.org/10.1016/j.ajp.2020.102066 Rossi, R., Socci, V., Talevi, D., Mensi, S., Niolu, C., Pacitti, F., Di Marco, A., Rossi, A., Siracusano, A., & Di Lorenzo, G. (2020). COVID-19 pandemic and lockdown measures impact on mental health among the general population in Italy. An N = 18147 web-based survey. medRxiv. Advance online publication. https://doi.org/10.1101/2020.04.09.20057802 |
15.00 |
06/11/2020 |
04/07/2021 |
16 |
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Views on COVID-19 and Mental Health: Stories from the Front-lines across the Globe - June 26, 2020() |
This webinar will present a social history of COVID-19 that started as a project to examine how individuals were faring in different parts of the world. There was an overwhelming response to our call, allowing for six continents to be represented in our webinar. We would like to share these global stories with you. Our presentation serves as an introduction to a larger project in Psychological Trauma that will be released this summer. We hope that this webinar will serve as a platform for research and practice in the near future. Presented by: Dr. Kathleen Kendall-Tackett Dr. Annett Lotzin Dr. Viann Nguyen-Feng Dr. Rachel Wamser-Nanney Learning Objectives 1. To understand the mental health impacts of the COVID-19 pandemic in various countries. 2. To understand effectiveness and ineffective mental health response strategies regarding the COVID-19 pandemic in various countries. 3. To understand how mental and physical health care are organized in various countries , particularly during the COVID-19 pandemic. Bios: Kathleen Kendall-Tackett, PhD, IBCLC, FAPA Dr. Kendall-Tackett is a health psychologist and International Board Certified Lactation Consultant, and the Owner and Editor-in-Chief of Praeclarus Press, a small press specializing in women's health. Dr. Kendall-Tackett is Editor-in-Chief of two peer-reviewed journals: Clinical Lactation and Psychological Trauma. She is Fellow of the American Psychological Association in Health and Trauma Psychology, Past President of the APA Division of Trauma Psychology, and a member of the APA’s Board for the Advancement of Psychology in the Public Interest. Annett Lotzin, PhD, MAS Dr. Annett Lotzin, psychologist, obtained her PhD at Department of Child and Adolescent Psychiatry at the University of Hamburg. She was a visiting Research Fellow at Phoenix Australia Centre for Posttraumatic Mental Health at University of Melbourne. At present, she is a research fellow in the Trauma and Stress Research Group at the University of Hamburg. She is a registered psychotherapist specialized in trauma-focused treatment. Annett is a member of the “future international leadership group” of the European Society for Traumatic Stress Studies (ESTSS) and obtained the ESTSS “Young Minds in Psychotraumatology Award” last year. Viann Nguyen-Feng, PhD, MPH Viann Nguyen-Feng (she/her/hers) is an assistant professor in the Department of Psychology, University of Minnesota, Duluth. She serves as core faculty in the counseling/clinical masters program and directs the Mind-Body Trauma Care Lab. For more information, see her lab website: https://z.umn.edu/MindBodyTraumaCare Rachel Wamser-Nanney, PhD Dr. Rachel Wamser-Nanney is an assistant professor in the Department of Psychological Sciences at the University of Missouri- St. Louis. She received her Ph.D. in Clinical Psychology from the University of Missouri–St. Louis. Dr. Wamser-Nanney's research interests include a range of topics related to traumatic stress including the following: childhood and complex trauma, the impact of trauma on children, parents, and families, developing, implementing, and disseminating trauma-focused interventions, and gun violence. References: American Medical Association. (2020). Managing mental health during COVID-19. https://www.ama-assn.org/delivering-care/public-health/managing-mental-health-during-covid-19 Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Silver, R. C., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, 7(6), 547-560. https://doi.org/10.1016/S2215-0366(20)30168-1 Lima, C. K. T., Carvalho, P. M. de M., Lima, I. de A. A. S., Nunes, J. V. A. de O., Saraiva, J. S., de Souza, R. I., da Silva, C. G. L., & Neto, M. L. R. (2020). The emotional impact of coronavirus 2019-nCoV (new coronavirus disease). Psychiatry Research, 287, Article 112915. https://doi.org/10.1016/j.psychres.2020.112915 Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, 52, Article 102066. https://doi.org/10.1016/j.ajp.2020.102066 Rossi, R., Socci, V., Talevi, D., Mensi, S., Niolu, C., Pacitti, F., Di Marco, A., Rossi, A., Siracusano, A., & Di Lorenzo, G. (2020). COVID-19 pandemic and lockdown measures impact on mental health among the general population in Italy. An N = 18147 web-based survey. medRxiv. Advance online publication. https://doi.org/10.1101/2020.04.09.20057802 |
25.00 |
06/13/2020 |
04/07/2021 |
17 |
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Views on COVID-19 and Mental Health: Stories from the Front-lines across the Globe - June 26, 2020() |
This webinar will present a social history of COVID-19 that started as a project to examine how individuals were faring in different parts of the world. There was an overwhelming response to our call, allowing for six continents to be represented in our webinar. We would like to share these global stories with you. Our presentation serves as an introduction to a larger project in Psychological Trauma that will be released this summer. We hope that this webinar will serve as a platform for research and practice in the near future. Presented by: Dr. Kathleen Kendall-Tackett Dr. Annett Lotzin Dr. Viann Nguyen-Feng Dr. Rachel Wamser-Nanney Learning Objectives 1. To understand the mental health impacts of the COVID-19 pandemic in various countries. 2. To understand effectiveness and ineffective mental health response strategies regarding the COVID-19 pandemic in various countries. 3. To understand how mental and physical health care are organized in various countries , particularly during the COVID-19 pandemic. Bios: Kathleen Kendall-Tackett, PhD, IBCLC, FAPA Dr. Kendall-Tackett is a health psychologist and International Board Certified Lactation Consultant, and the Owner and Editor-in-Chief of Praeclarus Press, a small press specializing in women's health. Dr. Kendall-Tackett is Editor-in-Chief of two peer-reviewed journals: Clinical Lactation and Psychological Trauma. She is Fellow of the American Psychological Association in Health and Trauma Psychology, Past President of the APA Division of Trauma Psychology, and a member of the APA’s Board for the Advancement of Psychology in the Public Interest. Annett Lotzin, PhD, MAS Dr. Annett Lotzin, psychologist, obtained her PhD at Department of Child and Adolescent Psychiatry at the University of Hamburg. She was a visiting Research Fellow at Phoenix Australia Centre for Posttraumatic Mental Health at University of Melbourne. At present, she is a research fellow in the Trauma and Stress Research Group at the University of Hamburg. She is a registered psychotherapist specialized in trauma-focused treatment. Annett is a member of the “future international leadership group” of the European Society for Traumatic Stress Studies (ESTSS) and obtained the ESTSS “Young Minds in Psychotraumatology Award” last year. Viann Nguyen-Feng, PhD, MPH Viann Nguyen-Feng (she/her/hers) is an assistant professor in the Department of Psychology, University of Minnesota, Duluth. She serves as core faculty in the counseling/clinical masters program and directs the Mind-Body Trauma Care Lab. For more information, see her lab website: https://z.umn.edu/MindBodyTraumaCare Rachel Wamser-Nanney, PhD Dr. Rachel Wamser-Nanney is an assistant professor in the Department of Psychological Sciences at the University of Missouri- St. Louis. She received her Ph.D. in Clinical Psychology from the University of Missouri–St. Louis. Dr. Wamser-Nanney's research interests include a range of topics related to traumatic stress including the following: childhood and complex trauma, the impact of trauma on children, parents, and families, developing, implementing, and disseminating trauma-focused interventions, and gun violence. References: American Medical Association. (2020). Managing mental health during COVID-19. https://www.ama-assn.org/delivering-care/public-health/managing-mental-health-during-covid-19 Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Silver, R. C., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, 7(6), 547-560. https://doi.org/10.1016/S2215-0366(20)30168-1 Lima, C. K. T., Carvalho, P. M. de M., Lima, I. de A. A. S., Nunes, J. V. A. de O., Saraiva, J. S., de Souza, R. I., da Silva, C. G. L., & Neto, M. L. R. (2020). The emotional impact of coronavirus 2019-nCoV (new coronavirus disease). Psychiatry Research, 287, Article 112915. https://doi.org/10.1016/j.psychres.2020.112915 Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, 52, Article 102066. https://doi.org/10.1016/j.ajp.2020.102066 Rossi, R., Socci, V., Talevi, D., Mensi, S., Niolu, C., Pacitti, F., Di Marco, A., Rossi, A., Siracusano, A., & Di Lorenzo, G. (2020). COVID-19 pandemic and lockdown measures impact on mental health among the general population in Italy. An N = 18147 web-based survey. medRxiv. Advance online publication. https://doi.org/10.1101/2020.04.09.20057802 |
5.00 |
06/13/2020 |
04/07/2021 |
15 |
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Working with Refugees, Immigrants, and IDPs - June 19, 2020() |
This webinar examines how trauma informed mental health treatment is delivered in consideration of social isolation, social distancing mandates, and the intersection of various languages spoken by refugees. The COVID-19 pandemic has significantly changed the way services are delivered requiring the mental health system to reassess the delivery of care. Dr. Mattar will discuss considerations and recommendations for treating US based refugee and asylum populations via telehealth in the context of trauma-informed and culturally responsive treatment. Core competencies to provide emergency mental health care to refugees are essential to service provision. A discussion of Dr. Perez's experiences conducting asylum evaluations, related assessments and psychotherapy with South East Asian, and South and Central American refugee populations in the US used to develop trauma informed service delivery for sub populations, such as survivors of gender-based violence and sexual trafficking will be presented. The effective utilization of interpreters during asylum evaluations and other assessments will be discussed. Q & A to follow. Presented by: Elizabeth Carll, PhD Sandra Mattar, PsyD Lemny Perez, PsyD Bios: Elizabeth Carll, PhD, a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project, she is a founding member, and former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Sandra Mattar, PsyD, is an assistant professor and clinical psychologist at the Boston University School of Medicine/Boston Medical Center, Faculty/Supervisor at the Center for Multicultural Training in Psychology at Boston Medical Center (BMC), and psychologist at the Center for Refugee Health and Human Rights, at BMC. A licensed psychologist with more than 20 years of clinical and teaching experience combined, her research interests include psychological trauma and culture, and immigrant and refugee mental health. Lemny Perez, PsyD, is a clinical psychologist trained in forensic assessment and psychotherapy with refugee South East Asian, and South and Central American refugee populations in the Bay Area, CA. She is the former Director of Behavioral Health at West Oakland Health. Dr. Perez is the Chair of Division 52 Covid-19 Taskforce, Service Delivery Committee, the Director of Global Healing at Gratitude Alliance, founder at Pure Lotus Wellness, and volunteers at NYC COVID Care Network. Learning Objectives 1. Participants will be able to describe some of the major changes and challenges brought about by COVID-19 vis-à-vis telehealth care with refugee/asylum seeker populations. 2. Participants will be able to describe key trauma treatment considerations using telehealth to treat refugee/asylum seeker populations. 3. Participants will be able to identify culturally responsive clinical interventions for working with refugees. 4. Participants will be able to describe practical applications on how to engage interpreters in asylum and other assessments with refugees. References: Please see all references in the course content under Documents. |
0.00 |
06/18/2020 |
04/07/2021 |
19 |
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Working with Refugees, Immigrants, and IDPs - June 19, 2020() |
This webinar examines how trauma informed mental health treatment is delivered in consideration of social isolation, social distancing mandates, and the intersection of various languages spoken by refugees. The COVID-19 pandemic has significantly changed the way services are delivered requiring the mental health system to reassess the delivery of care. Dr. Mattar will discuss considerations and recommendations for treating US based refugee and asylum populations via telehealth in the context of trauma-informed and culturally responsive treatment. Core competencies to provide emergency mental health care to refugees are essential to service provision. A discussion of Dr. Perez's experiences conducting asylum evaluations, related assessments and psychotherapy with South East Asian, and South and Central American refugee populations in the US used to develop trauma informed service delivery for sub populations, such as survivors of gender-based violence and sexual trafficking will be presented. The effective utilization of interpreters during asylum evaluations and other assessments will be discussed. Q & A to follow. Presented by: Elizabeth Carll, PhD Sandra Mattar, PsyD Lemny Perez, PsyD Bios: Elizabeth Carll, PhD, a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project, she is a founding member, and former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Sandra Mattar, PsyD, is an assistant professor and clinical psychologist at the Boston University School of Medicine/Boston Medical Center, Faculty/Supervisor at the Center for Multicultural Training in Psychology at Boston Medical Center (BMC), and psychologist at the Center for Refugee Health and Human Rights, at BMC. A licensed psychologist with more than 20 years of clinical and teaching experience combined, her research interests include psychological trauma and culture, and immigrant and refugee mental health. Lemny Perez, PsyD, is a clinical psychologist trained in forensic assessment and psychotherapy with refugee South East Asian, and South and Central American refugee populations in the Bay Area, CA. She is the former Director of Behavioral Health at West Oakland Health. Dr. Perez is the Chair of Division 52 Covid-19 Taskforce, Service Delivery Committee, the Director of Global Healing at Gratitude Alliance, founder at Pure Lotus Wellness, and volunteers at NYC COVID Care Network. Learning Objectives 1. Participants will be able to describe some of the major changes and challenges brought about by COVID-19 vis-à-vis telehealth care with refugee/asylum seeker populations. 2. Participants will be able to describe key trauma treatment considerations using telehealth to treat refugee/asylum seeker populations. 3. Participants will be able to identify culturally responsive clinical interventions for working with refugees. 4. Participants will be able to describe practical applications on how to engage interpreters in asylum and other assessments with refugees. References: Please see all references in the course content under Documents. |
25.00 |
06/22/2020 |
04/07/2021 |
21 |
 |
Working with Refugees, Immigrants, and IDPs - June 19, 2020() |
This webinar examines how trauma informed mental health treatment is delivered in consideration of social isolation, social distancing mandates, and the intersection of various languages spoken by refugees. The COVID-19 pandemic has significantly changed the way services are delivered requiring the mental health system to reassess the delivery of care. Dr. Mattar will discuss considerations and recommendations for treating US based refugee and asylum populations via telehealth in the context of trauma-informed and culturally responsive treatment. Core competencies to provide emergency mental health care to refugees are essential to service provision. A discussion of Dr. Perez's experiences conducting asylum evaluations, related assessments and psychotherapy with South East Asian, and South and Central American refugee populations in the US used to develop trauma informed service delivery for sub populations, such as survivors of gender-based violence and sexual trafficking will be presented. The effective utilization of interpreters during asylum evaluations and other assessments will be discussed. Q & A to follow. Presented by: Elizabeth Carll, PhD Sandra Mattar, PsyD Lemny Perez, PsyD Bios: Elizabeth Carll, PhD, a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project, she is a founding member, and former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Sandra Mattar, PsyD, is an assistant professor and clinical psychologist at the Boston University School of Medicine/Boston Medical Center, Faculty/Supervisor at the Center for Multicultural Training in Psychology at Boston Medical Center (BMC), and psychologist at the Center for Refugee Health and Human Rights, at BMC. A licensed psychologist with more than 20 years of clinical and teaching experience combined, her research interests include psychological trauma and culture, and immigrant and refugee mental health. Lemny Perez, PsyD, is a clinical psychologist trained in forensic assessment and psychotherapy with refugee South East Asian, and South and Central American refugee populations in the Bay Area, CA. She is the former Director of Behavioral Health at West Oakland Health. Dr. Perez is the Chair of Division 52 Covid-19 Taskforce, Service Delivery Committee, the Director of Global Healing at Gratitude Alliance, founder at Pure Lotus Wellness, and volunteers at NYC COVID Care Network. Learning Objectives 1. Participants will be able to describe some of the major changes and challenges brought about by COVID-19 vis-à-vis telehealth care with refugee/asylum seeker populations. 2. Participants will be able to describe key trauma treatment considerations using telehealth to treat refugee/asylum seeker populations. 3. Participants will be able to identify culturally responsive clinical interventions for working with refugees. 4. Participants will be able to describe practical applications on how to engage interpreters in asylum and other assessments with refugees. References: Please see all references in the course content under Documents. |
5.00 |
06/22/2020 |
04/07/2021 |
22 |
 |
Working with Refugees, Immigrants, and IDPs - June 19, 2020() |
This webinar examines how trauma informed mental health treatment is delivered in consideration of social isolation, social distancing mandates, and the intersection of various languages spoken by refugees. The COVID-19 pandemic has significantly changed the way services are delivered requiring the mental health system to reassess the delivery of care. Dr. Mattar will discuss considerations and recommendations for treating US based refugee and asylum populations via telehealth in the context of trauma-informed and culturally responsive treatment. Core competencies to provide emergency mental health care to refugees are essential to service provision. A discussion of Dr. Perez's experiences conducting asylum evaluations, related assessments and psychotherapy with South East Asian, and South and Central American refugee populations in the US used to develop trauma informed service delivery for sub populations, such as survivors of gender-based violence and sexual trafficking will be presented. The effective utilization of interpreters during asylum evaluations and other assessments will be discussed. Q & A to follow. Presented by: Elizabeth Carll, PhD Sandra Mattar, PsyD Lemny Perez, PsyD Bios: Elizabeth Carll, PhD, a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project, she is a founding member, and former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Sandra Mattar, PsyD, is an assistant professor and clinical psychologist at the Boston University School of Medicine/Boston Medical Center, Faculty/Supervisor at the Center for Multicultural Training in Psychology at Boston Medical Center (BMC), and psychologist at the Center for Refugee Health and Human Rights, at BMC. A licensed psychologist with more than 20 years of clinical and teaching experience combined, her research interests include psychological trauma and culture, and immigrant and refugee mental health. Lemny Perez, PsyD, is a clinical psychologist trained in forensic assessment and psychotherapy with refugee South East Asian, and South and Central American refugee populations in the Bay Area, CA. She is the former Director of Behavioral Health at West Oakland Health. Dr. Perez is the Chair of Division 52 Covid-19 Taskforce, Service Delivery Committee, the Director of Global Healing at Gratitude Alliance, founder at Pure Lotus Wellness, and volunteers at NYC COVID Care Network. Learning Objectives 1. Participants will be able to describe some of the major changes and challenges brought about by COVID-19 vis-à-vis telehealth care with refugee/asylum seeker populations. 2. Participants will be able to describe key trauma treatment considerations using telehealth to treat refugee/asylum seeker populations. 3. Participants will be able to identify culturally responsive clinical interventions for working with refugees. 4. Participants will be able to describe practical applications on how to engage interpreters in asylum and other assessments with refugees. References: Please see all references in the course content under Documents. |
15.00 |
06/22/2020 |
04/07/2021 |
20 |
 |
A Model for Addressing Non-Adaptive Guilt and Shame, Moral Injury Related to COVID-19- July 17, 2020() |
Guilt and shame related to ones’ actions or inactions during a traumatic event are risk factors for subsequent problems such as posttraumatic stress disorder, depression, substance use disorders, and suicidality. Dr. Allard will review research that supports the Non-Adaptive Guilt and Shame (NAGS) conceptual model of posttraumatic distress, how it may present in individuals exposed to COVID-19 related stressors, and treatment options for addressing NAGS, including Trauma Informed Guilt Reduction (TrIGR), a brief manualized intervention designed to help trauma survivors accurately appraise post-traumatic guilt and shame and re-engage with important values to aid in recovery from post-traumatic distress.Presented by:Carolyn B. Allard, PhD, ABPPLearning Objectives:1. Identify the relationship between guilt and shame and post-traumatic distress.2. Explain the underlying model of Non-Adaptive Guilt and Shame (NAGS) and rationale for Trauma Informed Guilt Reduction (TrIGR), a transdiagnostic intervention to reduce guilt and shame from trauma and morally injurious events.3. Describe one or more guilt appraisal strategy(ies).BIOS:Dr. Allard is the PhD Program Director at CSPP at Alliant International University and research psychologist at VA San Diego Healthcare System. For over 15 years, she has been providing trauma-focused therapy, training and consultation, and has been conducting research focused on the identification of individual, socio-cultural and contextual predictors of post-traumatic distress and treatment outcomes. Her mission as Division 56 President of is to bridge culturally informed research, practice, and advocacy to affect positive change for all individuals in our local and global communities.References:1.Norman, S. B., Wilkins, K. C., Myers, U. S., Allard, C. B. (2014). Trauma informed guilt reduction therapy with combat veterans. Cognitive and Behavioral Practice, 21(1), 78-88. doi;http://dx.doi.org/10.1016/j.cbpra.2013.08.0012.Allard, C.B., Norman, S.B., Thorp, S.R., Browne, K.C., & Stein, M.B. (2018). Mid-treatment reduction in trauma-related guilt predicts PTSD and functioning following cognitive trauma therapy for survivors of intimate partner violence. Journal of Interpersonal Violence, 13, 3610-3629. doi: 10.1177/0886260516636068.3.Norman, S. B., Haller, M., Kim, H., Allard, C., Porter, K., Stein, M., Venners, M., Authier, C., & Rauch, S. (2018). Trauma related guilt cognitions partially mediate the relationship between PTSD symptom severity and functioning among returning combat veterans. Journal of Psychiatric Research, 100, 56-62. doi:10.1016/j.jpsychires.2018.02.0034.Norman, S. B., Allard, C. B., Browne, K., Capone, C., Davis, B., Kubany, E. (2019). Trauma Informed Guilt Reduction Therapy: Treating Guilt and Shame Resulting from Trauma and Moral Injury. London: Academic Press.5.Haller, H., Norman, S.B., Davis, B.C., Capone, C., Browne, K., & Allard, C.B. (2020). A model for treating Covid-19 related guilt, shame, and moral injury. Psychological Trauma: Theory, Research, Practice, and Policy. doi: 10.1037/tra0000742 |
15.00 |
07/08/2020 |
01/10/2025 |
16 |
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A Model for Addressing Non-Adaptive Guilt and Shame, Moral Injury Related to COVID-19- July 17, 2020() |
Guilt and shame related to ones’ actions or inactions during a traumatic event are risk factors for subsequent problems such as posttraumatic stress disorder, depression, substance use disorders, and suicidality. Dr. Allard will review research that supports the Non-Adaptive Guilt and Shame (NAGS) conceptual model of posttraumatic distress, how it may present in individuals exposed to COVID-19 related stressors, and treatment options for addressing NAGS, including Trauma Informed Guilt Reduction (TrIGR), a brief manualized intervention designed to help trauma survivors accurately appraise post-traumatic guilt and shame and re-engage with important values to aid in recovery from post-traumatic distress. Presented by: Carolyn B. Allard, PhD, ABPP Learning Objectives: 1. Identify the relationship between guilt and shame and post-traumatic distress. 2. Explain the underlying model of Non-Adaptive Guilt and Shame (NAGS) and rationale for Trauma Informed Guilt Reduction (TrIGR), a transdiagnostic intervention to reduce guilt and shame from trauma and morally injurious events. 3. Describe one or more guilt appraisal strategy(ies). BIOS: Dr. Allard is the PhD Program Director at CSPP at Alliant International University and research psychologist at VA San Diego Healthcare System. For over 15 years, she has been providing trauma-focused therapy, training and consultation, and has been conducting research focused on the identification of individual, socio-cultural and contextual predictors of post-traumatic distress and treatment outcomes. Her mission as Division 56 President of is to bridge culturally informed research, practice, and advocacy to affect positive change for all individuals in our local and global communities. References: 1. Norman, S. B., Wilkins, K. C., Myers, U. S., Allard, C. B. (2014). Trauma informed guilt reduction therapy with combat veterans. Cognitive and Behavioral Practice, 21(1), 78-88. doi;http://dx.doi.org/10.1016/j.cbpra.2013.08.001 2. Allard, C.B., Norman, S.B., Thorp, S.R., Browne, K.C., & Stein, M.B. (2018). Mid-treatment reduction in trauma-related guilt predicts PTSD and functioning following cognitive trauma therapy for survivors of intimate partner violence. Journal of Interpersonal Violence, 13, 3610-3629. doi: 10.1177/0886260516636068. 3. Norman, S. B., Haller, M., Kim, H., Allard, C., Porter, K., Stein, M., Venners, M., Authier, C., & Rauch, S. (2018). Trauma related guilt cognitions partially mediate the relationship between PTSD symptom severity and functioning among returning combat veterans. Journal of Psychiatric Research, 100, 56-62. doi:10.1016/j.jpsychires.2018.02.003 4. Norman, S. B., Allard, C. B., Browne, K., Capone, C., Davis, B., Kubany, E. (2019). Trauma Informed Guilt Reduction Therapy: Treating Guilt and Shame Resulting from Trauma and Moral Injury. London: Academic Press. 5. Haller, H., Norman, S.B., Davis, B.C., Capone, C., Browne, K., & Allard, C.B. (2020). A model for treating Covid-19 related guilt, shame, and moral injury. Psychological Trauma: Theory, Research, Practice, and Policy. doi: 10.1037/tra0000742 |
5.00 |
07/08/2020 |
04/07/2021 |
15 |
|
A Model for Addressing Non-Adaptive Guilt and Shame, Moral Injury Related to COVID-19- July 17, 2020() |
Guilt and shame related to ones’ actions or inactions during a traumatic event are risk factors for subsequent problems such as posttraumatic stress disorder, depression, substance use disorders, and suicidality. Dr. Allard will review research that supports the Non-Adaptive Guilt and Shame (NAGS) conceptual model of posttraumatic distress, how it may present in individuals exposed to COVID-19 related stressors, and treatment options for addressing NAGS, including Trauma Informed Guilt Reduction (TrIGR), a brief manualized intervention designed to help trauma survivors accurately appraise post-traumatic guilt and shame and re-engage with important values to aid in recovery from post-traumatic distress.Presented by:Carolyn B. Allard, PhD, ABPPLearning Objectives:1. Identify the relationship between guilt and shame and post-traumatic distress.2. Explain the underlying model of Non-Adaptive Guilt and Shame (NAGS) and rationale for Trauma Informed Guilt Reduction (TrIGR), a transdiagnostic intervention to reduce guilt and shame from trauma and morally injurious events.3. Describe one or more guilt appraisal strategy(ies).BIOS:Dr. Allard is the PhD Program Director at CSPP at Alliant International University and research psychologist at VA San Diego Healthcare System. For over 15 years, she has been providing trauma-focused therapy, training and consultation, and has been conducting research focused on the identification of individual, socio-cultural and contextual predictors of post-traumatic distress and treatment outcomes. Her mission as Division 56 President of is to bridge culturally informed research, practice, and advocacy to affect positive change for all individuals in our local and global communities.References:1.Norman, S. B., Wilkins, K. C., Myers, U. S., Allard, C. B. (2014). Trauma informed guilt reduction therapy with combat veterans. Cognitive and Behavioral Practice, 21(1), 78-88. doi;http://dx.doi.org/10.1016/j.cbpra.2013.08.0012.Allard, C.B., Norman, S.B., Thorp, S.R., Browne, K.C., & Stein, M.B. (2018). Mid-treatment reduction in trauma-related guilt predicts PTSD and functioning following cognitive trauma therapy for survivors of intimate partner violence. Journal of Interpersonal Violence, 13, 3610-3629. doi: 10.1177/0886260516636068.3.Norman, S. B., Haller, M., Kim, H., Allard, C., Porter, K., Stein, M., Venners, M., Authier, C., & Rauch, S. (2018). Trauma related guilt cognitions partially mediate the relationship between PTSD symptom severity and functioning among returning combat veterans. Journal of Psychiatric Research, 100, 56-62. doi:10.1016/j.jpsychires.2018.02.0034.Norman, S. B., Allard, C. B., Browne, K., Capone, C., Davis, B., Kubany, E. (2019). Trauma Informed Guilt Reduction Therapy: Treating Guilt and Shame Resulting from Trauma and Moral Injury. London: Academic Press.5.Haller, H., Norman, S.B., Davis, B.C., Capone, C., Browne, K., & Allard, C.B. (2020). A model for treating Covid-19 related guilt, shame, and moral injury. Psychological Trauma: Theory, Research, Practice, and Policy. doi: 10.1037/tra0000742 |
25.00 |
07/08/2020 |
01/06/2025 |
17 |
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A Model for Addressing Non-Adaptive Guilt and Shame, Moral Injury Related to COVID-19- (Free No-CE)() |
Guilt and shame related to ones’ actions or inactions during a traumatic event are risk factors for subsequent problems such as posttraumatic stress disorder, depression, substance use disorders, and suicidality. Dr. Allard will review research that supports the Non-Adaptive Guilt and Shame (NAGS) conceptual model of posttraumatic distress, how it may present in individuals exposed to COVID-19 related stressors, and treatment options for addressing NAGS, including Trauma Informed Guilt Reduction (TrIGR), a brief manualized intervention designed to help trauma survivors accurately appraise post-traumatic guilt and shame and re-engage with important values to aid in recovery from post-traumatic distress.Presented by:Carolyn B. Allard, PhD, ABPPLearning Objectives:1. Identify the relationship between guilt and shame and post-traumatic distress.2. Explain the underlying model of Non-Adaptive Guilt and Shame (NAGS) and rationale for Trauma Informed Guilt Reduction (TrIGR), a transdiagnostic intervention to reduce guilt and shame from trauma and morally injurious events.3. Describe one or more guilt appraisal strategy(ies).BIOS:Dr. Allard is the PhD Program Director at CSPP at Alliant International University and research psychologist at VA San Diego Healthcare System. For over 15 years, she has been providing trauma-focused therapy, training and consultation, and has been conducting research focused on the identification of individual, socio-cultural and contextual predictors of post-traumatic distress and treatment outcomes. Her mission as Division 56 President of is to bridge culturally informed research, practice, and advocacy to affect positive change for all individuals in our local and global communities.References:1.Norman, S. B., Wilkins, K. C., Myers, U. S., Allard, C. B. (2014). Trauma informed guilt reduction therapy with combat veterans. Cognitive and Behavioral Practice, 21(1), 78-88. doi;http://dx.doi.org/10.1016/j.cbpra.2013.08.0012.Allard, C.B., Norman, S.B., Thorp, S.R., Browne, K.C., & Stein, M.B. (2018). Mid-treatment reduction in trauma-related guilt predicts PTSD and functioning following cognitive trauma therapy for survivors of intimate partner violence. Journal of Interpersonal Violence, 13, 3610-3629. doi: 10.1177/0886260516636068.3.Norman, S. B., Haller, M., Kim, H., Allard, C., Porter, K., Stein, M., Venners, M., Authier, C., & Rauch, S. (2018). Trauma related guilt cognitions partially mediate the relationship between PTSD symptom severity and functioning among returning combat veterans. Journal of Psychiatric Research, 100, 56-62. doi:10.1016/j.jpsychires.2018.02.0034.Norman, S. B., Allard, C. B., Browne, K., Capone, C., Davis, B., Kubany, E. (2019). Trauma Informed Guilt Reduction Therapy: Treating Guilt and Shame Resulting from Trauma and Moral Injury. London: Academic Press.5.Haller, H., Norman, S.B., Davis, B.C., Capone, C., Browne, K., & Allard, C.B. (2020). A model for treating Covid-19 related guilt, shame, and moral injury. Psychological Trauma: Theory, Research, Practice, and Policy. doi: 10.1037/tra0000742 |
0.00 |
07/17/2020 |
03/04/2025 |
18 |
 |
Prevention of Sexual Abuse and Promotion of Emotional Safety in Educational Settings - APA 2020() |
High school and college students often cite educators as primary sources of inspiration. Unfortunately, educators may also be sources of emotional stress and trauma. The first paper presents results of a successful pilot program at a California university designed to increase emotional safety in the college classroom, an intervention which proved particularly powerful for minority students. The second and third papers are from the largest study to data on sexual abuse by educators, now with close to 1000 participants, which targeted recent high school graduates. The second paper focuses on the prevalence of inappropriate sexualized behaviors on the part of educators toward students, noting student beliefs about the nature, consequences and morality of these behaviors. Second, a subsample of the participants in these research series were asked to generate prevention strategies regarding student-educator sexual contacts, and to comment on prevention strategies generated by a prior focus group. All presentations are geared toward increasing the sense of safety and protection from educator-induced stress and trauma for young people in educational settings. Presented by: Chair: Constance J Dalenberg, PhD Presenter 1: Jacob Ambrose, MA Presenter 2: Lisa M Nunez, MA Presenter 3: Meline Arzoumanian, PhD Learning Objectives: 1. Name on highly rated prevention strategy for sexual abuse in high schools. 2. Discuss the prevalence for educator abuse in high schools. 3. Be able to describe two methods of enhancing minority student comfort in the classroom. Bios: Dr. Dalenberg is the director of the Trauma Research Institute (TRI) and former president of Division 56. Presenters are associate researchers of TRI. Jacob Ambrose, MA is a PhD student studying cross racial rejection sensitivity and educational safety procedures. Lisa Nunez, MA is a doctoral intern at VA Puget Sound, American Lake and her research centers around sexual abuse. Dr. Arzoumanian has worked as a forensic evaluator and an adjunct professor, focusing her work on PTSD and dissociation. References: Barth, J., Bermetz, L., Heim, E., Trelle, S., & Tonia, T. (2013). The current prevalence of child sexual abuse worldwide: a systematic review and meta-analysis. International Journal of Public Health, 58, 469-483. Caplan, P. J., & Ford, J. C. (2014). The voices of diversity: What students of diverse races/ethnicities and both sexes tell us about their college experiences and their perceptions about their institutions’ progress toward diversity. Aporia, 6(3), 30-69. - Clark, C. R., Mercer, S. H., Zeigler-Hill, V., & Dufrene, B. A. (2012). Barriers to the success of ethnic minority students in school psychology graduate programs. School Psychology Review, 41(2), 176-192. - Grant, B., Shakeshaft, C., Mueller, J. (2019) Prevention of preK-12 school employee sexual misconduct and abuse. Journal of Child Sexual Abuse, 28, 125-128. - Robert, C. E., & Thompson, D. P. (2019). Educator sexual misconduct and Texas educator discipline database construction. Journal of Child Sexual Abuse, 28(1). |
0.00 |
07/21/2020 |
04/07/2021 |
25 |
 |
Trauma-Informed Care: Addressing Needs of Immigrant Children and Unaccompanied Minors - APA 2020() |
This presentation covers the impact of trauma on children during the different phases of migration as well as the unique needs of second-generation immigrant children. Treatment strategies and vicarious trauma will also be discussed. Presented by: Javier I. Rosado, Ph.D. Susana Rivera, Ph.D. Michelle Silva, PsyD Natalia Falcon, PhD Elena Reyes, PhD Learning Objectives: • Describe how the trauma of separation impacts a child. • Recognize effective methods for guiding caregivers on how to talk to children and adolescents about separation. • Describe the potential for secondary traumatic stress when working with immigrant youth who have experienced trauma/traumatic separation. Bios: - Dr. Rosado is a Clinical Associate Professor at the FSU College of Medicine. - Dr. Susana Rivera is the Program Director for the Border Traumatic Stress Response Center at Serving Children and Adults in Need. - Michelle Silva is an Assistant Professor at the Yale University School of Medicine. - Dr. Falcon is a licensed clinical psychologist at FSU College of Medicine. - Dr. Reyes is a Professor at the FSU College of Medicine with specialty in cross-cultural medicine. References: •Cardoso, J.B., Brabeck, K., Stinchcomb, D., Heidbrink, L., Price, O.A., Gil-Garcia, O.F….Zayas, L.H. (2019). Integration of unaccompanied migrant youth in the United States: a call for research. Journal of Ethnic and Migration Studies, 45(2), 273-292. •Cleary, S.D., Snead, R., Dietz-Chavez, D., Rivera, I., & Edberg, M. (2019). Immigrant trauma and mental health outcomes among Latino youth. Journal of Immigrant and Minority Health, 20(5), 1053-1059. •Mathema, S. (2017). Keeping FamiliesTogether: Why All Americans Should Care About What Happens to Unauthorized Immigrants. University of Southern California Center for the Study of Immigrant Integration and Center for American Progress. Accessed from: www.americanprogress.org/issues/immigration/reports/2017/03/16/428335/keeping-families-together/ •Torres, S.A., Santiago, C.D., Walts, K.K., & Richards, M.H. (2018). Immigration policy, practices, and procedures: The impact on the mental health of Mexican and Central American youth and families. American Psychologist, 73(7), 843-854. •Walker, J., Venta, A., & Galicia, B. (2020). Who is taking care of Central American immigrant youth? Preliminary data on caregiving arrangements and emotional-behavioral symptoms post-migration. Child Psychiatry & Human Development. |
0.00 |
07/22/2020 |
09/09/2020 |
25 |
 |
Trauma-Informed Supervision - APA 2020() |
In this skills building session, the presenters, who range from seasoned supervisors to trainees, aim to provide real world examples and experiential exercises to increase practical skills in implementing trauma-informed supervision, including developing benchmarks to assess trainee and supervisor competencies in this area. Additionally, because core competencies for providing supervisory support against secondary trauma have not been formally delineated within the trauma field (NCTSN, 2018), suggestions will be offered to help supervisors foster resilience against negative sequelae related to treating trauma, such as burnout, vicarious trauma, or secondary traumatic stress, which are known risks of providing mental health treatment to trauma survivors, particularly among trainees (Voss Horrell, 2011). Presented by: Elisabeth “Lisa” Carlin, Ph.D. Eva Chiriboga, Psy.D. Melissa Decker, Ph.D. Lea Didion, Psy.D. Learning Objectives: Research and Practice, 42, 1-79. doi:10.1037/a0022297 8. Three learning objectives: 1: Discuss how trauma-informed supervision differs from other models of supervision; utilize benchmarks for trauma competencies in evaluation of supervisor and supervisee competency. 2: Critically evaluate current supervision practices and adapt them to integrate trauma-informed practices. 3: Consider supervisory techniques that mitigate vicarious trauma, secondary traumatic stress, and burnout among trainees. Bios: Drs. Carlin and Didion are staff psychologists at the Washington, DC Veterans Affairs Medical Center (DC VAMC), and Drs. Chiriboga and Decker are PTSD fellows at the DC VAMC. All have a passion for trauma treatment, education, outreach, supervision, and research and are committed to furthering the understanding and implementation of trauma-informed care and training, particularly to reach underserved and historically marginalized groups and individuals. References: • American Psychological Association. (2015a). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf • American Psychological Association. (2015b). Guidelines for clinical supervision in health service psychology. American Psychologist, 70, 33-46. http://dx.doi.org/10.1037/a0038112 • Berger, R., & Quiros, L. (2014). Supervision for trauma-informed practice. Traumatology, 20(4), 296. • Cook, J. M., & Newman, E. (2014). A consensus statement on trauma mental health: The New Haven Competency Conference process and major findings. Psychological Trauma: Theory, Research, Practice, and Policy, 6, 300-307. • National Child Traumatic Stress Network (2018). Using the secondary traumatic stress core competencies in trauma-informed supervision [Fact Sheet]. Retrieved from https://www.nctsn.org/sites/default/files/resources/fact- sheet/using_the_secondary_traumatic_stress_core_competencies_in_trauma-informed_supervision.pdf • Voss Horrell, S. C., Holohan, D. R., Didion, L. M., & Vance, G. T. (2011). Treating traumatized OEF/OIF Veterans: How does trauma treatment affect the clinician? Professional Psychology: Research and Practice, 42, 1-79. doi:10.1037/a0022297 |
0.00 |
07/22/2020 |
09/09/2020 |
25 |
 |
Thinktank & Town Hall - APA 2020 Keynote Session() |
This combined thinktank-town hall session will produce practical recommendations for decision makers to increase inclusive collaboration between expert clinicians, researchers and policy/social change advocates to help address issues significant to psychology and society at large. The discussion will be facilitated by a panel of experts who have successfully bridged at least two of the arenas of practice, research, and policy, who will share some of their successes and lessons learned from their cross-collaborations. Panelists will then offer suggestions of how these kinds of synergistic partnerships can be encouraged in our field, for example in publishing, awarding grants, and developing in practice guidelines. Presented by: Thema Bryant-Davis, Ph.D. David S. Bathory, PsyD Marylene Cloitre, Ph.D. Anne P. DePrince, Ph.D. Dean G. Kilpatrick, Ph.D. Sheila A.M. Rauch, Ph.D., ABPP Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Identify ways to engage in reciprocal collaborations between trauma research, practice, and policy/social change advocacy 2. Consider the implications of my work beyond my arena (i.e., research, clinical, policy) Bios: Panelists are experts who have successfully bridged at least two of the sectors of clinical care, research, and social or policy advocacy: Thema Bryant-Davis, PhD; David S Bathory, PsyD; Marylène Cloitre, PhD; Anne P. DePrince, PhD; Dean G. Kilpatrick, PhD; Sheila A.M. Rauch, PhD, ABPP. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Bathory, DS (2015) “Personality, Relationships, and Decision Making with Relational Dynamics”, International Journal of Applied Behavioral Economics, v 4/4, p 41-56. Bryant-Davis, T., Ellis, M., Edwards, N., Adams, T., Counts, P., Arline-Bradley, S., Sadler, K. (2016). The Role of the Black Church in HIV/AIDS Prevention: Exploring Barriers and Best Practices. Journal of Community and Applied Social Psychology. Kilpatrick, D. G. & Hahn, C. K. (2019). Navigating accusations of sexual violence: What everyone ought to know and do. The Behavior Therapist, 42(6), 198-207. Oprel DAC, Hoeboer CM, Schoorl M, De Kleine RA, Wigard IG, Cloitre M, ... & Van der Does W. (2018). Improving treatment for patients with childhood abuse related posttraumatic stress disorder (IMPACT study): protocol for a multicenter randomized trial comparing prolonged exposure with intensified prolonged exposure and phase-based treatment. BMC Psychiatry,18, 385. Stojek, M., McSweeney, L.B., & Rauch, S.A.M. (2018). Neuroscience Informed Prolonged Exposure Practice: Increasing Efficiency and Efficacy through Mechanisms. Frontiers in Behavioral Neuroscience, 12(281). doi:10.3389/fnbeh.2018.00281. Wright, N.M., Olomi, J.M., & DePrince, A.P. (2020). Community-engaged research: Exploring a tool for action and advocacy. Journal of Trauma and Dissociation, 21, 452-467. |
0.00 |
07/27/2020 |
04/07/2021 |
25 |
 |
Transcending Divisiveness & Polarization - APA 2020 Keynote Session() |
This Keynote session will entail brief presentations from our conversation moderators followed by a courageous unrehearsed conversation among panelists. The aims of this session are twofold: 1) the facilitation of depolarizing communication around the topic of practice guidelines, and other issues within our Divisions and APA that have been cause for increasing divisiveness; and 2) to provide a model of how to have conversations that are unifying rather than polarizing about different issues among different groups. We are living in an increasingly divided and polarized world, and we could all stand to spread more compassion, understanding, and collaboration. Rev. Mpho Tutu van Furth and Venerable Thubten Jigme will provide some guidance for the conversation, informed by the South African concept of ubuntu which shaped the truth and reconciliation model, and by the Buddhist practices of inward focus and interdependence. Following this guidance, our courageous conversationalists, experts in one or more trauma psychology arena (research, practice, social justice and/or policy advocacy), participated in an unscripted conversation around the issue of practice guidelines. After viewing the courageous conversation please watch the recording of the live interactive feedback and Q&A session. Presented by: Rev. Mpho Tutu van Furth Ven. Thubten Jigme Laura S. Brown, Ph.D. Diane Elmore Borbon, Ph.D., MPH Seven D. Hollon, Ph.D. Ani Kalayjan, Ed.D., DSc Pamela P. Remer, Ph.D. Paula P. Schnurr, Ph.D. Anneliese A. Singh, Ph.D. Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Describe the essential elements of post-apartheid Truth and Reconciliation and Buddhist models of conciliatory communication models. 2. Describe the essential elements of Buddhist practices of self focused compassion that facilitate other focused compassion. 3. Utilize depolarizing communication skills to transcend divisive communications Bios: Rev. Tutu van Furth is a minister, speaker, author and activist who shares with others how apply the South African concept of ubuntu, which shaped the truth and reconciliation model and The Book of Forgiving, which she co-authored with her father, Rev. Desmond Tutu, to engage in depolarization and transformational conversations. Ven. Thubten is a psychiatric nurse practitioner ordained Buddhist nun who provides consultations and trainings on time tested (and now empirically supported) Buddhist practices that promote connection, peace and well-being. The panelists (Laura S. Brown, PhD; Diane Elmore Borbon, PhD, MPH; Seven D. Hollon, PhD; Pamela P. Remer, PhD; Paula P. Schnurr, PhD) are psychology leaders in research, practice, social and policy advocacy who have been involved in the development of practice guidelines and/or public discourse about them. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Elmore Borbon, D. & Tant, E. (2020). Trauma and Violence Across the Lifespan: Public Policy Advances, Challenges, and Future Directions. In B. Geffner, V. Vieth, V. Vaughan-Eden, A Rosenbaum, L. K. Hamberger, & J. White (Eds), Handbook of Interpersonal Violence Across the Lifespan. New York, NY: Springer. Courtois, C.A. & Brown, L.S. (2019). Guideline orthodoxy and resulting limitations of the APA Clinical Practice Guideline for the Treatment of PTSD in Adults: Introduction to the Special Issue. Psychotherapy: Theory, Research, Practice, Training, 3, 329-339. Hamblen, J.L., Norman, S.B., Sonis, J.H., Phelps, A.J., Bisson, J.T., Nunes, V.D., Megnin-Viggars, O., Forbes, D., Riggs, D., & Schnurr, P.P. (2019). A guide to guidelines for the treatment of posttraumatic stress disorder in adults: An update. Psychotherapy, 56, 359-373. doi:10.1037/pst0000231 Hollon, S. D., Areán, P. A., Craske, M. G., Crawford, K. A., Kivlahan, D. R., Magnavita, J. J., ... & Galper, D. I. (2014). Development of clinical practice guidelines. Annual review of clinical psychology, 10, 213-241. Magruder, K. M., McLaughlin, K. A., & Elmore Borbon, D. L. (2017). Trauma is a public health problem. European Journal of Psychotraumatology, 8:1. doi: 10.1080/20008198.2017.1375338 Remer, P. (2013). Feminist counseling and psychotherapy. In J. Frew & M. Spiegler (Eds.), Contemporary psychotherapies for a diverse world, (pp. 373-414). New York, NY: Routledge. |
0.00 |
07/27/2020 |
04/07/2021 |
25 |
 |
Trauma Practice Supervision, Assessment, and the X Factor - 2020 Virtual Hospitality Suite() |
Professor Figley draws on more than 45 years of research and practice that includes individual and group supervision at three separate Universities (Tulane, Florida State, and Purdue). The first portion of the paper discusses the trauma practice and the values and principles of trauma-informed supervision: Safety, Trust, Relationships, Empowerment. The second portion focuses on the assessment of clients, which may be rather limited at some training programs and settings. The final section discusses the “X Factor,” the vital but often overlooked element of supervision: The magic of the opportunities to have a session or sessions with a supervisor that has the “gift” of interpersonal engagement with and by the supervisor that is both deep discussion and demonstration of excellent listening. Dr. Figley welcomes observations, questions, and general comments throughout the presentation. Presented by: Dr. Charles Figley |
0.00 |
08/13/2020 |
08/13/2020 |
25 |
 |
Publishing and Book Writing 101 - 2020 Virtual Hospitality Suite() |
Publications are key to professional success. Yet, most graduate students never learn even the basics of the publication process. Dr. Kathleen Kendall-Tackett, the current Editor-in-Chief of Psychological Trauma (Division 56 APA journal) will be presenting on the tricks of the trade of publishing and how to increase your chances of success. Dr. Kendall-Tackett is also the Editor-in-Chief of the U.S. Lactation Consultant Association journal, Clinical Lactation, and has authored or edited over 400 articles or book chapters and 40 books and monographs. Presented by: Dr. Kathleen Kendall-Tackett |
0.00 |
08/13/2020 |
08/13/2020 |
25 |
 |
ECP & Student Coffee Chat - 2020 Virtual Hospitality Suite() |
Grab your coffee, tea, or favorite morning beverage and join us for an interactive panel discussion with three Division 56 ECP members. Dr. Tyson Bailey (Division 56 President-Elect), Dr. Katy Lacefield (Division 56 ECP Rep), and Dr. Jessica Punzo (2020 Hospitality Suite Coordinator/2021 Division 56 Program Chair) will be answering questions about life after graduate school. This call is open to all Division 56 ECPs and students and can cover any topic from private practice to research/academia, loan repayment to licensure/certification, or even work/life balance. |
0.00 |
08/13/2020 |
08/13/2020 |
25 |
 |
Annual Awards Ceremony - APA 2020 Convention() |
Join us in celebrating our award recipients and their fantastic work for Trauma Psychology! |
0.00 |
08/20/2020 |
08/20/2020 |
25 |
 |
Understanding Differences Between Clinical Trauma Evaluations & Asylum Evaluations - Oct 26, 2018() |
The first part of the webinar will discuss an update of the Refugee Mental Health Resource Network and context for requests for services, followed by descriptions and discussion of asylum and immigration evaluations and how these differ from clinical trauma focused psychological evaluations. Psychologists and other mental health practitioners are frequently asked to provide evaluations for an individual seeking legal relief in the United States. Although not philosophically different from a trauma focused psychological evaluation, the intent behind the immigration referral addresses a substantively different context. It is important to understand the referral question to avoid establishing multiple relationships. The asylum or immigration evaluation is only helpful if it is a neutral, objective document in which the evaluator is not seen as an advocate for the client, since it would be usurping the role of the attorney representing the individual before an immigration judge or officers at the U.S. Citizenship and Immigration Services (USCIS). Learning Objectives: 1. Participants will be able to describe the differences between a forensic evaluation for immigration matters vs a trauma focused psychological evaluation/assessment. 2. Participants will be able to describe the different referral questions that attorneys request from psychologists and other mental health practitioners. 3. Participants will be able to describe how to avoid multiple relationships in addressing the referral question. Presented by: Elizabeth Carll, PhD, and Claudette “Claudia” Antuña, PsyD BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice. Claudette "Claudia" Antuña, PsyD is a bilingual and bicultural forensic evaluator and obtained a MSW, MHSA, and Certificate in Global Mental Health form the Harvard Program in Refugee Trauma and has provided over 700 immigration psychological evaluations and testified in more than one third of these cases. She created an internship responding to requests for psychological evaluations for the NW Immigrant Rights Project and is a member of the Refugee Mental Health Resource Network. References: American Psychological Association (2015). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf Barrett, K.H. & George, W.H, (2005) Psychology, justice and diversity: Five challenges for culturally competent professionals. In K.H. Barrett & W.H. George (Eds.) Race, Culture, Psychology & Law, (pp. 3-17). Thousand Oaks, CA: Sage Publications. Brown, L.S. (2008). Cultural competence in trauma therapy. Washington, DC: American Psychological Association. Cervantes, J.M., Mejía, O.L.& Guerrero Mena, A. (2010). Serial migration and the assessment of extreme and unusual Psychological hardship with undocumented Latina/o families. Hispanic Journal of Behavioral Sciences, 32: 275. Evans, B.F., Hass, G.A., (2018) Forensic Psychological Assessment in Immigration Court: A Guide for Evidence-Based and Ethical Practice, Routledge. Hayes, P.A. (2001). Addressing cultural complexities in practice: A framework for clinicians and counselors. Washington, DC: American Psychological Association. Meffert, S.M., Musalo, K., McNiel, D.E., & Binder, R.L. (2010). The role of the mental health professionals in political asylum processing. The Journal of American Academy of Psychiatry and the Law, 38: 479-489. Ochoa, K.C, Pleasants, G.L., Penn, J.V., & Stone, D.C. (2010). Disparities in justice and care: Persons with severe mental illnesses in the U.S. immigration detention system. The Journal of the Academy of Psychiatry and the Law, 38: 392-329. Revving up the Deportation Machinery; Enforcement and Pushback Under Trump. www.migrationpolicy.org UN Office of the High Commissioner for Human Rights (OHCHR), Manual on the Effective Investigation and Documentation of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment ("Istanbul Protocol"), 2004, HR/P/PT/8/Rev.1, available at: http://www.refworld.org/docid/4638aca62.html [accessed 22 October 2018] |
15.00 |
08/20/2020 |
04/07/2021 |
20 |
 |
Understanding Differences Between Clinical Trauma Evaluations & Asylum Evaluations - Oct 26, 2018() |
The first part of the webinar will discuss an update of the Refugee Mental Health Resource Network and context for requests for services, followed by descriptions and discussion of asylum and immigration evaluations and how these differ from clinical trauma focused psychological evaluations. Psychologists and other mental health practitioners are frequently asked to provide evaluations for an individual seeking legal relief in the United States. Although not philosophically different from a trauma focused psychological evaluation, the intent behind the immigration referral addresses a substantively different context. It is important to understand the referral question to avoid establishing multiple relationships. The asylum or immigration evaluation is only helpful if it is a neutral, objective document in which the evaluator is not seen as an advocate for the client, since it would be usurping the role of the attorney representing the individual before an immigration judge or officers at the U.S. Citizenship and Immigration Services (USCIS). Learning Objectives: 1. Participants will be able to describe the differences between a forensic evaluation for immigration matters vs a trauma focused psychological evaluation/assessment. 2. Participants will be able to describe the different referral questions that attorneys request from psychologists and other mental health practitioners. 3. Participants will be able to describe how to avoid multiple relationships in addressing the referral question. Presented by: Elizabeth Carll, PhD, and Claudette “Claudia” Antuña, PsyD BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice. Claudette "Claudia" Antuña, PsyD is a bilingual and bicultural forensic evaluator and obtained a MSW, MHSA, and Certificate in Global Mental Health form the Harvard Program in Refugee Trauma and has provided over 700 immigration psychological evaluations and testified in more than one third of these cases. She created an internship responding to requests for psychological evaluations for the NW Immigrant Rights Project and is a member of the Refugee Mental Health Resource Network. References: American Psychological Association (2015). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf Barrett, K.H. & George, W.H, (2005) Psychology, justice and diversity: Five challenges for culturally competent professionals. In K.H. Barrett & W.H. George (Eds.) Race, Culture, Psychology & Law, (pp. 3-17). Thousand Oaks, CA: Sage Publications. Brown, L.S. (2008). Cultural competence in trauma therapy. Washington, DC: American Psychological Association. Cervantes, J.M., Mejía, O.L.& Guerrero Mena, A. (2010). Serial migration and the assessment of extreme and unusual Psychological hardship with undocumented Latina/o families. Hispanic Journal of Behavioral Sciences, 32: 275. Evans, B.F., Hass, G.A., (2018) Forensic Psychological Assessment in Immigration Court: A Guide for Evidence-Based and Ethical Practice, Routledge. Hayes, P.A. (2001). Addressing cultural complexities in practice: A framework for clinicians and counselors. Washington, DC: American Psychological Association. Meffert, S.M., Musalo, K., McNiel, D.E., & Binder, R.L. (2010). The role of the mental health professionals in political asylum processing. The Journal of American Academy of Psychiatry and the Law, 38: 479-489. Ochoa, K.C, Pleasants, G.L., Penn, J.V., & Stone, D.C. (2010). Disparities in justice and care: Persons with severe mental illnesses in the U.S. immigration detention system. The Journal of the Academy of Psychiatry and the Law, 38: 392-329. Revving up the Deportation Machinery; Enforcement and Pushback Under Trump. www.migrationpolicy.org UN Office of the High Commissioner for Human Rights (OHCHR), Manual on the Effective Investigation and Documentation of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment ("Istanbul Protocol"), 2004, HR/P/PT/8/Rev.1, available at: http://www.refworld.org/docid/4638aca62.html [accessed 22 October 2018] |
25.00 |
08/20/2020 |
04/07/2021 |
21 |
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Understanding Differences Between Clinical Trauma Evaluations & Asylum Evaluations - Oct 26, 2018() |
The first part of the webinar will discuss an update of the Refugee Mental Health Resource Network and context for requests for services, followed by descriptions and discussion of asylum and immigration evaluations and how these differ from clinical trauma focused psychological evaluations. Psychologists and other mental health practitioners are frequently asked to provide evaluations for an individual seeking legal relief in the United States. Although not philosophically different from a trauma focused psychological evaluation, the intent behind the immigration referral addresses a substantively different context. It is important to understand the referral question to avoid establishing multiple relationships. The asylum or immigration evaluation is only helpful if it is a neutral, objective document in which the evaluator is not seen as an advocate for the client, since it would be usurping the role of the attorney representing the individual before an immigration judge or officers at the U.S. Citizenship and Immigration Services (USCIS). Learning Objectives: 1. Participants will be able to describe the differences between a forensic evaluation for immigration matters vs a trauma focused psychological evaluation/assessment. 2. Participants will be able to describe the different referral questions that attorneys request from psychologists and other mental health practitioners. 3. Participants will be able to describe how to avoid multiple relationships in addressing the referral question. Presented by: Elizabeth Carll, PhD, and Claudette “Claudia” Antuña, PsyD BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice. Claudette "Claudia" Antuña, PsyD is a bilingual and bicultural forensic evaluator and obtained a MSW, MHSA, and Certificate in Global Mental Health form the Harvard Program in Refugee Trauma and has provided over 700 immigration psychological evaluations and testified in more than one third of these cases. She created an internship responding to requests for psychological evaluations for the NW Immigrant Rights Project and is a member of the Refugee Mental Health Resource Network. References: American Psychological Association (2015). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf Barrett, K.H. & George, W.H, (2005) Psychology, justice and diversity: Five challenges for culturally competent professionals. In K.H. Barrett & W.H. George (Eds.) Race, Culture, Psychology & Law, (pp. 3-17). Thousand Oaks, CA: Sage Publications. Brown, L.S. (2008). Cultural competence in trauma therapy. Washington, DC: American Psychological Association. Cervantes, J.M., Mejía, O.L.& Guerrero Mena, A. (2010). Serial migration and the assessment of extreme and unusual Psychological hardship with undocumented Latina/o families. Hispanic Journal of Behavioral Sciences, 32: 275. Evans, B.F., Hass, G.A., (2018) Forensic Psychological Assessment in Immigration Court: A Guide for Evidence-Based and Ethical Practice, Routledge. Hayes, P.A. (2001). Addressing cultural complexities in practice: A framework for clinicians and counselors. Washington, DC: American Psychological Association. Meffert, S.M., Musalo, K., McNiel, D.E., & Binder, R.L. (2010). The role of the mental health professionals in political asylum processing. The Journal of American Academy of Psychiatry and the Law, 38: 479-489. Ochoa, K.C, Pleasants, G.L., Penn, J.V., & Stone, D.C. (2010). Disparities in justice and care: Persons with severe mental illnesses in the U.S. immigration detention system. The Journal of the Academy of Psychiatry and the Law, 38: 392-329. Revving up the Deportation Machinery; Enforcement and Pushback Under Trump. www.migrationpolicy.org UN Office of the High Commissioner for Human Rights (OHCHR), Manual on the Effective Investigation and Documentation of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment ("Istanbul Protocol"), 2004, HR/P/PT/8/Rev.1, available at: http://www.refworld.org/docid/4638aca62.html [accessed 22 October 2018] |
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08/20/2020 |
04/07/2021 |
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Documenting, Report Writing and Expert Testimony in Asylum Cases: How to - Nov 30,2018() |
In follow up to the previous webinars addressing aspects of an asylum evaluation, this webinar specifically focuses on tips for documenting observations, report writing, and providing expert testimony in court. While many evaluations do not require testifying in court, it is useful to be prepared should it be requested. The initial portion of the webinar will update members on developments of the Refugee Mental Health Resource Network followed by the presentation on asylum evaluations. The purpose of an immigration evaluation in asylum cases is to collect information about the mistreatment and persecution the asylum applicant reports and to examine the psychological impact that these circumstances have had on the examinee. Evaluators assess the extent and severity of the original trauma, whether the client continues to suffer from psychological symptoms after arrival in the U.S., and how long the psychological consequences may potentially last. The communication of this information and opinion in a report and expert testimony is essential to the outcome of the case. The outcome of the process for the asylum seeker is life-changing, and in these times a one-shot opportunity, which is a significant responsibility for the psychological examiner. Being aware of some technical considerations may make the difference between a powerful or counterproductive piece of evidence. This webinar will also address technical tips to communicate the results of an evaluation in order to provide an accurate and efficient portrayal of the applicant’s psychological damage. For those interested in participating in the Refugee Mental Health Resource Network Database, please visit www.refugeementalhealthnet.org and click on the volunteer tab. Presented by: Elizabeth Carll, PhD, and Giselle Hass, PsyD Learning Objectives: 1. Participants will be able to describe two models of organizing information in an asylum evaluation report. 2. Participants will be able to describe how to communicate results in written reports that are integrative, coherent, clear and relevant. 3. Participants will be able to describe the relevant ethical and practice standards for expert testimony. 4. Participants will be able to describe tips for effective oral testimony. BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice Giselle Hass, PsyD is an immigrant from Costa Rica. She earned a PsyD. from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. References: American Psychological Association. (2013). Specialty guidelines for forensic psychology. American Psychologist, 68, 7-19. Bornstein, R. F. & Hopwood, C. J. (2014) Introduction: Multi-Method Clinical Assessment. In: C. J. Hopwood & R. F. Bornstein (Eds.), Multi-Method Clinical Assessment. New York: Guilford Press. Filone, S. & DeMatteo, D. (2017). Assessing “credible fear”: A psychometric examination of the trauma symptom inventory-2 in the context of immigration court evaluations. Psychological Assessment, 29(6), 701-709. Rogers, H., Fox, S., & Herlihy, J. (2014). The importance of looking credible: The impact of the behavioural sequelae of post-traumatic stress disorder on the credibility of asylum seekers, Psychology, Crime & Law, 21(2), 139-155. Musalo, K., Meffert, S. M., & Abdo, A. O. (2010). The role of mental health professionals in political asylum processing. Journal of The American Academy of Psychiatry & The Law, 38, 479-489. |
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08/20/2020 |
04/07/2021 |
20 |
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Documenting, Report Writing and Expert Testimony in Asylum Cases: How to - Nov 30,2018() |
In follow up to the previous webinars addressing aspects of an asylum evaluation, this webinar specifically focuses on tips for documenting observations, report writing, and providing expert testimony in court. While many evaluations do not require testifying in court, it is useful to be prepared should it be requested. The initial portion of the webinar will update members on developments of the Refugee Mental Health Resource Network followed by the presentation on asylum evaluations. The purpose of an immigration evaluation in asylum cases is to collect information about the mistreatment and persecution the asylum applicant reports and to examine the psychological impact that these circumstances have had on the examinee. Evaluators assess the extent and severity of the original trauma, whether the client continues to suffer from psychological symptoms after arrival in the U.S., and how long the psychological consequences may potentially last. The communication of this information and opinion in a report and expert testimony is essential to the outcome of the case. The outcome of the process for the asylum seeker is life-changing, and in these times a one-shot opportunity, which is a significant responsibility for the psychological examiner. Being aware of some technical considerations may make the difference between a powerful or counterproductive piece of evidence. This webinar will also address technical tips to communicate the results of an evaluation in order to provide an accurate and efficient portrayal of the applicant’s psychological damage. For those interested in participating in the Refugee Mental Health Resource Network Database, please visit www.refugeementalhealthnet.org and click on the volunteer tab. Presented by: Elizabeth Carll, PhD, and Giselle Hass, PsyD Learning Objectives: 1. Participants will be able to describe two models of organizing information in an asylum evaluation report. 2. Participants will be able to describe how to communicate results in written reports that are integrative, coherent, clear and relevant. 3. Participants will be able to describe the relevant ethical and practice standards for expert testimony. 4. Participants will be able to describe tips for effective oral testimony. BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice Giselle Hass, PsyD is an immigrant from Costa Rica. She earned a PsyD. from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. References: American Psychological Association. (2013). Specialty guidelines for forensic psychology. American Psychologist, 68, 7-19. Bornstein, R. F. & Hopwood, C. J. (2014) Introduction: Multi-Method Clinical Assessment. In: C. J. Hopwood & R. F. Bornstein (Eds.), Multi-Method Clinical Assessment. New York: Guilford Press. Filone, S. & DeMatteo, D. (2017). Assessing “credible fear”: A psychometric examination of the trauma symptom inventory-2 in the context of immigration court evaluations. Psychological Assessment, 29(6), 701-709. Rogers, H., Fox, S., & Herlihy, J. (2014). The importance of looking credible: The impact of the behavioural sequelae of post-traumatic stress disorder on the credibility of asylum seekers, Psychology, Crime & Law, 21(2), 139-155. Musalo, K., Meffert, S. M., & Abdo, A. O. (2010). The role of mental health professionals in political asylum processing. Journal of The American Academy of Psychiatry & The Law, 38, 479-489. |
25.00 |
08/20/2020 |
04/07/2021 |
21 |
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Documenting, Report Writing and Expert Testimony in Asylum Cases: How to - Nov 30,2018() |
In follow up to the previous webinars addressing aspects of an asylum evaluation, this webinar specifically focuses on tips for documenting observations, report writing, and providing expert testimony in court. While many evaluations do not require testifying in court, it is useful to be prepared should it be requested. The initial portion of the webinar will update members on developments of the Refugee Mental Health Resource Network followed by the presentation on asylum evaluations. The purpose of an immigration evaluation in asylum cases is to collect information about the mistreatment and persecution the asylum applicant reports and to examine the psychological impact that these circumstances have had on the examinee. Evaluators assess the extent and severity of the original trauma, whether the client continues to suffer from psychological symptoms after arrival in the U.S., and how long the psychological consequences may potentially last. The communication of this information and opinion in a report and expert testimony is essential to the outcome of the case. The outcome of the process for the asylum seeker is life-changing, and in these times a one-shot opportunity, which is a significant responsibility for the psychological examiner. Being aware of some technical considerations may make the difference between a powerful or counterproductive piece of evidence. This webinar will also address technical tips to communicate the results of an evaluation in order to provide an accurate and efficient portrayal of the applicant’s psychological damage. For those interested in participating in the Refugee Mental Health Resource Network Database, please visit www.refugeementalhealthnet.org and click on the volunteer tab. Presented by: Elizabeth Carll, PhD, and Giselle Hass, PsyD Learning Objectives: 1. Participants will be able to describe two models of organizing information in an asylum evaluation report. 2. Participants will be able to describe how to communicate results in written reports that are integrative, coherent, clear and relevant. 3. Participants will be able to describe the relevant ethical and practice standards for expert testimony. 4. Participants will be able to describe tips for effective oral testimony. BIOS: Elizabeth Carll, PhD is a licensed psychologist in New York, the chair of the Refugee Mental Health Resource Network, an APA Interdivisional Project, and past president of the APA Trauma Psychology Division. She serves on the executive committee of the United Nations NGO Committee on Mental Health and other organizations focusing on policy development and mainstreaming of health, mental health, and human rights into global issues. She is also in independent clinical and consulting practice Giselle Hass, PsyD is an immigrant from Costa Rica. She earned a PsyD. from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. References: American Psychological Association. (2013). Specialty guidelines for forensic psychology. American Psychologist, 68, 7-19. Bornstein, R. F. & Hopwood, C. J. (2014) Introduction: Multi-Method Clinical Assessment. In: C. J. Hopwood & R. F. Bornstein (Eds.), Multi-Method Clinical Assessment. New York: Guilford Press. Filone, S. & DeMatteo, D. (2017). Assessing “credible fear”: A psychometric examination of the trauma symptom inventory-2 in the context of immigration court evaluations. Psychological Assessment, 29(6), 701-709. Rogers, H., Fox, S., & Herlihy, J. (2014). The importance of looking credible: The impact of the behavioural sequelae of post-traumatic stress disorder on the credibility of asylum seekers, Psychology, Crime & Law, 21(2), 139-155. Musalo, K., Meffert, S. M., & Abdo, A. O. (2010). The role of mental health professionals in political asylum processing. Journal of The American Academy of Psychiatry & The Law, 38, 479-489. |
5.00 |
08/20/2020 |
04/07/2021 |
22 |
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Understanding and Addressing Race-Related Stress and Trauma for African American Youth -Sept 25,2020() |
Research has demonstrated that discrimination and race-related stress are significant and impactful factors in accounting for racial disparities in health across the life course. Experiencing race-related stress can lead to negative psychological consequences, including trauma symptomology. Thus, understanding the unique roles of discrimination and historical legacies of oppression in the experience of trauma as well as identifying factors that impact risk or resilience in the development of psychopathology among these marginalized populations is critical. The current webinar will provide an overview of racial stress and trauma (RST) and its consequences for individuals of color, with a focus on African Americans within the United States. The presentation will highlight challenges and clinical issues in identifying RST along with methods that therapists can use to identify and process RST with clients in the therapeutic context. The presenters will also highlight tools that providers can utilize with youth and adults to promote resilience, empowerment, and healing from experiences of RST. Presented by: Sierra Carter, PhD Farzana Saleem, PhD Learning Objectives: 1. Develop an understanding of racial stress and trauma (RST) 2. Identify culturally-informed assessment tools and learn therapeutic strategies to discuss racism and process RST with clients in the therapeutic context 3. Discuss practices and identify resources that can contribute to racial healing, resilience, and empowerment for communities of color Bios: Dr. Carter is an Assistant Professor in clinical and community psychology at Georgia State University. A common theme throughout much of her work has been examining how racial discrimination, as an acute and chronic stressor, effects development and exacerbation of chronic illnesses and stress-related disorders across the life course. Her research aims to aid in improved identification of mechanisms that can be targeted in prevention and treatment efforts to reduce racial health disparities. Dr. Saleem received her PhD in the Clinical-Community Psychology and has a clinical focus on trauma with youth. Dr. Saleem is transitioning to an Assistant Professor faculty position at Stanford University in Education. She researches how to reduce the negative consequence racial discrimination on the mental health of Black adolescents and other youth of color. She has a particular emphasis on understanding the benefits of culturally relevant practices that can inform interventions for youth. References: Anderson, R. E., & Stevenson, H. C. (2019). RECASTing racial stress and trauma: Theorizing the healing potential of racial socialization in families. American Psychologist, 74(1), 63–75. https://doi.org/10.1037/amp0000392 Carter, S.E., Ong, M.L., Simons, R.L., Gibbons, F.X., Lei, M.K., & Beach, S.R.H. (2019). The effect of early discrimination on accelerated aging among African Americans. Health Psychology, 38, 1010–1013. doi:10.1037/hea0000788 Comas-Diaz, L. (2016). Racial trauma recovery: a race-informed therapeutic approach to racial wounds. In A. Alvarez, C. Liang, & H. Neville (Eds.). The Cost of Racism for People of Color (pp. 249- 272). American Psychological Association: Washington, DC. Metzger, I. W., Anderson, R. E., Are, F., & Ritchwood, T. (2020). Healing Interpersonal and Racial Trauma: Integrating Racial Socialization Into Trauma-Focused Cognitive Behavioral Therapy for African American Youth. Child Maltreatment. https://doi.org/10.1177/1077559520921457 Pieterse, A. L. (2018). Attending to racial trauma in clinical supervision: Enhancing client and supervisee outcomes. The Clinical Supervisor, 37(1), 204-220. Saleem, F.T., Anderson, R.E. & Williams, M. (2019). Addressing the “Myth” of Racial Trauma: Developmental and Ecological Considerations for Youth of Color. Clinical Child Family Psychology Review 23, 1–14 https://doi.org/10.1007/s10567-019-00304-1 |
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08/21/2020 |
04/07/2021 |
18 |
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Understanding and Addressing Race-Related Stress and Trauma for African American Youth -Sept 25,2020() |
Research has demonstrated that discrimination and race-related stress are significant and impactful factors in accounting for racial disparities in health across the life course. Experiencing race-related stress can lead to negative psychological consequences, including trauma symptomology. Thus, understanding the unique roles of discrimination and historical legacies of oppression in the experience of trauma as well as identifying factors that impact risk or resilience in the development of psychopathology among these marginalized populations is critical. The current webinar will provide an overview of racial stress and trauma (RST) and its consequences for individuals of color, with a focus on African Americans within the United States. The presentation will highlight challenges and clinical issues in identifying RST along with methods that therapists can use to identify and process RST with clients in the therapeutic context. The presenters will also highlight tools that providers can utilize with youth and adults to promote resilience, empowerment, and healing from experiences of RST. Presented by: Sierra Carter, PhD Farzana Saleem, PhD Learning Objectives: 1. Develop an understanding of racial stress and trauma (RST) 2. Identify culturally-informed assessment tools and learn therapeutic strategies to discuss racism and process RST with clients in the therapeutic context 3. Discuss practices and identify resources that can contribute to racial healing, resilience, and empowerment for communities of color Bios: Dr. Carter is an Assistant Professor in clinical and community psychology at Georgia State University. A common theme throughout much of her work has been examining how racial discrimination, as an acute and chronic stressor, effects development and exacerbation of chronic illnesses and stress-related disorders across the life course. Her research aims to aid in improved identification of mechanisms that can be targeted in prevention and treatment efforts to reduce racial health disparities. Dr. Saleem received her PhD in the Clinical-Community Psychology and has a clinical focus on trauma with youth. Dr. Saleem is transitioning to an Assistant Professor faculty position at Stanford University in Education. She researches how to reduce the negative consequence racial discrimination on the mental health of Black adolescents and other youth of color. She has a particular emphasis on understanding the benefits of culturally relevant practices that can inform interventions for youth. References: Anderson, R. E., & Stevenson, H. C. (2019). RECASTing racial stress and trauma: Theorizing the healing potential of racial socialization in families. American Psychologist, 74(1), 63–75. https://doi.org/10.1037/amp0000392 Carter, S.E., Ong, M.L., Simons, R.L., Gibbons, F.X., Lei, M.K., & Beach, S.R.H. (2019). The effect of early discrimination on accelerated aging among African Americans. Health Psychology, 38, 1010–1013. doi:10.1037/hea0000788 Comas-Diaz, L. (2016). Racial trauma recovery: a race-informed therapeutic approach to racial wounds. In A. Alvarez, C. Liang, & H. Neville (Eds.). The Cost of Racism for People of Color (pp. 249- 272). American Psychological Association: Washington, DC. Metzger, I. W., Anderson, R. E., Are, F., & Ritchwood, T. (2020). Healing Interpersonal and Racial Trauma: Integrating Racial Socialization Into Trauma-Focused Cognitive Behavioral Therapy for African American Youth. Child Maltreatment. https://doi.org/10.1177/1077559520921457 Pieterse, A. L. (2018). Attending to racial trauma in clinical supervision: Enhancing client and supervisee outcomes. The Clinical Supervisor, 37(1), 204-220. Saleem, F.T., Anderson, R.E. & Williams, M. (2019). Addressing the “Myth” of Racial Trauma: Developmental and Ecological Considerations for Youth of Color. Clinical Child Family Psychology Review 23, 1–14 https://doi.org/10.1007/s10567-019-00304-1 |
15.00 |
08/21/2020 |
04/07/2021 |
16 |
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Understanding and Addressing Race-Related Stress and Trauma for African American Youth -Sept 25,2020() |
Research has demonstrated that discrimination and race-related stress are significant and impactful factors in accounting for racial disparities in health across the life course. Experiencing race-related stress can lead to negative psychological consequences, including trauma symptomology. Thus, understanding the unique roles of discrimination and historical legacies of oppression in the experience of trauma as well as identifying factors that impact risk or resilience in the development of psychopathology among these marginalized populations is critical. The current webinar will provide an overview of racial stress and trauma (RST) and its consequences for individuals of color, with a focus on African Americans within the United States. The presentation will highlight challenges and clinical issues in identifying RST along with methods that therapists can use to identify and process RST with clients in the therapeutic context. The presenters will also highlight tools that providers can utilize with youth and adults to promote resilience, empowerment, and healing from experiences of RST. Presented by: Sierra Carter, PhD Farzana Saleem, PhD Learning Objectives: 1. Develop an understanding of racial stress and trauma (RST) 2. Identify culturally-informed assessment tools and learn therapeutic strategies to discuss racism and process RST with clients in the therapeutic context 3. Discuss practices and identify resources that can contribute to racial healing, resilience, and empowerment for communities of color Bios: Dr. Carter is an Assistant Professor in clinical and community psychology at Georgia State University. A common theme throughout much of her work has been examining how racial discrimination, as an acute and chronic stressor, effects development and exacerbation of chronic illnesses and stress-related disorders across the life course. Her research aims to aid in improved identification of mechanisms that can be targeted in prevention and treatment efforts to reduce racial health disparities. Dr. Saleem received her PhD in the Clinical-Community Psychology and has a clinical focus on trauma with youth. Dr. Saleem is transitioning to an Assistant Professor faculty position at Stanford University in Education. She researches how to reduce the negative consequence racial discrimination on the mental health of Black adolescents and other youth of color. She has a particular emphasis on understanding the benefits of culturally relevant practices that can inform interventions for youth. References: Anderson, R. E., & Stevenson, H. C. (2019). RECASTing racial stress and trauma: Theorizing the healing potential of racial socialization in families. American Psychologist, 74(1), 63–75. https://doi.org/10.1037/amp0000392 Carter, S.E., Ong, M.L., Simons, R.L., Gibbons, F.X., Lei, M.K., & Beach, S.R.H. (2019). The effect of early discrimination on accelerated aging among African Americans. Health Psychology, 38, 1010–1013. doi:10.1037/hea0000788 Comas-Diaz, L. (2016). Racial trauma recovery: a race-informed therapeutic approach to racial wounds. In A. Alvarez, C. Liang, & H. Neville (Eds.). The Cost of Racism for People of Color (pp. 249- 272). American Psychological Association: Washington, DC. Metzger, I. W., Anderson, R. E., Are, F., & Ritchwood, T. (2020). Healing Interpersonal and Racial Trauma: Integrating Racial Socialization Into Trauma-Focused Cognitive Behavioral Therapy for African American Youth. Child Maltreatment. https://doi.org/10.1177/1077559520921457 Pieterse, A. L. (2018). Attending to racial trauma in clinical supervision: Enhancing client and supervisee outcomes. The Clinical Supervisor, 37(1), 204-220. Saleem, F.T., Anderson, R.E. & Williams, M. (2019). Addressing the “Myth” of Racial Trauma: Developmental and Ecological Considerations for Youth of Color. Clinical Child Family Psychology Review 23, 1–14 https://doi.org/10.1007/s10567-019-00304-1 |
25.00 |
08/21/2020 |
04/07/2021 |
17 |
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Understanding and Addressing Race-Related Stress and Trauma for African American Youth -Sept 25,2020() |
Research has demonstrated that discrimination and race-related stress are significant and impactful factors in accounting for racial disparities in health across the life course. Experiencing race-related stress can lead to negative psychological consequences, including trauma symptomology. Thus, understanding the unique roles of discrimination and historical legacies of oppression in the experience of trauma as well as identifying factors that impact risk or resilience in the development of psychopathology among these marginalized populations is critical. The current webinar will provide an overview of racial stress and trauma (RST) and its consequences for individuals of color, with a focus on African Americans within the United States. The presentation will highlight challenges and clinical issues in identifying RST along with methods that therapists can use to identify and process RST with clients in the therapeutic context. The presenters will also highlight tools that providers can utilize with youth and adults to promote resilience, empowerment, and healing from experiences of RST. Presented by: Sierra Carter, PhD Farzana Saleem, PhD Learning Objectives: 1. Develop an understanding of racial stress and trauma (RST) 2. Identify culturally-informed assessment tools and learn therapeutic strategies to discuss racism and process RST with clients in the therapeutic context 3. Discuss practices and identify resources that can contribute to racial healing, resilience, and empowerment for communities of color Bios: Dr. Carter is an Assistant Professor in clinical and community psychology at Georgia State University. A common theme throughout much of her work has been examining how racial discrimination, as an acute and chronic stressor, effects development and exacerbation of chronic illnesses and stress-related disorders across the life course. Her research aims to aid in improved identification of mechanisms that can be targeted in prevention and treatment efforts to reduce racial health disparities. Dr. Saleem received her PhD in the Clinical-Community Psychology and has a clinical focus on trauma with youth. Dr. Saleem is transitioning to an Assistant Professor faculty position at Stanford University in Education. She researches how to reduce the negative consequence racial discrimination on the mental health of Black adolescents and other youth of color. She has a particular emphasis on understanding the benefits of culturally relevant practices that can inform interventions for youth. References: Anderson, R. E., & Stevenson, H. C. (2019). RECASTing racial stress and trauma: Theorizing the healing potential of racial socialization in families. American Psychologist, 74(1), 63–75. https://doi.org/10.1037/amp0000392 Carter, S.E., Ong, M.L., Simons, R.L., Gibbons, F.X., Lei, M.K., & Beach, S.R.H. (2019). The effect of early discrimination on accelerated aging among African Americans. Health Psychology, 38, 1010–1013. doi:10.1037/hea0000788 Comas-Diaz, L. (2016). Racial trauma recovery: a race-informed therapeutic approach to racial wounds. In A. Alvarez, C. Liang, & H. Neville (Eds.). The Cost of Racism for People of Color (pp. 249- 272). American Psychological Association: Washington, DC. Metzger, I. W., Anderson, R. E., Are, F., & Ritchwood, T. (2020). Healing Interpersonal and Racial Trauma: Integrating Racial Socialization Into Trauma-Focused Cognitive Behavioral Therapy for African American Youth. Child Maltreatment. https://doi.org/10.1177/1077559520921457 Pieterse, A. L. (2018). Attending to racial trauma in clinical supervision: Enhancing client and supervisee outcomes. The Clinical Supervisor, 37(1), 204-220. Saleem, F.T., Anderson, R.E. & Williams, M. (2019). Addressing the “Myth” of Racial Trauma: Developmental and Ecological Considerations for Youth of Color. Clinical Child Family Psychology Review 23, 1–14 https://doi.org/10.1007/s10567-019-00304-1 |
5.00 |
08/21/2020 |
04/07/2021 |
15 |
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Thinktank & Town Hall - APA 2020 Keynote Session() |
This combined thinktank-town hall session will produce practical recommendations for decision makers to increase inclusive collaboration between expert clinicians, researchers and policy/social change advocates to help address issues significant to psychology and society at large. The discussion will be facilitated by a panel of experts who have successfully bridged at least two of the arenas of practice, research, and policy, who will share some of their successes and lessons learned from their cross-collaborations. Panelists will then offer suggestions of how these kinds of synergistic partnerships can be encouraged in our field, for example in publishing, awarding grants, and developing in practice guidelines. Presented by: Thema Bryant-Davis, Ph.D. David S. Bathory, PsyD Marylene Cloitre, Ph.D. Anne P. DePrince, Ph.D. Dean G. Kilpatrick, Ph.D. Sheila A.M. Rauch, Ph.D., ABPP Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Identify ways to engage in reciprocal collaborations between trauma research, practice, and policy/social change advocacy 2. Consider the implications of my work beyond my arena (i.e., research, clinical, policy) Bios: Panelists are experts who have successfully bridged at least two of the sectors of clinical care, research, and social or policy advocacy: Thema Bryant-Davis, PhD; David S Bathory, PsyD; Marylène Cloitre, PhD; Anne P. DePrince, PhD; Dean G. Kilpatrick, PhD; Sheila A.M. Rauch, PhD, ABPP. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Bathory, DS (2015) “Personality, Relationships, and Decision Making with Relational Dynamics”, International Journal of Applied Behavioral Economics, v 4/4, p 41-56. Bryant-Davis, T., Ellis, M., Edwards, N., Adams, T., Counts, P., Arline-Bradley, S., Sadler, K. (2016). The Role of the Black Church in HIV/AIDS Prevention: Exploring Barriers and Best Practices. Journal of Community and Applied Social Psychology. Kilpatrick, D. G. & Hahn, C. K. (2019). Navigating accusations of sexual violence: What everyone ought to know and do. The Behavior Therapist, 42(6), 198-207. Oprel DAC, Hoeboer CM, Schoorl M, De Kleine RA, Wigard IG, Cloitre M, ... & Van der Does W. (2018). Improving treatment for patients with childhood abuse related posttraumatic stress disorder (IMPACT study): protocol for a multicenter randomized trial comparing prolonged exposure with intensified prolonged exposure and phase-based treatment. BMC Psychiatry,18, 385. Stojek, M., McSweeney, L.B., & Rauch, S.A.M. (2018). Neuroscience Informed Prolonged Exposure Practice: Increasing Efficiency and Efficacy through Mechanisms. Frontiers in Behavioral Neuroscience, 12(281). doi:10.3389/fnbeh.2018.00281. Wright, N.M., Olomi, J.M., & DePrince, A.P. (2020). Community-engaged research: Exploring a tool for action and advocacy. Journal of Trauma and Dissociation, 21, 452-467. |
15.00 |
08/26/2020 |
04/07/2021 |
26 |
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Thinktank & Town Hall - APA 2020 Keynote Session() |
This combined thinktank-town hall session will produce practical recommendations for decision makers to increase inclusive collaboration between expert clinicians, researchers and policy/social change advocates to help address issues significant to psychology and society at large. The discussion will be facilitated by a panel of experts who have successfully bridged at least two of the arenas of practice, research, and policy, who will share some of their successes and lessons learned from their cross-collaborations. Panelists will then offer suggestions of how these kinds of synergistic partnerships can be encouraged in our field, for example in publishing, awarding grants, and developing in practice guidelines. Presented by: Thema Bryant-Davis, Ph.D. David S. Bathory, PsyD Marylene Cloitre, Ph.D. Anne P. DePrince, Ph.D. Dean G. Kilpatrick, Ph.D. Sheila A.M. Rauch, Ph.D., ABPP Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Identify ways to engage in reciprocal collaborations between trauma research, practice, and policy/social change advocacy 2. Consider the implications of my work beyond my arena (i.e., research, clinical, policy) Bios: Panelists are experts who have successfully bridged at least two of the sectors of clinical care, research, and social or policy advocacy: Thema Bryant-Davis, PhD; David S Bathory, PsyD; Marylène Cloitre, PhD; Anne P. DePrince, PhD; Dean G. Kilpatrick, PhD; Sheila A.M. Rauch, PhD, ABPP. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Bathory, DS (2015) “Personality, Relationships, and Decision Making with Relational Dynamics”, International Journal of Applied Behavioral Economics, v 4/4, p 41-56. Bryant-Davis, T., Ellis, M., Edwards, N., Adams, T., Counts, P., Arline-Bradley, S., Sadler, K. (2016). The Role of the Black Church in HIV/AIDS Prevention: Exploring Barriers and Best Practices. Journal of Community and Applied Social Psychology. Kilpatrick, D. G. & Hahn, C. K. (2019). Navigating accusations of sexual violence: What everyone ought to know and do. The Behavior Therapist, 42(6), 198-207. Oprel DAC, Hoeboer CM, Schoorl M, De Kleine RA, Wigard IG, Cloitre M, ... & Van der Does W. (2018). Improving treatment for patients with childhood abuse related posttraumatic stress disorder (IMPACT study): protocol for a multicenter randomized trial comparing prolonged exposure with intensified prolonged exposure and phase-based treatment. BMC Psychiatry,18, 385. Stojek, M., McSweeney, L.B., & Rauch, S.A.M. (2018). Neuroscience Informed Prolonged Exposure Practice: Increasing Efficiency and Efficacy through Mechanisms. Frontiers in Behavioral Neuroscience, 12(281). doi:10.3389/fnbeh.2018.00281. Wright, N.M., Olomi, J.M., & DePrince, A.P. (2020). Community-engaged research: Exploring a tool for action and advocacy. Journal of Trauma and Dissociation, 21, 452-467. |
25.00 |
08/26/2020 |
04/07/2021 |
27 |
|
Thinktank & Town Hall - APA 2020 Keynote Session() |
This combined thinktank-town hall session will produce practical recommendations for decision makers to increase inclusive collaboration between expert clinicians, researchers and policy/social change advocates to help address issues significant to psychology and society at large. The discussion will be facilitated by a panel of experts who have successfully bridged at least two of the arenas of practice, research, and policy, who will share some of their successes and lessons learned from their cross-collaborations. Panelists will then offer suggestions of how these kinds of synergistic partnerships can be encouraged in our field, for example in publishing, awarding grants, and developing in practice guidelines. Presented by: Thema Bryant-Davis, Ph.D. David S. Bathory, PsyD Marylene Cloitre, Ph.D. Anne P. DePrince, Ph.D. Dean G. Kilpatrick, Ph.D. Sheila A.M. Rauch, Ph.D., ABPP Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Identify ways to engage in reciprocal collaborations between trauma research, practice, and policy/social change advocacy 2. Consider the implications of my work beyond my arena (i.e., research, clinical, policy) Bios: Panelists are experts who have successfully bridged at least two of the sectors of clinical care, research, and social or policy advocacy: Thema Bryant-Davis, PhD; David S Bathory, PsyD; Marylène Cloitre, PhD; Anne P. DePrince, PhD; Dean G. Kilpatrick, PhD; Sheila A.M. Rauch, PhD, ABPP. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Bathory, DS (2015) “Personality, Relationships, and Decision Making with Relational Dynamics”, International Journal of Applied Behavioral Economics, v 4/4, p 41-56. Bryant-Davis, T., Ellis, M., Edwards, N., Adams, T., Counts, P., Arline-Bradley, S., Sadler, K. (2016). The Role of the Black Church in HIV/AIDS Prevention: Exploring Barriers and Best Practices. Journal of Community and Applied Social Psychology. Kilpatrick, D. G. & Hahn, C. K. (2019). Navigating accusations of sexual violence: What everyone ought to know and do. The Behavior Therapist, 42(6), 198-207. Oprel DAC, Hoeboer CM, Schoorl M, De Kleine RA, Wigard IG, Cloitre M, ... & Van der Does W. (2018). Improving treatment for patients with childhood abuse related posttraumatic stress disorder (IMPACT study): protocol for a multicenter randomized trial comparing prolonged exposure with intensified prolonged exposure and phase-based treatment. BMC Psychiatry,18, 385. Stojek, M., McSweeney, L.B., & Rauch, S.A.M. (2018). Neuroscience Informed Prolonged Exposure Practice: Increasing Efficiency and Efficacy through Mechanisms. Frontiers in Behavioral Neuroscience, 12(281). doi:10.3389/fnbeh.2018.00281. Wright, N.M., Olomi, J.M., & DePrince, A.P. (2020). Community-engaged research: Exploring a tool for action and advocacy. Journal of Trauma and Dissociation, 21, 452-467. |
5.00 |
08/26/2020 |
04/07/2021 |
28 |
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Transcending Divisiveness & Polarization - APA 2020 Keynote Session() |
This Keynote session will entail brief presentations from our conversation moderators followed by a courageous unrehearsed conversation among panelists. The aims of this session are twofold: 1) the facilitation of depolarizing communication around the topic of practice guidelines, and other issues within our Divisions and APA that have been cause for increasing divisiveness; and 2) to provide a model of how to have conversations that are unifying rather than polarizing about different issues among different groups. We are living in an increasingly divided and polarized world, and we could all stand to spread more compassion, understanding, and collaboration. Rev. Mpho Tutu van Furth and Venerable Thubten Jigme will provide some guidance for the conversation, informed by the South African concept of ubuntu which shaped the truth and reconciliation model, and by the Buddhist practices of inward focus and interdependence. Following this guidance, our courageous conversationalists, experts in one or more trauma psychology arena (research, practice, social justice and/or policy advocacy), participated in an unscripted conversation around the issue of practice guidelines. After viewing the courageous conversation please watch the recording of the live interactive feedback and Q&A session. Presented by: Rev. Mpho Tutu van Furth Ven. Thubten Jigme Laura S. Brown, Ph.D. Diane Elmore Borbon, Ph.D., MPH Seven D. Hollon, Ph.D. Ani Kalayjan, Ed.D., DSc Pamela P. Remer, Ph.D. Paula P. Schnurr, Ph.D. Anneliese A. Singh, Ph.D. Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Describe the essential elements of post-apartheid Truth and Reconciliation and Buddhist models of conciliatory communication models. 2. Describe the essential elements of Buddhist practices of self focused compassion that facilitate other focused compassion. 3. Utilize depolarizing communication skills to transcend divisive communications Bios: Rev. Tutu van Furth is a minister, speaker, author and activist who shares with others how apply the South African concept of ubuntu, which shaped the truth and reconciliation model and The Book of Forgiving, which she co-authored with her father, Rev. Desmond Tutu, to engage in depolarization and transformational conversations. Ven. Thubten is a psychiatric nurse practitioner ordained Buddhist nun who provides consultations and trainings on time tested (and now empirically supported) Buddhist practices that promote connection, peace and well-being. The panelists (Laura S. Brown, PhD; Diane Elmore Borbon, PhD, MPH; Seven D. Hollon, PhD; Pamela P. Remer, PhD; Paula P. Schnurr, PhD) are psychology leaders in research, practice, social and policy advocacy who have been involved in the development of practice guidelines and/or public discourse about them. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Elmore Borbon, D. & Tant, E. (2020). Trauma and Violence Across the Lifespan: Public Policy Advances, Challenges, and Future Directions. In B. Geffner, V. Vieth, V. Vaughan-Eden, A Rosenbaum, L. K. Hamberger, & J. White (Eds), Handbook of Interpersonal Violence Across the Lifespan. New York, NY: Springer. Courtois, C.A. & Brown, L.S. (2019). Guideline orthodoxy and resulting limitations of the APA Clinical Practice Guideline for the Treatment of PTSD in Adults: Introduction to the Special Issue. Psychotherapy: Theory, Research, Practice, Training, 3, 329-339. Hamblen, J.L., Norman, S.B., Sonis, J.H., Phelps, A.J., Bisson, J.T., Nunes, V.D., Megnin-Viggars, O., Forbes, D., Riggs, D., & Schnurr, P.P. (2019). A guide to guidelines for the treatment of posttraumatic stress disorder in adults: An update. Psychotherapy, 56, 359-373. doi:10.1037/pst0000231 Hollon, S. D., Areán, P. A., Craske, M. G., Crawford, K. A., Kivlahan, D. R., Magnavita, J. J., ... & Galper, D. I. (2014). Development of clinical practice guidelines. Annual review of clinical psychology, 10, 213-241. Magruder, K. M., McLaughlin, K. A., & Elmore Borbon, D. L. (2017). Trauma is a public health problem. European Journal of Psychotraumatology, 8:1. doi: 10.1080/20008198.2017.1375338 Remer, P. (2013). Feminist counseling and psychotherapy. In J. Frew & M. Spiegler (Eds.), Contemporary psychotherapies for a diverse world, (pp. 373-414). New York, NY: Routledge. |
15.00 |
08/28/2020 |
04/07/2021 |
26 |
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Transcending Divisiveness & Polarization - APA 2020 Keynote Session() |
This Keynote session will entail brief presentations from our conversation moderators followed by a courageous unrehearsed conversation among panelists. The aims of this session are twofold: 1) the facilitation of depolarizing communication around the topic of practice guidelines, and other issues within our Divisions and APA that have been cause for increasing divisiveness; and 2) to provide a model of how to have conversations that are unifying rather than polarizing about different issues among different groups. We are living in an increasingly divided and polarized world, and we could all stand to spread more compassion, understanding, and collaboration. Rev. Mpho Tutu van Furth and Venerable Thubten Jigme will provide some guidance for the conversation, informed by the South African concept of ubuntu which shaped the truth and reconciliation model, and by the Buddhist practices of inward focus and interdependence. Following this guidance, our courageous conversationalists, experts in one or more trauma psychology arena (research, practice, social justice and/or policy advocacy), participated in an unscripted conversation around the issue of practice guidelines. After viewing the courageous conversation please watch the recording of the live interactive feedback and Q&A session. Presented by: Rev. Mpho Tutu van Furth Ven. Thubten Jigme Laura S. Brown, Ph.D. Diane Elmore Borbon, Ph.D., MPH Seven D. Hollon, Ph.D. Ani Kalayjan, Ed.D., DSc Pamela P. Remer, Ph.D. Paula P. Schnurr, Ph.D. Anneliese A. Singh, Ph.D. Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Describe the essential elements of post-apartheid Truth and Reconciliation and Buddhist models of conciliatory communication models. 2. Describe the essential elements of Buddhist practices of self focused compassion that facilitate other focused compassion. 3. Utilize depolarizing communication skills to transcend divisive communications Bios: Rev. Tutu van Furth is a minister, speaker, author and activist who shares with others how apply the South African concept of ubuntu, which shaped the truth and reconciliation model and The Book of Forgiving, which she co-authored with her father, Rev. Desmond Tutu, to engage in depolarization and transformational conversations. Ven. Thubten is a psychiatric nurse practitioner ordained Buddhist nun who provides consultations and trainings on time tested (and now empirically supported) Buddhist practices that promote connection, peace and well-being. The panelists (Laura S. Brown, PhD; Diane Elmore Borbon, PhD, MPH; Seven D. Hollon, PhD; Pamela P. Remer, PhD; Paula P. Schnurr, PhD) are psychology leaders in research, practice, social and policy advocacy who have been involved in the development of practice guidelines and/or public discourse about them. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Elmore Borbon, D. & Tant, E. (2020). Trauma and Violence Across the Lifespan: Public Policy Advances, Challenges, and Future Directions. In B. Geffner, V. Vieth, V. Vaughan-Eden, A Rosenbaum, L. K. Hamberger, & J. White (Eds), Handbook of Interpersonal Violence Across the Lifespan. New York, NY: Springer. Courtois, C.A. & Brown, L.S. (2019). Guideline orthodoxy and resulting limitations of the APA Clinical Practice Guideline for the Treatment of PTSD in Adults: Introduction to the Special Issue. Psychotherapy: Theory, Research, Practice, Training, 3, 329-339. Hamblen, J.L., Norman, S.B., Sonis, J.H., Phelps, A.J., Bisson, J.T., Nunes, V.D., Megnin-Viggars, O., Forbes, D., Riggs, D., & Schnurr, P.P. (2019). A guide to guidelines for the treatment of posttraumatic stress disorder in adults: An update. Psychotherapy, 56, 359-373. doi:10.1037/pst0000231 Hollon, S. D., Areán, P. A., Craske, M. G., Crawford, K. A., Kivlahan, D. R., Magnavita, J. J., ... & Galper, D. I. (2014). Development of clinical practice guidelines. Annual review of clinical psychology, 10, 213-241. Magruder, K. M., McLaughlin, K. A., & Elmore Borbon, D. L. (2017). Trauma is a public health problem. European Journal of Psychotraumatology, 8:1. doi: 10.1080/20008198.2017.1375338 Remer, P. (2013). Feminist counseling and psychotherapy. In J. Frew & M. Spiegler (Eds.), Contemporary psychotherapies for a diverse world, (pp. 373-414). New York, NY: Routledge. |
25.00 |
08/28/2020 |
04/07/2021 |
27 |
|
Transcending Divisiveness & Polarization - APA 2020 Keynote Session() |
This Keynote session will entail brief presentations from our conversation moderators followed by a courageous unrehearsed conversation among panelists. The aims of this session are twofold: 1) the facilitation of depolarizing communication around the topic of practice guidelines, and other issues within our Divisions and APA that have been cause for increasing divisiveness; and 2) to provide a model of how to have conversations that are unifying rather than polarizing about different issues among different groups. We are living in an increasingly divided and polarized world, and we could all stand to spread more compassion, understanding, and collaboration. Rev. Mpho Tutu van Furth and Venerable Thubten Jigme will provide some guidance for the conversation, informed by the South African concept of ubuntu which shaped the truth and reconciliation model, and by the Buddhist practices of inward focus and interdependence. Following this guidance, our courageous conversationalists, experts in one or more trauma psychology arena (research, practice, social justice and/or policy advocacy), participated in an unscripted conversation around the issue of practice guidelines. After viewing the courageous conversation please watch the recording of the live interactive feedback and Q&A session. Presented by: Rev. Mpho Tutu van Furth Ven. Thubten Jigme Laura S. Brown, Ph.D. Diane Elmore Borbon, Ph.D., MPH Seven D. Hollon, Ph.D. Ani Kalayjan, Ed.D., DSc Pamela P. Remer, Ph.D. Paula P. Schnurr, Ph.D. Anneliese A. Singh, Ph.D. Carolyn B. Allard, Ph.D., ABPP Learning Objectives: 1. Describe the essential elements of post-apartheid Truth and Reconciliation and Buddhist models of conciliatory communication models. 2. Describe the essential elements of Buddhist practices of self focused compassion that facilitate other focused compassion. 3. Utilize depolarizing communication skills to transcend divisive communications Bios: Rev. Tutu van Furth is a minister, speaker, author and activist who shares with others how apply the South African concept of ubuntu, which shaped the truth and reconciliation model and The Book of Forgiving, which she co-authored with her father, Rev. Desmond Tutu, to engage in depolarization and transformational conversations. Ven. Thubten is a psychiatric nurse practitioner ordained Buddhist nun who provides consultations and trainings on time tested (and now empirically supported) Buddhist practices that promote connection, peace and well-being. The panelists (Laura S. Brown, PhD; Diane Elmore Borbon, PhD, MPH; Seven D. Hollon, PhD; Pamela P. Remer, PhD; Paula P. Schnurr, PhD) are psychology leaders in research, practice, social and policy advocacy who have been involved in the development of practice guidelines and/or public discourse about them. Division 56 President, Carolyn B. Allard, PhD, ABPP, is Chairing the session. References: Elmore Borbon, D. & Tant, E. (2020). Trauma and Violence Across the Lifespan: Public Policy Advances, Challenges, and Future Directions. In B. Geffner, V. Vieth, V. Vaughan-Eden, A Rosenbaum, L. K. Hamberger, & J. White (Eds), Handbook of Interpersonal Violence Across the Lifespan. New York, NY: Springer. Courtois, C.A. & Brown, L.S. (2019). Guideline orthodoxy and resulting limitations of the APA Clinical Practice Guideline for the Treatment of PTSD in Adults: Introduction to the Special Issue. Psychotherapy: Theory, Research, Practice, Training, 3, 329-339. Hamblen, J.L., Norman, S.B., Sonis, J.H., Phelps, A.J., Bisson, J.T., Nunes, V.D., Megnin-Viggars, O., Forbes, D., Riggs, D., & Schnurr, P.P. (2019). A guide to guidelines for the treatment of posttraumatic stress disorder in adults: An update. Psychotherapy, 56, 359-373. doi:10.1037/pst0000231 Hollon, S. D., Areán, P. A., Craske, M. G., Crawford, K. A., Kivlahan, D. R., Magnavita, J. J., ... & Galper, D. I. (2014). Development of clinical practice guidelines. Annual review of clinical psychology, 10, 213-241. Magruder, K. M., McLaughlin, K. A., & Elmore Borbon, D. L. (2017). Trauma is a public health problem. European Journal of Psychotraumatology, 8:1. doi: 10.1080/20008198.2017.1375338 Remer, P. (2013). Feminist counseling and psychotherapy. In J. Frew & M. Spiegler (Eds.), Contemporary psychotherapies for a diverse world, (pp. 373-414). New York, NY: Routledge. |
5.00 |
08/28/2020 |
04/07/2021 |
28 |
|
Prevention of Sexual Abuse and Promotion of Emotional Safety in Educational Settings - APA 2020() |
High school and college students often cite educators as primary sources of inspiration. Unfortunately, educators may also be sources of emotional stress and trauma. The first paper presents results of a successful pilot program at a California university designed to increase emotional safety in the college classroom, an intervention which proved particularly powerful for minority students. The second and third papers are from the largest study to data on sexual abuse by educators, now with close to 1000 participants, which targeted recent high school graduates. The second paper focuses on the prevalence of inappropriate sexualized behaviors on the part of educators toward students, noting student beliefs about the nature, consequences and morality of these behaviors. Second, a subsample of the participants in these research series were asked to generate prevention strategies regarding student-educator sexual contacts, and to comment on prevention strategies generated by a prior focus group. All presentations are geared toward increasing the sense of safety and protection from educator-induced stress and trauma for young people in educational settings. Presented by: Chair: Constance J Dalenberg, PhD Presenter 1: Jacob Ambrose, MA Presenter 2: Lisa M Nunez, MA Presenter 3: Meline Arzoumanian, PhD Learning Objectives: 1. Name on highly rated prevention strategy for sexual abuse in high schools. 2. Discuss the prevalence for educator abuse in high schools. 3. Be able to describe two methods of enhancing minority student comfort in the classroom. Bios: Dr. Dalenberg is the director of the Trauma Research Institute (TRI) and former president of Division 56. Presenters are associate researchers of TRI. Jacob Ambrose, MA is a PhD student studying cross racial rejection sensitivity and educational safety procedures. Lisa Nunez, MA is a doctoral intern at VA Puget Sound, American Lake and her research centers around sexual abuse. Dr. Arzoumanian has worked as a forensic evaluator and an adjunct professor, focusing her work on PTSD and dissociation. References: Barth, J., Bermetz, L., Heim, E., Trelle, S., & Tonia, T. (2013). The current prevalence of child sexual abuse worldwide: a systematic review and meta-analysis. International Journal of Public Health, 58, 469-483. Caplan, P. J., & Ford, J. C. (2014). The voices of diversity: What students of diverse races/ethnicities and both sexes tell us about their college experiences and their perceptions about their institutions’ progress toward diversity. Aporia, 6(3), 30-69. - Clark, C. R., Mercer, S. H., Zeigler-Hill, V., & Dufrene, B. A. (2012). Barriers to the success of ethnic minority students in school psychology graduate programs. School Psychology Review, 41(2), 176-192. - Grant, B., Shakeshaft, C., Mueller, J. (2019) Prevention of preK-12 school employee sexual misconduct and abuse. Journal of Child Sexual Abuse, 28, 125-128. - Robert, C. E., & Thompson, D. P. (2019). Educator sexual misconduct and Texas educator discipline database construction. Journal of Child Sexual Abuse, 28(1). |
15.00 |
09/09/2020 |
04/07/2021 |
26 |
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Prevention of Sexual Abuse and Promotion of Emotional Safety in Educational Settings - APA 2020() |
High school and college students often cite educators as primary sources of inspiration. Unfortunately, educators may also be sources of emotional stress and trauma. The first paper presents results of a successful pilot program at a California university designed to increase emotional safety in the college classroom, an intervention which proved particularly powerful for minority students. The second and third papers are from the largest study to data on sexual abuse by educators, now with close to 1000 participants, which targeted recent high school graduates. The second paper focuses on the prevalence of inappropriate sexualized behaviors on the part of educators toward students, noting student beliefs about the nature, consequences and morality of these behaviors. Second, a subsample of the participants in these research series were asked to generate prevention strategies regarding student-educator sexual contacts, and to comment on prevention strategies generated by a prior focus group. All presentations are geared toward increasing the sense of safety and protection from educator-induced stress and trauma for young people in educational settings. Presented by: Chair: Constance J Dalenberg, PhD Presenter 1: Jacob Ambrose, MA Presenter 2: Lisa M Nunez, MA Presenter 3: Meline Arzoumanian, PhD Learning Objectives: 1. Name on highly rated prevention strategy for sexual abuse in high schools. 2. Discuss the prevalence for educator abuse in high schools. 3. Be able to describe two methods of enhancing minority student comfort in the classroom. Bios: Dr. Dalenberg is the director of the Trauma Research Institute (TRI) and former president of Division 56. Presenters are associate researchers of TRI. Jacob Ambrose, MA is a PhD student studying cross racial rejection sensitivity and educational safety procedures. Lisa Nunez, MA is a doctoral intern at VA Puget Sound, American Lake and her research centers around sexual abuse. Dr. Arzoumanian has worked as a forensic evaluator and an adjunct professor, focusing her work on PTSD and dissociation. References: Barth, J., Bermetz, L., Heim, E., Trelle, S., & Tonia, T. (2013). The current prevalence of child sexual abuse worldwide: a systematic review and meta-analysis. International Journal of Public Health, 58, 469-483. Caplan, P. J., & Ford, J. C. (2014). The voices of diversity: What students of diverse races/ethnicities and both sexes tell us about their college experiences and their perceptions about their institutions’ progress toward diversity. Aporia, 6(3), 30-69. - Clark, C. R., Mercer, S. H., Zeigler-Hill, V., & Dufrene, B. A. (2012). Barriers to the success of ethnic minority students in school psychology graduate programs. School Psychology Review, 41(2), 176-192. - Grant, B., Shakeshaft, C., Mueller, J. (2019) Prevention of preK-12 school employee sexual misconduct and abuse. Journal of Child Sexual Abuse, 28, 125-128. - Robert, C. E., & Thompson, D. P. (2019). Educator sexual misconduct and Texas educator discipline database construction. Journal of Child Sexual Abuse, 28(1). |
25.00 |
09/09/2020 |
04/07/2021 |
27 |
|
Prevention of Sexual Abuse and Promotion of Emotional Safety in Educational Settings - APA 2020() |
High school and college students often cite educators as primary sources of inspiration. Unfortunately, educators may also be sources of emotional stress and trauma. The first paper presents results of a successful pilot program at a California university designed to increase emotional safety in the college classroom, an intervention which proved particularly powerful for minority students. The second and third papers are from the largest study to data on sexual abuse by educators, now with close to 1000 participants, which targeted recent high school graduates. The second paper focuses on the prevalence of inappropriate sexualized behaviors on the part of educators toward students, noting student beliefs about the nature, consequences and morality of these behaviors. Second, a subsample of the participants in these research series were asked to generate prevention strategies regarding student-educator sexual contacts, and to comment on prevention strategies generated by a prior focus group. All presentations are geared toward increasing the sense of safety and protection from educator-induced stress and trauma for young people in educational settings. Presented by: Chair: Constance J Dalenberg, PhD Presenter 1: Jacob Ambrose, MA Presenter 2: Lisa M Nunez, MA Presenter 3: Meline Arzoumanian, PhD Learning Objectives: 1. Name on highly rated prevention strategy for sexual abuse in high schools. 2. Discuss the prevalence for educator abuse in high schools. 3. Be able to describe two methods of enhancing minority student comfort in the classroom. Bios: Dr. Dalenberg is the director of the Trauma Research Institute (TRI) and former president of Division 56. Presenters are associate researchers of TRI. Jacob Ambrose, MA is a PhD student studying cross racial rejection sensitivity and educational safety procedures. Lisa Nunez, MA is a doctoral intern at VA Puget Sound, American Lake and her research centers around sexual abuse. Dr. Arzoumanian has worked as a forensic evaluator and an adjunct professor, focusing her work on PTSD and dissociation. References: Barth, J., Bermetz, L., Heim, E., Trelle, S., & Tonia, T. (2013). The current prevalence of child sexual abuse worldwide: a systematic review and meta-analysis. International Journal of Public Health, 58, 469-483. Caplan, P. J., & Ford, J. C. (2014). The voices of diversity: What students of diverse races/ethnicities and both sexes tell us about their college experiences and their perceptions about their institutions’ progress toward diversity. Aporia, 6(3), 30-69. - Clark, C. R., Mercer, S. H., Zeigler-Hill, V., & Dufrene, B. A. (2012). Barriers to the success of ethnic minority students in school psychology graduate programs. School Psychology Review, 41(2), 176-192. - Grant, B., Shakeshaft, C., Mueller, J. (2019) Prevention of preK-12 school employee sexual misconduct and abuse. Journal of Child Sexual Abuse, 28, 125-128. - Robert, C. E., & Thompson, D. P. (2019). Educator sexual misconduct and Texas educator discipline database construction. Journal of Child Sexual Abuse, 28(1). |
5.00 |
09/09/2020 |
04/07/2021 |
28 |
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Trauma-Informed Care: Addressing Needs of Immigrant Children and Unaccompanied Minors - APA 2020() |
This presentation covers the impact of trauma on children during the different phases of migration as well as the unique needs of second-generation immigrant children. Treatment strategies and vicarious trauma will also be discussed. Presented by: Javier I. Rosado, Ph.D. Susana Rivera, Ph.D. Michelle Silva, PsyD Natalia Falcon, PhD Elena Reyes, PhD Learning Objectives: • Describe how the trauma of separation impacts a child. • Recognize effective methods for guiding caregivers on how to talk to children and adolescents about separation. • Describe the potential for secondary traumatic stress when working with immigrant youth who have experienced trauma/traumatic separation. Bios: - Dr. Rosado is a Clinical Associate Professor at the FSU College of Medicine. - Dr. Susana Rivera is the Program Director for the Border Traumatic Stress Response Center at Serving Children and Adults in Need. - Michelle Silva is an Assistant Professor at the Yale University School of Medicine. - Dr. Falcon is a licensed clinical psychologist at FSU College of Medicine. - Dr. Reyes is a Professor at the FSU College of Medicine with specialty in cross-cultural medicine. References: •Cardoso, J.B., Brabeck, K., Stinchcomb, D., Heidbrink, L., Price, O.A., Gil-Garcia, O.F….Zayas, L.H. (2019). Integration of unaccompanied migrant youth in the United States: a call for research. Journal of Ethnic and Migration Studies, 45(2), 273-292. •Cleary, S.D., Snead, R., Dietz-Chavez, D., Rivera, I., & Edberg, M. (2019). Immigrant trauma and mental health outcomes among Latino youth. Journal of Immigrant and Minority Health, 20(5), 1053-1059. •Mathema, S. (2017). Keeping FamiliesTogether: Why All Americans Should Care About What Happens to Unauthorized Immigrants. University of Southern California Center for the Study of Immigrant Integration and Center for American Progress. Accessed from: www.americanprogress.org/issues/immigration/reports/2017/03/16/428335/keeping-families-together/ •Torres, S.A., Santiago, C.D., Walts, K.K., & Richards, M.H. (2018). Immigration policy, practices, and procedures: The impact on the mental health of Mexican and Central American youth and families. American Psychologist, 73(7), 843-854. •Walker, J., Venta, A., & Galicia, B. (2020). Who is taking care of Central American immigrant youth? Preliminary data on caregiving arrangements and emotional-behavioral symptoms post-migration. Child Psychiatry & Human Development. |
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Trauma-Informed Care: Addressing Needs of Immigrant Children and Unaccompanied Minors - APA 2020() |
This presentation covers the impact of trauma on children during the different phases of migration as well as the unique needs of second-generation immigrant children. Treatment strategies and vicarious trauma will also be discussed. Presented by: Javier I. Rosado, Ph.D. Susana Rivera, Ph.D. Michelle Silva, PsyD Natalia Falcon, PhD Elena Reyes, PhD Learning Objectives: • Describe how the trauma of separation impacts a child. • Recognize effective methods for guiding caregivers on how to talk to children and adolescents about separation. • Describe the potential for secondary traumatic stress when working with immigrant youth who have experienced trauma/traumatic separation. Bios: - Dr. Rosado is a Clinical Associate Professor at the FSU College of Medicine. - Dr. Susana Rivera is the Program Director for the Border Traumatic Stress Response Center at Serving Children and Adults in Need. - Michelle Silva is an Assistant Professor at the Yale University School of Medicine. - Dr. Falcon is a licensed clinical psychologist at FSU College of Medicine. - Dr. Reyes is a Professor at the FSU College of Medicine with specialty in cross-cultural medicine. References: •Cardoso, J.B., Brabeck, K., Stinchcomb, D., Heidbrink, L., Price, O.A., Gil-Garcia, O.F….Zayas, L.H. (2019). Integration of unaccompanied migrant youth in the United States: a call for research. Journal of Ethnic and Migration Studies, 45(2), 273-292. •Cleary, S.D., Snead, R., Dietz-Chavez, D., Rivera, I., & Edberg, M. (2019). Immigrant trauma and mental health outcomes among Latino youth. Journal of Immigrant and Minority Health, 20(5), 1053-1059. •Mathema, S. (2017). Keeping FamiliesTogether: Why All Americans Should Care About What Happens to Unauthorized Immigrants. University of Southern California Center for the Study of Immigrant Integration and Center for American Progress. Accessed from: www.americanprogress.org/issues/immigration/reports/2017/03/16/428335/keeping-families-together/ •Torres, S.A., Santiago, C.D., Walts, K.K., & Richards, M.H. (2018). Immigration policy, practices, and procedures: The impact on the mental health of Mexican and Central American youth and families. American Psychologist, 73(7), 843-854. •Walker, J., Venta, A., & Galicia, B. (2020). Who is taking care of Central American immigrant youth? Preliminary data on caregiving arrangements and emotional-behavioral symptoms post-migration. Child Psychiatry & Human Development. |
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Trauma-Informed Care: Addressing Needs of Immigrant Children and Unaccompanied Minors - APA 2020() |
This presentation covers the impact of trauma on children during the different phases of migration as well as the unique needs of second-generation immigrant children. Treatment strategies and vicarious trauma will also be discussed. Presented by: Javier I. Rosado, Ph.D. Susana Rivera, Ph.D. Michelle Silva, PsyD Natalia Falcon, PhD Elena Reyes, PhD Learning Objectives: • Describe how the trauma of separation impacts a child. • Recognize effective methods for guiding caregivers on how to talk to children and adolescents about separation. • Describe the potential for secondary traumatic stress when working with immigrant youth who have experienced trauma/traumatic separation. Bios: - Dr. Rosado is a Clinical Associate Professor at the FSU College of Medicine. - Dr. Susana Rivera is the Program Director for the Border Traumatic Stress Response Center at Serving Children and Adults in Need. - Michelle Silva is an Assistant Professor at the Yale University School of Medicine. - Dr. Falcon is a licensed clinical psychologist at FSU College of Medicine. - Dr. Reyes is a Professor at the FSU College of Medicine with specialty in cross-cultural medicine. References: •Cardoso, J.B., Brabeck, K., Stinchcomb, D., Heidbrink, L., Price, O.A., Gil-Garcia, O.F….Zayas, L.H. (2019). Integration of unaccompanied migrant youth in the United States: a call for research. Journal of Ethnic and Migration Studies, 45(2), 273-292. •Cleary, S.D., Snead, R., Dietz-Chavez, D., Rivera, I., & Edberg, M. (2019). Immigrant trauma and mental health outcomes among Latino youth. Journal of Immigrant and Minority Health, 20(5), 1053-1059. •Mathema, S. (2017). Keeping FamiliesTogether: Why All Americans Should Care About What Happens to Unauthorized Immigrants. University of Southern California Center for the Study of Immigrant Integration and Center for American Progress. Accessed from: www.americanprogress.org/issues/immigration/reports/2017/03/16/428335/keeping-families-together/ •Torres, S.A., Santiago, C.D., Walts, K.K., & Richards, M.H. (2018). Immigration policy, practices, and procedures: The impact on the mental health of Mexican and Central American youth and families. American Psychologist, 73(7), 843-854. •Walker, J., Venta, A., & Galicia, B. (2020). Who is taking care of Central American immigrant youth? Preliminary data on caregiving arrangements and emotional-behavioral symptoms post-migration. Child Psychiatry & Human Development. |
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Trauma-Informed Supervision - APA 2020() |
In this skills building session, the presenters, who range from seasoned supervisors to trainees, aim to provide real world examples and experiential exercises to increase practical skills in implementing trauma-informed supervision, including developing benchmarks to assess trainee and supervisor competencies in this area. Additionally, because core competencies for providing supervisory support against secondary trauma have not been formally delineated within the trauma field (NCTSN, 2018), suggestions will be offered to help supervisors foster resilience against negative sequelae related to treating trauma, such as burnout, vicarious trauma, or secondary traumatic stress, which are known risks of providing mental health treatment to trauma survivors, particularly among trainees (Voss Horrell, 2011). Presented by: Elisabeth “Lisa” Carlin, Ph.D. Eva Chiriboga, Psy.D. Melissa Decker, Ph.D. Lea Didion, Psy.D. Learning Objectives: Research and Practice, 42, 1-79. doi:10.1037/a0022297 8. Three learning objectives: 1: Discuss how trauma-informed supervision differs from other models of supervision; utilize benchmarks for trauma competencies in evaluation of supervisor and supervisee competency. 2: Critically evaluate current supervision practices and adapt them to integrate trauma-informed practices. 3: Consider supervisory techniques that mitigate vicarious trauma, secondary traumatic stress, and burnout among trainees. Bios: Drs. Carlin and Didion are staff psychologists at the Washington, DC Veterans Affairs Medical Center (DC VAMC), and Drs. Chiriboga and Decker are PTSD fellows at the DC VAMC. All have a passion for trauma treatment, education, outreach, supervision, and research and are committed to furthering the understanding and implementation of trauma-informed care and training, particularly to reach underserved and historically marginalized groups and individuals. References: • American Psychological Association. (2015a). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf • American Psychological Association. (2015b). Guidelines for clinical supervision in health service psychology. American Psychologist, 70, 33-46. http://dx.doi.org/10.1037/a0038112 • Berger, R., & Quiros, L. (2014). Supervision for trauma-informed practice. Traumatology, 20(4), 296. • Cook, J. M., & Newman, E. (2014). A consensus statement on trauma mental health: The New Haven Competency Conference process and major findings. Psychological Trauma: Theory, Research, Practice, and Policy, 6, 300-307. • National Child Traumatic Stress Network (2018). Using the secondary traumatic stress core competencies in trauma-informed supervision [Fact Sheet]. Retrieved from https://www.nctsn.org/sites/default/files/resources/fact- sheet/using_the_secondary_traumatic_stress_core_competencies_in_trauma-informed_supervision.pdf • Voss Horrell, S. C., Holohan, D. R., Didion, L. M., & Vance, G. T. (2011). Treating traumatized OEF/OIF Veterans: How does trauma treatment affect the clinician? Professional Psychology: Research and Practice, 42, 1-79. doi:10.1037/a0022297 |
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Trauma-Informed Supervision - APA 2020() |
In this skills building session, the presenters, who range from seasoned supervisors to trainees, aim to provide real world examples and experiential exercises to increase practical skills in implementing trauma-informed supervision, including developing benchmarks to assess trainee and supervisor competencies in this area. Additionally, because core competencies for providing supervisory support against secondary trauma have not been formally delineated within the trauma field (NCTSN, 2018), suggestions will be offered to help supervisors foster resilience against negative sequelae related to treating trauma, such as burnout, vicarious trauma, or secondary traumatic stress, which are known risks of providing mental health treatment to trauma survivors, particularly among trainees (Voss Horrell, 2011). Presented by: Elisabeth “Lisa” Carlin, Ph.D. Eva Chiriboga, Psy.D. Melissa Decker, Ph.D. Lea Didion, Psy.D. Learning Objectives: Research and Practice, 42, 1-79. doi:10.1037/a0022297 8. Three learning objectives: 1: Discuss how trauma-informed supervision differs from other models of supervision; utilize benchmarks for trauma competencies in evaluation of supervisor and supervisee competency. 2: Critically evaluate current supervision practices and adapt them to integrate trauma-informed practices. 3: Consider supervisory techniques that mitigate vicarious trauma, secondary traumatic stress, and burnout among trainees. Bios: Drs. Carlin and Didion are staff psychologists at the Washington, DC Veterans Affairs Medical Center (DC VAMC), and Drs. Chiriboga and Decker are PTSD fellows at the DC VAMC. All have a passion for trauma treatment, education, outreach, supervision, and research and are committed to furthering the understanding and implementation of trauma-informed care and training, particularly to reach underserved and historically marginalized groups and individuals. References: • American Psychological Association. (2015a). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf • American Psychological Association. (2015b). Guidelines for clinical supervision in health service psychology. American Psychologist, 70, 33-46. http://dx.doi.org/10.1037/a0038112 • Berger, R., & Quiros, L. (2014). Supervision for trauma-informed practice. Traumatology, 20(4), 296. • Cook, J. M., & Newman, E. (2014). A consensus statement on trauma mental health: The New Haven Competency Conference process and major findings. Psychological Trauma: Theory, Research, Practice, and Policy, 6, 300-307. • National Child Traumatic Stress Network (2018). Using the secondary traumatic stress core competencies in trauma-informed supervision [Fact Sheet]. Retrieved from https://www.nctsn.org/sites/default/files/resources/fact- sheet/using_the_secondary_traumatic_stress_core_competencies_in_trauma-informed_supervision.pdf • Voss Horrell, S. C., Holohan, D. R., Didion, L. M., & Vance, G. T. (2011). Treating traumatized OEF/OIF Veterans: How does trauma treatment affect the clinician? Professional Psychology: Research and Practice, 42, 1-79. doi:10.1037/a0022297 |
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Trauma-Informed Supervision - APA 2020() |
In this skills building session, the presenters, who range from seasoned supervisors to trainees, aim to provide real world examples and experiential exercises to increase practical skills in implementing trauma-informed supervision, including developing benchmarks to assess trainee and supervisor competencies in this area. Additionally, because core competencies for providing supervisory support against secondary trauma have not been formally delineated within the trauma field (NCTSN, 2018), suggestions will be offered to help supervisors foster resilience against negative sequelae related to treating trauma, such as burnout, vicarious trauma, or secondary traumatic stress, which are known risks of providing mental health treatment to trauma survivors, particularly among trainees (Voss Horrell, 2011). Presented by: Elisabeth “Lisa” Carlin, Ph.D. Eva Chiriboga, Psy.D. Melissa Decker, Ph.D. Lea Didion, Psy.D. Learning Objectives: Research and Practice, 42, 1-79. doi:10.1037/a0022297 8. Three learning objectives: 1: Discuss how trauma-informed supervision differs from other models of supervision; utilize benchmarks for trauma competencies in evaluation of supervisor and supervisee competency. 2: Critically evaluate current supervision practices and adapt them to integrate trauma-informed practices. 3: Consider supervisory techniques that mitigate vicarious trauma, secondary traumatic stress, and burnout among trainees. Bios: Drs. Carlin and Didion are staff psychologists at the Washington, DC Veterans Affairs Medical Center (DC VAMC), and Drs. Chiriboga and Decker are PTSD fellows at the DC VAMC. All have a passion for trauma treatment, education, outreach, supervision, and research and are committed to furthering the understanding and implementation of trauma-informed care and training, particularly to reach underserved and historically marginalized groups and individuals. References: • American Psychological Association. (2015a). Guidelines on Trauma Competencies for Education and Training. Retrieved from: http://www.apa.org/ed/resources/trauma-competencies-training.pdf • American Psychological Association. (2015b). Guidelines for clinical supervision in health service psychology. American Psychologist, 70, 33-46. http://dx.doi.org/10.1037/a0038112 • Berger, R., & Quiros, L. (2014). Supervision for trauma-informed practice. Traumatology, 20(4), 296. • Cook, J. M., & Newman, E. (2014). A consensus statement on trauma mental health: The New Haven Competency Conference process and major findings. Psychological Trauma: Theory, Research, Practice, and Policy, 6, 300-307. • National Child Traumatic Stress Network (2018). Using the secondary traumatic stress core competencies in trauma-informed supervision [Fact Sheet]. Retrieved from https://www.nctsn.org/sites/default/files/resources/fact- sheet/using_the_secondary_traumatic_stress_core_competencies_in_trauma-informed_supervision.pdf • Voss Horrell, S. C., Holohan, D. R., Didion, L. M., & Vance, G. T. (2011). Treating traumatized OEF/OIF Veterans: How does trauma treatment affect the clinician? Professional Psychology: Research and Practice, 42, 1-79. doi:10.1037/a0022297 |
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Working in Conflict Zones/Disasters and Legislative Advocacy - Oct. 23, 2020() |
Few university psychology programs prepare psychologists for providing mental health services related to immigration, conflict and disasters especially in international venues. Yet, if we look at past decades, the world has been increasingly witnessing violence, racism, discrimination, disasters and wars, in every corner of the globe. As a result, the role of psychologists has been changing and new generations of psychologists need to be prepared for what is needed. This 18th free webinar of the Refugee Mental Health Resource Network will examine two university graduate psychology programs. One focused on training for students in the areas of working with refugees, immigrants, IDPs and other vulnerable populations in conflict and disaster zones. The other providing training for graduate students to develop legislative advocacy skills for supporting refugee children separated from their families when seeking refuge in the US. Dr. Khoury will discuss the comparison of working with refugees in structured programs and settings to with working with displaced people due to a sudden disaster. She will discuss the Beirut, Lebanon blast and the primary roles students play in emergency relief efforts in a country known for its large refugee population. Advocacy and experience working with legislators is also an area that is typically not taught in university psychology programs. Dr. Stiles will discuss teaching graduate students about the process of working with legislators and a project focused on educating members of the U.S. Congress on the psychological impact of separating children from their families. She will discuss a recent project in developing an informative report addressing psychological issues in response to a U.S. House Oversight Committee report and meeting with both Democratic and Republican members of Congress. Dr. Carll will moderate and provide background and introduction for this thought provoking webinar. Q and A will follow the presentations. Presented by: Elizabeth Carll, PhD Brigitte Khoury, PhD Debbie Stiles, PhD Learning Objectives: 1. Participants will be able to describe the difference between refugees and internally displaced people. 2. Participants will be able to describe the various roles students can be engaged in while working in conflict and disaster zones 3. Participants will be able to identify the psychosocial problems resulting of the inhumane and unlawful treatment of children who have been separated, detained, and deported. 4. Participants will identify various approaches to engaging lawmakers and educating them about child psychology. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Brigitte Khoury, PhD is an associate professor and clinical psychologist at the Psychiatry Department at the Faculty of Medicine, American University of Beirut. She is the director of the Clinical Psychology Training Program as well as the Director of the Arab Regional Center for Research and Training in Mental Health. She is the founding president of the Lebanese Psychological Association, the vice president of the Arab Union of Psychology, and the current president of APA Division 52 (international). Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world. References: See uploaded attachment |
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10/15/2020 |
04/07/2021 |
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Working in Conflict Zones/Disasters and Legislative Advocacy - Oct. 23, 2020() |
Few university psychology programs prepare psychologists for providing mental health services related to immigration, conflict and disasters especially in international venues. Yet, if we look at past decades, the world has been increasingly witnessing violence, racism, discrimination, disasters and wars, in every corner of the globe. As a result, the role of psychologists has been changing and new generations of psychologists need to be prepared for what is needed. This 18th free webinar of the Refugee Mental Health Resource Network will examine two university graduate psychology programs. One focused on training for students in the areas of working with refugees, immigrants, IDPs and other vulnerable populations in conflict and disaster zones. The other providing training for graduate students to develop legislative advocacy skills for supporting refugee children separated from their families when seeking refuge in the US. Dr. Khoury will discuss the comparison of working with refugees in structured programs and settings to with working with displaced people due to a sudden disaster. She will discuss the Beirut, Lebanon blast and the primary roles students play in emergency relief efforts in a country known for its large refugee population. Advocacy and experience working with legislators is also an area that is typically not taught in university psychology programs. Dr. Stiles will discuss teaching graduate students about the process of working with legislators and a project focused on educating members of the U.S. Congress on the psychological impact of separating children from their families. She will discuss a recent project in developing an informative report addressing psychological issues in response to a U.S. House Oversight Committee report and meeting with both Democratic and Republican members of Congress. Dr. Carll will moderate and provide background and introduction for this thought provoking webinar. Q and A will follow the presentations. Presented by: Elizabeth Carll, PhD Brigitte Khoury, PhD Debbie Stiles, PhD Learning Objectives: 1. Participants will be able to describe the difference between refugees and internally displaced people. 2. Participants will be able to describe the various roles students can be engaged in while working in conflict and disaster zones 3. Participants will be able to identify the psychosocial problems resulting of the inhumane and unlawful treatment of children who have been separated, detained, and deported. 4. Participants will identify various approaches to engaging lawmakers and educating them about child psychology. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Brigitte Khoury, PhD is an associate professor and clinical psychologist at the Psychiatry Department at the Faculty of Medicine, American University of Beirut. She is the director of the Clinical Psychology Training Program as well as the Director of the Arab Regional Center for Research and Training in Mental Health. She is the founding president of the Lebanese Psychological Association, the vice president of the Arab Union of Psychology, and the current president of APA Division 52 (international). Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world. References: See uploaded attachment |
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10/16/2020 |
04/07/2021 |
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Working in Conflict Zones/Disasters and Legislative Advocacy - Oct. 23, 2020() |
Few university psychology programs prepare psychologists for providing mental health services related to immigration, conflict and disasters especially in international venues. Yet, if we look at past decades, the world has been increasingly witnessing violence, racism, discrimination, disasters and wars, in every corner of the globe. As a result, the role of psychologists has been changing and new generations of psychologists need to be prepared for what is needed. This 18th free webinar of the Refugee Mental Health Resource Network will examine two university graduate psychology programs. One focused on training for students in the areas of working with refugees, immigrants, IDPs and other vulnerable populations in conflict and disaster zones. The other providing training for graduate students to develop legislative advocacy skills for supporting refugee children separated from their families when seeking refuge in the US. Dr. Khoury will discuss the comparison of working with refugees in structured programs and settings to with working with displaced people due to a sudden disaster. She will discuss the Beirut, Lebanon blast and the primary roles students play in emergency relief efforts in a country known for its large refugee population. Advocacy and experience working with legislators is also an area that is typically not taught in university psychology programs. Dr. Stiles will discuss teaching graduate students about the process of working with legislators and a project focused on educating members of the U.S. Congress on the psychological impact of separating children from their families. She will discuss a recent project in developing an informative report addressing psychological issues in response to a U.S. House Oversight Committee report and meeting with both Democratic and Republican members of Congress. Dr. Carll will moderate and provide background and introduction for this thought provoking webinar. Q and A will follow the presentations. Presented by: Elizabeth Carll, PhD Brigitte Khoury, PhD Debbie Stiles, PhD Learning Objectives: 1. Participants will be able to describe the difference between refugees and internally displaced people. 2. Participants will be able to describe the various roles students can be engaged in while working in conflict and disaster zones 3. Participants will be able to identify the psychosocial problems resulting of the inhumane and unlawful treatment of children who have been separated, detained, and deported. 4. Participants will identify various approaches to engaging lawmakers and educating them about child psychology. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Brigitte Khoury, PhD is an associate professor and clinical psychologist at the Psychiatry Department at the Faculty of Medicine, American University of Beirut. She is the director of the Clinical Psychology Training Program as well as the Director of the Arab Regional Center for Research and Training in Mental Health. She is the founding president of the Lebanese Psychological Association, the vice president of the Arab Union of Psychology, and the current president of APA Division 52 (international). Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world. References: See uploaded attachment |
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10/16/2020 |
04/07/2021 |
21 |
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Working in Conflict Zones/Disasters and Legislative Advocacy - Oct. 23, 2020() |
Few university psychology programs prepare psychologists for providing mental health services related to immigration, conflict and disasters especially in international venues. Yet, if we look at past decades, the world has been increasingly witnessing violence, racism, discrimination, disasters and wars, in every corner of the globe. As a result, the role of psychologists has been changing and new generations of psychologists need to be prepared for what is needed. This 18th free webinar of the Refugee Mental Health Resource Network will examine two university graduate psychology programs. One focused on training for students in the areas of working with refugees, immigrants, IDPs and other vulnerable populations in conflict and disaster zones. The other providing training for graduate students to develop legislative advocacy skills for supporting refugee children separated from their families when seeking refuge in the US. Dr. Khoury will discuss the comparison of working with refugees in structured programs and settings to with working with displaced people due to a sudden disaster. She will discuss the Beirut, Lebanon blast and the primary roles students play in emergency relief efforts in a country known for its large refugee population. Advocacy and experience working with legislators is also an area that is typically not taught in university psychology programs. Dr. Stiles will discuss teaching graduate students about the process of working with legislators and a project focused on educating members of the U.S. Congress on the psychological impact of separating children from their families. She will discuss a recent project in developing an informative report addressing psychological issues in response to a U.S. House Oversight Committee report and meeting with both Democratic and Republican members of Congress. Dr. Carll will moderate and provide background and introduction for this thought provoking webinar. Q and A will follow the presentations. Presented by: Elizabeth Carll, PhD Brigitte Khoury, PhD Debbie Stiles, PhD Learning Objectives: 1. Participants will be able to describe the difference between refugees and internally displaced people. 2. Participants will be able to describe the various roles students can be engaged in while working in conflict and disaster zones 3. Participants will be able to identify the psychosocial problems resulting of the inhumane and unlawful treatment of children who have been separated, detained, and deported. 4. Participants will identify various approaches to engaging lawmakers and educating them about child psychology. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Moderator. Brigitte Khoury, PhD is an associate professor and clinical psychologist at the Psychiatry Department at the Faculty of Medicine, American University of Beirut. She is the director of the Clinical Psychology Training Program as well as the Director of the Arab Regional Center for Research and Training in Mental Health. She is the founding president of the Lebanese Psychological Association, the vice president of the Arab Union of Psychology, and the current president of APA Division 52 (international). Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world. References: See uploaded attachment |
5.00 |
10/16/2020 |
04/07/2021 |
22 |
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Division 56 Membership Town Hall Meeting - October 30, 2020() |
This meeting (formally known as the Open Membership Business meeting) typically occurs in conjunction with the annual APA convention. This year we opted to hold it after the convention to give members some time to attend the Divisions’ convention offerings and to be able to provide you with more information about some initiatives that are now underway. During this meeting members were provided with updates on the regular endeavors of the Division, such as the journal, webinar trainings, committee activities, and budget health, as well as this year’s new task forces and initiatives. |
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10/30/2020 |
10/30/2020 |
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Identification and Group Treatment of Commercial Sexual Exploitation of Children (CSEC)- Jan 29,2021() |
Public Law 114-22 went into effect on May 29, 2017, requiring mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This requirement has made it essential to have an assessment tool for adolescents that could quickly and accurately assess suspected sexual trafficking for schools, doctors and all other mandated reporters. The CSEC-2 Scale for the identification of victims of sex trafficking for adolescents is presented along with the scale's validation studies. Additional Assessment Considerations are presented, along with the Hope Trauma Protocol. The HOPE Group Therapy program for victims of sex trafficking is then presented. Presented by: Dr. George F. Rhoades, Jr. Dr. Shantae Williams Learning Objectives: 1) Participants will identify critical elements of sex trafficking assessment. 2) Participants will identify possible "faking good" aspects of the CSEC-2 Scale. 3) Participants will identify critical elements of group therapy for CSEC victims. Bios: Dr. Rhoades is an international author and presenter on Human Trafficking and is the Director of the HOPE Trauma Team that conducts all Trauma Assessments for possible Adolescent Sex Trafficking Victims in the State of Hawaii. Dr. Rhoades is the Developer of the CSEC-2 Identification Scale and the Senior Author of "Hope Trauma Group: Individual Exercises."Dr. Williams is a Human Trafficking Program Director. She provides individual and group therapy for trafficked survivors, conducts trauma assessments, psychosexuals, and research on a CSEC Identification scale’s effectiveness and validity. Dr. Williams provides introductory through advanced level trainings on sex trafficking, authored a treatment program for a sex trafficking specific facility, and a therapeutic CSEC mentorship program. She further created a CSEC prevention curriculum for students and educators, and facilitates CSEC prevention outreach classes. She co-authored “Hope Trauma Group: Individual Exercises”. References: 1. Andretta, J.R., Woodland, M.H., Watkins, K.M. & Barnes, M.E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and Individualized Interventions: Science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260-270. 2. Rhoades, G. F. Jr., Williams, Shantae & Phifer. Lisa (2019). Hope Trauma Group: Individual Exercises. Pearl City: L.L. Maxwell Publications. 3. U.S. Congress (2015). Public Law 114–22 114th Congress, May 29. https://www.congress.gov/114/plaws/publ22/PLAW-114publ22.pdf 4. Middleton, J.S., Gattis, M.N., Frey, L.M. & Roe-Sepowitz, D. (2018) Youth Experiences Survey (YES): Exploring the scope and complexity of sex trafficking in a sample of youth experiencing homelessness, Journal of Social Service Research, 44:2, 141-157, DOI: 10.1080/01488376.2018.1428924 5. Hartinger-Saunders, R.M., Trouteaud, A.R. & Johsnon, J.M. (2017). Mandated reporters’ perceptions of and encounters with domestic minor sex trafficking of adolescent females in the United States. American Journal of Orthopsychiatry, Vol. 87, No. 3, 195-205. |
0.00 |
01/14/2021 |
04/07/2021 |
18 |
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Identification and Group Treatment of Commercial Sexual Exploitation of Children (CSEC)- Jan 29,2021() |
Public Law 114-22 went into effect on May 29, 2017, requiring mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This requirement has made it essential to have an assessment tool for adolescents that could quickly and accurately assess suspected sexual trafficking for schools, doctors and all other mandated reporters. The CSEC-2 Scale for the identification of victims of sex trafficking for adolescents is presented along with the scale's validation studies. Additional Assessment Considerations are presented, along with the Hope Trauma Protocol. The HOPE Group Therapy program for victims of sex trafficking is then presented. Presented by: Dr. George F. Rhoades, Jr. Dr. Shantae Williams Learning Objectives: 1) Participants will identify critical elements of sex trafficking assessment. 2) Participants will identify possible "faking good" aspects of the CSEC-2 Scale. 3) Participants will identify critical elements of group therapy for CSEC victims. Bios: Dr. Rhoades is an international author and presenter on Human Trafficking and is the Director of the HOPE Trauma Team that conducts all Trauma Assessments for possible Adolescent Sex Trafficking Victims in the State of Hawaii. Dr. Rhoades is the Developer of the CSEC-2 Identification Scale and the Senior Author of "Hope Trauma Group: Individual Exercises."Dr. Williams is a Human Trafficking Program Director. She provides individual and group therapy for trafficked survivors, conducts trauma assessments, psychosexuals, and research on a CSEC Identification scale’s effectiveness and validity. Dr. Williams provides introductory through advanced level trainings on sex trafficking, authored a treatment program for a sex trafficking specific facility, and a therapeutic CSEC mentorship program. She further created a CSEC prevention curriculum for students and educators, and facilitates CSEC prevention outreach classes. She co-authored “Hope Trauma Group: Individual Exercises”. References: 1. Andretta, J.R., Woodland, M.H., Watkins, K.M. & Barnes, M.E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and Individualized Interventions: Science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260-270. 2. Rhoades, G. F. Jr., Williams, Shantae & Phifer. Lisa (2019). Hope Trauma Group: Individual Exercises. Pearl City: L.L. Maxwell Publications. 3. U.S. Congress (2015). Public Law 114–22 114th Congress, May 29. https://www.congress.gov/114/plaws/publ22/PLAW-114publ22.pdf 4. Middleton, J.S., Gattis, M.N., Frey, L.M. & Roe-Sepowitz, D. (2018) Youth Experiences Survey (YES): Exploring the scope and complexity of sex trafficking in a sample of youth experiencing homelessness, Journal of Social Service Research, 44:2, 141-157, DOI: 10.1080/01488376.2018.1428924 5. Hartinger-Saunders, R.M., Trouteaud, A.R. & Johsnon, J.M. (2017). Mandated reporters’ perceptions of and encounters with domestic minor sex trafficking of adolescent females in the United States. American Journal of Orthopsychiatry, Vol. 87, No. 3, 195-205. |
15.00 |
01/14/2021 |
01/29/2021 |
16 |
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Identification and Group Treatment of Commercial Sexual Exploitation of Children (CSEC)- Jan 29,2021() |
Public Law 114-22 went into effect on May 29, 2017, requiring mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This requirement has made it essential to have an assessment tool for adolescents that could quickly and accurately assess suspected sexual trafficking for schools, doctors and all other mandated reporters. The CSEC-2 Scale for the identification of victims of sex trafficking for adolescents is presented along with the scale's validation studies. Additional Assessment Considerations are presented, along with the Hope Trauma Protocol. The HOPE Group Therapy program for victims of sex trafficking is then presented. Presented by: Dr. George F. Rhoades, Jr. Dr. Shantae Williams Learning Objectives: 1) Participants will identify critical elements of sex trafficking assessment. 2) Participants will identify possible "faking good" aspects of the CSEC-2 Scale. 3) Participants will identify critical elements of group therapy for CSEC victims. Bios: Dr. Rhoades is an international author and presenter on Human Trafficking and is the Director of the HOPE Trauma Team that conducts all Trauma Assessments for possible Adolescent Sex Trafficking Victims in the State of Hawaii. Dr. Rhoades is the Developer of the CSEC-2 Identification Scale and the Senior Author of "Hope Trauma Group: Individual Exercises."Dr. Williams is a Human Trafficking Program Director. She provides individual and group therapy for trafficked survivors, conducts trauma assessments, psychosexuals, and research on a CSEC Identification scale’s effectiveness and validity. Dr. Williams provides introductory through advanced level trainings on sex trafficking, authored a treatment program for a sex trafficking specific facility, and a therapeutic CSEC mentorship program. She further created a CSEC prevention curriculum for students and educators, and facilitates CSEC prevention outreach classes. She co-authored “Hope Trauma Group: Individual Exercises”. References: 1. Andretta, J.R., Woodland, M.H., Watkins, K.M. & Barnes, M.E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and Individualized Interventions: Science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260-270. 2. Rhoades, G. F. Jr., Williams, Shantae & Phifer. Lisa (2019). Hope Trauma Group: Individual Exercises. Pearl City: L.L. Maxwell Publications. 3. U.S. Congress (2015). Public Law 114–22 114th Congress, May 29. https://www.congress.gov/114/plaws/publ22/PLAW-114publ22.pdf 4. Middleton, J.S., Gattis, M.N., Frey, L.M. & Roe-Sepowitz, D. (2018) Youth Experiences Survey (YES): Exploring the scope and complexity of sex trafficking in a sample of youth experiencing homelessness, Journal of Social Service Research, 44:2, 141-157, DOI: 10.1080/01488376.2018.1428924 5. Hartinger-Saunders, R.M., Trouteaud, A.R. & Johsnon, J.M. (2017). Mandated reporters’ perceptions of and encounters with domestic minor sex trafficking of adolescent females in the United States. American Journal of Orthopsychiatry, Vol. 87, No. 3, 195-205. |
25.00 |
01/14/2021 |
01/29/2021 |
17 |
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Identification and Group Treatment of Commercial Sexual Exploitation of Children (CSEC)- Jan 29,2021() |
Public Law 114-22 went into effect on May 29, 2017, requiring mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This requirement has made it essential to have an assessment tool for adolescents that could quickly and accurately assess suspected sexual trafficking for schools, doctors and all other mandated reporters. The CSEC-2 Scale for the identification of victims of sex trafficking for adolescents is presented along with the scale's validation studies. Additional Assessment Considerations are presented, along with the Hope Trauma Protocol. The HOPE Group Therapy program for victims of sex trafficking is then presented. Presented by: Dr. George F. Rhoades, Jr. Dr. Shantae Williams Learning Objectives: 1) Participants will identify critical elements of sex trafficking assessment. 2) Participants will identify possible "faking good" aspects of the CSEC-2 Scale. 3) Participants will identify critical elements of group therapy for CSEC victims. Bios: Dr. Rhoades is an international author and presenter on Human Trafficking and is the Director of the HOPE Trauma Team that conducts all Trauma Assessments for possible Adolescent Sex Trafficking Victims in the State of Hawaii. Dr. Rhoades is the Developer of the CSEC-2 Identification Scale and the Senior Author of "Hope Trauma Group: Individual Exercises."Dr. Williams is a Human Trafficking Program Director. She provides individual and group therapy for trafficked survivors, conducts trauma assessments, psychosexuals, and research on a CSEC Identification scale’s effectiveness and validity. Dr. Williams provides introductory through advanced level trainings on sex trafficking, authored a treatment program for a sex trafficking specific facility, and a therapeutic CSEC mentorship program. She further created a CSEC prevention curriculum for students and educators, and facilitates CSEC prevention outreach classes. She co-authored “Hope Trauma Group: Individual Exercises”. References: 1. Andretta, J.R., Woodland, M.H., Watkins, K.M. & Barnes, M.E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and Individualized Interventions: Science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260-270. 2. Rhoades, G. F. Jr., Williams, Shantae & Phifer. Lisa (2019). Hope Trauma Group: Individual Exercises. Pearl City: L.L. Maxwell Publications. 3. U.S. Congress (2015). Public Law 114–22 114th Congress, May 29. https://www.congress.gov/114/plaws/publ22/PLAW-114publ22.pdf 4. Middleton, J.S., Gattis, M.N., Frey, L.M. & Roe-Sepowitz, D. (2018) Youth Experiences Survey (YES): Exploring the scope and complexity of sex trafficking in a sample of youth experiencing homelessness, Journal of Social Service Research, 44:2, 141-157, DOI: 10.1080/01488376.2018.1428924 5. Hartinger-Saunders, R.M., Trouteaud, A.R. & Johsnon, J.M. (2017). Mandated reporters’ perceptions of and encounters with domestic minor sex trafficking of adolescent females in the United States. American Journal of Orthopsychiatry, Vol. 87, No. 3, 195-205. |
5.00 |
01/14/2021 |
01/29/2021 |
15 |
 |
Trauma-Informed Psychological Assessment - February 26, 2021() |
Although psychological assessment is a core criterion for doctoral level coursework, it is less common for individuals to have direct training in trauma-informed measures and administration. This presentation will provide an overview of measures and concepts associated with the assessment of psychological trauma. There will be a particular focus on assessing symptom feigning, as there continues to be a lack of knowledge about how severely traumatized individuals perform on various validity scales or measures. Presented by: Tyson D Bailey, PsyD ABPP Learning Objectives: 1. Participants will be able to describe how a history of trauma can impact the validity profile on common psychological measures. 2. Participants will be able to explain difference between a screening and more comprehensive measure and why this is an important distinction in trauma-related assessment. 3. Participants will be able to discuss when trauma-specific measures are most effectively utilized in an assessment. Bios: Tyson Bailey is the current president of Division 56 and a partner in a trauma-informed group practice. He regularly conducts forensic and clinical psychological assessments, with a primary focus on individuals who have experienced trauma. Dr. Bailey’s presidential initiative for this year involves complete the Guidelines for Psychologists Regarding the Assessment of Psychological Trauma in Adults, which will be submitted to APA this year. References: See Attachment |
0.00 |
02/09/2021 |
02/27/2021 |
18 |
|
Trauma-Informed Psychological Assessment - February 26, 2021() |
Although psychological assessment is a core criterion for doctoral level coursework, it is less common for individuals to have direct training in trauma-informed measures and administration. This presentation will provide an overview of measures and concepts associated with the assessment of psychological trauma. There will be a particular focus on assessing symptom feigning, as there continues to be a lack of knowledge about how severely traumatized individuals perform on various validity scales or measures. Presented by: Tyson D Bailey, PsyD ABPP Learning Objectives: 1. Participants will be able to describe how a history of trauma can impact the validity profile on common psychological measures. 2. Participants will be able to explain difference between a screening and more comprehensive measure and why this is an important distinction in trauma-related assessment. 3. Participants will be able to discuss when trauma-specific measures are most effectively utilized in an assessment. Bios: Tyson Bailey is the current president of Division 56 and a partner in a trauma-informed group practice. He regularly conducts forensic and clinical psychological assessments, with a primary focus on individuals who have experienced trauma. Dr. Bailey’s presidential initiative for this year involves complete the Guidelines for Psychologists Regarding the Assessment of Psychological Trauma in Adults, which will be submitted to APA this year. References: See Attachment |
15.00 |
02/10/2021 |
02/27/2021 |
16 |
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Trauma-Informed Psychological Assessment - February 26, 2021() |
Although psychological assessment is a core criterion for doctoral level coursework, it is less common for individuals to have direct training in trauma-informed measures and administration. This presentation will provide an overview of measures and concepts associated with the assessment of psychological trauma. There will be a particular focus on assessing symptom feigning, as there continues to be a lack of knowledge about how severely traumatized individuals perform on various validity scales or measures. Presented by: Tyson D Bailey, PsyD ABPP Learning Objectives: 1. Participants will be able to describe how a history of trauma can impact the validity profile on common psychological measures. 2. Participants will be able to explain difference between a screening and more comprehensive measure and why this is an important distinction in trauma-related assessment. 3. Participants will be able to discuss when trauma-specific measures are most effectively utilized in an assessment. Bios: Tyson Bailey is the current president of Division 56 and a partner in a trauma-informed group practice. He regularly conducts forensic and clinical psychological assessments, with a primary focus on individuals who have experienced trauma. Dr. Bailey’s presidential initiative for this year involves complete the Guidelines for Psychologists Regarding the Assessment of Psychological Trauma in Adults, which will be submitted to APA this year. References: See Attachment |
25.00 |
02/10/2021 |
02/27/2021 |
17 |
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Trauma-Informed Psychological Assessment - February 26, 2021() |
Although psychological assessment is a core criterion for doctoral level coursework, it is less common for individuals to have direct training in trauma-informed measures and administration. This presentation will provide an overview of measures and concepts associated with the assessment of psychological trauma. There will be a particular focus on assessing symptom feigning, as there continues to be a lack of knowledge about how severely traumatized individuals perform on various validity scales or measures.Presented by:Tyson D Bailey, PsyD ABPPLearning Objectives:1. Participants will be able to describe how a history of trauma can impact the validity profile on common psychological measures.2. Participants will be able to explain difference between a screening and more comprehensive measure and why this is an important distinction in trauma-related assessment.3. Participants will be able to discuss when trauma-specific measures are most effectively utilized in an assessment.Bios:Tyson Bailey is the current president of Division 56 and a partner in a trauma-informed group practice. He regularly conducts forensic and clinical psychological assessments, with a primary focus on individuals who have experienced trauma. Dr. Bailey’s presidential initiative for this year involves complete the Guidelines for Psychologists Regarding the Assessment of Psychological Trauma in Adults, which will be submitted to APA this year.References:See Attachment |
5.00 |
02/10/2021 |
02/12/2025 |
15 |
 |
Prospects for Immigrant Children During Times Of Covid-19 and Policies - March 5, 2021() |
This 19th webinar of the Refugee Mental Health Resource Network (RMHRN) will address the intersecting risks and challenges that immigrant children have faced in the past four years of discriminatory and detrimental governmental policies, the planned changes that the new administration is undertaking, and its impact on the immigrant’s children situation. Additionally, the Covid-19 pandemic differentially impacted ethnic minority and immigrant families and children. The discussion will be framed within a working model that takes into consideration how the cultural, individual, familial, community and societal factors interact in a reciprocal manner to shape the risks and protective factors that affect immigrant children. Dr. Hass has conducted two RMHRN webinars in previous years on asylum evaluations and will also discuss how current changes may impact the process. Dr. Carll will moderate and provide background for this thought provoking webinar. Q and A will follow the presentations. Presented by: Elizabeth Carll, PhD Giselle Hass, PsyD, ABAP Learning Objectives: 1. Participants will be able to describe immigrant children’s current challenges and prospects. 2. Participants will be able to describe the moral imperative to reverse destructive policies and develop a humanitarian perspective to protect immigrant children. 3. Participants will learn to describe risks and resilience issues within a model of integrative mental health. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Webinar Moderator. Giselle Hass, PsyD, ABAP is an immigrant from Costa Rica. She earned a PsyD from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. References: Hass, G. (2021). Considerations when working with Central American immigrant children in the legal system. In: G. Calloway & M. Lee. Handbook of Children in the Legal System: A Guide for Forensic and Mental Health Practitioners. Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. Philadelphia: Taylor & Francis. Kennedy, E. (2014). No childhood here: Why Central American children are fleeing their homes. Retrieved from American Immigration Council website: https://www.americanimmigrationcouncil.org/research/no-childhood-here-why-central-american-children-are-fleeing-their-homes Lupien, S.J., McEwen, B. S., Gunnar, M.R. & Helm, M. (2009). Effects of Stress Throughout the Lifespan on the brain, behavior, and cognition. Nature Reviews Neuroscience, 10 (6), 434-445. Paris, M.; Antuna, C.; Baily, C.; Hass, G. A.; Muniz de la Pena, C.; Silva, M.A.; Srinivas, T. (2018). Vulnerable but not Broken: Psychosocial challenges and resilience pathways among unaccompanied children from Central America. Washington, DC: Immigration Working Group. Retrieved from: https://cllas.uoregon.edu/wp-content/uploads/2018/08/Vulnerable-But-Not-Broken-Final-Report-Aug-2018.pdf Perreira, K. M. & Ornelas, I. (2013). Painful Passage: Traumatic Experiences and Post- Traumatic Stress among Immigrant Latino Adolescents and their Primary Caregivers, International Migration Review, 47 (4), 976. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3875301/pdf/nihms529682.pdf |
0.00 |
02/24/2021 |
03/05/2021 |
19 |
|
Prospects for Immigrant Children During Times Of Covid-19 and Policies - March 5, 2021() |
This 19th webinar of the Refugee Mental Health Resource Network (RMHRN) will address the intersecting risks and challenges that immigrant children have faced in the past four years of discriminatory and detrimental governmental policies, the planned changes that the new administration is undertaking, and its impact on the immigrant’s children situation. Additionally, the Covid-19 pandemic differentially impacted ethnic minority and immigrant families and children. The discussion will be framed within a working model that takes into consideration how the cultural, individual, familial, community and societal factors interact in a reciprocal manner to shape the risks and protective factors that affect immigrant children. Dr. Hass has conducted two RMHRN webinars in previous years on asylum evaluations and will also discuss how current changes may impact the process. Dr. Carll will moderate and provide background for this thought provoking webinar. Q and A will follow the presentations. Presented by: Elizabeth Carll, PhD Giselle Hass, PsyD, ABAP Learning Objectives: 1. Participants will be able to describe immigrant children’s current challenges and prospects. 2. Participants will be able to describe the moral imperative to reverse destructive policies and develop a humanitarian perspective to protect immigrant children. 3. Participants will learn to describe risks and resilience issues within a model of integrative mental health. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Webinar Moderator. Giselle Hass, PsyD, ABAP is an immigrant from Costa Rica. She earned a PsyD from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. References: Hass, G. (2021). Considerations when working with Central American immigrant children in the legal system. In: G. Calloway & M. Lee. Handbook of Children in the Legal System: A Guide for Forensic and Mental Health Practitioners. Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. Philadelphia: Taylor & Francis. Kennedy, E. (2014). No childhood here: Why Central American children are fleeing their homes. Retrieved from American Immigration Council website: https://www.americanimmigrationcouncil.org/research/no-childhood-here-why-central-american-children-are-fleeing-their-homes Lupien, S.J., McEwen, B. S., Gunnar, M.R. & Helm, M. (2009). Effects of Stress Throughout the Lifespan on the brain, behavior, and cognition. Nature Reviews Neuroscience, 10 (6), 434-445. Paris, M.; Antuna, C.; Baily, C.; Hass, G. A.; Muniz de la Pena, C.; Silva, M.A.; Srinivas, T. (2018). Vulnerable but not Broken: Psychosocial challenges and resilience pathways among unaccompanied children from Central America. Washington, DC: Immigration Working Group. Retrieved from: https://cllas.uoregon.edu/wp-content/uploads/2018/08/Vulnerable-But-Not-Broken-Final-Report-Aug-2018.pdf Perreira, K. M. & Ornelas, I. (2013). Painful Passage: Traumatic Experiences and Post- Traumatic Stress among Immigrant Latino Adolescents and their Primary Caregivers, International Migration Review, 47 (4), 976. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3875301/pdf/nihms529682.pdf |
15.00 |
02/24/2021 |
03/05/2021 |
20 |
|
Prospects for Immigrant Children During Times Of Covid-19 and Policies - March 5, 2021() |
This 19th webinar of the Refugee Mental Health Resource Network (RMHRN) will address the intersecting risks and challenges that immigrant children have faced in the past four years of discriminatory and detrimental governmental policies, the planned changes that the new administration is undertaking, and its impact on the immigrant’s children situation. Additionally, the Covid-19 pandemic differentially impacted ethnic minority and immigrant families and children. The discussion will be framed within a working model that takes into consideration how the cultural, individual, familial, community and societal factors interact in a reciprocal manner to shape the risks and protective factors that affect immigrant children. Dr. Hass has conducted two RMHRN webinars in previous years on asylum evaluations and will also discuss how current changes may impact the process.Dr. Carll will moderate and provide background for this thought provoking webinar. Q and A will follow the presentations.Presented by:Elizabeth Carll, PhDGiselle Hass, PsyD, ABAPLearning Objectives:1. Participants will be able to describe immigrant children’s current challenges and prospects.2. Participants will be able to describe the moral imperative to reverse destructive policies and develop a humanitarian perspective to protect immigrant children.3. Participants will learn to describe risks and resilience issues within a model of integrative mental health.Bios:Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Webinar Moderator.Giselle Hass, PsyD, ABAP is an immigrant from Costa Rica. She earned a PsyD from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice.References:Hass, G. (2021). Considerations when working with Central American immigrant children in the legal system. In: G. Calloway & M. Lee. Handbook of Children in the Legal System: A Guide for Forensic and Mental Health Practitioners.Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. Philadelphia: Taylor & Francis.Kennedy, E. (2014). No childhood here: Why Central American children are fleeing their homes. Retrieved from American Immigration Council website: https://www.americanimmigrationcouncil.org/research/no-childhood-here-why-central-american-children-are-fleeing-their-homesLupien, S.J., McEwen, B. S., Gunnar, M.R. & Helm, M. (2009). Effects of Stress Throughout the Lifespan on the brain, behavior, and cognition. Nature Reviews Neuroscience, 10 (6), 434-445.Paris, M.; Antuna, C.; Baily, C.; Hass, G. A.; Muniz de la Pena, C.; Silva, M.A.; Srinivas, T. (2018). Vulnerable but not Broken: Psychosocial challenges and resilience pathways among unaccompanied children from Central America. Washington, DC: Immigration Working Group. Retrieved from:https://cllas.uoregon.edu/wp-content/uploads/2018/08/Vulnerable-But-Not-Broken-Final-Report-Aug-2018.pdfPerreira, K. M. & Ornelas, I. (2013). Painful Passage: Traumatic Experiences and Post- Traumatic Stress among Immigrant Latino Adolescents and their Primary Caregivers, International Migration Review, 47 (4), 976. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3875301/pdf/nihms529682.pdf |
25.00 |
02/24/2021 |
01/13/2025 |
21 |
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Prospects for Immigrant Children During Times Of Covid-19 and Policies - March 5, 2021() |
This 19th webinar of the Refugee Mental Health Resource Network (RMHRN) will address the intersecting risks and challenges that immigrant children have faced in the past four years of discriminatory and detrimental governmental policies, the planned changes that the new administration is undertaking, and its impact on the immigrant’s children situation. Additionally, the Covid-19 pandemic differentially impacted ethnic minority and immigrant families and children. The discussion will be framed within a working model that takes into consideration how the cultural, individual, familial, community and societal factors interact in a reciprocal manner to shape the risks and protective factors that affect immigrant children. Dr. Hass has conducted two RMHRN webinars in previous years on asylum evaluations and will also discuss how current changes may impact the process. Dr. Carll will moderate and provide background for this thought provoking webinar. Q and A will follow the presentations. Presented by: Elizabeth Carll, PhD Giselle Hass, PsyD, ABAP Learning Objectives: 1. Participants will be able to describe immigrant children’s current challenges and prospects. 2. Participants will be able to describe the moral imperative to reverse destructive policies and develop a humanitarian perspective to protect immigrant children. 3. Participants will learn to describe risks and resilience issues within a model of integrative mental health. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. Webinar Moderator. Giselle Hass, PsyD, ABAP is an immigrant from Costa Rica. She earned a PsyD from Nova Southeastern University. After working in Florida, Virginia, and Washington D.C. for 30 years, she now splits her time between Nicaragua and Florida. She specializes in assessment of traumatic experiences on immigrants and refugees as forensic expert in immigration proceedings, family and criminal courts. Her latest book is: Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. References: Hass, G. (2021). Considerations when working with Central American immigrant children in the legal system. In: G. Calloway & M. Lee. Handbook of Children in the Legal System: A Guide for Forensic and Mental Health Practitioners. Evans, B. & Hass, G. (2018). Forensic Psychological Assessment in Immigration Court: A Guidebook for Evidence-Based and Ethical Practice. Philadelphia: Taylor & Francis. Kennedy, E. (2014). No childhood here: Why Central American children are fleeing their homes. Retrieved from American Immigration Council website: https://www.americanimmigrationcouncil.org/research/no-childhood-here-why-central-american-children-are-fleeing-their-homes Lupien, S.J., McEwen, B. S., Gunnar, M.R. & Helm, M. (2009). Effects of Stress Throughout the Lifespan on the brain, behavior, and cognition. Nature Reviews Neuroscience, 10 (6), 434-445. Paris, M.; Antuna, C.; Baily, C.; Hass, G. A.; Muniz de la Pena, C.; Silva, M.A.; Srinivas, T. (2018). Vulnerable but not Broken: Psychosocial challenges and resilience pathways among unaccompanied children from Central America. Washington, DC: Immigration Working Group. Retrieved from: https://cllas.uoregon.edu/wp-content/uploads/2018/08/Vulnerable-But-Not-Broken-Final-Report-Aug-2018.pdf Perreira, K. M. & Ornelas, I. (2013). Painful Passage: Traumatic Experiences and Post- Traumatic Stress among Immigrant Latino Adolescents and their Primary Caregivers, International Migration Review, 47 (4), 976. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3875301/pdf/nihms529682.pdf |
5.00 |
02/24/2021 |
03/05/2021 |
22 |
 |
An Overview of Issues in Working with Vulnerable Immigrant and Refugee Populations - April 30, 2021() |
This 20th free webinar of the Refugee Mental Health Resource Network consists of two presentations that will deepen the viewers’ understanding of some of the most difficult circumstances and mental health challenges faced by persons who are immigrants and refugees. The first presentation is by Dr. Hasmik Chakaryan and is titled, “An Overview of Working with Vulnerable Immigrant and Refugee Populations: Presenting Issues and Best Approaches.” The second presentation by Dr. Debbie Stiles is a case study titled, “The Garcia Family: Love, Fear, Community Support, and Psychological Resilience.” This case study describes a mixed-status family who is living in constant fear of the father being deported. Both presentations emphasize empathic understanding, cultural sensitivity, counseling skills, empowerment, and holistic approaches. Dr. Elizabeth Carll will serve as the moderator. Presented by: Elizabeth Carll, PhD Hasmik Chakaryan, PhD Debbie Stiles, PhD Learning Objectives: 1. Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status. 2. Participants will be able to describe importance of self-assessment of one’s own biases, stereotypes, discomfort, over-identification with the client. 3. Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. RMHRN webinar organizer and moderator. Hasmik Chakaryan, PhD is an Associate Professor, Licensed Professional Counselor, Trauma Specialist and Clinical Supervisor. In addition to teaching and supervising, Dr. Chakaryan's career focuses on social justice advocacy. Her research focuses on cultural competence in counseling, counselor education and supervision as well as internationalizing clinical counseling. Her research and clinical work center on underrepresented populations, specifically refugees and immigrants, as well as victims and survivors of sexual assault, intimate partner violence, and sex trafficking. Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world. References: Brabeck, K. M., Lykes, M.B., & Hershberg, R. (2011). Framing immigration to and deportation from the United States: Guatemalan and Salvadoran families make meaning of their experiences Community, Work & Family, 14(6), 275-296. diTomasso, L. (2010). Approaches to counseling resettled refugee and asylum seeker survivors of organized violence. International Journal of Child, Youth and Family Studies, 1(3/4). Retrieved from Vol 1, No 3/4 (2010) Etemadi, S. (2013). Multicultural counseling with the immigrant and refugee communities. Counseling Today, 12. Retrieved from https://ct.counseling.org/2013/12/multicultural-counseling-with-the-immigrant-and-refugee-communities/ Hacker, K. et al. (2011). The impact of Immigration and Customs Enforcement on immigrant health: Perceptions of immigrants in Everett, Massachusetts, USA. Social Science & Medicine, 73(4), 586–594. https://doi.org/10.1016/j.socscimed.2011.06.007 Kotlowitz, A. (2019, April 30). The Trump-Loving Town and Its Favorite Undocumented Immigrant Alex Garcia has been hiding in a church for 18 months. Poplar Bluff’s citizens miss him. New York Magazine. Retrieved from https://nymag.com/intelligencer/2019/04/poplar-bluff-missouri-undocumented-immigrant.html |
15.00 |
04/22/2021 |
05/03/2021 |
20 |
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An Overview of Issues in Working with Vulnerable Immigrant and Refugee Populations - April 30, 2021() |
This 20th free webinar of the Refugee Mental Health Resource Network consists of two presentations that will deepen the viewers’ understanding of some of the most difficult circumstances and mental health challenges faced by persons who are immigrants and refugees. The first presentation is by Dr. Hasmik Chakaryan and is titled, “An Overview of Working with Vulnerable Immigrant and Refugee Populations: Presenting Issues and Best Approaches.” The second presentation by Dr. Debbie Stiles is a case study titled, “The Garcia Family: Love, Fear, Community Support, and Psychological Resilience.” This case study describes a mixed-status family who is living in constant fear of the father being deported. Both presentations emphasize empathic understanding, cultural sensitivity, counseling skills, empowerment, and holistic approaches. Dr. Elizabeth Carll will serve as the moderator.Presented by:Elizabeth Carll, PhDHasmik Chakaryan, PhDDebbie Stiles, PhDLearning Objectives:1.Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status.2.Participants will be able to describe importance of self-assessment of one’s own biases, stereotypes, discomfort, over-identification with the client.3.Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care.Bios:Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. RMHRN webinar organizer and moderator.Hasmik Chakaryan, PhD is an Associate Professor, Licensed Professional Counselor, Trauma Specialist and Clinical Supervisor. In addition to teaching and supervising, Dr. Chakaryan's career focuses on social justice advocacy. Her research focuses on cultural competence in counseling, counselor education and supervision as well as internationalizing clinical counseling. Her research and clinical work center on underrepresented populations, specifically refugees and immigrants, as well as victims and survivors of sexual assault, intimate partner violence, and sex trafficking.Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world.References:Brabeck, K. M., Lykes, M.B., & Hershberg, R. (2011). Framing immigration to and deportation from the United States: Guatemalan and Salvadoran families make meaning of their experiences Community, Work & Family, 14(6), 275-296.diTomasso, L. (2010). Approaches to counseling resettled refugee and asylum seeker survivors of organized violence. International Journal of Child, Youth and Family Studies, 1(3/4). Retrieved from Vol 1, No 3/4 (2010)Etemadi, S. (2013). Multicultural counseling with the immigrant and refugee communities. Counseling Today, 12. Retrieved from https://ct.counseling.org/2013/12/multicultural-counseling-with-the-immigrant-and-refugee-communities/Hacker, K. et al. (2011). The impact of Immigration and Customs Enforcement on immigrant health: Perceptions of immigrants in Everett, Massachusetts, USA. Social Science & Medicine, 73(4), 586–594. https://doi.org/10.1016/j.socscimed.2011.06.007Kotlowitz, A. (2019, April 30). The Trump-Loving Town and Its Favorite Undocumented Immigrant Alex Garcia has been hiding in a church for 18 months. Poplar Bluff’s citizens miss him. New York Magazine. Retrieved from https://nymag.com/intelligencer/2019/04/poplar-bluff-missouri-undocumented-immigrant.html |
0.00 |
04/22/2021 |
01/10/2025 |
19 |
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An Overview of Issues in Working with Vulnerable Immigrant and Refugee Populations - April 30, 2021() |
This 20th free webinar of the Refugee Mental Health Resource Network consists of two presentations that will deepen the viewers’ understanding of some of the most difficult circumstances and mental health challenges faced by persons who are immigrants and refugees. The first presentation is by Dr. Hasmik Chakaryan and is titled, “An Overview of Working with Vulnerable Immigrant and Refugee Populations: Presenting Issues and Best Approaches.” The second presentation by Dr. Debbie Stiles is a case study titled, “The Garcia Family: Love, Fear, Community Support, and Psychological Resilience.” This case study describes a mixed-status family who is living in constant fear of the father being deported. Both presentations emphasize empathic understanding, cultural sensitivity, counseling skills, empowerment, and holistic approaches. Dr. Elizabeth Carll will serve as the moderator. Presented by: Elizabeth Carll, PhD Hasmik Chakaryan, PhD Debbie Stiles, PhD Learning Objectives: 1. Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status. 2. Participants will be able to describe importance of self-assessment of one’s own biases, stereotypes, discomfort, over-identification with the client. 3. Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. RMHRN webinar organizer and moderator. Hasmik Chakaryan, PhD is an Associate Professor, Licensed Professional Counselor, Trauma Specialist and Clinical Supervisor. In addition to teaching and supervising, Dr. Chakaryan's career focuses on social justice advocacy. Her research focuses on cultural competence in counseling, counselor education and supervision as well as internationalizing clinical counseling. Her research and clinical work center on underrepresented populations, specifically refugees and immigrants, as well as victims and survivors of sexual assault, intimate partner violence, and sex trafficking. Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world. References: Brabeck, K. M., Lykes, M.B., & Hershberg, R. (2011). Framing immigration to and deportation from the United States: Guatemalan and Salvadoran families make meaning of their experiences Community, Work & Family, 14(6), 275-296. diTomasso, L. (2010). Approaches to counseling resettled refugee and asylum seeker survivors of organized violence. International Journal of Child, Youth and Family Studies, 1(3/4). Retrieved from Vol 1, No 3/4 (2010) Etemadi, S. (2013). Multicultural counseling with the immigrant and refugee communities. Counseling Today, 12. Retrieved from https://ct.counseling.org/2013/12/multicultural-counseling-with-the-immigrant-and-refugee-communities/ Hacker, K. et al. (2011). The impact of Immigration and Customs Enforcement on immigrant health: Perceptions of immigrants in Everett, Massachusetts, USA. Social Science & Medicine, 73(4), 586–594. https://doi.org/10.1016/j.socscimed.2011.06.007 Kotlowitz, A. (2019, April 30). The Trump-Loving Town and Its Favorite Undocumented Immigrant Alex Garcia has been hiding in a church for 18 months. Poplar Bluff’s citizens miss him. New York Magazine. Retrieved from https://nymag.com/intelligencer/2019/04/poplar-bluff-missouri-undocumented-immigrant.html |
25.00 |
04/22/2021 |
05/03/2021 |
21 |
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An Overview of Issues in Working with Vulnerable Immigrant and Refugee Populations - April 30, 2021() |
This 20th free webinar of the Refugee Mental Health Resource Network consists of two presentations that will deepen the viewers’ understanding of some of the most difficult circumstances and mental health challenges faced by persons who are immigrants and refugees. The first presentation is by Dr. Hasmik Chakaryan and is titled, “An Overview of Working with Vulnerable Immigrant and Refugee Populations: Presenting Issues and Best Approaches.” The second presentation by Dr. Debbie Stiles is a case study titled, “The Garcia Family: Love, Fear, Community Support, and Psychological Resilience.” This case study describes a mixed-status family who is living in constant fear of the father being deported. Both presentations emphasize empathic understanding, cultural sensitivity, counseling skills, empowerment, and holistic approaches. Dr. Elizabeth Carll will serve as the moderator. Presented by: Elizabeth Carll, PhD Hasmik Chakaryan, PhD Debbie Stiles, PhD Learning Objectives: 1. Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status. 2. Participants will be able to describe importance of self-assessment of one’s own biases, stereotypes, discomfort, over-identification with the client. 3. Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care. Bios: Elizabeth Carll, PhD is a licensed psychologist in New York, founder and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. A former chair of the United Nations NGO Committee on Mental Health, she is the founder and chair of its Global Mental Health and NCDs Working Group and serves on boards of non-profit organizations. RMHRN webinar organizer and moderator. Hasmik Chakaryan, PhD is an Associate Professor, Licensed Professional Counselor, Trauma Specialist and Clinical Supervisor. In addition to teaching and supervising, Dr. Chakaryan's career focuses on social justice advocacy. Her research focuses on cultural competence in counseling, counselor education and supervision as well as internationalizing clinical counseling. Her research and clinical work center on underrepresented populations, specifically refugees and immigrants, as well as victims and survivors of sexual assault, intimate partner violence, and sex trafficking. Debbie Stiles, PhD is a professor of applied educational psychology and school psychology at Webster University, where she is now in her 40th year of teaching. She is a human rights fellow, research scientist, Fulbright scholar, and licensed psychologist who has dedicated her professional life to understanding and helping vulnerable children and adolescents. Over the years, Webster University encouraged her to visit schools, consult, and conduct research in thirteen countries of the world. References: Brabeck, K. M., Lykes, M.B., & Hershberg, R. (2011). Framing immigration to and deportation from the United States: Guatemalan and Salvadoran families make meaning of their experiences Community, Work & Family, 14(6), 275-296. diTomasso, L. (2010). Approaches to counseling resettled refugee and asylum seeker survivors of organized violence. International Journal of Child, Youth and Family Studies, 1(3/4). Retrieved from Vol 1, No 3/4 (2010) Etemadi, S. (2013). Multicultural counseling with the immigrant and refugee communities. Counseling Today, 12. Retrieved from https://ct.counseling.org/2013/12/multicultural-counseling-with-the-immigrant-and-refugee-communities/ Hacker, K. et al. (2011). The impact of Immigration and Customs Enforcement on immigrant health: Perceptions of immigrants in Everett, Massachusetts, USA. Social Science & Medicine, 73(4), 586–594. https://doi.org/10.1016/j.socscimed.2011.06.007 Kotlowitz, A. (2019, April 30). The Trump-Loving Town and Its Favorite Undocumented Immigrant Alex Garcia has been hiding in a church for 18 months. Poplar Bluff’s citizens miss him. New York Magazine. Retrieved from https://nymag.com/intelligencer/2019/04/poplar-bluff-missouri-undocumented-immigrant.html |
5.00 |
04/22/2021 |
05/03/2021 |
22 |
 |
Boys, LGBTQ+ and Sex Trafficking May 7, 2021() |
Research on Boys and LGTBQ+ and Sex Trafficking is sparse and Programs for these populations are almost non-existent. In contrast, a New York Study (Curtis, Terry, Dombrowski & Khan, 2008) estimated that 50% of trafficking victims are boys and that up to 40% of homeless children identify as LGBTQ+, many involved in sex trafficking in the form of "survivor sex" (Nichols, 2018). The presentation will explore reasons for the lack of identification and treatment of these survivors of sex trafficking trauma and propose recommendations for their CSEC treatment. Presented by: George F. Rhoades, Jr., Ph.D. Learning Objectives: 1. Discuss reasons that boys and LGBTQ+ populations are often neglected in research. 2. Discuss reasons that boys and LGBTQ+ populations are often neglected in treatment programs. 3. Discuss recommendations for treatments of CSEC boys and LGBTQ+ populations. Bios: Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded. References: Barron, I. M., & Frost, C. (2018). Men, boys, and LGBTQ: Invisible victims of human trafficking. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 73–84). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_8 Dennis, J.P. Women are Victims, Men Make Choices: The Invisibility of Men and Boys in the Global Sex Trade. Gend. Issues 25, 11–25 (2008). https://doi.org/10.1007/s12147-008-9051-y Ecpat (2013). And Boys Too An ECPAT-USA discussion paper about the lack of recognition of the commercial sexual exploitation of boys in the United States. McGuire, K. (2020). Straight on the streets and gay for the stay: The emerging bisexuality of a trafficked female. In M. Jaffe, M. Conti, J. Longhofer, & J. Floersch (Eds.), The social work and LGBTQ sexual trauma casebook: Phenomenological perspectives (p. 75–87). Routledge/Taylor & Francis Group. Meichenbaum, D. (2018). Ways to bolster resilience in lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 217–230). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_25 Nichols, A. J. (2018). Sex trafficking and exploitation of LGBTQ+ people: Implications for practice. In A. J. Nichols, T. Edmond, & E. C. Heil (Eds.), Social work practice with survivors of sex trafficking and commercial sexual exploitation (p. 192–217). Columbia University Press. https://doi.org/10.7312/nich18092-011 |
0.00 |
04/26/2021 |
05/13/2021 |
18 |
|
Boys, LGBTQ+ and Sex Trafficking May 7, 2021() |
Research on Boys and LGTBQ+ and Sex Trafficking is sparse and Programs for these populations are almost non-existent. In contrast, a New York Study (Curtis, Terry, Dombrowski & Khan, 2008) estimated that 50% of trafficking victims are boys and that up to 40% of homeless children identify as LGBTQ+, many involved in sex trafficking in the form of "survivor sex" (Nichols, 2018). The presentation will explore reasons for the lack of identification and treatment of these survivors of sex trafficking trauma and propose recommendations for their CSEC treatment. Presented by: George F. Rhoades, Jr., Ph.D. Learning Objectives: 1. Discuss reasons that boys and LGBTQ+ populations are often neglected in research. 2. Discuss reasons that boys and LGBTQ+ populations are often neglected in treatment programs. 3. Discuss recommendations for treatments of CSEC boys and LGBTQ+ populations. Bios: Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded. References: Barron, I. M., & Frost, C. (2018). Men, boys, and LGBTQ: Invisible victims of human trafficking. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 73–84). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_8 Dennis, J.P. Women are Victims, Men Make Choices: The Invisibility of Men and Boys in the Global Sex Trade. Gend. Issues 25, 11–25 (2008). https://doi.org/10.1007/s12147-008-9051-y Ecpat (2013). And Boys Too An ECPAT-USA discussion paper about the lack of recognition of the commercial sexual exploitation of boys in the United States. McGuire, K. (2020). Straight on the streets and gay for the stay: The emerging bisexuality of a trafficked female. In M. Jaffe, M. Conti, J. Longhofer, & J. Floersch (Eds.), The social work and LGBTQ sexual trauma casebook: Phenomenological perspectives (p. 75–87). Routledge/Taylor & Francis Group. Meichenbaum, D. (2018). Ways to bolster resilience in lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 217–230). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_25 Nichols, A. J. (2018). Sex trafficking and exploitation of LGBTQ+ people: Implications for practice. In A. J. Nichols, T. Edmond, & E. C. Heil (Eds.), Social work practice with survivors of sex trafficking and commercial sexual exploitation (p. 192–217). Columbia University Press. https://doi.org/10.7312/nich18092-011 |
15.00 |
04/26/2021 |
05/13/2021 |
16 |
|
Boys, LGBTQ+ and Sex Trafficking May 7, 2021() |
Research on Boys and LGTBQ+ and Sex Trafficking is sparse and Programs for these populations are almost non-existent. In contrast, a New York Study (Curtis, Terry, Dombrowski & Khan, 2008) estimated that 50% of trafficking victims are boys and that up to 40% of homeless children identify as LGBTQ+, many involved in sex trafficking in the form of "survivor sex" (Nichols, 2018). The presentation will explore reasons for the lack of identification and treatment of these survivors of sex trafficking trauma and propose recommendations for their CSEC treatment.Presented by:George F. Rhoades, Jr., Ph.D.Learning Objectives:1. Discuss reasons that boys and LGBTQ+ populations are often neglected in research.2. Discuss reasons that boys and LGBTQ+ populations are often neglected in treatment programs.3. Discuss recommendations for treatments of CSEC boys and LGBTQ+ populations.Bios:Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded.References:Barron, I. M., & Frost, C. (2018). Men, boys, and LGBTQ: Invisible victims of human trafficking. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 73–84). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_8Dennis, J.P. Women are Victims, Men Make Choices: The Invisibility of Men and Boys in the Global Sex Trade. Gend. Issues 25, 11–25 (2008). https://doi.org/10.1007/s12147-008-9051-yEcpat (2013). And Boys Too An ECPAT-USA discussion paper about the lack of recognition of the commercial sexual exploitation of boys in the United States.McGuire, K. (2020). Straight on the streets and gay for the stay: The emerging bisexuality of a trafficked female. In M. Jaffe, M. Conti, J. Longhofer, & J. Floersch (Eds.), The social work and LGBTQ sexual trauma casebook: Phenomenological perspectives (p. 75–87). Routledge/Taylor & Francis Group.Meichenbaum, D. (2018). Ways to bolster resilience in lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 217–230). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_25Nichols, A. J. (2018). Sex trafficking and exploitation of LGBTQ+ people: Implications for practice. In A. J. Nichols, T. Edmond, & E. C. Heil (Eds.), Social work practice with survivors of sex trafficking and commercial sexual exploitation (p. 192–217). Columbia University Press. https://doi.org/10.7312/nich18092-011 |
25.00 |
04/26/2021 |
04/21/2025 |
17 |
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Boys, LGBTQ+ and Sex Trafficking May 7, 2021() |
Research on Boys and LGTBQ+ and Sex Trafficking is sparse and Programs for these populations are almost non-existent. In contrast, a New York Study (Curtis, Terry, Dombrowski & Khan, 2008) estimated that 50% of trafficking victims are boys and that up to 40% of homeless children identify as LGBTQ+, many involved in sex trafficking in the form of "survivor sex" (Nichols, 2018). The presentation will explore reasons for the lack of identification and treatment of these survivors of sex trafficking trauma and propose recommendations for their CSEC treatment.Presented by:George F. Rhoades, Jr., Ph.D.Learning Objectives:1. Discuss reasons that boys and LGBTQ+ populations are often neglected in research.2. Discuss reasons that boys and LGBTQ+ populations are often neglected in treatment programs.3. Discuss recommendations for treatments of CSEC boys and LGBTQ+ populations.Bios:Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded.References:Barron, I. M., & Frost, C. (2018). Men, boys, and LGBTQ: Invisible victims of human trafficking. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 73–84). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_8Dennis, J.P. Women are Victims, Men Make Choices: The Invisibility of Men and Boys in the Global Sex Trade. Gend. Issues 25, 11–25 (2008). https://doi.org/10.1007/s12147-008-9051-yEcpat (2013). And Boys Too An ECPAT-USA discussion paper about the lack of recognition of the commercial sexual exploitation of boys in the United States.McGuire, K. (2020). Straight on the streets and gay for the stay: The emerging bisexuality of a trafficked female. In M. Jaffe, M. Conti, J. Longhofer, & J. Floersch (Eds.), The social work and LGBTQ sexual trauma casebook: Phenomenological perspectives (p. 75–87). Routledge/Taylor & Francis Group.Meichenbaum, D. (2018). Ways to bolster resilience in lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. In L. Walker, G. Gaviria, & K. Gopal (Eds.), Handbook of sex trafficking: Feminist transnational perspectives (p. 217–230). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-73621-1_25Nichols, A. J. (2018). Sex trafficking and exploitation of LGBTQ+ people: Implications for practice. In A. J. Nichols, T. Edmond, & E. C. Heil (Eds.), Social work practice with survivors of sex trafficking and commercial sexual exploitation (p. 192–217). Columbia University Press. https://doi.org/10.7312/nich18092-011 |
5.00 |
04/26/2021 |
04/21/2025 |
15 |
 |
Parenting through a Pandemic: Using the Psychological Science to Help Us Cope- Free No CE() |
The headlines concerning parents and children during the COVID-19 pandemic have been alarming. Researchers are only just beginning to understand the effects of this pandemic on families empirically. However, many predict that the disruptions and aftermath of the pandemic will be felt for years, if not generations, to come. In August 2020, Drs. Amanda Zelechoski and Lindsay Malloy launched Pandemic Parenting, a nonprofit organization and web platform designed to share science-based resources with parents in a free and accessible way, with the overarching goal of helping to mitigate some of these consequences for families. Since then, they have hosted a series of webinars and a podcast on a variety of relevant and urgent issues for parents who are navigating this ongoing and unprecedented crisis, as well as developed additional resources, blogs, videos, and media appearances to translate and disseminate information to parents in real time. In this webinar, the co-founders of Pandemic Parenting will discuss the self-doubt, anxiety, and uncertainty that has accompanied pandemic parenting and strategies for overcoming it. They will also discuss some of the benefits and challenges associated with "giving psychology away" directly to parents and those who care for children. As a critical aspiration of many Division 37 members and the field generally, they will share what they have learned about knowledge translation in less traditional formats through this Pandemic Parenting endeavor. Presented by: Dr. Lindsay Malloy, Ph.D., and Dr. Amanda Zelechoski, J.D., Ph.D. Learning Objectives: 1. Recognize the challenges associated with parenting and working during a pandemic 2. Identify strategies for coping with or addressing the impact of the COVID-19 pandemic on parents and children 3. Identify ways to more broadly share psychological knowledge with target audiences Bios: Dr. Lindsay Malloy is an Associate Professor of Psychology at Ontario Tech University, specializing in developmental and forensic psychology. She is the Director of the Development, Context, and Communication Lab and her research addresses how, why, and to whom children and teens disclose negative or traumatic experiences. Dr. Amanda Zelechoski is a licensed clinical and forensic psychologist and attorney, specializing in trauma. As an Associate Professor of Psychology at Valparaiso University, she directs the Psychology, Law, and Trauma Lab, where she conducts research on the impact of childhood trauma. References: Calarco, J.M., Anderson, E., Meanwell, E., & Knopf, A. (under review). “Let’s not pretend it’s fun”: A mixed-methods analysis of increased time with children and mothers’ well-being during the COVID-19 pandemic. Retrieved from: Click here Calarco, J.M., Meanwell, E., Anderson, E., & Knopf, A (under review). “My husband thinks I’m crazy”: COVID-19-related conflict in couples with young children. Retrieved from: Click here Craig, L., & Churchill, B. (in press). Dual-earner parent couples’ work and care during COVID-19. Gender, Work, & Organization. doi: 0.1111/gwao.12497 Lamb, S. (2019). The not good enough mother. Boston, MA: Beacon Press. |
0.00 |
05/13/2021 |
06/28/2021 |
18 |
|
Parenting through a Pandemic: Using the Psychological Science to Help Us Cope- Member $15() |
The headlines concerning parents and children during the COVID-19 pandemic have been alarming. Researchers are only just beginning to understand the effects of this pandemic on families empirically. However, many predict that the disruptions and aftermath of the pandemic will be felt for years, if not generations, to come. In August 2020, Drs. Amanda Zelechoski and Lindsay Malloy launched Pandemic Parenting, a nonprofit organization and web platform designed to share science-based resources with parents in a free and accessible way, with the overarching goal of helping to mitigate some of these consequences for families. Since then, they have hosted a series of webinars and a podcast on a variety of relevant and urgent issues for parents who are navigating this ongoing and unprecedented crisis, as well as developed additional resources, blogs, videos, and media appearances to translate and disseminate information to parents in real time. In this webinar, the co-founders of Pandemic Parenting will discuss the self-doubt, anxiety, and uncertainty that has accompanied pandemic parenting and strategies for overcoming it. They will also discuss some of the benefits and challenges associated with "giving psychology away" directly to parents and those who care for children. As a critical aspiration of many Division 37 members and the field generally, they will share what they have learned about knowledge translation in less traditional formats through this Pandemic Parenting endeavor. Presented by: Dr. Lindsay Malloy, Ph.D., and Dr. Amanda Zelechoski, J.D., Ph.D. Learning Objectives: 1. Recognize the challenges associated with parenting and working during a pandemic 2. Identify strategies for coping with or addressing the impact of the COVID-19 pandemic on parents and children 3. Identify ways to more broadly share psychological knowledge with target audiences Bios: Dr. Lindsay Malloy is an Associate Professor of Psychology at Ontario Tech University, specializing in developmental and forensic psychology. She is the Director of the Development, Context, and Communication Lab and her research addresses how, why, and to whom children and teens disclose negative or traumatic experiences. Dr. Amanda Zelechoski is a licensed clinical and forensic psychologist and attorney, specializing in trauma. As an Associate Professor of Psychology at Valparaiso University, she directs the Psychology, Law, and Trauma Lab, where she conducts research on the impact of childhood trauma. References: Calarco, J.M., Anderson, E., Meanwell, E., & Knopf, A. (under review). “Let’s not pretend it’s fun”: A mixed-methods analysis of increased time with children and mothers’ well-being during the COVID-19 pandemic. Retrieved from: Click here Calarco, J.M., Meanwell, E., Anderson, E., & Knopf, A (under review). “My husband thinks I’m crazy”: COVID-19-related conflict in couples with young children. Retrieved from: Click here Craig, L., & Churchill, B. (in press). Dual-earner parent couples’ work and care during COVID-19. Gender, Work, & Organization. doi: 0.1111/gwao.12497 Lamb, S. (2019). The not good enough mother. Boston, MA: Beacon Press. |
15.00 |
05/19/2021 |
06/28/2021 |
16 |
|
Parenting through a Pandemic: Using the Psychological Science to Help Us Cope Student- $5() |
The headlines concerning parents and children during the COVID-19 pandemic have been alarming. Researchers are only just beginning to understand the effects of this pandemic on families empirically. However, many predict that the disruptions and aftermath of the pandemic will be felt for years, if not generations, to come. In August 2020, Drs. Amanda Zelechoski and Lindsay Malloy launched Pandemic Parenting, a nonprofit organization and web platform designed to share science-based resources with parents in a free and accessible way, with the overarching goal of helping to mitigate some of these consequences for families. Since then, they have hosted a series of webinars and a podcast on a variety of relevant and urgent issues for parents who are navigating this ongoing and unprecedented crisis, as well as developed additional resources, blogs, videos, and media appearances to translate and disseminate information to parents in real time. In this webinar, the co-founders of Pandemic Parenting will discuss the self-doubt, anxiety, and uncertainty that has accompanied pandemic parenting and strategies for overcoming it. They will also discuss some of the benefits and challenges associated with "giving psychology away" directly to parents and those who care for children. As a critical aspiration of many Division 37 members and the field generally, they will share what they have learned about knowledge translation in less traditional formats through this Pandemic Parenting endeavor. Presented by: Dr. Lindsay Malloy, Ph.D., and Dr. Amanda Zelechoski, J.D., Ph.D. Learning Objectives: 1. Recognize the challenges associated with parenting and working during a pandemic 2. Identify strategies for coping with or addressing the impact of the COVID-19 pandemic on parents and children 3. Identify ways to more broadly share psychological knowledge with target audiences Bios: Dr. Lindsay Malloy is an Associate Professor of Psychology at Ontario Tech University, specializing in developmental and forensic psychology. She is the Director of the Development, Context, and Communication Lab and her research addresses how, why, and to whom children and teens disclose negative or traumatic experiences. Dr. Amanda Zelechoski is a licensed clinical and forensic psychologist and attorney, specializing in trauma. As an Associate Professor of Psychology at Valparaiso University, she directs the Psychology, Law, and Trauma Lab, where she conducts research on the impact of childhood trauma. References: Calarco, J.M., Anderson, E., Meanwell, E., & Knopf, A. (under review). “Let’s not pretend it’s fun”: A mixed-methods analysis of increased time with children and mothers’ well-being during the COVID-19 pandemic. Retrieved from: Click here Calarco, J.M., Meanwell, E., Anderson, E., & Knopf, A (under review). “My husband thinks I’m crazy”: COVID-19-related conflict in couples with young children. Retrieved from: Click here Craig, L., & Churchill, B. (in press). Dual-earner parent couples’ work and care during COVID-19. Gender, Work, & Organization. doi: 0.1111/gwao.12497 Lamb, S. (2019). The not good enough mother. Boston, MA: Beacon Press. |
5.00 |
05/19/2021 |
06/28/2021 |
15 |
|
Parenting through a Pandemic: Using the Psychological Science to Help Us- Nonmember- $25() |
The headlines concerning parents and children during the COVID-19 pandemic have been alarming. Researchers are only just beginning to understand the effects of this pandemic on families empirically. However, many predict that the disruptions and aftermath of the pandemic will be felt for years, if not generations, to come. In August 2020, Drs. Amanda Zelechoski and Lindsay Malloy launched Pandemic Parenting, a nonprofit organization and web platform designed to share science-based resources with parents in a free and accessible way, with the overarching goal of helping to mitigate some of these consequences for families. Since then, they have hosted a series of webinars and a podcast on a variety of relevant and urgent issues for parents who are navigating this ongoing and unprecedented crisis, as well as developed additional resources, blogs, videos, and media appearances to translate and disseminate information to parents in real time. In this webinar, the co-founders of Pandemic Parenting will discuss the self-doubt, anxiety, and uncertainty that has accompanied pandemic parenting and strategies for overcoming it. They will also discuss some of the benefits and challenges associated with "giving psychology away" directly to parents and those who care for children. As a critical aspiration of many Division 37 members and the field generally, they will share what they have learned about knowledge translation in less traditional formats through this Pandemic Parenting endeavor. Presented by: Dr. Lindsay Malloy, Ph.D., and Dr. Amanda Zelechoski, J.D., Ph.D. Learning Objectives: 1. Recognize the challenges associated with parenting and working during a pandemic 2. Identify strategies for coping with or addressing the impact of the COVID-19 pandemic on parents and children 3. Identify ways to more broadly share psychological knowledge with target audiences Bios: Dr. Lindsay Malloy is an Associate Professor of Psychology at Ontario Tech University, specializing in developmental and forensic psychology. She is the Director of the Development, Context, and Communication Lab and her research addresses how, why, and to whom children and teens disclose negative or traumatic experiences. Dr. Amanda Zelechoski is a licensed clinical and forensic psychologist and attorney, specializing in trauma. As an Associate Professor of Psychology at Valparaiso University, she directs the Psychology, Law, and Trauma Lab, where she conducts research on the impact of childhood trauma. References: Calarco, J.M., Anderson, E., Meanwell, E., & Knopf, A. (under review). “Let’s not pretend it’s fun”: A mixed-methods analysis of increased time with children and mothers’ well-being during the COVID-19 pandemic. Retrieved from: Click here Calarco, J.M., Meanwell, E., Anderson, E., & Knopf, A (under review). “My husband thinks I’m crazy”: COVID-19-related conflict in couples with young children. Retrieved from: Click here Craig, L., & Churchill, B. (in press). Dual-earner parent couples’ work and care during COVID-19. Gender, Work, & Organization. doi: 0.1111/gwao.12497 Lamb, S. (2019). The not good enough mother. Boston, MA: Beacon Press. |
25.00 |
05/19/2021 |
06/28/2021 |
17 |
 |
Addressing the Mental Health of Venezuelan Migrant Children and Adolescents in Colombia() |
Presented by:Elizabeth Carll, PhD; Leonidas Castro-Camacho, PhD; Carolina Parada, MS; Julian David Moreno, MSLearning Objectives:1. Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status.2. Participants will be able to describe the importance of self-assessment of one’s own biases, stereotypes, discomfort, and over-identification with the client.3. Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care.Bios:Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder, and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. Dr. Carll has been serving as a UN representative and on the boards of international NGOs and other international non profits for the past 19 years. She also serves as RMHRN webinar organizer and moderator.Leonidas Castro-Camacho, Ph.D., ABPP is an Associate Professor of Psychology, at the University of Los Andes teaching advanced seminars in assessment, clinical formulation, and interventions in emotional disorders and has a private practice in clinical psychology. He received the LifetimeAchievement National Award of Psychology, 2009 by the Colombian College ofPsychologists. He is currently a delegate to the National Council of Mental Health at the Colombian Ministry of Health and Welfare.Carolina Parada-Angarita, MSc - Assistant Professor at the Graduate Program in Clinical Psychology at San Buenaventura University in Bogotá. She is a senior member of the Clinical Psychology Lab and involved in the development of the RCT contextual adaptation of the UP in Colombia and in ongoing research with pendular migrants with the Clinical Psychology Lab at Los Andes University, and working at the adaptation of the program “Sonreir es Divertido” for Latin-American population with the Universidad de Valencia.Julián D. Moreno, M.Sc. Currently an Assistant Professor at La Sabana University, Colombia where he teaches graduate courses in clinical psychology. Senior member and Lab Manager at the clinicalpsychology lab at the University of Los Andes with experience in several large-scale clinicalpsychology research studies and in all stages of the contextual adaptation RCT of the UP inColombia and involved in ongoing research with pendular migrants with the Clinical Psychology Lab at Los AndesReferences:Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health care for refugee and immigrant adolescents. Primary Care: Clinics in Office Practice, 47(2), 291-306.Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health Care for Refugee and Immigrant Adolescents. Primary Care- Clinics in Office Practice. doi-10.1016/j.pop.2020.02.007Elgar, F., Sen, A., Gariépy, G., Pickett, W., …, Gordon, D., Melgar-Quiñonez, H. (2021). Food insecurity, state fragility and youth mental health: A global perspective. SSM - Population Health. (14) 100764. https://doi.org/10.1016/j.ssmph.2021.100764Espinel, Z., Chaskel, R., Berg, R. C., Florez, H. J., Gaviria, S. L., Bernal, O., … Shultz, J. M. (2020). Venezuelan migrants in Colombia- COVID-19 and mental health. The Lancet Psychiatry, 7(8), 653–655. doi-10.1016/s2215-0366(20)30242-xKieling, C., Herrman, H., Patel, V., Tyrer, P., & Mari, J. J. (2009). A global perspective on the dissemination of mental health research. The Lancet, 374(9700), 1500. doi-10.1016/s0140-6736(09)61903-6Kola, L., Kohrt, B., Hanlon, C., Nalund, J., Thornicroft, G., Patel, V. (2021). COVID-19 mental health impact and responses in low-income and middle-income countries: reimagining global mental health. Lancet Psychiatry. https://doi.org/10.1016/ S2215-0366(21)00025-0Nuslad, J., Kalha, J., Restivo, J., Amarreh, I., Zimba, C., Pathare, S. (2021). Identifying challenges and recommendations for advancing global mental health implementation research: A key informant study of the National Institute of Mental Health Scale-Up Hubs. Asian Journal of Psychiatry, 57(102557). https://doi.org/10.1016/j.ajp.2021.102557 |
0.00 |
07/13/2021 |
01/10/2025 |
19 |
|
Addressing the Mental Health of Venezuelan Migrant Children- Member CE() |
Presented by:Elizabeth Carll, PhD; Leonidas Castro-Camacho, PhD; Carolina Parada, MS; Julian David Moreno, MSLearning Objectives:1. Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status.2. Participants will be able to describe the importance of self-assessment of one’s own biases, stereotypes, discomfort, and over-identification with the client.3. Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care.Bios:Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder, and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. Dr. Carll has been serving as a UN representative and on the boards of international NGOs and other international non profits for the past 19 years. She also serves as RMHRN webinar organizer and moderator.Leonidas Castro-Camacho, Ph.D., ABPP is an Associate Professor of Psychology, at the University of Los Andes teaching advanced seminars in assessment, clinical formulation, and interventions in emotional disorders and has a private practice in clinical psychology. He received the LifetimeAchievement National Award of Psychology, 2009 by the Colombian College ofPsychologists. He is currently a delegate to the National Council of Mental Health at the Colombian Ministry of Health and Welfare.Carolina Parada-Angarita, MSc - Assistant Professor at the Graduate Program in Clinical Psychology at San Buenaventura University in Bogotá. She is a senior member of the Clinical Psychology Lab and involved in the development of the RCT contextual adaptation of the UP in Colombia and in ongoing research with pendular migrants with the Clinical Psychology Lab at Los Andes University, and working at the adaptation of the program “Sonreir es Divertido” for Latin-American population with the Universidad de Valencia.Julián D. Moreno, M.Sc. Currently an Assistant Professor at La Sabana University, Colombia where he teaches graduate courses in clinical psychology. Senior member and Lab Manager at the clinicalpsychology lab at the University of Los Andes with experience in several large-scale clinicalpsychology research studies and in all stages of the contextual adaptation RCT of the UP inColombia and involved in ongoing research with pendular migrants with the Clinical Psychology Lab at Los AndesReferences:Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health care for refugee and immigrant adolescents. Primary Care: Clinics in Office Practice, 47(2), 291-306.Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health Care for Refugee and Immigrant Adolescents. Primary Care- Clinics in Office Practice. doi-10.1016/j.pop.2020.02.007Elgar, F., Sen, A., Gariépy, G., Pickett, W., …, Gordon, D., Melgar-Quiñonez, H. (2021). Food insecurity, state fragility and youth mental health: A global perspective. SSM - Population Health. (14) 100764. https://doi.org/10.1016/j.ssmph.2021.100764Espinel, Z., Chaskel, R., Berg, R. C., Florez, H. J., Gaviria, S. L., Bernal, O., … Shultz, J. M. (2020). Venezuelan migrants in Colombia- COVID-19 and mental health. The Lancet Psychiatry, 7(8), 653–655. doi-10.1016/s2215-0366(20)30242-xKieling, C., Herrman, H., Patel, V., Tyrer, P., & Mari, J. J. (2009). A global perspective on the dissemination of mental health research. The Lancet, 374(9700), 1500. doi-10.1016/s0140-6736(09)61903-6Kola, L., Kohrt, B., Hanlon, C., Nalund, J., Thornicroft, G., Patel, V. (2021). COVID-19 mental health impact and responses in low-income and middle-income countries: reimagining global mental health. Lancet Psychiatry. https://doi.org/10.1016/ S2215-0366(21)00025-0Nuslad, J., Kalha, J., Restivo, J., Amarreh, I., Zimba, C., Pathare, S. (2021). Identifying challenges and recommendations for advancing global mental health implementation research: A key informant study of the National Institute of Mental Health Scale-Up Hubs. Asian Journal of Psychiatry, 57(102557). https://doi.org/10.1016/j.ajp.2021.102557 |
15.00 |
07/13/2021 |
02/18/2025 |
20 |
|
Addressing the Mental Health of Venezuelan Migrant Children- Non-Member CE() |
Presented by: Elizabeth Carll, PhD; Leonidas Castro-Camacho, PhD; Carolina Parada, MS; Julian David Moreno, MS Learning Objectives: 1. Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status. 2. Participants will be able to describe the importance of self-assessment of one’s own biases, stereotypes, discomfort, and over-identification with the client. 3. Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care. Bios: Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder, and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. Dr. Carll has been serving as a UN representative and on the boards of international NGOs and other international non profits for the past 19 years. She also serves as RMHRN webinar organizer and moderator. Leonidas Castro-Camacho, Ph.D., ABPP is an Associate Professor of Psychology, at the University of Los Andes teaching advanced seminars in assessment, clinical formulation, and interventions in emotional disorders and has a private practice in clinical psychology. He received the Lifetime Achievement National Award of Psychology, 2009 by the Colombian College of Psychologists. He is currently a delegate to the National Council of Mental Health at the Colombian Ministry of Health and Welfare. Carolina Parada-Angarita, MSc - Assistant Professor at the Graduate Program in Clinical Psychology at San Buenaventura University in Bogotá. She is a senior member of the Clinical Psychology Lab and involved in the development of the RCT contextual adaptation of the UP in Colombia and in ongoing research with pendular migrants with the Clinical Psychology Lab at Los Andes University, and working at the adaptation of the program “Sonreir es Divertido” for Latin-American population with the Universidad de Valencia. Julián D. Moreno, M.Sc. Currently an Assistant Professor at La Sabana University, Colombia where he teaches graduate courses in clinical psychology. Senior member and Lab Manager at the clinical psychology lab at the University of Los Andes with experience in several large-scale clinical psychology research studies and in all stages of the contextual adaptation RCT of the UP in Colombia and involved in ongoing research with pendular migrants with the Clinical Psychology Lab at Los Andes References: Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health care for refugee and immigrant adolescents. Primary Care: Clinics in Office Practice, 47(2), 291-306. Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health Care for Refugee and Immigrant Adolescents. Primary Care- Clinics in Office Practice. doi-10.1016/j.pop.2020.02.007 Elgar, F., Sen, A., Gariépy, G., Pickett, W., …, Gordon, D., Melgar-Quiñonez, H. (2021). Food insecurity, state fragility and youth mental health: A global perspective. SSM - Population Health. (14) 100764. https://doi.org/10.1016/j.ssmph.2021.100764 Espinel, Z., Chaskel, R., Berg, R. C., Florez, H. J., Gaviria, S. L., Bernal, O., … Shultz, J. M. (2020). Venezuelan migrants in Colombia- COVID-19 and mental health. The Lancet Psychiatry, 7(8), 653–655. doi-10.1016/s2215-0366(20)30242-x Kieling, C., Herrman, H., Patel, V., Tyrer, P., & Mari, J. J. (2009). A global perspective on the dissemination of mental health research. The Lancet, 374(9700), 1500. doi-10.1016/s0140-6736(09)61903-6 Kola, L., Kohrt, B., Hanlon, C., Nalund, J., Thornicroft, G., Patel, V. (2021). COVID-19 mental health impact and responses in low-income and middle-income countries: reimagining global mental health. Lancet Psychiatry. https://doi.org/10.1016/ S2215-0366(21)00025-0 Nuslad, J., Kalha, J., Restivo, J., Amarreh, I., Zimba, C., Pathare, S. (2021). Identifying challenges and recommendations for advancing global mental health implementation research: A key informant study of the National Institute of Mental Health Scale-Up Hubs. Asian Journal of Psychiatry, 57(102557). https://doi.org/10.1016/j.ajp.2021.102557 |
25.00 |
07/13/2021 |
07/27/2021 |
21 |
|
Addressing the Mental Health of Venezuelan Migrant Children- Student CE() |
Presented by: Elizabeth Carll, PhD; Leonidas Castro-Camacho, PhD; Carolina Parada, MS; Julian David Moreno, MS Learning Objectives: 1. Participants will be able to identify the physical, psychological, and emotional effects of immigration status and racial trauma on the mental health of individuals who hold refugee status, documented and undocumented legal status, and families with mixed status. 2. Participants will be able to describe the importance of self-assessment of one’s own biases, stereotypes, discomfort, and over-identification with the client. 3. Participants will be able to describe empathy, cultural sensitivity, empowering others, counseling and listening skills, holistic approaches, and practicing self-care. Bios: Elizabeth Carll, Ph.D. is a licensed psychologist in New York, founder, and chair of the Refugee Mental Health Resource Network (RMHRN), an APA Interdivisional Project. She is a founding member and a former president of the APA Trauma Psychology Division and chairs the International Committee. Dr. Carll has been serving as a UN representative and on the boards of international NGOs and other international non profits for the past 19 years. She also serves as RMHRN webinar organizer and moderator. Leonidas Castro-Camacho, Ph.D., ABPP is an Associate Professor of Psychology, at the University of Los Andes teaching advanced seminars in assessment, clinical formulation, and interventions in emotional disorders and has a private practice in clinical psychology. He received the Lifetime Achievement National Award of Psychology, 2009 by the Colombian College of Psychologists. He is currently a delegate to the National Council of Mental Health at the Colombian Ministry of Health and Welfare. Carolina Parada-Angarita, MSc - Assistant Professor at the Graduate Program in Clinical Psychology at San Buenaventura University in Bogotá. She is a senior member of the Clinical Psychology Lab and involved in the development of the RCT contextual adaptation of the UP in Colombia and in ongoing research with pendular migrants with the Clinical Psychology Lab at Los Andes University, and working at the adaptation of the program “Sonreir es Divertido” for Latin-American population with the Universidad de Valencia. Julián D. Moreno, M.Sc. Currently an Assistant Professor at La Sabana University, Colombia where he teaches graduate courses in clinical psychology. Senior member and Lab Manager at the clinical psychology lab at the University of Los Andes with experience in several large-scale clinical psychology research studies and in all stages of the contextual adaptation RCT of the UP in Colombia and involved in ongoing research with pendular migrants with the Clinical Psychology Lab at Los Andes References: Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health care for refugee and immigrant adolescents. Primary Care: Clinics in Office Practice, 47(2), 291-306. Brown, C. M., Swaminathan, L., Saif, N. T., & Hauck, F. R. (2020). Health Care for Refugee and Immigrant Adolescents. Primary Care- Clinics in Office Practice. doi-10.1016/j.pop.2020.02.007 Elgar, F., Sen, A., Gariépy, G., Pickett, W., …, Gordon, D., Melgar-Quiñonez, H. (2021). Food insecurity, state fragility and youth mental health: A global perspective. SSM - Population Health. (14) 100764. https://doi.org/10.1016/j.ssmph.2021.100764 Espinel, Z., Chaskel, R., Berg, R. C., Florez, H. J., Gaviria, S. L., Bernal, O., … Shultz, J. M. (2020). Venezuelan migrants in Colombia- COVID-19 and mental health. The Lancet Psychiatry, 7(8), 653–655. doi-10.1016/s2215-0366(20)30242-x Kieling, C., Herrman, H., Patel, V., Tyrer, P., & Mari, J. J. (2009). A global perspective on the dissemination of mental health research. The Lancet, 374(9700), 1500. doi-10.1016/s0140-6736(09)61903-6 Kola, L., Kohrt, B., Hanlon, C., Nalund, J., Thornicroft, G., Patel, V. (2021). COVID-19 mental health impact and responses in low-income and middle-income countries: reimagining global mental health. Lancet Psychiatry. https://doi.org/10.1016/ S2215-0366(21)00025-0 Nuslad, J., Kalha, J., Restivo, J., Amarreh, I., Zimba, C., Pathare, S. (2021). Identifying challenges and recommendations for advancing global mental health implementation research: A key informant study of the National Institute of Mental Health Scale-Up Hubs. Asian Journal of Psychiatry, 57(102557). https://doi.org/10.1016/j.ajp.2021.102557 |
5.00 |
07/13/2021 |
07/26/2021 |
22 |
 |
Understanding, Assessment & Treatment of CSEC Survivors Workshop- Free() |
January is Human Trafficking Awareness Month and Public Law 114-22 (Effective May 29, 2017) required all mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This three-hour workshop will introduce CSEC and then provide practical assessment techniques to distinguish between high-risk and confirmed survivors of sex trafficking, both children and adolescents. Individual and group treatment guidelines and techniques will be provided. Case studies and participant interaction will be encouraged. Presented by: George F. Rhoades, Jr., Ph.D. & Shantae Williams, PsyD. Learning Objectives: 1. Participants will be able to identify the signs of a CSEC child or adolescent. 2. Participants will be shown an assessment protocol that involves relevant history, court records, and assessment tools. 3. Participants will be shown individual and group protocols for CSEC Treatment. Bios: Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents, and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded. Dr. Shantae Williams is the Clinical Program Administrator for the Susannah Wesley Community Center’s Trafficking Victim Assistance Program (TVAP-Hawaii) which serves trafficked through intensive case management and outpatient treatment. Dr. Williams is also the Curriculum Director and creator of the Pacific Survivor Center’s Sex Trafficking Outreach Prevention Program (STOPP). She provides introductory through advanced level training on various topics to include trauma and sex trafficking. Dr. Williams is driven to combat trafficking through direct victim services, awareness, prevention, therapeutic intervention, and education. References: Adolescent Dissociative Experiences Scale-II (A-DES-II). Retrieved from https://s3.amazonaws.com/PHR_other/adolescent-dissociative-experiences.pdf (9-21-2018). Andretta, J. R., Woodland, M. H., Watkins, K. M. & Barnes, M. E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and individualized interventions: science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260–270. Superior Court of the District of Columbia, Washington, DC. Armstrong, J., Putnam, F. W., Carlson, E., Libero, D., & Smith, S. (1997). Development and validation of a measure of adolescent dissociation: The Adolescent Dissociative Experiences Scale. Journal of Nervous and Mental Disease, 185, 491-497. Basson, D. (2017). Validation of the Commercial Sexual Exploitation-Identification Tool (CSE-IT). Technical Report. Oakland, CA: West Coast Children’s Clinic. |
0.00 |
01/11/2022 |
02/01/2022 |
18 |
|
Understanding, Assessment & Treatment of CSEC Survivors Workshop-- Member CE() |
January is Human Trafficking Awareness Month and Public Law 114-22 (Effective May 29, 2017) required all mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This three-hour workshop will introduce CSEC and then provide practical assessment techniques to distinguish between high-risk and confirmed survivors of sex trafficking, both children and adolescents. Individual and group treatment guidelines and techniques will be provided. Case studies and participant interaction will be encouraged. Presented by: George F. Rhoades, Jr., Ph.D. & Shantae Williams, PsyD. Learning Objectives: 1. Participants will be able to identify the signs of a CSEC child or adolescent. 2. Participants will be shown an assessment protocol that involves relevant history, court records, and assessment tools. 3. Participants will be shown individual and group protocols for CSEC Treatment. Bios: Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents, and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded. Dr. Shantae Williams is the Clinical Program Administrator for the Susannah Wesley Community Center’s Trafficking Victim Assistance Program (TVAP-Hawaii) which serves trafficked through intensive case management and outpatient treatment. Dr. Williams is also the Curriculum Director and creator of the Pacific Survivor Center’s Sex Trafficking Outreach Prevention Program (STOPP). She provides introductory through advanced level training on various topics to include trauma and sex trafficking. Dr. Williams is driven to combat trafficking through direct victim services, awareness, prevention, therapeutic intervention, and education. References: Adolescent Dissociative Experiences Scale-II (A-DES-II). Retrieved from https://s3.amazonaws.com/PHR_other/adolescent-dissociative-experiences.pdf (9-21-2018). Andretta, J. R., Woodland, M. H., Watkins, K. M. & Barnes, M. E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and individualized interventions: science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260–270. Superior Court of the District of Columbia, Washington, DC. Armstrong, J., Putnam, F. W., Carlson, E., Libero, D., & Smith, S. (1997). Development and validation of a measure of adolescent dissociation: The Adolescent Dissociative Experiences Scale. Journal of Nervous and Mental Disease, 185, 491-497. Basson, D. (2017). Validation of the Commercial Sexual Exploitation-Identification Tool (CSE-IT). Technical Report. Oakland, CA: West Coast Children’s Clinic. |
50.00 |
01/11/2022 |
02/01/2022 |
33 |
|
Understanding, Assessment & Treatment of CSEC Survivors Workshop- Nonmember CE() |
January is Human Trafficking Awareness Month and Public Law 114-22 (Effective May 29, 2017) required all mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This three-hour workshop will introduce CSEC and then provide practical assessment techniques to distinguish between high-risk and confirmed survivors of sex trafficking, both children and adolescents. Individual and group treatment guidelines and techniques will be provided. Case studies and participant interaction will be encouraged. Presented by: George F. Rhoades, Jr., Ph.D. & Shantae Williams, PsyD. Learning Objectives: 1. Participants will be able to identify the signs of a CSEC child or adolescent. 2. Participants will be shown an assessment protocol that involves relevant history, court records, and assessment tools. 3. Participants will be shown individual and group protocols for CSEC Treatment. Bios: Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents, and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded. Dr. Shantae Williams is the Clinical Program Administrator for the Susannah Wesley Community Center’s Trafficking Victim Assistance Program (TVAP-Hawaii) which serves trafficked through intensive case management and outpatient treatment. Dr. Williams is also the Curriculum Director and creator of the Pacific Survivor Center’s Sex Trafficking Outreach Prevention Program (STOPP). She provides introductory through advanced level training on various topics to include trauma and sex trafficking. Dr. Williams is driven to combat trafficking through direct victim services, awareness, prevention, therapeutic intervention, and education. References: Adolescent Dissociative Experiences Scale-II (A-DES-II). Retrieved from https://s3.amazonaws.com/PHR_other/adolescent-dissociative-experiences.pdf (9-21-2018). Andretta, J. R., Woodland, M. H., Watkins, K. M. & Barnes, M. E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and individualized interventions: science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260–270. Superior Court of the District of Columbia, Washington, DC. Armstrong, J., Putnam, F. W., Carlson, E., Libero, D., & Smith, S. (1997). Development and validation of a measure of adolescent dissociation: The Adolescent Dissociative Experiences Scale. Journal of Nervous and Mental Disease, 185, 491-497. Basson, D. (2017). Validation of the Commercial Sexual Exploitation-Identification Tool (CSE-IT). Technical Report. Oakland, CA: West Coast Children’s Clinic. |
75.00 |
01/11/2022 |
02/01/2022 |
35 |
|
Understanding, Assessment & Treatment of CSEC Survivors Workshop- Student CE() |
January is Human Trafficking Awareness Month and Public Law 114-22 (Effective May 29, 2017) required all mandated reporters to report any suspected and confirmed cases of Commercial Sexual Exploitation of Children [CSEC] to Child Welfare Services (CWS) and/or Law Enforcement. This three-hour workshop will introduce CSEC and then provide practical assessment techniques to distinguish between high-risk and confirmed survivors of sex trafficking, both children and adolescents. Individual and group treatment guidelines and techniques will be provided. Case studies and participant interaction will be encouraged. Presented by: George F. Rhoades, Jr., Ph.D. & Shantae Williams, PsyD. Learning Objectives: 1. Participants will be able to identify the signs of a CSEC child or adolescent. 2. Participants will be shown an assessment protocol that involves relevant history, court records, and assessment tools. 3. Participants will be shown individual and group protocols for CSEC Treatment. Bios: Dr. Rhoades is the Head of the HOPE Team in Hawaii providing all the Sex Trafficking Trauma Assessments for the Department of Health and Child Welfare Services for girls, boys and transgender children, adolescents, and adults. He developed the CSEC Scale for Adolescents, utilized in the Hawaii Family Court System. Dr. Rhoades is a clinical psychologist and is the Chair of Division 56's Webinar and Continuing Education Committees. Dr. Rhoades also served as the first Diversity Co-Chair for Division 56 when the division was founded. Dr. Shantae Williams is the Clinical Program Administrator for the Susannah Wesley Community Center’s Trafficking Victim Assistance Program (TVAP-Hawaii) which serves trafficked through intensive case management and outpatient treatment. Dr. Williams is also the Curriculum Director and creator of the Pacific Survivor Center’s Sex Trafficking Outreach Prevention Program (STOPP). She provides introductory through advanced level training on various topics to include trauma and sex trafficking. Dr. Williams is driven to combat trafficking through direct victim services, awareness, prevention, therapeutic intervention, and education. References: Adolescent Dissociative Experiences Scale-II (A-DES-II). Retrieved from https://s3.amazonaws.com/PHR_other/adolescent-dissociative-experiences.pdf (9-21-2018). Andretta, J. R., Woodland, M. H., Watkins, K. M. & Barnes, M. E. (2016). Towards the discreet identification of commercial sexual exploitation of children (CSEC) victims and individualized interventions: science to practice. Psychology, Public Policy, and Law, Vol. 22, No. 3, 260–270. Superior Court of the District of Columbia, Washington, DC. Armstrong, J., Putnam, F. W., Carlson, E., Libero, D., & Smith, S. (1997). Development and validation of a measure of adolescent dissociation: The Adolescent Dissociative Experiences Scale. Journal of Nervous and Mental Disease, 185, 491-497. Basson, D. (2017). Validation of the Commercial Sexual Exploitation-Identification Tool (CSE-IT). Technical Report. Oakland, CA: West Coast Children’s Clinic. |
20.00 |
01/11/2022 |
02/01/2022 |
34 |
 |
Comprehensive Trauma Assessments Free No CE() |
This webinar will offer doctoral level participants a new method for assessing and conceptualizing trauma in emerging adults. The webinar’s case study will provide a unique perspective of the ways in which mental health providers can comprehensively conceptualize, treat, and consult about complex trauma. With additional research, this approach to assessment may enhance treatment and consultative practice for those offering care to clients with complex trauma. Because psychologists are especially trained in conducting advanced case conceptualizations, this webinar is particularly geared toward those with doctoral level degrees and enhanced experience in providing trauma-informed care. Presented by: Adrienne Allen, Psy.D., Michelle Comas, Ph.D. Learning Objectives: At the conclusion of this webinar, attendees will be able to: a. Understand the impact of complex trauma on emerging adult populations. b. Reference a new method of assessing and conceptualizing complex trauma, and its impact, on emerging adults. c. Appreciate the role of trauma case consultation with community providers to enhance service delivery for vulnerable populations. Bios: Dr. Allen is an Assistant Professor of Psychiatry at Yale School of Medicine. She is currently the Director of Young Adult Services where she provides trauma informed care to young adults with serious mental illness. Dr. Allen supervises predoctoral and postdoctoral fellows, and provides clinical intervention trainings to professional staff and trainees. Her primary clinical and research interest is on treating trauma in underserved populations, and in patients with severe and persistent mental illnesses. References: D’Andrea, W., Ford, J., Stolbach, B., Spinazzola, J., & van der Kolk, B. A. (2012). Understanding interpersonal trauma in children: Why we need a developmentally appropriate trauma diagnosis. American Journal of Orthopsychiatry, 82(2), 187–200. https://doi.org/10.1111/j.1939-0025.2012.01154.x McMahon, T. J. (2014). Child maltreatment and emerging adulthood: Past, present, and future. Child Maltreatment, 19(3-4):135-144. https://doi.org/10.1177/1077559514555960 Price, M., Arditi, R., Olezeski, C., & McMahon, T. J. (2019). Psychological assessment and treatment of emerging adults exposed to complex trauma. Evidence-Based Practice in Child and Adolescent Mental Health, 4(3), 273–295. https://doi.org/10.1080/23794925.2019.1618225 Shepherd, L., & Wild, J. (2014). Emotion regulation, physiological arousal and PTSD symptoms in trauma-exposed individuals. Journal of behavior therapy and experimental psychiatry, 45(3), 360–367. https://doi.org/10.1016/j.jbtep.2014.03.002 Syed, M. (2015). Emerging adulthood: Developmental stage, theory, or nonsense? In J. J. Arnett (Ed.), The Oxford handbook of emerging adulthood (pp. 11–25). Oxford University Press. http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795 |
0.00 |
08/10/2022 |
09/12/2022 |
18 |
|
Comprehensive Trauma Assessments Student CE() |
This webinar will offer doctoral level participants a new method for assessing and conceptualizing trauma in emerging adults. The webinar’s case study will provide a unique perspective of the ways in which mental health providers can comprehensively conceptualize, treat, and consult about complex trauma. With additional research, this approach to assessment may enhance treatment and consultative practice for those offering care to clients with complex trauma. Because psychologists are especially trained in conducting advanced case conceptualizations, this webinar is particularly geared toward those with doctoral level degrees and enhanced experience in providing trauma-informed care. Presented by: Adrienne Allen, Psy.D., Michelle Comas, Ph.D. Learning Objectives: At the conclusion of this webinar, attendees will be able to: a. Understand the impact of complex trauma on emerging adult populations. b. Reference a new method of assessing and conceptualizing complex trauma, and its impact, on emerging adults. c. Appreciate the role of trauma case consultation with community providers to enhance service delivery for vulnerable populations. Bios: Dr. Allen is an Assistant Professor of Psychiatry at Yale School of Medicine. She is currently the Director of Young Adult Services where she provides trauma informed care to young adults with serious mental illness. Dr. Allen supervises predoctoral and postdoctoral fellows, and provides clinical intervention trainings to professional staff and trainees. Her primary clinical and research interest is on treating trauma in underserved populations, and in patients with severe and persistent mental illnesses. References: D’Andrea, W., Ford, J., Stolbach, B., Spinazzola, J., & van der Kolk, B. A. (2012). Understanding interpersonal trauma in children: Why we need a developmentally appropriate trauma diagnosis. American Journal of Orthopsychiatry, 82(2), 187–200. https://doi.org/10.1111/j.1939-0025.2012.01154.x McMahon, T. J. (2014). Child maltreatment and emerging adulthood: Past, present, and future. Child Maltreatment, 19(3-4):135-144. https://doi.org/10.1177/1077559514555960 Price, M., Arditi, R., Olezeski, C., & McMahon, T. J. (2019). Psychological assessment and treatment of emerging adults exposed to complex trauma. Evidence-Based Practice in Child and Adolescent Mental Health, 4(3), 273–295. https://doi.org/10.1080/23794925.2019.1618225 Shepherd, L., & Wild, J. (2014). Emotion regulation, physiological arousal and PTSD symptoms in trauma-exposed individuals. Journal of behavior therapy and experimental psychiatry, 45(3), 360–367. https://doi.org/10.1016/j.jbtep.2014.03.002 Syed, M. (2015). Emerging adulthood: Developmental stage, theory, or nonsense? In J. J. Arnett (Ed.), The Oxford handbook of emerging adulthood (pp. 11–25). Oxford University Press. http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795 |
5.00 |
08/10/2022 |
09/12/2022 |
15 |
|
Comprehensive Trauma Assessments Member CE() |
This webinar will offer doctoral level participants a new method for assessing and conceptualizing trauma in emerging adults. The webinar’s case study will provide a unique perspective of the ways in which mental health providers can comprehensively conceptualize, treat, and consult about complex trauma. With additional research, this approach to assessment may enhance treatment and consultative practice for those offering care to clients with complex trauma. Because psychologists are especially trained in conducting advanced case conceptualizations, this webinar is particularly geared toward those with doctoral level degrees and enhanced experience in providing trauma-informed care.Presented by: Adrienne Allen, Psy.D., Michelle Comas, Ph.D.Learning Objectives:At the conclusion of this webinar, attendees will be able to:a. Understand the impact of complex trauma on emerging adult populations.b. Reference a new method of assessing and conceptualizing complex trauma, and its impact, on emerging adults.c. Appreciate the role of trauma case consultation with community providers to enhance service delivery for vulnerable populations.Bios:Dr. Allen is an Assistant Professor of Psychiatry at Yale School of Medicine. She is currently the Director of Young Adult Services where she provides trauma informed care to young adults with serious mental illness. Dr. Allen supervises predoctoral and postdoctoral fellows, and provides clinical intervention trainings to professional staff and trainees. Her primary clinical and research interest is on treating trauma in underserved populations, and in patients with severe and persistent mental illnesses.References:D’Andrea, W., Ford, J., Stolbach, B., Spinazzola, J., & van der Kolk, B. A. (2012).Understanding interpersonal trauma in children: Why we need a developmentally appropriate trauma diagnosis. American Journal of Orthopsychiatry, 82(2), 187–200.https://doi.org/10.1111/j.1939-0025.2012.01154.xMcMahon, T. J. (2014). Child maltreatment and emerging adulthood: Past, present, and future. Child Maltreatment, 19(3-4):135-144. https://doi.org/10.1177/1077559514555960Price, M., Arditi, R., Olezeski, C., & McMahon, T. J. (2019). Psychological assessment andtreatment of emerging adults exposed to complex trauma. Evidence-Based Practice inChild and Adolescent Mental Health, 4(3), 273–295. https://doi.org/10.1080/23794925.2019.1618225Shepherd, L., & Wild, J. (2014). Emotion regulation, physiological arousal and PTSD symptomsin trauma-exposed individuals. Journal of behavior therapy and experimentalpsychiatry, 45(3), 360–367. https://doi.org/10.1016/j.jbtep.2014.03.002Syed, M. (2015). Emerging adulthood: Developmental stage, theory, or nonsense? In J. J. Arnett(Ed.), The Oxford handbook of emerging adulthood (pp. 11–25). Oxford UniversityPress. http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795 |
15.00 |
08/10/2022 |
01/09/2025 |
16 |
|
Comprehensive Trauma Assessments Non-Member CE() |
This webinar will offer doctoral level participants a new method for assessing and conceptualizing trauma in emerging adults. The webinar’s case study will provide a unique perspective of the ways in which mental health providers can comprehensively conceptualize, treat, and consult about complex trauma. With additional research, this approach to assessment may enhance treatment and consultative practice for those offering care to clients with complex trauma. Because psychologists are especially trained in conducting advanced case conceptualizations, this webinar is particularly geared toward those with doctoral level degrees and enhanced experience in providing trauma-informed care. Presented by: Adrienne Allen, Psy.D., Michelle Comas, Ph.D. Learning Objectives: At the conclusion of this webinar, attendees will be able to: a. Understand the impact of complex trauma on emerging adult populations. b. Reference a new method of assessing and conceptualizing complex trauma, and its impact, on emerging adults. c. Appreciate the role of trauma case consultation with community providers to enhance service delivery for vulnerable populations. Bios: Dr. Allen is an Assistant Professor of Psychiatry at Yale School of Medicine. She is currently the Director of Young Adult Services where she provides trauma informed care to young adults with serious mental illness. Dr. Allen supervises predoctoral and postdoctoral fellows, and provides clinical intervention trainings to professional staff and trainees. Her primary clinical and research interest is on treating trauma in underserved populations, and in patients with severe and persistent mental illnesses. References: D’Andrea, W., Ford, J., Stolbach, B., Spinazzola, J., & van der Kolk, B. A. (2012). Understanding interpersonal trauma in children: Why we need a developmentally appropriate trauma diagnosis. American Journal of Orthopsychiatry, 82(2), 187–200. https://doi.org/10.1111/j.1939-0025.2012.01154.x McMahon, T. J. (2014). Child maltreatment and emerging adulthood: Past, present, and future. Child Maltreatment, 19(3-4):135-144. https://doi.org/10.1177/1077559514555960 Price, M., Arditi, R., Olezeski, C., & McMahon, T. J. (2019). Psychological assessment and treatment of emerging adults exposed to complex trauma. Evidence-Based Practice in Child and Adolescent Mental Health, 4(3), 273–295. https://doi.org/10.1080/23794925.2019.1618225 Shepherd, L., & Wild, J. (2014). Emotion regulation, physiological arousal and PTSD symptoms in trauma-exposed individuals. Journal of behavior therapy and experimental psychiatry, 45(3), 360–367. https://doi.org/10.1016/j.jbtep.2014.03.002 Syed, M. (2015). Emerging adulthood: Developmental stage, theory, or nonsense? In J. J. Arnett (Ed.), The Oxford handbook of emerging adulthood (pp. 11–25). Oxford University Press. http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795 |
25.00 |
08/10/2022 |
09/12/2022 |
17 |
 |
Cyber Harassment In The Academy - Free No CE() |
This webinar will provide an overview of cyber harassment among academic staff and faculty, including the forms cyber harassment may take, who perpetrates cyber harassment, the prevalence of cyber harassment, and the impact of cyber harassment on targets, particularly targets who are members of minoritized groups. The webinar will also discuss individual and institutional strategies for responding to cyber harassment, ways to support individuals who experience cyber harassment, and how to advocate for changes to ensure that targets of cyber harassment receive adequate protection and support.Presented by:Heather LittletonLearning Objectives:1. Delineate the forms cyber harassment of academic faculty and staff may take and the potential impact of cyber harassment on targets.2. Develop an effective response and support plan for an individual experiencing cyber harassment.3. Develop an advocacy plan to improve protection and support for targets of cyber harassment.Bio:Dr. Heather Littleton is Associate Professor of Psychology and Director of Research Operations at the Lyda Hill Institute for Human Resilience at the University of Colorado Colorado Springs. Her work focuses on social-cognitive factors in trauma recovery, particularly following sexual and intimate partner violence. Her work also focuses on the use of technology to deliver evidence-based trauma prevention and intervention programs.References:Cassidy, W., Faucher, C., & Jackson, M. (2017). Adversity in university: Cyberbullying and its impacts on students, faculty and administrators. International Journal of Environmental Research and Public Health,14(8), 888. https://doi.org/10.3390/ijerph14080888Faucher, C., Cassidy, W., & Jackson, M. (2018). Power in the tower: The gendered nature of cyberbullying among students and faculty at Canadian universities. In W. Cassidy, C. Faucher, & M. Jackson (Eds.), Cyberbullying at university in international contexts (pp. 66-79). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315189406/cyberbullying-university-international-contexts-wanda-cassidy-chantal-faucher-margaret-jackson?refId=038f64de-0be9-45cd-813e-dde3e61163f5&context=ubxMarwick, A., Blackwell, L., & Lo, K. (2016). Best practices for conducting risky research and protecting yourself from online harassment. Data and Society Research Institute. https://datasociety.net/pubs/res/Best_Practices_for_Conducting_Risky_Research-Oct-2016.pdfPen America (n.d.). Online harassment field manual.https://onlineharassmentfieldmanual.pen.org/Veletsianos, G., Houlden, S., Hodson, J., & Gosse, C. (2018). Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame. New Media & Society, 20(12), 4689–4708. https://doi.org/10.1177/1461444818781324 |
0.00 |
09/16/2022 |
02/17/2025 |
18 |
|
Cyber Harassment In The Academy - Student CE() |
This webinar will provide an overview of cyber harassment among academic staff and faculty, including the forms cyber harassment may take, who perpetrates cyber harassment, the prevalence of cyber harassment, and the impact of cyber harassment on targets, particularly targets who are members of minoritized groups. The webinar will also discuss individual and institutional strategies for responding to cyber harassment, ways to support individuals who experience cyber harassment, and how to advocate for changes to ensure that targets of cyber harassment receive adequate protection and support.Presented by:Heather LittletonLearning Objectives:1. Delineate the forms cyber harassment of academic faculty and staff may take and the potential impact of cyber harassment on targets.2. Develop an effective response and support plan for an individual experiencing cyber harassment.3. Develop an advocacy plan to improve protection and support for targets of cyber harassment.Bio:Dr. Heather Littleton is Associate Professor of Psychology and Director of Research Operations at the Lyda Hill Institute for Human Resilience at the University of Colorado Colorado Springs. Her work focuses on social-cognitive factors in trauma recovery, particularly following sexual and intimate partner violence. Her work also focuses on the use of technology to deliver evidence-based trauma prevention and intervention programs.References:Cassidy, W., Faucher, C., & Jackson, M. (2017). Adversity in university: Cyberbullying and its impacts on students, faculty and administrators. International Journal of Environmental Research and Public Health,14(8), 888. https://doi.org/10.3390/ijerph14080888Faucher, C., Cassidy, W., & Jackson, M. (2018). Power in the tower: The gendered nature of cyberbullying among students and faculty at Canadian universities. In W. Cassidy, C. Faucher, & M. Jackson (Eds.), Cyberbullying at university in international contexts (pp. 66-79). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315189406/cyberbullying-university-international-contexts-wanda-cassidy-chantal-faucher-margaret-jackson?refId=038f64de-0be9-45cd-813e-dde3e61163f5&context=ubxMarwick, A., Blackwell, L., & Lo, K. (2016). Best practices for conducting risky research and protecting yourself from online harassment. Data and Society Research Institute. https://datasociety.net/pubs/res/Best_Practices_for_Conducting_Risky_Research-Oct-2016.pdfPen America (n.d.). Online harassment field manual.https://onlineharassmentfieldmanual.pen.org/Veletsianos, G., Houlden, S., Hodson, J., & Gosse, C. (2018). Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame. New Media & Society, 20(12), 4689–4708. https://doi.org/10.1177/1461444818781324 |
5.00 |
09/20/2022 |
02/17/2025 |
15 |
|
Cyber Harassment In The Academy - Member CE() |
This webinar will provide an overview of cyber harassment among academic staff and faculty, including the forms cyber harassment may take, who perpetrates cyber harassment, the prevalence of cyber harassment, and the impact of cyber harassment on targets, particularly targets who are members of minoritized groups. The webinar will also discuss individual and institutional strategies for responding to cyber harassment, ways to support individuals who experience cyber harassment, and how to advocate for changes to ensure that targets of cyber harassment receive adequate protection and support.Presented by:Heather LittletonLearning Objectives:1. Delineate the forms cyber harassment of academic faculty and staff may take and the potential impact of cyber harassment on targets.2. Develop an effective response and support plan for an individual experiencing cyber harassment.3. Develop an advocacy plan to improve protection and support for targets of cyber harassment.Bio:Dr. Heather Littleton is Associate Professor of Psychology and Director of Research Operations at the Lyda Hill Institute for Human Resilience at the University of Colorado Colorado Springs. Her work focuses on social-cognitive factors in trauma recovery, particularly following sexual and intimate partner violence. Her work also focuses on the use of technology to deliver evidence-based trauma prevention and intervention programs.References:Cassidy, W., Faucher, C., & Jackson, M. (2017). Adversity in university: Cyberbullying and its impacts on students, faculty and administrators. International Journal of Environmental Research and Public Health,14(8), 888. https://doi.org/10.3390/ijerph14080888Faucher, C., Cassidy, W., & Jackson, M. (2018). Power in the tower: The gendered nature of cyberbullying among students and faculty at Canadian universities. In W. Cassidy, C. Faucher, & M. Jackson (Eds.), Cyberbullying at university in international contexts (pp. 66-79). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315189406/cyberbullying-university-international-contexts-wanda-cassidy-chantal-faucher-margaret-jackson?refId=038f64de-0be9-45cd-813e-dde3e61163f5&context=ubxMarwick, A., Blackwell, L., & Lo, K. (2016). Best practices for conducting risky research and protecting yourself from online harassment. Data and Society Research Institute. https://datasociety.net/pubs/res/Best_Practices_for_Conducting_Risky_Research-Oct-2016.pdfPen America (n.d.). Online harassment field manual.https://onlineharassmentfieldmanual.pen.org/Veletsianos, G., Houlden, S., Hodson, J., & Gosse, C. (2018). Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame. New Media & Society, 20(12), 4689–4708. https://doi.org/10.1177/1461444818781324 |
15.00 |
09/20/2022 |
03/24/2025 |
16 |
|
Cyber Harassment In The Academy - Non-Member CE() |
This webinar will provide an overview of cyber harassment among academic staff and faculty, including the forms cyber harassment may take, who perpetrates cyber harassment, the prevalence of cyber harassment, and the impact of cyber harassment on targets, particularly targets who are members of minoritized groups. The webinar will also discuss individual and institutional strategies for responding to cyber harassment, ways to support individuals who experience cyber harassment, and how to advocate for changes to ensure that targets of cyber harassment receive adequate protection and support.Presented by:Heather LittletonLearning Objectives:1. Delineate the forms cyber harassment of academic faculty and staff may take and the potential impact of cyber harassment on targets.2. Develop an effective response and support plan for an individual experiencing cyber harassment.3. Develop an advocacy plan to improve protection and support for targets of cyber harassment.Bio:Dr. Heather Littleton is Associate Professor of Psychology and Director of Research Operations at the Lyda Hill Institute for Human Resilience at the University of Colorado Colorado Springs. Her work focuses on social-cognitive factors in trauma recovery, particularly following sexual and intimate partner violence. Her work also focuses on the use of technology to deliver evidence-based trauma prevention and intervention programs.References:Cassidy, W., Faucher, C., & Jackson, M. (2017). Adversity in university: Cyberbullying and its impacts on students, faculty and administrators. International Journal of Environmental Research and Public Health,14(8), 888. https://doi.org/10.3390/ijerph14080888Faucher, C., Cassidy, W., & Jackson, M. (2018). Power in the tower: The gendered nature of cyberbullying among students and faculty at Canadian universities. In W. Cassidy, C. Faucher, & M. Jackson (Eds.), Cyberbullying at university in international contexts (pp. 66-79). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315189406/cyberbullying-university-international-contexts-wanda-cassidy-chantal-faucher-margaret-jackson?refId=038f64de-0be9-45cd-813e-dde3e61163f5&context=ubxMarwick, A., Blackwell, L., & Lo, K. (2016). Best practices for conducting risky research and protecting yourself from online harassment. Data and Society Research Institute. https://datasociety.net/pubs/res/Best_Practices_for_Conducting_Risky_Research-Oct-2016.pdfPen America (n.d.). Online harassment field manual.https://onlineharassmentfieldmanual.pen.org/Veletsianos, G., Houlden, S., Hodson, J., & Gosse, C. (2018). Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame. New Media & Society, 20(12), 4689–4708. https://doi.org/10.1177/1461444818781324 |
25.00 |
09/20/2022 |
02/17/2025 |
17 |
 |
Psychological Treatment of Trauma in Black American Adults() |
This webinar will briefly review salient historical trauma that created the backdrop for our contemporary racial reckoning as it pertains to the psychology of African American adults. It will review evidence of disparities in lifetime trauma exposure and lifetime prevalence of PTSD facing African Americans. It will also discuss racial differences in utilization of professional mental health services and explanations for those differences. Finally, it will explore recommendations for modifying psychotherapy practice to better meet the need of Black trauma survivors. |
0.00 |
02/28/2024 |
06/12/2024 |
18 |
|
Psychological Treatment of Trauma in Black American Adults() |
This webinar will briefly review salient historical trauma that created the backdrop for our contemporary racial reckoning as it pertains to the psychology of African American adults. It will review evidence of disparities in lifetime trauma exposure and lifetime prevalence of PTSD facing African Americans. It will also discuss racial differences in utilization of professional mental health services and explanations for those differences. Finally, it will explore recommendations for modifying psychotherapy practice to better meet the need of Black trauma survivors.Presenter: Nnamdi Pole, PhD is a Chaired Professor, Chair of the Smith College Psychology Department, and a licensed psychologist. He is also an elected representative from APA Division 56 to the APA Council of Representatives, a member of the APA Guideline Update Panel for the treatment of adult PTSD, and an Associate Editor of Psychological Bulletin. His original research has focused on the areas of psychotherapy process, psychophysiology of emotion, psychological trauma, and ethnic minority mental health.Learning Objectives:1. Attendees will be able to describe key traumatic and stressful events in United States history that seem to be salient in the psychology of contemporary Black Americans.2. Attendees will recognize disparities in the prevalence of lifetime trauma exposure, PTSD diagnoses, and professional mental health service utilization among Black American trauma survivors.3. Attendees will be able to identify strategies for adapting empirically supported trauma therapies to increase acceptability to adult Black clients.References:Barnes et al. (2014). Assessing and exploring racial identity development in therapy: Strategies to use with Black consumers. Journal of Applied Rehabilitation Counseling, 45, 11-17.Day-Vines et al. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling and Development, 85, 401-409.Pole, N. (2018). Race and ethnicity. In C. B. Nemeroff & C. R. Marmar (Eds.), Post-traumatic stress disorder. Oxford University Press. https://doi.org/10.1093/med/9780190259440.003.0029Pole, N., Fields, L., & D’Andrea, W. (2016). Stress and trauma disorders. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, & N. Pole (Eds.), APA handbook of clinical psychology: Psychopathology and health (pp. 97–133). American Psychological Association.Pole, N. & Rasco, L. (2024). Traumac disorders. In F. T. L. Leong (Editor-in-Chief), APA handbook of psychotherapy: Vol. 1. Theory-Driven Practice and Disorder-DrivenPractice. (p. 429–451). American Psychological Association.Williams, M. T., Malcoun, E., Sawyer, B. A., Davis, D. M., Nouri, L. B., & Bruce, S. L. (2014). Cultural adaptations of prolonged exposure therapy for treatment and prevention of posttraumatic stress disorder in African Americans. Behavioral Sciences, 4(2), 102–124. https://doi.org/10.3390/bs4020102 |
15.00 |
02/28/2024 |
01/09/2025 |
16 |
|
Psychological Treatment of Trauma in Black American Adults (clone)() |
This webinar will briefly review salient historical trauma that created the backdrop for our contemporary racial reckoning as it pertains to the psychology of African American adults. It will review evidence of disparities in lifetime trauma exposure and lifetime prevalence of PTSD facing African Americans. It will also discuss racial differences in utilization of professional mental health services and explanations for those differences. Finally, it will explore recommendations for modifying psychotherapy practice to better meet the need of Black trauma survivors. Presenter: Nnamdi Pole, PhD is a Chaired Professor, Chair of the Smith College Psychology Department, and a licensed psychologist. He is also an elected representative from APA Division 56 to the APA Council of Representatives, a member of the APA Guideline Update Panel for the treatment of adult PTSD, and an Associate Editor of Psychological Bulletin. His original research has focused on the areas of psychotherapy process, psychophysiology of emotion, psychological trauma, and ethnic minority mental health. Learning Objectives: 1. Attendees will be able to describe key traumatic and stressful events in United States history that seem to be salient in the psychology of contemporary Black Americans. 2. Attendees will recognize disparities in the prevalence of lifetime trauma exposure, PTSD diagnoses, and professional mental health service utilization among Black American trauma survivors. 3. Attendees will be able to identify strategies for adapting empirically supported trauma therapies to increase acceptability to adult Black clients. References: Barnes et al. (2014). Assessing and exploring racial identity development in therapy: Strategies to use with Black consumers. Journal of Applied Rehabilitation Counseling, 45, 11-17. Day-Vines et al. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling and Development, 85, 401-409. Pole, N. (2018). Race and ethnicity. In C. B. Nemeroff & C. R. Marmar (Eds.), Post-traumatic stress disorder. Oxford University Press. https://doi.org/10.1093/med/9780190259440.003.0029 Pole, N., Fields, L., & D’Andrea, W. (2016). Stress and trauma disorders. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, & N. Pole (Eds.), APA handbook of clinical psychology: Psychopathology and health (pp. 97–133). American Psychological Association. Pole, N. & Rasco, L. (2024). Traumac disorders. In F. T. L. Leong (Editor-in-Chief), APA handbook of psychotherapy: Vol. 1. Theory-Driven Practice and Disorder-Driven Practice. (p. 429–451). American Psychological Association. Williams, M. T., Malcoun, E., Sawyer, B. A., Davis, D. M., Nouri, L. B., & Bruce, S. L. (2014). Cultural adaptations of prolonged exposure therapy for treatment and prevention of posttraumatic stress disorder in African Americans. Behavioral Sciences, 4(2), 102–124. https://doi.org/10.3390/bs4020102 |
25.00 |
02/28/2024 |
06/12/2024 |
17 |
|
Psychological Treatment of Trauma in Black American Adults() |
This webinar will briefly review salient historical trauma that created the backdrop for our contemporary racial reckoning as it pertains to the psychology of African American adults. It will review evidence of disparities in lifetime trauma exposure and lifetime prevalence of PTSD facing African Americans. It will also discuss racial differences in utilization of professional mental health services and explanations for those differences. Finally, it will explore recommendations for modifying psychotherapy practice to better meet the need of Black trauma survivors. Presenter: Nnamdi Pole, PhD is a Chaired Professor, Chair of the Smith College Psychology Department, and a licensed psychologist. He is also an elected representative from APA Division 56 to the APA Council of Representatives, a member of the APA Guideline Update Panel for the treatment of adult PTSD, and an Associate Editor of Psychological Bulletin. His original research has focused on the areas of psychotherapy process, psychophysiology of emotion, psychological trauma, and ethnic minority mental health. Learning Objectives: 1. Attendees will be able to describe key traumatic and stressful events in United States history that seem to be salient in the psychology of contemporary Black Americans. 2. Attendees will recognize disparities in the prevalence of lifetime trauma exposure, PTSD diagnoses, and professional mental health service utilization among Black American trauma survivors. 3. Attendees will be able to identify strategies for adapting empirically supported trauma therapies to increase acceptability to adult Black clients. References: Barnes et al. (2014). Assessing and exploring racial identity development in therapy: Strategies to use with Black consumers. Journal of Applied Rehabilitation Counseling, 45, 11-17. Day-Vines et al. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling and Development, 85, 401-409. Pole, N. (2018). Race and ethnicity. In C. B. Nemeroff & C. R. Marmar (Eds.), Post-traumatic stress disorder. Oxford University Press. https://doi.org/10.1093/med/9780190259440.003.0029 Pole, N., Fields, L., & D’Andrea, W. (2016). Stress and trauma disorders. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, & N. Pole (Eds.), APA handbook of clinical psychology: Psychopathology and health (pp. 97–133). American Psychological Association. Pole, N. & Rasco, L. (2024). Traumac disorders. In F. T. L. Leong (Editor-in-Chief), APA handbook of psychotherapy: Vol. 1. Theory-Driven Practice and Disorder-Driven Practice. (p. 429–451). American Psychological Association. Williams, M. T., Malcoun, E., Sawyer, B. A., Davis, D. M., Nouri, L. B., & Bruce, S. L. (2014). Cultural adaptations of prolonged exposure therapy for treatment and prevention of posttraumatic stress disorder in African Americans. Behavioral Sciences, 4(2), 102–124. https://doi.org/10.3390/bs4020102 |
5.00 |
02/28/2024 |
06/12/2024 |
15 |
|
Violence against the Latinx Community: The Role of Hate and Bias Victimization on Mental Health() |
This webinar delves into the critical issue of violence against the Latinx community in the United States, with a specific focus on how hate crimes, bias-motivated incidents, and acculturative stress all contribute to negative mental health outcomes. Learning Objectives: 1. Participants will be able to identify the extent to which bias motivated violence is perpetrated against the Latinx community. 2. Participants will be aware of the unique role of hate crime and bias motivated violence on the mental health of Latinx adults. 3. Participants will be aware of the role of acculturative stress on mental health among Latinx adults. The Presenter is Division 56’s current President, Dr. Carlos A. Cuevas. Dr. Cuevas is an Associate Professor and Co-Director of the Violence and Justice Research Laboratory at Northeastern University in the School of Criminology and Criminal Justice. |
0.00 |
05/07/2024 |
06/12/2024 |
18 |
|
Violence against the Latinx Community: The Role of Hate and Bias Victimization on Mental Health() |
This webinar delves into the critical issue of violence against the Latinx community in the United States, with a specific focus on how hate crimes, bias-motivated incidents, and acculturative stress all contribute to negative mental health outcomes. Learning Objectives: 1. Participants will be able to identify the extent to which bias motivated violence is perpetrated against the Latinx community. 2. Participants will be aware of the unique role of hate crime and bias motivated violence on the mental health of Latinx adults. 3. Participants will be aware of the role of acculturative stress on mental health among Latinx adults. The Presenter is Division 56’s current President, Dr. Carlos A. Cuevas. Dr. Cuevas is an Associate Professor and Co-Director of the Violence and Justice Research Laboratory at Northeastern University in the School of Criminology and Criminal Justice. |
15.00 |
05/07/2024 |
06/12/2024 |
16 |
|
Violence against the Latinx Community: The Role of Hate and Bias Victimization on Mental Health() |
This webinar delves into the critical issue of violence against the Latinx community in the United States, with a specific focus on how hate crimes, bias-motivated incidents, and acculturative stress all contribute to negative mental health outcomes. Learning Objectives: 1. Participants will be able to identify the extent to which bias motivated violence is perpetrated against the Latinx community. 2. Participants will be aware of the unique role of hate crime and bias motivated violence on the mental health of Latinx adults. 3. Participants will be aware of the role of acculturative stress on mental health among Latinx adults. The Presenter is Division 56’s current President, Dr. Carlos A. Cuevas. Dr. Cuevas is an Associate Professor and Co-Director of the Violence and Justice Research Laboratory at Northeastern University in the School of Criminology and Criminal Justice. |
25.00 |
05/07/2024 |
06/12/2024 |
17 |
|
Violence against the Latinx Community: The Role of Hate and Bias Victimization on Mental Health() |
This webinar delves into the critical issue of violence against the Latinx community in the United States, with a specific focus on how hate crimes, bias-motivated incidents, and acculturative stress all contribute to negative mental health outcomes. Learning Objectives: 1. Participants will be able to identify the extent to which bias motivated violence is perpetrated against the Latinx community. 2. Participants will be aware of the unique role of hate crime and bias motivated violence on the mental health of Latinx adults. 3. Participants will be aware of the role of acculturative stress on mental health among Latinx adults. The Presenter is Division 56’s current President, Dr. Carlos A. Cuevas. Dr. Cuevas is an Associate Professor and Co-Director of the Violence and Justice Research Laboratory at Northeastern University in the School of Criminology and Criminal Justice. |
5.00 |
05/07/2024 |
06/12/2024 |
31 |
|
Disseminating and Implementing Prolonged Exposure for PTSD in a Low Resourced Communities() |
This webinar will briefly introduce Prolonged Exposure (PE) Therapy and its application tolow-resourced settings characterized by ongoing adversity such as violence and poverty. . Discussion will also address the training and utilization of both professionals and laypersons in PE within cultural contexts |
0.00 |
06/12/2024 |
01/09/2025 |
18 |
|
Disseminating and Implementing Prolonged Exposure for PTSD in a Low Resourced Communities() |
This webinar will briefly introduce Prolonged Exposure (PE) Therapy and its application to low-resourced settings characterized by ongoing adversity such as violence and poverty. . Discussion will also address the training and utilization of both professionals and laypersons in PE within cultural contexts. Objectives: 1. To describe the need for access to evidence-based mental healthcare for traumatic stress in low- and middle-income countries (LMICs). 2. To describe the effectiveness, feasibility, and acceptability of trauma-focused treatments (TFTs) for PTSD in LMICs 3. To describe the utility of task-sharing TFTs for PTSD in LMICs Dr. Duane D. Booysen is a licensed clinical psychologist and senior lecturer in the Department of Psychology at Rhodes University in South Africa. Dr. Boysen’s research interest explores the effectiveness, feasibility, and acceptability of prolonged exposure therapy for PTSD in low-resourced settings characterized by ongoing adversity. |
5.00 |
06/12/2024 |
06/14/2024 |
31 |
|
Disseminating and Implementing Prolonged Exposure for PTSD in a Low Resourced Communities() |
This webinar will briefly introduce Prolonged Exposure (PE) Therapy and its application tolow-resourced settings characterized by ongoing adversity such as violence and poverty. . Discussion will also address the training and utilization of both professionals and laypersons in PE within cultural contexts.Objectives:1. To describe the need for access to evidence-based mental healthcare for traumatic stress in low- and middle-income countries (LMICs).2. To describe the effectiveness, feasibility, and acceptability of trauma-focused treatments (TFTs) for PTSD in LMICs3. To describe the utility of task-sharing TFTs for PTSD in LMICsDr. Duane D. Booysen is a licensed clinical psychologist and senior lecturer in the Department of Psychology at Rhodes University in South Africa. Dr. Boysen’s research interest explores the effectiveness, feasibility, and acceptability of prolonged exposure therapy for PTSD in low-resourced settings characterized by ongoing adversity. |
15.00 |
06/12/2024 |
08/29/2025 |
16 |
|
Disseminating and Implementing Prolonged Exposure for PTSD in a Low Resourced Communities() |
This webinar will briefly introduce Prolonged Exposure (PE) Therapy and its application tolow-resourced settings characterized by ongoing adversity such as violence and poverty. . Discussion will also address the training and utilization of both professionals and laypersons in PE within cultural contexts.Objectives:1. To describe the need for access to evidence-based mental healthcare for traumatic stress in low- and middle-income countries (LMICs).2. To describe the effectiveness, feasibility, and acceptability of trauma-focused treatments (TFTs) for PTSD in LMICs3. To describe the utility of task-sharing TFTs for PTSD in LMICsDr. Duane D. Booysen is a licensed clinical psychologist and senior lecturer in the Department of Psychology at Rhodes University in South Africa. Dr. Boysen’s research interest explores the effectiveness, feasibility, and acceptability of prolonged exposure therapy for PTSD in low-resourced settings characterized by ongoing adversity. |
25.00 |
06/12/2024 |
08/29/2025 |
17 |
|
Creating Presence: A Framework for Biocratic Organizational Health (Non-members)() |
In this presentation, Dr. Sandra Bloom, creator of the Sanctuary Model, will describe her latest work in viewing organizations as living systems – biocracies - and designing a coherent framework – Creating Presence – that enables organizational members at every level to focus on trauma-responsive organizational health.Three learning objectives:• Participants will be able to define what a trauma-informed system looks like• Participants will be able to define what a biocratic system is and why it matters• Participants will be able to define a trauma-responsive value-based system fororganizationsDr. Sandra L. Bloom is a Board-Certified psychiatrist, and currently Associate Professor, Health Management and Policy at the Dornsife School of Public Health, Drexel University. Dr. Bloom is recognized nationally and internationally as the founder of the Sanctuary Model. Dr. Bloom author or co-author of a series of books on trauma-informed care: Creating Sanctuary: Toward the Evolution of Sane Societies published in 1997 with a second edition in 2013; Bearing Witness: Violence and Collective Responsibility in 1998; Destroying Sanctuary: The Crisis in Human Delivery Service Systems published by Oxford University Press in 2010 and Restoring Sanctuary: A New Operating System for Trauma-Informed Systems of Care, also published by Oxford University Press in 2013. She is a founder of and immediate past-president of a new national organization, CTIPP – The Campaign for Trauma-Informed Policy and Practice whose goal is to advocate for public policies and programs at the federal, state, local and tribal levels that incorporate up-to-date scientific findings regarding the relationship between trauma across the lifespan and many social and health problems. |
25.00 |
12/10/2024 |
01/29/2025 |
17 |
|
Creating Presence: A Framework for Biocratic Organizational Health (Div 56 Members)() |
In this presentation, Dr. Sandra Bloom, creator of the Sanctuary Model, will describe her latest work in viewing organizations as living systems – biocracies - and designing a coherent framework – Creating Presence – that enables organizational members at every level to focus on trauma-responsive organizational health.Three learning objectives:• Participants will be able to define what a trauma-informed system looks like• Participants will be able to define what a biocratic system is and why it matters• Participants will be able to define a trauma-responsive value-based system fororganizationsDr. Sandra L. Bloom is a Board-Certified psychiatrist, and currently Associate Professor, Health Management and Policy at the Dornsife School of Public Health, Drexel University. Dr. Bloom is recognized nationally and internationally as the founder of the Sanctuary Model. Dr. Bloom author or co-author of a series of books on trauma-informed care: Creating Sanctuary: Toward the Evolution of Sane Societies published in 1997 with a second edition in 2013; Bearing Witness: Violence and Collective Responsibility in 1998; Destroying Sanctuary: The Crisis in Human Delivery Service Systems published by Oxford University Press in 2010 and Restoring Sanctuary: A New Operating System for Trauma-Informed Systems of Care, also published by Oxford University Press in 2013. She is a founder of and immediate past-president of a new national organization, CTIPP – The Campaign for Trauma-Informed Policy and Practice whose goal is to advocate for public policies and programs at the federal, state, local and tribal levels that incorporate up-to-date scientific findings regarding the relationship between trauma across the lifespan and many social and health problems. |
15.00 |
12/12/2024 |
01/29/2025 |
16 |
|
Creating Presence: A Framework for Biocratic Organizational Health (Students)() |
In this presentation, Dr. Sandra Bloom, creator of the Sanctuary Model, will describe her latest work in viewing organizations as living systems – biocracies - and designing a coherent framework – Creating Presence – that enables organizational members at every level to focus on trauma-responsive organizational health.Three learning objectives:• Participants will be able to define what a trauma-informed system looks like• Participants will be able to define what a biocratic system is and why it matters• Participants will be able to define a trauma-responsive value-based system fororganizationsDr. Sandra L. Bloom is a Board-Certified psychiatrist, and currently Associate Professor, Health Management and Policy at the Dornsife School of Public Health, Drexel University. Dr. Bloom is recognized nationally and internationally as the founder of the Sanctuary Model. Dr. Bloom author or co-author of a series of books on trauma-informed care: Creating Sanctuary: Toward the Evolution of Sane Societies published in 1997 with a second edition in 2013; Bearing Witness: Violence and Collective Responsibility in 1998; Destroying Sanctuary: The Crisis in Human Delivery Service Systems published by Oxford University Press in 2010 and Restoring Sanctuary: A New Operating System for Trauma-Informed Systems of Care, also published by Oxford University Press in 2013. She is a founder of and immediate past-president of a new national organization, CTIPP – The Campaign for Trauma-Informed Policy and Practice whose goal is to advocate for public policies and programs at the federal, state, local and tribal levels that incorporate up-to-date scientific findings regarding the relationship between trauma across the lifespan and many social and health problems. |
5.00 |
12/12/2024 |
01/29/2025 |
15 |
|
Creating Presence: A Framework for Biocratic Organizational Health: (Free -No CE)() |
In this presentation, Dr. Sandra Bloom, creator of the Sanctuary Model, will describe her latest work in viewing organizations as living systems – biocracies - and designing a coherent framework – Creating Presence – that enables organizational members at every level to focus on trauma-responsive organizational health.Three learning objectives:• Participants will be able to define what a trauma-informed system looks like• Participants will be able to define what a biocratic system is and why it matters• Participants will be able to define a trauma-responsive value-based system fororganizationsDr. Sandra L. Bloom is a Board-Certified psychiatrist, and currently Associate Professor, Health Management and Policy at the Dornsife School of Public Health, Drexel University. Dr. Bloom is recognized nationally and internationally as the founder of the Sanctuary Model. Dr. Bloom author or co-author of a series of books on trauma-informed care: Creating Sanctuary: Toward the Evolution of Sane Societies published in 1997 with a second edition in 2013; Bearing Witness: Violence and Collective Responsibility in 1998; Destroying Sanctuary: The Crisis in Human Delivery Service Systems published by Oxford University Press in 2010 and Restoring Sanctuary: A New Operating System for Trauma-Informed Systems of Care, also published by Oxford University Press in 2013. She is a founder of and immediate past-president of a new national organization, CTIPP – The Campaign for Trauma-Informed Policy and Practice whose goal is to advocate for public policies and programs at the federal, state, local and tribal levels that incorporate up-to-date scientific findings regarding the relationship between trauma across the lifespan and many social and health problems. |
0.00 |
12/12/2024 |
01/29/2025 |
18 |
|
Intersecting Trauma & Minority Stress Burden on LGBTQ+ Individuals: Theory, Assessment, & Treatment() |
Three learning objectives:1. Describe the prevalence and impacts of interlocking trauma and minority stress among LGBTQ+ people2. Describe patient centered screening and assessment strategies for LGBTQ+ people3. Outline considerations when working with LGBTQ+ clients, including recommended intervention targets and modifications to existing evidence-based protocolsNicholas A. Livingston, PhD, [he/him] is an Assistant Professor of Psychiatry at Boston University Chobanian & Avedisian School of Medicine; and a Lecturer at Harvard University. For over 15 years he has studied the effects of trauma and minority stress on health among LGBTQ+ individuals. Primary clinical expertise includes evidence-based SUD and PTSD treatment and patient centered adaptations for LGBTQ+ people. |
0.00 |
01/13/2025 |
02/20/2025 |
18 |
|
Intersecting Trauma & Minority Stress Burden on LGBTQ+ Individuals: Theory, Assessment, & Treatment() |
Three learning objectives:1. Describe the prevalence and impacts of interlocking trauma and minority stress among LGBTQ+ people2. Describe patient centered screening and assessment strategies for LGBTQ+ people3. Outline considerations when working with LGBTQ+ clients, including recommended intervention targets and modifications to existing evidence-based protocolsNicholas A. Livingston, PhD, [he/him] is an Assistant Professor of Psychiatry at Boston University Chobanian & Avedisian School of Medicine; and a Lecturer at Harvard University. For over 15 years he has studied the effects of trauma and minority stress on health among LGBTQ+ individuals. Primary clinical expertise includes evidence-based SUD and PTSD treatment and patient centered adaptations for LGBTQ+ people. |
15.00 |
01/13/2025 |
02/20/2025 |
16 |
|
Intersecting Trauma & Minority Stress Burden on LGBTQ+ Individuals: Theory, Assessment, & Treatment() |
Zoom Registration Link: https://zoom.us/webinar/register/WN_vQi7rDJDT6G80pLsD4NdUgThree learning objectives:1. Describe the prevalence and impacts of interlocking trauma and minority stress among LGBTQ+ people2. Describe patient centered screening and assessment strategies for LGBTQ+ people3. Outline considerations when working with LGBTQ+ clients, including recommended intervention targets and modifications to existing evidence-based protocolsNicholas A. Livingston, PhD, [he/him] is an Assistant Professor of Psychiatry at Boston University Chobanian & Avedisian School of Medicine; and a Lecturer at Harvard University. For over 15 years he has studied the effects of trauma and minority stress on health among LGBTQ+ individuals. Primary clinical expertise includes evidence-based SUD and PTSD treatment and patient centered adaptations for LGBTQ+ people. |
5.00 |
01/13/2025 |
02/21/2025 |
31 |
|
Intersecting Trauma & Minority Stress Burden on LGBTQ+ Individuals: Theory, Assessment, & Treatment() |
Zoom Registration Link: https://zoom.us/webinar/register/WN_vQi7rDJDT6G80pLsD4NdUgThree learning objectives:1. Describe the prevalence and impacts of interlocking trauma and minority stress among LGBTQ+ people2. Describe patient centered screening and assessment strategies for LGBTQ+ people3. Outline considerations when working with LGBTQ+ clients, including recommended intervention targets and modifications to existing evidence-based protocolsNicholas A. Livingston, PhD, [he/him] is an Assistant Professor of Psychiatry at Boston University Chobanian & Avedisian School of Medicine; and a Lecturer at Harvard University. For over 15 years he has studied the effects of trauma and minority stress on health among LGBTQ+ individuals. Primary clinical expertise includes evidence-based SUD and PTSD treatment and patient centered adaptations for LGBTQ+ people. |
25.00 |
01/13/2025 |
02/21/2025 |
17 |
|
American Indian and Alaskan Native Peoples: Traumas, Substance Misuse, & Cultural Humility (No CE)() |
Three learning objectives:1. Identify and refute 1 or more stereotypes about American Indian and Alaska Native peoples2. Describe historical trauma3. Discuss how culture is used as medicine among the American Indian and Alaska Native populationMaria Christina Crouch (Deg Hit'an and Coahuiltecan Tribal Nations), PhD, is a clinical-community psychologist, Senior Behavioral Health Specialist at South East Alaska Regional Health Consortium, and an Assistant Professor Adjunct at Yale School of Medicine in the Department of Psychiatry. Her program of research and clinical work are at the intersection of trauma-informed care, evidence-based practice, and practice-based evidence (Indigenous approaches) to address alcohol and drug misuse, complex trauma, and social determinants of health among American Indian and Alaska Native communities. |
0.00 |
02/14/2025 |
04/14/2025 |
18 |
|
Cultural Interventions Addressing Historical Trauma for Black Americans (D56 Member)() |
Three learning objectives:1. Discuss the importance of cultural specificity in wellness interventions for Black Americans2. Identify some of the pioneering theorists who have guided the field of psychology towards harm caused by the historical traumas endured by Black Americans3. Explain examples of practical implementation of cultural interventions designed to heal historical traumaObari Cartman, Ph.D. specializes in community-based wellness interventions integrating culture and arts. Dr. Cartman recently created a hip-hop wellness curriculum called MANifest that is being implemented in juvenile detention centers, schools and other community settings across the country. Dr. Cartman is the immediate past president of the Chicago Association of Black Psychologists. He travels widely facilitating workshops regarding cultural identity and healthy manhood. Dr. Cartman is currently completing his second book about Black Spirituality. |
15.00 |
02/14/2025 |
04/01/2025 |
16 |
|
Cultural Interventions Addressing Historical Trauma for Black Americans (Non-Member)() |
Three learning objectives:1. Discuss the importance of cultural specificity in wellness interventions for Black Americans2. Identify some of the pioneering theorists who have guided the field of psychology towards harm caused by the historical traumas endured by Black Americans3. Explain examples of practical implementation of cultural interventions designed to heal historical traumaObari Cartman, Ph.D. specializes in community-based wellness interventions integrating culture and arts. Dr. Cartman recently created a hip-hop wellness curriculum called MANifest that is being implemented in juvenile detention centers, schools and other community settings across the country. Dr. Cartman is the immediate past president of the Chicago Association of Black Psychologists. He travels widely facilitating workshops regarding cultural identity and healthy manhood. Dr. Cartman is currently completing his second book about Black Spirituality. |
25.00 |
02/14/2025 |
03/18/2025 |
17 |
|
Cultural Interventions Addressing Historical Trauma for Black Americans (Student member)() |
Three learning objectives:1. Discuss the importance of cultural specificity in wellness interventions for Black Americans2. Identify some of the pioneering theorists who have guided the field of psychology towards harm caused by the historical traumas endured by Black Americans3. Explain examples of practical implementation of cultural interventions designed to heal historical traumaObari Cartman, Ph.D. specializes in community-based wellness interventions integrating culture and arts. Dr. Cartman recently created a hip-hop wellness curriculum called MANifest that is being implemented in juvenile detention centers, schools and other community settings across the country. Dr. Cartman is the immediate past president of the Chicago Association of Black Psychologists. He travels widely facilitating workshops regarding cultural identity and healthy manhood. Dr. Cartman is currently completing his second book about Black Spirituality. |
5.00 |
02/14/2025 |
03/18/2025 |
22 |
|
Cultural Interventions Addressing Historical Trauma for Black Americans FREE No CE() |
Three learning objectives:1. Discuss the importance of cultural specificity in wellness interventions for Black Americans2. Identify some of the pioneering theorists who have guided the field of psychology towards harm caused by the historical traumas endured by Black Americans3. Explain examples of practical implementation of cultural interventions designed to heal historical traumaObari Cartman, Ph.D. specializes in community-based wellness interventions integrating culture and arts. Dr. Cartman recently created a hip-hop wellness curriculum called MANifest that is being implemented in juvenile detention centers, schools and other community settings across the country. Dr. Cartman is the immediate past president of the Chicago Association of Black Psychologists. He travels widely facilitating workshops regarding cultural identity and healthy manhood. Dr. Cartman is currently completing his second book about Black Spirituality. |
0.00 |
03/14/2025 |
04/29/2025 |
18 |
|
American Indian and Alaskan Native Peoples: Traumas, Substance Misuse, & Cultural Humility-Member() |
Three learning objectives:1. Identify and refute 1 or more stereotypes about American Indian and Alaska Native peoples2. Describe historical trauma3. Discuss how culture is used as medicine among the American Indian and Alaska Native populationMaria Christina Crouch (Deg Hit'an and Coahuiltecan Tribal Nations), PhD, is a clinical-community psychologist, Senior Behavioral Health Specialist at South East Alaska Regional Health Consortium, and an Assistant Professor Adjunct at Yale School of Medicine in the Department of Psychiatry. Her program of research and clinical work are at the intersection of trauma-informed care, evidence-based practice, and practice-based evidence (Indigenous approaches) to address alcohol and drug misuse, complex trauma, and social determinants of health among American Indian and Alaska Native communities. |
15.00 |
03/14/2025 |
04/14/2025 |
16 |
|
American Indian and Alaskan Native Peoples: Traumas, Substance Misuse, & Cultural Humility Non-Mem() |
Three learning objectives:1. Identify and refute 1 or more stereotypes about American Indian and Alaska Native peoples2. Describe historical trauma3. Discuss how culture is used as medicine among the American Indian and Alaska Native populationMaria Christina Crouch (Deg Hit'an and Coahuiltecan Tribal Nations), PhD, is a clinical-community psychologist, Senior Behavioral Health Specialist at South East Alaska Regional Health Consortium, and an Assistant Professor Adjunct at Yale School of Medicine in the Department of Psychiatry. Her program of research and clinical work are at the intersection of trauma-informed care, evidence-based practice, and practice-based evidence (Indigenous approaches) to address alcohol and drug misuse, complex trauma, and social determinants of health among American Indian and Alaska Native communities. |
25.00 |
03/14/2025 |
04/14/2025 |
17 |
|
American Indian and Alaskan Native Peoples: Traumas, Substance Misuse, & Cultural Humility-Student() |
Three learning objectives:1. Identify and refute 1 or more stereotypes about American Indian and Alaska Native peoples2. Describe historical trauma3. Discuss how culture is used as medicine among the American Indian and Alaska Native populationMaria Christina Crouch (Deg Hit'an and Coahuiltecan Tribal Nations), PhD, is a clinical-community psychologist, Senior Behavioral Health Specialist at South East Alaska Regional Health Consortium, and an Assistant Professor Adjunct at Yale School of Medicine in the Department of Psychiatry. Her program of research and clinical work are at the intersection of trauma-informed care, evidence-based practice, and practice-based evidence (Indigenous approaches) to address alcohol and drug misuse, complex trauma, and social determinants of health among American Indian and Alaska Native communities. |
5.00 |
03/14/2025 |
04/14/2025 |
15 |
|
Hope, History & Healing: Trauma Therapy with Transgender & Gender Expansive Youth & Emerging Adults() |
Zoom link for registration: https://zoom.us/webinar/register/WN_SMWffMBoQtSISXov61CxCgLearning objectives:1. Discuss the impact of continued anti-trans rhetoric on TGE individuals2. Recognize the historical context of erasure and the power of queer and trans individuals to create and sustain hope3. Outline how EBPs can be adapted for TGE individuals to better support them in the current socio-political context4. List 5 ways psychologists can advocate for change to support TGE youthChristy L. Olezeski (she/her) is a child and adolescent clinical psychologist and Associate Professor in the departments of Psychiatry, Pediatrics and the Child Study Center at the Yale School of Medicine. She is also the co-founder and director of the Yale Pediatric Gender Program, an interdisciplinary program serving transgender and gender diverse individuals 3-25 and their families throughout the state of Connecticut and in 7 outside states. Along with providing comprehensive clinical care for transgender and gender diverse youth, Dr. Olezeski engages in mentorship, education and research. She is passionate about advocating for the rights of transgender youth, and the liberation of all individuals. Dr. Olezeski has been fortunate to mentor learners in the departments of Psychiatry, Divinity School, School of Public Health and the Child Study Center. She was the recipient of the Outstanding Supervisor Award and Chairman’s Award in the Department of Psychiatry in 2022 and was awarded the Community Partnership Award from the Connecticut Psychological Association in 2024.Dr. Nicolas Meade (he/they) is a child and adolescent trauma psychologist and serves as an Assistant Professor in the Department of Psychiatry at Yale School of Medicine. He is an attending psychologist for the Yale Gender Program, contributing to an interdisciplinary team that delivers comprehensive, evidence-based healthcare for transgender and gender-expansive youth and their families. Dr. Meade is a firm believer in the importance of community in fostering healing and is dedicated to providing culturally humble, collaborative care to all their patients. Advocacy is a fundamental principle for Dr. Meade, and he integrates this commitment into his research, supervision, and teaching practices. |
15.00 |
04/14/2025 |
05/19/2025 |
16 |
|
Hope, History & Healing: Trauma Therapy with Transgender & Gender Expansive Youth & Emerging Adults() |
Learning objectives:1. Discuss the impact of continued anti-trans rhetoric on TGE individuals2. Recognize the historical context of erasure and the power of queer and trans individuals to create and sustain hope3. Outline how EBPs can be adapted for TGE individuals to better support them in the current socio-political context4. List 5 ways psychologists can advocate for change to support TGE youthChristy L. Olezeski (she/her) is a child and adolescent clinical psychologist and Associate Professor in the departments of Psychiatry, Pediatrics and the Child Study Center at the Yale School of Medicine. She is also the co-founder and director of the Yale Pediatric Gender Program, an interdisciplinary program serving transgender and gender diverse individuals 3-25 and their families throughout the state of Connecticut and in 7 outside states. Along with providing comprehensive clinical care for transgender and gender diverse youth, Dr. Olezeski engages in mentorship, education and research. She is passionate about advocating for the rights of transgender youth, and the liberation of all individuals. Dr. Olezeski has been fortunate to mentor learners in the departments of Psychiatry, Divinity School, School of Public Health and the Child Study Center. She was the recipient of the Outstanding Supervisor Award and Chairman’s Award in the Department of Psychiatry in 2022 and was awarded the Community Partnership Award from the Connecticut Psychological Association in 2024.Dr. Nicolas Meade (he/they) is a child and adolescent trauma psychologist and serves as an Assistant Professor in the Department of Psychiatry at Yale School of Medicine. He is an attending psychologist for the Yale Gender Program, contributing to an interdisciplinary team that delivers comprehensive, evidence-based healthcare for transgender and gender-expansive youth and their families. Dr. Meade is a firm believer in the importance of community in fostering healing and is dedicated to providing culturally humble, collaborative care to all their patients. Advocacy is a fundamental principle for Dr. Meade, and he integrates this commitment into his research, supervision, and teaching practices. |
25.00 |
04/14/2025 |
05/19/2025 |
17 |
|
Hope, History & Healing: Trauma Therapy with Transgender & Gender Expansive Youth & Emerging Adults() |
Learning objectives:1. Discuss the impact of continued anti-trans rhetoric on TGE individuals2. Recognize the historical context of erasure and the power of queer and trans individuals to create and sustain hope3. Outline how EBPs can be adapted for TGE individuals to better support them in the current socio-political context4. List 5 ways psychologists can advocate for change to support TGE youthChristy L. Olezeski (she/her) is a child and adolescent clinical psychologist and Associate Professor in the departments of Psychiatry, Pediatrics and the Child Study Center at the Yale School of Medicine. She is also the co-founder and director of the Yale Pediatric Gender Program, an interdisciplinary program serving transgender and gender diverse individuals 3-25 and their families throughout the state of Connecticut and in 7 outside states. Along with providing comprehensive clinical care for transgender and gender diverse youth, Dr. Olezeski engages in mentorship, education and research. She is passionate about advocating for the rights of transgender youth, and the liberation of all individuals. Dr. Olezeski has been fortunate to mentor learners in the departments of Psychiatry, Divinity School, School of Public Health and the Child Study Center. She was the recipient of the Outstanding Supervisor Award and Chairman’s Award in the Department of Psychiatry in 2022 and was awarded the Community Partnership Award from the Connecticut Psychological Association in 2024.Dr. Nicolas Meade (he/they) is a child and adolescent trauma psychologist and serves as an Assistant Professor in the Department of Psychiatry at Yale School of Medicine. He is an attending psychologist for the Yale Gender Program, contributing to an interdisciplinary team that delivers comprehensive, evidence-based healthcare for transgender and gender-expansive youth and their families. Dr. Meade is a firm believer in the importance of community in fostering healing and is dedicated to providing culturally humble, collaborative care to all their patients. Advocacy is a fundamental principle for Dr. Meade, and he integrates this commitment into his research, supervision, and teaching practices. |
5.00 |
04/14/2025 |
05/19/2025 |
15 |
|
Hope, History & Healing: Trauma Therapy with Transgender & Gender Expansive Youth & Emerging Adults() |
Learning objectives:1. Discuss the impact of continued anti-trans rhetoric on TGE individuals2. Recognize the historical context of erasure and the power of queer and trans individuals to create and sustain hope3. Outline how EBPs can be adapted for TGE individuals to better support them in the current socio-political context4. List 5 ways psychologists can advocate for change to support TGE youthChristy L. Olezeski (she/her) is a child and adolescent clinical psychologist and Associate Professor in the departments of Psychiatry, Pediatrics and the Child Study Center at the Yale School of Medicine. She is also the co-founder and director of the Yale Pediatric Gender Program, an interdisciplinary program serving transgender and gender diverse individuals 3-25 and their families throughout the state of Connecticut and in 7 outside states. Along with providing comprehensive clinical care for transgender and gender diverse youth, Dr. Olezeski engages in mentorship, education and research. She is passionate about advocating for the rights of transgender youth, and the liberation of all individuals. Dr. Olezeski has been fortunate to mentor learners in the departments of Psychiatry, Divinity School, School of Public Health and the Child Study Center. She was the recipient of the Outstanding Supervisor Award and Chairman’s Award in the Department of Psychiatry in 2022 and was awarded the Community Partnership Award from the Connecticut Psychological Association in 2024.Dr. Nicolas Meade (he/they) is a child and adolescent trauma psychologist and serves as an Assistant Professor in the Department of Psychiatry at Yale School of Medicine. He is an attending psychologist for the Yale Gender Program, contributing to an interdisciplinary team that delivers comprehensive, evidence-based healthcare for transgender and gender-expansive youth and their families. Dr. Meade is a firm believer in the importance of community in fostering healing and is dedicated to providing culturally humble, collaborative care to all their patients. Advocacy is a fundamental principle for Dr. Meade, and he integrates this commitment into his research, supervision, and teaching practices. |
0.00 |
04/14/2025 |
05/19/2025 |
18 |
|
Professional Practice Guidelines for Working with Adults with Complex Trauma Histories (NO CE)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_GFX3LNtbRq2Y4byI0WMkrQLearning objectives:1.Define "complexity" of trauma history as dimensional2. Describe the rationale and application of 7 principles of Working with Adults with Complex Trauma Histories3. Review additional considerations including those pertaining to Education, Training, and Professional Development, Equity, Diversity, and Inclusion (EDI), and Self-monitoring and Self-carePaul Frewen, Ph.D. is an Associate Professor of Psychology, Psychiatry and Neuroscience at Western University, Canada. He is a Past Chair of the Traumatic Stress Division of the Canadian Psychological Association (CPA), and immediate Past Chair of the Practice Committee of the American Psychological Association (APA) Trauma Psychology Division 56, and received early career awards from both divisions. He Co-Chaired with Dr. Courtois, the development of the Professional Practice Guidelines for Working with Adults with Complex Trauma Histories in 2024, and co-authored (with Dr. Lanius) the book, "Healing the Traumatized Self", in 2015. He has authored of 140 peer-reviewed journal articles on trauma psychology and related topics, and is a practicing trauma psychologist in London, Ontario, Canada.Christine A. Courtois, PhD, ABPP is a board-certified counseling psychologist who retired from 35 years in clinical practice in Washington, DC, and is now located in Bethany Beach, DE, working part-time as an author and consultant/trainer on trauma psychology and treatment. She continues to edit and write books on trauma responses and treatment. She has coauthored Posttraumatic Stress Disorder with Dr. Julian Ford and others; with Dr. Ford, she has co-authored a book on the treatment of complex trauma and co-edited two books on approaches to the treatment of complex trauma in adults and children/adolescents.American Psychological Association (APA). (2017). Clinical practice guidelines for the treatment of PTSD in Adults. Washington, DC: Author.American Psychological Association (2024). Guidelines for working with adults with complex trauma histories. Retrieved from https://www.apa.org/practice/guidelines/adults-complex-trauma-histories.pdfBufka, L., Wright, C. V., & Halfond, R. (Eds.). (2020). Casebook to the APA Clinical Practice Guideline for the Treatment of PTSD. American Psychological Association.Courtois, C. A., & Brown, L. S. (2019). Guideline orthodoxy and resulting limitations of the American Psychological Association Treatment Guideline for PTSD in Adults. Psychotherapy, 56(3), 329-339.Norcross, J. C., & Wampold, B. E. (2019). Relationships and responsiveness in the psychological treatment of trauma: The tragedy of the APA Clinical Practice Guideline. Psychotherapy, 56(3), pp. 391-399. |
0.00 |
05/12/2025 |
06/13/2025 |
18 |
|
Professional Practice Guidelines for Working with Adults with Complex Trauma Histories (Member)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_GFX3LNtbRq2Y4byI0WMkrQLearning objectives:1.Define "complexity" of trauma history as dimensional2. Describe the rationale and application of 7 principles of Working with Adults with Complex Trauma Histories3. Review additional considerations including those pertaining to Education, Training, and Professional Development, Equity, Diversity, and Inclusion (EDI), and Self-monitoring and Self-carePaul Frewen, Ph.D. is an Associate Professor of Psychology, Psychiatry and Neuroscience at Western University, Canada. He is a Past Chair of the Traumatic Stress Division of the Canadian Psychological Association (CPA), and immediate Past Chair of the Practice Committee of the American Psychological Association (APA) Trauma Psychology Division 56, and received early career awards from both divisions. He Co-Chaired with Dr. Courtois, the development of the Professional Practice Guidelines for Working with Adults with Complex Trauma Histories in 2024, and co-authored (with Dr. Lanius) the book, "Healing the Traumatized Self", in 2015. He has authored of 140 peer-reviewed journal articles on trauma psychology and related topics, and is a practicing trauma psychologist in London, Ontario, Canada.Christine A. Courtois, PhD, ABPP is a board-certified counseling psychologist who retired from 35 years in clinical practice in Washington, DC, and is now located in Bethany Beach, DE, working part-time as an author and consultant/trainer on trauma psychology and treatment. She continues to edit and write books on trauma responses and treatment. She has coauthored Posttraumatic Stress Disorder with Dr. Julian Ford and others; with Dr. Ford, she has co-authored a book on the treatment of complex trauma and co-edited two books on approaches to the treatment of complex trauma in adults and children/adolescents.American Psychological Association (APA). (2017). Clinical practice guidelines for the treatment of PTSD in Adults. Washington, DC: Author.American Psychological Association (2024). Guidelines for working with adults with complex trauma histories. Retrieved from https://www.apa.org/practice/guidelines/adults-complex-trauma-histories.pdfBufka, L., Wright, C. V., & Halfond, R. (Eds.). (2020). Casebook to the APA Clinical Practice Guideline for the Treatment of PTSD. American Psychological Association.Courtois, C. A., & Brown, L. S. (2019). Guideline orthodoxy and resulting limitations of the American Psychological Association Treatment Guideline for PTSD in Adults. Psychotherapy, 56(3), 329-339.Norcross, J. C., & Wampold, B. E. (2019). Relationships and responsiveness in the psychological treatment of trauma: The tragedy of the APA Clinical Practice Guideline. Psychotherapy, 56(3), pp. 391-399. |
15.00 |
05/12/2025 |
06/19/2025 |
16 |
|
Professional Practice Guidelines for Working with Adults with Complex Trauma Histories (Student)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_GFX3LNtbRq2Y4byI0WMkrQLearning objectives:1.Define "complexity" of trauma history as dimensional2. Describe the rationale and application of 7 principles of Working with Adults with Complex Trauma Histories3. Review additional considerations including those pertaining to Education, Training, and Professional Development, Equity, Diversity, and Inclusion (EDI), and Self-monitoring and Self-carePaul Frewen, Ph.D. is an Associate Professor of Psychology, Psychiatry and Neuroscience at Western University, Canada. He is a Past Chair of the Traumatic Stress Division of the Canadian Psychological Association (CPA), and immediate Past Chair of the Practice Committee of the American Psychological Association (APA) Trauma Psychology Division 56, and received early career awards from both divisions. He Co-Chaired with Dr. Courtois, the development of the Professional Practice Guidelines for Working with Adults with Complex Trauma Histories in 2024, and co-authored (with Dr. Lanius) the book, "Healing the Traumatized Self", in 2015. He has authored of 140 peer-reviewed journal articles on trauma psychology and related topics, and is a practicing trauma psychologist in London, Ontario, Canada.Christine A. Courtois, PhD, ABPP is a board-certified counseling psychologist who retired from 35 years in clinical practice in Washington, DC, and is now located in Bethany Beach, DE, working part-time as an author and consultant/trainer on trauma psychology and treatment. She continues to edit and write books on trauma responses and treatment. She has coauthored Posttraumatic Stress Disorder with Dr. Julian Ford and others; with Dr. Ford, she has co-authored a book on the treatment of complex trauma and co-edited two books on approaches to the treatment of complex trauma in adults and children/adolescents.American Psychological Association (APA). (2017). Clinical practice guidelines for the treatment of PTSD in Adults. Washington, DC: Author.American Psychological Association (2024). Guidelines for working with adults with complex trauma histories. Retrieved from https://www.apa.org/practice/guidelines/adults-complex-trauma-histories.pdfBufka, L., Wright, C. V., & Halfond, R. (Eds.). (2020). Casebook to the APA Clinical Practice Guideline for the Treatment of PTSD. American Psychological Association.Courtois, C. A., & Brown, L. S. (2019). Guideline orthodoxy and resulting limitations of the American Psychological Association Treatment Guideline for PTSD in Adults. Psychotherapy, 56(3), 329-339.Norcross, J. C., & Wampold, B. E. (2019). Relationships and responsiveness in the psychological treatment of trauma: The tragedy of the APA Clinical Practice Guideline. Psychotherapy, 56(3), pp. 391-399. |
5.00 |
05/12/2025 |
06/13/2025 |
15 |
|
Professional Practice Guidelines for Working with Adults with Complex Trauma Histories (Non-member)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_GFX3LNtbRq2Y4byI0WMkrQLearning objectives:1.Define "complexity" of trauma history as dimensional2. Describe the rationale and application of 7 principles of Working with Adults with Complex Trauma Histories3. Review additional considerations including those pertaining to Education, Training, and Professional Development, Equity, Diversity, and Inclusion (EDI), and Self-monitoring and Self-carePaul Frewen, Ph.D. is an Associate Professor of Psychology, Psychiatry and Neuroscience at Western University, Canada. He is a Past Chair of the Traumatic Stress Division of the Canadian Psychological Association (CPA), and immediate Past Chair of the Practice Committee of the American Psychological Association (APA) Trauma Psychology Division 56, and received early career awards from both divisions. He Co-Chaired with Dr. Courtois, the development of the Professional Practice Guidelines for Working with Adults with Complex Trauma Histories in 2024, and co-authored (with Dr. Lanius) the book, "Healing the Traumatized Self", in 2015. He has authored of 140 peer-reviewed journal articles on trauma psychology and related topics, and is a practicing trauma psychologist in London, Ontario, Canada.Christine A. Courtois, PhD, ABPP is a board-certified counseling psychologist who retired from 35 years in clinical practice in Washington, DC, and is now located in Bethany Beach, DE, working part-time as an author and consultant/trainer on trauma psychology and treatment. She continues to edit and write books on trauma responses and treatment. She has coauthored Posttraumatic Stress Disorder with Dr. Julian Ford and others; with Dr. Ford, she has co-authored a book on the treatment of complex trauma and co-edited two books on approaches to the treatment of complex trauma in adults and children/adolescents.American Psychological Association (APA). (2017). Clinical practice guidelines for the treatment of PTSD in Adults. Washington, DC: Author.American Psychological Association (2024). Guidelines for working with adults with complex trauma histories. Retrieved from https://www.apa.org/practice/guidelines/adults-complex-trauma-histories.pdfBufka, L., Wright, C. V., & Halfond, R. (Eds.). (2020). Casebook to the APA Clinical Practice Guideline for the Treatment of PTSD. American Psychological Association.Courtois, C. A., & Brown, L. S. (2019). Guideline orthodoxy and resulting limitations of the American Psychological Association Treatment Guideline for PTSD in Adults. Psychotherapy, 56(3), 329-339.Norcross, J. C., & Wampold, B. E. (2019). Relationships and responsiveness in the psychological treatment of trauma: The tragedy of the APA Clinical Practice Guideline. Psychotherapy, 56(3), pp. 391-399. |
25.00 |
05/12/2025 |
06/13/2025 |
17 |
|
DIV 56 Practice Committee Fireside Chat May 15, 2025() |
Learning objectives:Articulate the differences between clinical and professional practice guidelines.Summarize the new professional practice guidelines in their practice with trauma survivors.Identify the first and second-line psychotherapies for adult posttraumatic stress disorder (PTSD) according to the 2025 APA CPG for adult PTSD.Speakers:Lenore WalkerRobin McLeodPaul FrewenChristine Courtois Nnamdi Pole |
0.00 |
05/15/2025 |
05/15/2025 |
16 |
 |
Treating Insomnia in Patients with PTSD: You Don't Have to Wait! (Member)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_Lc3gK_hSR5S3mxJTXtN2AALearning objectives:1. Describe the state of research on treating comorbid PTSD and insomnia2. Identify at least two ways the diagnosis of PTSD may influence case conceptualization3. Identify the core components of CBT for insomniaElissa McCarthy Ph.D. is a clinical psychologist who specializes in the assessment and treatment of PTSD and insomnia. Dr. McCarthy’s primary role in VHA is serving as a consultant for the National Center for PTSD Consultation Program. Additionally, she continues to provide clinical services through the VA Connecticut Healthcare system and is a national lead trainer for the Cognitive Behavioral Therapy for Insomnia national rollout.Jason DeViva, PhD, is co-director of the VA Connecticut Health Care System PTSD Clinical Team and a regional PTSD mentor. He is the VA Connecticut military sexual trauma coordinator and regional MST point of contact. He is a national lead trainer for VA’s dissemination of CBT for insomnia and a local trainer and consultant in the dissemination of cognitive processing therapy for PTSD. He is an associate professor of psychiatry of the Yale School of Medicine.DeViva, J.C., McCarthy, E., Santoro, G., Bieu, R.K., Rinaldi, A.R., Gehrman, P., & Kulas, J.F. (2018). Group cognitive-behavioral therapy for insomnia delivered to veterans with PTSD receiving residential treatment is associated with improvements in sleep independent of changes in PTSD. Traumatology, 24, 293-300.DeViva, J.C., Rosen, M.I., Cooney, N.L., & Black, A.C. (2020). Ecological momentary assessment of sleep and PTSD symptoms in a Veteran sample. Psychological Trauma: Theory, Research, Practice, and Policy (12), 186-192.El-Solh, A.A., O’Brien, N., Akinnusi, M., Patel, S., Vanguru, L, & Wijewardena, C. (2019). Predictors of cognitive behavioral therapy outcomes for insomnia in veterans with posttraumatic stress disorder. Sleep and Breathing, 23, 635-643. https://doi.org/10.1007/s11325-019-01840-4Georgescu, M., Fischer, I., Baydoun, M., McCarthy, E., DeViva, J., & Pietrzak, R. (2024). Posttraumatic stress disorder and insomnia in US military veterans: prevalence, correlates, and mental health burden. Journal of Sleep Research. doi: 10.1111/jsr.14269.McCarthy, E., DeViva, J.C., Norman, S.B., Southwick, S.M., & Pietrzak, R.H. (2019). Self-assessed sleep quality partially mediates the relationship between PTSD symptoms and functioning and quality of life in U.S. veterans: Results from the National Health and Resilience in Veterans Study. Psychological Trauma: Theory, Research, Practice, and Policy (11), 869-876. |
15.00 |
06/09/2025 |
08/29/2025 |
16 |
 |
Treating Insomnia in Patients with PTSD: You Don't Have to Wait! Free (No CE)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_Lc3gK_hSR5S3mxJTXtN2AALearning objectives:1. Describe the state of research on treating comorbid PTSD and insomnia2. Identify at least two ways the diagnosis of PTSD may influence case conceptualization3. Identify the core components of CBT for insomniaElissa McCarthy Ph.D. is a clinical psychologist who specializes in the assessment and treatment of PTSD and insomnia. Dr. McCarthy’s primary role in VHA is serving as a consultant for the National Center for PTSD Consultation Program. Additionally, she continues to provide clinical services through the VA Connecticut Healthcare system and is a national lead trainer for the Cognitive Behavioral Therapy for Insomnia national rollout.Jason DeViva, PhD, is co-director of the VA Connecticut Health Care System PTSD Clinical Team and a regional PTSD mentor. He is the VA Connecticut military sexual trauma coordinator and regional MST point of contact. He is a national lead trainer for VA’s dissemination of CBT for insomnia and a local trainer and consultant in the dissemination of cognitive processing therapy for PTSD. He is an associate professor of psychiatry of the Yale School of Medicine.DeViva, J.C., McCarthy, E., Santoro, G., Bieu, R.K., Rinaldi, A.R., Gehrman, P., & Kulas, J.F. (2018). Group cognitive-behavioral therapy for insomnia delivered to veterans with PTSD receiving residential treatment is associated with improvements in sleep independent of changes in PTSD. Traumatology, 24, 293-300.DeViva, J.C., Rosen, M.I., Cooney, N.L., & Black, A.C. (2020). Ecological momentary assessment of sleep and PTSD symptoms in a Veteran sample. Psychological Trauma: Theory, Research, Practice, and Policy (12), 186-192.El-Solh, A.A., O’Brien, N., Akinnusi, M., Patel, S., Vanguru, L, & Wijewardena, C. (2019). Predictors of cognitive behavioral therapy outcomes for insomnia in veterans with posttraumatic stress disorder. Sleep and Breathing, 23, 635-643. https://doi.org/10.1007/s11325-019-01840-4Georgescu, M., Fischer, I., Baydoun, M., McCarthy, E., DeViva, J., & Pietrzak, R. (2024). Posttraumatic stress disorder and insomnia in US military veterans: prevalence, correlates, and mental health burden. Journal of Sleep Research. doi: 10.1111/jsr.14269.McCarthy, E., DeViva, J.C., Norman, S.B., Southwick, S.M., & Pietrzak, R.H. (2019). Self-assessed sleep quality partially mediates the relationship between PTSD symptoms and functioning and quality of life in U.S. veterans: Results from the National Health and Resilience in Veterans Study. Psychological Trauma: Theory, Research, Practice, and Policy (11), 869-876. |
0.00 |
06/10/2025 |
08/29/2025 |
18 |
 |
Treating Insomnia in Patients with PTSD: You Don't Have to Wait! (Student)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_Lc3gK_hSR5S3mxJTXtN2AALearning objectives:1. Describe the state of research on treating comorbid PTSD and insomnia2. Identify at least two ways the diagnosis of PTSD may influence case conceptualization3. Identify the core components of CBT for insomniaElissa McCarthy Ph.D. is a clinical psychologist who specializes in the assessment and treatment of PTSD and insomnia. Dr. McCarthy’s primary role in VHA is serving as a consultant for the National Center for PTSD Consultation Program. Additionally, she continues to provide clinical services through the VA Connecticut Healthcare system and is a national lead trainer for the Cognitive Behavioral Therapy for Insomnia national rollout.Jason DeViva, PhD, is co-director of the VA Connecticut Health Care System PTSD Clinical Team and a regional PTSD mentor. He is the VA Connecticut military sexual trauma coordinator and regional MST point of contact. He is a national lead trainer for VA’s dissemination of CBT for insomnia and a local trainer and consultant in the dissemination of cognitive processing therapy for PTSD. He is an associate professor of psychiatry of the Yale School of Medicine.DeViva, J.C., McCarthy, E., Santoro, G., Bieu, R.K., Rinaldi, A.R., Gehrman, P., & Kulas, J.F. (2018). Group cognitive-behavioral therapy for insomnia delivered to veterans with PTSD receiving residential treatment is associated with improvements in sleep independent of changes in PTSD. Traumatology, 24, 293-300.DeViva, J.C., Rosen, M.I., Cooney, N.L., & Black, A.C. (2020). Ecological momentary assessment of sleep and PTSD symptoms in a Veteran sample. Psychological Trauma: Theory, Research, Practice, and Policy (12), 186-192.El-Solh, A.A., O’Brien, N., Akinnusi, M., Patel, S., Vanguru, L, & Wijewardena, C. (2019). Predictors of cognitive behavioral therapy outcomes for insomnia in veterans with posttraumatic stress disorder. Sleep and Breathing, 23, 635-643. https://doi.org/10.1007/s11325-019-01840-4Georgescu, M., Fischer, I., Baydoun, M., McCarthy, E., DeViva, J., & Pietrzak, R. (2024). Posttraumatic stress disorder and insomnia in US military veterans: prevalence, correlates, and mental health burden. Journal of Sleep Research. doi: 10.1111/jsr.14269.McCarthy, E., DeViva, J.C., Norman, S.B., Southwick, S.M., & Pietrzak, R.H. (2019). Self-assessed sleep quality partially mediates the relationship between PTSD symptoms and functioning and quality of life in U.S. veterans: Results from the National Health and Resilience in Veterans Study. Psychological Trauma: Theory, Research, Practice, and Policy (11), 869-876. |
5.00 |
06/10/2025 |
08/29/2025 |
15 |
 |
Treating Insomnia in Patients with PTSD: You Don't Have to Wait! (Non-Member) () |
Zoom link for registration: https://zoom.us/webinar/register/WN_Lc3gK_hSR5S3mxJTXtN2AALearning objectives:1. Describe the state of research on treating comorbid PTSD and insomnia2. Identify at least two ways the diagnosis of PTSD may influence case conceptualization3. Identify the core components of CBT for insomniaElissa McCarthy Ph.D. is a clinical psychologist who specializes in the assessment and treatment of PTSD and insomnia. Dr. McCarthy’s primary role in VHA is serving as a consultant for the National Center for PTSD Consultation Program. Additionally, she continues to provide clinical services through the VA Connecticut Healthcare system and is a national lead trainer for the Cognitive Behavioral Therapy for Insomnia national rollout.Jason DeViva, PhD, is co-director of the VA Connecticut Health Care System PTSD Clinical Team and a regional PTSD mentor. He is the VA Connecticut military sexual trauma coordinator and regional MST point of contact. He is a national lead trainer for VA’s dissemination of CBT for insomnia and a local trainer and consultant in the dissemination of cognitive processing therapy for PTSD. He is an associate professor of psychiatry of the Yale School of Medicine.DeViva, J.C., McCarthy, E., Santoro, G., Bieu, R.K., Rinaldi, A.R., Gehrman, P., & Kulas, J.F. (2018). Group cognitive-behavioral therapy for insomnia delivered to veterans with PTSD receiving residential treatment is associated with improvements in sleep independent of changes in PTSD. Traumatology, 24, 293-300.DeViva, J.C., Rosen, M.I., Cooney, N.L., & Black, A.C. (2020). Ecological momentary assessment of sleep and PTSD symptoms in a Veteran sample. Psychological Trauma: Theory, Research, Practice, and Policy (12), 186-192.El-Solh, A.A., O’Brien, N., Akinnusi, M., Patel, S., Vanguru, L, & Wijewardena, C. (2019). Predictors of cognitive behavioral therapy outcomes for insomnia in veterans with posttraumatic stress disorder. Sleep and Breathing, 23, 635-643. https://doi.org/10.1007/s11325-019-01840-4Georgescu, M., Fischer, I., Baydoun, M., McCarthy, E., DeViva, J., & Pietrzak, R. (2024). Posttraumatic stress disorder and insomnia in US military veterans: prevalence, correlates, and mental health burden. Journal of Sleep Research. doi: 10.1111/jsr.14269.McCarthy, E., DeViva, J.C., Norman, S.B., Southwick, S.M., & Pietrzak, R.H. (2019). Self-assessed sleep quality partially mediates the relationship between PTSD symptoms and functioning and quality of life in U.S. veterans: Results from the National Health and Resilience in Veterans Study. Psychological Trauma: Theory, Research, Practice, and Policy (11), 869-876. |
25.00 |
06/10/2025 |
09/02/2025 |
17 |
 |
Skills for Psychological Recovery or Stress First Aid (Member)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_g6p0vEa4SxasFwdZrmdf5ALearning objectives:1. Identify common stress reactions in those exposed to terrorism and disasters2. Describe the core actions of Skills for Psychological Recovery: Information gathering, Problem Solving, Positive Activities Scheduling, Managing Reactions, Helpful Thinking and Rebuilding Healthy Social Connections3. Identify strategies for engaging in Stress First Aid for self-care and coworker support when working in adverse environmentsPatricia Watson, Ph.D. has been a psychologist for the National Center for PTSD since 1998. Prior to that, she was an active duty Navy psychologist working with adults and children/families for eight years. Her education includes a doctoral degree in clinical psychology, and a postgraduate fellowship in pediatric psychology. She has been involved in extensive science-into-practice translation, intervention development, and program implementation, including:Co-authoring the Psychological First Aid (PFA) Field Guide and the Skills for Psychological Recovery (SPR) Manual, designed to intervene in the immediate and intermediate phases after disasters and terrorism.Co-authoring versions of Stress First Aid self-care/coworker support models for military, law enforcement, forest firefighters, nurses, probation officers, and rail workers, as well as public-facing versions for patients, clients, and families.Co-editing three books on disaster behavioral health interventions, and numerous publications and courses on disaster mental health, combat and operational stress, military culture, early intervention, and resilience. |
15.00 |
07/17/2025 |
08/29/2025 |
16 |
 |
Skills for Psychological Recovery or Stress First Aid (Student)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_g6p0vEa4SxasFwdZrmdf5ALearning objectives:1. Identify common stress reactions in those exposed to terrorism and disasters2. Describe the core actions of Skills for Psychological Recovery: Information gathering, Problem Solving, Positive Activities Scheduling, Managing Reactions, Helpful Thinking and Rebuilding Healthy Social Connections3. Identify strategies for engaging in Stress First Aid for self-care and coworker support when working in adverse environmentsPatricia Watson, Ph.D. has been a psychologist for the National Center for PTSD since 1998. Prior to that, she was an active duty Navy psychologist working with adults and children/families for eight years. Her education includes a doctoral degree in clinical psychology, and a postgraduate fellowship in pediatric psychology. She has been involved in extensive science-into-practice translation, intervention development, and program implementation, including:Co-authoring the Psychological First Aid (PFA) Field Guide and the Skills for Psychological Recovery (SPR) Manual, designed to intervene in the immediate and intermediate phases after disasters and terrorism.Co-authoring versions of Stress First Aid self-care/coworker support models for military, law enforcement, forest firefighters, nurses, probation officers, and rail workers, as well as public-facing versions for patients, clients, and families.Co-editing three books on disaster behavioral health interventions, and numerous publications and courses on disaster mental health, combat and operational stress, military culture, early intervention, and resilience. |
5.00 |
07/17/2025 |
08/29/2025 |
15 |
 |
Skills for Psychological Recovery or Stress First Aid (Non-member)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_g6p0vEa4SxasFwdZrmdf5ALearning objectives:1. Identify common stress reactions in those exposed to terrorism and disasters2. Describe the core actions of Skills for Psychological Recovery: Information gathering, Problem Solving, Positive Activities Scheduling, Managing Reactions, Helpful Thinking and Rebuilding Healthy Social Connections3. Identify strategies for engaging in Stress First Aid for self-care and coworker support when working in adverse environmentsPatricia Watson, Ph.D. has been a psychologist for the National Center for PTSD since 1998. Prior to that, she was an active duty Navy psychologist working with adults and children/families for eight years. Her education includes a doctoral degree in clinical psychology, and a postgraduate fellowship in pediatric psychology. She has been involved in extensive science-into-practice translation, intervention development, and program implementation, including:Co-authoring the Psychological First Aid (PFA) Field Guide and the Skills for Psychological Recovery (SPR) Manual, designed to intervene in the immediate and intermediate phases after disasters and terrorism.Co-authoring versions of Stress First Aid self-care/coworker support models for military, law enforcement, forest firefighters, nurses, probation officers, and rail workers, as well as public-facing versions for patients, clients, and families.Co-editing three books on disaster behavioral health interventions, and numerous publications and courses on disaster mental health, combat and operational stress, military culture, early intervention, and resilience. |
25.00 |
07/17/2025 |
08/29/2025 |
17 |
 |
Skills for Psychological Recovery or Stress First Aid (Free - No CE)() |
Zoom link for registration: https://zoom.us/webinar/register/WN_g6p0vEa4SxasFwdZrmdf5ALearning objectives:1. Identify common stress reactions in those exposed to terrorism and disasters2. Describe the core actions of Skills for Psychological Recovery: Information gathering, Problem Solving, Positive Activities Scheduling, Managing Reactions, Helpful Thinking and Rebuilding Healthy Social Connections3. Identify strategies for engaging in Stress First Aid for self-care and coworker support when working in adverse environmentsPatricia Watson, Ph.D. has been a psychologist for the National Center for PTSD since 1998. Prior to that, she was an active duty Navy psychologist working with adults and children/families for eight years. Her education includes a doctoral degree in clinical psychology, and a postgraduate fellowship in pediatric psychology. She has been involved in extensive science-into-practice translation, intervention development, and program implementation, including:Co-authoring the Psychological First Aid (PFA) Field Guide and the Skills for Psychological Recovery (SPR) Manual, designed to intervene in the immediate and intermediate phases after disasters and terrorism.Co-authoring versions of Stress First Aid self-care/coworker support models for military, law enforcement, forest firefighters, nurses, probation officers, and rail workers, as well as public-facing versions for patients, clients, and families.Co-editing three books on disaster behavioral health interventions, and numerous publications and courses on disaster mental health, combat and operational stress, military culture, early intervention, and resilience. |
0.00 |
07/17/2025 |
08/29/2025 |
18 |
 |
Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence (Free - No CE)() |
Full Title: Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence Seeking Treatment in a Community SettingZoom Link for Registration: https://zoom.us/webinar/register/WN_A6MNmCp5TxuUabboJDpeFQLearning Objectives:Identify the issue of dropout from trauma treatmentDiscuss engagement of patients in evidence-based treatments for traumaExplain how sociodemographic factors may influence the onset and course of trauma treatmentSpeaker:Dr. Bita Ghafoori is a Professor of Counseling Psychology, Department Chair, and Director of the California State University Long Beach (CSULB) Long Beach Trauma Recovery Center. For over 15 years she has studied psychosocial adaptation to crime, violence, and disasters; cultural models of mental illness and service utilization; and the dissemination and implementation of evidence-based practices for delivery of mental health services to trauma exposed adults and underserved populations. She has lectured nationally and internationally on these topics. Citations Used for Presentation:Gonçalves, M., Martinho, G., & Ghafoori, B. (2024). Trauma-focused treatments for victims of interpersonal violence: A comparison of treatment interventions and outcomes. Psychotherapy research: Journal of the Society for Psychotherapy Research, 1–14. Advance online publication. https://doi.org/10.1080/10503307.2024.2353890Bisson, J. I., & Olff, M. (2021). Prevention and treatment of PTSD: the current evidence base. European journal of Psychotraumatology, 12(1), 1824381. https://doi.org/10.1080/20008198.2020.1824381Sciarrino, N. A., Bartlett, B. A., Smith, L. J., Martin, C. E., & Williams, W. (2022). Factors contributing to PTSD treatment dropout in veterans returning from the wars in Iraq and Afghanistan: A systematic review. Psychological services, 19(1), 183–200. https://doi.org/10.1037/ser0000519Ghafoori, B., Matos, M., & Gonçalves, M. (2022). Dropout from evidence-based trauma treatment in a community mental health clinic serving victims of interpersonal violence. Journal of traumatic stress, 35(3), 1025–1041. https://doi.org/10.1002/jts.22811Fly, J., Felix, E., & Ghafoori, B. (2025). Factors Associated with Treatment Duration in a Trauma-Focused Community Mental Health Setting. Behavioral sciences (Basel, Switzerland), 15(7), 944. https://doi.org/10.3390/bs15070944 |
0.00 |
08/14/2025 |
09/15/2025 |
18 |
 |
Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence (Member)() |
Full Title: Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence Seeking Treatment in a Community SettingZoom link for Registration: https://zoom.us/webinar/register/WN_A6MNmCp5TxuUabboJDpeFQLearning Objectives:Identify the issue of dropout from trauma treatmentDiscuss engagement of patients in evidence-based treatments for traumaExplain how sociodemographic factors may influence the onset and course of trauma treatmentSpeaker:Dr. Bita Ghafoori is a Professor of Counseling Psychology, Department Chair, and Director of the California State University Long Beach (CSULB) Long Beach Trauma Recovery Center. For over 15 years she has studied psychosocial adaptation to crime, violence, and disasters; cultural models of mental illness and service utilization; and the dissemination and implementation of evidence-based practices for delivery of mental health services to trauma exposed adults and underserved populations. She has lectured nationally and internationally on these topics. Citations Used for Presentation:Gonçalves, M., Martinho, G., & Ghafoori, B. (2024). Trauma-focused treatments for victims of interpersonal violence: A comparison of treatment interventions and outcomes. Psychotherapy research: Journal of the Society for Psychotherapy Research, 1–14. Advance online publication. https://doi.org/10.1080/10503307.2024.2353890Bisson, J. I., & Olff, M. (2021). Prevention and treatment of PTSD: the current evidence base. European journal of Psychotraumatology, 12(1), 1824381. https://doi.org/10.1080/20008198.2020.1824381Sciarrino, N. A., Bartlett, B. A., Smith, L. J., Martin, C. E., & Williams, W. (2022). Factors contributing to PTSD treatment dropout in veterans returning from the wars in Iraq and Afghanistan: A systematic review. Psychological services, 19(1), 183–200. https://doi.org/10.1037/ser0000519Ghafoori, B., Matos, M., & Gonçalves, M. (2022). Dropout from evidence-based trauma treatment in a community mental health clinic serving victims of interpersonal violence. Journal of traumatic stress, 35(3), 1025–1041. https://doi.org/10.1002/jts.22811Fly, J., Felix, E., & Ghafoori, B. (2025). Factors Associated with Treatment Duration in a Trauma-Focused Community Mental Health Setting. Behavioral sciences (Basel, Switzerland), 15(7), 944. https://doi.org/10.3390/bs15070944 |
15.00 |
08/18/2025 |
09/15/2025 |
16 |
 |
Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence (Student)() |
Full Title: Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence Seeking Treatment in a Community SettingZoom link for Registration: https://zoom.us/webinar/register/WN_A6MNmCp5TxuUabboJDpeFQLearning Objectives:Identify the issue of dropout from trauma treatmentDiscuss engagement of patients in evidence-based treatments for traumaExplain how sociodemographic factors may influence the onset and course of trauma treatmentSpeaker:Dr. Bita Ghafoori is a Professor of Counseling Psychology, Department Chair, and Director of the California State University Long Beach (CSULB) Long Beach Trauma Recovery Center. For over 15 years she has studied psychosocial adaptation to crime, violence, and disasters; cultural models of mental illness and service utilization; and the dissemination and implementation of evidence-based practices for delivery of mental health services to trauma exposed adults and underserved populations. She has lectured nationally and internationally on these topics. Citations Used for Presentation:Gonçalves, M., Martinho, G., & Ghafoori, B. (2024). Trauma-focused treatments for victims of interpersonal violence: A comparison of treatment interventions and outcomes. Psychotherapy research: Journal of the Society for Psychotherapy Research, 1–14. Advance online publication. https://doi.org/10.1080/10503307.2024.2353890Bisson, J. I., & Olff, M. (2021). Prevention and treatment of PTSD: the current evidence base. European journal of Psychotraumatology, 12(1), 1824381. https://doi.org/10.1080/20008198.2020.1824381Sciarrino, N. A., Bartlett, B. A., Smith, L. J., Martin, C. E., & Williams, W. (2022). Factors contributing to PTSD treatment dropout in veterans returning from the wars in Iraq and Afghanistan: A systematic review. Psychological services, 19(1), 183–200. https://doi.org/10.1037/ser0000519Ghafoori, B., Matos, M., & Gonçalves, M. (2022). Dropout from evidence-based trauma treatment in a community mental health clinic serving victims of interpersonal violence. Journal of traumatic stress, 35(3), 1025–1041. https://doi.org/10.1002/jts.22811Fly, J., Felix, E., & Ghafoori, B. (2025). Factors Associated with Treatment Duration in a Trauma-Focused Community Mental Health Setting. Behavioral sciences (Basel, Switzerland), 15(7), 944. https://doi.org/10.3390/bs15070944 |
5.00 |
08/18/2025 |
09/15/2025 |
15 |
 |
Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence (Non-member)() |
Full Title: Initiation, Treatment Engagement, and Dropout Among Diverse Victims of Violence Seeking Treatment in a Community SettingZoom link for Registration: https://zoom.us/webinar/register/WN_A6MNmCp5TxuUabboJDpeFQLearning objectives:Identify the issue of dropout from trauma treatmentDiscuss engagement of patients in evidence-based treatments for traumaExplain how sociodemographic factors may influence the onset and course of trauma treatmentSpeaker:Dr. Bita Ghafoori is a Professor of Counseling Psychology, Department Chair, and Director of the California State University Long Beach (CSULB) Long Beach Trauma Recovery Center. For over 15 years she has studied psychosocial adaptation to crime, violence, and disasters; cultural models of mental illness and service utilization; and the dissemination and implementation of evidence-based practices for delivery of mental health services to trauma exposed adults and underserved populations. She has lectured nationally and internationally on these topics. Citations Used for Presentation:Gonçalves, M., Martinho, G., & Ghafoori, B. (2024). Trauma-focused treatments for victims of interpersonal violence: A comparison of treatment interventions and outcomes. Psychotherapy research: Journal of the Society for Psychotherapy Research, 1–14. Advance online publication. https://doi.org/10.1080/10503307.2024.2353890Bisson, J. I., & Olff, M. (2021). Prevention and treatment of PTSD: the current evidence base. European journal of Psychotraumatology, 12(1), 1824381. https://doi.org/10.1080/20008198.2020.1824381Sciarrino, N. A., Bartlett, B. A., Smith, L. J., Martin, C. E., & Williams, W. (2022). Factors contributing to PTSD treatment dropout in veterans returning from the wars in Iraq and Afghanistan: A systematic review. Psychological services, 19(1), 183–200. https://doi.org/10.1037/ser0000519Ghafoori, B., Matos, M., & Gonçalves, M. (2022). Dropout from evidence-based trauma treatment in a community mental health clinic serving victims of interpersonal violence. Journal of traumatic stress, 35(3), 1025–1041. https://doi.org/10.1002/jts.22811Fly, J., Felix, E., & Ghafoori, B. (2025). Factors Associated with Treatment Duration in a Trauma-Focused Community Mental Health Setting. Behavioral sciences (Basel, Switzerland), 15(7), 944. https://doi.org/10.3390/bs15070944 |
25.00 |
08/18/2025 |
09/15/2025 |
17 |
|
Written Exposure Therapy for PTSD: An Overview of the Treatment & Research (Free - No CE)() |
Full Title: Written Exposure Therapy for PTSD: An Overview of the Treatment and Research Supporting its Efficacy and EffectivenessZoom Link for Registration: https://zoom.us/webinar/register/WN_Tq4s3C9gTr283L0ols8dDgLearning Objectives:Explain barriers to implementing first-line PTSD treatment approachesIdentify critical elements of written exposure therapyDescribe the efficacy data for written exposure therapySpeaker:Denise M. Sloan, Ph.D. is a clinical psychologist who is an expert on psychosocial interventions for traumatic stress disorders. Dr. Sloan developed Written Exposure Therapy and regularly trains therapists in the delivery of the treatment. She has published over 150 scientific articles. Dr. Sloan is pat Editor of Behavior Therapy and current Editor of Journal of Traumatic Stress. She has received several awards including Outstanding Scientific Achievements from ISTSS and Outstanding Contributions to Clinical Psychology from Society for Clinical Psychology.Citations Used for Presentation: |
0.00 |
09/12/2025 |
09/15/2025 |
18 |
|
Written Exposure Therapy for PTSD: An Overview of the Treatment & Research (Member - $15)() |
Full Title: Written Exposure Therapy for PTSD: An Overview of the Treatment and Research Supporting its Efficacy and EffectivenessZoom Link for Registration: https://zoom.us/webinar/register/WN_Tq4s3C9gTr283L0ols8dDgLearning Objectives:Explain barriers to implementing first-line PTSD treatment approachesIdentify critical elements of written exposure therapyDescribe the efficacy data for written exposure therapySpeaker:Denise M. Sloan, Ph.D. is a clinical psychologist who is an expert on psychosocial interventions for traumatic stress disorders. Dr. Sloan developed Written Exposure Therapy and regularly trains therapists in the delivery of the treatment. She has published over 150 scientific articles. Dr. Sloan is pat Editor of Behavior Therapy and current Editor of Journal of Traumatic Stress. She has received several awards including Outstanding Scientific Achievements from ISTSS and Outstanding Contributions to Clinical Psychology from Society for Clinical Psychology.Citations Used for Presentation: |
15.00 |
09/15/2025 |
09/15/2025 |
16 |
|
Written Exposure Therapy for PTSD: An Overview of the Treatment & Research (Non-Member - $25)() |
Full Title: Written Exposure Therapy for PTSD: An Overview of the Treatment and Research Supporting its Efficacy and EffectivenessZoom Link for Registration: https://zoom.us/webinar/register/WN_Tq4s3C9gTr283L0ols8dDgLearning Objectives:Explain barriers to implementing first-line PTSD treatment approachesIdentify critical elements of written exposure therapyDescribe the efficacy data for written exposure therapySpeaker:Denise M. Sloan, Ph.D. is a clinical psychologist who is an expert on psychosocial interventions for traumatic stress disorders. Dr. Sloan developed Written Exposure Therapy and regularly trains therapists in the delivery of the treatment. She has published over 150 scientific articles. Dr. Sloan is pat Editor of Behavior Therapy and current Editor of Journal of Traumatic Stress. She has received several awards including Outstanding Scientific Achievements from ISTSS and Outstanding Contributions to Clinical Psychology from Society for Clinical Psychology.Citations Used for Presentation: |
25.00 |
09/15/2025 |
09/15/2025 |
17 |
|
Written Exposure Therapy for PTSD: An Overview of the Treatment & Research (Student Member - $5)() |
Full Title: Written Exposure Therapy for PTSD: An Overview of the Treatment and Research Supporting its Efficacy and EffectivenessZoom Link for Registration: https://zoom.us/webinar/register/WN_Tq4s3C9gTr283L0ols8dDgLearning Objectives:Explain barriers to implementing first-line PTSD treatment approachesIdentify critical elements of written exposure therapyDescribe the efficacy data for written exposure therapySpeaker:Denise M. Sloan, Ph.D. is a clinical psychologist who is an expert on psychosocial interventions for traumatic stress disorders. Dr. Sloan developed Written Exposure Therapy and regularly trains therapists in the delivery of the treatment. She has published over 150 scientific articles. Dr. Sloan is pat Editor of Behavior Therapy and current Editor of Journal of Traumatic Stress. She has received several awards including Outstanding Scientific Achievements from ISTSS and Outstanding Contributions to Clinical Psychology from Society for Clinical Psychology.Citations Used for Presentation: |
5.00 |
09/15/2025 |
09/15/2025 |
15 |
