Monday, August 25, 8:30 a.m. – 12:00 p.m.
Learning & Supervising the Art of Case Conceptualization, Limit 50
Michael Hastie, Department of State Health Services
Developing a thorough case conceptualization based on developmental, systemic, behavioral, psychodynamic, and psychosocial functioning is key to developing an appropriate treatment plan with realistic, achievable goals and objectives. This workshop uses the “Psychotherapy Case Conceptualization Grid” as a tool to guide the critical thinking process of using a thorough assessment to develop hypotheses about driving forces that support and maintain a given emotional/behavioral presentation in clients. Using the scientific method, these hypotheses then become the basis for developing an appropriate treatment plan with realistic, achievable goals. The workshop incorporates domain assessments similar to the Child & Adolescent Functional Assessment Scale (CAFAS) as well as the Global Assessment of Functioning Scale (GAF) from the DSM IV. This workshop is geared toward teaching the art of case conceptualization to beginning and intermediate clinicians and also toward giving the experienced psychotherapist a clinical supervision tool to use with supervisees in developing practice wisdom skills. This paradigm also focuses on helping the client/family understand underlying/driving forces that maintain undesirable behaviors, and emphasizes a collaborative process of treatment goal setting and progress evaluation.
Monday, August 25, 1:30 p.m. – 5 p.m.
Family Partner Position and Services for Children/Adolescents, Limit 50
Michael Hastie, Sharon Sheldon, Department of State Health Services
This session will discuss Family Partner position and services for children/adolescents with complex Mental Health needs. Topics included:
- What is the purpose of a family partner?
- What skills and knowledge does a family partner need?
- Skills building for family partners (engagement, wraparound, resources)
- Interacting with formal treatment providers
- Dealing with crises and higher-need families
Monday, August 25, 8:30 a.m. – Wednesday, August 27, 5 p.m.
MCOT Training (Mobile Crisis Outreach Team)
American Association of Suicidology (AAS)
NOTE: DSHS is working on sponsoring two MCOT Trainings to be offered prior to the Institute.
Attendees will first review the vision of MCOT and take pre-tests. During the first section of the training, communication skills will be covered including: advanced communication skills; non-violent, verbal and non-verbal interventions in response to aggressive behavior and various crisis situations; risk factors: observing and responding to identified risk; safety training for crisis workers; mandated reporting; and confidentiality (What is appropriate and not appropriate to disclose to support system). During the second section of the training, crisis assessment will be covered, including: screening and evaluation; safety assessment/lethality assessment; psychosocial assessment; substance use assessment; COPSD assessment; physical health assessment; and abuse, violence, and trauma assessment (including family violence). Time will also be spent discussing crisis Intervention specifically for adults and then for children and adolescents. The training will also include extensive role playing.
Monday, August 25, 8:30 a.m. – Wednesday, August 27, 5:00 p.m.
Women’s Training - Seeking Safety: Therapy for PTSD and Substance Abuse
Kay M. Johnson, LICSW, St. Luke’s-Roosevelt Hospital Crime Victims Treatment Center, New York City
The goal of this presentation is to describe Seeking Safety, an evidence-based model for trauma and/or substance abuse. Seeking Safety offers 25 treatment topics to help clients attain greater safety in their lives. Topics are cognitive, behavioral, and interpersonal, with a focus on psychoeducation and coping skills. Examples of topics are Honesty, Creating Meaning, Setting Boundaries in Relationships, Getting Others to Support Your Recovery, Compassion, and Asking for Help. The model is present-focused, integrated (addresses both trauma and substance abuse at the same time), and designed for flexible use (group or individual format; men or women; diverse settings and clients; any clinician; and all types of trauma and substances). Topics can be done in any order, and the treatment can be done in few or many sessions. Seeking Safety strives to build hope through emphasis on ideals. It uses engaging language and creative exercises, attends to clinician processes (e.g., self-care), and offers concrete strategies that are believed essential for this population. In the presentation, we will discuss general principles of trauma/substance abuse treatment, implementation of Seeking Safety, and scientific evidence. Specific treatment interventions will be demonstrated. Handouts include assessment tools, community resources, and clinical tools for use in sessions with clients.
Wednesday Lab: The goal of this workshop is to explore Seeking Safety implementation. It is assumed that participants have already attended a prior initial training on Seeking Safety or have implemented the model in their setting. We will address topics such as adaptation of the model, ways to make it as effective as possible, how to supervise others on it, how to use a fidelity scale, and how to combine it with trauma processing treatments. If desired, one or more participants can conduct a role-play of a Seeking Safety session in front of the group and receive feedback. We will also discuss general issues that arise in the treatment of trauma, substance abuse, and co-occurring disorders. The workshop will be highly clinically-oriented, interactive, and allow ample time for questions.
Monday, August 25, 8:30 a.m. – Wednesday, August 26, 12:30 p.m.
Child & Adolescent CBT Protocols for Anxiety Disorders
Dr. Philip C. Kendall, Temple University
Following an overview of the role of cognition in child/adolescent treatment, as well as brief comments about the fact that the emotional reaction of anxiety can be normal, the presentation will consider the features that indicate when anxious arousal and related symptoms meet criteria for disorder. The rational for treating anxiety in youth and the features of the preferred therapist “posture” will be presented. The details of the treatment strategies from among those considered to be empirically-supported (e.g., coping modeling, changing self-talk, exposure tasks, etc.) will be described, and relevant adjustments to the treatments, given diagnostic difficulties and comorbidities, will be presented and discussed. One cognitive-behavioral treatment for anxiety in youth, the Coping cat program, will be described in detail, with opportunities for participants to both role-play sample treatment sessions as well as view illustrative videos of actual treatment sessions. The training will include a detailed description of the computer-assisted version of the Coping cat program (called Camp Cope-A-Lot) and will conclude with a presentation of an overview summary of the research literature (“what we know and what we do not yet know”) about the treatment of anxiety is youth.
Tuesday, August 26, 8:30 a.m. – Friday, August 29, 5 p.m.
Wraparound - Texas Style
DSHS Staff
The four (4) day track guides participants through the DSHS mental health delivery system provided through Local Mental Health Authorities (LMHAs) for children with complex severe emotional disorders and their families. LMHA clinicians and staff, DSHS staff, family members, and system of care communities share essential tools and strategies through; handouts, videos, large and small group exercises, role play, and case studies that enlighten, teach, and enhance individual knowledge necessary in the navigation of children’s mental health service systems. Topics include: Overview of DSHS Children’s MH services, child and family engagement, essentials of the Wraparound Process with individual scenarios, and Family Partner role and functions.
Tuesday, August 26, 1:30 – 5 p.m.
Personality Disorders in Children and Adolescents
Dr. Art Freeman, Governors State University, Illinois
Can personality disorders be diagnosed in children and adolescents? This presentation will describe the theoretical, diagnostic, and treatment issues inherent in using DSM Axis II diagnoses with youth under age 18. At the conclusion of this presentation, participants will be able to:
1) List the DSM diagnostic criteria for using Axis II diagnoses with children and adolescents.
2) Describe 5 reasons for using the Axis II diagnoses with children and adolescents.
3) Describe 5 reasons against using Axis II diagnoses with children and adolescents.
4) Identify contributing factors to the development of personality disorders
Wednesday, August 27, 8:30 a.m. – Thursday, August 28, 5 p.m.
Cognitive Behavior Therapy Training, Limit 60
Christine Reilly, Ph.D., RN, Beck Institute
Dr. Reilly utilizes the cognitive model as an assessment/intervention framework for the enhancement of clinical interactions. Clinicians from all disciplines can improve their understanding of patient concerns and subsequent interventions using the cognitive model. The programs highlight specific tools and intervention strategies for use in challenging clinical situations and addresses issues confronted in daily practice. This workshop includes a didactic presentation incorporating case examples and a role play demonstrating specific assessment/intervention strategies. Examples of issues addressed include anxiety, depression, medical noncompliance, substance abuse, parenting the chronically ill child and disenfranchised grief.
Wednesday, August 27, 8:30 a.m. – 5 p.m.
Crisis Intervention for Children and Adolescents
Dr. Art Freeman, Governors State University, Illinois
Crisis often implies an event or series of events that are unexpected. Crises in children and adolescents are often the result of a series of events and experiences. These events may be perpetrated on the child or be perpetrated by the child. Using the watch-phrase that "Children are often far more disturbing than disturbed," this presentation will discuss and describe a number of childhood disorders and the etiological, diagnostic, conceptual, and treatment issues from a cognitive behavioral perspective.
Wednesday, August 27, 8:30 a.m. – 12:30 p.m.
Advanced Cognitive Therapy for the Suicidal Patient, Limit 30
Dr. Gregory K. Brown, University of Pennsylvania
Gregory K. Brown, Ph.D. is a Research Associate Professor of Clinical Psychology in Psychiatry at the University of Pennsylvania. He currently serves as the Co-Principal Investigator of the Center for the Treatment and Prevention of Suicide (CTPS) at the University of Pennsylvania. His research has focused on developing, evaluating and disseminating targeted, psychotherapy interventions for individuals who are indicated as being at high risk for suicide. Currently, he is investigating the effectiveness of cognitive therapy for adult patients who recently attempted suicide, for adolescent patients with suicide ideation, for patients with substance abuse and recent suicide behavior and for suicidal older men. These clinical trials focus on training therapists and case managers in community mental health, addiction treatment and primary care settings. In addition to his treatment research, Dr. Brown has conducted studies to develop and evaluate assessment measures of risk factors for suicide attempts and completed suicide.
Wednesday, August 27, 1:30 p.m. – Friday, August 29, 5 p.m.
Child & Adolescent CBT Protocols for Trauma Based Disorders, Limit 50
Roy Van Tassell MS, LPC, Oklahoma Family and Children’s Services
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
For Traumatized Children and Adolescents and their Families.
Trauma-Focused Cognitive Behavioral Therapy is one of the 3 intervention protocols selected by the Kauffman Best Practices Project * as an empirically proven model for helping children heal from the impact of abuse and trauma. TF-CBT is also recognized by the Substance Abuse and Mental Health Services Administration (SAMHSA) on their National Registry of Evidenced-Based Programs and Practices (NREPP) website [nrepp.samhsa.gov].
Learning about this cognitive-behavioral model for treatment will include the following objectives:
-Strategies for engaging and intervening with both children and their parents or caregivers.
-Training demonstrations and role-plays,
-Rationale for this treatment approach
-A component-based description of the treatment procedures, suggestions for implementation of each component and suggested resource materials
Thursday, August 28, 8:30 a.m. – Friday, August 29, 5 p.m.
Barkley Defiant Child Parent Training Program, Limit 40
Bill Rae, Texas A&M Counseling and Assessment Clinic
This presentation will train participants in the use of the Barkley Defiant Child and Barkley Defiant Teen parenting programs for use in the clinical setting. This presentation will have both a didactic (lecture) and experiential (role playing) component. After attending the workshop participants will: (1) Be able to develop a therapeutic alliance with clients and learn new ways of improving client motivation, (2) Be able to effectively implement the Barkley Defiant Child and Barkley Defiant Teen parenting programs, (3) Be able to discriminate when to implement parts of the parenting program for each client as needed, and (4) Be able to assess effectiveness of the parent training program for each client.
Friday, August 29, 8:30 a.m. – 5 p.m.
Question, Persuade and Refer (QPR) Suicide Risk Assessment
Laura Czepiel, Jennifer LaBarbera, Department of State Health Services
This training is designed to help both professionals and volunteers who interview, assist, evaluate and counsel potentially suicidal person(s) over the telephone, or in person. Participants will learn how to better assess, intervene and/or refer those detected of being at an elevated risk for suicidal behaviors.
Participants will be introduced to the QPR Suicide Triage document, a standardized risk detection and risk assessment interview protocol that is uniquely designed to gather critical information about a person’s current suicide risk status during a telephone or face to face interaction. Participants will be educated on suicide, its prevalence, clinical risk factors, as well as methodology for the detection, assessment and management of persons at risk for suicide. Participants will also learn how to reduce referral friction by providing a professional precise suicide risk information in a concise and competent manner; educate participants that it is not necessary to have a suicidal person repeat his or her “story” to the person receiving the referral; and, will role play how to reduce immediately, the acute distress, despair and hopelessness being experienced by the suicidal person.