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SWPA 2010 will have 8 Continuing Education Sessions, all of which have
been granted APA approval through the Missouri Psychological
Association (MOPA). MOPA is approved by the American
Psychological Association to offer continuing education for
psychologists. MOPA maintains responsibility for the the
continuing education portion of the SWPA program.
All Continuing Education (CE) Workshops will be in the Addison
Room. The schedule is given below, along with
descriptions of each session.
THURSDAY – April 8
CE1
Insuring Against Insurance:
Practical Steps and Simple Solutions to Keep your Billing
(9:00 – 10:30)
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Troy
Brooks, Ph.D. and Jan Spears, Ph.D.
Many psychologists have heard rumors
regarding investigations and prosecutions of their fellow professionals
for fraudulent billing. However, most psychologists find little
information regarding such activities other than a stray newspaper or
magazine article. This session will provide an overview of billing for
psychologists and discuss how to respond to inquiries from auditors and
investigators. As part of our discussion, we will explore publicized
investigations and criminal trials. In an effort to put these in
perspective, we will also explore the background behind each case.
Understanding the documentation requirements for each insurance
provider is the first step in ensuring that one’s billing is compliant.
It is also the first and most significant step in ensuring that one’s
billing can stand up to review by auditors and investigators. This
session (1.5 hour) will utilize scenarios that will illustrate many of
the difficulties that psychologist face in billing for each type of
insurance including Medicare, Medicaid and private insurance.
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CE2
Multitheoretical Psychotherapy
for Depression: Combining Effective Strategies and Working Interactively
(1:00 – 4:00)
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Jeff Brooks-Harris, Ph.D., Melvin L. Varghese, Camille Hannah Benson,
LeAnne M Shepard, Andrea Kathleen Ryan
Twelve empirically supported
treatments
(ESTs) for depression have been documented without guidelines for
selecting an optimal approach. When multiple ESTs have been recognized
for the same disorder, three possibilities exist. First, a single
treatment can be chosen based on therapist competence. Second, one
optimal treatment can be selected related to client characteristics.
Third, “active ingredients” can be combined from more than one
approach. Multitheoretical Psychotherapy (MTP; Brooks-Harris, 2008)
will be presented as an integrative framework for selecting or
combining ESTs. This workshop will present 25 key strategies drawn from
four theoretical approaches as well as a method for planning
multitheoretical treatment.
Treatment planning for
depression involves four steps. First, a
multidimensional survey is conducted to understand the relationship
between thoughts, actions, feelings, relationships, and biological
symptoms. Second, an interactive focus is established. Third, a
multitheoretical conceptualization is formulated using more than one
clinical hypothesis. Fourth, interventions are chosen from a catalog of
key strategies drawn from ESTs representing different theoretical
approaches. Workshop participants will have an opportunity to practice
parts of this treatment planning protocol after its demonstration.
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FRIDAY – April 9
CE3
Applying Neuroscience to
Psychotherapy: Conceptualization, Intuition, Intervention
(9:00 - 12:00)
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Rowland
Folensbee, Ph.D.
Information from neuroscience
research is
often so complex that the typical psychotherapist gives up trying to
apply it, while the typical neuroscientist has difficulty translating
findings into daily clinical application. Even when clinicians and
trainees have received detailed training regarding specific aspects of
brain function, the ability to apply this knowledge in clinically
relevant ways remains elusive. The goal of this workshop is to provide
attendees with a neuroscience framework within which neurobiology of
clinically relevant brain activity can be applied to day-to-day
psychotherapy and assessment. The presentation will add to clinicians’
knowledge of relevant neuroscience while simultaneously improving
clinicians’ use of neuroscience information they have previously
learned. Using clinical vignettes and applications, the workshop will
review brain development, neural plasticity, affect systems, memory
systems, and cognitive processing systems. A neuropsychologically based
outline will provide an overview of how information is taken in,
processed, and translated into behavior; emphasis will be on the use of
discrete areas of the brain to carry out specific processes. The
concept of neural networks will be used to describe how any given
experience includes processes throughout the brain. The affect system
will be described as a basic assessment and decision-making system that
offers valuable information rather than as a source of being
overwhelmed. The respective roles of implicit and explicit memory
systems in psychotherapy and behavior change will be outlined.
Mechanisms of anxiety operating as a warning system will be integrated
into an overall understanding of how the brain analyzes and responds to
experiences. The neuroscience framework will be applied to integrating
various traditional schools of psychotherapy, and to selecting modes of
intervention within this broad context. The workshop will demonstrate
the value of neuroscience in conceptualizing clients’ issues, improving
therapists’ clinical intuition, increasing empathy, developing clinical
interventions, and talking with clients about issues and interventions.
The workshop will offer clinical examples demonstrating the application
of neuroscience integration to psychological assessment, treatment of
anxiety, treatment of post traumatic stress disorder, and development
of clear, specific goals and objectives during treatment. By the end of
the workshop participants will be able to conceptualize their own
interventions within a neuroscience framework and will be able to
integrate specific neuroscience concepts into their daily psychotherapy
interventions.
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CE4
The Clinical Utility of the ACS
and TFLS: New Measures of Executive Functioning, Premorbid Functioning,
Effort, Daily/ Functional Living Skills, and Social Cognition.
(12:30 - 2:00)
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The Advanced Clinical Solutions (ACS) and the Texas Functional Living
Scale (TFLS) are powerful new tools that increase the clinical utility
and expand the construct coverage of the WAIS®-IV and WMS®-IV.
These flexible tools provide clinicians with the opportunity to select
measures and scoring procedures related to memory, effort, social
cognition, premorbid functioning, and daily/ functional living skills
without much additional effort on the part of the assessor or the
client. Although the ACS and TFLS can provide information on
clients from a wide range of backgrounds, they are particularly useful
with clients in forensic settings, older adults, individuals with
traumatic brain injury, and/or individuals suspected of developmental
disorders such as Autism and Asperger’s. Alexander Quiros will
begin with a discussion of the rationale for the development of the ACS
and TFLS followed by a review of the essential components of both
measures. The presentation will cover the available
subtests, standardization details, ecological validity, and relevant
psychometric properties. Following the overview, case studies
will be used to demonstrate the scoring and interpretation of portions
of the ACS, including use of the computerized scoring. A
particular emphasis will be placed on identifying which components of
the ACS and TFLS may be useful to address specific intake questions.
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CE5
Fundamentals for a Successful and
Ethical Psychology Practice
(2:00 - 5:00)
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Brian
Stagner, Ph.D.
This workshop will
present a synopsis of the decisions that are fundamental to operating
as an independent provider of psychological services. Each of these
decisions involves pragmatic considerations dictated by the current
healthcare and forensic environments and potential ethical pitfalls.
There will be a brief discussion of different business arrangements
(partnerships, leases, employment contracts and third party contracts)
that will highlight questions that all practitioners need to address.
We will review fundamentals of office procedures including forms,
record keeping, electronic media, billing and the all-important office
policy manual. We will discuss how and when to seek outside guidance
from psychology mentors, formal supervision, and business advisors.
This workshop is intended for those who are contemplating starting an
independent psychology practice in the next few years, and for those
who have a very small part-time practice and are interested in
expanding. Objectives: 1) Review different business arrangements for
establishing an ethical practice 2) Review fundamentals of office
procedures (forms, billing, policy manual, records) 3) Discuss how to
assemble a support system for clinical consultants, business guidance,
and personal self-care.
This
workshop will present a synopsis of the decisions that are fundamental
to operating as an independent provider of psychological services. Each
of these decisions involves pragmatic considerations dictated by the
current healthcare and forensic environments and potential ethical
pitfalls. There will be a brief discussion of different business
arrangements (partnerships, leases, employment contracts and third
party contracts) that will highlight questions that all practitioners
need to address. We will review fundamentals of office procedures
including forms, record keeping, electronic media, billing and the
all-important office policy manual. We will discuss how and when to
seek outside guidance from psychology mentors, formal supervision, and
business advisors. This workshop is intended for those who are
contemplating starting an independent psychology practice in the next
few years, and for those who have a very small part-time practice and
are interested in expanding. Objectives: 1) Review different business
arrangements for establishing an ethical practice 2) Review
fundamentals of office procedures (forms, billing, policy manual,
records) 3) Discuss how to assemble a support system for clinical
consultants, business guidance, and personal self-care. |
SATURDAY – April 10
CE6
Autism Evaluations: Techniques
for Interviewing Parents and Discussing the Diagnosis
(8:30
– 10:30)
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Marilyn
Monteiro, Ph.D.
The purpose of this workshop is to
introduce psychologists to a systematic approach to interviewing
parents of children with autism spectrum disorders and discussing the
child’s diagnosis. Psychologists are increasingly faced with the need
to understand the complex behavioral profiles of students with autism
spectrum disorders and to learn the necessary skills to talk with
parents about their child in relation to a diagnosis of an autism
spectrum disorder. The approach to parents taught in this workshop
promotes a positive bond between the parents and the evaluation team.
Participants will learn how to discuss the diagnosis with parents by
emphasizing a detailed description of the child’s behavioral profile
and gaining a consensus with the parents on that description before the
“autism” term is conclusively stated.
Participants will learn how to structure a parent interview that
focuses on encouraging parents to tell their stories about their child
in a conversational style. In addition, participants will learn how to
structure a session with parents to discuss the results of the autism
evaluation in a positive and accessible way.
Workshop participants will learn how to apply the following
skills when interviewing parents: setting a conversational tone for the
interview; structuring questions to elicit nuanced descriptions of the
child’s behavioral profile; creating a collaborative dynamic between
the parents and the evaluation team; gaining information about the
child’s areas of interest to use when evaluating the child; and gaining
an understanding of the parents expectations regarding the evaluation
process.
Workshop participants will learn how to apply the following
skills when discussing the diagnosis with parents: use a visual
framework to explain the child’s behavioral profile in an accessible
and intuitively understandable way; recognize and respect the
non-finite grief process this conversation evokes in parents; use
non-technical but specific language when describing the child’s
individual pattern of developmental differences; emphasize positive
attributes along with areas of challenge; and link the diagnosis to
educational strategies. Cultural differences and how parents from
differing cultures accept an autism diagnosis will be discussed as
well.
Participants will be guided through sample parent interview and
diagnostic feedback sessions. Sample interview questions from the
Monteiro Interview Guidelines for Diagnosing Asperger’s Syndrome
(MIGDAS) will be provided. When and how to include teachers in this
process will also be discussed. Handouts will include practical
suggestions for participants to enhance their parent interview and
diagnostic feedback skills. By the end of the workshop, psychologists
will be equipped with improved knowledge and skills to assist in their
work with parents when diagnosing children suspected of having autism
spectrum disorders. |
CE7
Differential Diagnosis of Mental
Disorders
(11:00 – 12:30)
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Lawrence
Dilks, Ph.D. and Ashley Carroll
The overlap of diagnosis in the
Diagnostic
and Statistical Manuel of Mental Disorders, Fourth Edition, Text
Revision (DSM-IV-TR) is significant, leading to confusion for both
graduate students and professionals. This workshop will review a
diagnostic strategy to help reduce confusion and incorrect diagnosis. A
number of diagnostic areas having a history of confusion will be
addressed and the procedures to differentiate overlapping and
perplexing signs and symptoms explored and discussed. Three specific
areas to be covered include:
1) The differentiation of Bipolar disorder I, II and Mixed from one
another along with Adolescent ADHD and Adolescent Bipolar Disorder.
2) Major Depression (both recurrent and single episode) from Dysthymic
Disorder, and Adjustment Disorder with Depressed Mood.
3) Factitious Disorder from Malingering and Munchausen By Proxy.
If time permits the workshop will conclude with a differential
diagnostic review of the psycho physiological disorders to include
Somatization Disorder, Undifferentiated Somatoform Disorder,
Hypochondriasis and Conversion Disorder with special emphasis on
diagnosis of pseudoseizures.
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CE8
Lessons Learned in Helping
Soldiers Transition
from Injury to New Possibilities
(1:30 – 3:30)
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Todd
Ryska, Ph.D.
A Performance Education Approach to
Healing
The U.S. Army Medical Corps faces the challenge of ensuring that
injured Soldiers deal effectively with their injuries by either
returning to duty or transitioning to a productive and meaningful life
beyond their Army careers. To further this end, the Army Center for
Enhanced Performance (ACEP) provides mental skills training to
Warrior-in-Transition Units (WTUs) as a member of the Army
Comprehensive Transition Care team. This team consists of a variety of
health-care professionals including psychiatrists, psychologists,
social workers, occupational and physical therapists, nurse case
managers, and Army personnel. As part of this team, ACEP specialists
take an educational approach to mental skills training which teaches
injured Soldiers to effectively manage the challenges of the
rehabilitation process, develop powerful self-identities, and consider
new possibilities of an active and meaningful life following their
military careers.
The Mental Skills of Effective Transition
Based on cutting-edge performance psychology research, the ACEP
Performance Education Model is comprised of integrated skills which
together provide Soldiers the mental preparation and strength to
achieve excellence in life. ACEP training provides injured Soldiers the
opportunity to learn, practice, and master the mental and emotional
skills required for successful transition from injury to military duty
or civilian life.
Five mental skills provide the foundation of the ACEP Model.
Building Confidence teaches Soldiers to think and react in deliberate
ways in order to create the energy and optimism required to trust
themselves throughout their rehabilitation. Goal Setting helps Soldiers
develop and implement a systematic approach to plan, advance, and
persevere through the physical and mental challenges of transition.
Attention Control trains Soldiers to determine relevant task cues and
develop and maintain a proper focus despite distractions. Energy
Management helps Soldiers develop the skills to efficiently mobilize
and restore energy required for the transition process. Integrating
Imagery teaches Soldiers to implement multi-sensory mental rehearsal in
order to program the mind and body to perform automatically and
successfully during rehabilitation. Each of these five ACEP lessons
work together to help Soldiers achieve the mental strength required to
make an optimal transition from injury to a meaningful and productive
life.
Presentation Purpose
The purpose of the presentation is to 1) describe the
performance-related obstacles which confront injured Soldiers as they
navigate the transition process, 2) highlight the challenges in
developing improved mental skills among this population, 3) provide
examples of how Soldiers have utilized these mental skills within
varied aspects of their personal and professional lives, 4) relate
'lessons learned' from follow-on individual work with Soldiers, and 5)
provide participants an opportunity to experience selected ACEP
learning tools.
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Upcoming Convention