Convention Workshops

Morning Workshops (See WS #2 for ethics, #1 and #4 for cultural diversity)
Afternoon Workshops (See WS #8 for ethics, #7, #10 and #12 for cultural diversity, #11 for supervision)
Bonus Workshop

MORNING WORKSHOPS

3 CE Credits Each

1. Foundations for Cultural Humility with Trans and Gender NonConforming (TGNC) People

This workshop is now full. 

Randall Ehrbar, Psy.D.

This workshop meets the Maryland licensing requirement for activities designed to enhance competence in the provision of psychological services to culturally diverse populations.

Workshop Level: This workshop is open to all, including students. No prior experience necessary.

This Introductory workshop is based on an affirmative approach to working with TGNC people. We will explore the wide variety of experiences that TGNC people have, including looking at intersectional influences on these experiences. Participants will have the opportunity to explore TGNC issues and how they might treat TGNC people in their practice. This includes identifying barriers to care for TGNC people and ways that participants can help lower barriers. 

This workshop is designed to help you:

  • Discuss the wide variety of experience among TGNC people

  • Assess their own current level of competence in working with TGNC people
  • Discuss intersectional influences on gender and TGNC people
  • Identify barriers to care for TGNC people
 

2. Assessing and Treating Parent-Child Contact Problems (aka Assessment and Treatment with Alienated Children and Their Families)  

Paul Berman, Ph.D. Katherine Killeen, Ph.D., and Ruth Zitner, Psy.D. 

This workshop meets the Maryland licensing requirement for Ethics/Laws/or Risk Management.

Workshop Level: Open to all levels

Children resist and/or refuse contact with a parent after separation/divorce for a myriad of reasons: normal developmental preferences, a parent has been abusive and/or violent, or primarily a child has been exposed to the other’s parent’s negative influence and conduct. This workshop will identify factors which differentiate the cases, appropriate treatment options, and will focus on cases in which a child resists or refuses contact primarily because of an alienation process.

After attending this workshop, attendees will be able to

  • Differentiate the nature and severity of parent/child contact problems; 
  • Identify the appropriate treatments for families with children who resist and/or refuse contact with a parent; 
  • Identify the expected differences between children who resist and/or refuse access with a parent because of estrangement and “alienation.” 

  


3. The Wonderful World of Wilderness Therapy: The What, Why, Who, How & When

Rick Meeves, Ph.D. & David Gold, Ph.D.

Workshop Level: Intermediate to Advanced. No expertise required. 

When outpatient, individual, and or family therapy are rendered ineffective or no longer feasible; when hospitalization is barely enough to stabilize the adolescent or young adult, but have them return to home; the difficult decision to place that adolescent or young adult into a therapeutic wilderness program can be a very effective alternative. Dr. David Gold, a Maryland-based outpatient provider for over 25 years and Dr Rick Meeves, a wilderness therapy practitioner for over 20 years, join forces to present a fast-paced, thorough, and inter-active session on the Wonderful World of Wilderness Therapy. 

This session will utilize lecture, discussion, experiential, and visual means to present the latest advances, methodologies, and research in Outdoor Behavioral Healthcare for adolescents and Young Adults. Participants will also gain practical skills to help assess which clients and families could benefit from placement in a Therapeutic Wilderness program; the benefits of utilizing specialized placement professionals to assist in this challenging process; and how to introduce Wilderness Therapy as a treatment option, proceeding from recommendation, transportation, and parental support, all the way to actual placement. Participants will also learn treatment limitations to populations, profiles, and presenting problems; as well as anticipating and moderating treatment regression, and enhancing transition planning or continued residential aftercare. Current outcome research and research limitations will be presented, as well as progress in securing insurance coverage.

This workshop is designed to help you:

  • Assess when Wilderness Therapy is appropriate and would be effective for their adolescent and young adult clients; as well as describe the benefits, limitations, cost, and necessity of this treatment;
  • Describe how wilderness therapy effectively treats the individual and family; academic performance and life transition, all through building self-awareness, grit/resilience, coping skills, recovery, emotional and relational skills, etc.
  • Demonstrate the ability to assess the need for and present wilderness as an option for families; taking clients from planning, to intake, to fail involvement, to transition out of wilderness.

 

 

4. Intersections: Multiculturalism and Professional Practice with Multiple Minority Populations

This workshop is now full. 

Reginald Nettles, PhD., CGP

This workshop meets the Maryland licensing requirement for activities designed to enhance competence in the provision of psychological services to culturally diverse populations.

Workshop Level: Intermediate, but both beginner and advanced can benefit from this presentation.

 This workshop will describe the many meanings of multiculturalism and key components of multicultural psychology.  Research, practice and training perspectives, illustrating the challenges to health, mental health and well-being of minority and multiple minority populations will be introduced. Minority and multiple minority identities will be defined. Issues involved in treating clients with cultural minority identities, including racial and ethnic minorities, people with disabilities, and sexual minority groups will be discussed. Limitations of traditional multicultural paradigms will be described and a new paradigm, reflecting intersecting minority identities and multiple minority identities will be introduced.  Key concepts, including stigma, privilege, minority stress, marginalization, and micro-aggression will be discussed. Case materials, interactive demonstrations and self-assessment questions for multiple-minority cultural competence will be included.

This workshop is designed to help you:

  • Differentiate between minority and multiple minority identities;
  • Identify relevant guidelines for psychological work with minority and multiple minority populations;
  • Recognize the importance of within group differences in professional work with minority and multiple minority populations;
  • Engage in critical self-assessment of multiple-minority cultural competence;
  • Differentiate between old and new paradigms for multicultural practice.
 


 5. Biopsychosocial Interventions for Depression

Marc Lener, MD  

Workshop Level: Intermediate or Advanced

In the current diagnostic system, the diagnosis of Major Depressive Disorder (MDD) is based on the presence of a combination of specific clinical signs and symptoms. Although this approach may have led to earlier symptom detection in primary care settings where non-psychiatric clinicians commonly make first contact with depressed patients, a diagnostic model based on phenomenology without a firm understanding of underlying pathophysiology has severely limited the ability to design more effective clinical interventions to alleviate depression and prevent relapse.

It is widely accepted that acute and chronic psychological and physiological stress can lead to depression. In an attempt to explain how stress can result in a mental illness syndrome, a “stress-diathesis” (or stress- vulnerability) model of mental illness was proposed by Paul Meehl in the 1960s. The stress-diathesis model posits that individuals who have underlying biological and environmental vulnerabilities to illness will express the disorder if a combination of internal and external factors are present. In patients who experience a depression, subtle abnormalities in brain function may pre-exist the emergence of the depressive syndrome. Furthermore, in a social and evolutionary context, it has been suggested that depression may represent an end-point after repetitive and high intensity stressors in the form of failures of emotionally salient interpersonal attachments or the “failure to yield” in the light of evidence of unattainable outcomes. Therefore, pre-existing vulnerabilities may lead to psychopathology if the patient cannot form an adaptive mechanism to ward off the psychological and physiological impact of stress.

This workshop is designed to help you:

  • Describe the limitations of current diagnostic systems for Major Depressive Disorder (MDD)
  • Appreciate the practical application for a bio-psycho-social model of MDD
  • Familiarize with the current biological theories of depression
  • Identify different biological and psychological interventions for MDD in an individual patient
  • Apply the bio-psycho-social approach to patients with MDD
 

 

6. The Body/Mind Connection: How Sleep, Nutrition and Exercise Impact our Mental Health

Daniel Zimet, Ph.D. & Tim Herzog, MS, Ed.D.

Workshop Level: Beginning 

There is clear and mounting evidence that our health behavior, specifically physical activity, sleep and nutrition, has a substantial impact on mental health.  Yet as clinicians we can struggle to support clients – and ourselves – in making consistent and positive choices.  Large scale studies suggest an epidemic of sedentary behavior, limited and inconsistent sleep patterns, fat, sugar, and low nutritional value eating habits, and increasing rates of many mental illnesses and subclinical distress (e.g., loneliness, low energy).  This workshop will address our current understanding of the impact health behavior has on mental health, with particular attention on how we can best bring clinical attention to this under-estimated treatment modality and improve patient compliance.

This workshop is designed to help you: 

  • Gain an up to date understanding of research findings connecting health behavior to mental health
  • Learn practical and evidence-based techniques for improving client adherence to better health behavior, including the incorporation of simple technology.
  • Develop clinical skills, such as applying principles of motivational interviewing, to support adaptation and adherence to better health habits
  • Acquire ideas for how to function as part of a multi-disciplinary team, working towards holistic enhancement of health and related behaviors
 


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AFTERNOON WORKSHOPS 

3 CE Credits Each

7. Beyond 101: Advanced Applications for Working with Trans and Gender NonConforming People

Randall Ehrbar, Psy.D.

This workshop meets the Maryland licensing requirement for activities designed to enhance competence in the provision of psychological services to culturally diverse populations.

Workshop Level: Intermediate to Advanced. This is for clinicians who have been working the Transgender and Gender NonConforming People.

This workshop is for people who have a comfortable understanding of basic concepts relating to Trans and Gender Nonconforming People and an awareness of the wide range of experiences TGNC people may have. This workshop is specifically geared towards participants who already work with TGNC people or who are preparing themselves to do so. Participants who do not yet work with TGNC people are encouraged to attend the morning Introductory workshop. There will be an opportunity for participants to share some of their own clinical experiences and questions. This workshop will also address different levels of expertise associated with different kinds of work with TGNC people and addressing these issues with TGNC clients.

This workshop is designed to help you:

  • Assess their own current level of competence in working with TGNC people

  • Discuss some ethical issues that can arise specific to the treatment of TGNC people
  • Identify critical elements of facilitating access to gender-affirming medical care for TGNC people

 

 

8. Commonly Asked Questions on Family Law: Focus on Domestic Violence 

Neal J. Meiselman, Esq., Nogah B. Helfant, Esq., and Vincent M. Wills, Esq.

This workshop meets the Maryland licensing requirement for Ethics/Laws/or Risk Management.

Workshop Level: Intermediate to advance level.

What acts are abuse under Maryland law? What acts are abuse of a child (including mental injury of a child) under Maryland law? Is neglect of a child also abuse?  When does mandatory reporting apply? What's the difference between a domestic violence proceeding and a peace order proceeding? Does the patient-therapist privilege apply in a domestic violence proceeding? When should a practitioner speak up  and when refrain from doing so?  These are all commonly asked questions and the presenters will answer these and many more.   

The workshop will cover common questions regarding abuse, mandatory reporting, legal options in domestic violence cases, confidentiality and sharing medical records. Maryland "red flag' law will be discussed and its impact on patients and clinicians. 

This workshop is designed to help you:

  • Identify acts of abuse and child abuse under Maryland's domestic violence laws.
  • Identify persons eligible for relief under Maryland's domestic violence laws.
  • Predict whether a protective order or peace order can be obtained.
  • Recognize when you must report conduct and the consequences of not reporting.
  • Decide when to speak up ‒ and when to refrain from doing so ‒ in domestic violence cases.
  • Prepare clients for the process of obtaining a domestic violence order, peace order or "red flag" order.

 

 

9. Mapping Ethical Obligations to Specific Issues in Psychoeducational Evaluations

Jody Bleiberg, Ph.D. ABSNP, Paul Berman, Ph.D., Richard Bloch, J.D.

This workshop meets the Maryland licensing requirement for Ethics/Laws/or Risk Management.

Workshop Level: Beginning Level. This workshop is geared towards Early Career Psychologists and psychologists starting to perform psychoeducational evaluations. participants should be familiar with psychoeducational assessment in general.

This introductory workshop focuses on ethical issues specific to psychoeducational evaluation. We will discuss how our ethical obligations translate into actual testing practice and we will offer practical guidance and recommendations to psychologist engaging in psychoeducational evaluation. After reviewing ethical issues, we will present case demonstrations of how these issues apply to clinical practice. The presenters include a psychologist specializing in psychoeducational assessments and MPA's advisors for legal, ethical and insurance issues. 

This workshop is designed to help you:

  • Identify APA's five (5) aspirational goals and ten (10) ethical standards for psychological practice;
  • Map ethical standards onto psychoeducational evaluation issues;
  • Describe potential ethical pitfalls psychologists can encounter when performing psychoeducational evaluations.
 


10. Confronting Aging: Defining, Assessing and Practicing Psychotherapy with Aging Adults

Venus Masselam, Ph.D.

This workshop is now full. Please contact the MPA office if you'd like to be waitlisted for this session.

Workshop Level: Intermediate-Advanced practicers that have practiced and are interested in working with this developmental stage.

One person in five in the US population will be over the age of 65 by 2030. What does this aging of America (as well as the rest of the world) mean for mental health professionals? We must anticipate the needs of this increasing population, and that requires that we first understand what it means to be an Aging Adult. We much recognize and understand the defining characteristics of the Aging Adult Stage. This stage, spanning an age range of over thirty years, has become the longest development stage and yet is the least understood and researched stage.

Erik Erikson's psycho-social stages of development in the life cycle (1980) offers a useful model of stages in life but ends with the mature adult age 65 and above, working through the social crisis of integrity vs despair. Consider aging adults now contemplating their past life for the next 30 years once they have turned 65. This is far too long a time for such a limited task. There are a myriad of physiological, emotional/psychological and sociological changes and responsive tasks specific to this age group.  The Aging Adult is a definitive stage needing additional training and a greater understanding of the issues facing this group unlike any other stage such as physical loss.  Using Bernice Neugarten's frame for chronological age phases within this stage from the young-old (55-74) old-old (75-84), and oldest old (85+), we will discuss and expand the developmental tasks beyond Erikson' life task for this stage.

We will explore the realities of the therapeutic stance in assessing and working with this stage by considering BG Knight's Contextural, Cohort Based, Maturity Specific Challenge (CCMSC) as well as other models. It has taken research results to dispell the myth of the deficit model of aging beginning with Rowe and Kahns' research results titled, "Successful Aging", published in the 1980s.  The intent of this workshop is to provide a foundation for future conversations concerning the subject of again, a topic many would like to avoid and others would like to deny completely. 

 This workshop is designed to help you:

  • Define and consider the Aging Adult Stage, its phases, and tasks in consideration to a treatment plan;
  • discuss goals and treatment approaches for aging individuals and families in transition;
  • Identify assessment criteria for the Aging Adult Stage;
  • Describe the therapeutic stance for working with the Aging Adult.
 


11. Keys to Success as a Supervisor

Sarah L. Hedlund, Ph.D.  & Katherine Marshall-Woods, Psy.D.

This workshop will cover multiple aspects of supervision, beginning with establishing the supervisory contract and ending with supervising the termination phase of treatment and the supervisory relationship.  Particular focus will be paid to managing the anxiety inherent in the supervisory relationship, addressing areas of difference within the client/therapist dyad and within the supervisor/supervisee dyad, and addressing the often evaluator component of supervision.  The workshop will include multiple case examples and the opportunity for small group discussion.  The workshop is designed for beginning and experienced supervisors.

 This workshop is designed to help you:

  • List tasks that are included to create the beginning of a supervisory relationship;
  • Explain the role and impact anxiety has within supervisors and supervisees;
  • Develop ways to create an environment safe to explore issues of diversity within supervision;
  • Identify stategies to approach termination of supervisory relationships.
 

12. Therapeutic Tools for Treating the Trauma of Race and Racism

Carlton Green, Ph.D.

This workshop meets the Maryland licensing requirement for activities designed to enhance competence in the provision of psychological services to culturally diverse populations.

Workshop Level: Beginner/Intermediate

People of Color presenting for therapy often have concerns related to racism and racial trauma, which is the psychobiological response to the insidious, cumulative experience of race-related stress, discrimination, and terror (Bryant-Davis & Ocampo, 2006; Carter, 2007; Comas-Diaz, 2016; Hardy, 2013; Helms, Nicolas, & Green, 2010; Pieterse, 2018). However, many mental health professionals have not been trained to identify and understand the pervasive negative outcomes associated with racism (Hemmings & Evans, 2018). The presentation will take a scientist-practitioner approach to understanding, discussing, and addressing race-related issues in mental health settings through the integration of relevant research, theory, and practice. More specifically, the presentation is grounded in Helms’ (1984,1995) racial identity theory, as well as the writing of “#racialtraumaisreal” (Jernigan et al., 2015) by professional psychologists affiliated with the Institute for the Study and Promotion of Race and Culture. Borne out of practice, supervision, and lived experience, #racialtraumaisreal was conceptualized as a toolkit for assisting people of Color cope with the stress pertaining to increased exposure to racial violence. This session will focus on assisting mental health professionals of different racial backgrounds identify how they respond to these traumatic occurrences, while providing considerations for professional practice as providers and supervisors.

 

This workshop is designed to help you:

  • Define racial trauma and identify related symptoms
  • Describe types of race-related responses to racial trauma and violence

  • Identify individual barriers to discussing race and develop strategies for navigating the barriers
  • Delineate counseling/practice strategies for addressing racial trauma responses

 

 


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BONUS WORKSHOP – 1 CE Credit

Maryland's new Telepsychology Regulations

Representatives from the Maryland Board of Examiners of Psychologists will provide an update on new telepsychology regulations in the state.