This event has completed.

11/4/2016 - 11/5/2016

 

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*Full agenda and speaker biographies available at bottom of this page.

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FRIDAY, NOVEMBER 4
  “Perinatal Depression and Anxiety: Assessment, Treatment, and Prevention Strategies”
Helen L. Coons, PhD, ABPP
1.5 Category I CE
 
This applied presentation will focus on the assessment, treatment and prevention of perinatal mood disorders. Perinatal depression and anxiety are associated with both maternal and fetal risks. The American Congress of Obstetricians and Gynecologists (2016) underscores the importance of screening women during pregnancy and post-partum. Symptoms associated with baby blues, post-partum depression (PPD), post-partum anxiety (PPA) and post-partum psychosis will be reviewed. Screening guidelines will be discussed, as will assessment and treatment interventions. Strategies to prevent or minimize perinatal mood disorders among women in general and women “at risk” will be presented. Indications for and risks of medications during and following pregnancy will also be outlined.  Case discussions will illustrate interventions for diverse women coping with perinatal depression and anxiety. Assessment tools, guidelines for collaborative care with obstetricians and other health care providers, approaches to patient and family education about perinatal mood disorders, and patient resources will be provided.
 
This introductory presentation has been developed for clinicians, researchers, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Summarize assessment and treatment strategies for women with perinatal depression and anxiety.
2. Describe interventions to minimize or prevent perinatal and post-partum depression and anxiety among women “at risk.”
3. Outline techniques to enhance coping among women and couples facing perinatal depression.
4. Implement collaborative communication guidelines with health care providers to improve outcomes in women with perinatal depression and anxiety.

 

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SESSION A
“An Introduction to Infant Mental Health: Supporting Very Young Children and Families”
Elesia Hines, PsyD, HSPP & Christine Raches, PsyD, HSPP, BCBA
1.5 Category I CE
 
Infant and early childhood mental health is a growing field with clinical and research roots going back at least 60 years. Useful to a wide range of professionals whose work serves families with very young children, infant mental health provides ways to prevent, promote, and intervene when there are problems in social and emotional development. Professionals who regularly interact with infants and toddlers, however, are often unaware or uncertain about how to access appropriate infant mental health services. The number of children needing these services exceed the available resources provided by the small number of trained providers in the state of Indiana who have the expertise to work with this population. Participants will learn key theoretical and practical applications of the core concepts of infant mental health including attachment, parallel process, and relationship-based practice. They will be able to recognize signs of emotional well-being in young children and identify possible areas of concern. Participants will consider their role in promoting positive relationships and development in very young children and their families. Presenters will discuss evidence-based intervention practices such as the Incredible Years, Child-Parent Psychotherapy, and building reflective skills. Presenters will also share practical interventions centered on supporting the development of the infant-parent relationship. Resources and recommendations for next steps, as well as ways providers can gain more expertise and training, will be discussed.
 
This introductory presentation has been developed for clinicians, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Summarize key theoretical and practical applications of the core concepts of infant mental health including attachment, parallel process, and relationship-based practice.
2. Recognize signs of emotional well-being in young children and identify possible areas of concern.
3. Identify statewide resources related to referrals and obtaining additional training and expertise related to infant mental health.

 
SESSION B
“Depression in Women across the Lifespan: Interventions to Improve Outcomes”
Helen L. Coons, PhD, ABPP
1.5 Category I CE
 
Depression rates are higher among women than men throughout the world. In the United States, women are more likely to seek psychotherapy for depression, and receive more prescriptions for antidepressants. This skills-focused workshop will focus on interprofessional assessment, treatment, and prevention of depression in women across the life span. Biopsychosocial factors that place women at risk for depression throughout their lives, and evidenced-based interventions that improve outcomes will be reviewed.  Major depression, persistent depression (dysthymia), and the co-occurrence of depression and anxiety will be outlined. Strategies to minimize initial and recurrent episodes of depression will also be presented. Case discussions with workshop participants will highlight diverse women at different points in the life cycle (i.e., pregnancy, post-partum, the menopausal transition and elderly) with a broad range of psychological, cognitive, social, relational and physical factors contributing to their depression. Communication guidelines with health care providers will be reviewed to improve outcomes in women treated in a range of health and mental health settings.
 
This introductory presentation has been developed for clinicians, researchers, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Summarize biopsychosocial factors that place women across the life span at risk for depression.
2. Describe evidence-based treatment approaches for depression among women.
3. List clinical strategies to reduce the risk of initial and recurrent episodes on depressive episodes in women.
4. Implement collaborative communication guidelines with health care providers to improve outcomes in women at risk for or experiencing depression.

 
SESSION C
“Obesity Treatment: Futility, Utility and the Health At Every Size Paradigm”
Jonathan Richardson, PsyD, HSPP
1.5 Category I CE
 
Obesity is called an “epidemic” in our society, and is associated with both physical risks (morbidity and mortality) and psychological ones (poor self-esteem, body dissatisfaction, depression).  The common-sense solution to these problems is to help obese people lose weight.  Noted psychologists from Judith Beck to Dr. Phil have written on recommended ways to do this, and mental health professionals are often called in to assist patients in losing weight.  Unfortunately, there is now a great deal of evidence that traditional approaches to weight loss are ineffective over time, and can cause substantial harm.  Given the above, many people in mental health and related fields are recommending a different approach (often called Health at Every Size, or HAES), that prioritizes supporting behaviors known to improve physical and mental health in the long run, regardless of whether or not these behaviors result in weight loss.  This presentation will summarize the evidence that traditional weight loss approaches are ineffective and can cause harm, will describe Health at Every Size intervention approaches, and will review the outcome research on HAES interventions so far.
 
This intermediate presentation has been developed for clinicians, researchers, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Summarize the outcome research on traditional weight loss interventions.
2. Summarize the rationale and goals of Health at Every Size approaches.
3. Apply Health at Every Size approaches to overweight and obese patients.

 

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SESSION A
“The Cornerstone of Identifying Needs and Supports: Adaptive Behavior Assessment”
Amy Dilworth Gabel, PhD, NCSP
1.5 Category I CE
 
Technically sound and clinically useful measures of adaptive behavior are necessary for accurate decisions regarding eligibility for a variety of special programs.  Skillful clinicians also recognize the cornerstone that adaptive behaviors play in the lives of individuals, allowing them to function with others in school, work, and community settings.  When planning for intervention, it is imperative that the instruments used to assess adaptive behavior be contemporary, developmentally appropriate, and clinically useful in identifying the needs and strengths of individuals as they confront developmental challenges across the lifespan and within their unique environments.

Similar to the Vineland-II, the first three broad domains of the Vineland-3 (Communication, Daily Living Skills, and Socialization) are widely cited in research related to developmental disorders and intellectual disabilities. The optional Maladaptive Behavior Domain measures problem behaviors that may interfere with the development or expression of adaptive behaviors. As many of these maladaptive behaviors are amenable to intervention, they often play a crucial role in treatment planning.  Therefore, assessment of both adaptive and maladaptive behaviors helps us in understanding and addressing the behaviors that often mean the difference between independence and supported living or employment options; they are an essential component in developing a comprehensive treatment program for an individual. 

This 90-minute session will provide an orientation to the changes in the Vineland-3, along with guidance via case study discussion demonstrating the use of the instrument.
 
This intermediate presentation has been developed for clinicians, researchers, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Describe the fundamental changes from the VABS-II to the VABS-3.
2. Describe how the VABS-3 may be administered and used to address a variety of clinical situations.
3. Describe the fundamental interpretation and use of the VABS-3 results.

 
SESSION B
“The Changing Landscape of HIV Care: What Psychologists Need to Know Now”
Braden Berkey, PsyD
1.5 Category I CE
 
In the thirty-three years since the Human Immunodeficiency Virus (HIV) was identified as the cause for Acquired Immune Deficiency Syndrome (AIDS) the sociopolitical landscape around the disease has changed dramatically. While significant stigma is still attached to the diagnosis, individuals now have ready access to role models, social support programs, legal protections and a range of pharmacological therapy regimens.  With the advent of antiretroviral drugs, an HIV or AIDS diagnosis shifted from an automatic death sentence to a life-threatening but potentially manageable chronic illness. Prevention messages are shifting dramatically since the FDA approved one of these drugs for use as a prophylactic in 2012. Still the threat of infection remains significant for many, and an HIV+ diagnosis remains a life-changing event.
           
The role of psychologists in preventing new infections and treating those who are impacted by the disease remains critical.  Psychologists are often the best positioned professionals to help clients examine their sexual behavior and attitudes, assess their risk factors and engage in creative healthy changes. The presentation will address work with both HIV+ and HIV- clients, looking at messaging on the syndrome as a continuum. The new reality is that transmission and infection are not simply tied to a positive or negative test result. Treatment, medication, identity and behavioral components intersect creating a complicated fluid status for clients and clinicians to navigate.  Participants will explore how to address these sensitive topics around sexuality in their clinical work.
 
This introductory presentation has been developed for clinicians, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Summarize current infection rates and demographic patterns.
2. Utilize developments in pharmacotherapy for prevention and treatment of HIV/AIDS, and integrate these into their clinical practice
3. Apply new approaches for addressing sexual behavior with clients that put them at risk for infection.

 

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SESSION A
“Attention Deficit Hyperactivity Disorder in Females:  Underdiagnosed and Misunderstood”
Julie T. Steck, PhD, HSPP
1.5 Category I CE
 
Over the past 30 years there has been prolific research in the area of ADHD, and we know a great deal about this condition.  Despite the available research, many parents, teachers and other professionals are uninformed about ADHD and the significant risk factors for those without appropriate diagnosis and treatment.  While the incidence of ADHD is lower in females than males, females are also less likely to be diagnosed with ADHD if they have the condition.  Multiple research studies have shown that females with ADHD have higher rates of depression and dysthymia, anxiety, cigarette smoking, substance use, academic difficulties, impairment in driving, eating disorders and relationship difficulties than their non-ADHD peers.  This presentation will include an overview on the research of females with ADHD, signs and symptoms of ADHD in females, treatment approaches and therapeutic interventions.  The overall goal of the presentation will be to bridge research to practice.
 
This intermediate presentation has been developed for clinicians.
 
By attending this presentation, participants will be able to:

1. Explain four symptomatic behaviors of ADHD in females across the lifespan.
2. List four long-term consequences of untreated ADHD in females.
3. Identify three mental health conditions which often co-exist with ADHD in females.
4. Summarize four essential components of a treatment plan for females with ADHD.

 
SESSION B
“Epilepsy 101: What Every Clinician Needs to Know”
Elizabeth N. Andresen, PhD, HSPP, Sarah C. Jenkins, PhD, HSPP, Andrea R. Moreau-O’Donnell, PsyD, HSPP & Sarah K. Small, PsyD, HSPP
1.5 Category I CE
 
As psychology continues to become more integrated in health care, it is important for psychologists to have a basic understanding of the diagnosis and treatment of medical conditions. Epilepsy is a relatively common neurologic condition, as current estimates suggest that 1 in 26 individuals in the United States will develop epilepsy at some point in their lifetime (Shafer & Sirven, 2013). Additionally, epilepsy is costly, as the total cost of epilepsy in the United States is estimated to be $15.5 billion annually (Institute of Medicine, 2012). A diagnosis of epilepsy has implications for functioning in multiple domains across the lifespan as it impacts cognitive development, academic achievement, and employment, as well as emotional and behavioral functioning. Individuals with epilepsy are at increased risk for developing mood and anxiety disorders. In fact, recent research suggests that those with epilepsy are twice as likely to develop mood symptoms within their lifetime compared to the general population (Tellez-Zenteno, Patten, Jette, Williams, & Wiebe, 2007).  Psychologists and neuropsychologists play a key role in the treatment and assessment of those with epilepsy and can help manage issues of secondary gain, family dynamics, caregiver stress, adjustment to chronic illness, and treatment adherence. In this comprehensive presentation, we will define epilepsy and outline seizure types. We will also discuss the latest research regarding the diagnosis and treatment of psychogenic non-epileptic seizures. This presentation will be informative for health care professionals in a variety of settings, as we will discuss the impact of epilepsy on neurocognitive functioning, mood and quality-of-life, and delineate recommended biopsychosocial interventions that every clinician needs to know.
 
This introductory to intermediate presentation has been developed for clinicians, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Define seizure types (neurological vs non-epileptic) and varying seizure presentations based on seizure location.
2. Discuss how seizures impact quality of life and family functioning across the lifespan, including a discussion of the seizures themselves, medical treatments, and neurocognitive effects.
3. Describe suggested psychological treatments for individuals with seizures, and know when it is more appropriate to refer to a specialist.

 
SESSION C
“Addressing Sexuality in Older Adult Populations”
Maria P. Hanzlik, PsyD, HSPP
1.5 Category I CE
 
Although older adults are a quickly growing population who present with a number of mental health needs, as a society, we tend to forget about this age group’s sexual needs. Despite the importance of treating clients in a holistic manner, which includes exploring sexual concerns, clinicians may not be comfortable addressing sexual issues in the older clients they treat. This introductory presentation will explore the nuanced sexual concerns with which aging adults present in therapy as well as effective assessment and treatment of these issues.
 
This introductory presentation has been developed for clinicians, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Describe the prevalence of sexual activity in adults over the age of 65.
2. List 3 normative age-related sexual changes.
3. Identify how age-related illnesses can affect sexual function.

 

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SATURDAY, NOVEMBER 7
   
“Terminating Treatment When the Feeling is Not Mutual: Ethical Aspects of Ending a Therapeutic Relationship”
Shannon E. Woller, PsyD, ABPP, HSPP
1.5 Category I CE

When therapy has progressed to the point at which therapeutic goals have been obtained, termination can be a positive experience for the psychologist and the client.  At times, however, therapy does not reach its ideal conclusion and is terminated before established goals have been attained.  Sometimes this termination occurs when a patient unilaterally terminates therapy; at other times, a psychologist terminates therapy even when the patient would like to continue.  While this is a difficult challenge for psychologists to face, there are times when therapy must be terminated against patients’ wishes. 
 
Through case examples, attendees will learn about situations in which a therapist should consider termination of therapy, along with important considerations about how to do so ethically when a client is not in agreement with termination. Parts of the APA Code of Ethics and Indiana State Code relevant to terminating psychotherapy will be reviewed. The nine steps to ethical termination will be outlined, along with a decision-tree to help psychologists decide when to terminate.  The difference between abandonment and appropriate termination and will be presented. Lastly, special considerations such as crises, lack of available services, and threats or harassment will be addressed.
 
This intermediate presentation has been developed for clinicians and students.
 
By attending this presentation, participants will be able to:

1. Summarize Indiana State Code and APA Ethics Code stances on termination.
2. Recognize when termination of therapy may need to be considered.
3. Apply decision-making strategies to decide whether or not termination is necessary.
4. Learn how to terminate therapy ethically even if the client does not wish to stop.

 

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SESSION A
“Addiction and Trauma”
Zachary W. Adams, PhD, HSPP
1.5 Category I CE
 
Substance use problems and exposure to traumatic events are two common and costly public health concerns. Epidemiologic research indicates substantial overlap between substance use problems and traumatic stress in adolescents and adults. People who have co-occurring substance use problems and trauma-related mental health problems—such as posttraumatic stress disorder (PTSD)—often experience more severe and impairing symptoms than people with either disorder alone, complicating treatment. Research has uncovered a complex, dynamic relationship between substance use problems and trauma and traumatic stress, involving a wide range of biological, cognitive, social, and environmental factors.  Many of these factors can be targeted in prevention and treatment interventions. Although substance use problems and traumatic stress have historically been treated separately, there is growing support in the clinical research literature for integrated approaches to intervention that address both substance use problems and trauma-related concerns concurrently by the same provider.  The purpose of this presentation is to describe the epidemiology of substance use problems and trauma in youth and adult populations, to summarize current best practice strategies for assessing substance use and trauma in clinical settings, and to provide an overview of currently supported treatment approaches for addressing co-occurring substance use problems and traumatic stress.
 
This introductory presentation has been developed for clinicians, researchers, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Describe the prevalence of substance use problems and trauma in youth and adult populations.
2. Summarize best practice strategies for assessing substance use problems and trauma in youth and adults.
3. Identify current evidence based treatments for people experiencing co-occurring problems with substance use and traumatic stress.

 
SESSION B
“Evidence-based Psychotherapy for Adults with Functional Neurological Symptom Disorder”
Courtney B. Johnson, PhD, HSPP
1.5 Category I CE
 
The purpose of this presentation is to review the empirical literature related to evidence-based treatments for adults with functional neurological symptom disorder and consider applications for outpatient, clinical practice. Clinical case examples will be used to highlight implementation of evidence-based practices based on treatment for adults. Therapy orientation is primarily cognitive-behavioral with contribution from an acceptance and commitment therapy framework. Unique challenges for both the patients and the psychologists working with these patients will be identified with potential solutions.
 
This introductory presentation has been developed for clinicians, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Define functional neurological symptom disorders based on the DSM-5.
2. Summarize the current state of research regarding evidence-based treatments for functional neurological symptom disorder.
3. Describe one therapeutic technique for working with adults with functional neurological symptom disorder.

 
“Potential Benefits and Harms of Medication Treatment for ADHD: Evidence from Translational Epidemiology”
Patrick D. Quinn, PhD
1.5 Category I CE
 
This presentation will examine evidence regarding the social, behavioral, and psychological benefits and harms of medication therapy for attention deficit hyperactivity disorder (ADHD). Whereas randomized clinical trials (RCTs) have clearly demonstrated the short-term efficacy of medication therapies (primarily stimulants) for ADHD, constraints of RCTs related to generalizability, sample size, and follow-up duration have meant that critical questions remain regarding rarer or longer-term outcomes. This presentation will discuss the ways in which translational epidemiologic research offers an alternative means of evaluating the impact of medication treatment, and how such methods have provided novel evidence of potential benefits of ADHD medication for outcomes including accidents, criminality, and depression.
 
In particular, this presentation will provide results from a pharmacoepidemiologic study of medication treatment and risk for substance use disorder (SUD). Through an examination of short- and long-term associations between ADHD medication treatment and SUD events within commercial health insurance claims, little evidence was found that receiving ADHD medication was associated with greater risk for SUD events. In fact, medication was generally associated with lower short- and long-term risk of SUD events among men and lower short-term risk of SUD events among women. The presentation will conclude by discussing the clinical relevance of these translational epidemiologic findings.
 
This advanced presentation has been developed for clinicians, researchers, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Summarize current evidence regarding outcomes associated with ADHD medication treatment.
2. Identify the advantages and disadvantages of epidemiologic methods in evaluating medication effectiveness and safety.

 

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SESSION A
“Competency v. Capacity: Psychologists and the Assessment of Patients with Diminished Capacity”
Paula A. Neuman, EdD, PsyD, HSPP
1.5 Category I CE
 
Determining decisional capacity has become a hot topic, particularly for psychologists who are being asked to assess patients for diminished capacity. With growth of the aging population, psychologists who are trained in standardized cognitive and functional assessment are in an ideal position to provide such evaluations.  There are key differences between how the law views capacity and how psychologists and other medical providers view capacity. In a joint effort with the American Psychological Association, the American Bar Association Commission on Law and Aging established a task force in 2003 with a grant from The Retirement Research Foundation. The work of the task force has resulted in three handbooks:  a handbook for psychologists, for attorneys, and for judges.  This important matter has resulted in development of an online continuing medical education course by Rush University Medical Center as a guide for physicians and other medical providers who assess patients for determination of decisional capacity in the medical setting. This program will discuss the nine conceptual elements for conducting a capacity assessment, including the "who," "what," "why," and “when" of a particular capacity referral.  Principles and practices that are key to the process and context of the evaluation, specific capacities and situations, and when to conduct an evaluation and when to decline will be covered during this session in a concise yet comprehensive manner.  Relevant literature, suggestions for assessment tools, and case examples will be offered.
 
This intermediate presentation has been developed for clinicians and residents.
 
By attending this presentation, participants will be able to:

1. Identify elements of Decisional Capacity.
2. Summarize the six capacity domains.
3. List the basic concepts of evaluating a patient for capacity.

 
SESSION B
“Understanding Microaggressions: Implications for Multicultural Competence in Psychological Practice”
Stephanie J. Cunningham, PhD, HSPP
1.5 Category I CE
 
Microaggressions are subtle expressions of discrimination targeted at members of socially disadvantaged or underrepresented groups. These incidents of bias often occur in ways that are unintended or unrecognized by the perpetrator but which nevertheless cause harm to the recipient.  Current research in the discipline of psychology has embraced the construct of microaggressions as a means of exploring the effect of subtle discrimination on the health of individuals from marginalized groups. The concept of microaggressions has received increasing attention in the research literature over the latter part of the past decade, becoming an ever-more-prevalent part of the conversation on the experiences and mental health care needs of underserved populations.  As our understanding of multicultural competence expands to include this construct of subtle, unintended bias in cross-group interpersonal interactions, practicing psychologists have an ethical obligation to become familiar with this theoretical model, the burgeoning body of research that it has generated, and the potential impact of this on our ability to provide culturally competent clinical care to those whom we serve.  This presentation will provide an overview of Dr. Derald Wing Sue's model of microaggressions, review the most recent research that addresses microaggressions as experienced by individuals from various historically marginalized groups, and address the implications of this research for our ongoing efforts to maintain multicultural competency as practicing psychologists.  This will include a brief review of the operationalization of multicultural counseling competencies and suggested strategies for continuing development of this aspect of our professional practice.
 
This intermediate presentation has been developed for clinicians, researchers, residents, interns, and students.
 
By attending this presentation, participants will be able to:

1. Describe the concept of "microaggressions" as established by Derald Wing Sue (2010).
2. Summarize themes in the extant research on microaggressions as experienced by individuals from various marginalized/socially oppressed groups.
3. Explain the implications of the research on microaggressions (including the impact of microaggressions on individuals holding marginalized identities) for multiculturally competent clinical practice.

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The Indiana Psychological Association (IPA) is approved by the American Psychological Association to sponsor continuing education for psychologists. The Indiana Psychological Association maintains responsibility for this program and its content.

• Indiana State Psychology Board and Indiana Behavioral Health Board: IPA is an approved provider of Category I continuing education for psychologists. IPA is an approved provider of Category I continuing education for LSW, LCSW, LMFT, LMHC, LMFTA, LCAC and LAC.
• Licensees must judge the program’s relevance to their professional practice.

Please note that APA rules require that credit be given only to those who attend the entire workshop(s). Those arriving more than 15 minutes after the scheduled start time or leaving early will not receive CE credits. Partial credit cannot be given.
 
All licensees requesting Category I CE credits will receive a certificate from IPA confirming the number of credits earned. These certificates will be delivered via mail approximately 6-8 weeks after the conference. Refunds, less 15% handling fee, will be issued by check upon receipt of written cancellation received by October 13th, 2016. No refunds can be issued after this date.
 
Early Bird Pricing Ends October 13th. Members: Login to view the Member-Only pricing. Guest rates are displayed to those not logged-in as Members.

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Presenter Biographies (PDF)
Agenda/Schedule (PDF)
 

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CANCELLATION/REFUND POLICY
Refunds, less 15% handling fee, will be issued by check upon receipt of written cancellation received by October 13th, 2016. No refunds can be issued after this date.

Early Bird Pricing Ends October 13th.