Workshop Description/Objectives

Thursday, November 12th

All times are Eastern Standard Time

 8:00 AM - 9:15 AM

Welcoming Remarks & Morning Plenary. Suicide Exposure: From Professional to Personal, 1.0 CE

Presented by Julie Cerel, Ph.D., Keynote Speaker

It has been a long-held notion that each suicide only effects six people. Anyone impacted by suicide knows this is far from reality and that each suicide impacts families, schools, workplaces and whole communities. Recent research, using a variety of different methodologies has shown that over half the American population personally knows someone who has died by suicide. Dr. Cerel will describe how suicide effects an entire continuum of people left behind. She will describe work showing how suicide exposure in the workplace effects a wide variety of workers- from members of the military to first responders, mental health clinicians and members of the clergy. Skill Level: Beginning. This workshop fulfills 1 of the 6 hours necessary according to the KRS 210.366 requirement for suicide prevention training.

Based on the content of this workshop, attendees will be able to:

• Apply data regarding the continuum of people left behind and impacted by suicides to understand the importance of thinking beyond immediate family members when considering the impact of suicides.
• Explain that suicide exposure is related to mental outcomes in those exposed and how to help mitigate impact.

9:30 AM - 11:00 AM

T01. Restoring Emotion Regulation, Balance, and a Sense of Self in the Aftermath of Developmental Trauma, 1.5 CE

Presented by Ruth Lanius, MD, Ph.D., Featured Speaker

Traumatized individuals frequently feel estranged from their internal and external world and often do not know where their body is in space, leaving them feeling clumsy, uncoordinated, and unable to engage in purposeful action/agency. How can we combat such foundational difficulties resulting from developmental trauma in order to facilitate the individual to befriend their internal sensations and transform into an embodied, active agent in this world that is capable of connecting with others through curiosity, language, and play? Bottom-up treatment approaches that target manipulation of sensory, vestibular and motor experience in an attempt to regulate higher cognitive functions, including emotion regulation, cognition, and theory of mind will be discussed as part of an integrative approach for traumatic stress syndromes in developmentally traumatized individuals. Skill Level: Intermediate.

Based on the content of this workshop, attendees will be able to:

• Describe the neural underpinnings of intero- and exteroception in PTSD and how it can inform treatment
• Discuss treatment strategies that can aid in facilitating emotion regulation, cognition, and theory of mind in the aftermath of developmental trauma.

 9:30 AM - 1:00 PM

T02. Utilizing yoga and mindfulness to combat empathy fatigue, 3 CE

Presented by Erin Royal, M.S.

As mental health professionals we often neglect our own self-care, leading to empathy fatigue. The goal of this workshop is to establish an effective self-care practice grounded in the science of mindfulness and philosophy of yoga. Utilizing knowledge of the polyvagal theory, we will discuss the benefits of mindfulness for establishing therapeutic rapport, as well as therapist vulnerability to secondary trauma. Participants should consider having a yoga mat, dressing comfortably, and having space to engage in a gentle yoga practice that is accommodating for all levels. Skill Level: Beginning.

Based on the content of this workshop, attendees will be able to:

• Describe and assess empathy fatigue, compassion fatigue, secondary trauma, and burnout.
• Discuss the importance of nervous system co-regulation in the role of therapy from the perspective of the polyvagal theory.
• Apply “live it to give it”, which will include the practice of yoga and relaxation in the workshop.

T03. Developmental Trauma Disorder: Why PTSD in Children Looks Like ADHD, 3 CE

Presented by DeDe Wohlfarth, Psy.D.

Developmental Trauma Disorder (DTD) is a proposed diagnostic category with hopes of better capturing the complex symptoms in children exposed to Type II traumas. These children often end up with diagnoses not reflective of their traumatic histories, including ADHD, ODD, or Bipolar Disorder. This practical yet research-based workshop will outline the scope of this problem, deepen your knowledge of DTD, and provide some therapeutic tools to help intervene with these children. Skill Level: Intermediate.

Based on the content of this workshop, attendees will be able to:

• Discuss participants' already solid understanding of ADHD symptoms.
• List key symptoms of Developmental Trauma Disorder (DTD)
• Compare and contrast symptom pictures of children with DTD and ADHD.
• Describe research-supported interventions for DTD and apply them to educational and therapeutic settings.

T04. Understanding Suicide Assessment, Intervention, and Management: A Trauma-Informed Approach Across the Lifespan (Part I)

Presented by Melinda Moore, Ph.D., Patti Clark, Ed.D., MBA, CPS, Theresa Botts, Ph.D., & Teri Nowak, Ph.D.

Understanding Suicide Assessment, Intervention, and Management: A Trauma-Informed Approach Across the Lifespan is a three-hour workshop that provides the cutting edge in the latest theory, epidemiology, and treatment approaches for suicide. There is an emphasis on the influence of trauma on suicidality and its intersection with substance abuse. How to provide suicide-focused treatment in an electronic platform will also be discussed. For optimal learning experience, please attend both this workshop and Part II (T09); however, you may choose to attend Part I (T04) without enrolling in Part II (T09). Skill Level: Intermediate. This workshop fulfills 3 of the 6 hours necessary according to the KRS 210.366 requirement for suicide prevention training. Additionally, this workshop fulfills the KRS 319 ethics/risk management requirement for psychology professionals.

Based on the content of this workshop, attendees will be able to:

• Identify current suicide epidemiology, with emphasis on suicide trends during the COVID-19 epidemic, and current theories about how to understand suicide
• Demonstrate best practices for assessing and treating suicidal behavior in across the lifespan
• Describe the relationship between trauma and suicide, especially the physiological changes that occur to create vulnerability to suicidal thoughts and feelings
• Identify the relationship between substance use disorders and suicide and the trends in Kentucky and across the United States

11:30 AM - 1:00 PM

T05. Healing the Traumatized Self: Overcoming Obstacles in Trauma Treatment, 1.5 CE

Presented by Ruth Lanius, MD, Ph.D., Featured Speaker

This lecture will describe an integrative treatment approach drawing on many therapeutic modalities, including but not limited to DBT, sensorimotor therapy, SMART (sensory motor affective regulation therapy), ego state work, CBT, EMDR, with the goal of achieving an embodied, agentive self that is capable of feeling ‘whole’ and experiencing fulfilling relationships both with oneself and others. Skill Level: Intermediate.

Based on the content of this workshop, attendees will be able to:

• Explain treatment challenges in trauma therapy, including self-mutilation and voice hearing.
• Describe an integrative approach to overcome such challenges. 

 2:00 PM - 4:00 PM

T06. Using Relational-Cultural Theory to Provide Culturally Adaptive Psychotherapy, 2.0 CE

Presented by Brooke Rappaport, Ph.D.

The purpose of this workshop is to briefly review Relational-Cultural Theory (RCT) and its use with clients in psychotherapy. The workshop will involve exploration of therapists' own identities, discussion of privilege, power, oppression, and incorporation of cultural identities into therapy sessions using a RCT lens. Panel discussion to immediately follow. Skill Level: Intermediate. 

Based on the content of this workshop, attendees will be able to:

• Identify and list their own cultural/identity variables and explore how they play out in psychotherapy with clients
• Plan culturally tailored psychotherapy interventions utilizing a Relational-Cultural approach
• Describe at least two ways in which traditional psychotherapy approaches operate from a White supremacist point of view and identify alternative approaches for each based on a social justice perspective.

4:00 - 5:00 PM- LIVE: Panel Discussion expanding on Dr. Rappaport’s presentation with a focus on clinical implications, Non-Credit Panelists: Alissa Briggs, Ph.D., Katie McBride, Ph.D., David Pascale-Hague, Ph.D., Felicia Smith, Ph.D., & Brooke Rappaport, Ph.D.

 2:00 PM - 5:30 PM

T07. Trauma Experiences among LGBTQ+ Adolescents and Young Adults, 3 CE

Presented by Emma Sterrett-Hong, Ph.D., LMFT

This workshop will describe common traumatic events experienced by LGBTQ+ adolescents and young adults. Traumatic experiences related to intersectionality involving race and class also will be discussed. Skill Level: Beginning. 

Based on the content of this workshop, attendees will be able to:

• Describe common traumatic experiences disproportionately faced by LGBTQ+ adolescents and young adults.
• Describe particular manifestations of traumatic experiences at the intersections of sexual orientation, gender identity, race, and class.
• Describe empirically-informed clinical techniques for work with LGBTQ+ adolescents and young adults

2:00 PM - 5:30 PM

T09. Understanding Suicide Assessment, Intervention, and Management: A Trauma-Informed Approach Across the Lifespan (Part II)

Presented by Melinda Moore, Ph.D., Patti Clark, Ed.D., MBA, CPS, Theresa Botts, Ph.D., & Teri Nowak, Ph.D.

Understanding Suicide Assessment, Intervention, and Management: A Trauma-Informed Approach Across the Lifespan (Part II) the second part of an all-day workshop that provides the cutting edge in the latest theory, epidemiology, and treatment approaches for suicide. There is an emphasis on the influence of trauma on suicidality and its intersection with substance abuse. How to provide suicide-focused treatment in an electronic platform will also be discussed. Please note that this training builds on the information provided in Part I (T04), so you must register and attend Part I (T04) in order to attend Part II (T09). Skill Level: Intermediate. This workshop fulfills 3 of the 6 hours necessary according to the KRS 210.366 requirement for suicide prevention training. Additionally, this workshop fulfills the KRS 319 ethics/risk management requirement for psychology professionals.

Based on the content of this workshop, attendees will be able to:

• Describe  the impact of suicide exposure and what strategies may be employed to help exposed, impacted, and bereaved individuals
• Describe best practices for conducting suicide-focused treatment via electronic platforms (e.g. telepsychology)
• Explain the ethical and legal considerations of providing suicide focused care via telehealth

4:30 PM - 5:30 PM

T10. Your Board's Responses to COVID-19: Serving the Public and Ensuring a Mental Health Workforce During the State of Emergency, 1 CE

Presented by Jean Deters, Psy.D., Jamie Hopkins, Ph.D., Joe Dickhaus, M.S., & Brenda Nash, Ph.D.

Meet Kentucky Board of Examiners of Psychology (KBEP) members who have been hard at work operationalizing State of Emergency executive orders. Join KBEP Board Members as they review these changes and engage in an informative question and answer period for the benefit of all. Skill Level: Beginning.

Based on the content of this workshop, attendees will be able to:

• Identify changes to psychology board operations, license application process, and license renewal process for Kentucky during and after the COVID-19 State of Emergency.
• Apply Kentucky's State of Emergency executive orders to teletherapy, teleassessment and telesupervision practices.
• Plan for continued changes including, but not limited to: compensatory hours for training experiences that were truncated, consideration of the EPPP2 examination, regulation clarification concerning training on domestic violence, and procedures for the end of the State of Emergency.

4:00 PM - 5:30 PM

T11. Attachment -Based Interventions with Parents and Young Children, 1.5 CE

Presented by Shari Kidwell, Ph.D., Kalinda Cade, M.S., LPA, & Kimberly Meade, B.S.

This workshop utilizes an attachment perspective to conceptualize parenting difficulties, as well as introducing two interventions developed for parents with trauma experiences. Attachment is defined as one’s strategy for managing exposure to danger (Crittenden, 2015); however, individual’s strategies for dealing with childhood trauma can create challenges for them as parents. This talk describes Attachment and Biobehavioral Catch Up and Circle of Security interventions as very promising, strengths-based interventions for helping parents become the kind of caregiver they strive to be. Skill Level: Beginning

Based on the content of this workshop, attendees will be able to:

• Demonstrate knowledge of the two primary attachment strategies and trauma processing types most likely to be seen in combination with parenting challenges.
• Identify the four primary targets of Attachment and Biobehavioral Catch-Up, including recognizing examples of how each is addressed in the intervention.
• Recognize common dyadic patterns seen in parents with trauma and their young children, particularly how Circle of Security conceptualizes those patterns.

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