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Reducing Cultural Trauma in MH Work: Exploring Cultural Aspects of Child-Centered Assessment & Treatment

Speaker(s):

Christi Moore, PhD

Presentation: When assessing, preparing to treat, and making referrals for youth in mental health services, cultural aspects of their basic functioning can sometimes be overlooked. Key opportunities in building rapport, identifying and reinforcing strengths, aiding in the development of healthy long-term practices, and seeking useful resources can potentially be missed by limited acknowledgement of the impact of a youth’s cultural identity and practices. This presentation seeks to explore the importance of examining cultural aspects for clients, discuss possible pitfalls for mental health/social service professionals with regard to acknowledging aspects of young clients’ cultural experiences, discuss examples of how to address cultural issues comfortably, and discuss strategies for examining cultural aspects in mental health assessment and/or treatment.

Objectives:

  1. Discuss the importance of cultural competence in child-centered mental health assessment and treatment.
  2. Describe some of the cultural factors that may be explored in child-centered assessment and treatment.
  3. Discuss the impact of acknowledging cultural factors for special child populations, such as children in foster and adoptive care

 

 

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Applications of CBT with Kids: Basic Strategies for Making the Move to Child Therapy

Speaker(s):

Rachael Swopes, PhD

Rachel Grainger, MSW, LCSW

Presentation: This presentation will focus on applying cognitive behavioral therapy (CBT), in therapy work with young children (ages five to adolescence). Presentation is intended to provide basic strategies for how certain CBT skills (e.g., teaching coping skills, teaching thought restructuring) might look in a child setting. This presentation is intended for those who are already somewhat familiar with CBT and with therapy in general, but perhaps are considering expanding their work to include children. Presentation will pull from established techniques from play and behavioral therapies, as well as the clinician’s knowledge and experience as a child psychologist. Presentation will also include perspectives from an LCSW transitioning from adult to child work. This presentation is not intended to provide full training in CBT, but hopes to provide an overview of CBT-based techniques to better inform practice with children.

Objectives:

  1. Define evidence-based practice and cognitive behavioral therapy
  2. Describe at least three specific methods for teaching feelings identification and coping skills to young children
  3. List at least three differences between adults and children to be aware of when working with child clients

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Psychogenic Non-Epileptic Seizures

Speaker(s):

Fei Cao, MD, PhD

Presentation: This case report was from a patient who was seen by neurologists at Truman medical Center with seemingly intractable seizure activities on the maximal dosing of multiple anti-seizure medication trials. After long-term follow up and multiple-time EEG testing, patient was finally diagnosed with Psychological non-epileptic seizure (PNES), also known as pseudo-seizure in the layman’s term. The presentation’s goals are to introduce some background knowledge about PNES, highlight the difference between PNES and epilepsy, and upgrade the new diagnostic criteria of PNES from DSM-V and novel management approaches. The presentation aims to reach a wide audience of practitioners in the field and helps them further understand PNES, which may be severely underestimated and unrecognized among patients with mental illness.

Objectives:

  1. Introduce clinical features of PNES
  2. Understand the DSM-5 criteria for PNES and related Conversion Disorder
  3. Upgrade new approaches to manage PNES

 

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Building Evidence Based Practices in Corrections Treatment Environments – Utilization of the Texas Christian University’s Internal Evaluation Protocol

Speaker(s):

Duane Cummins, PhD

Lindsey Quinn, MA, CRADC

Presentation:  This presentation will provide an overview of the Texas Christian University (TCU) assessment tools and utilization of these tools in direct client care, program design, program development, and measurement of program efficacy. The Internal Evaluation Process (IEP) which utilizes these tools can provide empirical insights for any program design, as well as provide a clear roadmap for measuring effectiveness. Additionally, application of the TCU tools to direct client care will be discussed. These skills can be invaluable in developing original evidence-based practices, and in better the value of effect of practices on specific areas of functioning.

Objectives:

  1. Understand the TCU assessment process
  2. Utilize the TCU assessment process in creating individualized treatment plans
  3. Utilize the TCU assessment data in measuring the effectiveness of program components
  4. Utilize the TCU assessment data in empirically measuring program effectiveness
  5. Utilize the TCU assessment data in formulation of an evidence base for development of pilot practices

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Cognitive Behavior Therapy: Refining and Consistently Applying Essential Skills, Part I

Speaker(s):

Ann Steffen, PhD, ABPP

Presentation: This INTERMEDIATE level workshop is aimed at clinicians familiar with cognitive behavioral therapies and who want to improve their psychotherapy practice. CBTs have been shown in more than 1000 research studies to be effective for many different disorders and problems across the lifespan. National data indicate that CBTs are not consistently implemented in practice settings, greatly reducing treatment effectiveness. This three-hour workshop (Part I & Part II) is aimed at giving providers both a stronger conceptual basis for their use of core CBT components and a greater understanding of the associated microskills that can be directly applied to their practice. It is strongly advised that participants attend both sessions, as Part II builds upon material covered in Part 1. 

Objectives:

  1. Identify the essential defining features of the CBTs and describe the rationale for each
  2. Identify 1-2 core components of the CBTs to competently apply in next month with current patients/clients 
  3. Create a plan for continued professional development in the CBTs

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Steffen, Ann, PhD, ABPP

Ann Steffen, Ph.D., ABPP is currently a professor of psychology and gerontology at the University of Missouri-St. Louis, where she has spent her career in teaching, research, supervision and direct clinical services. Dr. Steffen is a faculty clinician at the UM-St. Louis Community Psychological Service, and is dual board certified in Behavioral & Cognitive Psychology and in Geropsychology by the American Board of Professional Psychology (ABPP).

Presentation(s): 

Culturally-Attuned Behavioral Activation to Support Psychological Resilience

CBT to Support Healthy Grief in the Face of Loss

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Somebody’s Watching Me: A Study in Gang Stalking

Speaker(s):

Zohaib Haque, MD

Presentation: This case study was of an intriguing patient treated at the Jackson County Correctional Facility that presented with a rare symptomatology of Delusional Disorder along with a co-occurring diagnosis of Malevolent Antisocial Personality Disorder. The presentation’s goal is to highlight how this particular symptom of Delusional Disorder has developed a unique internet “echo chamber” which has led to novel treatment resistance in a traditionally tough to treat sub-group. The presentation aims to reach a wide audience of practitioners in the field in how to approach this patient from a therapeutic, counseling, and pharmacologic angle. This interactive session will focus on empowerment in the face of specific challenges that can limit individuals who are in recovery from living the life of their choosing to the fullest. Recovery-oriented cognitive therapy provides a framework for understanding these challenges (low energy, aggressive behavior, self-injury, persecutory beliefs, grandiose beliefs, forensic involvement, anosognosia) along with strategies for action that enable family, peers, and providers to become the empowering collaborators.

Objectives:

  1. Identify and define Gang-Stalking symptoms
  2. Understand the DSM-5 criteria for Delusional Disorder
  3. Understand current treatment guidelines for Delusional Disorder including pharmacological and psychotherapeutic

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Using NCI Data to Enhance Developmental Disabilities Services & Supports

Speaker(s):

Caitlin Bartley, BA, BSW, MSW

Presentation: National Core Indicators (NCI) is a nationwide collaboration between the Human Services Research Institute (HSRI), the National Association for State Directors of Developmental Disabilities Services, and participating states and sub-state entities. NCI provides state developmental disability agencies with a set of performance measures with which states can track and measure their own performance and compare their performance to other states and national averages. This presentation explores what NCI is, what the data tells us, and how a developmental disabilities agency can use the data for quality enhancement initiatives. Specific examples of how the Missouri Division of Developmental Disabilities utilizes NCI data will be given.

Objectives:

  1. Describe the purpose and goals of the National Core Indicators (NCI) Project
  2. Identify how NCI data can be used for quality enhancement purposes
  3. Understand how the Missouri Division of Developmental Disabilities utilizes NCI to inform quality enhancement initiatives to improve the quality of home and community based services.

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Adams, Dan, MBA

Dan Adams has been in the treatment and prevention field for over 40 years, spending the last 35 with Southeast Missouri Behavioral Health. Dan was in the first Missouri cohort to receive Medication Assisted Recovery (MARS) certification. Currently, he is the Director of Program Services with SEMOBH and oversees programming in SEMO’s 17 sites in Missouri.

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The Ethical Case for Prioritizing Suicide Prevention in Training, Practice and Systems, Part I

Speaker(s):

Ryan Lindsay, MSW

Presentation: Suicide represents a significant public health priority in the United States. For social workers, counselors, nurses, educators, administrators, and others who interact with those at-risk of dying by suicide, understanding how to not only prevent but to assess, refer and treat is an ethical mandate. Professionals from across multiple disciplines are driven by a “do no harm” approach; however, our training programs, systems, and professional development priorities often lack suicide prevention as a priority. This talk will provide an overview of the ethical mandates across professions and generate arguments from the literature that makes an ethical case that suicide prevention should be prioritized in training, practice, and systems.

Objectives:

  1. Identify ethical principles relevant to suicide prevention
  2. Describe the problem of suicide
  3. Identify strategies for upholding an ethical mandate of addressing the problem of suicide in training, practice, and systems
  4. Explain how to use existing Codes of Ethics, including NBCC and NASW, to inform trainings, practice and systems regarding prioritizing suicide prevention
Ethical Case for Suicide Prevention in Training Programs-MIMH 2019Download
Safety Plan For Suicide Risk Simuluation Assignment 3.7.19Download
Suicide Risk Assessment Fidelity Checklist 7.24.17Download