- 08:00 AM - 08:30 PM PST
Opening Remarks
- 08:30 AM - 10:00 AM PST
KN:1AM - Renaissance Ignited! Celebrating the Grit, Grace, and Genius of Helping Professionals
Speaker:
Kymberly Garrett, MBA
Description:
Mental health clinicians are often called to deliver trauma-informed, client-centered care within rigid systems that resist innovation and change. This reality can leave even the most dedicated professionals feeling depleted and unseen, despite the meaningful impact of their work. This keynote uplifts and re-energizes practitioners through humor, storytelling, and affirmation, honoring the resilience, creativity, and humanity required to navigate systemic barriers. The session highlights the often-invisible labor of advocacy, systems navigation, and diplomacy, while reframing progress through “micro-revolutions”—the small, cumulative wins that gradually shift culture and policy. Participants will leave with practical reframes of self-care as intentional energy partitioning, helping them sustain their work, recognize their impact, and continue showing up fully without burning out.
Learning Objective:
- Explore the four ways to best recognize the invisible labor of advocacy, systems hurdling, and diplomacy.
- Define three opportunities to celebrate “micro-revolutions”: the small wins that shift culture and policy over time.
- Create five reframes of self-care as energy partitioning & how to give your best without burning out
Disclosure:
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.
CE Credit Hours: 1.50
- 10:00 AM - 10:30 AM PST
Break
- 10:30 AM - 12:00 PM PST
BreakoutAM_1 - Chain, Chain, Chain: Using Behavioral Chain Analysis to Drive Effective Clinical Interventions
Speaker:
Jason S. Weingarten, PSY.D. ; Stefanie Sugar, PsyD
Description:
Dialectical Behavior Therapy (DBT) is an evidence-based treatment that was originally developed for chronically suicidal individuals and is now the gold standard treatment for Borderline Personality Disorder. The treatment and its adaptations have since been proven through research to be effective across a wide range of disorders and behavioral problems, which have at their core, the issue of Pervasive Emotion Dysregulation, as well as across a variety of therapeutic settings of varying intensities (levels of care). DBT has been demonstrated to be effective in treating DMDD, PTSD, Bulimia Bipolar Disorder, Bipolar Disorder, ADHD and co-morbid Substance Abuse Disorders. Attendees will be introduced to an overview of DBT structure and principles, focusing on one of the primary assessment tools in DBT, Behavioral Chain Analysis (BCA), a step-by-step analysis used to understand a single occurrence of target behavior. The five components of BCAs will be taught, with discussion of how to guide clients through the process and then utilize the information for developing solution analysis. Finally, attendees will learn strategies for managing difficulties which arise when conducting BCAs within the DBT framework.
Disclosure:
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.
CE Credit Hours: 1.50
BreakoutAM_2 - Finding Hope in the Dark: Innovative Approaches to Youth Suicide Prevention & Recovery
Speaker:
Brent Crandal, PhD
Description:
Over the past decade and particularly since COVID-19, the psychological wellbeing of young people has been strained in the US. Behavioral health providers have been rapidly adjusting as there have been increases in sadness, hopelessness, suicide-related symptoms, anxiety, and isolation. Researchers have been attempting to pinpoint causes and find ways to encourage prevention and recovery. After reviewing current best practices for assessing risk and ensuring safety for young people struggling with suicidality, this breakout presentation will focus on specific interventions to elicit engagement and hope in the face of hopelessness and despair among young people. Collaboratively with the audience, the presenter will offer and explore innovative, culturally- and trauma-informed approaches to prevent psychological illness and promote wellbeing, recovery and thriving for young people.
Learning Objective:
- Identify 3 critical issues impeding wellbeing for children, youth, transitional age youth and families.
- Identify 2 strategies to mitigate critical issues facing young people today.
- Describe 2 strategies that can be adapted successfully with diverse and multifaceted individuals and families.
Disclosure:
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.
CE Credit Hours: 1.50
BreakoutAM_3 - In Their Own Words: Transdiagnostic Strategies for Building a Therapeutic Alliance and Positive Outcomes
Speaker:
Esther Krohner, LMFT
Description:
This workshop will reframe how clinicians can impact their clients through very simple transdiagnostic strategies. The workshop will focus on practical, immediately applicable tools for strengthening the therapeutic alliance and improving outcomes. Participants will learn to use a one-down communication strategy that centers clients’ own words and descriptions of their concerns to guide rather than diagnostics. This allows for a transdiagnostic and more flexible view around mental health rather than an absolute medical lens. This workshop will include demonstration and practice, and will highlight how subtle language choices influence perceived power, can reduce stigma, and enhance engagement. This workshop will stretch clinical capacity for clinicians to truly hold multiple perspectives and see how to utilize the client’s viewpoint to anchor treatment. Attendees will leave with strategies to move beyond a “teaching” expert stance, helping clients feel seen and understood, increase access, accelerate progress and support meaningful change.
Learning Objective:
- Identify 3 advantages to using a transdiagnostic model and frame
- Describe one down stance and expert stance
- Identify three strategies to practice client centered therapy by gathering clients’ descriptions of their problem
Disclosure:
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.
CE Credit Hours: 1.50
- 12:00 PM - 01:00 PM PST
Lunch
- 01:00 PM - 02:30 PM PST
BreakoutPM_4 - Supporting Gender Diverse and LGBTQ Youth during the Current Political Climate
Speaker:
Jessica Silsby, PsyD ; Sarah Mugford, LPCC
Description:
This training provides mental-health and allied professionals with essential knowledge and skills to competently support transgender and nonbinary youth. Participants will learn accurate gender terminology, common misconceptions, and the difference between gender identity and sexual orientation, with attention to how invalidating environments—family, community, religious settings, and healthcare systems—can impact rapport, retraumatize clients, and limit access to care. The course reviews the impacts of current national, state, and California policies affecting trans/NB youth, highlighting both proposed and enacted legislation and its real-world consequences for youth and their families. Emphasis is placed on strategies for providing affirming treatment, and effective collaboration with schools, medical providers, and community partners. Training will be conducted through brief lectures, case examples, interactive discussion, and resource sharing to equip providers with practical tools for ethical, affirming, and trauma-informed care.
Learning Objective:
- Identify 2 misconceptions about gender identity or gender affirming care, and identify the correct descriptions.
- Describe 3 strategies for building rapport with gender diverse youth.
- Identify 3 resources for clients while navigating care and building community.
Disclosure:
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.
CE Credit Hours: 1.50
BreakoutPM_5 - Moving from Childhood to Adolescence: How to Help Troubled Youth and their Parents with this Transition
Speaker:
Jeff Rowe, MD
Description:
This presentation will present an integrated understanding of the developmental and behavioral health difficulties children face as they transition into and out of the middle school years. With this understanding, participants will be advised of specific methods for improving therapeutic alliance, engagement in treatments, building of strengths and relationships, and increasing the child and youth’s self-understanding. These methods will provide a hopeful framework for children who have struggled in elementary school. This session is appropriate for mental health professionals, as well as parents.
Learning Objective:
- List 1 specific new developmental challenge children between the ages of 11 and 15 face, that is different than younger children.
- Describe 2 methods to help the child/youth feel like they matter to the clinical and parent in an effort to improve therapeutic alliance.
- Identify and describe at least three specific ways that developmental arrests occur in younger ages present in this period of development.
Disclosure:
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.
CE Credit Hours: 1.50
BreakoutPM_6 - The Screen Time Shift: How to Stop Policing, Start Partnering, and get Real Buy-in from your Teen
Speaker:
Willough Jenkins, BScPharm, MD, FRCPC
CE Credit Hours: 1.50
- 02:30 PM - 03:00 PM PST
Break
- 03:00 PM - 04:30 PM PST
KeynotePM_2 - From Hype to Practice: Leveraging Gen AI Responsibly in Child and Youth Mental Health
Speaker:
Jessica Jackson, PhD
Description:
Generative Artificial intelligence (Gen AI) is increasingly integrated into youth mental-health services, from chat-based early interventions to AI-assisted clinical decision tools. This session highlights realistic, evidence-based examples clinicians and school-based providers can adopt or evaluate today. Emphasis will be placed on translating research into practical applications, identifying ethical guardrails, and making informed decisions about tool selection and use. Participants will also review current perspectives from youth and families, and receive guidance on relevant FDA and FTC communications regarding safety, transparency, and accountability. This presentation equips practitioners with concrete strategies for applying Gen AI responsibly in clinical and educational settings.
Learning Objective:
- Identify two to three AI-enabled tools currently used in youth mental-health screening or support and describe their core clinical functions.
- Apply an ethical decision-making framework to evaluate whether a proposed AI tool aligns with professional standards for privacy, safety, and therapeutic appropriateness
- Summarize at least two key regulatory or ethical considerations (e.g., FDA, FTC, or APA guidance) that should inform responsible integration of AI into child and youth services.
Disclosure:
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.
CE Credit Hours: 1.50
- 04:30 PM - 04:45 PM PST