- 07:00 AM - 08:00 AM PST
Registration and Breakfast with Exhibitors
- 08:00 AM - 08:30 AM PST
Welcome Remarks
Co-Chairs with guests Yael Koenig, LCSW and Kathy Marsh, PhD., RN, USD
- 08:30 AM - 10:00 AM PST
KN_AM - Building On The Strengths Of Youth Who Have Endured Hardships
Description:
This talk will discuss the three foundational frameworks that prepare us to develop young people capable of thriving through good and difficult times – positive youth development, resilience, and trauma-sensitive care. It will cover the proven effects of childhood trauma and adverse childhood experiences on the brain, body, and behavior throughout the lifetime. Critically, it will speak of the power of human relationships to heal. It will offer to APPLY the principles of trauma-sensitive practice in our work with children and youth. It will focus on the power of well-boundaried human connection in healing as well as the imperative of restoring a sense of control back to people who have been traumatized. Finally, we will discuss the type of open, trusting, strength-based communication that positions us to reach teenagers and young adults. All youth possess strengths and their behavior is changed only when those strengths are recognized and built upon.
Learning Objective:
- The participant will learn 3 skills focused on building confidence in youth to help reduce shame during interactions
- The attendee will be able to identify 5 communication skills that will enhance existing strengths in youth
- Participant will learn 3 ways to increase communication skills inn youth and young adults that will that will enhance their decision-making processes.
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
- 10:00 AM - 10:30 AM PST
Break
Break for Coffee
- 10:30 AM - 12:00 PM PST
A-1 - Clouded Minds: Understanding and Treating Adolescent Vaping
Track:
AM Breakouts
Description:
This presentation offers mental health professionals a thorough understanding of adolescent vaping, including both nicotine and marijuana use. We’ll explore the latest research on how vaping impacts brain development during adolescence and the long-term risks to cognitive and emotional well-being. Attendees will learn about the psychological factors that contribute to continued use, even when teens are aware of the potential harms. Practical treatment strategies will be discussed, focusing on how to support teens who are reluctant or resistant to quitting.
Learning Objective:
- Identify three different ways adolescent vaping impacts cognitive and emotional development.
- Identify two family engagement strategies that can be used when working with teens who are reluctant to quit vaping, as assessed through case scenario discussions or role-play exercises.
- Identify three different motivational interviewing skills that can be used when working with teens who are reluctant to quit vaping, as assessed through case scenario discussions or role-play exercises.
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.
A-2 - SPACE Treatment: A Parent-Directed Approach to Launching Change in Childhood Anxiety and OCD
Track:
AM Breakouts
Speaker:
Diana Robbins, Ph.D.; Willa Marquis, Ph.D.
Description:
Supportive Parenting for Anxious Childhood Emotions (SPACE) is an evidence-based, parent-directed intervention designed to address childhood anxiety and OCD by reducing parental accommodation and increasing support. SPACE significantly reduces symptoms of anxiety and OCD in children – even if they never engage in treatment themselves. Through a blend of theoretical insights, case studies, and interactive exercises, attendees will become familiarized with the core principles of SPACE and strategies used in treatment to guide parents and caregivers towards building their child’s confidence, resilience, and independence. This session will also address common concerns and challenges that arise during treatment and provide practical solutions to enhance parental adherence and improve outcomes. By the end of the session, attendees will be equipped with a working knowledge of SPACE treatment to add to their clinical practice and concrete strategies to help empower parents in becoming active agents of change in their children’s and family’s well-being.
Learning Objective:
- Participants will be able to identify 3 types of parental accommodations.
- Participants will be able to explain 1 theoretical foundation and 3 key components of SPACE treatment
- Participants will identify 3 supportive statements and 3 targets for SPACE plans.
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.
A-3 - Integrating Self Care with Our Real Lives
Track:
AM Breakouts
Speaker:
Kenneth Ginsburg, MD, MS Ed
Description:
If we are to make a difference in the lives of the families, children, and youth we serve, we must foster the kind of connections that position us as a positive force in their lives. Although a strength-based model helps us witness compassion and resilience amidst the suffering, our deeper engagement leaves us vulnerable as we bear witness to the uncertainties of the human condition. This vulnerability, if not properly managed, can lead to maladaptive coping strategies that distance us from our emotions and from those people we aim to serve. This detachment, a state called “burnout,” will limit our effectiveness and decrease our job satisfaction. Too many efforts at self-care fractionate us from our lives of service. They tell us what we should do for ourselves and suggest ways to remove ourselves from our work. In sharp contrast, this talk is about integrating self-care into our lives of service.
Learning Objective:
- Name 3 ways effective boundaries enhances youth safety
- Identify 2 ways to prevent disruption to personal relationships
- Recognize 2 plans to incorporate emotional expression as a strategy to prevent shutting down emotionally.
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
Lunch
- 01:00 PM - 02:30 PM PST
B-1 - A Team Effort: Parents as Key Players in ADHD Treatment
Track:
PM Tracks
Speaker:
Carrie Jackson, PhD; Suyeu Kuo, PsyD
Description:
This session will focus on the critical role of caregivers in the treatment of ADHD. Participants will understand methods to integrate caregivers into treatment of ADHD involving teens and children. Participants will learn practical strategies to implement in family-based sessions for youth with ADHD including psychoeducation, problem-solving skills, and communication skills training. Participants will also have the opportunity to practice these skills through exercises in the session.
Learning Objective:
- Identify two evidence-based treatment models for kids and teens diagnosed with ADHD.
- List 3 reasons why it’s important to incorporate caregivers into treatment for children with ADHD.
- Name two treatment strategies to utilize in family-based sessions for youth ADHD.
Disclosure:
Dr. Kuo is the executive clinical director of Protected Roots Integrative Treatment Center, an exhibitor at the conference.
B-2 - Locking-in – Video Games, Youth Mental Health, and Therapy
Track:
PM Tracks
Speaker:
June Louis Cabales, LMFT
Description:
This training will confront the current, dominant discourses about youth mental health and video games to re-instill hope in how they can be a supportive part of youth development and the therapeutic process. This training will demystify video games, internet/online culture, and the ways young people take part in it. This training will provide clinicians and mental health care advocates with the information and tools they need to broach conversations about mental health and video games with young people and families, illuminating the ways in which video games can be a tool for connection. This training will offer ways to integrate commercial video games into therapeutic practice as well as provide information on current and developing video game technologies that are being created specifically for mental health purposes.
Learning Objective:
- Deconstruct 2-3 dominant narratives related to online gaming and youth mental health
- Explain 2-3 ways in which video games are supportive of youth development and family connection
- Describe 3 different therapeutic interventions that can utilize video games
- Identity 2-3 legal or ethical considerations in using video games in therapy
- Name 3 video games that have been designed specifically as therapeutic tools
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.
B-3 - Demand Avoidance, is it Pathological? An Exploration of PDA.
Track:
PM Tracks
Speaker:
Ruth Millican, Psy.D; Miranda Millican, LMFT; Amaya Tueller, AMFT
Description:
Pathological demand avoidance or PDA is a hot topic in the world of neurodiversity right now. This breakout session will cover what PDA is, how to differentiate between demand avoidance driven by Autism and by other things (ADHD, sensory overwhelm, etc), and how best to work with PDA in treatment. We’ll have a special focus on how we as therapists can support the parents of PDA children in an effort to foster the highest quality of life at home, school and any other setting our clients find themselves in.
Learning Objective:
- Attendees will be able to list the trait patterns of individuals exhibiting a PDA profile of Autism.
- Attendees will be able to list and implement the top three interventions for PDA.
- Attendees will be able to identify the way demand avoidance is expressed in various neurotypes.
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
- 02:30 PM - 03:00 PM PST
Afternoon Break
Break for Coffee and Cookies
- 03:00 PM - 04:30 PM PST
KN_PM - Igniting HOPE: Healthy Outcomes from Positive Experiences
Speaker:
Hilary Marine, MPH, MSN, CPNP-PC
Description:
HOPE is an acronym for Healthy Outcomes from Positive Experiences. This session will introduce attendees to the power of positive lived experiences by reviewing data points, discussing key positive experiences, and introducing the HOPE Framework. Adverse childhood experiences (ACEs) are a well-recognized public health threat significantly impacting the lives of children and adults. Positive childhood experiences (PCEs) have a profound impact on the mitigation of ACEs and in building resilience against potential physical and mental health threats resulting from toxic stress and traumatic experiences. This is particularly applicable in those facing adversity, but also in the overall effort to improve health outcomes in children, families, and society as a whole. In addition to igniting hope and inspiration, this session will provide tangible action steps so attendees walk away feeling that they are able to make a shift impacting their daily practice or everyday life.
Learning Objective:
- Identify 3 examples of positive childhood experiences.
- List the 4 Building Blocks of the HOPE Framework.
- Describe one way you will implement the HOPE Framework into your personal and/or professional life.
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.