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Speakers

Leon Altamirano, Psy.D.

Clinical Psychologist

Dr. Altamirano (Dr. A) is a licensed Psychologist who has dedicated his career to public mental health in San Diego County. Over the past 26+ years, Dr. A has worked with all ages in a variety of settings and levels of care including residential treatment, psychiatric hospitals, corrections and rehabilitation, Indian health services, consulting, outpatient private practice and primary care. Currently, he is the Director of Integrated Behavioral Health with True Care. True Care is a Federally Qualified Health Center and Patient Centered Medical Home with 11 state-of-the-art health centers conveniently located across San Diego’s North County and Riverside. Dr. Altamirano and True Care’s focus on Integrated Care and Adverse Childhood Experiences has resulted in the honored invitation to serve on the California Surgeon General’s ACE’s Aware Clinical Implementation Sub- Committee.

Session
E1 – Shifting the Paradigm: Integrating Behavioral Health into Primary Care (FQHC)

 
Speaker:

Leon Altamirano, Psy.D.

 
Description:

Presentation will describe process of implementation of both Embedded and Co-located integration of behavioral health services in a Federally Qualified Health Center.
Attendees will learn about the value and utility of organizational culture as essential characteristics for successful integration of embedded and co-located behavioral health services in a Federally Qualified Health Center.
Attendees will be able to apply steps and processes described as a guide for transitioning to an Integrated care program.

 
Learning Objectives:
  • Identify 5 core principles of the Patient Centered Medical Home.
  • Attendees will be able to demonstrate the importance of a Trauma-informed approach as a component of integrating care
  • Attendees will be able to identify training, screening and treatment possibilities that can be provided to underserved populations

Anne Bird, MD

Medical Director of the Transforming Mental Health Initiative

Anne Bird, MBChB, is a board-certified adult, child and adolescent psychiatrist who specializes in treating children, teens and young adults with mood disorders, anxiety disorders or attention-deficit/hyperactivity

 

Session
E2 – Integrated Delivery Systems – Transforming Mental Health -Rady Children’s Hospital

 
 
 
Speakers:

Domonique Hensler, MHA; Anne Bird, MD; Jason Schweitzer, MD

 
Description:

We will review clinical and administrative strategies to increasing access to care for children and adolescents by implementing mental health services in the primary care setting.

 
Learning Objectives:
  • Identify Evidence supported approaches to providing therapy in the primary care setting.
  • Identify 3 different roles for the disciplines involved with integrated care, including PCP, Psychiatrist, Therapist (LMFT or LSCW)
  • Learn 4 integrated care terms, including warm hand offs, brief intervention, generalist approach, population health approach

Hilary Bowers, MD, FAAPHilary Bowers, MD, FAAP

Pediatrician

Practice Name: CPCMG

Specialties: Pediatrics

Board Certifications: Pediatrics, Primary Care Pediatrics

Medical School: University of Washington, School of Medicine

Residency: Cedars-Sinai Medical Center

Internship: Cedars-Sinai Medical Center

Region: North Inland

Personal Statement:

“I joined CPCMG in August 2007, after practicing for several years in Los Angeles, CA. The cooperative nature of CPCMG and its close connection with Rady Children’s Hospital has given me the opportunity to provide excellent cohesive care to my patients. I have a particular interest in guiding parents through the developmental challenges of childhood and adolescence. In addition, I enjoy counseling new mothers on breastfeeding issues. On a personal note, the greater San Diego area has been a wonderful place to raise our growing family.

Session
E3 – ACES in the Primary Care Setting.

 
Speaker:

Hilary Bowers, MD, FAAP

Description:

ACES in the Primary Care Setting.
Hilary Bowers, MD

Janelle Chiu, LMFT

Supervising Licensed Mental Health Clinician Mental Health Related Services (MHRS)

Janelle Chiu is a Licensed Marriage and Family Therapist working as a Supervising Licensed Mental Health Clinician within the San Diego Unified School District’s Mental Health Resource Center. She earned a Masters in Counseling Psychology from National University and a Bachelor of Arts in Psychology from California State University, Fresno.
Since 2001, Ms. Chiu has worked in a variety of mental health settings including residential treatment, day treatment and outpatient school based programs. Her current role at SDUSD includes overseeing the Mental Health Related Services (MHRS) program. This program provides educationally related mental health services for students as part of their Individualized Education Program (IEP). Primary services include individual and group therapy, parent counseling, and adjunct services such as behavior intervention, case management, crisis management, consultation and collaboration with IEP team members. Ms. Chiu’s other areas of focus include promotion of youth mental health, social-emotional wellness and suicide prevention education and training

 

Session
D2 – Strategies to Support Students’ Social-Emotional Needs During Virtual Learning and the Transition Back to the Classroom

 
Speakers:

Janelle Chiu, LMFT; Kristine Cramer-Oliver, Ph.D. NCSP; Yuka Sakamoto, LCSW

 
Description:

The presentation will highlight an evidence driven approach for school districts to support student mental health, wellness and school engagement during virtual learning and the transition back to the classroom. Additionally, the presentation will offer strategies from school-based clinicians on effective practical and clinical interventions to support students during telehealth services and shift into physical learning environments

 
Learning Objectives:
  • • Overview of an evidence driven model to address the growing concern related to mental health and wellness of students and how districts may approach the evolving social-emotional needs of their students
  • • Review of effective social-emotional strategies and interventions to support student mental health, wellness and school engagement

Valerie Crabtree, Ph.D.

Associate Member, St. Jude Faculty Chief, Psychosocial Services

Crabtree, who oversees a team of psychologists, social workers, chaplains and other professionals, has done considerable research of her own, with the science of sleep being a major focus — so much so she’s even given a TEDx Memphis Talk on the subject. Childhood cancer patients often suffer significant sleep disruption, resulting in excessive daytime sleepiness and fatigue that impairs their ability to learn or play. “We didn’t really know anything about sleep in children with cancer when I arrived (at St. Jude) in 2007,” she said. “Now, being able to do something about it … that’s been a really exciting aspect of the research I do here.”

Session
B2 – “My child is a Zombie at night” – Battling Fatigue and Behavioral Issues and Sleep Interventions for children who say NO. –

Speaker:

Valerie Crabtree, Ph.D.

 
Description:

This presentation will cover the sleep disruptions and daytime impairments seen most frequently in youth with chronic illness, including cancer. Assessment strategies and intervention approaches will be discussed.

 
Learning Objectives:
  • Attendees will be able to identify at least 3 common sleep problems in youth with chronic illness.
  • Attendees will be able to identify both objective and subjective assessment tools for evaluating sleep and daytime function in youth with chronic illness.
  • Attendees will learn at least 2 intervention strategies to improve sleep and daytime performance in youth with chronic illness.

Kristine Cramer-Oliver, Ph.D. NCSP

SDUSD, School Psychologist

Kristine Cramer-Oliver is a school psychologist in the San Diego Unified School District. She earned her Ph.D. Degree in School Psychology from the University of California, Riverside, and a Master’s Degree in Clinical Psychology from Eastern Michigan University. Dr. Cramer-Oliver’s research has focused on adolescent mental health help-seeking and the use of culturally-adapted social-emotional learning interventions. She has also taught undergraduate and graduate-level coursework in psychology and education. As a school psychologist, Dr. Cramer-Oliver is dedicated to ensuring that all students develop the social-emotional and academic skills needed for both positive school outcomes and for success beyond the classroom.

Session
D2 – Strategies to Support Students’ Social-Emotional Needs During Virtual Learning and the Transition Back to the Classroom

Speakers:

Janelle Chiu, LMFT; Kristine Cramer-Oliver, Ph.D. NCSP; Yuka Sakamoto, LCSW

 
Description:

The presentation will highlight an evidence driven approach for school districts to support student mental health, wellness and school engagement during virtual learning and the transition back to the classroom. Additionally, the presentation will offer strategies from school-based clinicians on effective practical and clinical interventions to support students during telehealth services and shift into physical learning environments

 
Learning Objectives:
  • • Overview of an evidence driven model to address the growing concern related to mental health and wellness of students and how districts may approach the evolving social-emotional needs of their students
  • • Review of effective social-emotional strategies and interventions to support student mental health, wellness and school engagement

B. Heidi Ellis, Ph.D

Director, Trauma and Community Resilience Center

B. Heidi Ellis, Ph.D., is an Associate Professor in Psychology and Psychiatry at Harvard Medical School and Boston Children’s Hospital, and a licensed clinical psychologist. She is also the Director of the Trauma and Community Resilience Center at Boston Children’s Hospital, a partner in the National Child Traumatic Stress Network. Dr. Ellis’ primary focus is on understanding and promoting refugee youth mental health and well-being, with a particular emphasis on understanding how trauma exposure, violence, and social context impact developmental trajectories. Over the past 15 years she has conducted a Community Based Participatory Research program with Somali youth and was Principal Investigator of a multi-site, longitudinal research project examining developmental pathways to and away from violence, including ideological violence, gang involvement, and constructive civic engagement. Dr. Ellis is co-developer of the trauma treatment model Trauma Systems Therapy, and is engaged in capacity building and training related to trauma-informed multidisciplinary approaches to the repatriation and reintegration of children from formerly ISIS-controlled territories. She also directs the Massachusetts Area Prevention Framework, a multidisciplinary team approach to preventing targeted violence and terrorism among adolescents.

Session
KN:5 – Mental Health Practice with Immigrant and Refugee Youth: A Socioecological Framework

 
Speaker:

B. Heidi Ellis, Ph.D

 
Description:

More than 65.6 million individuals have been forcibly displaced worldwide; more than half of whom are under the age of 18 (UNHCR, 2017). Despite the diversity in cultures and journeys, traumatic stress, acculturative stressors, resettlement difficulties, and isolation are common challenges for forcibly displaced persons resettled in a new country of refuge. In this session we will discuss the pre-migration, peri-migration and post-migration experiences of refugee youth with an emphasis on how aspects within the social ecology can support the healthy adjustment and adaptation of these youth. Practical assessment and treatment framework will be provided, as well as an introduction to evidence-based practices in working with child and adolescent refugees.

 
Learning Objectives:
  • Attendees will be able to identify the four core stressors impacting child refugee adjustment and wellbeing
  • Attendees will be able to describe how trauma and culture can shape treatment and engagement with refugee children and families
  • Participants will be able to identify key experiences of the pre-migration, peri-migration and post- migration journey of refugees

John Lee Evans, Ph.D.

President of the San Diego Unified School Board

John Lee Evans is a clinical psychologist in private practice who works with children, adolescents and adults for over 20 years. He is Past President and served as a Trustee on the San Diego Unified Board of Education for twelve years. Prior to this he served as a Peace Corps Volunteer, taught community college courses and has worked as a political activist.

Session

D3 – The connection between the classroom and the clinic in the age of COVID and Black Lives Matter.

 
 
Speaker:

John Lee Evans, Ph.D.

 
Description:

John Lee Evans, Ph.D.
Licensed Clinical Psychologist, President of the SD Unified School Board.

As a psychologist and public education leader, I will explore the temporary and long term effects of these multiple crises and provide tips for clinicians, students, parents and teachers for managing chaotic change.

 
Learning Objectives:
  • • Understand the broad societal impact of the pandemic and the BLM social justice movement on children, adolescents, parents and teachers.
  • • Identify key adaptations needed and coping skills for students, parents and teachers
  • • Identify enduring positive changes that are emerging from these crises
 
Learning Level:
  • This presentation will address the ethical and culturally sensitive issues for treating all clients. It will address the micro issues in the clinical office and the macro issues of the pandemic and Black Lives Matter social movement that affect the individual.

Pradeep Gidwani, MD, MPH

Pradeep Gidwani, MD, MPH, Medical Director, Healthy Development Services, American Academy of Pediatrics, California Chapter 3

Pradeep Gidwani, MD, MPH, FAAP is a pediatrician and community health leader who works at American Academy of Pediatrics, California Chapter 3, San Diego and Imperial Counties (AAP-CA3) on a team that provides Countywide Coordination and Support for two large scale community initiatives – Healthy Development Services and First Step Home Visiting funded by First 5 San Diego. Over the last 14 years, these communitywide programs reach over 319,000 children and their families. Dr. Gidwani is a Past President of AAP-CA3, a Child Trauma Academy Fellow and a member of the Board Governors at the San Diego Foundation and serves on various community advisor boards. His areas of expertise include child development, Infant and Early Childhood Mental Health, childhood trauma, parents’ perception of childhood behaviors, and cultural issues in health care

 

Session
A3 – Culture of ONE – Not loosing track of the person

 
Speaker:

Pradeep Gidwani, MD, MPH

 
Description:

The purpose of this workshop is for attendees to examine their own cultural journey and to understand how their own experiences impact their ability to deliver services. They will explore their own “culture of one” or their personal culture and how it impacts their interactions with patients and clients. Participants will have the opportunity to appreciate the cultural differences that clients and patients bring to clinical services and how to connect with people of different cultures to better serve their needs.

 
Learning Objectives:
  • Attendees will explore their own “Culture of One”
  • Attendees will appreciate the cultural differences that clients and patients bring to clinical services
  • Attendees will understand how to connect with people of different cultures to better serve their needs

Daniel Goleman, Ph.D.

Author, Emotional Intelligence and Psychologist

Psychologist and author of Emotional Intelligence and Focus, Daniel Goleman has transformed the way the world educates children, relates to family and friends, and conducts business. The Wall Street Journal ranked him as one of the 10 most influential business thinkers. His article “What Makes a Leader?” remains the most requested reprint in the history of Harvard Business Review.
His 2014 bestseller, Focus: The Hidden Driver of Excellence, argues that leadership that gets results demands a triple focus: on our ourselves; on others, for our relationships; and on the outer forces that shape organizations and society. Dr. Goleman’s “The Focused Leader” won the 2013 HBR McKinsey Award, given each year for the best article in Harvard Business Review.
In his book, A Force for Good: The Dalai Lama’s Vision for Our World, Dr. Goleman — who was personally selected by the Dalai Lama — combines the Dalai Lama’s key teachings, empirical evidence, and true accounts of people putting his lessons into practice, offering readers practical applications for making the world a better place.
Goleman’s Emotional Intelligence was on The New York Times best sellers list for a year-and-a-half. Named one of the 25 “Most Influential Business Management Books” by TIME, it has been translated into 40 languages. HBR called emotional intelligence (EI) “a revolutionary, paradigm-shattering idea.” His follow-up, Working With Emotional Intelligence, outlined the importance of EI in professional settings.
His work on the brain and behavioral science was nominated twice for the Pulitzer Prize and recognized with the Washburn Award and Lifetime Career Award from the American Psychological Association. A former science journalist for The New York Times, he was named to the 2011 and 2013 Thinkers50 and a top business guru by Accenture Institute for Strategic Change.

 

Session
KN:2 – Emotional Intelligence and its importance in the time of COVID-19 Pandemic

 
Speaker:

Daniel Goleman, Ph.D.

 
Description:

The session will explain the capacity to be aware of, control, and express one’s emotions, and to handle
interpersonal relationships judiciously and empathetically.
Emotional intelligence (EI), emotional quotient (EQ) and emotional intelligence quotient (EIQ), is the capability of individuals to recognize their own emotions and those of others, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and adjust emotions to adapt to environments.
The attendees will learn to recognize and leverage the emotions in any situation, and react in ways that makes them successful as Leaders with high emotional intelligence.

 
Learning Objectives:
  • Explore emotional intelligence and coping strategies in the era of COVID-19 Pandemic with focus on resilience.
  • Learn about the impact of resilience and inner strength that a community can rely on.
  • Describe coping strategies that work to uplift the spirit in the time of adversity.

David Gozal, MD, MBA, Ph.D. (Hon)

Marie M. and Harry L. Smith Endowed Chair Chairperson, Department of Child Health Pediatrician-in-Chief, MU Women’s and Children’s Hospital

Session
KN:3 – Sleep in Children & Impact on health with the changed world of COVID-19

 
Speaker:

David Gozal, MD, MBA, Ph.D. (Hon)

 
Description:

David Gozal, MD– Professor
Marie M. and Harry L. Smith Endowed Chair
Chairman, Department of Child Health
Pediatrician-in-Chief, MU Women’s and Children’s Hospital

The session will explain the impact of sleep disturbance and influence in the quality of life.
Sleep disorders. Research shows that during stressful events, children and adults eat more, and their insulin sensitivity is affected. Over time, they become insulin resistant — craving more sugar and fat because they don’t process energy appropriately in their fat cells. This impacts quality of life and health. They are also susceptible to problems associated with biological clock changes from lack of structure and nontraditional school and work hours.
Attendees will be able to identify how circadian clock changes affect susceptibility to cOVID19, how sleep apnea may lead to more severe COVID-19 phenotype and how pandemic control measures may affect sleep quality and quantity

 
Learning Objectives:
  • Understand sleep disorders in children with focus on the normal sleep patterns and the various disorders of sleep that may impact children and youth and know the preferred treatment interventions to address these problems.
  • Learn about the impact of fear, illness and adversity on sleep in children and adolescents.
  • Describe coping strategies to improve sleep in the time of adversity.

Domonique Hensler, M.A.

Director, Care Redesign Delivery for Hospital and Network, Rady Children’s Hospital and Health Center

Ms. Domonique Hensler is the Senior Director for Care Redesign Planning and Mental Health Integration for Rady Children’s Hospital – San Diego and Rady Children’s Health Network. Since joining Rady Children’s in 1998, she has served in various leadership, strategic implementation, and project management roles in healthcare administration. Ms. Hensler’s current role focuses on transforming mental health and emotional well-being to improve the health status of youth and families.
Ms. Hensler obtained her Masters in Healthcare Administration from the University of Minnesota and has over 25 years of experience in the field.

Session
E2 – Integrated Delivery Systems – Transforming Mental Health -Rady Children’s Hospital

 

 

 

 

Yi Hui Liu, MD, MPH

Developmental-Behavioral Pediatrician Associate Professor of Pediatrics

Dr. Liu is a board-certified developmental-behavioral pediatrician and Health Sciences Clinical Professor in the Department of Pediatrics at the University of California San Diego (UCSD). She is the Section Head of Developmental-Behavioral Pediatrics (DBP) and the Medical Director of the UCSD DBP Clinic where she cares for children with complex developmental, learning, and mental health needs. At the San Diego Regional Center, Dr. Liu evaluates children and adults with developmental delays and disabilities and collaborates with psychologists and social workers to determine eligibility for early intervention and developmental disability services. Dr. Liu holds leadership positions in the Society for Developmental and Behavioral Pediatrics (SDBP) and the American Academy of Pediatrics.

 

Session

B3 – Interdisciplinary Joint Complex Case Discussion

 
Speakers:

Yi Hui Liu, MD, MPH; Jeffrey Rowe, MD

 
Description:

This presentation will present a complicated case. It will then ask a Developmental Behavioral Pediatrician and Child and Adolescent Psychiatrist to discuss the case. Assessment, diagnosis, formulation, and treatment planning will be performed with audience participation. Pharmcologic interventions, non-pharmacologic interventions, key education issues for parents/guardians, and local resources for clinicians and parent/caregivers will be presented.

 
Learning Objectives:
  • Identify 2 common causes of agitation in children with autism spectrum disorder
  • Identify 1 community resource for children with ASD and their families
  • Identify two FDA approved medications for youth with ASD and irritability
  • The audience will be able to describe the diagnostic criteria involved in cases in which Autism Spectrum Disorder and self-injurious behavior are involved.
  • The audience will learn to utilize a clinical process of clarification and hypothesis testing that is used by expert clinicians when faced with a complex and confusing clinical presentation.
  • The audience will be able to apply the above knowledge to other complex cases children with Autism Spectrum symptomology.

David Inwards-Breland, MD

Division Chief of Adolescent and Young Adult Medicine

Dr. David Inwards-Breland is chief of the Division of Adolescent and Young Adult Medicine and co-director of the Center for Gender Affirming Care at Rady Children’s Hospital-San Diego. He is also a clinical professor at UC San Diego School of Medicine. Dr. Inwards-Breland’s research interests include adolescent male health, depression, transgender youth and disenfranchised youth. He currently sits on the American Board of Pediatrics, sub-board on adolescent medicine.Dr. Inwards-Breland was the clinical director of the Division of Adolescent Medicine at Seattle Children’s Hospital and later founded and served as the medical director of the Seattle Children’s Gender Clinic. He is the recipient of numerous awards and honors, including Top Doctors, the Award for Distinguished Service in Promoting Diversity at Seattle Children’s Hospital and the Community Leader of the Year from the Greater Seattle Business Association. Along with practicing medicine, Dr. Inwards-Breland enjoys art, spending time with his husband and daughter, and riding his Peloton!

 

Session
C1 – Gender Identity Issues – Gender Affirming Care

 
Speaker:

David Inwards-Breland, MD

 
Description:

The course content is related to a methodological, theoretical, research, or practice knowledge base. Information provided should help demonstrate the knowledge base being utilized as the foundation of the trainee.
The course content demonstrates relevancy to the practice of marriage and family therapy, clinical social work, professional clinical counseling, and/or educational psychology and incorporates one of the following:
Aspects of the discipline that are fundamental to the understanding or practice
Aspects of the discipline in which significant recent developments have occurred
Aspects of other disciplines that enhance the understanding of the practice
Related to the diagnosis, assessment, and treatment of the client population being served
When possible, please support the workshop content by linking to evidence-based approaches/peer-reviewed scientific literature cited in the bibliography.
The presentation will review common terminology, risk and protective factors, and an overview of gender-affirming care.

 
Learning Objectives:
  • Recall common terminology when addressing transgender and non-binary youth.
  • Determine health disparities and protective factors to address in a transgender and non-binary youth.
  • List current medical and non-medical gender affirming care for transgender and non-binary youth.
 
Learning Level:
  • Build a strong foundation in gender-affirming care transgender/non-binary adolescents and young adults

Anoop Karippot, MD, DFAPA, DFAACAP, FAASM

Medical Director of Snoring and Sleep Center at AKANE Institute

Dr. Anoop Karippot is the Chairman of the Department of Psychiatry at Scripps Mercy Hospital, San Diego, CA. He is also the Medical Director of Snoring and Sleep Center at AKANE Institute of Allergy Asthma & Sleep Medicine (www.akaneinstitute.com ) with special interest to the care of children and adults with sleep disorders. He is Board Certified in General Psychiatry, Child and Adolescent Psychiatry and Sleep Medicine by the American Board of Psychiatry and Neurology. Dr. Karippot is one of the few physicians certified in Behavioral Sleep Medicine and is also a Registered Polysomnographer (RPSGT). Most recently, Dr. Karippot has held faculty appointments in Sleep Medicine, Psychiatry and Child and Adolescent Psychiatry at Penn State University Hershey Medical Center and University of Louisville School of Medicine. He also teaches residents and fellows at University of California – San Diego and Scripps Mercy Hospital. Dr. Karippot is a Distinguished fellow of the American Psychiatric Association (DFAPA), American Academy of Child and Adolescent Psychiatry (DFAACAP) and a fellow of American Academy of Sleep Medicine(FAASM). He has been an active member of Standards of Practice Committee of the American Academy of Sleep Medicine with contributions to several practice parameters in sleep medicine.

 

Session

KN:1 – COVID-19 and a Changing World for Children and Adolescents

 
Speaker:

Anoop Karippot, MD, DFAPA, DFAACAP, FAASM

 
Description:

The session will focus on explaining the impact of COVID -19 Pandemic and the devastating effect on the
physical and mental health of Children and Adolescents in California and steps taken and available in the
community for improving quality of care and resources to stabilize the community as a whole.
– Mental health struggles.
– Resources available.
– How to avail the resources.

 
Learning Objectives:
  • Explore emotional and physical challenges faced by children, adolescents and their family during the lockdown because of the Pandemic.
  • Learn about the coping strategies in the era of COVID-19 Pandemic with focus on resilience.

 

Session

B1 – Nightmares and Parasomnias: Things that go bump in the night…Sleep disorders, Nocturnal Enuresis, Binge Eating

 
Speakers:

Rochelle Zak, MD; Anoop Karippot, MD, DFAPA, DFAACAP, FAASM

 
Description:

Nightmares and Parasomnias: Things that go bump in the night…Sleep disorders, Nocturnal Enuresis, Binge Eating
Shelley Zak, MD & Anoop Karippot, MD

Jelani Memory

Author

Jelani is a black man married to a white woman and they have a blended family of 6 kids and the topic of race comes up often in life and in conversation with the kids, so Jelani wrote a straight-forward book about it called “A Kids Book About Racism.” That book sparked conversation and interest from all of his adult friends because it gave kids and adults permission to talk about such a difficult topic. What started as a small project is now a series of a dozen books around racism, feminism, body image, cancer, belonging, gratitude, and launching 30 new books every year!

Session
KN:6 – Children and Racism – How do we talk to children about Racism

 

Speaker:

Jelani Memory

 
Description:

The session will explain the impact of racism in the society. As a Black father with a blended family, Jelani
Memory knew that conversations about racism would be an inevitable part of his six kids lives — and not just because of the colors of their skin. Jelani has a strict philosophy for raising his children with “unwavering honesty” Always upfront with tough topics and desiring a tangible record of his experience in language his kids could understand, he first wrote a pictured book on racism just for himself and his family. This is one conversation that’s never too early to start, and this book was written to be an introduction for kids on the topic. Jelani Memory is an African American entrepreneur, thinker, and constant learner. He lives in Portland OR, with his wife and six kids. He still wants to be an artist when he grows up.

 
Learning Objectives:
  • Discuss how racism and cultural view impacts childhood development and growth and how the society can understand the challenges and manage them.
  • Learn about the impact of appropriate and early intervention in children and adolescents.

Aisha Pope, LCSW, BCD

Program Director FFAST, San Diego Center for Children

Aisha Pope, LCSW, has worked in San Diego County’s Children’s Behavioral Health System of Care for the last 20 years. Aisha has provided therapeutic services and clinical supervision in a variety of settings including outpatient, inpatient, residential, community/home based, private practice, and now telehealth. She currently works for San Diego Center for Children as a Program Director in the Foster Family Agency Stabilization & Treatment (FFAST) Program, and has a private practice, Roots & Wings Consulting, where she specializes in supporting BIPOC, youth 0-5, couples, and those needing support with parenting. She also currently co-chairs the county’s CYFSOC Early Childhood Mental Health Subcommittee. Aisha is proud to be a Rostered Provider in Child Parent Psychotherapy (CPP) and a Certified Positive Discipline Trainer. She is passionate about helping families to grow their connections to each other and community, reach their goals, and improve their resilience.

Session
A:1 – Therapists of Color, Being your Authentic self at work

 

Speakers:

Aisha Pope, LCSW, BCD; Gwendolyn Shelton, LMFT

 
Description:

This presentation is aimed at providers and creating equitable workspaces, rather than treatment of clients. Research shows that staff who feel respected and included have higher job satisfaction and better work performance which has positive impact on persons served.

It’s no secret that hiring a culturally diverse staff has benefits, particularly in the helping professions where there are stated values around culturally responsive service provision. Matching diverse clients with staff of similar cultural backgrounds leads to better outcomes for clients. But, what happens when our workforce is diverse only on the surface, while our way of doing business remains rooted in dominant culture values and methods? What happens is, the diverse staff either get adept at code switching in their workplace, or they get labeled “difficult”, passed over for advancement opportunities, disciplined, or terminated. In this workshop, we’ll discuss the concept of code switching and ways in which it benefits and hurts staff, the people we serve, and the organization. We’ll also look at practical steps organizations can take to create safe work places where all staff and persons served can show up as their authentic selves.

 
Learning Objectives:
  • Define code-switching and identify ways and reasons it shows up in the workplace
  • Recognize the personal, organizational, and societal costs of code-switching and the benefits of having workers show up as their authentic selves
  • Identify steps that organizations can take to support workers showing up as their authentic selves

Jeffrey Rowe, MD

Child and Adolescent Psychiatrist

Dr. Rowe is a clinician, educator, former administrator, and chair of multiple community committees and conference planning groups. He provides assessments and treatment to children, adolescents, and adults. He provides Court Ordered assessments to the Juvenile Court and Child Welfare Services and has expertise in multiple clinical, forensic, and administrative areas.
 

Session
B3 – Interdisciplinary Joint Complex Case Discussion

 

Speakers:

Yi Hui Liu, MD, MPH; Jeffrey Rowe, MD

 
Description:

This presentation will present a complicated case. It will then ask a Developmental Behavioral Pediatrician and Child and Adolescent Psychiatrist to discuss the case. Assessment, diagnosis, formulation, and treatment planning will be performed with audience participation. Pharmcologic interventions, non-pharmacologic interventions, key education issues for parents/guardians, and local resources for clinicians and parent/caregivers will be presented.

 
Learning Objectives:
  • Identify 2 common causes of agitation in children with autism spectrum disorder
  • Identify 1 community resource for children with ASD and their families
  • Identify two FDA approved medications for youth with ASD and irritability
  • The audience will be able to describe the diagnostic criteria involved in cases in which Autism Spectrum Disorder and self-injurious behavior are involved.
  • The audience will learn to utilize a clinical process of clarification and hypothesis testing that is used by expert clinicians when faced with a complex and confusing clinical presentation.
  • The audience will be able to apply the above knowledge to other complex cases children with Autism Spectrum symptomology.

Yuka Sakamoto, LCSW

Licensed Clinical Social Worker and the Interim Program Manager of the Mental Health Resource Center

Yuka Sakamoto is a Licensed Clinical Social Worker working as a Supervising Licensed Mental Health Clinician within the San Diego Unified School District’s Mental Health Resource Center. She earned a Master of Social Work from the University of Washington and a Bachelor of Arts in Psychology and in Asian Studies from the University of Pennsylvania.
In her role at the District, Ms. Sakamoto oversees the delivery of educationally related mental health services within specialized school settings for students with significant mental health needs and requiring an alternative educational placement. These school sites offer an integrated academic and intensive therapeutic environment to address social – emotional needs, while utilizing a trauma informed, culturally responsive, strengths based and client centered approach to services. She works in close partnership with the County of San Diego Behavioral Health Services in the provision of mental health services to Medi-Cal beneficiaries attending these school sites. Ms. Sakamoto also partners with the County of San Diego Behavioral Health Services to bring SchooLink mental health services to comprehensive school campuses across the District. SchooLink services promotes student access to services, connects students and families who may otherwise not engage in formal supports, and supports student social-emotional functioning and well-being at home, school, and in the community.

Session
D2 – Strategies to Support Students’ Social-Emotional Needs During Virtual Learning and the Transition Back to the Classroom

 
Speakers:

Janelle Chiu, LMFT; Kristine Cramer-Oliver, Ph.D. NCSP; Yuka Sakamoto, LCSW

 
Description:

The presentation will highlight an evidence driven approach for school districts to support student mental health, wellness and school engagement during virtual learning and the transition back to the classroom. Additionally, the presentation will offer strategies from school-based clinicians on effective practical and clinical interventions to support students during telehealth services and shift into physical learning environments

 
Learning Objectives:
  • • Overview of an evidence driven model to address the growing concern related to mental health and wellness of students and how districts may approach the evolving social-emotional needs of their students
  • • Review of effective social-emotional strategies and interventions to support student mental health, wellness and school engagement

Janina Scarlet, Ph.D.

Licensed Clinical Psychologist, author, and a full-time geek

Dr. Janina Scarlet is a Licensed Clinical Psychologist, author, and a full-time geek. A Ukrainian-born refugee, she survived Chernobyl radiation and persecution. She immigrated to the United States at the age of 12, inspired by the X-Men, developed Superhero Therapy to help patients with anxiety and PTSD, for which she later earned the Eleanor Roosevelt Human Rights Award by the United Nations Association. She was also portrayed as a comic book character in Gail Simone’s Seven Days graphic novel.

Session
C2 – Superhero Therapy: Helping Teens to Become the Hero of Their Story

 

Speaker:

Janina Scarlet, Ph.D.

 
Description:

In the age of the global pandemic children and teens across the world are struggling with anxiety and PTSD and yet most either don’t know how to process their experiences or have been shamed for trying. This course will focus on how to help clients feel understood and supported, to expand the client’s emotional vocabulary, and to assist the client in becoming their own version of a superhero in real life (IRL), fostering posttraumatic growth. No previous experience with popular culture necessary.

 
Learning Objectives:
  • 1. List 3 psychological benefits of Superhero Therapy
  • 2. Create a treatment plan using Superhero Therapy
  • 3. List 2 ways Superhero Therapy can be used to increase treatment compliance

Jason Schweitzer, MD

Child and Adolescent Psychiatrist

Jason trained in adult psychiatry at the Harvard Longwood Psychiatry Residency
Training Program, and completed his fellowship in child and adolescent psychiatry
at UCSD. His interests include integrated mental health, community psychiatry, school mental health and acute psychiatric emergencies. He currently works at Rady Hospital in the Transforming Mental Health Initiative and with Vista Hill Foundation.

 

 

 

Session
E2 – Integrated Delivery Systems – Transforming Mental Health -Rady Children’s Hospital

 

Speakers:

Domonique Hensler, MHA; Anne Bird, MD; Jason Schweitzer, MD

 
Description:

We will review clinical and administrative strategies to increasing access to care for children and adolescents by implementing mental health services in the primary care setting.

 
Learning Objectives:
  • Identify Evidence supported approaches to providing therapy in the primary care setting.
  • Identify 3 different roles for the disciplines involved with integrated care, including PCP, Psychiatrist, Therapist (LMFT or LSCW)
  • Learn 4 integrated care terms, including warm hand offs, brief intervention, generalist approach, population health approach

Gwendolyn Shelton, LMFT

Quality Assurance Supervisor, LMFT

Gwendolyn Shelton is a Quality Assurance Supervisor with the San Diego Center for Children where she oversees program adherence to regulatory and accrediting entity requirements. She strives for excellence and is passionate about educating and coaching others in the agency to perform their clinical duties with excellence and integrity, especially as it relates to providing compassionate clinical care to the families that are served by the program. She has over ten years of experience working as a clinician in the nonprofit sector in San Diego focusing on mental health services primarily children of color and other populations, including Child Welfare Services families and juvenile justice system involved youth. In her free time, she enjoys travelling, eating, and watching movies & documentaries.

Session
A:2 – Being Your Authentic Self at Work, and The Costs of Code Switching

 

Speakers:

Aisha Pope, LCSW, BCD; Gwendolyn Shelton, LMFT

 
Description:

This presentation is aimed at providers and creating equitable workspaces, rather than treatment of clients. Research shows that staff who feel respected and included have higher job satisfaction and better work performance which has positive impact on persons served.

It’s no secret that hiring a culturally diverse staff has benefits, particularly in the helping professions where there are stated values around culturally responsive service provision. Matching diverse clients with staff of similar cultural backgrounds leads to better outcomes for clients. But, what happens when our workforce is diverse only on the surface, while our way of doing business remains rooted in dominant culture values and methods? What happens is, the diverse staff either get adept at code switching in their workplace, or they get labeled “difficult”, passed over for advancement opportunities, disciplined, or terminated. In this workshop, we’ll discuss the concept of code switching and ways in which it benefits and hurts staff, the people we serve, and the organization. We’ll also look at practical steps organizations can take to create safe work places where all staff and persons served can show up as their authentic selves.

 
Learning Objectives:
  • Define code-switching and identify ways and reasons it shows up in the workplace
  • Recognize the personal, organizational, and societal costs of code-switching and the benefits of having workers show up as their authentic selves
  • Identify steps that organizations can take to support workers showing up as their authentic selves

Shawn S Sidhu, MD, FAPA, DFAACAP

Assistant Professor, University of California – San Diego, CA

Shawn Singh Sidhu is currently an Associate Professor at the University of California San Diego (UCSD) School of Medicine where he serves as Program Director for the UCSD Medical Center Child and Adolescent Psychiatry Fellowship Program. He is also an outpatient attending psychiatrist at Rady Children’s Hospital. Dr. Sidhu is a Fellow of the American Psychiatric Association and a Distinguished Fellow of the
American Academy of Child and Adolescent Psychiatry. He has dedicated the majority of his clinical career to working with underserved and under-resourced communities in the Southwest, including Native American tribes and border immigrant communities.

Session
KN-7 – I Left My Heart At the Border: Psychosocial Adversity in Immigrant Children and Families

Speaker:

Shawn S Sidhu, MD, FAPA, DFAACAP

 
Description:

This presentation is a broad overview of the current scope and state of the refugee crisis, the prevalence of mental health conditions in immigrant children and families fleeing torture and persecution, and lastly the ways in which healthcare providers can become involved to advocate for this population.

 
Learning Objectives:
  • Describe the current scope and state of the refugee crisis
  • Identify critical mental health issues in immigrant children and families fleeing torture and persecution
  • Utilize this knowledge to advocate for and effectively treat asylum seeking immigrant families
 
Learning Level:
  • Following this presentation attendees will be better able to understand how to ask about sensitive protected health information such as immigration status in a sensitive and ethical manner

KatySue Tillman, Ph.D.

Licensed Psychologist

Kathleen (KatySue) Tillman, PhD specializes in the assessment and treatment of children, adolescents, and families. Dr. Tillman completed her pre-doctoral internship in child-clinical and pediatric psychology at the Virginia Treatment Center for Children through the Medical College of Virginia before earning her PhD in Counseling Psychology with a concentration in Child Development from the University of North Dakota. Dr. Tillman has been providing assessment and counseling services to children, adolescents, and their families since 2001.
Dr. Tillman enjoys working with children and adolescents and has a counseling room specifically designed to meet their needs. She uses play therapy to work with children and early adolescents experiencing a variety of psychological difficulties and she uses art, journaling, music, and other creative approaches in her work with teens. Dr. Tillman has additional expertise in working with children and adolescents who have experienced trauma, who have been given multiple clinical diagnoses, and who may be resistant to coming to counseling. Dr. Tillman utilizes a collaborative, team-based, approach to treatment. She aims to help children and teens while also supporting the entire family.

Session
C3 – Using Tele-Play Therapy to Support Children During a Global Pandemic

 
Speaker:

KatySue Tillman, Ph.D.

 
Description:

Children across the world are experiencing crises, loss, grief and trauma as result of COVID-19 and related life changes. Their connections with peers and adults in their communities have changed, with many children experiencing social isolation, and increased worries and sadness. This session teaches participants how Tele-Play Therapy (play therapy services delivered via telehealth) can be used to increase family and social connectedness, while increasing healthy coping and functioning.
* The play therapy interventions covered in this workshop can also be applied to in-person counseling settings.

 
Learning Objectives:
  • Identify 3 skills used to connect with children while providing play therapy services online (i.e., Tele-Play Therapy).
  • Describe 1 Tele-Play Therapy intervention aimed at increasing social and family connectedness.
  • Describe 1 Tele-Play Therapy intervention aimed at increasing healthy coping

Jean Twenge, Ph.D.

Professor of Psychology at San Diego State University

Jean M. Twenge, Professor of Psychology at San Diego State University, is the author of more than 140 scientific publications and books.

Her books include:

• iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy–and Completely Unprepared for Adulthood
• Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled — and More Miserable Than Ever Before
• The Narcissism Epidemic: Living in the Age of Entitlement (co-authored with W. Keith Campbell)
• The Impatient Woman’s Guide to Getting Pregnant
• Personality Psychology: Understanding Yourself and Others (co-authored with W. Keith Campbell)
• Social Psychology (co-authored with David G. Myers)

Dr. Twenge frequently gives talks and seminars on teaching and working with today’s young generation based on a dataset of 11 million young people. Her audiences have included college faculty and staff, high school teachers, military personnel, camp directors, and corporate executives. Her research has been covered in Time, Newsweek, The New York Times, USA Today, U.S. News and World Report, and The Washington Post, and she has been featured on Today, Good Morning America, CBS This Morning, Fox and Friends, NBC Nightly News, Dateline NBC, and National Public Radio.

She holds a BA and MA from the University of Chicago and a Ph.D. from the University of Michigan. She lives in San Diego with her husband and three daughters.

 

Session
KN8 – The mental health of youth and parents during the COVID-19 pandemic

 

Speaker:

Jean Twenge, Ph.D.

 
Description:

The COVID-19 pandemic upended life for Americans beginning in March 2020, as schools closed and businesses shuttered. More than a year after the first lockdowns, we are still contending with the results of the pandemic. For example, many children and teens have not seen their classrooms in a year, and others have been back on school campuses only part-time. This presentation will explore the mental health of children, teens, and parents during the pandemic, with data spanning from spring 2020 to winter 2021. We will explore why pandemic life may have been harder on parents than on children, and what this means for youth mental health as the pandemic begins to recede.

 
Learning Objectives:
  • Describe 2 changes in the mental health of parents during the COVID-19 pandemic
  • Describe 2 changes in the mental health of teens during the COVID-19 pandemic.
  • Explain why sleep might be a crucial factor in why teens’ mental health was more positive than expected during the pandemic

Fred R Volkmar, MD

Editor in Chief, Journal of Autism and Developmental Disorders

Fred R Volkmar, M.D., Irving B. Harris Professor
Child Study Center, Yale University School of Medicine
Editor in Chief, Journal of Autism and Developmental Disorders
Editor, Encyclopedia of Autism
Fred R. Volkmar, M.D. is Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology at the Yale University Child Study Center, School of Medicine. A graduate of the University of Illinois where he received in undergraduate degree in psychology in 1972 and of Stanford University where he received his M.D. and a master’s degree in psychology in 1976 Dr. Volkmar was the primary author of the American Psychiatric Association’s DSM-IV autism and pervasive developmental disorders section. He is the author of several hundred scientific papers and chapters as well as a number of books including Asperger’s Syndrome (Guilford Press), Health Care for Children on the Autism Spectrum (Woodbine Publishing), the Handbook of Autism (Wiley Publishing), and A Practical Guide to Autism: What Every Parent, Teacher and Family Members Needs to Know (Wiley Publishing) with another three books in varying stages of production. He has served as an Associate Editor of the Journal of Autism and Developmental Disorders, the Journal of Child Psychology and Psychiatry, and the American Journal of Psychiatry. He currently serves as Editor of the Journal of Autism and Developmental Disorders. He has served as co-chairperson of the autism/intellectual disabilities committee of the American Academy of Child and Adolescent Psychiatry. In addition to having directed the internationally known autism clinic he also served as director of autism research at Yale before becoming chairperson of the Department. Dr. Volkmar has been the principal investigator of three program project grants including a CPEA (Collaborative Program of Excellent in Autism) grant from the National Institute of Child Health and Human Development and a STAART (Studies to Advance Autism Research and Treatment) Autism Center Grant from the National Institute of Mental Health.

 

Session
KN:4 – Seeing the Forest and the Trees – The Complexities of Diagnosing Autism in the Age of DSM-5

 

Speaker:

Fred R Volkmar, MD

 
Description:

Fred R Volkmar, M.D., Irving B. Harris Professor
Child Study Center, Yale University School of Medicine
Editor in Chief, Journal of Autism and Developmental Disorders
Editor, Encyclopedia of Autism
Fred R. Volkmar, M.D. is Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology at the Yale University Child Study Center, School of Medicine. A graduate of the University of Illinois where he received in undergraduate degree in psychology in 1972 and of Stanford University where he received his M.D. and a master’s degree in psychology in 1976 Dr. Volkmar was the primary author of the American Psychiatric Association’s DSM-IV autism and pervasive developmental disorders section. He is the author of several hundred scientific papers and chapters as well as a number of books including Asperger’s Syndrome (Guilford Press), Health Care for Children on the Autism Spectrum (Woodbine Publishing), the Handbook of Autism (Wiley Publishing), and A Practical Guide to Autism: What Every Parent, Teacher and Family Members Needs to Know (Wiley Publishing) with another three books in varying stages of production. He has served as an Associate Editor of the Journal of Autism and Developmental Disorders, the Journal of Child Psychology and Psychiatry, and the American Journal of Psychiatry. He currently serves as Editor of the Journal of Autism and Developmental Disorders. He has served as co-chairperson of the autism/intellectual disabilities committee of the American Academy of Child and Adolescent Psychiatry. In addition to having directed the internationally known autism clinic he also served as director of autism research at Yale before becoming chairperson of the Department. Dr. Volkmar has been the principal investigator of three program project grants including a CPEA (Collaborative Program of Excellent in Autism) grant from the National Institute of Child Health and Human Development and a STAART (Studies to Advance Autism Research and Treatment) Autism Center Grant from the National Institute of Mental Health.

 
Learning Objectives:
  • Understand sleep disorders in children with focus on the normal sleep patterns and the various disorders of sleep that may impact children and youth and know the preferred treatment interventions to address these problems.
  • Learn about the impact of fear, illness and adversity on sleep in children and adolescents.
  • Describe coping strategies to improve sleep in the time of adversity.

Daphyne Watson, MSW

Executive Director of Mental Health America San Diego

Daphyne Watson is the Executive Director of Mental Health America San Diego. Ms. Watson came to Mental Health America on January, 2012. Daphyne is an experienced professional, leading and developing a vast number of human services. She has been involved in the mental health field for the past 25 years. She has dedicated her career in addressing disparities and needs of communities of color, who often are underserved.
Daphyne has developed child abuse prevention programs, mental health programs, substance abuse programs, community support programs, and developed juvenile justice programs. She has operated programs in San Diego, Santa Barbara, Riverside, San Bernardino, and Baltimore Maryland. She has developed unique programs such as Family Finding, and WINGS (gender specific program for girls), Family Support programs, Breaking Down Barriers, Visions Clubhouse, Father2Child, Mental Health First Aid, developed a Boys & Men of color initiative and other mental health services.
Ms. Watson was recently appointed by the San Diego County Board of Supervisors to the Leon L. Williams San Diego County Human Relations Board and serves on its’ Ad-hoc Committee by giving voice to the needs, challenges, and importance of addressing discrimination in all of its’ forms. Ms. Watson serves and has served on the Mental Health Older Adult Counsel, San Diego County Community Action Planning Board, State of California Mental Health Planning Council, Child Welfare disproportionality workgroup, California Racial & Ethnic Mental Health Disparities Coalition, and Mental Health America California Executive Committee. She has been an adjunct professor at Springfield College-San Diego, teaching counseling and other innovative services. Daphyne has trained extensively on cultural inclusion and diversity.
Ms. Watson earned her Master’s Degree in Social Work, from SDSU and continues to educate and address the needs of the community. Daphyne is an advocate, an educator, a program developer, a trainer, a visionary and a compassionate leader

 

Session
A:1 – Why does the consideration and understanding of race matter in your work?

 

Speakers:

Daphyne Watson, MSW; Linda Wong Kerberg, LMFT

 
Description:

To provide attendees an understanding of how race and ethnicity impact the theraputic relationship and the importance of reflecting empathy and care to especially to clients of color.

 
Learning Objectives:
  • Goal: An examination of the role plays in clinical work. Objective: Demonstrating why consideration of race matters.
  • Goal: How to develop a viable ethnic lens when working with diverse communities. Objectives: How to develop true, authentic, empathetic relationships, in the helping fields.
  • Goal: Explore how a person of a different race can develop a viable therapeutic relationship with a client. Objective: Demonstrate how critical the engage process is and gaining an understanding of how race intersects in this process.
 
Learning Level:
  • Critical to the therapeutic relationship is the ability to have the client relate to clinician, yet as important is the ability of the clinician be able to relate to the client. Striving for understanding, insight, through the lens of race and culture, is critically important. Clients want to understand what is this therapeutic relationship and do you see them as people and not as a condition.

Linda Wong Kerberg, LMFT

Director of Programs for Mental Health America of San Diego

Linda Wong Kerberg is currently the Director of Programs for Mental Health America of San Diego. She currently oversees the Personal Therapy Connections and Visions Clubhouse programs. Linda is a licensed marriage and family therapist and has done extensive teaching at the university level, consulting, and clinical supervision. She has designed and directed multicultural clinical treatment programs in both Northern and Southern California. She has also been involved in numerous efforts which address race relations and cross-cultural understanding and communication.
 
 
Session

A:1 – Why does the consideration and understanding of race matter in your work?

 

Speakers:

Daphyne Watson, MSW; Linda Wong Kerberg, LMFT

 
Description:

To provide attendees an understanding of how race and ethnicity impact the theraputic relationship and the importance of reflecting empathy and care to especially to clients of color.

 
Learning Objectives:
  • Goal: An examination of the role plays in clinical work. Objective: Demonstrating why consideration of race matters.
  • Goal: How to develop a viable ethnic lens when working with diverse communities. Objectives: How to develop true, authentic, empathetic relationships, in the helping fields.
  • Goal: Explore how a person of a different race can develop a viable therapeutic relationship with a client. Objective: Demonstrate how critical the engage process is and gaining an understanding of how race intersects in this process.
 
Learning Level:
  • Critical to the therapeutic relationship is the ability to have the client relate to clinician, yet as important is the ability of the clinician be able to relate to the client. Striving for understanding, insight, through the lens of race and culture, is critically important. Clients want to understand what is this therapeutic relationship and do you see them as people and not as a condition.

Rochelle Zak, MD

Associate Professor, Medicine at the UCSF Sleep Disorders Center.

Shelley is an associate professor and physician at the UCSF Sleep Disorders Center. She is a sleep medicine specialist in New York, NY. She currently practices at Mt Sinai – National Jewish Health Respiratory Institute and is affiliated with UCSF Medical Center at Parnassus. She has spent many years volunteering for JFCS East Bay, particularly through the Holocaust Survivor Services Advisory Committee. She started the East Bay Tikkun Olam Chessed Day, a day of volunteering in the East Bay supported by East Bay Jewish organizations and is a member of Shalom Bayit East Bay Ambassadors. She previously served on the boards of Berkeley-Oakland Midrasha and the Young Israel of New Rochelle in New York. She is a graduate of Harvard College and the UCLA School of Medicine

 

Session

B1 – Nightmares and Parasomnias: Things that go bump in the night…Sleep disorders, Nocturnal Enuresis, Binge Eating

 

Speakers:

Rochelle Zak, MD; Anoop Karippot, MD, DFAPA, DFAACAP, FAASM

 
Description:

Nightmares and Parasomnias: Things that go bump in the night…Sleep disorders, Nocturnal Enuresis, Binge Eating
Shelley Zak, MD & Anoop Karippot, MD

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