Pre-Convention PD Workshops

See below for the Pre-Convention PD workshops being offered as part of the CPA’s 2021 annual convention.

Pre-Convention PD Workshops will be scheduled the week immediately before the convention, May 31st – June 5th, 2021.

 

The CPA reserves the right to cancel any Pre-Convention Workshops due to low registration. In the event that this should happen, registrants can register for another workshop or be reimbursed their payment.

 

Workshop Fees

  3 Hour Workshop 6 Hour Workshop
Non-member $149 $199
CPA member $99 $149
Student member $49 $79
Student non-affiliate $79 $99

Work-Focused Assessment, Treatment, and After-Care: A Primer for Psychologists

Presented by: Dr. Sam Mikail, Ms. Valerie Legendre, Ms. Carmen Bellows, Dr. Renee-Louise Franche, Dr. Monique Gignac

Date/Time: Tuesday June 1st & Wednesday June 2nd – 14:00 – 17:00 EST
Duration: 6 hours (two three-hour sessions)
Continuing Education Credits: 6 CE Credits
Target Audience: Clinicians
Skill/Difficulty Level: Intermediate
Workshop Description:

The World Health Organization defines mental health as “A state of well-being in which the individual realized his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community.” (WHO, 2018). The WHO definition recognizes that working and contributing to one’s community is integral to mental health. Arends, Baer, Miranda, Prinz, and Singh (2014) note that in most countries the health care and employment sectors operate independently of each other, with different objectives and approaches to mental health. Treatment by health care professional emphasizes symptom reduction with relatively little consideration of matters related to work and employment. Employment services emphasize reintegrating people into work through activation and training while paying little attention to mental health concerns. There is growing recognition that early intervention is critical to mitigating prolonged disability due to common mental disorders. Psychological assessments and treatments are essential components within the broader healthcare and employment ecosystem needed to manage disability and facilitate return to work. To be maximally effective early intervention begins with a disability-informed assessment that goes beyond diagnosis by identifying work-related impairments and culminates in a case conceptualization that considers the whole person. Evidence-based intervention follows to optimize safe, healthy, and sustainable return to work..

This two-part workshop provides an overview of work-focused assessment, treatment, and after-care. Part-one describes an approach to assessment that emphasizes determination of job-related impairments, workplace factors contributing to impaired functioning such as perceived injustice, identification of vulnerabilities and strengths relevant to recovery, and two newly developed tools that facilitate work accommodation planning and communication decision making. Part-two summarizes empirical evidence related to work-focused interventions, such as Cognitive-Behavioral Therapy and Interpersonal Therapy, and the need for multidisciplinary collaboration. Roles and responsibilities of the multiple RTW partners involved are discussed, along with treatment progress measures as they relate to determination of work-readiness. The work accommodation tool will be further discussed within the context of recommendations for sustaining return to work.

Please note that this workshop is presented in 2 parts. June 1, 2021, 14:00 – 17:00 Part I and June 2, 2021, 14:00 – 17:00 Part II. learners must register for and attend both parts of the course to receive credit

Learning Outcomes:
1. Attendees will gain an understanding of work-focused assessment of impairment and disability associated mental disorders.
2. Attendees will gain an understanding of work-focused treatment of disability associated with mental disorders.
3. Attendees will gain an appreciation of the impact of perceptions of injustice on recovery from disability.
4. Attendees will be introduced to two new tools that facilitate work accommodation and communicating decision making.
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Prediction Statistics for Psychological Assessment

Presented by: Dr. R. Karl Hanson

Date/Time: Friday June 4th & Saturday June 5th – 14:00 – 17:00 EST
Duration: 6 Hours (Two three-hour sessions)
Continuing Education Credits: 6 CE Credits
Target Audience: Individuals who use, or are considering using, risk assessment tools in their applied practice.
Skill/Difficulty Level: Intermediate
Workshop Description:
This workshop provides training on the statistics used to evaluate actuarial risk prediction tools. These tools specify a set of risk factors (static or dynamic), combine them using an explicit method, and estimate rates of the outcome. The focus will be on the type of risk prediction tools now commonly used in corrections and forensic mental health. The content would also directly apply to prediction tools in other domains, such as mental health (suicide), education (school completion), and child welfare.

This workshop is primarily intended for individuals who use, or are considering using, risk assessment tools in their applied practice. Only basic knowledge of statistics is presumed (e.g., means, SD). Participants will learn the basic concepts required to evaluate risk tools, including the distinction between diagnostic and prognostic statistics, discrimination, and calibration. Most of the workshop will involve working through a series of exercises that demonstrate the strengths and weaknesses of specific evaluation methods, such as the fourfold table, AUC’s, Cohen’s d, the E/O index, logistic regression, and calibration plots. Bring a calculator.

Please note that this workshop is presented in 2 parts. June 4, 2021, 14:00 – 17:00 Part I and June 5, 2021, 14:00 – 17:00 Part II. learners must register for and attend both parts of the course to receive credit

Learning Outcomes:
1. Understand the two major indices for evaluating risk prediction tools (discrimination and calibration).
2. Be able to identify statistics that are appropriate for evaluating diagnostic tools, prediction tools, or both.
3. Calculate and interpret a selection of discrimination statistics for risk prediction tools.
4. Calculate and interpret a selection of calibration statistics for fixed follow-up studies.
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Case Reports and Other Psychological Writing About Patients: Ethical and Clinical Considerations

Presented by: Dr. Barbara C. Sieck

Date/Time: Tuesday June 1st – 10:00 EST
Duration: 3 Hours
Continuing Education Credits: 3 CE Credits
Target Audience: Clinicians, Teachers, Graduate Students, Researchers, Journal Editors
Skill/Difficulty Level: Introductory
Workshop Description:
Clinical writing about psychotherapy patients has long been a part of didactic texts, research articles, and books for the general public because it allows treatments and interventions to be presented in an effective and memorable way. However, it is imperative to consider the ethical and clinical implications of translating the private psychological lives of patients into such a public sphere. This workshop will help psychologists navigate the complexity of maintaining ethical and legal compliance and protecting patient confidentiality while continuing to advance the field of psychology. The workshop is critical for psychologists who are considering writing about their patients, for journal editors who want to ensure their journal policies are ethically and legally sound, and for professors who utilize case reports in their teaching and assign their students to write case reports. The workshop will include a multimedia examination of historical and current publishing practices; a review of the relevant empirical literature; an interactive exercise analyzing ethical and legal standards; and a discussion of the benefits and risks of using informed consent, patient disguise and case composites when writing about patients. Specific recommendations will be provided and participants will create personal action plans informed by best practices and ethical and institutional guidelines.

Learning Outcomes:
1. Describe the historical and current practices of using patients in case reports and psychological writing.
2. Compare the benefits and risks of engaging in informed consent, using patient disguise, and creating composites when writing about patients.
3. Identify relevant ethical principles standards and PIPEDA/HIPAA guidelines related to writing about patients.
4. Create specific individualized clinical policies for writing case reports using patients.
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Social justice conversations: How to have conversations that move from discomfort to action

Presented by: Dr. Natasha Maynard-Pemba

Date/Time: Wednesday June 2nd – 10:00 EST
Duration: 3 Hours
Continuing Education Credits: 3 CE Credits
Target Audience: supervisors, clinicians, graduate students, professors
Skill/Difficulty Level: Intermediate
Workshop Description:
This workshop will take an inclusive and experiential approach to understanding how we can be change agents in impactful ways within the systems in which we work. The workshop will include breakout groups and exercises to aid competency development. As counseling psychology practitioners and scholars, we are charged to be social justice advocates within our field. Part of the mission of the CPA is “To improve the health and welfare of all Canadians.” If you find yourself in your work unable, unwilling, or unsure (e.g. feeling constrained by system dynamics, policies, and regulations) about meeting the needs of all who enter your doors, a conversation about social justice may be of great importance in your continued development. Conversations on social justice are often uncomfortable because they are personal (i.e. representing our intersecting identities, values, histories, defenses, biases, positionality). By acknowledging the inherent complexity (i.e. that it is not just a discussion about race or identity or right and wrong), we start from a deeper place of compassion that makes these conversations possible.

Learning Outcomes:
1. Identify areas of injustice within mental health and counseling
2. List and assess ways in which systemic and personal processes prevent social justice engagement
3. Describe two strategies that can help move challenging social justice conversations from uncomfortable to engaging
4. List two approaches to making social change within one’s institution or organization
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Applied Bayesian Statistics

Presented by: Dr. Milica Miocevic

Date/Time: Thursday June 3rd – 10:00 EST & 14:00 EST
Duration: 6 Hours – (Two three-hour sessions)
Continuing Education Credits: 6 CE Credits
Target Audience: Researchers, faculty members, and graduate students in the social sciences
Skill/Difficulty Level: Advanced
Workshop Description:
Bayesian methods are being suggested as a remedy for many issues in psychological research, ranging from insufficient transparency to lack of convergence of complex models with small samples. This workshop will introduce philosophical underpinnings of Bayesian statistics and cover steps in fitting regression and mediation models in the Bayesian framework. The workshop will consist of lectures and practical sessions in which attendees will practice steps in conducting Bayesian analyses in R. Participants are encouraged to bring their own data for the lab portion of the workshop, however, the instructor will provide example data sets for participants who do not have their own data. Upon the completion of the workshop, participants will be able to use Bayesian linear regression and mediation analysis in their own research, encode existing prior information for model parameters, diagnose convergence in Markov Chain Monte Carlo estimation, write up the results of Bayesian analyses for a journal article, and understand articles that examine and apply Bayesian methods.

Please note that this workshop is presented in 2 parts. June 3, 2021, 10:00 – 13:00 Part I and June 3, 2021, 14:00 – 17:00 Part II. learners must register for and attend both parts of the course to receive credit

Learning Outcomes:
1. Researchers will be able to run Bayesian models in R on their own data
2. Researchers will learn the appropriate steps in a Bayesian analysis
3. Researchers will learn how to correctly implement Markov Chain Monte Carlo estimation
4. Researchers will learn how to report findings from a Bayesian analysis for a journal article
5. Researchers will be able to understand and review papers that used Bayesian statistics
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Self-Integration Model: A Practical Guide for Therapists to Transform Lives

Presented by: Ms. Donna Jacobs

Date/Time: Friday June 4th – 10:00 EST
Duration: 3 Hours
Continuing Education Credits: 3 CE Credits
Target Audience: Clinicians, Trainees, graduate students
Skill/Difficulty Level: Intermediate
Workshop Description:
Therapists need practical, accessible, and effective models to help clients who are hurting and in need of shifting to psychological health and wellness. In presenting my original therapeutic model (“Self- Integration Model” SIM), my aim is to provide therapists with an effective way of transforming the lives of clients. SIM is a parts model that allows people to change their patterns while learning that they already possess all elements necessary to make changes to recover from depression, anxiety, hopelessness, self-doubt, paralysis, entitlement, grandiosity, or even victimhood. Once clients understand the parts of the self and how they interact, we can help them move from the unhealthy side of the model to the healthy side where they can live happy, productive, empowered lives. This workshop provides a foundational understanding of the parts and how they interact while understanding the impact of family of origin. We then examine examples of stressors and issues that clients present to us, and how to use the model to create change.

This 3-hour workshop series includes 3 parts: 1) Learning the Model, 2) Focus on Family of Origin, and 3) 6 Step Healing Process. Participants will receive handouts and worksheets within which to practice the model with case studies, as well as self-reflective exercises.

Learning Outcomes:
1. Participants will learn the parts of the Self-Integration therapeutic model
2. Participants will learn how the parts of self are interrelated
3. Participants will learn that we possess all the parts necessary to help clients move to change
4. Participants will understand how our filter system affects the way we feel and learn how each state creates a link with a feeling
5. Participants will understand how our families of origin affect how we react
6. Participants will learn practical skills, such as 6 Step Healing, to move clients towards health
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What Research Tells Us – and Doesn’t Tell Us – About Technology, Youth, and Their Families

Presented by: Dr. Kelly Schwartz

Date/Time: Monday May 31st – 14:00 EST
Duration: 3 Hours
Continuing Education Credits: 3 CE Credits
Target Audience: Clinicians, researchers, and students.
Skill/Difficulty Level: Intermediate
Workshop Description:
It would be an understatement to state that the social world of children, adolescents, and their families has been invariably changed by the advent of technology and social media. As psychologists, we are called upon to know about the important social domains that contribute positively and negatively to child and family mental health, and this workshop will utilize the existing empirical and theoretical literature to address three main objectives: 1) Explore the pervasiveness of media and technology in family’s lives; 2) Digest the most recent research on how screen time and social media are changing the neurological, social, and emotional development of children and youth; and 3) Engage in discussion on discussing how family members can understand, model, and establish boundaries around media and how, when, and why screen time happens in families and its effects on youth mental health, peer and family relationships. The workshop will address both positive and negative implications of media and technology use in families and how psychologists can provide support.

Learning Outcomes:
1. Participants will come to learn about the most accurate estimates of social media engagement in the lives of children and youth in North America
2. Given the volatility of social media use and the devotion of its users, participants will learn about prevention and intervention strategies that have an evidence base
3. Understand how and why children and adolescents use technology, with particular focus on both quantitative and qualitative studies that explore domains most relevant to psychologists (e.g., learning, self-regulation, etc)
4. Discover the impact – both positive and negative – of social media use by children and adolescents on mental health
5. Participants will leave with a strong reference list related to research and practice, including web-based resources particularly relevant to families
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