Pre-Convention PD Workshops

Presented by: Fereshteh Rashed, Rachel Fouladi

Sponsored by: N/A
Continuing Education Credits:6 CE Credits
Language:English
Duration: 6 Hours (AM/PM) (9:00 – 16:30)

Target Audience:The audience is expected to have understanding/skills for analysis of variance, multiple regression analysis, factor analysis, and basics of R and RStudio.
Skill/Difficulty Level:Advanced
Workshop Description:

The goal of this workshop is to provide learners with the concept of measurement invariance (MI) and an applied tutorial for assessing MI using the statistical software R. Differential Item Functioning (DIF) is an item-level analysis to examine the measurement non-invariance in order to address fairness and equity in testing. DIF occurs when participants from different groups interpret and respond to a given item differently after controlling for the underlying construct. If DIF is observed, drawing a conclusion may lead to unfair and inaccurate decisions as we cannot conclude that the observed difference between different groups is due to a real difference or different interpretations. Various methods have been developed to detect DIF thus far, which fall into two broad approaches: the observed-score methods and the latent variable methods. Topics of this workshop include an introduction to MI and its background, DIF detection methods, applying the methods in practice, and dealing with DIF. In the tutorial section, Mantel-Haenszel and logistic regression procedures will be covered for the observed-score methods. For latent variable methods, the focus will be on multi-group confirmatory factor analysis and Multiple indicators, multiple causes model. All workshop materials, including slides, exercises and answer keys will be distributed to participants.

Learning Outcomes:

1. Learners will understand the concept of Measurement invariance, the history of Differential item functioning (DIF), and its importance in research
2. Learners will be able to apply different methods to detect DIF in dichotomous and polytomous data
3. Learners will be able to detect DIF in multidimensional scales
4. Learners will be able to detect DIF when working with dependent samples (e.g., longitudinal studies and dyadic data)
5. Learners will be able to critique the observed DIF

Presented by: Julie Gosselin, Marie-Pier Vandette

Sponsored by: N/A
Continuing Education Credits:6 CE Credits
Language:English
Duration: 6 Hours (AM/PM) (9:00 – 16:30)

Target Audience:Clinicians, clinical supervisors, clinical/counselling program directors
Skill/Difficulty Level:Intermediate
Workshop Description:

Clinical supervision is the main training method through which psychologists learn the skills and attitudes necessary to the development of competencies in their area of practice. The growing complexity seen in most practice settings has created challenges for clinical supervisors who must be able to meet supervisees in their training needs, help them attain professional standards of practice, and manage their own workload effectively. Few clinical supervisors have received both didactic and experiential training that focuses explicitly on the development of professional competencies as a clinical supervisor. This workshop will help to expand clinical supervision practices through the presentation of competency-based strategies drawn from Falender and Shafranske’s model, as well as techniques stemming from positive and solutions-focused approaches. It will also provide guidance on how to address normative challenges related to performance, interpersonal conflict, and supervision impasses. Participants will learn about how to include self-compassion strategies inspired by Neff’s work, as well as Miller and Sprang to prevent compassion fatigue in supervisees and promote professional resilience through deliberate feedback and modeling. As a result, participants will be better equipped to address normative challenges associated with clinical supervision in most training settings.

Learning Outcomes:

1. Learn how to use competency-based evaluation to anchor training objectives and ongoing feedback
2. Learn how to use competency anchors to help motivate and orient professional development in supervisees
3. Learn how to manage normative challenges in clinical supervision from a competency-based approach
4. Learn how to teach and model professional resilience in supervisees through self-compassion practice
5. Learn how to include self-compassion and reflective practices within your supervision model

Presented by: Michael Best

Sponsored by: N/A
Continuing Education Credits:6 CE Credits
Language:English
Duration: 6 Hours (AM/PM) (9:00 – 16:30)

Target Audience:Clinicians, graduate students
Skill/Difficulty Level:Intermediate
Workshop Description:

Background: Psychosis is one of the most serious and persistent mental health conditions. Historically, antipsychotic medication has been the frontline treatment for psychosis. However, 75% of individuals discontinue antipsychotic medications without the recommendation of their physician, often a result of unwanted side effects. Recent advances in the provision of cognitive behavioural therapy for psychosis (CBTp) have suggested that CBTp can be as effective as antipsychotic medication for the treatment of psychosis (Morrison et al., 2018). The current workshop will provide an introduction to the cognitive model of psychosis, collaborative conceptualization, and core change techniques.

Methods: This experiential workshop focuses on developing introductory clinical skills for working with clients experiencing distressing psychosis. This recovery-focused approach will be illustrated using clinical case examples, live demonstrations, and video recordings of actual therapy sessions. Experiential exercises and role-plays will enhance the development of clinical skills. Special emphasis will be placed on understanding psychosis within the client’s cultural context and providing culturally sensitive CBTp.

Impact: By the end of the workshop participants will be able to conceptualize psychosis using the cognitive model and implement core change techniques to facilitate recovery..

Learning Outcomes:

1. Define Symptoms of Psychosis
2. Articulate Structure of CBT for psychosis
3. Conceptualize psychosis using the cognitive model
4. Identify core cognitive and behavioural change strategies for psychosis
5. Implement CBT for psychosis within a culturally sensitive context

Presented by: Niki Fitzgerald, Christine Purdon, Marjory Phillips

Sponsored by: CCPPP
Continuing Education Credits:3 CE Credits
Language:English
Duration: 3 Hours (AM) (8:30 – 12:00)

Target Audience:The workshop will be of interest to training directors of both university training programs and internship/residency sites as well as other psychologists who are interested in entering these roles in the future.
Skill/Difficulty Level:Intermediate
Workshop Description:

The majority of students and trainees will hone their skills and achieve their educational and training milestones through ongoing incorporation of direct instruction and supervision. Occasionally, however, some trainees will be unable to implement this feedback and demonstrate the skills required to progress in their training, such that a more formal process is required. Given that formal remediation is a relatively rare occurrence that is viewed as a serious step, many DCTs and DoTs may be uncertain of when to initiate this process and how to enact their own policies and procedures related to formal remediation. Based on their experience with the creation and implementation of formal remediation plans, the workshop facilitators seek to demystify the remediation process and increase attendees comfort with identifying situations where there is need for formal remediation, creating a plan to best support the needs of trainees, and documenting the process. Small group discussions will allow DoTs and DCTs to discuss their program’s remediation policies and procedures and discuss their use of them to date.

Learning Outcomes:

1. Attendees will increase their awareness of when to initiate a remediation plan and the steps to take if it is unsuccessful.
2. Attendees will learn the core components of a remediation plan.
3. Attendees will increase their familiarity with their own remediation plans and those of other training sites/programs.
4. Attendees will increase their comfort constructing a remediation plan tailored to trainee needs.
5. Attendees will increase their familiarity in the communication and documentation of the remediation process.

Presented by: Maria Kokai, Ester Cole

Sponsored by: N/A
Continuing Education Credits:3 CE Credits
Language:English
Duration: 3 Hours (AM) (8:30 – 12:00)

Target Audience:Practicing psychologists, academics, those involved in psychology graduate training programs, those who supervise, graduate students
Skill/Difficulty Level:Intermediate
Workshop Description:

This interactive workshop is designed to strengthen much needed roadmaps for services during the prolonged COVID-19 recovery and beyond. Methods: It will utilize an integrated 3×4 matrix as a model that applies evidence-based JEDI services applicable to diverse school communities in the context of the national mosaic. Results: Based on the review of current national and international professional literature/research, the application of the model’s two-dimensional framework delineates evolving service goals on a continuum in the face of growing mental health needs, as well as the 4 levels of service recipients in educational systems. Conclusions: The applicability of the model is wide ranging, which will be illustrated through examples pertaining to mental health and academic achievements; social-emotional learning that promotes resiliency; meeting the needs of immigrant and refugee students; crisis intervention, and violence prevention. Each of the workshop examples will be accompanied by ‘user-friendly’ tools and resources. Action/Impact: The application of the model is recommended to strengthen roadmaps for services; enhance the reach and effectiveness of preservice and in-service school psychology professionals, in order to meet the ever-growing needs for just, equitable, diverse and inclusive services for children, youth and their families.

Learning Outcomes:

1. Strengthening core consultation skills to be utilized for professional advocacy at all educational levels, including multidisciplinary support teams.
2. Enhancing planning skills to facilitate collaborative partnerships with educational leaders and families in order to flexibly adjust and monitor efficacy of interventions.
3. Strengthening training ethical competencies for supervision of practicum, internship and practice in academia and field levels.
4. Embedding principles of Social Justice and EDI competencies to consultation and assessment for intervention with Newcomers in direct and mediated school services.
5. Identifying gaps and growth promoting opportunities for pre-service and in-service concerning the 4 levels of racism impacting students throughout their learning trajectory.

Presented by: R. Karl Hanson

Sponsored by: N/A
Continuing Education Credits:3 CE Credits
Language:English
Duration: 3 Hours (AM) (8:30 – 12:00)

Target Audience:Researchers, graduate students
Skill/Difficulty Level:Advanced
Workshop Description:

Dynamic risk factors are central to treatment and risk management practices in corrections and forensic mental health. Although there is strong evidence for between-individual differences in the likelihood of recidivism, evidence for dynamic (changeable) risk factors has been elusive. Meaningful change is difficult to detect in real world data and there are inherent problems with many of the commonly proposed designs (e.g., pre-post evaluations). One versatile solution is Cox regression survival analysis with time-dependent covariates, which has been used with success in recent dynamic prediction studies (Babchishin & Hanson, 2020; Lee et al., 2022; Lloyd et al., 2020). Participants will learn when and how this type of survival analysis can be used to distinguish between static and dynamic risk factors, and how to test competing dynamic risk models. The analyses will be demonstrated using the R package “survival” (free software; Therneau, 2021). Participants are encouraged to bring a laptop loaded with a recent version of R and the “survival” package.

Learning Outcomes:

1. Appreciate the strengths and weaknesses of commonly used research designs for identifying dynamic risk factors.
2. Learn how survival analysis can be used to identify static and dynamic risk factors.
3. Learn how to organize datasets to facilitate analysis of time-dependent covariates.
4. Learn how to conduct and interpret Cox regression survival analysis using time-dependent covariates.

Presented by: Jennifer Chalmers

Sponsored by: N/A
Continuing Education Credits:3 CE Credits
Language:English
Duration: 3 Hours (AM) (8:30 – 12:00)

Target Audience:All persons engaging in practice of psychology- clinicians
Skill/Difficulty Level:Introductory
Workshop Description:

This workshop aims to explore with participants their beliefs and interests in providing culturally relevant and evidence-based psychology services in the era of Truth and Reconciliation, and Calls to Action (TRC) and Calls to Justice (MMIWG). Many clinicians in psychology practice are trained in cultural diversity, respect for differences, and to work with clients/service users to benefit their health, well-being and advocacy. However, resources in Canada on how to actually use relevant knowledge, tools, and therapies with Indigenous persons and communities is lacking. Clinicians are eager to work with Indigenous persons and know they require further support, education, training and guidance, beyond what has been learned in graduate school. Doing harm is also a concern, and it is with this knowledge that this workshop has been extended from a shorter one done in 2022 to include further examples of practice with Indigenous persons for those seeking to practice within current guidance of ethical practice.

The workshop will explore personal humility in delivery psychology services, knowledge/guidance for assessment and therapeutic models, and examine treatment implications with the use of evidence-based practices in consideration of being helpful or harmful to Indigenous Peoples.

Learning Outcomes:

1. Explore how clinical psychology services can be helpful and harmful to Indigenous Peoples.
2. Engage participants to describe how they work/want to work from a place of cultural humility and self examination of their work with Indigenous clients, groups and communities.
3. Treatment implications with use of evidence-based practices with Indigenous persons.
4. Review current assessment measures used with Indigenous persons and potential harms.
5. Review current therapy approaches used with Indigenous persons and potential harms.
6. Develop practices in the delivery of psychological services that respect and empower Indigenous persons.

Presented by: Lisa Couperthwaite, Colleen Ray

Sponsored by: N/A
Continuing Education Credits:3 CE Credits
Language:English
Duration: 3 Hours (PM) (13:00 – 16:30)

Target Audience:Clinicians, graduate students
Skill/Difficulty Level:Intermediate
Workshop Description:

The goal of this workshop is to develop psychologists’ knowledge and skills when formulating Return to Work (RTW) recommendations to promote successful and sustained RTW outcomes following occupational injuries. This workshop will do so by offering clinical considerations, contextualized by knowledge of the worker’s compensation system, to promote the provision of actionable RTW recommendations with sufficient clinical rationale. Participants will engage and interact as they work through case examples to develop RTW recommendations that facilitate fictional clients’ safe RTW, considering the interaction between the client’s specific mental health symptoms, their functional implications, and the psychological demands associated with their job duties and work environment. After this workshop, participants will have an improved ability to:
(a) Understand what clinical information worker’s compensation decision makers need to know;
(b) Understand the differences between restrictions, limitations, and accommodations; (c) Provide sufficient clinical rationale when opining on a client’s ability to work; and (d) Write meaningful and actionable RTW recommendations with sufficient clinical rationale, through linkages between a client’s psychological symptoms, functional impairment or risks of symptom decompensation, and specific restrictions, limitations, or accommodations.

Learning Outcomes:

1. Improved ability to understand what clinical information from psychologists that worker’s compensation decision makers need to know.
2. Improved ability to understand the differences between restrictions, limitations, and accommodations, from a psychological perspective.
3. Improved ability to write meaningful and actionable RTW recommendations with sufficient clinical rationale, through linkages between a client’s psychological symptoms, functional impairment or risks of symptom decompensation, and specific restrictions, limitations, or accommodations.
4. Improved ability to provide sufficient and sound clinical rationale when opining on a client’s ability to work.

Presented by: Franca Cortoni

Sponsored by: N/A
Continuing Education Credits:3 CE Credits
Language:English
Duration: 3 Hours (PM) (13:00 – 16:30)

Target Audience:Clinicians and graduate students
Skill/Difficulty Level:Intermediate
Workshop Description:

Women who sexually offend constitute a small yet significant proportion of all sexual offenders. In recent years, increased empirical attention has revealed a number of gender-specific issues related to female offending. As such, women convicted of sexual offenses require gender informed assessment, treatment, and management practices. This workshop will present the details of the evidence that indicates the need for a gender-informed approach to the assessment and treatment of women who have sexually offended. It will also include a discussion of empirically supported assessment and treatment practices with justice-involved women to understand how best to approach interventions with women convicted of sexual offenses. It will conclude with a review of special considerations due to societal and criminal justice unequal power issues in relation to their management. As relevant, a contrast with male-based information will be provided.

Learning Outcomes:

1. Participants will learn the gender-specific offense process, motivation for offending, and risk factors of women who have sexually offended.
2. Participants will understand current best practices for gender-informed assessment and treatment practices with women who have sexually offended.
3. Participants will learn about special considerations related to unequal societal/criminal justice power issues when working with women who have sexually offended.

Presented by: Paul Frewen

Sponsored by: N/A
Continuing Education Credits:3 CE Credits
Language:English
Duration: 3 Hours (PM) (13:00 – 16:30)

Target Audience:Student and Full Members of the Clinical Psychology, Traumatic Stress, and Quantitative Electrophysiology Section
Skill/Difficulty Level:Introductory
Workshop Description:

This practical and experiential workshop will demonstrate Dr. Frewen’s research and development in the area of wearable neurofeedback (NFB) technologies to clinical psychology, trauma psychology, and wellbeing. The focus in this second-part of a 2-part presentation will be on NFB. He will demonstrate use of several software applications for NFB through the use of inexpensive wearable devices (e.g., Polar H10 for heart-rate variability [HRV], Muse for electroencephalography [EEG]). Both basic and gamified applications will be presented, and he will introduce his own MINDS approach: Meditation in Integration with Neuromodulation in Development of Self. Finally, he will introduce the integration of virtual reality (VR) into the practice of NFB. No prior experience with NFB is necessary to attend this introductory-level workshop.

Learning Outcomes:

1. Introduce and Practice EEG Neurofeedback (NFB) Therapy for Resilience and Recovery
2. Introduce and Practice Heart-rate Variability (HRV) Biofeedback Therapy for Resilience and Recovery
3. Integrate NFB-HRV with Immersive Virtual Reality (VR) to increase interest and engagement