Professional Development & Continuing Education | Counseling and Psychological Services

Previous CEs:

Working with Eating Disorders and Trauma

Presenter: Lauren Moses, PsyD

Setting: James West Alumni Center

UCLA CAPS Staff and Trainee Cost: Free

Invited UCLA Staff: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

This program will explore eating disorders and trauma from a psychodynamic and somatic lens while considering multicultural factors. In addition, the presentation will include information about diagnosis, signs/symptoms, and assessment questions when working with folks with eating disorders who have experienced trauma.

This training is intended for licensed mental health practitioners, case managers, clinic administrators, and prevention and outreach coordinators who possess training, knowledge, and experiences in delivering mental health services. Instructional level of the activity will range between introductory and intermediate level.

Learning Objectives:

By the end of this training, participants will be able to:

List eight eating disorder diagnoses
Identify three themes that often come up in working with clients with trauma and eating disorders
Identify three psychodynamic questions to ask clients with eating disorders and trauma
List three trauma-related contributing factors to development of eating disorders
Describe two body-based questions to utilize when working with clients with eating disorders and trauma
Identify three overlooked populations that are at risk for eating disorders

6 Continuing Education Credits

Thursday, August 29, 2024

8:45 am - 4:15 pm

Schedule:

8:15 am - 8:45 am: Sign In and Registration
8:45 am - 10:30 am: Introduction and Overview of Eating Disorders
10:30 am - 10:45 am: Break
10:45 am - 12:00 pm: Eating Disorders/Trauma and Psychoanalytic Theory
12:00 pm - 1:00 pm: Lunch
1:00 pm - 2:45 pm: Psychodynamic Treatment in Working with Eating Disorders and Trauma
2:45 pm - 3:00 pm: Break
3:00 pm - 4:00 pm: Including the Body: Integrating Somatic Interventions
4:00 pm - 4:15 pm: Q&A and Wrap Up

About the Presenter:

Dr. Moses (she/her) is a licensed clinical psychologist (PSY27895) & Certified Eating Disorder Specialist with a full-time private practice in Santa Monica. She provides psychotherapy, consultation, supervision, and presentations and teaches courses nationally and internationally on the topics of eating disorders and trauma. She has worked and trained at USC Student Counseling Services, UCLA Staff and Faculty Counseling Center, UCLA Simms/Mann Center for Integrative Oncology, Wright Institute Los Angeles, USC Relationship and Sexual Violence Prevention, and in a variety of other inpatient and outpatient settings. Dr. Moses has done research on residential treatment for bulimia nervosa and on trauma related topics, including posttraumatic growth and non-suicidal self-injurious behavior. In addition to specializing in eating disorders and trauma, she works with a variety of other struggles including suicidality, self-harm, grief, and substance abuse. Dr Moses has extensive training in psychoanalytic psychotherapy including the completion of a two year Postgraduate Fellowship at Wright Institute Los Angeles and a one year program focusing on psychoanalytic treatment of eating disorders and substance abuse at Los Angeles Institute & Society for Psychoanalytic Studies. Dr. Moses is currently Core Faculty at Wright Institute where she teaches and supervises pre- and postgraduate students and consults on a variety of complex cases. In addition to her psychoanalytic training, Dr. Moses is trained in NeuroAffective touch and certified in EMDR Therapy. She has a special interest in integrating psychoanalytic and somatic psychotherapy in the treatment of eating disorders and trauma.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content. UCLA Counseling and Psychological Services is approved by the Board of Behavior Sciences (Provider Number PCE 2885) to sponsor continuing education for Licensed Clinical Social Workers and Marriage and Family Therapists. For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-and-ces

Understanding Neurodiversity & Supporting Neurodivergence within the University Counseling Setting

Presenters:Jane Davis, LCSW; Nicole Presley Green, EdM, Ph.D.; Kristopher Ian Mathis, Ph.D.

Setting: James West Alumni Center

UCLA Staff and Trainee Cost: Free

Invited UCLA Staff: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

Neurodiversity has become an increasingly relevant concept in university settings for students, teachers, administrators, and clinicians. This 6-hour CE on neurodiversity, ADHD and academic distress is intended to develop clinicians' skills in supporting neurodivergent students. The program will begin with a review of the origins and conceptualization of neurodiversity and a survey of research relevant to neurodivergent presentations in university healthcare settings. The program will then shift to a presentation on general educational psychology principles that can help to assist neurodivergent students in academic difficulty. The latter program will focus on academic motivation, self-efficacy, strategies to address self-handicapping through Educational psychology theory, Cognitive Behavioral strategies, ADHD specific interventions, and motivational interviewing interventions.

Learning Objectives:

By the end of this training, participants will be able to:

Define and differentiate the concepts of neurodiversity, neurodivergence, and neurotypicality. Identify specific cognitive processes that are typically characterized as impaired in commonly diagnosed psychological and psychiatric disorders associated with neurodivergence.
Describe the primary differences in attentional functioning that exist between two frequently encountered manifestations of neurodivergence: ADHD and ASD.
Articulate underlying educational psychology principles guiding some academic difficulty, particularly with regard to ADHD and other mental health concerns.
Describe learning strategies that improve motivation, self-efficacy, and self-regulation to improve academic success.
Identify evidence based integrative therapy practice skills and strategies that improve academic success for students with neurodivergent students.

6 Continuing Education

Tuesday, August 20, 2024

8:15 am - 4:15 pm

Schedule:

8:15am - 8:45am Sign In and Registration (breakfast provided)
8:45am - 10:15am Neurodiversity, Neurodivergence, and Neurodevelopmental
Disorders: An Introduction to the Spectrum
10:15am - 10:30am Break
10:30am - 12:00pm Assessing ADHD and other Neurodevelopmental Disorders in the University Counseling Center
12:00pm - 1:00pm Lunch (provided)
1:00pm - 1:45pm Introduction to Educational Psychology Principles Guiding Finding Focus. Includes LASSI Discussion
1:45pm - 2:30pm Finding Focus Curriculum Session 1: Academic Self Efficacy
2:30pm - 2:45pm Break
2:45pm - 3:15pm Organizational Strategies for Time Management
3:15pm - 4:00pm Finding Focus Curriculum Sessions 3-5: Academic Success Strategies, Interventions for Academic Anxiety
and Relapse Prevention
4:00pm - 4:15pm Closing Questions

About the Presenters:
Jane Davis, LCSW (she/her) has been at the UCLA Counseling and Psychological Center since March of 2022 serving the student community as both a therapist and group facilitator of Finding Focus. In her role at CAPS she has also provided services for multiple outreach events on campus, has participated in meetings with Students with Dependents, supported CAE, and provided Disaster Response intervention information for staff at RISE. Jane completed her Masters in Social Welfare at the Luskin School of Social Welfare at UCLA and received her Bachelor of Arts degree in Psychology, English and American Literature at the University of British Columbia. Her areas of interest include neurodivergence, trauma, community mental health, disaster response and the promotion of student resiliency to support both individual and academic efficacy especially within the first generation, nontraditional, parenting and LGBTQIA+ student populations. Previously Ms. Davis worked with the LA County Department of Mental Health as a therapist serving the adult population later transitioning to working with children and their families. Ms. Davis volunteered as a Red Cross Disaster Mental Health volunteer from 2017-2022 and served as the Regional Lead for Los Angeles County 2022-2023 and participated in disaster responses across the country.

Dr. Nicole Presley Green (she/her) currently serves as the Senior Executive Director of UCLA Student Resilience and Mental Health Services. In her role she oversees Counseling and Psychological Services (CAPS), The resilience center (RISE), the CARE program which provides sexual harassment and sexual violence prevention and advocacy services, and Case Management Services for students in significant crisis. She co-chairs the students of concern committee (CRT) and is co-lead of the Mindwell Pod for the UCLA Semel Health Campus Initiative Center. Dr. Green is a counseling psychologist who received her Ph.D. in Counseling Psychology at the University of Southern California. She received her Ed.M. from Harvard University Graduate School of Education and her BA in Psychology from UCLA. Her areas of interest include student resilience and academic success, particularly among students of color, African American family issues, sexual assault, and intimate partner violence issues. Dr. Green is actively involved in the Organization of California Counseling Center Directors in Higher Education (OCCDHE).

Dr. Kristopher Ian Mathis (he/him) is a licensed psychologist in private practice, an ADHD-certified
clinical services provider, and an assistant clinical professor in the UCLA department of psychology.
Dr. Mathis has over twenty years of experience in the field of psychology as a published research
scientist, teacher, supervisor, consultant, and clinician. Prior to transitioning to private practice, Dr.
Mathis spent a decade working with UCLA Counseling and Psychological Services as a staff
psychologist.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists.
UCLA-CAPS maintains responsibility for this program and its content.
UCLA Counseling and Psychological Services is approved by the Board of Behavior Sciences (Provider Number PCE 2885)
to sponsor continuing education for Licensed Clinical Social Workers and Marriage and Family Therapists
For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/
professional-development-and-ces

Assessment and Treatment of Addictive Disorders

Presenter: Timothy W. Fong, M.D.

Setting: UCLA James West Alumni Center

UCLA Staff and Trainee Cost: Free

Invited UCLA Staff Cost: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

This presentation will review the latest trends in substance use and behavioral addictions (gambling and gaming) that are occurring in college age populations. A comprehensive review of best practices for screening, assessment and clinical treatment of addictive disorders and practical resources for providers will be discussed.

Learning Objectives:

By the end of this training, participants will be able to:

Name three recent developments in substance use disorders and behavioral addictions seen in college populations.
List at least two evidence-based treatment for substance use disorders, including pharmacological and psychological interventions.
Identify three Los Angeles and UCLA Health evidence-based resources for the assessment and treatment of substance use disorders.

3 Continuing Education Credits

Wednesday, August 7, 2024

8:15 am - 11:15 am

Schedule:

8:00am - 8:15am: Sign In and Registration
8:15am - 9:30am: Addictive Disorders in the Collegiate Population
9:30am - 9:45am: Break
9:45am - 11:15am: Assessment and Best practices for Addictive Disorders

About the Presenter:

Dr. Timothy Fong is a Professor of Psychiatry at the Semel Institute for Neuroscience and Human Behavior at UCLA and is board certified in adult and addiction psychiatry. He is the co-director of the UCLA Gambling Studies Program. The purpose of this program is to examine the underlying causes and clinical characteristics of gambling disorder in order to develop effective, evidence-based treatment strategies.

Dr. Fong is also a member of the Steering Committee of the UCLA Center for Cannabis and Cannabinoids whose mission is to address the most pressing questions related to the impact of cannabis legalization through rigorous scientific student and discourse across disciplines.

UCLA-Counseling and Psychological Services is approved by the American Psychological Association to sponsor continuing
education for psychologists. UCLA-CAPS maintains responsibility for this program and its content. UCLA Counseling and Psychological Services is approved by the Board of Behavior Sciences (Provider Number PCE 2885) to sponsor continuing education for Licensed Clinical Social Workers and Marriage and Family Therapists. For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-and-ces

Building Social Skills and Self-Advocacy for Neurodivergent College Students: The UCLA PEERS Program

Presenter: Elina Veytsman, Ph.D., NCSP

Setting: Live Zoom

UCLA CAPS Staff and Trainee Cost: Free

Invited UCLA Staff Cost: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

This presentation will provide an overview of the common social challenges among neurodivergent young adults and the PEERS® social skills curriculum and research evidence. Evidence-based methods of social skills instruction will be discussed, highlighting the PEERS® strategies for finding a source of friends, entering conversations, and discussing diagnoses/accommodation needs.

This training is intended for licensed mental health practitioners, case managers, clinic administrators, and prevention and outreach coordinators who possess training, knowledge, and experiences in delivering mental health services and serve neurodivergent individuals. Instructional level of the activity will range between introductory and intermediate level.

Learning Objectives:

By the end of this training, participants will be able to:

Implement evidence-based strategies for helping autistic young adults make and keep friends.
Provide strategies to assist young adults in discussing diagnoses/differences and accommodation needs.
Utilize proven strategies for teaching social skills.

1.5 Continuing Education Credits

Tuesday, August 6, 2024

8:15 - 9:45 am

Schedule:

8:00 am - 8:15 am: Sign In and Registration
8:15 am - 9:45 am: Presentation
9:45 am - 10:00am: Closing comments and sign out

About the Presenter:
Dr. Elina Veytsman (she/her) is a licensed psychologist and nationally certified school psychologist. She is an attending psychologist at the UCLA PEERS Clinic and facilitates groups for neurodivergent preschoolers, adolescents, and young
adults, and their parents. She also facilitates the new PEERS for Dating and PEERS for Careers research programs for young adults. In addition to providing training and supervision to interns and postdocs at the UCLA PEERS Clinic, Dr.
Veytsman leads PEERS Certified Training Seminars for mental health professionals and educators and PEERS Boot Camps for families and professionals. Dr. Veytsman obtained her undergraduate degree in Psychology at UCLA and her PhD in School Psychology at UC Riverside, where she studied the experience of youth with developmental disabilities and their parents during their transition into adulthood. She completed her doctoral internship at The Help Group, where she specialized in providing therapy and parent training, and conducting diagnostic assessments for neurodiverse youth in
school and outpatient settings. Dr. Veytsman began working with the UCLA PEERS Clinic in 2014 as a clinic coordinator and has since conducted the PEERS program in group and individual formats across clinical and school settings. She conducts individualized PEERS with a limited number of clients through the Center for Pediatric Neuropsychology, a private practice in Los Angeles.

Identification and Intervention for Clinical High-Risk Experiences and Psychosis in the UCLA Student Population

Presenters: Laura Adery, Ph.D. & Joseph Ventura, Ph.D.

Setting: Zoom

UCLA CAPS Staff and Trainee Cost: Free

Invited UCLA Staff Cost: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

Prior to the onset of a psychotic illness, approximately 2/3 of people experience a “clinical high risk” phase, often with co-occurring or future mental conditions such as depression. Those who transition from CHR to psychotic illness are most likely to do so within 1–2 years (Fusar-Poli et al., 2012). Thus the "CHR" phase presents an opportunity for detection, monitoring and early intervention, while early intervention for first episode psychosis is associated with best prognosis and recovery. Best practices in symptom detection and evidence-based intervention for psychosis and psychosis-risk conditions such as cognitive remediation will be reviewed.

The target audience includes all staff members of UCLA CAPS including triage clinicians, clinical coordinators, staff therapists, psychiatrists, and Prevention and Outreach team members. This program will be instructed at an advanced-introductory level for those with mental health care experience but who may have limited experience with psychosis and psychosis risk presentation.

Learning Objectives:

By the end of this training, participants will be able to:

1. Select appropriate screening and assessment tools for Clinical High Risk of Psychosis

2. Identify common clinical high-risk and psychosis spectrum disorder symptom presentations

3. Identify evidence-based practices and resources for recovery-oriented psychosis treatment and intervention

1 Continuing Education Credit

Wednesday, March 13, 2024

Schedule:

8:15-8:30 Announcements and introductions

8:30-9:30 Presentation

9:30-9:45 Q&A

About the Presenters:

Laura Adery (she/her), PhD, is a licensed clinical psychologist and the Associate Clinical Director for the UCLA Center for Assessment and Prevention of Prodromal States (CAPPS), providing specialized transition aged youth intervention, supervision of clinical training and outreach programing through the UCLA Department of Psychiatry. She received her doctorate from Vanderbilt University and completed pre and postdoctoral internship with the UCLA Semel Institute for Neuroscience & Human Behavior specializing in Adolescent Serious Mental Illness. Her clinical and academic work focuses on expanding treatment and intervention resources and investigating self, identity and community inclusion for adolescents and transition-aged youth experiencing or at risk for serious mental health conditions, including psychosis.

Joseph Ventura (he/him), PhD, from the UCLA Department of Psychiatry, is the Director of the Assessment and Functional Outcome Core and Director of the Cognitive Remediation program at the UCLA Aftercare Research Program. Dr. Ventura has studied diagnostic and symptom assessment, the longitudinal course and functional outcomes in schizophrenia and related conditions. Dr. Ventura has published research on cognitive remediation, predictors of course and functional outcome in first episode schizophrenia patients, including stressful life events, positive and negative symptoms, disorganization, insight, and neurocognition. His latest project for which he has received support from the US Fulbright Scholar program involves the development of an early intervention program for CHR individuals in Tunisia, North Africa.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

UCLA Counseling and Psychological Services is approved by the Board of Behavior Sciences (Provider Number PCE 2885) to sponsor continuing education for Licensed Clinical Social Workers and Marriage and Family Therapists

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Advancing Ethics for the Next Decade: An Indigenous Perspective on Research, Supervision & Practice

Presenters: Melissa Tehee, PhD, JD & Kee J.E. Straits, PhD

Setting: De Neve Plaza Room

UCLA CAPS Staff and Trainee Cost: Free

Invited UCLA Staff Cost: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

This intermediate interactive workshop targets knowledge and skill-building in ethics and cultural competence. Drs. Straits and Tehee will teach about the Society of Indian Psychologists' commentary on the APA Ethics Codes that addresses how the Code does and does not fit for Indigenous psychologists and Native lifeways and thought ways. The workshop will then focus on an engaging process of uncovering culture in ethics codes through vignettes and using this knowledge to increase ethical service provision with diverse populations. This workshop adheres to the SIP Commentary Dissemination vision and mission:-Vision: Radiate the teachings of SIP's sacred bundle to change the practice of psychology.-Mission: Decolonize health-related research, service, and delivery by eliminating or counteracting the inherent bias that frames ethics on every level of decision-making and link our ways of knowing as Indigenous peoples for the wellbeing of generations to come.

This training is geared toward Intermediate Level for Practitioners/Service Providers, Teachers/Professors, Researchers, Administrators, Consultants, and Policy Makers.

Learning Objectives:

By the end of this training, participants will be able to:

1.Discuss how the APA ethics code is embedded within a specific culture and not necessarily rooted in universal ethical principles.

2.Describe SIP resources to make culture visible in the APA ethics code and frame ethical thinking from a pluralistic perspective.

3.Demonstrate the applicability of cultural competence as an ethical issue and how to honor both professional ethics codes and community-based ethics.

4.Develop skills of cultural competence to ethically work with Indigenous populations in the areas of consuming research, clinical practice, and supervision.

6Continuing Education Credits

Tuesday, December 19, 2023

8:45am-4:15pm

Schedule

8:15 am - 8:45 am Sign In and Registration

8:45 am - 10:15 am Introduction & Overview

10:15 am - 10:30 am Break

10:30 am - 12:00 pm Research, Education & Training

12:00 pm - 1:00 pm Lunch

1:00 pm - 2:30 pm Clinical Settings and Practice with Indigenous Peoples

2:30 pm - 2:45 pm Break

2:45 pm - 3:45 pm Action Planning to Integrate Culturally Relevant Ethics

3:45 pm - 4:15 pm Ceremony and Healing

About the Presenters:

Dr. Melissa Tehee is a citizen of the Cherokee Nation. She is an associate professor at Utah State University in the department of Psychology and Director of the American Indian Support Project. Dr. Tehee earned dual degrees in Clinical Psychology, Policy, and Law (Ph.D./J.D.) with a certificate in Indigenous Peoples Law and Policy. Much of her scholarship is focused on Indigenous Wellness, Addressing Trauma across the Lifespan, and Cultural Competence. She is currently serving on the APA Ethics Code Task Force.

Dr. Kee J.E. Straits (Quechua) is a licensed psychologist and owner of Tinkuy Life Community Transformations. Dedicated to reducing mental health disparities, her organization provides research, evaluation, and consultation services in partnership with Native American communities across New Mexico. She specializes in prevention and treatment addressing trauma, substance abuse, violence, and cultural disconnection. Dr. Straits is blessed to have her heart and home in Albuquerque, New Mexico, with her husband who is Diné, her daughter, and many animals.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Best Practices in Multicultural Clinical Supervision: From Knowledge to Skills

Presenter: Theodore R. Burnes, Ph.D., L.P.C.C.

Setting: LA Tennis Center - Straus Clubhouse

Invited UCLA Staff Cost: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

Using a framework of cultural humility and communitarian training, this CE program will teach attendees best practices in clinical supervision and how to apply cultural humility within a university mental health setting. A comprehensive discussion about cultural humility will orient attendees to the themes of communitarian training culture and attending to issues of historical trauma throughout the presentation. Attendees will also have the opportunity to apply their knowledge of multiculturalism and diversity throughout the training.

This training is geared toward licensed clinicians at the masters’ and doctoral levels. Introductory supervision information will be reviewed, but the focus of the training is an intermediate-level training designed to provide attendees with the opportunities to practice skills. Pre-licensed professionals can also benefit, as they will be in groups with more senior professionals and will have the opportunity to practice and learn.

Learning Objectives:

By the end of this training, participants will be able to:

1.Describe at least three components of communitarian training culture as a framework for clinical supervision.

2.Engage in self-assessment and demonstrate one’s own multicultural humility as a supervisor.

3.Implement at least one evidence-based intervention in multicultural clinical supervision for use in university mental health setting.

6Continuing Education Credits

Thursday, September 14, 2023

8:45am-4:15pm

Schedule

8:15 am - 8:45 am Sign In and Registration

8:45 am - 9:15 am Welcome, administrative details, and learning goals

9:15 am - 9:45 am A review of supervision and cultural humility: How are they connected?

9:45 am - 10:15 am An introduction to communitarian training culture

10:15 am - 10:30 am Break

10:30 am - 12:00 pm Ethical Supervision practice in a communitarian training culture

12:00 pm - 1:00 pm Lunch

1:00 pm - 2:15 pm Problems with professional competence: A communitarian approach

2:15 pm - 2:30 pm Break

2:30 pm - 4:00 pm Skills practice activity (in small groups): Application of communitarian training

4:00 pm - 4:15 pm Questions, wrap up and evaluation

About the Presenter:

Theodore R. Burnes (he/him/his) is a licensed psychologist (PSY 25544) and a licensed professional clinical counselor (LPCC600) in the state of California. He is a Professor of Clinical Education and co-lead of the Marriage and Family Therapy (MFT) program at the University of Southern California's Rossier School of Education. His professional interests include: the psychology of human sexual expression and sex-positivity; teaching and training pedagogy in mental health services; clinical supervision; social justice and advocacy; mental health and wellness for sexual and gender diverse people; qualitative research. Dr. Burnes is a fellow of the American Psychological Association and is an Associate Editor for the journal Training and Education in Professional Psychology. He is a former member of the Board of Directors for the California Association for Licensed Professional Clinical Counselors (CALPCC). Dr. Burnes also maintains a private practice in which he sees a range of clients and also supervises prelicensed professionals.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Racial Healing: Practical Activities to Help You Explore Racial Privilege, Confront Systemic Racism, and Engage in Collective Healing

Presenter: Anneliese Singh, Ph.D., L.P.C.

Setting: Grand Horizon Ballroom in Covel Commons

Invited UCLA Staff Cost: Free

(REGISTRATION IS NOW CLOSED)

Program Description:

Dr. Anneliese Singh describes core racial healing strategies that people can practice in the aim of collective racial justice and liberation for mental health professionals, as well as the clients and communities with whom they work. Dr. Singh invites attendees to explore their own racial healing so they can build stronger relationships across multiple races/ethnicities with fellow mental health professionals to identify and transform structural racism within institutional settings. Attendees will explore their own racial identity development, and how these developmental processes influence connections and ruptures in the counseling relationship. Building on this work, participants reflect on methods of healing from internalized racism and/or dominance and how to support clients in doing the same. Finally, using popular education tools to examine historical and systemic racism within and outside of UCLA and the mental health profession, attendees identify

liberatory approaches that foster collective racial healing. Dr. Singh will use case studies, didactic learning, and experiential learning throughout the workshop, and integrates important attention to BIPOC, LGBTQ+, disability, social class, and other lived experiences of social identity, interlocking oppressions, and liberation.

Learning Objectives:

By the end of this training, participants will be able to:

1. Identify definitions of and interconnections between individual racial healing, racial identity development, and collective racial healing within a counseling center context.

2. Describe how racial healing practices exploring racial identity development and examining internalized racism and internalized dominance are connected to both individual/group counseling with clients and relationship-building within a counseling center context.

3. Identify and discuss specific liberatory approaches that foster collective racial healing for clients and mental health professionals.

6Continuing Education Credits

Friday, August 25, 2023

8:45am-4:15pm

Schedule

8:15 am - 8:45 am Sign In and Registration

8:45 am - 10:15 am Defining individual racial healing, racial identity development, and collective racial healing

10:15 am - 10:30 am Break

10:30 am - 12:00 pm Examining internalized racism and internalized dominance and the relationship to racial healing in client-counselor relationships, as well as mental health practitioner relationships with one another

12:00 pm - 1:00 pm Lunch

1:00 pm - 2:30 pm Liberatory approaches that foster collective racial healing for clients and mental health professionals

2:30 pm - 2:45 pm Break

2:45 pm - 4:15 pm Case Studies

About the Presenter:

Anneliese Singh, PhD, LPC (she/they) is a Professor and Chief Diversity Office/Associate Provost for Diversity and Faculty Development at Tulane University. Dr. Singh is a licensed psychologist and professional counselor. Her scholarship and community organizing explores the resilience, trauma, and identity development experiences of queer and trans people, with a focus on young people and BIPOC people. Anneliese is the author of The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing and The Queer and Trans Resilience Workbook. Anneliese is co-founder of the Georgia Safe Schools Coalition and the Trans Resilience Project. Dr. Singh is @anneliesesingh on Twitter and Instagram, and her website is www.anneliesesingh.com.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Deepening Your Skills in Acceptance and Commitment Therapy

Jill Stoddard, Ph.D.

(REGISTRATION IS NOW CLOSED)

Location:Live Zoom

COST:Free to UCLA Staff and Trainees by invitation

Program Description:

This workshop will aim to deepen practitioners’ ACT knowledge and skills by focusing on elements often omitted from beginner trainings. These include (1) philosophy and theory, (2) bridging theory and practice, and (3) in depth exploration of the importance of using experiential practice in ACT.

Learning Objectives:

By the end Day 1 of this training, participants will be able to:

1. Discuss relational frame theory (RFT) and functional contextualism (FC) as the theoretical and philosophical underpinnings of ACT

2. Describe how RFT and FC translate to therapeutic application

By the end Day 2 of this training, participants will be able to:

1. Describe the importance of metaphor and experiential practice in building psychological flexibility

2. Demonstrate at least 3 ways to engage clients experientially

3 Continuing Education Credits

Tuesday, December 13, 2022

8:30am-11:45am

Schedule - Day 1

8:15-8:30 Sign In and Registration

8:30-10:00 Relational Frame Theory and

Functional Contextualism

10:00-10:15 Break

10:15-11:45 ACT Treatment Components

11:45 Sign Out

3 Continuing Education Credits

Wednesday, December 14, 2022

8:30am-11:45am

Schedule - Day 2

8:15-8:30 Sign In and Registration

8:30-10:00 Applications: Experiential Engagement

10:00-10:15 Break

10:15-11:45 Applications: Experiential Engagement

Continued

11:45 Sign Out

About the Presenter:

Jill Stoddard (she/her) is passionate about sharing science-backed ideas from psychology to help people thrive. She is a clinical psychologist and founder/director of The Center for Stress and Anxiety Management. She is an award-winning teacher, TEDx speaker, peer-reviewed ACT trainer, and co-host of the popular Psychologists Off the Clock podcast. Dr. Stoddard is the author of two books: Be Mighty: A Woman’s Guide to Liberation from Anxiety, Worry, and Stress Using Mindfulness and Acceptance and The Big Book of ACT Metaphors: A Practitioner’s Guide to Experiential Exercises and Metaphors in Acceptance and Commitment Therapy. Her writing has also appeared in Psychology Today, Scary Mommy, Thrive Global, The Good Men Project, and Mindful Return. She regularly appears on podcasts and as an expert source for various media outlets. Dr. Stoddard received her PhD from Boston University in 2007.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Re-Wiring Survival Instincts through Cognitive Processing Therapy (CPT): An Evidence-Based Treatment for Trauma

Amanda Gorlick, Ph.D.

(REGISTRATION IS NOW CLOSED)

Location:UCLA Pauley Pavilion

COST:Free to UCLA Staff and Trainees by invitation

Program Description:

This program will focus on the conceptualization and delivery of Cognitive Processing Therapy (CPT) for trauma-related concerns. This program will include a discussion of theory, current literature, treatment components, as well as considerations to inform clinical practice in a variety of clinical settings. Vignettes and exercises will be used.

Learning Objectives:

By the end of this training, participants will be able to:

Explain the cognitive behavioral theory that underlies why individuals can become stuck after experiencing traumatic events.
Describe four CPT treatment components and their utilization in a variety of clinical settings.
Create treatment plans that incorporate the evidence-base as well as the addition of creativity to allow for more tailored trauma treatment for a diverse array of clients within a brief treatment model.

6 Continuing Education Credits

Monday, September 12, 20229:00am-4:30pm

8:30-9:00AM Sign In and Registration

9:00-10:30AM Conceptualization and Theory of the Development and Maintenance of Stuckness

10:30-10:45AM Break

10:45-12:15PM CPT Treatment Components

12:15-1:15PM Break

1:15-2:45PM CPT Treatment Components Continued

2:45-3:00PM Break

3:00-4:30PM Application and creativity within a short-term treatment model

4:30-4:45 PM Sign Out

About the Presenter:

Amanda Gorlick(she/her) is a licensed psychologist who received her doctorate in Clinical Psychology from Loma Linda University. She completed an APA-accredited internship at the Phoenix VA Healthcare System and an APA-accredited postdoctoral fellowship at the San Diego VA Healthcare System. Her interests include treatment of anxiety, depression, trauma related, and sleep-related disorders in both an individual and group setting. She has experience delivering evidence-based treatments, including cognitive processing therapy, exposure therapy, acceptance and commitment therapy, dialectical behavior therapy, and cognitive-behavioral therapy, all within the confines of a safe and trusting therapeutic environment. She works as a psychologist at the UCLA Depression Grand Challenge, a large research initiative aiming to cut the burden of depression in half by 2050, she is an adjunct faculty at Pepperdine University, and she has a private practice in the area. Dr. Gorlick believes it is imperative to have transparent conversations about mental health and she has a passion for sharing her knowledge to both mental health and non-mental health professional audiences.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Phenomenology and Treatment of Tourette and Other Tic Disorders

John Piacentini, PhD, ABPP & Emily Ricketts, PhD

(REGISTRATION IS NOW CLOSED)

Setting:Live Zoom

UCLA Staff Cost:Free

Program Description:

This program will focus on the assessment and treatment of adults with tic disorders. This program will include a discussion of the biological and environmental basis of tics, a review of the evidence for behavioral treatments, and focus on the key elements of Comprehensive Behavioral Intervention for Tics (CBIT).

This training is intended for licensed mental health practitioners, case managers, clinic administrators, and prevention and outreach coordinators who possess training, knowledge, and experiences in delivering mental health services. Instructional level of the activity is aimed at clinicians with intermediate knowledge of cognitive and behavioral therapy.

Learning Objectives:

By the end of this training, participants will be able to:

Differentiate symptoms of tic disorders from symptoms in other disorders such as OCD, ADHD, and Autism Spectrum Disorder.
Describe the elements of Habit Reversal Therapy.
Describe the role of functional analyses in the successful treatment of tic disorders.

3 Continuing Education Credits

Wednesday, August 24, 2022 8:30am-11:45am

8:15-8:30 Sign in

8:30-9:15Phenomenology/Assessment

Diagnostic criteria and description of clinical features
Epidemiology/course/impairment
Biological Bases
Environmental/Behavioral Bases

9:15-9:45 Assessment & Differential Diagnosis

9:45-10:00 Evidence Base

10:00-10:15 BREAK

10:15-11:15 Comprehensive Behavioral Intervention for Tics (CBIT)

Core Components
Habit Reversal Therapy
Functional Analysis (FI)

11:15-11:45 Discussion/Q&A

Functional Tic Disorders

About the Presenter:

Dr. John Piacentini(he/him) is a board-certified clinical child and adolescent psychologist and Professor of Psychiatry and Biobehavioral Sciences and Chief of Child Psychology in the David Geffen School of Medicine at UCLA and UCLA Semel Institute. He is also the Director of the Center for Child Anxiety, Resilience, Education and Support (CARES) and the Child OCD, Anxiety and Tic Disorders Program. Dr. Piacentini received his Ph.D. in Clinical Psychology from the University of Georgia and completed post-doctoral training and was a faculty member at NY State Psychiatric Institute/Columbia University before moving to UCLA. His work focuses on the development and dissemination of evidence-based treatments for youth with OCD, tic, anxiety, and body-focused repetitive behavior disorders. He has published over 300 peer-reviewed papers, along with several books including treatment manuals for OCD and Tourette’s, and his research has been funded by NIMH and other leading organizations. In addition to current service as Chair of the Scientific Advisory Board (SAB) for the TLC Foundation for BFRBs and Co-Chair of the Tourette Association of America SAB. Dr. Piacentini is also the former president of the American Board of Professional Psychology (ABPP).

Dr. Emily Ricketts(she/her) is an Assistant Clinical Professor in the Child OCD, Anxiety, and Tic Disorders Program within the Department of Psychiatry and Biobehavioral Sciences at the University of California, Los Angeles. Her research centers on sleep and circadian disturbance and associated interventions in Tourette’s disorder, obsessive-compulsive-spectrum disorders, and comorbid disorders (anxiety, ADHD). Her research incorporates multimodal assessment of sleep and circadian rhythms including self-/parent-report, actigraphy, and salivary melatonin assessment. She has received research funding from NIMH, NHLBI, Tourette Association of America, TLC Foundation for Body Focused Repetitive Behaviors, and the Brain and Behavior Research Foundation

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Understanding Racism: Strategies for Acknowledging and Treating Racial Trauma

(REGISTRATION IS NOW CLOSED)

Location:UCLA Pauley Pavilion

COST:Free to UCLA Staff and Trainees by invitation

Program Description:

Treating trauma is some of the hardest and most important work we do . . . and when a client’s trauma is linked to experiences of racism, navigating treatment can become even more complicated and nuanced. Race, as a worldview, is composed of sets of beliefs, values, and assumptions which serve as guidelines to interpreting individual and group behavior.

Unfortunately, many of us, as mental health professionals have significant gaps in our training when it comes to working with the trauma of racism.

These issues can be critical when working with clients of color. This program will increase practitioners’ knowledge and skill bases for affirmatively working with clients of color and how they manage and overcome systemic and internalized racial trauma.

Learning Objectives:

By the end of this training, participants will be able to:

Describe the relationship between racism and white supremacy.
Identify and describe 2 features each of racial stress, strategies for building trust and rapport with clients and strategies for promoting resilience for clients of color.
Describe 2 examples each of historical racial trauma, internalized racism, and reasons why contextual issues are important to address in therapy.
Identify risks of diagnosing clients of color and describe how practitioners might invalidate clients of color.

4 Continuing Education Credits

Thursday, August 18, 2022 10:00am-3:00pm

9:30 - 10:00 Registration

10:00 – 10:20 Understanding racism

10:20 – 11:00 The psychological toll of racism

11:00 – 11:30 Examining racial confrontations, systemic racism, and vicarious trauma

12:00 – 1:00 LUNCH BREAK

1:00 – 1:30 Legacy of intergenerational/historical racial trauma

1:30 – 1:45 Unpacking the impacts of internalized racism

1:45 – 2:15 Strategies to empower clients after racially stressful moments

2:15 – 3:00 Avoiding common missteps that can erode trust

About the Presenter:

Dr. Daryl Rowe(he/him) is a licensed psychologist and Professor Emeritus of Psychology, Graduate School of Education and Psychology, Pepperdine University, where he trained doctoral-level students in cultural competence for 25 years. He is Past-National President of The Association of Black Psychologists and has maintained a 37-year private practice emphasizing the psychological needs of persons of African ancestry.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Exposure Therapy for OCD

Michael Treanor, PhD

(REGISTRATION IS NOW CLOSED)

Setting:Live Zoom

UCLA Staff Cost:Free

Program Description:

This program will focus on exposure therapy for OCD. This program will include discussion of differential diagnosis, the cognitive behavioral model of OCD, associative learning models of exposure, and modifications for a brief, eight-session, treatment model.

This training is intended for licensed mental health practitioners, case managers, clinic administrators, and prevention and outreach coordinators who possess training, knowledge, and experiences in delivering mental health services. Instructional level of the activity is aimed at clinicians with intermediate knowledge of cognitive and behavioral therapy.

Learning Objectives:

By the end of this training, participants will be able to:

Differentiate OCD from related anxiety disorders.
Describe the core components of exposure therapy for OCD.
Describe modifications to exposure therapy based on associative learning models.

3 Continuing Education Credits

Wednesday, August 10,20228:30am-11:45am

8:15-8:30 Sign in

8:30-9:15 Phenomenology/Assessment

Diagnostic criteria and description of clinical features
Differential diagnosis

9:15-9:45 Exposure Therapy for OCD

Overview
Evidence Base

9:45-10:00 BREAK

10:00-11:30 Exposure Therapy for OCD Continued

Associative learning models
Fear hierarchy
In vivo exposure
Imaginal exposure
Modifications for 8 session treatment model

11:30-11:45 Discussion/Q&A

About the Presenter:

Michael Treanor(he/him) is a staff psychologist with the UCLA Child OCD, Anxiety, and Tic Disorder Program and Assistant Project Scientist with the UCLA Anxiety and Depression Research Center. He received his doctorate from the University of Massachusetts, Boston and completed a NIMH T32 post-doctoral fellowship at UCLA. His research focused on elucidating associative learning processes (e.g., extinction learning) as mechanisms of exposure therapy.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.

For information on cancellations and grievance procedures, please visit: https://www.counseling.ucla.edu/pro-training/professional-development-a…

Addiction Consult Service Training

Steven Shoptaw, PhD, Joy Chudzynski, PsyD, and Timothy Fong, MD
(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

Drs. Steven Shoptaw, Timothy Fong, and Joy Chudzynski will provide a training session for CAPS/Ashe clinicians on substance abuse screening, short and long-term treatment interventions, and the role of psychotropic medication in treating comorbid psychiatric and substance use disorders.

The target audience include any UCLA Counseling and Psychological Services (CAPS) and UCLA Ashe Student Health and Wellness Center clinical service staff working directly with students experiencing substance abuse related problems. The instructional level would be considered advanced, as it is a more in depth analysis into a particular clinical specialty (addiction medicine).

1 Continuing Education Credit

Tuesday, Sept. 21, 2021, 8am-9am (Steven Shoptaw, PhD)

Topic: Screening for Substance Use Disorders in the CAPS environment

1 Continuing Education Credit

Wednesday, Sept. 22, 2021, 8am-9am (Joy Chudzynski, PsyD)

Topic: Brief Behavioral Interventions for Substance Use Disorders

\1 Continuing Education Credit

Thursday, Sept. 23, 2021, 8-9am (Timothy Fong, MD)

Topic: Addiction Medicines in the Student Psychological Service setting

Learning Objectives:

By the end Day 1 of this training, participants will be able to:

1. Discuss local epidemiology of substance use disorders for college age youth

2. Recognize, use and score validated screeners for substance use disorders

3. Develop treatment plan guided by screening for substance use disorders

By the end Day 2 of this training, participants will be able to:

1. Describe the brief behavioral model for alcohol misuse

2. Describe the brief behavioral model for marijuana misuse

3. Use a guided approach to refer students with moderate to severe substance use disorders to higher levels of care

By the end Day 3 of this training, participants will be able to:

1. Describe indications and use of medications for addictive disorders within the CAPS environment

2. List medication strategies that treat comorbid psychiatric and substance use disorders

3. Describe the importance of collaborative care for treating addictions

About the Presenters:

Steven Shoptaw, PhD, is the executive director of the Center for Behavioral and Addiction Medicine (CBAM). He is a licensed psychologist and a Professor in both the Department of Family Medicine and the Department of Psychiatry and Biobehavioral Sciences at UCLA.

Joy Chudzynski, PsyD, is a Clinical Psychologist specializing in addiction treatment and trauma. She leads the CBAM behavioral medicine program for UCLA athletes and trains residents at the UCLA Family Health Center.

Timothy Fong, MD, is a Clinical Professor of Psychiatry, board-certified in Addiction Psychiatry, at the Semel Institute for Neuroscience and Human Behavior at UCLA. He is the director of the UCLA Addiction Psychiatry Fellowship, a one-year program that provides clinical training in the management of addictive disorders.

Therapeutic Engagement in Trauma Contexts: Supervision Essentials

Rick Williamson, PhD

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

Despite therapists’ training and experience in supporting others, they give relatively little attention to the emotional hazards of their craft. This workshop addresses the psychological toll associated with the provision of care in populations impacted by trauma and the protective role that competency-based supervision and highly-engaged clinical practice provides.

This training is geared for licensed mental health professionals to include clinical psychologists, licensed clinical supervisors, LMFT’s, LCSW’s, and Psychiatrists. The content offers an intermediate to advanced treatment of the topic of clinical supervision.

3 Continuing Education Credits

Thursday, September 9, 2021

9:00am-12:00pm

Schedule - Day 1

9:00-9:15 The Challenge and Necessity of Competent Supervision

9:15am-9:45 Trauma Awareness with Vulnerable Populations

9:45-10:45 Vicarious Traumatization & Other Hazards of Trauma Work

10:45-11:30 Allostatic Load: The Brain Science of Stress & Trauma

11:30-12:00 Recognizing Vicarious Traumatization in Supervisees, Supervisors, and Organizations

3 Continuing Education Credits

Friday, September 10, 2021

9:00am-12:00pm

Schedule - Day 2

9:00-9:30 Assessment Tools for Supervisors and Supervisees

9:30-10:30 Psychological Resilience

10:30-11:45 Protective Supervision and Practice for Trauma Contexts

11:45-12:00 Q&A

Learning Objectives:

By the end Day 1 of this training, participants will be able to:

1. Identify deleterious effects of trauma work on clinicians and supervisors.

2. Discuss how competency-based supervision protects against the deleterious effects of trauma work.

3. Identify two dimensions of therapist self-care and discuss how they protect therapists.

By the end Day 2 of this training, participants will be able to:

1. List the 5 skill domains of the Components for Enhancing Clinician Engagement and Reducing Trauma approach.

2. Identify ways to address and help transform the psychological hazards in supervisees.

3. Describe ways that trauma dynamics can present in themselves and identify ways to develop capacity to provide effective supervision over time.

About the Presenter:

Rick Williamson, PhD (he/him) is a trauma psychologist serving in both the international and local contexts. He presents on how clinicians can thrive in difficult and challenging environments and shares from his clinical experience as well as from the latest research. Dr. Williamson brings a wealth of clinical and supervisory experience as well as an international perspective. A highly requested speaker and consultant, he has spent over a decade working in locations such as The Middle East, North, South, East & West Africa, East Asia, Central America, The Caribbean, as well as several US trauma contexts. Dr. Williamson serves on the board of the California Psychological Association and is Past-Chair of its Education and Training Division. Dr. Williamson specifically tailors the lessons and findings from the international field to the clinical contexts we navigate here at home in California for a multifaceted and synergistic engagement.

UC Updates on Legal and Ethical Issues Within a New Era of College Mental Health: Telehealth, Documentation, and Equity, Diversity, and Inclusion

Daniel O. Taube, J.D., Ph.D.

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

Meeting ethical and legal standards is foundational to providing competent mental health services. The current college mental health environment requires clinicians to understand the legal and ethical implications of providing care through telehealth, addressing oppression within health care services, and understanding how the CURES Act impacts clinical documentation. This course will give professionals an opportunity to renew and sharpen their ability to engage in knowledgeable, effective ethical and risk management decision-making, and to apply ethical and legal standards to challenges inherent in clinical work.

This training is intended for licensed mental health practitioners, medical professionals, case managers, clinic administrators, and prevention and outreach coordinators who possess training, knowledge, and experiences in delivering mental health services. Instructional level of the activity will range between introductory and intermediate level.

3 Continuing Education Credits Zoom

Tuesday, August 24, 2021

9:00am-12:00pm

Schedule - Day 1

9:00-10:00 Introduction, Purposes and structure of workshop, Improving ethical, risk management and clinical decision-making

10:00-11:00 Ethical bases in addressing oppression in health care services

11:00-12:00 Ethical bases in addressing oppression in health care services (continued), Telehealth: Remote and hybrid care and post-pandemic practice, Remaining questions and conclusion

3 Continuing Education Credits Zoom

Wednesday, August 25, 2021

9:00am-12:00pm

Schedule - Day 2

9:00-10:00 Introduction, Elements of record keeping, CURES Act/Open Notes

10:00-11:00 CURES Act/Open Notes (continued), Supervision: Ethics, risk, documentation and remote training

11:00-12:00 Update on limits to confidentiality, Review of FERPA, HIPAA and Cal CMIA and CAPS Records, Remaining questions and conclusion

Learning Objectives:

By the end Day 1 of this training, participants will be able to:

1. Name three problems with and strategies to overcome cognitive/affective decision making errors.

2. Describe two elements of an ethical approach to challenging racism and oppression in behavioral health services.

3. Identify three aspects of local and distant telehealth services in a multicultural context during and after COVID-19.

By the end Day 2 of this training, participants will be able to:

1. Summarize two developments in limitations on confidentiality in California.

2. Define two aspects of structuring record keeping so as to meet CURES Act requirements and foster client engagement.

About the Presenter:

Dan Taubeearned his JD/PhD from Villanova University and Hahnemann University (1985 and 1987, respectively), as a member of the Joint Psychology and Law Graduate Program. He is Professor Emeritus at the California School of Professional Psychology, Alliant International University, San Francisco, is currently a member of The American Insurance Trust’s Risk Management team, and regularly consults across the country with a wide range of practitioners, organizations and community agencies regarding standards of practice and ethical concerns. His areas of professional focus include ethical and legal issues in professional practice, child protection and addictions.

Transgender Care in the Higher Ed Settings

Saeromi Kim, Ph.D. with the UCLA LGBTQ Mental Health Team and UCLA Trans Wellness Team

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

Dr. Kim and the CAPS transgender care team will offer an integrated program providing mental health, medical, and first person student perspectives in working with transgender, non-binary, and gender expansive (TNBGE) students in a university setting. Presenters will address the diversity of gender identities and TNBGE people’s needs, as well as the state of the medical and mental health fields in addressing these needs. The program will increase participants’ knowledge base in the assessment and treatment of gender dysphoria, with a particular focus on cultural sensitivity in the context of multiple systemic barriers.

This training is intended for licensed mental health practitioners, medical professional, case managers, clinic administrators, and prevention and outreach coordinators who possess training, knowledge, and experiences in delivering mental health services. Instructional level of the activity will range between introductory and intermediate level.

3 Continuing Education Credits Zoom

Wednesday, June 23, 2021

8:30am-11:30am

Schedule - Day 1

8:30-8:50 History, controversies, then and now

8:50-9:10 Gender Diversity definitions, language

9:15-9:25 Break

9:25-9:50 Learning stance/process: Increasing cultural competence

9:50-10:15 Cultural competence: Intersectionality, Gender Affirming Therapy

10:15-10:35 Q&A

10:35-10:50 Break

10:50-11:20 Medical Transition and Psychiatry

11:20-11:30 Q&A

3 Continuing Education Credits Zoom

Thursday, June 24, 2021

8:30am-11:30am

Schedule - Day 2

8:30-9:00 Student Panel

9:00-9:20 Student Panel Q&A

9:20-9:35 Break

9:35-9:55 Gender Identity Group topics, group therapy goals and process

9:55-10:10 Break

10:10-10:30 Trans Wellness Team and Resources

10:30-11:00 Q&A

Learning Objectives:

By the end Day 1 of this training, participants will be able to:

1. Describe gender diversity and the particular needs of TNBGE college students.

2. Identify and describe 3 main components of gender affirming environments and 3 qualities of gender affirming mental health care.

3. List 3 medical transition options available to students and discuss benefits of case management resources.

By the end Day 2 of this training, participants will be able to:

1. List 3 barriers to care for TNBGE college students.

2. Describe considerations and steps involved in writing letters of support for medical transition.

3. Discuss 3 benefits of group therapy and common TNBGE student concerns.

About the Coordinator:

Saeromi Kim(she/they) is an Assistant Clinical Director at the Counseling and Psychological Services at UCLA. She previously worked in counseling centers on the east coast, including Rhode Island College, Connecticut College, and Wellesley College.

Her work on college campuses has consistently focused on building and improving culturally responsive clinical care and community outreach to underserved populations, including first-generation college, international, API, undocumented, and LGBTQ students. She created the Trans Wellness Team at CAPS in 2016, and presented at NASPA, the National Transgender Health Summit, and at the UC wide mental health conferences on this same topic.

About the Presenters (Day 1):

JD Barton, PsyD, (he/him),is a clinical psychology fellow at UCLA Counseling and Psychological services and graduate from Pepperdine University. He completed his predoctoral internship at UCLA CAPS. His research explores techniques for implementing culturally-affirming practices within therapy and institutional settings and has developed expertise in trauma, and identity-affirming cognitive behavioral theory. He has worked in a diverse number of settings including university counseling centers, hospitals, neuropsychology clinics, and community mental health.

Jennifer Beckwith, LMFT, (she/her),received her Bachelor degree in Psychology and Gender Studies at Loyola Marymount University and her Master of Marriage and Family Therapy degree from the University of Southern California. Jennifer has extensive training and practice in working with the Trans and LGB+ population, including becoming a RISE trainer (training staff in working with the LGBTQ+ population in the foster care system), working with domestic violence in the queer community, and co-creating multiple groups and trainings on issues pertaining to the queer experience, both related and unrelated to the pandemic.

Taylor Dovala, MA, (she/her),is a Pre-Doctoral Intern at CAPS with experience delivering individual, group, and couples therapy. Her research and clinical interests merge positive psychology with interpersonal relationships to provide preventative and strengths-based couples therapy. She is also passionate about supporting the LGBTQ community and has developed and evaluated an LGBTQ-affirmative intervention for couples.

Kai Huang (they/he/ze)is an alumnus of UCLA ('21) and served on the Trans Wellness Team for three years as the Undergraduate Student Representative. They also sit on the Community Advisory Board for the UCLA Health Gender Health Program Research Collaborative. Kai worked as an Outreach Intern and also a co-founder and Co-Lead for the Advocacy Committee at the UCLA LGBTQ Campus Resource Center in addition to his leadership roles in the student organizations Transgender UCLA Pride (TransUP) and Lavender Health Alliance. Ze hopes to eventually become a physician serving trans and nonbinary community.

Guru Shabd Khalsa, LMFT, (she/her), earned her Master's degree in Marriage and Family Therapy from Cal State University, Northridge. She recieved her Bachelor's degree in Psychology from the University of Missouri, Columbia. Prior to joining CAPS, Guru Shabd worked in community mental health with families, and then adults with chronic mental health diagnoses. Guru Shabd's interests and specialties include the Deaf community, Attachment and Object Relations therapy, women's issues and feminism, Mindfulness, Kink and Poly relationships.

Kate Mulligan, MA, LAC, (she/her),has been a Clinical Coordinator at the UCLA Arthur Ashe Student Health and Wellness Center since 2015. Kate received her BA in psychology from Drew University and her MA/EdS in counseling from Seton Hall University. As a Clinical Coordinator, Kate’s role is to help students minimize the impact of illness, injury, and emotional distress on their academic careers through coordination of services from campus and community resources. Kate joined the UCLA Trans Wellness interdisciplinary team in 2017 and provides case management to students who need assistance navigating medical referrals, insurance, pre surgery letters, name change documentation, financial concerns, and more. Kate presented a session called The Trans Wellness Team: Building Trans Affirming Services in College Counseling and Student Health Centers at the National Association of Student Personnel Administrators (NASPA) annual conference in March 2019 along with CAPS/student health colleagues and a student representative from the Trans Wellness Team.

M. Steven Sager, MD, (he/him/his),is a board-certified Child, Adolescent, Adult and Addiction Psychiatrist with a specialty in working with Transitional Age Youth. He trained at USC and UCLA. He currently works as a Psychiatrist at UCLA CAPS, the Student Counseling Center at Pepperdine University, Los Angeles LGBT Center Youth Services, Covenant House California/John Wesley Community Healthcare Institute and the Fulton Psychological Group in Calabasas. He has worked with the transgender community at Children’s Hospital Los Angeles. He has served on the American Academy of Child & Adolescent Psychiatry’s Sexual Orientation and Gender Identity Issues Committee. Dr. Sager has also been a faculty member of the LGBTQ Internal Medicine Fellowship at UCLA.

Tara Tehrani, PsyD, (she/her), is a licensed clinical psychologist at the Counseling and Psychological Services at UCLA and completed her post-doctoral work at the center as well. She has previous experience in substance use treatment and co-occurring disorders as well as neuropsychological assessment evaluations. Her dissertation focused on developing a nonpathologizing, non-linear, and intersectional theoretical model of identity development for transgender Black-Americans. Her work at UCLA emphasizes the importance of understanding patients from a multicultural lens highlighting the nuances of one’s experience related to their salient identities. She has a focus of serving the LGBTQ+ community with a particular emphasis in serving transgender, non-binary, and gender expansive (TNGBE) students at UCLA. She has previous involvement in the Trans Wellness Team and co-facilitating the Gender Identity Spectrum group. She is passionate about providing affirming care to underserved communities and advocating for social justice initiatives within the field of psychology.

Jason Tomasian, LCSW, (he/him), is a licensed clinical social worker specializing in working with clients experiencing depression, anxiety, life transitions and relationship, identity and LGBTQ specific issues. Jason has extensive experience working with the LGBTQ community in community based, healthcare and college counseling settings. Prior to joining CAPS, he worked at the Los Angeles LGBT Center providing outpatient therapy. At CAPS, he is a member of the LGBTQ Mental Health Working Group, which focuses on coordinating and further developing LGBTQ affirming care for students. He is also a member of UCLA’s Trans Wellness Team, which provides interdisciplinary case consultation and aims to further enhance trans related services on campus. Jason holds weekly drop-in hours at the LGBTQ Campus Resource Center for students seeking support and resources.

Monique Vaillancourt, NP, (she/her), attended UCSD where she majored in Biology (Physiology and Neuroscience) and played collegiate basketball. She received her bachelor's and Master's in Nursing at UCLA where she specialized in Family practice and completed a Neuropsychiatric subspecialty. She joined the UCLA Arthur Ashe student health and wellness center in 2000 as a primary care clinician. She has had a longstanding commitment to the LGBTQ community and has been the head of the Ashe center gender health program for the last 5 years.

About the Presenters (Day 2):

Diana (Dee) Chappelear, PhD, (she/her), is a licensed psychologist who earned her doctorate in clinical psychology from California School of Professional Psychology, and her M.A. and B.A. in psychology, with minors in sociology and Women’s studies, from California State University, Northridge. Prior to joining CAPS, Dr. Chappelear worked extensively within a community mental health setting. Diagnostic issues addressed included; mood disorders, PTSD, anxiety, mood dysregulation, schizophrenia, substance abuse, and LGBTQ issues. For several years, Dr. Chappelear served as Didi Hirsch MHS Director of Crisis Residential Programs for the only two crisis residential programs in Los Angeles County, and is adept at crisis intervention and resolution.

Gabriel Loredo, M.Ed., (he/him), is the Community Relations and Outreach Coordinator for UCLA Counseling and Psychological Services (CAPS). He earned his B.A. in History from the University of California, Santa Barbara and his M.Ed in Higher Education from Loyola University Chicago. In his role at CAPS, he helps coordinate the prevention and outreach initiatives for the Counseling Center, as well as maintaining a network of community providers available for students seeking care off-campus. He serves on campus committees including UCLA Committee on LGBTQ Affairs, Trans Wellness Team, MindWell, International Student Wellness, Students with Dependents Task Force, Westside Impact Project, and Wellness on Campus.

Caitlin Merrill, MA, (she/her), is a Doctoral Intern at UCLA Counseling and Psychological Services. Her research has focused on gender and sexual minorities with a particular emphasis on the transgender population, she has facilitated multiple groups for transgender college students, and she has presented at APA on these topics as well as co-authored publications.

Sarah Segal, LCSW, (she/her/hers),completed her Master’s degree at UCLA in the Social Welfare department and has worked primarily in outpatient mental health settings around Los Angeles. Since completing her degree, Sarah has worked at UCLA Resnick Neuropsychiatric Hospital in a child IOP/PHP setting, AIDS Healthcare Foundation in Hollywood, and LAC+USC hospital in Boyle Heights. Her areas of interest include LGBTQ+ issues, multiculturalism, identity development, anxiety spectrum disorders (OCD, generalized anxiety, panic disorder, PTSD), depression and relational issues. As an LGBTQ+ affirming therapist at UCLA CAPS, Sarah works with clients to identify and validate one’s identities and systemic intersections to facilitate empowerment.

"A Tale of Two Quarantines": The Case for Adopting an Anti-Racist Framework in Clinical Practice

Elizabeth Hernandez, PhD & Elizabeth Chase, PhD

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

The COVID-19 pandemic and hate crimes have disproportionately impacted Latinx and Black Americans in the United States. This workshop will explore the intersecting impacts of racial trauma, health disparities, and income inequality for people of color and its clinical implications using an Anti-Racist Framework.

This training is intended for licensed practitioners who possess clinical training, knowledge, and experiences in delivering psychotherapy. Instructional level of the activity will range between introductory and intermediate level.

2 Continuing Education Credit

Wednesday, September 16th, 2020

8:00am-10:00am

Schedule:

7:55-8:00am Log on and Registration

8:00am-10:00am Presentation

Learning Objectives:

By the end of this training, participants will be able to:

1. Identify ways systemic racism has resulted in the disproportionate impacts of the pandemic and recent hate crimes on People of Color, especially Black Americans.

2. Identify the three tenets of an Anti-racist framework of clinical practice.

3. Identity three ways people can commit to Anti-racism in their clinical role as Mental Health Practitioners.

About the Presenter:

Dr. Elizabeth Chaseis a staff psychologist at UCLA Counseling and Psychological Services. She received her Ph.D. in Clinical Psychology from the California School of Professional Psychology (Alliant International University, San Diego), completed her doctoral internship at UMBC Counseling Center, and completed her post-doctoral fellowship at UCLA CAPS. Dr. Chase has worked in university counseling center, community mental health, and inpatient settings. Her primary clinical interests include multiculturalism, trauma, and depression.

Dr. Elizabeth Hernandezis a staff psychologist at UCLA Counseling and Psychological Services. She received her Ph.D. in Counseling Psychology and Bilingual Latino/a Mental Health Counseling Certificate from Teachers College, Columbia University and completed her doctoral internship and post-doctoral fellowship at UCLA CAPS. Dr. Hernandez has worked in university counseling center, community mental health, and outpatient and inpatient hospital settings. Her primary clinical interests include immigrant and Latinx mental health.

Child Abuse and Neglect for Mandated Reporters in the Counseling Center

Kathleen H. Lambird, Ph.D.

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

This course is designed for clinicians in a university counseling center setting to understand their roles and duties as mandated reporters of child abuse and neglect under California law(CANRA).

2Continuing Education Credits

Wednesday, September2nd, 2020

10:00am-12:00pm

Schedule:

9:50-10:00am Log on and Registration

10:00am-12:00pm Presentation

Learning Objectives:

By the end of this training, participants will be able to:

1. List the steps you, as a mandated reporter, must take when you discover evidence of child abuse or neglect as part of your professional role.

2. Describe how the law defines child abuse and neglect.

3. Discuss cultural consideration in assessing and reporting abuse and neglect.

About the Presenter:

Dr. Kathleen Lambird, Ph.D.earned her doctorate in the UCLA Clinical Psychology program. She has been at the UCLA Counseling Center since 2005, first as an intern, then as a staff psychologist, and currently as Director of Quality Programs. Dr. Lambird is not a lawyer, but in her role has familiarized herself with laws applicable to mental health practice. She is active as a supervisor in the CAPS training program and as part of the Eating Disorders Team.

Mental Health and End-of-Life Care

Sodah Minty, Psy.D.

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

This training will discuss the basic differences between Palliative Care and Hospice Care. The presenter will consider the unique role of psychologists and other mental health professionals in this mode of treatment, in and outside of the hospital setting. The presenter will provide a brief overview of The End-of-Life Opinion Act in

California, and will provide an overview of Dignity Therapy, including examples of assessment questions to guide further clinician curiosity and exploration into the applicability of Dignity Therapy.

2 Continuing Education Credits

Wednesday, August 26th, 2020

10:00am-12:00pm

Schedule

9:45-10:00am Log on and Registration

10:00am-12:00pm Presentation

Learning Objectives:

By the end of this training, participants will be able to:

1. Describe the differences between Palliative Care and Hospice Care

2. Discuss the unique role of mental health professionals within Palliative Care.

3. Analyze the role of mental health professionals within Palliative Care through a multicultural framework.

About the Presenter:

Sodah Minty, Psy.D.(Pronouns: she/her/hers) is a clinical psychologist who has worked in a variety of settings including community mental health, university counseling and hospital inpatient, outpatient and Palliative Care. She completed her doctoral internship at Johns Hopkins University Counseling Center and her post-doctoral fellowship at Princeton University’s Counseling and Psychological Services. While training on the Palliative Care Team at Ventura County Medical Center for two years, Dr. Minty spent time conducting family therapy sessions and family meetings after patients received challenging medical diagnoses. She treated Palliative Care patients in outpatient individual therapy, conducting clinical assessments of patients in the ICU, and consulting and collaborating with physicians and other health providers to support patients through emotionally taxing medical diagnoses.

Modern Group Therapy Leadership: What does it have to offer to college counseling centers?

Rita Drapkin, Ph.D.

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

Dr. Drapkin will offer an experiential workshop, presented over two-half days, about Modern Group

Leadership (MGL), via didactic lecture, demonstration groups, and Q&A. Because MGL is based more on emotional communication and connection, the training will focus on here-and-now interactions among participants and the relevance and limitations of MGL in college Counseling.

3.75 Continuing Education Credits

Tuesday, August 18, 2020

8:00am-12:00pm

Schedule - Day 1

8:00-8:15am Overview of day, introductions, and goals for the day

8:15-9:15am Didactic

9:15-9:30am Break

9:30-11:15am Demonstration and Q&A

11:15-12:00pm Applying concepts to college counseling (breakout groups)

3.75 Continuing Education Credits

Tuesday, August 25, 2020

8:00am-12:00pm

Schedule - Day 2

8:00-9:00am Didactic

9:00-9:15am Break

9:15-11:00am Demonstration and Q&A

11:00-11:45am Applying concepts to college counseling (breakout groups)

11:45-12:00pm Summary and Closing Remarks

Learning Objectives:

By the end of Day 1, participants will be able to:

1. Identify one fundamental concept of Modern group leadership.

2. Explain the use of the contract or group agreement.

3. Prepare for issues of diversity, identity, power and privilege to emerge in groups.

By the end of Day 2, participants will be able to:

1. Describe the purpose of bridging.

2. Describe applications of Modern Group Leadership to groups in college counseling centers.

About the Presenter:

Rita Drapkin, Ph.D., is a psychologist in private practice in Pittsburgh and Indiana, Pennsylvania. In 2019 she retired as a full professor from Indiana University of PA (IUP) where she was a faculty member in the Counseling Center for thirty years, coordinating the group program there for fourteen of those years. She is passionate about group therapy and for over three decades she has been a group member, leader, teacher, presenter, and supervisor. Dr. Drapkin has been active in the American Group Psychotherapy Association for more than 20 years; she is a past Co-Chair of the Special Interest Group for Gay, Lesbian, Bisexual and Transgender Issues (SIGGLBT), and a frequent presenter on issues related to the role of group coordinator and LGBTQ-related topics. She is currently doing advanced training in group leadership at the Center for Group Studies in NYC. Dr. Drapkin is a founder and was the coordinator of IUP’s Safe Zone Program which trains interested employees and graduate students on topics of sexual orientation and gender identity.

Transdiagnostic Emotion-Focused Treatment (ETF)

Phylice Lim, Ph.D.

(REGISTRATION NOW CLOSED)

Setting:Live Zoom

Cost: Free

Program Description:

The presentation will provide an overview of EFT and demonstrate the importance of conceptualizing emotional processes as a common pathogenesis underlying various psychopathologies. Main principles and techniques of transdiagnostic EFT will be identified and illustrated through case example(s). Cross-cultural considerations and common barriers in practicing EFT will be discussed.

This training is intended for licensed practitioners who possess clinical training, knowledge, and experiences in delivering psychotherapy. Prior knowledge and/or training with emotion-focused treatment is not required. Instructional level of the activity will range between introductory and intermediate (primarily) level.

2 Continuing Education Credit

Wednesday, August 12th, 2020

10:00am-12:00pm

Schedule

9:45-10:00am Log on and Registration

10:00am-12:00pm Presentation

Learning Objectives:

By the end of this training, participants will be able to:

1. Describe the role of emotional processes in the development and persistence of psychopathologies.

2. List basic principles of transdiagnostic emotion-focused treatment.

3. List and apply common interventions of emotionalfocused treatment.

4. Assess culturally relevant factors in emotion-focused treatment.

5. Identify common barriers and discuss potential solutions in delivering emotion-focused treatment.

About the Presenter:

Phylice Lim, Ph.D.,is a staff psychologist at the Counseling and Psychological Services (CAPS) at UCLA. Dr. Lim uses she/her pronouns. She received her BA in Psychology at University of Kansas and her Ph.D. in Clinical Psychology at Northern Illinois University where she studied posttrauma mental health including attachment style, resilience, and meaning-making strategies. Subsequently, she completed an APA accredited internship at the St. Louis Psychological Internship Consortium, followed by a year-long postdoctoral assessment fellowship at the University of Missouri-St. Louis Center for Behavioral Health. Her clinical experiences span across inpatient, IOP/PHP, outpatient, forensic, and university settings.

Dr. Lim hails from Malaysia and is fluent in Mandarin Chinese, Cantonese, and Malay. As a third generation Chinese immigrant in Malaysia, a former international student and presently, an international staff in the United States, her personal and professional journey has greatly influenced her clinical and research interests, particularly the conceptualization of mental health needs and treatments across multicultural communities and a multitude of presenting concerns. Dr. Lim first became acquainted with emotion-focused treatment through a semester-long training seminar at her clinical practicum. She has subsequently devoted additional attention to learning and applying emotion-focused treatment in her clinical work. Dr. Lim’s clinical experiences reflect the burgeoning literature on affective science, which identifies dysregulated emotional processes as a common pathogenesis involved in a variety of psychopathologies.

Substance Use Disorders: Clinical Updates & Resources for Providers

Lara A. Ray, Ph.D.

Wednesday, June 24th, 2020
8:00 am - 9:30am
Zoom
1 Continuing Education Credit

(REGISTRATION NOW CLOSED)

Schedule:
8:00 - 8:30 am Log on and Registration
8:30 - 9:30 am Presentation

Cost:
Free

Program Description:
In this program we will review the latest development in substance use disorders, including vaping, cannabis use legalization, and the opioid epidemic. The training will also focus on reviewing the evidence-base for the clinical treatment of substance use disorders and provide practical resources for providers engaged in clinical practice. The target audience includes, but is not limited to, practioners with introductory-to-intermediate level of experience treating substance use disorders.

Learning Objectives:
By the end of this training, participants will be able to:

To describe the recent developments in substance use disorders, including explaining clinical issues associated with vaping of tobacco products, marijuana use in the context of legalization, and the opioid epidemic.
To explain the evidence-based treatment for substance use disorders, including pharmacological and psychological interventions.
To select and utilize a host of evidence-based resources for the assessment and treatment of substance use disorders.

About the Presenter:
Lara A. Ray is a professor at UCLA's Psychology Department and is a Shirley M. Hatos Term Chair in Clinical Neuropsychology at UCLA's Department of Psychiatry and Behavioral Sciences.

Dr. Ray has earned several award and distinctions in the field of addiction psychology. In 2013, she earned the Early Career Award for Distinguished Scientific Contributions, and was made fellow status in 2015 for the American Psychological Association Division 50, Society of Addiction Psychology. In 2013, she was also awarded the David Shakow Early Career Award for Distinguished Scientific Contributions to Clinical Psychology by APA Division 12, Society of Clinical Psychology. In 2017, she was awarded the Distinguished Scientific Award for Early Career Contribution to Psychology by the American Psychological Association. Dr. Ray has also been recognized for her teaching, receiving a distinguished Teaching Award in 2018 by UCLA Department of Psychology and the J. Arthur Woodward Graduate Mentor Award by UCLA Psychology Graduate Student Association in 2019. Dr. Ray has published 185 articles and 16 book chapters, and has served as editor on several journals focused on the study of addictive behaviors. Dr. Ray routinely provides instruction through distance learning, including a course on Psychology of Addiction that is taught entirely online.

UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.
UCLA Counseling and Psychological Services is approved by the Board of Behavior Sciences (Provider Number PCE 2885) to sponsor continuing education for Licensed Clinical Social Workers and Marriage and Family Therapists

Multicultural Supervision: Making the Invisible Visible

Carmen Cruz Psy.D. & Frances S. Diaz Psy.D.

Friday August 16th, 2019
8:00am - 4:30pm
UCLA Faculty Center-California Room
6 Continuing Education Credits

(REGISTRATION NOW CLOSED)

Schedule:

8:30am-9:00am Registration & breakfast
9:00am-10:30am Part I
10:30am-10:45am Break
10:45am-12:00pm Part 2
12:00pm-1:15pm Lunch
1:15pm-2:45pm Part 3
2:45pm-3:00pm Break
3:00pm-4:45pm Part 4
4:45pm-5:00pm Sign Out

Cost:

General Attendance: $100
UCLA Faculty and Staff: $100
UCLA CAPS Staff and UCLA Students/Trainees: Free
Continental breakfast and lunch will be provided

Program Description:

The purpose of this workshop is to review aspects of competency-based clinical supervision as well as multicultural supervision models. Issues of supervisor competence will be addressed with attention focused to supervisor awareness and insight about how their own intersectional cultural identity variables & stimulus value impact supervisory alliances. Participants will also engage in self-exploration regarding how issues of power are explored or not within a supervisory relationship as well as bi-directional microaggressions in the supervision process.

This workshop is prepared for intermediate to advanced supervisors involved in supervision of graduate therapists in training, doctoral interns, post-docs and early career professionals, who work in University Counseling Centers.

Learning Objectives:

By the end of this training, participants will be able to:

Identify at least two ways in which one's personal cultural identity variables impact supervisory relationships
Gain exposure and critique multicultural models of supervision
Gain a process by which to demonstrate awareness regarding power and identity variables in the supervisory relationship
Articulate and explore supervisory style of building relational safety within supervisory context

About the Presenters

Dr. Carmen Cruzis a Licensed Psychologist and Diversity/Social Justice Consultant in the Denton/Dallas/Fort Worth area. She is Associate Director and Director of Training at Texas Woman’s University Counseling Center. Additionally, she provides consultation and diversity trainings for institutions, schools, and businesses who aim to improve their perspectives and inclusion within their organizations. She is a diversity and gender specialist and enjoys working to help individuals understand people who are different than themselves. Her professional interests include teaching/training, multicultural psychology, existentialism, cultural/spiritual development, and the impact of stigma in seeking help. She goes by Cruz and uses she/her pronouns.

Dr. Frances Diazis a Bilingual Licensed Psychologist and Director of the Counseling Center at University of California Irvine. Dr. Diaz completed her undergraduate studies in Psychology and Social Behavior at UCI and received her masters and doctoral degrees in Psychology from Pepperdine University. Dr. Diaz completed her internship at Children’s Hospital of Orange County, with a specialization in working with Spanish Speaking children and families faced with chronic medical concerns. Dr. Diaz’s commitment to social justice and providing multicultural responsive treatment to diverse communities lead her to UCI’s Counseling Center, where she has been for the past 10 years. Under her direction, UCI’s Training Program received the APA Richard M. Suinn Minority Achievement Award. Dr. Diaz’s professional interest focus on training future psychologists, working with marginalized communities, empowerment, and addressing issues of social justice. Dr. Diaz uses she/her pronouns.

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* UCLA-CAPS is approved by the American Psychological Association to sponsor continuing education for psychologists. UCLA-CAPS maintains responsibility for this program and its content.
* UCLA Counseling and Psychological Services is approved by the Board of Behavior Sciences (Provider Number PCE 2885) to sponsor continuing education for Licensed Clinical Social Workers and Marriage and Family Therapists

Suicide Assessment, Prevention, Intervention, and Postvention on University Campuses

Nadine J. Kaslow, Ph.D., ABPP

Friday August 28th, 2019
8:00am - 4:30pm
UCLA Faculty Center
6 Continuing Education Credits

Schedule:

8:15-9:00am Sign in and Registration; Continental Breakfast provided
9:00-12:00pm Suicide Assessment, Prevention, Intervention, and Postvention on University Campuses
12:00-1:00pm Lunch provided
1:00-4:00pm Suicide Assessment, Prevention, Intervention, and Postvention on University Campuses
4:00-4:30pm Sign out

Cost:
General Attendance: $100
UCLA Faculty and Staff: $100
UCLA CAPS Staff and UCLA Students/Trainees: Free

(REGISTRATION NOW CLOSED)

Program Description:

Using research evidence and clinical experience, this presentation will frame the suicidal crisis on university campuses, detail strategies for conducting risk assessments and formulating risk, overview evidence-based and culturally-informed prevention and intervention strategies with suicidal students, discuss postvention strategies, and explore therapist’s reactions to working with suicidal students.

Target audience includes, but is not limited to, college counseling center staff. The instructional level of this presentation is intermediate and advanced.

Learning Objectives:

By the end of this training, participants will be able to:

Describe the fundamentals of suicide risk assessment, risk formulation, documentation, and disposition
Demonstrate competence in utilizing evidence-based and culturally-relevant strategies for preventing and treating suicidal students and offering postvention efforts following the death by suicide of a member of the university community
Be attuned to their reactions to working with suicidal individuals and the university-community and families following a death by suicide and develop an approach to coping effectively with these challenging clinical and personal situations

About the Presenters:

Nadine J. Kaslow, Ph.D., ABPPis a Professor, Vice Chair for Faculty Development, and Director of the Atlanta Trauma Alliance, Emory University School of Medicine Department of Psychiatry and Behavioral Sciences; Chief Psychologist, Grady Health System; and Director of Postdoctoral Residency Training, Emory University School of Medicine. In 2012, she received a Doctorate of Humane Letters from Pepperdine University. The 2014 President of the American Psychological Association (APA), she is President of the APA’s Division of Psychologists in Public Service (Division 18). Dr. Kaslow is Past President of APA’s Divisions of Clinical Psychology (12), Family Psychology (43), and Psychotherapy (29), as well as the American Board of Clinical Psychology and the American Board of Professional Psychology. She is the Former Chair and Board Member Emeritus of the Association of Psychology Postdoctoral and Internship Centers (APPIC). She was the Editor of the Journal of Family Psychology from 2008-2014. Dr. Kaslow was a Primary Care Public Policy Fellow through the United States Public Health Service, a fellow of the Executive Leadership in Academic Medicine Program, and a Fellow of the Woodruff Leadership Academy. She has received numerous awards including APA’s Distinguished Contributions for Education and Training Award, an APA Presidential Citation for assisting displaced interns and postdoctoral fellows in the aftermath of Hurricane Katrina, APPIC’s Award for Excellence in Postdoctoral Training, a Heiser Award for her legislative advocacy efforts, the Elizabeth Hurlock Beckman Award for inspiring her junior colleagues to develop effective programs in the community, the Grady Health Foundation’s Inspiring Mentor Award, Emory University’s Thomas Jefferson Award, and a Distinguished Member of Psi Chi – the International Honor Society in Psychology. She has received multiple federal and foundation grants and served as the Principal Investigator for the Garrett Lee Smith Memorial Campus Suicide Prevention Grant awarded to Emory University. She has published over 300 articles and four books, one of which is a co-edited book entitled Advancing the science of suicidal behavior: Understanding and intervention. A member of Rosalynn Carter’s Mental Health Advisory Board, she is a nationally recognized expert in culturally-informed suicide assessment and intervention including on college and university campuses, family violence, psychology education and training and clinical supervision, and leadership development. Dr. Kaslow is the psychologist for the Atlanta Ballet and a frequent media guest.

CE Cancellation Policy

If you need to cancel for any reason, you must notify us one week or more in advance of the scheduled CE date to receive a full refund. If you cancel within one week of the scheduled CE date, there is a $50 processing fee for the cancellation, which will be deducted from the refunded balance. Cancellations must be in writing, preferably by email to ceprograms@caps.ucla.edu. Please allow up to one month to process your reimbursement to the original form of payment, and two months if reimbursement is through check.

Reservations cancelled on or after the date of the CE are not eligible for a refund. Please note, that if you arrive late for the CE and miss the sign in period, you will not be eligible to receive CE credits. APA requires you to be present for the entirety of the presentation to receive credits, and you will not be eligible for a refund.

Please click here for policy and procedures on how to file a grievance.

APA Approved Sponsor

UCLA Counseling and Psychological Services (CAPS) is approved by the American Psychological Association to sponsor continuing education for psychologists, UCLA Counseling and Psychological Services maintains responsibility for this program and its content.