Recalculating: Exploring Routes For Your Career Journey

Recalculating: Exploring Routes for Your Career Journey

2015 TPA Convention Programs and Schedule

Workshops are sponsored by the Tennessee Psychological Association. The Tennessee Psychological Association is approved by the American Psychological Association to sponsor continuing education for Psychologists. The Tennessee Psychological Association maintains responsibility for this program and its content. All Continuing Education (CE) credits are Type I unless otherwise noted. As a state psychological association, TPA offers Type II and Type III CE hours in accordance with the Tennessee State Board of Examiners in Psychology rules and regulation related to continuing education. For an up-to-date list of the rules and regulations governing CE requirements for Psychologists, Senior Psychological Examiners and Licensed Psychological Examiners, please refer to the following website: http://www.state.tn.us/sos/rules/1180/1180-01.20140703.pdf .

Please remember that, in an effort to go green, program “handouts” will be provided in a digital, rather than a printed version. Presenters have been asked to provide these materials in advance so that they may be posted on the TPA website approximately one week before the Convention. After you register you will be given a password to allow you to access these and to print them or download them if desired.

Accommodation Information A block of rooms has been reserved at the Nashville Airport Marriott for the 2015 TPA Convention at the negotiated rate of $131 per night (plus state and local taxes). Reservations should be made on an individual basis by contacting the hotel at (800) 770-0555, (615) 889- 9300, or www.marriott.com and asking for the Tennessee Psychological Association or TPA rate.

The hotel is located at 600 Marriott Drive, Nashville, TN 37219. It offers free parking, a restaurant, indoor/outdoor pool, health club, whirlpool, sauna, and more. Check-in time is 4:00 PM and check-out time is 12:00 PM. The reserved room block rate is available through October 9, 2015. After this date, reservations will be made by the hotel based on room and rate availability. Currently there is a shortage of hotel rooms in Nashville. In order to get a room, attendees will need to register very early. Daily Schedules Wednesday, October 28, 2015

7:30AM Registration Opens 8:30AM-5:30PM Pre-Convention Workshop

[101] Practice Check-Up Kit Introductory/6 CE credits (Type I) (This program is composed of four presentations by separate presenters. Participants must attend entire program to receive CE credit.)

Assessment of and Response to Suicidal Risk—John Averitt, Ph.D. Presenter: John Averitt, Ph.D. Affiliation: Private practice, Cookeville, TN Description: This program will focus on assessment of suicidal risk and provide information on the process of involuntary commitment. Learning Objectives: A. Participants will describe the dynamics of disempowerment and loss of meaningful choice as a basic of suicide. B. Participants will identify and describe the sections of Tennessee Code Annotated covering emergency detention: 33-6-401 and following. Presenter Information: John B. Averitt, Ph.D. has doctoral degrees from Vanderbilt University and from the University of Tennessee in Knoxville. He is a Licensed Psychologist designated as a Health Service Provider in Tennessee. He is certified in Substance Abuse by the Practice Directorate of APA and is a Police Psychologist. He is a Sergeant with the Cookeville Police Department, and also serves on the consulting staff of Cookeville Regional Medical Center. He served as President of TPA in 1999-2000 and has served in several roles on the TPA board. He currently serves as the Convention Directorate Officer for TPA. Clinical Documentation Presenter: Kerry Holland, Ph.D. Affiliation: East Tennessee State University Description: This program will identify common requirements for documentation and will offer strategies for improving the quality and efficiency of your documentation. Learning Objectives: A. Participants will apply various requirements for documentation unique to their practice. B. Participants will develop a strategy for complying with those requirements in an efficient manner that best fits the needs of their practice. Presenter Information: Dr. Kerry Holland is the current Past-President of TPA. She has been active in TPA for several years serving as regional Vice President for East Tennessee, a convention programming co-chair, and President of IMPA (Inter-Mountain Psychological Association). She is also Past-President of PFLAG (Parents, Families and Friends of Lesbians and Gays) TriCities. Outcome Measurement, Insurance Panels and Risk Adjustment Audits Presenter: Lance Laurence, Ph.D. Affiliation: Associate Professor and Director of the Psychological Clinic, The University of Tennessee-Knoxville; Director of Professional Affairs, TPA Description: The future of your psychological practice will depend upon your ability to demonstrate your provision of quality services and value in a cost-effective manner. This program will provide recommendations for crafting an outcomes program in your practice and give you the opportunity to join TPA's Pilot Program on Treatment Outcomes.

Learning Objectives: A. Participants will describe why outcome measurements are critical for future reimbursement for practitioner services. B. Participants will develop a plan of attack for how they will implement an outcome measurement program in their practice. Presenter Information: Dr. Laurence is an Associate Professor at the University of Tennessee-Knoxville where he has taught extensively in the doctoral program in Clinical Psychology for the last thirty years (required courses in Ethical/Legal/Professional Practice Issues in Clinical Psychology; Clinical Psychopathology, Advanced Psychological Assessment). He also is the Director of that training program’s Psychological Clinic where doctoral students undergo their applied training. He is the current Director of Professional Affairs for TPA and has worked with APA and TPA on matters of public and associational mental health policy for over twenty-five years. In his spare time, he conducts an independent practice in Clinical Psychology.

What Happens After the Medicare SGR Repeal? Presenter: Kathryn Steele, Psy.D. Affiliation: Private practice Description: This program will address two issues related to federal advocacy concerns within the American Psychological Association Practice Organization: Practice implications of the Sustainable Growth Rate (SGR) repeal; and Merit-Based Incentive Payment System and alternate payment models.

Learning Objectives: A. Participants will describe how SGR impacts areas of practice management in a diversity of settings. B. Participants will identify how merit-based incentive payment systems are implemented and learn alternate payment models, generated by insurance payors.

Presenter Information: Dr. Steele received her doctorate of psychology degree at John F. Kennedy University in California. As a native of Tennessee, she returned to the East Coast to complete both her internship and postdoctoral training, with a specialization in neuropsychology. Her private practice serves the Middle Tennessee region, with an office in Hendersonville, TN. She is a neuropsychology consultant for several HCA affiliated hospitals and neurology practices. She is affiliated with both the National Association of Neuropsychology and the International Neuropsychological Society. She has presented on topics relating to neuropsychology at APA Division 40, affiliated hospitals, Tennessee Bar Association, and local workshops. Dr. Steele has also served as Federal Advocacy Coordinator for the Tennessee Psychological Association over the past two years.

10:00AM-10:30AM Break 12:00PM-2:00PM Lunch (On Your Own) 3:30PM-4:00PM Break

5:30 PM Registration Closes 6:00PM-10:00PM TPA Board Meeting

Thursday, October 29, 2015

7:00AM-7:45AM Yoga with Elaine Rodgers 7:30AM Registration Opens 8:30AM-10:00AM Plenary Session (Participants must attend entire program to receive CE credit.) [111] Options for Adapting to Healthcare Reform: Alternative Practice Models and Antitrust Considerations 1.5 CE credits, Introductory (Type I) Presenter: Alan Nessman, JD Affiliation: Senior Special Counsel for Legal and Regulatory Affairs, APA Practice Directorate

Course Description: This presentation will present a spectrum of alternative practice models that are viable for psychology. They are designed to foster the delivery of better, more integrated patient care. At the simpler end of the spectrum are easy steps that most practices can take. The more advanced collaboration models allow small practices to maintain their business autonomy, while pooling resources and creating economies of scale that make it easier to integrate and thrive in the changing health care world. The presentation will close with guidance from the federal antitrust agencies explaining that sufficient clinical integration allows a collaboration of independent practices, such as an IPA, to jointly negotiate with payors while avoiding antitrust risks.

Learning Objectives: A. Identify simple alternative practice models and the steps to implement them. B. Identify more advanced collaborative practice models and their potential advantages. C. Learn the advantages/disadvantages of alternative practice models relative to traditional practice models such as professional corporations and LLCs. D. Discuss relevant antitrust compliance considerations for alternative practice models that seek to jointly negotiate reimbursement.

Presenter Information: Mr. Nessman is the Senior Special Counsel in the Office of Legal & Regulatory Affairs for the APA Practice Organization and the Practice Directorate. He is APAPO’s lead attorney on mental health parity implementation and other insurance advocacy, as well as on antitrust issues as applied to alternative practice models and insurance advocacy. His other areas include alternative practice models and health care reform, Medicaid, HIPAA & patient privacy, duty to protect, recordkeeping and parenting coordination. He has written numerous articles on these topics for Practice Update and Good Practice, and has authored book chapters on some of these issues. He has also presented on these topics at APA and state association conferences and meetings. Mr. Nessman joined APA in 2000 after 15 years as a law firm litigator, where he primarily handled matters for and against insurance companies. He received his J.D. with honors from George Washington University in 1984 and his B.A. with honors from the University of Chicago in 1981.

10:00AM-10:30AM Break 10:30AM-12:00PM CE Workshops (Participants must attend entire program to receive CE credit) [121] Routine Outcomes Monitoring and Measurement Feedback to Improve Outcomes and Promote Practice Improvement

1.5 CE credits, Introductory (Type I) Presenter: Susan R. Douglas, Ph.D. Affiliation: Psychology and Human Development, Vanderbilt University

Course Description: Routine outcomes monitoring and measurement feedback systems (MFS) have been shown to contribute to improved outcomes for youth and adults receiving mental health services. A MFS consists of (a) psychometrically sound measure(s) of treatment progress and process administered frequently throughout treatment, and (b) interpreted results delivered to clinicians as timely and clinically useful feedback. Recognized as a vital component of evidence based practice in psychology, MFSs are also a useful tool to promote data informed decision-making throughout an organizational setting. This presentation will capitalize on over a decade of experience in the development, implementation, and evaluation of a MFS to provide scientifically rigorous and practical guidance for the adoption, implementation, and utilization of MFSs with an emphasis on integrated care settings. Specific issues to be covered include: characteristics of effective MFSs; evidence-based strategies to promote successful implementation; integration of MFSs as a component of evidence-based screening, assessment, and intervention; use of a MFS as a technological tool to promote multidisciplinary communication and continuity of care; and integration of MFS information to promote data-informed supervision and program leadership.

Learning Objectives: A. Identify at least four evidence-based characteristics of effective measurement feedback systems. B. Implement strategies that balance scientific rigor and practical application to promote high quality utilization of measurement feedback systems. C. Describe how measurement feedback can support multidisciplinary communication and continuity of care within integrated care settings. D. Explain how measurement feedback can support data-informed supervision and program leadership.

Presenter Information: Susan Douglas, Ph.D. is a clinical psychologist and part-time faculty at Peabody College, Vanderbilt University. For the past decade she has engaged in research and development efforts to improve practice in health and mental health care settings through quality improvement initiatives intended to impact provider behavior and promote organizational learning. She has a strong background in evidence based assessment including the integration of routine outcome monitoring and feedback technology into clinical routines. Her passion is collaborating with agency partners to implement innovative practices that are evidence-based and organically grown to enhance sustainability.

[122] Women of Color: Navigation of Microaggressions and Intersectionality in Your Personal and Professional Environment 1.5 CE credits, Introductory (Type I) Presenters: Joan Popkin, Ph.D., HSP and Jennifer Kasey, Psy.D., HSP Affiliations: Tennessee State University and private practice

Course Description: Due to the increasing diversification of women of color in mental health, it is imperative to gain an understanding of the unique challenges faced in their professional and personal environments as they navigate career and individual roles and goals. Mental health providers, in particular, must navigate a unique set of practical and cultural barriers in order to appropriately assess and treat themselves as well as others seeking mental health services. Although specific challenges may vary by ethnic group and individual clients, a number of common barriers have been identified. Through the sharing of narratives in a large and small group format, the presenters will discuss the meaning of the challenges of microaggressions and intersectionalities in our current society. Lastly, various coping strategies and recommendations will be identified and discussed. This program is designed, at least partially, to meet Tennessee Board of Examiners in Psychology continuing education requirements for licensure renewal in the area of cultural diversity. Other programs may also meet these criteria, but TPA is designating this one. For further information, please refer to the Rules and Regulation of the TN Board of Examiners in Psychology. Learning Objectives: A. Participants will increase knowledge and understanding of barriers related to microaggressions and intersectionalities for women of color in current culture. B. Participants will list unique challenges and barriers related to minority status as women of color. C. Participants will apply assessment skills to help themselves as well as others seeking mental health services. D. Participants will identify and implement coping strategies and recommendations for navigating particular challenges identified in the presentation.

Presenter Information: Dr. Popkin is a Licensed Psychologist, Nationally Certified School Psychologist, and professor. She is an Associate Professor in the Department of Psychology at Tennessee State University. Her clinical interests and experiences include anxiety, depression, and bipolar disorders; women's health; relationship and family issues as well as the implementation of behavior management/support plans, functional behavioral assessments, and consultation services for children and families. She conducts individual counseling as well as a variety of psychological testing. Additionally, she is currently the chair of the diversity committee for the Tennessee Psychological Association. Joan is actively involved in publishing and presenting research through inter-disciplinary work and projects at the state, national, and international level with issues related to children and families, diversity and multiculturalism, women’s issues, service learning/civic engagement, and biopsychosocial factors related to health and wellness. She is an advocate for positive mental and physical health as well as the overall well-being for diverse populations ranging from early childhood through older adulthood and incorporating these aspects in their daily lives. She believes in the integration of diverse services to enhance optimal interventions for children, youth, and adults.

[123] Psychologists’ Fitness for Duty: The Competence Question

1.5 CE credits, Introductory (Type I) Presenter: Brian M. Wind, Ph.D. Affiliation: NOVOS Behavioral Health Solutions, LLC

Course Description: The profession of psychology has both universal and unique occupational vulnerabilities that may call into question a psychologist’s competence to practice. Factors potentially impacting competence may include life transitions, aging, medical problems, psychopathology, cultural insensitivity, and a wide array of forms of impairment. Given that we as psychologists are ethically obligated to ensure our competence, this program addresses the critical task of evaluating competence, and plans of action to respond to issues of incompetence.

Learning Objectives: A. Participants will define the ethical mandate of competence in the profession of psychology. B. Participants will describe the developmental continuum of professional incompetence. C. Participants will identify the types of incompetence commonly seen in the profession of psychology, and how to recognize these issues. D. Plans of action for addressing incompetence generally, and certain types of incompetence specifically, will be identified by the participants.

Presenter Information: Dr. Brian Wind is the Chief Executive Officer of NOVOS Behavioral Health Solutions, LLC, a clinical consulting company with an emphasis on the treatment of addiction, as well as the three “pillars of health” – sleep, nutrition, and exercise. In this position, Dr. Wind serves as a clinical consultant with multiple healthcare facilities, and manages the development of healthcare related software. Dr. Wind has served as co-chair of the American Psychological Association’s Advisory Committee on Colleague Assistance, with an emphasis on furthering the national movement of professional wellness. He is contracted with Tennessee Board of Examiners in Psychology as the Executive Director of the Tennessee Colleague Assistance Foundation.

[124] Considerations for Multi-Morbidity of Sex Addiction, Eating Disorders and Trauma

1.5 CE credits, Introductory (Type I) Presenters: B. Charles Ihrig, PhD, Karen Brownd, MA, LPCC, CSAT, and Lee Anne Roach, MS, RDN Ms. Brownd and Ms. Roach are employed by The Ranch, Nunnelly, TN Affiliations: The Ranch and Athena Consulting and Psychological Services, LLC

Learning Objectives: A. Participants will recite 3 symptoms characteristic of co-existing sexual addiction and trauma. B. Participants will recite 3 symptoms characteristic of co-existing eating disorders and trauma. C. Participants will discuss the importance of treating multi-disorder presentations simultaneously. D. Participants will discuss the relationship between eating disorders, sexual addictions, and trauma

Presenter Information: Dr. Ihrig is a Licensed Psychologist and founding partner of Athena Consulting & Psychological Services, LLC. He provides diagnostic and assessment services to The Ranch, a dual diagnosis residential facility which focuses on recovery from addictive disorders, eating disorders, sex and love addiction, and trauma.

12:00PM-2:00PM Lunch - On Your Own OR Psychological Examiners’ Annual Meet & Greet Lunch Networking time with speakers discussing career and legislative updates on what happened in 2015 and what to expect in 2016.

2:00PM-5:30PM CE Workshops (Participants must attend entire program to receive CE credit) 3:30PM-4:00PM Break [131] Parity, Insurance, and Antitrust: Issues and Advocacy 3 CE credits, Introductory (Type I) Presenter: Alan Nessman, JD Affiliation: Senior Special Counsel for Legal and Regulatory Affairs, APA Practice Directorate

Course Description: This workshop will present the APA Practice Organization’s (APAPO’s) perspective and initiatives on a cluster of issues involving private insurance and Medicaid. It will start with an overview of the federal parity law (MHPAEA) and how TPA members can assess whether there is a viable claim that mental health patients are being discriminated against in violation of that law. It will then discuss APAPO’s efforts to enforce the law in areas such as patient access issues caused by reimbursement rate cuts, and transparency of medical necessity criteria. The workshop will then discuss insurance issues beyond parity, such as the new risk adjustment audits under the Affordable Care Act, traditional managed care audits, and advocacy to increase services to neuropsychological patients. It will then cover how psychologists and their associations can avoid risks under antitrust law when doing insurance advocacy and discussing insurance and rates.

Learning Objectives: A. Analyze how to determine if mental health patients are being discriminated against in violation of the federal parity law. B. Discuss advocacy to enforce the parity law for the benefit of patients. C. Identify the HIPAA and state confidentiality issues created by the new risk adjustment audits under the Affordable Care Act, as well as recordkeeping strategies to protect patient privacy in light of those audits. D. Learn the antitrust risks associated with insurance advocacy and listserv discussions of insurance and how psychologists and their associations can avoid those risks. E. Identify issues and advocacy related to expanding the provision of psychological services to underserved Medicaid populations.

Presenter Information: Mr. Nessman is the Senior Special Counsel in the Office of Legal & Regulatory Affairs for the APA Practice Organization and the Practice Directorate. He is APAPO’s lead attorney on mental health parity implementation and other insurance advocacy, as well as on antitrust issues as applied to alternative practice models and insurance advocacy. His other areas include alternative practice models and health care reform, Medicaid, HIPAA & patient privacy, duty to protect, recordkeeping and parenting coordination. He has written numerous articles on these topics for Practice Update and Good Practice, and has authored book chapters on some of these issues. He has also presented on these topics at APA and state association conferences and meetings. Mr. Nessman joined APA in 2000 after 15 years as a law firm litigator, where he primarily handled matters for and against insurance companies. He received his JD with honors from George Washington University in 1984 and his BA with honors from the University of Chicago in 1981.

[132] Working Together: Interprofessional Clinical Care in Action

3 CE credits, Intermediate (Type I) Presenters: Erin L. Patel, Psy.D., ABPP, Jennifer Bean, Pharm.D., BCPS, BCPP, R. Jill Pate, M.D., Natalie Heidelberg, Ph.D, Chelsea Rothschild, Ph.D., Shagufta Jabeen, M.D., Sharon Gordon, Psy.D. Affiliations: VA TN Valley Healthcare System Course Description: This presentation will begin with a discussion of the Interprofessional Education Collaborative (IPEC) guidelines as they relate to interprofessional (IP) education and clinical practice. The four core IPEC competencies will be discussed. Research on the benefits of IP collaboration will be discussed as it relates to educational programs, employee satisfaction, and patient care outcomes. We will then present on various IP care models at VA TN Valley Healthcare System, including Primary Care Mental Health Integration, a general MH IP clinic, a general MH IP clinic delivered through telehealth, an IP clinic focusing on collaborative care for patients with co-morbid MH and medical diagnoses, and an IP clinic for older adults. Panel members will discuss the creation of these clinics, barriers to implementation, development of a quality improvement program within these clinics, and outcome measures related to patient satisfaction and healthcare outcomes (as available). Prerequisite: Participants should have an understanding of the clinical contributions of other team members (i.e., Psychiatry and Pharmacy).

Learning Objectives: A. At the completion of this session participants will identify the four core competencies of interprofessional care and discuss how these can be applied to clinical and educational programs. B. At the completion of this session participants will describe research on interprofessional care as it relates to healthcare outcomes, educational programs, and employee satisfaction. C. At the completion of this session participants will describe how to develop interprofessional clinics within their organization, especially within VA healthcare settings. D. At the completion of this session participants will be able to implement quality improvement measurement into their IP clinics.

Presenter Information: Dr. Erin Patel is the Assistant Chief of Psychology and the Director of Training at the VAs in Nashville and Murfreesboro. She has been highly involved in interprofessional care, from educational, research, and clinical perspectives. She is the co- founder of the interprofessional training program at her VA which has included the creation of four interprofessional clinics and funding for three postdoctoral fellowship positions. Dr. Patel is also the 2015 President of TPA.

[133] Cultivating Happiness—The 40% Solution

3 CE credits, Introductory (Type I) Presenter: Dianne Lemieux, Ph.D. Affiliation: Private practice, Assistant Clinical Professor, University of Tennessee Knoxville

Course Description: Much of the focus of psychological research in the last half of the 20th century has been on the investigation of psychopathology and the development of methodologies to reduce or alleviate emotional suffering. Meditative disciplines also recommend cultivating positive states of mind as well as investigating “the seeds of suffering” as the antidote to unhappiness and suffering. The advances of positive psychology and the science of happiness suggest that while there is a genetically determined “happiness set point”, 40% of our felt sense of happiness can be enhanced by our habits and behaviors. We can, therefore, as the contemplative traditions have long realized, cultivate a greater sense of happiness, meaning and well-being in our lives. This workshop will review some of the findings of the science of happiness from fields of psychology, neuroscience, and evolutionary biology. It will also explore practices from the contemplative traditions and positive psychology which, if regularly practiced, increase the experience of happiness and well-being. We can utilize these practices to enhance our own well-being while weathering the “winds of change” in our personal and professional lives as well as adapt them to assist our clients in the consulting room. This workshop will be both academic and experiential in nature.

Learning Objectives: A. Participants will define how science conceptualizes and measures happiness. B. Participants will identify the role that genetics, environmental factors and intentional choice and behavior play in determining our felt sense of happiness and well-being. C. Participants will describe empirically validated support practices and activities from the meditative disciplines and positive psychology which, if practiced regularly, increase our sense of happiness and well-being. D. Participants will apply strategies for finding happiness in difficult times that are utilized by “truly happy people” and can be adapted to clinical practice.

Presenter Information: Dr. Dianne Lemieux is a licensed clinical psychologist who has maintained a private practice in Knoxville, Tennessee since 1985 specializing in individual adult, family and marital psychotherapy. She graduated from Tufts University in 1974 and obtained her PhD from the University of Tennessee in 1984. Dr. Lemieux has had a long time interest in meditation, and has taught Mindfulness Based Stress Reduction since 1993. She has facilitated mindfulness retreats as well as presented workshops and professional training in mindfulness for many years. She also serves as an assistant clinical professor at the University of Tennessee Knoxville were she is active in supervision of clinical psychology graduate students.

[134] Assessment and Treatment of Multi-Morbidity of Sex Addiction, Eating Disorders & Trauma – The Trifecta for Relapse 3 CE credits, Introductory (Type I) Presenters: B. Charles Ihrig, PhD, Karen Brownd, MA, LPCC, CSAT, and Lee Anne Roach, MS, RDN Ms. Brownd and Ms. Roach are employed by The Ranch, Nunnelly, TN

Affiliations: The Ranch and Athena Consulting and Psychological Services, LLC

Course Description: Many clients entering residential treatment or outpatient therapy presenting with initial problems of substance abuse/dependence or mood disorder, then often reveal symptoms of additional co-existing sexual addiction or eating disorders. The purpose of this presentation is to provide clinical tools and techniques for the identification of both sexual addiction and eating disorders often fueled by unresolved trauma, and how they are frequently interwoven with one addiction often masking the other. The presentation will provide an overview of early detection tools and techniques as well as an understanding of advanced assessment methods. Treatment is tailored to create a therapeutic approach of interventions and clinical strategies designed to address the multi-morbid disorders simultaneously. Included in these strategies are the uncovering of secrecy, power and control similar in both sex addiction and eating disorders. Case examples will include the components found critical to assessment, treatment, continuing care, and life recovery planning.

Learning Objectives: A. Participants will identify 3 techniques for breaking the secrecy surrounding sexual addiction, eating disorders, and trauma. B. Participants will discuss the interrelated nature of sexual addiction, eating disorders, and trauma. C. Participants will identify 3 specific therapeutic techniques or interventions helpful in addressing co-existing sexual addiction, eating disorders, and trauma. D. Participants will demonstrate knowledge of the importance of addressing multi- morbidity issues simultaneously with attention to relapse symptoms.

5:30PM Registration Closes 6:00PM-10:00PM TPA Board Meeting 7:00PM-8:30PM Movie and Discussion (Participants must attend entire program to receive CE credit)

[151] “Happy” 1.5 CE credits, Introductory (Type II) Presenter: Dianne Lemieux, Ph.D. Affiliation: Private practice, Assistant Clinical Professor, University of Tennessee Knoxville

Course Description: Happy is a 2011 feature documentary film which explores human happiness across cultures through interviews with researchers in positive psychology and individuals from 14 different countries. The film will be followed by a brief discussion including an introduction to Foster and Hicks’ Happiness Inventory. (Foster, R. & Hicks, G. (1999). How we choose to be happy, the 9 choices of extremely happy people-their secrets, their stories. New York: Penguin Group.)

Learning Objectives: A. Participants will identify the role that genetics, environmental factors and intentional choice and behavior play in determining our felt sense of happiness and well-being. B. Participants will describe how values impact happiness for both individuals and nations. Which values are best predictors of happiness? Which values have a low correlation with happiness? Which values appear to support happiness across culture? Which values appear detrimental? C. Participants will identify which neurotransmitter is associated with happiness and what is the best way to stimulate the production of this neurotransmitter behaviorally? D. Participants will list the nine choices truly happy people make and rate themselves on the extent that they are currently making these choices in their own lives.

Friday, October 30, 2015

6:30AM-7:30AM Fourth Annual TPA Group Run 7:30AM Registration Open 8:30AM-12:00PM CE Workshops (Participants must attend entire program to receive CE credit) 10:00AM-10:30AM Break [211] Professional Ethics, Law and Regulations Governing Psychologists and Psychological Examiners in Tennessee 3 CE credits, Introductory (Type I) Presenters: Connie Paul, Ph.D., ABPP and Pam Auble, Ph.D., ABPP-CN, and John B. Averitt, Ph.D. Affiliation: Memphis Center for Women and Families (Dr. Paul)

Course Description: Psychologists’ ethical decision making and professional conduct are informed and guided by several important sources and documents, including federal and state laws, the Tennessee Code Annotated Title 63, Chapter 11, the Rules and Regulations of the Board of Examiners in Psychology (BOE) and the APA Code of Ethics. This review will include an exploration of the applicability of the APA “Ethical Principles of Psychologists and Code of Conduct” to the practice of psychologist, senior psychological examiners and psychological examiners. Special focus will include information on new laws pertaining to telehealth, scope of practice, behavioral analysts and duty to protect reporting as well as rules pertaining to continuing education.

This program is designed to meet Tennessee Board of Examiners in Psychology continuing education requirements for licensure renewal in Law & Ethics. For further information, please refer to the Rules and Regulation of the TN Board of Examiners in Psychology.

Learning Objectives: A. Participants will be able to apply new requirements for duty to protect reporting. B. Participants will describe detailed information regarding continuing education rules and regulations. C. Participant will discuss information regarding scope of practice in the practice of psychology. D. After an in depth view of the APA “Ethical Principles of Psychologists and Code of Conduct” participants will apply the principles and code to the practice of psychologists, senior psychological examiners and psychological examiners.

Presenter Information: Dr. Connie Paul is a past member of the Board of Examiners in Psychology. She is a Past President of the Tennessee Psychological Association and presently serves as the Administrative Services Officer of TPA. She is a clinical psychologist currently in practice with the Memphis Center for Women and Families.

[212] Virtue‐ Based Leadership: Foundations, Examples, and Obstacles 3 CE credits, Introductory (Type I) Presenter: Daniel L. LeBreton, Ph.D. Affiliation: Peter Rock Consulting, Inc.

Course Description: Leadership is a profoundly important process in organizations. Great leadership inspires people to do their best work, creates a sense of connection and shared purpose, and contributes to a healthy and vibrant work environment. Destructive or dysfunctional leadership demotivates people, strips them of dignity and respect, and creates undue stress and tension within the workplace. The current session presents a virtue‐ based leadership (VBL) framework that can help guide leaders along a positive and healthy path that enriches the work experience for them and the people around them. The session will describe the historical and theoretical foundations for VBL (found in Peterson & Seligman’s (2005) Virtues and Character Strengths), provide examples of virtue expressed as leadership behavior, cite empirical research supporting the core elements of VBL, and confront some real‐ world obstacles to it. The session will be relevant to psychologists with managerial or supervisory responsibility, those who consult with organizations or leaders, and anyone with an interest in leadership. Learning Objectives: A. Participants will describe Peterson and Seligman’s (2004) High Six virtues. B. Participants will critique virtue‐ based leadership based upon empirical evidence. C. Participants will apply the core elements of virtue‐ based leadership to their professional environments. D. Participants will compare virtue‐based leadership to other leadership perspectives.

Presenter Information: Daniel LeBreton is a corporate psychologist and consultant at Peter Rock Consulting, Inc. He has spent the past ten years providing leadership assessment, leadership development, and executive coaching services to organizations ranging from small non‐ profits to Fortune 500 companies. He has worked with hundreds of leaders and executives on their professional growth and development. Daniel routinely advises leaders on how to provide meaningful, inspiring, and virtue‐ based leadership to their teams and on how to overcome the obstacles to leadership development that so often hinder leaders from meaningful growth. Prior to pursuing his consulting career, Daniel was a faculty member in the Psychology Department at the University of Tennessee at Chattanooga. He graduated with a B.S. from Illinois State University and earned both an M.S. and a Ph.D. in Industrial‐ Organizational Psychology at Virginia Tech. He is a licensed psychologist and has served as an adjunct instructor at Vanderbilt University in the Peabody College of Education and Human Development and at Belmont University in the Massey Graduate School of Business.

[213] Relationship Rx: An Effective, Brief Motivational Intervention for Diverse Couples

3 CE credits, Introductory (Type I) Presenter: Kristina Coop Gordon, Ph.D. Affiliation: University of Tennessee-Knoxville

Course Description: Despite the prevalence of relationship distress, the vast majority of people suffering from relationship difficulties do not seek help (Johnson, Stanley, Glenn, et al., 2002), and those who do usually seek assistance in physicians’ offices rather than mental health clinics (Searight, 2010). Consequently, this presentation describes an innovative program, called Relationship Rx, that is designed to overcome barriers to treatment and engage couples in a relationship checkup to improve their relationship health. Relationship Rx’s primary objectives are to (a) reach couples with a wide range of relationship functioning and connect them with needed community resources, (b) improve couples’ relationship health, financial stability, and decrease risk of divorce , and (c) reduce the stigma for relationship help-seeking. Data analyses for the approximately 450 couples in the program who have completed one-month follow-ups to date show statistically significant increases in ratings of: marital strengths, couple satisfaction, willingness to seek help for relationships, motivation to work on relationships; and positive communication. The couples also report significantly decreased ratings of marital concerns, steps toward divorce, and psychological and physical aggression.

Learning Objectives: A. Participants will be able to describe the theoretical underpinnings of the Relationship Check-up. B. Participants will be able to identify at least 3 challenges to implementing this intervention with diverse populations and corresponding strategies that can address these barriers to treatment. C. Participants will apply three strategies to facilitate greater connection and intimacy for couples in a brief intervention. D. Participants will describe the empirical evidence for the Check-up and data regarding its effectiveness with diverse populations.

Presenter Information: Dr. Gordon received her Ph.D. in clinical psychology from UNC-Chapel Hill after completing an internship at the Brown University Consortium. She is Full Professor in the Department of Psychology at the University of Tennessee, where she directs the couple therapy clinical practicum. Currently, she is the Primary Investigator on a $2.8 million dollar federal grant designed to implement a brief marital intervention in a primarily low income population. She also is serving as President of the Society for Family Psychology, (APA Division 43) for the year 2015.

[214] Advances in Mind-Body Therapies: Yoga Nidra, Heart Rate Variability Biofeedback, and Neurofeedback

3 CE Credits, Introductory (Type I) Presenters: Pamela D. Drury, Ph.D., BCN, Adriana Kipper Smith, Ph.D., Lori Simms, Ph.D., BCN Affiliations: Drury: Private practice - Neurobehavioral Associates of Nashville; Smith- Vanderbilt University Psychological and Counseling Center; Simms- Tennessee Valley Healthcare System

Course Description: Mind-body therapies are used by mental health professionals to help clients learn to self-regulate psychophysiology, which in turn can improve physiology, behavior, emotion regulation, and cognition. Biofeedback has been used in clinical settings more than 45 years, but technological advances in the past couple of decades have led to an expansion of techniques and improved efficacy. Another recent innovation has been the integration of yoga nidra or mindfulness meditation into mental health clinical settings, including the regulation of anger. This presentation first will provide an overview of recent advances in a number of mind-body therapies, including yoga nidra, heart rate variability, and neurofeedback. Second, empirical support will be reviewed for these therapies to address a number of clinical presentations, including mood disorders, anxiety, anger, cognitive deficits associated with brain injury, and developmental disorders such as ADHD, autism spectrum disorders, and learning disorders. Finally, training requirements and ethics related to provision of these therapies will be presented. Learning Objectives: A. Participants will describe current applications of biofeedback that have been made possible with recent technological advances. B. Participants will describe applications of yoga nidra in the treatment of anger problems and overall emotion regulation. C. Participants will identify which clinical presentations can benefit from mind-body therapies, based on empirical support, either as a complimentary or stand-alone approach. D. Participants will evaluate credentials and training of individuals providing mind- body therapies, and learn steps for attaining competency in these therapies.

Presenter Information: Pamela Drury is a licensed clinical neuropsychologist with a private practice in Brentwood, Tennessee. She began her career as an experimental neuroscientist before respecializing in clinical psychology. In addition to neuropsychological evaluations, she provides neurofeedback as a means to train self- regulation of brain activity and improve overall cognitive and emotional functioning.

10:00AM-12:00PM Graduate Student Poster Session Graduate students from colleges and universities across the state will be on hand to present research results in poster format. You are invited to encourage the students in this professional development opportunity, by taking a few minutes to read some of the posters and interact with them during your program break. Poster session winners will be announced during the TPA Business Meeting and Luncheon.

12:00PM-2:00PM TPA Business Meeting and Luncheon

2:00PM-5:30PM CE Workshops (Participants must attend entire program to receive CE credit)

3:30PM-4:00PM Break [231] The Neurodevelopmental Impact of Trauma and the Hope of Epigenetics 3 CE credits, Intermediate (Type I) Presenter: Timothy A. Urbin, PhD., MBA, HSP Affiliation: East Tennessee State University

Course Description: Early life trauma encompasses a wide range of external behaviors that affect the developing brains of infants and children. Prenatal and postnatal neurodevelopmental concepts along with well-established long-term effects on physical and psychological functioning of adults will be presented. The important role of psychologists in both the prevention and treatment of trauma related effects across the lifespan will be discussed. Basic concepts of epigenetics will be presented. Previous expectations of “genetic contributions” to adult psychopathology are being rapidly modified by the field of epigenetics, which provides an important opportunity for psychology. The “hope of epigenetics” identifies opportunities for both assessment and intervention to reduce the long term impact of childhood trauma on adult behavior. Prerequisite: A general understanding of basic processes of neurodevelopment and of the role of genetics in the development of psychiatric disorders will be beneficial to attendees.

Learning Objectives: A. Upon completion, attendees will identify two basic neurodevelopmental processes that play key roles in long term psychotherapy outcomes. B. Upon completion, attendees will briefly define and explain the role of epigenetics in the development and treatment of anxiety disorders. C. Upon completion, attendees will briefly explain the difference between a “genetic” vs. an “epigenetic” contribution in the development of psychopathology. D. Upon completion, attendees will identify at least three adult medical conditions that can be directly linked to a toxic environment experienced during childhood.

Presenter Information: Dr. Urbin has been in the healthcare field for 36 years and has been a licensed clinical psychologist for the past 27 years. His primary clinical focus during his career has been on assessment and treatment specifically related to the areas of neuropsychology and behavioral health. Currently, he is full time teaching faculty in the Department of Family Medicine at the Quillen College of Medicine where he teaches and supervises both medical students and graduate Family Medicine residents.

[232] Through the Looking Glass: Psychologists in the Corporate Environment

1.5 CE credits, Introductory (Type I) Presenter: Les Kertay, Ph. D., ABPP Affiliation: Behavioral Medical Interventions, private practice, University of Tennessee at Chattanooga Course Description: Most psychologists come into the profession because of an innate curiosity about human nature and with intent to help others. Traditional models, including fee-for-service private practice and work in mental health facilities, are changing with the gradual transformation of health care delivery systems and the growth of other professions competing for that market. As alternative avenues emerge, one that deserves additional attention is the clinical psychologist in corporate management. This workshop explores the changing nature of the corporate workplace, and presents an understanding of the ways in which psychologists may be uniquely positioned to take on additional leadership roles.

Learning Objectives: A. Participants will describe features of the global economy that are forcing a reevaluation of traditional corporate structure. B. Participants will describe those features of the work environment most critical to the generations now forming the majority of the workforce. C. Participants will list connections between training in psychology and the demands being placed on leaders in modern corporate structure. D. Participants will enumerate some of the challenges that will be faced by psychologists entering corporate leadership positions

Presenter Information: Dr. Les Kertay is a husband, dad, psychologist and geek who has reinvented himself often over the course of a nearly 40 year career in mental health. He has worked in community mental health, private practice, and corporate settings, applying his knowledge of behavioral principles to the increasingly diverse number of areas in which psychologists can play an important role. With expertise in disability medicine, health & productivity, and psychotherapy, he currently works independently as a consultant, therapist, and guide, and he is Chief Medical Officer with Behavioral Medical Interventions.

[233] Introducing the MCMI-IV

3 CE credits, Introductory (Type I) Presenter: Gloria Maccow, Ph.D. Affiliation: Dr. Maccow is employed by Pearson, publisher of MCMI-IV.

Course Description: This presentation will introduce the fourth edition of the Millon Clinical Multiaxial Inventory (MCMI-IV). The presenter will provide an overview of changes, including updates to constructs, scales, standardization, and interpretive features. A comprehensive overview of Millon’s Evolutionary Theory will be included, along with its application in the MCMI-IV. Particular attention will be placed on the theory’s utility in constructing the instrument, and in creating a basis for an enhanced, empathic therapeutic dialogue and understanding of the individual, as well as an interface for generating effective personalized interventions.

Learning Objectives:

A. Describe the structure, scales, and constructs of the MCMI-IV

B. Discuss the influence of Millon's evolutionary theory on development of the MCMI-IV

C. Apply underlying theory to interpretation of MCMI-IV scales

D. Link MCMI-IV data to therapeutic interventions

Presenter Information: Dr. Maccow is an Assessment Training Consultant with Pearson. Trained as a school psychologist at Texas A&M University, Dr. Maccow has worked in academia, private practice, and school settings. She has conducted research on assessment, early intervention, and response to intervention and has presented on different topics at national and state conferences.

[234] Guidelines, Maps and Competencies for Clinical Supervision in Health Service Psychology 3 CE credits, Introductory (Type I) Presenters: Leticia Flores Ph.D., Jerry Buchanan, Ph.D., Janice Pazar, Ph.D. Affiliations: Flores- University of Tennessee, Knoxville; Buchanan- James H. Quillen VA Medical Center, Mountain Home, TN; Pazar- The West Cancer Center, Memphis, TN

Course Description: During this three hour session, panel members will use a developmental model to explore clinical training from graduate level practicum to internship and post-doctoral supervised experience. The new 2014 APA Guidelines for Clinical Supervision in Health Service Psychology will guide discussion of competency based supervision focused on multicultural issues at each training level. Dr. Buchanan will lead an experiential component in the use of supervisory maps to develop strategies for supervisory sessions. Discussion of case examples will assist participants in integrating the presented material into their current practice.

Learning Objectives: A. Participants will list and describe three key components of the 2014 APA Guidelines for Clinical Supervision in Health Service Psychology. B. Participants will compare and distinguish among the developmental needs of practicum, internship and post-doctoral students regarding multicultural competencies. C. Participants will describe the use of supervisory maps in the application of the Clinical Supervision Guidelines. D. Participants will practice the application of multicultural competencies using the supervisory map.

Presenter Information: Dr. Flores is an Associate Professor in the Department of Psychology and the Associate Director for the UT Psychological Clinic. Dr. Flores received her bachelor’s in psychology from Duke University in 1991 and her doctorate in Clinical Psychology at UT Southwestern Medical Center at Dallas in 1996. She completed a 2-year post-doctoral fellowship in chronic pain research at the University of Washington in Seattle. Dr. Flores has taught both undergraduate and graduate courses in psychology and has supervised graduate students for over 10 years. Her specialty is working with adults on ethnic, sexual and gender identity issues. Dr. Flores is a member of the American Psychological Association (Division 44); the national Register for Health Service Providers in Psychology; the Association for Psychology Training Clinics; and the Appalachian Psychoanalytic Society.

4:00PM-5:30PM CE Workshop (Participants must attend entire program to receive CE credit)

[242] Your Practice and TeleBehavioral Health- Insights and Innovations for Behavioral Health Service Providers 1.5 CE credits, Introductory (Type I) Presenter: Tamela Sadler, Ph.D. Affiliation: Telebehavioral Healthcare Consultant and Provider, Private Practice, Manchester, TN Dr. Sadler consults with several telebehavioral health companies including WeCounsel Solutions, RealTime Telehealth and Forefront TeleCare. WeCounsel is financially supporting her presentation.

Course Description: This presentation will provide essential information to the membership on emerging trends in telemedicine and the role that behavioral healthcare providers can have in that process. Telemedicine is a multi-billion dollar a year industry and offers applications for every field of care including behavioral health. Telebehavioral health applications are gaining traction in the telemedicine field by partnering providers with care sites and by integrating telebehavioral health services into private practice which is a win-win for patients, providers and care partners. The program will discuss: 1. The logistics of starting telebehavioral health services in your practice; 2. Partnering with a platform provider to meet your needs; 3. Understanding your State’s rules and regulations regarding Telebehavioral Health; 4. Educating your audience; 5. Application of this tool within your practice. Learning Objectives: A. Participants will describe the relevant laws and ethics code related to using telehealth options for behavioral health practice. B. Participants will be able to identify HIPPA compliant products and reduce high risk contacts via social media. C. Participants will explain how telebehavioral health can expand their professional reach. D. Participants will describe a rapidly emerging professional area and its impact on clinician well-being.

Presenter Information: Dr. Tamela Sadler is a Licensed Psychologist who was raised and has chosen to make her life in Middle Tennessee. Throughout her career, Dr. Sadler has provided therapeutic and consultation services throughout the Middle and Southeast Regions of Tennessee. She has worked with the Southeast Center of Excellence, the Department of Children’s Services and with private industry partners to develop programming and serve at- risk and high-risk populations. Dr. Sadler has 22 years of experience in the development and provision of innovative community mental health services in both urban and rural settings. Dr. Sadler earned her undergraduate degree in Psychology from Middle Tennessee State University, a Master’s Degree in Counseling from Trevecca Nazarene University and she completed her PhD in Counseling Psychology at Tennessee State University in Nashville, TN. She speaks frequently on applications for telebehavioral health in private practice. She lives in Middle Tennessee with her family and their dog named Puppy.

5:30PM Registration Closes

5:45PM-10:00PM The Last Halloween Party (Costumes encouraged, but not required) You may have noticed that for the past few years our convention has fallen around the Halloween weekend. This schedule has not been popular. The convention will move to the first weekend in November next year after our current contract with the convention hotel expires. To say good-bye to our Halloween scheduling problem, we have planned the Halloween party to end all Halloween parties, at least for TPA. So pull together your best, wackiest costume, complete with your dancing shoes, and join us for the celebration. Even if you don’t want to do the costume thing, join us anyway. We will have props at the door for those who want to dabble in costumery. What to expect:  Music and a dance floor  Plenty of kicked-up hors d’oeuvres (forget dinner reservations)  Cash bar  Prizes  Silent auction to benefit Tennessee Psychological Foundation (TPF) (see below)  A chance to relax with your colleagues after a hard day of CE

What is the Tennessee Psychological Foundation and why should I support it? The Tennessee Psychological Foundation (TPF), established in 2012, was formed to promote both the practice and science of Psychology and, in so doing, contribute to the general welfare of the citizens of Tennessee. Funds received , including contributions made to honor or memorialize a friend, family member, or colleague, will be used to support education, research and distribution of information of Psychological information for the common good. Activities of the Foundation may include, but are not limited to, public education, public service projects for the community, support of psychology student training through awards, promotion of psychological research, and recognition of outstanding contributors to the profession. TPF is a 501(c)3 organization. Donations are tax deductible to the full extent allowed by state, local, and federal law. 2014-2015 Board of Directors: Ray Gentry, President; Mark Phillips, Treasurer; Robin Oatis-Ballew, Secretary; Nicky Ozek, Member at Large. Inquiries and contributions can be addressed by writing to TPF, P.O. Box 218301, Nashville, TN 37221. Or, you may email [email protected]. Inquiries about Silent Auction, held at TPA convention, can be addressed to [email protected].

Saturday, October 31, 2015

7:00AM-7:45AM Yoga with Elaine Rodgers 7:30AM-5:30PM Registration Open 8:30AM-12:00PM CE Workshops (Participants must attend entire program to receive CE credit)

10:00AM-10:30AM Break 10:00AM-12:00PM Undergraduate Student Poster Session Undergraduate students from colleges and universities across the state will be on hand to present research results in poster format. You are invited to encourage the students in this professional development opportunity, by taking a few minutes to read some of the posters and interact with them during your program break.

[311] Ethics and Law Review 2015 3 CE credits, Introductory (Type I) Presenters: Jim Brown, Ph.D. and Les Kertay, Ph.D. Affiliation: Behavioral Health Associates and private practice, respectively

Course Description: This presentation is intended to meet the Ethics and Jurisprudence component of the BOE continuing education requirements. We will discuss the ethical and legal decision-making process, focusing on behavioral approaches and the use of guiding principles. We will also review elements of Tennessee law, Board of Examiners rules and regulations, and federal law relevant to the practice of psychology in Tennessee. Emerging areas of practice, including secure electronic communication, current status of ICD 10, and "embedded" psychological services in primary care settings will be addressed.

Learning Objectives: A. Participants will identify and describe the latest requirements for implementation of ICD-10. B. Participants will describe ethics code requirements on public statements regarding academic credentials, training, and experience. C. Participants will apply the specifics of HIPAA-compliant e-mail. D. Participants will list record-keeping options related to ACA "Risk Adjustment Audits."

Presenter Information: Jim Brown is the chair of the TPA ethics committee. He is a graduate of Auburn University and the University of Alabama. He has been in private practice since 1982 and a member of the ethics committee since 1985 (approximately!).

[312] Facing Fears with Fun and Playfulness: Issues in the Evidence Based Treatment of Childhood Anxiety and Obsessive Compulsive Disorders

3 CE credits, Introductory (Type I) Presenter: John Paul Abner, Ph.D. Affiliation: Milligan College Course Description:This presentation will cover issues in diagnosing anxiety and obsessive compulsive disorders in children including a brief discussion of PANDA’s. Current Evidence Based Treatments of childhood anxiety and obsessive compulsive disorders will be explored. There will be an emphasis on how to use humor, playfulness, and creativity in devising appropriate and effective exposure and response prevention tasks. Learning Objectives: A. Participants will describe symptoms of anxiety disorders that are commonly misdiagnosed as other disorders. B. Participants will create a CBT intervention for a child with an anxiety disorder using the Coping Cat curriculum. C. Participants will discuss how to use humor and creativity in CBT in devising exposure and response prevention exercises for children. D. Participants will identify methods to increase the efficacy of creating exposure and response prevention exercise with children.

Presenter Information: John-Paul Abner graduated from the University of Florida with a Ph.D. in Clinical Psychology (Child and Adolescent emphasis) in 1996. A professor in psychology at Milligan College, he is one of 20 people in the world who has been designated as a Parent Child Interaction Therapy (PCIT) Trainer.

[313] Best Practices for Social Security Disability Determination Services Childhood Consultative Evaluations 3 CE credits, Introductory (Type II) Presenters: Rebecca Hansmann, Psy.D Tommie Slayden, Ph.D. Affiliation: Consultants for the Tennessee Disability Determination Services

Course Description: The Social Security Administration is a government-funded agency that pays benefits to individuals who have a medical/psychological condition that can be expected to result in death or is expected to prevent an individual from working for at least 12 months. A child under 18 may be eligible to receive benefits if he or she has a medically determinable impairment(s) that causes marked and severe functional limitations, and that can be expected to cause death or that has lasted or can be expected to last for at least 12 months. Disability Determination Services (DDS) is responsible for developing the medical information and rendering initial disability decisions. The DDS typically attempts to obtain medical information from the claimant’s treating sources, however if there is inadequate information available, or the information does not include an “acceptable source” (M.D. or doctoral level psychologist), the DDS will arrange for an independent consultative examination (CE). Medical and mental health professionals who perform CEs must have a good understanding of SSA’s disability programs and requirements in order to provide DDS with a comprehensive review of the claimant’s impairments and limitations. CE panelists who evaluate children will receive a general review of best practices for evaluating children of different ages. Learning Objectives: A. Participants will describe the DDS childhood disability determination process. B. Participants will identify “best practices” to use when conducting a childhood evaluation for DDS. C. Participants will identify and analyze conflicts in the medical evidence, presentation of claimant or guardian, and psychological testing. D. Participants will list the criteria for the required medical source opinion (MSO).

Presenter Information: Dr. Hansmann is a clinical psychologist who has been involved with the Social Security Tennessee Disability Determination Services for 19 years. She is a psychological consultant for the Tennessee Social Security Disability Determination Services (DDS) and has been a psychological expert for the Office of Disability Adjudication and Review. Her responsibilities at DDS have included assessing adult and child disability claims, training new doctors and other DDS employees, and consulting on various types of cases and quality assurance concerns. She is also a contract psychologist for the Tennessee Valley Authority for which she conducts nuclear plant Fitness for Duty Evaluations and personnel interviews/evaluations for TVA police candidates.

[314] Negotiating with the Male Avatar; Reconsidering Our Inestimably Complex Relationship with Hardness, Aggression, Stoicism and Other Stereotypic Symbols of Masculinity 3 CE credits, Intermediate (Type I) Presenter: Mark O’Connell, Ph.D. Sponsored by the Appalachian Psychoanalytic Society Affiliation: Private practice, Chestnut Hill, MA

Co-sponsored by the Appalachian Psychoanalytic Society

Course Description: Postmodern, social constructivist views of gender teach us that while our genders may be hard wired, our masculinities, our femininities - our mind-based gendered identities - are the product of our relationships with our relational and social environments. Modern, social constructivist views on gender, however, at times seem to imply that we are subject to a forced, even traumatic identification with surrounding cultural caricatures. This view lacks a dynamic understanding of the enormously complex inter-relationship between mind and environment. This paper will use this relational understanding of our popular images of masculinity to explore the meaning and role of stereotypic symbols of maleness. It will be argued that these stereotypic constructions are products of enormously complex cultural reactions towards male aggression and sexuality. It will include discussion of the implications of this understanding for our clinical work, and an examination of the way that our complicated relationship with stereotypic maleness and femaleness informs our relationships to our attitudes towards empathy, attunement, disruption, difference and confrontation. Case material may be confidential or sensitive in nature. Prerequisite: It would be helpful if participants have had some experience working as psychotherapists, at least on the internship/practicum level, and some graduate training in social work/psychology/psychiatry. Learning Objectives: A. Participants will define social constructivist views on gender and masculinity. B. Participants will assess social constructivist views on gender and masculinity through a relational lens. C. Participants will identify ways that stereotypic images of masculinity are the products of both idealized and defensive reactions to stereotypically male qualities. D. Participants will explain how our complicated relationship with stereotypic maleness informs our relationships to such important clinical attitudes as empathy, attunement, disruption, difference and confrontation.

Presenter Information: Mark O’Connell is a clinical psychologist with a private practice in Chestnut Hill. He is a graduate of the Boston Psychoanalytic Society and Institute, a member of Division 39 of the American Psychological Association, and he serves on the faculty of the Massachusetts Institute of Psychoanalysis and The Psychoanalytic Couple and Family Institute of New England. In addition to being the author of two books, “The Good Father; On Men, Masculinity and Life in the Family” (Scribners 2004) and “The Marriage Benefit” (Springboard 2007), he has written and spoken about marital and family life, couples therapy, adolescent sexuality. His interest in bringing psychoanalytic thinking to a wider audience has also led him to appear on numerous radio and television programs.

12:00PM-2:00PM Lunch (On Your Own)

2:00PM-5:30PM CE Workshops (Participants must attend entire program to receive CE credit)

[331] Disability Models, Stereotypes, and Clinical Implications 3 CE credits, Intermediate (Type I) Some prior basic knowledge of disability stereotypes or having worked with individuals with disabilities is beneficial. Presenter: Erin N. Armour, Psy.D. Affiliation: James H. Quillen Veterans Affairs Medical Center; Mountain Home, TN ; Private Practice; Gray, TN

Course Description: This program will discuss the various demographics, definitions, models, and stereotypes of disability. These topics will be further illustrated with a voluntary privilege exercise, as well as various TED talks and the presenter's personal experiences as a woman with a physical disability. Audience members will be challenged to consider how their awareness of disability stereotypes and stigma may impact their case conceptualization and clinical work. At least one case example will be provided. Prerequisite: Some prior basic knowledge of disability stereotypes or having worked with individuals with disabilities is beneficial.

This program is designed, at least partially, to meet Tennessee Board of Examiners in Psychology continuing education requirements for licensure renewal in the area of cultural diversity. Other programs may also meet these criteria, but TPA is designating this one. For further information, please refer to the Rules and Regulation of the TN Board of Examiners in Psychology. Learning Objectives: A. Attendees will identify various risk factors and demographics associated with disability. B. Attendees will define four models of disability. C. Attendees will identify at least two disability stereotypes. D. Attendees will describe at least three clinical implications for working with persons with disabilities.

Presenter Information: Erin N. Armour, Psy.D. is a psychologist in Primary Care- Mental Health Integration and the Spinal Cord Injury Clinic at the James H. Quillen Veterans Affairs Medical Center in Mountain Home, TN. ; where she also completed her internship. In addition, she maintains an adult psychotherapy practice in nearby Gray, TN. Dr. Armour received her doctorate in clinical psychology from Wright State University in Dayton, Ohio. Her interests include animal-assisted therapy, adjustment to illness and disability, intimate partner violence, and the impact of nutrition on mental health.

[332] Introduction to Trauma-Focused Treatment for Children and Adolescents

3 CE credits, Introductory (Type I) Presenters: Mindy Kronenberg, Ph.D. and Giovanni Billings, Psy.D. Affiliations: Private practice and Department of Children’s Services

Course Description: The impact of trauma across the lifespan has become increasingly recognized as the financial and health costs of childhood trauma are demonstrated by research. This is evidenced by the increasing use of as terms such as “toxic stress” and “adverse childhood experiences” by the media, politicians, and community advocates. Federal initiatives are encouraging trauma-informed care, specifically trauma-focused mental health treatments. Furthermore, multiple systems including primary care and child welfare are embracing trauma- informed care and are regularly screening for trauma. However, there is a dearth of appropriately trained mental health clinicians to provide services when trauma is identified.

This presentation will provide an overview of trauma-informed mental health by (1) discussing core elements of trauma treatment for children and (2) introducing two empirically-based, trauma-focused treatments, Child Parent Psychotherapy (CPP) and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). These two treatments, CPP (for children ages 0-5) and TF-CBT (for children ages 3-18), were chosen for discussion in order to demonstrate how the core elements of trauma treatment may be implemented through a specific therapeutic model based on the developmental needs of the identified client. Given that this format only allows an overview of the treatments, participants will be given information on additional resources about the interventions and on how to receive formal training on the models.

Discussing trauma in children requires emotional regulation and reflective capacity, especially to cope with the material presented (i.e., examples of cases with neglect, physical, and sexual abuse). The presenters recognize this, will disclose the issue, and will be reflective when presenting the information.

Learning Objectives: A. Participants will identify core elements of effective trauma treatments for children. B. Participants will describe how the core elements are implemented across different age groups. C. Participants will list the treatment components and intervention modalities of two of the most commonly used trauma-focused treatments for children, Child Parent Psychotherapy and Trauma-Focused Cognitive Behavioral Therapy. D. Participants will identify resources gain further information and training on trauma- focused treatments and to integrate trauma-informed care into their practices.

Presenter Information: Mindy Kronenberg, Ph.D., a clinical psychologist in private practice in Memphis, Tennessee, specializes in Infant Mental Health and the assessment and treatment of trauma across the lifespan. She completed the Harris Infant Mental Health Fellowship at LSU Health Sciences Center where she served as Assistant Professor until 2010. In addition to her clinical work, Dr. Kronenberg provides national trainings on evidence-based and evidence-informed assessments, interventions, and treatments including Child Parent Psychotherapy, Psychological First Aid, and Relationship-Based Assessment. Dr. Kronenberg is committed to infant and early childhood workforce development and is able to address this issue as Young Child Wellness Partner for Tennessee’s Project Launch grant. Dr. Kronenberg is a member of several professional organizations including the TN Infant and Early Childhood Mental Health Initiative. She is an affiliate member of the National Child Traumatic Stress Network where she serves on the Affiliate Advisory Board and is co-chair of the Zero to Six Workgroup.

[333] Specific Learning Disabilities: Putting New Eligibility Standards into Practice

3 CE credits, Intermediate (Type I) Presenter: Janet Panter, Ph.D. Affiliation: Private practice

Course Description: The Tennessee Department of Education recently changed the criteria for diagnosis and certification of a Specific Learning Disability (SLD). Changes went into effect on July 1, 2014 for elementary students, and are scheduled for 2015/2016 for middle and high school students. New criteria focus on students’ Response to Instruction and Intervention (RTI2), rather than individualized assessment. This presentation will provide psychologists in private practice with the information they need to work with students with learning disabilities and their families. We will examine the RTI2 model and explain the new criteria in detail, including the curriculum-based measures used by the schools, when and how the data are collected, and how they are interpreted. The format of psychoeducational reports for SLD will also be discussed, as will the exclusionary factors relevant to SLD eligibility. Prerequisite: Participants should be knowledgeable about assessment principles and concepts (e.g., validity, criterion-based testing). They also need a basic understanding of instructional methods and interventions in K-12 classrooms. It is helpful, too, if they know something about special education policies and services.

Learning Objectives: A. Participants will define a Specific Learning Disability (SLD) based on the new state standards and list the information required to determine whether a student meets those standards, i.e., is eligible for special education services as a student with a SLD. B. Participants will describe the Response to Instruction and Intervention model, which is both the foundation for the new standards and the means by which the standards are implemented. C. Participants will compare previous and current SLD standards in light of validity studies, assessment methods, and intervention requirements/options. D. Participants will analyze case studies of elementary and middle/high school students to determine SLD eligibility based on new standards and exclusionary criteria.

Presenter Information: Janet Panter is in private practice at the Memphis Center for Women & Families. She specializes in working with children, teens, and adults with ADHD, Autism Spectrum Disorders, Mood Disorders, and Anxiety just to name a few. She taught in the psychology department at Rhodes College and was also employed as a school psychologist in the Shelby County Schools for six years.

[334] Boiled Frogs or Reflections on How the Private Intimacy of Psychoanalysis and Psychoanalytic Psychotherapy Leads to Violation and Complacency 3 CE credits, Intermediate (Type I) Presenter: Mark O’Connell, Ph.D. Sponsored by the Appalachian Psychoanalytic Society Affiliation: Private practice, Chestnut Hill, MA Co-sponsored by the Appalachian Psychoanalytic Society Course Description: The optimally creative privacy of psychoanalysis supports and emphasizes a powerful, inertial tendency in human relationships to move towards collusive agreement. This movement causes a collapse of the dialectical structure essential for therapeutic aliveness, which in turn, leads to complacency and/or violation. Complacency and violation, it follows, are not anomalous outcomes of our work, rather they are, in the absence of relentless and mindful opposition, inevitabilities. Preventing this collapse of vital dialectical structure is the bedrock of our work. Using case examples, examples from popular culture, and theories from a range of modalities, this paper will examine this built-in therapeutic fault line, and suggest ways of being and thinking that can mitigate the collapse from privacy and safety to secrecy and insulation. Case material may be confidential or sensitive in nature. Prerequisite: It would be helpful if participants have had some experience working as psychotherapists, at least on the internship/practicum level, and some graduate training in social work/psychology/psychiatry. Learning Objectives: A. Participants will enumerate the pluses and minuses that derive from psychoanalysis’s emphasis on the construction and maintenance of private spaces for patient and therapist. B. Participants will describe the informative relationship between individual and couple modalities. C. Participants will recognize the inertial tendency, present in all therapeutic relationships, to move towards a position of complacency and collusive agreement. D. Participants will identify ways in which transgression and violation can occur in seemingly benign therapies.

5:30PM Convention Concludes