Friday

Workshops 11:00 a.m. – 12:00 p.m.

Supporting Trans and Non-Binary Clients

Sar Surmick, LMFT

Given the current increase of Trans, Non-Binary, and Gender Nonconforming identities, there is almost no form of therapy where they won't be encountered. For those who want to work with this population, there is a lot to know. This workshop will touch on how to work with this complex population including: client treatment, gender dysphoria, family concerns, and identity affirmation.

Learning Objectives:

• Based on the content of this session, I am able to engage with this population from a place of compassion and understanding.
• Based on the content of this session, I am able to differentiate between being Trans Aware, Trans Affirming, Trans Competent, and a Trans Specialist.
• Based on the content of this session, I am able to identify 3 ways to support Trans and NB clients including how to find letter-writing resources.

Supporting Clients on the Path to Post-Traumatic Growth

Becky Ivory, LAMFT

Working with clients who have had to endure extremely difficult challenges and traumas presents unique challenges to clinicians. There is nothing quite as rewarding as walking beside them on their journey toward post-traumatic growth as they transform from victim to survivor. Join Becky Ivory as she shares her unique experience, as both survivor and therapist, of walking that sacred road.

Learning Objectives:

• Based on the content of this session, I am able to list 6 key principles to Trauma-Informed Care.
• Based on the content of this session, I am able to list the 3 stages of a Trauma-Informed recovery process.
• Based on the content of this session, I am able to identify 3 things I can do to avoid compassion fatigue.

Authenticity Therapy © : A Unified Model for the Theory and Practice of Psychotherapy

Yudit Maros, LMFT, C.Ht.

Authenticity Therapy(c) (AT) is a body-centered integrated umbrella framework, assessment tool, and treatment protocol that predicates mental health on one’s ability to get needs met through positive self-parenting.

AT offers a four-step body centered protocol that shortens the duration of treatment by focusing it on the streamlined sequence of four practices that are both necessary and sufficient for self-love, or positive parenting of one’s Inner Child. In this presentation participants will be introduced to the Authenticity Therapy(c) framework, by:

1. learning the origin, philosophy and tenets underlying Authenticity Therapy(c);

2. understanding authenticity, and how it leads clients back to themselves;

3. identifying the four components of self-love and how they interrelate to form positive self-parenting;

4. experiencing the power of the Authenticity Protocol(c) in their own relationship to themselves.

Learning Objectives:

• Based on the content of this session, I am able to understand authenticity and why it is synonymous to health.
• Based on the content of this session, I am able to identify the four practices both necessary and sufficient for emotional and relationship health.
• Based on the content of this session, I am able to use a higher perspective in my understanding and treatment of clients

Discovering Supervisee’s Therapeutic Voice: Training Strategies to Increase Maneuverability

John M Robbins, PhD.,LMFT

Counselor educators train counseling trainees (CTs) to work effectively with clients through the mastery of counseling skills, conceptualization, ethical competence, and cultural humility. Less explicit in the training process is helping CTs discover their therapeutic voice in counseling. Developmentally, CTs evolve from seeking the “right way” to do counseling, to discovering aspects of their character, presence, and deeply held values that powerfully influence the direction of their growth. The presenters hold that strengthening therapeutic “voice” includes being intentional about helping CTs discover and use their inner wisdom to inform professional and personal experience creatively in the personalization of technique. Innovative techniques and approaches towards this end are described and demonstrated in this presentation.

Learning Objectives:

• Based on the content of this session, I am able to practice ways to support counselor trainees in developing their personal therapeutic voice along with developing a rationale for this approach.
• Based on the content of this session, I am able to identify aspects of their own personalized approach to therapy and supervision that lend themselves to supporting counselor trainees in developing a therapeutic voice.
• Based on the content of this session, I am able to discern the role of personal creativity and inner wisdom more clearly in counselor development and determine how this might enhance their personal supervision style.

Turning Your Clinical Work Into a Best-Seller: (Almost) Everything You Need to Know about Agents, Publishers, Speakers Bureaus and Being Newsworthy

Michael Ungar, PhD

With 17 books published, Dr. Michael Ungar has written best-sellers for caregivers, employers and mental health professionals that build on the results of more than 25 years of well-funded Social Work research. Building on that success, and as an example of how to democratize knowledge, this workshop will provide strategies to turn good quality Social Work research into publications that can reach a wider audience and share results for maximum impact. The topics that will be covered include: (1) how to extract a great idea from your thesis or other published research and the ethics of writing about your study; (2) how to create engaging books, whether for a general audience or for practicing social workers; (3) how to look for an agent (when one is necessary); (4) how to find a publisher (and the many different types); (5) what to expect when working with an editor; (5) the many issues related to page proofs, layout, cover art and language; (6) navigating the many ways to get a book noticed, from developing a marketing plan to promoting your own social media, book launches, conference sales, and creating a website; (7) getting in the news and being noticed by bloggers and social media influencers, television and radio shows, and featured in magazines; (8) what you can expect to earn financially; (9) how to make this work relevant to your academic career and acceptable to a promotion and tenure committee; and (10) the joy of writing and sharing Social Work scholarship.

Learning Objectives:

• Based on the content of this session, I am able to develop strategies to write a bestseller based on my clinical work.
• Based on the content of this session, I am able to develop my work in ways that will get attention from publishers and agents.
• Based on the content of this session, I am able to develop a strategy to promote my work.

The Harsh Realities of Social Media's Impact on Intimate Relationships

Charlece Bishop, LMFT

Workshops 1:30 p.m. – 2:30 p.m.

The Emotional Connection – What? Why? How?

Amanda Craig, PhD LMFT

Modern research shows that human connection and attachment are essential to feeling happy and healthy. Specifically, we need emotional connection with other people in order to thrive. When a relationship is not well, it feels like our world is crumbling, doesn't it? No one ever said relationships are easy, but these experiences can be simple and enjoyable if we understand that the core of every close and healthy relationship is the emotional connection between two people. Emotional connection is a major focus of my work; in therapy sessions, group settings, and my writing. This is because when an emotional connection exists, a spark happens between two people. The spark is real, and the light turns on. When this happens, we feel that someone gets us, likes us, understands us, accepts us and will be there for us. We feel close, maybe even appreciated, and most certainly connected. This workshop focuses on how clinicians can help clients develop, maintain and repair the emotional connection in romantic partnerships, and between parents and children. Topics include how emotional connection happens in the body, how to coach clients to improve and repair connections and what to do when the therapeutic process feels stuck.

Learning Objectives:

• Based on the content of this session, I am able to understand how emotional connection happens in the body.
• Based on the content of this session, I am able to help clients lean into connection and repair disconnection.
• Based on the content of this session, I am able to offer tangible tips to help people connect in relationship and self soothe when dysregulated.

Using EFT with Clients who are Polyamorous

Lindsay Hayes

How do those practicing ethical nonmonogamy experience relationships? What challenges are specific to open marriages and couples looking to expand their romantic possibilities? As clinicians, we need to better understand these often marginalized relationship styles to help our clients reach their goals. In this presentation, we'll look at expanding EFT to serve clients practicing ethical nonmonogamy and polyamory. Learn how attachment and need fulfillment can vary for those in multiple relationships. Let's go beyond the dyad to enhance your work with nonmonogamous clients.

Learning Objectives:

• Based on the content of this session, I am able to better understand clients who are polyamorous.
• Based on the content of this session, I am able to conceptualize using EFT with clients who are polyamorous.
• Based on the content of this session, I am able to better serve clients who are polyamorous.

Racism’s Impact on Black Intimacy

Jeannelle Perkins-Muhammad, Phd, LMFT, EMDR

Black couples experience higher divorce rates nationally, in the South, and across religious denominations than any other racial group. This talk explores the intricacies of how the system of racism impacts Black Couples' mental and emotional health, challenging their ability to make genuine connections within the relationship. Then seeks to provide therapists with culturally appropriate narratives that assist them in overcoming these barriers.

Learning Objectives:

• Based on the content of this session, I am able to understand how systemic, institutional and structural racism impact the Black experience and relationships.
• Based on the content of this session, I am able to identify depression and anxiety in Black clients.
• Based on the content of this session, I am able to see how my own cultural bias and attitudes might inhibit my work with Black clients.

Systemic Perspectives for Treating Childhood Trauma

Jade Rice, LMFT

When treating children that have experienced some type of trauma, it is important to treat the child in the context of the family system. However, it can sometimes seem like a challenge to support a child in working through trauma treatment with family members, especially if the trauma occurred by/with the family members that are involved in treatment. This training will focus on expanding participants' perspective of trauma focused treatment and moving from individual to relationally focused interventions. This training will incorporate Bowenian Family Therapy concepts to support the family system in addressing intergenerational patterns which may impede effective trauma processing.

Learning Objectives:

• Based on the content of this session, I am able to utilize a framework for identifying when and how trauma can be discussed in the context of a family therapy session.
• Based on the content of this session, I am able to identify ways in which Bowenian Family therapy can be applied when providing therapy to children that have experienced trauma.
• Based on the content of this session, I am able to identify and address family patterns which may be beneficial or harmful to effective trauma treatment.

EFT with LGBTQ + Relationships: Emerging Practice-Based Evidence     

Caitlin Edwards, PhD Robert Allan, PhD Andrea Wittenborn, PhD

LGBTQ + romantic relationships are often neglected in the development of and research on couple and family interventions (Spengler et al., 2019). Minimal research has been conducted on the therapeutic needs of LGBTQ + romantic relationships despite the impactful lived experiences of LGBTQIA + individuals, such as minority stress, and the unique aspects of LGBTQ + relationships, such as more positive conflict (Gottman et al., 2003; Kurdek, 2004). EFT is an attachment-based empirically supported treatment for relationship distress that engages underlying emotional and systemic processes to improve relationship satisfaction and increase attachment security (Johnson, 2019). This presentation will report clinical recommendations generated by 40 expert therapists for the use of EFT with LGBTQ + relationships. Using the Delphi method, we asked expert EFT therapists who routinely work with LGBTQ + relationships to recommend the changes, additions, and/or adaptations that should be made. They recommended changes to each step and stage, as well as considerations for therapist foundational knowledge, therapist development, and practice set up and orientation. This presentation will provide a detailed and organized review of the findings and emerging data from LGBTQ + clients in EFT.

Learning Objectives:

• Based on the content of this session, I am able to name two reasons for culturally adapting EFT with LGBTQ + relationships.
• Based on the content of this session, I am able to describe three adaptations to make when using EFT with LGBTQ + relationships.
• Based on the content of this session, I am able to identify oneself aspect of the therapist work needed when working with LGBTQ + relationships using EFT.

Mental Health in Urban Schools

April Lancit, LMFT

Angela Norward, MS. MED

Michelle D Cruz, M.A.

Within the K-12 public school systems in urban areas we are in need of radical change. We have faced a crucial time in providing mental health services and support. We have seen in the last 3 years since being faced with a global pandemic but honestly slightly before we entered into a global pandemic that exposed racial disparities and inequalities in American society amongst people of color, particularly Black people. There has been a steadily increase in violence in our schools affecting our student populations which includes the impact of gun violence, increase in suicide rates, increase in overdose by substance abuse, and emotional distress all within the school community. In addition to the great resignation which includes the shortage of teachers who have all together left the profession along with extreme truancy and absentee amongst student populations. Our students are trauma impacted and so are our teachers, staff and administrators. A simple employee referral for EAP is not enough to heal the trauma impacted environments in urban schools. We have schools that have also faced limited resources in funding and lack equity of resources and how those support and services are distributed to prospective school communities. Our students are facing more than academic challenges that are impacting their learning and overall quality of life. I strongly believe that mental health and wellness should be a part of curriculum along with accessibility of the access of care without barriers such as having appropriate insurance or being deemed medically necessary which leaves out many people who may not even attempt to reach services or support. Teams of mental health professionals should be on staff for full assessments and evaluations which should include clinicians, psychiatrist, nurse practitioners, and case managers. Our staff and students are dealing with challenges that impact their very existence and how they show up in the school space which then in turn limits how much learning really happens.

Learning Objectives:

• Identify historical and present-day factors that are contributing to the increase in mental health crisis, along with toxic stress and its impact on black and brown communities.
• The role of family systems theory in Urban schools and understanding its impact and influence on student populations as well as staff and community involvement in the restructuring and reorganization of mental well-being as a priority.
• Understand the key role of building relationships and community in order to provide implementation and apply evidence-based models for students, teachers, and family outcomes.

Military Cultural Competency Part 4: Samauri Therapy

Steven Kiehl, PhD, PsyD, MRT

Being defined as “Broken” within the warrior culture of the US Military can have devastating impacts upon individuals and their families.  Many attempts to reach and assist military servicemembers and combat veterans have had significant unintentional negative impact.  This workshop will discuss the use of resilience and strength-based approaches for the military warrior community.  Rather than putting a spotlight on limitations and diagnoses, Samurai Therapy adds weapons to the individual’s psychological cache leading to improved mental health, professional performance, and personal regard. 

Learning Objectives:

• Based on the content of this session, I am able to understand the significance of “broken” within the military community. 
• Based on the content of this session, I am able to understand the value of resilience training within the warrior community.
• Based on the content of this session, I am able to describe various strength based modalities that are effective within the military.

Rediscovering Our Systemic Roots and Passion: Reflecting On The Journey Through Fresh Eyes  

David Spruill, PhD

Chad Beraud

Emilia Ranzino

Zachary Smith

Workshops 2:45 p.m. – 3:45 p.m.

Adult Attachment: Redeveloping Secure Attachment

Annette Kussin, MSW, RSW, Psychotherapist

Adult Attachment: Relationships with caregivers in the early years have a profound influence on an adult’s self-perceptions, perception of others and his/her capacity for intimate relationships. Adults with secure attachments and healthy mutual adult relationships usually have had consistent nurturing and care from parents or caregivers. Yet adults with a history of inconsistent parenting, rejection, severe neglect and abuse and other traumas can redevelop their capacity for secure attachments in adulthood. By understanding the impact of early childhood experiences on their personality development and present relationships, mourning the losses and longings from these early child/parent relationships, and developing a non-judgmental stance in exploring their relationship patterns, adults can develop greater security. This workshop will present the categories of adult attachment, methods of assessing for these categories and a model of therapy and interventions for therapists. In this model clients will learn their adult attachment category, how it unconsciously influences their intimate relationships, how to develop greater security through the therapeutic relationship and how to risk new and healthy interactive patterns in present relationships. The therapist/counsellor’s awareness of her/his own attachment is important in their work with clients.

Learning Objectives:

• Based on the content of this session, I am able to have an understanding of the categories of Adult Attachment.
• Based on the content of this session, I am able to have a brief understanding of assessing for Adult Attachment.
• Based on the content of this session, I am able to have a brief understanding of an adult attachment-based treatment model.

A Roadmap for Couple Therapy: Integrating Systemic, Psychodynamic, and Behavioral Approaches

Arthur C. Nielsen

Couple therapy is difficult for many reasons. Therapists must deal with two clients, often at war with each other, with differing psychologies, histories, agendas, and levels of commitment to therapy. Additionally, there are many schools of thought on how best to do couple therapy and relatively little guidance concerning how to choose among them. In this lecture/workshop, Professor Arthur Nielsen will summarize his textbook on couple therapy, A Roadmap for Couple Therapy: Integrating Systemic, Psychodynamic, and Behavioral Approaches. Using case histories, Dr. Nielsen will describe the core research-tested interventions used by the three main approaches to couple therapy (systemic, psychodynamic, and behavioral/educational) and show how to sequence and integrate them depending on the problems that couples present.

Learning Objectives:

• Based on the content of this session, I will be able to list effective couple therapy interventions from systems theory, psychodynamics and relationship education.
• Based on the content of this session, I will be able to follow a practical roadmap for sequencing these categories of interventions.
• Based on the content of this session, I will be able to successfully approach some common maladaptive couple “dances” as seen in conflictual, conflict-avoiding, and pursuer-distancer couples.

Structural Family Therapy for Autism Spectrum Disorder

Anthony Pennant, LMFT, PhD

The use of the augmented version of SFT is impactful for children with ASD and their families. Through this model, families are able to learn how to be more flexible and relationships are transformed from rigid to more cohesive and peaceful.

Learning Objectives:

• Based on the content of this session, I am able to identify hallmarks of ASD.
• Based on the content of this session, I am able to identify at least two interventions to support children and their families in managing the impact of ASD on the family.
• Based on the content of this session, I am able to increase my understanding of ASD and its impact on the family system.

Working with Clients Living with Chronic Illness/Chronic Pain

Julie Payne, LMFT

Working with clients experiencing chronic illness / chronic pain. This presentation discusses prominent issues that clients face when living with chronic pain/illness, navigating the healthcare system, impact on the family and relationships, and helpful tools for therapists when working with this population.

Learning Objectives:

• Based on the content of this session, I am able to identify the top causes of chronic pain and chronic illness.
• Based on the content of this session, I am able to explore my own biases, identify common challenges, misconceptions, and considerations clients experiencing chronic illness/pain face on a regular basis.
• Based on the content of this session, I am able to understand and incorporate accessibility practices and interventions to utilize when working with clients experiencing chronic illness/pain.

“They Won’t Work With Me,” and Other Client Experiences When Attempting to Discuss Sexological Topics in Therapy

Karen Washington, LMFT

My current research focuses on the experiences of clients when discussing sex with their therapists. I surveyed folx that had attended therapy and attempted to discuss a sex/sex-related topic with their therapist. Questions asked participants about their perceptions of the interactions and the clinicians. Results show that some clinicians are navigating sexological topics well; however, MFTs are not one of the designations perceived as helpful or informed. In some instances, MFTs are seen as more harmful than other designations; MFTs were reported most likely to refuse services after a client disclosed a nondominant identity or sexual issue. These experiences could be due in part to the lack of sexological training provided to clinicians. The biased care folx are reporting is antithetical to the foundation that MFTs are systemic and socially just clinicians. Feedback from participants includes recommended helpful practices for clinicians and recommendations of practices to avoid – that which the participants found unhelpful or harmful. The research and presentation also addresses what clinicians can be doing differently to provide better care, such as self-of-the-therapist work, education, and supervision.

Learning Objectives:

• Based on the content of this session, I am able to describe topics under the sexology umbrella.
• Based on the content of this session, I am able to name key social injustices and unethical ways clinicians treat sex.
• Based on the content of this session, I am able to identify at least three (3) ways to increase comfort discussing sexological topics clinically.

Factors That Influence Passing the MFT Licensure Exam

Kevin P. Lyness, PhD

This session will discuss recent research looking at factors that influence self-reported rates of passing the MFT licensing exams (CA and National). Factors include test anxiety, specific test factors, barriers, coping strategies, and demographics and educational background

Learning Objectives:

• Based on the content of this session, I am able to understand why some people don’t pass the exam.
• Based on the content of this session, I am able to understand how test anxiety and coping strategies affect passing the exam.
• Based on the content of this session, I am able to understand other factors, like race/ethnicity, and educational background also affect passing the exam.

Navigating Media Literacy & Anti-Trans Misinformation With Clients Colton J. Schoenike, MS, MFT-IT, LAMFT

Are we Benefiting from a Broken System? Ethical Responsibilities of Systemic Professionals 

Cameron Brown, PhD

Many clients seek out professional support after exhausting other options and avenues from the various systems they are a part of such as families, workspaces, schools, and the larger community. When those systems fail them or in some cases even actively harm them, they may turn to us. As mental health professionals, we strive to support and treat the client symptomology and potentially some of the more immediate relationships surrounding them. Fantastic! However, to what extent do we seek to change the broader systems that failed or are actively harming our clients? If our answer is minimally, we must then ask ourselves a sobering question, “Are we benefiting from a broken system?” As important as first and second order change are, they could be futile or short lived if we do not also actively promote third order, or community/organizational, change. Utilizing an experiential learning environment paired with a pinch of spice, this session will discuss the ethical responsibility marriage and family therapists have to the larger systems our clients are a part of including tangible approaches to more fully embrace and live up to our identity as systemic professionals. 

Learning Objectives:

• Based on the content of this session, I am able to articulate my ethical responsibility to systemic, third order change. 
• Based on the content of this session, I am able to feel more empowered to enact third order change. 
• Based on the content of this session, I am able to practice tools to enact third order change.