Thursday

Workshops 1:30 p.m. – 2:30 p.m.

Please be aware that the schedule reflects the Eastern Time Zone. Be sure to mark your schedules according to your time zone. During our live event, the event platform, Juno, will automatically adjust to reflect session times in your time zone. 

Trauma-Informed Care for the Special Needs Marriage

Brad Lee

Trauma-Informed Care for the Special Needs Marriage focuses on the element of trauma present in many Special Needs Marriages. From the shock and trauma of diagnosis, to the trauma of marginalization and the interactions with those who unknowingly contribute to that trauma including friends, medical providers, and even family, this workshop will broaden your understanding of not only the challenges of couples/families with special needs children, but will also equip you with an approach that fosters hope and healing.

 

Learning Objectives:

  • Based on the content of this session, I am able to define the Special Needs Marriage and the unique features that present in therapy.
  • Based on the content of this session, I am able to employ a therapeutic lens specifically recognizing the presence of trauma in the Special Needs Marriage.
  • I am able to develop a greater sense of awareness of the challenges that Special Needs Marriages face, including trauma, in a way that fosters a more effective approach to provide care and support to these unique couples and families.

Being More Systemic: Key Intervention Points within the Systemic Treatment of Depression

Ryan B Seedall, LMFT

Dave Robinson, PhD

We will discuss the systemic treatment of depression. This will include a summary of the relevant literature on the subject as well as our varied clinical experiences. One particular area that we would discuss is the area of social support and how that relates to when one partner has depression. Our goal is to help broaden the understanding of what the systemic treatment of depression is and help participants gain added understanding of key intervention points in the treatment of depression.

 

Learning Objectives:

  • Based on the content of this session, I am able to outline a comprehensive definition of the systemic treatment of depression
  • Based on the content of this session, I am able to summarize the relevant literature related to the systemic treatment of depression
  • Based on the content of this session, I am able to identify key intervention points in the systemic treatment of depression

Integrating Abolition Feminisms with Common Factors: Considerations for Clinical Work with Minoritized Populations

Steph Cooke, PhD

Deneisha Scott-Poe, PhD

Given the evolution of postmodern clinical models in the past several decades (O’Hanlon, 1994), MFTs are increasingly utilizing collaborative approaches with clients to create a meaningful therapeutic experience (Sprenkle & Blow, 2001). This presentation aims to underscore important aspects of effective clinical practice by critically positioning common factors through the lens of abolitionist and feminist concepts. This critical conceptualization of therapeutic practice is consistent with the belief that MFTs address issues systemically (Sprenkle et al., 1999). Furthermore, an abolitionist and feminist framing of common factors in therapy emphasizes the importance of MFTs exploring and understanding the influence of one’s values, biases, identity, and cultural background – including experiences of power, privilege, and oppression – in therapist-client relationships.

 

Learning Objectives:

  • Based on the content of this session, I am able to critically conceptualize common factors in clinical practice.
  • Based on the content of this session, I am able to develop an understanding of how to apply abolition and feminism in clinical practice.
  • Based on the content of this session, I am able to identify ways to interrogate uses of self in clinical practice.

Diversity Made Simple: A Shame-Free Approach to Reducing Unintentional Cultural Offenses

Lambers Fisher, LMFT, MDiv

Unintentional cultural offenses and misunderstandings often contribute to disconnected personal and professional relationships. Unfortunately, helping professionals often feel paralyzed by the fear that we don’t know enough about other cultures to try to effectively support those different than themselves. Lambers' Diversity Made Simple training will help reduce those fears by providing an attainable goal for increasing cultural competence, as well as reducing the negative impact of unavoidable cultural misunderstandings on professional rapport and effectiveness. This positive and encouraging, relationship-focused training will provide practical language and strategies that can help reduce tensions and perceived barriers, and help strengthen cross-cultural relationships.

 

Learning Objectives:

  • Based on the content of this session, I am able to broaden their professional perspective on what diversity includes and its potential impact on building and maintaining rapport with clients.
  • Based on the content of this session, I am able to identify strategies for increasing professional cultural self-awareness to assist in helping increase client cultural self-awareness.
  • Based on the content of this session, I am able to demonstrate the use of clinical strategies for reducing unintentional cultural offenses and repairing professional relationships damaged by cultural offenses.

Equitable Approaches to Eating Disorders Detection & Treatment with BIPOC Clients

Ashley Acle, LMFT

Despite similar prevalence rates of eating disorders, Black, Indigenous, and People of Color (BIPOC) are less likely to receive treatment for an eating disorder. Several factors contribute to the multi-layered marginalization of BIPOC struggling with eating disorders. These include the enduring myth of who is impacted by an eating disorder, the pervasiveness of fatphobia rooted in anti-Blackness, and a cultural context that encourages disconnection from one's body and minimizes the seriousness of behaviors associated with eating disorders.

 

This workshop explores how current eating disorder diagnosis, treatment, and accessibility, including the lack thereof, reinscribe the oppression of BIPOC struggling with eating disorders. It will also consider how intersecting variables, such as food scarcity and food deserts, may not preclude struggling with eating disorders. Attendees will learn the limitations of the current diagnostic structures in detecting eating disorders among BIPOC and how clinicians can challenge biases within healthcare about who struggles with eating disorders.

 

Learning Objectives:

  • Based on the content of this session, I am able to identify how experiences of racism and discrimination contribute to eating disorders risk among BIPOC.
  • Based on the content of this session, I am able to describe barriers and facilitators to treatment relevant to serving BIPOC healing from eating disorders.
  • Based on the content of this session, I am able to evaluate how pervasive oppressive messages and systems impact practice and, specifically, eating disorders detection and treatment accessibility.

Incarceration and the Family: Your Crime, My Punishment

Eman Tadros, PhD

Research on incarceration must center on the impacts on family systems to strengthen relationships and improve overall family dynamics. Interestingly, there is a wealth of research on parents of incarcerated children and children of an incarcerated parents, however, there is a dearth in the literature on other members of the family unit such as siblings and coparents. Further, this gap showcases the little information known about less commonly studied individuals impacted by incarceration. The goal is to apply research to the clinical therapy room, bridging research to practice.

 

Learning Objectives:

  • Based on the content of this session, I am able to examine impacts of incarceration on the family system.
  • Based on the content of this session, I am able to draw the connection from research to practice.
  • Based on the content of this session, I am able to practice interventions specific to this population.

Introduction to Ecospirituality

Charlton Hall, MMFT, PhD

Ecospirituality uses nature to foster spiritual connections. Spirituality is connectedness. Feeling connected is independent of religion or religious path. Heard, et al (2022) Demonstrated that participation in the ecospirituality group enabled the participants to feel an enhanced connection with nature and an opportunity for unguarded reflection and relaxation. The participants described a regenerative and restorative experience, including a sense of peace and connection with the personally

sacred. Enhanced resiliency and meaningful connection with others also were identified

 

Learning Objectives:

  • Based on the content of this session, I am able to define and describe Ecospirituality.
  • Based on the content of this session, I am able to describe at least three ways Ecospirituality can be used to increase resilience.
  • Based on the content of this session, I am able to describe at least three ways Ecospirituality can increase a sense of connection and meaning.

Access MFTs: A Partnership for Portability

Amanda Darnley

Roger Smith

Patricia Barton

The need for mental health care services today is incredibly high. Americans deserve access to qualified mental health providers such as Marriage and Family Therapists (MFTs). Reducing barriers to licensure portability, and supporting MFTs in their ability to work, is a key way to maximize that ability to provide support and care.  
 
The Access MFTs plan utilizes a model of licensure portability that allows for flexibility to address unique challenges and environments in each state. With this strategy, the goal is rapid advancement for the MFT profession, addressing areas where MFTs are working and want to work as a priority. 
Learning Objectives: 
 
  • Based on the content of this session, I am able to understand licensure portability trends and challenges.
  • Based on the content of this session, I am able to Identify the key tenants of the Access MFTs plan.
  • Based on the content of this session, I am able to understand the implications for MFTs related to multi-state licensure. 

Military Cultural Competency Part 1: A Warrior's World

Steven Keihl, PhD, PsyD, MRT

Would you like to work with the military or veteran population?  If so, you need to understand military culture.  That’s right, the military has a distinct and unique culture! Understanding the culture is a first step towards understanding the people within the culture. Recognize any of these acronyms: MAJ, MP, PED, MOS, CAB, AAR?  Do you know what happens on an Army base at 1700 daily?  The US Military is a unique culture with common ideals, beliefs, behaviors, traditions, an even a language.  The best way to work with the military population is to understand the culture.  Join this workshop and learn about the culture from an individual who was raised in a military home, spent 26 years in the military, and provided clinical and therapeutic services solely to the military population for 10 years.
Learning Objectives:
  • Based on the content of this session, I am able to understand and describe the cultural gap between the military and civilian world. 
  • Based on the content of this session, I am able to identify and describe the primary subcultures within the military.

  • Based on the content of this session, I am able to identify and understand the primary cultural specifics of the US military. 

    Workshops 4:00 p.m. – 5:00 p.m.

    Understanding ADHD Updates

    Leo D DeBroeck, LMHC

    Attention Deficit/Hyperactivity Disorder (ADHD) is an ever-growing field of study. Our understanding of ADHD has changed as scientific research tools such as fMRI machines have improved. Important updates because of the latest research requires a change in the tools for the management of symptoms that professionals use. This course will review the evidence and breakthroughs provided by research as well as misconceptions and errors in past research. Practice on using behavior charts as well as reviewing the complications that can arise, will be completed. Identifying common problems with misdiagnosis as well as issues related to co-morbidity, will be completed. Steps for treatment/symptom management will be broken down into obtainable steps with time to discuss complications and considerations of using accommodations in school settings.

     

    Learning Objectives:

    • Based on the content of this session, I am able to identify steps to differentiate attentional or hyperactive problems due to other disorders or due to ADHD.
    • Based on the content of this session, I am able to give psychoeducation to others about the impacts of ADHD within the brain and behavior.
    • Based on the content of this session, I am able to identify one reason for the use of a clinical scale and the steps for diagnosis of ADHD

    I Did it My Way: Empowering Autistic Teens and Young Adults to Navigate their Unique Development

    Liz A McDonough, MFT

    Autistic teens and young adults can experience significant anxiety when they pressured to meet age-related expectations dictated by the norms of their neurotypical peers. Uniquely wired young people have a different development trajectory that needs to be understood and validated if they are to live up to their potential. Learn how to skillfully empower your neurodivergent clients and their families to ensure their wellbeing and set them up to thrive.

     

    Learning Objectives:

    • Based on the content of this session, I am able to identify three triggers for anxiety in autistic teens and young adults.
    • Based on the content of this session, I am able to identify three different interventions for validating the experience of autistic teens and tweens.
    • Based on the content of this session, I am able to identify 2 negative consequences of masking in neurodivergent clients.

    Centering Adopted Clients & Their Narratives in Therapy

    Abigail Hasberry, LMFT

    The adoption institution has historically centered the voices of the adoptive parents, highlighting a savior experience. However, this narrative often does not represent the adoptee experience and may even be counter or harmful to adoptees. In order to best support adoptees in session, the therapist must consider the narrative that all adoptions begin with a loss, thus, adoption is trauma. In this informative session, Dr. Abby Hasberry, transracial adoptee, birth mother, educator, author, and therapist, lays the foundation for adoption trauma. Using her research on identity development, her experience as a trauma-informed therapist, and research from the field of adoption, Abby presents practical strategies for therapeutic application with adopted clients. This session focuses on trauma-informed therapy,

    identity development, brain development, and somatic healing

     

    Learning Objectives:

    • Based on the content of this session, I am able to identify therapeutic strategies and resources for working with adopted individuals and their families.
    • Based on the content of this session, I am able to understand factors of trauma in all adoptions.
    • Based on the content of this session, I am able to articulate the importance of centering the adoptee in the adoption narrative.

    Learn How to Increase Your Intrinsic Motivation!

    Julie A Robinson, M. Ed., LMFT

    The presentation concerns intrinsic motivation and ways to increase it by affecting your explanatory style. The strategy offered, radical awareness, provides the opportunity to make a conscious change in the moment in how you are explaining what is happening. A conscious decision to find more optimistic explanations could provide you with increased feelings of hopefulness and motivation. Once you start thinking about how you are explaining things to yourself, you recognize you are making thousands of small explanations throughout the day. This one strategy that you can use immediately can positively affect all areas of your life and lead to increased feelings of well-being.

     

    Learning Objectives:

    • Based on the content of this session, I am able to understand and describe the distinction between intrinsic and extrinsic motivation.
    • Based on the content of this session, I am able to learn and describe practical techniques for nurturing autonomy, achieving mastery, and connecting actions to a greater purpose.
    • Based on the content of this session, I am able to learn and use radical awareness to consciously affect my explanatory style.

    Building Trust in a Broken System: Collaborative Decision-Making for MFTs Working with Foster Kids

    Sofia Georgiadou, LPC-S, LMFT-S, NCC and AAMFT Approved Supervisor

    It takes a village to care for children and youth in the foster care system. Upon entering foster care, children and youth are often forced into meetings, hearings and placements where they feel they have little to no control over their life. As MFTs, we need to know not only how to interact with foster youth to empower them and help them experience some level of normalcy, but also to interact with the stakeholders in the foster care system to advocate for our young clients (e.g. Child Protective Services staff, Attorneys Ad Litem, Court Advocates, teachers, fictive kin and family members). Through this presentation, attendees will learn how they can build trust with foster children and other parties involved in their system of care. They will also learn how to collaboratively address ethical decision-making in a way that gives the children they serve a sense of agency.

     

    Learning Objectives:

    • Based on the content of this session, I am able to apply the circular reflexive ethical decision-making model in my work with foster youth.
    • Based on the content of this session, I am able to use systemic concepts to build trust with my foster youth clients and their foster care stakeholders.
    • Based on the content of this session, I am able to apply the AAMFT Code of Ethics to build empowering relationships with foster youth and their system.

    Growing Past the Myth of Codependency: A Strength Based Model for Those Who Love an Addict

    Robert Weiss, PhD

    Since Codependent No More became a self-help book sensation nearly 40 years ago, we’ve seen a torrent of book titles, articles, workshops, and even whole therapy centers centered around codependence work as a therapy concept. Codependency is what we know. But codependency has never been formalized as a diagnosis in the DMS or the ICD. Not ever. In fact there has never been a formal, criteria-based addiction or mental health diagnosis for the “issue” that we call codependency. So, what does this mean to our work today? Which one of the 340+ books on this topic holds the ‘right’ method? Perhaps codependency requires a review for 2023. This thought-provoking talk by treatment specialist, author, and speaker Dr. Robert Weiss LCSW asks attendees to question old assumptions and consider new ideas, ensuring the work we provide remains strength-based, useful, and deeply compassionate. 
     
    Learning Objectives: 
    • Based on the content of this session, I am able to compare and contrast codependence to attachment-based treatment to consider its usefulness.
    • Based on the content of this session, I am able to develop new skills to intervene upon the loved ones of addicts.
    • Based on the content of this session, I am able to differentiate a trauma-based treatment model from an attachment-based model. 

    Transitioning from Victim to Survivor

    Tarra Bates-Duford, PhD, LMFT

    Making the transition from victim to survivor. This presentation will cover both the immediate as well as latent implications of child sexual abuse. It will explore protective factors that can be beneficial to individuals and families following sexual abuse/assault. It will also focus on identifying/recognize the difference between victim and survivor. Participants will identify ways to empower following victimization. 
     
    Learning Objectives: 
    • Based on the content of this session, I am able to help victims identify barriers limiting or preventing transition to survivor.
    • Based on the content of this session, I am able to Recognize the role, importance, and consequences of dissociative episodes.
    • Based on the content of this session, I am able to recognize when clients have not made the transition from victim to survivor   

    Military Cultural Competency Part 2: War is Hell

    Steven Kiehl, PhD, PsyD, MRT

    War is Hell! The chaos and violence of war can shake people to their very core!  It is a time when humans attempt to navigate the inhumane. It is complicated, traumatic, and life altering. Our military servicemembers and combat veterans who have experienced the madness of war are forever changed! When combat veterans are willing to share their own personal horrors, clinicians and care givers could obtain a wealth of information that could aid healing. Hear about both the common realities of combat from a combat veteran who also provided exclusive therapeutic services to the military population for more than 10 years. 
     
    Learning Objectives:
    • Based on the content of this session, I am able to identify and describe the typical deployment cycle. 
    • Based on the content of this session, I am able to understand cultural, environmental, and health related challenges often associated with combat deployment. 
    • Based on the content of this session, I am able to identify and understand the five common characteristics of combat operations. 

    Military Personnel: Understanding the Unique Dynamics of Divorce and Remarriage in the Context of Military Service 

    Tammy Daughtry, MMFT

    Jay Daughtry

    Miller “Ike” Eichelberger 

    Leslie Eichelberger 

    Tammy & Jay Daughtry (Coparenting International) will be co-presenting with US Army Chaplain Miller Eichelberger and his wife Leslie. Jay and Tammy will share extensive PDF handouts for use in attendees’ organization/community and happily share their slide deck. This session will also include direct insights from Chaplin “Ike” and his wife Leslie regarding their step family and coparenting experiences in the military and how best to support complex military families. Key Concepts 1. The Co-Parenting Paradigm: communication, sharing time and making decisions between divided parents 2. Competing Attachments: with multiple attachments at various levels of development, complex families exhibit unique relational dynamics 3. Transitions: the “hand-off” of a child is a critically important emotional experience that demands intentional facilitation to mitigate anxiety and stress for children, often taking place between states or countries while parent(s) are deployed 4. Five Categories of Co-parenting: looking at the research will help us understand and apply these findings and offer coparents a vision of what could be and therapists the tools help them achieve it. Also, Chaplain Ike and Leslie will unpack for us four unique factors that will help those who work with military families to understand how best serve their particular needs. They will provide insight into the transient nature of life in the service, the impact of deployment and all the factors related to Re-intergration, the importance of time management when co-parenting children in different time zones and how it effects communication and decision making, and the recognition and relevance of having a very high stress job as well as being a part of a complex family system. 
    Learning Objectives:
    • Based on the content of this session, I am able to define coparenting by its simplest functional components and express the categories of coparenting and their relational and therapeutic significance. 
    • Based on the content of this session, I am able to understand the function of competing attachments in complex families such as coparenting and stepfamilies. 
    • Based on the content of this session, I am able to recognize the relevance of the four factors and their significance in supporting and serving military families.