C. E. Workshops

Accreditation by The Society of Counseling Psychology (SCP) is approved by the American Psychological Association to sponsor continuing education for psychologists. SCP maintains responsibility for this program and its content.

All continuing education workshops offer credits on an hour-for-hour basis.

C.E. Workshop Learning Objectives

Advocating for Counseling Psychology in Federal Legislation: Overcoming Obstacles and Gaining Opportunities
Nina Levitt, Ph.D., Associate Executive Director, APA Education Government Relations Office; Sheila Forsyth, APA Education Government Relations Office
Participants will:
  1. Gain a greater appreciation of the value and importance of advocacy in gaining counseling psychology inclusion in federal legislation.
  2. Learn about the current APA Education Advocacy agenda and how to help influence the Congressional authorizing and appropriations processes, as well as federal agency policies, to advance counseling psychology education/training.
  3. Gain an increased understanding of the critical need to secure Champions on Capitol Hill through newly expanded grassroots activities.
Cognitive Processing Therapy in the Global War on Terrorism
Christopher B. Gates, Ph.D., CPT, MS, Staff/Aeromedical Psychologist, Behavioral Health Department, 10th Mountain Division (Light Infantry)
Participants will:
  1. Cite the impact of combat trauma on posttraumatic outcomes among current military personnel.
  2. Explain the Combat and Operational Stress Control Model currently utilized by the Department of Defense to include the use of Cognitive Processing Therapy in a combat zone.
  3. Identify challenges to providing Cognitive Processing Therapy in a deployed setting.
Ethical and Licensure Issues for Practitioners and Trainers
Roberta Nutt, Ph.D., Association of State & Provincial Psychology Boards; Emil Rodolfa, Ph.D., Director, Counseling Center, University of California-Davis
Participants will:
  1. Enhance their understanding of ethical codes and legal regulations based on common disciplinary actions imposed by state licensing boards and state association ethics committees.
  2. Enhance their ability to respond ethically to common boundary challenges.
Learn methods that training programs can use to monitor regulatory changes and the impact these changes have on candidates for licensure and psychologists already in practice
Older Men: Increasing Understanding for Researchers and Practitioners
Tammi Vacha-Haase, Ph.D., Professor, Psychology, Colorado State University; Stephen R. Wester, Ph.D., Associate Professor, Educational Psychology, University of Wisconsin-Milwaukee; Heidi Fowell Christianson, Student, Counseling Psychology, University of Wisconsin-Milwaukee
Participants will:
  1. Increase understanding of the theoretical underpinnings of masculinity, society, and the aging male.
  2. Identify the most common types of psychological difficulties for older men.
  3. Increase awareness of how to research and provide clinical treatment for older men.
Self-Harm: Context, Assessment, and Intervention
Cindy M. Bruns, Ph.D., Staff Psychologist, Counseling Center, Texas Women's University; Denise Lucero-Miller, Ph.D., Staff Psychologist, Counseling Center, Texas Women's University
Participants will:
  1. Learn to assess for and identify self-injurious behaviors (SIB) in their clients.
  2. Develop an integrated contextual, relational, and psychological understanding of a client's SIB.
  3. Identify personal biases that may interfere with treatment process.
  4. Learn relational and behavioral interventions for the treatment of SIB.
Politically Based Trauma: Implications for Counseling Psychologists
Nouriman Ghahary, Ph.D., Chief Psychologist, Child & Adolescent Outpatient Department, Liberty Health - Jersey City Medical Center
Participants will:
  1. Become familiar with politically based trauma and its consequences
  2. Understand the concept of resilience in the context of politically based trauma.
  3. Identify issues pertinent to the treatment of survivors of politically based trauma.
Future of Gender: Therapeutic Skills for Transgender Clients
Carmen Cruz, Psy.D., Staff Psychologist, Counseling Center, Texas Women's University; Heather Aidala, Psy.D., Staff Psychologist, Counseling Center, Texas Women's University
Participants will:
  1. Establish building blocks for understanding the transgender community, definitions, and the importance of language.
  2. Explore intersections of sexual and gender identities.
  3. Review research on prevalence and epidemiology.
  4. Understand the DSM vs. ICD criteria and applying guidelines and standards of care.
  5. Explore potential biases and therapist variables with transgender clients.
Evidence Based Practice in Psychology: Policy and Advocacy
Lynn Bufka, Ph.D., Assistant Executive Director for APA Practice, Research and Policy
Participants will:
  1. Articulate and define the three components of evidenced-based practice in psychology.
  2. Become familiar with legislative examples intended to implement evidence-based practice in mental health services.
  3. Understand the implications of pay-for-performance policies.
  4. Identify at least 2 strategies for advocating for appropriate definitions of evidence based practice in psychology with insurers, regulators, or legislators.
Psychotherapy with Older Adults: Techniques and Interpersonal Skills
Michael Duffy, Ph.D., Professor, Counseling Psychology, Texas A & M University
Participants will:
  1. Understand the skill and knowledge differences and similarities in psychotherapy with older adults.
  2. Appreciate that geropsychology is an application of health psychology and involves often working with clients in health care settings.
  3. Understand the need to avoid infantilizing or parentifying the older client.
  4. Grasp the special role of interpersonal skills in working with older persons.
  5. Understand the skills addressing symptomatic disorders.
Working with International College Students
Tanya I. Razzhavaikina, Ph.D., Counseling Center, University of Nebraska-Lincoln; Mack S. Bowers, Ph.D., Counseling Center, Georgia Institute of Technology; Chun-Chung Choi, Ph.D., Counseling Center, University of Florida; Mary A. Fukuyama, Ph.D., Counseling Center, University of Florida; Jeanne E. Manese, Ph.D., Counseling Center, University of California-Irvine; Anita Mclean, Psy.D., Counseling Center, Princeton University; Carol Yoken, Ph.D., Counseling Center, University of Cincinnati; Susan Young, Ph.D., Counseling Center, Ohio University
Participants will:
  1. Increase understanding of immigration issues and gain knowledge about the specific challenges that international students may face as they adjust to the United States.
  2. Explore personal biases that may affect counseling interventions with international students and enhance awareness of the personal and cultural impact as a result of these counseling interactions.
  3. Advance understanding of specificity of diagnoses, treatment approaches, and medication while working with international students.
  4. Gain knowledge about major principles of and various approaches to individual, group, and outreach work with international students.
  5. Learn about innovative methods of reaching international students who are typically reluctant to seek counseling services.
  6. Apply multicultural competency concepts to case studies.
AIDS in the World: What Counseling Psychologists Should Know
Shoshana Kerewsky, Psy.D., Assistant Professor, Counseling Psychology, University of Oregon
Participants will:
  1. Report general statistics for worldwide HIV/AIDS transmission, as well as regional trends.
  2. Give examples of initial transmission points and vectors for HIV in several countries.
  3. Describe several large-scale intervention strategies and describe which have worked, which have not, and what factors have contributed to the relative success of these interventions.
  4. Describe potential roles for counseling psychologists in responding to HIV/AIDS in the world.
Bullies, Victims and Bystanders: Why Would Young People Do Such Things (And What Can We Do About It)?
Andy Horne, Ph.D., Professor, Counseling Psychology, University of Georgia
Participants will:
  1. Learn the differences in violence, aggression, bullying and the extent of the problem of bullying world-wide and in the United States.
  2. Understand the ecological model of the development of bullying and be able to identify risk and protective factors that influence bullying and victimization.
  3. Learn of the major bully prevention/bully reduction family intervention programs and the essential elements for program implementation.
  4. Learn the characteristics of the school climate that influence bullying, as well as school interventions.
Credentialing and Licensure for Psychologists: US, Canada, and International
Judy Hall, Ph.D., Executive Officer, National Register of Health Service Providers in Psychology
Participants will:
  1. Identify the relationship between licensure, certification, and credentialing.
  2. Identify the characteristics of a credible credentialing organization and one typically described as a vanity organization.
  3. Identify why credentialing is needed, what its benefits are, and why credentialing is important for doctoral students in psychology.
  4. Name some of the reasons why psychologists do and do not apply for credentialing.
Eating Disorders NOS: The Nature and Treatment
Lori Tagger, Ph.D., Training Coordinator, University Health, Wellness & Counseling, University of Missouri-St. Louis; Laurie Mintz, Ph.D., Associate Professor, Education, School and Counseling Psychology, University of Missouri-Columbia; Susan Kashubeck-West, Ph.D., Associate Professor, Division of Counseling and Family Therapy, University of Missouri-St. Louis
Participants will:
  1. Gain knowledge regarding the diagnostic criteria of ED NOS.
  2. Learn appropriate techniques for assessing ED NOS.
  3. Gain knowledge concerning current research on ED NOS.
  4. Learn about effective treatment strategies for ED NOS clients.
The Impact of Working on Psychological Health - Implications for Practice, Public Policy, and Research
David Blustein, Ph.D., Professor, Counseling, Developmental and Educational Psychology, Boston College
Participants will:
  1. Learn the latest theoretical developments in the psychology of working and career development.
  2. Learn new ways of integrating an affirming and inclusive approach to working in counseling and psychotherapy.
Training Counseling Psychologists to Work in Medical Settings
Eve M. Adams, Ph.D., Associate Professor, Counseling and Educational Psychology, New Mexico State University; Mary Jo Loughran, Ph.D., Assistant Professor, Psychology, Chatham University; Elaine LeVine, Ph.D., Psychologist, Southwestern Institute for the Advancement of Psychotherapy, Las Cruces; Robert Mayfield, Ph.D., Psychologist, Southern New Mexico Family Medicine Center, Las Cruces; Len T. Sperry, Ph.D., Professor, Mental Health Counseling, Florida Atlantic University
Participants will:
  1. Explain the unique capability of counseling psychologists to practice effectively in healthcare settings.
  2. Describe curricular innovations that will position counseling psychology academic programs to provide applicable training for healthcare settings.
  3. List the challenges facing counseling psychologists attempting to train and practice in healthcare settings.
  4. Describe the collaborative process between counseling psychologists and medical professionals working in healthcare settings.
  5. List the resources available for counseling psychology students and faculty interested in developing expertise in health psychology.
Working with African American Clients and Families
Nancy Boyd-Franklin, Ph.D., Professor, Graduate School of Applied Professional Psychology, Rutgers University
Participants will:
  1. Develop a greater understanding of the subtleties of African American culture.
  2. Learn more effective strategies for joining and intervening with African American clients and families.
  3. Understand the role of spirituality and religion in African American families through illustration and learn how to utilize these strengths in therapy.
  4. Learn how to involve key extended family members in the treatment process.
  5. Learn the importance of "the counselor's use of self" in the treatment of African American clients and families.
Ethical Challenges for Counseling Psychologists
Steven Behnke, APA Director of Ethics
Participants will:
  1. Identify a process for resolving ethical and legal dilemmas.
  2. Find specific ways to minimize exposure to ethical liability.
  3. Learn how to use the Ethics Code as a tool to facilitate ethical decision-making.
  4. Identify significant differences and similarities between the ethics codes of the American Psychological Association, the National Association of Social Workers, and the American Counseling Association.
  5. Understand how specific standards in these ethics codes relate to day-to-day clinical practice.
When Religious Freedom Intersects with Social Justice Advocacy
Kathleen R. Boggs, Ph.D., Associate Professor, Education, School and Counseling Psychology, University of Missouri-Columbia; Roger L. Worthington, Ph.D., Assistant to the Deputy Chancellor and Chief Diversity Officer, University of Missouri-Columbia; Taleb Khairallah, Student, Counseling Psychology, University of Missouri-Columbia; Julie Wagner, Student, Counseling Psychology, University of Missouri-Columbia
Participants will:
  1. Learn about potential issues that may arise with individual faculty and program requirements when religious values conflict with social justice advocacy.
  2. Learn basic deliberative dialogue and conflict resolution techniques.
  3. Learn how to manage conflicts in facilitated dialogues with students.
The Millon College Counseling Inventory (MCCI): Measuring the Mental Health Needs of Today's Students
Steven Strack, Ph.D., Psychologist, Veterans Administration, Los Angeles
Participants will:
  1. Learn about the MCCI's theoretical background and developmental history.
  2. Learn what is measured by the test's response style, personality, expressed concerns, and clinical signs scales.
  3. Learn the psychometric properties of each scale.
  4. Learn an effective strategy for test interpretation.
An Interactional Approach to Critical Events in Supervision
Nicholas Ladany, Ph.D., Professor, Counseling Psychology, Lehigh University; Myrna Friedlander, Ph.D., Professor, Department of Educational and Counseling Psychology, University of Albany/SUNY; Mary Lee Nelson, Ph.D., Professor, Counseling Psychology, University of Wisconsin-Madison
Participants will:
  1. Understand the general definitions of task markers, task environments, and task resolution.
  2. Identify some common interactional sequences in supervision environments and task resolution.
  3. Obtain a better sense of working with conflictual issues in supervision.
Suicide: Prevention, Intervention, and Postvention
John Westefeld, Ph.D., Professor, Counseling Psychology, University of Iowa
Participants will:
  1. Be able to assess for suicidal risk.
  2. Be aware of the essential components of an effective suicide prevention program.
  3. Know the major therapeutic interventions with suicidal clients.
  4. Be aware of suicide risk factors.
  5. Be aware of the effective components of a suicide post intervention plan.
  6. Be conversant regarding current issues in suicidology.
Private Assessment in the World of Response to Intervention (RTI)
Amy Gabel, Ph.D., Psychologist, The Psychological Corporation
Participants will:
  1. With many schools using RTI processes, learn how private practioner's roles are changing.
  2. Learn about some of the new assessments available, and strategies to enhance your assessment practice in the world of RTI.