ncpa spring conference 2019

Transcription

1 ncpa spring conference NCPA Spring Continuing Education Conference and Workshops Friday, April 26 and Saturday, April 27, 2019 The William and Ida Friday Center for Continuing Education, Chapel Hill, NC

2 Schedule At A Glance FRIDAY, APRIL 26, :00am 9:00am REGISTRATION and REFRESHMENTS 9:00am 12:15pm Treating Insomnia: The Nuts and Bolts of CBT-I PACT The Psychobiological Approach to Couples Therapy: A Model for Building Secure Relationships 12:30pm 1:15pm LUNCH 1:30pm 4:45pm Pediatric Sleep Interventions Screens, Teens, and Tweens: What We Know and What We Can Do SATURDAY, APRIL 27, :30am 8:30am REGISTRATION and REFRESHMENTS 8:30am 11:45am Preventing Gun Violence and Suicide at the Intersection With Mental Illness: A Public Health Law Perspective* Social Communication and Young Children with Autism Specturm Disorder The New Testing Codes* 11:30am 12:15pm ANNUAL NCPF POSTER SESSION Graduate and Undergraduate Psychology Students will present their posters.the poster session is organized by the NC Psychological Foundation s Scientific, Academic, and Student Affairs Committee, co-chaired by John Parsley, PsyD, and Terra Rose, PsyD. 12:15pm 1:30pm ANNUAL MEMBERSHIP LUNCHEON The business meeting portion of lunch will include an annual report from Tonya Armstrong, PhD, NCPA President. This includes a financial update and other matters of the Association. In addition, the Poster Session particpants will be recognized, and the NCPA and NCPF President s Awards, the Mary G. Clarke Award, and The Sally Cameron Award will be presented. 1:45pm 5:00pm A Dialectical Approach to Chronic Physical and Emotional Pain Using CBT with Clients with Autism Specturm Disorder *Workshops with an asterisk are intended to meet the NC Psychology Board s Ethics/Legal requirements for psychologists. PAGE 2

3 Friday April 26th

4 Friday Morning Session #1 Treating Insomnia: The Nuts and Bolts of CBT-I Kristin L. Daley, PhD, CBSM, Partner/Owner at BASE, PLLC, Charlotte, N.C. In any given year, 30% of the US population experiences some challenges with insomnia. Despite its high incidence and prevalence, effective treatments remain limited and access to the most successful treatment, CBT-I, is particularly challenging. This program will focus on non-pharmacological interventions for people with insomnia. Cognitive behavioral therapy for insomnia will be the primary focus of this daylong course, and participants will be equipped with understanding of insomnia and CBT-I to work with clients toward improving their sleep (Morin et al, 2009). Neurobiological basis of insomnia will be discussed in depth, along with anticipated neurological changes following treatment (Buysse et al, 2011). Recent trends in behavioral sleep medicine have demonstrated some movement beyond basic CBT-I, particularly for people with comorbid psychiatric disorders and these interventions also will be introduced (Ashworth et al, 2015: Harvey et al, 2016). Psychologists, social workers, and counselors will be equipped with skills for working with their clients who report insomnia and interventions to improve sleep. Professionals will also gain the capacity to differentiate when more complicated intervention or referral for sleep specialist may be required. TRAINING ELEMENTS INCLUDE: Neuroscience of sleep and wakefulness Assessment of insomnia and differential diagnoses CBT-I session plan Sleep restriction and compression Stimulus control therapy Behavioral activation and sustaining daytime wakefulness Mindfulness-based interventions for sleep 1. Identify three of the major elements of the Speilman model of insomnia, and how these elements influence response to treatment and prognosis; 2. Summarize the necessary tools to assess and identify insomnia, and ways to incorporate these tools into practice; 3. Report the session layout for CBT-I and methods to modify the session per needs of individual clients; and 4. Identify four factors (individual and process) that contribute to effective response to CBT-I. INSTRUCTIONAL LEVEL: Intermediate EDUCATIONAL FORMAT: Lecture ABOUT THE PRESENTER: Dr. Kristin Daley spent much of her career working in various aspects of sleep medicine and has always had a passion for sleep and psychology. After receiving a BS in Biology from UNC-Chapel Hill, she started working on a SIDS research project at Carolinas Healthcare System, under the direction of Dr. Jeanne Gingras. When the project wrapped up, she moved into a sleep tech position within the same hospital system. While working as a sleep tech, she completed her MA in Clinical/Community Psychology from UNCC, and then moved to a technical director position with Charlotte Eye Ear Nose & Throat Assoc, under the tutelage of Dr. Mary Susan Esther. While in this role, she supervised the development of two AASMaccredited sleep centers. During this time, she also completed her PhD in Clinical Health Psychology at UNCC, and started a behavioral sleep medicine practice at CEENTA. She is certified in behavioral sleep medicine by the ABMS. She relocated to the mountains of western NC to try to live the rugged life, but has decided that she is a city girl at heart, and is happy to be back in Charlotte. PAGE 4

5 Friday Morning Session #2 PACT The Psychobiological Approach to Couples Therapy: A Model for Building Secure Relationships Susan Orenstein, PhD, Private Practice, Durham, NC Elizabeth J. Beth Newton, MSW, LCSW, LCAS, Private Practice, Durham, NC PACT stands for the Psychobiological Approach to Couples Therapy. It was developed by psychologist Dr. Stan Tatkin. PACT was constructed to promote secure functioning and earned secure attachment in couples. It evolved out of the necessity to treat the most difficult couples in mind (e.g., personality disorders, traumarelated issues, high conflict couples). Dr. Tatkin took the stance that anyone can have a secure relationship even if they aren t securely attached themselves. PACT draws upon arousal regulation, developmental neuroscience, and attachment theory to address couples issues. It is often called the SHOW ME therapy since the model is experiential at heart, helping couples become attuned to each other s signals, behaviors, and non-verbal communication. The approach is not for the faint of heart. It is compassionate and strategic with an emphasis on fairness and sensitivity. PACT Therapy is experienced as a very active, honest, and authentic between the couple dyad and the couple-therapist triad. 1. Distinguish the four types of arousal regulation (autoregulation, self-regulation, interactive regulation, and external regulation) and their functions; 2. Describe how default strategies for managing conflict can lead to disengagement or adversarial engagement (pro-self vs. pro-relationship strategies); 3. Learn five co-regulation strategies to use in the couple relationship; and 4. Define window of tolerance as it relates to the therapist s arousal regulation. Identify and practice three self-regulation skills. INSTRUCTIONAL LEVEL: Intermediate EDUCATIONAL FORMAT: Didactic Material, Video, Case Studies, and Experiential Exercises ABOUT THE PRESENTERS: Beth Newton, LCSW is a licensed clinical social worker in private practice in Durham, NC. Susan Orenstein, PhD is a licensed psychologist in private practice in Cary, NC. Combined, these clinicians have over forty years of experience specializing in relationship issues and couples therapy. Both Beth and Susan are trained in the PACT model (Psychobiological Approach to Couples Therapy), which is an experiential approach, integrating interpersonal biology, attachment theory, and neuroscience. Beth and Susan are both honored to have been selected as PACT ambassadors to promote education and training on this cuttingedge therapy. PAGE 5

6 Friday Afternoon Session #1 Pediatric Sleep Interventions Kristin L. Daley, PhD, CBSM, Partner/Owner at BASE, PLLC, Charlotte, N.C. Sleep difficulties in children can create a large number of struggles, both for the child and the members of the household. Although it is common to see the outcome of sleep struggles, many clinicians do not know where to begin as to how best to address these issues. Child sleep difficulties relate to a wide range of behavioral and physical health problems, including anxiety, depression, conduct disorders, ADHD, learning challenges, and later diabetes and heart disease (Armstrong, Ruttle, Klein, Essex & Benca, 2014). While many parents and clinicians can be aware of childhood sleep issues, many people do not have the adequate toolkit to address these issues. While childhood sleep problems can be fairly common, they are also very responsive to appropriate behavioral intervention. Psychologists, social workers, and counselors will be equipped with skills for working with their clients and families utilizing interventions to improve sleep. Professionals will also gain the capacity to differentiate when more complicated intervention or referral for a sleep specialist may be required. TRAINING ELEMENTS INCLUDE: Definition and characteristics of the common childhood sleep disorders Assessment of pediatric sleep Behavioral interventions for bedtime refusal and nocturnal awakenings Adaptations for special diagnoses- ADHD and autism spectrum disorders (ASD) 1. Identify and describe the common childhood sleep disorders; 2. Define the assessment categories and tools that are necessary for diagnosing pediatric sleep disorders; 3. Identify the characteristics to ADHD that increase vulnerability to sleep disruption and interventions to address these vulnerablilities; 4. Identify the characteristics of autism specturm disorders that increase vulnerability to sleep disruption and interventions to address these vulnerablilities; 5. List four parental behaviours that can improve pediatric sleep continuity; and 6. Describe three anticipated sleep changes associated with movement through puberty into adolescence. INSTRUCTIONAL LEVEL: Intermediate EDUCATIONAL FORMAT: Lecture with some experiential and interactive components. ABOUT THE PRESENTER: Dr. Kristin Daley spent much of her career working in various aspects of sleep medicine and has always had a passion for sleep and psychology. After receiving a BS in Biology from UNC-Chapel Hill, she started working on a SIDS research project at Carolinas Healthcare System, under the direction of Dr. Jeanne Gingras. When the project wrapped up, she moved into a sleep tech position within the same hospital system. While working as a sleep tech, she completed her MA in Clinical/Community Psychology from UNCC, and then moved to a technical director position with Charlotte Eye Ear Nose & Throat Assoc, under the tutelage of Dr. Mary Susan Esther. While in this role, she supervised the development of two AASMaccredited sleep centers. During this time, she also completed her PhD in Clinical Health Psychology at UNCC, and started a behavioral sleep medicine practice at CEENTA. She is certified in behavioral sleep medicine by the ABMS. She relocated to the mountains of western NC to try to live the rugged life, but has decided that she is a city girl at heart, and is happy to be back in Charlotte. PAGE 6

7 Friday Afternoon Session #2 Screens, Teens, and Tweens: What We Know and What We Can Do Christian F. Mauro, PhD, Assistant Professor, Department of Psychiatry and Behavioral Sciences, Duke University Medical Center Clinical work with children, teenagers, and families is challenging enough. As adolescents and children rely more and more on media and technology to relate to others and the world, research is trying to understand the impact on their physical, social, emotional, and cognitive development. The goal of this workshop is to describe the current landscape of children and adolescents use of media and technology, report the most recent and quickly evolving research, and highlight some of the challenges that many clinicians face when working with children, teens, and their families as they navigate some of the unhealthy behaviors tied to maladaptive use of media and technology. 1. Identify the most common uses of media and technology in children and adolescents; 2. Describe current research regarding children and adolescents media use and impact on development, health, and well-being; and 3. List three effective strategies to enhance clinical work in this area. INSTRUCTIONAL LEVEL: Basic EDUCATIONAL FORMAT: Lecture and Discussion ABOUT THE PRESENTER: Christian F. Mauro, PhD, is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Duke University Medical Center. Dr. Mauro is the director of the APA Accredited Pre-doctoral Clinical Psychology Internship Program and Director of the Psychosocial Treatment Clinic where he supervises and trains graduate students, psychology interns, and child psychiatry fellows on evidence based psychosocial treatments for children and adolescents. He received his doctorate in Clinical Psychology from Miami University (Ohio) and completed his internship at Duke University Medical Center. Dr. Mauro has been a certified cognitive behavioral therapist (CBT) on a number of NIMH funded clinical trials and was the CBT Supervisor for The Child and Adolescent Anxiety Multimodal Treatment Study (CAMS) at Duke University. PAGE 7

8 Saturday April 27th

9 Saturday Morning Session #1 Preventing Gun Violence and Suicide at the Intersection With Mental Illness: A Public Health Law Perspective Jeffrey Swanson, PhD, Professor in Psychiatry and Behavioral Sciences, Duke University School of Medicine This workshop is intended to meet the NC Psychology Board s Ethics/Legal requirements for psychologists. When media reports of yet another horrifying multi-casualty shooting in America fill the national news, outraged calls to fix the mental health system tend to collide in the public square with proposals to expand and enforce gun laws. Developing public policy solutions to significantly reduce firearm-related violence and suicide is especially challenging in the U.S. a multi-jurisdictional nation where private ownership of handguns is highly prevalent, culturally entrenched, and constitutionally protected; where violent acts are associated with multiple non-specific risk factors, making them difficult to predict at the individual level; and where public mental health services systems tend to be fragmented and underresourced. This workshop will describe the scope and character of firearm-related violence and suicide in America as a major population health problem at the intersection of crime and mental illness, and as a complex puzzle for public policy and practice. The session will explore the ways in which the public health crisis of suicide in America and the important role that both mental illness and firearms play in suicide mortality is redefining the contested role of mental illness in the national conversation about gun violence. Also to be discussed: the tension between mental health advocacy and gun violence prevention; how research evidence can help policymakers strike a balance between the competing concerns of risk and rights, stigma and safety; and how a reframing of gun violence to focus on suicide provides common ground for mental health stakeholders and gun violence prevention advocates to work together. The workshop takes a public-health-law perspective in seeking practical, evidence-based solutions. The session will highlight an important national development, with more than a dozen states recently enacting risk-based firearm removal laws, also called extreme risk protection orders or gun violence restraining orders. This innovative type of state law uses a civil court order to preemptively remove firearms from persons who are deemed to pose a significant risk of harming others or themselves. Importantly, the new laws are designed to appropriately balance public safety concerns with the right to possess a gun without stigmatizing people with mental illness or criminalizing the respondent and using a process that may enable the person to obtain necessary treatment and support. New research evidence will be presented on the implementation and effectiveness of these laws, especially in preventing gun suicides. 1. Describe the scope and specific features of the problem of firearm-related violence and suicide in the US from a public health perspective, and place the problem in context with international comparisons; 2. Describe current evidence for the link between serious mental illness and firearm-related injury and mortality, within the context of the social environment and the multiple factors that contribute to gun violence and suicide; 3. Describe legal restrictions on the purchase and possession of firearms by certain categories of individuals with mental illnesses in the US, and the evidence for both the effectiveness and shortcomings of these restrictions as currently implemented; 4. Describe current expert-consensus recommendations for risk-based policy and legal reforms to reduce gun violence, and their implications for mental health clinicians and mental health service systems at the intersection with law enforcement; and 5. Describe the features of a new type of state law a preemptive, risk-based, temporary gun-removal order under a civil court order including research evidence for its effectiveness in two states, and ways in which advocacy efforts around this can bring together mental health and gun violence prevention stakeholders. INSTRUCTIONAL LEVEL: Advanced EDUCATIONAL FORMAT: Lecture and Discussion PAGE 9

10 ABOUT THE PRESENTER: Jeffrey Swanson is Professor in Psychiatry and Behavioral Sciences at Duke University School of Medicine. He holds a PhD in sociology from Yale University. Dr. Swanson s current research is focused on building evidence for policies and laws to prevent firearm-related violence and suicide, and to improve outcomes for adults with serious mental illnesses in the community. He received the 2011 Carl Taube Award from the American Public Health Association for outstanding career contributions to mental health services research. Dr. Swanson has made national TV appearances on CNN, the PBS News Hour, MSNBC, CBS News, and Bloomberg News, and his research has been featured in the New York Times, Washington Post, Time Magazine, The New Yorker and other national news outlets. He is principal investigator of a multi-state study on firearms laws, mental illness and prevention of gun violence, co-sponsored by the National Science Foundation, the Brain and Behavior Foundation, and the Robert Wood Johnson Foundation s Program on Public Health Law Research (PHLR). Dr. Swanson served as a member of the John D. and Catherine T. MacArthur Foundation Research Network on Mandated Community Treatment. He frequently serves as a consultant to public policymakers at the state and national levels. Saturday Morning Session #2 Social Communication and Young Children with Autism Spectrum Disorders Christina Corsello Orahovats, PhD, Clinical Professor, The University of North Carolina at Chapel Hill, Clinical Director, The TEACCH Program Raleigh Center This workshop is designed to provide an overview of identification of autism spectrum disorders (ASD), best practices in assessment including an overview of available standardized measures, as well as an introduction to evidence - based intervention for young children with ASD. 1. List characteristics of autism spectrum disorders and how they present in young children; 2. List at least 3 measures used in assessment of young children with ASD; 3. Recognize at least 3 evidence based interventions for young children with ASD; and 4. Recognize at least 3 strategies commonly used in interventions for young children with ASD. INSTRUCTIONAL LEVEL: Intermediate EDUCATIONAL FORMAT: Lecture and Videos ABOUT THE PRESENTER: Christina Corsello Orahovats, PhD, began her work with children and adults with autism spectrum disorder 23 years ago when she completed training with the TEACCH program at UNC in Chapel Hill. Since that time, she has had the opportunity to work with leaders in the field in the area of diagnosis and assessment, and has published guidebooks, book chapters and peer-reviewed articles in this area. Currently, she is the director of the Raleigh TEACCH Center and continues to provide training on diagnostic measures as well as intervention strategies as well as remains actively involved in research with a focus on the underserved. PAGE 10

11 Saturday Morning Session #3 The New Testing Codes Antonio Puente, PhD, Professor, Department of Psychology, UNC - Wilmington, (Past President, American Psychological Association) This workshop is intended to meet the NC Psychology Board s Ethics/Legal requirements for psychologists. 1. Explain how the new testing codes are structured; 2. Explain how the new testing codes will be introduced; 3. Explain how the new testing codes will be applied to rehab services; and 4. Describe the new documentation model. INSTRUCTIONAL LEVEL: Basic EDUCATIONAL FORMAT: Lecture and Discussion ABOUT THE PRESENTER: Antonio Puente, PhD, is the Past President of the American Psychological Association. Born in La Habana, Cuba, Dr. Puente received his master s and PhD from the University of Georgia. Dr. Puente has taught at the University of North Carolina at Wilmington since He also maintains a private practice in neuropsychology. Dr. Puente has been a crucial force for the practice of psychology, especially in his role with the AMA CPT panel from 1993 to At that time, he was elected a voting member of the Editorial Panel of the CPT the first psychologist and third non-physician to serve in this capacity. His work over a long period with the AMA and CMS on the CPT codes used in billing for healthcare services and the psychology testing codes has helped assure the future of the practice of psychology. A past president of NCPA and NCPF, Dr. Puente has given freely of his time to educate NCPA members about issues in CPT and ICD coding. He is a recipient of the Mary Clarke Award from NCPA, and in 2011 received APA s Distinguished Contributions to Independent Practice Award. PAGE 11

12 Saturday Afternoon Session #1 A Dialectical Approach to Chronic Physical and Emotional Pain Deborah Barrett, PhD, LCSW, Clinical Associate Professor in the school of Social Work and the Department of Medicine in Psychiatry, UNC-Chapel Hill This workshop will explore salient overlaps in the experience, explanatory models, and treatments for chronic emotional and physical pain. Participants will gain tools to translate what they may already practice with emotional pain to work more effectively with individuals who struggle with physical pain. The speaker will draw from a dialectical approach that focuses both on acceptance-based action and painreduction strategies. She will also reference current brain research to provide a rationale for applying this to chronic pain, whatever its root cause. 1. Identify and describe at least 1 overlap between emotional and physiological pain; 2. Explain the pain gate control theory and at least 1 way it applies to working with individuals with chronic physical pain; 3. Understand the significance of validation for individuals with emotional and physical dysregulation; 4. Practice using at least 2 levels of validation in therapeutic work with individuals with chronic pain; 5. Adapt at least 2 DBT skills to therapeutic work with individuals with chronic physical pain; and 6. Understand how to apply at least 1 ACT concept to improving life for individuals with chronic pain. INSTRUCTIONAL LEVEL: Intermediate EDUCATIONAL FORMAT: Lecture with some experiential and interactive components ABOUT THE PRESENTER: Deborah (Debbie) Barrett, PhD, LCSW is a clinical associate professor in the School of Social Work and the Department of Medicine in Psychiatry at the University of North Carolina at Chapel Hill. She founded the UNC Clinical Lecture Series in the School of Social Work in 2005, and Clinical Lecture Institutes in 2014, to enhance training opportunities for students, faculty and area practitioners. She is committed to increasing access to mental healthcare services, and helped found the Pro Bono Counseling Network, now housed at Freedom House, and continues to serve on its advisory board. From 2006 and 2016, she co-facilitated two weekly low-fee DBT groups in private practice, and currently facilitates dialectical pain management groups at UNC Psychiatry outpatient practice, where she also works with individuals and families. She is passionate about improving life for people with chronic pain, and thus provides workshops whenever asked and penned a self-help book on pain management. PAGE 12

13 Saturday Afternoon Session #2 Using CBT with Clients with Autism Specturm Disorder Joanna L. Mussey, PhD, Psychologist, UNC TEACCH Autism Program, Assistant Clinical Professor, UNC- Chapel Hill, Department of Psychiatry The prevalence of autism spectrum disorders (ASD) has risen dramatically since 2000 resulting in an increased need for mental health services and professionals who are able to serve them. The current rate of ASD in North Carolina is 1 in every 57 children (Centers for Disease Control and Prevention [CDC], 2018) contributing to a growing need for provision of evidence-based practices (EBPs), such as cognitive behavioral therapy (CBT), for individuals with ASD. This presentation is for those working with children, adolescents and adults with ASD using cognitive behavioral interventions. This presentation will provide information on the basic foundations of cognitive behavioral interventions and how they can be tailored for use with clients with ASD. The training will include a review of the current evidence base and strategies that might be incorporated into a cognitive behavioral intervention. 1. Summarize the literature base and how cognitive behavioral interventions can be used to support individuals with ASD; 2. Describe at least two learning style differences that are important to consider when working with clients with ASD; 3. Describe two strategies that clinicians can incorporate with cognitive behavioral interventions for clients with ASD; and 4. List at least two resources where clinicians can find information about using cognitive behavioral interventions with clients with ASD. INSTRUCTIONAL LEVEL: Basic EDUCATIONAL FORMAT: Didactics, Discussion, and Possible Small Group Activities ABOUT THE PRESENTER: Joanna Mussey, PhD, is an Assistant Clinical Professor in the Department of Psychiatry at the University of North Carolina at Chapel Hill, and licensed clinical psychologist with the UNC TEACCH Autism Program Greensboro Center. Her position at TEACCH involves providing direct care services to children and adults with autism spectrum disorder (ASD) and their families. She completed postdoctoral clinical and research training at UNC-Chapel Hill with the Carolina Institute for Developmental Disabilities and the TEACCH Autism Program. She completed her clinical internship at the University of Colorado School of Medicine and received her PhD in Clinical Psychology from the University of Alabama. Her clinical and research interests are in the areas of ASD and other neurodevelopmental disorders, executive function skills, gender differences, co-occurring psychiatric disorders (e.g., anxiety, ADHD), cognitive behavioral intervention, symptomatology and needs across the lifespan, and efficacy of professional training. PAGE 13

14 Conference Info CONFERENCE REGISTRATION FEE, DEADLINES, AND REFUND POLICY: The registration fee includes the workshops selected, refreshment breaks, and lunch each day. The online deadline for registration is Sunday, April 21, 2019 at noon. The deadline for paper registrations by postal mail or fax is noon on Friday, April 19. There is a $75 late fee for registrations received after noon on April 12, All refunds are minus a $50 administrative fee. You will receive a full refund for cancellation before Monday, April 15 and a one-half refund for cancellation by noon, Thursday, April 18. No refunds are issued after noon on April 18, CONTINUING EDUCATION CREDIT: The North Carolina Psychological Association is approved by the American Psychological Association to sponsor continuing education for psychologists. The North Carolina Psychological Association maintains responsibility for this program and its content. Each workshop is offered for 3 hours of Category A Continuing Education credit. The credits are Category A under the rules of the North Carolina Psychology Board. ATTENDANCE REQUIREMENTS: To receive CE credit, you must be present for the entire workshop, and you must sign the sign-in and sign-out sheets. Participants who are more than 15 minutes late for a session will not receive CE credit. Participants who leave before the close of the workshop will not receive CE credit. ETHICS & LEGAL: If a workshop is intended to meet the NC Psychology Board Ethical/Legal CE Requirements, it will be marked with an asterisk (*) and noted under the title of the workshop. FACILITY INFORMATION: The Friday Center is located just off I-40 in Chapel Hill. Take the Highway #54 exit (273 A or B). Participants receive directions that are mailed with your conference confirmation. Directions are also posted on the Friday Center website and the NCPA website. HOTEL INFORMATION: NCPA has reserved a block of rooms at the Courtyard by Marriot next to the Friday Center. Double and King sized rooms (both non-smoking) are available at $ per night. To reserve a room, call the hotel locally at or & ask for the NCPA Spring Conference Block. To register online click this link: The link will take you directly to the registration page for Spring Conference attendees. There are a limited number of rooms reserved, so please register early. After March 25, rooms will be provided on a spaceavailable basis at prevailing rates. DIETARY RESTRICTIONS: If you have special dietary needs please make note of this on the registration form. This must be received by April 15, GUESTS: Guests are welcome to attend lunch and must pay $40. EXHIBITORS: If you are interested in exhibiting at the conference, please contact NCPA at NO SMOKING: All workshops are non-smoking. CONTINUING EDUCATION COMMITTEE: Catherine Forneris, PhD, Chair; Chelsea M. Bartel, PhD, Suzanne Bates, PhD, Michael Bigsby, PhD, Emily Brown Cabezudo, PhD, Andrew Goff, PhD, Allyson Matt, PhD, Amy Mistler, PhD, Joanna L. Mussey, PhD, Janet Savia, PsyD, Richard T. Sparacio, EdD, Martha Turner-Quest, Executive Director, and Karen Gray, Director of Membership and Continuing Education. FOR ADDITIONAL INFORMATION CONTACT: NC Psychological Association, 1004 Dresser Court, Suite 106, Raleigh, NC PHONE: FAX: Karen@ncpsychology.org WEB: PAGE 14

15 2019 Spring Conference Registration Form Register online: NAME (As you want it to appear on your nametag.) DEGREE PROFESSION ADDRESS CITY STATE ZIP PHONE Required For CE Evaluation Please select one morning workshop and one afternoon workshop each day you are attending. FRIDAY MORNING WORKSHOPS Treating Insomnia: Nuts and Bolts of CBT PACT Psychobiological Approach to Couples Therapy AFTERNOON WORKSHOPS Pediatric Sleep Interventions Screens, Teens, & Tweens SATURDAY MORNING WORKSHOPS Preventing Gun Violence & Suicide Autism Spectrum Disorders in the Early Years New Testing Codes AFTERNOON WORKSHOPS Dialectical Approach to Chronic Pain Young Children with ASD DIETARY RESTRICTIONS? NCPA MEMBERS & OTHER PROFESSIONS EARLY CAREER (NCPA MEMBERS ONLY) PSYCHOLOGIST NON-MEMBER STUDENT GUEST Friday Only Saturday Only Full Conference Late Fee *after noon on April 12th $200 $200 $365 $75 $165 $165 $290 $75 $265 $265 $490 $75 $90 $90 $160 $75 $40 $40 $80 $75 NOTE: Spaces will not be reserved without payment. Dues must be paid for member rate. I would like to make a tax-deductible gift to the NC Psychological Foundation in the amount of PAYMENT METHOD Check (made payable to NCPA) Visa MasterCard CREDIT CARD INFO For credit card payment, please complete the following NAME ON CARD CARD NUMBER EXP. DATE CCV# CITY STATE ZIP SIGNATURE RETURN THIS FORM 1. Mail to NCPA: 1004 Dresser Court, Suite 106, Raleigh, NC Fax form to form to karen@ncpsychlogy.org

16 See you there!