for Children and Adolescents

Transcription

1 FRIDAY :30 am 4:15 pm McKimmon Conference and Training Center 1101 Gorman St Raleigh, NC While professionals continue to put forth effort in the identification and treatment of youth mental health concerns, these issues continue to be prevalent for many children and adolescents in North Carolina. The negative effects of mental health disorders are observed in the home, schools and community. Without optimal treatment, positive long lasting outcomes are difficult to achieve. This conference will focus on the most recent findings and trends in the area of youth mental health disorders and explore evidencebased treatments, and best practices that professionals can use when working with this population. Target Audience Counselors, case managers, social workers, substance abuse professionals, school personnel, qualified professionals, associate professionals, clergy, psychologists and others interested in the subject Learning Objectives At the conclusion of this educational activity, the participant should be able to: Identify current trends and needs in mental health among children and adolescents. Explain two current evidence-based practices shown to be effective in the treatment of mental health diagnosis for children and adolescents. Discuss best practices and ethical considerations in the treatment of mental health disorders among youth. REGISTER ONLINE TODAY! Speakers Keynote: Sarah (Betsy) Bledsoe- Mansori, PhD, MPhil, MSW Associate Professor UNC-CH School of Social Work Tammy Blackard Cook, LCSW, CDWF Therapist, Co-Owner Aspire Counseling Group Audrina Jones Bunton, MA, LPC Task Supervisor Research Project Manager UNC-CH School of Social Work Lindsay Caldwell, LCSW Clinical Director Hope Services, LLC Rebecca E. Edwards-Powell, MSW, LCSW Director of Staff Development Carolina Outreach, LLC Rachel Galanter, MPH Executive Director Exchange Family Center Ellen Pallme, MSW, LCSW, LCAS, CCS, MINT Clinical Supervisor Substance Abuse Programming Carolina Outreach, LLC Melissa W. Radcliff, BS Program Director Our Children s Place of Coastal Horizons Center Terrie Speede, BA, MS, LPC Clinical Operations Director Hope Services, LLC The following presenters are being supported through the partnership between UNC-CH, School of Social Work and the NCAHEC Program: Sarah (Betsy) Bledsoe-Mansori, Audrina Jones Bunton, Becca E. Edwards-Powell, Rachel Galanter, Ellen Pallme.

2 Agenda 7:30 am Registration 8:30 Introductions/ Announcements 8:45 Keynote Session 10:15 Break 10:30 Breakout Sessions 1 12:00 pm Lunch 1:00 Breakout Sessions 2 2:30 Break 2:45 Breakout Sessions 3 4:15 pm Adjourn Credit National Board Certified Counselors Credit (NBCC): Wake AHEC is an NBCC-Approved Continuing Education Provider (ACEP ) and may offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP solely is responsible for all aspects of the program. (Provider #6477) This conference is approved for 6.0 clock hours. Partial credit will not be awarded. Category A NC Psychology Credit: This program will provide 6.0 contact hours (Category A) of continuing education for North Carolina Psychologists. Partial credit will not be awarded. Wake AHEC CEU(s): Wake AHEC will provide.6 CEU to participants upon completion of this activity. A participant must attend 100% of the program to receive credit. Partial credit will not be awarded. Contact Hours: Wake AHEC will provide up to 6.0 Contact Hours to participants. Wake AHEC is part of the North Carolina AHEC Program. Registration Fee Early Fee - $80; after May 4, $100. Vouchers will be accepted. Fee will include online handouts and online certificate of completion. Breaks and lunch will be provided. To assure quality programming and safety for all participants, babies and children may not attend this program. Visit for our Inclement Weather Policy. Cancellations and Refunds No refunds will be issued unless we are notified by 5pm on Tuesday, May 15, A $30 cancellation fee will be deducted from your registration fee if a refund is issued. Substitutes are encouraged. ADA Statement Wake AHEC is fully committed to the principle of equal educational opportunities for all individuals and does not discriminate on the basis of any characteristic protected by federal or state law. If you require any of the auxiliary aids or services identified in the Americans with Disabilities Act (ADA), in order to participate in programs or services, please call us at Organizing such resources generally takes 3-4 weeks, so please give us as much notice as possible to make appropriate arrangements. Questions Contact Lorie Houston at or lhouston@wakeahec.org. REGISTER ONLINE TODAY!

3 Keynote and Breakout Sessions Keynote 8:45-10:15 am Ethics and Evidenced-Based Treatment with Children and Adolescents Betsy Bledsoe-Mansori This session will provide an overview of evidence-based practice and the use of evidence-based treatment interventions in children s mental health. Key ethical issues inherent in evidence-based practice process will be discussed in relationship to the delivery of child and adolescent mental health services. Distinguish between evidence-based practice and evidence-based treatment interventions. Identify connections between evidence-based practice and ethical practice in the treatment of child and adolescent mental health. Discuss key ethical dilemmas in the implementation of evidence-based treatment interventions. BREAKOUT SESSIONS (1) 10:30-12:00 pm A. Adapting Dialectical Behavioral Therapy for Adolescents and Their Families Rebecca Edwards-Powell In the past fifteen years, suicide has risen to the second leading cause of death for year olds in the United States. Clinicians who work with adolescents who are at high risk for life-threatening behaviors are faced with the challenge of managing multiple problems, including disordered eating, substance abuse, high-risk sexual behaviors and suicidal and self-injurious behaviors. Although Dialectical Behavioral Therapy (DBT) was originally developed for adults, there is an abundance of research that demonstrates the effectiveness of DBT in treating the complex challenges of adolescents (referred to as DBT-A). This program will review the adaptations made to DBT to address the needs of adolescents and their families. The training will provide a focus on engaging teens and their caregivers, providing skills training and coaching to adolescents and their caregivers, secondary targets and dialectical dilemmas unique to adolescents, and the management of and multi-family skills groups. A combination of lecture, experiential exercises and role-plays will be included in this program. Identify at least two dialectical dilemmas for an adolescent and parent. Explain the Modes and Functions of DBT-A. Name the five DBT Skills Training Modules taught in DBT Skills Training. Outline the roles parents have in DBT-A. B. Evidence-Based Interventions for the Little Ones Rachel Galanter The quality of early parent-child attachments has been shown to affect the long-term mental health of both children and parents. In recent years, there has been an emergence of evidence-based practices which use parent-child attachment as a theoretical framework to address child mental health and behavioral concerns. Examples include Attachment Bio-Behavioral Catch-Up, Child Parent Psychotherapy, Parent-Child Interaction Therapy and the Incredible Years, which target an array of needs including attention difficulties, noncompliance, aggression and trauma. This workshop will summarize the theory of parent-child attachment, link how those concepts are found in the above mentioned evidence-based practices, and explore the best fit between families and models. Describe the models that provide support to young children and their caregivers. Examine the differences among models to assess the best fit based on specific children s needs, including trauma. Identify resources needed for implementation of evidence based interventions for young children and their families. Discuss the relative merits of one model over another for a specific presenting need.

4 C. Community Resiliency Model Tammy Blackard Cook The Community Resiliency Model (CRM) is easily learned and accessible regardless of age, culture or educational level. The tools gained in this workshop will be useful for self-care, and can be taught as a peer-topeer intervention in a variety of contexts. CRM is a tremendous resource for individuals coping with chronic stress. Participants will be encouraged to pass the skills along to family, friends and their wider social network. Identify CRM skills for stress relief and relief from traumatic stress symptoms. Explain CRM skills to others. BREAKOUT SESSIONS (2) 1:00-2:30 pm D. Where the Healing Begins: Trauma-Focused Cognitive Behavior Therapy with Children and Adolescents Part 1 of 2 Audrina Jones Bunton This informative and interactive workshop will provide participants with the necessary interventions to promote healing for children and adolescents experiencing the effects of a traumatic life event. Rated a Model Program and Best Practice, Trauma-Focused Cognitive-Behavioral therapy has proven to be effective in such issues as short-term distress, depression, anxiety and externalizing behaviors. Through case examples, participants will increase their awareness of the effects of trauma on children and adolescents, and learn interventions to assist children and adolescents to assist in promoting healing. Explain the effects of trauma on children and adolescents. List the various reactions displayed by children and adolescents who have experienced a traumatic event. Learn interventions to assist children and adolescents to promote healing. Assist caregivers in helping to reestablish security and stability for children who have experienced a traumatic event. E. Parent Child Interaction Therapy (PCIT) Lindsay Caldwell Parent-child interaction therapy (PCIT) is an evidence-based behavior parent training treatment for young children with emotional and behavioral disorders. This model places emphasis on improving the quality of the parent-child relationship and changing parent-child interaction patterns. This breakout session will explore the PCIT model history, evidenced supporting the outcomes of this model and discuss how to implement this practice. Explain the PCIT model and how this works in the clinical setting. Describe client s most appropriate for this model. F. Motivational Interviewing (MI) for Adolescents Ellen Pallme Working with adolescents and young adults can present unique challenges to the clinician, requiring complex interventions that are developmentally sensitive. This presentation is designed for participants who have completed a 13 hour introductory course, and would like to learn how to adapt those skills more successfully when working with teens and young adults. This session will explore ways to honor the needs of this population s developmental stage by adjusting components of MI. The faculty presenting this training is a member of the Motivational Interviewing Network of Trainers (MINT). Explain the basic skills and components of Motivational Interviewing and how to adapt it to the developmental needs of teens and young adults. Describe the benefits of using Motivational Interviewing with teens and young adults. Demonstrate practical use of Motivational Interviewing skills.

5 BREAKOUT SESSIONS (3) 2:45-4:15 pm G. Where the Healing Begins: Trauma-Focused Cognitive Behavior Therapy with Children and Adolescents Part 2 of 2 Audrina Jones Bunton See previous description under Breakout Session D for more details. H. Making Them Visible: Identifying, Serving and Supporting Children of Incarcerated and Returning Parents Melissa Radcliff On any given day, there are an estimated 2.7 million children in the United States with at least one incarcerated parent. In North Carolina the best estimate is more than 27,000. In late April 2016, the Casey Foundation released a report showing that more than 5 million children (179,000 in North Carolina) have experienced parental incarceration at some point in their lives. This workshop will focus on what we know and do not know about these children (often an invisible group dealing with shame, stigma and a sense of isolation) and the impact of parental incarceration. The program will discuss strategies to help identify those at risk and methods to serve them. Current gaps in resources, data collection and new ways to partner and collaborate will be discussed. The presenter will discuss the need to gather information and insight from these children to ensure that their voices are heard. Participants will be encouraged to take what they learn back to their own professional settings to continue the conversation, and determine appropriate next steps. Discuss the challenges that children of incarcerated parents face on a daily basis. Apply the strategies and techniques learned in this workshop to create a supportive environment for these children. Recognize the needs of children of incarcerated parents, including tools to advocate for them to improve responses, programs and services. Identify ways to collaborate with other professionals to improve the well-being of children of incarcerated parents. I. Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS) Terrie Speede SPARCS is a trauma focused group therapy model for adolescents who are living with significant ongoing stressors. This session will provide an overview of the SPARCS model and components, address clinical assessment to determine who is appropriate for the SPARCS model, and highlight emerging issues within the adolescent population to consider. Describe the components of SPARCS used to treat adolescents. Discuss standardized clinical assessment measures for using SPARCS. Identify issues to consider among adolescents.

6 Choose one in each session. Breakout Session (1) Adapting Dialectical Behavioral Therapy for Adolescents and Their Families Evidence-Based Interventions for the Little Ones Breakout Session (2) Where the Healing Begins: Trauma- Focused Cognitive Behavior Therapy with Children and Adolescents Part 1 of 2 Parent Child Interaction Therapy (PCIT) Breakout Session (3) Where the Healing Begins: Trauma- Focused Cognitive Behavior Therapy with Children and Adolescents Part 2 of 2 Making Them Visible: Identifying, Serving Community Resiliency Model Motivational Interviewing for Adolescents and Supporting Children of Incarcerated and Returning Parents Structured Psychotherapy for Adolescents Early Fee - $80; after May 4, $100. Vouchers will be accepted. Responding to Chronic Stress (SPARCS) All information requested on this form must be completed to be registered for the program. Incomplete forms cannot be processed. Dr. Mr. Ms. Mrs. (REQUIRED) 54860lh First Name MI Last 4 digit PIN # (Four numbers you will remember) Clinical Specialty Degree(s) (e.g., MD, PharmD, MS, BS) Home Address City ( ) State Zip Home County Home Phone Employer Job Title Work Address City ( ) State Zip Work Fax Work Phone Department Preferred (REQUIRED) By providing your fax number, address and telephone number, you have granted permission for us to contact you via the numbers and address indicated. PAYMENT OPTIONS Payment of check, credit card or supervisor signature must accompany registration. Check enclosed. (Make check payable to Wake AHEC.) Corporate Card Personal Card MasterCard Visa AMEX Discover Card # Exp. Date Authorized Signature Name as it appears on card Employer will make payment. Supervisor complete below and fax registration to Supervisor s Name Printed Supervisor s Signature Title Phone By signing, I am certifying that agency payment will follow. If you have a balance due and do not attend or send a substitute, you will be invoiced for the full program fee. WAKEMED EMPLOYEES ONLY An Education, Meeting & Travel Request Form must be submitted with the registration for processing if your department is paying. Lunch Selection Regular Vegetarian Questions? Contact Lorie Houston at or lhouston@wakeahec.org. Register Today! Online: Fax: Mail: Wake AHEC Attn: Lorie Houston 3261 Atlantic Avenue Suite 212 Raleigh, NC