IMPORTANT ISSTD Conference Continuing Education Information

Transcription

1 IMPORTANT ISSTD Conference Continuing Education Information The Institute for the Advancement of Human Behavior (IAHB) is pleased to offer continuing education credit hours to counselors, nurses, psychologists, social workers, nurses, physicians, and certain other healthcare professionals for the ISSTD 2017 Annual Conference, The Ripple Effect: Trauma Dissociations in the Mainstream, on March 30-April 3, Participants who attend the entire conference may earn up to 19.5 CE/CME credit hours. You may also earn CE/CME credit hours for each pre-conference activity*. Attend a Pre-Conference and earn 6 CE/CME credits *Attend the ASCH Training Pre-conference and earn 20.5 CE/CME credits. Please see the ASCH Training CE/CME Packet and sign in station for more info. Please reference the onsite program and website for detailed continuing education information, session references, and complete course content. To obtain CE/CME credit, sessions must be completed in full, you must sign in and out of each session, and complete the online conference evaluation. Upon submission of the evaluation, your certificate will appear for printing. General Instructions/Requirements for CE Participants 1. Please review the contents of this packet before the conference begins. It contains important information regarding your continuing education credit. 2. If you have any question/concern about whether your board, district, or state agency will accept credit earned at this conference, please contact them for clarification before purchasing credit. 3. You will receive credit for the sessions you attend. You must attend an entire session in order to receive credit for that session. You must sign in and out of each conference session in order to earn credit. 4. Upon conclusion of the conference, you must complete a conference evaluation in order to print your CE/CME certificate of completion. Institute for the Advancement of Human Behavior PO BOX 5710 Santa Rosa, CA (650) IS7330

2 How to Get Your Certificate of Completion IAHB has created a user-friendly, time-efficient online process for evaluating the conference and receiving your certificate of completion. Here s how to do it. If you have problems or questions, contact our technical support team at (800) (See below.) 1. Please allow minutes to evaluate the conference and print your certificate. However you won t have to complete the entire form in one sitting: you may save your work at any time and come back later to complete the process. 2. Log onto our post-activity website: and select the 2017 ISSTD Conference option. The website should be available within two weeks after the conference concludes, but you may not be able to access it prior to that time. 3. You ll be asked to identify yourself using the phone number or address you supplied when you registered. 4. A series of pull-downs on the evaluation form will allow you to choose the specific sessions you attended during each conference time slot. You ll be required to respond to each item for each of these sessions. The evaluation tool will allow you to skip items pertaining to break-outs you didn t attend. 5. When you ve completed the evaluation form, your certificate of completion will appear. You ll be able to correct any errors in your name and license number, and then print your certificate. Most of our attendees find this process easy to complete and have no technical problems following the steps outlined above. Again, if you do experience difficulty, simply call our technical staff between 9AM and 6PM Eastern Time at (800) We request that you complete the conference evaluation form online if you can. Online evaluations are much easier to summarize and interpret than information provided on hard copy evaluation forms. In addition, you ll get your completion certificate much faster: in most cases, within seconds of completing the form. However, if you don t have access to a computer or are unable to complete the postconference process online, please let us know. We ll mail you a paper evaluation and attendance verification forms. We ll mail your completion certificate to you within two weeks of receiving your completed forms. Institute for the Advancement of Human Behavior PO BOX 5710 Santa Rosa, CA (650) IS7330

3 Disclosure of Relevant Financial Relationships: The Institute for the Advancement of Human Behavior, Inc. is responsible for the content, quality and scientific integrity of all CE/CME activities certified for credit. In accordance with the Standards for Commercial Support established by the Accreditation Council for Continuing Medical Education (ACCME), American Psychological Association (APA), and American Nurses Credentialing Center (ANCC), all those in a position to influence the content of an education activity are asked to disclose any relevant financial relationships that may establish a conflict of interest. Except where noted below, none of the conference presenters/organizers have disclosed any relevant financial relationships, nor have they disclosed potential conflicts of interest that could affect presentation content. The following individuals have disclosures to report: Mary Peebles has disclosed a relevant financial relationship with Taylor and Francis Publishers. Mary agrees that her presentations and other contributions to program content will be completely fair and unbiased, and will mention other healing processes and products during our presentation when appropriate. If possible, she will refer to generics rather than to brand names when mentioning products, equipment, and services, and they will be selected/included on the basis of best available evidence. Please visit for any updated information. IAHB Contact Information Continuing Education for the ISSTD 2017 Annual Conference is available through a collaboration between ISSTD and IAHB. IAHB is a 501(c)(3) nonprofit educational organization with offices in Portola Valley and Santa Rosa, CA. Our technical support staff is located near Minneapolis, MN. We re here to help with any CE-related problems. Staff for most general questions, to request forms, etc. Gerry (with a copy to Jen) for CE-specific questions. Call technical support for problems completing your evaluation form or printing your completion certificate. Website: Main Phone Number: (650) Technical Assistance: (800) forms, questions: staff@iahb.org Snail Mail Address: PO Box 5710 Santa Rosa, CA Staff to Contact: Jen Demes (Director of Operations): jen@iahb.org Gerry Piaget, Ph.D. (CE/CME Contact): gpiaget@stanford.edu Institute for the Advancement of Human Behavior PO BOX 5710 Santa Rosa, CA (650) IS7330

4 CE/CME Accreditation Information: Members of the following professions who have purchased the continuing education option will receive credit / clock hours for attending this live, in person, conference as specified below. COUNSELORS & MFTs: IAHB is approved by the State of Illinois Department of Professional Regulation (License # ). This course meets the qualifications for MFTs as required by the California Board of Behavioral Sciences (Provider # PCE 36). IAHB has been approved by the Texas Board of Examiners of Marriage and Family Therapists to provide CE offerings for MFTs. Provider Number 154. EDUCATORS: The Institute for the Advancement of Human Behavior has been approved by the Washington State Professional Educator Standards Board (WESPSB), a member of NASDTEC, as a Clock Hour Provider for Educators. Learners may claim one Clock Hour for each activity hour attended. Please contact your individual state boards for information regarding reciprocity and any additional requirements. NURSES: The Institute for Advancement of Human Behavior is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. IAHB is approved by the California Board of Registered Nursing, to provide 1 CE hour per contact hour (BRN Provider CEP#2672). PHYSICIANS: This activity has been planned and implemented in accordance with the Essential Areas and Policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Institute for the Advancement of Human Behavior (IAHB) and ISSTD. IAHB is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. IAHB designates this live activity for a maximum of 1 AMA PRA Category 1 Credit(s) per hour attended. Physicians should only claim credit commensurate with the extent of their participation in the activity. PSYCHOLOGISTS: IAHB is approved by the American Psychological Association to sponsor continuing education for psychologists. IAHB maintains responsibility for this program and its content. Notice to Psychologists- Please remember to check speaker/planner conflict-of-interest disclosures prior to registering at SOCIAL WORKERS: This course meets the qualifications for LCSWs as required by the California Board of Behavioral Sciences (Provider #PCE 36). As an approved continuing education provider for the Texas State Board of Social Worker Examiners, IAHB offers continuing education for Texas licensed social workers in compliance with the rules of the board. License No. 3876; MC 1982, PO Box , Austin, TX 78714, (512) IAHB SW CPE is recognized by the New York State Education Department s State Board for Social Work as an approved provider of continuing education for licensed social workers #0091. The sessions are approved for 1 hour per contact hours attended. Institute for the Advancement of Human Behavior, #1426, is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) through the Approved Continuing Education (ACE) program. Institute for the Advancement of Human Behavior maintains responsibility for the program. ASWB Approval Period: 3/16/2017 3/16/2020. Social workers should contact their regulatory board to determine course approval for continuing education credits. Social workers participating in this course will receive 1 clinical continuing education clock hour per hour attended. PLEASE NOTE: Many state boards accept offerings accredited by national or other state organizations. If your state is not listed, please check with your professional licensing board to determine whether the accreditations listed are accepted. ALSO NOTE: This advanced workshop includes descriptions, videotapes, audiotapes, and/or reenactments of actual therapy sessions. Some of the case material may contain graphic descriptions of violence, sexual activity, or other content which could be disturbing, especially to participant who themselves have had similar experiences. The workshop is intended for healthy professionals and advanced students, who participate in at their own risk. If you find portions of the program upsetting, or if you need assistance for any other reason, please notify the instructor or program coordinator. The next page starts a listing of all conference sessions approved for CE Credit hours. Please circle the course numbers for each session you attend. This will be helpful for completing the post conference online evaluation. Institute for the Advancement of Human Behavior PO BOX 5710 Santa Rosa, CA (650) IS7330

5 COURSE # DATE START PRESENTATION TITLE CE HOURS PRE CON01 30 Mar 17 8:30 AM Addiction and Trauma as Co occurring Disorders: From Affect Dysregulation to Stabilization Revised Workshop Objectives: Define the DSM V diagnostic criteria for addictive disorders and other assessment tools to support the evaluation and integrated treatment planning for clients who present with co occurring, trauma related disorders. Discuss the neurobiological research on the treatment of addiction from a trauma informed perspective. Identify five (5) creative treatment strategies and modalities to support individuals in implementing adaptive coping strategies that regulate arousal level and modulate affect. Participants will be able to teach simple trauma sensitive yoga postures to stabilize and empower clients who struggle with dissociation and stabilization. PRE CON02 30 Mar 17 8:30 AM Fundamental Things About Stage 1 Treatment of DID: All the Things You Were Afraid to Ask, Didn t Know You Needed to Ask, Forgot to Remember to Ask, or Just Wanted to Know Identify the three most important issues in stage 1 of Phasic Trauma Treatment for Dissociative Identity Disorder. Discuss the forensic implications of a safety agreement in the treatment of Dissociative Identity Disorder. Describe the importance of holding the Dissociative Identity Disorder patient responsible for the behavior of any personality state PRE CON03 30 Mar 17 8:30 AM Treating Dissociative Identity Disorder 6.00 PRE CON04 30 Mar 17 8:30 AM Treatment of Complex Trauma in Children and Adolescents: Addressing Attachment, Dissociation, Behavior, and 6.00 Communication PRE CON05 31 Mar 17 8:30 AM Back to the Future: Rediscovering the Past to Improve Treatment Results in DID and Allied Dissociative Conditions in 6.00 the Present PRE CON06 31 Mar 17 8:30 AM Caboose No More: The Association of Dissociation Is the Engine of EMDR Therapy 6.00 PRE CON07 31 Mar 17 8:30 AM Understanding and Working with Chronic Shame 6.00 PRE CON08 31 Mar 17 8:30 AM Working Through Trauma: Process and Pitfalls with Complex Trauma and Dissociative Patients Discuss the therapeutic approach to ensure the safety of both patient and therapist. Identify the source of a symptom and to translate the symptom into a coherent narrative. Arrange for the successful integration of self states. PLENARY01 1 Apr 17 8:30 AM Introduction to the Neurosequential Model of Therapeutics: Using a Neuroscientific, Developmentally Appropriate Treatment Approach in Clinical Work 6.00

6 90MINWS01 1 Apr 17 10:30 AM Are Autohypnotic Defenses the Sole Etiological Mechanism of the Dissociative Disorders? Discuss the therapeutic approach to ensure the safety of both patient and therapist. Identify the source of a symptom and to translate the symptom into a coherent narrative. Arrange for the successful integration of self states. 90MINWS02 1 Apr 17 10:30 AM Clinical Application of the Neurosequential Model of Therapeutics 90MINWS03 1 Apr 17 10:30 AM How to Use the Dissociative Disorders Interview Schedule 90MINWS04 1 Apr 17 10:30 AM Reducing Dissociation with Systemic Interventions in Children Describe the powerful effect of systemic interventions. Plan systemic interventions with dissociative children. Plan the outline of a phased long distance treatment for the target group. 90MINWS05 1 Apr 17 10:30 AM Somatoform Dissociation: The Gateway to Frozen States and Terriitories 90MINWS06 1 Apr 17 10:30 AM The Comprehensive Resource Model Bridging Neuroscience and Psychotherapy for the Treatment of Complex Trauma PANEL01 1 Apr 17 10:30 AM Are All Kinds of "Dissociation" Related to Trauma? SYMP01 1 Apr 17 10:30 AM The Clinical Dynamics of Dissociative Perpetrator Introjects Describe the theory of perpetrator introjection. Recognize the bridges between clinical phenomenology (SPIM 30) and the latest neurophysiological research (Polyvagal Theory). Delineate different roles that internal perpetrator states represent. Discuss the role of pain dissociation in competitive sports at an early age. PS01 1 Apr 17 10:30 AM Session 1 Institutional/ Societal/ Collective Trauma and Dissociation (Titles): Session 1: Institutional Betrayal and American Psychological Association Complicity in Torture Session 2: Gender Role Stress Among College Students in Turkey: The Role of Society, Culture, and Era Session 3: Intersections of Individual and Collective Trauma and Loss Session 4: The Pharmaceutical Industry, the American Psychiatric Association and Marginalization of Trauma and Dissociative Diagnoses

7 PS02 1 Apr 17 10:30 AM Session 2 Self/ Identity and Dissociation Normal and Pathological (Titles): Session 1: A Review of 80 Studies on Dissociative Experiences and Dissociative Disorders in College Populations, Session2: Applications of Dissociation in the Mainstream, Session3: Injury, Surgery, and Dissociation, Session 4: Dissociation and the Problem of Ontology Session 1 Objectives: Identify factors associated with dissociation that are generally overlooked, including a negative family environment and personal characteristics such as resilience. Discuss potential explanations for the close relationship between fantasy proneness and dissociation, including factors that suggest dissociation has a traumatic and iatrogenic aetiology. Describe the international prevalence of dissociation and Dissociative Disorders in college populations. Session 2 Objectives: Discuss mainstream dissociation utilized in mainstream conversation, writing, and/or interviews. Describe how dissociation can be utilized for performance enhancement. Explain strategies for utilizing dissociation and normal multiplicity to enhance individual functioning. Session3 Objectives: Identify the effects of dissociation and past trauma, including childhood adversity, on orthopedic injuries. Describe differences between dissociation measured on the DES T (taxon) and the Cambridge Depersonalization Scale. Identify major musculoskeletal injuries. Session 4 Objectives: Identify at least three different types of dissociation. Identify at least three different definitions of dissociation. Identify at least one problem with the ontological naivete of dissociation. 180MINWS01 1 Apr 17 1:30 PM Cultural Competency in Service Delivery to the LGBTQ Community MINWS02 1 Apr 17 1:30 PM OMG!!! I Can't Believe I Said (Did) That! Working With and Through Our "Errors" with Complex Trauma and 3.00 Dissociative Clients 180MINWS03 1 Apr 17 1:30 PM Stabilizing Adolescents with Dissociative Disorders MINWS04 1 Apr 17 1:30 PM Tools for Treating DID from the Outside In and from the Inside Out: Enhancing Safety and Effectiveness in Hypnosis 3.00 and the Re creation of Self Model of Human Systems 180MINWS05 1 Apr 17 1:30 PM Working with Positive Emotion and Experience in the Treatment of Chronic Trauma MINWS07 1 Apr 17 1:30 PM Assessment and Treatment Strategies and Techniques for Working with Survivors of Ritual Abuse 90MINWS08 1 Apr 17 1:30 PM Mindfulness as a Rival Brain Activity to Dissociation: Why It s Not Good to Be Aware Inside the Saber Tooth Tiger s Mouth PANEL02 1 Apr 17 1:30 PM The Tidal Wave Effect: Trauma and Dissociation in the Mainstream

8 SYMP02 1 Apr 17 1:30 PM New Findings in the Neuroimaging of Dissociation PS03 1 Apr 17 1:30 PM Session 3: Remembering and Healing from Trauma (Titles): 1: Repressed Memory vs False Memory, 2: Reconnection in Research and Practice: Systemic Constellations and Sense of Community in Psychological Healing, 3: Disruptions of Sense of Self in Trauma: Conceptualizations and Treatments, 4: ACE, Equity & Intervention: A Trauma Informed Approach In College Mental Health Session 1 Objectives: Describe the complexity of adult testimony concerning incest that occurred during childhood. Discuss about therapist's interventions in cases of adult testimony concerning incest. Discuss about the validity of recovered traumatic memories memories. Session 2 Objectives: List three psychological benefits reported by patients who experienced Systemic Constellations. Describe the theoretical background that underpins Systemic Constellation Work. Identify three main components of the Systemic Constellations method. Session 3 Objectives: Discuss various concepts of the phenomenology of self as presented throughout history. Describe the stories they encounter with others who are experiencing disruptions of sense of self. Apply first aid techniques to their practice with trauma stricken individuals. Session 4 Objectives: Describe the ACE Questionaire as a useful tool in assessing the psychosocial health needs of US college athletes. Distinguish the unique challenges to meeting the psychosocial health needs of US college athletes from underprivilged backgrounds. Identify three resilience based interventions that are consistent with a trauma informed system of care for US collegiate athletes. 90MINWS09 1 Apr 17 3:30 PM Dissociation, Mindfulness and Creative Meditations 90MINWS10 1 Apr 17 3:30 PM Why You Really Need Training in Clinical Hypnosis: A Pitch for Obtaining Clinical Hypnosis Training Utilizing Didactic and Experiential Means 90MINWS11 1 Apr 17 3:30 PM Working Through the Traumatic Memories of Mind controlled Clients SYMP03 1 Apr 17 3:30 PM Are DID Patients as Suggestible and Fantasy prone as the Fantasy Model Proponents Say They Are? The Answer According to Comparisons of DID Patients, Actors Simulating DID, PTSD patients, and Healthy Controls

9 PS04 1 Apr 17 3:30 PM Session 4: Shame and Dissociation (Titles): 1: Pervasive Shame in Complex Trauma: An Ecological View, 2: Gender Role Stress Among College Students in Turkey: The Role of Childhood Trauma, Attachment, and Shame, 3: Alternatives to Self Harm An Introduction to an Innovative Approach to Reducing Harm and Shame in Trauma and Dissociative Clients Who Self Harm, 4: Exploring Dissociative Processes and Regulating Shame in Group Therapy with Female Survivors of Childhood Sexual Abuse Discuss the central role of shame in complex trauma. Identify shame related factors in client s ecological systems. Apply shame informed treatment into their clinical practice. Session 2 Objectives:Describe the links between shame, attachment, and childhood trauma and gender role stress. Differentiate the links between shame, attachment, childhood trauma and "feminine" and "masculine" gender role stress. Disucss the common links between shame, attachment, childhood trauma in both "feminine" and "masculine" gender role stress. Session 3 Objectives:Describe the four components of the APEX model underpinning the Alternatives to Self Harm approach. Identify attitudes about self harming that are more likely to shame and attitudes about self harming that enable the person who self harms to consider alternative ways of coping. Supply an overview of how to collaborate with a client to identify the purpose of their self harming. Session 4 Objectives:Describe the role of shame and dissociation in attachments in survivors of childhood sexual abuse. Explain attempts at regulating shame in female survivors of child sexual abuse in group therapy. Illustrate the role of group therapy in the treatment of survivors of childhood sexual abuse. PLENARY02 2 Apr 17 8:00 AM The Borderline Question Identify one primary similarity and one primary difference between borderline personality disorder and complex PTSD. Discuss that while borderline personality disorder (BPD), is often seen in those who meet diagnostic criteria for dissociative identity disorder, this is by no means an inevitable association and indeed BPD may on occasions be seen in individuals with no apparent childhood history of severe trauma/neglect. Track the evolution of the "borderline" construct through earlier concepts incorporating views of overlapping symptoms of "psychosis" and "neurosis", though debates about the nature of "personality disorder" and whether such conditions are best conceptualized dimensionally rather than by selected "diagnostic criteria", through to an appreciation of how the term "borderline" can have perjorative contexts MINWS12 2 Apr 17 10:30 AM Addressing Pervasive Shame in Complex Trauma Describe the central role of shame in complex trauma. Identify shame related factors in client s ecological systems. Integrate shame informed treatment into their clinical practice.

10 90MINWS13 2 Apr 17 10:30 AM Does This Mean I Liked It?: Victim Arousal in Sexualized Violence 90MINWS14 2 Apr 17 10:30 AM Six Relational Crises Describe the emergence of predictable relational crises. Perform successful psychotherapy during the predictable relational crises. Analyze their approaches to relational crises and modify these if necessary to increase their effectiveness. 90MINWS15 2 Apr 17 10:30 AM Solving Special Dynamic Effects in State Work with Dissociative Clients 90MINWS16 2 Apr 17 10:30 AM It Hurts so Good: Understanding & Transforming Self harm 90MINWS17 2 Apr 17 10:30 AM What Youth Say About Their Own Experience of Resourcing: Twelve Essential Elements PANEL03 2 Apr 17 10:30 AM Therapy in an Unsafe World: The Impact of Terrorism on Clients and Therapists SYMP04 2 Apr 17 10:30 AM Patient Safety and Quality of Life: Updates from the Treatment of Patients with Dissociative Disorders (TOP DD) Network Study PS05 2 Apr 17 10:30 AM Session 5: Parenting, Attachment and Dissociation (Titles): Session 1: Fear of Connection The Origins of Traumatic Disappointment in Clients with Disorganized/Preoccupied Attachment Style Session 2: The Relationship Between Parental Support, Parent Emotional Reaction, and Parenting Stress with Children s Posttraumatic Stress Symptoms Following Trauma focused Cognitive Behavioral Therapy Session3: Characteristics of Play Between Parents with Borderline Personality Disorder Traits and Their Children: Impact on Intergenerational Transmission, and Applications for Attachment Focused Parenting Treatments Session 4: Nonverbal Behavioral Coding of the Adult Attachment Interview (NBC AAI)

11 PS06 2 Apr 17 10:30 AM Session 6: Borderline Personality Disorder, Psychosis, PTSD and Dissociative Identity Disorder: Quantitative Approaches (Titles): 1: What Kinds of Parent Child Dynamics and Experiences of Maltreatment During Childhood Best Predict Dissociation and Dissociative Disorders in Australian College Students, Outpatients and Inpatients?,2: Problematic Borderline Traits Are Not Predictive of a Dissociative Disorder Diagnosis, 3: Schneiderian First Rank Symptoms Significantly Predict a Dissociative Disorder Diagnosis, 4: Assessment of Complex Dissociative Phenomenology in Women with Post Traumatic Stress Disorder: Investigating the Issue of Cross measure Validity Session1 Objectives: Describe the specific types of childhood maltreatment associated with dissociation, which may assist participants in identifying children at risk of developing a Dissociative Disorder and children and adults with a Dissociative Disorder. Identity the types of parent child dynamics that create, contribute, or moderate dissociative symptoms and recognise the importance of the parents role and/or response in relation to the maltreatment experienced. Describe the similarities and difference between experiences that lead to dissociative experiences and those that lead to a Dissociative Disorder. Session2 Objectives:Identify problematic borderline traits. Distinguish between borderline personality disorder and dissociative disorders. List psychiatric disorders in which dissociative symptoms are often found. Session 3 Objectives:Identify first rank symptoms as predictors of a dissociative disorder. Describe the relationship between dissociation and psychosis. List psychiatric disorders in which dissociative symptoms are often found. Session 4 Objectives: Identify frequently used diagnostic assessment tools for measuring trauma related and dissociative symptoms. Describe differences and similarities between diagnostic assessment tools for measuring trauma related and dissociative symptoms. Compare the effectiveness of diagnostic assessment tools in accurately measuring trauma related and dissociative symptoms. 180MINWS06 2 Apr 17 1:30 PM The Nature of Auditory Verbal Hallucinations: Understanding and Working with Persons Who Hear Voices, Regardless of Their Diagnosis 180MINWS07 2 Apr 17 1:30 PM Supervising Complex Trauma Cases to Foster Personal as Well as Professional Growth Describe and explain the three components of the Contextual Model for Supervision. Discuss the Contextual Model for Supervision as it applies to clients. Apply at least two skills aimed at de emphasizing trainee inadequacy and simultaneously emphasizing trainee competence and skills

12 180MINWS08 2 Apr 17 1:30 PM The Treatment of Adolescents with Complex Trauma and Dissociative Disorders MINWS09 2 Apr 17 1:30 PM When Words Are Not Enough: A Graphic Narrative Approach for Treatment of PTSD MINWS18 2 Apr 17 1:30 PM Symptoms and Treatment History of 70 Children Abused in a Child Pornography Ring 90MINWS19 2 Apr 17 1:30 PM Consultation Clinic: the Treatment of DID with Personality Disorder (Axis II) Comorbidity 90MINWS20 2 Apr 17 1:30 PM "My Dirty Little Secret: Suicidality Saved My Life" Understanding the Paradox of Coping Mechanisms When Working with Survivors of Childhood Abuse and Neglect 90MINWS21 2 Apr 17 1:30 PM Second Phase Treatment of DID, Part 1: When Is the Client Ready? PANEL04 2 Apr 17 1:30 PM Lest We Forget, The Legacy of the Memory Wars on ISSTD: What We Learned, Lost and Already Knew PS07 2 Apr 17 1:30 PM Session 7: Intimate Relationships and Dissociation 1: Social Work and Trauma: The Dynamic Process of Social Support Described by Intimate Partner Violence Clinicians, 2: Mechanisms of Underground Resistance: Patterns of Dissociative Behavior Among Homeless Domestic Violence Survivors 3: The Many Faces of Sex Trafficking the Interplay Between Sex Trafficking, Mind Control and Ritual Abuse, 4: Intimate Treason: Healing Trauma for Partners Confronting Sex Addiction Session1 Objectives: Develop a greater understanding of the potential for workplace relationships to impact the personal well being of clinicians and the quality of care that they offer. Discuss how to include social support to professional relationships. Identify interpersonal behaviours in the clinical workplace that may promote their personal well being. Session 2 Objectives: Identify five patterns of dissociative behavior typical of a sample of indigent domestic violence survivors. Identify three forms of structural violence that frequently impact on the psychological health of indigent domestic violence survivors. Explain how the intersectional identities of indigent domestic violence survivors can be a source of cognitive dissonance and/or a positive resource for psychological health. Session 3 Objectives: Describe the dilemma in defining the mental health conditions of sex trafficking victims. Describe at least one piece of research that point to links between sex trafficking and ritualized mind control. Describe three issues involved in assessing a survivor of sex trafficking. Session 4 Objectives: Assess for the critical needs of partners through trauma and crisis informed interventions while focusing on client stabilization. Evaluate therapist use of self in treating partners facing intimate betrayal. Identify the 3 stages of healing common to the betrayed partner.

13 90MINWS23 2 Apr 17 3:30 PM Maladaptive Daydreaming Evidence for a Pathological Form of Absorption 90MINWS22 2 Apr 17 3:30 PM Mom, There s a Monster in the Closet : Linking Early Attachment Trauma to the Development of Anxiety Disorders and Treatment Possibilities Identify and categorize early attachment trauma and recognize the clinical symptomatology of this condition and the relationship with the development of anxiety disorders. Define the developmental impact of early attachment experiences that compromise ongoing psychological and neurobiological growth. Describe factors that contribute to the treatment needs of traumatized children and adolescents. 90MINWS24 2 Apr 17 3:30 PM Rational and Irrational Psychopharmacology for Complex Trauma and Dissociative Disorders 90MINWS25 2 Apr 17 3:30 PM Second Phase Treatment of DID, Part 2: Working Through the Trauma SYMP05 2 Apr 17 3:30 PM Treatment of Dissociation Within Prison Walls PS08 2 Apr 17 3:30 PM Session 8: Treatment and Outcome of Dissociative Disorders (Titles): 1: Psychodynamic Psychotherapy with Abused Adults, 2: 10 month Follow up of Highly Dissociative Inpatients in a Trauma Program, 3: Emotion Focused Family Therapy for Intra familial Trauma: A Randomized Controlled Trial, 4: Use of Mobile Apps in Client Treatment Session 1 Objectives: Define intimate partner violence (IPV) and to describe its physical and psychological effects on individuals. List institutional responses to helping victims of IPV. Describe and explain the special role of the psychotherapist in the IPV helping milieu. Session 2 Objectives:Describe the existing treatment outcome literature for dissociative disorders. Describe the principal findings from the present treatment outcome study. Describe the key future treatment outcome studies required in the dissociative disorders field. Session 3 Objectives:Name the three domains of intervention in emotion focused family therapy. Identify the connection between increases in caregiver self efficacy and decreases in caregiver fears. Assess the ways in which caregiver fear and self blame contribute to behaviors that accommodate and enable the mental health symptoms of their child. Session 4 Objectives:Identify at least three mobile applications for use as adjunctive clinical practice. Demonstrate and apply facility with a variety of mental health mobile applications for self and/or patient use. Describe three brief self care techniques, including mindfulness, relaxation and basic chair yoga. PLENARY03 3 Apr 17 8:30 AM Intergenerational Cycles of Trauma and Dissociation: The Family Context of the Attachment Relationship 90MINWS27 3 Apr 17 10:30 AM Chronic Invisible Illness: Systemic Clinical Constellation Work with Multigenerational Trauma and Ambiguous Loss

14 90MINWS26 3 Apr 17 10:30 AM Differential Diagnosis of Post traumatic and Dissociative Syndromes and DSM 5 Disorders Identify key post traumatic and dissociative symptoms in presenting problems. Describe post traumatic and dissociative symptoms in DSM 5 criteria for borderline personality and panic disorders. Differentiate dissociative disorders from schizophrenia. 90MINWS28 3 Apr 17 10:30 AM Psychodynamics of Trauma: Bedrock of Trauma Therapy 90MINWS29 3 Apr 17 10:30 AM I Think I May Have Dementia': Cognitive Deficits in PTSD 90MINWS30 3 Apr 17 10:30 AM Shutdown Dissociation and Treatment Resistant Depression 90MINWS31 3 Apr 17 10:30 AM The Hidden Epidemic of Multigenerational Sexual Abuse and Trauma in Small Town America: Effective Treatment and Policy Implications 90MINWS32 3 Apr 17 10:30 AM The Interface Among Providers Using Multi Stage Approaches in Dissociative Treatment (Case Study) PANEL05 3 Apr 17 10:30 AM Trauma and Dissociation in Children and Teens with Gender Issues: A Panel Presentation Describe three trauma risks that are specifically high in youth with gender issues. Identify three complicating factors in the assessment and treatment of dissociation in young persons with gender issues. List sociological, psychotherapeutic, developmental, and clinical perspectives in gender issues and trauma in children and adolescents. PANEL06 3 Apr 17 10:30 AM Engaging Hidden Selves in the Dissociative Mind

15 PS09 3 Apr 17 10:30 AM Session 9: Medical issues/ Addition and Dissociation (Titles): 1: The Strange Cases of the Dog, Dissociation and Autistic Spectrum Disorders (ASD) in the Night: Considerations and Treatment Methods for Co existing ASD and Dissociative Conditions, 2: Ghosts from the Past : Could Dementia Symptoms Be Considered as Dissociative Symptoms Due to Previous Traumatic Experiences? A Pilot Project, 3: The Convergence of Childhood Trauma and Dementia: Awakening the Monster A Bioecological Life Course Perspective Theory Building Exploration, 4: Trauma Therapy with the Child and Family: A Chart Review, Session 1 Objectives: Identify, define and describe the principal diagnostic features of Autistic Spectrum Disorders (ASD). Discuss points of intersection and interaction between complex trauma, dissociation and ASD. Discuss treatment considerations and approaches for the treatment of trauma/dissociation conditions and ASD. Session2 Objectives: Describe how trauma, dissociation and the symptoms of dementia are interrelated with each other. Define a tailo made treatment and apply it in work with the elderly. Describe how dementia symptoms could be interpreted as dissociative symptoms. Session 3 Objectives: Discuss questions raised in this exploration that may change the direction of their research interests. Apply knowledge of trauma experienced by older survivors with dementia into their own trauma world view. Discuss how dissociation may manifest in this situation and how BPSD may be mapped to post traumatic symptoms. Session4 Objectives: Describe the family based trauma therapy being presented. Identify what types of clients are typically referred to this program. Express how attachment theory is incorporated into the trauma treatment model being presented. POSTCON01 3 Apr 17 1:30 PM Bootcamp for Clinicians: Culturally Sensitive Therapy with the Military 4.00 Describe characteristics of military culture at large. Describe types of trauma which are often experienced in the military. Identify unique considerations for working with the military. POSTCON02 3 Apr 17 1:30 PM Managing the Effects of Vicarious Trauma with Creative Arts Therapies 4.00 POSTCON03 3 Apr 17 1:30 PM Neurofeedback and Neural Regulation: Brain and Body 4.00 POSTCON04 3 Apr 17 1:30 PM Trauma and Sexuality: Engaging and Treating the LGBTQ Client Discuss interventions and intersections for LGBT clients and trauma history and treatment. Describe LGBT issues and development. Address internal biases and countertransference of the as a way to reduce further traumatization both inside and outside the therapy room. 4.00