Georgia Psychological Association

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F1. Friday ASPPB Workshop

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x. What Might Be Good To Know About Getting Licensed As a Psychologist and How to Practice Under PSYPACT		4/21/2023	4/21/2023	8:00 AM	9:00 AM	4/21/2023 8:00 AM - 9:00 AM Presenter: Mariann Burnetti-Atwell, PsyD; Donald S. Meck, PhD, JD, ABPP, APN; Amanda Williams; Jessica Cheaves CE Details: 1 CE, Introductory This presentation will focus on educating those in attendance about services available through the Association of State and Provincial Psychology Boards (ASPPB) to assist individuals seeking licensure as a psychologist and the authority to practice under the Psychology inter-jurisdictional Compact (PSYPACT). PSYPACT is an interstate compact designed to facilitate the practice of telepsychology and the temporary in-person face-to-face practice of psychology across state boundaries. PRESENTER QUALIFICATIONS Mariann Burnetti-Atwell, PsyD, ASPPB Chief Executive Officer Mariann Burnetti-Atwell, PsyD, serves as the Chief Executive Officer for the Association of State and Provincial Psychology Boards. Before assuming this position, Dr. Burnetti-Atwell served as the Senior Vice President of Behavior Health Services for the national correctional healthcare company, Corizon Health. For the 15 years prior to that role, Dr. Burnetti-Atwell provided behavioral health and administrative leadership to the State of Missouri in a variety of leadership roles within the Departments of Corrections and Social Services. In addition, she served on the Missouri State Committee of Psychologists through the appointments of two Missouri Governors. Dr. Donald S. Meck is a licensed psychologist and attorney. He obtained his doctoral training in psychology from Texas A&M University and law degree from John Marshall Law School. Dr. Meck maintains a private practice in Warner Robins, Georgia, in the areas of Neuropsychology and Forensic Psychology. He served on the Georgia Psychology Licensing Board from 1993 – 2019. After 2019, he continued to serve the Board as their first PSYPACT Commissioner. Dr. Meck was the first elected Chair of PSYPACT and has continued to serve in this position since 2019. Amanda Williams is currently the Applications Specialists Manager in Member Services for ASPPB, overseeing the E.Passport and PLUS programs, as well as the Credentials Bank. She is an experienced Program Director with a 10-year history in crisis intake and intervention, social work, and Non-Profit management. Amanda is currently completing her MBA with a focus on Organizational and Industrial Psychology. She holds certifications in social work, grant writing, and crisis intervention. Amanda sits on several committees and boards including the ASPPB Mobility Committee and the ASPPB Certification Appeals Committee. She is passionate about supporting mental health through the work she does with ASPPB. Jessica Cheaves, in her position with the Association of State and Provincial Psychology Boards (ASPPB), serves as Psychology Interjurisdictional Compact (PSYPACT) Coordinator. She is responsible for overseeing the accurate processing of all PSYPACT applications, maintaining legislative tracking service, assisting in the planning and execution of PSYPACT-related meetings and events, assists in the creation, implementation, and ongoing support of the PSYPACT Commission. LEARNING OBJECTIVES Discuss how the ASPPB, Psychology Licensure Universal System (PLUS), and the Certificate of Professional Qualification in Psychology (CPQ) are utilized in the licensure application process. Describe what PSYPACT is. Describe the status of PSYPACT with respect to participating states and upcoming dates of implementation.

F2. Friday AM

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1. Reflective practice: Building tools for social justice in clinical supervision, training and practice		4/21/2023	4/21/2023	9:30 AM	12:45 PM	4/21/2023 9:30 AM - 12:45 PM Presenter: Erica Marshall Lee, PhD; Suzann Smith Lawley, PhD; Desiree Frain, PsyD; Anne Werkheiser, B.A. CE Details: 3CE, Intermediate A call to social justice action is included in proposed revisions to APA's Ethical Principles and many guidelines for practice and training, highlighting a growing need for tools to take effective action. Reflective practice involves critical self-reflection of identities, interpersonal dynamics, and oppressive systems, yielding insights which can enhance clinical efficacy and promote social change. Through didactic and experiential approaches, reflective practice will be explored as a fundamental tool for engaging in social justice action across the professional lifespan. We will emphasize methods and strategies for advancing social justice in supervision, training, and practice. PRESENTER QUALIFICATIONS Desiree Frain, Psy.D. (she/her/hers) is completing her postdoctoral fellowship at Emory University and Grady Health Systems as she progresses toward licensure as a clinical psychologist in Georgia. She completed her graduate studies at Regent University in her home state of Virginia where she engaged in varied practica experiences with the diverse population of the Hampton Roads area. Dr. Frain finished her predoctoral internship at Georgia Regional Hospital in Atlanta, where she provided clinical services to primarily underserved persons diagnosed with severe mental illnesses (SMI). Dr. Frain defended her doctoral dissertation titled Shame as a Mediator between Negative Faith-Community Reactions to Sexual Assault Disclosure and Psychological Outcomes in June of 2022. Her clinical interests include borderline personality disorder, recovery-oriented cognitive therapy, and trauma-focused therapy. During her postdoctoral fellowship, she is pursuing additional experiences in supervision and training in preparation for a career in training future mental health professionals with a social justice action-oriented perspective. Dr. Suzann Lawry is a clinical psychologist who is committed to using her professional roles of psychotherapist, supervisor, consultant, and educator to promote Social Justice. Dr. Lawry’s research interests are in the contextual factors associated with Impostor Phenomenon and Burnout. She maintains a private practice in Atlanta, Georgia and she is a supervisor and adjunct faculty in the Clinical Psychology program at Georgia State University. Erica Marshall - Lee, PhD, ABPP (she/her/hers) is a licensed Clinical Psychologist and Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Emory School of Medicine. Dr. Marshall - Lee received her undergraduate, master’s and doctorate degrees from the University of Mississippi and completed her postdoctoral fellowship at Emory University School of Medicine. Her areas of research are centered on social justice advocacy and equity, diversity, and inclusion with a specific focus on individuals with serious and persistent mental health concerns and minoritized communities, and behavioral healthcare learning. She is interested in addressing physical and mental healthcare disparities with minoritized communities, and culturally competent and responsive care, education, and training. She enjoys promoting mental health and well-being, and social justice, and advocacy through work with her professional affiliations at national, state, and institutional levels Anne E. Werkheiser, B.A. (she/her) is a 3rd-year graduate student in the clinical psychology PhD program at Georgia State University. Anne earned bachelor’s degrees in psychology and Spanish from Goucher College. After graduation, she worked as a clinical research assistant at University of Maryland, Baltimore studying innovative treatments for psychosis spectrum disorders. She is currently collecting data for her thesis studying worry as an emotion regulation strategy. Anne has worked clinically with individual adult therapy clients with anxiety and mood disorders and is currently completing a practicum at Grady Behavioral Health providing CBT for psychosis to clients with psychosis spectrum disorders and other forms of severe and persistent mental illness. Anne is a passionate advocate for social justice, serving as Advocacy Liaison for the Georgia State University Clinic Diversity Committee, working to carry out two CEMRRAT training grants focused on providing paid research and mentorship opportunities for BIPOC undergraduate psychology students, and engaging outside of graduate school in abolitionist community organizing with racial justice organizations in Baltimore and Atlanta LEARNING OBJECTIVES At the end of this workshop, the participant will be able to describe at least two strategies for using reflective practice to advance social justice in supervision, training and service delivery At the end of this workshop, the participant will be able to list specific barriers and facilitative practices for using Reflective Practice toward Social Justice. At the end of this workshop, the participant will have outlined social justice-oriented goals for their own training, supervision, and/or practice and how reflective practice strategies can support them in reaching those goals
2. R-PAS: The Rorschach Performance Assessment System		4/21/2023	4/21/2023	9:30 AM	12:45 PM	4/21/2023 9:30 AM - 12:45 PM Presenter: William Buchanan, Ph.D., ABPP CE Details: 3 CE, Advanced. The R-PAS was developed to replace the Exner’s Comprehensive System (CS). The R-PAS has simplified administration (maximum of 4 responses per card), vastly improved norms collected internationally, retention of those variables with the strongest empirical support (and elimination of variables with insufficient support), development of new and revised indices, improved consistency and reliability across examiners, simplified scoring, and encrypted scoring on the internet. Psychologists trained in Exner’s CS will learn the basics of the R-PAS, and with sufficient self-study after the workshop, may be ready to start using the R-PAS. PRESENTER QUALIFICATIONS Dr. William Buchanan has been licensed as a psychologist in GA since 1988. He is Board Certified in Clinical Psychology (ABPP) and has conducted literally thousands of psychological evaluations over a 35-year period, typically doing 2 to 3 evaluations a week. He has testified as an expert witness as a psychologist approximately 375 times. He has averaged having three to four doctoral students doing year-long practicums in psychological assessment for over 25 years. He has conducted dozens of workshops for GPA over the years, the most popular have been “Ethics and Mental Health Law” and on ADHD. In graduate school, he three graduate level courses on the Rorschach (i.e., I, II, and Child). In January, 2019 he did a four-day training in San Francisco on the R-PAS (27 hours of CE) with Dr. Philip Erdberg, one of the developers of the R-PAS. LEARNING OBJECTIVES 1. Summarize the history of the Rorschach, the strengths and weaknesses of the Comprehensive System, and critique and discuss recent research on the Rorschach. 2. Compare and contrast the Comprehensive System and the R-PAS, explaining the new and revised variables in the R-PAS. 3. Demonstrate the internet-based scoring for the R-PAS. 4. Explain and discuss the interpretation of the R-PAS.
3. Promoting brain health in older adults from underrepresented populations		4/21/2023	4/21/2023	9:30 AM	12:45 PM	4/21/2023 9:30 AM - 12:45 PM Presenter: Vonetta Dotson, PhD CE Details: 3CE, Intermediate Older adults from underrepresented and marginalized groups face disproportionate risks to brain health. For example, chronic stress leads to behavioral and physiological responses that have detrimental effects on physical, mental, and brain health. Underrepresented groups are also more likely to face barriers to lifestyle behaviors that research has shown to benefit brain health, such as exercise, good nutrition, and good sleep. This presentation will describe social and environmental determinants of brain health in older adults from underrepresented communities, summarize lifestyle interventions that benefit brain health in older adults, and recommend strategies to promote brain health in vulnerable groups. PRESENTER QUALIFICATIONS Dr. Voneta Dotson is a clinical neuropsychologist with a specialization in positive and negative modifiers of brain health, including health disparities in late-life cognitive and mood disorders. Dr. Dotson has given numerous CE workshops, including three CE workshops related to brain aging and brain for GPA, a Clinician's Corner CE workshop on brain aging at APA headquarters, and a CE workshop on ethical decision-making in working with older adults at GSU. Dr. Dotson regularly gives webinars and workshop (10-12/year) for groups including the National Institutes of Health, American Psychological Association, and National Coalition on Mental Health and Aging on topics related to the proposed workshop, such as brain health in older adults, race-related stressors and mental health, and the neurobiology of depression. Dr. Dotson also recently published a book, “Keep Your Wits about You: The Science of Brain Maintenance as You Age” (APA Books) that offers science-based facts and practical tools to help readers develop healthy lifestyles to optimize their brain health. LEARNING OBJECTIVES Explain how social and environmental determinants of brain health disproportionately impact Black older adults and other underrepresented populations. List at least three lifestyle behaviors that promote brain health, according to the research literature. Identify strategies for promoting brain health in vulnerable groups.

F3. Friday Keynote + Lunch

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KEYNOTE: What We Do Is Who We Are: How to Practice Psychology So All Clients Can Thrive		4/21/2023	4/21/2023	1:00 PM	2:15 PM	4/21/2023 1:00 PM - 2:15 PM Presenter: Telsie A. Davis, PhD BOXED LUNCH PROVIDED FOR REGISTRANTS CE Details: 1CE, Intermediate Actions matter because they can reveal who we are and what we value. Using scholarly literature, clinical and personal examples, probing questions, and a review of Psychology's General Principles, this talk will illuminate: (1) how our professional actions sometimes run counter to psychology’s mission to improve the condition of all individuals, and (2) how evidence-based strategies can be employed to create opportunities for all clients to thrive at their fullest potential. PRESENTER QUALIFICATIONS Dr. Telsie Davis is the Founder and Director of the Cultural Equity Institute, an organization whose mission is to eradicate cultural inequities in mental health care through education, human connection, and advocacy so our mental health care system can help every client thrive at their fullest potential. Dr. Davis is a licensed psychologist with 11 peer-reviewed publications; four book chapters; and hundreds of hours of training in the areas of evidence-based DEI strategies and empirically supported treatments for PTSD and substance use. Dr. Davis earned a B.S. in Applied Psychology from Georgia Tech, a Ph.D. in Counseling Psychology from Georgia State, and completed pre- and postdoctoral training at Emory University School of Medicine (ESOM). She also serves as a Psychologist, Co-Chair of the APA-Accredited Psychology Training Program’s Diversity Rotation and Mental Health Service Line DEI Committee at the Atlanta VA; and an Assistant Professor at ESOM in the Department of Psychiatry and Behavioral Sciences. LEARNING OBJECTIVES 1. Describe the connection between values and actions. 2. Describe the connection between Psychology’s General Principles and the field’s recent commitment to health equity. 3. Assess the extent to which one’s professional actions align with Psychology’s commitment to health equity. 4. Demonstrate use of three evidence-based strategies that can promote equitable psychological practice for all clients.

F4. Friday PM

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4. The Model of Cultural Equity: A New Framework for Multicultural Training in Psychology		4/21/2023	4/21/2023	2:30 PM	5:45 PM	4/21/2023 2:30 PM - 5:45 PM Presenter: Telsie A. Davis, PhD CE Details: 3CE, Intermediate This workshop is a call to action for psychologists committed to acting in accordance with psychology’s mission to improve the human condition. Clients with cultural identities marginalized by society experience a poorer quality of mental health care in comparison to their more privileged counterparts; and chief multicultural training goals of cultural competence and cultural humility have not reduced treatment disparities for these clients. Dr. Davis will introduce cultural equity as a more actionable training goal and illustrate use of The Model of Cultural Equity to provide all clients what they need to benefit from treatment at their fullest potential. PRESENTER QUALIFICATIONS Dr. Telsie Davis is the Founder and Director of the Cultural Equity Institute, an organization whose mission is to eradicate cultural inequities in mental health care through education, human connection, and advocacy so our mental health care system can help every client thrive at their fullest potential. Dr. Davis is a licensed psychologist with 11 peer-reviewed publications; four book chapters; and hundreds of hours of training in the areas of evidence-based DEI strategies and empirically supported treatments for PTSD and substance use. Dr. Davis earned a B.S. in Applied Psychology from Georgia Tech, a Ph.D. in Counseling Psychology from Georgia State, and completed pre- and postdoctoral training at Emory University School of Medicine (ESOM). She also serves as a Psychologist, Co-Chair of the APA-Accredited Psychology Training Program’s Diversity Rotation and Mental Health Service Line DEI Committee at the Atlanta VA; and an Assistant Professor at ESOM in the Department of Psychiatry and Behavioral Sciences. LEARNING OBJECTIVES 1. Define cultural equity and its relationship to cultural competence and cultural humility 2. Identify mental health treatment disparities related to marginalized cultural identities 3. Describe the Model of Cultural Equity 4. Apply strategies to demonstrate cultural competence, cultural humility, and cultural equity when working with clients
5. Culturally Responsive Couple and Family Therapy		4/21/2023	4/21/2023	2:30 PM	5:45 PM	4/21/2023 2:30 PM - 5:45 PM Presenter: Nadine J. Kaslow, PhD CE Details: 3CE, Intermediate As the field of couple/family therapy has developed, so too has the focus on culturally responsive approaches. This workshop addresses the role of culture in diverse couples/families and examines principles that guide culturally responsive couples/family interventions. Attention is paid to couple/family dynamics and interventions related to various social identities: age/generational influences, developmental or acquired disability, religion and spirituality, ethnic/racial identity, socioeconomic status, sexual orientation, indigenous heritage, national origin, and gender/gender identity. Emphasis is placed on prioritizing cultural awareness, handling cultural similarities and differences between therapists and couples/families, and balancing tensions between differences and universalities. Illustrations highlight key points and interventions. PRESENTER QUALIFICATIONS Nadine Kaslow Nadine J. Kaslow, Ph.D., ABPP is a Professor, Vice Chair for Faculty Development and DEI, and Director of the Atlanta Trauma Alliance at Emory University School of Medicine Department of Psychiatry; Chief Psychologist, Grady Health System; and Director of Postdoctoral Residency Training, Emory University School of Medicine. She received a Doctorate of Humane Letters from Pepperdine University and is board certified in clinical, couple and family, and child/adolescent psychology. Dr. Kaslow is a past president of the American Psychological Association (APA) and four APA divisions, and the Former Chair and Board Member Emeritus of the Association of Psychology Postdoctoral and Internship Centers (APPIC). Dr. Kaslow was a Primary Care Public Policy Fellow through the US Public Health Service, a Fellow of the Executive Leadership in Academic Medicine Program, and a Fellow of the Woodruff Leadership Academy. She is an award-winning prolific writer with over 350 articles and seven books. LEARNING OBJECTIVES Describe the role of culture in diverse couples and families Detail the principles that should inform culturally responsive couple and family interventions Demonstrate an awareness of culturally relevant couple and family interventions associated with the social identities associated with the Identify the ways in which attention to similarities and differences between the therapist and members of the couple/family should be integrated throughout the assessment and intervention process Apply learnings from the workshop to clinical work with couples/families across cultures Address social justice across couple/family therapy practice
6. Forensic Assessment for Non-Forensic Psychologists		4/21/2023	4/21/2023	2:30 PM	5:45 PM	4/21/2023 2:30 PM - 5:45 PM Presenter: Jeremy G. Gay, Psy.D. CE Details: 3CE, Intermediate Licensed Psychologists are becoming increasingly involved in working within the legal system in various contexts, particularly in rural/underserved areas. Many of these clinicians have not received specialty training in forensic mental health assessment/courtroom testimony. The differences between clinical and forensic psychology are significant and without a working knowledge of these differences, many clinicians inadvertently set themselves up for failure when asked to testify or provide psychological assessment in a psycholegal context. The purpose of this workshop will be to provide training on these key differences and give psychologists a roadmap for being successful in forensic report writing and testimony. PRESENTER QUALIFICATIONS Dr. Jeremy Gay is an assistant professor in the Department of Psychiatry at Augusta University. He received a BA degree in Psychology and a MS Degree in Clinical Psychology from Augusta University and a doctoral degree in Clinical Psychology (with an emphasis in Rural Psychology and Serving Underserved Populations) from Georgia Southern University. Dr. Gay completed a predoctoral internship (Forensic Emphasis Track) and a postdoctoral forensic psychology fellowship at the Medical College of Georgia. Dr. Gay has published in peer-reviewed journals and presented at several professional conferences on a variety of topics including psychopathy and competency to stand trial/competency restoration. LEARNING OBJECTIVES Explain key differences between clinical and forensic psychology Identify common pitfalls clinicians make in forensic report writing Describe strategies that can be incorporated to strengthen courtroom testimony and report writing success.

S1. Saturday AM

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7. More Than a Card Sort: Leveraging Values in Adolescent Treatment		4/22/2023	4/22/2023	9:00 AM	12:15 PM	4/22/2023 9:00 AM - 12:15 PM Presenter: Allison LoPilato, PhD; Rebecca Schneider, PhD; Joya Hampton-Anderson, PhD CE Details: 3CE, Intermediate Values work is central to several psychotherapies and is an important aspect of treatment. This is particularly true for adolescents given the critical development of identity and autonomy during this period. This workshop provides a comprehensive overview of how to integrate values into adolescent treatment. Part 1 will highlight the role of development, context, and identity (e.g., racial/sexual minority) in values clarification and how these considerations inform treatment. Part 2 will illustrate values in action for depressed/anxious adolescents. We will discuss how values are impacted by these disorders and demonstrate how to effectively incorporate values to strengthen existing interventions. PRESENTER QUALIFICATIONS Allison LoPilato, PhD is an Assistant Professor in the Emory Department of Psychiatry and Co-Director of the Emory Child & Adolescent Mood Program. She is a licensed clinical psychologist specializing in the treatment of youth mood disorders and emotion dysregulation. She is certified in DBT-Child and has extensive training in DBT, BA, and CBT interventions. Dr. LoPilato is an NIH-funded clinical research investigator focused on identifying new intervention targets for youth mood disorders and designing teen-driven care. She co-developed an adolescent treatment manual and has given several national clinical workshops on adolescent depression treatment. Dr. LoPilato is also the author of several research papers and book chapters on mental health, childhood adversity, stress and treatment in youth populations. Rebecca Schneider, PhD is an Assistant Professor and licensed psychologist at the Emory University School of Medicine. She is the Director of the Child OCD Program at Emory (COPE), a telehealth-based intensive outpatient program for youth with OCD. Dr. Schneider received her PhD from the University of Colorado Boulder and completed her postdoctoral fellowship at the OCD Institute for Children and Adolescents (OCDI Jr.) at McLean Hospital/Harvard Medical School. Her clinical and research interests focus on using acceptance and commitment therapy (ACT) with an emphasis on values to enhance exposure treatment for OCD and anxiety in youth. Dr. Schneider is a board member of OCD Georgia and co-founder of the OCD Special Interest Group of the Association for Contextual Behavioral Science. She has published several research papers and given numerous presentations on ACT, emotion dysregulation, and OCD and anxiety in youth. Joya Hampton-Anderson, PhD is an Assistant Professor and Licensed Clinical Psychologist in the Department of Psychiatry and Behavioral Sciences at Emory School of Medicine. Dr. Hampton-Anderson received her PhD in Clinical Psychology from Emory University and completed her postdoctoral fellowship at Emory University School of Medicine. Her program of research aims to understand the sociocultural determinants of health disparities and integrated health outcomes in youth and families, with a particular interest in childhood adversity, chronic stress, and culturally responsive clinical practice and research. Clinically, Dr. Hampton-Anderson works with youth and families using an integrative, empirically supported, and culturally responsive approach to treatment. She has published several research papers and given numerous presentations on culturally responsive care and racial/ethnic minority mental health concerns. LEARNING OBJECTIVES Describe the theoretical, developmental, contextual, and identity-related factors that influence values clarification and work with adolescent populations. Demonstrate how targeted values work can be implemented in treatment for depressed and anxious adolescents. Review common conflicts and obstacles to values work specific to adolescents.
8. Racism in the Therapy Room: A Discussion of Ethics and the Clinician’s Role When Addressing Their Client’s Racism		4/22/2023	4/22/2023	9:00 AM	12:15 PM	4/22/2023 9:00 AM - 12:15 PM Presenter: Dr. Rhonda Rivers, PhD and Dr. Anna Trad, PhD CE Details: 3 Ethics CE, Intermediate We are living in a time of expanded racial awareness, providing an opportunity for psychologists to advocate educate and advocate for racial equity. One difficult ethical challenge to this pursuit is in-session racist comments by clients. This workshop will address the ethical dilemma that clinicians face when they face such a situation in session. Decision-making considerations and models for addressing client’s racism will be addressed. The differential impact of client’s racism with cross and same racial therapeutic dyads with be discussed. Lastly, this workshop will provide participants the opportunity to share their own experiences with one another. PRESENTER QUALIFICATIONS Dr. Rhonda Rivers, a Licensed Psychologist, has served as clinician and administrator in college counseling settings for Kennesaw State University, Loyola University of Chicago, Georgia State University and The University of Chicago. She taught courses in Social and Cultural Foundations, Assessment of Diverse Populations, and Counseling Skills, and was the Director of the Counseling Center at Kennesaw State before transitioning to private practice. Her clinical interests are trauma, racial identity and diversity, stress, anxiety, relationships, and religious issues. She is a Certified Clinical Trauma Professional and has certification in Mindfulness Based Cognitive Therapy. She served on boards for the Georgia College Counseling Association, Georgia Psychological Association (GPA), and American College Counseling Association. She presented workshops about Racial Identity and Self-esteem of African American Women, Cultural Competence in Mental Health Care, Addressing Racial Trauma in therapy, and Mental Health in BIPOC Communities. She recently received the status of Fellow from GPA. Dr. Anna Trad has been working in the field of Clinical Psychology for over 30 years. She has been in private practice since 2000. She started her career working with off reservation Native Americans assisting them in job placement and career counseling. She was affiliated with the Georgia State University Counseling Center as a staff member where she taught Practicum and offered workshops in the Student Success Center focused on retention of high-risk freshman. She has presented lectures, papers, and workshops to therapists on cultural identity and its impact on the client and supervisory working alliance. She has published articles in supervision and offers a post-doctoral fellowship to graduates who are applying for Georgia licensure. Her primary focus has been on supervision, working with multicultural clients, trauma, depression, and anxiety. She has served on the committees for independent practice and women’s psychology of Georgia Psychological Association. LEARNING OBJECTIVES Define the ethical dilemma that arises when a client makes a racist statement in session. Identify the ethical principles that apply when addressing client’s racism. Describe three ethical decision-making considerations when addressing a client’s racism. Discuss three ethical decision-making models that can be used to address a client’s racism. Explain the differential impact of client’s racism on same and cross racial therapeutic dyads.
9. Best Practices in Substance Abuse Assessment in Individuals with Co-occurring Mental Health Conditions		4/22/2023	4/22/2023	9:00 AM	12:15 PM	4/22/2023 9:00 AM - 12:15 PM Presenter: Lori Welch-Sigmon, Ph.D., HSP CE Details: 3CE Intermediate An increasing prevalence of substance abuse means that many clients who present for therapy for other conditions also qualify for substance use diagnoses. Training programs provide minimal education about substance use disorders (SUDs) and psychologists wrestle with best practices for addressing them in clinical practice. This seminar focuses on substance abuse in individuals with co-occurring mental health conditions and explores evidence-based assessment strategies to inform treatment recommendations. Recommendations focus on motivating and engaging the client in services for substance abuse, with considerations for clients with suicidal ideation, serious mental illness, cultural and socioeconomic barriers, and systemic factors impacting access. PRESENTER QUALIFICATIONS Dr. Lori Welch-Sigmon is an Assistant Professor at Augusta University/Medical College of Georgia in the Department of Psychiatry, as well as Assistant Professor and Faculty Mentor with Liberty University in the Department of Counseling. She provides hospital-based clinical training for doctoral students in severe mental illness, substance abuse, and comorbid health issues. She received postdoctoral training in Community Psychology and spiritually integrative care in Atlanta, Georgia and has post-doctoral certifications in Executive/Leadership Coaching from the College of Executive Coaching and Kennesaw State University. She has served on the MCG Group for Women in Medicine and Science Policy and Advocacy Committee (Co-Chair), Department of Psychiatry DEI Committee, and Medical Student Promotion Committee. She is a reviewer for teaching awards, conferences, and trainee research projects. Dr. Welch is a member of the National Register of Health Service Psychologists, Georgia Psychological Association, Southeastern Psychological Association, and American Association of Christian Counselors. LEARNING OBJECTIVES Identify when clients with co-occurring disorders would benefit from substance abuse screening and summarize best practices in diagnostic assessment procedures for substance use disorders. Outline best practices with clients with varying circumstances, including suicidal ideation, serious mental illness, cultural and socioeconomic barriers, and systemic factors impacting access. Apply strategies for providing feedback, using client values, and increasing motivation to engage in substance abuse treatment.

S2. Saturday BUSINESS LUNCH

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AM-- Saturday Business Meeting lunch		4/22/2023	4/22/2023	12:30 PM	1:45 PM	4/22/2023 12:30 PM - 1:45 PM Annual business meeting for GPA members. Boxed lunch provided.

S3. Saturday PM

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10. On the Money: Facing Your Clients’ Financial Matters		4/22/2023	4/22/2023	2:00 PM	5:15 PM	4/22/2023 2:00 PM - 5:15 PM Presenter: Traci S. Williams, PsyD, ABPP, CFT-I™ CE Details: 3CE, Intermediate Most mental health graduate programs do not include training in the assessment and treatment of financial health concerns. Meanwhile, according to APA’s Stress in America survey (2022), 65% of adults note money as a significant source of stress. Conflicts around money are notable in distressed couples and often contribute to separation and divorce (Hill et al., 2017). Overall, socioeconomic distress is correlated with physical and mental health problems (Kivimäki et al., 2020). Thus, assessing financial difficulties is integral to therapeutic practice. This workshop will describe assessment and evidence-based treatment approaches for general practice. The financial disparities faced by minorities will be included. PRESENTER QUALIFICATIONS Dr. Traci Williams is a Board-Certified Clinical Psychologist and Certified Financial Therapist. For the past six years, she has been an Assistant Professor at Emory University. Dr. Traci has over a decade of experience assessing and treating all age groups, with specializations in child, adolescent, and family psychology. She has presented on a variety of mental health topics in professional settings, both nationally and internationally. Her social media platform, Healthy Wealthy Roots, provides information and guidance, serving to improve families’ emotional, mental, and financial health. Dr. Traci is a proud Trinidadian who calls Atlanta her second home. LEARNING OBJECTIVES Describe the relationship between money matters and mental health across diverse populations. Assess clients’ beliefs and values about money, as well as existing financial difficulties Recognize the signs and symptoms of disordered money behavior. Utilize evidence-based treatment approaches to address financial health concerns.
11. What non sex therapists need to know about sexual health and diversity		4/22/2023	4/22/2023	2:00 PM	5:15 PM	4/22/2023 2:00 PM - 5:15 PM Presenter: Rachel Anne Kieran, Psy.D.; Courtney Geter, LMFT-S, CST-S; Ariyanna N. White, LMSW CE Details: 3CE, Introductory While sex therapy is not everyone’s specialty area, sex is an important aspect of each client’s wholistic self. This may include vast diversity in sexual identity, interest in sex, comfort discussing sex, sexual health and intersections with other areas of identity. This workshop will examine the intersections between sex and general psychotherapy, including where primary distinctions lie. Our hope is to cover several models specific to sex therapy that can overlap, and how generalists can use utilize these in various stages of the therapeutic process. In order to support this work, current emerging knowledge about sexual diversity, sexual health, and sexual behavior will be reviewed. Models that are unique to sex therapy and may require a referral to practitioners with specialized knowledge will also be reviewed. PRESENTER QUALIFICATIONS Rachel Anne Kieran, PsyD A graduate of Jacksonville University in Jacksonville, Florida with Bachelors degrees in History and Psychology, Dr. Kieran received her Masters and Doctorate of Clinical Psychology from the University of Denver. Prior to opening a private practice in Atlanta in 2007, she worked for Regis University in Denver and Georgia State University in Atlanta - providing clinical services for students in both positions. In addition to running her private practice, StorieBrook Therapy & Consulting, Dr. Kieran teaches in the Department of Psychological Science at Kennesaw State University, and provides continuing education workshops for other mental health professionals, particularly in the areas of sexual, gender and relational diversity, locally and nationally. She am also a leader, and a Past-President of the Georgia Psychological Association, and a campaign co-lead of the APA Division 45 Committee on Consensual Non-Monogamy. Courtney Geter, LMFT-S, CST-S A licensed marriage and family therapist in Georgia, AASECT certified sex therapist and certified sex therapist supervisor, and an AAMFT approved supervisor, Courtney founded and operates Atlanta Therapeutic Collective, which provides low-cost sex and relationship therapy, as well as training opportunities to student learners. She also provides community and professional trainings around sex and relationship topics including discussing best practices for sex therapy and other sexual wellness topics. She has been quoted in mainstream media, and created and produced the Let’s Talk Sex Podcast. Ariyanna N. White, LMSW Ariyanna earned her Master's of Social Work from Kennesaw State University, and she is a licensed master social worker. She is passionate about working with individuals and couples (including non-traditional relationship structures) who identify as black, a person of color, or a member of the LGBTQIA+ community experiencing challenges related to body image, sexuality, identity development, self-esteem, general anxiety/depression, social anxiety, relationships, and academic concerns. She has previous experience in medical social work, case management, and college counseling. She is a Certified Body Positive Facilitator, and she is currently working on her 200-hour yoga certification. LEARNING OBJECTIVES Identify 1-2 ways in which sex therapy differs from and intersects with general psychotherapy and how to incorporate sex therapy into assessment, diagnosing and treatment planning Describe 1-2 models specific to sex therapy and how to utilize with clients. Identify techniques for indicating sex positive and affirming spaces for marginalized populations in physical locations and online modalities. Identify the impact of common medical conditions on sexual function and experience in clients and their relationships. Differentiate between sex therapy and relationship therapy. Describe various types of relationship structures.
12. Religious and Spiritual Competencies for Working with Muslim Clients in Clinical Practice		4/22/2023	4/22/2023	2:00 PM	5:15 PM	4/22/2023 2:00 PM - 5:15 PM Presenter: Anisah Bagasra, PhD CE Details: 3 CE, Introductory This workshop will provide professionals with basic knowledge of Islamic beliefs, attitudes and common social norms that often impact willingness to seek help, conceptions of mental health, and attitudes toward treatment options. The goal is to discuss major Islamic worldviews, social norms, and common concerns of the Muslim community that can impact the ability to effectively engage and communicate with Muslim clients, colleagues, and students. The workshop will provide participants with information that reduces explicit and implicit bias, increases level of comfort serving a diverse Muslim population, and develop effective communication related to religious beliefs, attitudes, and behaviors. PRESENTER QUALIFICATIONS Anisah Bagasra, Ph.D. is an Assistant Professor in the Department of Psychological Science at Kennesaw State University who specializes in behavioral health research in the Muslim American and African American faith communities. Her experience building traditional and online undergraduate curriculum led to the creation of a Psychology major at Claflin University, where she also spearheaded the launch of online degree programs prior to joining KSU. She teaches a wide range of psychology courses and mentors students engaged in undergraduate research with a focus on culturally competent research in minority communities. Her recent publications include three edited volumes, “Working with Muslim Clients in the Helping Professions”, and “The Changing Faces of Higher Education: From Boomers to Millennials” and "The Impact of Historically Black Colleges and Universities (HBCUs) in the 21st Century as well as articles on acculturation in the Muslim American community, and religiosity and alcohol consumption amongst HBCU students. LEARNING OBJECTIVES 1. Identify existing misconceptions about Islam and Muslims that may influence your own beliefs and attitudes towards the Muslim population, and how these may impact your professional interactions (Competency 2). 2. Describe common Muslim worldviews as it relates to perceptions of mental illness, attitudes towards various treatment options, and typical help-seeking behaviors (Competency 3, 4, and 5). 3. Compare common Muslim worldviews to your own expectations about illness and wellness and courses of action (Competency 1). 4. Identify common Muslim social norms and discuss how these social norms may impact your standard interactions and behaviors in the therapeutic setting (Competency 1 and 6). 5. Describe tools that can be used to discuss religiosity and the role of spirituality for the Muslim client (Competency 6). 6. Apply this knowledge learned to hypothetical situations provided in the workshop (Competency 3 and 6).

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