CE Credits: 1

Workshop Level: Introductory

Workshop Description:

This workshop explores how psychologists can support and maintain personal and professional wellness while meeting the mental health needs of others. Participants will discuss the meaning and determinants of wellness, and the ways in which the professional demands of psychologists can hinder or contribute to their health and well-being. Specific emphasis is placed upon the challenges of working with marginalized and vulnerable populations, and the concomitant risks of burnout, compassion fatigue, and vicarious/secondary traumatization. A combination of self-assessments and experiential exercises will help participants develop a personalized wellness plan to support long-term resilience and wellbeing.

Presenter(s) Bios:

Learning Objectives:

1. Explain the six dimensions of eudaimonic well-being and their impact upon the efficacy and ethics of psychologists' clinical work, teaching, and research.
2. Analyze psychologist well-being and self-care as self-management strategies that support ethical decision-making and conduct.
3. Describe the roles of emotional labor, sense of purpose, and self-care in psychologists' work and their impact on growth, burnout, compassion fatigue, and vicarious/secondary traumatization, particularly when working with marginalized and vulnerable populations.
4. Create a personalized wellness plan that incorporates physical, emotional, social, and professional selfcare to promote long-term resilience.

CE Credits: 3

Workshop Level: Introductory                                        

Workshop Description:

This introductory level workshop will explore the neurobiological, psychological, and social factors that contribute to substance use disorders (SUDs). We will discuss the ways in which stigma and bias affect individuals with SUDs, and how to approach assessment and treatment in a compassionate, nonjudgmental manner. We will review information on factors to assess when working with someone with an active SUD (e.g., even if not initially the focus of care). We will review the evidence base for treatments for SUDs as well as interventions for co-occurring disorders, and engage attendees in experiential practice of important assessment

Presenter(s) Bios:

Kallio Hunnicutt-Ferguson, PhD, ABPP, is a licensed clinical psychologist and assistant professor at Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences, board certified in Behavioral and Cognitive Psychology. She specializes in providing evidenced based treatment to adults with anxiety, trauma, mood, and substance use disorders (SUDs), with a particular interest in the intersection of stigma, women’s health and SUDs. She is actively involved in research focused on preventing prenatal substance exposures and their impact on children and families. She also directs the Emory Clinic psychology practicum training program and is the Director of Education for Emory’s Clinic for Anxiety, Resilience, Education and Support (CARES) Program. She also supervises psychology graduate students and residents in learning cognitive behavioral and mindfulness-based approaches to treating anxiety, trauma, substance, and mood disorders and co-occurring personality pathology.

Samantha Patton, PhD, ABPP, is a licensed clinical psychologist and assistant professor at Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences. She is board certified in Behavioral and Cognitive Psychology. She completed her PhD at the University of Louisville, clinical internship at the Southeast Louisiana Veterans Healthcare System, and postdoctoral fellowship at Emory. She is currently the clinical director of both the intensive outpatient and partial hospitalization programs within the Addiction Alliance of Georgia. Dr. Patton is passionate about providing evidence-based treatment and specializes in the treatment of PTSD, substance use disorders, and related problems. She also works with teens, adults, and families in an outpatient setting and supervises psychology graduate students, residents, and fellows learning cognitive behavioral therapies.

Martha Fiskeaux, PsyD completed her degree in clinical psychology at the Florida School of Professional Psychology at National Louis University. She completed her internship in health service psychology at the Bay Pines VA Healthcare System and her postdoctoral fellowship in clinical psychology at Emory Healthcare Veterans Program. She specializes in providing treatment for posttraumatic stress disorder (PTSD), substance use disorders, and other comorbid mental health disorders. She is passionate about providing evidence-based and culturally responsive care to underserved populations. Her research interests include exploring ways to expand access to evidence-based care. She currently serves as an assistant professor and licensed clinical psychologist at Emory University School of Medicine’s Department of Psychiatry and Behavioral Sciences, Addiction Alliance of Georgia clinic. She provides outpatient therapy to adults and adolescents with substance use and other co-occurring.

Learning Objectives:

1. Understand how stigma impacts individuals with substance use disorders.
2. Approach assessment and treatment using a nonjudgmental, person-centered stance.
3. Explain how biological, psychological, and social factors all play a role in the development and course of addiction.
4. Identify evidence-based treatments and community supports.

Credits: 1

Workshop Description:

As interventional psychiatry treatments for depression—such as esketamine, transcranial magnetic stimulation (TMS), and deep brain stimulation (DBS)—become increasingly accessible and directly marketed to patients, psychologists are encountering more frequent and complex questions from patients about these options. This symposium, Navigating the Interventional Psychiatry Landscape: What Psychologists Need to Know, is designed to equip clinical psychologists with evidence-based knowledge and practical strategies to guide patients through these increasingly available interventions while maintaining their essential therapeutic role.

Drawing on the expertise of Dr. Rachel Hershenberg, a leading clinician and researcher within Emory University’s Treatment Resistant Depression Program, and facilitated by Dr. Allison LoPilato, who brings a developmental perspective through her work establishing an adolescent TMS service, the session emphasizes real-world application & practical knowledge. Through an interactive, structured discussion format, participants will explore the current evidence landscape, clinical decision-making processes, and best practices for supporting patients before, during, and after treatment. The symposium will highlight when and how to discuss interventional psychiatry treatments with treatment-resistant depression patients, addressing both adult and adolescent populations.

Key topics include identifying clinical indicators and contraindications, addressing misconceptions, adapting therapy to optimize outcomes, and leveraging periods of enhanced neuroplasticity with therapy to improve learning and long-term recovery. By the end of the symposium psychologists will leave prepared to serve as more informed, collaborative partners in an era where interventional psychiatry is becoming a vital component of comprehensive mental health care.

Presenter(s) Bios:

Drs. LoPilato and Hershenberg have extensive experience presenting at both national and regional conferences. As Associate Professors at Emory School of Medicine, they are recognized experts in evidence-based mental health care and are actively engaged in research focused on interventional psychiatry.

Rachel Hershenberg, PhD, ABPP is a board-certified clinical psychologist and Associate Professor in Emory’s Department of Psychiatry & Behavioral Sciences, where she directs psychotherapy services in the Treatment Resistant Depression Program. Dr. Hershenberg brings unique expertise as both a clinical psychologist and study therapist in interventional psychiatry trials, having provided specialized psychotherapy for patients undergoing experimental deep brain stimulation, esketamine, and other cutting-edge interventions. She is an expert in helping psychologists navigate and collaborate effectively in the rapidly evolving interventional psychiatry field, bridging traditional psychotherapy with innovative brain-based treatments.
Dr. Hershenberg specializes in depression research and treatment across the severity spectrum, with expertise in behavioral activation approaches and ecologically valid research methods. She is author of the self-help book Activating Happiness and has held leadership positions in multiple national organizations (e.g., Society for a Science of Clinical Psychology, APA Society for Clinical Psychology). Her work focuses on integrating evidence-based psychotherapy with advanced psychiatry treatment interventions and training other clinicians to work effectively in this interdisciplinary space.

Allison LoPilato, PhD is an Associate Professor and Clinical Psychologist in Emory's Department of Psychiatry & Behavioral Sciences and Associate Division Director of Child, Adolescent, and Young Adult Services. She specializes in youth mood disorders and suicide prevention, focusing on translating research into accessible clinical solutions. Dr. LoPilato has an interest in transcranial magnetic stimulation (TMS) for adolescents and how neuromodulation approaches can be strategically paired with therapy to enhance outcomes. Dr. LoPilato also directs the NIH-funded Research on Experiences, Affect, & Cognition in Teens (REACT) Lab, which uses cognitive neuroscience approaches to identify novel therapeutic targets for adolescent depression. She holds leadership positions in the Anxiety & Depression Association of America and APA Society for Clinical Psychology and consults for organizations including Children's Healthcare of Atlanta and Skyland Trail.

Learning Objectives:

1. Evaluate when to discuss interventional psychiatry treatment options (e.g., esketamine, TMS, DBS) with treatment-resistant depression patients

2. Guide patients through the decision-making process for advanced interventional psychiatry treatment options using evidence-based information

3. Provide optimal psychological support before, during, and after interventional psychiatry treatments

Non-CE (1 Hour)

Join a Roundtable discussion on all things GPA, including how it can help your practice, all while networking with other professionals!

CE Credits: 2 

Workshop Description:

The pharmacotherapy and psychotherapy literatures for posttraumatic stress disorder (PTSD) will be succinctly reviewed and discussed, focusing on cognitive behavioral treatments (CBT), and the various CBT techniques will be briefly described, including virtual reality exposure therapy. Pharmacotherapy and combination pharmacotherapy and psychotherapy treatments for PTSD will be discussed. Innovations in the treatment of PTSD, including medium of delivery and novel combination treatment will be presented. An intensive outpatient treatment model and will be presented. In two phase 3 trials, 3,4-methylenedioxymethamphetamine (MDMA)-assisted psychotherapy, a non-directive therapeutic approach, resulted in significantly greater reductions in PTSD compared to placebo. The therapy model used in these trials has not previously been tested as a standalone therapy and is not an existing evidence based PTSD therapy. Prolonged Exposure (PE) is a gold standard PTSD intervention. Translational evidence indicates prolonged Exposure Therapy (PE) could represent the optimal psychotherapy to be combined with MDMA for PTSD intervention.
We have developed The METEMP Protocol for Massed Exposure Therapy Enhanced with MDMA for PTSD. We are piloting the combination of a two-week intensive PE protocol for treatment of PTSD with the addition of a 100 mg MDMA dose on Day 2, in which two imaginal exposure sessions are conducted during the MDMA session. Primary outcome is PTSD symptom reduction as assessed by independent raters via the Clinician-Administered PTSD Scale for DSM-5-Revised (CAPS-5-R) from pre-treatment compared to one month follow up. Currently 12 participants have been enrolled (N=12; 41.7% male; 41.7% civilian and 58.3% veteran). In preliminary analyses, CAPS-5-R decreased significantly from pre (M = 75.50, SD = 14.16) to 1 month (M = 16.48, SD = 20.89) (t = 12.33, df = 11, p < .001). MDMA enhanced massed exposure therapy for PTSD shows preliminary safety, feasibility, and efficacy, with a large decrease in CAPS-5 symptoms.

Presenter(s) Bios:

Barbara Olasov Rothbaum, PhD is Director of the Emory Healthcare Veterans Program. She is a professor and Associate Vice Chair of Clinical Research at Emory School of Medicine in the Department of Psychiatry and Behavioral Sciences and Director of the Trauma and Anxiety Recovery Program and holds the Paul A. Janssen Chair in Neuropsychopharmcology. She specializes in research on the treatment of anxiety disorders, particularly PTSD. Dr. Rothbaum has been studying PTSD treatments since 1986, served on the DSM-IV PTSD subcommittee, and has developed, tested, and disseminated some of the most innovative and effective treatments available for PTSD. She is an inventor of virtual reality exposure therapy. She was a pioneer in applying it in the treatment of PTSD in combat veterans. Dr. Rothbaum has been conducting translational research on MDMA for about a decade. She has authored over 400 scientific papers and chapters, has published 11 books on the treatment of PTSD and edited 4 others on anxiety, and received the Diplomate in Behavioral Psychology from the American Board of Professional Psychology. She is a past president of the International Society of Traumatic Stress Studies (ISTSS). She is a fellow of the American College of Neuropsychophamacology (ACNP), the National Academy of Inventors, the Association for Behavioral and Cognitive Therapies (ABCT), and American Psychological Association’s Division 56. Dr. Rothbaum was awarded the Robert S. Laufer Award for Outstanding Scientific Achievement from the International Society for Traumatic Stress Studies (ISTSS) in 2010, the Award for Outstanding Contributions to the Practice of Trauma Psychology for APA Division 56 in 2010, the 2021 ISTSS Lifetime Achievement Award, and was just made a Fellow in the American Association for the Advancement of Science. Her recent books on PTSD for the general public include: PTSD: What Everyone Needs to Know and Making Meaning of Difficult Experiences.

Dr. Jessica Maples-Keller is an Associate Professor in the Department of Psychiatry and Behavioral Sciences at Emory University School of Medicine. She is a licensed clinical psychologist, and completed her PhD at University of Georgia, predoctoral residency at Medical University of South Carolina, and postdoctoral fellowship at Emory University School of Medicine. She is currently the Research Director at the Emory Healthcare Veterans Program, core investigator at Grady Trauma Project, and founding member of the Emory Center for Psychedelics and Spirituality. Dr. Maples-Keller program of research involves using translational models to improve exposure therapy and testing novel models of psychedelic-assisted therapy. Dr. Maples-Keller was selected for the NIH Building Interdisciplinary Research Careers in Women’s Health Career Development Award Program and has been selected for honors including the Anxiety and Depression Association of America Donald F. Klein Early Career Investigator Award and the Association for Psychological Science Rising Star Award.

Learning Objectives:

1. The audience will become familiar with various treatments for PTSD, including the description and rational for treatment as well as available data on its efficacy. Interventions will include pharmacotherapy, psychotherapy and cognitive behavioral therapy (CBT). Specific CBT techniques to be covered include prolonged exposure and virtual reality exposure therapy.
2. The audience will become familiar with the rationale for some psychedelic therapies, particularly for PTSD.
3. The audience will learn the basics of a new combination therapy including 3,4-methylenedioxymethamphetamine (MDMA) combined with massed prolonged exposure therapy for PTSD.

CE Credits: 3

Workshop Level: Introductory

Workshop Description:

The use of AI to address mental health needs is sky rocketing. This introductory workshop offers a practical foundation in generative AI, covering key concepts like natural language processing and publicly available tools such as Microsoft Copilot. Participants will explore AI’s history, how it works, the burgeoning literature on its use for mental health – whether it was designed for it or not – and ethical considerations, including bias and fairness. You’ll leave the workshop better able to explain AI – its promises and pitfalls, to critically evaluate AI tools and whether to use it as a psychologist.

Presenter(s) Bios:

Dr. Page Anderson is an Associate Professor of Psychology and Neuroscience at Georgia State University and a licensed clinical psychologist with board certification in Behavioral and Cognitive Psychology. She is an inaugural Clinicians Leading Ingenuity in AI Quality fellow of the NIH-funded AIM-AHEAD consortium and serves on an APA expert panel on Generative. Dr. Anderson began her career in 1999 at a start-up whose founders pioneered the use of virtual reality for anxiety disorders. She is on the Board of Directors for the International Society for Research on Internet Interventions. Dr. Anderson has discussed her research in multiple media outlets, including CNN and the Discovery Channel.

Learning Objectives:

1. Describe the basic principles of how generative AI works, including key concepts such as natural language processing.
2. Use a publicly available generative AI tool to explore a topic relevant to clinical or professional interests.
3. Explain a potential benefit and a potential harm of AI

CE Credits: 1 

Workshop Description:

Many children (an estimated 20-48% of all youth) are exposed to traumatic events and many experience mental health problems as a result. Traumas may include child maltreatment, domestic or community violence, natural disasters, and family disruption. Many traumatic events also involve temporary or permanent loss of contact with caregivers. Diverse therapy approaches are utilized to address children’s distress after experiences of loss or trauma and many include the use of first and/or third-person narratives.
The presenters are a clinical psychologist and a couple and family psychologist, two of the co-authors of the Something Happened children’s books that encourage adaptive coping with specific family and community stressors. The presenters will focus on using stories to help child clients cope with loss and trauma. Two illustrative case studies will be presented. Something Happened to My Mom models adaptive coping with parental addiction, a complex family stressor that may also involve child maltreatment and parent-child separation. Something Happened to My Dad, a story about an undocumented father’s detention and potential deportation, models coping with parent-child separation. Both stories also address stigmatized situations which may be particularly challenging for families to discuss. The presenters will provide a resource list of additional sources of published stories addressing trauma and loss. They will discuss strategies for developing tailored therapeutic stories for particular clients in a clinical setting.
A complicating factor is that many children who have experienced trauma and loss do not receive treatment from behavioral health providers. Also, many stressors (e.g., gun violence) impact large groups of children. Therefore, approaches involving community-based psychoeducation or advocacy appear warranted. The presenters will discuss utilizing stories in community settings to promote adaptive coping on a broader scale. They will encourage participants to reflect on diverse ways to expand their role and develop competencies as community advocates.

Presenter(s) Bios:

Ann Hazzard, PhD, ABPP is an Associate Professor Emerita at the Emory University School of Medicine. She provided child assessment and therapy services and conducted research on child trauma at Emory’s Grady campus. She supervised psychology and pediatrics interns and postdoctoral fellows for over three decades. She has presented many professional workshops regionally and nationally. Dr. Hazzard developed therapeutic stories for child clients and is the co-author of four children’s books promoting children’s coping with family and community stressors. She has been a board member of several community nonprofits focused on child abuse prevention, bereavement support for children, and promotion of children's literacy. She is actively involved in social justice advocacy efforts.

Marianne Celano, PhD, ABPP is Professor Emerita at the Emory University School of Medicine. During her career at Emory, she supervised hundreds of psychology and psychiatry residents providing behavioral health services to children and families. She has presented many professional workshops and was a keynote speaker at the American Psychological Association convention in 2023. Dr. Celano was a credentialed supervisor of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) as well as Parent Child Interaction Therapy (PCIT). She specialized in treating children with chronic health problems and youth who experienced traumatic events. She has co-authored four children’s books promoting children’s coping with family and community stressors and is active in social justice and environmental advocacy.

Learning Objectives:

1. Describe three ways in which narrative approaches can enhance coping, build resilience, or promote empowerment.
2. Identify three coping strategies that are generally adaptive for children dealing with loss or trauma.
3. Describe two benefits of community-level interventions that support healthier families
4. Identify one psychoeducation or advocacy activity in which you might engage.

CE Credits: 3 Ethics

Workshop Level: Intermediate

Workshop Description:

This engaging ethics workshop will use case studies on social media, global psychology, and interjurisdictional practice to examine emerging challenges in modern psychological work. Participants will review telepsychology and telemental health guidelines, ethical decision-making models, and frameworks for forensic work, mandated reporting, and social media practice. Diversity issues—including cultural contexts in high-conflict families, linguistic and disability concerns, and generational differences in technology use—will be integrated throughout. Using interactive methods such as open-ended questions, quizzes, and self-reflection, attendees will gain practical tools, decision trees, and greater capacity to ethically navigate evolving practice across state and international borders.

Presenter(s) Bios:

Tomina J. Schwenke, PhD, ABPP, is a licensed and board-certified psychologist with a post-doctoral juris master’s degree from Emory School of Law. She is a nationally certified sign language interpreter (CI/CT), with a specialized certificate in mental health interpreting (QMHI). She is an Assistant Professor
at the Emory School of Medicine, served as the director and on-site psychology supervisor for the Emory’s jail-based Competency Restoration program and is the forensic psychology training director for the Emory Psychiatry and Law Service. She holds the clinical distinction of Senior Psychologist within
the Emory Brain Health Clinic where she provides therapy to a variety of patients including those who are deaf, hard-of-hearing and deaf-blind.
She was previously in private practice and focused on civil and criminal forensic work. She is a certified forensic evaluator for the State of Georgia and publishes and presents nationally on a variety of forensic psychology and interpreting topics. Her awards include the Richard Morrel Community Commitment Award (Emory), the Martin Seligman Research in Psychology and Deafness Award (ADARA),Outstanding Journal Article Award (JADARA), the Dennis Brady Service Award (CUNY), and the Excellence in Patient Care Award (Emory Healthcare).

Emily Mouilso
Dr. Mouliso is a licensed psychologist in Georgia and board certified in Behavioral and Cognitive Psychology by the American Board of Professional Psychology. Since 2015, she has been employed at the University of Georgia as a Clinical-track faculty member in the department of psychology. She is the Director of the Psychology Clinic and served as the Director of Clinical Training in 2022-2024. She supervises graduate students in assessment and treatment of adult outpatient clients in the Psychology Clinic and teaches graduate and undergraduate-level courses in clinical psychology, adult intervention with a focus on evidence-based treatment, ethics, and supervision. Dr. Mouilso also serves on the GPA Ethics Committee and the Legal and Legislative Affairs Committee. In 2022 she was named a fellow of GPA.

Amy Todey, PhD
Dr. Amy Todey is a Harvard-educated, licensed psychologist dedicated to helping families, parents, and children thrive. Dr. Todey is a parenting and coparenting expert with specialized expertise in divorce, neuropsychological assessment (ADHD, Autism Spectrum Disorder and learning disabilities), and relationship psychology.

Dr. Todey earned her PhD in psychology from the University of Georgia in 2013. She completed her clinical internship and postdoctoral fellowship at Harvard Medical School where she worked across several Harvard teaching hospitals including Cambridge Health Alliance and Boston Children’s Hospital, where she remained as a staff psychologist for 3 years. Dr. Todey began her private practice in Cambridge, Massachusetts in 2015 and transitioned to Atlanta, Georgia in 2018. Dr. Todey has had advanced training in coparenting, parent coordination, and child custody evaluation through William James College. She has also been trained as an Expert Witness through Harvard Law School. A seasoned speaker, Dr. Todey has presented both locally and nationally on topics including parenting, co-parenting, ethics, neurodevelopment, and divorce. She currently serves as Education Chair of the Georgia Psychological Association Ethics Committee and holds licenses to practice psychology in Georgia and Massachusetts, with the ability to work across states through PSYPACT. Dr. Todey is a frequent contributor to popular media outlets including Parents Magazine, Parade Magazine and Projet Arcadie.

Learning Objectives:

1. Apply ethical decision-making models (e.g., APA Ethical Principles, Koocher & Keith-Speigel’s 8-step model) to emerging challenges in psychology, including social media practice, telepsychology, and global/interjurisdictional practice.
2. Evaluate and integrate current guidelines for telepsychology, telemental health, supervision, forensic work, mandated reporting, and social media into professional practice across clinical, forensic, and supervisory roles.
3. Identify and critically examine diversity considerations (e.g., religion, age, linguistic diversity, ability/disability, socioeconomic status, and rural/urban differences) that impact ethical decision-making in clinical and forensic contexts.
4. Analyze systemic cultural stereotypes and legal-psychology intersections to reduce bias, enhance cultural humility, and strengthen therapeutic and forensic relationships in high-conflict family systems and divorce.
5. Develop practical strategies and tools—including decision trees, reflective practices, and consultation approaches—for ethically navigating evolving professional landscapes across state and international borders.

CE Credits: 3

Workshop Level: Intermediate

Workshop Description:

This workshop will focus on various components of consulting in criminal cases with child victims/witnesses. In addition to a review of techniques and best practices in forensic interviewing of children, attendees will learn about issues that arise regularly in cases in which children are involved. Such issues include grooming, the disclosure process, recantations, false allegations, and child development (memory, language, and normative sexual behaviors). Attendees will learn about the process of effectively consulting with attorneys in these cases, ways in which a psychologist can best assist attorneys, and preparing and providing testimony.

Presenter(s) Bios:

Jamie Dickson, Psy.D. earned her Doctor of Psychology in 2008 from the Georgia School of Professional Psychology. She completed her pre-doctoral field training in a variety of settings including private practices, state psychiatric hospitals, juvenile justice facilities, and Devereux. Dr. Dickson also completed her post-doctoral training at Devereux, which is a residential treatment facility for children and adolescents with severe emotional and behavioral disorders. After completion of her post-doctoral training in 2009, she worked as the facility psychologist at Devereux until June 2013, when she entered private practice.
During her years of schooling and field training, Dr. Dickson conducted psychological evaluations with children, adolescents, and adults. Her training included education and supervised experience conducting forensic psychological evaluations as well. Dr. Dickson also received education and supervised experience in providing therapy for child, adolescent, and adult clients. Her private practice work focuses on conducting forensic psychological assessments of adolescents and adults. Dr. Dickson also regularly reviews and consults on forensic interviews with children.

Kevin J. Richards, Ph.D., ABPP is board-certified in forensic psychology. He is the owner of Forensic Specialty Group, which is a forensic psychology consultation and evaluation practice based in Marietta, Georgia. Dr. Richards previously served as a Forensic Psychologist in the state mental health systems of Maryland and Georgia. He has held adjunct teaching and training positions at several colleges and universities and provides training for mental health and legal professionals on a range of topics related to forensic psychology. Currently, Dr. Richards’ practice is focused on consultation and expert testimony in Military and civilian courts. Dr. Richards recently completed a chapter on ethical considerations in adult forensic interviews that will be published in the upcoming volume “Forensic Interviews Regarding Adult Sexual Assault: A Guide to Evidence-Based Practice” William O’Donohue and Ray Bull, editors.

Learning Objectives:

1. Demonstrate knowledge of best practices in child forensic interviewing by identifying evidence based techniques and explaining how developmental factors (memory, language, normative behaviors) can influence a child’s statements in the interview and in-court testimony.
2. Evaluate and address common challenges in child-involved criminal cases by analyzing scenarios involving grooming, various types of disclosures, recantation, and false allegations, and applying evidence-based strategies to respond effectively.
3. Apply consultation and testimony skills in a forensic context by outlining effective methods for assisting attorneys, preparing expert input, and practicing techniques for delivering clear and credible courtroom testimony.

1 Hour Non-CE

Workshop Level: Intermediate

Workshop Description:

Studies have shown that premenstrual and menstrual phases are consistently implicated in transdiagnostic psychological symptom exacerbation, including increases in depression, suicidality, substance use, binge-eating, mania/hypomania and anxiety. Most research studies in this area indicate a need for the development of standardized approaches to identify menstrual cycle phases in order to adapt therapeutic interventions based on identified phase in cycle. Similarly, hormonal fluctuations across the lifespan (not just monthly menstrual cycles), play a significant role in the mental health of women who show up in clinicians’ offices seeking answers. For example, perimenopausal hormone fluctuations have been linked to new-onset mental disorders as well as exacerbated pre-existing mental health disorders.
There are many stressors that are common in perimenopausal women (e.g. changes in body weight/composition, sleep difficulties, increase in relational conflict etc.) that further impact her mental health.
The goal of our presentation is two-fold. First, we aim to outline the ways in which the monthly menstrual cycle impacts symptom expression and, thus, can inform clinicians’ conceptualizations, diagnostic impressions, and interventions with female clients. We will offer standardized ways to assess for menstrual cycle phase and provide tangible guidelines for how to incorporate this information into a 3 clinician’s treatment plan. Second, we want to examine how a women’s hormonal age cohort (e.g. reproductive years, perimenopause, menopause, post-menopause) can contribute to common symptom presentations and explore ways to incorporate this information into the assessment, conceptualization, and treatment of women across the lifespan.

Presenter(s) Bios:

Jasmine H. Winbush, PsyD is a Licensed Clinical Psychologist and founder/owner of Amethyst Psychological Services (APS). APS (founded in 2018) is a group private practice, located in Atlanta, GA, that provides individual and couples therapy to women. Dr. Winbush and her team of therapists specialize in multicultural psychology, women’s issues, trauma, and relational psychotherapy.

CE Credits: 3

Workshop Level: Intermediate

Workshop Description:

Negative body image is curiously complex, quite common and clinically challenging. Beliefs about one’s body, including culturally-influenced idealizations about shape and size, are developed in multifactorial ways, and the unlearning of these beliefs is similarly multifaceted. This presentation will focus on the truths about body image, accompanied by a variety of multi-theoretical interventions to consider incorporating into therapeutic strategies related to body image improvement. Because research shows that anyone’s mental health would be improved with improved body image, all therapists would benefit from additional clinical skills that can assist in effectively navigating clients toward a life without critical body relationships.

Presenter(s) Bios:

Sandra Wartski, Psy.D., CEDS is a Licensed Psychologist and Certified Eating Disorder Specialist who has been working with Silber Psychological Services since 1993. Over the past 30 years, Dr. Wartski has been conducting individual, family and group therapy, as well as psychoeducational evaluations, with special interests in mood disorders, anxiety, eating disorders, relationship issues and crisis intervention. One of her favorite parts of being a therapist is the opportunity to build relationships allowing room for positive growth and change. Dr. Wartski also enjoys providing presentations and writing articles on a variety of mental health topics for both community groups and other professionals, especially in the domain of body image and disordered eating.

Learning Objectives:

1) Describe at least two ways that harmful body image beliefs and body shame are developed
2) Explain two strategies to challenge harmful body image beliefs
3) List ways to help clients develop kinder, more compassionate, function-over-form ways of attending to the body

CE Credits: 3

Workshop Level: Introductory

Workshop Description:

This workshop explores how psychologists can support and maintain personal and professional wellness while meeting the mental health needs of others. Participants will discuss the meaning and determinants of wellness, and the ways in which the professional demands of psychologists can hinder or contribute to their health and well-being. Specific emphasis is placed upon the challenges of working with marginalized and vulnerable populations, and the concomitant risks of burnout, compassion fatigue, and vicarious/secondary traumatization. A combination of self-assessments and experiential exercises will help participants develop a personalized wellness plan to support long-term resilience and wellbeing.

Presenter(s) Bios:

Learning Objectives:

1. Explain the six dimensions of eudaimonic well-being and their impact upon the efficacy and ethics of psychologists' clinical work, teaching, and research.

2. Analyze psychologist well-being and self-care as self-management strategies that support ethical decision-making and conduct.                                                                     

3. Describe the roles of emotional labor, sense of purpose, and self-care in psychologists' work and their impact on growth, burnout, compassion fatigue, and vicarious/secondary traumatization, particularly when working with marginalized and vulnerable populations.

4. Create a personalized wellness plan that incorporates physical, emotional, social, and professional selfcare to promote long-term resilience.

CE Credits: 3

Workshop Level: Intermediate

Workshop Description:

Artificial Intelligence (AI) is rapidly shaping society, yet its impact on forensic psychology has received limited attention. This workshop will introduce the fundamentals of AI, clarify its current and emerging capacities, and explore how psychologists are beginning to integrate AI into practice. Emphasis will be placed on applications within forensic contexts, weighing both benefits and risks. Topics will include ethics, transparency, data security, and admissibility in court. We will also address concerns about racial and cultural bias in AI systems and the implications for justice, equity, and forensic mental health practice.

Presenter(s) Bios:

Dana L. Formon, Ph.D., ABPP (Forensic) received her doctoral degree from Sam Houston State University in 2019, and completed her pre-doctoral internship at FCC Butner. She completed a postdoctoral fellowship in forensic psychology with the Colorado Department of Human Services, where she worked for one-year post-licensure, supervising interns and fellows. She was employed as an evaluator at Central State Hospital in Virginia for a brief period before finding her home at Forensic Specialty Group in Marietta, GA, where she completes primarily criminal forensic evaluations of competency (adult and juvenile), criminal responsibility, risk assessment, and mitigation. She is also an instructor at Carroll University in Waukesha, WI, and remains involved in remote forensic evaluations for the State of Colorado. She is actively engaged in research on burnout and the use of artificial intelligence in forensic psychology. She received board certification in 2024, and presented in a panel discussion on the use of AI in Forensic Psychology for the American Academy of Forensic Psychology in August of 2025.

Christina P. Gliser, Ph.D., ABPP (Forensic) earned her doctoral degree in clinical psychology with emphasis in forensic psychology from West Virginia University in 2017. She completed her predoctoral internship at the Medical Center for Federal Prisoners (MCFP) in Springfield, Missouri, and her forensic postdoctoral fellowship at East Central Regional Hospital/Augusta University. She initially served as a forensic evaluator for the Colorado Department of Human Services, where she completed competency, sanity, mental condition, and violence risk assessments while supervising interns and postdoctoral fellows. She later transitioned to a private practice position at Forensic Specialty Group in Marietta, Georgia, where she currently serves as the clinical director. Dr. Gliser’s research and clinical interests include prediction and mitigation of violent behavior, forensic assessment, psychopathy, and first responder psychopathology and performance.

Learning Objectives:

1. Define and describe the fundamental concepts of artificial intelligence, including current and emerging applications relevant to forensic psychology.

2. Evaluate the potential benefits, limitations, and risk of integrating AI into forensic practice, with attention to ethical, legal, and professional considerations.

3. Analyze the implications of AI-related bias, particularly racial and cultural disparities, and discuss strategies for mitigating inequities in forensic and legal contexts.

CE Credits: 1

Workshop Level: Intermediate

Workshop Description:

This interactive 60-minute workshop supports doctoral-level psychologists in cultivating sustainable practice amid the demands of evolving professional roles—clinical, academic, leadership, and beyond. Participants will engage with the People–Purpose–Performance Map™, a research-informed framework for examining alignment between personal values, relational commitments, and professional tasks. Drawing on current literature related to burnout, role strain, and identity-based stress, the session integrates guided reflection and practical planning. Attendees will leave with individualized strategies to promote long-term well-being, ethical integrity, and role effectiveness in complex practice environments.

Presenter(s) Bios:

LaShawn M. Gooden, PsyD, is a licensed clinical psychologist with expertise in adult mental health, trauma recovery, integrated care, and psychological assessment. She has provided therapy and evaluation services across outpatient, military, and primary care settings, with a particular focus on trauma-informed care for veterans and service members. Her clinical approach integrates evidence-based practices with a deep commitment to ethical clarity, professional sustainability, and culturally responsive care.

In addition to her clinical work, Dr. Gooden is the founder of LaShawn Gooden Consulting, LLC, where she brings a psychological lens to leadership development and organizational wellness. She has consulted with military and government agencies on reducing burnout, enhancing role clarity, and building psychologically healthy workplaces. Dr. Gooden holds a PsyD in Counseling Psychology from the University of St. Thomas in Minneapolis.

Learning Objectives:

1. Describe psychological sustainability and signs of professional misalignment.
2. Apply the People–Purpose–Performance™ framework to assess role congruence.
3. Identify one actionable shift or boundary to support sustainable practice.