Description

Presented in collaboration with the Canadian Register of Health Service Psychologists. 

Informed by a growing line of research giving voice to lived experience perspectives, the current webinar will articulate a person-centered approach with which to understand self-injury. This will involve recommendations for building rapport with clients and ways to ask about their experiences with self-injury. Also presented will be a novel person-centered framework of self-injury recovery. Components from this framework will be discussed with attention to how they can be woven into one’s work. In doing so, webinar attendees will be better positioned to foster recovery when working alongside clients who self-injure.

Continuing Education Information

1 CE Credit, Instructional Level: Intermediate

1 Contact Hour (New York Board of Psychology)

Disclosures: Presenter has no conflicts of interest to disclose. Generative AI was not used for the development or content of this presentation.

Learning Objectives:

1. Describe a person-centered approaches when building rapport with clients who self-injure.
2. Identify components of a person-centered framework of self-injury recovery.
3. Discuss ways the person-centered recovery framework can be integrated when working with clients who self-injure.

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Description

Présenté par le National Register en collaboration avec le Répertoire canadien des psychologues offrant des services de santé.

S'appuyant sur un nombre croissant de recherches donnant la parole à des personnes ayant vécu cette expérience, le webinaire présentera une approche centrée sur la personne pour comprendre l'automutilation. Il comprendra des recommandations pour établir une relation avec les clients et des conseils pour les interroger sur leur expérience de l'automutilation. Un nouveau cadre centré sur la personne pour le rétablissement après l'automutilation sera également présenté. Les composantes de ce cadre seront examinées en accordant une attention particulière à la manière dont elles peuvent être intégrées dans le travail de chacun. Ainsi, les participants au webinaire seront mieux à même de favoriser le rétablissement lorsqu'ils travaillent avec des clients qui s'automutilent.

Informations sur la formation continue

1 crédit de formation continue, niveau d'enseignement : intermédiaire

1 heure de contact (New York Board of Psychology)

Divulgations : le conférencier n'a aucun conflit d'intérêts à divulguer. L'IA générative n'a pas été utilisée pour l'élaboration ou le contenu de cette présentation.

Objectifs d'apprentissage :

1.    Décrire les approches centrées sur la personne pour établir une relation avec les clients qui s'automutilent.

2.    Identifier les composantes d'un cadre centré sur la personne pour le rétablissement après l'automutilation.

3.    Discuter des moyens d'intégrer le cadre de rétablissement centré sur la personne dans le travail avec des clients qui s'automutilent.

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010

Avertissements relatifs à la formation continue

Le National Register of Health Service Psychologists est agréé par l'American Psychological Association pour parrainer la formation continue des psychologues. Le National Register assume la responsabilité de ce programme et de son contenu.

Le National Register of Health Service Psychologists est reconnu par le State Board for Psychology du New York State Education Department comme un prestataire agréé de formation continue pour les psychologues agréés #PSY-0010.

Description

When individuals and their loved ones face a diagnosis of dementia, they are usually unaware that it is a long-term life-limiting illness that gradually robs the patient of the ability to live and function independently. The emotional, physical, and financial demands on unpaid caregivers are chronic and escalating, posing a health threat for the caregiver as well as the patient. Facilitating critical windows of opportunity at diagnosis can make a difference in the long-term coping of those affected by dementia. Helping clients understand the nature of dementia and the typical course of the illness, psychologists can also plant seeds for examination of life values, planning for late-life complications, and communication with loved ones about end-of-life preferences..

Continuing Education Information

1 CE Credit, Instructional Level: Intermediate

1 Contact Hour (New York Board of Psychology)

Disclosures: Presenter has no conflicts of interest to disclose. Generative AI was not used for the development or content of this presentation.

Learning Objectives:

1. Discuss key discussion points when helping clients and their loved-ones plan after life-limiting diagnoses
2. Describe dementia-specific considerations for post-diagnostic communications (e.g., decisional capacity, dementia addendum) 
3. Explain the difference between living wills, healthcare representatives, and healthcare advocates in later-life decision making 

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010

Description

Technology can have a significant impact on sleep and circadian rhythms, yet it also presents opportunities to improve the delivery of evidence-based treatments for sleep disorders. Drs. Ong, Meltzer, and Thorndike will focus on three topics that highlight the interplay between technology and sleep: 1) What should clinicians know about consumer sleep tracking devices? 2) How should clinicians approach the use of technology at bedtime for children and adolescents? 3) Can the emergence of digital therapeutics enhance the delivery of cognitive-behavior therapy for insomnia? Their discussion will incorporate historical, scientific, and practical perspectives on these topics.

The National Register is donating proceeds from this workshop to the Next Generation Fund.
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Continuing Education Information

3 CE Credits, Instructional Level: Intermediate

3 Contact Hours (New York Board of Psychology)

Disclosures: Dr. Ong is employed by Nox Health, which owns a digital CBT-I program. No other known conflicts of interest; Dr. Meltzer is Owner of Nyxeos Consulting, author of Pediatric Sleep Problems: A Clinician's Guide to Behavioral Interventions, and a consultant at Zepp Health

Learning Objectives:

1. Describe updated recommendations for the use of consumer wearables/tracking devices for sleep in clinical settings
2. List new strategies and considerations for the use of technology in the evening and at bedtime for children and adolescents
3. Apply the research evidence for digital Cognitive-Behavior Therapy for Insomnia (dCBT-I)

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010

Description

Circadian rhythms are increasingly implicated in numerous mental health disorders including depression, bipolar disorder, ADHD, and OCD. Effective treatments exist for regularizing and optimizing circadian rhythmicity, which can have positive effects on mental health outcomes and quality of life. Dr. Elaine Boland will review the current evidence on the relationship of circadian rhythms and mental health, identify the various ways that circadian dysregulation can manifest in individuals with mental health conditions, and discuss treatment pathways including collaboration with behavioral sleep medicine specialists as well as techniques for integrating circadian knowledge into clinical practice.  

Continuing Education Information

1 CE Credit, Instructional Level: Intermediate

1 Contact Hour (New York Board of Psychology)

Learning Objectives:

1. Describe the relationship between circadian rhythms and various mental health disorders  
2. Identify symptoms of circadian misalignment that may arise in clinical practice 
3. Apply strategies for collaborating with behavioral sleep medicine specialists and safely integrating circadian rhythmicity into clinical practice 

Disclosures: Dr. Elaine Boland has no conflicts of interest to disclose. Generative AI was not used for the development or content of this presentation.

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010

Description

Dr. Tyrel Starks will discuss essential aspects of the theory and practice of motivational interviewing (MI) with couples. In many ways, MI with couples draws upon elements of established MI practice, such as MI spirit, processes, and skills like OARS, that will be familiar to any experienced practitioner. At the same time, working with a couple means forming an alliance with both of the partners individually as well as with the couple as a whole. It also involves allowing partners to speak to one another and helping them to communicate more effectively than they might on their own. Dr. Starks will discuss how established MI practices are adjusted in response to these considerations.

Continuing Education Information

1 CE Credit, Instructional Level: Intermediate

1 Contact Hour (New York Board of Psychology)

Learning Objectives:

1. Discuss how relationship partners and relationships in general influence individual behavior.
2. Describe the difference between speaking to an individual versus a couple.
3. Explain how change planning with couples integrates partner engagement.

Disclosures: 

Dr. Starks receives royalties from the sale of his book, from which training content is derived. (Starks, T.J. (2022). Motivational Interviewing with Couples: A Framework for Behavior Change Developed with Sexual Minority Men, Oxford University Press). Generative AI was not used in the development or content of this presentation nor in Dr. Starks’ related publications.

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010

Abstract

Rural trans and nonbinary (TNB) youth face a paradoxical mental health challenge. They increasingly must rely on social media for support and community, but online forums pose a significant risk to young people's mental health and social well-being. The broad accessibility, user anonymity, and group dynamics on social media tend to amplify bullying and violent speech. The authors examine the clinical and ethical challenges rural mental health providers (MHPs) face, such as navigating complex, ever-increasing state and federal laws and policies affecting TNB youth; operating as specialists in service deserts; and balancing ethical obligations with client safety. We propose a therapy intervention model called Digital Literacy for Resistance (DLR) that integrates Cognitive Behavioral Therapy (CBT) tools with digital literacy strategies to empower rural TNB youth and their families.

Continuing Education Information

1 CE Credit, Instructional Level: Intermediate

1 Contact Hour (New York Board of Psychology)

Learning Objectives:

1. Discuss the risks and benefits of trans youth engaging in social media for social support and community.
2. Identify clinical and ethical challenges that rural mental health providers face when working with sensitive populations, such as TNB youth.
3. Explain the rationale for the Digital Literacy for Resistance (DLR) model.

Disclosures: No conflicts of interest to disclose. Generative AI was not used in the development or content.

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010

Abstract

Over the last 10–20 years, there has been a significant increase in the amount of research on nonsuicidal self-injury (NSSI). Yet it remains misunderstood, highly stigmatized, and one of the more puzzling behaviors that present in the context of health service. In this article, we aim to help clinicians to better understand and address NSSI in their clinical practice. In reference to a clinical vignette, we provide an overview of the current knowledge regarding NSSI, outline a new person-centered framework of NSSI recovery, touch on key ethical and clinical considerations regarding NSSI, and provide concrete tips for working with clients who self-injure within the person-centered framework. We also offer suggested language that can be used to support clients who self-injure, in a non-judgmental and supportive way.

Continuing Education Information

1 CE Credit, Instructional Level: Intermediate

1 Contact Hour (New York Board of Psychology)

Learning Objectives:

1. Discuss non-suicidal self-injury (NSSI).
2. List key clinical and ethical considerations regarding NSSI
3. Describe tips for working with clients who self-injure

Disclosures: No conflicts of interest to disclose. Generative AI was not used in the development or content.

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010