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300 Results

  • UPCOMING

    Affirmative Psychotherapy With LGBTQ+ Clients
    Product not yet rated Includes Multiple Live Events. The next is on 01/28/2026 at 2:00 PM (EST)

    Associate Certificate Program: Affirmative psychotherapy with LGBTQ+ clients is grounded in part on knowledge about sexual and gender identity development; the impact of minority stress; and the intersection of sex and gender with other facets of personal identity. This 2-training sequence summarizes current research and its implications for individual mental health and interpersonal functioning, with particular attention to the development of primary sexual-romantic relationships. Implications for the development of working alliance and the application of evidence-based practice with LGBTQ+ clients are discussed. This program is *not* offered for continuing education.

    Associate Certificate Program

    Affirmative psychotherapy with LGBTQ+ clients is grounded in part on knowledge about sexual and gender identity development; the impact of minority stress; and the intersection of sex and gender with other facets of personal identity. This 2-training sequence summarizes current research and its implications for individual mental health and interpersonal functioning, with particular attention to the development of primary sexual-romantic relationships. Implications for the development of working alliance and the application of evidence-based practice with LGBTQ+ clients are discussed.

    SESSION 1: Affirmative Psychotherapy With LGBTQ+ Clients: Foundational Knowledge and Practice Considerations
    Wednesday, January 28, 2:00-3:30pm Eastern Time

    This session reviews research on individual identity development and social connectedness as well as prominent mental and physical health disparities impacting LGBTQ+ community members. Research on psychosocial risk and resilience factors is reviewed in the context of minority stress theory. Implications for planning and delivery of evidence-based practice are discussed.

    SESSION 2: Affirmative Psychotherapy With LGBTQ+ Clients: Sexual-Romantic Relationships and Psychotherapy With LGBTQ+ Couples
    Thursday, January 29, 2:00-3:30pm Eastern Time

    The past two decades have seen increasing attention to the correlates of main or primary partner relationship formation and development among LGBTQ+ people. This training reviews relevant research on the characteristics and strengths of LGBTQ+ relationships and the impact of minority stress on relationship formation, quality, and maintenance. The training culminates with a discussion of how individual psychotherapy can incorporate attention to relationships and relationship skill building as well as a review of description of recent innovations in practice with LGBTQ+ couples.  

    Continuing Education Information

    This program is not offered for continuing education.

    Disclosures

    No conflicts of interest to disclose.

    Tyrel Starks, PhD

    Dr. Starks obtained his PhD in Clinical Psychology (specializing in work with children and adolescents) from Southern Illinois University Carbondale in 2009. Currently, he is a Professor of Psychology at Hunter College of the City University of New York, a New York State licensed clinical psychologist, and certified trainer and member of the Motivational Interviewing Network of Trainers (MINT). For more than a decade, Dr. Starks has conducted research funded by the National Institutes of Health focused on sexual-romantic relationships and health, with a particular emphasis on the development of substance use and sexual health interventions for couples. This work is ongoing and includes the 2022 publication of his book, Motivational Interviewing with Couples, by Oxford University Press.

  • UPCOMING

    Ethical And Clinical Challenges for Psychologists in the Current Political Context
    Product not yet rated Includes a Live Web Event on 01/23/2026 at 12:00 PM (EST) Recorded On: 01/23/2026

    The current political and cultural context is highly polarized and fraught with tension and mistrust. In this context psychologists commonly find it challenging to navigate the political and ideological differences that arise in their daily work. Drs. Wise and Cuper will provide an overview of relevant ethical and clinical principles, including the importance of incorporating effective therapist self-care strategies. A multi-faceted model of ethical decision making will be presented that incorporates emotional, interpersonal and contextual factors. This framework will be used to inform an interactive consideration of complex clinical vignettes. Participants will be encouraged to share their own experiences and strategies. This course is 3 hours long, plus a 15-minute break for the live session (the live session runs from 12-3:15pm ET).

    Description

    The current political and cultural context is highly polarized and fraught with tension and mistrust. In this context psychologists commonly find it challenging to navigate the political and ideological differences that arise in their daily work. Drs. Wise and Cuper will provide an overview of relevant ethical and clinical principles, including the importance of incorporating effective therapist self-care strategies. A multi-faceted model of ethical decision making will be presented that incorporates emotional, interpersonal and contextual factors. This framework will be used to inform an interactive consideration of complex clinical vignettes. Participants will be encouraged to share their own experiences and strategies. This course is 3 hours long, plus a 15-minute break for the live session (the live session runs from 12-3:15pm ET).

    Continuing Education Information

    3 CE Credits, Instructional Level: Intermediate

    3 Contact Hours (New York Board of Psychology)

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

    Learning Objectives:

    1. Describe the ethical and clinical principles relevant to working with clients with differing political or ideological worldviews.
    2. Identify common ways that political and ideological differences and disconnects may arise in the context of clinical treatment.
    3. Describe and apply a multi-faceted model of ethical decision making to complex clinical vignettes. 

    ----------------------------

    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

    Erica H. Wise, PhD

    Erica H. Wise, PhD, spent her career in practice and academic settings at UNC Chapel Hill. While there she taught core clinical courses, directed a multi-site psychology training clinic, supervised and mentored graduate students, and chaired a campus-wide mental health task force that created an evidence-based blueprint for improving psychological wellness on campus. She is a former member of the National Register Board of Directors, and she has served in diverse leadership roles at APA including the Ethics Committee, Council, the Board of Educational Affairs (BEA), and the Advocacy Coordinating Committee (ACC). She was a recipient of an APA Ethics Committee Award for Outstanding Contributions to Ethics Education, and she was awarded an APA presidential citation for her work in social justice advocacy and for promoting high quality education, training, and self-care for psychologists. She has been president of her state psychological association (NCPA) and the Association of Psychology Training Clinics (APTC), and chair of the North Carolina Psychology Board. She is currently a responder, supervisor, and instructor with the American Red Cross Disaster Mental Health Team. 

    Prudence Cuper, PhD

    Prudence Cuper, PhD, works as a psychologist in private practice in Durham, NC. Dr. Cuper completed her graduate training at Duke University and her internship and postdoctoral training at Duke University Medical Center. In 2012, she co-founded the Cognitive Behavioral Therapy Center of the Triangle, where she provides services to adolescent and adult clients. A member of the North Carolina Psychological Association’s Professional Affairs and Ethics Committee since 2012, Dr. Cuper has co-authored articles and provided trainings on ethics in the practice of psychology. 

  • UPCOMING

    Beyond Performance: Treating the Person, Not the Player in Clinical Care for Athletes
    Product not yet rated Includes a Live Web Event on 01/14/2026 at 2:00 PM (EST)

    Dr. Malveaux will focus on how psychologists without formal sports specialization can competently support athletes by applying established, evidence-based clinical skills to mental health concerns that are not inherently performance-focused, including anxiety, depression, trauma, grief and loss, eating disorders, and identity-related transitions such as retirement or unexpected exit from sport. She will also address how sociocultural factors in sport—including discrimination, bias, gender and sexuality-related stress, immigration status, and financial vulnerability—may present clinically and influence mental health and treatment engagement. Finally, Dr. Malveaux will review ethical considerations for working with athletes and will review a structured framework for determining when consultation, referral, or collaborative care with appropriately trained specialists is clinically and ethically indicated.

    Description

    Dr. Malveaux will focus on how psychologists without formal sports specialization can competently support athletes by applying established, evidence-based clinical skills to mental health concerns that are not inherently performance-focused, including anxiety, depression, trauma, grief and loss, eating disorders, and identity-related transitions such as retirement or unexpected exit from sport. She will also address how sociocultural factors in sport—including discrimination, bias, gender and sexuality-related stress, immigration status, and financial vulnerability—may present clinically and influence mental health and treatment engagement. Finally, Dr. Malveaux will review ethical considerations for working with athletes and will review a structured framework for determining when consultation, referral, or collaborative care with appropriately trained specialists is clinically and ethically indicated.

    Continuing Education Information

    1 CE Credit, Instructional Level: Intermediate

    1 Contact Hour (New York Board of Psychology)

    Disclosures: Dr. Malveaux has developed an online anxiety profile quiz, an anxiety-focused educational guide, and a time management guide. These resources may be referenced or briefly previewed during the presentation; however, they are not required for participation, and no sales will occur during the educational activity. Generative artificial intelligence tools were used in the organization and structuring of this educational presentation. All final content, clinical framing, and educational decisions reflect the presenter’s independent professional judgment and expertise.

    Learning Objectives:

    1. List distinctions among sports psychology, mental performance coaching, general clinical psychology, and sports psychiatry, including training pathways, credentials, and ethical scope of practice.
    2. Apply established clinical interventions to address mental health concerns commonly encountered in athletes that are not inherently performance-focused, including anxiety, depression, trauma, grief and loss, eating disorders, and identity-related transitions.
    3. Describe how sociocultural factors in sport (e.g., discrimination, bias, gender and sexuality-related stress, immigration status, and financial vulnerability) may present clinically and influence mental well-being.

    ----------------------------

    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

    Wilsa Charles Malveaux, MD, MA, FAPA

    Dr. Wilsa Charles Malveaux is a board-certified psychiatrist, former Division I athlete, and Founder & CEO of WCM Sports Psych, a national practice focused on mental health, performance medicine, and sport integrity. Based in Los Angeles, she serves on the USOPC Mental Health & Wellness Registry and the mental health provider registries for the NFLPA, NBPA, and MLBPA, and has spent nearly a decade on the USADA Therapeutic Use Exemption Committee, completing 140+ expert case reviews. She is Sports Psychiatry Section Editor for Psychiatric Times, a published scholar, ABSPP board director, and nationally featured media expert.

  • Screens, Trackers, And Apps: Can We Harness Technology For Better Sleep Health?
    Recorded On: 12/12/2025

    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. This course is 3 hours long, plus a 15-minute break for the live session.

    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. This course is 3 hours long, plus a 15-minute break for the live session.

    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)

    ----------------------------

    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

    Lisa J. Meltzer, PhD, CBSM, DBSM

    Lisa Meltzer is the owner of Nyxeos Consulting, a Professor at National Jewish Health and the University of Colorado School of Medicine, and co-author of Pediatric Sleep Problems: A Clinician’s Guide to Behavioral Interventions. She is a licensed child psychologist who is board-certified and a diplomate in Behavioral Sleep Medicine. For 25 years she has provided clinical treatment for pediatric sleep problems from infants through college-aged and conducted a funded program of research on pediatric sleep.

    Jason Ong, PhD

    Dr. Jason Ong is a licensed clinical psychologist and a Diplomate in Behavioral Sleep Medicine. He is currently the Director of Behavioral Sleep Medicine and Clinical Science at Nox Health where he is responsible for overseeing behavioral aspects of a telehealth sleep program. Prior to joining Nox, Dr. Ong was an Associate Professor of Neurology at Northwestern University, where he was Director of the Behavioral Sleep Medicine Program and maintained an NIH-funded program of research. His leadership in academia combined with his industry experience in health tech provides a unique perspective and a leading voice on the intersection of sleep science, behavioral medicine, and digital health.

    Frances Thorndike, PhD

    Dr. Frances Thorndike currently serves as Vice President of Medical and Scientific Affairs at Nox Health. Her career has focused on using technology to bring evidence-based care to more patients, primarily in the area of sleep and insomnia. Frances was part of the multidisciplinary team to bring the first prescription digital therapeutic for insomnia through FDA. Upon authorization, the prescription digital therapeutics then went into the market as a commercialized product. Trained as a clinical psychologist and clinical researcher, Frances has 20+ years of experience in developing and evaluating digital health therapeutics, including in insomnia. Frances has served as a co-investigator for multiple National Institutes of Health-funded studies in the area of technology to increase access to treatment. In industry, her role is mainly to develop and communicate real-world evidence behind these technology-based therapeutics.

  • Facing Dementia: Facilitating Planning and Communication With Patients and Families
    Recorded On: 12/10/2025

    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.

    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 

    ----------------------------

    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

    Beverly E. Thorn, PhD

    Beverly E. Thorn, PhD, is the author of hundreds of articles, two books, and four workbooks on coping with chronic illness. She spent decades as a faculty member at The Ohio State University and The University of Alabama, where she went on to serve as director of the clinical psychology PhD program and department chair in psychology. Currently professor emerita, she is also a certified end-of-life doula and continues to publish, speak, and conduct workshops nationally and internationally on managing chronic illness.

  • Obsessive-Compulsive Disorder in Adults

    The new edition of this concise and popular guide delivers up-to-date, hands-on guidance on the assessment and treatment of obsessive-compulsive disorder (OCD), offering a framework for understanding and helping people with this complex and challenging condition. Written by leading experts in the field, this book unpacks the intricacies of diagnosing OCD and explores models that explain the onset, development, and persistence of the disorder as well as its various manifestations.

    Description

    The new edition of this concise and popular guide delivers up-to-date, hands-on guidance on the assessment and treatment of obsessive-compulsive disorder (OCD), offering a framework for understanding and helping people with this complex and challenging condition. Written by leading experts in the field, this book unpacks the intricacies of diagnosing OCD and explores models that explain the onset, development, and persistence of the disorder as well as its various manifestations.

    Continuing Education Information

    5 CE Credits, Instructional Level: Intermediate

    5 Contact Hours (New York Board of Psychology)

    Learning Objectives:

    1. Describe obsessions and compulsions, which distinguish obsessive-compulsive disorder (OCD) from other related disorders
    2. Identify evidence-based treatment for OCD and the components associated with the intervention
    3. List assessments to measure OCD severity and insight
    4. Utilize the subjective units of distress (SUDS) scale and exposure response prevention (ERP) components with clients
    5. Create a plan for terminating therapy and providing resources to clients for continued remission 

    ----------------------------

    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

  • Retirement Experiences of Psychologists and Lessons Learned
    Recorded On: 11/12/2025

    The perceptions and experiences of retirement by psychologists have not been given much attention in either study or theory. This webinar summarizes cross-cutting observations of retirement stories collected by Rodney R. Baker and Patrick H. DeLeon from psychologists who described their retirement experiences in ten APA annual meeting symposia for different APA divisions from 2014 through 2025. This program is *not* offered for continuing education.

    Description

    The perceptions and experiences of retirement by psychologists have not been given much attention in either study or theory. 

    The webinar summarizes cross-cutting observations of retirement stories collected by Rodney R. Baker and Patrick H. DeLeon from psychologists who described their retirement experiences in ten APA annual meeting symposia for different APA divisions from 2014 through 2025. 

    In these and other retirement stories of psychologists, several observations stand out. Most psychologists give little thought to their retirement prior to some event that requires consideration such as health changes in self or a spouse or eligibility for retirement benefits. Most psychologists do not initially consider retirement a positive period in one’s life but rather suggest to some a lack of value or worth and no longer contributing to society. Many choose to define themselves as partially retired by “slowing” down and reducing time at work to do other things do so to avoid being thought of as retired. 

    The challenge and lessons learned described by many who told their retirement stories in the book becomes a need to be useful, relevant, or doing something of value to replace those attributes in the work environment. The stories further indicate the importance of “retiring to” something instead of “retiring from” something to provide a new perspective in examining and shifting life and work goals in later life.

    The book co-authors acknowledge that they do not have answers to all retirement planning questions.

    Continuing Education Information

    This program is not offered for continuing education.

    Disclosures

    Merry Bullock and James Jones do not have any conflicts of interest to disclose.
    Rodney Baker and Patrick DeLeon both receive royalties for sales from the book on which today’s discussion is based. 

    Special Access to Retirement Experiences of Psychologists

    Retirement Experiences of Psychologists

    The findings discussed will be largely based on the book Retirement Experiences of Psychologists edited by Drs. Baker and DeLeon.

    The publisher has a promotional offer allowing anyone to download the first 30 pages of the book at no cost. Go to https://www.cambridgescholars.com/product/978-1-5275-6767-2 and click on "Read Sample" for free download of the first 30 pages of the book.

    Source citation: Baker, R. R. & DeLeon, P. H. (Eds.). (2021). Retirement Experiences of Psychologists. Cambridge Scholars Publishing.

    Rodney R. Baker, PhD

    Rodney R. Baker, PhD, retired in 2004 as Mental Health Director and Chief of Psychology at the Department of Veterans Affairs (VA) Medical Center in San Antonio, Texas. In retirement, he co-authored a history of VA psychology and edited and co-edited four books of career stories of VA psychology leaders in both a designated and later volunteer VA psychology historian role. He received the 2017 American Psychological Foundation Gold Medal Award for Life Achievement in the Practice of Psychology. He also writes novels and chooses other activities that interest him in retirement.

    Patrick H. DeLeon, PhD, MPH, JD

    Patrick H. DeLeon, PhD, MPH, JD, is a former president of the American Psychological Association, member of the National Academy of Medicine, and honorary fellow of several national nursing associations. Beginning with the first day of the Watergate hearings in 1973, he served on Capitol Hill for nearly four decades, retiring as chief of staff for U.S. Senator Daniel K. Inouye.

    Merry Bullock, PhD

    Merry Bullock, PhD’s work addresses international engagement in research, teaching, application and policy. She has held leadership positions in psychology and science organizations, and is currently Secretary-General, International Council of Psychologists and Co-Chair, Steering Committee for the Global Network of Psychologists for Human Rights. She recently co-edited the Handbook of International Psychology, which surveys psychology in more than 100 countries/territories around the world. Dr. Bullock has lived and worked in university and policy settings in Canada, Estonia, Germany, and the USA. She currently splits her time between the United States and Estonia.

    James Jones, PhD

    James Jones, PhD, is Trustees Distinguished Professor, emeritus  of Psychological and Brain Sciences at the Universality of Delaware. His BA is from Oberlin College and his Ph.D. in social psychology from Yale University. He is author of Prejudice and Racism, and The Psychology of Diversity (with Dovidio and Vietze). He is past-President of the Society of Experimental Social Psychology and Society for the Psychological Study of Social Issue, and a member of the National Academy of Sciences.

  • Working With Clients Who Self-Injure: Person-Centered Recommendations

    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.

    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.

    ----------------------------

    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.

    ----------------------------

    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.

    Stephen Lewis, PhD

    Dr. Stephen Lewis is a Research Leadership Chair and Professor in the Department of Psychology, at the University of Guelph. His research centres people's lived experience of self-injury and mental health adversity to tackle stigma, promote recovery and resilience, and foster a more compassionate understanding of these concerns. He is Past President and Invited Fellow of the International Society for the Study of Self-injury. He is also an elected College Member of the Royal Society of Canada.

  • Understanding and Treating Adult Obsessive-Compulsive Disorder
    Recorded On: 11/05/2025

    Dr. Abramowitz and Dr. Jacoby will provide a clear and practical overview of the conceptualization, assessment, and treatment of adult OCD using evidence-based approaches, particularly exposure and response prevention (ERP). They will cover strategies for treatment planning, optimizing exposure therapy using an inhibitory learning approach, and how to address common challenges that arise in therapy. Drs. Abramowitz and Jacoby will also explore how to tailor treatment by integrating acceptance-based strategies and involving family members.

    Description

    Dr. Abramowitz and Dr. Jacoby will provide a clear and practical overview of the conceptualization, assessment, and treatment of adult OCD using evidence-based approaches, particularly exposure and response prevention (ERP). They will cover strategies for treatment planning, optimizing exposure therapy using an inhibitory learning approach, and how to address common challenges that arise in therapy. Drs. Abramowitz and Jacoby will also explore how to tailor treatment by integrating acceptance-based strategies and involving family members.

    Continuing Education Information

    1 CE Credit, Instructional Level: Intermediate

    1 Contact Hour (New York Board of Psychology)

    Disclosures:

    • Dr. Abramowitz has written several books for professionals and the lay public about OCD.
    • Dr. Jacoby has received salary support from Koa Health (formerly Telefonica Alpha). She is paid as a faculty member of the Massachusetts General Hospital Psychiatry Academy in educational programs supported through independent medical education grants from pharmaceutical companies. She also receives book royalties from Hogrefe Publishing. Dr. Jacoby is supported in part by the National Institute of Mental Health under award number K23 MH120351 (PI: Jacoby).
    • Generative AI was not used for the development or content of this presentation.

    Learning Objectives:

    1. Describe the conceptualization and assessment of adult OCD and explain how these inform treatment planning using exposure and response prevention (ERP).
    2. Apply strategies to optimize exposure therapy through an inhibitory learning framework.
    3. Identify common challenges that arise during ERP, such as family accommodation, and how to address them in therapy.

    ----------------------------

    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

    Jonathan (Jon) Abramowitz, PhD

    Jonathan (Jon) Abramowitz, PhD, is Professor and Director of Clinical Training in the Department of Psychology and Neuroscience at the University of North Carolina at Chapel Hill. His research and clinical work focuses on obsessive-compulsive disorder (OCD) and anxiety disorders, including fears and phobias, health anxiety, and panic attacks.  He has authored over 350 scientific publications and 20 books, which have been translated into several languages. He served as President of the Association for Behavioral and Cognitive Therapies and as Editor or Associate Editor of several academic journals. Dr. Abramowitz has received wide recognition for his scholarly work and contributions. 

    Ryan Jacoby, PhD

    Ryan Jacoby, PhD, is Assistant Director of the Center for OCD and Related Disorders at Massachusetts General Hospital and an Assistant Professor of Psychology (Psychiatry) at Harvard Medical School. Her clinical and research interests are focused on the nature and treatment of OCD and related disorders, and she has authored over 50 scientific publications on these topics. She has received funding for her work from the National Institute of Mental Health and the International OCD Foundation.

  • Responsible Integration of AI in Psychological Practice
    Recorded On: 10/31/2025

    The National Register and the Council of Executives of State and Provincial Psychological Associations (CESPPA) are partnering to offer a new series of high-quality clinical webinars designed to financially support State, Provincial, and Territorial Psychological Associations (SPTAs). SPTAs do incredible work, and we’re excited to support them through this new collaboration. The first webinar, Responsible Integration of AI in Psychological Practice, will be held on October 31, and be presented by Adam Lockwood, PhD, NCSP, and Dan Florell, PhD, NCSP. When you register, designate a primary SPTA, and 100% of the proceeds will go directly to that association.

    Description

    Artificial intelligence (AI) is quickly becoming embedded in psychological practice. Drs. Adam Lockwood and Dan Florell will provide psychologists with a foundation for understanding what AI is, possible uses in professional settings, and the ethical frameworks that should guide its adoption. They will discuss issues of transparency, data protection, and bias, with reference to APA’s evaluation tools and emerging professional guidelines. They will conclude with a short applied section illustrating how AI can be used responsibly in everyday practice. NOTE: This is a 3-hr course plus a 15-min break.

    Continuing Education Information

    3 CE Credits, Instructional Level: Intermediate

    3 Contact Hours (New York Board of Psychology)

    Disclosures: 

    Dr. Lockwood reports no conflicts of interest related to this presentation. He provides consulting and professional development on artificial intelligence in psychology for professional associations, publishers, and organizations. His current AI research is supported by internal university funding. No commercial support was received for this presentation. Dr. Florell reports no conflicts of interest related to this presentation. He provides consulting and professional development on artificial intelligence in psychology for professional associations, publishers, and organizations. His current AI research is independently supported. No commercial support was received for this presentation. 

    Parts of this presentation were developed with the assistance of AI, specifically for development, organization, and content generation. The presenter has thoroughly reviewed all material to ensure alignment with current evidence-based psychological practice. Any potential inaccuracies or AI-generated misinformation have been identified and corrected to maintain the integrity and accuracy of the content.

    Learning Objectives:

    1. Describe key concepts and current trends in AI relevant to psychological practice.
    2. Identify ethical, legal, and professional considerations for integrating AI tools, including those outlined in APA guidance.
    3. Apply strategies for responsibly exploring AI in practice.

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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

    Adam B. Lockwood, PhD, NCSP

    Adam B. Lockwood, PhD, NCSP, is a licensed psychologist in Oregon and Ohio and an Associate Professor of School Psychology at Kent State University. His research and training focus on the integration of artificial intelligence into psychological practice, including AI-assisted report writing, ethical and governance frameworks, and AI-supported research methods. Dr. Lockwood chairs the National Register’s Task Force on AI and Emerging Technologies and serves on AI task forces for the National Association of School Psychologists and the Ohio School Health Services Association. In 2025, he was selected for the OpenAI Academy: Professors Teaching with AI. His recent peer-reviewed publications span topics such as AI use across related health professions, addressing bias in AI, and comparisons between AI-generated and clinician-authored psychological reports, with recent publications appearing in Professional Psychology: Research and Practice, School Psychology Review, Journal of Psychoeducational Assessment, and School Psychology.

    Dan Florell, PhD, NCSP

    Dan Florell, PhD, NCSP, is a Professor at Eastern Kentucky University and he runs a private practice. He trained school psychologists in a graduate program for 20 years. Dr. Florell has a Ph.D. in School Psychology from Illinois State University. He is a Nationally Certified School Psychologist (NCSP), licensed psychologist, and APA Fellow of Division 16. Dr. Florell is actively involved in NASP and is the NASP Historian and Online Communication Coordinator. His main research focus is on artificial intelligence, technology, telehealth, professional issues, and the history of school psychology.