The term "coaching" does not have a universal definition; therefore, it is important for coaches to provide information to help potential/current clients understand the type of professional services included in their offerings. Having a consistent and ethical model for coaching is the foundation for thorough informed consent. The International Coaching Federation competencies offer a model for coaches as they internally, for themselves, and externally, for their clients, differentiate therapy and consulting.

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.

Grief often arrives in the therapy room unlabeled, presenting as burnout, anxiety, low mood, or stalled progress in treatment, yet most psychologists were trained in stage-based models that no longer reflect contemporary bereavement science. This three-hour workshop introduces STAY (Slow Down, Track the Loss, Allow Complexity, Yield to the Moment), an orienting stance for grief-informed care that works alongside your existing theoretical orientation and evidence-based treatments rather than replacing them. Drawing on the work of Bonanno, Neimeyer, Boss, Doka, and Stroebe and Schut, participants will explore grief as relational, nonlinear, and cumulative, including anticipatory, ambiguous, and disenfranchised losses, and will learn to differentiate normative grief from depression and prolonged grief disorder. Five case examples bring the framework into practice: miscarriage and infertility, long-term caregiving, a couple navigating different grief styles, a new chronic illness diagnosis, and disenfranchised loss. Participants will leave with practical language, assessment questions, and a clear structure for leaning toward grief rather than away from it. *This is a 3-hr webinar—​plus a 15-minute break for the live session, which runs 12pm-3:15pm ET.*

There are not enough psychologists to meet the needs of our communities. Governments are looking to other health providers to address the mental health of citizens. Training models in psychology have not changed significantly over the decades. We do not train enough Psychologists to meet the current need. A recent paper, "Beyond Boulder and Vail: A Streamlined Curriculum for Doctoral-Level Health Service Providers" published in Training and Education in Professional Psychology, outlines a dramatically new model to train the Psychologists of tomorrow and to train more of them. Lead author, Dr. Morgan Sammons, will host a CRHSP Registrant Forum in which he will provide a brief overview of this new model and participants will have the opportunity to discuss and debate the model in an open forum session. We hope that you will join us. This program is *not* offered for continuing education.

Co-occurring pediatric autism and obsessive–compulsive disorder (OCD) present significant challenges for accurate assessment and effective psychotherapy. Overlapping features, particularly repetitive behaviors and rigidity, often obscure diagnostic clarity and complicate treatment planning. This article uses a clinical vignette to illustrate the nuanced differentiation between autism-related restricted and repetitive behaviors and interests and OCD-related compulsions, emphasizing functional distinctions such as ego-syntonic versus ego-dystonic experiences. Key clinical and ethical challenges, including diagnostic overshadowing and risks of misaligned intervention, are also reviewed. Evidence-based recommendations are provided for comprehensive, developmentally informed assessment and for adapting cognitive-behavioral therapy with exposure and response prevention to meet the needs of autistic youth. Practical strategies are offered to support informed, individualized clinical decision-making.

Autism spectrum disorder (ASD) is a developmental disorder characterized by lifelong struggles in the domains of social communication and reciprocal and repetitive interests. Despite the growing number of autistic adults, and the increasing number of autistic adults seeking therapy services for comorbid mental health concerns, there exists minimal guidance toward tailoring evidence-based treatment approaches to meet the presenting need. To this end, this article highlights clinical considerations, neuroaffirming accommodations, and strategies to help provide high-quality, informed treatment to this population. Specifically, we provide guidance on establishing rapport and building client engagement, setting realistic and meaningful goals with and for the autistic adult, adaptation of evidence-based therapies that are ASD-informed, and promotion of positive family supports.

Pediatric functional neurologic symptom disorder (FNSD) negatively impacts children across a variety of settings where they typically function. In particular, children with FNSD may experience school absences or general disruption in their education due to symptoms. Although research regarding treatment of pediatric FNSD is increasing, questions remain about the most integral components of treatment. Given that the school environment is one of the most consequential for children, consistent attendance in school is an important goal for adaptive functioning and to improve outcomes for young people with FNSD. The aim of this article is to provide a review of current evidence-based treatment for FNSD, including the role of the health service psychologist within the pediatric multidisciplinary treatment team to achieve return to school as a primary treatment goal.

Dissociative identity disorder (DID) is a complex dissociative disorder most often associated with chronic developmental trauma, severe disruptions in attachment, and repeated failures of safety during childhood. Although DID is frequently depicted in sensationalized ways in popular culture, its central clinical feature is not the presence of “multiple personalities,” but rather a disruption in the normal integration of identity, memory, affect, perception, and self-experience. Patients with DID may present with recurrent amnesia, internal voices or dialogues, sudden shifts in affect or behavior, depersonalization, derealization, self-injury, suicidal ideation, and significant functional impairment. Because these symptoms often overlap with borderline personality disorder, psychotic disorders, bipolar disorder, posttraumatic stress disorder, complex posttraumatic stress disorder, substance use disorders, and neurological conditions, DID is often missed or misdiagnosed. This article presents a clinical vignette illustrating the complexity of DID presentation and reviews diagnostic considerations, clinical and ethical challenges, and treatment using a phase-oriented model. Treatment begins with safety, stabilization, and symptom reduction, proceeds cautiously toward trauma processing, and eventually supports integration, internal cooperation, and rehabilitation. Throughout treatment, the therapeutic alliance is central. Clinicians must approach DID with diagnostic humility, cultural sensitivity, and careful attention to shame, risk, and the patient’s capacity for self-understanding.

Clinical supervisees in health service psychology are increasingly likely to self-report a disability. However, clinical supervisors report limited training in supervising trainees with disabilities, including developing and enacting reasonable accommodations that ensure supervisees continue to meet professional standards. The present paper provides an overview of contemporary ethical and clinical concerns and opportunities when supervising trainees with disabilities, and summarizes practical steps to help supervisors successfully navigate disability issues within supervision. Ultimately, it is the supervisor’s responsibility to ensure that all supervisees develop the essential competencies required of mental health professionals, and working with supervisees with disabilities offers opportunities to think flexibly and creatively around how supervisees acquire and demonstrate these competencies.

Clients are already using AI for emotional support, as a sounding board between sessions, sometimes as a stand-in for therapy itself. Most clinicians have no framework for asking about it, let alone assessing whether it's helping or hindering their practice. This session moves the conversation from whether clients are using AI to how, and what that means for clinical practice. Dr. Charmain Jackman will cover current research on client use of generative AI for mental health support, how to build AI use into intake and assessment, and how to distinguish normative use from use that warrants clinical attention, using a harm-reduction lens rather than an abstinence one. We will explore AI tools that offer creative ways of integrating AI in your sessions with clients. Clinicians will leave with concrete intake questions, a working framework for evaluating client AI use, and language for raising the topic in session.