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Using “Dosing” as a Model for Self-Care: Clinicians and Clients Alike

Leeward 74-75

 

Speaker(s):

Scaccia, Jamie, PsyD

Wilson, Amy, PsyD

Description

Self-care. Did you flinch? Did you roll your eyes? Self-Care has developed a bad reputation. With caregivers and professionals regularly overtaxed and under-resourced, self-care is like a weight at the bottom of a to-do list. Unfortunately, we remain stressed, anxious, depressed, and burnt out as a result.

Instead of spa days, let us start thinking about self-care as a dose of medicine. Each spoon full is a few minutes of recharging time that adds up to a healthy treatment of our minds, bodies, and relationships. We will use our time to explore what dosing means, how it can be understood within a clinical relationship, and how we may apply it to our own lives.

(Please note for this and our other presentation submission, slides do not include those that are copyrighted and will be more thorough for presentation. Copyrighted slides will be used with permission from author.)

Objectives

1. Define “dosing” within the context of the Neurosequential Model of Therapeutics (Dr. Bruce Perry).
2. Identify what makes self-care hard to follow through on, despite knowing its value and relationship to secondary trauma and burn out.
3. Practice dosing self-care and outline how it may be implemented in their lives and lives of their clients.

Sccaccia Wilson Handout

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CBT for Chronic Pain: Core Strategies

Windgate 62-63

 

Speaker(s):

Steffen, Ann, PhD, ABPP

Description

There are a wide range of health conditions and injuries that lead to persistent pain. This presentation features key strategies from Cognitive Behavior Therapy (CBT) that help individuals manage chronic pain and engage in daily living that is consistent with personal values and life goals. Clinicians will learn effective means for helping their clients apply the gate control theory of pain to regulate emotions, thoughts, and behaviors that increase pain perceptions and disrupt value-based living. This presentation also describes clinical resources for assessment and intervention (e.g., psychotherapy and integrated primary care sessions). The presentation will emphasize strategies that are responsive to the needs of culturally diverse clients across the lifespan, including within the context of telehealth.

Objectives

1. Describe the relevance of the Gate Control Theory of pain and strategies for enhancing client understanding
2. Identify assessment tools that are a good fit for busy clinical practices
3. Explain 3 core strategies used in CBT for chronic pain

Steffen Handout

Steffen Resources

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Race Matters – Creating & Implementing Racial Equity Sessions in the Workplace

Paradise Ballroom A

 

Speaker(s):

Jones, Diana, BA, CDEIL

Harris, Shaunte, MSN, PNMHP

Thumann, Kathryn, MSW, LCSW

Anderson Hawkins, Cheryl, RN

Raymond, Lily, PhD

Description

This presentation will review the history and implementation of Racial Equity Learning Sessions at St.Louis Forensic Treatment Center. We will discuss our origins and growth over the past 7 years, including how we approached our efforts during the pandemic, gaining buy in from leadership, and key points we address when presenting information to our workforce in our learning session.

Objectives

Describe WHY race still matters and the value of courageous conversations.

Describe the WHY behind providing Racial Equity(RE) sessions in the workplace.

Identify the five content areas of our RE Session

Describe the HOW of RE Sessions (approach, challenges, lessons learned).

Thumann Presentation

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It’s Complicated – A Peer Taught Cannabis Prevention Program

Leeward 76-77

 

Speaker(s):

Dawsey, Nichole, MPH

Wilson, Emma, BA

Description

It’s Complicated is a PreventEd program that was designed, implemented and evaluated through the support of a local foundation. The program design relied on the power of adolescents leading lessons with their classmates. In prevention efforts, PreventEds know the messenger is often just as important as the message. By empowering young people to be leaders, they have the ability to gain a deeper understanding of the prevention information and the lesson is better received by their peers. This curriculum is implemented in a 3-lesson series that provides up-to-date facts on the changing landscape of cannabis in Missouri and across the United States. It allows the facilitators to have real conversations about cannabis and address many of the misperceptions on this substance. The final lesson includes details on how to have a conversation and “carefront” a friend when you may be concerned about their use of cannabis.

With the foundation’s support, PreventEd was also able to contract with an outside evaluation partner to determine the impact of the program. The evaluation team led PreventEd in a randomized control trial within high school for It’s Complicated. Results have recently been shared to show there are several outcomes with statistically significant results. The outcomes of the program will be discussed in the presentation, along with lessons learned and ongoing efforts to enhance the program.

Objectives

1. Gain knowledge on the benefits of implementing peer education programs among high school youth.
2. Identify ways to utilize youth in prevention work.
3. Explore evaluation techniques for primary prevention efforts.

Dawsey Presentation

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Screening and Diagnosis (CHR and FEP)

Wingate 60-61

 

Speaker(s):

Rakhshan Rouhakhtar, Pamela, PhD

Description

This talk will provide a overview of psychosis symptoms, highlighting the developmental trajectory and severity spectrum of mental illness with psychosis. A brief broad over of psychosis with precede an in depth review of early identification and intervention for early and attenuated psychosis. Practical considerations and best practices practices for screening and assessment of attenuated and early psychosis will be discussed, and challenges and special considerations for early psychosis identification reviewed.

Objectives

1. Identify the symptoms and typical developmental trajectories of mental illness with psychosis.
2. Distinguish between the constructs/conditions of attenuated and early psychosis.
3. Describe best practices and tools for the screening and assessment of early/attenuated psychosis.
4. Discuss some of the challenges and special considerations for psychosis screening and assessment.

Rouhakhtar – Screening and Diagnosis of Psychosis.pptx

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Youth Suicide: A Look at Before and After

Paradise Ballroom C

 

Speaker(s):

Scott, Shari, PhD, MA

Description

Suicide slipped into the top ten as far as causes of death in the United States (CDC, 2016). Deaths among school-aged children and teens continue to be on the rise; so much so, that suicide has statistically risen to the second leading cause of death among people aged 10-34. Suicide traumatizes those left in its path and how to navigate the grief following a suicide is both tricky and scary. This presentation reviews precipitating factors in youth who die by suicide, as well as risk factors and red flags for youth who attempt it in hopes of informing prevention efforts moving forward. How to best screen kids for suicidality, as well as how to talk to youth who express suicidal thoughts shall also be highlighted. Additionally, this presentation covers common grief reactions in those working through the death of a loved one to suicide and how to best support those individuals.

Objectives

1. Examine 10,000 pediatric suicides to determine factors, causes, and warning signs
2. Identify red flags in suicidal youth
3. Learn how to directly talk with youth who express suicidality
4. Explore steps to take following the suicide death of a student

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Understanding My Normal vs Their Normal

Leeward 74-75

 

Speaker(s):

Zwolak, Steve, MEd

Description

The is an opportunity to begin to unpack how you “”Normal”” influences how you see others.
WHY…WHY have I chosen my profession?

WHY do I do what I do?

Why do I only see what I see?

Why do I feel what I feel?

Understanding your WHY, truly inspires the WHAT and HOW.

Teaching/clinical work today must have deep roots in REFLECTIVE ENGAGEMENT within ourselves, our children/students, clients and families. It is tightly knitted braiding of education and mental health to advance Mental wellness

Today, more so than ever!

Objectives

1. Describe the deep need for reflective practices
2. Describe the long term impact of COVID on our children and families
3. Discuss high levels of resilience is necessary, particularly now!

Zwolak Presentation

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Are Consumers getting what they want? An Examination of Factors Associated with Daily Living Activities of CPR Consumers

Wingate 62-63

 

Speaker(s):

Maglio, Christopher, PhD

Tubbergen, Tjitske “Tish”, MSW, PhD, LCSW

Description

The last 60 years has seen a steady increase in the number of adults diagnosed with mental disorders that impair their ability to perform living and working tasks. Many of these individuals participate in psychiatric rehabilitation (CPR) programs that provide essential support and services to those with complex and longer-term mental health problems. These services should be evidence-based and focus on helping individuals develop skills and access resources needed to increase their capacity to be successful and satisfied in their chosen living, working, learning, and social environments. The Daily Living Activities-20 (DLA-20) is a research-supported measure of the daily living areas impacted by mental illness or disability with higher DLA-20 scores indicating stronger success in meeting daily living activities. 122 CPR consumers who had completed the DLA-20, rated demographic and study variables regarding their helpfulness in assisting them to successfully complete their daily living activities. Results of regression analyses revealed several significant micro-system, mezzo-system and macro-system variables as predictors of DLA-20 scores. The study results support the need for consumer-driven, individualized treatment planning and goal setting as well as assisting the consumer in developing strategies and acquiring necessary skills to reach and maintain stated goals and to develop necessary supports needed to maintain the stated goals. Implementing such approaches in CPR programs helps demonstrate that services provided to CPR consumers are addressing the empirically supported areas consumers report as being the most helpful in assisting them to successfully complete activities of daily living. Suggestions for modification of CPR programs with empirical input from CPR consumers are discussed. Audience participation is encouraged throughout the presentation.

Objectives

1. Describe the history of psychiatric rehabilitation programs.
2. Describe current services provided in psychiatric rehabilitation programs.
3. Identify the factors CPR consumers’ report as being the most helpful to them in successfully completing their daily living activities.
4. Describe examples of empirically supported modifications of CPR programs.

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Transforming from CSTAR to ASAM

Paradise Ballroom B

 

Speaker(s):

Johnson, Clif, CRAADC

Adams, Dan, MBA

Description

This presentation is one provider’s experience and update on how transforming from CSTAR to ASAM in a SUD program went and how after 6 months it is developing and affecting outcomes. The focus is to have some interactive discussion with those attending to share input and experiences.

Objectives

1. Explain different ways agencies have transformed to ASAM from CSTAR
2. Review agency documents being used to guide staff for LOCA
3. Discuss some ideas for their EHR development around ASAM

Adams Presentation

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Cultural Competence: Ethics and Models for Individual and Organizational Development

Paradise Ballroom A

 

Speaker(s):

Kingsbury, David, MA

Description

Though often misunderstood and misrepresented, cultural competence remains the preferred term and construct at the core of culture-related professional standards and guidelines from the APA, ACA, NASW, SAMHSA, and others. This is for good reason. When properly understood, cultural competence guides program development, professional development, and diagnosis and treatment in essential ways that relate to standards of care and boundaries of professional competence. Learn what cultural competence really means for both organizations and individual practitioners, why a correct understanding is important to quality of care, and how to pursue developing it.

Objectives

1. Explain the correct meaning of cultural competence as used in professional standards and guidelines including its relationship to subordinate constructs such as cultural humility, cultural responsiveness, and cultural intelligence.
2. Describe how professional standards limit scope of practice to one’s boundaries of cultural competence and how cultural distance can be used to assess the required degree of competence in individual encounters.
3. Identify a range of approaches that can be used to develop cultural awareness, knowledge, and skills and resources that can support such development.