Workshop Description

Workshop #: 001

Education Level: Intermediate

Our patients experience the deaths of partners, friends, and family. Other losses result from the endings of relationships, employment, and roles important to personal identity. This intermediate workshop reviews assessment practices to assist with differentiating normative grief reactions from prolonged grief disorder, major depressive disorder, and posttraumatic stress disorder. Insights from the neuroscience of grief are applied to support healthy grieving for adults across the lifespan, with consideration for special cases of anticipatory and disenfranchised grief. Clinical interventions are featured that are appropriate for traditional psychotherapy and integrated care settings, with an emphasis on culturally congruent treatment.

Learning Objectives

1. Apply methods for screening and differentiating among normative grief reactions, depression, PTSD, and DSM-5-TR prolonged grief disorder.
2. Explain the rationale and implementation of three clinical strategies to support healthy grieving by culturally diverse adults across the lifespan.
3. Develop a culturally responsive treatment plan to address physical, neurocognitive, emotional, and psychosocial features of grief for a current patient.

Presenter

Workshop Description

Workshop #: 002

Education Level: Intermediate

This workshop examines evidence-based approaches to assessing autism across age, sex, and gender, with emphasis on complex clinical presentations that are frequently underrecognized or misdiagnosed. Drawing on contemporary research on the female autism phenotype, camouflaging behaviors, and gender-diverse presentations, the presenters review limitations of standard diagnostic frameworks and commonly used assessment instruments. Participants learn strategies for integrating developmental history, multimethod assessment data, and differential diagnostic considerations to improve diagnostic accuracy. Clinical cases illustrate how internalizing symptoms, masking, and co-occurring conditions influence assessment outcomes and inform ethical, evidence-based diagnostic decision-making in real-world psychological practice with diverse clinical populations across the lifespan.

Learning Objectives

1. Identify empirically supported differences in autism presentation across sex and gender relevant to clinical assessment.
2. Evaluate limitations of commonly used autism assessment tools in complex or masked clinical presentations.
3. Apply evidence-based diagnostic strategies to improve accuracy in autism assessments involving female and gender-diverse individuals.

Presenter

Presenter

Presenter

Workshop Description

Workshop #: 003

Education Level: Introductory

This introductory workshop addresses the clinical, business, and emotional considerations of abrupt practice suspension as it impacts patients, colleagues, and family. The presenter reviews components of a comprehensive professional will and provides an overview of the duties of the practice executor. Several accessible solutions are provided to help navigate this often-avoided yet essential task, ensuring ethical compliance, protecting patients from the risks of traumatic termination, and sparing colleagues and family from unnecessary burden. The presenter draws on first-hand experiences as a practice executor and discusses potential pitfalls and best practices.

Learning Objectives

1. Explain the psychologist’s ethical duty to plan for sudden terminations.
2. Describe the important components to include in an emergency plan/professional will.
3. List the clinical, business, and practical duties of a practice executor and guidelines for best practice.

Presenter

Workshop Description

Workshop #: 004

Education Level: Intermediate

Many children have impairing deficits in executive functioning and practical deficits in organization, time management, and planning. This intermediate workshop provides an overview of methods to treat children with attention-deficit/hyperactivity disorder (ADHD) and related conditions using an empirically supported treatment. The presenter discusses methods for identifying appropriate children and highlights results from randomized clinical trials, including a study using completely virtual delivery. Behavioral and cognitive methods for engaging youth and their parents, methods for guiding parents’ behavior management, methods for building skills in youth, and approaches for collaborating with teachers are presented.

Learning Objectives

1. Identify the main skills deficits that children with ADHD and related disorders demonstrate in organization, time management, and planning.
2. Explain how to evaluate and select treatment candidates and implement treatment methods to improve practical problems in completing home and school tasks.
3. Describe the treatment for in-person delivery, a combined in-person and telehealth delivery, and a fully telehealth delivery. 

Presenter

Workshop Description

Workshop #: 005

Education Level: Intermediate

Emotion regulation is emerging as an integral component of psychological well-being. Often considered an aspect of executive functioning, effective emotion regulation is associated with improved emotional, cognitive, and functional outcomes. Understanding emotion regulation from a neuropsychological and an experiential perspective is essential for psychologists working in clinical settings. To provide a comprehensive view on emotion regulation, the presenters review theories of emotion and emotion regulation, introduce an evidence-based intervention, and present case studies and evidence from clinical trials with people with brain injury.

Learning Objectives

1. Explain the role of emotion regulation in psychological and neuropsychological functioning.
2. Provide empirical evidence to support the efficacy of an emotion regulation intervention.
3. Describe the step-by-step process of delivering the intervention.

Presenter

Presenter

Workshop Description

Workshop #: 006

Education Level: Intermediate

This intermediate workshop presents ethical considerations for psychologists working in integrated care settings. Supporting and conflicting laws, regulations, and professional standards are also discussed. The presenter examines the most common ethical issues facing professionals working on interprofessional teams and describes tools for ethical decision-making in the face of ethical conflicts that arise in integrated care settings. Case vignettes are used to provide participants with opportunities to practice identifying ethical issues and applying an ethical decision-making model to think through how best to resolve such issues.

Learning Objectives

1. Describe similarities and differences between the APA ethics code and the ethics codes of other professional health organizations.
2. List APA’s ethical principles and standards that are likely to create ethical dilemmas for psychologists in integrated care settings.
3. Describe ways to avoid and respond to ethical conflicts when working in an integrated care setting.

Presenter

Workshop Description

Workshop #: 007

Education Level: Introductory

Respond With CARE (Child-Adult Relationship Enhancement) is a trauma-informed, field-initiated modification of specific, evidence-based, positive parenting treatments for any adult who interacts with any child or adolescent to better relate and strengthen connections after disasters or violent events. Participants in this introductory workshop learn specific skills to enhance relationships with their clients/students, help them return to the learning environment more effectively, reduce mild-to-moderate child behavior challenges, and promote resilience in families after disasters or mass violence events. The workshop includes didactic information, videos, activities, and live practice with feedback for the greatest learning potential.

Learning Objectives

1. Discuss how trauma impacts child development, behaviors, and relationships, particularly the impact on marginalized communities.
2. Identify two reasons why use of CARE skills with children and teens may benefit relationships and behavior after disasters.
3. Describe two strategies for helping adults provide instructions that are more likely to improve compliance.

Presenter

Presenter

Workshop Description

Workshop #: 008

Education Level: Intermediate

Our patients experience the deaths of partners, friends, and family. Other losses result from the endings of relationships, employment, and roles important to personal identity. This intermediate workshop reviews assessment practices to assist with differentiating normative grief reactions from prolonged grief disorder, major depressive disorder, and posttraumatic stress disorder. Insights from the neuroscience of grief are applied to support healthy grieving for adults across the lifespan, with consideration for special cases of anticipatory and disenfranchised grief. Clinical interventions are featured that are appropriate for traditional psychotherapy and integrated care settings, with an emphasis on culturally congruent treatment.

Learning Objectives

1. Apply methods for screening and differentiating among normative grief reactions, depression, PTSD, and DSM-5-TR prolonged grief disorder.
2. Explain the rationale and implementation of three clinical strategies to support healthy grieving by culturally diverse adults across the lifespan.
3. Develop a culturally responsive treatment plan to address physical, neurocognitive, emotional, and psychosocial features of grief for a current patient.

Presenter

Presenter

Mayer Bellehsen, PhD, Assistant Vice President at Northwell Health and Clinical Psychologist specializing in trauma. He co-developed and oversees the Center for Traumatic Stress, Resilience and Recovery (CTSRR), providing services for healthcare workers, community, and NYPD officers. He also directs the Unified Behavioral Health Center for Military Veterans and their Families.

Workshop Description

Workshop #: 009

Education Level: Intermediate

Responding to long-standing gaps in trauma training in mental health education and practice, the National Child Traumatic Stress Network launched the Core Curriculum on Childhood Trauma (CCCT), a major initiative to raise the national standard of care for trauma-exposed children, families, and communities. CCCT is a robust yet flexible curriculum aligned closely with APA’s Guidelines on Trauma Competencies for Education and Training (2025). CCCT is being integrated across undergraduate, graduate, postdoctoral, and professional education and training. Using interactive demonstrations, this workshop covers CCCT’s history, development, and innovative training approach. Attendees learn of many pathways to bring CCCT to their site or community.

Learning Objectives

1. Describe how CCCT is used in psychology education, clinical training, and professional development (e.g., graduate trauma training tracks).
2. Explain how the 12 core concepts serve as conceptual lenses for analyzing, understanding, and “seeing” clinical implications of case material.
3. Describe various pathways available to access CCCT training, beginning with resources through the National Child Traumatic Stress Network (NCTSN.org).

Presenter

Presenter

Presenter

Workshop Description

Workshop #: 009

Education Level: Introductory

This introductory workshop introduces a holistic, empirically based framework for therapist flourishing, drawing from systemic and multicultural perspectives, existential positive psychology, and self-of-the-therapist perspectives. Key risk and protective factors are discussed—at individual, relational, and organizational levels—associated with burnout, vicarious traumatization, and well-being. Participants examine the limitations of current professional recommendations around self-care, which can compound isolation, overfunctioning, and “imposter” feelings. Considering their intersectional identities and context, participants are invited to reflect on systemic pressures that may undermine their well-being and to explore strengths and capacities to metabolize stress, navigate complex work dynamics, and promote thriving.

Learning Objectives

1. Explain how professional recommendations focused only on self-care can compound clinicians’ sense of shame about struggles and fuel isolation.
2. Describe at least three factors associated with burnout and/or vicarious trauma relevant to their own identities and workplace.
3. Identify strengths salient within their cultural/spiritual context that can help them metabolize stress impacts, catalyze vitality, and increase resilience.

Presenter

Presenter

Workshop Description

Workshop #: 011

Education Level: Intermediate

This intermediate workshop provides psychologists with practical tools to build equitable partnerships and deliver culturally responsive care to Latinx communities. Grounded in community-based participatory research (CBPR) frameworks, the workshop integrates emerging research, case examples, and applied strategies for engagement, culturally responsive needs assessment, and intervention with Latinx populations. Participants learn approaches to co-designing programs, addressing systemic barriers, and integrating cultural humility and intersectionality in psychological practice, education, and research. The session highlights innovations in community partnerships that enhance mental health equity and access.

Learning Objectives

1. Describe several sociocultural and structural factors influencing mental health and service use among Latinx populations.
2. Identify and apply five principles of CBPR and Crown's design cycle to building equitable partnerships with Latinx-serving organizations.
3. Explain how collaborative and contextual needs assessment can be integrated into research, supervision, and clinical intervention with Latinx individuals and communities.

Presenter

Presenter

Workshop Description

Workshop #: 012

Education Level: Intermediate

Increasing numbers of adult patients are seeking therapy for attention-deficit/hyperactivity disorder (ADHD). The features of ADHD that create problems in their daily lives—procrastination, poor time management—also interfere with follow-through on the use of coping strategies. This intermediate workshop presents a cognitive behavioral therapy (CBT) approach with an implementation focus designed to help adults with ADHD better use effective coping strategies outside the therapy room. The proposed central targets of CBT are reviewed (cognitive, emotional, behavioral-implementation, social) and a video of a CBT session for adult ADHD is presented and discussed.

Learning Objectives

1. Describe the central CBT intervention target in each treatment domain: cognitive, behavioral-implementation, emotional, and social-interpersonal.
2. Summarize the premises about the nature of ADHD and psychosocial treatment that provide the basis for the CBT approach.
3. Describe at least three new implementation-focused strategies to use in their clinical practices.

Presenter

Workshop Description

Workshop #: 013

Education Level: Introductory

This workshop on ethical approaches to care for individuals with variations in sex characteristics (VSC; also referred to as intersex variations or differences in sex development) is designed for psychologists at the beginner or intermediate level and is based on a task force report sponsored by APA on this topic. The presenters review common diagnoses associated with VSC as well as empirical and expert guidance regarding care for individuals across the lifespan with related diagnoses. Ethical complexities and controversies are also explored.

Learning Objectives

1. Summarize at least five clinical concerns described in empirical literature related to clinical treatment of people with VSC diagnoses.
2. Describe at least five different roles that psychologists commonly engage in while treating people with VSC.
3. Discuss at least three common ethical concerns related to treatment of individuals with VSC diagnoses.

Presenter

Presenter

Workshop Description

Workshop #: 014

Education Level: Intermediate

This intermediate workshop explores the application of professional ethics and test standards impacting test interpretation. The presenter provides an overview of measurement principles (reliability, validity, utility, norms) and their application to tests and assessment methods used in psychological assessment. Ethical standards and scientific principles foundational to test interpretation are discussed, as well as specific research methods for evidence-based interpretation practices. Participants improve their ability to critically evaluate test uses and interpretations suggested in test manuals, interpretation guides, the Mental Measurements Yearbook, and the extant literature. Application of this content helps attendees provide more ethical and evidence-based assessment practices.

Learning Objectives

1. Articulate how ethics and test standards apply to test selection, administration, and interpretation.
2. Describe why measurement principles are important to consider in the selection, administration, and interpretation of psychological tests.
3. Apply the four broad measurement principles (reliability, validity, utility, norms) providing the foundation for test score/discrepancy interpretation.

Presenter

Workshop Description

Workshop #: 015

Education Level: Intermediate

Personality disorders (PD) are prevalent and often debilitating disorders characterized by chronic emotionality, interpersonal problems, and multiple comorbidities and suicidality. Borderline PD therapy is often marked by poor treatment adherence, chaotic service use, high dropout rates, and clinician burnout. Several treatments have now shown efficacy for BPD, one of which is transference-focused psychotherapy (TFP). Like other empirically supported treatments, TFP has been shown to reduce symptomatology, but it also has unique effects for remediating problems in personality functioning and identity and addresses PD comorbidities. Additionally, recent research supports hypotheses about TFP theory and mechanisms of change.

Learning Objectives

1. List the elements of assessment for personality structure in the RADIOS mnemonic.
2. Use the TFP model to identify steps in developing a realistic, collaborative treatment frame for patients with personality disorders.
   
3. Describe how a therapist’s countertransference reactions to a patient can be used to increase understanding of the patient.

Presenter

Presenter

Workshop Description

Workshop #: 016

Education Level: Introductory

This introductory skill-building workshop includes a presentation of the rationale and empirical support for trauma-informed guilt reduction therapy. TrIGR is a brief transdiagnostic therapy that provides psychoeducation and strategies to help clients transform nonadaptive guilt and shame into more adaptive thoughts and feelings about the trauma and adversity they experienced. The presenter describes the intervention and uses case examples to illustrate some of the strategies. Active participation is encouraged through Q&A sessions and role playing using real case scenarios.

Learning Objectives

1. Explain the underlying rationale, including the role of trauma-related guilt and shame, in the development of and recovery from posttraumatic distress.
2. Explain the rationale and implementation of three clinical strategies to support healthy grieving by culturally diverse adults across the lifespan.
3. Describe one or more TrIGR strategies for guilt appraisal.

Presenter

Presenter