87th Annual Conference Schedule

Breakfast and Networking* 

Keynote Address: Ethical Issues for Therapists, as Shown in the Movies: Including Digital and Telehealth Scenarios 

Ofer Zur, Ph.D., LP

Dr. Zur has attentively selected films that provide insights into what constitutes ethical practice, what is the standard of care, the difference between boundary crossings and boundary violation as well as review two of the most important current issues in psychotherapy: Digital ethics and tele mental health ethics. Films allow us to see parts of ourselves reflected in characters on the screen, allowing us to see our won behaviors in a different light and possibly catch a glimpse of how others view us. Dr. Zur uses vignettes from popular movies and television shows to teach therapists about boundaries and ethical issues. He does so in a manner that both highlights ambiguities and provides clarification. Additionally, scenes are discussed regarding how such behaviors can either make a client feel comfortable and help build a therapeutic alliance, or conversely, lead to distrust and betrayal.

Upon completion of this session, participants should be better able to:

1. Describe the importance of context as it applies to the standard of care and the therapeutic relationship.
2. Identify the difference between boundary crossing and boundary violations.
3. Explain at least two ethical concerns arising out of use of contemporary technologies and tele-mental health practices.

The speaker has indicated they do not have any conflicts of interest.
Intermediate

Break and Exhibit Viewing* 

Visit with exhibitors as they discuss with you the latest products & services in the field. 

Keynote Address Continued: Ethical Issues for Therapists, as Shown in the Movies: Including Digital and Telehealth Scenarios

Ofer Zur, Ph.D., LP
See above for session details. 

Lunch* 

Clinical Science in Local Practice: A panel of Faculty and Students Focused on Clinical Research as Applied to the Practice of Psychology

Signe Nestingen, Psy.D, LP, LMFT
Psy. D., Counseling Psychology University of St. Thomas

Kathryn LaBore, Ph.D.
Ph.D., Counseling Psychology, University of North Dakota

Romana Triliegi

The balance between conducting clinical science that is both high quality and clinically relevant is at the heart of evidence based practice of psychology (American Psychological Association, 2006; Stricker & Terierweiler, 2006). Despite the importance of this balance, generating research that is scientifically rigorous and clinically relevant presents practical and conceptual challenges. Such challenges may be mitigated by adjusting the target of science from a universal application to locally focused targets that reflect common issues within a psychologist’s local community (Peterson et al., 2015). This presentation will explore quantitative and qualitative research methodologies that can be utilized by local practitioners and trainees to optimize clinical relevance in scientific research. Insights from existing student research will serve as examples to highlight what such projects can look like with a special emphasis on locally relevant projects.

Upon completion of this session, participants should be better able to:

1. Identify the relevance, application, and features of locally targeted research within the larger context of clinical science.
2. Both psychologist and student participants will be able to identify ways to collaborate in locally oriented clinically relevant research

The speakers have indicated they do not have any conflicts of interest.
Introductory

Supporting Brain Development in Fetal Alcohol Spectrum Disorder: Emerging Insights from Neuroimaging and Novel Interventions

Blake Gimbel, Ph.D.
Ph.D., Clinical Psychology, Pacific University

Fetal alcohol spectrum disorder (FASD) describes a range of life-long neurodevelopmental conditions resulting from prenatal alcohol exposure. These conditions are associated with cognitive and behavioral differences, psychosocial and functional challenges, and brain anomalies. Despite the considerably high prevalence of FASD, few interventions have been developed to support brain development and improve long-term functional outcomes in this population. This presentation is an overview of emerging insights from research investigating brain development in FASD and the role of novel intervention in optimizing developmental outcomes. Attendees will gain a basic understanding of the effects of prenatal alcohol exposure on the brain and behavior. Attendees will also recognize how an understanding of brain structure and function in FASD can inform novel interventions such as time-targeted nutritional choline supplementation and transcranial direct current stimulation.

Upon completion of this session, participants should be better able to:

1. Describe fetal alcohol spectrum disorders and associated brain-based cognitive and behavioral differences
2. Explain how understanding brain structure and function in FASD can inform effective and timely interventions

The speakers have indicated they do not have any conflicts of interest.
Introductory

My Clinical Notes/Report Has Been Subpoenaed?! Guidance for Documentation and Report Writing from Forensic Psychologists

Jacob X. Chavez, Psy.D., LP, ABPP
Psy.D, Clinical and Forensic Psychology, Forest Institute of Professional Psychology

Colt J. Blunt, Psy.D., LP
Clinical Psychology with Forensic Concentration, Minnesota School of Professional Psychology

Jennifer L. Harrison, Ph.D., LP
Ph.D., Clinical Psychology, California School of Professional Psychology at Alliant International University

Ellen R. Castillo, Ph.D.
Ph.D., Clinical Psychology, Sam Houston State University

Joseph Korevec, Psy.D.
Psy.D., Clinical Psychology, Indiana State University

The accurate portrayal of clients is essential to effective service provision in behavioral mental health. While direct client interaction is essential, an oftentimes less emphasized but equally important component is documenting those interactions in a clear, concise, and objective manner. When the clinician’s intended audience is likely to only consist of the client and other clinicians, it is common for such documentation to be rather brief, less detailed, and reflect a combination of observations and inferences without clear distinction. On occasion, clinical documentation and reports can be subpoenaed for legal purposes even when the clinician is not working directly within the forensic arena. To that end, a group of forensic psychologists, who specialize in forensic report writing, aim to offer guidelines for improving documentation and report writing skills for clinical purposes. Topics of discussion will include understanding key differences between clinical and forensic evaluations; highlighting the importance of effective report writing for both intended and unintended audiences that may be used in a legal context; emphasizing the importance of hypothesis testing, word choice, and difficulties with using jargon; and underscoring the importance of refraining from drawing inferences and conclusions in the absence of supportive data. Specific examples will be discussed in order to illuminate the importance of detail in documentation and the inclusion of evidence to support one’s overall assessment. Following these suggested guidelines can improve work product quality and increase one’s confidence should documentation later be used in a legal proceeding. 

Upon completion of this session, participants should be better able to:

1. Identify three commonly scrutinized aspects of clinical documentation.
2. Explain how clinical documentation created for non-forensic applications can assist in forensic contexts.
3. Describe three ways to increase understanding within clinical documentation for audiences with little or no behavioral mental health training.

The speakers have indicated they do not have any conflicts of interest.
Intermediate

Teaching Practices that Support the Mental Health and Wellbeing of College Students

Liza Meredith, Ph.D., LP
Ph.D., Counseling Psychology, University of Minnesota Twin-Cities

Kate McKinney

Mental health challenges can affect every area of a college student’s life, from academics to interpersonal relationships. While past research has demonstrated college students’ need for mental health support, few studies have investigated how teaching practices can benefit the mental health and wellbeing of college students. The purpose of this presentation is to review our findings on student perspectives surrounding the role of teaching practices in managing student mental health. To collect this data, 948 undergraduate students enrolled in Introduction to Psychology at the University of Minnesota Twin-Cities completed a survey in which they were asked to provide their opinions on which teaching practices professors could use to decrease stress levels and improve wellbeing. Students’ responses were compiled and coded into three broad categories: Instructor Approaches, Course Structure, and Assessments. Each category included several subcategories that reflected specific teaching practices, such as providing exam review materials and being flexible with deadlines. The frequency each category and subcategory was mentioned were compiled to develop a set of recommendations college instructors can use to improve student mental health and wellbeing.

Upon completion of this session, participants should be better able to:

1. Describe teaching practices that decrease college students’ stress or improve wellbeing
2. Apply beneficial teaching practices to one’s own work in postsecondary education

The speaker has indicated they do not have any conflicts of interest.
Introductory 

Exhibit Viewing* 

Visit with exhibitors as they discuss with you the latest products & services in the field.

Poster Viewing 

This session provides an opportunity to review research studies, innovative clinical interventions, and case studies through engagement with researchers, program developers and clinicians who are presenting their work. CE credits are available for those who spend this hour in the poster viewing area.

Participants Will Be Able To:

1. Describe the research project for each poster presentation.
2. List the key findings of the research from each poster presentation.

Pediatric Behavioral Sleep Medicine: Sleep as a Superpower

Sam Marzouk, Ph.D., LP
Ph.D., Clinical Psychology, University of Tulsa

There is a wide body of literature that speaks to the cognitive, emotional, and psychological benefits of improved sleep quantity and quality in children. Given the rising prevalence of pediatric sleep disorders, many children do not achieve the full benefits of sleep. Furthermore, despite the high prevalence rate of sleep disorders in children, mental health professionals typically receive little to no training in the assessment and treatment of common pediatric sleep disorders. Pediatric behavioral sleep medicine refers to the use of evidence-based psychological interventions to treat behaviorally based sleeping disorders in children and adolescents. This workshop will help professionals identify common behaviorally based sleeping disorders and sub-clinical sleep difficulties. Time will be spent covering the clinical assessment of pediatric sleep problems, while also briefly discussing various sleep-wake disorders most seen in children. Considerable time will be spent focusing on behavioral interventions for various pediatric sleep problems including behavioral insomnias, bedtime compliance/protests, nighttime anxiety, nightmares, and parasomnias (i.e., sleepwalking and night terrors).

Upon completion of this session, participants should be better able to:

1. Apply evidence-based interventions for addressing common sleep disorders and problems
2. Describe the clinical assessment process for sleep including examining sleep history, patterns, and screening for sleep disorders 

The speaker has indicated they do not have any conflicts of interest.
Introductory

The Intersection of Ethics and the Law in Psychological Practice: A Panel Discussion

Matthew R. Hanson, Ph.D, LP
Ph.D., Counseling/Clinical Psychology, University of Minnesota

Louise Ferry, Ph.D., LP, LMFT
Ph.D, Clinical Psychology, Capella University

Heidi Strohmaier, Ph.D., LP
Ph.D., Clinical Psychology, forensic concentration, Drexel University

Anna Tierney, Ph.D., LP
Ph.D., Clinical Psychology, Saint Louis University

Tom Pearson, Esq.
J.D., University of Denver

A common concern for many practicing psychologists is how to resolve conflicts between the law and ethics when those two areas collide. This presentation will consist of MPA Ethics Committee members and the attorney for MPA's legal consultation services. Panelists will utilize de-identified case vignettes to illustrate these potential conflicts and highlight ways to resolve these situations in accordance with ethical standards and relevant law. Panelists will invite members to ask general questions related to ethics and the law in psychological practice.

Upon completion of this session, participants should be better able to:

1. Recognize some common ethical and legal issues relevant to the practice of psychology.
2. Identify specific resources and approaches to use when confronted with an ethical or legal dilemma.
3. Illustrate practical strategies for discerning when legal consultation is appropriate. 

The speakers have indicated they do not have any conflicts of interest.
Intermediate                                                                                                                                                                                                                       

Tobacco Treatment in Psychological Care: Prioritize to Save Lives

Danielle Thornton
Bachelor of Science in Public Health and Community Health Education. University of Wisconsin La Crosse

Commercial tobacco use continues to be a leading cause of death and disability for individuals living with a mental illness. While tobacco cessation resources and support are readily available for the majority of the general public, the lack of access to these resources for those living with a mental health condition has become a social justice issue. Research continues to show that the mental health field persistently remains behind in fully implementing tobacco treatment education and cessation support and evidence-based treatment methods coupled with other types of mental health care remain largely under-utilized. Mental health professionals have the unique opportunity to take the lead in discussing tobacco treatment with their clients, however, myths about patient interest in tobacco cessation and confidence in treatment options remain a barrier. Through improved understanding of these misconceptions and the significance of their role in tobacco treatment, mental health professionals can learn to implement and adapt simple, evidence-based strategies and resources in their workplace.

Upon completion of this session, participants should be better able to:

1. Analyze the disparities of commercial tobacco use among those living with a mental illness and how access to tobacco treatment is a social justice issue.
2. Implement approachable tobacco treatment and cessation support in clinical mental health settings to improve mental health outcomes.

The speaker has indicated they do not have any conflicts of interest.                                                  Introductory 

The Science of Healing through Self-Compassion

Ann Duevel, MSW, LICSW, LADC
Master of Social Work (MSW), Clinical Social Worker with Chemical Dependency specialty, University of St. Thomas/St. Catherine University

The practice of self-compassion (a skill based on mindfulness and loving kindness towards oneself), is quickly emerging as an effective, evidence-based approach to managing distress and suffering in our everyday lives. The Science of Healing through Self-Compassion is a presentation that will explore both how and why compassionate-mind training can be a clinically useful tool in the treatment of psychological issues. Self-compassion builds shame resilience, which makes it useful in treating many of the most common issues we see today--things like mood disorders, anxiety disorders, addiction concerns, motivation/burnout issues, and much more. This presentation will teach participants how to understand the methodology of practicing compassionate interventions from a clinical perspective, and will also illustrate how to harness the power of self-compassion in their own lives. Discover what science tells us about why self-compassion works, and explore this exciting practice in more detail--it will be a lesson in becoming more emotionally resilient, from the inside out.

Upon completion of this session, participants should be better able to:

1. Describe the concept of self-compassion as an intervention for increasing shame resilience.
2. Explain the science behind self-compassion as a clinical intervention, including why it works. (Also define the role that shame and self-criticism play at the bio/psycho/social level in exacerbating mental health issues).
3. Illustrate the three components of compassionate-mind training and outline how to utilize this intervention with patients.
4. Model examples of compassion-focused practice in the clinical setting using real-life examples.

The speakers have indicated they do not have any conflicts of interest.
Intermediate

4:15 p.m.

4:45 p.m.

Business Meeting*

Reception, Networking, PINGO, and Awards* 

Breakfast and Networking* 

Keynote Address: Narrative-Imagery Rehearsal Therapy: Brief Treatment for Nightmares

Ann M. Wagner, Ph.D., LP, ABPP
Ph.D., Clinical Psychology, University of South Dakota

Narrative Therapy, developed by Michael White and David Epston in the late 1980s, holds a social contextualism perspective that as humans, we co-construct meaning in the process of sharing stories of our lives and experiences. We integrate meanings in the stories we tell ourselves and others. NT therapists ask questions informed by NT principles to help deconstruct the problem narratives dominating people’s lives, and to create openings to strengthen valued and preferred narratives. In the spirit of Narrative Therapy, this 3-hour program will include the story of the development of a novel, brief treatment for nightmares that integrates the evidenced-based strategy of Imagery Rehearsal Therapy (rescripting and rehearsal) with Narrative Therapy principles of externalization, personal agency, intentionality, and absent but implicit. The story will include comments by 8 veterans, honoring their words and meanings, who were asked what they found helpful about the intervention. To create a shared, new story, Dr. Wagner will conduct a live demonstration of an initial IRT session, to share this experience with conference attendees. This presentation will include some structure:-First hour: Overview of the development of Narrative-Imagery Rehearsal Therapy – the story.-Second hour: Live demonstration of an initial N-IRT session with a volunteer “client.”-Third hour: Review of challenges, special considerations, and Q&A. In summary, Dr. Wagner will be providing MPA Conference attendees an educational and training experience similar to what she offers in her N-IRT training workshops. The views she expresses are her own and do not necessarily reflect the position or policy of the Department of Veterans Affairs or the U.S. government.

Upon completion of this session, participants should be better able to:

1. Recognize that there is no single IRT protocol, and that the core evidence-based strategy of rescripting and rehearsal can be flexibly applied in a variety of protocols based on the clinical needs of the population or setting.
2. Identify how principles of Narrative Therapy -- primarily externalization, absent but implicit, intentionality and personal agency -- influence the steps used in the Narrative-Imagery Rehearsal Therapy protocol to guide the development of the rescription.
3. Identify one or more special features of the N-IRT approach, such as its brevity; its applicability to both recurring nightmares and variable-content, same-theme nightmares; and its lack of any need for full exposure to the nightmare content itself.
4. Actively observe a live demonstration of an initial N-IRT session to enhance experiential learning.

The speaker has indicated they do not have any conflicts of interest.
Introductory 

Exhibit Viewing and Break* (Foyer)

Visit with exhibitors as they discuss with you the latest products & services in the field.

Keynote Address Continued: IRT for Nightmares

Ann M. Wagner, PhD, LP, ABPP
Ph.D., Clinical Psychology, University of South Dakota

See above for session details. 

Lunch* 

When Suicide isn't Suicide: Understanding Medical Aid in Dying

Dwight Moore, Ph.D., LP
Ph.D., Counseling Psychology, University of Minnesota

Rebecca Thoman, M.D.
M.D., University of Cincinnati College of Medicine

Ten states and the District of Columbia currently authorize the practice of medical aid in dying in which terminally ill adults with a six-month prognosis and decisional capacity may receive a prescription medication they may ingest to hasten a foreseeable and unavoidable death. Twelve states, including Minnesota, have introduced similar legislation. As the movement for end-of-life autonomy grows, psychologists will play an important role in ensuring that terminally ill patients who request medical aid in dying meet the clinical criteria for informed consent and volition and that requests to hasten death are evaluated and responded to appropriately. Using case examples, the speakers will review capacity assessments for medical aid-in-dying and provide a forum for discussion about ethics and appropriate language.

Upon completion of this session, participants should be better able to:

1. Describe the clinical criteria and practice of medical aid in dying
2. Explain the components of a capacity assessment for medical aid in dying and the role of the psychologist
3. Compare and contrast suicide with medical aid in dying

The speaker has indicated they do not have any conflicts of interest.
Introductory 

Cultural Humility in Relationships: Responding to the Self and Others

Hannah Dufek, MS, LADC, LPCC
M.S., Clinical Mental Health Counseling & Addictions Counseling Certificate, Winona State University

Responding to cultural differences has been a topic of discussion for a number of years and continues to grow in importance as individuals from diverse backgrounds increasingly seek therapeutic services. Learning to use cultural humility in relationships allows participants to take the pressure off of knowing the “right thing to say” about different cultures and instead focus on the relationship being built by showing up as the whole self. Participants will learn how to identify their own intricate cultural identities so that they can reflect on ways that their human experiences show up in the therapy room. Participants will also learn how to repair cultural ruptures when there are inevitable misunderstandings or microaggressions that often occur in human interactions. By increasing cultural humility, conversations about culture will become more open, more honest, and more comfortable in order to create safe and effective therapeutic relationships.

Upon completion of this session, participants should be better able to:

1. Define cultural humility and identify why it is important in relationships.
2. Name the three components that make up cultural humility.
3. Reflect on their own aspects of identity using the addressing model.
4. Explore and describe ways to repair cultural ruptures.

The speaker has indicated they do not have any conflicts of interest.
Introductory

Mood Altering Substances Use: What Do I Need to Know as a Clinician

Amy Carrison, Psy.D., LP, LADC
Psy.D, Counseling Psychology, Saint Mary’s University of Minnesota

The focus of this presentation will be to enhance clinicians who do not focus primarily on substance use issues understanding of commonly used mood-altering substances and how they may impact clients. This presentation will also focus on the overlap between mental health issues and substance use. Resources such as substance use treatment, peer recovery, and 12 step-support groups will be discussed. How to help a client access services will also be discusses as a part of this presentation.

1. Describe drugs of abuse and explain how they can impact a client’s biopsychosocial functioning.
2. List and know how to access resources available for clients for substance use issues.

The speaker has indicated they do not have any conflicts of interest.
Intermediate

Exhibit Viewing*  

Visit with exhibitors as they discuss with you the latest products & services in the field.

Poster Viewing  

This session provides an opportunity to review research studies, innovative clinical interventions, and case studies through engagement with researchers, program developers and clinicians who are presenting their work. CE credits are available for those who spend this hour in the poster viewing area.

Participants Will Be Able To:

1. Describe the research project for each poster presentation.
2. List the key findings of the research from each poster presentation.

Cannabis and the Developing Brain

Sara Polley, M.D.
M.D., University of Minnesota Medical School

Cannabis, which is a term that describes marijuana and associated products, is a topic of much discussion lately. The overall perception of risk associated with cannabis use is at an all-time low while use is at an all-time high. Join addiction psychiatrist Sara Polley, MD, Medical Director of Hazelden Betty Ford’s Youth Continuum, in reviewing the ever changing landscape of cannabis use through the lens of her work with young people. Time will be spent exploring the latest trends and topics in the state of Minnesota and nationally related to cannabis, including legalization and medicinal use. Utilizing her background as a child and adolescent psychiatrist, Dr. Polley will discuss the impact of cannabis exposure on brain development and the differing impacts of cannabis and other substances of abuse on youth as compared to adults. Through case presentation and discussion, she will guide the audience through real-life cases and demonstrate psychotherapeutic techniques which can be implemented in the office when working with youth who are at risk of cannabis use disorders.

Upon completion of this session, participants should be better able to:

1. Analyze the latest trends in cannabis use with a focus on youth.
2. Explain how cannabinoids and other substances of abuse impact the developing brain.
3. Apply approachable intervention techniques for young people with cannabis use concerns

The speaker has indicated they do not have any conflicts of interest.
Introductory

Assessing and Diagnosis of Autism Spectrum Disorder in Adults

Amy Carrison, Psy.D., LP, LADC
Psy.D, Counseling Psychology, Saint Mary’s University of Minnesota

This presentation will focus on assessing and diagnosis of Autism Spectrum Disorder in adults. Criteria for Autism Spectrum Disorder diagnosis across the lifespan and how those criteria may have been missed in childhood/teen years will be reviewed. Also covered will be tools that can be used to diagnose autism. Resources for clients and clinicians will be reviewed.

Upon completion of this session, participants should be better able to:

1. Describe the diagnostic criteria for Autism Spectrum Disorder and the levels of Autism Spectrum disorder
2. Apply the diagnostic criteria of Autism Spectrum Disorder to clinical practice and assessment of Autism Spectrum Disorder
3. Recognize tools available for the assessment of Autism Spectrum Disorder

The speaker has indicated they do not have any conflicts of interest.
Introductory

DBT for Alcohol and Drug Addiction: Skills and Strategies for Emotional Regulation, Recovery, and Relapse Prevention

Laura Petracek, Ph.D., LCSW
Ph.D., Clinical Psychology, California Institute of Integral Studies

DBT is a short-term and research-based therapeutic model that focuses on helping people to manage emotions that may be intense and painful. Often, alcohol may be used as a method of coping or self-medicating difficult emotions, such as anxiety or depression. DBT can help a person learn how to cope with these emotions and provide tools for managing them. It can also help clients to work through potential triggers and curb self-destructive and maladaptive behaviors. Combining the application of DBT and the Twelve Steps allows individuals to address the underlying issues of addiction and manage daily stressors. Applying DBT for alcohol and drug addiction helps build relationships to delve into and maintain a healthy state of mind while painting the daily commitment to stay clean and sober. DBT and AA/NA emphasize abstinence and focus on behavior change, developing sober interests, and identifying and changing dysfunctional thoughts and behavior.

Upon completion of this session, participants should be better able to:

1. List the principles and applications of Dialectical Behavioral Therapy (DBT) in the treatment of alcohol and drug addiction.
2. Describe at least three skill-based strategies for managing intense emotions, curbing self-destructive behaviors, and promoting relapse prevention in individuals struggling with addiction.
3. Provide examples of the integration of DBT and the Twelve Steps in the treatment of addiction; including the importance of mindfulness skills in addressing underlying emotional triggers.
4. Describe the importance of relationships in recovery and to list skills to help clients in building and maintaining relationships that support sobriety and emotional regulation.

The speaker has indicated they do not have any conflicts of interest.
Intermediate

Conference Adjourns

Bring completed CE attendance log to the registration table. Complete the evaluation that you will receive via email and your certificate will be emailed back to you within 10 business days.