November 4, 2016

8:30-1200 Scott Miller, PhD Clinical Excellence: Three Steps to Superior Performance

12:00-1:00 Lunch (provided)

1:00 – 4:00 Scott Miller cont.

November 5, 2016

8:30 – 8:45  Welcome, Copact update

8:45 – 9:45  Keynote: Dr Craigan Usher

9:45-10:00   Break

10:00-12:00 Breakout session I
How to Change the Brain in Pain – Kris Fant
Authentic Identity development for young people who experience psychosis – Katie Hayden-Lewis
Aligning Clients Sensitivity:Parts Work and Use of Self – Rick Johnson
And Now for Something Completely Different – John McCarthy
When Trauma Leads to Psychosis – Ron Unger

12-00-1:00   Lunch – provided

1:00 – 3:00  Breakout session II
Neuro Alignment: Bringing the Nebulous into Focus – Josh Sizemore
EASA Magic – Laticia Sainz & Megan Sage
What’s Sensory Got to do with It? – Sue Wimmer
Working with 21st Century Teens and Families: A new template for connection in a digital age – Yshai Boussi
Ethics in the Digital Age – Paul Cooney

3:00-3:15     Break

3:15-4:15  Breakout session III
Occupational Therapy and Supported Employment: Collaboration Ideas for Job Outcomes in EASA – Halley Read
Clinical Development for Paraprofessional Counselors -Dominique Sotelo
Dismantling Rigidity, Developing Curiosity: Learning from the Peer Support Model – Reggie Lee
A New Way to C.A.R.E: Minimizing pediatric anxiety and trauma – Julie Lerwick
So Your Client Has Career Questions? Exploring Career Counseling through the Mental Health Lens – Tina Anctil

SATURDAY SESSION I 10:00 AM – 12:00 PM

How to Change the Brain in Pain

Bellmont A

Kris Fant, LMHC, LPC

The goal of this presentation is to provide further information and tools to therapists working with clients who have persistent pain. It is not uncommon for clients to come into mental health treatment for symptoms of anxiety, depression, or trauma, and to be also dealing with persistent pain or chronic health conditions that are affecting their quality of life. The presentation will outline the difference between acute and persistent pain, use metaphors that are easily accessible for clients to understand how pain is operating in their brain and body, give ways of conceptualizing the role of prescription and non prescription substances in our client’s lives, and will include many resources for further exploration. It will also explore the role trauma plays with persistent pain. The modalities highlighted in this presentation will include ACT, CBT, and psychoeducation in psychotherapy. There will also be a discussion on language, including the reason for using the words persistent pain rather than chronic pain.

Learning Outcomes:
1) Understand the role of the brain and neuroplasticity in chronic pain.
2) Learn various therapies and tools that can help clients manage their pain and common emotions that frequently co-occur with pain.
3) Understand how client’s deepest values can help inspire behavior change.

2016-Orca-Handouts-Kris-Fant.pdf

Authentic Identity Development for Young People Who Experience Psychosis

Windsor A

Katie Hayden-Lewis, PhD, MA, LPC

This presentation will offer an original theory based in research about the lived experiences of identity development for young adults who also experience psychosis or schizophrenia. The theory describes two potential pathways of identity development for this group. It offers a stigma-sensitized lens to a unique understanding of the complex and profound role identity plays in the lives of all young people, including those who experience psychosis.

Learning Outcomes:
1) Understand developmentally typical and unique experiences related to identity development for young people who also experience psychosis and schizophrenia.
2) Identify potential skills that can help reduce the impact of intentional and unintentional stigma on young clients.
3) Examine ways individuals who experience psychosis might protect themselves from stigma in their relationships with mental health providers, family members, peers, and society.

Aligning with Clients’ Sensitivities: Parts Work and Use of Self

Windsor B

Rick Johnson, PhD

This program will provide an integrative approach to working with sensitivities that emerge from early wounding and the inevitable restrictions that occur with subsequent compensatory structures, both of which limit clients’ capacity to effectively filter and experience life. This approach utilizes interpersonal/psychoanalytic, humanistic, and experiential (e.g., IFS) models. Particular emphasis will be placed on the therapist’s use of self as a participatory healing agent.

Learning Outcomes:
1) Learn a model focused on increasing clients’ capacity to experience life.
2) Integrate the model into your existing theoretical orientation.
3) Increase your competency with utilizing yourself as an instrument of therapeutic change.

Rick-Johnson-ORCA-2016-power-point.pdf

…And Now For Something Different

Windsor C

John McCarthy, PhD, NCC

All professional counselors wear many hats: advocate, consultant, coach, administrator, and crisis responder. Each of these roles calls for the ability of creative thinking (CT) and creative problem-solving (CPS). The dilemma? CPS and CT probably weren’t taught in their graduate programs. This highly interactive and fun-filled workshop will review the professional benefits of CT/CPS (including career-sustaining behaviors and wellness), developments in creativity and counseling, the types of thinking (divergent/convergent and productive/reproductive), the benefits of mind wandering, neuroscience and the challenges in creativity, tips for effective brainstorming, models and techniques in divergent thinking, and the necessary beauty of mistakes in creativity.

Learning Outcomes:
1) Discuss how creativity enters into wellness and career-sustaining behavior.
2) Compare and utilize at least three models/techniques of CPS.
3) Distinguish among types of questions in framing creative opportunities.
4) Cite and apply recent research on creativity.
5) Name at least three items in your “professional creativity plan.”

SATURDAY SESSION II 1:00 PM – 3:00 PM

Ethics in the Digital Age

Bellmont A

Paul Cooney, JD

This seminar will cover ethical issues related to using digital equipment in your practice. Computers, smart phones, tablets and laptops have become commonplace in mental health practices in Oregon. While these devices can provide many benefits, they also carry some risk. Learn how to safely practice in the digital age by exploring protection of electronic health information; issues around email, texts, smart phones, laptops, and tablets; how to deal with social media issues and how to handle data breaches.

Learning Objectives:
1) Understand the risks and benefits of using digital technology in your practice.
2) Understand the ethical requirements of protecting digital health information.
3) Clarify how to reduce risks when using digital equipment in your practice.
4) Increase your competence in dealing with breaches of digital health information.
5)Identify the ethics of using social media in your practice.

PaulCooneySlides.ppt

Neuro Alignment: A Monoamine Treatment Model

Windsor A

Josh Sizemore, PMHNP, RN, MN

This presentation asks mental health professions to consider different ways of looking at symptoms, diagnosis and treatment. The goal is to emphasize 5 core underpinnings to assist in conceptualizing the most complicated of patients to better concentrate treatment. Instead of focusing solely on chief complaints, symptoms and diagnosis it teaches a way of rooting out the underlying causes of the problems which allows for richer treatment options and improved outcomes.

Learning Outcomes:
1) Identify how biological predispositions with a monoamine guided foundation impact individuals.
2) Examine examples of nurture (non-genetic influences) on clients.
3) Assess the limbic system activation/response.
4) Explore sensory integration in treatment.
5) Consider medical/somatic signs and contributors.

Josh-Sizemores-Slides.pptx

When Trauma Leads to Psychosis: Healing Begins By Finding the Story

Windsor B

Ron Unger, LCSW

A large number of studies now provide evidence that psychosis can be an understandable reaction to trauma, abuse, and other difficult life experiences, with dissociation usually involved in that reaction. Learn about a science-based yet humanistic conceptualization of extreme human experiences, and discover ways to help people change their relationship with these experiences, by collaborating in building coherent and compassionate self-narratives that set the stage for real recovery. Even when trauma is only part of the story of what led to psychosis, clarifying the story may be very helpful in supporting a return to a meaningful life.

Learning Objectives:
1) Understand the research supporting the notion that trauma can lead to psychosis.
2) Discover how to shift from asking “what’s wrong with you?” to “what happened to you?” and “how did you react to what happened, and how is it still affecting you?”
3) Gain skills in collaborating with people in building coherent narratives that help them face the past, frame the present, and define future possibilities, explaining both past traumas and psychotic reactions in ways that promote self-worth.

When-Trauma-Leads-to-Psychosis.pptx

EASA Magic
Windsor C

Leticia Sainz, LPC, Megan Sage, LCSW, Neil Falk, PhD, and Nybelle Caruso

EASA (Early Assessment and Support Alliance) has had excellent outcomes – e.g. increased employment, decreased hospitalizations, increased participation in education – in working with young adults and their families in Multnomah County. In this workshop, we will explore what we call “EASA Magic” – the tangible and intangible factors that makes our work so successful. Participants will learn about the EASA model and gain concrete skills that they can implement immediately into their current, possibly non-EASA practice.

What’s Sensory Got to Do With IT?

Bellmont B

Sue Wimmer, OTR/L, QMHP

In our mental health practices, we come across persons who seem “stuck” in their treatment or just don’t respond to treatment the way other persons do. By looking at these people from a “sensory perspective” you can develop new ways to see their behavior, symptoms and mental health issues. The way our sensory systems impact our behavior is not widely recognized, but becoming moreacknowledged as we understand how the brain and nervous system work. Frequently, sensory processing issues may mimic mental health issues and can be misidentified at all ages. In this interactive presentation, you will see how we all use our sensory systems naturally to regulate ourselves. You will learn when sensory systems get “out of whack and off center” what behaviors, mood disruptions and mental health issues may result. These resultant behaviors impact these persons in day to day functioning (work, school, self care), interpersonal relationships and self identity and make life difficult for them.

Learning objectives are:

1). To learn how we all use our “normal sensory processing” to regulate ourselves daily,
2). To understand what happens when sensory systems are over and under reactive to sensory input and the resultant behaviors and mental health issues you may see,
3). To how sensory processing can co-occur or mimic mental health disorder such as anxiety, depression, bipolar disorder or ADHD. Also there are sensory changes that occur with early psychosis and schizophrenia.
4). To experience and learn some tools and techniques you can use to help persons you are working with to move forward with their treatment and learn to become more “regulated” in their lives.

SueWimmerSensory-Processing-and-Regulation-Presentation-Number-2-Copy.ppt

SueWimmerHandouts-Sensory-Processing.pdf

SueWimmerGetting-the-Most-out-of-your-Stress-Reduction-11-16.pptx

SueWimmer7-ways-to-change-your-brain.pptx

Working with 21st Century Teens and Families

Bellmont C

Yshai Boussi, LPC

In this informative, practical and lighthearted workshop, we’ll explore and apply the new science of the adolescent brain and why this period is as important as 0 to 3. An adaptive model and approach to working with adolescents and their families will also be presented and discussed.

Learning Objectives:
1) Explore and apply the new science of the adolescent brain.
2) Describe four principles for working effectively with adolescents and parents.
3) Identify three effective strategies for engaging adolescents and parents in family sessions.

Yshai-BoussiWorkingwith21stCenturyAdolescentsandFamilies.pdf

SATURDAY SESSION III 3:15 PM – 4:15 PM

Technology and Psychotherapy

Bellmont A

Nicole Amesbury, MS, LMHC

We live in a rapidly changing world where people use technology as part of their everyday life. This presentation will examine the challenges and benefits of practicing psychotherapy in the age of the smartphones and discuss her entrepreneurial experience in the world of start-ups, where the speaker will share new innovations in the delivery of psychotherapy.

Learning Objectives:
1) Identify clinical practice considerations of online counseling.
2) Examine the legal and ethical considerations of online counseling.
3) Explore how psychodynamic, cognitive behavioral, humanistic and integrative theoretical approaches are delivered using the different modalities (text, voice, video) and the differences from face-to-face therapy.

Exploring Career Counseling Through the Mental Health Lens

Windsor A

Tina Anctil, PhD, CRC, LPC, and Blake Locher, MS

This program uses an experiential and discussion format to provide a theoretical and practical approach for mental health counselors whose clients also have career counseling needs. Post-modern methods including Career Construction Theory (Savickas, 1995, 2002, 2013) will highlight a framework for working with diverse populations – including people of color, LBTBQ, or persons with disabilities. Participants will receive a resource handout, including online resources for exploring vocational information, including labor market, salary, and job openings.
Learning Outcomes:
1) Clarify how to target your clients’ biggest barriers to change.
2) Craft more precise interventions that increase clients’ job-readiness.
3) Examine case studies that demonstrate how career assessment of interests, values, and abilities can be used to simultaneously support both mental health and career-related needs.
4) Understand how to collaboratively interpret the Career Style Interview (Taber, Hartung, Briddick, Briddick, & Rehfuss, 2011) and use this client-centered assessment to help develop goal-directed behaviors and address career distress.

A New Way to C.A.R.E: Minimizing Pediatric Anxiety and Trauma

Windsor B

Julie Lerwick, PhD, LPC, NCC, RPT

Episodes of care such as preventive clinic visits, acute care, medical procedures, mental health visits and hospitalization can be emotionally threatening and psychologically traumatizing for pediatric patients. Children are often subject to psychological trauma, demonstrated by anxiety, aggression, anger, and similar expressions of emotion, due to lack of control of their environment. This sense of helplessness, coupled with fear and pain, can cause children to feel powerless in healthcare settings. These emotional responses can delay important medical treatment, take more time to complete patient satisfaction. It can also trigger anxiety and trauma responses in children, leading to the need for mental health treatment. Healthcare professionals are uniquely positioned to prevent and reduce healthcare-induced trauma and anxiety. Mental health professionals are in an important role to screen for residual healthcare-induced anxiety and trauma in pediatric clients. This presentation introduces a new way to CARE for pediatric patients in the healthcare and mental health setting by implementing four treatment principles. Participants will learn to apply the CARE principles to help patients feel empowered, mitigating and reducing the risk of anxiety and trauma responses in healthcare interactions. It also provides information to mental health professionals who work with children in an effort to identify and treat healthcare-induced anxiety and trauma. This workshop seeks to equip all healthcare and mental health care professionals with tools to restore the balance of valuing children in society today by giving them respect, a voice, and a place of emotional safety within their healthcare experiences.

Lerwick-Publication-2013.pdf

Lerwick-Publication-2016.pdf

Dismantling Rigidity, Developing Curiosity: Learning from the Intentional Peer Support Model

Windsor C

Linnea Stenhouse, MSW, CSWA, and Reggie Lee

You have likely heard of Peer Support and maybe have seen it in action.  Many know that it entails a practitioner that shares salient mental health or addiction experiences with the folks they serve. Peer Support Specialists often utilize Intentional Peer Support (IPS) as a framework for practice.  In this presentation we will discuss the applications of this dynamic and thought-provokingmodel, not only in the work of peer support, but also for the mental health profession as a whole.

EASA staff and participants will introduce the four tenants of IPS through interactive discussion, hands-on activities, and curious questioning of our basic assumptions.

We hope that through this experience we can recognize what we do not know, stimulate curiosity about each individual’s innate knowledge of themselves and their needs, and build practice skills from the IPS model.

Learning Outcomes:
1.) Become familiar with the four tasks of Intentional Peer Support (Connection; Worldview; Mutuality; Moving Towards) and be able to apply this philosophy;
2.) Examine your assumptions as they pertain to your practice;
3.) Build empathy and curiosity about the journey of others;
4.) Learn new ways to support people in extreme states.

 

Supporting the clinical development of paraprofessional counselors – What the professional counselor needs to know.

Bellmont B

Dominique Sotelo, PhD, LMFT, ACS

This presentation provides scholarly research for a process for supporting paraprofessional counselors to develop clinical skills and clinical awareness. The clinical needs are distinct from trained counselors, however very little can be found in the professional literature to indicate how to support the clinical needs for paraprofessional counselors. A 12-session protocol for supporting clinical development in paraprofessional counselors will be reviewed and shared.

Learning Outcomes:
1) Learn a working definition for paraprofessional counselors.
2) Understand the counseling services provided by paraprofessionals.
3) Identify how supervisors can support their clinical development needs.

Occupational Therapy and Supported Employment: Collaboration Ideas for Job Outcomes in EASA

Bellmont C

Halley Read, OTR/L, QMHP

This presentation is aimed at defining mental health occupational therapy, specifically within EASA along with specifically describing the role OT can play on an EASA team in supporting strong Supported Employment outcomes. Mental Health OT specializes in building functioning, performance and satisfaction in clients’ roles, routines, habits, sense of self, mastery of skill and independent living. Questions we will aim to answer are. what is occupational therapy (OT) in the mental health field?, how is it used in EASA and how can it support the Individual Placement and Support (IPS) Supported Employment Program?

Objectives:
1) Define what OT is and what distinct value it holds in mental health treatment.
2) Learn How OT and the IPS model can work together in the mental health field, specifically EASA. 3) Identify specific ways OT can consult with supportive employment specialists to improve job outcomes.


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