Session2

Breakout Sessions 2:45 – 4:00 p.m.
See descriptions of sessions below the overview

Session Descriptions

Session One: Room # 343

An Overview of the Changes from dSM-IV to DSM-5

Dennis Lowe, Pepperdine University
The presentation highlights the main changes in the DSM-5 including the movement to a non-axial diagnostic system, new diagnoses, diagnoses that have been modified, the reorganization of categories, and an introduction to the new assessment tools.

Attendees will:

1. Discuss the implications of the change from the multi-axial diagnostic system to the new non-axial system.
2. List several new DSM-5 diagnosis, modified diagnoses, and deleted diagnoses, and the rationale for the changes
3. Learn about the new assessment tools, including the cultural formulation interview and the WHODAS 2.0 which has replaced the GAF

Dennis Lowe has been a professor of psychology at Pepperdine for over 31 years. He has been licensed as a psychologist and marriage and family therapist. He is interested in projects that promote recovery for those with mental health conditions and their family members. He co-directs an applied scholarship community on college mental health, utilizing mental health recovery principles. He received the distinguished alumnus award from Pepperdine and is a recipient of the Howard A. White award for teaching excellence.

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Session Two: Room # 342

Self-Care and Wellness: The Importance of Embodied Self-Knowledge and Mindfulness in Service

Sara Van Koningsveld

As mental health service providers, there are constant reminders to practice self-care. Unfortunately, these helpful hints often become a burden for those who already struggle to balance the demands of personal, occupational, and educational commitments. The reality is: extra time may be limited or simply not exist. Through discussion of current research in dance/movement therapy and related frameworks, participants will gain access to applicable information to personalize self-care. Layering research on wellness in the workplace with experiential applications of holistic health and dance/movement therapy, participants will enhance their self-awareness skill set within mind, body integrative practices. This workshop will address the process of self-care as a moment-to-moment experience that encourages care for oneself, while simultaneously caring for others.

Attendees will:

1. develop an understanding of the terms self-awareness, mindfulness, and mind-body connection as approaches to self-care
2. increase self-awareness and body knowledge, through introduction of mirroring, breathwork, and application of various dance/movement therapy techniques
3. integrate theoretical understanding of mind-body wellness with accessible, time sensitive, and restorative practices for everyday

Sara R. Van Koningsveld, MA, R-DMT, GL-CMA currently serves as the Southern California Programming Chair for the California Chapter of the American Dance Therapy Association and is employed with Vista Del Mar Child & Family Services, as CFS Lead & Rehabilitation Interventionist in Wraparound. She has a M.A. in Dance/Movement Therapy & Counseling from Columbia College Chicago (2011) and Graduate Laban Certificate in Movement Analysis (2010). Sara is currently an applicant for LPC-Intern registration in California.

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Session Three: Room # 339

Maintaining Career Satisfaction in the Counseling Profession through Self-Exploration

Paul De Sena, Loyola Marymount University

The stress and demands of a career in the counseling profession can often be exhausting. It is critical that we understand how to replenish our energies if we are to once again appreciate the joy of working in a helping profession. As the session progresses an informal self-exploration worksheet will be confidentially responded to by each participant. We will examine and discuss: conflicts among psychological needs, ways to live, the stress cycle, level of contentment, perceptual and cognitive assumptions, coping strategies, the Johari Window, diversity, trust and risk. The experience will provide insight into how our personal needs are susceptible to workplace stressors that rob us from career satisfaction.

Attendees will:

1. Provide a personalized experience that will provide insight to participants, assisting them in learning how to maintain and restore career satisfaction in their counseling profession
2. Utilizing a self-exploration process, participants will gain clarity concerning their personal workplace issues and explore efficient adaptive coping strategies in dealing with these ever increasing stressors in the counseling profession
3. As educators and practitioners participants may utilize the insights and skills learned to assist others with similar issues

Dr. Paul De Sena is a professor (48 yrs.) and former Chairperson and Director of the Counselor Education Program at Loyola Marymount University. He has received numerous awards from prestigious professional organizations. He recently was inducted into the H.B McDaniel Counseling Hall of Fame. He is the past President of the California Association for Specialists in Group Work and the California Association of Counselor Educators and Supervisors. He has presented numerous papers at professional conferences.
Stress Reduction and Career Satisfaction Through

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Session Four: Room # 336 Roundtable Discussions

Roundtable 1: The Art of Writing Mental Health Records, Part ii

Federico Grosso

This course addresses the standard of care in keeping mental health records. This standard is defined as having appropriate documentation of the client’s assessment, diagnosis, and proposed treatment of the client’s presenting symptoms. Should the client claim an injury arising from the treatment, he or she will likely initiate malpractice or BBS action against the clinician. Having excessive or minimal records will not serve the clinician and most likely help the opposing attorney win the case. This course addresses how to keep records in a manner that will help protect the clinician. Clinicians will learn the appropriate content, writing, and development of mental health records.

This course addresses the standard of care in keeping mental health records. This standard is defined as having appropriate documentation of the client’s assessment, diagnosis, and proposed treatment of the client’s presenting symptoms. Should the client claim an injury arising from the treatment, he or she will likely initiate malpractice or BBS action against the clinician. Having excessive or minimal records will not serve the clinician and most likely help the opposing attorney win the case. This course addresses how to keep records in a manner that will help protect the clinician. Clinicians will learn the appropriate content, writing, and development of mental health records.

Attendees will:

1. Learn the California standard of care for appropriate content, development, writing, and keeping mental health records.
2. Learn how mental health records components interface with appropriate record-keeping to support assessments, diagnosis, and proposed treatment
3. Learn how keeping appropriate records can help the clinician manage a possible legal action especially when managing high risk clients

Federico Grosso, DDS, PhD, MFT, BCFE, is a California licensed marriage and family therapist practicing forensics in. He is an author, consultant, expert witness, and lecturer throughout on law and ethics for MFTs, LCSWs, LPCCs, and D&A Counselors. He serves as an expert witness in malpractice and administrative actions in this field and provides consultation to attorneys. His publications are widely used in psychotherapy academic programs and by attorneys who specialize in mental health malpractice. He is also currently an official lecturer online CEU provider for NASW-CA.

Roundtable 2: Developing Resilience and Helping Qualities in Counselor Trainees Through Research-Based Mindfulness Training

Jaclyn Tully & Susan Hall, Pepperdine University GSEP

The CACREP Standards call for common core curricular areas to include “self-care strategies appropriate to the counselor role” and the development of “counselor characteristics and behaviors that influence helping processes.” Recent research demonstrates that mindfulness training shows promise for improving personal wellbeing as well as developing essential helping qualities. This education session will include an overview of the rationale for incorporating mindfulness training into counseling programs, a systematic approach for developing a mindfulness program in LPCC training settings based on the presenters’ pilot program, and concrete skills for teaching mindfulness practices that can be applied right away. Thus, this session equips attendees with tools for promoting counseling essentials through research-based mindfulness training to develop resilient and effective Professional Clinical Counselors.

Attendees will:

1. Be able to list 5 potential benefits of including mindfulness in the training and development of Professional Clinical Counselors in accordance with recent research findings and relevant professional legal and ethical standards
2. Develop a systematic proposal for implementing a mindfulness program in their respective educational or training settings to improve personal well being and helping qualities of counselors in training
3. Practice the use of 2-3 experiential mindfulness practices applicable to counselor educators and trainees that can be incorporated into attendees’ respective educational or training programs

Jaclyn Tully is a Licensed Marriage and Family Therapist and Adjunct Faculty Member at Pepperdine University, Graduate School of Education and Psychology. Jaclyn has a private practice in West Los Angeles where she incorporates nature-inspired, cognitive, and mindfulness-based interventions to promote growth, acceptance, and compassion towards self and others. Additionally, Jaclyn is involved in the development and evaluation of mindfulness programming at Pepperdine. To learn more about her work, visit www.TendingtheSelf.com.

Susan R. Hall, J.D., Ph.D. is an Associate Professor of Psychology at Pepperdine University, Graduate School of Education and Psychology. Striving to bridge the gap between research and clinical / counseling practice, and psychology, law, and spirituality/religion, Susan collaborates with other faculty and students to further evidence-based training of clinicians in these areas. She teaches graduate courses in theories and techniques of psychotherapy (including mindfulness/acceptance approaches), individual and family development, forensic psychology, and clinical practicum.

Roundtable 3: Should Counselor Preparation Programs Require Personal Counseling?

Melissa Marote

This presentation explores the frequency of impairment in mental health professionals and students entering counselor preparation programs and its implications concerning client welfare. Counselor educators promoting the benefits of counseling, and describing the potential problems caused by counselors who refuse to engage in self-exploration, are cited. Personal counseling is recommended as the most effective strategy to minimize student impairment and increase self-awareness for counselors in training.

Attendees will:

1. Discover what other counselor educators believe about personal counseling, and learn about the potential issues caused by counselors who refuse self-exploration
2. Learn to ascertain the prevalence of impairment in mental health professionals and counselors in training in counselor preparatory programs and how this can affect client welfare
3. Learn strategies to reduce student impairment and increase the self-awareness of counselors in training

Melissa Marote, Ph.D, PCCS completed her Ph.D in Counselor Education from Ohio University in 2011. She earned her Professional Counseling license in 1997 and has worked in a wide range of settings. These include: counseling elderly sex offenders at a medium secured prison; working with adults, families, children, couples, and groups at an outpatient mental health clinic; counseling children who had been sexually abused and/or were in foster care, and couples wanting to adopt, at Children’s Services; and working at a rural elementary school as a school counseling intern.

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Session 5: Room # 345 Poster Sessions

Poster 1: In with the New: Integrating LPCC Education into a California MA in Counseling Program

Brian Tilley, National University

In 2010, the introduction of the License in Professional Clinical Counseling created an additional option for consumers, licensees, and students beyond the traditional License in Marriage and Family Therapy in California. Changes in MFT educational requirements instituted in August 2012 raised new questions for programs serving students interested in both licenses. As Program Lead Faculty, the author worked with students in increasing their awareness and understanding of what an LPCC does and how LPCCs compare with MFTs in California. This poster covers how an accelerated MA in Counseling program attended to inquiries from students about the LPCC and addressed licensing law changes to integrate MFT and LPCC tracks into the Counseling MA program while maintaining educational standards.

Attendees will:

1. Learn how licensing law affects educational programs
2. Understand better the overlap in MFT and LPCC educational programs
3. Understand the concerns MA in Counseling students have about the changing mental health field in California

Brian Tilley, Ph.D. currently is the Program Lead Faculty for the MA in Counseling at National University, where he has worked in the MA in Counseling Program for the last 8 years. He presided as Chair of the LPCC Implementation Committee at National University from 2009-2012. His current research interests are in non-traditional education in psychology and political psychology, particularly voting behavior.

Poster 2: Understanding the Impact of Intelligence in the Treatment of Gifted Children, Adolescents and Adults

Joanna Haase, California Gifted Network

Giftedness is typically unaddressed in therapeutic settings. Gifted individuals, especially those who are highly and/or profoundly gifted, possess a unique set of physiological, intellectual and emotional characteristics that impact every area of their functioning. Many gifted individuals are misdiagnosed, mis-medicated and have treatment plans that do not fully take into consideration how their giftedness affects their psychological and emotional well being. This presentation will focus on identifying gifted individuals and understanding how gifted characteristics manifest in both therapy and the client/therapist relationship. Common concerns of gifted clients and best practices as to how to work with gifted clients will also be discussed.

Attendees will:

1. Gain a better understanding of how to recognize and identify the characteristics of giftedness as well as the how the different levels of giftedness affect clients
2. Learn and understand Dabrowski’s Theory of Over Excitabilities and how it manifests itself in gifted individuals
3. Learn about the disorders most commonly misdiagnosed in gifted individuals (ADHD, sensory processing, social anxiety, etc.), how to treat them therapeutically, and how the Dabrowski Theory may be used to assist in diagnosis

Dr Haase, is a psychotherapist in Pasadena, California with over 20 years of experience working with gifted individuals and their families. Dr. Haase specializes in Eating Disorders, Anxiety, and Depression. Dr. Haase works to educate parents, teachers and administrators on how to better support gifted and talented students.

Poster 3: A Biobehavioral Perspective of Diurnal Enuresis: Etiology and Treatment

David Adams, Trumpet Behavioral Health

Learners will gain additional knowledge on various theories concerning the etiology of diurnal enuresis along with functional and organic causes for urinary incontinence among children, gain a better understanding of various treatment options for diurnal enuresis behavioral-based treatment options and psychopharmacology and learn about a multicomponent treatment package which takes in consideration the functional cause of diurnal enuresis.

Attendees will:

1. Learners will gain additional knowledge on various theories concerning the etiology of diurnal enuresis along with functional and organic causes for urinary incontinence among children
2. Learners will gain a better understanding of various treatment options for diurnal enuresis (behavioral-based treatment options and pychopharmacology)
3. By attending this session, attendees will learn about a multicomponent treatment package which takes in consideration the functional cause of diurnal enuresis

Dr. David Adams works as a behavioral consultant at Trumpet Behavioral Health and he also works as a psychotherapist at Meier Clinics in Laguna, Hills, CA. He is board certified in behavior analysis (BCBA-D) and has a LPCC. He received his doctorate in psychology from California Southern University. Dr. Adams’ expertise is in working with children (autism, behavior disorders, ADHD, ODD, PTSD, etc.) and adults with depression. He has been actively involved in advocacy and public policy regarding children with autism, especially in his work with managed health companies. In addition, he has presented at workshops and conferences across the nation on topics of ethics, working with managed health companies, and toilet training.

Poster 4: The Gifted Identity Project: A Summary of the Results from a Study About Parents of Gifted Children

Grace Malonai, Gifted Identity

Gifted adults remain an understudied population. Dr. Grace Malonai and Sharon Duncan developed the Gifted Identity Project and conducted a survey to study the evolution of identity in parents of gifted children. The goal of the project was to provide insight into the thoughts and feelings experienced by parents, as they recognized and reflected on their own gifted traits during the process of learning about and managing the needs of their gifted children. Response to the survey was greater than the researchers anticipated; the research began as a small, quasi-qualitative study, but quickly grew to attain a significant number of participants. A summary and preliminary analysis of the survey will be presented, in addition to a discussion on counseling applications.

Attendees will:

1. Be able to identify traits of giftedness & learn about recent research that delineates the differences between a population that has been formally identified as as gifted, and a population not formally identified as gifted, yet shows gifted traits
2. Understand how giftedness impacts a population of parents of gifted children & gain a better understanding of gifted identity, and how how a gifted identity affects the self-perception in adults (parents), as well as their perspectives while parenting their gifted children
3. Understand current data about the prevalence of certain mental disorders in the gifted population and the issues of clinical complaint commonly found in the gifted population

Grace Malonai, Ph.D., LPCC, a psychotherapist since 1998, specializes in issues of giftedness and high sensitivity. She has been an instructor for the Graduate Counseling Program at St. Mary’s College of California since 2003. In addition to gifted development, she has received intensive training in family systems, human development, trauma and recovery, Relational-Cultural work, Depth Oriented Brief Therapy, and Narrative Therapy. Grace’s passion in gifted development blossomed when she began homeschooling her exceptional child.

 

Poster 5: High School Students’ Perceived Barriers to Mental Health Counseling: Implications for Mental Health Literacy

Janee Both Gragg

Research has examined perceived barriers preventing adults from seeking and receiving mental health care. Fewer have examined factors that inhibit or likewise support youth accessing and utilizing psychological counseling services. Through focus groups conducted with 19 students in one high school located in southern California, this preliminary study examined youths’ perception of barriers that inhibit their utilization of support services. Findings suggest the importance of increasing mental health literacy across stakeholders, the central role the school plays in providing “front-line” services, and linking students to comprehensive mental health services within the community.

Attendees will:

1. Be able to understand the different ways high school students view counseling and health services including obtaining advice from professionals on personal, social, academic and environmental issues, drug and alcohol counseling, and other specialized counseling services (i.e., teen pregnancy and health)
2. Identify whether students perceive possible obstacles or barriers that may hinder them from seeking or following through with (referrals) and obtaining counseling services
3. Learn implications of perceived barriers on access and utilization highlighting the importance of providing a wide range of counseling services to youth and reinforcing the important role of schools.

Janee Both Gragg, Ph.D. LMFT, LPCC is currently an Associate Professor in the School of Education and Chair of the Clinical Mental Health Counseling Program at the University of Redlands. Her research has focused on therapeutic engagement processes with diverse and often times underserved populations (i.e. Hispanic families, substance users, and adolescents), perceived barriers to seeking counseling services and school mental health. Janee is a Certified Drug and Alcohol Counselor currently active in her professional practice with over 15 years of broad clinical experience.

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Session Six: Room 335

Counselor Educator’s Consortium, Part ii

Leah Brew, California State University, Fullerton
Elisabeth Liles, Board of Behavioral Sciences

The purpose of this session is to help counselor educators be prepared to support their students for licensure. Topics include understanding the LPCC and its benefits, legal issues, integrating the recovery orientation, and structural information such as meeting BBS requirements for practicum and avoiding common errors by counseling programs.

Attendees will:
1. Understand the profession of counseling and the benefits of the LPCC
2. Learn about legal issues mostly unknown to licensees
3. Identify how to integrate the recovery orientation and meet other BBS requirements

Dr. Leah Brew is a counselor educator at California State University, Fullerton and is the LPCC representative on the BBS Board.
Dr. Elisabeth Liles is a counselor educator at California State University, Sacramento and reviews programs, as a staff member with the BBS.