FCP is pleased to host Dr. Martin Franklin again, on May 4, 2011 at the Doylestown Health and Wellness center in Warrington PA. This time, his workshop will focus on pediatric OCD. He will help us to better help kids with anxiety disorders.
Cognitive-Behavioral Therapy (CBT) for pediatric anxiety disorders has strong empirical support yet poses unique challenges even to experienced therapists. Dr. Franklin will discuss the use of CBT techniques in clinical practice with children and adolescents with OCD, and will describe adaptations of CBT for use with related conditions as well. He will also respond to audience members' questions about OCD and related conditions and their treatment with CBT.
Workshop Objectives:
At the end of this activity, the learner will:
•Demonstrate fluency in the nature and diagnosis of pediatric OCD.
•Extrapolate the current empirical evidence on the treatment of pediatric OCD.
•Demonstrate the rationale and nature of CBT of pediatric OCD.
Presenter: Martin Franklin, Ph.D. is Associate Professor of Clinical Psychology in Psychiatry at the Univ. of Pennsylvania, and Director of the Child & Adolescent OCD, Tic, Trich, and Anxiety Group (COTTAGe). He is also a Special Member of the Graduate School Faculty, Purdue University Graduate School and a member of the editorial boards of the Journal of Anxiety Disorders and Child and Adolescent Psychiatry and Mental Health. Dr. Franklin's scholarly publications include scientific articles and book chapters on the treatment of adult and pediatric OCD, social phobia, trichotillomania, tic disorders, PTSD, and readiness for behavior change. Currently, Dr. Franklin is a principal investigator of several multicenter studies funded by the National Institute of Mental Health (NIMH), including the treatment of pediatric OCD and Family-Based Treatment of Early Childhood OCD and a frequent invited lecturer around the United States and abroad.
Thursday, April 28, 2011
Thursday, April 7, 2011
ADHD Workshop: Family School Success
Thomas Powers, Ph.D., presented today on “Family-School Success: A Psychosocial Intervention for Students With ADHD” When I saw this workshop advertised, I first thought “Oh no, another talk about medication effects on ADHD Symptoms”. I was right and I was wrong. Mostly wrong!
Dr. Powers’ presentation did talk about medications and improvement of ADHD symptoms for children. He also said that there is limited evidence that medication alone can help students gain academic skills over time, despite reduced symptoms. That woke me up! Everyone knows that psycho-stimulants reduce ADHD symptoms in 75% of children with this disorder. Everyone assumes that learning improves if ADHD symptoms are reduced. Dr. Powers presented research that suggests “everyone” is not correct. In short, reduction of ADHD symptoms does not always improve academic learning or life success.
Dr. Powers did a nice job of providing a brief overview of ADHD - genetic vulnerability and environmental interaction, and the current medical/behavioral treatments for this problem. In answer to a question from a participant, he acknowledged that the prevalence of ADHD has increased in the past 10-20 years. He suggested that improved survival rates for low-birth weight infants, increased expectations/standards of pre-school programs, and increased exposure to “environmental toxins” (stress) for young children contribute to the increased diagnostic prevalence for ADHD. He was also careful to acknowledge the impact of “co-morbid” conditions such as anxiety, oppositional defiance, learning disabilities, and other diagnoses, serve as complications for cause and treatment of ADHD.
Getting back to the title of the presentation, Dr. Powers presented a recent study that showed the importance of the parent-child relationship, the parent – teacher relationship and child-teacher relationship to decrease ADHD symptoms and to improve learning and peer relationships. Dr. Powers Presented results from the Family-School Success (FSS) study that was recently concluded. This study was supported, in part by the National Institute for Mental Health. Specifically, this study compares children receiving a traditional treatment for ADHD with Children receiving the FSS model of treatment. Parents were given the option of medication or no medication in both treatments. In short, the results indicate that the FSS model helps the student with ADHD improve in parent-child relationships, parent-teacher relationships, student teacher relationships, reduced ADHD symptoms and improved academic learning. Life success has not yet been measured.
In general, the scientist-practitioner model was supported in this workshop. Both a researcher and a clinician, Dr. Power was quick to point out that research, although important, took a back-seat to the clinical needs of the kids. He rejected or eliminated many children from the results of the study due to their clinical needs. During the presentation, Dr. Power provided succinct answers to questions from the quiet and attentive audience. He managed questions well to stay within the time allowed for the workshop. He also freely acknowledged limitations of the study, and was excited about the future of this research. I enjoyed his presentation.
PS: the last FCP Workshop on “Attachment Based Family Therapy” talked about the importance of relationship and bonding with the parent or caregiver. I suspect that the behavioral health field has returned to the importance of “rapport” as a necessary ingredient regardless of technique in parent training, psychotherapy, and education. Am I overstepping boundaries here? Please let me know!
Dr. Powers’ presentation did talk about medications and improvement of ADHD symptoms for children. He also said that there is limited evidence that medication alone can help students gain academic skills over time, despite reduced symptoms. That woke me up! Everyone knows that psycho-stimulants reduce ADHD symptoms in 75% of children with this disorder. Everyone assumes that learning improves if ADHD symptoms are reduced. Dr. Powers presented research that suggests “everyone” is not correct. In short, reduction of ADHD symptoms does not always improve academic learning or life success.
Dr. Powers did a nice job of providing a brief overview of ADHD - genetic vulnerability and environmental interaction, and the current medical/behavioral treatments for this problem. In answer to a question from a participant, he acknowledged that the prevalence of ADHD has increased in the past 10-20 years. He suggested that improved survival rates for low-birth weight infants, increased expectations/standards of pre-school programs, and increased exposure to “environmental toxins” (stress) for young children contribute to the increased diagnostic prevalence for ADHD. He was also careful to acknowledge the impact of “co-morbid” conditions such as anxiety, oppositional defiance, learning disabilities, and other diagnoses, serve as complications for cause and treatment of ADHD.
Getting back to the title of the presentation, Dr. Powers presented a recent study that showed the importance of the parent-child relationship, the parent – teacher relationship and child-teacher relationship to decrease ADHD symptoms and to improve learning and peer relationships. Dr. Powers Presented results from the Family-School Success (FSS) study that was recently concluded. This study was supported, in part by the National Institute for Mental Health. Specifically, this study compares children receiving a traditional treatment for ADHD with Children receiving the FSS model of treatment. Parents were given the option of medication or no medication in both treatments. In short, the results indicate that the FSS model helps the student with ADHD improve in parent-child relationships, parent-teacher relationships, student teacher relationships, reduced ADHD symptoms and improved academic learning. Life success has not yet been measured.
In general, the scientist-practitioner model was supported in this workshop. Both a researcher and a clinician, Dr. Power was quick to point out that research, although important, took a back-seat to the clinical needs of the kids. He rejected or eliminated many children from the results of the study due to their clinical needs. During the presentation, Dr. Power provided succinct answers to questions from the quiet and attentive audience. He managed questions well to stay within the time allowed for the workshop. He also freely acknowledged limitations of the study, and was excited about the future of this research. I enjoyed his presentation.
PS: the last FCP Workshop on “Attachment Based Family Therapy” talked about the importance of relationship and bonding with the parent or caregiver. I suspect that the behavioral health field has returned to the importance of “rapport” as a necessary ingredient regardless of technique in parent training, psychotherapy, and education. Am I overstepping boundaries here? Please let me know!
Monday, April 4, 2011
FCP Presents ADHD Workshop for Mental Health Professionals, Nurses and Educators
This presentation will review the diagnosis, developmental course and causes of ADHD. The primary focus will be on interventions for children with ADHD, including children from 3 to 18 years. The presentation will include a brief review of pharmacological interventions and Dr. Power will emphasize psychosocial treatment for promoting children's success in family and school settings. Workshop Objectives: At the end of this activity, the learner will be able to: • Identify comorbid conditions that frequently occur in conjunction with ADHD. • Illustrate several strategies for building parent-child relationships and improving children's self-regulation skills. • Examine several strategies for building collaborative family-school partnerships and resolving children's problems in school. Presenter: Thomas J. Power, Ph.D. is Professor, School Psychology in Pediatrics (CE), The Children's Hospital of Philadelphia and University of Pennsylvania School of Medicine, Interim Chief Psychologist, Department of Child and Adolescent Psychiatry and Behavioral Science and Director, Center for Management of Attention-Deficit/Hyperactivity Disorder (ADHD) for The Children's Hospital of Philadelphia. The recipient of many awards and honors, Dr. Power has held editorial positions at School Psychology Review, Journal of School Psychology, Journal of Attention Disorders, and the Journal of Clinical Child and Adolescent Psychology. He has been an invited lecturer at many national conferences, including the American Psychological Association, National Association of School Psychologists, Society for Developmental and Behavioral Pediatrics and the International School Psychology Association. Dr. Power is co-author of the ADHD Rating Scale-IV and The Clinician's Practical Guide to Attention.
Monday, February 21, 2011
FCP 2011 Spring Workshop
FCP has a great lineup of woekshops for the Spring 2011 professional education series. The first workshop of the season "Attachment Based Family Therapy" will be presented by, Suzanne A. Levy, Ph.D. on Wednesday, March 2, 2011 - 8:30 a.m. - 12:00 p.m.
Attachment Based Family Therapy (ABFT) is the only manualized empirically informed family therapy model specifically designed to target family and individual processes associated with adolescent suicide and depression. ABFT initially focuses on repairing or strengthening attachment and then turns to promoting adolescent autonomy. This workshop will provide an overview of the theoretical principles and clinical strategies of ABFT using lecture and tape review.
Workshop Objectives:
At the end of this activity, the learner will be able to:
• Formulate the theoretical foundation of ABFT.
• Extrapolate the purpose of the five treatment tasks of the model.
• Evaluate the strategies used in the five treatment tasks.
Presenter: Suzanne A. Levy, Ph.D. is Director of Training of Attachment Based Family Therapy, Center for Family Intervention Science at the Children's Hospital of Philadelphia. She is also Trainer and Facilitator, Master Resilience Trainer Course at the University of Pennsylvania. Dr. Levy is a reviewer for Addiction Magazine and she has also been published in the Journal of Abnormal Psychology, Health Psychology, Journal of the American Academy of Child and Adolescent Psychiatry, and Pediatrics Magazine. The recipient of the University Research Council Grant at the University of North Carolina and a Pre-doctoral Training Fellowship from the National Institute of Drug Abuse, Dr. Levy has presented nationally at the Society for Prevention Research, Society for Research in Child Development, Society for Research on Adolescence, American Association of Suicidology, and the Joint Council on International Children's Services.
Attachment Based Family Therapy (ABFT) is the only manualized empirically informed family therapy model specifically designed to target family and individual processes associated with adolescent suicide and depression. ABFT initially focuses on repairing or strengthening attachment and then turns to promoting adolescent autonomy. This workshop will provide an overview of the theoretical principles and clinical strategies of ABFT using lecture and tape review.
Workshop Objectives:
At the end of this activity, the learner will be able to:
• Formulate the theoretical foundation of ABFT.
• Extrapolate the purpose of the five treatment tasks of the model.
• Evaluate the strategies used in the five treatment tasks.
Presenter: Suzanne A. Levy, Ph.D. is Director of Training of Attachment Based Family Therapy, Center for Family Intervention Science at the Children's Hospital of Philadelphia. She is also Trainer and Facilitator, Master Resilience Trainer Course at the University of Pennsylvania. Dr. Levy is a reviewer for Addiction Magazine and she has also been published in the Journal of Abnormal Psychology, Health Psychology, Journal of the American Academy of Child and Adolescent Psychiatry, and Pediatrics Magazine. The recipient of the University Research Council Grant at the University of North Carolina and a Pre-doctoral Training Fellowship from the National Institute of Drug Abuse, Dr. Levy has presented nationally at the Society for Prevention Research, Society for Research in Child Development, Society for Research on Adolescence, American Association of Suicidology, and the Joint Council on International Children's Services.
Monday, November 29, 2010
FCP Double Header - Two Workshops on Wednesday, December 1st.
Wednesday, December 1, 2010 - 8:30 a.m. - 12:00 p.m.
Early Signs of Autism Spectrum Disorder: Infants and Toddlers
In this timely presentation, Dr. Landa will present information that is needed to detect autism spectrum disorders early in life. She will describe signs of developmental disruption in infants and toddlers, and patterns related to the onset of autism. Video examples will be provided on social, communication, and behavioral characteristics of very early signs of autism.
Workshop Objectives At the end of this activity, the learner will be able to:
• Recognize the need for early detection of autism.
• Define two different onset patterns of autism.
• Articulate four red flags for autism in very young children.
Presenter: Rebecca Landa, Ph.D., CCC-SLP is Director of the Center for Autism and Related Disorders and the REACH research program at Kennedy Krieger Institute, and Associate Professor, Department of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine. Dr. Landa worked extensively as a speech-language pathologist before joining the Hopkins faculty in 1989. She has consulted and presented internationally on both clinical and research issues. Her research has focused on neuropsychological and communication processes in autism across the lifespan. Dr. Land is the principal investigator of an NIH STAART center, and the author of the Pragmatic Rating Scale and the Brief Communication Battery, which are used internationally in research and clinical programs. Her current research focus is on learning processes in autism, as well as early detection of and intervention for autism spectrum disorders.
________________________________________
Wednesday, December 1, 2010 - 1:00 - 4:00 p.m.
Ethical and Legal Issues with Children and Adolescents in Schools and Clinical Settings
This essential workshop will address ethical issues commonly encountered in the practice of clinical and school psychology. Topics to be covered include: age of consent to treatment; mandated reporting of child abuse; confidentiality and informed consent; record keeping; culturally sensitive services to diverse clientele; and individual and group assessment. Participants are invited to discuss ethical dilemmas from their own experience.
Workshop Objectives
At the end of this activity, the learner will be able to:
•Distinguish and apply consent to treatment, confidentiality, and release of information according to Act 147.
•Apply risk management strategies for handling questions that arise in treating childreand adolescents.
•Anticipate and resolve ethical challenges in the schools.
Presenter: Linda K. Knauss, Ph.D., ABPP is an associate professor and Director of Internship Training at Widener University. She has served as a member of the Pennsylvania Psychological Association's Ethics Committee and Co-chair of the Philadelphia Society of Clinical Psychologists' Ethics Committee. Dr. Knauss has authored book chapters and journal articles on ethics, and has taught many workshops on a variety of ethical issues. She is the past president of the Pennsylvania Psychological Association, the Pennsylvania Psychological Foundation, and the Philadelphia Society of Clinical Psychologists. Dr. Knauss is the recipient of the 2002 Ethics Educators Award presented by the Pennsylvania Psychological Association's Ethics Committee, and the recipient of the 2004 Pennsylvania Psychological Association Distinguished Service Award. In addition to her work at Widener University, Dr. Knauss maintains a private clinical practice where she sees children, adolescents, adults, and families.
Early Signs of Autism Spectrum Disorder: Infants and Toddlers
In this timely presentation, Dr. Landa will present information that is needed to detect autism spectrum disorders early in life. She will describe signs of developmental disruption in infants and toddlers, and patterns related to the onset of autism. Video examples will be provided on social, communication, and behavioral characteristics of very early signs of autism.
Workshop Objectives At the end of this activity, the learner will be able to:
• Recognize the need for early detection of autism.
• Define two different onset patterns of autism.
• Articulate four red flags for autism in very young children.
Presenter: Rebecca Landa, Ph.D., CCC-SLP is Director of the Center for Autism and Related Disorders and the REACH research program at Kennedy Krieger Institute, and Associate Professor, Department of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine. Dr. Landa worked extensively as a speech-language pathologist before joining the Hopkins faculty in 1989. She has consulted and presented internationally on both clinical and research issues. Her research has focused on neuropsychological and communication processes in autism across the lifespan. Dr. Land is the principal investigator of an NIH STAART center, and the author of the Pragmatic Rating Scale and the Brief Communication Battery, which are used internationally in research and clinical programs. Her current research focus is on learning processes in autism, as well as early detection of and intervention for autism spectrum disorders.
________________________________________
Wednesday, December 1, 2010 - 1:00 - 4:00 p.m.
Ethical and Legal Issues with Children and Adolescents in Schools and Clinical Settings
This essential workshop will address ethical issues commonly encountered in the practice of clinical and school psychology. Topics to be covered include: age of consent to treatment; mandated reporting of child abuse; confidentiality and informed consent; record keeping; culturally sensitive services to diverse clientele; and individual and group assessment. Participants are invited to discuss ethical dilemmas from their own experience.
Workshop Objectives
At the end of this activity, the learner will be able to:
•Distinguish and apply consent to treatment, confidentiality, and release of information according to Act 147.
•Apply risk management strategies for handling questions that arise in treating childreand adolescents.
•Anticipate and resolve ethical challenges in the schools.
Presenter: Linda K. Knauss, Ph.D., ABPP is an associate professor and Director of Internship Training at Widener University. She has served as a member of the Pennsylvania Psychological Association's Ethics Committee and Co-chair of the Philadelphia Society of Clinical Psychologists' Ethics Committee. Dr. Knauss has authored book chapters and journal articles on ethics, and has taught many workshops on a variety of ethical issues. She is the past president of the Pennsylvania Psychological Association, the Pennsylvania Psychological Foundation, and the Philadelphia Society of Clinical Psychologists. Dr. Knauss is the recipient of the 2002 Ethics Educators Award presented by the Pennsylvania Psychological Association's Ethics Committee, and the recipient of the 2004 Pennsylvania Psychological Association Distinguished Service Award. In addition to her work at Widener University, Dr. Knauss maintains a private clinical practice where she sees children, adolescents, adults, and families.
Wednesday, November 3, 2010
FCP Workshop - ”Disruptive Behavior Disorders: Diagnosis, Assessment and Intervention Strategies”
I thought that today’s workshop by Dr. Drabick on ”Disruptive Behavior Disorders: Diagnosis, Assessment and Intervention Strategies” was a great start to the FCP 2010/2011 professional workshop series. Her presentation was both professional and enjoyable. The three hours went by too quickly.
Sometimes, when I see a title of a workshop related to disruptive behavior of children and youth, I think “Oh no, not another one!”. I felt enlightened by Dr. Drabick’s discussion of tried and true social learning and behavior modification models and her presentation of new research that supports these concepts. (I admit, I am biased! I was trained in Gerald Patterson’s social-learning work and ideas from the Oregon Social Learning Center parent-training model over 30 years ago. I still use these techniques in my work with children and adolescents. I appreciated the affirmation for continued use of these techniques from Dr. Drabick’s workshop today)
This is the third year that FCP has been providing the “Blog” after each of the Professional Education Workshops. In the back of my mind, I rate each workshop on several categories:
1. “Edutainment Scale” (Does the presenter have a sense of humor, and can he/she provide professional and scientific information that is useful, meaningful ,and enjoyable for the audience?)
2. “Satisfactions Scale” (Does the audience appear satisfied with the presentation? Are questions limited and relevant to the topic, and is there a sense of conclusion at the end of the workshop?)
3. “What did I Learn Scale” (Did the workshop add new knowledge or new techniques that I can use in my practice?)
4. “What’s missing Scale” (Upon reflection after the workshop, what, if anything, was left out of the presentation? Were the Learning Objectives answered?)
5. “Anything Controversial Scale” (Did the presenter say anything that might inspire argument or disagreement in the audience?)
Applying these scales, I thought that Dr. Drabick’s presentation was excellent today. She presented research and practice information to a professional audience with humor. The audience was attentive (even the 3 month-old baby), and questions were appropriate. I thought her presentation was thorough, and unfortunately for me, she did not say anything controversial. For the most part, I felt satisfied by the workshop. I did feel a little “rushed” and would have liked more time spent on the intervention section.
Sometimes, when I see a title of a workshop related to disruptive behavior of children and youth, I think “Oh no, not another one!”. I felt enlightened by Dr. Drabick’s discussion of tried and true social learning and behavior modification models and her presentation of new research that supports these concepts. (I admit, I am biased! I was trained in Gerald Patterson’s social-learning work and ideas from the Oregon Social Learning Center parent-training model over 30 years ago. I still use these techniques in my work with children and adolescents. I appreciated the affirmation for continued use of these techniques from Dr. Drabick’s workshop today)
This is the third year that FCP has been providing the “Blog” after each of the Professional Education Workshops. In the back of my mind, I rate each workshop on several categories:
1. “Edutainment Scale” (Does the presenter have a sense of humor, and can he/she provide professional and scientific information that is useful, meaningful ,and enjoyable for the audience?)
2. “Satisfactions Scale” (Does the audience appear satisfied with the presentation? Are questions limited and relevant to the topic, and is there a sense of conclusion at the end of the workshop?)
3. “What did I Learn Scale” (Did the workshop add new knowledge or new techniques that I can use in my practice?)
4. “What’s missing Scale” (Upon reflection after the workshop, what, if anything, was left out of the presentation? Were the Learning Objectives answered?)
5. “Anything Controversial Scale” (Did the presenter say anything that might inspire argument or disagreement in the audience?)
Applying these scales, I thought that Dr. Drabick’s presentation was excellent today. She presented research and practice information to a professional audience with humor. The audience was attentive (even the 3 month-old baby), and questions were appropriate. I thought her presentation was thorough, and unfortunately for me, she did not say anything controversial. For the most part, I felt satisfied by the workshop. I did feel a little “rushed” and would have liked more time spent on the intervention section.
Tuesday, October 5, 2010
FCP 2010 Fall Behavioral Health Workshops
Wednesday, November 3, 2010 - 8:30 a.m. - 12:00 p.m.
Disruptive Behavior Disorders among Youth: Diagnosis, Assessment, and Intervention Strategies
Disruptive behavior problems among youth are associated with a range of negative outcomes and are often difficult to treat. This workshop will provide an overview of the symptoms, risk factors, and correlates of disruptive behavior disorders. We will consider the roles of contextual factors in the development and maintenance of disruptive behaviors. Developmentally appropriate assessment strategies, as well as potential interventions that can incorporate assessment results in multiple settings will be covered.
Presenter: Deborah A. G. Drabick, Ph.D. is Assistant Professor of Psychology at Temple University with a joint appointment in Clinical and Developmental Psychology. She is Director of the Child Health & Behavior Study, which is designed to examine processes that may be related to externalizing problems and co-occurring psychological conditions in childhood.
Wednesday, December 1, 2010 - 8:30 a.m. - 12:00 p.m.
Early Signs of Autism Spectrum Disorder: Infants and Toddlers
In this timely presentation, Dr. Landa will present information that is needed to detect autism spectrum disorders early in life. She will describe signs of developmental disruption in infants and toddlers, and patterns related to the onset of autism. Video examples will be provided on social, communication, and behavioral characteristics of very early signs of autism.
Wednesday, December 1, 2010 - 8:30 a.m. - 12:00 p.m.
Early Signs of Autism Spectrum Disorder: Infants and Toddlers
Presenter: Rebecca Landa, Ph.D., CCC-SLP is Director of the Center for Autism and Related Disorders and the REACH research program at Kennedy Krieger Institute, and Associate Professor, Department of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine.
Wednesday, December 1, 2010 - 1:00 - 4:00 p.m.
Ethical and Legal Issues with Children and Adolescents in Schools and Clinical Settings
Wednesday, December 1, 2010 - 1:00 - 4:00 p.m.
Ethical and Legal Issues with Children and Adolescents in Schools and Clinical Settings
This essential workshop will address ethical issues commonly encountered in the practice of clinical and school psychology. Topics to be covered include: age of consent to treatment; mandated reporting of child abuse; confidentiality and informed consent; record keeping; culturally sensitive services to diverse clientele; and individual and group assessment. Participants are invited to discuss ethical dilemmas from their own experience.
Presenter: Linda K. Knauss, Ph.D., ABPP is an associate professor and Director of Internship Training at Widener University. She has served as a member of the Pennsylvania Psychological Association's Ethics Committee and Co-chair of the Philadelphia Society of Clinical Psychologists' Ethics Committee. Dr. Knauss has authored book chapters and journal articles on ethics, and has taught many workshops on a variety of ethical issues.
All workshops are held at the Health and Wellness Center, on Route 611 in Warrington PA. Please visit www.fcpartnership.org or call 267-247-5584 for more information.
Disruptive Behavior Disorders among Youth: Diagnosis, Assessment, and Intervention Strategies
Disruptive behavior problems among youth are associated with a range of negative outcomes and are often difficult to treat. This workshop will provide an overview of the symptoms, risk factors, and correlates of disruptive behavior disorders. We will consider the roles of contextual factors in the development and maintenance of disruptive behaviors. Developmentally appropriate assessment strategies, as well as potential interventions that can incorporate assessment results in multiple settings will be covered.
Presenter: Deborah A. G. Drabick, Ph.D. is Assistant Professor of Psychology at Temple University with a joint appointment in Clinical and Developmental Psychology. She is Director of the Child Health & Behavior Study, which is designed to examine processes that may be related to externalizing problems and co-occurring psychological conditions in childhood.
Wednesday, December 1, 2010 - 8:30 a.m. - 12:00 p.m.
Early Signs of Autism Spectrum Disorder: Infants and Toddlers
In this timely presentation, Dr. Landa will present information that is needed to detect autism spectrum disorders early in life. She will describe signs of developmental disruption in infants and toddlers, and patterns related to the onset of autism. Video examples will be provided on social, communication, and behavioral characteristics of very early signs of autism.
Wednesday, December 1, 2010 - 8:30 a.m. - 12:00 p.m.
Early Signs of Autism Spectrum Disorder: Infants and Toddlers
Presenter: Rebecca Landa, Ph.D., CCC-SLP is Director of the Center for Autism and Related Disorders and the REACH research program at Kennedy Krieger Institute, and Associate Professor, Department of Psychiatry and Behavioral Sciences at Johns Hopkins University School of Medicine.
Wednesday, December 1, 2010 - 1:00 - 4:00 p.m.
Ethical and Legal Issues with Children and Adolescents in Schools and Clinical Settings
Wednesday, December 1, 2010 - 1:00 - 4:00 p.m.
Ethical and Legal Issues with Children and Adolescents in Schools and Clinical Settings
This essential workshop will address ethical issues commonly encountered in the practice of clinical and school psychology. Topics to be covered include: age of consent to treatment; mandated reporting of child abuse; confidentiality and informed consent; record keeping; culturally sensitive services to diverse clientele; and individual and group assessment. Participants are invited to discuss ethical dilemmas from their own experience.
Presenter: Linda K. Knauss, Ph.D., ABPP is an associate professor and Director of Internship Training at Widener University. She has served as a member of the Pennsylvania Psychological Association's Ethics Committee and Co-chair of the Philadelphia Society of Clinical Psychologists' Ethics Committee. Dr. Knauss has authored book chapters and journal articles on ethics, and has taught many workshops on a variety of ethical issues.
All workshops are held at the Health and Wellness Center, on Route 611 in Warrington PA. Please visit www.fcpartnership.org or call 267-247-5584 for more information.
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