Dr. Dan said...
Great workshop today! Dr. Suzanne Levy from the Center for Family Intervention Science at the Children’s Hospital of Philadelphia talked about Attachment Based Family Therapy (ABFT). Although her workshops are usually one or two days, she managed to squeeze into three hours, enough information to intrigue me to obtain more education about this topic. Dr. Levy’s presentation was dynamic and she was very knowledgeable. I especially enjoyed her brief explanation of the research and the theory behind this approach to family therapy. As I looked around the room, I noticed several folks whose training began in the 1960’s and early 1970’s, much as mine did. As she spoke, I recalled those early days with Dr. Sal Minuchin at the Child Guidance Clinic and the introduction of “Structured Family Therapy”, with nostalgia. Dr. Levy’s discussion of the research reminded us that family therapy techniques, enhanced with attachment theory etc, have evolved into an “empirically based” treatment approach.
I thought that Dr. Levy did a nice job of presenting the ABFT overview, with both benefits and risks of the family described as factors in the treatment. Although not intending to make the audience experts in ABFT, her presentation of the “Five Tasks” hit the mark to help us appreciate the “guidance” provided by the model, without the “cook-book” approach of other empirically based psychotherapy techniques (Honestly, do you always follow the rules of your “theory” of choice?). Dr. Levy’s emphasis on intentionality at each session to stay focused on the goals, allows use of clinical judgment (and the many years of training) to choose the appropriate strategies to reach the goals. I don’t know about you, but this point helps me feel more like a professional and less like a technician.
Dr. Levy was not trying to “sell” this technique to all. She acknowledged that the research supports success with this approach to a selected, but very large population of families (including single parent, alternate caregivers and other nontraditional families) with adolescents. Research is being conducted with families of younger children. Dr. Levy was quick to acknowledge that this technique is not for everyone. My understanding of her comments excluded adolescents or parents with intellectual disability or other developmental problems, serious mental illness, drug or alcohol addiction, and families where physical abuse is prevalent. In short, this treatment approach appears most effective when both the adolescent and the caregiver are capable of insight. Also, limited to therapists with a tolerance of raw emotions.
I can always tell when the audience is satisfied with a workshop by the quiet attending to the speaker and the appropriateness of questions. The audience was quiet throughout her talk. Questions were relevant and did not detract from her presentation. She responded to all questions thoroughly and checked back with each person to make sure. The audience appeared satisfied with Dr. Levy's Presentation presentation.
March 2, 2011 2:55 PM
Thursday, May 5, 2011
Wednesday, May 4, 2011
Great Pediatric OCD Workshop
This was a great presentation today by Dr. Martin Franklin on Cognitive Behavioral Treatment of Obsessive Compulsive Disorder in children and adolescents. This was his return visit to the Foundations Community Partnership behavioral health lecture series by popular demand. Dr. Franklin presented last fall on “Trichotillomania” in adolescents. Today’s workshop was a full house. He was welcomed back.
Today’s presentation was both enjoyable and informative. This was one of the few times where I’ve seen the audience readily postpone a break in the middle of the three hour workshop, to learn more about the presenters treatment techniques. The 3 hours went by quickly. His workshop included the necessary elements including: Phenomenology and description of the disorder, assessment instruments and strategies, research to support the theory and treatment, and an overview of treatment techniques. He did not simply read his slides, he told humorous but very relevant stories, provided case examples and included research studies. He quickly came back to his point for each item. Overall, I thought that his presentation was well balanced, and all elements were covered. He really knows this stuff!
Sometimes, I attend workshops where the presenter is stilted, defensive, or awkward at handling questions. In some cases, questions from the audience appear as an attempt to “hurry” the presentation, with the presenter saying “I will get to that later.” All questions today appeared relevant and current to the items being presented. Dr. Franklin listened carefully and answered each question fully. He also allowed questions at the end. Questions did not interrupt the flow of his workshop. He was gracious and thorough in response to questions. The audience was satisfied.
As usual, I learned a bunch of things from Dr. Franklin this morning. His focus on the Obsessive Compulsive Cycle (Obsession-Distress-Compulsion-Relief) is important. He reiterated that his treatment will increase obsessive thoughts and distress, while limiting or eliminating compulsive behavior. Tolerating and habituating to the obsessive thoughts and eliminating the compulsion is essential in treatment. He described many creative techniques to increase exposure to the obsessions that need to be challenged without the relief provided by the compulsive behavior. At one point during Dr. Franklins presentation, I almost thought that it would be fun to be a kid with OCD, so I could participate in his treatment (I said almost!). Dr. Franklin pointed out that these techniques also work with children and others who do not have high ability for insight. He said that the clinician must work hard to find creative but concrete opportunities for exposure to obsessions, because the person may not recognize that the obsessions and compulsions are unreasonable. As usual with CBT research, combination of medication (SRI’s) and CBT treatments appear most effective.
Dr. Franklin mentioned that research often explains very complex things in complex ways. He was trying to make it simple in his presentation. As the former college linebacker and current coach, father, Philly sports fan, and everyday guy that he appears, Dr. Franklin did just that. As he stated, his daughter, at age six did better. She described his treatment methods in a couple of sentences.
“Blah, blah blah, do the thing you’re afraid of.
Blah, blah, blah, the more you do it, the easier it gets.”
Any other thoughts?
Today’s presentation was both enjoyable and informative. This was one of the few times where I’ve seen the audience readily postpone a break in the middle of the three hour workshop, to learn more about the presenters treatment techniques. The 3 hours went by quickly. His workshop included the necessary elements including: Phenomenology and description of the disorder, assessment instruments and strategies, research to support the theory and treatment, and an overview of treatment techniques. He did not simply read his slides, he told humorous but very relevant stories, provided case examples and included research studies. He quickly came back to his point for each item. Overall, I thought that his presentation was well balanced, and all elements were covered. He really knows this stuff!
Sometimes, I attend workshops where the presenter is stilted, defensive, or awkward at handling questions. In some cases, questions from the audience appear as an attempt to “hurry” the presentation, with the presenter saying “I will get to that later.” All questions today appeared relevant and current to the items being presented. Dr. Franklin listened carefully and answered each question fully. He also allowed questions at the end. Questions did not interrupt the flow of his workshop. He was gracious and thorough in response to questions. The audience was satisfied.
As usual, I learned a bunch of things from Dr. Franklin this morning. His focus on the Obsessive Compulsive Cycle (Obsession-Distress-Compulsion-Relief) is important. He reiterated that his treatment will increase obsessive thoughts and distress, while limiting or eliminating compulsive behavior. Tolerating and habituating to the obsessive thoughts and eliminating the compulsion is essential in treatment. He described many creative techniques to increase exposure to the obsessions that need to be challenged without the relief provided by the compulsive behavior. At one point during Dr. Franklins presentation, I almost thought that it would be fun to be a kid with OCD, so I could participate in his treatment (I said almost!). Dr. Franklin pointed out that these techniques also work with children and others who do not have high ability for insight. He said that the clinician must work hard to find creative but concrete opportunities for exposure to obsessions, because the person may not recognize that the obsessions and compulsions are unreasonable. As usual with CBT research, combination of medication (SRI’s) and CBT treatments appear most effective.
Dr. Franklin mentioned that research often explains very complex things in complex ways. He was trying to make it simple in his presentation. As the former college linebacker and current coach, father, Philly sports fan, and everyday guy that he appears, Dr. Franklin did just that. As he stated, his daughter, at age six did better. She described his treatment methods in a couple of sentences.
“Blah, blah blah, do the thing you’re afraid of.
Blah, blah, blah, the more you do it, the easier it gets.”
Any other thoughts?
Thursday, April 28, 2011
Workshop by Dr. Martin Franklin on OCD for kids
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.
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 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.
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