CAPS



CAPS Conference Administrative/Management TeamConference President: William “Bill” BuhrowAdministrative Assistant/Office Manager: Mary Gilbert Conference Manager: Steve AllisonAssistant Conference Manager: Jan Hall Volunteer Coordinator: Cherisse FlanaganStudent Paper Competition Coordinator: Joshua Hook Paper Judges: Shannon Wolf, Joe Cook, Nathan StrengerStudent Poster Competition Coordinator: Dana Wicker Poster Judges: Gary Barnes, Jeff Quiett, Berkely BallCAPS 2019 Track Coordinators Marriage, Family, Sexuality & Child TrackLead Coordinator: Gwen White Assistants: Amy Passmore, Byron Benton, Shannon CrawfordPsychoanalysis TrackLead Coordinator: Mitchell Hicks Assistants: Scott Hickman, Tessa Trussell Wolf, Ryan Kuehlthau, Theresa Tisdale Clinical Practice TrackLead Coordinator: Jim Childerston Assistants: Kristina Kays, Katherine Strong Woods, Jeff TerrellAcademic/Research Track Lead Coordinator: Don DavisAssistants: Daryl Van Tongeren, Sarah Schnitker, Ryan ThompsonCross-Cultural & International TrackLead Coordinator: Elizabeth Suarez Assistants: Jessica Pae, Garrett WoodsCounselor Education & Professional Counselors Track Lead Coordinator: Brent MooreAssistants: Smith Noland, Amanda Blackburn, Andrew SecorThursday March 21st Pre-Conference Workshops Pre-conference workshops require separate fees and entry tickets; not included with general registration. On-site tickets may be purchased at the CAPS Registration booth.WORKSHOPS WSA1, WSA2 and WSA3 meet from 9:00 A.M.- 12:00 P.M. (3 hour workshops)WSA 1 WORKSHOP: Child Abuse & Neglect: Ethics, Prevention, Intervention, and Treatment for Mental Health Professionals(insert photo) Justin Smith, LCSW, PsyD, Phoenix SeminaryRoom: Enjolie 3 APA & ASWB CE Audience Level: IntermediateSummary: Dealing with child abuse and neglect, especially the reporting of abuse, can be distressing for clinicians but it does not have to be. Like any population or topic, best practices and comfort with one’s abilities result from a foundation of knowledge and practiced skills.Learning Objective 1: Describe the etiology and risk factors of child abuse and neglect.Learning Objective 2: Explain and rehearse legal and ethical decision-making processes and core techniques for intervening and treating child abuse and neglect.Learning Objective 3: Discuss best practices in the treatment of child abuse and neglect.WSA 2 WORKSHOP2: The Six Building Blocks of Healthy Sexual Intimacy(insert photos) Scott Symington, PhD, & Melissa Symington, PhD, Private Practice Room: Andaman 3 APA & ASWB CE Audience Level: All LevelsSummary: In this workshop, we will examine the six building blocks of healthy sexual intimacy: the ability to relax and attune to sexual pleasure; having accurate information; ability to discuss sexual issues; relational mutuality; emotional connection; and integration. These building blocks are then applied clinically to the most common issues addressed in sex therapy.Learning Objective 1: Explain the common barriers to healthy sexual intimacy.Learning Objective 2: Describe and discuss the six building blocks to healthy sexual relating.Learning Objective 3: Apply the six pillars of healthy physical intimacy in clinical work with couples.WSA 3 WORKSHOP3: Rethinking Integration: A Fresh Look at Psychology and Christianity (insert Photos) Mark McMinn, PhD, Megan Anna Neff, MDiv, George Fox UniversityRoom: Martaban 3 APA & ASWB CE Audience Level: All LevelsSummary: Many dimensions of religion and spirituality contribute to psychological health, including coping with adversity, positive emotions, and decreased rates of depression and anxiety (e.g., Koenig, 2012). But as the research progresses in this area it is important to consider more nuanced perspectives of religion and spirituality, especially those experienced by the next generation of those integrating psychology and Christianity. In this workshop we address some of the most challenging quandaries and complexities of integration, seek to embody a conversational and contextual process, and consider implications for evidence-based training (Sorenson, Derflinger, Bufford & McMinn, 2004) and psychotherapy, including Acceptance and Commitment Therapy (ACT) and psychodynamic psychotherapy.Learning Objective 1: Rethink some longstanding assumptions regarding the integration of psychology and Christianity by pondering how these assumptions may be perceived and critiqued by younger professionals entering the workforce.Learning Objective 2: Engage in a conversational approach to integration that involves a fresh look at several pressing quandaries and questions.Learning Objective 3: Consider how this conversational approach to integration may transform research, training, and evidence-based practice.Thursday March 21st Conference Schedule 12:00 p.m.-1:00 pmStudent Volunteers Training Session in Rangoon Room on the Lobby LevelMeet with Dr. Cherisse Flanagan, volunteer coordinator and Dr. Steve Allison, conference manager; confirm your assignments; connect with other student volunteers and grab lunch together “dutch treat” afterward. 12:00 p.m.- 2:00 p.m. Lunch on your own: Connect with friends and invite first-time attendees to enjoy lunch in Trevi’s Patio (in our hotel on the Lake Level) or at one of the many restaurants within walking distance of the hotel. 12:00 p.m.- 5:30 p.m. Prayer room in Nepal Room (on the Lake Level) is open for small group or private devotions.Each day, peers and students will be praying for the conference and for individual requests.? In the prayer room, please find a prayer request note card that you can use to submit a request.? If you would like to meet for a moment of prayer with a professional peer, you can leave your request and phone number on the back of your note card or you may contact Dr. Steve Stratton directly at?steve.stratton@asburyseminary.edu?to schedule a meeting in the prayer room.??__________________________________*GENERAL REGISTRATION CONFERENCE LAUNCH POINT….soak up an afternoon of stimulating presentations, and stay for the opening night meal, plenary and Welcome desserts reception (all included in your general conference registration). 2:00 – 3:00 PM Breakout Sessions Christians in Social Work Mini-Conference Invited SpeakerSW T1: Homelessness in the United States: Causes and Current Best PracticesRoom:Enjolie 1 APA & ASWB CEIntro-IntermediateSeminar(insert photo) James Petrovich, PhD, is an Associate Professor and Chair of the Department of Social Work at Texas Christian UniversitySummary: This presentation will provide an overview of factors contributing to homelessness in the United States and current best practices to prevent and end homelessness.Learning Objective 1: Identify factors contributing to homelessness in the United States.Learning Objective 2: Explain individual and community impacts of homelessness.Learning Objective 3: Critique different evidence-based and promising practices used to effectively serve people experiencing homelessness.MFT T2: Consulting with Parents: Evidence-Based Relational DisciplineRoom:Pegu 1 APA & ASWB CEIntro-IntermediateSeminarGeoffrey Sutton, PhD, Evangel University Summary: Effective discipline occurs in the context of loving, nurturing, and committed relationships. Essential elements of effective discipline draw on developmental neuropsychology. Principles include goal-setting, communication strategies, modeling, feedback, select use of reinforcement, age-appropriate consequences, problem-solving, and relationship repair.Learning Objective 1: Identify research and clinical studies documenting the importance of relationship variables to child discipline.Learning Objective 2: Identify research supporting six positive change interventions.Learning Objective 3: Identify research supporting four strategies for the reduction of maladaptive behavior.MFT T3: The Power of Community: Group Therapy for Female Sexual PainRoom:Irrawaddy 1 APA & ASWB CEAll levelsSeminarJenna Mountain, MA, Texas A&M-Commerce University, Deborah Wade, MA, ACT Solutions & Kimberly Galindo, MA, Private Practice Summary: Sexual pain negatively impacts women and their spouses, leaving them to feel alone and misunderstood. Group helps both women and men to feel less alone and more motivated. This presentation will illustrate the impact of group therapy on the treatment of female sexual pain and penetration disorders with case examples.Learning Objective 1: Describe the characteristics, prevalence, and impact of female sexual pain disorders.Learning Objective 2: Describe how cultural myths and misunderstanding of sexual pain disorders perpetuates challenges, emotion, pain, and trauma for those suffering.Learning Objective 3: Explain how a group therapy treatment model can positively impact women struggling with sexual pain disorders and their spouses. AR T4: Depression for College Students in a Traditional Christian Culture Context: The Role of Attachment, Spirituality and Social SupportRoom:Suite 309 1 APA & ASWB CEIntro-IntermediateSeminarCarrie Caudill, PhD, Newberry College & Julia Klausli, PhD, Divine Mercy UniversitySummary: Depression in university populations continues to remain high. Psychological factors like attachment style and social support can identify potential at risk populations. Presenters will also elaborate on how Christian spirituality impacts depression in college students. Learning Objective 1: Evaluate various risk factors for depression in college students.Learning Objective 2: Discuss how spirituality can serve as both a protective factor and a risk factor to depression.Learning Objective 3: Analyze a spiritual discrepancy theory as a part of a comprehensive model for identifying clients/students at risk for depression.AR T5 (part 1): Spiritual Transformations and Personal Strivings: Exploring Goals of Adolescents Involved in Young LifeRoom:Rangoon .5 APA & ASWB CEIntro-Intermediate Paper Juliette Ratchford, MA & Sarah Schnitker, PhD, Baylor UniversitySummary: This study explores the relations among personal strivings, sense of meaning, and spiritual transformation in an adolescent, religious sample. Results indicated that those who experienced a spiritual transformation prior to the Young Life trip rated their strivings as more meaningful. Participants had higher odds of experiencing a spiritual transformation on the trip if they had lower striving meaning and higher striving conflict before the trip.Learning Objective 1: Be able to describe the definition of personal strivings and the different types of striving.Learning Objective 2: Be able to describe the relations among the constructs of personal strivings and meaning.Learning Objective 3: Apply the findings regarding spiritual transformation in adolescents with adolescent clients. -AND-AR T5 (part 2): Learning Integration: Does Integration Knowledge Grow as a Result of Completing an Integrative Course?Room: Rangoon .5 APA & ASWB CE Introductory SeminarRoger Bufford, PhD, Whitney Standall, BS & Robert Wingerter, BS, George Fox UniversitySummary: This study used a pretest-posttest quasi-experimental design to examine the effectiveness in broadening faith-integration knowledge and understanding via George Fox University’s PsyD Faith Integration course. Results suggest that a deeper understanding of faith integration is accomplished through the course, though causation cannot be inferred due to study design.Learning Objective 1: Summarize the scope of integration literature.Learning Objective 2: Summarize current outcomes of integration research related to integration learning.Learning Objective 3: Describe evidence for integration learning from the present research. CCE T6: Transformational Teaching: Techniques for Helping Students Become Bilingual in Counseling and Theology.Room:Salween 1 APA & ASWB CEIntro-AdvancedSeminarElisabeth Nesbit, PhD, Ronald Welch, PsyD & Paula Tipton, PhD, Denver SeminarySummary: An integrated therapist has the ability to fluently communicate truth using the language of both theology and psychology. That ability to be bilingual starts in the classroom. This session provides multiple examples from across a CACREP accredited counseling program, housed within a seminary, which facilitates student’s bilingual fluency.Learning Objective 1: Identify key principles associated with effective adult learning strategies.Learning Objective 2: Compile a toolbox of resources to further incorporate integration into their own classroom.Learning Objective 3: Discuss what it means to train bilingual clinicians within their particular E T7: The Role of Attachment in Promoting Spiritual Formation in one Graduate Clinical Mental Health ProgramRoom:Martaban No CEIntro-AdvancedSeminarDan Sartor, PhD, Cara Cochran PhD, Amanda Blackburn, PsyD, Mary Plisco, PhD, & Jama White, PsyD, Richmont Graduate UniversitySummary: The presentation describes the spiritual formation which occurs within graduate students at Richmont Graduate University. The spiritual formation model is intentionally designed to invite students to pursue a more secure attachment to God, healthier relationships with others, and a more grace-based self-awareness for counseling students.Learning Objective 1: Describe the role of attachment in spiritual formation for graduate counseling students.Learning Objective 2: Discuss curricular initiatives that support the development of healthy attachment in graduate counseling students.Learning Objective 3: Recognize opportunities outside the classroom (i.e., co-curricular initiatives) that encourage relational wellness and promote soul care.PSA T8: Restoring the Sacred Feminine in Creation, Culture and SocietyRoom:Rhapsody 1 APA & ASWB CEIntermediate-AdvancedSeminarPaula Hamm, MA, Washington Baltimore Center for Psychoanalysis, Theresa Clement Tisdale, PsyD, PhD, Azusa Pacific University & Marie Hoffman, PhD, Brookhaven Center for Counseling and DevelopmentSummary: Psychoanalytic literature details how maternal care births psychological life. Sacred Traditions link the maternal/feminine with creation and the spiritual nature of persons. While oppression of women has been a scourge wherever male domination has reigned recognition of women`s pivotal psychological/spiritual roles reclaims their vital and transformational place in society.Learning Objective 1: Explain how the feminine is at the heart of creation.Learning Objective 2: Discuss three primary opportunities to help female patients develop a mature feminine voice of their own in the face of intergenerational trauma.Learning Objective 3: Discuss a women`s pivotal psychological and spiritual place in I T9: Made in the Streets: Resilience Processes Among Youth in Nairobi, KenyaRoom:Sittang 1 APA & ASWB CEIntro-Advanced SeminarJanice Hall, PhD, Family Christian Resources; Laura Captari, MS, Logan Karwoski, MA & Joshua Hook, PhD, University of North TexasSummary: This presentation describes a mixed-methods study of 73 Kenyan youth, previously from the streets, and their caregivers. We sought to capture local perspectives about risk and protective factors, contextual and spiritual resources, and strengths that promote adaptation. Findings from youth, dorm caregivers, and teachers are discussed with attention to clinical and community applications.Learning Objective 1: Describe the multi-faceted nature of resilience among youth who lived in the streets of Kenya.Learning Objective 2: Identify individual, relational, and contextual risk and protective factors in adolescent mental and emotional health.Learning Objective 3: Discuss culturally-sensitive ways to collaborate internationally to address and promote adolescent I T10: Trauma-Informed Care for AllRoom:Suite 301 1 APA & ASWB CEIntermediateSeminarRobin Blair, PhD, Rapha House International, Inc.Summary: Increased understanding of the typical responses to and results of trauma can help communities better respond to traumatized individuals in their midst. This presentation aims to help clinicians provide this valuable resource to schools, churches, and other organizations.Learning Objective 1: Describe the principles of Trauma-Informed Care (TIC).Learning Objective 2: Discuss the potential challenges of implementing TIC, particularly in a cross-cultural setting.Learning Objective 3: Select resources to help them facilitate TIC in their communities.CP T11: Mental Health and the Legal System: What Mental Health Professionals Need to KnowRoom:Bengal 1 APA & ASWB CEIntro-IntermediateSeminarJohn Spoede, PhD, Houston Baptist University & Angela Spoede, JD, Houston Court of Appeals Summary: Participants will learn how mental health professionals can navigate the court systems. This will include topics such as subpoenas, expert witness, testimony and privileged communication.Learning Objective 1: Identify the role of mental health professionals in the legal systems.Learning Objective 2: Compare and summarize the different ways mental health professionals can interact and function within the legal system.Learning Objective 3: Recognize privileged information and how it can be protected or used in the legal system.CP T12: Effective Treatment of OCD in Christian ClientsRoom:Andaman 1APA & ASWB CEIntro-IntermediateSeminarTed Witzig Jr., PhD, Apostolic Christian Counseling And Family Services; Kathleen Norris, MA, DFW Center for OCD and Anxiety & Mary Norris, MA, Regent UniversitySummary: This presentation will summarize empirically-support treatments and best practices for treating OCD in Christian children and adults. Practical ways to integrate a Christian client’s spiritual beliefs into OCD treatment will be discussed.Learning Objective 1: Summarize empirically-supported treatments for OCD.Learning Objective 2: Distinguish between appropriate exposures for OCD symptoms in Christian clients and exposures that lack sensitivity to the client’s religious worldview and are more likely to lead to poorer outcomes.Learning Objective 3: Implement bio-psycho-social-spiritual treatment plans for OCD with Christian clients.3:15 – 5:15 PM 2-hour Breakout Sessions CCE T13: Making Room for Integration in Master’s Level Training ProgramsRoom:Martaban 2 APA & ASWB CEIntro-AdvancedSymposium Virginia Holeman, PhD, Asbury Theological Seminary, Justin Smith, PhD, Phoenix Seminary, David Walther, MA/MDiv, Scottsdale Bible Church Counseling Ministry & Chuck Romig, PhD, John Brown UniversitySummary: With facilitator guidance, participants will collaborate in this working session to answer three questions: (1) Where is integration teaching and learning located in your Master’s program? (2) How does your program assess students’ integration skills? and (3) What strategies may offer program improvements in how students learn integration?Learning Objective 1: Discuss where and how knowledge about the clinical integration of spirituality/religion is presented in their MA programs.Learning Objective 2: Exchange strategies to enhance student learning or faculty assessment of clinical skills related to the integration of spirituality/religion.Learning Objective 3: Develop plans to enhance student learning or faculty assessment of the integration of spirituality/religion in MA programs.Psychoanalysis Track Invited Distinguished Scholar/Master TherapistPSA T14: A Case History: Processes of TransformationRoom:Rhapsody 2 APA & ASWB CEIntermediateSeminar(insert Photo) Myrna Little, PhD, is a clinical psychologist and Jungian psychoanalyst at The Group Analytic Practice of Dallas. She is a Clinical Professor in the Department of Psychiatry at Southwestern Medical School, and serves as the Associate Editor for the Journal of Analytical Psychology. Summary: Mirroring the pluralism in our culture, this case history is one psychoanalyst’s journey through five analytic, yet diverse models of theory and practice. The presenter will describe the strengths and weaknesses of Jung’s opus. The theoretical similarities of Jung to Melanie Klein will be discussed. Qualitative research method of Infant Observation Seminars will be presented. Works of post-Klein theorists, such as Bion, Winnicott, Fairbairn and Guntrip, and their impacts on Relational Psychoanalysis, will be overviewed. The infrastructure and ubiquitous experience of the practice and theory of Group Psychoanalysis/Psychotherapy (the essence of and commonality to all four approaches) will be discussed.Learning Objective 1: Distinguish between neuroscience of the brain and Trauma Theory of the mind.Learning Objective 2: Evaluate the link between theory of Object Relations and theology of the Atonement.Learning Objective 3: Utilize the implicit relational knowing each brings to the psychotherapeutic I T15: Bringing a Divisive World Together through Cultural Humility: Transforming People, Communities, and SystemsRoom:Sittang 2 APA & ASWB CEIntro-IntermediateSymposiumLaura E. Captari, MS, Cameron Davis, MA, Adam Hodge, MA, David Mosher, MS, Joshua Hook, PhD, University of North Texas; Camisha Kibble, MA & John McConnell, Ph.D. Wheaton College;Courtney Lawrence, BA, Dallas Theological Seminary & David Wang, Ph.D. Rosemead School of PsychologySummary: This symposium details evidence for cultural humility in promoting genuine acceptance and relational transformation. We discuss the role of cultural humility in replacing micro-aggressions with micro-inclusions, navigating political differences, and promoting belongingness and wellbeing for marginalized groups (refugees, LGBT, and Black individuals). Findings from four bench science empirical studies provide backdrop to an intervention study aimed at fostering cultural humility within religious communities.Learning Objective 1: Explore empirical evidence for cultural humility in promoting positive intergroup dialogues and relationships and be able to critically apply knowledge to their clinical, research, and professional work.Learning Objective 2: Identify positive benefits of cultural humility on minority wellbeing and belongingness and understand how to promote these benefits in their professional roles.Learning Objective 3: Discuss and apply specific ways to facilitate the development of cultural humility in individual, group and systemic contexts to promote positive change in their professional roles.CP T16: Current Trends in Interdisciplinary Evaluation of Children with Autism Spectrum DisorderRoom:Andaman 2 APA & ASWB CEIntro-AdvancedSeminar Mark Newmeyer, EdD & Sara Spong, PhD, Regent University; Amy Newmeyer, MD & Janice Keener, PsyD, Children’s Hospital of the King’s DaughtersSummary: With the increase in children identified as having Autism Spectrum Disorder (ASD), mental health and medical professionals, as well as the media and broader culture, have started to pay close attention to how ASD is diagnosed and treated. Since the diagnosis of ASD touches upon all facets of child development, the need for a true interdisciplinary approach to treating the whole child has become imperative. This program will review current trends in diagnosing ASD as well as the vital role of an interdisciplinary approach in working with children diagnosed with ASD.Learning Objective 1: Identify current best practices required for clinicians to competently diagnose ASD.Learning Objective 2: Identify and explain the key elements of how an interdisciplinary model contributes to family support and quality care of patients with ASD.Learning Objective 3: Explain diagnosing children with ASD, including being able to identify critical strategies in making differential diagnoses such as Intellectual Disabilities, Attention Deficit Hyperactivity Disorder, and Anxiety Disorders.3:15 – 4:15 PM Breakout Sessions Christians in Social Work Mini-Conference Invited SpeakerSW T17: A Qualitative Assessment of Black and Hispanic Community CollaborationRoom:Enjolie 1 APA & ASWB CEIntro-IntermediateSeminar(insert Photo) Stephanie Hamm, PhD, is an Associate Professor of Social Work at Abilene Christian UniversitySummary: In an effort to discover insights and challenges of Black and Hispanic community leaders and communities working together for community well-being, the researchers engaged in a qualitative study using focus groups. Initial discussions indicate the two communities desire to collaborate, but barriers emerge.Learning Objective 1: Discuss commonalities/differences in the experience of these two communities.Learning Objective 2: Identify barriers of interracial community collaboration.Learning Objective 3: Apply solutions to overcoming barriers to interracial community collaboration.MFT T18: Forgiveness in Couple Therapy: Case Studies Addressing Moderate to Major OffensesRoom:Pegu 1APA & ASWB CEAll LevelsSeminarJennifer Ripley, PhD & Mary "Lexi" Norris, MS, Regent UniversitySummary: Couple therapy often seeks to address offenses between partners that create road blocks to progress. This presentation will present the research, and clinical cases that address forgiveness in couple therapy. Special attention will address religion and forgiveness, and special clinical needs of major offenses like infidelity.Learning Objective 1: Identify basic and clinical research in couple forgiveness that can contribute to clinical settings.Learning Objective 2: Explain case study research of couples with moderate to severe relational offenses including the use of routine outcome monitoring.Learning Objective 3: Address diversity issues in forgiveness interventions with clients, especially implications for various religious traditions.MFT T19: Sexual Desire Discrepancy in Married Couples, and Negative Applications of “Self-esteem”Room:Irrawaddy 1 APA & ASWB CEInto-AdvancedSeminarC. Gary Barnes, PhD, Dallas Theological Seminary, Michael Sytsma, PhD, Debra Taylor, MS & Debby Wade, MA, Institute for Sexual WholenessSummary: Research has identified that distress related to sexual desire is the most common sexual issue in marital therapy. This workshop will emphasize the role of the individual to reshape healthy adult identity as primary to developing healthy relational intimacy and sexual intimacy in marital couples experiencing sexual desire discrepancy.Learning Objective 1: Explain the significance of the differences in sexual response cycles in men and women.Learning Objective 2: Examine the role sexual desire discrepancy has on marital distress.Learning Objective 3: Evaluate the negative applications of “self-esteem” on sexual desire discrepancy interactions along with the positive applications of individual identity development for relational intimacy.Academic/Research Track Invited Distinguished Scholar/Master TherapistAR T20: The Coexistence of Natural and Supernatural Explanations across Cultures and DevelopmentRoom:Rangoon 1 APA & ASWB CEIntro-AdvancedPaper (insert Photo) Cristine Legare, PhD, is an Associate Professor of Psychology and the Director of the Evolution, Variation and Ontogeny of Learning Laboratory at The University of Texas at Austin, where her research focuses on interdisciplinary approaches to the study of human cognition and learning. Summary: Children and adults navigate the task of reconciling different kinds of casual explanations- such as natural and supernatural explanations- to make sense of the world around them. Research conducted across a variety of domains, age groups, and cultural contexts has demonstrated several different ways that natural and supernatural explanations are accommodated, reconciled, and used to explain multiple levels of causality. Research findings will be discussed which indicate that reasoning about supernatural phenomena is an integral and enduring aspect of human cognition, not a transient or ephemeral element of childhood cognition that is readily displaced by science or objectivity.Learning Objective 1: Discuss cutting edge research in the science of religion.Learning Objective 2: Compare and contrast ways in which scientific and religious explanations are used at different levels of causality.Learning Objective 3: Dialogue about the ways in which children and adults across diverse populations integrate and reconcile scientific and religious explanations for core domains of human experience: origins, illness and E T21: Romantic Partners and Attachment Styles: Attachment Coping Strategies and Partner Buffering During Times of Relational StressRoom:Salween 1 APA & ASWB CEIntro-IntermediateSeminarJerry Vuncannon Jr., PhD, Angelia Dickens, PhD, Liberty UniversitySummary: Research has identified the significant influence attachment orientation has on romantic relationships. This presentation will provide and an overview of common coping strategies of secure and insecure romantic partners during relational stress and how secure partner “buffering” may mitigate this stress.Learning Objective 1: Summarize basic information on attachment theory and its influences within romantic relationships.Learning Objective 2: Describe the common coping strategies used by secure and insecure romantic partners during times of relational stress.Learning Objective 3: Discuss clinical implications of securely attached partner buffering to help mitigate relational stress of insecurely attached romantic I T22: Transforming Our World: Mental Health Professionals and the Sustainable Development GoalsRoom:Suite 309 1 APA & ASWB CEIntermediateSeminarKelly O’Donnell, PsyD & Michele Lewis O`Donnell, PsyD, Member Care Associates IncSummary: This presentation explores opportunities for mental health professionals (MHPS) to connect and contribute to human wellbeing via the United Nations 17 sustainable development goals (SDGs). It provides a global integration framework to guide MHP involvement and gives examples from the presenters` international and cross-sectoral work in global mental health.Learning Objective 1: Review the United Nations Sustainable Development Goals and list three of the goals that are the most relevant for your work in mental health.Learning Objective 2: Overview Global Mental Health (GMH) and identify three GMH resources that would be especially relevant to include for training MHPs.Learning Objective 3: Describe three specific ways that you can apply the global integration framework to support SDG Goal 3 (the health goal): "ensure healthy lives and promote wellbeing for all at all ages".CCI T23: An Effective Group Trauma-Focused Integrative Model for Reducing Shame, Guilt, and PTSD Symptoms in Substance Abuse Patients and Trauma Victims in Kenya: Five supporting experimental studiesRoom:Suite 301 1 APA & ASWB CEIntroductorySeminarGrant Jones, Jr., PhD, Evangel UniversitySummary: This presentation describes findings from five experimental studies from three years investigating the Jones Trauma Model’s effectiveness in three Kenyan residential substance abuse facilities. Study I demonstrated significant reduction in shame and guilt. Studies II/III replicated study I and showed significant reduction in PTSD symptoms, as did studies IV/V.Learning Objective 1: Analyze five research findings from three years demonstrating the effectiveness of the two-day Jones Trauma Counseling Model in treating guilt, shame, anxiety, and PTSD symptoms in three residential substance abuse facilities for men and women in Kenya.Learning Objective 2: Describe the core components of the Jones Trauma Counseling Model and how it is used in a cross-cultural setting.Learning Objective 3: Discuss the implications of the model’s results in establishing effective treatment protocols with sub-Sahara African clients and with cross-cultural counseling in general.CP T24: Naked and Unashamed: A Therapeutic and Personal Journey toward Emotional VulnerabilityRoom:Bengal 1APA & ASWB CEIntro-IntermediateSeminarDavid Lawson, PsyD, Palm Beach Atlantic University & Tiffany Jones, MS, Renew CounselingSummary: This session probes the depths of vulnerability that occur within and between the clinician and client and examines the fears and challenges inherent in the therapeutic relationship. Clinical, experiential and personal impacts will be discussed as we learn to be unashamed of our emotional “nakedness”.Learning Objective 1: Discuss how their client’s emotionally vulnerable “naked” self will clinically impact the therapeutic process.Learning Objective 2: Identify what challenges they will confront with emotional vulnerability and how that can be leveraged therapeutically.Learning Objective 3: Identify areas of personal and professional growth that they must practice to be comfortable with their emotional vulnerability in order to provide space for clients to do the same.4:30 – 5:30 PM Breakout SessionsChristians in Social Work Mini-Conference Invited SpeakerSW T25: Namaste Theory and Ethical Considerations Regarding the Integration of Clients’ Religion/Spirituality in PracticeRoom:Enjolie 1 APA & ASWB CEIntro-AdvancedSeminar(insert photo)Holly Oxhandler, PhD, is an Assistant Professor & Associate Dean for Research and Faculty Development at Baylor University, Diana R. Garland School of Social WorkSummary: This presentation will focus on emerging research that recognizes the role of clinical social workers’ religion/spirituality in ethically assessing and integrating clients’ religion/spirituality in mental and behavioral health treatment. Namaste theory will be presented and implications for clinical social work and related helping professions’ practice and education will be discussed.Learning Objective 1: Identify predictors of social workers’ views and integration of clients’ religion/spirituality in clinical practiceLearning Objective 2: Identify barriers and sources of support to integrating clients’ religion/spirituality in clinical practiceLearning Objective 3: Describe the intersection between the National Association of Social Workers’ (2017) Code of Ethics and social workers’ religious/spiritual beliefs and practices in the process of ethically and effectively integrating clients’ religion/spirituality in clinical practice.MFT T26: SDA Christian LGBT+Family Support, Depression & Suicide: Findings and ImplicationsRoom:Pegu 1APA & ASWB CEIntro-AdvancedSeminarNancy Carbonell, PhD, Andrews UniversitySummary: Most religious groups are seen as unfriendly to LGBT youth, which contributes to the difficulty these young people have in coming out to their families. The results from one of the first denominational studies to explore the experience of LGBT+ youth coming out to their families will be discussed.Learning Objective 1: Describe and assess the particular struggles facing LGBT+ youth who are reared in Christian homes about how they experience the coming out to their parents, family, church and community.Learning Objective 2: Create more affirming and supportive spaces for the LGBT+ youth and their families within their homes and church communities.Learning Objective 3: Design interventions and supports to mitigate the common rejecting and non-affirming reactions of parents and families that contribute to LGBT+ Christian youth, leading to higher levels of depression and suicide than the general population.MFT T 27: Restoring Marital Intimacy after Sexual Trauma & Betrayal: Experientially Working with Clients Mind, Body & SoulRoom:Irrawaddy 1 APA & ASWB CEIntro-AdvancedSeminarDavid Janvier, MA, Janvier Counseling & Associates, LLCSummary: Sexual betrayal by a spouse has a devastating and traumatic impact, as a result, the sexual relationship is scarred by trauma and sexual dysfunction. This seminar will provide a framework for the restoration of a couple’s intimacy through a holistic, integrative process treating mind, body and soul.Learning Objective 1: Asses the Couple’s readiness to move into the process of restoring marital intimacy and level of traumatic impact.Learning Objective 2: Describe the impact of trauma neurobiologically, identify traumatic symptoms and apply practical modalities that address mind, body and soul.Learning Objective 3: Demonstrate and practice grounding techniques and practical interventions to build and restore a sexual relationship.AR T28: Responses to Dr. Legare: The Coexistence of Natural and Supernatural Explanations across Cultures and DevelopmentRoom:Rangoon 1APA & ASWB CEIntro-AdvancedSeminarDon Davis, PhD, Georgia State University, Sarah Schnitker, Baylor University, Daryl Van Tongeren, Hope College & Ryan Thompson, Eastern Mennonite UniversitySummary: Four early career scholars comprise this panel; they will respond to the invited lecture by Dr. Legare. Her paper addresses ways that children and adults navigate the task of reconciling different kinds of causal explanations, such as natural and supernatural explanations, to make sense of the world around them.Learning Objective 1: Discuss cutting edge research in the cognitive science of religion.Learning Objective 2: Compare and contrast scientific and religious explanations of different levels of causality.Learning Objective 3: Dialogue about how children and adults across diverse populations integrate and reconcile scientific and religious explanations for core domains of human experience: origins, illness, and death.AR T29: Can Project-Based Learning Transform Graduate Education in Psychology?Room:Suite 309 1APA CE Intro-IntermediateSeminarRachel Team, PhD & Charles Wadlington PhD, Abilene Christian UniversitySummary: In order to bridge the gap between theory and practice, project-based learning can provide the supported framework for psychology graduate students to learn needed skills. This workshop will review the literature on project-based learning and address its need and success in graduate education. Current practices will be explained and evaluated.Learning Objective 1: Discuss and summarize the purpose of project-based learning.Learning Objective 2: Identify key assignments to help graduate students apply classroom learning in the real world.Learning Objective 3: Apply a deliberate pedagogy throughout a graduate curriculum to help prepare students for clinical practice using supported educational E T30: Promoting Wellness in Graduate Students: Utilizing the Advisory Relationship to Foster Students' Ongoing Commitment to WellnessRoom:Salween 1 APA & ASWB CEIntro-IntermediateSeminarAmanda Blackburn, PsyD, Jama White, PsyD & Mary Plisco, PhD, Richmont Graduate UniversitySummary: The presentation addresses fostering graduate student wellness through the advisory relationship. Graduate students desire more relational modeling and realistic, values-based examples of wellness. The advisement relationship can support development of students’ awareness, knowledge, and skills relevant for their commitment to wellness across their graduate training and into their professional career.Learning Objective 1: List the clinical, ethical, and theological mandates for wellness for graduate students.Learning Objective 2: Describe the advisory relationship as a conduit to teach and model self-care to graduate students.Learning Objective 3: Utilize one self-reflective and grace-based approach to promote student wellness in the advisement I T31: Does Racism Exist in Therapy?: Considerations in Cross Cultural Therapeutic Relationships and How to Bridge the GapRoom:Suite 301 1 APA & ASWB CEIntro-IntermediateSeminarJessica Pae, PsyD, Grace Counseling & Diane Lee, University of DenverSummary: This presentation examines cross-cultural therapeutic dyads through the lens of Critical Race Theory. Current literature on considerations in cross-cultural therapeutic relationships will be reviewed. A discussion panel will provide personal experiences and insight. Learning Objective 1: Describe and assess the Critical Race Theory and current literature. Understand therapy as a microcosm of society and how race and racism are also interwoven into the therapeutic relationship.Learning Objective 2: Identify and understand how stereotypes and micro-aggressions affect therapeutic relationships from both the clinician’s and client’s perspectives. Examine the model minority myth and its effect on Asian American clinicians as a specific example.Learning Objective 3: Discuss innovative strategies to meaningfully discuss cross-cultural differences in therapeutic relationships.CP T32: Lessons Learned from the ACEs: Intervention and Response Strategies for Adults with Substance Use DisordersRoom:Bengal 1 APA & ASWB CEIntroductorySeminarMichelle Woody, EdD, Lee Jagers, PhD & Robert Duckworth, MA, Dallas Theological SeminarySummary: This presentation will present the results of quantitative research exploring the frequency of ACEs with adults enrolled in substance abuse treatment programs in three communities of varying sizes. Data highlighting why the frequency of ACEs, certain demographics and the restoration of self-efficacy are significant in the treatment of these clients.Learning Objective 1: Explain and apply the research findings towards a greater awareness of how ACES and certain demographic data may impact personal and clinical interactions.Learning Objective 2: Examine person-centered therapy techniques that address restoring self-efficacy and high positive regard.Learning Objective 3: Evaluate recommendations for clinical practice and further research into variables that can reduce the impact of ACEs for adults with substance use disorders.Opening Evening Gala Events: all included in attendee paid registrationStudent Volunteers Dinner Option: student volunteers will meet in the lobby at the main entrance of the hotel to go to a nearby restaurant for dinner; they will return for the opening plenary session and the welcome desserts reception; hosted by graduate students from Abilene Christian University.5:45 - 6:45 p.m.Dinner in Las Colinas BallroomDinner is included as part of all registrations (no additional charge). Join us for a delicious meal and great fellowship. Dinner is buffet-style, so please serve yourself as you enter into the ballroom. Some tables will have topical tents on them for those interested in connecting with others who share your professional interests. 6:45 – 7:30 p.m. Praise & Worship; Awards and Honors Presentations in Las Colinas Ballroom(Insert Photo) Worship Leader: Barrett Snare is a husband, father, songwriter, and worship pastor. He has been leading worship since 2001 and is blessed to be currently serving The Hills Church in North Richland Hills, TX. He has a heart to serve the local church and the Kingdom through pointing others to the faithfulness of God. Barrett is passionate about leading others into meaningful, and powerful worship experiences. He has been married to Melanie for almost 15 years; they have four terrific children.7:30 - 8:30 pmOpening Night Plenary Session in Las Colinas BallroomP1: 1 APA & ASWB CE Audience Level: All Levels Beyond Self-Esteem: From Evaluation to Transcendence (Insert Photo) Invited Speaker: Richard Beck, PhD, Abilene Christian UniversityDr. Richard Beck is a Professor & Chair of the Department of Psychology at Abilene Christian University in Abilene, Texas. He holds the PhD in Experimental Psychology from Southern Methodist University. He has one of the most popular Christian blogs <experimentaltheology.> in the country. He is the author of five books, including Unclean: Meditations on Purity, Hospitality, and Mortality, The Authenticity of Faith: The Varieties and Illusions of Religious Experience, and The Slavery of Death. He teaches a weekly Bible study at a men’s prison in West Texas and is an elder at the Highland Church in Abilene, Texas. He and his wife, Jana, have two sons.Summary: Self-esteem presents us with a therapeutic paradox. Healthy self-esteem is associated with emotional well-being, while low esteem is associated social and emotional dysfunction. Self-esteem seems integral to mental health, but it also makes us fragile and vulnerable. Is self-esteem a trap? If so, is there any path toward emotional wholeness ‘beyond self-esteem’?Learning Objective 1: Describe and explain the empirical psychological research regarding self-esteem as an evaluative system (e.g., the sociometer model, social identity theory).Learning Objective 2: Analyze the connections between self-esteem, psychopathology (e.g., mood disorders, narcissism), and social hostility (e.g., prejudice, downward social comparison, out-group hostility).Learning Objective 3: Describe alternative psychological pathways for self-esteem (e.g., mindfulness therapy, positive psychology, and religious coping) and discuss psychotherapeutic interventions aimed at cultivating self-esteem via transcendence.8:30-10:00p.m. Welcome Desserts Reception in Mandalay BallroomGrab some sweets and browse the bookstore and exhibits; this reception is complimentary for all registrants at the conference. Special interest Groups Gatherings….the following “conversation hours” are open to anyone who would like to meet attendees with similar interests; a great opportunity to network and fellowship with CAPS members and friends who share your clinical, academic and ministry interests. Get some desserts and then connect with colleagues at one of these gatherings.1. International/Cross-Cultural Psychology & Missionary Care…hosted by Drs. Kelly & Michele O’Donnell, Member Care Associates in Cessy, France and Drs. Fred & Heather Gingrich, Denver Seminary; meet in Rangoon Room2. Teachers of Integration of Psychology & Christianity…hosted by Dr. David Entwistle, Malone University, Dr. Bryan Eck, Azusa Pacific University & Dr. Scott White, Bellhaven University; meet in Andaman Room 3. Christian Psychology Special Interest Group…hosted by Dr. Michael Cook, Huntington University; meet in Martaban Room4. Christians in Social Work…hosted by Dr. Steve Allison, Abilene Christian University, Dr. Justin Smith, Phoenix Seminary & Thomas Idiculla, McLean Hospital/Harvard Medical School; meet in Las Colinas BoardroomFriday March 22nd Conference Schedule7:30-11:00 AM Prayer Room HoursThe Prayer room in Nepal Room (Lake Level) is open for small group or private devotions.Each day, peers and students will be praying for the conference and for individual requests.? In the prayer room, please find a prayer request note card that you can use to submit a request.? If you would like to meet for a moment of prayer with a professional peer, you can leave your request and phone number on the back of your note card, or you may contact Dr. Steve Stratton directly at?steve.stratton@asburyseminary.edu?to schedule a meeting in the prayer room.??8:00 – 9:00 AM Breakout SessionsMFT F1: How Couples End Intimate Partner ViolenceRoom:Irrawaddy 1 APA & ASWB CEIntroductorySeminarLisa Merchant, PhD, Abilene Christian UniversitySummary: This session has two parts: the first half explores a model of how couples end violence in their relationship based on interviews with formerly violent couples and the second half provides examples of how therapists can safely apply this model conjointly, individually, and with groups.Learning Objective 1: Explain how couples end violence in their relationships.Learning Objective 2: Assess whether conjoint therapy is safe and the likelihood of change.Learning Objective 3: Plan interventions to lead couples toward desistance.MFT F2: Treating Bullying, Addictive Behavior, and Suicidality in Children & TeensRoom:Pegu 1 APA & ASWB CEIntroductorySeminarJonathan Robinson, PhD, Independent PracticeSummary: This workshop provides participants with cutting edge context and treatments for helping children and youth navigate the sturm und drang of their formative years. Equipping families to address head-on such close to home issues as bullying, addictive behaviors, and suicidality helps them navigate the troubled waters around them. Learning Objective 1: Identify and discuss current stressors on children, teens, and their families in navigating current life circumstances. Learning Objective 2: Discuss the impact of bullying on children and teens, the prevalence and variety of addictive behavior beyond drugs and alcohol that impact children and teens, and the seriousness of suicidal behaviorLearning Objective 3: Compare brief case studies highlighting effective intervention strategies when treating children, teens, and their families who come for treatment for bullying, addictive behaviors, and suicidal gestures. AR F3: iGen Goes to College: Transforming Christian Higher Education to Meet New ChallengesRoom:Rangoon No CEIntermediate-AdvancedSeminarDavid Entwistle, PsyD, Malone University, Brian Eck, PhD, Azusa Pacific University & Scott White, PsyD, Belhaven UniversitySummary: iGen students, also called Generation Z, were born between 1995 and 2005. These students have been shaped by cultural changes (e.g., social media), and parenting that emphasizes “safety”. They are experiencing increased mental health challenges. In this presentation, faculty members who have been studying generational trends reflect on the implications this new generation brings to Christian higher education.Learning Objective 1: Identify ways that social media may be changing the characteristics of young adults in the United States.Learning Objective 2: List five characteristics of iGen students.Learning Objective 3: Articulate challenges that iGen students are presenting to Christian colleges in terms of pedagogy, faith-learning integration, and what’s needed in counseling centers.AR F4: A Pastor`s Mental Illness Stigma: Effects, Trends, and InitiativesRoom:Suite 309 1 APA & ASWB CEIntro-Intermediate PaperKrista Kirk, PhD & Brittany Lashua, PhD, Liberty UniversitySummary: Among religious communities, struggles with mental health is often attributed to a sinful lifestyle. With clergy serving as gatekeepers to the mental health community, we explored pastors’ views on four different clinical mental health disorders and the avenue in which they support their congregant in rehabilitation.Learning Objective 1: Describe stigmatic ideologies in religious communities, as identified by the research presented.Learning Objective 2: Discuss advocacy avenues in which mental health professionals can support their local church bodies.Learning Objective 3: Utilize advocacy avenues to inform and interpret apprehension among religious E F5: Bracketing Versus Social Justice Micro-Advocacy: Where is the Line on Values Imposition?Room:Martaban 1 APA & ASWB CEIntro-AdvancedSeminarCharles Romig, PhD, John Brown University & Joe Cook, PhD, Dallas Baptist University Summary: By bracketing values, the counselor may be complicit in the consequences of client choices and may be violating other ethical principles, particularly justice. An ethical alternative involves counselors engaging in respectful moral/hermeneutical dialog with clients, helping clients in obtaining a referral if they find that process unhelpful.Learning Objective 1: Describe examples of conflicts between the ethical principles of autonomy, beneficence, nonmaleficence and justice.Learning Objective 2: Formulate ethical decision-making processes that allow them to avoid values imposition.Learning Objective 3: Describe ways of engaging clients in moral/hermeneutical dialog as an ethical alternative to E F6: Students Transforming: A Holistic, Developmental, Interdisciplinary, Dynamic, Recursive, Dialogic Model for Facilitating Integration to Graduate Counseling StudentsRoom:Salween 1APA & ASWB CEIntermediate-AdvancedSeminarDavid Bruce Rose, PhD, Fresno Pacific Biblical SeminarySummary: In this workshop, Fresno Pacific Biblical Seminary proposes a model of integration that attends to student diversity, the person, and practices of the counselor, theological tradition(s), psychological theories, and the interaction with both culture and the other, providing a framework for faculty coordination, curriculum development, and program evaluation.Learning Objective 1: List and define three elements of the self that need to be addressed in integrating Christianity and Counseling.Learning Objective 2: Describe the role of developing practices in integrating Christianity and Counseling.Learning Objective 3: Describe how dialogue with others and attention to the cultural context impacts the task of integrating Christianity and E F7 (part 1): Knowing Where to Start: Using a Baseline Clinical Skills Evaluation to Improve Practicum Training and SupervisionRoom:Enjolie .5 APA & ASWB CEIntro-IntermediateSeminarEdward Rogers, PsyD, Baylor University Evaluating the clinical skill of new practicum students can be difficult. I will describe the use of an observed pseudo-session for assessing baseline clinical skills at the beginning of practicum and facilitate a discussion with the aim of modifying and applying this method to improve training in workshop participants own settings.Learning Objective 1: Describe the process and procedures of an initial assessment of trainee clinical skill using a single pseudo-client session observed using web conferencing.Learning Objective 2: List the benefits of this baseline clinical skills assessment for both trainees and supervisors.Learning Objective 3: Apply this method of initial skills assessment to your own training program, discussing modifications for your setting and ways it can improve training and provision of therapy by trainees.- AND -CCE F7 (part 2): Assessment of Dispositions across the Academic Developmental SpectrumRoom:Enjolie .5 APA & ASWB CE Intro-IntermediateSeminarElizabeth Saylor, MA, PsyD, Kristel Headley, PhD & Paulina Morelos Perez, Johnson UniversitySummary: This seminar will review the process of developing a dispositional assessment for master’s level counseling students that captures personal student qualities consistent with a transformative Christian experience. Expanding such dispositional assessment and feedback across undergraduate through graduate programs will also be discussed.Learning Objective 1: Analyze considerations when integrating spiritual qualities into dispositional assessment for students.Learning Objective 2: Understand developmental considerations for associate, bachelor’s and master’s levels relevant to evaluation of dispositions.Learning Objective 3: Compare and contrast the application of dispositional evaluation procedures at the master’s, bachelor’s and associate levels to aid in the development of clinicians and support staff in practice.PSA F8: Tilting at Windmills: Faith and Mistrust in the Processes of TransformationRoom:Rhapsody 1 APA & ASWB CEIntermediate-AdvancedSeminarEarl Bland, PsyD, Biola University & Aaron Mitchum, MA, Private PracticeSummary: Tempering our pervasive suspicion of patient unconscious processes is exceedingly difficult despite movements away from authoritarian positions in training, professional development and faith practices. Implicit assumptions accentuating the patient as na?ve or not knowing abound. Using clinical material this presentation explores relational dynamics of trusting our patients as they heal.Learning Objective 1: Understand and discuss the aspects of psychoanalytic theory and religion that lead to implicit authoritarian and suspicious attitudes towards patients.Learning Objective 2: Identify and analyze clinical stances that counteract positions of mistrust and diminishment of patient participation in their own healing.Learning Objective 3: Assess and evaluate presented clinical case material in light of psychoanalytic and integrative I F9: Diverging Perspectives on Managing Inclusion of Religious Identity Markers in the Consulting RoomRoom:Sittang 1APA & ASWB CEIntro-IntermediateSeminarPriscilla Lee Shim, MA, Lanaya Wade, MA & Annie King, MA, George Fox UniversitySummary: As America becomes ever more religiously diverse, the necessity to practice inclusion in the consulting room has become more pressing. However, there are ethical implications for the clinician and moral implications for some Christians in so doing. These issues will be examined from both an affirmative and dissenting perspective, with specific consideration given to application of inclusionary interventions.Learning Objective 1: Recognize and compare differing views on religious inclusion from a clinical perspective.Learning Objective 2: Analyze potential ethical and moral implications of inclusion of differing religious identity markers.Learning Objective 3: Utilize inclusionary intervention skills in order to improve patient I F10: Benefits and Drawbacks of Using Short-term Volunteers in International MissionsRoom:Suite 301 1 APA & ASWB CEIntro-IntermediatePaper Erin Ambrose, PhD, William Jessup UniversitySummary: As voluntourism has grown in recent years especially among college students, there is a need for continuing research to ensure we are helping and not harming vulnerable populations. This paper will discuss a recent project conducted in South East Asia on best practices in using short-term volunteers.Learning Objective 1: Describe recent research in voluntourism and short-term missions.Learning Objective 2: Discuss risks in using college students in global outreach.Learning Objective 3: Identify and utilize best practices in cross-cultural volunteering.CP F11: Trauma and Resilience among Sexual Minority ChristiansRoom:Andaman 1 APA & ASWB CEIntroductorySeminarSeth Crocker, BS, & Mark Yarhouse, PsyD, Regent UniversitySummary: This workshop focuses on general themes of religious and sexual identity conflicts experienced by sexual minorities in Christian settings, how these themes effect sexual minority Christians, the internal conflicts and distress experienced by this demographic, factors of resilience, and an examination of a subset of LGBTQ+ Christians, known as celibate gay Christians and their experiences.Learning Objective 1: Assess the impact of religious trauma when working with sexual minority Christians or LGBTQ+ individuals who grew up in religious backgrounds.Learning Objective 2: Recognize both the importance of faith in the lives of sexual minority Christians while being sensitive to potential conflicts experienced in religious contexts.Learning Objective 3: Apply information to become better supporters of the health and well-being of sexual minority Christian clients throughout the course of therapy.CP F12: Ethical Responses to Multiple Relationships for Clinicians of FaithRoom:Bengal 1 APA & ASWB CEIntro-IntermediateSeminarKristen Poppa, PhD, Eastern University, Randolph Sanders, PhD, Private Practice, Trevor ?Milliron, PhD, Lee University, Abbey White, PhD, John Brown University & John Eric Swenson, ?PhD, Hardin-Simmons UniversitySummary: Multiple relationships are a common ethical dilemma in clinical work. For clinicians of faith, working in both faith-based settings and non-faith settings, this can lead to unique challenges and considerations. Panel members will address ways to ethically navigate multiple relationships; time will be allotted for questions and discussion.Learning Objective 1: Describe the unique elements that clinicians of faith must navigate when dealing with multiple relationships.Learning Objective 2: Explore feelings of anxiety that occur because of multiple relationships and their ripple effect on other professional relationships.Learning Objective 3: Identify ways that multiple relationships can be dealt with ethically, while still delivering appropriate care to clients.9:15 – 10:15 AM Session in the Prayer Room (Nepal Room on the Lake Level)The Practice of Centering Prayer and Counselor Training (no CE)Facilitator: Stephen Stratton, PhD, Asbury Theological SeminaryParticipants will learn the classic Centering prayer model and practice this contemplative form. This session will also describe a counseling micro-skills course using Centering prayer training as adjunct practice for beginning counselors. Participant journals and evaluations of this training will be reviewed.?.?9:00 – 10:30 AM Coffee Break & Posters Session in Mandalay Ballroom Grab a coffee or tea and connect with colleagues and students/volunteers, browse exhibits and the IVP bookstore, and check out these interesting postersStudent Paper Competition Winners Posters1st placeAaron McLaughlin, Georgia State UniversityTest of the Social Buffering Hypothesis in the Context of Religious Disagreements2nd placeChris Gioielli, Fuller Theological SeminaryThe Psalms and the Third: Relational Integration for Spiritual Directors3rd placeSunshine Field, Regent UniversityGenito-Pelvic Pain/Penetration DisorderAcademic/Research Track PostersTsion Amare, Abilene Christian University Factors that are prevalent among sex trafficking victims Lori Copeland, PhD, Molly Hoehn, Ojo Peace, Abhi Rashiwala ?& Allison Kuster, Hardin-Simmons University The Relationship between Post-Critical Beliefs and Defensive Religion Claire Goodrum, Shauna McKain & Janet Dean, PhD, Asbury University Understanding the Mediation Effect of Perfectionism and Scrupulosity between Spirituality and Attachment to God Shirin Kazimov, MD, Vitaliy Voytenko, PsyD, Austin Lemke, MA & Kevin Biondolillo, MA, Wheaton College Adapting and Validating the Deployment Risk and Resilience Inventory-2 for Use in UkraineM. Elizabeth Lewis Hall, PhD, John Marriott, PhD & Lauren Decker, Biola University Psychological Correlates of Reasons for NonbeliefRosemond Lorona, MA, Baylor University Perceived Threats and Emotions toward People with Mental Illnesses across Social Contexts Eric Lovan & John Lace, MS, Saint Louis University The Effect of Gender on Personality Traits of Atheists, Protestants, and Catholics Molly Michaels, BS, John McConnell, PhD, Donna Azcuna, BA, David Ferguson, MA & Sally Canning, PhD, Wheaton College Multicultural Social Justice Content in Religion/Spirituality-Related Psychology LiteratureAngela Mullins, BS, Abilene Christian UniversityIt Is Well with My Soul: Religious Orientations and Views of SufferingGregory Schneller, PhD & Timothy Dunn, PhD, McMurry University, David Simpson, PhD, In His Image & John Eric Swenson, PhD, Hardin-Simmons University Anger and Disappointment with God: A Catalyst to Faith? Priscilla Selvaraj, PhD, Samuel Gomora, Jenny Shaw, & Alyssa Sucrese, Hardin-Simmons University How Compassion Relates to Attitudes towards Religious Beliefs: A Quantitative Investigation Jessica Cornelius Smith, BS, Anne Harper, PhD, Ron Wright, PhD & Scott Drabenstot, PhD, Southern Nazarene University Religious at the Core?: Associations between Religious Commitment, Religious Orientation, and Personality CharacteristicsOxana Stebbins, MS & Thane Erickson, PhD, Seattle Pacific University The Role of Shame Proneness and Spirituality in Predicting Pathological Personality Traits and Depression and Anxiety in Daily Life John Eric Swenson III, PhD, Priscilla Selvaraj, PhD, Jared Grover, Emma Tidwell & Drew Rozeboom, Hardin-Simmons University The Relationship between Personality Traits and Post-critical BeliefsSteven Voss, MS, Hannibal-Lagrange University College Symptom Prevalence Utilizing the Cross-Cutting Symptom Measure and Correlations with Father Attachment Brandon Waits, PhD, Zhen Shi, MA, Charissa Tvrdy, MS & Kortney Wooten, BS, Louisiana Tech University Examining Relationships between Moral Foundations and Character StrengthsRonald Wright, PhD, Southern Nazarene UniversityHear My Humble Cry: Existential Tradeoffs, Religious Commitment & HumilityMark Yarhouse, PsyD & Olya Zaporoshets, PhD, Regent University Costly Obedience: The Experiences of Celibate Gay Christians 10:30 – 11:30 AM Breakout SessionsMFT F13: Holding Faith and Sexual Identity Together: Sexual Minority Students’ Patterns of Holding and Their Related Self-Perceptions, Mental Health, and College ExperiencesRoom:Enjolie 1 APA & ASWB CEIntro-IntermediateSeminarJanet Dean, MDiv, PhD, & Stephen P. Stratton, PhD, Asbury Theological Seminary, Mark A. Yarhouse, PsyD, Regent University & Michael D. Lastoria, EdD, Houghton CollegeSummary: This seminar overviews how students "hold" their religious/spiritual and sexual identities in the context of varied messages about same-sex sexuality, based upon a longitudinal study of students from 16 Christian colleges/universities. Patterns of ‘holding,’ identified in interviews (n=46), are related to self-reports of mental health, well-being, and campus climate over the study’s four years.Learning Objective 1: Demonstrate and discuss the different ways that sexual minority students maintain their "hold" on religious/spiritual identity and/or sexual identityLearning Objective 2: Describe the relationship of these patterns of holding faith and sexual identity to mental health, psychological well-being, and perceptions of campus climate regarding sexuality over the four years of the study.Learning Objective 3: Discuss how clinicians can assist Christian colleges/universities or other Christian organizations in fostering an environment that may positively influence the development of both religious/spiritual identity and sexual identity in sexual minorities.MFT F14: Spiritually Integrated Couple Therapy: Process Research, Clinical Ethics and Best PracticeRoom:Irrawaddy 1 APA & ASWB CEIntro-AdvancedSeminarJennifer Ripley, PhD, Elizabeth Loewer, Regent University & Vanessa Kent, PhD, Lifecare Counseling and ConsultingSummary: Spiritually integrated couple therapy is a common practice, but research on the practice is limited. Ethical and clinical implications in conducting spiritually integrated couple therapy will be presented. Recommendations for best practice based on ethical principles and the limited extant research will be proposed. The preliminary results of the Templeton Bridges Project research study on spiritually integrated couple therapy will be presented as informative towards building best practices.Learning Objective 1: Identify basic and clinical research in spiritually integrated couple therapy that can contribute to clinical settings.Learning Objective 2: Explain clinical observation research of couples addressing spiritual strivings in couple treatment.Learning Objective 3: Address diversity issues in spiritual interventions with clients, especially implications for various religious traditions.MFT F15: LifeQuest Couples Coaching: A New Model For Transforming MarriagesRoom:Las Colinas Boardroom No CEIntro-AdvancedSeminarCharlene Giles, MA & Rod Giles, MA/MBA, LifeQuest Couples CoachingSummary: LifeQuest Couples Coaching: A New Church Model For Transforming Marriages. Pastors and clinicians will discuss essential components of successful on-going lay-led marriage ministries. They will learn key elements of a new multi-church cooperative model that is a marriage/discipleship approach and includes training for volunteer coach couples.Learning Objective 1: Describe the necessary components of a successful, ongoing lay-led marriage ministry.Learning Objective 2: Summarize key elements of the LifeQuest Couples Coaching design for a multi-church cooperative marriage/discipleship ministry.Learning Objective 3: Explain how a mental health professional might utilize LifeQuest Couples Coaching as a strength-based next step for clients wrapping up a season of marital or individual counseling.AR F16: Psychology for Ministry: How Psychological Science Can Help Transform Church MinistryRoom:Pegu No CEIntro-AdvancedSymposiumJoshua Hook, PhD, Adam Hodge, MS, University of North Texas, Ron Wright, PhD, Southern Nazarene University, Daryl Van Tongeren, PhD, Hope College & Brad Strawn, PhD, Fuller Theological SeminarySummary: Psychological science and church ministry have often operated independently, even though collaboration could be mutually beneficial. This symposium presents four projects that focus on the integration of psychological science in church ministry. Areas for future research, practical application, and lessons learned are discussed.Learning Objective 1: Identify the attitudes of religious leaders toward integrating psychology into church ministry.Learning Objective 2: Compare several examples of integrating psychology into church ministry.Learning Objective 3: Discuss various strategies for disseminating psychological science for implementation into church ministry.AR F17: “Setting Your Mind on Things Above”: Shifting from Trauma-Based Ruminations to Ruminating on GodRoom:Suite 309 1 APA & ASWB CEIntro-AdvancedSeminarJoshua Knabb, PsyD, Veola Vazquez, PhD & Robert Pate, PsyD, California Baptist UniversitySummary: This seminar will explore the relationship between trauma-based ruminations and focusing on God, paying particular attention to the mediating role of mindfulness-based skills (i.e., attention, present-moment focus, awareness, acceptance). Preliminary research findings and a forthcoming manualized treatment approach will be discussed.Learning Objective 1: Identify recent empirical findings in the posttraumatic stress disorder (PTSD) literature on the relationship between intrusive memories and trauma-related rumination.Learning Objective 2: Discuss preliminary research on the link between trauma-related ruminations and focusing on God, including the mediating role of mindfulness skills (i.e., attention, focusing on the present moment, awareness, acceptance).Learning Objective 3: Compare mindfulness and Christian forms of meditation for helping Christians with intrusive memories to shift from trauma-related ruminations to E F18: Becoming Artisans of Assessment for Improved CounselingRoom:Salween 1 APA & ASWB CEIntro-AdvancedSeminarStephen Greggo, PsyD, Trinity International UniversitySummary: This workshop will emphasize assessment applications for mental health professionals (MHPs) that create practice-based evidence. For example, rapid assessment instruments such as the DSM 5 cross-cutting or disorder specific measures can yield impressive information in mere minutes on symptom frequency, severity and duration. Mental health professionals can improve the reliability and quality of care through selective clinical assessment. Further, this workshop will consider the impact of assessment in cases where clients have the expectation that therapeutic dialogue will result in faith enhancement. Assessment techniques for immediate use will be provided both for counselor educations, clinicians and supervisors.Learning Objective 1: Demonstrate the strategic role of assessment in therapeutic partnerships;Learning Objective 2: Utilize semi-standardized and standardized instruments for the benefit of the therapeutic relationship and realizing care objectives; andLearning Objective 3: Apply the craft of selective therapeutic assessment to build practice-based E F19: To Bracket or Broach: Discerning How to Engage Value DifferencesRoom:Martaban 1APA & ASWB CEIntro-AdvancedSeminarCayla Bland, PhD, Biola University, Jill Brue, PhD, Grace College, Dan Sartor, PhD & Jama White, PsyD, Richmont Graduate UniversitySummary: Bracketing values has become the standard for managing value differences with clients. However, broaching values in therapy also has theoretical and ethical support. This presentation considers the necessary skills for discernment regarding bracketing and/or broaching value differences in the therapeutic relationship.Learning Objective 1: Conceptualize the skills of bracketing and broaching from the lens of ethics, moral theory, and cultural humility research.Learning Objective 2: Identify principles of discernment for bracketing and/or broaching when engaging value differences with clients.Learning Objective 3: Apply the principles of discernment to a case study.PSA F20: Analytic Love, Revisited and Visited AgainRoom:Rhapsody 1 APA & ASWB CEIntroductorySeminarScott Hickman, PsyD, Brookhaven InstituteSummary: Psychoanalytic love has been discussed, but never from the perspective of wisdom literature. This presentation will examine love, as defined by wisdom literature, then interpreted through a psychoanalytic lens.Learning Objective 1: Define psychoanalytic love, based on psychoanalytic theory and wisdom literature.Learning Objective 2: Describe how it manifests in the therapeutic situation, even paradoxically.Learning Objective 3: Learn about roadblocks to love in therapy and how to wrestle with these countertransference I F21: Fostering Multicultural Competency in Therapeutic SupervisionRoom:Suite 301 1APA & ASWB CEIntro-IntermediateSeminarElisabeth Suarez, PhD, Walden University, Vickey Maclin, PsyD, Gordon-Conwell Theological Seminary & Rhonda Ladd, PhD, Grace CollegeSummary: Supervisors can promote multicultural growth in supervisees by using the supervisory working alliance to address cultural issues. The racial identity of the supervisee can determine the supervision technique to employ. Also, the supervisor-supervisee-client triad will be explored for ways to foster multicultural understanding. Creative supervision strategies will be shared.Learning Objective 1: Identify supervision strategies for each racial identity development stage of supervisee.Learning Objective 2: Utilize knowledge of supervision triad to address potential multicultural issues that can arise and supervision techniques to use to promote growth in supervisee.Learning Objective 3: Learn creative interventions for facilitating multicultural competency growth in L F22: Radical AcceptanceRoom: Sittang 1 APA & ASWB CE Intro-Advanced Clinical DemonstrationMarcus Rodriguez, PhD, Pitzer College & Julia Xiao-Rodriquez, BA, Fudan University Summary: This presentation includes: 1) a brief overview of DBT; 2) a detailed introduction to what is radical acceptance, why is it important, and how to practice this skill; and 3) a clinical demonstration including guided practice of using the skills of opposite action, half smile, willing hands and turning the mind.Learning Objective 1: Explain how radical acceptance fits into DBT and the distress tolerance skillsLearning Objective 2:?Discuss the rationale for radical acceptanceLearning Objective 3: Teach acceptance skills of radical acceptance, half smile, turning the mind and willing hands.CP F23: Supervisees’ and Supervisors’ Lenses in Multicultural SupervisionRoom:Bengal 1 APA & ASWB CEIntroductorySeminarKaren Quek, PhD, Bethel University & Martha Morgan, PhD, Mercer UniversitySummary: Multicultural competence is inseparable from social justice and advocacy. An emphasis on multicultural issues in clinical supervision help supervisees and supervisors focuses attention on those life situations, power discrepancies, and oppressions that limit social and economic opportunities, and alter mental welfare for the underprivileged and the marginalizedLearning Objective 1: Recognize the factors that informed multicultural competency-based supervision.Learning Objective 2: Discover how multicultural supervision informs supervisors’ and supervisees’ ethnicity, race, class, spiritual and gender.Learning Objective 3: Engage in discussion focused of the importance of being intentional in focusing on contextual and cultural factors in training.CP F24: Breaking Addictions Quickly: New Advances in EMDR Processes Demonstrate SuccessRoom:Andaman 1 APA & ASWB CEIntro-AdvancedSeminarDavid Pickup, MA, Independent PracticeSummary: Understanding how the brain naturally “reboots” during rapid eye movement in the sleep cycle has led to quicker success in freedom from addictions. Addictions can be quickly broken when EMDR is applied to Feeling States such as “I feel safe when I’m high on drugs.”Learning Objective 1: Discuss and articulate basic EMDR/Feeling State theory and technique.Learning Objective 2: Observe actual demonstrations of EMDR/Feeling State techniques and phenomena.Learning Objective 3: Utilize and role play mock EMDR/Feeling State techniques in dyads.CP F24: A Novel Approach to Depression: Ketamine Infusion TherapyRoom: Rangoon 1 APA & ASWB CE Introductory SeminarAndrea Kim, MD, University of Texas-Southwestern Medical Center Summary:?Ketamine is an old medication being increasingly used in novel approaches to depression, anxiety, PTSD. This treatment is highly effective for those with treatment-resistant depression but not FDA-approved. This workshop will discuss the history and science of ketamine, covering current clinical practice, and discussing the limitations of ketamine for depression. Upcoming new medications that are ketamine analogues will also be discussed.Learning Objective 1:?Explain the basic neurobiological mechanism of ketamineLearning Objective 2:?Define treatment resistant depression and understand the studies that support ketamine for depressionLearning Objective 3:?Describe the benefits and risks of ketamine for depression.11:30 a.m.-12:45 p.m. Lunch in Las Colinas BallroomLunch is provided for all registered conference attendees; you do not need a ticket for admission. Lunch is a plated meal that will be served to you at your tables; notify your waiter if you have dietary restrictions. There are topics written on table tents on some tables; you are welcome to sit at these tables, if you wish to connect with colleagues who share your academic/practice interests. STUDENT PAPER AWARD WINNERS AND STUDENT VOLUNTEERS WILL BE INTRODUCED. 12:45 p.m.- 1:45 p.m. Plenary Session in Las Colinas Ballroom P2: 1 APA & ASWB CE Audience Level: All LevelsAddressing and Integrating Faith with Survivors of Intimate Partner Abuse(insert photo) Invited Speaker: Thema Bryant-Davis, PhD, Pepperdine UniversityDr. Bryant-Davis is a Professor in the Graduate School of Education & Psychology and the Director of the Culture and Trauma Research Lab at Pepperdine University in Los Angeles, California. She received her PhD in Clinical Psychology from Duke University. She has been awarded the California Psychological Association Distinguished Scientist Award (2015) and the American Psychological Association Award for Distinguished Early Career Contributions to Psychology in the Public Interest (2013). She resides with her husband and two children in Encino, California.Summary: Intimate partner abuse effects people across faith traditions, including Christian. While negative religious coping and unhealthy interpretation of scripture has maintained and even exacerbated intimate partner abuse, there are examples of religious coping as an integral part of the recovery and healing of some survivors of intimate partner abuse. Mental health professionals can play an important role in the healthy integration of faith in trauma recovery.Learning Objective 1: Describe three protective factors related to religious coping for partner abuse survivors.Learning Objective 2: Describe three challenges of religious coping for partner abuse survivorsLearning Objective 3: Identify three evidence informed, spiritually oriented therapeutic interventions with partner abuse survivors.2:00-5:30 pm Prayer Room Hours The Prayer room in Nepal Room (Lake Level) is open for small group or private devotions.Each day, peers and students will be praying for the conference and for individual requests.? In the prayer room, please find a prayer request note card that you can use to submit a request.? If you would like to meet for a moment of prayer with a professional peer, you can leave your request and phone number on the back of your note card, or you may contact Dr. Steve Stratton directly at?steve.stratton@asburyseminary.edu?to schedule a meeting in the prayer room.??2:00 – 4:00 PM 2-Hour Breakout Sessions PSA and CCI F25: Transforming the Lens: Movements Toward Inclusive IntegrationRoom:Rhapsody 2 APA & ASWB CEIntroductory Symposium Brad Strawn, PhD, Fuller Theological Seminary, Earl Bland, PsyD, Rosemead School of Psychology, Lina Ponder, PsyD, Brookhaven Institute for Psychoanalysis and Christian Theology, Christin Fort, PhD, Wheaton College, Anna Huang, PhD, Center for Individual and Family Therapy, Jessica Lara, PsyD, Biola University, Rosemead School of Psychology & Osarumen Nicole Doghor, MD, Baylor College of MedicineSummary: This presentation will examine integrative approaches and address how power, privilege, and larger contexts must be taken into consideration to dismantle inequity. Focus will be paid to professional and personal experiences of under-represented communities. The panel will highlight dialogue surrounding psychoanalysis and intersectionality, the intersection of multiple layers of experience.Learning Objective 1: Describe common barriers to diversity in the psychology-theology integration endeavors.Learning Objective 2: Describe solutions to increase diversity and equality in the psychology-theology literature and professional discussion.Learning Objective 3: Describe barriers and solutions to diversity in the clinical setting in order to enhance equality2:00 – 3:00 PM Breakout SessionsMarriage, Family, Sexuality & Child Track Invited Distinguished Scholar/Master TherapistMFT F26: Solution Focused Narrative TherapyRoom: Enjolie 1APA & ASWB CEIntro-Advanced Seminar(add photo) Linda Metcalf, PhD, is a Professor and Director of Graduate Counseling programs at Texas Wesleyan University. She is the author of 11 books, and has served as President of both the Texas and American Associations for Marriage & Family Therapy. Summary: Solution focused narrative therapy combines the best of narrative and solution focused therapy, providing clients with a new lens for their problem and steps into the future where their problem occurs less. This meld of models enriches the therapeutic process and assists clients with reconnecting with their values through exception identification.Learning Objective 1: Articulate the basic constructs of solution focused narrative therapy.Learning Objective 2: Identify values that are important to participants, and learn how such values influence their behaviors as therapists.Learning Objective 3: Discuss observations of a digital recording of a solution focused narrative session, and thereby learn how the process works in therapy.AR F27: Changing Attitudes towards Gender & Sexuality among Christians: Research Findings & Clinical ImplicationsRoom: Irrawaddy 1APA & ASWB CEIntermediateSeminarDavid McAnulty, PhD, Cherisse Flanagan, PhD, Emily Hicks, BS, Abilene Christian University & Richard McAnulty, PhD, University of North Carolina-Charlotte Summary:?Combining original research and clinical case studies, presenters will examine the psychotherapeutic implications of changes among Christians in attitudes towards gender roles in church settings, non-marital sexual activity, and LGBT identity and faith.Learning Objective 1:?Describe the emotional impact of non-egalitarian church participation on self-esteem and angerLearning Objective 2:?Summarize recent research findings regarding sexual attitudes & behaviors among Evangelical and Mainline Protestant college studentsLearning Objective 3:?Implement theologically and research-informed psychotherapeutic interventions for LGBT individuals experiencing religious distress relative to orientationAR F28: “Setting Your Mind on Things Above”: Shifting from Trauma-Based Ruminations to Ruminating on GodRoom: Suite 309 1 APA & ASWB CE Intro-Advanced SeminarAaron Rosales, MA, Fuller Theological Seminary Summary: This seminar will explore the relationship between trauma-based ruminations and focusing on God, paying particular attention to the mediating role of mindfulness-based skills (i.e., attention, present-moment focus, awareness, acceptance). Preliminary research findings and a forthcoming manualized treatment approach will be discussed.Learning Objective 1: Identify recent empirical findings in the posttraumatic stress disorder (PTSD) literature on the relationship between intrusive memories and trauma-related rumination.Learning Objective 2: ?Discuss preliminary research on the link between trauma-related ruminations and focusing on God, including the mediating role of mindfulness skills (i.e., attention, focusing on the present moment, awareness, acceptance).Learning Objective 3: ?Compare mindfulness and Christian forms of meditation for helping Christians with intrusive memories to shift from trauma-related ruminations to God.AR F29: Christian Parenting: The Role of Spirituality in Predicting Styles, Strategies, and ConcernsRoom: Suite 301 No CE Introductory PaperGeoffrey Sutton, PhD, Heather L. Kelly, PsyD & Amber Yanez, BS, Evangel University Summary: Consulting with Christian parents requires an appreciation of the relationship between their spirituality and their parenting styles, discipline strategies, and parenting concerns. Following a literature review, we discuss results of a survey (est. N = 500) addressing these three issues.Learning Objective 1: Describe current research literature on Christian parenting styles, strategies, and concerns.Learning Objective 2: Identify the common parenting styles, strategies, and concerns of a large sample of Christian parents.Learning Objective 3: Identify recommendations for future research and clinical work with Christian parents.Counseling & Counselor Education Track Invited Distinguished Scholar/Master TherapistCCE F30: Bracketing & Harmonious Disagreement: Engaging with Clients and Each Other to Move the Helping Mission Forward.Room: Martaban 1 APA & ASWB CE Introductory Seminar (insert Photo) Elizabeth O’Brien, PhD, LPC, is the Director of the Counselor and Counselor Education program at the University of Tennessee at Chattanooga. She is the Past-President of the Association of Spiritual, Ethical and Religious Values in Counseling, a division of the American Counseling Association. Summary: In this presentation we will explore how our helping lens is painted by our values, and influences our engagement with clients, colleagues, students and supervisees and students. Values bracketing and harmonious disagreement are proposed as tools to move the mission of helping forward.Learning Objective 1:?Define and discuss the concept of bracketing as it relates to working with clients, colleagues, supervisees; discuss how bracketing and the ACA ethical code can guide practice.Learning Objective 2:?Engage in discourse with audience on the history of harmonious disagreement, its role in 17th century China, and how its tenets may be useful today in clinical work, teaching, and engaging with peers.Learning Objective 3:?Review ethical case studies that discuss issues related to: end of life decision making, women’s rights, and sexual/affectional minorities; identify possible values conflicts, summarize and enumerate courses of action and apply tenets of bracketing and harmonious disagreement to ethical decision making l F31: The Migrant and Refugee Crisis: Understanding and Working with Displaced Syrians in Lebanon and Beyond.Room: Sittang 1 APA & ASWB CEIntro-Advanced Seminar Naji Abi-Hashem, PhD, Member Care International Summary:?The refugee crisis is one of the main challenges facing the world today. I will share my personal observations and experiences working with a wide range of displaced Syrians (and Iraqis) who have flooded Lebanon in recent years, and with the many caregivers and volunteers who diligently serve them.Learning Objective 1:?Discuss the psycho-social conditions, mental agonies, emotional struggles, and cultural challenges facing Syrian migrants and refugees -- and the challenge they themselves face to the hosting society.Learning Objective 2:?Analyze 3 characteristics of the trauma reactions (from wars), grieving stages (multiple losses), and cultural adjustments (adaptation to new places) that Syrian victims/survivors experienceLearning Objective 3:?Discuss 3 therapeutic strategies to help/work with refugees and migrant people in order to facilitate their recovery, utilize their community, and enhance their assimilation and resiliency. Also, to help caregivers avoid burnout and depletion I F32: Global Mental Health Strengths and Strategies: Technology, Task-shifting and GroupsRoom: Pegu 1 APA & ASWB CE Introductory Seminar Marcus Rodriquez, PhD, Pitzer College & Julia Xiao-Rodriquez, BA, Fudan University Summary:?This presentation will include: 1) an overview of the global mental health treatment gap; 2) an explanation of the most promising strategies for closing this gap (i.e., technology, task-shifting and groups); and 3) data from a randomized controlled trial examining these treatment components in an online mindfulness intervention in China.Learning Objective 1:?Explain key barriers to closing the global mental health treatment gapLearning Objective 2:?Describe at least three strategies for increasing access to mental health care globallyLearning Objective 3:?Identify actionable steps for involvement in global and local mental health initiatives to reduce treatment disparitiesClinical Practice Track Invited Distinguished Scholar/Master TherapistCP F33: The Infantilization of American Adolescents: Implications for Christian Psychology PracticeRoom: Andaman APA & ASWB CE Intro-Advanced Seminar (insert photo) Kenneth Wilgus, PhD, is a Private Practice Psychologist, in Dallas, Texas. He is the author of a book on parenting adolescents and founder of “Ringleaders”, a men’s ministry focused on strengthening the role of husbands in Christian marriages.Summary: In America, the path from childhood to autonomous adulthood is increasingly obscured, leaving adolescents aimless and unmotivated in the task of individuation. This presentation will outline the role that psychotherapy can play in clarifying goals and motivating families, educators and churches to help adolescents achieve independence.Learning Objective 1: List the major influences on modern American adolescence and the current cultural ambiguity in understanding this developmental stage.Learning Objective 2:?Describe “planned emancipation” and its role in psychotherapy with adolescents and their families.Learning Objective 3: Describe the potential conflicts between the implications of brain research and the goals of individuation in adolescence.3:15 – 4:15 PM Breakout SessionsMFT F34: Panel Response and Discussion to Metcalf’s Presentation: Solution-Focused Narrative TherapyRoom: Enjolie1APA & ASWB CE Intro-AdvancedSeminar Gwen White, PsyD, Circle Counseling, Keri Bassett, PhD, Roberts Wesleyan College & Byron Benton, PhD, Duke Divinity SchoolSummary:?This panel discussion focuses on Metcalf’s melding of Solution-Focused and Narrative Therapy modalities. Panelists will analyze the basic constructs presented with particular attention to the application of the model in the case presentation. Dr. Metcalf will also join this discussion.Learning Objective 1:?Analyze the basic constructs of solution focused narrative therapyLearning Objective 2:?Examine the values identification process for therapists and discuss the utility of this process in clinical practiceLearning Objective 3:?Explore the case presentation and discuss various clinical formulations that could inform treatment options.MFT F35: PTSD from Childhood Trauma as a Precursor to Attachment IssuesRoom: Pegu 1APA & ASWB CE Intro-AdvancedSeminar Christy Owen, MA, Liberty University Summary:?There are two competing schools of thoughts involving children who have experienced early childhood trauma. One camp’s nosology focuses on the posttraumatic stress responses; the other focuses on the deviant behaviors that ensue from pathogenic care in early childhood. There are no empirical or evidence-based treatments for RAD ? but there are for PTSD!Learning Objective 1:?Apply the diagnostic criteria of PTSD and evaluate/utilize the benefits of empirically-based Parent Management Training in treatment of a family who has a traumatized child with emotional and/or behavioral disturbances.Learning Objective 2:?Explain how reactive behaviors are rooted in safety issues.Learning Objective 3:?Critique the concept that "the inside always matches the outside" and give examples of how that may present with reactive children.AR F36: A Different Look at Integration: How Neglected Theologies Can Help in the Therapy OfficeRoom: Rangoon No CE Introductory PaperMark McMinn, PhD & Megan Ann Neff, MDiv, George Fox University Summary: Two challenges facing those who integrate psychology and Christianity are that 1) many integration conversations are not particularly relevant to the clinical work that many psychologists do on a daily basis, and 2) most integration models have been developed at evangelical institutions and are based on evangelical beliefs. In this presentation we consider some perennial theologies that have developed outside the center of evangelicalism and then apply these theologies directly to the work of evidence-based psychotherapies.Learning Objective 1: Consider how two perennial theologies have direct implications for the work of psychotherapyLearning Objective 2: ??Explore mindfulness and living in the present moment in relation to the critical wisdom found in the book of EcclesiastesLearning Objective 3: ??Investigate the psychotherapeutic idea of mutual recognition in relation to a perennial theology known as Missio DeiAR F37: The Relationship Between Spirituality and Sexuality: A Qualitative UnderstandingRoom: Suite 309 1 APA & ASWB CE Intro-Advanced SeminarBrittany Lashua, PhD, Mind & Heart Counseling, Krista Kirk, PhD, Liberty University Summary: This presentation focuses on the qualitative data obtained in a study that explored the connection between sexuality and spirituality. The data collected accounted for 4% of the variance in relationship satisfaction beyond what sexual satisfaction accounted for, indicating that spiritualization of sexuality is meaningful for relationship satisfaction.Learning Objective 1: Discuss current research related to sexuality and spiritualityLearning Objective 2: ?Analyze qualitative research findings and compare these findings with previous research.Learning Objective 3: ??Apply qualitative findings to clinical practiceCCE F38: Bracketing and Harmonious Disagreement: Panel EngagementRoom:Martaban 1 APA & ASWB CE Introductory Seminar Brent Moore, PhD, Indiana Wesleyan University, James Sells, PhD, Regent University, Virginia Holeman, PhD, Asbury Theological Seminary & Elizabeth O’Brien, PhD, University of Tennessee at ChattanoogaSummary:?This session will follow-up Dr. O’Brien’s presentation on Bracketing and harmonious disagreement with an invited panel discussion. Panelists, as well as attendees, will be offered an opportunity to interact with one another surrounding the presented material. Specific attention will be given to value-based ethical dilemmas in clinical and teaching practices.Learning Objective 1:?Critically analyze the process of value-bracketingLearning Objective 2:?Compare perspectives on harmonious disagreementLearning Objective 3:?Integrate case studies (from Dr. O’Brien’s previous session) to further discuss appropriate ethical decision-makingCCE F39: The Transformation of Therapy Interns through a Skills-Based and Personal Growth Supervision ExperienceRoom: Salween 1 APA & ASWB CE Intermediate Seminar Donald Harvey, PhD & Teri Murphy, PhD, Trevecca Nazarene University Summary: As important as training and skills are to therapist development, much more is brought to the therapy office. He also brings unique personal qualities that may actually impede the therapeutic process. A transformation experience is often required for effective therapist development and this is best addressed in a supervision experience.Learning Objective 1:?Identify a paradigm of supervision that incorporates both therapist skills and personal growth.Learning Objective 2: Recognize common countertransference and person-of-the-therapist contributors which interfere with therapeutic effectiveness.Learning Objective 3:?Aid supervisees in interrupting and changing the automatic interferences to effective E F40: Mindful Communication in Integration Education – Relationships that TransformRoom: Suite 301 1 APA & ASWB CE Intro-Advanced Seminar Cara Cochran, PhD, Richmont Graduate UniversitySummary: Integration in clinical education is taught through curriculum, but shaped by relationships. Since the foundation of relationships is communication, clinical educators have a vital role in modeling mindful communication that encourages spiritual transformation in students. Mindful communication is conceived and presented through the lens of spiritual discipline and stewardship.Learning Objective 1:?Articulate how societal changes in means and manner of communication have impacted integration in clinical education.Learning Objective 2:?Define and evaluate mindful communication through the lens of stewardship and spiritual disciplines.Learning Objective 3:?Assess practical means by which to apply mindful communication in mental health education I F41: Transforming Community Mental Health: An Ecological Response to the Lack of Counseling ResourcesRoom: Sittang 1APA & ASWB CE Intro-Intermediate Seminar Heather Quagliana, PhD, Lee University & Enid Eck, MA, Independent Healthcare Consultant Summary:?In response to Sells? (2018) challenge to psychologists and counselors in last year’s closing plenary session, we offer a public health, community psychology informed response to the provision of mental health services in the United States and abroad. While traditional clinical psychology can become narrowly focused on treating the individual in a weekly office setting, we discuss the implications of infusing traditional counseling and clinical psychology with principles adapted from community psychology and public health to address the current crisis in mental health resources.Learning Objective 1:?Describe the major tenets of community psychology and public healthLearning Objective 2:?Assess/analyze the specific mental health counseling resource needs and issues in a target communityLearning Objective 3:?Design and apply the ecological model in cross cultural settings.CP F42: The Infantilization of American Adolescents: Implications for Christian Psychology Practice – Response Panel to Dr. Wilgus’s Invited AddressRoom: Andaman 1 APA & ASWB CE Introductory SeminarJames Childerston, PhD, Childerston & Associates, Kenneth Wilgus, PhD, Private Practice, Kristina Kays, PsyD, George Fox University, Katherine Woods, PsyD, Brookhaven College, Jeffrey Terrell, PhDSummary: In America, the path from childhood to autonomous adulthood is increasingly obscured leaving adolescents aimless and unmotivated in the task of individuation. This presentation will outline the role that psychotherapy can play in clarifying goals and motivating families, educators and churches to help adolescents achieve independence.Learning Objective 1: List the major influences on modern American adolescence and the current cultural ambiguity in understanding this developmental stage.Learning Objective 2:?Describe “planned emancipation” and it’s role in psychotherapy with adolescents and their families.Learning Objective 3: Describe the potential conflicts between the implications of brain research and the goals of individuation in adolescence.CP F43: Helping Single Adults Who Struggle with Ambiguous LossRoom: Bengal 1 APA & ASWB CE Intro-Intermediate SeminarKelly Hoer, PhD, Pepperdine University Summary: Nearly 50% of US adults are single. The presenter’s original research confirms that ambiguous loss is a useful framework for clinicians working with singles who desire marriage. Explore implications of the research and interventions for helping singles cope with ambiguous loss.Learning Objective 1: Explain the constructs of ambiguous loss and boundary ambiguity.Learning Objective 2:?Describe how ambiguous loss and boundary ambiguity are relevant to the experience of some singles.Learning Objective 3: Demonstrate clinically appropriate interventions for the challenges of singles experiencing ambiguous loss.CP F44: The Enneagram as a Transformative ToolRoom:Irrawaddy No CEIntroductory-IntermediateSeminar Erin Davis, PhD, Indiana Wesleyan University Summary:?The Enneagram is an ancient tool which has experienced a recent resurgence in popularity and practice within the Christian community. This workshop will examine the history, use and transformative possibilities of this spiritual and psychological tool, demonstrate and demonstrate ideas for application in clinical and teaching disciplines.Learning Objective 1: Explore the history, background, and use across the centuries of the Enneagram, both as a personality typing tool (psychology) and a means of Christian formation (spirituality).Learning Objective 2: Analyze and explain the psychological and spiritual foundations of the Enneagram as a therapeutic and teaching intervention, including areas of integration and disintegration, conflict styles, and the Enneagram as a symbol for the image of God in humanity.Learning Objective 3:?Demonstrate and practice a variety of therapeutic and personal growth tools using the Enneagram, in individual and community settings.4:30-5:30 Session in the Prayer Room (Nepal Room on the Lake Level)Yoga as Embodied Prayer (no CE)Facilitator: Virginia Todd Holeman, PhD, Asbury Theological SeminaryParticipants will experience the holistic benefits of an embodied approach to prayer through Christian-based yoga and body-based self-care practices. The session also demonstrates ways that Christians can engage in a modified yoga practice that is safe, physically and spiritually.? Please come ready to participate in physical movements while seated in a chair.4:30 – 6:00 PM Posters Session in Mandalay BallroomConnect with colleagues and students/volunteers, browse exhibits and the IVP bookstore, and check out these interesting postersStudent Paper Competition Winners Posters1st placeAaron McLaughlin, Georgia State UniversityTest of the Social Buffering Hypothesis in the Context of Religious Disagreements2nd placeChris Gioielli, Fuller Theological SeminaryThe Psalms and the Third: Relational Integration for Spiritual Directors3rd placeSunshine Field, Regent UniversityGenito-Pelvic Pain/Penetration DisorderCounseling & Counselor Education Track PostersMelissa Hall, PhD, John Brown University Bringing Gender Sensitive Teaching into the Classroom: Tapping into the Aspirations and Abilities of Evangelical College Aged Women Virginia Todd Holeman, PhD, Asbury Theological SeminaryYoga as Embodied Prayer Brent Moore, PhD, Indiana Wesleyan University & Acha Goris, PhD, MidAmerica Nazarene University Experiencing Christian and Psychological Integration Abroad: A Nigerian ConnectionSeth Scott, PhD, Emmaus Bible College Proclaiming Hope: The Critical Role for Faith-Based Schools in Counselor EducationCross Cultural/International Track PostersScott Drabenstot, PhD & Marcos Gallegos, Southern Nazarene University Machismo in the Church Catherine Finney & Stephen Allison, PhD, Abilene Christian UniversityReverse Culture Shock in Study Abroad University Students Christopher Stark, PhD, Concordia University Ann ArborA Study of the Relationship between Enculturation, Acculturation, Biblical Worldview, and Parenting Stress among Parents of Children and Youth in Selected Indonesian Churches Luke Tseng, MA, Thomas Less, BS, Manuel Rim, MPH, Timothy Rode, BS & Jing Wang, MA, Wheaton College Research Considerations to Increase Understanding of Cross-Cultural Worker Well-Being Marriage, Family, Sexuality & Child Track PostersCarly Hodge, BS, Brittany Gibson, BA, Amy Mesiha, BS, Sally Schwer Canning, PhD & Tammy Schultz, PhD, Wheaton College Connections between Prostitution and Substance Use: Presenting Life Map Data to Reflect and Refine the Current Literature Billy Nix, BA, Tim Spellings, BA & Brie Hawkins, BS, Abilene Christian University The Effects of Pornography on Christian Ministers’ Personal and Professional Lives Heather Quagliana, PhD, Susan Ashcraft, Brandon Rodgers, Heather Wood & Megan Greever, Lee University Integrating Faith and Spirituality into Undergraduate and Graduate Human Sexuality Courses at Christian Institutions Christiana Virone, MS, Abilene Christian University A Qualitative Analysis of Porn Usage and the Lived Experiences of Couples Obtained from Anonymous Blog/Website Posts Priscilla Zajac, BA, Julia Jordan-Lake, BA & Sally Schwer Canning, PhD, Wheaton College Efficacy of Parent-Child Interaction Therapy with African American and Latinx Children: Following a Community-Based InterventionClinical Practice Track PostersJeffrey Boatner, PhD, Holly Johnson, PhD & Laurel Shaler, PhD, Liberty University Collaborative Care: Coordinating Services with Community Partners to Promote Client Wellness Michelle Caulk, MA & Lisa Compton, PhD, Regent University Transformative Partnerships: A Model for Clinicians to Integrate Trauma Care in Churches Nicole Hall, MA & Matt Casada, MA, Regent University When My Faith Fails Me: Helping Clients Navigate Religious and Spiritual Deconstruction Anna Harper, PhD, Scott Drabenstot, PhD, Paul Jones, PhD & Ron Wright, PhD, Southern Nazarene University The Religious Varieties of Therapeutic Experience: Existential Tradeoffs for Clients and CliniciansKristina Kays, PsyD & Cayla Bleoaja, BA, George Fox University The Use of Imaginary Companionship and Narrative in Conceptualizing Religious BeliefMary Plisco, PhD & Heather Baker, BA, Richmont Graduate University The Emotional Experience of ‘Awe,’ Resilience, & Post-Traumatic Growth: Attending to “Awe Moments” in Traumatic Narrative IntegrationHeather Quagliana, PhD, David Quagliana, PhD, Jeffrey Sargent, PhD, Taylor Lange, BA & Heather Wood, Lee University Transforming Clergy’s Understanding of Mental Health and Psychological Issues: A Manual for the Prevention of Pastoral BurnoutSelin Philip, PhD & Andrew Wichterman, PhD, Colorado Christian UniversityWho is My Neighbor? : The Christians’ Role in Social Justice EngagementNenetzin Stoeckle, PhD, Indiana Wesleyan University; Nancy Frazier, ThM, & Tristan Frazier, ThM, Dallas Theological Seminary Spiritual Matters: The Role of Spiritual Formation in Enhancing Self of the Therapist WorkAmy Trout, PsyD, Regent University Transforming Mental Health Care; Professionals’ Engagement Practices with the Church Kenneth Van Wyk, PhD, Institute for Christian StudiesMental Health in Congregations: A 10-year Evaluation6:00 p.m- Night on the TownJoin up with friends; enjoy the amazing sights and tastes of Dallas/Ft Worth. Students who would like to dine together are encouraged to meet in the hotel main lobby at 6:30 pm; you will be hosted by graduate students from Abilene Christian University.6:00-8:00 pm University/Seminary Alumni and Special Interest Groups Receptions….see the addendum sheet in your registration packet for a complete listing Saturday March 23rd Conference Schedule 7:30 a.m.-10:30 a.m. The Prayer Room in Nepal Room (Lake Level) is open for small group or private devotions. Each day, peers and students will be praying for the conference and for individual requests.? In the prayer room, please find a prayer request note card that you can use to submit a request.? If you would like to meet for a moment of prayer with a professional peer, you can leave your request and phone number on the back of your note card, or you may contact Dr. Steve Stratton directly at?steve.stratton@asburyseminary.edu?to schedule a meeting in the prayer room.??8:00 – 9:00AM Breakout SessionsMFT S1: From The Initial Class to the Completion of Licensure Supervision: The Integration of Faith and Learning in the Development of MFT’sRoom: Irrawaddy 1APA & ASWB CE Intermediate Seminar Dale Bertram, PhD, Greg Brooks, PhD, Abilene Christian University & Ken Hollis, PhD, Campbellsville UniversitySummary:?This presentation focuses upon the integration of faith and learning in clinical supervision. The workshop first highlights how they built program goals and accompanying SLOs related to the integration of faith and learning in their MFT programs, followed by a section related to how this integration is measured in student clinical evaluations. The final section of the presentation focuses on integrating faith perspectives in both student and licensure supervision.Learning Objective 1:?Describe how MFT programs at some Christian universities and seminaries build program goals and student learning outcomes which focus on the integration of faith and learning.Learning Objective 2:?Describe strategies that programs which have a focus on the integration of faith and learning can use to develop the abilities of trainees to articulate their personal faith perspectives/worldview, to help develop trainees skill in working with clients with multiple faith perspectives and worldviews, in both the classroom and clinic.Learning Objective 3:? Articulate how clinical supervisors assess the ability of trainees to clarify their worldviews, join with clients with similar and different worldviews, and to capture these assessments on clinical evaluation instruments that have questions focused on worldview, epistemology, and religious and spiritual views.MFT S3: Gender Identity Development in Christian Transgender YouthRoom: Andaman 1 APA & ASWB CE Introductory SeminarLeihua Edstrom, PhD, Northwest UniversitySummary:?Gender identity issues represent perplexing societal concerns with potentially significant implications for well-being. Basic research is lacking delineating identity development in those with questions or confusion about their gender. A small qualitative research effort explored gender identity development with youth and their families and the contribution of their Christian faith.Learning Objective 1:?Describe how gender identity is defined within a small sample of transgender youth identifying as ChristianLearning Objective 2:?Identify important factors that may contribute to the development of a transgender identityLearning Objective 3:?Explain how faith beliefs and perceptions relate to the development of gender identity from the perspective of Christian familiesAR S3: Religion and Sexual Minority Persons: A Study on Cultural Humility and ForgivenessRoom: Suite 309 1 APA & ASWB CE Intro-Intermediate SeminarDavid Mosher, MS & Steven Coomes, MS, University of North TexasSummary: In this study of sexual minority persons (N = 555), participants were less likely to forgive a religious offender when transgressions were perceived as more severe or were related to their LGBT identity. However, cultural humility in religious offenders buffered this link and the likelihood of making cultural mistakes.Learning Objective 1: Apply cultural humility to your life and religious community.Learning Objective 2: ?Utilize effective ways of positively engaging sexual minority individuals.Learning Objective 3: ?Explain the effectiveness of cultural humility in relational repair.AR S4: The Potential for Religiousness to Transform for Moral Good or Evil (Part 1) Room: Rangoon 1 APA & ASWB CE Intro-Advanced SymposiumSarah Schnitker, PhD, JoAnn Tsang, PhD & Wade Rowatt, PhD, Baylor University; Tyler Greenway, PhD, Fuller Theological Seminary Summary: Considering the power of religion to transform the morality of humans, we present findings from 10 studies that not only highlight potential mechanisms by which religion affects morality—for good and ill—but also to provide real-world applications and interventions for moral development.Learning Objective 1: Describe psychological research on the relation between religion, moral foundations, virtue development, and prejudice.Learning Objective 2: ?Compare the divergent effects of various aspects/dimension of religiousness on morality.Learning Objective 3: ?Apply research findings related to religion, morality, and moral development to congregational and clinical contexts.AR S5: Soul Care for Conspiracy Theorists: A Christian Psychology Approach to RumorRoom: Suite 301 No CE Introductory SeminarNicholas DiFonzo, PhD, Rochester Institute of Technology, Jeffrey Black, PhD, Cairn University Summary: Though possibly true, conspiracy rumors posit dubious theories of secret powerful groups harming a vulnerable “us”. How may Christians in ministry and helping professions understand persons entangled in anxious defensive rumors? Using a Christian Psychology framework, conspiracy rumors are defined and personal theological narratives that may undergird them are explored.Learning Objective 1: Identify conspiracist thinking and rumors.Learning Objective 2: ?Recognize the psychological, motivational, and theological elements of belief in conspiracy rumor.Learning Objective 3: Apply a therapeutic framework for addressing disordering dimensions of conspiracist E S6: Creative Ways to Challenge Students beyond Practicum into InternshipRoom: Martaban 1 APA & ASWB CE Intro-Advanced Seminar Rhonda Ladd, PhD, Grace College & Elisabeth Suarez, PhD, Walden University Summary: Using the Integrative Developmental Model (IDM), supervisors will be encouraged to use creative strategies to help Internship students grow in the eight domains identified by IDM (i.e. Intervention Skills Competence, Assessment Techniques, Client conceptualization, Individual Differences, Theoretical Orientation, Treatment Plans and Goals, Professional Ethics). Reflective and experiential activities will be shared.Learning Objective 1:?Identify the developmental needs of Internship students.Learning Objective 2:?Analyze Internship student development based on eight areas of professional functioning identified by Stoltenberg & McNeill’s (2010) Integrative Developmental Model (IDM).Learning Objective 3:?Apply creative interventions for facilitating Internship student E S7: Transforming Counselor Identity Development into a Holistic DirectionRoom: Salween 1 APA & ASWB CE Intro-Advanced Seminar Angelia Dickens, PhD, Liberty University, Jeri Ellis, PhD, Capella University & Kelly Owenby, PhD, Purdue University Global Summary:?Spiritual beliefs shape attitudes and perspectives; therefore, it is essential to explore how spirituality is integrated into counselor professional identity development. Some counselors, educators, and supervisors still report discomfort discussing spirituality. This presentation will help transform counselors, educators and supervisors understanding of their counselor identity in a more holistic direction.Learning Objective 1:?Explore the relationship between spirituality and counselor identity development.Learning Objective 2: Develop their own ideas about how meaning is constructed from spiritual identity in concert with counselor identity.Learning Objective 3:?Identify ways developing a more holistic sense of counselor identity and as well as their clients.PSA S8: Exploring Friedrich Schleiermacher’s Profound Influence on Sigmund FreudRoom: Sittang No CE Intermediate-AdvancedPaper Michael Vogel, PsyD, MidAmerica Nazarene UniversitySummary:?Freud’s self-identification as a godless Jew has significantly influenced secular thinking and led scholars, including Peter Gay, to conclude that only an atheist could have conceived psychoanalysis. This paper presents an alternative perspective: Freud required the contributions of Christian thinkers to conceive psychoanalysis. The particular ideas of Schleiermacher are explored.Learning Objective 1:?Summarize the major philosophical and theological contributions of the Father of Modern Liberal Theology, Friedrich Schleiermacher;Learning Objective 2:?Recognize the points of correspondence among the major works of Friedrich Schleiermacher and Sigmund Freud; andLearning Objective 3:?Describe the links between Friedrich Schleiermacher and Sigmund Freud’s dialogue partners, including Franz Brentano and Oskar Pfister.PSA S9: Mismatching Experiences and the Renewing of Your MindRoom: Rhapsody 1 APA & ASWB CE IntermediateSeminarScott Makin, MA, Concordia University IrvineSummary:?Relational psychoanalysis, affective neuroscience and interpersonal neurobiology have made revolutionary discoveries, changing the face of counseling. Explore the cutting-edge neurological finding, “memory reconsolidation process” and the counseling technique, “mismatching experiences.” This technique erases toxic implicit core relational learnings, which drive most symptoms. Clinical demonstrations and video examples will be used.Learning Objective 1: Describe the steps in the “memory reconsolidation” process.Learning Objective 2:?Demonstrate the counseling skill of “mismatching experiences.”Learning Objective 3:?Compile a list of ways they can implement the counseling skill of “mismatching experiences” to three current clients and their therapeutic approach for use with future clients.Cross-Cultural/International Track Invited Distinguished Scholar/Master TherapistCCl S10: Cross-Cultural Mental Health Assessment and Training Experiences in the US, South Asia and the Middle EastRoom: Enjolie 1APA & ASWB CE Intermediate Seminar (insert photo) Thomas Idiculla, LCSW, PhD, is the Director of Mental Health Services Evaluation Department at McLean Hospital and an Instructor of Psychiatry at Harvard Medical School. He directs an nonprofit organization, Agape Partners International, which supports counseling and charitable services in Asian communities around the world. Summary:?Major mental health problems affects approximately 500 million people in the world. This presentation examines the development of a training curriculum spanning from facilitating in person classroom trainings to a web-based training in Middle East and South Asia. It addresses the use of self-rated scales to provide low cost assessment, timely referral and interventions.Learning Objective 1:?Identify the major global mental health needs, services, and challenges including poverty, ignorance, stigma, culture, faith and mental health services in developing countries.Learning Objective 2:?Present the process and outcomes of an innovative online web-based training on counseling and the utilization of self-rated assessment and screening tools among South Asia and Middle East.Learning Objective 3:?Explore the potential benefits and challenges of partnerships for promoting cross-cultural counseling through research, training and short-term trips to India.CP S11: EMDR Psychotherapy and Christian Faith: Can They Work Effectively Together?Room: Pegu No CE Intro-Advanced Clinical DemonstrationWinston Seegobin, PsyD, George Fox UniversitySummary: Eye Movement Desensitization and Reprocessing (EMDR) is a psychotherapy used with clients who have experienced trauma. How can this therapy work with Christian clients? This presentation will describe how EMDR psychotherapy can be integrated with Christian faith and adapted for use with Christian clientsLearning Objective 1: Describe the important aspects of EMDR psychotherapyLearning Objective 2:?Explain the ways that EMDR psychotherapy can be integrated with Christian faithLearning Objective 3: Demonstrate the use of the therapeutic skills of EMDR with Christian clientsCP S12: Oh, My Aching Head--Living with a NarcissistRoom: Bengal 1 APA & ASWB CE IntermediateSeminarMary Clark, EdD, Alpha Psychological Services Summary:?This will be a Clinical Demonstration of how to use a model representing the Narcissistic person, and how the "outside person" (partner, spouse, child, etc.) runs into difficulty when a conflict, misunderstanding, a difference in "reality" occurs between them, resulting in helplessness and often self-blame on the part of the "outsider", creates a visual understanding of the dynamics.Learning Objective 1:?Identify the progression of a relationship with the narcissistic person and how the "bubble" is formed.Learning Objective 2:?Compare how the narcissistic person views reality and how that creates conflicts in relationships, like "hitting one`s head against a wall."Learning Objective 3:?Use the visual model to confirm the patient`s reality with the relational dynamics and design coping skills to deflect the attacks of the narcissistic person and protect their sanity/reality/affect; can use it to role play interactions to assess risk and options for interaction.9:15 – 10:15AM Breakout SessionsMFT S13: Internet Infidelity: Today’s Blind-Spot Threat to MarriageRoom:Irrawaddy 1 APA & ASWB CE Introductory Seminar Zackery Carter, PhD, Taylor University Summary:?Discussing insights into rapidly mounting research in the area of &#8232;cyber-infidelity and private text-based communication (e.g. Facebook, texting), this session identifies distressing data illuminating rising pervasiveness and marital consequences—emotional, relational, mental, and spiritual. Marital boundary and guideline recommendations for married [and unmarried] couples, clinicians, and future research provided.Learning Objective 1:?Describe cyber infidelity--definitionally, legally, relationally, spiritually--as synonymous with infidelity.Learning Objective 2:?Discuss marital consequences--intrapersonal and interpersonal--and methodical, universal and often unconscious sequences (e.g. from innocent chat to extramarital affair)Learning Objective 3:?Utilize marital boundary and guideline recommendations in pre-marital, marital, family mental health settings, to encourage marriage fidelity behavior in digital environments to mirror face-to-face environments.MFT S14: Relationships in Distress and Crisis: The Difference Makes a Difference When Treating Couples in TherapyRoom:Pegu 1 APA & ASWB CE Intermediate Seminar Donald Harvey, PhD, Trevecca Nazarene University & Jan Harvey, MMFT, Private Practice Summary:?Working with couples requires a unique skillset. Therapists early acquire basic dyadic skills and a theoretical model for treating "distressed" relationships. But seldom are relationships in distress differentiated from relationships in crisis. These differences have clear implications from treatment. This session offers differentiation and then intervention suggestions for crisis relationships.Learning Objective 1:?Differentiate between relationships in distress and relationships in crisis.Learning Objective 2:?Avoid the common mistakes found when traditional theory is applied to couples in crisis.Learning Objective 3: Implement intervention strategies designed specifically for crisis relationships.AR S15: Racism, Marital Conflict and Black-White Interracial Marriage: The Role of Religious/Spiritual Well-BeingRoom: Suite 309 1 APA & ASWB CE Intermediate SeminarVeola Vazquez, PhD, Isabel Otero, BA & Jennifer Goodlow, MA, California Baptist University Summary: Clinicians who provide services to interracial couples must understand the role of racism/stigma in the lives of these individuals. In fact, racism/stigma is both a unique and complex stressor and religious/spiritual well-being plays an important role in buffering against its negative impact. Both prevention and intervention strategies will be addressed.Learning Objective 1: Define racism/stigma and describe the impact on mental health and well-being for minority individuals and interracial couples.Learning Objective 2: ?Summarize the role that religious/spiritual well-being plays in helping Black-White couples cope with racism/stigma.Learning Objective 3: ?Recognize the unique prevention and intervention needs of Black-White interracial couples and apply specific religious race-based intervention/prevention strategies.AR S16: The Potential for Religiousness to Transform for Moral Good or Evil (Part 2) Room: Rangoon 1 APA & ASWB CE Intro-Advanced SymposiumSarah Schnitker, PhD, JoAnn Tsang, PhD & Wade Rowatt, PhD, Baylor University; Tyler Greenway, PhD, Fuller Theological Seminary Summary: Considering the power of religion to transform the morality of humans, we present findings from 10 studies that not only highlight potential mechanisms by which religion affects morality—for good and ill—but also to provide real-world applications and interventions for moral development.Learning Objective 1: Describe psychological research on the relation between religion, moral foundations, virtue development, and prejudice.Learning Objective 2: ?Compare the divergent effects of various aspects/dimension of religiousness on morality.Learning Objective 3: ?Apply research findings related to religion, morality, and moral development to congregational and clinical contexts.AR S17 Part 1: Methodological Implications of a Dialectical Model for Resolving Apparent Contradictions between Scientific and Christian ConclusionsRoom:Suite 301 No CE Intermediate Paper (30 min.) Robert Larzelere, PhD, Oklahoma State University & Byron Johnson, PhD, Baylor University Summary:?Contradictions between Christian and scientific conclusions imply faulty interpretations in theology and/or science. This presentation summarizes hermeneutical and methodological problems in interpreting evidence about spanking and disciplinary alternatives. It discusses Webb’s (2011) redemptive-movement hermeneutic and four methodological fallacies hindering research on effective spanking or effective alternatives to replace it.Learning Objective 1:?Explain why some Christian conclusions conflict with some scientific conclusionsLearning Objective 2:?Critique both biblical and scientific interpretationsLearning Objective 3:?Utilize potential flaws in interpretations to assess and improve interpretation methods in scientific methodology and hermeneuticsAND AR S17 (Part 2): Glad Intellectual Dependence on God: A Theistic Account of Intellectual HumilityRoom: Suite 301 No CE Introductory Paper (30 min.) Elizabeth Hall, PhD & Peter Hill, PhD, Biola University Summary: Drawing on Augustine, we argue that theistic intellectual humility is based on glad intellectual dependence on God. We report on the development of a measure, demonstrate its efficacy for clarifying puzzling findings in past research, and explore implications of a theistic view of intellectual humility for alleviating suffering.Learning Objective 1: Distinguish between secular and Christian versions of intellectual humility.Learning Objective 2: ?Assess the psychological literature on intellectual humility.Learning Objective 3: ?Apply theistic intellectual humility to helping those who suffer.Friday CCE S18: Conceptual Mapping Task as a Dynamic Supervision Tool for Trainees and Seasoned CounselorsRoom:Salween 1 APA & ASWB CE Intro-Intermediate Seminar John King, PhD, Liberty University & Linda Leitch-Alford, Ed.D, Case and Soul Consulting for Supervision and MentoringSummary: The new and innovative tool, Conceptual Mapping Task (CMT), has been used in supervision with new and seasoned counselors, in clinical practice, and in research. In this session, the presenters will provide a demonstration of the CMT as a supervision tool. Additional strategies of this tool will be provided.Learning Objective 1:?Explain the rationale and research base for using the Conceptual Mapping Task (CMT) in clinical supervision and counseling.Learning Objective 2:?Summarize the four-phase protocol of the CMT used in supervision with trainees or advanced counselors.Learning Objective 3:?Identify how the CMT can be used in clinical work as a termination ritual, case transfer strategy, or a life review E S19: Ensuring Beneficial Doctoral Practicum Supervision Amidst Inequity of ExperienceRoom: Las Colinas Ballroom 1 APA & ASWB CE Intermediate Seminar Susan Lahey, PhD, Trevecca Nazarene University Summary:?Doctoral practicum supervision can be challenging partially due to the inequity of experience of the group members. By the time doctoral students enter the practicum, some may already be licensed while others may have just begun their post-masters experience. Effective strategies and insights from experiences in group supervision during the doctoral practicum will be discussed. Specific focus will be upon providing strategies to diminish the variance between skills level and insight.Learning Objective 1:?Learn to evaluate and intervene in doctoral supervision experiences when the members have varied levels of experience.Learning Objective 2:?Student attendees will be able to model the experiences of the doctoral student presenters` strategies for open disclosure and learning in supervision.Learning Objective 3: Gain knowledge and interventions regarding the balance of power in doctoral practicum supervision with varied student clinical E S20: A Bit Far Fetched? Research Surrounding Emotional Support Animals and their OwnersRoom:Martaban 1 APA & ASWB CE Introductory Seminar Cherisse Flanagan, PhD, Emily Hicks, BS, Alexis Wilder, Melissa Gant, Tyler Woodall, BS, Levi Draper, Corbin McCown BS, Stephanie Orozco, Sara Mott, Jenna Greenwood, BS, Corynn Martin, BS, Katherine Harris, Carolyn Casada, BS, Grace Lim, BS, & Sarah Gallup, MS, ?Abilene Christian University Summary: Emotional Support Animals (ESAs) are animals that provide comfort for individuals suffering from mental illness. Currently, there is little literature to guide certification, appropriateness, or practical and treatment implications of ESA’s. This symposium presents four research studies on general attitudes towards ESA’s as well as the experience of ESA owners themselves.Learning Objective 1:?Describe the current definition of emotional support animals (ESAs) and explain the difference between ESAs and service animals in practical and legal settings.Learning Objective 2:?Understand the experience of ESA owners and assess possible mental health biasLearning Objective 3:?Identify and understand the current, real-world issues as they apply to mental health professionals who may be asked to recommend ESA’s for individuals with mental illnessPSA S21: Managing the Issue of Clinician Religious Disclosure with Diverse Clients in the Current Political Climate from a Psychodynamic Frame.Room: Rhapsody 1 APA & ASWB CE Introductory-IntermediateSeminar Lanaya Wade, MA, Nancy Thurston, PhD, Annie King, MA & Nick Schollars, MA, Priscilla Shim, MA, Megan Anna Neff, MDiv, and Ana Colunga, MA, George Fox University Summary:?The intersection of the current connotations of “Christianity” in America, issues of religious self-disclosure, and diversity in a psychodynamic theory will be examined via clinical case presentations. These case discussions will include consideration of issues of transference, countertransference, and mode of engagement with specific attention to patient identity markers and identity development. Learning Objective 1:?Recognize and increase competence of clinicians in the area of diversity, with specific emphasis on the intersectionality of religious diversity with other diversity markersLearning Objective 2:?Describe potential connotations of the word of "Christian" in the current political climateLearning Objective 3:?Compare and demonstrate skill to manage clinician self-disclosure in different psychodynamic relational frames with focus on improvement of client outcomes 4. demonstrate lived experience with an emotionally and politically charged topicCCl S22: Response Panel to Dr, Thomas Idiculla`s Invited Address on Cross-Cultural Mental HealthRoom:Enjolie 1 APA & ASWB CE IntermediateSymposium Stephen Allison, PhD, Abilene Christian University; Elizabeth Suarez, PhD, Argosy University, Jessica Pae, PsyD, Private Practice; Garrett Woods, PhD, Pastoral Counseling & Education Center & Marcus Rodriguez, Pitzer College Summary:?This panel of experts in international mental health will respond to the invited lecture presented by Dr. Thomas Idiculla, a social worker at McLean Hospital and faculty member of Harvard Medical School. They will discuss implications for moving forward with cross-cultural mental health research and practice.Learning Objective 1:?Discuss the positions of Dr. Thomas Idiculla regarding international mental health.Learning Objective 2:?Brainstorm about application of Dr. Idiculla`s ideology to international mental health practices.Learning Objective 3:?Dialogue about the vast possibilities for ongoing research related to cross-cultural mental l S23: Forgiveness in a Cross-Cultural Context: Helping Sworn Enemies Become Friends.Room:Sittang 1 APA ASWB CE Intro-Advanced Paper (60 Min.) Jay Pope, PhD, Fresno Pacific UniversitySummary:?Forgiveness in a cross-cultural (Middle East) setting is discussed, with special focus on (a) helping sworn enemies with decades of hostility consider whether forgiveness is possible, and (b) how psychologists can use specific interventions (e.g., culturally appropriate rituals) to assist in building trust and friendship.Learning Objective 1:?Discuss the basic challenges of forgiveness in a cross-cultural setting and shall be able to compare how this conflict differs in key ways from other conflicts in the region.Learning Objective 2:?Identify which interventions are most effective in working in cross-cultural settings to promote forgiveness and peacemaking, such as the Middle East.Learning Objective 3:?Explain how to provide culturally appropriate interventions for people who have been victims of or perpetrators of genocide and mass trauma.CP S24: To Tweet or Not to Tweet: Social Media, Online Presence, and Professional EthicsRoom: Bengal 1 APA & ASWB CE Introductory SeminarCara Cochran, PhD & Meredith Kerley, BS, Richmont Graduate University Summary: Mental health professionals have many avenues by which to create an online presence. This presentation addresses how professionals can ethically navigate the challenges of their personal social media accounts and their professional online presence in a manner that maintains their personal privacy and upholds the ethics codes of their profession.Learning Objective 1: Describe common challenges with regard to the clinician’s personal privacy onlineLearning Objective 2:?Summarize the primary ethical considerations related to social media use for the mental health clinician.Learning Objective 3: List specific steps to take to ensure their professional online presence maintains appropriate boundaries with clients and adheres to professional codes of ethics.CP S25: Fostering Ethical Practice through Clinical Supervision: Emerging Trends in Ethics Training in Psychology, Counseling, and Marriage and Family Therapy.Room: Andaman 1 APA & ASWB CE Intermediate-Advanced SeminarTerri Watson, PsyD, Bellah Kiteki, PhD & Hana Yoo, PhD, Wheaton CollegeSummary: As supervisors, we hope to inspire supervisees to engage in a lifelong commitment to professional moral principles and ideals. This seminar, offered by a psychologist, a counselor, and a marriage and family therapist, will demonstrate emerging trends and faith considerations through use of supervision scenarios depicting contemporary ethical challenges.Learning Objective 1: Identify three implications of moral decision-making research for ethics training in clinical supervisionLearning Objective 2:?Describe four best practices for initiating multicultural discussions in clinical supervisionLearning Objective 3: Demonstrate the application of three systemic principles to a contemporary ethical challenge10:30a.m.-12:00p.m.- Plenary Session/ Student Poster Awards in Las Colinas BallroomP3: 1 APA & ACWB CE Audience Level: All LevelsThe Emergence of Mindfulness in Sex Therapy(insert photos) Invited Speakers: Scott Symington, PhD, & Melissa Symington, PhD,Private Practice, Pasadena, CADrs Melissa and Scott Symington are clinical psychologists who met and married in graduate school. They live in Pasadena, California with their two children, where they have a group practice with Cliff and Joyce Penner. In their private practices, they specialize in marital and sex therapy; treating anxiety disorders; and integrating spirituality into the change process. In addition to their clinical work, Scott has recently published his book, Freedom from Anxious Thoughts & Feelings: A Two-Step Mindfulness Approach for Moving Beyond Fear & Worry, which outlines the Two-Screen Method. Melissa has been publishing blogs on relational intimacy and enjoying teaching human sexuality at Fuller Graduate School of Psychology as an adjunct professor.Summary: In recent years, mindfulness has been a growing trend in sex therapy. The principles and practices of mindfulness are highly compatible with the core tasks of sex therapy: reducing anxiety, bringing people into the here-and-now, and anchoring attention on bodily sensations in the midst of distractions. Drs. Scott and Melissa Symington use case examples and the latest research to explore mindfulness’ role in both cultivating healthy physical intimacy and addressing common sexual problems.Learning Objective 1: Define mindfulness in the context of mindfulness-based sex therapy.Learning Objective 2: Describe the core tasks of sex therapy and how mindfulness can facilitate these therapeutic goals.Learning Objective 3: Identify specific mindfulness principles and exercises that reduce sexual anxiety and enhance sexual desire, arousal, and satisfaction.12:00 p.m.- 2:00 p.m.Lunch on your own…Last meal opportunity to get with a colleague you met at the conference and share lunch; brainstorm about presenting at next year’s conference.Planning Luncheon for Track Coordinators and Administrative Team for CAPS 2020 Atlanta…in Enjolie Room (on Lake Level)2:00 – 5:00PM Post-Conference WorkshopsPost-conference workshops require separate fees and entry tickets; not included with general registration. On-site tickets may be purchased at the CAPS Registration booth. WORKSHOP 4: The Transformative Power of Optimal Stress: Precipitating Disruption to Trigger Repair(insert Photo) Martha Stark, MD, Harvard Medical SchoolRoom: Rhapsody 3 APA & ASWB CEAudience Level: All LevelsSummary: The therapeutic provision of optimal stress against the backdrop of an empathically attuned and authentically engaged therapy relationship is sometimes the magic ingredient needed to overcome the inherent resistance to change so frequently encountered in patients with longstanding emotional injuries. Challenges to destabilization and support to prompt restabilization at a higher level of resilience and adaptive capacity will be addressed.Learning Objective 1: Elaborate upon the therapeutic use of optimal stress to provoke recoveryLearning Objective 2: Construct four anxiety-provoking but ultimately growth-promoting interventions specifically designed first to challenge and then to supportLearning Objective 3: Expound upon the cycles of disruption and repair that are generated as a result of the therapeutic provision of optimal stressWB5 WORKSHOP 5: Christian-Accommodative Treatment of OCD in Children and Adults (insert photos) Ted Witzig, PhD, Private Practice, Kathleen Norris, MA, Private Practice, Mary Norris, MA, Regent University Room: Andaman 3 APA & ASWB CE Audience Level: IntermediateSummary: When OCD afflicts Christian children and adults, the symptoms (and treatments) are frequently misunderstood by the sufferers as well as their family, clergy, and other health professionals. This workshop will provide clinicians with practical skills to support and integrate the client’s spiritual beliefs into empirically-supported treatments for OCD.Learning Objective 1: Discuss how to implement Christian-accommodative techniques to create synergy between the client`s religious values and empirically-supported treatments for OCD.Learning Objective 2: Distinguish between effective, appropriate exposures for OCD symptoms in Christian clients and exposures which lack sensitivity to the client?s religious worldview and will lead to poorer outcomes.Learning Objective 3: Discuss ways to effectively coordination of care between the client, family members, clergy, and medical professionals who may have widely varying perspectives and worldviews on the nature and treatment of OCD.WB6 WORKSHOP 6: Ethics, Values and Risks: Emerging and Evolving Issues in Psychotherapy (insert Photo) Randolph Sanders PhD, Private PracticeRoom: Martaban3 APA & ASWB CE Audience Level: All LevelsSummary: Compassionate and prudent clinical practice requires ongoing attention to ethics. This workshop focuses on several important ethical concerns. Our major emphasis today will be the issue of values in therapy. Is it appropriate for a clinician to act as a moral or values consultant as well as a mental health practitioner? If it is, how does one do so ethically? In addition, we’ll consider several other evolving issues. We’ll explore the ethical balance between compassionate, sacrificial care for our patients and care for ourselves. In addition, we’ll take a fresh look at what may be a clinician’s best tool for managing the risk of doing psychotherapy: prudent documentation. We’ll review some of the fine points in Duty to Warn provisions that every clinician should be aware of. We’ll also discuss the ethics of dealing with racism in the therapy room. Case examples will be used to illustrate concepts and encourage deeper reflection.Learning Objective 1: Help participants describe ways to respond to moral and value issues that arise in therapy.Learning Objective 2: Recognize the risks involved when the practitioner doesn’t balance care for patients with appropriate care for self.Learning Objective 3: Explain their responsibilities when their patient is a danger to someone else.WB7 WORKSHOP 7: Understanding and Working with People from Arab and Middle Eastern Background: A Guide for CliniciansRoom: Rangoon3 APA & ASWB CE Audience Level: Intermediate(insert photo) Naji Abi-Hashem, PhD, Private PracticeSummary: Migration and influx of refugees are increasing. Practitioners are in greater need for better cultural insights and skills to effectively work with such people. There is a lot of confusion about who are the Arabs, Muslims, and Middle Easterners? And how large or diverse is that population in North America? What are their needs, involvements, and struggles? And what challenges do they represent? Cultural functioning, backgrounds, misconceptions, and practical therapeutic tools will be discussed and presented.Learning Objective 1: List a few Arab Middle Eastern subcultures, nationalities, religious faiths, lifestyles, and traditions; discuss positive and negative stereotypes/generalizations about Arabs, Muslims, and Middle Easterners common in the West.Learning Objective 2: Describe some of the struggles, needs, challenges, and functioning of Arab Americans; discuss their coping styles in the larger North American society, and causes of fundamentalism and radicalization.Learning Objective 3: Review three differences between Assimilation-Integration and Fragmentation-Isolation and list 3 characteristics of the Arab-Americans & Middle Easterners. Describe best therapeutic modalities in working with them and two ways to help them navigate through the North American life and social systems. ................
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