IMHCA



Iowa Mental Health Counselors Association (IMHCA)?15th Annual ConferenceMay 6-7, 2021Maintaining Connection in a Virtual AgeOnline!2021 Conference Breakouts Full DescriptionTHURSDAY Session 1 8:30-11:45 AM1A. Building DBT Into Our Lives, Our Practices, and Our Communities i. OverviewOriginally developed for the treatment of Borderline Personality Disorder in an outpatient setting, Dialectical Behavior Therapy (DBT) has now shown effectiveness in over 50 Random Controlled Trials (RCT’s) in a variety of treatment settings, across numerous diagnostic groups, and at substantial cost savings over “treatment as usual”. Research and clinical success has resulted in an explosion in the popularity of this treatment. Informal adaptations to the DBT model have proliferated as agencies with limited funding for formal training and staffing respond to competing demands to provide high quality treatment and to serve a large population. Concerns about the effectiveness of these simplified adaptations has become an important issue to consumer groups and to those who fund this service. ii. Learning Objectives List the four components of a comprehensive DBT program. Outline the "biosocial model" underlying the development of severe mood and behavioral dysregulation List behavioral characteristics of people who will benefit from DBT Describe how the DBT assumption "Clients are doing the best they can" is true even during target behaviors Name four change strategies used in DBT Demonstrate one skill from each of the four skills units in DBT Describe how to advertise services that incorporate elements of DBT but are not "full model iii. Presenter(s) Ronda Oswalt Reitz, Ph.D. Nationally Certified DBT Clinician by the DBT-LBCRonda Oswalt Reitz, Ph.D., is the Coordinator for Dialectical Behavior Therapy (DBT) services for the Missouri Department of Mental Health. In this role she is charged with the implementation, support, and evaluation of DBT programming in public mental health settings statewide. Dr. Reitz specializes in large scale implementation of DBT and has developed comprehensive DBT programming in community mental health systems, inpatient hospitals, and in juvenile and adult forensic settings. Dr. Reitz is also a national trainer-consultant for BTech, the treatment dissemination company founded by Dr. Marsha Linehan, the developer of DBT. Dr. Reitz is a graduate of the University of Kansas.1B. Trust Based Relational Intervention: Introduction and Overview i. OverviewTrust Based Relational Intervention (TBRI) is an intervention with relationship at its core. It is a caregiving model that aims to create a balance between structure and nurture with roots in attachment and trauma theories. TBRI principles and practices are designed to create a felt sense of safety in children. It is particularly helpful for parents/caregivers working with children from places of trauma or adversity. TBRI focuses on enhancing caregiving skills in three areas - connection, empowerment, and correction. ii. Learning Objectives Participants will be able to evaluate how TBRI can be beneficial in working with family systems. Participants will be able to identify ways in which TBRI can enhance an understanding of attachment theory. Participants will be able to identify ways in which TBRI can enhance an understanding of trauma informed practices. Participants will be able to apply and utilize principles and practices of TBRI in solution focused ways when working with children and families. iii. Presenter(s) Jamie Lohr MA Professional Counseling, LMHC, IADCJamie M Lohr is a Licensed Mental Health Counselor with Heartland Christian Counseling and a TBRI Practitioner. She is certified as an International Alcohol and Drug Counselor and is certified in Trauma Focused Cognitive Behavioral Therapy (TF-CBT). She graduated from Liberty University with a Master's Degree in Professional Counseling and has been practicing in the mental health field for over 10 years.THURSDAY Session 2 1:15-2:45 PM 2A. Ethnic-Racial Trauma and Stress, Part Ii. OverviewAlthough many therapists report working with clients who had symptoms associated with Ethnic-Racial Trauma and Stress (ERTS) few therapists report receiving training on identifying and treating this specific and complex type of trauma. Ethnic-Racial Trauma and Stress (Bryant-Davis & Ocampo, 2005; Carter, 2007), includes six forms: transgenerational, vicarious, micro-stress, chronic, collective, and internalized (Jamila Holcom, Ph.D., AAMFT, 2018). This presentation will focus on being able to identify, understand, label, and treatment plan for Ethnic-Racial Trauma and its effects on the individual and the family system. We have presented this presentation at state-level mental health provider conferences in Utah and Minnesota. ii. Learning Objectives Participants will be able to identify, recognize, and describe the six forms of Ethnic-Racial Trauma and its effects on the individual and the family. Participants will be able to treatment-plan for Ethnic-Racial Trauma and its effects. Participants will be able to describe the role of the therapist when working with clients with Ethnic-Racial Traumas. iii. Presenter(s) Tabitha Webster Ph.D., LMFTDr. Tabitha N. Webster is Clinical Director and Assistant Faculty at Mt. Mercy University. She is a faculty advisor for Mt. Mercy’s doctoral MFT program’s neuroscience track. She is licensed in Iowa and Utah. Her clinical specializations, research, and community outreach focus on childhood trauma, cross-cultural families, and suicide prevention2B. Brainspotting: Where You Look Affects How You Feel i. OverviewBrainspotting is a powerful, focused mindfulness treatment method that works by identifying, and releasing core neurophysiological sources of emotional/body pain, trauma, dissociation and a variety of challenging symptoms. Brainspotting identifies eye positions designated as Brainspots that are connected to areas in the body that are holding tension or upset. “Where you look affects how you feel.” Eye position can be located through either one or both eyes, Brainspots are observed from either the "Inside Window'' of the client's felt sense and/or the "Outside Window" of the client's reflexive responses (i.e., blink, eye twitches or wobbles, pupil dilation, quick breaths, and subtle body shifts). Through Brainspotting we can help our clients focus and process through the subcortical brain, and body sources of many emotional, somatic and performance problems. ii. Learning Objectives Identify the components of Brainspotting Describe how Brainspotting can be applied to Trauma, Dissociation, Somatic conditions Summarize the theories and practices of Brainspotting iii. Presenter(s) Cherie Lindberg MS, ABD, LPCCherie Lindberg, LPC has her own private practice in Appleton, WI. She has over 20 years in the human development field. Cherie is a Licensed Professional Counselor, Nationally Certified Counselor, Brainspotting Trainer and Consultant. Additional education includes: training in Eye Movement Desensitization Reprocessing (EMDR), Ego State Therapy, Internal Family Systems, and certification in Imago Relationship Therapy. At her counseling office she primarily works with couples and adults who have developmental trauma.2C. Sex Addiction and Betrayal Trauma i. OverviewBoth sexual addiction and betrayal trauma are widely misunderstood and often responded to as one may respond to other addictions or codependency. As a process addiction in an intimately shared behavior, sexually addictive behaviors impact intimate partners in a more profound manner than other addictions may. Developing a clear understanding of what sexually addictive behavior is and how accompanying behaviors manifest in traumatic experiences for partners will enable clinicians to more appropriately respond to these issues when presented by clients. Understanding how to approach recovery from both a sexual addiction perspective and betrayal trauma perspective is as equally as important as understanding the dynamics of sexual addiction and betrayal trauma. The steps necessary to recover from sexual addiction and for partners to recover from intimate deception are primary if trust and shared intimacy are to be regained. ii. Learning Objectives Develop understanding of nature of sex addiction and accompanying partner betrayal trauma Describe and distinguish how sexual behaviors mirror criteria for other addictive behaviors Demonstrate how partner betrayal trauma mirrors symptoms of PTSD Differentiate between effective and ineffective (potentially harmful) therapeutic responses to both sexual addiction and betrayal trauma Outline research-based interventions iii. Presenter(s) Jill Shirley MS, LMHCJill Shirley is a licensed mental health counselor who is certified as an International Addiction Drug Counselor (IADC) and is in the process of obtaining certification as a Certified Clinical Partner Trauma Therapist (CPTT ) and Certified Sex Addiction Specialist (CSAT). Jill is also trained in EMDR, ACT, and DBT.THURSDAY Session 3 3:00-4:40 PM 3A. Ethnic-Racial Trauma and Stress, Part IISee information about this breakout session above; only choose this session if you attend Part I3B. Legislative Update i. OverviewThis session will highlight legislation and public policy issues related to the current state of Iowa's mental health counseling profession. Attendees will receive an in-depth review of legislation proposed during the 2021 legislative session that is relevant to the profession and participate in a discussion pertaining to future public policy agendas and areas for advocacy action. A brief legislative update from AMHCA will be provided, with special attention being placed on the progress being made at the federal level specific to Medicare recognition for LMHCs and LMFTs. Audience members will be provided with opportunities throughout the presentation to voice any questions, concerns, and recommendations to presenters. ii. Learning Objectives Become familiar with and provide valuable input on IMHCA's legislative agenda and advocacy action plan Review legislation from our bill watch list, understand the process of a bill, and discuss the current status of important legislation so participants can effectively advocate Gain an understanding of the barriers faced in obtaining recognition through Medicare and explore the role states must play to bring about the passing of that particular piece of legislation Learn the value of professional advocacy and identify alternative methods for advocating locally Assist in mapping out legislative advocacy goals for future sessions and help determine the policy initiatives the IMHCA Government Relations Committee will focus on moving forward. iii. Presenter(s) Renee Schulte MA, LMHC, Iowa State Lobbyist for IMHCARenee Schulte has over 20 years of leadership experience in the mental health field at the national, state, and provider levels. Her work in the public and private sectors has given her a unique understanding of the complexities in this area. Renee is nationally recognized for her expertise in behavioral heath policy, system design, policy and financial analysis, and strategic consulting.As a licensed mental health therapist, Renee has worked in many levels of care including psychiatric hospital, child welfare, and therapeutic foster care. Prior to her election to public office, Renee served on the National Violence Against Women task force in the Bush administration. As a legislator, she spearheaded the passage of mental health redesign in Iowa creating a regional system from an original 99 county system. She began Schulte Consulting, LLC in 2012.3C. Perinatal Mental Health: Assessment, Diagnosis, and Intervention i. OverviewPerinatal mood disorders (PMADS) are one of the most common complications of women in the perinatal period, with upwards of 15-20% of women experiencing mood disturbance at the clinical level. PMADS can occur anytime during pregnancy and up to 12 months during the postpartum period. Despite how common these disorders are, they are often missed by even the most seasoned providers and mental health clinicians. Psychiatric admissions are the highest in a woman’s life during the years associated with motherhood due to factors that create barriers to women caring for their mental health during this stage of life. Many women do not reach out directly for help due to thinking their symptoms are a normal response to new motherhood, not knowing about resources, fear, shame and guilt about their current experience. Due to the uniqueness of the mother and baby attachment period, these disorders require an especially urgent intervention by properly trained professionals. Without help, women and families can suffer long term effects due to untreated symptoms. Proper screening is essential to identifying mothers and families who are at risk for PMADS. This can begin in the OBGYN office, pediatrician and within the mental health community. There are several screening tools that help providers identify women and families at risk. If women are identified at risk during pregnancy, a postpartum plan can be put into place. Mental health providers who are able to identify risks and secure a postpartum plan with a family can greatly reduce the symptoms or even eliminate PMADS from occurring. Upwards of 80% of women experience the postpartum baby blues which will always resolve by three weeks postpartum. When the baby blues does not resolve, it will manifest into a diagnosed mental health disorder. Disorders during the perinatal period include depression, anxiety, OCD, PTSD, psychosis and bipolar one and two disorders. Proper diagnosis is essential for administering the best treatment response. For some women, this will be the first time they experience any of these symptoms while others will have to pay more attention to their existing mental health diagnosis. Treatment intervention for PMADS includes but is not limited to psychotherapy, pharmacology and social support. Recommended mental health treatment modalities include cognitive behavioral therapy, interpersonal psychotherapy, acceptance and commitment therapy and exposure and response prevention for OCD diagnosis. An effective therapist for this population will assess accurately, using questions that allow space for the mother to share thoughts and feelings that feel scary, foreign and or shameful. Therapists need to nurture the mother in this period while also instilling hope that she will again feel like herself. Therapists need to understand the identity transformation of motherhood which includes grieving her former self and the task of undertaking her new identity and role as a mother. With proper training, mental health professionals are able to effectively intervene on the front lines to treat these common yet devastating diagnoses that affect so many families. Perinatal mental health disorders are treatable and manageable and mental health clinicians are able to make an impactful difference in the lives of many. ii. Learning Objectives Recognize risk factors for perinatal mental health disorders. Utilize appropriate screening tools to identify at risk women. Construct a postpartum plan with at risk clients. Differentiate between the baby blues and postpartum depression. Identify and diagnose all PMADS. Identify the difference between ego dystonic anxious thoughts and thoughts that put a mother and/or others at risk. Recognize PMADs within same sex couples, adoptive families and fathers. Implement clinical interventions specific to the perinatal period. iii. Presenter(s) Rachel Klobassa MS, LISW, PMH-C, EMDR CertifiedRachel attended her undergrad at UNI and received her Masters from The University of Iowa in Social work in 2011. Her experience includes residential treatment, in home waiver services, school based therapy and private practice. Rachel specializes in treating OCD, abuse and trauma, LGBT issues, mood disorders and perinatal mental health disorders. She is a founding board member of Post Partum Support International, Iowa Chapter. She helped organize Iowa's first Climb Out of the Darkness walk to fundraise for PMADS and she holds a certification in Perinatal Mental Health.FRIDAY Session 4 8:30-11:45 AM4A. Supervision: Role and Responsibility i. OverviewAn overview of the basic roles and responsibilities of the supervisor. What are the different types and styles of the role of a supervisor. What are the skills and experience a supervisor needs to have for practicum, internship and temp license counselors? What is your responsibility as a supervisor? What an Agreementand contract should consist of. Some do's and don'ts of the supervision sessions. ii. Learning Objectives Discover the basic types of supervision. Understand the basic responsibilities of the Supervisor. Know the roles of supervisor with students through the process of practicum, internship, and temp licensure. Clearly define the expectations through an agreement or contract with students. Exposure to different feedback ideas for the supervisor and supervisee. iii. Presenter(s) Donald Gilbert MS, PhD, LMHCDr. Don received a Master’s of Science in Clinical Mental Health Counseling from Drake University, and a Doctorate of Philosophy in Counseling Psychology and Religious Studies at Oxford Graduate School, in Dayton, Tennessee. He was licensed in 1994, served as treasure and president of IMHCA, serves on the IMHCA foundation board, AMHCA Board of Directors as treasure, and the Board chair of IBBS. He helped start the Foundations golf tournament to raise money for scholarships. He owns and operates New Life Counseling with offices in Ankeny and West Des Moines, IA. He has taught marriage therapy and psychology at Grace University and Mercy College of Science.4B. Ethics and The Legal System i. OverviewMental health counselors make a commitment to their profession, to the public, and to their client. This commitment is to be honest and ethical, to the client’s ability to be autonomous and determine their own goals for treatment, to protect the client’s confidentiality and not exploit them, to be a partner in their healing. This commitment is challenging to maintain when parts of the legal system request, demand, and harass the mental health counselor. The legal system has different roles, and goals for their clients than the mental health system and these are often at odds. This training aims to equip mental health counselors to first identify ethical dilemmas related to interactions with the legal system, utilize the AMCHA Code of Ethics to analyze these dilemmas, and lastly, empower mental health counselors to apply ethical standards to communications within the legal system. ii. Learning Objectives Identify situations in which mental health professionals interact with the legal system and the ethical dilemmas that may emerge. Utilize AMHCA code of ethics to analyze these ethical dilemmas. Learn to apply ethical standards to communications with the legal system. iii. Presenter(s) Lindsay Owens MAMFT, LMFTLindsay Owens, LMFT is the Clinical Supervisor at Mosaic Family Counseling Center Inc. Lindsay has been working in the mental health field for 10 years. Lindsay works with all ages, focusing on children and families. Lindsay has significant experience working with families involved with DHS and the foster care system. Lindsay approaches therapy from a systemic worldview; specifically utilizing Structural Family Therapy, EMDR, Attachment Theory, DBT, and Bowenian Family Therapy.4C. Interventions and Tools for Family Therapy i. OverviewThis presentation will overview the family therapy process including maintaining neutrality in family sessions, managing conflict among family members, and handling confidentiality. Family therapy theories will be presented including Bowen Family Systems Theory, Cognitive-behavioral Family Therapy, and Structural Family Therapy. After a brief overview of each theory, the session will focus on application by giving specific examples of interventions from each theory. The presenter will use a case study to demonstrate the use of specific skills from each theoretical orientation. Participants will be encouraged to ask questions and will have time to practice family therapy interventions during the session. All participants will leave with handouts and tools that can be used to guide family therapy sessions. ii. Learning Objectives Participants will be able to identify the core concepts of three family therapy theories. Participants will be able to maintain neutrality and manage conflict when working with families. Participants will be able to identify interventions to use in family therapy sessions. Participants will be able to use family therapy interventions with clients. Participants will be able to differentiate interventions for family therapy versus interventions for individuals. iii. Presenter(s) Harmony Linden MSW, LISWHarmony Linden, LISW has been practicing therapy since 2011. She has post-graduate training in Bowen Family Systems Theory and extensive knowledge and practice in family and couples' therapy. Harmony is a professor in the University of Iowa School of Social Work and practices therapy at New Beginnings Counseling Service.FRIDAY Session 5 12:45-2:15 PM5A. Helping African American Folx Recover from Negative Body Image and Eating Disorders Begins with Understanding Intergenerational Trauma in the Kitchen i. OverviewGenerations of research and professionals treating eating disorders have exclusively focused their work toward individuals identifying as young, white, affluent, female. Culturally, medical professionals, teachers, coaches and clergy notice warning signs of food and body challenges in white females simultaneously minimizing or completely ignoring red flags present in women of color. Although recent information about rates of eating concerns in those identifying as male, especially individuals identifying as gay or trans, has become mainstream, little to no information has been offered regarding eating disorders in Black women. Recent research is finally shining light on the reality – eating disorders are becoming a major health challenge for African-American females. Development of eating and body challenges are multifaceted and grounded in culture. As clinicians, we must start with acknowledging the impact of intergenerational trauma experienced by Black womyn in American kitchens. Kitchens were the setting for rapes and violent beatings of enslaved women; a space where groups of women were forced to cook elegant, diverse meals gleaned across continents and generations of cooking wisdom, yet were allowed to only eat mush. Consider the intergenerational ripple effect once folx were literally freed from the kitchen; what is the impact?- avoid the kitchen, eat items which you can- pick up ready to eat/make quickly/ easily heat. Eventually, leading to generations: not knowing how to cook/health impact from processed foods/change in body physique. Simultaneously, American pop media- driven through a Caucasian lens depicted/s Black women in tokenized typecast roles. Starting with ‘Mammy’s’- happy to serve white families to ‘Jezebel’- sexually insatiable/animalistic to Sapphire- ‘Angry Black Woman’ to ‘Strong Black Woman’ (SBW). The message, though evolving, continues to perpetuate systemic racism. The belief that there is no need for real change as the SBW are shown enduring and thriving- without help from anyone. The imagery of what it means to be a black woman has a considerable negative impact on young black children. The internalized racism is evidenced through repetitions of the Clark Doll Experiment. Over many decades black children were asked questions about two dolls- one white, one black – results continually demonstrate a preference in the children toward the lighter skin toned doll stating the white doll is the nice/pretty/good doll. What does that imply about the black doll?- Yet their own skin tone is darker. Next, consider established data points: Aversive Childhood Experiences Inventory (ACEs)- :rates of mental health concerns; cyclical patterns of moods interaction with disordered eating/eating disorder behaviors.; intervention plans for healing negative relationships with food/body and recognize these were researched by, written by and developed for use with WHITE FOLX. This session will BOTH offer these crucial pieces of critical information AND challenge attendees to become intentional change agents thru their clinical work--Encouragement to shift intake forms for inclusivity and broader historical data, accountability to initiate hard conversations which include intersecting identities, empowerment to explore intergenerational trauma and developing the courage to walk alongside Black female clients as they build new relationships with themselves AND establish peace in the kitchen! ii. Learning Objectives Summarize at least 2 cultural components laying the groundwork for food and body complications in Black women. Describe significant barriers for African Americans accessing treatment for eating/ body disorders. Formulate at least 2 action steps for becoming an agent of change for Black Women healing from disordered eating/eating disorders. iii. Presenter(s) Michellle Roling M.Ed., LMHC, CEDS-SMichelle is a Licensed Mental Health Counselor, Certified Eating Disorder Specialist Supervisor. She is a Senior Staff member of Iowa State University’s Student Counseling Services and is the eating disorder treatment coordinator. Michelle is a co-founder of the Eating Disorder Coalition of Iowa. Her private practice is in Ames.Avery Carter M. Walker MS, Psychology Doctoral InternAvery is currently a pre-doctoral intern at Iowa State University, Student Counseling Services Center. Avery clinically interest include binge eating, body dissatisfaction, and exercise concerns. In his spare time, Avery enjoys listening to podcasts, cooking, and joyful movement, and sharing laughs with family and friends.Tara K. Ohrt MA, Psychology Doctoral InternTara is a doctoral candidate in clinical psychology currently on internship at Iowa State University. Tara's research examines the complex interplay of individual characteristics, family characteristics, genetics, stress, eating behaviors, physiological reactivity, and culture in the development of eating disorders and obesity.5B. Transgender Mental Health i. OverviewTransgender individuals experience higher rates of suicide, discrimination, physical violence and homelessness. This presentation will explore the impact that these issues have on the transgender community as a whole. Individuals will learn how cultural trauma continues to play a unique role in an individual's coming out process as well as their motivation to transition. Participants will also understand what dysphoria is, how it is diagnosed and interventions to assist with managing these symptoms. Individuals will also understand what Body Dysmorphic Disorder is, why it is prevalent within the trans community and why it is underdiagnosed. This presentation will also take an in-depth look at WPATH standards of care for working with trans individuals, explore the unique barriers that prevent members of the transgender community from accessing healthcare and when it is appropriate to refer a client for Hormone Replacement Therapy (HRT). ii. Learning Objectives 1. Participants will be able to identify the importance of increasing clinical focus on the transgender community. 2. Participants will be able to recognize the specific impacts that discrimination, violence, oppression, etc. have on the trans community. 3. Participants will be able to diagnose Gender Dysphoric Disorder and Body Dysmorphic Disorder and be able to differentiate dysphoria with other symptoms. 4. Participants will be able to assess the need for HRT (Hormone Replacement Therapy) and make appropriate referrals. 5. Participants will be able to identify the impact of cultural trauma on the trans community. iii. Presenter(s) Joby Holcomb MS, LMHC, CADCJoby Holcomb is a Licensed Mental Health Counselor and Certified Alcohol and Drug Counselor Joby has worked with children, adolescents, adults, couples and families in a variety of settings including Psychiatric Medical Institutes for Children, outpatient substance abuse treatment programs, community mental health centers and private practice mental health.5C. Avoiding Burnout in Crisis: The ABCs to Self Care for Mental Health Professionals i. OverviewIowa had a mental health provider workforce shortage before the pandemic. More and more of our professionals are burning out and leaving the profession. The pandemic has disrupted our day to day activities and increased anxiety and depression for many. The impact of compounding stress impacts every aspect of a provider's life. Populations living in rural areas are especially at risk. By addressing the ABCs of self care - Activities, Boundaries and Connections, participants will create a self care routine to better equip themselves to endure this crisis and stay healthy for the long haul. ii. Learning Objectives Describe the emotional and physical cost of chronic stress and signs of adverse reactions compounding it. Differentiate the increased risk factors on the emotional wellness of healthcare workers and the cost of empathy fatigue. Examine the importance of self care during prolonged disasters that compound normal stressors of high risk occupations. Identify specific tools that can be quickly implemented to increase resilience in crisis. iii. Presenter(s) Renee Schulte MA, LMHCRenee has over 20 years of leadership experience in the mental health field at the national, state, and provider levels. Her work in the public and private sectors and personal burnout story has given her a unique understanding of the complexities in this area. She resides in Urbandale, Iowa.FRIDAY Session 6 2:30-4 PM6A. Counseling Farmers: A Phenomenological Study of Clinical Perspectives i. OverviewRural and urban populations have a similar prevalence of mental illness; however, America’s farmers are at an elevated risk of suicide. This 60- minute interactive presentation will provide the most recent research about mental illness and suicide within the farming community. The presenters will discuss outcomes from their research on the experience of counselors who serve farming communities in Iowa. New insights and suggestions for best practices with the farmer will be shared. ii. Learning Objectives Identify the risk factors experienced by rural farmers.Discuss the experiences of counselors’ who serve the agricultural farming community.Offer new insights into best practices counseling farmers and share ideas for future researchiii. Presenter(s) Kathleen Ruscitto Ph.D., LMHCDr. Kathleen Ruscitto is an Assistant Professor at Buena Vista University. She has worked as a professional counselor in rural communities for most of her career. Her research interests include recovery and wellness practices for mental health and substance use disorders, rural communities, qualitative and quantitative methods multicultural counseling, and supervision.Corinne Bridges Ed.D, LPCDr. Corinne W. Bridges is a core faculty member of the Counselor Education and Supervision Ph.D. program at Walden University. In her current role, Dr. Bridges serves as a qualitative research expert; in addition to educating scholars she mentors doctoral candidates throughout the dissertation process. Dr. Bridges is committed to best practices and was the recipient of the Award for Faculty Excellence, Winter 2020.6B. Systemic Gaps That Impact Mental Health i. OverviewThe structure of society has limited the accessibility of reasonable services to community members, especially those of lower income and representing a minority group. This presentation will give history, data, and residual impact of redlining that contribute to a wealth gap amongst populations. In turn there will be a discussion about how mental health is impacted and how providers can administer services in an empathetic way. ii. Learning Objectives Define redlining and wealth gap.View data that solidifies resource disparities in the state of Iowa. Use video clips and active discussion to talk about racial disparities and the impact they have on mental health. iii. Presenter(s) Breanne Ward MS, CRC, LMHCBreanne Ward is a Licensed Mental Health Counselor and a nationally recognized certified rehabilitation counselor with the Commission on Rehabilitation Counselor Certification (CRCC). In 2014, she founded ForWard Consulting, LLC to provide culturally relevant speaking engagements and more motivation-led conversations for community change. March 2019, she has granted approval to provide mental health therapeutic services to persons 14 years old and up through this entity. Breanne has expertise in race-related, childhood, sexual, and intimate partner trauma. She also utilizes CBT, DBT, and trauma informed care practices to assist with changing the mindsets of those she works with. Her graduate alma mater is Drake University where she earned a Master’s in Counseling at Drake University. Her undergraduate degree was obtained at Iowa State University, receiving a Bachelor’s degree in Child, Adult, and Family Services with a specialization in Youth. She has great faith that she will continue to be a vessel to carry out the work of her community and welcomes new opportunities to strengthen and empower others.6C. From Being a Good Therapist to Finding Your Cutting Edge i. OverviewMost graduate programs offer a general education for counseling practice. At their core, these teachings may include providing basic empathy and engaging the client with unconditional positive regard and genuineness. Each practitioner is then gradually invited to collect theories, techniques, certifications, and gain expertise in various formats according to their interests. Little attention is given to help clinicians develop their own signature, what differentiates them from the next therapist. At an individual level, no two people are alike and therefore no two therapists are similar. This workshop aims at presenting the movement from acquiring fundamental skills in clinical practice to developing expertise and mastery in your work, particularly in your own trademark – what I refer to as your cutting edge. ii. Learning Objectives Increase awareness and confidence in one’s own clinical domains and skills. Articulate what you do and how you do it. Identify aspects of your therapeutic process in correspondence with your psychological history. Differentiate between attractive modalities of treatment and your own intentional calling and practice. iii. Presenter(s) Carlos Canales Psy.D., CGP, FAGPA, SEPDr. Carlos Canales, Psy.D., CGP, FAGPA, SEP?, is a licensed Clinical Psychologist, Certified Group Psychotherapist, and Somatic Experiencing? Practitioner. He is fluent in Psychodynamic, Gestalt, Family Systems, Somatic Experiencing, and Emotionally Focused Therapy. He is bilingual/bicultural, and has developed an emphasis in the treatment of Latin@ clients. In addition, he specializes in working with affect, the nervous system, and addressing systemic and relational dynamics.

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