• 8:00 – 9:15(1.0 Hrs) WELCOME & INTRODUCTIONS

        Thomas Conover, MD

        Capitol Reef Ballroom

      • On Wednesday, September 28, 2016, a fourteen-year-old, armed with a semi-automatic handgun, additional ammunition, and a plan to harm others at Sycamore Middle School went to the counseling department of his rural school in Pleasant View, Tennessee, and requested to see his school counselor, Molly Hudgens. He indicated that she would be the only person to talk him our of his plan. After ninety minutes, and ultimately, praying with him on her knees beside him, Hudgens convinced him to relinquish the weapon to her. In this presentation Hudgens will share her experience that day and why connection with the student, her faith, and the offering of hope allowed a peaceful resolution.

        After hearing from this Congressional Medal of Honor recipient, you will be able to:
        1) List techniques of self-calming for the behavioral health professionals in crisis situations along with verbal de-escalation skills; and,

        2) Assess the immediate needs of, and appropriate responses for youth in extreme crisis.

      • 9:15 – 9:30 BREAK, EXHIBITS & BOOK SIGNINGS

      • 9:30 – 10:45(1.25 Hrs/Ea) CONCURRENT SESSIONS


        Molly Bradley Hudgens, MS

        Room 1,2,3: Capitol Reef Ballroom

        Many acts of school violence have been averted because someone in the school setting was paying attention. In this session Molly Hudgens, a school counselor from Pleasant View, Tennessee, who stopped a school shooting at her middle school in 2016 the day before her 40th birthday, will share the thirty-nine “Pay-Attentions” she learned from eighteen years of research into acts of mass violence on school campuses. Each “Pay Attention” highlights a perpetrator and mass shooting incident because in understanding these attacks, we honor the victims while better educating ourselves to prevent future tragedies.

        After attending this session, you will be able to:
        1) Discuss the strengths as well as the gaps and needs for safety in school settings; and,
        2) Describe how behavioral health professionals in and out of school settings can best work together for the success of students individually and as a whole.


        Talon Greeff, CMHC; Brent Hall, JD; Association of Family & Conciliation Courts

        Room 3: Arches Ballroom

        As a result of attending this presentation, you will be able to:
        1) TBA
        2) TBA


        Sophie Ducrocq Archibald, LCSW, PhD Candidate

        Room 8: North Star

        The topic of therapeutic relationships inspired a plethora of research around the world but the data is not disseminated to practicing professionals at a desired rate (Norcross & Lambert, 2018). It is also statistically correlated to therapy outcome before modality (Norcross, 2010).
        In this presentation about therapeutic relationships, we will share our lived experience, talk about the definition, conceptualization, empirical research, balancing humanity, vulnerability, professionalism and academic rigor. At the end of this exchange, you will leave with a clinical tool that will help you talk about therapeutic relationships with your clients so they know what to expect.

        As a result of attending this presentation, you will be able to:
        1) Cite the research around therapeutic relationships with youth and families; and,
        2) Demonstrate techniques to positively and effectively build this relationship with youth of various ages and their family members including those who may be resistant to involvement in therapy.

      • While surprisingly common, OCD is still one of the most missed and misdiagnosed mental health conditions. The average time from first symptom onset to evidence-based treatment access for individuals with OCD can be 17 year! This presentation seeks to educate community mental health providers about OCD, its symptoms , and its clinical presentation in an effort to get our youth access to proper diagnoses treatment options. If more clinicians can recognize OCD and thus provide more accurate information about the diagnosis and treatment, individuals with OCD can access effective and useful treatment far sooner.

        Once you have heard from this speaker, you will be able to:
        1) Present the diagnostic criteria, occurrence rates, and other details of OCD, anxiety, tic disorders, and OCPD then provide a differential diagnosis; and,
        2) Design a treatment plan for these various diagnoses including the most current evidence-based practices.

      • Practitioners often ask how Dialectical Behavioral Therapy (DBT) has been adapted for teens, particularly those struggling with suicidal ideation (SI). DBT boasts considerable evidence regarding the efficacy of treating patients with SI. This presentation introduces to some adaptations of DBT for teens. Further, it seeks to help attendees incorporate DBT protocols, including validation strategies, into their treatment of patients presenting with SI. Eric Schmidt, a 24-year DBT practitioner, is intensively trained in DBT and is Linehan Board Certified DBT Clinician. In this presentation he will help answer the questions corresponding with the following objectives.

        Once you have attended this session, you will be able to:
        1) Show how DBT can be used in youth with suicidal ideation or other risk factors and use DBT Validation strategies to build rapport with youth clients; and,
        2) Demonstrate some adaptations of DBT skills for youth.

      • The Utah Registry of Autism and Developmental Disabilities has been tracking the prevalence of autism spectrum disorder (ASD) in Utah for over twenty years . During this time, our understanding of who is most likely to be identified with ASD has changed dramatically as has our understanding of the characteristics of autistic individuals and their co-occurring conditions. Our improved understanding of who has autism and their co-occurring conditions has important implications on clinical care. In this presentation, the latest information available from URADD on the prevalence of ASD in Utah, the shifting patterns of ASD prevalence by race/ethnicity and socioeconomic status, and the prevalence of co-occurring conditions among individuals with ASD. I will also discuss how this information might inform clinical care of individuals with ASD.

        After joining this expert, you will be able to:
        1) Discuss some of the latest findings on neurodiversity prevalence, which impact assessment and treatment including, but not limited to the CDC’s new report on autism; and,
        2) Discuss implication of findings on clinical practices including assessments.

      • The pandemic has forced therapists to adjust to a new way of providing services to clients. These changes have impacted not only how we practice but, the ethics involved in practicing. This presentation will encourage participants to discuss how the digital age impacts their practice. The NASW Code of Ethics will be discussed as a guide to help navigate the journey of therapy.

        After exploring these issues, you will be able to:
        1) Describe how ethics have become more complex in today’s rapidly evolving digital world; and,
        2) Outline some recommended practices that can be incorporated into various settings to provide ethical services and treatments around various digital scenarios which commonly present.

      • MOVIE & RAP – HOPE LIVES [.5 Suicide Prevention]

        Hollie Hancock, CMHC
        Supported by Summit Community Counseling

        Room 9: Solitude

        Once you join these documentary participants, you will be able to:
        1) TBC
        2) TBC

      • 10:45 – 11:00 BREAK & EXHIBITS & BOOK SIGNINGS

      • 11:00 – 12:15 (1.25 Hrs/Ea) CONCURRENT SESSIONS


        Doug Goldsmith, PhD;  Association of Family & Conciliation Courts

        Room 3: Arches Ballroom

        Once you join these family law and therapy experts, you will be able to:
        1) Discuss how to help children and adolescents identify their concerns about their interactions with their parents in high conflict families.
        2) Participants will learn to prepare children and adolescents to safely express their concerns in family systems therapy by controlling the dialogue between family members and thus preventing aggressive exchanges.


        Jeff Barratt, MD

        Room 8: North Star

        We will look at the different classes of medications used in child adolescent psychiatry. We will then discuss practical application of medicine to maximize their effect to help treat disorders such as depression, anxiety, and sleep.

        After this medical expert presents, you will be able to:
        1) Review some of the common psychotropic medications used in children & adolescents along with their specific indications, contraindications, dosages, side effects, and other specifics; and,
        2) Assess the effectiveness of these agents, recognize ‘red flags’, and be able to work with the medical provider as treatment progresses.


        Loran Hayes, PhD; Kirsten Bootes, MS

        Room 4: Deer Valley

        This session will focus on differential diagnosis, assessment, and treatment of tic disorders, a commonly misunderstood class of neuropsychiatric phenomena. We will also briefly discuss common psychiatric comorbidity. The latter portion will provide an overview of comprehensive behavioral intervention for tics (CBIT, an expanded form of habit reversal training) and brief live demonstration of primary therapeutic skills with a simulated client.

        After attending this session, you will be able to walk away and:
        1) Talk about TIC Disorders and similarly presenting conditions and conduct a differential diagnosis; then,
        2) Design a treatment plan using the latest evidence-based practices and interventions currently believed to be most effective. This shall include support to caregivers and tools they can also use.


        Julien Smith, PhD

        Room 6: Snowbird/Powder Mtn.

        “Neurodivergence” is not a diagnosis, but a term coined to help describe the wide variety of human brains. It is this population that is often referred for neuropsychological assessment. Neuropsychological assessment provides a deep analysis of cognitive functioning in people with complex cognitive, behavioral and emotional challenges. Evaluations can be expensive, complex and difficult to interpret or put into clinical practice. Testing of neurodivergent populations requires adaptation and creativity in administration, conceptualization and communication to parents and other professionals. This talk will discuss issues related to issues that might warrant testing and assessment of children and adolescents who are considered neurodiverse, as well as how to work with the neuropsychologist and evaluation results to apply findings into academic and clinical settings, and treatment plans.

        As a result of joining this expert, you will leave able to:

        1) Outline some of the indications for neurodiversity assessments and testing and what individuals can expect from those results and how they can translate those findings into clinical settings and treatment plans; and,
        2) Review some of the most currently used tests for autism and other neurodiverse presentations and describe how to work with qualified individuals to secure, interpret and use those tests in your own settings.

      • After completing this session, you will be able to:
        1) Outline the common needs, hurdles, challenges, system gaps, ethical dilemmas, and other considerations needing attention when working with trans youth; and,
        2) Develop your own clinical policies and practices as well as activism interests and paths to help support this population in ways of interest.

      • This presentation will give a brief overview of 2023 legislative changes to behavioral health licensure. A look at the Office of Professional Licensure Review and their possible legislative recommendations. Current ethical issues that DOPL sees in complaints and what types of complaints end in formal action being taken against a bad actor. Finally, the most common ethical questions that DOPL receives and how we legally and ethically answer them.

        Upon completion of this workshop, you will be able to:

        1) Update the latest licensure requirements for behavioral health professionals and identify some of the common ethical and/or practice scenarios which lead to complaints against these professionals; and,
        2) Incorporate this information to develop your own policies, procedures, and practices to help navigate the ethical predicaments and reduce your risks for complaints and increase your ethical standards.


        Aaron J. Fischer, PhD, BCBA-D, LP, LBA

        Room 2: Canyons Ballroom

        Upon completion of this workshop, you will be able to:

        1) Cite the research around stigma and its impact on youth and families with behavioral health issues – from seeking of services to access issues, school success, lifestyle, family dynamics, and more; and,
        2) Translate these findings into a needs assessment showing actions individual providers and larger systems can take to improve help for individuals and families and into clinical practices to assess and correct stigmas held by youth and their families.


        Summit Community Counseling

        Room 9: Solitude

        This documentary explores the extent that society’s preoccupation with the ideal body is impacting children’s self-image. The film shows not ony issues around eating andexercising to achieve the skinny look but also explores the need to look sexy and mature at a very young age. Modeling by parents as well as social media can have an impact on what children think is “beautiful”.

        After viewing this film and processing it, you will be able to:
        1) Identify two of the major influences on children’s self-image and the negative impact of the perfect body movement; and,
        2) Identify interventions to address with parents to combat the negative self-images of children.

      • 12:15 – 1:15 LUNCHEON

      • 1:15 – 2:15 (1.0 Hr/Ea) CONCURRENT SESSIONS

      • According to a recent CDC report, 57% of young women report feeling hopeless and depressed. Sexual violence against women has increased by 20%. Furthermore, research indicates that narcissism is on the rise as a result of time spent in the electronic world. During this presentation, Dr. Kane will provide an overview of current research while providing suggestions to help shift the negative impacts of social media.

        In the presentation based on the Window of tolerance. Dr. Kane will explore how humans have the ability to create strong and healthy brains that are more resistant to addiction and when faced with traumatic experiences can rebound faster. Widening our river of tolerance.
        There is a lot of information about trauma in the world today but a lot of the information is not accurate . In this presentation Dr. Kane talks about the power of the brain – the power of the brain culture and how and what trauma does to the brain and what we can do on a daily basis to help keep the brain strong so it can process through life’s trauma.

        Upon completion of this program, you will be able to

        1) Present the latest research and data on social media and all screen time options commonly
        used by youth of various ages. This shall include, but not be limited to, health effects, cognitive
        impact, social and familial impact, and lifestyle; then,
        3) Explore healthy options and ‘rules’ for youth of all ages and how parents/caregivers can monitor their children’s screen time and uses including hidden apps, black web, and other dangers.



        Jake Andreason, DHA, LCMHC, CPT

        Room 4: Deer Valley

        Understanding ADHD from the perspective of movement. We want to use movement to stabilize and build skills, not just teach someone to be still.

        After learning about the concepts of the ‘ADHD Workout’, you will be able to:

        1) Teach specific interventions, including those around weight training, to provide cognitive skills to those diagnosed with ADHD; and,
        2) Provide individuals with ADHD and their caregivers techniques to build cognitive and organizational skills as well as self-confidence.


        Dustin R. Gillespie

        Room 5: Sundance

        The DEA will provide an overview of drug trafficking trends. The presentation will cover general drug trafficking methodologies utilized by criminal organizations in Utah, and will discuss the most significant threats to our local communities based on law enforcement intelligence and seizures.

        As a result of hearing insights from this DEA representative, you will be able to:

        1) Trace the current drug trends hitting U.S. and Utah streets with an emphasis on those substances of abuse; and,
        2) Explain how these drugs are getting to dealers and users and how they may be interlaced with fentanyl and other substances increasing their lethality.


        Kristina Feldman, PhD

        Room 6: Snowbird/Powder Mtn.

        So your client has received a neurodiverse diagnosis (e.g., autism, ADHD, TBI); what do you do now? Many clinicians struggle with how to support their client or their families after a diagnosis. Some question whether they can continue seeing the client or what resources should be recommended. This presentation will review techniques, resources, and best practices on how to support your client and their family after receiving a new diagnosis.

        Once you have heard this lecture, you will leave with the ability to:

        1) Outline ways to support clients outside of the therapeutic practices and face-to-face time with clients; and,
        2) List and access resources you can use in your daily practice.


        Courtney Allred, LCSW

        Room 7: Alta/Brighton

        In this presentation, we will discuss current trends and issues in boys accessing and continuing mental health services. The impact of age, race(?), ethnicity, religion, stereotypes, sexuality and gender roles will be explored. These trends and issues as they relate to transgender, gender fluid and gender non conforming boys will also be touched on. The historical and current systemic issues connected to male privilege, as it relates to the specific issues or the course and outcomes of treatment, will be discussed. This presenter hopes to draw heavily from attendee experience, expertise, knowledge and participation. Main takeaways will include an improved awareness of certain diagnoses and treatment topics, as well as how issues larger than the boy in front of you might be impacting what gets talked about.

        After you join this session, you will be able to:
        1) Outline some of the common issues impacting the mental health of boys and how these conditions are often overlooked and/or missed; and,
        2) Screen and assess boys 0-21 years of age for some of these common conditions and differentiate the diagnoses from commonly occurring and/or similarly presenting disorders or developmental conditions which are often dismissed.


        Lori Cluff Schade, PhD, LMFT

        Room 8: Northstar

        Emotionally Focused Therapy is an evidence-based approach based on attachment theory. Attendees will learn basic foundations and interventions to facilitate emotionally corrective experiences in session with individuals, couples and families, including contra-indicators for EFT. Referrals to resources for more advanced training will also be provided.

        After hearing more about EFT in this presentation, you will be able to:

        1) Outline Emotionally Focused Therapy approaches which include elements of experiential and systemic therapy as well as attachment theory and explain how these approaches can be used to rekindle bonds and positively impact the mental health of youth in families; and,
        2) Identify individuals and families who may benefit from EFT and apply some fo the basic techniques then be able to refer for more in-depth EFT therapy if so indicated and continue to support these individuals.

      • As a result of participating in this ‘movie and rap’, you will be able to:
        1) Professionally interact with District Court personnel and attorneys when providing services in high conflict cases to effectively advocate for their clients and produce outcomes benefitting families and children; and,
        2) Effectively and Appropriately address custody, parent time and high conflict situations within the District Court setting.


        Summit Community Counseling

        Room 9: Solitude

        Two short films cover this difficult topic. Katie Couric gives the hard facts about teen dating violence. The second film tells the tale of a youth who fell victim to dating violence and leaves those who knew her, wondering if more could have been done to help her? Bree’s Story is a touching tribute and provides insight into the issues around teen dating violence.

        As a result of participating in this ‘movie and rap’, you will be able to:
        1) Identify the warning signs around dating violence and explain the extent of its occurrence in youth; and,
        2) Identify two interventions to help youth learn that all abuse in a relationship is wrong.

      • 2:15 – 2:30 BREAK & EXHIBITS

      • 2:30 – 3:30 (1.0 Hr/Ea) CONCURRENT SESSIONS


        Tara Romney-Barber, LCSW

        Room 2: Canyons Ballroom

        This presentation will introduce the 7 Core Issues of Adoption (Roszia & Silverstein). You will learn how these core issues “show” and impact adoption, foster, and kinship families. You will learn practical strategies for assessing and providing therapeutic support of each core issue.

        As a result of focusing on this session, you will be able to:
        1) Outline seven core issues commonly presenting in post-adoption routes and how clinicians can prepare individuals and families for these matters; and,
        2) Recognize and assess these core issues and the impact they are having on individuals and families and support them through successful resolutions.


        Lindsey Van Roo, LCSW;  Nicki Turnidge-Halvorson, PhD;  Stephanie Glaittli, CMHC

        Room 5: Sundance

        The panel will discuss risk factors for suicidal ideation in youth, assessment of suicidal ideation utilizing standardized measures, and evidence-based safety planning measures for intervening with suicidal youth.

        As a result of attending this session, you will be able to:
        1) Recognize the ‘red flags’ and other indicators of suicidal ideation in youth from 2 to 20 years of age and report on their beliefs around suicide in the various developmental stages; and,
        2) Translate this information into clinical interventions currently believed to be most effective through these ages and stages.


        Carla Stoddard, LCSW;  Association of Family & Conciliation Courts

        Room 3: Arches Ballroom

        Once this session if over, you will be able to:
        1) Discuss clients involved with the courts that have constraints the clients treated for mental health issues do not; and,
        2) Discuss how working with families toward reunification differs in approaches and guidelines and the limitations of self-determination.


        Talon Greeff, CMHC

        Room 4: Deer Valley

        Attendees will leave the presentation able to: Incorporate simple strategies and techniques to decrease aggressive thoughts and behaviors in youth in various levels of care and in home environments; train parents and caregivers how to recognize the ‘red flags’ of rising aggression and to appropriately implement the same and similar techniques in client home environments and when to reach out for additional support/interventions. The techniques and skills provided in this presentation are based in Social Learning Theory and the Teaching Family Model from the University of Kansas and Boys Town.

        After discussing the issues of increased aggression, you will be able to:
        1) Incorporate simple strategies and techniques to decrease aggressive thoughts and behaviors in youth in various levels of care and in home environments; and,
        2) Train parents and caregivers how to recognize the ‘red flags’ of rising aggression and to appropriately implement the same and similar techniques in their home environments and know when to reach out for additional support / interventions.


        Julia Connelly, PhD

        Room 6: Snowbird/Powder Mtn.

        Applied Behavior Analysis (ABA) has been the treatment of choice for children and teens with autism for the last few decades. It is data driven and research has supported it’s effectiveness. On the other hand, it has ben shown to be possibly traumatic for the individuals or unethical in the eyes of many autistic adults. Autism is never shot of controversy and ABA is no exception. Views and opinions can be extreme. Dr. Connelly will summarize current research, controversies, and practical guidance for practitioners working with autistic clients in various settings.

        After hearing and discussing various views of ABA, you will be able to:
        1) Debate the beliefs, myths and truths around ABA, the indications for use, the mandates surrounding it; and,
        2) Evaluate clients and determine whether ABA should be incorporated into treatment and how, educate parents/caregivers about this modality, and work with an interdisciplinary team in which ABA is being used.

      • This presentation will discuss practical applications of interventions from ACT and DBT to address gender dysphoria, internalized stigma and other issues facing gender diverse (tans and non-binary) youth.

        As a result of hearing this presenter’s insights, experience, and clinical expertise, you will be able to:
        1) Utilize contextual behavioral interventions such as diffusion, self-compassion, and self-validation to address gender dysphoria and internalized stigma; and,
        2) Identify and discuss theoretical underpinnings of contextual behavioral interventions with gender diverse clientele.


        Christy Kane, PsyD, CMHC, LPC

        Room 8: Northstar

        In this presentation Dr. Kane will discuss what is the Window of Tolerance and how the Window of Tolerance contributes to building strong minds better prepared for psychological well-being. This reduces the need to self-medicate, which leads to addictions. Furthermore, Dr. Kane will discuss how to create resilience in the face of addictions. Dr. Kane will open an interactive discussion on trauma to help those who attend understand what is Large T trauma and what is Small t trauma.

        After participating in this lively presentation, you will be able to:

        1) Help individuals create strong and healthy brains that are more resistant to trauma; and,
        2) Quickly review the effects of trauma on the brain and some of the erroneous beliefs many people hold in this area.

      • Somatic Symptom and Related Disorders, formerly, Somatoform Disorders, are a group of psychiatric disorders that cause unexplained physical symptoms. The symptoms of the physical complaints may or may not be traceable to a physical cause but they cause excessive and dipropionate levels of distress. Children typically have anxiety related symptoms as well. The pain and symptoms the children experience is real regardless of whether there is a physical explanation. The distress can impact daily functioning. A strong therapeutic alliance is key to helping individuals with Somatic Symptoms Disorders along with Cognitive Behavioral Therapy intervention to address these issues.

        After enjoying this movie presentation and resulting dialogue around a current behavioral health issue, you will be able to:
        1) Outline the different types of Somatic Symptom and Related Disorders and the diagnostic criteria; and,
        2) Apply the different treatment approaches for Somatic Symptoms and Related Disorders.

      • 3:30 – 3:45 BREAK & EXHIBITS

      • 3:45 – 5:00 (1.25 Hrs/Ea) CONCURRENT SESSIONS


        Robert “Jeff” Case

        Room 1: Bryce Ballroom

        As a result of attending this program, you will be able to:
        1) Discuss how primary trauma on parents, caregivers, and siblings can impact the entire family especially the children of all ages; and,
        2) Outline some of the services provided by the Vet Centers and the interventions they apply in such cases including techniques others can use with these populations.

      • In psychotherapy we strive to become accurate “mirrors” for our clients, helping them see themselves with friendly eyes, through our relationship with them. However, our biases, counter-transferences, and other ethical challenges can often also interfere with our ability to see our clients accurately.

        In this session, participants will learn how our biases and counter-transference reactions evolved in largely left hemispheric brain activity that served to help protect our early ancestors. We will examine how therapists and counselors can transform these normal human reactions into insights into and compassion for our clients.

        The facilitator will offer a brief didactic power point presentation as he interacts experientially with participants, holding space for reflection, dialogue, and interaction.

        The self-work we explore in this session is thus an ethical approach to practice, in which we constantly strive in our practice to see ourselves with accuracy and acceptance so that we can also see our clients with the same deep accuracy and acceptance.

        After exploring the biases of yourself and others, you will be able to:

        1) Recognize your own biases and diagram how those directly and indirectly impact your own personal and professional practices; and,

        2) Take measures to confront your own biases, take measures to lessen their impact on clients and practices, and explore ways you can ethically treat or refer clients who may trigger such issues within yourself and help educate others to do the same.

        3) Use our biases and counter-transference reactions to increase our ability to see our clients accurately and to increase our empathy for them.


        Valerie Hale, PhD

        Room 3: Arches Ballroom

        Once you have attended this session you will be able to:
        1) Discuss the importance of custody evaluation and how to effectively complete these evaluations as an important part of the court process to determine parent-time and custody; and,
        2) Discuss the various pitfalls and concerns that the practitioner needs to be aware of when conducting custody evaluations.


        Anne Brown, BS

        Room 4: Deer Valley

        This session will explore the award-winning “My Life is Worth Living” animated series about student mental wellness and suicide prevention. Participants will learn how to utilize the films, parent resources, and accompanying curriculum, all of which are available at no cost and are available in five languages.

        The Cook Center for Human Connection in partnership with Wonder Media (led by former Rugrats CEO, Terry Thoren) produced “My Life is Worth Living”. Designed by a team of doctors, therapists, and youth suicide experts, the series uses the universal language of animation to model research-backed mental health support and prevention strategies. Issues of depression, abus, bullying, substance abuse, trauma, and gender identity are explored through the stories of five relatable teen characters.

        As a result of attending this unique session, you will be able to:
        1) Assess clients to determine if animation and other creative therapeutic approaches may establish a quicker and more solid relationship; and,
        2) Incorporate animation techniques and nuances into the therapeutic milieu and evaluate its effectiveness on various clients.


        Elise Hanson, MS

        Room 5: Sundance

        In this fun and interactive presentation, you will learn habits that not only help you and your students/clients live happier, healthier lives, but habits that are proven to naturally help with recovery from anxiety and depression, based on Nedley’s Depression and Anxiety Recovery Program. Add to this whole wellness, mindfulness, and focusing on the four key dimensions of our lives: heart, mind body, and soul. How we do in one dimension greatly affects the others. By pursuing whole wellness, we achieve the balance we need to be our best.

        As a result of joining this session, you will be able to:
        1) Outline the four key dimensions of life which impact its quality and dispel the myths of each; and,
        2) Work on these dimensions with youth to help them with overall wellness as well as recovery from behavioral health insults such as anxiety and depression.


        Ashley L. Stuart, PhD

        Room 6: Snowbird/Powder Mtn.

        Title change to: Parent Training for Disruptive Behaviors: The RUBI Parent Training Program.

        As a result of joining this session, you will leave able to:
        1) Process the rationale for parent training as an intervention for children with disruptive behavior, summarize and outline the contents of the RUBI Parent Training Program; and,
        2) Illustrate RUBI in action through case examples, and outline a plan for clinical implementation.

      • What were you taught about food, and body growing up? How might these perceptions be impacting early detection, and support for clients experiencing disordered eating, and eating disorder recovery? These questions are what will be explored to further understand how our own biases in relationship to food, body, health, and weight can impact early detection of eating disorders, and what we might be missing based on our biases and perceptions as providers.

        After hearing from this specialist, you will be able to:

        1) Identify own biases around health, body, and food and how that impacts ability to see signs of early detection of an ‘eating disorder’ or disordered eating in individuals, in addition to those who have been diagnosed with an ‘eating disorder’; and,
        2) Work with individuals to identify early signs of disordered eating that can lead to a clinically diagnosable eating disorder and what might be under various ‘eating responses’ to create a plan to address those issues, and the resulting behaviors with knowledge of how own biases may impact care.


        Matthew R. Draper, PhD

        Room 8: Northstar

        Psychotherapy is hard and draining work, and often we feel exhausted by the grind of our practice. This can lead to compassion fatigue, where we emotionally check out of our sessions even though we are physically present, and in extreme cases can lead to secondary trauma, where we begin to experience trauma symptoms relative to our client issues. In this workshop you will 1) discuss the origin and nature of compassion fatigue and secondary trauma; 2) practice recognizing some of the warning signs of compassion fatigue and secondary trauma for self and colleagues; 3) demonstrate how to develop personal practices that can help prevent these potential problems; and, 4) highlight interpersonal practices that can help prevent and treat these issues.

        After joining this speaker, you will be able to:

        1) Trace the development of secondary trauma or ‘compassion fatigue’ and be able to recognize those concerns early in both yourself and co-workers; and,
        2) Develop your own routines to prevent such developments and implement an intervention plan and outreach should such conditions set in.

      • EVERY BRILLIANT THING [.25 Suicide Prevention]

        Utah Shakespear Festival

        Room 9: Solitude

        In an effort to help address the problem of youth depression and suicide, the Utah Shakespeare Festival is offering the life-affirming play Every Brilliant Thing to every public district high school in the state of Utah. Thanks to state legislative funding, we are offering these performances absolutely FREE. We hope to see you at your school soon!

        After viewing this theatrical portrayal, you will be able to:
        1) Provide insights into depression from the patient perspective; and,
        2) Employ creative ways to approach, empathize with, and support/treat clients with depressive disorders.



      • 8:00 – 9:15 (1.25 Hrs) WELCOME & INTRODUCTIONS



        Cathy Hockaday, PhD

        Room 1,2,3: Capitol Reef Ballroom

        As a result of hearing this professional’s address, you will be able to:
        1) Present the latest research around ACEs and be able to decipher the positive as well as critical data to predict future trajectories for our youth of all ages as well as their families; and,
        2) Translate this and related data into ways schools, clinicians, and families can work together to improve protective parenting and family relationships to decrease family conflict, lower substance use/abuse, and decrease violence.

      • 9:00 – 9:15 BREAK & EXHIBITS

      • 9:15 – 10:30 (1.25 Hrs/Ea) CONCURRENT SESSIONS

      • There is a growing body of research and literature supporting the use of video games and virtual reality as cutting-edge, therapeutic tools of engagement in psychotherapy. This presentation will address findings in the research, include case examples, and provide a brief demonstration to allow attendees to walk away with a basic understanding toward the why and how video games and virtual reality can be utilized in individual, family, and group therapy.

        After this session, you will be able to:

        1) Delineate the benefits, limitations, potential, and application of video games and virtual reality in psychotherapy; and,
        2) Identify individuals and families who may benefit from use of these tools in psychotherapy and apply specific interventions in individual, family and group settings.


        Cathy Hockaday, PhD

        Room 3: Arches Ballroom

        Youth will come to their caregivers to discuss ALL topics if the groundwork for positive, supportive, nonjudgemental communication is in place early. Providing caregivers the tools for their parenting toolbox is essential. Come learn some of the tools taught to caregivers in the Strengthening Families Program: For Parents and Youth 10-14.

        After following this speaker through her breakout session, you will be able to:
        1) Discuss and teach techniques of effectively communicating difficult and/or crucial conversations; and,
        2) Apply these techniques with youth of various ages as well as their parents/caregivers.


        B. Todd Thatcher, DO, CMRO, FASAM (Panel Coordinator); Kate Plato; Laura Summers; Brianne Wolfgramm-Hardy

        Room 4: Deer Valley

        Navigating your way through today’s complicated system of behavioral health and substance abuse services can be very challenging, even for veterans of the field, because the system is constantly changing. For patients/clients and their support systems to navigate the field and get the services they need is even more challenging for them. Our panel discussion features expert researchers and community partners who work every day to understand the system and make it more accessible. Come join our panel and contribute to solutions!

        After learning from and brainstorming with this group of experts, you will be able to:
        1) Outline the how’s and why’s of the behavioral health system’s organization in Utah; and,
        2) Explore ways to navigate the system better.


        Aimee Nakamura, LCSW; Emily Lewis, PhD

        Room 5: Sundance

        The presentation will focus on the impact of the COVID-19 pandemic on the functioning of young children. Presenters will discuss research on developmental changes in young children as a result of the COVID-19 pandemic and the translation of these effects into clinical work. The presentation will provide time for a discussion surrounding the developmental impacts caregivers and mental health providers have faced stemming from the pandemic and lessons learned to inform treatment moving forward.

        After considering your observations and others, you will be able to:

        1) Discuss the research and anecdotal findings of developmental changes in youth since the pandemic. This shall include but, not be limited to, the lack of social skills, atypical socialization, and other developmental and educational delays; and,
        2) Translate these reports into clinical settings when working with youth and families.


        Susie Estrada, MPA, MEd

        Room 6: Snowbird/Powder Mtn.

        This collaborative workshop will address barriers that programs and schools face when seeking to engage families. Feelings of frustration and disappointment are typical after hours of planning and then finding that parents’ attendance is minimal. In this workshop, we will address the following – what is family engagement? what are the best practices for engaging families? what are some specific barriers our communities face, and how can we collaborate to build stronger communities through family engagement? We will utilize a critical lens to understand better those in our local communities including historical and experiential barriers to inform our action plans.

        As a result of attending this session, you will be able to:

        1) Identify the barriers that programs and schools face when seeking to engage families; and,
        2) Implement ‘best practices’ for engaging families in your own practice.


        Ana Maria Diaz Martinez

        Room 7: Alta/Brighton

        In this interactive presentation we will explore how trauma (historical, present, and future) intersects with culture, identity, and youth development. Participants will engage with each other and the presenter as we all work through understanding different models, approaches, and frameworks to help identify ways to engage mindfully with trauma.

        As a result of attending this session, you will be able to:

        1) Describe how the Healing-Centered Engagement approach can help recenter how we view trauma from an isolated experience to trauma and healing as a collective experience; and,
        2) Be able to identify the five principles of the healing-centered approach and how to best support youth using C.A.R.M.A.


        Melinda L. Chamberlain, LCSW; Derek Carmack, LCSW; Cassie Helferich, LCSW

        Room 8: Northstar

        Come on in for “warm chocolate chip cookies”….and an interactive discussion on interventions used with children and adolescents in schools and clinical settings. Practice brief evidenced-based, trauma-informed strategies that incorporate family systems, culture, and community settings.

        After joining these professionals, you will be able to:

        1) Incorporate new, brief therapies to assist youth with behavioral health issues in ways that are palpable and explainable to parents seeking more immediate and comprehensive interventions while school and clinical services are over-scheduled; and,
        2) Apply the various brief therapies which are appropriate for such cases and be able to assess their effectiveness and shift to other modalities if they are not facilitating improvement.

      • What we suppress needs to be expressed-and often in more than just words! Participants will leave this experiential workshop armed with quick expressive, artistic, and somatic interventions that they can take with them to use for personal self-care or with clients. While experiencing the interventions, the facilitator will outline the principles of expressive techniques and answer the questions of why and how these techniques will benefit you and your clients as you create more effective and memorable experiences for youth.

        After participating in this experiential area, you will be able to:
        1) Demonstrate techniques that can capture the attention of young clients and engage them in therapy; and,
        2) Explain the concepts behind these techniques and be able to appropriately incorporate them into your own practice.


        Sasha Lloyd, LCSW; Kate Hubrich, LCSW

        Room 2: Canyons Ballroom

        Maternal mental health effects the entire family in unexpected ways. Early intervention helps to reduce the effects on the mother and family. Learn the risk factors, signs and symptoms, treatment options, referral resources and ways to reduce barriers to care.

        Following this presentation, your participation will allow you to:
        1) Present some of the common issues in the perinatal period and with post-partum depression and how individuals and the entire family are affected along with multigenerational nuances; and,
        2) Work with individuals and families to prevent and/or lessen negative impacts of these issues and promote health growth and development of all who are directly and indirectly touched by these medical and behavioral health conditions.

      • 10:30 – 10:45 BREAK & EXHIBITS

      • 10:45 – 12:00 (1.25 Hrs/Ea) CONCURRENT SESSIONS


        Maria Baldwin, CRC-CVE, LVRC; Trenton J. Landon, PhD, CRC, A-CMHC, LVRC

        Room 1: Bryce Ballroom

        This session will focus on collaboration between mental health providers and the Utah State Office of Rehabilitation (USOR). Gainful employment is one element in a holistic approach to providing therapy and services to individuals with mental health concerns. This session will focus on the potential partnerships between USOF and mental health providers, and understanding the services and supports that can be provided to potential referrals.

        After joining these vocational rehab specialists, you will be able to:
        1) Outline some of the services for which youth may quality and be able to access and navigate those resources; and,
        2) Assist clients and families to secure services for which they are eligible, and which can help them in their mental health paths even through age and system transitions.


        Sydnee Dickson, MED, EdD

        Room 8: Northstar

        The Utah Portrait of a Graduate is a comprehensive educational framework designed to prepare students for success in various aspects of life beyond academics. While the focus is on academic achievement, it also plays a crucial role in supporting positive mental health and well-being by fostering holistic development, teaching essential social and emotional skills, providing a sense of purpose, encouraging community engagement, offering flexible learning pathways, preparing students for future careers, and creating a strong support system. The session will include presentation of the framework with reflection and collaboration on how to embed the concepts across academic institutions and mental health services. Attendees will receive copies of the framework and ideas generated by participants for practical application.

        After joining this popular speaker, you will be able to:
        1) Provie a roadmap around youth mastery, autonomy, and purpose for success; and,
        2) Trace how mastery of these competences can being at home and continued on through the educational system for maximum success for youth.


        Jennifer Morgan Smith, LMFT; Emily Scoffield, LCSW

        Room 2: Canyons Ballroom

        In this workshop, counselors will be introduced to the interactional styles of adolescents. Once these styles are identified, participants will discover how to walk parents through a process of discovering how their child can specifically push their parent’s buttons, and strategies are provided for counselors to guide parents to enter into more effective, connecting interactions with their teen. A sidenote in this training is that the counselor will be asked to explore how they may fall into some of the same processes as parents when interacting with the teen.

        Once you’ve joined these popular speakers, you will be able to:
        1) Show how the different interactional styles of parents and adolescents can escalate parent/child communication then present themes of engagement counselors and parents can use to engage adolescents in more productive conversations; and,
        2) Demonstrate how the adolescent themes of engagement can work as entry points into more influential and effective communication patterns between adults and adolescents.

      • A therapist is treating children who suffered from traumatic experiences. They’re making limited progress despite years of treatment. The family is experiencing tremendous emotional pain and the adult relationships are being severed. In this presentation I will present a case study that demonstrates intergenerational trauma amongst family members. How do we gently uncover the trauma without the family becoming angry? How do we help them to understand that their own trauma needs to be resolved before the children can move forward? Participants will learn how to detect intergenerational trauma and be provided with strategies to assess and treat the trauma using a family systems approach to treatment.

        Once you have interacted with this well-liked presenter and clinician, you will be able to:

        1) Discuss the basics of intergenerational trauma; then,
        2) Given tools to detect, assess, and treat intergenerational trauma.


        Cassidy DuHadway, LCSW; Rachel Richards, LCSW

        Room 4: Deer Valley

        Empower your clients with cutting-edge anxiety management techniques through “Beyond Bubble Breathing.” Engage with hands-on tools and creative metaphors to explain complex concepts like the nervous system regulation and the window of tolerance to children and their families. Harness the power of attachment theory and family systems theory to address anxiety within family dynamics effectively. Leave with tools beyond the basics that you can immediately use and tailor for your clients.. Join our expert speakers to transform your practice and support your families in thriving amidst the rise of anxiety.

        This presentation will provide you with the knowledge and skills to be able to:
        1) Use hands-on tools to teach clients skills and metaphors to explain, regulate and manage complex concepts related to anxiety, such as the polyvagal system and the window of tolerance in children and their families; and,
        2) Explain the use of attachment theory and family systems theory and its application in the context of anxiety management for families and explore the benefits and challenges of incorporating family-based approaches in your practice and evaluate the effectiveness of these methods in improving emotional regulation and reducing anxiety.


        Aimee Nakamura, LCSW; Emily Lewis, PhD

        Room 5: Sundance

        This session will review key factors on how trauma responses have become more intense. It will describe how stressful experiences have impacted the intensity of children’s behaviors and offer strategies to support children with their symptoms. The session will also provide an overview of the impact COVID-19 has had on young children’s development and implications for providers supporting young children and their caregivers.

        The insights of this speaker will facilitate your abilities to:
        1) Trace how the responses of youth to stress and also trauma have reportedly changed in recent years; and,
        2) Educate parents and other caregivers how to best support children of various ages through daily stressors as well as how to appropriately respond to more serious, or traumatic events and be able to provide age-appropriate interventions in clinical settings.


        Amanda Rapcz, PsyD

        Room 6: Snowbird/Powder Mtn.

        After attending this presentation, you will be able to:
        1) Talk about the differences between various psychological and neuropsychological tests – including indications, types, purposes, expected outcomes for clinical use, methods, et cetera; and,
        2) Work with professionals who conduct these tests and be able to interpret their results, translate them into practice with the individuals and families, and coordinate care together.

      • Join us to learn how IDRPP’s ECHO networks can help support professional development in areas of understanding of disabilities and mental health as well as other topics that supports early intervention and child development. Come and engage in an interactive case study to hone your skills and learn from others.

        As a result of attending this session, you will leave able to:

        1) Review the myths and truths behind intellectual disabilities and their response to adaptations and treatment; then,
        2) Adapt school, home, and treatment settings to positively impact the effects of diagnosed mental health conditions in individuals with intellectual disabilities.

      • 12:00 – 1:10 LUNCHEON – ON YOUR OWN

      • 1:10 – 2:15 (1 Hr/Ea) CONCURRENT SESSIONS

      • There are 70 child and adolescent psychiatrists for 923,583 children under age 18 in Utah. This equates to 8 child and adolescent psychiatrists per 100,000 children, and endless waitlists. Then add in therapist shortages, and many find psychiatry and behavioral health services inaccessible. Psychiatric Collaborative Care Management is a solution to support many more children with needed psychiatric and behavioral health interventions in the medical setting. It truly brings specialty care to any child who sees their medical doctor. You will learn an overview of programming, establishment and execution of a Psychiatric Collaborative Care Management program, brief interventions for any setting, clinical outcomes, and making it work financially.

        As a result of attending this co-facilitated session, you will be able to:
        1) Explain who makes up the care team and the roles of each member including families serviced; and,
        2) Explore operational elements of Psychiatric Collaborative Care Management including registry tracking, care conference meeting structure, communication and education of the multidisciplinary team, and treatment to target goals. You will also be able to participate in question and answer about program sustainability.

      • For more than 180 years, followers of Joseph Smith’s Mormon (fundamental) teachings have practiced plural marriage, also known as polygamy. For nearly the same amount of time, “polygamists” have been reviled. Government and law enforcement actions against the population have created a culture that operated largely underground. Today, there are many different groups that practice various versions of the Faith, but one tenet unites them: fear of government, law enforcement and the justice system. As a result, many crimes within the communities remain unreported and many fear to access appropriate healthcare and social services, compounding issues that arise from multi-generational trauma, health issues and poverty. This double-bind leaves the population vulnerable for exploitation and abuse. This section will provide a brief history of Mormon polygamy; an introduction to the culture; brief examinations of terms and suggestions for culturally sensitive; specific issues facing youth; trauma-informed and evidence-based processes and services when serving folks from plural communities and cultures.

        The presenter was born into polygamy and has been providing social services for people from this culture for 10+ years.

        Upon completion of this program, you will be able to:
        1) Explain the cultural factors of fundamentalism and polygamy which can impact trauma and substance use; and,
        2) Use best practices for clients from Mormon Fundamentalist backgrounds who are in therapeutic milieus.


        Stephen Wright, LCPC

        Room 3: Arches Ballroom

        This workshop explores the relationships in family systems and various roles related to both parental struggles with mental health and child mental health issues. It also discusses the role of family empowerment on treatment outcomes.

        As a result of participating in this session, you will leave able to:
        1) Describe the formation of family systems around mental health issues and the purpose of role development in a dysfunctional family system; and,
        2) Apply techniques to engage caregivers and the whole family in the treatment of youth and support them in shifting power to the person healing from behavioral health conditions.


        Anne Brown; Kevin Skinner, PhD

        Room 4: Deer Valley

        How important is our parenting style? According to researchers, there are two parenting styles that are more likely to create negative outcomes. In contrast, one parenting style improves connection and reduces negative outcomes. Learn how to influence parents so that they can apply positive parenting style in their interactions with their children.

        After joining these co-presenters, you will leave able to:
        1) Trace the history of telehealth and teletherapy with an emphasis on the most recent regulations and requirements for behavioral health professionals;, and
        2) Set-up the required technology and practices / protocols for your own work settings to ensure you are in full compliance.


        Jessica Makin, MSW (Panel Coordinator); Shilyn Alex, SSW; Kevin Rushfroth; Maygan Martinez; Annie Brown, BS; & Youth Panel

        Room 5: Sundance

        The rate of Youth Experiencing Homelessness (YEH) in Utah and around the country, has continued to increase in recent years. When we engage with YEH and first address their physical needs around housing and health, we can then support them with their mental health needs. Working with transition-age youth (TAY) is early identification, intervention, and prevention, and prevents chronic homelessness and untreated mental illness across the lifespan.

        This panel will include TAY with lived experience with homelessness and experienced practitioners who work with YEH. The goal of the panel is to ensure participants learn: (1) The current status of homeless youth in Utah and the U.S.; and, (2) Identify current services, gaps in services, effective models, and ways to work with YEH in order to support them in a safe and healthy transition into adulthood.

        As a result of hearing from this panel, you will be able to:
        1) Provide an accurate portrayal of the current status of homeless youth in Utah and the U.S.; and,
        2) Identify current services, gaps in services, effective models, and ways to work with youth in unstable or no housing which will have the best likelihood of ending this lifestyle and/or any behavioral health sequela for them.


        Matthew A Kiefer, CMHC

        Room 6: Snowbird/Powder Mtn.

        The idea of islands of competence was originally proposed by Robert B. Brooks, PhD, as a metaphor for parents of children affected by behavioral and emotional to help their kids develop resilience, the ability to bounce back or recover quickly from difficulties. Adults must appreciate the strengths of each child and then spend time and energy to identify and use these strengths so each experiences success. Building strengths has a more potent, longer lasting impact than fixing deficits. Building resiliency is the goal of finding and reinforcing a child’s place where he or she succeeds, the island of competence. When a child knows they are successful in other areas of their life – perhaps in art, music, sports, scouting activities or other hobbies – they are better able to take on the challenges life causes.

        Once you have joined this speaker, you will be able to:
        1) Present caregiver mindsets and factors which influence a child’s resilience and identify a child’s strengths or ‘islands of competence’; then,
        2) Implement techniques to help a child and their caregiver(s) use values as a way to develop resilience and increase connection with others.

      • The information this speaker will provide will allow you to:
        1) Outline various interventions to assist individuals, especially youth, with suicidal ideation and/or other risk factors in order to return them to safety and connect them with appropriate resources and therapy; and,
        2) Provide tools for these youth and apply other therapeutic interventions currently believed to be most effective in such cases – including but not limited to CBT.


        Gabrielle Ernest, LCSW; Adrianne Durrant, LCSW

        Room 8: Northstar

        We will be providing clinicians strategies and tools that they can teach and provide to parents to help them better understand their child’s anxiety and can help reinforce behaviors in the home to reduce, cope and manage anxiety.

        These two speakers will provide you with information which will allow you to:
        1) Use a trauma lens to explain anxious behaviors and anxiety in youth; and,
        2) Work with parents to support their kids with anxiety and anxious behaviors.

      • During my 30 year career in education the most valuable skill I’ve taught students in Mindfulness. You may be a big fam of mindfulness, or you may be where I was a few years ago, thinking mindfulness is a bit strange and difficult to practice. With effort and gained knowledge mindfulness has been life hanging for myself, my students, and their families. In this presentation you will learn what mindfulness is, its qualities, and how to make mindfulness part of you, your school and community – creating Systemic Mindfulness.

        After practicing mindfulness on your own in this session, you will be able to:
        1) Trace the history of mindfulness practices and the most recent research around them; and,
        2) Use, teach, and incorporate techniques of mindfulness into your own practice to assist clients and improve their outcomes.

      • 2:15 – 2:30 BREAK & EXHIBITS

      • 2:30 – 3:40 (1.25 Hrs/Ea) CONCURRENT SESSION

      • Research shows that Hispanic teens are the second most likely out of all racial/ethnic groups to experience poor mental health, yet there is a lack of Spanish-language mental health resources. Additionally, language barriers, legal status, stigma, and a lack of culturally competent providers prevent Hispanic families from receiving care.

        Come learn how to utilize free mental health resources for Spanish speakers including the “Vale la Pena Vivir” (My Life is Worth Living) mental wellness animated series. Also learn about Spanish-language online courses that help Hispanic parents address common concerns including bullying, anxiety, depression, and suicidal ideation.

        After hearing form this speaker, you will be able to:
        1) Recite the data and facts behind the inequities faced by Hispanic individuals and families needing behavioral health services; and,
        2) Adapt your current practices to equitably provide services to said individuals and families in effective, ethical, and practical ways.


        Jennifer Morgan Smith, MBA, LMFT; Emily Scoffield, LCSW

        Room 2: Canyons Ballroom

        This workshop builds on the idea that parents and adolescents have different interactional styles and that these differences lead to buttons being pushed in these relationships. The presenters will walk participants through the process of identifying parental buttons and how these invite parents into emotional exchanges with their adolescents. Participants will take part in the process of a parenting group where they discover the buttons their adolescent pushes and the impact of those on their interaction with their teen.

        After hearing from these co-presenters, you will be able to:
        1) Role play the identification of ‘button pushing’ that are common to parents and their adolescent; and,
        2)Assist parents to recognize when their buttons are being ‘activated’ and implement anti-button pushing strategies to return to a place wherein effective communication and parenting can continue.

      • Artificial Intelligence is a hot topic in the modern public eye but, how could this emerging technology affect the field of behavioral healthcare? This session will cover the basics of how AI works, its strengths/weaknesses, how care providers can evaluate AI tools, ethical concerns, and the potential impact that these technologies could have on vulnerable individuals with behavioral health issues.

        As a result of hearing from this security expert, you will be able to:
        1) Trace the development of AI and show how it has, and potentially can, impact the fields of behavioral health as well as how it can impact vulnerable individuals with behavioral health issues at all ages; and,
        2) Debate the ethics of these positive and negative consequences of AI in behavioral healthcare.

      • SELF-HARM [.5 Suicide Prevention]

        Amy Andrus

        Room 4: Deer Valley

        Once this session is over, you will be able to:
        1) Differentiate self-harm for various intended and/or subconscious purposes from suicidality and other similarly appearing diagnoses; and,
        2) Implement a treatment program for these individuals and/or provide warm hand-offs to the behavioral healthcare professionals needed.

      • This presentation is designed to outline the normal and healthy developmental trajectory for youth. It will also identify developmental sexual competencies that must be achieved to be a healthy sexual being. It will then contrast this with what can go wrong.

        As a result of attending this presentation, you will be able to:
        1) Trace the common courses of relationships and sexuality in adolescent development; and,
        2) Contrast these paths with those of adolescents who have neurodiverse conditions or medical assaults like TBI that impact their emotional development.


        Anna Dees; Lisa Wade, BS

        Room 6: Snowbird/Powder Mtn.

        Join this group/panel presentation focusing on navigating DSPD intake, waiting list, and person-centered planning and the role of practitioners in assisting individuals and families/supporters with this process. Show how therapists can be more supportive of kids who may be tossed between systems and access interim services for clients while waiting for the preferred options and be able to update records to move placement on wait lists and follow other avenues to maximize uses and benefits of appropriate services.

        In exploring DSPD with this presenter, you will be able to:
        1) Show how therapists can be more supportive of kids who may be tossed between systems; and,
        2) Access interim services for clients while waiting for the preferred options and be able to update records to move placement on wait lists and follow other avenues to maximize uses and benefits of appropriate services.


        Meagan Heilman, PhD; Aryssa Washington, PsyD

        Room 7: Alta/Brighton

        Outlining trauma-informed lens, or framework, for engaging effectively with youth who demonstrate conduct or similarly presenting disorders is the primary focus. Session discourse will include the etiology of conduct disorders, common comorbid disorders, and how humility, relationship, and skill-building positively impact behavior.

        After participating in this session, you will be able to:
        1) Diagram the etiology of conduct disorders and similarly presenting disorders and trace how they can escalate to major violence; and,
        2) Provide a differential diagnosis and treatment plan for youth with a conduct disorder and practice the skills to positively manage and impact behavior.


        Utah Shakespeare Festival

        Room 9: Solitude

        After participating in this session, you will be able to:
        1) TBA
        2) TBA

      • 3:40 – 3:50 BREAK & EXHIBITS

      • 3:50 – 5:00 (1.25 Hrs/Ea) CONCURRENT SESSIONS


        Brandon Park, PhD

        Room 1: Bryce Ballroom

        This presentation proposes a new language-based strategy for teaching Social-Emotional Learning (SEL) to neurodiverse students. This approach focuses on mastering skills before introducing new topics and incorporates several dynamic approaches, such as Social Thinking, Relationship Development Intervention, Mirror/Video Based interventions, and Language-Based Teaching. The essential steps in this process include using language and non-verbal communication to express emotional perceptions, understanding boundaries, developing mindfulness and reflection, practicing emotional regulation, adapting to changing circumstances, and reflective learning. Social-Emotional Learning is a complex language requiring insight and understanding of others, and increasing fluency is the key to success. The language-based approach allows for ongoing support throughout the day from clinicians, teachers, and supervisors, greatly expanding the impact of the intervention. The ultimate goal is to achieve fluency in SEL, which is essential for neurodiverse students.

        Once you have joined this speaker, you will be able to:
        1) Demonstrate a new, evidence-based, language-based strategy to teach social emotional learning to all levels of youth; and,
        2) Help children and adolescents practice SEL skills to support heir healthy development and relationships.


        Kevin Skinner, PhD

        Room 2: Canyons Ballroom

        As a result of attending this session, you will be able to:
        1) Present the concepts of parental warmth, behavioral and psychological control and their proven effects on youth mental health; and,
        2) Assess the use of these styles in your client’s parents/caregivers and work with them to adjust their parenting styles to be more effective for both them and their children.


        Brett R. Williams, LMFT

        Room 3: Arches Ballroom

        How do you work with kids and address issues like triangulation or confidentiality? Therapy with children can be complicated due to the child’s age, level of insight, and emotional maturity. And then there are the family dynamics, maybe custody disputes, and dealing with secrets between parents and child. What if there is alleged emotional about by a parent? Then there is the problem of social media and different family member’s values. All these factors complicate your clinical interactions with kids. The focus of this seminar with look at how to deal with the added ethical issue of family counseling.

        After attending this program, you will be able to:
        1) Present some common ethical dilemmas faced by clinicians in family therapy; and,
        2) Make adjustments to your own protocols and practices to prevent negative outcomes and/or complaints while also providing effective and ethical family therapy interventions.


        Michelle B. Creek, MSCIN

        Room 4: Deer Valley

        When it comes to serving our students with disabilities, Parents and Professional Educators are on the same team, right? Yes, too often, the relationships on that team can become adversarial and counterproductive. Accurate information, basic communication skills and some creative thinking can reduce frustration and promote collaboration between members of that team, thereby increasing the chances of successful outcomes for our students and children. This presentation will provide information and resources about IEPs, 504s, Parental Safeguards, and tips/techniques for effective Communication between Team Members. We will have a chance to practice some of these skills in the context of common scenarios, and participants will leave with helpful resources to deepen their understanding of the topics discussed.

        After listening to this speaker and comparing notes with your own practice, you will be able to:
        1) Diagram routes clinicians can take with parents, families, and schools including but not limited to documentation and navigational processes to establish positive relationships and services for youth needing IEPs, 504s, and other accommodations; and,
        2) Establish communication channels and other methods to facilitate warm-handoffs and continuity of care/services between the medical, therapeutic, and school providers in various cases.


        Kristy Jones

        Room 5: Sundance

        After hearing from these representatives, you will be able to:
        1) Outline some of the common and special services and organizations available to assist youth and families with issues around behavioral health; and,
        2) Navigate these services with your clients to enhance the clinical services you provide.

      • CASE MANAGEMENT [.25 Ethics]

        Pete Caldwell, MPA (Panel Coordinator)

        Room 6: Snowbird/Powder Mtn.

        Please join us for a brief review of the new state rule for case management as well as a panel discussion on implementing case management practices and involving case managers in your day to day practice.

        Upon completion of this breakout session, you will be able to:
        1) Outline the roles, expectations, ethical duties, and goals of case managers; and,
        2) Incorporate these concepts and/or a case manager into the multi-disciplinary treatment team.

      • Research in Sensory Integration has expanded the understanding of how the body, brain, and emotions interact in processing sensory inputs, and how trauma can impact that process. Skillful use and mindfulness of sensory integration techniques can help both help mitigate symptoms of trauma as well as assist in self-regulation skills. Professionals will learn experiential ways to recognize signs of sensory disorders and practical strategies for coping with them. Come play!

        After experiencing the sensory stimulation often used in therapeutic settings, you will be able to:
        1) Review the effects of trauma on the brain and demonstrate sensory techniques to reach through barriers and positively engage the brain; and,
        2) Identify clients who may benefit from such sensory interventions and incorporate those techniques into their own practice as may be indicated.


        Joanna Sagers, JD; Russell Minas, JD

        Room 8: Northstar

        After joining this keynote speaker in a more intimate setting, you will be able to:
        1) Discuss various roles mental health therapists play as family law therapists in domestic legal cases. One additional focus in these cases will be on resist/refuse dynamics which are often present necessitating mental health therapist familiar with family systems; and,
        2) Discuss custody evaluations and Utah Code 4-903 to help mental health therapists effectively interface with the district court on behalf of their clients.

      • Parents want to protect their children, but it’s challenging. Youth need skills to help them resist the peer pressure that leads to risky behaviors. Research shows that protective parenting improves family relationships and decreases the level of family conflict, contributing to lower levels of substance use.

        After joining this keynote speaker in a more intimate setting, you will be able to:
        1) Discuss evidence-based techniques for talking to and protecting youth against risk taking behavior.
        2) Discuss with funders the benefits of funding prevention programs that can save lives.

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