Agenda

While there are special tracks, registrants are not required to stay within a specific track. You are welcome to attend any session of your choice during this conference.

• BRAIN INJURY TRACK – hosted by the Brain Injury Alliance of Utah
• EARLY CHILDHOOD TRACK – hosted by The Children’s Center
• MEDICAL INTEGRATION TRACK – hosted by the University of Utah Department of Psychiatry and the Huntsman Mental Health Institute
• MOVIE TRACK – hosted by Summit Community Counseling
• NEURODIVERSITY TRACK

MONDAY, NOV 1st

CLICK SESSION FOR ADDITIONAL INFORMATION

• REGISTRATION, CHECK-IN, EXHIBITS & CONTINENTAL BREAKFAST – 7:00 – 8:00

• INTRODUCTION & WELCOMES – 8:00 – 9:15
  Thomas Conover, MD – CME Course Director, Huntsman Mental Health Institute
  Katie Streck, National Business Development Rep, Willow Springs Center
  Eric Tadehara, Program Director, Utah Division of Substance Abuse & Mental Health
  

• KEYNOTE: PROTECTING OUR YOUTH: WHAT THE LIVES OF SCHOOL MASS SHOOTERS CAN TEACH US ABOUT HOLISTIC VIOLENCE PREVENTION (1.00 CEU, 0.25 SUICIDE PREVENTION CREDIT) – 8:10 – 9:15

  James Densley, MSc, MST, DPhil

  The road to violence is long. This presentation will offer tangible skills and ideas for building new off-ramps. Drawing on “groundbreaking” research into the lives and crimes of mass shooters and school shooters, this engaging speaker will introduce a new violence prevention protocol for K-12 schools that reimagines traditional behavioral threat assessment and walks through the process of setting up multidisciplinary Crisis Response Teams. It will further highlight training in crisis intervention and suicide prevention, (social) media literacy and accountability, and safe storage of firearms as key strategies to reduce violence. Be ready to challenge your beliefs around mass shooters!

  After hearing from this international expert, you will be able to:

  1) Trace the past course and potential future trajectories for mass violence and explain how some of our current interventions might be doing more harm than good; and,
  2) Apply crisis intervention and de-escalation to mass violence prevention.

• EXHIBITS & BREAK – 9:15 – 9:30

• CONCURRENT SESSIONS (1.25 CEU/each) – 9:30 – 10:45

• TWENTY YEARS AND COUNTING: CHANGES IN THE PREVALENCE OF AUTISM SPECTRUM DISORDER IN UTAH AND THE USA SINCE 2002  (BCBA CREDIT)

  Amanda V. Bakian, PhD

  According to data from the CDC’s Autism and Developmental Disabilities (ADDM) Network, the prevalence of autism spectrum disorder (ASD) among 8-year-old children in the U.S. increased by 180% from 2002 to 2016. Similarly, in Utah, the prevalence of ASD among 8-year-old children increased by 131% from 2002 and 2012 according to ADDM Network data. In the fall of 2021, updated data reflecting the prevalence of ASD among 8-year-old children in 2018 is expected to be disseminated by the CDC’s ADDM Network and will include more recent information for Utah. With over 20 years of prevalence data, we will thoroughly examine and discuss changes in the prevalence of ASD over time and how these changes in prevalence correspond with changes in the characteristics of children with ASD in the U.S. and Utah including sex, race/ethnicity, co-occurring psychiatric and medical conditions (e.g. intellectual disability, attention deficit hyperactive disorder), socioeconomic status, and sensory features. The longitudinal prevalence data now available through the CDC provides insight into how children’s characteristics influence their probability of being identified with ASD, and how ASD identification patterns have changed over time on a population-level. Such information can inform clinical practice by clarifying the role that certain characteristics play in acquiring an ASD diagnosis and receiving services.

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

  1) Educate others on how the prevalence of autism spectrum disorder (ASD) in Utah and USA has changed over the past twenty years and discuss reasons for the changes in prevalence; and,
  2) Discuss the frequency of characteristics among children with autism spectrum disorder including sex, race/ethnicity, co-occurring psychiatric and medical conditions, socioeconomic status, and sensory features, and how population-level findings on characteristics associated with ASD may impact clinical services and intervention.

• THE UTAH DEPARTMENT OF HEALTH CENTER FOR MEDICAL CANNABIS: PROGRAM UPDATE AND TOOLS YOU CAN USE

  Sarah Woolsey, MD, MPH, FAAFP

  Utah has only had a medical cannabis program since 2020. The state strives to ensure safe, effective recommendations for Utah residents and compassionate use for children. This talk will describe the program, the evidence-based literature around cannabis treatment for qualified conditions related to children and youth, and demonstrate how to access the latest program information.

  Once this session is complete, you will be able to:

  1) Understand the current status of Utah’s Medical Cannabis Program; and,
  2) Have access to evidence-based updates on the use of Cannabis for Medical purposes for Utah patients.

• CULTURAL RESPONSIVENESS FOR LIFE (0.5 ETHICS CREDIT)

  Javier H. Alegre, BScB, CPSS

  Culturally Responsive Care is an attitude rooted in a multicultural approach that accounts for how someone’s cultural background can define and impact their life experience. It’s a critical base to help mental health and substance use professionals deliver the most effective possible care to a diverse range of clients. At its most basic level, culturally responsive care is the purposeful and authentic decision to see, respect, and celebrate the traits that make clients distinctive; it acknowledges their unique existence in the world.

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

  1) Describe how to foster an anti-oppressive environment, and to develop cross-cultural interpersonal skills, and;
  2) Describe how to integrate cultural adaptations to traditional modalities that best fit the needs of culturally diverse clients.

• STREET DRUG TRENDS

  Sergeant Josh Allred

  Provide a better understanding and awareness of some of the most common trends, signs and symptoms of use, health effects, slang terms, and other aspects of these trends clinicians and families should know i order to prevent and/or intervene early in their use among youth and young adults.

  After gaining insights from this expert, you will be able to:

  1) Present some of the common trends in substance use / abuse currently hitting our streets and be able to identify early signs of potential use / drug dealing and portray common sketches / demographics of these individuals; and,
  2) Educate youth and parents about some of these trends and the negative short and long-term consequences. This education shall include how youth hide and disguise their paraphernalia and involvement.

• AN EVIDENCE-BASED INTRO TO BRAIN INJURY – FROM ACUTE CARE TO REHABILITATION & BEYOND

  Benjamin Ingraham, DO;   Madison Niermeyer, PhD

  This session will give an overview of factors that are critical to understanding brain injury, including severity classification, mechanisms of injury, and commo recovery timelines. Common cognitive, emotional, and behavioral sequela that can occur after brain injury will also be discussed. We will also outline key elements of evidence-based care across the spectrum of recovery from acute care to community re-integration, including strategies to promote optimal recovery and adaptation to functional changes. Lastly we will review long term functional outcomes after traumatic brain injury.

  After this presentation, you will be able to:

  1) Discuss the key clinical aspects of brain injury including mechanisms of injury, presentations of deficits, and rehabilitation strategies; and,
  2) Appraise the trajectory of recovery from brain injury recovery in the acute, sub-acute, and chronic stages.

• QUICK SCREENERS & TRACKERS IN INTEGRATED HEALTHCARE  (9:30AM – 10:10AM)

  Lachelle Jones, MSW, LCSW

  When it comes to mental health disorders, regular use of screeners and trackers are key for early identification and intervention. Learn more about these evidence-based tools, how to use them, and when to use them to reach your goals of taking a whole health approach within your practice.

  After hearing this presentation, you will be able to:

  1) List and demonstrate some quick screeners for behavioral health issues, commonly seen in youth; and,
  2) Track the progress of said issues and the effectiveness of applied interventions.

• SOURCES OF DISTRESS FOR THOSE W/ NEURODEVELOPMENTAL ISSUES  (10:10AM – 10:45AM)

  Deborah Bilder, MD

  This lecture will introduce Sources of Distress and present data derived from its initial use. Sources is a web-based tool that gives parents and professional caregivers the opportunity to describe what them know about an agitated individual with developmental disabilities in a manner that translates into the presence of treatable conditions that commonly contribute to irritability and agitation in this patient population. Sources was funded by the Autism Council of Utah, developed and piloted by the University of Utah, and is now publicly available through the Utah Department of Health’s Bureau of Children with Special Healthcare Needs website. The Sources of Distress has been used over 150 times in inpatient, outpatient, emergency, and institutional settings to uncover the underlying causes of distress in this patient population.

  After this presentation, you will be able to:

  1) Identify how to use technology to bridge gaps in time resources and expertise to identify treatable causes of agitation in individuals with neurodevelopmental issues. Engage parents in establishing a differential diagnosis for underlying causes of agitation and enhance shared medical decision-making surrounding the management of agitation in this patient population; and,
  2) Recognize common missteps in psychotropic medication prescribing – and how to correct them – in individuals with neurodevelopmental disabilities and treatment-resistant agitation.

• COUNTERING ACEs WITH POSITIVE CHILDHOOD EXPERIENCES

  Ali Crandall, PhD, MPH

  Over the past two decades, a number of studies have demonstrated a relationship between adverse childhood experiences (ACEs) and worse physical and mental health in adolescents and adults. Less well understood is how positive childhood experiences (PCEs) may lead to better health, even in the presence of adversity. Recently, a team of researchers from Brigham Young University have examined how PCEs and ACEs affect adolescent and adult physical and mental health in various samples. In each sample, participants completed a survey reporting on his or her childhood experiences and a series of adult health indicators. Corresponding to the Compensatory Model of Resiliency Theory, results from our samples have demonstrated that ACEs are linked with some poorer health indicators. However, irrespective of ACE score, PCEs lead to better health, particularly improved mental health. This presentation will cover three main areas. 1) An overview of the results from the recent BYU PCE studies; 2) A discussion of how these results can be applied to practice settings; and 3) Provide tools for measuring positive childhood experiences and a synthesis of some best practice efforts to reduce ACEs and increase PCEs.

  Once you have attended this presentation, you will be able to:

  1) Discuss the latest research around positive childhood experiences and the correlation to future development; and,
  2) Compare this data and its use to that around ACEs and help create positive childhood experiences via education and intervention with families

• FUTURE PLAY: SOLUTION FOCUSED PLAY THERAPY

  Pamela King, LMFT

  Future Play turns conversations towards the future in words and concrete actions. This innovative play therapy technique is effective, brief, and future-oriented. Creatively amplify a child’s own solutions. Video, discussion, and hands-on play. Ideal for therapists who want to apply solution-focused principles and strategies to play therapy with children.

  Once you have heard this presentation, you will be able to:

  1) Understand the utility of Solution Focused Play Therapy strategies with children and families; and,
  2) Learn and practice at least three play therapy adaptations of scaling and preferred future questions with children through video, role-play, and discussion.

• EXHIBITS & BREAK – 10:45 – 11:00

• CONCURRENT SESSIONS (1.25 CEU/each) – 11:00 – 12:15

• DRUG-INDUCED PSYCHOSIS – WOULD YOU KNOW IT IF YOU SAW IT?

  Stanley Brewer, DO

  There are many causes of hallucinations and psychosis symptoms in children and adolescents. Medications and substances can cause psychotic symptoms. It can be difficult to differentiate causes of hallucinations and psychotic symptoms, particularly in pediatrics. However, it is imperative to differentiate causes as treatment differs significantly. We will identify strategies to differentiate causes of psychotic symptoms and discuss treatments for the various causes.

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

  1) Describe how drug-induced psychosis can present and differentiate these presentations from thought disorders and other diagnoses; and,
  2) Conduct an effective assessment including a solid history in order to identify the cause of psychotic symptoms and then design an appropriate and effective treatment plan.

• HELPING OLDER KIDS WITH ATTACHMENT INJURIES

  Samantha Carter, CSW

  The “Helping Older Kids with Attachment Injuries” session seeks to uncover and assess attachment injuries in older children and in teens. Attendees will be educated on the biological restructuring of the adolescent brain and it’s strengths and limitations. Furthermore, attendees will understand how the attachment impacts the adolescent brain. The session will teach attendees to bring attachment injuries to light in order to design and implement a treatment plan addressing attachment injuries and resolving their sequela to develop a more attachment informed treatment to adolescence.

  Once you have participated in this session, you will be able to:

  1) Uncover and assess attachment injuries in older children and teens; and,
  2) Design and implement a treatment plan addressing these injuries and resolving their sequela.

• NATURALISTIC NEURODEVELOPMENT: THE DIFFERENCE BETWEEN DISABILITY AND DEFICIT  (11:00AM – 11:35AM)

  Douglas W. Maughan, CMHC

  Newer research on early intervention at Emory University, Florida State, and Stanford has resulted in our ability to identify Neurodiversity at age 2 months and their collaborative research has changed the way we see Autism or neurodiversity. Early development and the successful navigation of developmental stages for Typically Developing persons seems to be an autonomic process built into the system. Those with unique neurodevelopment seem to skip the automaticity and need interventions and naturalistic engagements designed to assist in successful development to integrate neuropathway growth and the subsequent successful navigation. Earlier research on the Early Start Denver Model (ESDM) and subsequent generational research and integration have resulted in being paired with Florida State’s “16 movements by 16 months”. What does that mean?

  Once you have participated in this presentation, you will be able to:

  1) Educate people and show a change in the perception and views of Autism and Neurodiversity (any Neurodevelopmental Disorder); and,
  2) Discuss effective interventions that will allow you to focus on development rather than treatment.

• SCHOOL AVOIDANCE: WHY KIDS AVOID SCHOOL AND WHAT PROVIDERS CAN DO TO HELP     (11:35AM – 12:15PM)

  Laura Rowley, PhD, LP

  As children enter the second academic year during the COVID-19 pandemic, they are faced with significant stressors associated with attending school. School avoidance refers to the persistent refusal to attend school or problems staying in school. Children who avoid school often experience negative developmental consequences and their families report significant distress. Often attributed to anxiety, school avoidance may also reflect underlying issues in learning and attention that may go unrecognized in interventions. Regardless of the reasons for school avoidance, effective and evidence-based intervention for school avoidance requires interdisciplinary collaboration between educators, psychologists, therapists, and medication providers. This talk will cover practical strategies for providers to work with other professionals in identifying causes of school avoidance, develop effective intervention plans targeted to children’s unique needs, and support families in navigating the systems needed to help their child succeed.

  Once you have attended this session, you will be able to:

  1) List at least 3 underlying causes of school avoidance, and 4 accommodations that can support school attendance; and,
  2) Identify their role in an inter-professional collaboration to support families with children who avoid school

• MOVIE FEATURE: A DANGEROUS SON

  Summit Community Counseling

  This documentary follows three families each coping with a child affected by serious emotional or mental illness. The families struggle to find treatment options including lack of follow through by treatment recommendations, lack of teamwork, and lack of funding. As providers we can see from the outside where we can make improvements in our own state from better diagnosing to better coordination to advocating for funding.

  Once you have watched this presentation, you will be able to:

  1) Outline some of the “systems of care” gaps and needs currently prominent; and,
  2) Describe how these system-weaknesses can negatively impact clients and their treatment outcomes.

• STOP CHASING YOUR TAIL: TECHNOLOGY THAT REVEALS TREATABLE CAUSES OF TREATMENT-RESISTANT AGITATION IN YOUR PATIENTS WITH DEVELOPMENTAL DISABILITIES     (BCBA CREDIT)

  Deborah Bilder, MD

  This lecture will introduce Sources of Distress and present data derived from its initial use. Sources is a web-based tool that gives parents and professional caregivers the opportunity to describe what them know about an agitated individual with developmental disabilities in a manner that translates into the presence of treatable conditions that commonly contribute to irritability and agitation in this patient population. Sources was funded by the Autism Council of Utah, developed and piloted by the University of Utah, and is now publicly available through the Utah Department of Health’s Bureau of Children with Special Healthcare Needs website. The Sources of Distress has been used over 150 times in inpatient, outpatient, emergency, and institutional settings to uncover the underlying causes of distress in this patient population.

  After this presentation, you will be able to:

  1) Identify how to use technology to bridge gaps in time resources and expertise to identify treatable causes of agitation in individuals with neurodevelopmental issues. Engage parents in establishing a differential diagnosis for underlying causes of agitation and enhance shared medical decision-making surrounding the management of agitation in this patient population; and,
  2) Recognize common missteps in psychotropic medication prescribing – and how to correct them – in individuals with neurodevelopmental disabilities and treatment-resistant agitation.

• ANXIETY THROUGH THE AGES- HOW SYMPTOMS OF ANXIETY & OCD ALTER THROUGHOUT STAGES OF DEVELOPMENT

  DeAnna Smith, LCSW

  The purpose of this presentation is to inform professionals within the health care community to understand common symptom presentation of anxiety disorders and OCD with individuals spanning from childhood to adulthood (8 years old to 25). Participants will learn different intervention strategies to identify complexities often associated with these disorders. They will also be given interventions to work with parents who struggle with assisting their children these disorders and how to include family members in treatment planning. The information provided will include unique presentations of medical abnormalities which can exacerbate symptoms and increase complexity to treatment interventions (e.g. hormones, PANS/PANDAS, auto-immune issues).

  Once you have heard this expert in anxiety, you will be able to:

  1) Identify common themes of anxiety and hallmarks of developmental ages which often exacerbate anxiety/OCD symptoms. Take away misinformation and misunderstandings of OCD & anxiety disorders to assist with proper differential diagnosis of OCD/anxiety disorders; and
  2) Gain different skills to help family members of children and teenagers who are experiencing anxiety from an evidence-based perspective. Also, learn how medical issues (e.g. COVID-19 pandemic) affected symptoms of OCD and anxiety disorders for clients.

• THE ADOLESCENT BRAIN COGNITIVE DEVELOPMENT STUDY: LESSONS AND RESULTS FROM THE FIRST THREE YEARS

  Erin McGlade, PhD

  The Adolescent Brain Cognitive Development Study (ABCD) is the largest longitudinal study of child and adolescent brain development in the United States. Beginning in 2017, over 11,000 youth were enrolled in the study’s 21 sites, including the University of Utah Diagnostic Neuroimaging Lab. Dr. McGlade’s presentation will include an overview of child adolescent brain development, details about the research methods used in ABCD, results from the first three years of data collection, and clinical implications of these findings.

  As a result of participating in this breakout, you will be able to:

  1) Describe the overarching processes of child and adolescent brain development and the ways in which the ABCD study is examining the interplay of psychosocial and environmental factors with brain development in youth; and,
  2) Discuss results from the first three years of the ABCD study, including clinical implications as participants transition from children to adolescents.

• EXHIBITS & LUNCHEON – 12:15 – 01:30

• CONCURRENT SESSIONS (1.25 CEU/each) – 01:15 – 02:30

• TEACHING SOCIAL SKILLS TO INDIVIDUALS ON THE AUTISM SPECTRUM   (BCBA CREDIT)

  Amanda Taylor, BCBA, LBA

  Lack of age appropriate social skills is a common deficit among children on the autism spectrum. This presentation will focus on how professionals can foster a learning environment to teach social skills to children with autism that includes but is not limited to: teaching skills in the natural environment, using a child-directed approach, and coaching those providing instruction on how to provide enough support for the child to be successful, but without over prompting.

  After attending this presentation, you will be able to:

  1) Assess youth with neurodevelopmental delays and identify the social skills areas needing the most support / interventions; and,
  2) Apply the latest, evidence-based social skills interventions thought to be most effective in the areas identified and assess the effectiveness of these interventions in order to adjust treatment for optimal outcomes. This shall include, but not be limited to, education and support of family members.

• BUILDING YOUR EMOTIONAL PPE: SELF-CARE IN & OUT OF A PANDEMIC

  Jennifer Morgan Smith, LMFT; John M. Robbins, PhD, LMFT

  As a result of joining these two presenters, you will be able to:

  1) Intentionally identify previously marginalized characteristics of yourself that cam to light during the 2020 pandemic: and,
  2) Formulate a direction of practice with individuals, including adolescents, that invites them to identify their own strengths that they discovered during the 2020 pandemic.

• CAT GOT YOUR TONGUE OR ARE YOU NERVOUSLY SPATTERING CLICHES? WHAT TO SAY & NOT SAY WHEN YOU ARE SUPPORTING SOMEONE THROUGH GRIEF & LOSS

  Marceline Brown, CMHC;  Keri Hains Kammerman, BCC

  Participants will learn what to say (and not say) in difficult situations of loss and grief. Thoughts and discussion with audience regarding the stigma and “taboos” of wording and behavior around specific types of grief. Also, how to help loved ones talk with and set up loving boundaries for their addicted loved ones.

  After listening to the personal and professional insights of these speakers, you will be able to:

  1) Outline and describe some of the factors which create complex grief; and,
  2) Role play some of the positive and negative comments and actions which can help or hinder the grief process for individuals in various circumstances of loss.

• PSYCHOTROPICS – TIPS AND PEARLS     (1:15PM – 1:50PM)

  Jonathan D. Birnkrant, MD

  Review of psychotropic medications used in child adolescent psychiatry. We will look at the different classes of medications. Then apply those, with any tips or pearls to maximize their effect, to disorders such as depression, anxiety, sleep, to name a few.

  After listening to this educational presentation, you will be able to:

  1) Provide a quick overview of the psychotropic agents used in child and adolescent psychiatry; and,
  2) Translate this information into best clinical practices/use.

• DISRUPTIVE MOOD DYSREGULATION DISORDER – BEYOND A BAD MOOD   (1:50PM – 2:30PM)

  Anne Lin, MD

  This talk will cover the basics of DMDD including the background of the diagnosis, making a diagnosis and possible treatments.

• IT’S NOT 1984 (OR 2010) ANYMORE: TECHNOLOGY & SOCIAL MEDIA UPDATES

  Emilie Davis, MS

  This presentation will be a review of current social media (and other technological) trends with ideas for how to use social media in a more helpful and valuable way.

  Attending this presentation on technology, will assist you to be able to:

  1) Update youth and their parents / caregivers on some of the latest trends in social media and related technology; and,
  2) Set helpful and healthy boundaries around social media use for youth and adults as well as routine checks and balances parents / caregivers can implement to keep their youth safe and families interacting in healthy ways.

• PHYSIOLOGICAL BIOMARKERS OF BRAIN INJURY

  Melissa Cortez, DO

  After learning from these leaders, you will be able to:

  1) Appraise the currently available blood-born biomarkers for diagnosis of mild brain injury; and,
  2) Integrate new data on biomarkers for brain injury that are currently being researched and in development.

• CHARTING LIKE A CHAMP: UNDERSTANDING THE PRINCIPLES, RATIONALE, ETHICS OF GOOD DOCUMENTATION  (0.5 ETHICS CREDIT)

  Michael W. Tragakis, PhD

  Documentation in health care is one of the “necessary evils” of the profession – we cannot get paid or justify our treatment plans unless services are documented. Given the time demands in clinical work, however, charting can often be very brief and may not consider all the audiences that might access the medical record. Further, we may not have had guidance in our practical training experiences about how to chart in a concise, yet complete and ethically-sound manner. This presentation will help you “chart like a champ,” understanding key principles and components of excellent documentation.

  After attending this presentation, you will be able to:

  1) Explain the rationale and ethics of good documentation and the general principles of defensible and useful charting; and,
  2) Demonstrate clarity with regard to specific components of documentation to meet Medicaid guidelines and incorporate multiple ‘audiences’ and specific populations when charting.

• WHAT REALLY MAKES A DIFFERENCE TO LIVE ON? (1.25 SUICIDE PREVENTION CREDIT)

  Taryn Aiken Hiatt;   Lark Dean Galley;   Benee Larsen; BA (Panel Moderator);   Shayla Slaymaker

  Personal Examples of Resilience after Trauma:

  This presentation will be a panel discussion with individuals who have experienced the trauma of suicide during their lives. They will discuss how they overcame adverse experiences, otherwise known as ACE’s, to go on to live and have hope-filled lives. They will discuss the positive life experiences that help them overcome their adverse experiences to offer hope to others. They will share the support they received that was helpful and not helpful to allow those in attendance to learn how to address suicide safely and effectively with those in their lives.

  After this motivating presentation, you will be able to:

  1) Learn the role of positive life experiences and their influence on overcoming adverse experiences such as suicide; and,
  2) How to best support those who have lost a loved one to suicide or have survived a suicide.

• EXHIBITS & BREAK – 02:30 – 02:45

• CONCURRENT SESSIONS (1.0 CEU/each) – 02:45 – 03:45

• CALL-UP: UTAH’S CHILD PSYCHIATRY ACCESS PROGRAM. LESSONS FROM OUR FIRST YEAR AND CASE PRESENTATIONS

  Rachel Weir, MD

  We will discuss the background on the need for, and the development of, Utah’s child psychiatry access program, CALL-UP. We will review provider survey data, trends in utilization, geographic reach, and how the COVID-19 pandemic has affected the program. We will then shift gears and discuss levels of care and when a provider should consider using CALL-UP in a stepped care model, and review several cases of primary care provider calls to the program.

  Once you have attended this session, you will be able to:

  1) Trace the development of the Call-Up program and be able to access it for clinical support as may be appropriate; and,
  2) Run through case studies with psychiatric professionals – from presentation to evaluation and clinical interventions and progress assessment.

• FAMILY THERAPY: CONDUCTING THE ORCHESTRA WITH DYNAMIC DBT    (BCBA CREDIT)

  Sandra Whitehouse, PhD

  Family therapy can be like conducting an orchestra, sometimes a rock band. The therapist needs to listen to the “music”, and lead the “musicians” to play harmoniously together. While most often the child or teenager is the identified patient, they’re not usually “soloists”, and research shows that they should be understood and treated within the context of their families. Often the presenting issue (concerns around safety, behavioral health problems, or communication breakdowns) is the tip of the iceberg, and beneath the surface are longstanding patterns that go back for generations. This presentation will show how therapists can guide parents and teens to understand their problematic patterns, where they came from, how they were once (but no longer) adaptive, and mobilize their will to change (Interpersonal Reconstructive Therapy, or IRT model). We will also learn about short term, evidence based interventions from DBT and Solution Focused models.

  As a result of participating in this breakout, you will be able to:

  1) Develop interviewing skills that can be used in family therapy to illuminate problematic patterns, where they cam from, and what they are for, so that it’s possible to mobilize change within children and teens, and their families; then,
  2) Learn how to select and implement solution focused and DBT interventions to facilitate positive changes within patients and families.

• CONNECT TO CARE- USING POLYVAGAL THEORY IN OPENING THE WINDOW OF TOLERANCE TO HELP THE NEURODIVERSE

  Thora Moore, AMFT, MAMFT

  This presentation will briefly review Porges’ Polyvagal Theory and the related theories of the field of Interpersonal Neurobiology, to discuss the particular influence of vagal tone in Neurodiversity. These theories highlight the importance of sensory input upon creating entry into an optimal state for both relational and educational learning. The presenter will demonstrate her method of teaching about neural states and regulation skills with clients and their families, including application of Siegel’s Hand-Model of the Brain, and the identification of sensory preferences and aversions. Presenter will briefly review several approaches to treatment and comment on the connection to these neurobiological theories.

  After hearing from this expert, you will leave able to:

  1) Quickly review the polyvagal science accompanying neurodevelopmental disorders and how this impacts presentation; and,
  2) Using this polyvagal science, design and implement appropriate and effective interventions and explore why various theories (i.e. oxytocin responses & bonds, dietary theories, learning methods, etc.) work and don’t work.

• TOOLS FOR SLEEP IN CHILDREN AND ADOLESCENTS    (BCBA CREDIT)

  John Sanders, DO

  Evidence-based practices to improved child and adolescent sleep and overall wellness.

  After participating in this session, you will be able to:

  1) Discuss the latest research around sleep and mental health – especially in youth; and,
  2) Provide education and assist with the development of effective sleep routines known to be effective and free from the overuse / misuse of agents such as melatonin and other sleep aides – chemical and otherwise.

• MOVIE FEATURE: WARNING THIS DRUG MAY KILL YOU

  Summit Community Counseling

  Follow the story of families impacted by the opioid epidemic. Most start on pain killers in childhood for surgeries or medical conditions, then progressing to heroin addiction. The impact on parents, children of addicts, and society is clearly portrayed in this moving documentary.

  As a result of participating in this feature film, the participant will be able to:

  1) Trace the path of appropriate use of substances to an addiction; and,
  2) Explore the impact of heroin addiction on individuals, families and communities.

• THE SELFIE METHOD: AN ACRONYM FOR WELL-BEING AND AN ARSENAL AGAINST DEPRESSION

  Casey Pehrson, EdS

  Feeling down and want to feel good? Or do you feel pretty good and want to feel even better? Take a SELFIE. No matter where you are on the well-being “scale,” this six-item toolkit will help you and your clients kick your energy, health, and happiness up a notch (or several)….

  Upon completion of this session, attendees will be able to:

  1) Discuss the latest research around youth depression; and,
  2) Use the SELFIE tool, as appropriate, to assess, counsel and support youth who have, or may have, depression.

• STIGMA REDUCTION TO COMBAT ADDICTION & OPEN THE TREATMENT GATEWAY

  Elizabeth F. Howell, MD

  Stigma and bias about addiction interfere with prevention, treatment and recovery processes. Attendees will learn how to identify addiction-stigmatizing attitudes, language and situations and how to counteract the effects of stigma and bias when treating addiction.

  After gaining insights from this speaker, you will be able to:

  1) Outline the triad of prevention, treatment and recovery along with the common factors of each step in this potential cycle; then,
  2) Correct misconceptions about addiction and provide education around negative factors (i.e. bias, stigma, lack of information) which can prevent access or reduce effectiveness of prevention, treatment and recovery methods.

• WINDOW INTO BRAIN INJURY: NOVEL INSIGHTS INTO ASSESSING BRAIN INJURY IMAGING

  David F. Tate, PhD

  The past two decades have seen many advances in medical imaging (especially MRI) that have helped improve diagnostic and prognostic accuracy of functional outcome following brain injury. This presentation will use research findings and case studies to demonstrate the value of imaging in improving our understanding of changes that occur in the brain and the association of these changes with functional measures of cognitive and emotional function.

  Once you have heard the perspectives in this session, you will be able to:

  1) Describe cutting-edge magnetic resonance imaging (MRI) methods for assessing brain injury; and,
  2) Analyze the methods and applications by which MRI can provide guidance on the clinical presentation of brain injury pathology.

• EXHIBITS & BREAK – 03:45 – 03:55

• CONCURRENT SESSIONS (1.0 CEU/each) – 03:55 – 05:00

• BEYOND DBT FOR NON-SUICIDAL SELF-INJURY

  Sheila E. Crowell, PhD;     Jordan M. Kugler, PhD

  “Beyond DBT for Non-Suicidal Self-Injury” will review the function and behavioral management of non-suicidal self-harm from multiple clinical perspectives. In this presentation, we will initially review the presentation and treatment of non-suicidal self-injury from a Dialectical Behavior Therapy (DBT) perspective and then will extend to additional clinical presentations. In particular, we will discuss the differences in function and treatment of non-suicidal self-harm through the lenses of trauma, severe depression, eating disorders, substance use and compulsive behavior. This presentation will also review brief assessment strategies of non-suicidal self-harm and discuss the levels of severity that may warrant additional, targeted assessment. Participants can expect to gain an understanding of the function and levels of severity of non-suicidal self-injurious behavior in multiple clinical contexts and better understand behavioral treatment strategies that are relevant to these presentations.

  Once you have heard this expert, you will be able to:

  1) Conduct a differential assessment and diagnosis of youth presenting with non-suicidal self-injury; and,
  2) Apply effective interventions for the underlying issues of the self-injury beyond DBT skills and be able to assess process with such interventions and adjust accordingly.

• OPEN NOTES AND THE 21ST CENTURY CURES ACT AT THE UNIVERSITY OF UTAH: HOW WE UNBLOCKED PATIENT INFORMATION AND LIVED TO TELL THE TALE    (0.25 ETHICS CREDIT)

  Jeremy Kendrick, MD;   Carolyn Klassen

  Recent federal legislation under the 21st Century Cures Act has established regulatory requirements as it relates to the access patients must be granted to information in their digital health record. Opening up documentation to patients in mental health can provoke apprehension and anxiety. We will discuss the University of Utah’s approach to this legislation and review some data on what we have found since our implementation of new policies regarding patient’s access to their mental health records.

  Once you have heard these perspectives, you will be able to:

  1) Understand the regulatory rules providers must consider when utilizing an electronic health record in their practice; and,
  2) Discuss the University of Utah Health System’s approach to compliance with information blocking rules as laid out in the 21st Century Cures Act.

• KID WITNESSES – INTIMATE PARTNER VIOLENCE

  Leisa Mukai, MA

  KID WITNESSES- Intimate Partner Violence will begin with the impact witnessing violence has on developing bodies and brains briefly reference the Adverse Childhood Experiences (ACE Study). We will then look at social emotional skills that children can develop to keep themselves safe whether it is at home, on the internet or in public. Finally we will look at the responsibilities of adults to report and the actions they can take to help rebuild basic trust that is so often shattered after witnessing domestic violence.

  After attending this session, participants will be able to;

  1) Screen youth and assess their familial living conditions and recognize their risk for witnessing and/or becoming victims of abuse; and,
  2) Identify potential consequences of youth in these situations and initiate safety plans and therapeutic support. This shall include, but not be limited to reporting.

• MOVIE & CHAT: STOLEN CHILDHOOD (52 MIN)

  Summit Community Counseling

  What happens when familiar signs of mental illness – rapid onset OCD, itcs, Generalized Anxiety Disorder, hyperactivity- are misdiagnosed? This is the unfortunate reality for children living with the autoimmune disease known as PANDAS: Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infection. This documentary tells their story and makes us aware to look at other possibilities for behavioral symptoms.

  After viewing this documentary, you will leave able to:

  1) Provide a differential diagnosis for PANDAS; and,
  2) Portray the affects of this disorder and/or related diagnosis on individuals and families.

• SETTLE DOWN INTO SUCCESS: ACCURATELY IDENTIFYING AND TREATING ADHD

  Emily I. Braley, MS

  ADHD has become a household term, but how do  we know we are identifying it correctly? Join Emily as she discussed how to differentiate ADHD from other diagnoses, how to best assess and treat ADHD, and how to best help parents and other caregivers navigate ADHD.

  Once you have participated in this session, you will be able to:

  1) Review differential diagnoses components of ADHD and other disorders; and,
  2) Outline the assessment and treatments currently believed to be most effective for ADHD.

• MIRROR, MIRROR ON THE WALL: HOW SOCIAL MEDIA MAY BE A DISTORTED MIRROR

  Emilie Davis, MS

  First, this presentation will review ways social media (and broader culture) may foster poor body image and contribute to diet culture. Second, ways to pre-arm our children and ourselves to these messages will be discussed.

  Attending this presentation on social media will enable you to be able to:

  1) Explore social media trends which are impacting body image of individuals of various ages – especially youth; and,
  2) Explore healthier ways to use social media and protect against social media’s impact on poor body image.

• THE MASKS OF TRAUMA

  Les Harris, LCSW

  Experiencing trauma can change the structure of the brain, which can profoundly impact an individual’s response to environmental cues. Therefore, emotions and behaviors are filtered through the lens of trauma where children and youth often develop survival strategies viewed by others as facades. Helping professionals who can understand the child through trauma response can help facilitate their healing.

  Once you have attended this session, you will leave able to:

  1) Show how trauma may present / disguise itself in youth of various ages and developmental stages; and,
  2) Capture a history and be able to provide a differential diagnosis of those presenting with potential trauma histories.

• YOU SAY ATTACHMENT, BUT WHAT IS IT REALLY?

  Aubrey Meyer, LCSW

  Is “bad” behavior really the result of a “bad” kid? Or could it be something more?

  After participating in this session, you will be able to;

  1) Present real issues and signs of attachment and compare those to other conditions and presentations which are often erroneously labeled ‘attachment’; and,
  2) Recognize attachment injuries and develop treatment plans which are trauma-informed and effective for such circumstances.

TUESDAY, NOV 2nd

• WELCOME BACK & INTROS – 8:00 – 8:05

• KEYNOTE: THE POWER OF COMPASSION TO CHANGE LIVES   (1.0 CEU, 0.25 SUICIDE PREVENTION CREDIT)

  James R. Doty, MD

  Who we are today is often a manifestation of our past.

  I will share my own story of growing up in poverty with an alcoholic father and a mentally impaired mother and a woman I met who gave me her time and insights that allowed me to change my future which has allowed me to be with you today.

  Childhood trauma (ACEs) remains a significant contributor to who we become and a determinant of how we function in the present. This reality frequently results for many in poor mental and physical health. As a result, individuals have a poor self-image and are often highly critical of themselves leading to rumination and depression. This negative self-dialogue and lack of self-compassion results in an inability to see a positive future and makes one have less trust or belief in others.

  Neuroscience and psychology have given us insight into ACEs and have allowed us to develop tools and interventions for dealing with these traumas and give individuals hope for a positive future.

  Objectives:

  1.Understand the impact of Adverse Childhood Experiences.

  2.Understand the nature of bonding and attachment.

  3.Understand the neuroscience of compassion.

  4.Understand how compassion can change lives.

  After enjoying this Inspiring keynote address, you will be able to:

  1) Explore ways to harness the power of both the brain and heart and explain how these body systems are connected; and,
  2) Discuss how the brain-heart connection can be used to confront trauma and teach clients techniques which they can use to make this happen.

• EXHIBITS & BREAK – 9:00 – 9:10

• CONCURRENT SESSIONS – 9:10 – 10:20

• UNDERPINNINGS OF COMMUNICATION WITH ACQUIRED BRAIN INJURY AND IMPLICATIONS FOR INTERVENTION

  Priscilla M. Danielson, PhD, CCCSLP, ATACP;    Phillip Sechtem, PhD, CCC-SLP;    Linda J. Spencer, PhD, CCC-SLP;    Tim Stockdale, MS, CCC-SLP

  This presentation will review physiological and cognitive-linguistic underpinnings of communication and how acquired brain injuries can impinge on speech intelligibility, cognitive processes, and complex language functions. Concepts from models of attention, memory, executive functioning, aphasia, and motor speech production will be presented. Because brain injuries may affect one or more of these systems, presenters will review evidence-based interventions and tools to maximize functional outcomes related to life participation for survivors of acquired brain injury.

  After this motivating presentation, listeners will be able to:

  1) Learners will be able to begin to recognize the underpinnings of damaged communication subsystems. Learners will be able to begin to summarize the impact this damage has on communication; and,
  2) Learners will be able to begin to outline basic communicative interventions and strategies that may enhance communicative success for life participation.

• EMOTIONAL CONSEQUENCES OF BRAIN INJURY & TELEHEALTH CONSIDERATIONS

  Aaron J. Fischer, PhD, BCBA-D

  This presentation will discuss telehealth applications for prevention providers. Content will include specific recommendations for identifying technology as well as the legal and ethical considerations for practice.

  After hearing perspectives from these presenters, you will be able to:

  1) Review the emotional consequences of brain injury and their effects of recovery; and,
  2) Review the legal and ethical considerations for prevention practice through a virtual setting and identify virtual platforms which are HIPAA and FERPA compliant and outline ways they can safeguard their clients through responsible technology use.

• IS THERE AN APP FOR THAT?: HOW TO LEARN TO STOP WORRYING AND LOVE THE TECHNOLOGY

  Melinda Westlund Schreiner, PhD, LP

  There is no question that mobile technology has become an integral part of the lives of youth. This has led to a lot of concern about the impact technology has on young people. Since technology usage is showing no sign of slowing down, time may be better spent focusing on leveraging technology to improve health and wellbeing. There are currently thousands of mobile health (or mHealth) apps available, making it all the more difficult to determine which provide quality care. This presentation will provide an overview of the existing research on mHealth for mental health in youth and will also cover some of our ongoing research on the usage and impacts of SafeUT, Utah’s own unique app-based service that connects youth with licensed clinicians in times of need.

  Once you have engaged in this session, you will be able to:

  1) Summarize some of the current and ongoing research around the use of apps in mental health care and,
  2) Explore the positive and negative aspects of apps in this arena as well as the ethical conundrums, impact on help-seeking behavior, use of mental health services, how professionals can interface and support individuals seeking or using such programs.

• LIGHTENING ROUND – STRENGTHENING CARE IN THE COMMUNITY: HOW SYSTEMS CAN WORK TOGETHER    (0.5 ETHICS CREDIT)

  Leah Colburn, CMHC (Panel moderator);    Elizabeth Gargaro, MD;    Susan Pizitz, LCSW;    BJ Weller, LCSW

  Children and families can thrive when the professionals in their lives work together towards a common goal. In this session you will hear from experts from many of the systems that children and families engage with regularly. Discussion will be focused on bridging the gap between these systems to better support provider collaboration, care coordination, strengthening family engagement and outcomes. Participants will leave the session with tangible skills to better infuse system coordination and build outcomes for children and families in to their daily practice.

  Once you hear from this expert panel, you will be able to:

  1) Introduce and explore how community based systems can align to support care for children and their families; and,
  2) Address barriers to care coordination and discuss opportunities to close the gap of coordination.

• TALK SAVES LIVES LGBTQ+ (1.25 SUICIDE PREVENTION CREDIT)

  Josie Jesse

  AFSP’s Talk Saves Lives™ has long been one of the country’s leading suicide prevention education programs, covering the general scope of suicide, the research on prevention, and what people can do to fight this leading cause of death. The newly updated module of this essential program, Talk Saves Lives™: An Introduction to Suicide Prevention in the LGBTQ Community gives participants essential and lifesaving understanding of topics.

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

  1) Discuss the specific needs and nuances of suicide prevention in the LGBTQ+ populations; and,
  2) Demonstrate the specific techniques of ‘Talk Saves Lives’ for said population.

• PROMOTING MENTAL HEALTH IN SCHOOLS & ON THE HILL

  Scott Eyre, CSW;   Bryant Jenks, MS, LMFT;   Tiana McCall;   Eric Tadehara, MSW, MPA, LCSW 

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

  1) Outline some common school-based services – from primary to tertiary interventions, designed to assist students and promote mental health; and,
  2) Provide legislative updates related to these and other services in schools and like-settings.

• “THE NEXT RIGHT THING”: THE ROLE OF REFLECTIVE SUPERVISION IN TRAUMA-INFORMED EARLY CHILDHOOD MENTAL HEALTH (0.25 ETHICS CREDIT)

  Alysse Loomis, PhD; Jennifer Mitchell, PhD, BCBA-D

  Recent evidence suggests value in trauma-informed approaches that focus on enhancing practitioners’ own self-reflective capacity. In the field of infant and early childhood mental health, emphasis is placed on the role of reflective supervision in enhancing providers reflective capacity. This session will provide an overview of reflective supervision and the role it plays within early childhood mental health. It will also describe benefits of embedding reflective supervision within supervisory relationships/organizations. A brief overview of a pilot focused on building reflective supervision within an early childhood setting as well as the research outcomes will also be provided. Throughout the presentation, participants will be invited to consider the utility of reflective supervision within their own work and respective organizations.

  After attending this presentation, attendees will be able to:

  1) Further their conceptual knowledge of how to promote reflective practice within an early childhood system; and,
  2) Explore techniques aimed at promoting reflective practices within their respective settings.

• THE NEUROBIOLOGY OF TRAUMA & HOW TO REVERSE THE EFFECTS OF TRAUMA

  James R. Doty, MD

  Once you have heard from this international phenomenon, you will be able to:

  1) Review the neurobiology of trauma including the cognitive and physiologic affects; and,
  2) Explore how the concepts explained in the keynote address and other techniques of mind-body connections can lessen and/or reverse the negative sequela of trauma.

• EXHIBITS & BREAK – 10:20 – 10:30

• CONCURRENT SESSIONS (≤1.25 CEU/each) – 10:30 – 11:40

• OVERVIEW OF FAMILY THERAPY MODELS

  Elizabeth Fawcett, PhD, LMFT

  This presentation will describe empirically supported family therapy models, including model assumptions, goals, and indications for use. We will also discuss appropriate family therapy models for a variety of cases.

  After attending this session, individuals will be able to:

  1) Review empirically supported family therapy models, including indications for use, assumptions, and goals; and,
  2) Identify appropriate family therapy models for individual cases.

• “WHY WON’T YOU JUST EAT”: EVIDENCE-BASED APPROACHES TO ASSESSING, CONCEPTUALIZING, AND TREATING EATING DISORDERS AND DISORDERED EATING BEHAVIORS    (BCBA CREDIT)

  Christina Scharmer, MA

  Eating disorders and disordered eating behaviors are tough to treat and clients often struggle to comply with treatment recommendations. This presentation will assist clinicians in understanding why some clients won’t ‘just eat’ and how to effectively measure, understand, and intervene with disordered eating behaviors. Attendees will be exposed to empirically supported instruments to assess eating disorder pathology in clinical settings. Additionally, attendees will learn about how to understand the functions of disordered eating behaviors and provide information to families and caregivers. Finally, attendees will gain exposure to conceptual models of eating disorder behaviors and interventions aimed at addressing maintenance factors of eating disorder symptoms.

  As a result of this expert presentation, you will be able to

  1) Review common barriers to treating eating disorders and disorder eating behaviors in youth and adults; and,
  2) Provide information about assessment tools to quickly and accurately measure eating disorder symptoms, review conceptualizations of eating disorders, and describe and demonstrate evidence-based interventions for eating disorders.

• NEURODIVERSITY: A CELEBRATION ACROSS THE LIFESPAN  (0.25 ETHICS CREDIT, BCBA CREDIT)

  Jared Stewart, MEd, BCBA, LBA, ASA

  “Diversity”, “Inclusion”, and “Cross-cultural Competency” may be buzzwords, but they are also critically important considerations for all of us. One of the most often overlooked aspects of diversity, however, is neurodiversity, and for those professionals working with people with neurodiversities the opportunities to gain insight into the lived experience of the actual neuro-divergent individual are rare. Neurodiversities are life-long conditions; not something that is “outgrown”. But what is it like to go through life with a differently wired brain? Join the autistic BCBA, Jared Steward, as he combines his personal and professional experiences with current research findings to provide an entertaining and educational window on the development, characteristics, challenges, and strengths of ASD and related neurodiversities such as ADHD and LD throughout the lifespan. What is it like to be a neurodivergent child? A teen? An adult? What can be expected in old age? What is known about the common experiences of family members, siblings, and spouses? And how can we all best work together to maximize the possibilities for growth in every “season” of development?

  After attending this session, you will be able to;

  1) Increase your awareness of neurodiversities at various stages of development with an emphasis on strengths and the appreciation of neurodiversity; and,
  2) Learn ways to support and interface with neurodiverse individuals in positive ways without limiting them because of their diagnostic “labels”.

• CURRENT & FUTURE IMAGING FOR BRAIN INJURY WITH ADDICTION & OTHER COMORBIDITIES

  Erin McGlade, PhD;   Tricia L. Merkley, PhD, ABPP

  Individuals with traumatic brain injury (TBI) are more than twice as likely to die by suicide as those without TBI. This presentation will describe neuroimaging research with participants who report TBI and suicidal behavior, including observed sex differences. We also will explore future directions for TBI research and clinical implications.

  Once you have participated in this session, you will be able to:

  1) Evaluate new magnetic imaging techniques to assess brain injury with addiction; and,
  2) Summarize new magnetic imaging techniques to evaluate the pathological underpinnings of brain injury and suicidality.

• IT’S REAL: TEENS & MENTAL HEALTH  (1.25 SUICIDE PREVENTION CREDITS)

  Taryn Aiken Hiatt, BS

  This presentation covers such topics as: What is mental health? How is it similar to, or different from, physical health?; How to notice signs of someone needing help.; Tips and strategies for having a caring conversation with someone you might be worried about.; Methods of self-care for mind, body, soul, and surroundings.; Examples of trustworthy resources.; How reaching out to trusted adults can help teens manage their mental health.

  The presentation includes brief video narratives featuring well-known GenZ influencers sharing their own experiences with mental health, and what they found helpful at the time.

  Target Audience: Teens between the ages of 14 and 18. This program is directed to be presented to high school classes or community settings with groups of comparably aged adolescents.

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

  1) Provide unique and common perspectives of teen mental health issues from teens, themselves, as well as from a variety of individuals who work with this population; and
  2) Demonstrate helpful prevention and intervention strategies to promote mental health among this group and provide them direction for a healthier future.

• LIGHTENING ROUND: ACTIVATING THE CONTINUUM OF CARE: WHAT TO DO WHEN YOU FEEL STUCK      (0.5 ETHICS CREDIT)

  Leah Colburn, CMHC (Panel Moderator);    Kim Kettle, LCSW;    Sandra Meyer, LCSW;   Rachel Weir, MD

  As a result of hearing from these panelists, you will be able to

  1) Proposed solutions to the issues identified in part one related to the behavioral health and addition treatment systems of care; and,
  2) Incorporate practices to insure morale, ethical and professional good standing amidst the gaps and other issues within the treatment system as a whole. This shall include, but not be limited to, ‘warm-handoffs’, referral protocols, continuum of care, etc.

• PANS/PANDAS: ARE THEY NEW? ARE THEY REAL?

  Chuck Edgington, PhD

  This presentation will focus on the latest information relating to Pediatric Acute-Onset Neuropsychiatric Syndrome(s), including PANDAS. You will leave with an understanding of these conditions, their clinical presentation, and information relevant to the differential diagnosis of PANS/PANDAS with other complex conditions affecting children and adolescents (e.g., Bipolar disorder, DMDD, Autism Spectrum Disorder, OCD, Eating Disorders, Tic Disorders). We will dispel myths and provide information that practitioners can apply immediately to help identify individuals who may have PANS, enable them to conduct a preliminary assessment, and provide guidance in terms of how, when and to who referrals can be sent for further investigation. Therapists, physicians, counselors, and others working with children and youth with complex medical and/or mental health/psychiatric presentations, including those working in in-patient, residential, or crisis-stabilization units (including emergency room) will find this information of immediate value in their practices.

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

  1) Educate providers on the myths of PANS / PANDAS and how they may present; and,
  2) Define the diagnosis and discuss their diagnostic criteria, the diagnostic process and nuances, then refer for additional psychological and/or medical follow-up as may be indicated.

• REMOVING THE MASKS OF TRAUMA

  Sloan Strike, PhD

  This presentation will address the assessment and treatment of trauma and traumatic grief in children and adolescents. It will focus specifically on the effective implementation of Trauma-Focused Cognitive Behavioral Therapy.

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

  1) Assess the symptoms of various trauma in youth of different ages and stages; and,
  2) Develop a short and long-term plan to address the underlying issues of said trauma.

• RETURN TO SCHOOL FOLLOWING CONCUSSION AND BRAIN INJURY

  Melissa McCart, EdD

  This session will center on children and adolescents with Concussion or Traumatic Brain Injury (TBI) and the implications for returning to school following injury. Topics such as screening, assessment, accommodations and educator training will be discussed. This session will focus on the recognition, equity of access, monitoring, and policies/systems needed to support students with concussion/TBI. Additionally, useful tools and resources will be provided.

  Once you have listened to this presentation, you will be able to:

  1) Discuss several strategies to integrate return-to-learn goals into the classroom for school-aged individuals after brain injury; and,
  2) Compare return-to-learn guidelines and laws in Utah and other regions and contrast strategies for transitioning students back to school following a brain injury.

• LUNCHEON – ON YOUR OWN – 11:40 – 12:50

• CONCURRENT SESSIONS (1.25 CEU/each) – 12:50 – 2:15

• A PROFESSIONAL’S RECIPE FOR SELF-CARE

  Jessica Janze, MA, MEd, RYT

  As a provider of care you likely already have a relationship with stress and maybe even burnout. In this session we will explore this relationship, learn how to recognize signs of burnout, and practice some methods of relating to our roles in a way that promotes health and sustainability. Various techniques will be presented that you can use with yourself and others.

  Once you listen to this presenter, you will be able to:

  1) Participate in screeners or use other tools to recognize stress and burnout in yourself and others; and,
  2) List various techniques used to reduce stress and demonstrate some specific methods which may work best for you and be able to teach these ‘tools’ to others.

• INCREASING EFFECTIVENESS IN YOUTH CONCUSSION PREVENTION THROUGH TAILORED EDUCATIONAL CURRICULUMS   (BCBA CREDIT)

  Colby Hansen, MD;    Eric Dooley-Feldman, MA, PhD Candidate

  Primary and secondary prevention of concussion in our youth is a critically important piece in the overall puzzle of concussion management in children and youth. In this talk we will discuss aspects of primary and secondary prevention, and the potential role of concussion education programs in facilitating secondary prevention of complications resulting from concussion, namely the effects associated with not seeking appropriate medical care at the time of injury. We will introduce efforts being developed at the University of Utah to improve messaging of concussion issues to those who need it the most – our children and youth who are active participants in sports and recreational activities.

  After attending this session, you will be able to:

  1) Understand the difference between primary and secondary prevention of concussion in youth; and,
  2) Understand how concussion education programs can be tailored to meet the needs of youth in order to improve knowledge acquisition, retention, and implementation.

• DIVERSITY-INFORMED PRACTICE FOR EARLY CHILDHOOD PROVIDERS  (0.5 ETHICS CREDIT, BCBA CREDIT)

  Asia Hulse, PsyD;    Sapphire Robinson, LCSW

  In this presentation, The Diversity-Informed Tenets for Work with Infants, Children, and Families created by the Tenets Initiative through the Irving Harris Foundation will be reviewed and explored in detail. These tenets are “strategies and tolls for strengthening the commitment and capacity of professionals, organizations and systems that serve infants, children and families to embed diversity, inclusion and equity principles into their work.” Attendees will learn how the historical context of our field has reinforced discrimination and injustice at each of these levels and identify how these tenets overlap and enhance current clinical and professional ethics. Attendees will be asked to examine and reflect on their own practice from an individual, organizational, and systemic perspective, in order to identify practical steps they can take to improve individual and organizational practices Attendees will be more equipped to acknowledge privilege, combat discrimination and injustice, and advance policies that support children and families, as well as increase equity, diversity, and inclusion in their own practice.

  Once individuals have heard from these two practitioners, you will be able to:

  1) Discuss the basic concepts and goals / expected outcomes of diversity-informed practice; and,
  2) Incorporate these practices into your own therapeutic milieu and discuss the ethical components which must be considered and applied.

• NEUROIMAGING IN PEDIATRIC PATIENTS WITH mTBI: CURRENT GUIDELINES AND THE POTENTIAL OF ADVANCED NEUROIMAGING MODALITIES FOR RESEARCH AND CLINICAL BIOMARKER DEVELOPMENT

  FMRI DRIVEN MULTIMODAL TREATMENT FOR PEDIATRICS AND ADOLESCENTS: EVIDENCE OF NEUROVASCULAR INJURY AND RECOVERY IN THE DEVELOPING BRAIN

  Alina K. Fong, PhD; Jaycie Loewen, PhD

  This presentation will cover current CDC recommendations and the science of neurodevelopment in children and adolescents as it relates to advanced neuroimaging and brain injury. The applications of advanced imaging modalities, including DTI, SPECT, PET, and functional MRI, will be discussed in relation to efforts to develop objective, functional clinical biomarkers for pediatric traumatic brain injury. The presentation will then cover the role of neurovascular coupling in pediatric brain injury, as well as the effects of targeted multimodal rehabilitation in this vulnerable population. Observational and advanced imaging data from a brain injury rehabilitation center will be discussed in relation to symptom reporting and treatment challenges in children and adolescents, in addition to groundbreaking successes with brain injury treatment in pediatric mild traumatic brain injury and concussion patients.

  After hearing from Dr. Alina Fong, you will leave able to:

  1) Discuss the CDC’s 2018 Guidelines for current practices in pediatric mTBI and the neurodevelopment as it relates to structural and functional findings in children and adolescence; and,
  2) Compare and contrast varied neuroimaging modalities and their application in pediatric patients and discuss the need for objective biomarkers and standardized testing in pediatric mTBI.

  After hearing from Dr. Jaycie Loewen, you will leave able to:

  1) Explain neurovascular coupling and it’s role in brain injury and how fMRI measures NVC and allows for the creation of clinical biomarkers; and,
  2) Review data from a pediatric mTBI population demonstrating the severity of untreated post-concussion syndrome in children then discuss outcomes of fMRI-targeted multimodal treatment in pediatric patients.

• RE-ENVISIONING THE HEALTHY SEXUAL DEVELOPMENT AND BEHAVIORS OF YOUTH – WHAT’S DEVELOPMENTALLY EXPECTED AND WHAT TO DO IF IT’S NOT

  Wayne Arner, LCMHC;    M. Michelle Gourley, MFT, LCSW, JD

  This presentation will address the rapidly changing understanding in field of sexual development and behavior in both children and teens. Attendees will receive instruction as to what they can do as a helping professional when working with children and prepubescent teens who present with sexualized behavior and how to identify when youth need more specialized assessment and treatment intervention beyond more traditional psychotherapy. Discussion will include description of when and how to include age-specific and developmentally appropriate psychosexual education and the importance of healthy sex education to help youth navigate today’s online sexualized technology. Additionally, important assessment factors will be discussed to help identify potential underlying causes of the inappropriate sexualized behavior and how they are significantly different from those of older more mature individuals.

  After this expert presentation, you will be able to

  1) Recognize and assess those youth grappling with sexuality issues, sexualized behavior, and related struggles; and,
  2) Identify the core issues and/or causes for these struggles, including but not limited to bullying and trauma, and design a treatment plan to properly address and resolve such issues with the individual and the parents / caregivers and family.

• IN THE TRENCHES OF FAMILY THERAPY

  Elizabeth Fawcett, PhD, LMFT

  After hearing this presenter, you will be able to;

  1) Identify the family therapy models and individual concepts and techniques of those models which would be most effective for various cases; and,
  2) Incorporate these techniques and models of therapy in your own practice as indicated and / or be able to refer for the most appropriate treatment.

• WHAT HAPPENS BEHIND THE REPORT? INSIGHTS INTO CPS INVESTIGATIONS    (0.5 ETHICS CREDIT)

  Daniel Rich , SSW

  The goal for this training is to go through what we call “A walk through the system”, helping you understand what happens when someone calls in a referral and what to expect after the call is made.

  After this presentation, you will be able to:

  1) Describe the investigatory process of CPS investigations from the initial report to law enforcement, from therapy to the courts, etc.; and
  2) Describe some of the technical and ethical dilemmas created by various circumstances such as false reports of the child against the caregiver, therapist documentation, HIPPA, etc.

• MOVIE & CHAT: BORN SCHIZOPHRENIC: JANUARY’S STORY

  Summit Community Counseling

  January first appeared on the Oprah show in 2009 as the youngest child diagnosed with schizophrenia. This documentary was originally released in 2010. It provided an insight into raising a child with what was deemed at the time to be schizophrenia. Since its release, controversy has swirled around this case with claims that the mother may have Munchausen Syndrome by Proxy and that Jani is really autistic. Her younger brother has Autism as well. This documentary creates an opportunity to look at differential diagnoses for extreme behaviors.

  After viewing this documentary, you will leave able to:

  1) Provide insights of individual and family experiences when schizophrenia or other similarly presenting diagnosis are present; and,
  2) Discuss potential assessment processes with these clinical presentations.

• PREMATURITY & OTHER INSULTS ON DEVELOPMENT

  Natalie Allen, DNP, APRN

   

  Once you have heard the perspectives in this session, you will be able to:

  1) Outline the impact of premature births on families as well as on the newborns in both the short and long term – including common developmental trajectories on all levels – physical, emotional social, and cognitive; and,
  2) Translate these factors into clinical considerations which must be included in treatment plans.

• EXHIBITS & BREAK – 2:15 – 2:30

• CONCURRENT SESSIONS (1.25 CEU/each) – 2:30 – 3:30

• MAKING THE CONNECTIONS BETWEEN THE BRAIN & SKULL AND CEREBRAL BLOOD VESSEL DAMAGE IN TBI

  Brittany Coats, PhD;  Ken Monson, PhD

  When you think of connections in traumatic brain injury, you likely think of neuronal architecture and connectivity. But what about the connections between the brain and skull? What is their role in traumatic brain injury? Can they get damaged? And, if so, how might it influence the risk of traumatic brain injury from repetitive head trauma? In this presentation, we will explore the connections between the brain and the skull from a mechanics perspective to identify if these small microstructures contribute to the risk in traumatic brain injury.

  Blood vessels are commonly damaged as a result of both accidental trauma and surgical manipulation, but little is known about the mechanics of this damage or how damage processes affect subsequent vessel function, particularly when damage is subtle. In both traumatic brain injury and balloon angioplasty, little attention is paid to vessel damage that doesn’t result in hemorrhage. The prevailing clinical approach is to assume that a vessel is fine if it isn’t bleeding. This strategy appears to be effective at a basic level, but our research shows that even minor damage significantly alters function. We anticipate that improved understanding of damage mechanisms and their effects on vessel function will stimulate much-needed progress in injury prevention and treatment and in the optimization of medical procedures that induce vascular damage.

  After attending this presentation, you will leave able to:

  1) Summarize the effects of brain and skull interactions on the biomechanical elements of brain injury; and,
  2) Discuss the effects of brain injury forces on the brain vascular system and pathology.

• PRACTICE MAKES PERFECT: THE ROLE OF MINDFULNESS IN EARLY CHILDHOOD MENTAL HEALTH

  Jennifer Mitchell, PhD;  Samantha Smith, PsyD

  Research on mindfulness has expanded significantly over the last several years. In the past, research on mindfulness has focused on individual outcomes. Recent research on mindfulness has demonstrated positive outcomes for parents and children, including improved emotional regulation, decreased stress, and increased connectedness. Additionally, mindfulness is also becoming more popular in the workplace given its positive impact on employee well-being. This presentation will cover four domains of practice where mindfulness can be utilized to improve outcomes within the early childhood mental health field: practitioner self-care, dyadic interventions (caregiver/provider and child), supervision, and team/agency/organization. Participants will be provided an overview of mindfulness within each domain, as well as experiential exercises and techniques they can implement in their work.

  After jumping into mindfulness with these leaders, you will be able to:

  1) Understand the role mindfulness can play in promoting early childhood mental health; and,
  2) Identify mindfulness techniques that can be implemented with young children.

• TURBO CHARGE YOUR ORGANIZATION’S ENGINE: TAKE A TRAUMA-INFORMED APPROACH!

  Mary Beth Vogel-Ferguson, PhD, CSW

  We all want our organizations to run like a well-oiled machine! Yet the best intentions can have unintended consequences. Organizations that realize and recognize the impacts of trauma on individuals (and staff!), and respond with trauma-informed approaches, set up the whole system for greater work and client satisfaction and more successful outcomes. This session will explore the essentials of organization-level trauma-informed approaches, and offer ways to jumpstart your organization’s integration of trauma-informed principles policy, procedure and organizational culture. Being trauma-informed is something that everyone, from the social worker to the accountant, can agree just makes good sense!

  Once you participate in this program, you will be able to:

  1) Define what it means to be a trauma-informed organization and how to assess your own organization. Brain-storm ideas on how to get started if your organization wants to move forward.; and,
  2) Explore SAMHSA’s Trauma Informed Approach and evaluate how this approach intersects with workplace domains such as leadership, finances, physical space and more.

• EATING DISORDERS: TREATMENT UPDATES FOR 2021

  Anne  Marie O’Melia, MD, FAAP, CEDS-S

  Once you have heard from this nationally recognized expert, you will be able to:

  1) Describe at least three new and evolving trends in the evidenced based practice of eating disorders treatment; and,
  2) Understand a biopsychosocial model for describing the causes and treatments of eating disorders.

• YOU HAVE A PSYCH EVAL AND A DIAGNOSIS, NOW WHAT?? HOW TO BEST USE THE RESULTS OF A PSYCHOLOGICAL EVALUATION FOR IMPROVED OUTCOMES

  Julia Hood, PhD, BCBA-D, NCSP

  It is likely that many of the patients you work with have psychological evaluations that they can or have already shared with you. Often, clinicians get these lengthy reports and aren’t sure how to best utilize the information or know which information is important or useful for them in relation to the services they are providing. You may jump to the last part to see what diagnoses they were given, maybe jump to the IQ score, and then browse the recommendations. Psych reports are actually a great source of information that can provide important insights into your patients and can help you optimize the treatment you are providing.

  Once you have been educated by this informative expert, you will be able to:

  1) Give a general overview of psychological evaluation reports, what information can be found in each section, and how to navigate the information; and,
  2) Explore how you can best use a psychological evaluation, it’s limits, connections to school and medical setting uses, ways to help families identify and access services based off of recommendations and other aspects.

• UNIQUE ASPECTS OF BRAIN INJURY IN CORRECTIONAL POPULATIONS

  Kent A. Kiehl, PhD

  Brain injury is common in incarcerated populations. Brain injury has been noted as a variable that increases risk for re-offending. This presentation will review ongoing research studies of over 700 incarcerated youth who have been followed up for an average of 10 years. Predictors of re-offending, including brain injury, will be reviewed. In addition, neuroimaging data from the youth, as it related to brain injury and psychiatric risk variables, will also be reviewed.

  After attending this session, you will be able to:

  1) Summarize the unique aspects of brain injury management in individuals in correctional facilities; and,
  2) Describe the impact of brain injury in the correctional setting along with co-occurring problems.

• WHEN NEURODIVERSITY & MENTAL HEALTH COLLIDE

  Patricia Aguayo, MD, MPH

  This session will discuss prevalence of comorbid mental illness in the context of ASD and related disabilities. How to address and identify underlying mental illness. The role of medications. How to assess for underlying mental illness and when to discuss medication.

  After attending this session, you will be able to:

  1) Discuss some of the common considerations which must be given to youth with neuro diverse brains and a co-occurring mental health diagnoses; and,
  2) Incorporate both considerations into a treatment plan to best resolve and/or lessen the resulting issues.

• WRANGLING IN THE ANGRY & AGGRESSIVE KID   (BCBA CREDIT)

  Olin Levitt, PhD

  This presentation will address how to connect with, understand, and intervene with angry and aggressive youth. Current research in the area will be reviewed and a wealth of personal experience in dealing with this population will be shared. A variety of emotion regulation tools will be included in the presentation and demonstrations of their use via role plays will be conducted.

  After attending this session, you will be able to:

  1) Demonstrate an understanding of five key aspects of relationship-building with angry/aggressive youth; and,
  2) Demonstrate an understanding of three assessment techniques with angry/aggressive youth. Also, gain an understanding of three emotion-regulation strategies that can be taught and practiced with angry/agressive youth.

• EXHIBITS & BREAK – 3:30 – 3:45

• CONCURRENT SESSIONS (1.25 CEU/each) – 3:45 – 5:00

• IS IT BAD BEHAVIOR OR IS IT BRAIN DAMAGE?

  Kathy Searle, LCSW

  It is estimated that 80% of children with Fetal Alcohol Spectrum Disorder (FASD) are misdiagnosed. Many children with this disability are labeled as lazy and belligerent. This session will explore the prevalence of FASD in adoption, signs and symptoms and how to better prepare everyone around the child with an FASD and other neurodevelopmental diagnosis with information and skills to foster success.

  Once you have gleamed insights from this presenter, you will be able to:

  1) Define the unique psycho-social challenges related to adopting a child with brain injury; and,
  2) Use screening and assessment tools to identify possible pre-natal exposure to alcohol and create an appropriate care plan.

• STIGMA AND BIAS REDUCTION FOR TREATMENT & LIFE SUCCESS     (0.25 ETHICS CREDIT, 0.25 SUICIDE PREVENTION CREDIT)

  David Parker

  Once you have gained insights from these presenters, you will be able to:

  1) Trace the history and directions of stigma around behavioral health and addiction diagnoses which have impacted help-seeking behavior and systems of care; and,
  2) Take the ‘lessons learned’ from this historical perspective to identify the necessary educational directions and components which must be taken to lessen stigma and improve systems of care – from access to tertiary treatment.

• SUPPORTING WELLNESS & RESILIENCE FOR PATIENTS & OURSELVES

  Amy Locke, MD

  Optimal health is not the absence of disease. Thriving requires a strong foundation with attention to lifestyle, resilience, connection, and community. This presentation will consider the role of prevention in both physical and mental health while exploring how this looks personally and professionally. As health care professionals, if we are attentive to our own well-being, we become more effective in treating our patients. A shift towards prevention has the potential to change the landscape of medicine and healthcare.

  After attending this session, you will be able to:

  1) Discuss overall wellness & resilience and be able to identify ‘red flags’ when these are not in place and take appropriate actions and implement plans to restore wellness and resilience even during more stressful times and times of uncertainty; and,
  2) Provide education for youth and families to restore and maintain resilience and wellness and assess and track their progress.

• REALIZING PRECISION PSYCHIATRY WITH ARTIFICIAL INTELLIGENCE

  Nina de Lacy, MD, MBA

  This presentation will be a TED-style talk introducing the concepts of precision medicine as it applies to psychiatry and mental illness research. Challenges to developing precision psychiatry approaches will be discussed as well as approaches from computational and data science that are designed to address these challenges. The talk will focus on recent research advances by the de Lacy laboratory at the University of Utah to develop ways to predict individual cases of major mental illnesses in youth and advance our understanding of mental illness in youth using artificial intelligence and machine learning. Attendees will develop a better understanding of:

  Precision medicine and psychiatry

  How new approaches from AI and machine learning can help us understanding how mental illnesses develop in youth

  Preliminary advances in identifying the major risk predictors of mental illnesses in youth

  Features of our current mental illness classification scheme (ie nosology)

  How AI can refine our understanding of mental illness nosology

  Once you have heard from this presenter, you will be able to:

  1) Explain the concepts of precision mental health; and,
  2) Explain how computational and AI approaches can advance our understanding of the risk drivers of youth mental illness that may ultimately lead to more targeted interventions

• LEVERAGING TELEHEALTH TO HELP YOUTH & FAMILIES  (0.25 ETHICS CREDIT)

  Matt McCullough, PhD;   Eric Tadehara, MSW, MPA

  After attending this session, you will leave able to:

  1) Explore the challenges of working with you and creative ways to engage them via telehealth; in-person versus telehealth approaches to youth and family therapy; parent-child approaches via telehealth; technical necessities such as cutting out dueling screens and setting proper boundaries and expectations; establishing privacy; ethical conundrums; insurance issues; school components; and other considerations; then,
  2) Establish their own policies, protocols and practices to leverage telehealth overall for mental health and addiction treatment in youth and families.

• MOVIE FEATURE: WHAT HAPPENED TO YOU? HEALING FROM CHILDHOOD TRAUMA AND BECOMING SELF-AWARE CONFIDENT ADULTS

  Summit Community Counseling

  Join the authors Bruce Parry, MD and Oprah Winfrey as they discuss their ground breaking work, What Happened to You? The book gives easy to read explanations of the brain science around how trauma and neglect impact brain functioning as early as two months of age. This leads to our new conceptualization of mental illness from What’s Wrong with You to What Happened to You?

  After viewing this presentation, you will leave able to:

  1) Explain the brain science around trauma and neglect; and,
  2) Translate this information into clinical approaches with individuals who have experienced trauma.

• INTRODUCTION TO A WHOLISTIC INTEGRATIVE COGNITIVE REHAB PSYCOTHERAPY MODEL FOR YOUTH WITH BRAIN INJURY AND CO-OCCURRING ISSUES

  Mark Pedrotty, PhD

  Children and adolescents with brain injury typically experience co-occurring psychosocial issues and sometimes substance use and other issues. Accommodating traditional therapies for psychosocial, substance use, and other issues is essential in treating children and adolescents with brain injury. The integrative cognitive rehabilitation psychoterapy model offers a format for the rehabilitation therapist to provide several different therapies across identified domains within the clinical session. Cognitive sequelae of the brain injury are integrated into interventions and therapies over stages of recovery to provide the right therapy, at the right time, and at the right dose. Clinical examples are provided to elucidate strategies.

  Once this expert shares his knowledge, you will be able to:

  1) Describe the 7 thinking skills, 8 interventions, and 4 stages of recovery within the integrative cognitive rehabilitation psychotherapy model; and,
  2) Describe how to create culturally sensitive and patient-centered goals and objectives.

• RESEARCH UPDATE

  Huntsman Mental Health Institute

  In this presentation, you will receive an overview which will allow you to be able to:

  1) Outline some of the cutting-edge research which will be launched by this Institute and supported by national and international players impacting mental health and mental health and addiction treatment; and,
  2) Summarize major changes in research directions which will be seen within the next decade.

• THE LOVING PUSH: MAXIMIZING NEURODIVERSE POTENTIAL IN ADULTHOOD

  Jared Stewart, MEd, BCBA, LBA, ASA

  In the midst of the focus on childhood interventions, it is easy to forget that children with neurodiversity grow up to be adults with neurodiversity, and that transition must be consistently and intentionally prepared for. This presentation will cover the two service “cliffs” and tips to prepare successfully for them. Come improve your understanding of the components of successful transition for individuals with neurodiversity (such as autism and ADHD), and learn the critical tools, techniques, and mindsets required for families and professionals to create and implement effective plans to empower youth with neurodiversity to reach their highest potential functioning levels.

  Once you have heard from the popular presenter, you will be able to:

  1) Understand the components of effective preparation for individuals with neurodiversity such as autism to successfully transition to their highest potential functioning levels at all stages of life, with a special focus on adulthood; and,

  2)Learn the tools, techniques, and mindsets required to create and implement effective plans for youth with neuro diversity to become successfully independent, and to prepare their families to effectively support the process.

• WHEN HEARING VOICES DOESN’T CONSTITUTE PSYCHOSIS: DIFFERENTIAL DIAGNOSIS FOR PSYCHOTIC-LIKE SYMPTOMS IN YOUTH

  Marc Porritt, PhD

  Although hallucinations are often part of primary psychotic disorders, they can also be found associated with a number of other psychiatric and non-psychiatric conditions. This may contribute to diagnostic errors and lead to inadequate care and treatment management. Automatically equating all perceptual disturbances with psychosis can lead to significant misdiagnosis and inappropriate medical and mental health treatment. Practitioners often feel ill-equipped to assess a patient’s psychotic-like symptoms, and patients may not report their psychotic-like experiences without being asked. Increasing practitioner awareness of assessment and differential diagnosis of psychotic-like symptoms is imperative for accurate diagnosis and effective treatment of patients. The following presentation will focus on types of psychotic symptoms children and adolescents may experience, including a discussion of the normal continuum of psychotic-like experiences in youth. The presentation will review differential diagnoses, including the relationship of psychosis to trauma. The presentation will conclude with a review of child and adolescent assessment measures that can be used to clarify symptoms or possible psychosis.

  Once you have attended this session, you will be able to:

  1) Explain the interrelationships between trauma, dissociation and psychosis and explore the prevalence and patterns of auditory hallucinations in youth; and,
  2) Discuss differential diagnostic tools for psychotic-like symptoms and the tools to assess possible hallucinations in youth.

WEDNESDAY, NOV 3rd

POST-CONFERENCE OPTIONS

• WHEN MARRIAGE ENDS & NEW PROBLEMS BEGIN: KEEPING YOUTH & CLINICIANS SAFE IN HIGH CONFLICT DIVORCE    (5 CEU, 1 ETHICS CREDIT)    8:00 – 2:00

  Natalie J. Malovich, PhD

  The presentation will include an overview of high conflict divorce and the unique challenges it presents for families, as well as clinicians providing services to them. Particular attention will be given to the developing knowledge base about resist/refuse dynamics — when children resist or refuse parent-time — factors that contribute to this, as well as intervention strategies using evidence-based treatment. Dr. Malovich will also provide an overview of various treatment roles in high conflict divorce for the mental health professional, including discussion of ethical issues that are common to these cases and how to avoid such pitfalls. Case studies that illustrate challenges and solutions commonly encountered in high conflict divorce will be discussed, along with in-session exercises to develop the attendees’ skills in responding to these.

  After attending this workshop, you will leave able to:

  1) Develop policies and procedures to protect you legally, ethically, and personally when working with individuals and/or families involved with high-conflict divorce and the effects thereof; and,
  2) Run through multiple case studies demonstrating the issues which must be considered from charting and documentation to therapeutic interventions, letter writing, witness roles, communication restrictions, et cetera.

• BLACK LIVES MATTER TO CLINICIANS: MOVING BEYOND CULTURAL COMPETENCY IN AN ANTI-RACIST ERA (3.5 CEU, 1.0 ETHICS CREDIT, 0.25 SUICIDE PREVENTION CREDIT) – 1:30 – 5:30

  Kimberly Applewhite, PsyD

  Racially traumatic and stressful events that have occurred in recent years, most immediately highlighted by the death of George Floyd and others and subsequent protests around the country, illuminate the importance of ethical and clinical understanding of the continued effects of racism on mental health. Clinicians and therapists of all disciplines commit to increasing their knowledge and skill with regard to care of different cultures, as well as to uphold principles of diversity and equity in their fields. This workshop will explore ethical commitments to cultural sensitivity and humility, provide training on common diversity and equity-related terminology, discuss assessment and evaluation of racial stress and trauma, and review evidence-based practices in clinical care.

  After completing this workshop, you will be able to:
  1) Demonstrate understanding of ethical issues relating to cultural sensitivity and equity in their clinical profession; and,
  2) Demonstrate knowledge of culturally sensitive/humble clinical assessment/intervention methods.

• PERSON-CENTERED PRACTICES AND BRAIN INJURY (3 CEU) – 9:00 – 12:30

  Carrie Bambrough, BS, CBIST;   Traci Barney, BS, CBIST;   Jamie MoCrazy

  Learn about brain injury informed best practices for person-centered approaches. The training will include discussion of the principles of Person Centered Thinking. Participants in the workshop will learn how to approach Person Centered Practices though an informed “brain injury lens” and learn to use several Person Centered Thinking Discovery Tools.

  After completing this workshop, you will be able to:
  1) Outline and describe the principles of Person Centered Thinking; and,
  2) Show how to approach Person Centered Practices through an informed “brain injury lens” and Person Centered Thinking Discovery Tools.

• EVALUATOR TRAINING: UNDERSTANDING EVALUATION AND TREATMENT NEEDS OF SAFETY SENSITIVE HEALTHCARE PROFESSIONS WITH SUBSTANCE USE DISORDERS    (6.25 CEU)    8:30 – 4:30

  Megan Call, PhD;   Kelli Jacobsen, MSW, LCSW;   Barry H. Lubin, MD, ASAM, ABAM, MRO, AAMRO;    Robert Simpson, MD, FASAM, DABPM-ADM;    Scott A. Teitelbaum, MD

  The Utah Professionals Health Program (UPHP) is a program created by the Division of Occupational and Professional Licensing (DOPL) that is dedicated to helping healthcare professionals with substance use disorders.

  In order to fulfil our mission, we are cultivating a network of local evaluators and providers who have interest in developing the expertise necessary to work with healthcare professionals who have substance use disorder.

  After completing this workshop, you will be able to:
  1) Identify key differences in determining ASAM placement criteria for safety sensitive professionals versus the general population. Demonstrate understanding of how to conduct collateral interviews of colleagues and other involved parties that are discreet, yet respect the inherent conflicts that may exist. Demonstrate knowledge of key factors to consider when determining safety to practice; and,
  2) Understand basic toxicology interpretation. Demonstrate knowledge of emerging best practices for working with healthcare professionals. Learn 3 strategies to make your practice more clinician friendly.

• BRAIN INJURY TRACK – hosted by the Brain Injury Alliance of Utah
• EARLY CHILDHOOD TRACK – hosted by The Children’s Center
• MEDICAL INTEGRATION TRACK – hosted by the University of Utah Department of Psychiatry and the Huntsman Mental Health Institute
• MOVIE TRACK – hosted by Summit Community Counseling
• NEURODIVERSITY TRACK