The Temple University School Psychology Program invites you to join us for the

40th Annual School Psychology, Counseling Psychology and Applied Behavior Analysis Conference 
March 12-13, 2021

Hosted virtually via Zoom.

Schedule of Events

Friday, March 12

Keynote: 9:00-11:00 a.m. 
Carlton Green, PhD
Therapeutic Tools for Treating the Trauma of Race and Racism
People of Color presenting for therapy often have concerns related to racism and racial trauma, which is the psychobiological response to the insidious, cumulative experience of race-related stress, discrimination, and terror (Bryant-Davis & Ocampo, 2006; Carter, 2007; Comas-Diaz, 2016; Hardy, 2013; Helms, Nicolas, & Green, 2010; Pieterse, 2018). However, many mental health professionals have not been trained to identify and understand the pervasive negative outcomes associated with racism (Hemmings & Evans, 2018). The presentation will take a scientist-practitioner approach to understanding, discussing, and addressing race-related issues in mental health settings through the integration of relevant research, theory, and practice. More specifically, the presentation is grounded in Helms’ (1984, 1995) racial identity theory, as well as the writing of “#racialtraumaisreal” (Jernigan et al., 2015) by professional psychologists affiliated with the Institute for the Study and Promotion of Race and Culture. Borne out of practice, supervision, and lived experience, #racialtraumaisreal was conceptualized as a toolkit for assisting people of Color cope with the stress pertaining to increased exposure to racial violence. This session will focus on assisting mental health professionals of different racial backgrounds identify how they respond to these traumatic occurrences, while providing considerations for professional practice.

Learning Objectives:

  • Define racial trauma and identify related symptoms
  • Describe types of race-related responses to racial trauma and violence
  • Begin to identify barriers to effective race-related communication in therapy
  • Delineate strategies for addressing racial trauma responses

*This program is available to psychologists for CE credit.

Break/Student Poster Session: 11:00 a.m.-12:00 p.m.
Grab your lunch and come check out the virtual Student Poster Session.

Session One: 12:00-3:00 p.m.

  • Competency-Based Clinical Supervision: Risk Management Basics | Michael V. Ellis, PhD, LP 

    • As an experiential workshop, participants will have the opportunity to practice and apply a series of innovative skills and methods for the ethical practice of competency based clinical supervisors. The workshop will address to potential ethical and legal risks associated with providing inadequate and/or harmful clinical supervision by attending to the supervisory relationship and ethics in three specific ways: (1) by providing the foundation for an effective clinical supervisory relationship with ethnoculturally diverse supervisees by negotiating a written supervision informed consent and contract for supervision, (2) by documenting supervision sessions and developing a template for supervision session notes, and (3) by learning and practicing a structure to observe-review and provide feedback on a counseling-therapy session from a multitude of perspectives and foci—This supervision method may be taught and used for self-supervision.

    • Learning Objectives:

      • To apply the paradigm shift to ethical practice of competency based supervision
      • To learn about both inadequate and harmful clinical supervision
      • To begin appropriate documentation in clinical supervision
      • To learn and practice a method for observing / reviewing a therapy session or recording
      • To create specific strategies to incorporate the information learned in the workshop to one’s supervision back home
  • Diversity, Behavior Analysis and You | Elizabeth Hughes Fong, PhD, BCBA, LBS 

    • This lecture will examine culture, diversity, and ethics in the field of behavior analysis, with a comparison to psychology. Participants will be asked to participate in the lecture via large and small group discussion. Various ethical scenarios will be examined and participants will be asked to think about how their values and ethics may lead them to respond. Other topics discussed include diversity in Philadelphia, increasing culturally aware behavior analytic skills, and some of the barriers that perpetuate the lack of diversity and equity in our field.

    • Learning Objectives:

      • Be able to one way to become a more culturally sensitive practitioner

      • Be able to identify at least one barrier that perpetuates the lack of diversity and equity in our field.

      • Be able to discuss how demographics might play into intervention planning

      • Be able to list one tactic that APA has used to address diversity that the BACB might also use

  • Overview of Wechsler Individual Achievement Test, Fourth Edition (WIAT-4) | Gloria Maccow, PhD, HSP-P 

    • Note: this talk is 12:00-2:00 p.m.

    • This two-hour session covers the fourth edition of the Wechsler Individual Achievement Test, a comprehensive measure of oral language, reading, written expression, and mathematics (WIAT-4: 2020). The WIAT-4 offers several new subtests including Phonological Awareness, Orthographic Choice, and Orthographic Fluency, and several new composites including Phonological Awareness and Orthographic Awareness. Similar to the WIAT-III, the WIAT-4 provides quantitative information in the achievement areas specified by the Individuals with Disabilities Education Improvement Act (2004) as well as qualitative information for specific subtests. Subtest-level analysis and other skills analyses help professionals understand why a student is struggling with specific skills, and goal statements provide recommendations for intervention.

    • Learning Objectives:

      • To list subtests and composites new to WIAT-4.

      • To describe administration and scoring of selected WIAT-4 subtests.

      • To discuss how to use WIAT-4 results to identify a student with a Specific Learning Disability

*All session one presentations are available to psychologists for CE credit. 

Session Two: 3:30-5:30 p.m.

  • Panel: Advocacy, Activism, and Social Justice

    • Amber Hewitt, PhD, LP  

    • Brittany Greiert, PhD, LP, NCSP

    • Brittany Johnstone, EdS, NCSP

    • Mawule Sevon,  MA, BCBA, NCSP 

    • Stephen Sharp, MEd

*Session two is not available to psychologists for CE credit.

Saturday, March 13

Session Three: 8:30-10:30 a.m.

  • Developing a Behavioral Repertoire of Knowledge, Beliefs, and Values that Recognize the Importance and Relevance of Race and Neurodiversity in ABA Practices and Interventions. | Joy Johnson, MEd, MS, BCBA
    • Considering race and neurodiversity is central to effective interventions. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of  individuals and society as a whole. Interventions that acknowledge, respond to, and celebrate race and neurodiversity offer clients the equity  and respect they deserve. This presentation will address the ethical demand of cultural responsiveness as it relates to planning and implementing ABA interventions for the Autistic community as a whole and  for those impacted by the intersectionality of being Black and Autistic.

    • Learning Objectives:

      • And accepting cultural responsiveness as endemic to intervention effectiveness for clients.
      • Mediating power imbalances in practices  based on race, neurodiversity, culture, and class
      • Being change agents for social justice and equity as it relates to race and neurodiversity
      • Challenging racial, cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression in clinic climates and practices
      • Using race, neurodiversity, and community values to guide practices intervention development, clinic climates, invention strategies, and relationships with clients.
      • Creating an organizational culture where race and neurodiversity are valued
      • Seeing neurodifferences as assets
      • Broadening their awareness and gaining insight into neurodiversity and the relevance of race
      • Learning about the beliefs and values of the Neurodivergent communities and whether or not those cultures are represented in practices and interventions
      • Actively learning about  race, neurodiversity and the intersectionality of being Black and Autistic
      • Be able to assess one’s own biases, stereotypes, and level of cultural  responsiveness
      • Understanding that race and neurodiversity have a role in social validity and effective interventions

*Session three is available to psychologists for CE credit.

Session Four: 10:30 a.m.-12:30 p.m.

  • Improving Culturally and Linguistically Responsive Educational Identification Practices for Children with Autism | Bryn Harris, PhD, NCSP, LP     

    • Disparities in Autism identification, particularly by race/ethnicity and socioeconomic indicators, have been documented for decades. Despite the awareness, reduction of these disparities has been limited. This intermediate to advanced-level presentation will provide national data pertaining to trends in Autism identification disparities. Participants will gain knowledge pertaining to the potential impact of culture and language on Autism assessment practices, culturally and linguistically responsive Autism identification strategies, and promising practices that lead to earlier and more accurate Autism identification in traditionally underserved populations. 

    • Learning Objectives

      • Understanding of the national landscape pertaining to Autism identification and assessment practices within culturally and linguistically minoritized groups
      • Review ethical and legal obligations pertaining to Autism assessment within culturally and linguistically minoritized populations
      • Recognize limitations and challenges with traditional Autism assessment practices within culturally and linguistically minoritized populations
      • Identify and promote implementation of culturally and linguistically responsive Autism identification strategies
  • Self-Care and Burnout Prevention in the Age of the Pandemic: A Primer for the Mental Health Professional | Dina Silverman, PhD, LP
    • To say that the COVID-19 pandemic has grossly affected mental health across the nation would be an understatement.  According to the Stress in America 2020 report, seventy-eight percent of American adults have indicated that pandemic stress has overwhelmed them, and Gen-Z teens (age 13-17) and Gen-Z adults (age 18-23) are reporting particularly high stress and symptoms of depression (APA, 2020).  Worries about their own health and the health of loved ones, grief for lives lost or impacted by SARS-Cov-2, job loss and prospects of lengthy unemployment, financial distress and uncertainty about the future, are some of the factors contributing to the depressive symptomology.  Complicating individual experiences of the pandemic, societal issues, including access to education and healthcare, concerns about mass shootings, immigration, rise in suicide rates, assault reports in the news, political unrest, racial tensions and the opioid/heroin epidemic, have contributed to American adults’ reports of increased stress and symptoms of depression, which are further worsened by the current climate of political instability (APA, 2020).  Healthcare workers taking care of patients battling Sars-Cov-2 are particularly, vulnerable to both, a higher risk of infection than the general population, and mental health problems, ranging from anxiety, post-traumatic stress symptoms, depression and frustration (Xiang, Yang, Li, Zhang, Cheung, et al., 2020).  Increased incidents of suicide, both in COVID-19 patients and healthcare providers, driven by social isolation, economic recession, fear of contagion, exposure to trauma and social discrimination, further imperil mental health (Thakur, & Jain, 2020).  In light of the crumbling mental health of American adults, it seems imperative to educate mental health providers evidence-based strategies to bolster their own resiliency and prevent burnout, as well as educate them in provision of those critical services to those in their care.  Prolonged-Exposure with Response Prevention (Rothbaum, Foa, & Hembree, 2007), Mindfulness-Based Cognitive Therapy (Kabat-Zinn, 1994; Smith, 2014), as well as other strategies, rooted in the Cognitive Behavioral models are some of the strategies that will be expounded upon to help build up reserves of resiliency in the face of prolonged stress and prevent vicarious traumatization.  A historical overview of stress and resiliency research will segue into pragmatic strategies, inclusive of experiential exercises that will be implemented in session, to educate mental health providers on how to use these powerful tools in their own practices and in their own daily lives.

    • Learning Objectives:

      • At the conclusion of this presentation, attendees will be able to identify what helps them increase resiliency in their own personal lives and how they can increase resiliency in their consumer and co-worker populations.

      • At the conclusion of the presentation, attendees will be able to identify several evidence-based strategies that they can utilize to formulate program development to identify at-risk populations, prevent burnout and reduce burnout in their employment settings

      • At the conclusion of the presentation, attendees will be able to identify several evidence-based strategies they can use with their own consumer population to address burnout prevention, including in frontliners, such as healthcare workers

      • At the conclusion of this presentation, attendees will be able to name several evidence-based strategies for addressing vicarious traumatization, anxiety and depression and burnout symptoms

*All session four presentations are available to psychologists for CE credit. 

Break: 12:30-1:00 p.m.

Session Five: 1:00-4:00 p.m.

  • Telepsychology in Practice: Examining Threats and Preventing Unintended Consequences | Samuel Lustgartan, PhD, LP

    • Over the last couple decades, mental health providers have expressed interest and optimism for technology use in psychology (e.g., Norcross, Pfund, & Prochaska, 2013). Amidst the COVID-19 pandemic, more providers than ever before are turning to telepsychology services for their clients/patients (Abelson, 2020; Pierce et al., 2020; Sammons et al., 2020). As a result, today’s psychologists and counselors may use text messaging, smartphone apps, emails, electronic medical/health records, digital assessments, and telemental health therapy (TMHT) in the provision of services. However, using telepsychology may impact our ability to maintain competence, privacy and confidentiality, and other relevant ethical standards (e.g., Lustgarten, Sinnard, & Elchert, 2020). Additionally, various actors can hamper the secure and private transmission of protected health information (PHI) and data storage (Lustgarten & Colbow, 2017). This continuing education presentation reviews current technologies used, ethical threats, and recommendations for the future.

    • Learning Objectives:

      • Attendees will understand current technologies used in telepsychology services.
      • Attendees will develop competence regarding threats to ethics when using technology.
      • Attendees will consider strategies for protecting clients/patients and themselves.

 *This session is available to psychologists for CE credit and the three hours of this presentation fulfills the Ethics training requirement for psychologists. 

Please note: The keynote, sessions one, three, four, and five are available for CE credit for psychologists. Session two is not available for CE credit for psychologists.