2025 Annual Conference CE Session Information
April 3-5, 2025 | Oregon City, Oregon
Providence Willamette Falls Community Conference Center
Description:
Developing transformational leaders for our ever-changing world is becoming more critical as societal issues become increasingly complex. Leadership and its outcomes have primarily been based on western dominant society in psychology and other related fields. This is often referred to as the WEIRD world (Western, educated, industrialized, rich and democratic) (Henrich et al., 2010). Yet, many people within the United States and globally do not fit these characteristics. In fact, most people live in regions designated as the Global South, and this constitutes the Global Majority. Given this fact, how can leaders and leadership be more effective and inclusive for all?
This presentation will outline values, concepts, and behaviors from a transformational feminist leadership model that are important for successful and effective leaders in a global world. These leadership skills are required to address the needs of a world that is increasingly becoming more interconnected and complex. These skills and actions include empowerment, collaboration, power analyses, strong reflexivity, deconstruction of our biases and oppressive systems, inclusivity, and advocacy to name a few (Porter, 2025), Further, a transformational feminist leadership framework will be presented to understand the multilayered systems and social locations that must be navigated, along with the actions and behaviors of how a feminist leader puts these elements in action. Ultimately, the feminist leader upholding cultural humility and respect for those voices who have been silenced or invisible such as those from the Global Majority World and Indigenous communities will find ways to collaborate and empower all in addressing the social, economic, and political disparities to create a more inclusive and just world. The presenter will share examples of how these values and concepts has been and will be used in her leadership roles, particularly in her role as the 2025 president of the American Psychological Association.
Learning Objectives:
- Describe the four key skills and behaviors in leadership found in western psychological research.
- Define power and influence.
- Name three concepts from the transformational feminist leadership model
Description:
This session will have a pain psychologist and a physical therapist present strategies we use collaboratively to help patients with complex chronic pain improve their function and quality of life. This session will utilize case-based learning to demonstrate practical ways to implement the Oregon Pain Education Toolkit. We will have a patient with chronic pain participate on our panel to enhance learning about how you can work effectively with your patients/clients.
Learning Objectives:
- Describe evidence-based strategies used by psychologists and PTs to help patients improve function and quality of life
- Learn how to utilize the Oregon Pain Education Toolkit in your practice
- Learn how to help patients pace their activity, manage flare ups, and focus on their values
Description:
In virtually every clinical work setting, practitioners will need to be prepared to encounter and support people experiencing grief. For many, grief is a time when competent and responsive support is deeply needed. The bad news is that the vast majority of therapists receive little to no focused training in the theory and practice of grief counseling, and even less training in ways support may need to be tailored to be inclusive of the ways grievers are unique. The good news is that this gap can be remedied.This 120-minute active and interactive workshop will provide a conceptual and practical introduction to leaving no grievers behind, including case examples of theory in action throughout. Participants will be introduced to the topic of disenfranchised grief (Doka, Turner, Stauffer and Casellato): when grief lies outside of the cultural “window” of recognition and acceptability, and is therefore not acknowledged, validated or supported. Disenfranchisement can target kinds of losses, different grief processes, different cultural conceptualizations of loss and grief, and/or particular groups of grievers). We will explore groups and circumstances in which disenfranchisement most often occurs, as well as strategies for welcoming and supporting the disenfranchised griever.Second, the adaptive grieving styles model (Martin and Doka) will be introduced. This model grew from research which strongly suggested that stage models of grief (such as Kubler-Ross’s) are not sufficiently inclusive. In response, a continuum of grief styles was created to assist both clinicians and clients in understanding, validating and effectively supporting each person’s experience and expression of grief. We will discuss both style assessment and ways to appropriately support styles across the continuum. Finally, we will acknowledge some of the biases which tend to be present within the broader field of counseling which may, in the absence of awareness, impede our ability to successfully support some clients in their grief (e.g. Sue and Sue’s “affective bias”). Participants will be invited to reflect on what experiences, beliefs, styles, biases and assumptions about grief and loss they carry, and ways these might impact their support of clients with different perspectives.
Learning Objectives:
- Name groups and circumstances in which disenfranchised grief most often occurs, as well as strategies for supporting the disenfranchised griever
- Articulate the grief styles continuum and the ways it differs from stage models
- Assess for dissonance between griever and environment
- Name strategies to appropriately support different styles across the continuum
- Acknowledge the biases which tend to be present within the culture/field of therapy
- Consider what expectations, beliefs and biases about grief and loss we may bring into the therapeutic container and process.
Description:
Eating disorders (EDs) are among the most lethal mental health conditions, with low remission rates and numerous complexities that challenge treatment and supervision. This session will provide a comprehensive overview of DSM-5 Feeding and Eating Disorders (FED), including evidence-based and innovative treatment options, referral guidelines, and key ethical considerations.
Participants will explore complexities that contribute to the development and maintenance of these disorders, including factors such as personal and collective trauma, sociocultural influences, and objectification by others and oneself. The session will address the egosyntonicity of eating disorders, where the disorder is seen as aligned with the individual’s values or identity, contributing to treatment resistance and ambivalence.
Ethical implications will be discussed, particularly regarding the decisional capacity of those with EDs. Participants will learn how to balance values-aligned care with the responsibility to support both physical and psychological needs. This session will also examine how personal values and sociopolitical factors influence the treatment and management of eating disorders, providing a framework for ethical decision-making in clinical practice.
Finally, we will engage in discussion regarding the unique considerations clinicians must face when treating eating disorders such as increased liability, medical complexities, countertransference, and treatment team dynamics. Practical guidance will be provided for clinicians, educators, and supervisors to promote effective, ethical, and trauma-informed care in the treatment of eating disorders.
Learning Objectives:
- Participants will gain an understanding of DSM-5 diagnostic criteria for Feeding and Eating Disorders (FED), factors influencing their development and maintenance, and both standard and innovative treatment approaches and outcomes.
- Participants will explore ethical considerations unique to treating eating disorders, including the role of personal values and sociopolitical influences in the development, maintenance, and treatment of these conditions.
- Participants will enhance their ability to apply ethical and effective practices in eating disorder treatment, education, and supervision, focusing on practical strategies and considerations.
Description:
The purpose of this presentation is to support members in gaining clarity and understanding surrounding the Guidelines for Clinical Supervision in Health Service Psychology. Clinical supervision serves as a key basis for advancing one’s training in pursuit of clinical, counseling or school psychologist credentials. As well, providing ethical and effective mental health care to patients is directly linked to ethical and effective supervisory practices. Through this training, participants will be invited to reflect on their own experiences in supervision, increase their understanding of specific competencies in Health Service Psychology, and articulate the vital role of supervision in psychological training in areas of competence, ethics, diversity, and professionalism.
Learning Objectives:
- Describe the domains of Guidelines for Clinical Supervision in Health Service Psychology.
- Acknowledge the distinct competency of group supervision.
- Explore the complex multicultural factors in supervision.
- Consider the intersection of supervision and APA Ethics Codes.
Description:
Part I: The Evolution of Professional Ethics
Part II: Cultural and Professional Humility
Part III: The Applied Participatory Ethics Model
Part IV: A Formal Ethical Decision-Making model
Part V: How do we know what we know? and Transparency
Part VI: Ethics of Care: “Who holds you accountable?”
Learning Objectives:
- Participants will be able to define and identify examples of Professional Humility from their current practice.
- Participants will define and operationalize the Applied Participatory Ethics model with examples from their practice.
- Participants will identify stages of a formal Ethical Decision Making model, and rate themselves on their understanding and use of a formal model in ethical decision making.
- Participants will assess their own professional accountability group and provide examples of its’ helpfulness.
Description:
Hayes Young, program director for TransActive at the Lewis & Clark Graduate School of Education & Counseling, will offer insight into how rapid legal and social changes are impacting transgender and gender diverse people in our communities. In this session, Hayes will explore how clinicians can support and affirm their clients and patients in an uncertain time, and how to discern trauma-aware resources and referrals.
Learning Objectives:
- Participants will explore the current legal and social landscape transgender and gender diverse people are facing.
- Participants will receive guidance on locating helpful and affirming resources and referrals for transgender clients.
- Participants will learn more about how current trends are impacting the mental health and well-being of gender diverse youth in the U.S.
Description:
Immigrants and refugees comprise about 15% of the U.S. population and are valued contributing members of our communities. Some of these individuals are in the U.S. without documentation or authorization, therefore increasing their vulnerability to discrimination, harm, and potential deportation, removal from their homes, and separation from their families. In this presentation, Dr. Valdez will discuss mental health and legal considerations in clinical work with this population. She will demystify legal immigration pathways and illuminate the roles psychologists can play in working with and supporting our immigrant and refugee clients. Finally, Dr. Valdez will highlight trauma-informed and culturally responsive approaches that are paramount in the work, both for caring for self as clinician and for community as a whole.
Learning Objectives:
- Understand mental health and legal concepts in immigration work
- Identify types of legal immigration pathways and the role psychologists play in these processes
- Learn trauma-informed and culturally responsive approaches specific to immigrant and refugee clients in the clinical setting
- Understand the relevance of self-care when working with immigrant communities
- Identify up to 3 strategies for engaging in self and community care
|
