Thursday

"What's Missing from your Practice? Intro to Somatic Intervention"
Presenter: Ricki Bernstein, LCSW
5 CE Hours
All Learning Levels
This workshop will teach the somatic language many of us didn’t learn in our clinical training. Focusing on the moment to moment process, using all parts of the brain, you’ll learn to listen past the content and hear what hasn’t been said. Integrating the seminal work of Eugene Gendlin, Dan Siegel, Peter Levine, Diana Fosha, and Stephen Porges (among others), Ricki Bernstein will teach her wide angle approach to somatic psychotherapy. With clarity, simplicity and memorable examples, Ricki translates complex neurobiological concepts into concrete interventions available for immediate clinical use.

"Technology: A Clearer Vision"
Presenter: Holli Kenley, MA, LMFT
5 CE Hours
All Learning Levels

In an August 2017 Washington Post article titled “I Spent My Career In Technology. I Wasn’t Prepared For Its Effects On My Kids,” Melinda Gates explains, “As a mother who wants to make sure her children are safe and happy, I worry. And I think back to how I might have done things differently.” As we become more dependent on technology, there is mounting evidence regarding the deleterious effects of usage, especially for children. In this workshop, let’s sharpen our therapeutic skills so our clients know how to do things differently.

Goal One: Present research-based evidence on the relational dynamics of indirect or electronic communications. Goal Two: Present research-based evidence on the degree of access to, exposure to, and consumption of technology and its impact on the health and well-being of individuals, parents, and families.

Goal Three: Present strategies for creating a clearer vision of our relationship with technology by focusing on two areas: increasing awareness through education and implementing interventions within a holistic approach.

Upon conclusion of this workshop, participants will be able to:

1. Describe three behavioral norms of indirect communication — anonymity, pseudonymity, and power differential — and discuss their impact on the human condition.
2. Explain the relevance of Social Cognitive Learning Theory and the Theory of Moral Disengagement in connection with the changing and evolving behaviors of a technology-driven environment..
3. Define Behavioral Addiction and discuss its relevance to the degree of access to, exposure to, and consumption of technology..
4. Identify and articulate at least two side effects for each of the following, based on current research:.
5. a. Clinical and behavioral b. Psychological and emotional c. Neurological and cognitive d. Physical e. Psychosocial and relational f. Inner-personal g. Family interaction and parenting
6. Describe and discuss at least six educational resources and their programs, policies, and practices for creating awareness, increasing understanding, and building healthier relationships with technology..
7. Identify and implement specific interventions to address the needs of their clients within a holistic approach..

Holli Kenley, M.A., LMFT, works in the field of psychology as an author, therapist, and workshop presenter. As a thought leader in areas such as cyberbullying, betrayal, and screen dependence, she has been a six-time peer presenter at the California Association of Marriage and Family Therapists’s annual state conference and a featured/keynote speaker at college-level clinical programs, state and national advocacy organizations, and educational institutions. Holli has authored nine recovery books and one novel. Prior to and during her career as a therapist, she taught for 30 years in public education.

"Trauma In Schools"
Presenter: Scott Poland, Ed.D.
2 CE Hours
All Learning Levels

The incidence of youth violence, tragedy, suicide, bullying and traumatic events requires that schools and communities be prepared to respond to these events. Schools are the logical place to assist traumatized children and all adults at home and school need to know the typical reactions that children have to a tragedy. The presenter has a wealth of practical experience in school crises and will help participants develop and enhance their ability to help traumatized children. A key strategy is help the adults first and to emphasize the importance of responding to traumatized children with the resumption of routines, patience, tolerance, structure and love.

Schools are the logical place to identify traumatized students and to begin to intervene and support children affected by trauma. This presentation will emphasize the importance of collaboration between school personnel, parents and community professionals.

Upon conclusion of this workshop, participants will be able to:

1. Identify protective factors and primary prevention programs to prevent crises from occurring.
2. Identify key factors that increase school safety and improve schools’ ability to assess threats of violence.
3. Learn how to develop a comprehensive best practices model for suicide prevention, intervention and postvention in the schools.
4. Learn best practices crisis intervention models to manage emotionality and assist the entire school community and classrooms of students after tragic events.
5. Learn best practices in bullying prevention and understand the complex relationship between bullying and suicide.
6. Become familiar with the lessons from numerous legal cases where schools have been sued after a crisis.
7. Understand the phenomena of non-suicidal self-injury and learn best practices responses for schools.

Dr. Scott Poland is a Professor at the College of Psychology and Co-Director of the Suicide and Violence Prevention Office at Nova Southeastern University. Dr. Poland is a licensed psychologist internationally recognized as an expert on youth suicide, self-injury, school violence, school safety, threat assessment and school crisis. He has authored/co-authored five books including, Suicide in Schools (2015). He co-authored the Suicide Safer Schools Plan for the state of Texas and previously directed psychological services for a large Texas school system for 24 years. He is a past President of the National Association of School Psychologists, the past Prevention Division Director of the American Association of Suicidology, an expert witness in numerous legal cases surrounding suicide tragedies in school communities, and has testified about the mental health needs of children before the U.S. Congress on four occasions.

"Counseling Emergency First Responders in a Culture of Mental Toughness"
Presenter: Sara Gilman, PsyD. LMFT
2 CE Hours
Learning Level Intermediate

Counseling emergency first responders can be challenging and complicated given the impact of cumulative, chronic exposure to traumatic stress and human tragedy throughout their careers. Understanding this culture of “mental toughness” is imperative for successful counseling outcomes. In this workshop, you will learn the keys to bridging the stigma gap between mental health counselors and first responders as well as guidelines for effective, evidence-based treatment methods. Attendees will gain knowledge and confidence, along with resources to further their work with this population of public servants. The workshop will:

• define emergency first responders and their mindset.
• foster an understanding of current research on emergency first responder stress, its symptoms and prevalence.
• introduce evidence-based treatment approaches for this population.

Upon conclusion of this workshop, participants will be able to:

1. Apply strategies to connect with first responders in their communities.
2. Identify the signs and symptoms of cumulative, chronic exposure to traumatic stress in first responders.
3. Use evidence-based interventions for this population.
4. Draw on specific information from current research studies about the unique impact occupational hazards have on the psychological well-being of first responders.

Dr. Sara Gilman is a Licensed Marriage & Family Therapist with a doctorate in psychology. She is president of Coherence Associates, a professional counseling corporation in San Diego, CA. She is a former San Diego Rural Firefighter/EMT and was awarded Fellowship status with the American Academy of Experts in Traumatic Stress for her extensive work utilizing EMDR with first responders. She is a past president of the EMDR International Association Board of Directors and has contributed to two books that address treating trauma in 911-Telecommunicators. With her passion for all first responders, she consults with clinicians to provide effective counseling methods that address post-traumatic stress injury and strategies for building resilience throughout the first responder’s career.

"The Art of the Progress Notes: Where Law & Ethics Meets Efficiency"
Presenter: Elizabeth P. Irias, MS, LMFT
2 CE Hours
All Learning Levels

Don’t wind up in the back of The Therapist because of preventable documentation problems. Many myths, such as “Write vague notes in case the notes are used in court” and “Private pay therapists don’t need to keep notes,” float around our profession. These mistruths contribute to documentation mistakes that can have significant consequences for clinicians and clients alike. This presentation will increase your understanding of the legal and ethical factors that impact documentation regardless of pay source (insurance, cash, etc.) or workplace (agency, private, etc.). Attendees will learn how to conceptualize Medical Necessity and integrate it efficiently into clinical documentation.

This presentation offers key information about clinical documentation-related laws and standards of care that are often unknown to clinicians, and is designed to sharpen the clinical documentation skills of providers, thereby reducing liability risks and improving the quality of client care. Therapists are told time and time again that their notes are legal documents, yet they often receive very little training about what actually needs to be in them. Further, misunderstandings about the legal and ethical requirements for clinical documentation contribute to therapists making inadvertent errors that can have significant consequences for them and for their clients. Clients have lost benefits such as short-term disability and insurance-treatment authorizations because of clinical documentation oversights, and clinicians are at risk of licensure loss, criminal investigation, and medical negligence charges if their clinical documentation is inadequate. The goal of this seminar is to provide clinicians with succinct, clear guidance to clear up misunderstandings and improve overall clinical documentation quality.

Upon conclusion of this workshop, participants will be able to:

1. List three legal or ethical implications of inadequate clinical documentation practices.
2. Identify five important components of quality clinical documentation as they relate to Best Practice.
3. Provide a general definition of Medical Necessity as related to clinical documentation.

Elizabeth P. Irias, MS, LMFT, is the founder and president of Clearly Clinical, an affordable national podcast Continuing Education company. Known as the “Utilization Review Guru,” she has specializations in Utilization Review, Clinical Best Practice, and Clinical Documentation, and works closely with clinical teams across the country to improve their quality of care, documentation practices, and Utilization Review outcomes. An adjunct graduate professor at Pepperdine University, Beth is an engaging professional conference speaker known for her tongue-in-cheek style. She operates a private practice in Westlake Village, CA, where she treats adolescents and young adults, members of the LGBTQ+ community, and those with addictive disorders.

"Implicit Bias and Racial Micro-agression in Schools and Colleges"
Presenter: Luke Wood, Ph.D.
3 CE Hours

In recent years, educators have become more aware of the role that racial microaggressions have on student success for underserved students of color. Microaggressions are common, daily verbal and non-verbal slights that negate and put-down people of color. In this workshop, participants will learn what racial microaggressions are and how they serve as a barrier to student success in schools and colleges. The presenters will highlight common microaggressions experienced by students of color and discuss an array of microaggression sub-types. The presenters will also discuss strategies and practices that have been proven effective in challenging and reducing racial microaggressions commonly experienced by students of color in academic contexts.

The goal of this workshop is to expose participants to the myriad of ways that racial microaggressions manifest and school and college settings.

Upon conclusion of this workshop, participants will be able to:

• Overview the concept of microaggressions and a taxonomy of microaggressions extended by Derald Wing Sue
• Highlight common microaggressions experienced by students of color and their influence on student success
• Propose strategies that educators can employ to reduce microaggressions and mediate their negative effects on student success

J. Luke Wood, Ph.D. is a Distinguished Professor of Education and the Associate Vice President of Faculty Diversity and Inclusion at San Diego State University. Dr. Wood is also the Co-Director of the Community College Equity Assessment Lab (CCEAL) a national research and practice center that has data collection and training partnerships with over 150 schools, colleges, and universities across the nation. Wood’s research focuses on factors affecting the success of boys and men of color in education. During the Obama administration, his research was featured through the White House Initiative on Educational Excellence for African Americans and the My Brother’s Keeper Initiative.

"Becoming Culturally Competent in the Fire Service"
Presenter: Steven Froehlich, Ph.D., LMFT, and panel
3 CE Hours
Introductory Learning Levels

This workshop is offered for clinicians that are interested in becoming culturally competent with the unique needs of firefighters and their families. The fire service is a unique culture based on a paramilitary structure. Firefighters are asked to face horrors that few outside the profession can imagine, from mass casualty incidents to the intimate pain of a child dying in their arms. It can take a toll on even the strongest individuals. National surveys suggest that nearly one in three firefighters has considered suicide and struggles with intimate relationships. Consequently, it is important that clinicians working with this population understand the unique needs of firefighters and their families.

Upon conclusion of this workshop, participants will be able to:

1. Recognize factors that lead to post-traumatic stress in the fire service.
2. Explain fire service culture and its effect on those exhibiting signs of post-traumatic stress while defining the difference between post-traumatic stress and post-traumatic stress disorder.
3. Explain the personality characteristics of firefighters and how irregular working hours impact firefighter family relationships.
4. Explain the effects of cumulative stress and critical incident stress on fire service personnel.
5. Explain the benefits of peer support and how it can provide the bridge between the fire service and the mental health community.

Dr. Steven Froehlich, LMFT, opened his private practice in West Los Angeles in 1976 and has served many individuals from the law enforcement and fire service communities. Froehlich was hired by the Beverly Hills Police Department, trained by the L.A. Police Department in crisis negotiations, and later added to the Beverly Hills Police Department’s Crisis Negotiations Team. The FBI later recruited Froehlich for its L.A. field office to provide training and ongoing consultation to the Peer Support Team that assists with post-critical incidents and individuals. From 1995-2017, he was a member of the Critical Incident Stress Management Team deployed by the L.A. County Fire Department. In May 2017, Froehlich joined the United Firefighters of L.A. City as its full-time Director of Behavioral Health.

"Law and Ethics Abridged: Vignettes of Common Problems"
Presenters: Kristin W. Roscoe, JD,
CAMFT Staff Attorney and
Luke Martin, JD,
CAMFT Staff Attorney
3 CE Hours

This presentation is intended to provide an overview of six common legal areas in which CAMFT staff attorneys receive calls. Topics to be discussed include responding to records requests, writing letters for emotional support animals, business formation, the Child Abuse and Neglect Reporting Act, recording sessions, and telehealth.

Upon conclusion of this workshop, participants will be able to:

1. Explain the differences between producing records pursuant to HIPAA and producing records pursuant to California law.
2. Describe the steps a therapist should take prior to writing an emotional-support-animal letter.
3. Identify the business-structure options available to licensed marriage and family therapists.
4. Describe the forms of abuse and neglect under the Child Abuse and Neglect Reporting Act.
5. Identify concerns a therapist should consider before recording a patient session.
6. Explain the fundamentals of telehealth, including the practice of marriage and family therapy across state lines.

Kristin W. Roscoe, Esq., a CAMFT Staff Attorney, takes CAMFT member phone calls regarding law and ethics issues and contributes articles on those subjects to The Therapist. Before joining CAMFT’s legal team, Kristin represented healthcare professionals in medical malpractice litigation at La Follette, Johnson, DeHaas, Fesler & Ames. Since entering the legal profession, Kristin has worked in various capacities presenting to and advocating on behalf of her clients both inside and outside of the courtroom. Kristin received her B.A. from The College of Wooster in 2006 and graduated from The American University Washington College of Law with her J.D. in 2012.

Luke Martin, Esq., began as a Staff Attorney at CAMFT in April 2019. He has completed a bachelor's degree in English and Political Science, a Master of Business Administration, and a Juris Doctorate degree specializing in Child, Family, and Elder law. Prior to coming to CAMFT, Luke served as general counsel for several businesses with annual revenues totaling well over $8 million. He has also been recognized by the State Bar of California for his pro-bono legal service to domestic violence victims. In addition to his work at CAMFT, Luke also serves on multiple boards and as a lecturer for several universities.