SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2019/Day 1
Day 1
editKeynotes
editEvidence-Based Engagement Interventions for Disruptive Behavior: Looking Through a Microscope and Telescope
editPresenter: Anil Chacko, Ph.D., Associate Professor, Department of Applied Psychology, New York University
Powerpoint: OSF
Learning Objectives:
editDescribe an integrated model for understanding and addressing barriers to engagement in services for children with disruptive behavior and their families
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Describe evidence based interventions to improve engagement in services for children with disruptive behavior and their families
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Summarize findings from the empirical literature on improving engagement in mental health services for children with disruptive behavior and their families
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Structural Stigma and LGBT Mental Health
editPresenter: Mark L. Hatzenbuehler, Ph.D., Associate Professor, Department of Sociomedical Sciences, Columbia University Mailman School of Public Health
Powerpoint:
Learning Objectives:
edit Describe the concept of structural stigma as it relates to sexual orientation and gender identity
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Summarize and evaluate emerging research about the mental health consequences of structural stigma for LGBT populations
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Discuss implications of this research for preventive interventions and public policies
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Transdiagnostic Treatments for Youth Emotional Disorders: How Can We Get "what works" to More Children and Adolescents?
editPresenter: Jill Ehrenreich-May, Ph.D., Associate Professor, Department of Psychology, University of Miami.
Dr. Ehrenreich-May is the first author of the therapist guide and workbooks for the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C and UP-A). Funding for research on the UP-C and UP-A comes from the National Institutes of Health, Queensland Children’s Hospital Foundation, American Red Cross, and other agencies.
Powerpoint:
- The Unified Protocols
- For which emotional disorders?
- All anxiety disorders
- Obsessive-compulsive disorder (e.g., OCD)
- Adjustment disorder with depressed mood or anxiety
Depressive disorders
- Emerging evidence for: PTSD (Gallagher, 2017; Varkovitzky et al., 2018), eating disorders (Thompson-Brenner et al., 2018; Eckhardt et al., under review), borderline personality features and disorder (Sauer-Zavala, Bentley, & Wilner, 2016; Tonarely et al., in preparation), bipolar disorder II (Ellard, Deckersbach, et al., 2012), anger and irritability in youth (Malmberg, Kennedy & Ehrenreich-May, in press; Grossman & Ehrenreich-May, in press), early onset serious mental illness (Weintraub et al., under review), etc.
- Although they may look different, these disorders may be maintained by similar processes
- Namely how the individual responds to intense negative (and to a lesser degree positive) emotions
Learning Objectives:
edit The Cost of Youth Emotional Disorders
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Barriers to Implementation of Evidence-Based Therapies for Youth
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Advantages and Types of Transdiagnostic or Multi-Diagnostic Approaches to Evidence-Based Therapy for Emotional Disorders in Youth
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Description of One Transdiagnostic Approach: Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C and UP-A)
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Research on the UP-C and the UP-A
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Workshops
editEvidence-Based Engagement Interventions for Disruptive Behavior: Practical Strategies to Integrate Into Routine Care
editPresenter: Anil Chacko, Ph.D., Associate Professor, Department of Applied Psychology, New York University
Powerpoint:
Learning Objectives:
edit List the three common factors to target when improving engagement in mental health services for children with disruptive behavior and their families
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Utilize evidence based intervention approaches for improving engagement in mental health services for children with disruptive behavior and their families
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Summarize the specific benefits and drawbacks of utilizing evidence-based approaches for your practice setting
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An Introduction to the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents
editPresenter: Jill Ehrenreich-May, Ph.D., Associate Professor, Department of Psychology, University of Miami
Powerpoint:
Learning Objectives:
edit
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Treating Shy, Inhibited, and Socially Anxious Youth in Early Childhood
editPresenter: Jami Furr, Ph.D., Senior Psychologist, Mental Health Interventions and Technology (MINT) Program, Center for Children and Families at Florida International University
Powerpoint:
Learning Objectives:
editDescribe the contributions of nature and nurture to the etiology of selective mutism and social anxiety in youth
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Anxiety
Social anxiety disorder
Selective mutism
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State 3 assessment measures and observations in the evaluation of selective mutism, anxiety, and communication more broadly
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SM Evaluation
Psychoeducation
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Identify and describe 3 empirically-supported behavioral, cognitive, and communication-based treatment techniques for selective mutism and social anxiety in youth
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Treatment
Cycle of Positive Reinforcement - Brave Talking
Additional Tips for Teachers
Impact of Culture and Language
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Building Social, Emotional and Behavioral Competencies in the Elementary School Setting Using a Multi-Tiered System of Supports
editPresenter: Erika Coles, Ph.D., Clinical Director, Center for Children and Families at Florida International University
Powerpoint:
Learning Objectives:
edit- Recognize how multi-tiered behavioral strategies contribute to social and emotional learning in children
- Define trauma-informed schools and how using a trauma-informed framework can build social and behavioral competencies in the school setting
- Implement evidence-based strategies for building social and behavioral competencies
Other 2019 Days
edit- SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2019/Day 2
- SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2019/Day 3
References
edit- ↑ https://doi.org/10.1007/s10567-016-0205-2
- ↑ https://link.springer.com/content/pdf/10.1023/A:1016699424731.pdf
- ↑ https://doi.org/10.1007/s10826-006-9022-4
- ↑ https://doi.org/10.1007/978-94-017-9002-4_3
- ↑ 26035323
- ↑ 10.2105/AJPH.2008.153510
- ↑ http://dx.doi.org/10.1891/0886-6708.VV-D-13-00166
- ↑ 10.2105/AJPH.2009.168815
- ↑ 10.1001/jamapsychiatry.2018.0757
- ↑ https://doi-org.libproxy.lib.unc.edu/10.1007/s12160-013-9556-9
- ↑ 10.2105/AJPH.2008.153510
- ↑ 10.1097/QAD.0000000000000724
- ↑ 10.1016/j.socscimed.2013.10.005
- ↑ 10.1037/hea0000126
- ↑ https://link.springer.com/content/pdf/10.1007/BF02249453.pdf
- ↑ https://link.springer.com/content/pdf/10.1007/BF02249453.pdf
- ↑ http://vb3lk7eb4t.search.serialssolutions.com/?sid=google&auinit=GA&aulast=Fabiano&atitle=A+comparison+of+behavioral+parent+training+programs+for+fathers+of+children+with+attention-deficit/hyperactivity+disorder&id=doi:10.1016/j.beth.2008.05.002&title=Behavior+therapy&volume=40&issue=2&date=2009&spage=190&issn=0005-7894
- ↑ Nock, M. K. (2005). Participation Enhancement Intervention: A brief manual for a brief intervention. Psychology, 73, 872-879.