88th Annual Conference Schedule

Breakfast, Networking and Exhibits Viewing* 

8:30 a.m.

Ballroom

Opening Plenary Session, Welcome

Matthew Syzdek, Ph.D., LP, MBA
President, Minnesota Psychological Association

Keynote Address: The Future is Now: How Digital Interventions (including AI) Could Address the Mental Health Crisis

Vaile Wright, Ph.D.
Ph.D., Counseling Psychology
University of Illinois, Urbana-Champaign

Mental health digital interventions involve the use of software programs to deliver evidence-based and validated interventions to treat mental and behavioral health disorders, such as chronic insomnia, panic, and substance use disorders. They are not direct-to-consumer apps and require a prescription or order by a licensed practitioner as part of a treatment plan. They have the potential to increase and expand access and options to care and improve population health and health equity. However, regulatory confusion and reimbursement barriers potentially stand in the way of scalable dissemination and implementation. This program will describe this emerging technology and the evidence supporting its use, it’s potential to increase access to care and improve health equity, and what is being done to address the existing barriers within healthcare.

Upon completion of this session, participants should be better able to:

1. Describe what digital therapeutics are and how they are different from wellness apps.
2. Summarize how digital therapeutics can expand access and health equity to marginalized populations.
3. List the regulatory and reimbursement barriers to full health care implementation for digital therapeutics.

The speaker has indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic.

Break and Exhibits Viewing* 

Visit with exhibitors as they discuss with you the latest products & services in the field. 

10:15 a.m.

Ballroom

Keynote Address Continued: 

The Future is Now: How Digital Interventions (including AI) Could Address the Mental Health Crisis

Vaile Wright, Ph.D.
Ph.D., Counseling Psychology
University of Illinois, Urbana-Champaign

See above for session details. 

Lunch in Garden Court* 

12:45 p.m.

Ballroom

The Adaptation and Implementation of Behavioral Activation in Adult Partial Hospitalization Programs

Ajeng Puspitasari, Ph.D., LP, ABPP
Ph.D., Clinical Psychology, University of Wisconsin-Milwaukee

Angela Orvis, Psy.D.
Psy.D., Wisconsin School of Professional Psychology

Behavioral Activation (BA) is an evidence-based psychological intervention (EBPI) for depression and co-morbid conditions. Its efficacy and effectiveness have been studied mainly in outpatient psychotherapy settings. Less research has focused on the adaptation and implementation of BA in intensive behavioral health settings such as partial hospitalization programs (PHPs). This presentation describes the adaptation and implementation of BA in 20 Depression Recovery (DR) PHPs within a large not-for-profit behavioral health organization. Specifically, we will discuss: (1) the patient education and staff guide materials developed to assure treatment fidelity; (2) onboarding, training, and supervision strategies used to prepare licensed and unlicensed professional to deliver the treatment; (3) the specific BA protocol adaptation to fit the structure of Adult DR PHPs; and (4) barriers and facilitators to adaptation and implementation of BA in PHP setting. Overall, patients reported statistically significant improvements from admission to discharge on depression severity, quality of life, and level of activation across 20 DR PHPs. We will further discuss future adaptation guided by the Framework for Reporting Adaptations and Modifications to Evidence-Based Interventions (Wiltsey Stirman, Baumann, & Miller, 2019) to strengthen the quality of BA implementation in PHP setting.

Upon completion of this session, participants should be better able to:

1. Describe strategies to adapt an EBPI when implemented in an intensive behavioral health setting such as partial hospitalization.
2. Describe barriers and facilitators of adapting and implementing an EBPI in PHP setting.

The speakers have indicated they do not have any conflicts of interest.
Introductory: Assumes post-doctoral education status and limited familiarity with topic.

12:45 p.m. 

Baliff Room

Responding to Sexual Concerns: What Every Therapist Should Know

G Zachariah White, Psy.D., LP
Psy.D., Clinical Psychology, Minnesota School of Professional Psychology at Argosy University Twin Cities

Sexuality is a part of the human experience, but many psychologists have had little to no training in human sexuality. How do you respond when sexual concerns arise in the course of therapy? How do you decide when to refer to a sexuality expert? Get an introduction to the PLISSIT model, developed for addressing sexual concerns, along with guidance on which parts of the model you might employ with your clients and guidance on when to consult or refer. Using Hays’s ADDRESSING model, engage in a partnered or solo exercise exploring how dimensions of your personal culture influence your responses to discussion of sexual topics. Come away more prepared to hold space for this important part of your clients’ experiences.

Upon completion of this session, participants should be better able to:

1. Name and describe the four levels of intervention included in the PLISSIT model.
2. Apply the PLISSIT model when addressing sexual concerns with clients.
3. Apply the ADDRESSING model to reduce therapist bias when discussing sexual concerns. 

The speaker has indicated a potential conflict of interest: They own a psychology practice providing services related to the presentation's subject matter. 
Intermediate: Assumes post-doctoral education status and general familiarity with topic.

12:45 p.m.

Gibson Room

ADHD Complexity Explored: The Interplay of Emotional Dysregulation and Rejection Sensitivity Dysphoria

Gary G. Johnson, Ph.D., LP, LMFT
Ph.D., Psychology, University of Minnesota

Benjamin Kortuem, Psy.D., LP
Psy.D., Counseling Psychology, Saint Mary’s University of Minnesota 

Kelsey Maleski, Psy.D.
Psy.D., Counseling Psychology, Saint Mary’s University of Minnesota 

Kotatee Tamba, Psy.D., LICSW
Psy.D., Clinical Psychology, Capella University

It has long been recognized that many individuals with ADHD also have difficulties with emotion regulation. However, a lack of consensus on conceptualizing this clinically challenging domain has resulted in a lack of understanding. This has resulted partly due to researchers ignoring the emotional component of ADHD because it cannot be easily measured. Yet emotional disruptions are the most impairing aspects of the condition at any age. ADHD-related symptoms cannot be managed without fully understanding and managing the emotional components of the disorder. This presentation explores the major components of emotional dysregulation and rejection-sensitive dysphoria. In addition, this presentation will review the emerging trends from cognitive neuroscience research on the leading causes of emotional dysregulation and rejection- sensitivity in the ADHD brain. This presentation will also review strategies for managing emotional dysregulation and rejection-sensitivity dysphoria.

Upon completion of this session, participants should be better able to:

1. Examine the distinctions between emotional dysregulation and rejection sensitivity dysphoria in the context of ADHD and standard emotional sensitivity.
2.  Explain the neuroscience research on emotional dysregulation and rejection-sensitivity dysphoria.
3. Demonstrate techniques and strategies to manage emotional dysregulation and rejection-sensitivity dysphoria.

The speakers have indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic.

Exhibits Viewing* 

Visit with exhibitors as they discuss with you the latest products & services in the field.

2:00 p.m.

Garden Court

Poster Viewing 

This session provides an opportunity to review research studies, innovative clinical interventions, and case studies through engagement with researchers, program developers and clinicians who are presenting their work. CE credits are available for those who spend this hour in the poster viewing area.

Participants Will Be Able To:

1. Describe the research project for each poster presentation.
2. List the key findings of the research from each poster presentation.

3:00 p.m.

Ballroom

Are you a Robot? Face-to-Face Interaction in Clinical Practice: Issues, Challenges, and Remedies

James Ayers Ph.D., LP
Ph.D. 1976, Clinical Psychology, University of Minnesota

If there is a Black Hole in psychology, it is probably how we deal with face-to-face interaction, defined here as any interaction between two (or more) human beings who are physically close enough to each other so as to permit immediate mutual perception and immediate reciprocal behavioral exchange. Being the core and foundation of human relationships, face-to-face interactions defy understanding because they are so diverse, dynamic and distinct. Clinicians assess clients, but rarely, if ever, do clinicians receive feedback from clients on their face-to-face clinical performance. This presentation examines the demands of face-to-face clinical practice through the context of the UfaceME method. In a UfaceME Conversation both clinician and client immediately watch their video recorded face-to-face session played back nonstop on a laptop computer while privately reporting their separate viewpoints of each other. When their separate viewpoints over the course of their conversation are displayed on feedback graphs both participants can compare viewpoints and return to the video record for further discussion. By including both clinician and client reporting their subjective cognitive/emotional actions, reactions, and interactions, the entirety of the interaction is captured for applications in research, training, and treatment. This presentation examines data from 161 counseling sessions of diverse clients with a single clinician who is the presenter. Data analysis and video clips provide insights about such issues as: self-disclosure, self-presentation, self-discovery through the eyes of others, implicit bias, and the balance between task, techniques, and relationship engagement.

Upon completion of this session, participants should be better able to:

1. Recognize the immediate cognitive-behavioral elements of face-to-face interaction as distinct from mediated interactions such as social media and online video.
2.  Analyze the role of face-to-face interaction in their own clinical practice relevant to issues of professional boundaries, self-disclosure, implicit bias, use of self, and psychological safety. 

The speaker has indicated they do not have any conflicts of interest.
Introductory: Assumes post-doctoral education status and limited familiarity with topic.

3:00-4:15 p.m.

Baliff Room

"But They Don't Look Autistic": Rethinking Autism in Children with Subtle Traits

Megan Helmen, Psy.D., LP
Psy.D., Counseling/Clinical Psychology, Argosy University-Twin Cities

As a field, we are beginning to recognize that we have been “missing” many children with autism, especially girls and gifted individuals. These youth are at higher risk of suicidal ideation and victimization, making it crucial for us as clinicians to better identify, understand, and support them. This talk reviews the characteristics of these individuals, how to properly assess for autistic traits, and offers insights for how to support their mental health.

Upon completion of this session, participants should be better able to:

1. Learn how DSM5 autism traits can present.
2. Identify a range of presentations for any given autistic trait.
3. Identify helpful testing tools and interview questions.
4. Learn how to support and refer for assessment.

The speaker has indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic.                                                                                                                                                                                                                      

3:00-4:15 p.m. 

Gibson Room

Cultural Humility: Navigating Therapeutic Rupture & Repair

Hannah Dufek, M.S., LADC, LPCC
Master of Science in Clinical Mental Health Counseling & Addictions Counseling Certificate, Winona State University

Responding to clinical ruptures with cultural humility is essential to a culturally attuned repair process. This continues to grow in importance as both individuals from diverse backgrounds increasingly seek therapeutic services and more diverse providers enter the field. Learning to use cultural humility in the therapeutic repair process supports participants with focusing on the whole person when attending to the clinical relationship. Participants will learn how to identify their own cultural identities so that they can reflect on ways that their human experiences show up in the therapy room. Participants will also learn how to repair cultural ruptures when there are inevitable misunderstandings or microaggressions that often occur in human interactions. By increasing cultural humility, conversations surrounding relational-cultural dynamics will become more open, more honest, and more comfortable to create safe and effective therapeutic relationships.

Upon completion of this session, participants should be better able to:

1. Define cultural humility and identify why it is important in the therapeutic repair process.
2. Name the three components that make up cultural humility.
3. Explore and describe ways to repair cultural ruptures.

The speaker has indicated they do not have any conflicts of interest.                                                Intermediate: Assumes post-doctoral education status and general familiarity with topic.

3:00-4:15 p.m. 

Chadwick Room

Managing Chronic Pain in Primary Care Psychology

Kimberly Haala, Ph.D., LP
Ph.D., Clinical psychology, Oklahoma State University

The majority of chronic pain is treated in primary care settings. In those settings, the use of standard psychological approaches to chronic pain management must be shortened and modified to fit the setting and to make best use of the psychologist's role as a member of the primary care team. We will explore the use of cognitive behavioral techniques, motivational interviewing, and mindfulness-based skills for management of chronic pain within the context of the primary care team.

Upon completion of this session, participants should be better able to:

1. Explain neuroplasticity factors that promote and maintain chronic pain.
2. Describe psychological tools for management of chronic pain in a primary care setting.

The speaker has indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic.

4:30 p.m.

5:00 p.m.

Reception and Networking in Garden Court*

Breakfast, Networking and Exhibits Viewing* 

Opening Plenary Session, Welcome

Matthew Syzdek, Ph.D., LP, MBA
President, Minnesota Psychological Association

Keynote Address: Comprehensive CBT and ERP Treatments for Obsessive Compulsive Disorder

David Tolin, Ph.D., ABPP
Ph.D., Clinical Psychology, University of Arkansas

The purpose of this presentation is to familiarize attendees with the cognitive-behavioral approach to understanding and treating obsessive-compulsive disorder (OCD). We will review elements of case conceptualization, focusing on maintaining factors such as avoidance, compulsions, thought suppression, and distorted beliefs. We will discuss cognitive-behavioral strategies, emphasizing exposure with response prevention. Video vignettes will be used to supplement the didactic presentation. Advanced topics to be covered include inhibitory learning theory for exposure, motivational enhancement strategies, modifications for children, and incorporating the family into treatment.

Upon completion of this session, participants should be better able to:

1. Discuss behavioral and psychological factors that maintain OCD.
2. Describe the rationale for exposure-based cognitive-behavioral therapy.
3. Implement exposure with response prevention and other cognitive-behavioral strategies for patients with OCD.
4. Use inhibitory learning principles to maximize the efficacy of exposure therapy.
5. Implement motivational enhancement strategies for reluctant patients.
6. Adapt cognitive-behavioral therapy for OCD to the specific needs of children and families.

The speaker has indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic. 

Exhibits Viewing and Break* (Foyer)

Visit with exhibitors as they discuss with you the latest products & services in the field.

10:15 a.m.

Ballroom

Keynote Address Continued: 
Comprehensive CBT and ERP Treatments for Obsessive Compulsive Disorder

David Tolin, Ph.D., ABPP
Ph.D., Clinical Psychology, University of Arkansas

See above for session details. 

Lunch in Garden Court* 

12:45 p.m. 

Ballroom

The Nature and Treatment of Hoarding Disorder

David Tolin, Ph.D., ABPP
Ph.D., Clinical Psychology, University of Arkansas

Hoarding disorder is a common and potentially debilitating condition.  In this lecture, we will review psychological mechanisms that are purported to maintain hoarding behavior.  A cognitive-behavioral model of hoarding will be presented, and we will review the essentials of cognitive-behavioral therapy for hoarding.

Upon completion of this session, participants should be better able to:

1. Describe psychological processes thought to maintain hoarding behavior.
2. Discuss cognitive-behavioral strategies for managing hoarding.

The speaker has indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic. 

12:45 p.m.

Chadwick Room

Treating Social Anxiety Disorder in Youth: An Exposure Based Approach

Sam Marzouk, Ph.D., LP
Ph.D., Clinical Psychology, University of Tulsa

This program will begin by reviewing the evidence base for best practices in assessing social anxiety disorder in youth. An overview on differentiating clinically significant social anxiety from developmentally appropriate shyness or other personality dimensions will be discussed. The program will broadly touch on the core components of treating social anxiety disorders in youth with an emphasis on formulating robust exposure exercises. Attention will also be paid to describing how to generate motivation from the child to complete exposure exercises. Finally, the program will describe various ways to incorporate parents/caregivers into the treatment process. Specifically, the program will discuss evidence-informed tips for parents on how to support their socially anxious child.

Upon completion of this session, participants should be better able to:

1. Describe best practices for assessing for the presence of social anxiety in youth.
2. Differentiate social anxiety disorder from developmentally appropriate social shyness.
3. Apply exposure principles to develop high quality exposure exercises for pediatric social anxiety symptoms.
4. Teach parents how to effectively response to social anxiety symptoms in a supportive manner.

The speaker has indicated they do not have any conflicts of interest.
Introductory: Assumes post-doctoral education status and limited familiarity with topic.

12:45 p.m.

Baliff Room

Treating Insomnia in Your Practice: An Introduction and Overview of Behavioral Sleep Medicine

Gayle MacBride, Ph.D.
Ph.D., Clinical Psychology, University of Toledo

Daniel Kessler, Psy.D., DBSM
Psy.D., Clinical Psychology, Florida Institute of Technology

Program will provide an overview of the issues treated through CBTI, the rationale for using CBTI and the training/education required to build necessary skills and proficiency. The target audience is psychologists in clinical practice who are interested in learning more about treating sleep and insomnia issues.

Upon completion of this session, participants should be better able to:

1. Describe insomnia and CBT-I, and when to treat with CBT-I.
2. Discuss the process of offering CBT-I within a psychology practice vs referral. 
3. Explain and identify adjunctive treatments to help clients with recent and chronic symptoms of trauma.

The speaker has indicated they do not have any conflicts of interest.
Introductory: Assumes post-doctoral education status and limited familiarity with topic.

Exhibit Viewing*  

Visit with exhibitors as they discuss with you the latest products & services in the field.

2:00 p.m.

Garden Court

Poster Viewing  

This session provides an opportunity to review research studies, innovative clinical interventions, and case studies through engagement with researchers, program developers and clinicians who are presenting their work. CE credits are available for those who spend this hour in the poster viewing area.

Participants Will Be Able To:

1. Describe the research project for each poster presentation.
2. List the key findings of the research from each poster presentation.

3:00-4:15 p.m.

Ballroom

Understanding the Intersections Between Domestic Violence, Therapy, and Minnesota Courts

Shannon Goecke-Watson, Psy.D., LP
Psy.D., Counseling Psychology, Saint Mary's University of Minnesota

Heather Turner Morgan, Esq.
Juris Doctorate, Law, University of Michigan Law School

The intersection between therapy and the courts is complicated and presents unique challenges to psychologists. It also presents unique challenges for our clients. Individuals who attend this session will learn how to identify and define domestic violence/domestic abuse, in both the therapeutic setting and in the Minnesota legal standards that most impact our clients. By comparing and contrasting these definitions and standards, attendees will learn how these standards inform their clients’ pursuit of orders for protection and how that pursuit impacts their therapeutic needs. Attendees will also identify specific methods to employ to support their clients through other types of family court litigation like divorces and child custody cases. Following this session, attendees will be able to pinpoint privacy, confidentiality, and competency concerns that arise at the intersection of the work of therapists, lawyers, clients, and courts, and will know specific strategies for resolving the most pressing of these concerns, including how to handle subpoenas and requests for testimony.

Upon completion of this session, participants should be better able to:

1. Compare and contrast definitions of domestic violence/domestic abuse pursuant to therapeutic and legal standards.
2. Describe the order for protection pursuit process and identifying how that process impacts clients’ therapeutic needs.
3. Recognize ways to help clients involved in the family court system (i.e. divorce & child custody cases).
4. Explain privacy, confidentiality, and competency concerns among therapists, lawyers, clients, and the court.

The speakers have indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic.

3:00-4:15 p.m. 

Baliff Room

Helping Minnesota Adopted Persons Prepare to Receive Original Birth Certificate Information

Sharon Stein McNamara Ed.D., LP
Doctor of Education Harvard University Graduate School of Education Human Development and Psychology

Gregory Luce, Esq.
Medical Doctor, University of Minnesota Medical School 

On July 1, 2024, persons who were adopted in Minnesota will be allowed to obtain their original (unsealed) birth certificate. For thousands of adopted persons in Minnesota, this will be the first time that they will be able to know the name of their biological mother, or biological parents. For decades, Minnesota has been one of the states in which the adopted person did not have access to their original birth certificate, and therefore many adopted persons were unable to find out their original family name or ancestry. This program is an overview of the law change, and the implications that could be in store for psychologists who work with adopted persons. This program will describe the change in the law, and how adult persons adopted in Minnesota can access their birth records. The programs will describe how to prepare an adopted person to be psychologically ready to manage the new information and make informed choices about how to cope with this new information. The law will be described, as well as how adoptees and birth parents may choose to respond to the knowledge that their relatives may have this new information.

Upon completion of this session, participants should be better able to:

1. Describe the new law in Minnesota that allows adopted individuals access to their original birth certificates.
2. Describe three potential outcomes that could happen for adopted persons who access their original birth certificates.
3. List ways to help prepare adopted person who are mental health clients become prepared to access their original birth certificate.

The speakers have indicated they do not have any conflicts of interest.
Intermediate: Assumes post-doctoral education status and general familiarity with topic.

3:00-4:15 p.m. 

Chadwick Room

Treatment Resistant Depression - What it is & How to help?

Steven Manlove, MD
Medical Doctor, Psychiatry, University of Minnesota Medical School 

Stephen Manlove, MD is a Psychiatrist and Internist specializing in treatment resistant depression. Dr. Manlove graduated from the University of Minnesota Medical School and completed residencies in Psychiatry and Internal Medicine through the University of Virginia Medical School. He holds multiple board certifications in psychiatry/neurology, internal medicine and forensic psychiatry. He has more than 30 years of experience treating a variety of mental illnesses fusing holistic practices with traditional psychiatric interventions, detailed laboratory workups and advanced treatments for treatment resistant mental illnesses. As an early adopter of transcranial magnetic stimulation (TMS) and ketamine/Spravato, he and the Advanced Brain + Body Clinic team have helped thousands of patients suffering from treatment resistant depression, anxiety and PTSD in the Minneapolis area.

Upon completion of this session, participants should be better able to:

1. Explain what treatment resistant depression is and be able to recognize signs of treatment resistant depression in patients/clients.
2. Identify some of the treatments available to help those with severe depression, anxiety, and PTSD, including the only FDA-approved treatment for suicidality.
3. Describe how diet, exercise, sleep, and meditation can help improve responses to depression treatments.

The speaker has indicated they do not have any conflicts of interest.
Introductory: Assumes post-doctoral education status and limited familiarity with topic.

Conference Adjourns

Bring completed CE attendance log to the registration table. Complete the evaluation that you will receive via email and your certificate will be emailed back to you within 10 business days.