BEGIN:VCALENDAR VERSION:2.0 PRODID:-//jEvents 2.0 for Joomla//EN CALSCALE:GREGORIAN METHOD:PUBLISH BEGIN:VTIMEZONE TZID:America/Chicago X-LIC-LOCATION:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:19700308T020000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:19701101T020000 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:a3f755e3594365f5f6556c8054159101375 CATEGORIES:First Friday Forum (CE) SUMMARY:Virtual Full Day First Friday Forum: How Are the Kids? Critical and Current Issues in Children's Mental Health DESCRIPTION:
Program: Friday, October 7, 2022 9:00 a.m. - 4:00 p.m. CT
This full day conference will focus on three impor tant topics in children’s mental health. Dr. Peg Dawson will discuss how to use the Smart but Scattered model in helping children and adolescents who struggle with disorganization, missed assignments, forgetfulness, and poor time management. Drs. Gearity and Nathan will present on the immediate and long term clinical mental health impacts on children and families. Drs. Kod alen and Hart will discuss best practices when working with divorcing and s eparating families.
Friday Forums are cosponsored with th e Metropolitan State University Psychology Department.
This program q ualifies for 6.5 continuing education credits.
Level: Intermediate: A ssumes post-doctoral education status and general familiarity with topic. I t is designed for psychologists and other mental health professionals.
< p>Location: Registrants will be sent a Zoom link for the program the day before (10/6).Click here to r
egister.
About the Program:
9:00 a.m.
Smart but Scattered: Improving Execu
tive Skills to Promote School Success
Youngsters with
poor executive skills are disorganized or forgetful, have trouble getting s
tarted on tasks, get distracted easily, lose papers or assignments, forget
to bring home the materials to complete homework, or forget to hand homewor
k in. They may rush through work or dawdle and they make careless mistakes
that they fail to catch. They don’t know where to begin on long-term assign
ments. They put the assignment off until the last minute, in part because t
hey have trouble judging the magnitude of the task and how long it will tak
e to complete it. Their workspaces are disorganized, and teachers may refer
to their desks, backpacks, and notebooks as “black holes.” Students with e
xecutive skill deficits present tremendous challenges to both parents and t
eachers, who often find themselves frustrated by children whose problems in
school seem to have little to do with how smart they are or how easily the
y learn. This session will give participants a comprehensive overview of th
e Smart but Scattered model for understanding, assessing, and treating exec
utive skill challenges.
Participants will be able to:
1. Describe the brain processes involved in executive skill developm
ent, both in typically developing children and those with executive dysfunc
tion (such as ADHD).
2. Identify how executive skills impact school pe
rformance and daily living.
3. Apply how to make environmental modific
ations to support weak executive skills.
4. Explain the steps for desi
gning a “child-centered” intervention targeting problem situations
ass
ociated with executive skill challenges.
About the Presenter:
Peg Dawson, Ed.D., LP, received a Doctorate
in Education from the University of Virginia in School/Child Clinical Psyc
hology. In over 40 years of clinical practice, Dr. Peg Dawson has worked wi
th thousands of children and teens who struggle at home and in school. At t
he center of their struggles are often weak executive skills. Along with he
r colleague, Dr. Richard Guare, she has written numerous books on this topi
c for educators, mental health professionals, and parents, including Smart
but Scattered, Smart but Scattered Teens, Executive Skills in Children and
Adolescents, and Coaching Students with Executive Skills Deficits. Dr. Daws
on is also a past president of the National Association of School Psycholog
ists (NASP), and the International School Psychology Association and is a r
ecipient of NASP’s Lifetime Achievement Award.
The presenter has indic
ated the following conflict of interest: I will reference the books that I
have published and for which I receive royalties.
12:00 p.m. Break (no credit awarded)
12:15 p.m.
<
strong>Repairing from COVID: Realities, Deve
lopmental Challenges and Even Opportunities for Children and Families.
This session will review what we know about the impact of
COVID restrictions for children, teens and their families— and what we must
imagine clinically, if we are to be helpful. While there is significant ev
idence that this pandemic exacerbated already stressed mental health (incre
ased depression, anxiety, suicidality, learning challenges), we also suspec
t the subtle and longer term effects on children’s development remain under
-recognized. Yet for some children, teens and families, COVID also interrup
ted patterns and expectations that caused stress and provided opportunity f
or mastery. As with any trauma, the effects cannot be fully assessed until
the danger is passed, yet as mental health providers we are being asked to
help now. In addition to what we know, we will explore what we must learn t
o be effective and supportive of resilience in the face of this significant
community crisis. Drs. Gearity and Nathan will initiate this conversation
and encourage active audience participation.
Participants wil
l be able to:
1. Identify what we know and what we have learn
ed about the psychological and social impact of COVID, COVID restrictions,
and COVID fears. Describe these emerging data using a stress/ trauma lens.
2. Use case material to examine the complexity of reactions and expan
d our thinking about diagnostic and adaptive manifestations of managing dur
ing this time.
3. Apply a developmental framework to experiences to b
uild COVID response models that recognize significant adversity and loss, a
s well as integrate strengths and accommodations that have had psychologica
l benefits.
About the Presenters:
Anne
R Gearity, Ph.D., LICSW, earned her Ph.D. from the Institute for C
linical Social Work, Chicago. Dr. Gearity uses developmental knowledge to u
nderstand and support how children, teens, and their families experience st
ress, adversity, and traumas. Thinking of COVID as a community crisis permi
ts her to have appreciation of what was so hard for both individuals and gr
oups—and why children already vulnerable have responded with significant me
ntal distress. Because of her extensive experience, she is committed to a l
ong view: realizing that even as the threatening virus recedes, the impact
of these times must be respected for youth to become resilient and for ment
al health care to be effective.
David Nathan, Psy.D., LP, received his Psy.D. from the University of Saint Thomas Graduate Schoo
l of Professional Psychology. Dr. Nathan is a trauma-informed, organization
al/developmental psychologist who works with children, teenagers, young adu
lts, and their families. His areas of interest include working with patient
s coping with adoption, ADHD, ASD, screen addiction, and PTSD. Dr. Nathan i
s honored to discuss how COVID-19 has impacted the youth and families of ou
r state with Dr. Gearity and other mental health professionals.
The pr
esenters have indicated no conflicts of interest.
2:15 p.m. B reak (no CE)
2:30 p.m.
Working with Divorcing and Separating Families: Wha
t Psychologists Need to Know
As divorce rates have inc
reased, mental health professionals are increasingly finding themselves bei
ng asked to work with children struggling from the impact of separation and
divorce. Working with families under stress and in high conflict can creat
e specific challenges for practitioners. The presenters will help clinician
s understand the importance of maintaining boundaries and discuss best prac
tices when/if there is court involvement. Attendees will understand the rol
es of various other professionals involved with these families, such as par
enting consultants, custody evaluators, and guardians ad litem.
1. Apply best practices (e.g
., defining roles and maintaining boundaries) when working with high confli
ct families.
2. Describe the various professionals often involved in h
igh conflict cases and explain their roles.
3. Recognize the importan
ce of consultation when working on complicated or court-involved cases.
About the Presenters:
Jordan Hart, Ph.D.,
LP, has been a practicing licensed psychologist since 1999. She ha
s a B.A. from Macalester College and a Ph.D. from the University of Minneso
ta with a joint degree in Child Development and Clinical Psychology. The ma
jority of her practice is devoted to working with families in conflict. She
is a Parenting Consultant and mediator and also provides court referred as
sessments. Dr. Hart also offers parent coaching and divorce coaching. She h
as been on the Board of Directors of the Association of Family and Concilia
tion Courts (AFCC) and also currently serves on the American Arbitration As
sociation Ethics Board and the Lawyers Professional Responsibility Board.
Kent Kodalen, Ph.D., LP, received his Ph.D. in Clin
ical Psychology (with a specialization in Neuropsychology), from the Univer
sity of Victoria, Victoria, British Columbia. Dr. Kodalen is a clinical psy
chologist in private practice. He offers therapy and assessment services fo
r children, adolescents, and families, both in and out of the high conflict
arena. As a child specialist and Qualified Neutral under Rule 114, Dr. Kod
alen serves as a Parenting Consultant and provides Child Inclusive Mediatio
n, Brief Focused Evaluations, and Parent Coaching.
The presenters have
indicated no conflicts of interest.
4:00 p.m. Adjourn
This program qualifies for 6.5 continuing education credits. Atten dees must attend full-day program to gain continuing education or academic credit.
The Minnesota Psychological Association is approved by the Am erican Psychological Association to sponsor continuing education for psycho logists. The Minnesota Psychological Association maintains responsibility f or this program and its content.
ACCESSIBILITY ACCOMMODATIONS: If you need disability rel ated accommodations to make this event accessible, please contact the Metro politan State University Center for Accessibility Resources, 651-793-1549, or Accessibility.Resources@metrostate.edu.
Type | MPA Member | Student | Retired Memb er (no CE credit)* | Non Member (no CE credit) | |
$149.00 | $16 9.00 | $30.00 | $30.00 | < td style="border-color: #000000; border-style: solid; border-width: 1px;">< strong>$75.00
MPA wants all members to have access to quality CE opportunit ies. If you are an MPA member and due to COVID-19 you are unable to work fu ll time and can’t pay the full registration fee, please contact info@mnpsyc h.org to make other arrangements with staff.
Registration is now clos ed.
Click here to view/download a PDF version of the progr am flyer & registration form.
CONFIRMATION/CANCELLATION:<
/strong> You will receive an emailed confirmation of your registration. You
will be notified by mail, e-mail or telephone if your selection is filled
or cancelled.
REFUND POLICY: A 100% refund will be ma
de if the event is cancelled. Refunds, less a $5 handling fee, will be give
n if a written cancellation is received at least two working days before th
e scheduled program begins. No refund or transfer is given the day of the p
rogram.
DTSTAMP:20240328T104858 DTSTART;TZID=America/Chicago:20221007T090000 DTEND;TZID=America/Chicago:20221007T120000 SEQUENCE:0 TRANSP:OPAQUE END:VEVENT END:VCALENDAR