2017 CALPCC Conference Mental Health Professionals as Systemic Change Agents: Using Evidence­Based Practices to Engage Youth, Heal Families, Support Schools and Transform Communities Friday, April 28 & Saturday, April 29, 2016 University of Redlands 1200 E Colton Ave Redlands, CA 92374 ONLINE CONFERENCE PROGRAM Although there will be a one­page schedule available at the conference, if you would like to have the following program on the day of the conference, please print it out or load it onto your computer or tablet. Welcome We are pleased to welcome you to the 2017 CALPCC conference at the University of Redlands in Southern California! This conference is a two day event with a pre­conference training, welcome reception, education sessions, networking opportunities, exhibitors, and the chance to earn up to 12 CE credits. We are excited to have Dr. Howard Liddle joining us all the way from Miami, Florida and grateful for the opportunity to learn more about engaging diverse youth and their families in treatment. I would like to take a minute to thank so many people who contributed to the planning and execution of this conference. ● Thank you to the University of Redlands, the School of Education and the Department of Counseling and Human Services for hosting the 2017 CALPCC Conference. ● Thank you to our presenters for contributing their expertise to help develop and hone our counseling skills. ● Thank you to the sponsors, exhibitors, and supporters whose financial contributions help us with the conference and sustainability of CALPCC. Thank you to Diane Dahlen for her hard work on making all of those happen! ● Thank you to the CALPCC Executive Committee and Board of Directors for their ongoing support through the conference planning process. ● Thank you to the Conference Committee, Education Committee, under the leadership of Cara Maffini, CALPCC Executive Director, Dean Porter, CALPCC Administrative support, Carolyn Porter, for dedicating countless hours planning, managing, and executing the numerous details to put this together. It was a team effort! ● Thank you to those who gave generously to support our student scholarship program. This year we were able to offer 4 student scholarships. ● Finally, I’d like to thank this year's student volunteers whose time and energy helped to make this conference possible. They have bright futures as counselors. We hope you get a chance to meet some of them during your time with us. We hope you enjoy this conference, meet new colleagues, and grow in your professional knowledge and awareness through our educational program. Janee Both Gragg, Ph.D., LPCC, LMFT CALPCC Conference Chair What’s included in this program: ●
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Sponsors Exhibitors and Supporters Conference Objectives Conference Schedule Detailed Description of the Day & Education Sessions Continuing Education Credits (CE) Information Student Scholarship Recipients CALPCC Board of Directors CALPCC Conference Planning Committee Student Volunteers *For directions to the conference, s ee Venue on the CALPCC Conference Website http://calpcc.org/2017­conference­home **Wifi i nformation a t the conference, will be provided at registration. Sponsors We are grateful to the following sponsors for their generous support of this conference: ● University of Redlands ● American Counseling Association (ACA) ● AATBS ● HPSO Exhibitors We appreciate our conference exhibitors who will share resources with our conferenc e participants. Board of Behavioral Sciences (BBS) California Association for Licensed Professional Clinical Counselors (CALPCC) Hope International University University of Redlands Vanguard University Supporters We appreciate our conference supporters, who cannot attend the conference, but who have sent their support: Alliant University Each Mind Matters Licensure Exams Conference Objectives Participants will: ● Explore the importance of mental health professionals as agents of changes across multiple environments ● Become familiar with strategies for supporting systemic change in families, schools and communities ● Identify evidence­based approaches to engage and create change for at­risk youth. ● Develop skills to enhance treatment of youth and families Conference Schedule Orton Conference Center Time Event 8:30 ­ 9:00 AM Registration / Breakfast 9:00 ­ 9:15 AM Welcome / Business 9:15 ­ 10:45 AM Keynote / Session 1 10:45 ­ 11:00 AM Break & Visit Exhibitors 11:00 ­ 12:30 PM Session 2 12:30 ­ 1:30 PM Networking Lunch & Visit Exhibitors 1:45 ­ 3:15 PM Session 3 3:15 ­ 3:30 PM Break & Visit Exhibitors 3:30 ­ 5:00 PM Session 4 5:00 PM Close & Visit Exhibitors Keynote Speaker: 9
:15 ­ 10:45 Orton Conference Center Howard A. Liddle, Ed.D. Title: I mproving Adolescent Treatment Engagement and Outcomes: Lessons from Multidimensional Family Therapy (MDFT) Abstract: T
his presentation is designed to bring evidence­based systemic interventions and techniques to community­based counseling settings. The focus will be practical in nature and address methods and approaches to working with and engaging adolescents and their families in the counseling process. This presentation will illustrate key principles and practical lessons learned from over 30 years of clinical work and research with diverse youth, including video illustrations of effective clinical methods. Bio: H
oward Liddle, EdD, ABPP (Family Psychology) is the developer of Multidimensional Family Therapy ( MDFT) and Professor in the Department of Public Health Sciences at the University of Miami Miller School of Medicine. His three­decade therapy research program focuses on the development, testing, and dissemination of family­based treatment for adolescent substance abuse and delinquency. This work has been recognized with awards from the American Association for Marriage and Family Therapy, the American Family Therapy Association, the Hazelden Foundation, and the American Psychological Association. Dr. Liddle is an internationally recognized leader in family therapy and the adolescent substance abuse treatment field and his published clinical DVDs and writings are used in family therapy, addiction treatment, social work and psychology programs around the world. Break & Visit Exhibits 10:45 ­ 11:00 am Orton Conference Center Education Sessions 2A ­ 2F: 11:00 ­ 12:30 2A 2B 2C 2D 2E Vineyard What is Unprofessional Conduct and What are the Repercussions? San Bernardino A Reflective Approach in Developing LPCC Professional and Personal Identity San Gorgonio Meaningfully Engaging with Multiracial Individuals and Families in Counseling Mt. McKinley Supporting LGBTQ Students with Inclusive Language and Practices Zanja Understanding Trauma and Loss: Evidence­Based Treatment Interventions for Veterans, Service Members, and Their Families Mt. Harrison The Media’s Role in Women’s Prescription Pill Addiction 2F Session 2A What is Unprofessional Conduct and What are the Repercussions? Kim Madsen, Board of Behavioral Services Abstract: Licensed Professional Clinical Counselors and Clinical Counselor Interns are expected to comply with all laws and regulations that govern their profession. This session will inform attendees of the new laws and regulations that affect renewals and eligibility for the license examinations. Session will include discussion of the new laws and regulations, possible outcomes for noncompliance, and allows time for questions from the attendees. Learning objectives ­ B
y attending this session, attendees will be able to: ● I dentify conduct that rises to the level of unprofessional conduct leading to disciplinary action. ● Demonstrate knowledge regarding the Board of Behavioral Sciences' disciplinary process and the licensee/registrant's role in the process. ● Articulate the possible consequences of unprofessional conduct. Bio: K
im Madsen was appointed in January 2010 as the Executive Officer for the Board of Behavioral Sciences. Ms. Madsen previously served as the Board’s Assistant Executive Officer. Ms. Madsen has held various positions in her career focusing on serving and protecting consumers. Within the Department of Consumer Affairs, Ms. Madsen has served as an Investigative Analyst, Consumer and Outreach Coordinator for the Board of Pharmacy; Enforcement Manager for the Board of Barbering and Cosmetology; and Program Manager for the Board of Behavioral Sciences. Prior to returning to the Board of Behavioral Sciences and the Department of Consumer Affairs, Ms. Madsen served as the Criminal Background Manager for the Department of Public Health’s Licensing and Certification Program. Session 2B A Reflective Approach in Developing LPCC Professional andPersonal Identity Adrian Real, California State University Northridge Katherine Caldwell, California State University Northridge Tamar Barsoumian, California State University Northridge Evan Lichtman, California State University Northridge Abstract: T
his presentation will focus on changing and adapting beginning counselors’ professional and personal identity as they undergo transformational learning experiences throughout training and education from both the school counseling, and the college counseling and student services programs in pursuit of the professional clinical counseling licensure. Counselors will identify personal process of change as students transform into clinical counseling profession. Counselors will identify the value of both LPCC’s and educational counselors as systemic change agents. This presentation will cover personal and professional barriers in forming new clinical identity, the process of developing new identity, and, finally, discoveries and possible solutions. Learning objectives ­ B
y attending this session, attendees will be able to: ● Examine major barriers experienced while transitioning to clinical counseling and adapting clinical practices, such as changes in professional boundaries, standards, and treatment focus (i.e., formulating an evidence­based treatment plan based on comprehensive case conceptualization and diagnosis as opposed to solution focused brief therapy based on student’s presenting problem). ● Illuminate the process of adapting one’s personal values, attitudes, beliefs, and philosophical worldview to fit the foundational tenets of clinical counseling as determined by ACA. ● Identify transformative learning experiences–including training, education, application of knowledge in field­site experiences–experiences that support counselors growth into a n
ew skill set necessary for clinical counselors. Bios: Adrian Real is a P
rofessional Clinical Counseling student at CSUN, coming from College Counseling program prior to clinical training. Adrian currently works at the Disability Resource Center at CSUN and is completing a clinical traineeship at San Fernando Valley Counseling Center. Katherine Caldwell is a student enrolled in the Professional Clinical Counseling program at CSUN. She has experience in school counseling, in a residential treatment center at Optimum Performance Institute in Woodland Hills, CA, as well as a clinical traineeship at Girls Empowerment Center in Thousand Oaks, CA. Tamar Barsoumian is a student enrolled in the Professional Clinical Counseling program at CSUN. Tamar comes from a School Counseling program and is completing a clinical traineeship at OPICA Adult Day Center in Los Angeles, CA. Evan Lichtman is a student enrolled in the Professional Clinical Counseling program at CSUN. Evan completed training in school counseling and is currently completing a traineeship at Partnerships Uplifting Communities (PUC): Sylmar Education Complex. Session 2C Meaningfully Engaging with Multiracial Individuals and Families in Counseling Dana Stone, Ph.D., LMFT, California State University Northridge Abstract: I n this workshop, participants will learn more about who the multiracial population is—what defines this group as individuals and families. As well, participants will learn about multiracial identity development and get a brief review of the latest mixed race studies clinical research. Participants will be offered and encouraged to share ideas to effectively incorporate more inclusive discussions of race and culture into their counseling practice. Participants will learn effective interventions and useful models of therapy for addressing the multiracial population’s unique challenges. Learning objectives ­ B
y attending this session, attendees will be able to: ● Articulate the unique elements of multiracial identity development. ● Articulate the importance of parent­child and family relationships as well as social influences in the multiracial identity development process. ● Identify possible clinical issues facing this unique sub­group of the population as well as effective ways and interventions for working with these individuals and families in counseling. Bio: D
ana Stone, Ph.D. is a licensed marriage and family therapist (MFT) and an assistant professor for the MFT program at California State University, Northridge. Dana has been working as a MFT and teaching graduate students in MFT for over 13 years. Dana has completed research, written articles, and presented lectures and workshops on the multiracial experience and the experiences of interracial families for counselors and therapists in graduate programs, and at state and national conferences. Session 2D Supporting LGBTQ Students with Inclusive Language and Practices Toni Bravo, San Jose State University Adriana Swancy, San Jose State University Nirmani Thilakasena, MBA, S
an Jose State University Bibana Arriola, San Jose State University Abstract: T
his session will explore current challenges faced by LGBTQ youth in educational settings and how counselors can support and advocate for these students. C
ounselors can influence school climate by educating students, teachers, administrators, parents and the community about the specific needs of LGBTQ yout h. Attendees will develop language that will enable school­based mental health professionals to fulfill their role as advocates. This session provides an approach to supporting LGBTQ students that is both simple and proactive. Learning objectives ­ B
y attending this session, attendees will be able to: ● Articulate challenges that are specific to LGBTQ youth and how to use inclusive language and practices to meet these needs. ● Demonstrate an understanding of the complexities of race and ethnic identities as they intersect with gender and sexual identity. ● Implement counseling interventions for LGBTQ youth from the perspective of an informed mental health professional utilizing their role within a school setting to promote collaboration and change. Bios: T
oni Bravo is a high school counselor with experience working with LGBTQ youth. She is currently in her final semester at San Jose State University in the department of Counselor Education. Toni is currently working on research on the role of cultural identity and post­traumatic growth as it relates to academic success under the advisement of Dr. Cara Maffini. She is also a member of the CALPCC Student/Intern Committee. Toni's passion is to provide educators with inclusive language that supports student autonomy and self­advocacy. Adriana Swancy is from San Jose, CA. She attended Humboldt State University preoccupying her days playing rugby, working on campus, and completing a B.A. in English with an emphasis in Writing. She is currently finishing an M.A. in Counselor Education, a School Counseling credential, and the LPCC­preparation track at San Jose State University. She is a counseling trainee with school­based experience. Her research interests focus on intersectionality and identity development among marginalized populations. Nirmani Thilakasena received her B.S. in Economics from the University of London, MBA from the University of Colombo, and worked as a high school teacher before moving to San Jose in 2015. She is currently completing her M.A. in Counselor Education and the LPCC­ preparation track at San Jose State University while working as an academic advising intern at the College of Business at SJSU. Her research interests are on issues facing South Asian Americans, biracial identity development, and therapeutic benefits of wilderness experiences. Nirmani was born and raised in Sri Lanka and loves hiking, baby elephants, and mountains. Bibiana Arriola is from the Mission District of San Francisco where she developed and nurtured a strong passion for community building and healing through culture and art. She received her B.A. from UC Berkeley in English and Art History, and is currently finishing her Master’s in Counselor Education. Throughout her career in education, Bibiana has kept a strong focus in working with marginalized and underserved youth and families. Session 2E U
nderstanding Trauma and Loss: Evidence­Based Treatment Interventions for Veterans, Service Members, and Their Families John Clapp, PhD, ABPP, Naval Center for Combat and Operational Stress Control Nick Boyd, MA, NCC, UCLA Susan Zgliczynski, Ph.D., LPCC, University of San Diego Christopher Wehrle, MA, PCCI, U
nion of Pan Asian Communities Abstract: United States service members and veterans and their family members have unique mental health concerns that require trained clinicians to identify complex clinical presentations, and implement proper evidence­based treatment strategies. This session teaches the mental health counselor practical assessment and treatment techniques for service members, veterans and their families who have experienced trauma and loss. The session will focus on constructs of moral injury, ambiguous loss, PTSD, military sexual trauma, and familial loss unique to military families. Participants will learn culturally responsive evidence­based treatment interventions. Small group breakout sessions using client cases will enhance diagnostic decision making skills and provide information on effective treatment planning. Access to handouts with detailed intervention strategies will be provided to participants. Learning objectives ­ B
y attending this session, attendees will be able to: ● Articulate the range of possible presenting clinical concerns encountered when providing counseling services to military service members, veterans and to their families who have experienced loss and trauma. ● Implement evidence­based practices that help military and veteran clients actively participate in their treatment for PTSD, moral injury, trauma exposure, and pre and post­deployment adjustment difficulties. ● Identify personal and organizational factors that could interfere with the seeking of counseling and clinical services by military service members, veterans and their families. Attendees will acquire information on outreach techniques that increase participation in available services as well as other helpful community referral resources. Bios : J ohn Clapp, Phd, ABPP is a board certified psychologist by the American Board of Professional Psychology. He has been licensed in California for the past 40 years working primarily with active duty service members and veterans and their families. He is the former Senior Staff Psychologist at Naval Medical Center San Diego and has been instrumental in the development of multiple military trauma treatment programs. Nick Boyd is a Resilience Trainer for FOCUS MCAS Miramar with experience in the academic, research, and clinical setting. Previously, he worked as a Psychological Health Consultant for the Naval Center for Combat and Operational Stress Control and adjunct faculty at SDCC AODS program. Clinical experience includes work with active duty service members, children and adolescents, and sex offenders. Research interests include neuropsychological implications of TBI, PTSD, and trauma in operational readiness. Susan Zgliczynski, Ph.D., LPCC, is an Associate Professor at the University of San Diego. She acted as the director of the University of San Diego Counseling Program, while assisting to get the LPCC licensing in California. Dr. Zgliczynski developed the Clinical Mental Health Counseling specialization at the University of San Diego and has served as CALPCC Treasurer & President. She has provided decades of mental health counseling and educational services to military members and their families in both the university and agency setting. Chris Wehrle serves as the Student/Intern Representative on the CALPCC Board of Directors. H
e appreciates the variety of opportunities in the mental health field including conducting research to advance evidence­based treatment interventions for individuals struggling with co­occurring disorders as well as providing clinical mental health counseling to diverse and underserved clients. He currently operates as the Executive Director of Los Angeles based drug and alcohol rehab, Comprehensive Recovery Network, and as a Professional Clinical Counselor Intern with the Union of Pan Asian Communities in San Diego. Session 2F The Media’s Role in Women’s Prescription Pill Addiction Janee Both Gragg, Ph.D., LMFT, LPCC, University of Redlands Kristen Kennedy, University of Redlands Fernando Zavala, U
niversity of Redlands Lauren Henson, U
niversity of Redlands Abstract: T
his session seeks to bring awareness to the rise in prescription pill abuse amongst females in the last 20 years. The overall prescription drug abuse in the US has reached epidemic levels, however social perception has yet to catch on to the severity of the problem. The rise in prescription drug abuse comes at a time when there has been a dramatic increase in direct to consumer advertising spending on behalf of pharmaceutical companies. The session also addresses the media’s role in shaping the cultural perspective of prescription drug abuse, as seen in popular television programs in the US. The session will also focus on ways that counselors may approach working with clients dealing with prescription drug abuse. Learning objectives ­ B
y attending this session, attendees will be able to: ● Identify sociocultural and sociopolitical pathways leading to prescription pills and how their use progresses toward addiction, especially in regards to women, and the role media plays in the development of addiction. ● Articulate ways in which mental health professionals can work collaboratively with medical professionals to reduce the rate of prescription pill misuse, abuse, and overdose. ● Demonstrate increased knowledge of treatment options for women who are currently in recovery from prescription pill abuse and/or addiction. Bios: J anee Both Gragg, Ph.D., LMFT, LPCC, is an associate professor at University of Redlands and is the immediate Past President of CALPCC. She is passionate about preparing counseling students to become social justice advocates. Much of her research has focused on therapeutic engagement with diverse and often times underserved populations; demonstrating the importance of school mental health and identifying youth perceived barriers to seeking counseling service s. Janee is a Licensed Professional Clinical Counselor, licensed Marriage and Family Therapist and Certified Drug and Alcohol Counselor currently active in her practice with 16 years of broad clinical experience. Kristen Kennedy is a first year graduate student in the Clinical Mental Health Counseling Master’s program at the University of Redlands. She is passionate about personal, educational, and professional growth for herself and those around her. Kristen recognizes the need for further development in the field of counseling in regards to individuals struggling with addiction. She works tirelessly in her studies and profession to maximize her competency of mental health counseling. Fernando Zavala is a graduate student at the University of Redlands, working towards an MA degree in Clinical Mental Health Counseling. Fernando attained a BA in History and Psychology at UC Santa Cruz, where he developed a strong passion for social justice advocacy. Fernando’s advocacy has a particular focus on the power of the media and its effect on marginalized populations. Lauren Henson is a first year graduate student in the Clinical Mental Health Counseling Master’s program at the University of Redlands. She received her bachelors degree from the University of Redlands in Psychology and is very passionate about working towards helping others find an overall well­being. Lauren understands that there is a need for further knowledge about addiction and how it is depicted in the media in the counseling world. Networking Lunch and visit exhibits: 12:30 ­ 1:45 Orton Conference Center Education Sessions 3A ­ 3F: 1
:45 ­ 3:15 3A Vineyard Requirements for Out­of­State Individuals Seeking the LPCC 3B San Bernardino Rediscovering the Joy: Maintaining Satisfaction in the Counseling Profession through Self­Exploration 3C San Gorgonio Building Awareness to Build Competence: Developing Culturally­Responsive Counseling Practices 3D Mt. McKinley Cancelled 3E Zanja 3F Mt. Harrison Ubuntu Community Counseling Anti­Recidivism Project: A Transformative Educational Pipeline to the Counseling Professions Socioemotional Needs of Students in Armenia and their Global Implications Session 3A R
equirements for Out­of­State Individuals Seeking the LPCC Leah Brew, Ph.D., LPCC, California State University, Fullerton Abstract: T
he purpose of this presentation is to help out of state applicants who need to understand how to navigate seeking the LPCC credential in California. The presenter will cover the basic information, and most of the time will be open to answering general questions about the process. Learning objectives ­ B
y attending this session, attendees will be able to: ● Articulate a greater understanding of the licensure process in California. ● Demonstrate understanding of the landscape of mental health in California. ● Ask questions regarding the general process of applying for licensure. Bio: L eah Brew, PhD, CCMHC, NCC, LPCC #45 is the Department Chair and Professor at California State University, Fullerton. She worked with CCCL to obtain licensure for counselors in the state of California. She is currently the LPCC member on the Board of Behavioral Sciences. Her research and teaching interests are focused on beginning counseling skills and all areas of diversity and diversity sensitivity. Session 3B R
ediscovering the Joy: Maintaining Satisfaction in the Counseling Profession through Self­Exploration Paul DeSena , Ed.D., Loyola Marymount University Abstract: T
he stress and demands of a career in the counseling profession can prove to be both emotionally and physically exhausting. If we are going to be effective practitioners, it is critical that we understand how to replenish our energies and once again appreciate the joy that being in a helping profession can provide us. We will examine areas such as: the stress cycle, the issue of conflicts and insatiability is meeting our psychological needs,identifying our level of contentment, choosing ways to live, the Johari window, etc. Learning objectives ­ B
y attending this session, attendees will be able to: ● Engage in strategies to reduce stress and maintain and restore career satisfaction in their counseling profession. ● Gain clarity concerning their personal workplace issues and explore efficient adaptive coping strategies in dealing with the ever­increasing stressors in the counseling profession. ● Utilize the insights, skills, and self­exploration worksheet to assist their clients with similar issues. Bio: D
r. Paul De Sena is a professor and former Chairperson of the School of Education and Director of the School of Education at Loyola Marymount University. . He has received numerous awards from a number of prestigious professional organizations. He has been inducted into the H.B. McDaniel Counseling Hall of Fame and served as past­president of several professional organizations. He has taught for over 50 years at the university level. Session 3C Building Awareness to Build Competence: Developing Culturally­Responsive Counseling Practices Shyrea Minton, Ed.D., LPCC, C
alifornia State University Northridge Cara Maffini, Ph.D., San Jose State University Abstract: C
ounselors strive to provide quality services within their competence and ethical boundaries. However, in an increasingly diverse country, we encounter clients who are of a culture of which we are unfamiliar or have limited knowledge. In this interactive session, we address the complexities of cultural identities and strategies for providing culturally­responsive services to clients. Attendees will engage critically to examine how the counselor’s self­awareness affects their counseling practice. Additionally, attendees will participate in experiential activities and discussions to raise awareness about their identity and abilities to advocate with and on behalf of clients, and identify culturally­responsive strategies to engage diverse clients. Lastly, there will be reflection on how one’s theoretical orientation may guide one’s work with culturally diverse clients. Learning objectives ­ B
y attending this session, attendees will be able to: ● Articulate nuances in their cultural identity. ● Identify strategies to engage in culturally­responsive counseling services. ● Implement self­assessment as an approach to engaging with culturally diverse clients . Bios: S
hyrea Minton, Ed.D., is an Assistant Professor in the Department of Educational Psychology and Counseling at California State University, Northridge. Her research explores the development of multicultural counseling competency in professional school counselors­in­training, how counselors engage with Black students in education settings, and the professional identity of professional school counselors. In addition, she is very interested in examining the provision of mental health services in school settings, and any implications for mental health providers. Cara Maffini, Ph.D., is an Assistant Professor in the Department of Counselor Education at San José State University. Her research examines intersections of race, culture, and mental health focusing on risk and protective factors associated with trauma. She also examines cultural identity development among culturally diverse youth and emerging adults. She conducts trainings to help counselors and other professionals provide culturally­responsive prevention and intervention services in educational settings. Session 3D Cancelled Session 3E U
buntu Community Counseling Anti­Recidivism Project: A Transformative Educational Pipeline to the Counseling Professions Nola Butler­Byrd, Ph.D., LPCC, San Diego State University Michelle Rowe­Odom, MA, S
an Diego State University Abstract: The U.S. incarcerates more people than 26 of the largest European nations combined; a disproportionate number are African American and Latinx. This prison industrial complex, with its revolving doors has far­reaching consequences on families, communities and our society. A 2007 Children’s Defense Fund report describes this dynamic as America’s Cradle to Prison Pipeline. This session will share preliminary findings from the Ubuntu Community Counseling Anti­Recidivism Project and Research Study, which is designed to support formerly incarcerated participants in their pursuit of mental health and well­being as part of a transformative educational pipeline to the counseling professions. Session participants will learn about critical issues impacting formerly incarcerated people, change agency strategies and culturally responsive counseling knowledge and skills that support well­being and matriculation in higher education. Learning objectives ­ B
y attending this session, attendees will be able to: ● Identify at least three critical issues about formerly incarcerated men and women in California and impacts on communities. ● Articulate three counseling change agency strategies for supporting the well­being of formerly incarcerated men and women. ● Utilize cu
lturally­responsive counseling knowledge and skills to support formerly incarcerated men and women negotiate the educational system. Bios: D
r. Nola Butler­Byrd is an Associate Professor in the Community­Based Block Multicultural Counseling and Social Justice Education Program at San Diego State University where she teaches and conducts research in the areas of community­based multicultural counseling and social justice education, culturally competent supervision, somatic counseling and retention of diverse students and faculty. Dr. Butler Byrd is a CALPCC Board member and a senator on the Academic Senate of the California State University system. Michelle Rowe­Odom, M.A., is an adjunct counselor at Grossmont College and a lecturer in the Community­Based Block Program at San Diego State University. She is also the Education Coordinator/Researcher for the Ubuntu Community Counseling and Anti­Recidivism Project. As a research assistant the San Diego Caregiver/Child Connections Project, her work focused on strengthening the bond between caregiver and child using Hair Combing Interactions support groups. Michelle also co­facilitates Emotional Emancipation Circles (EECs) throughout San Diego. Session 3F S
ocioemotional Needs of Students in Armenia and their Global Implications Janee Both Gragg, Ph.D., LMFT, LPCC, University of Redlands Rebecca Tekeian, MA, PCCI, University of Redlands Abstract: T
his study seeks to better understand the perceived socioemotional needs of Armenian students in and around Yerevan. Little is known about the socioemotional needs of Armenian youth and more specifically, how mental health is understood or conceptualized. School teachers, school administrators and school health professionals were recruited for qualitative interviews using purposeful sampling. Initial findings from 11 interviews indicate themes related to the 1) Need to increase awareness about the importance of attending to socioemotional needs to support academic performance; 2) Role of parents in meeting socioemotional needs and perceived barriers; and 3) Need for resources within the educational system to adequately support student socioemotional needs. Learning objectives ­ B
y attending this session, attendees will be able to: ● Demonstrate understanding of how mental health and wellness is conceptualized and understood by a diverse group of school professionals in Armenia. ● Examine pe rceptions of the socio­emotional needs of Armenian students. ● Advocate for access and utilization of mental health services from a global perspective. Bios: J anee Both Gragg, Ph.D., LMFT, LPCC, is an associate professor at University of Redlands and is the immediate Past President of CALPCC. She is passionate about preparing counseling students to become social justice advocates. Much of her research has focused on therapeutic engagement with diverse and often times underserved populations; demonstrating the importance of school mental health and identifying youth perceived barriers to seeking counseling service s. Janee is a Licensed Professional Clinical Counselor, licensed Marriage and Family Therapist and Certified Drug and Alcohol Counselor currently active in her practice with 16 years of broad clinical experience. Rebecca Tekeian is a Professional Clinical Counselor Intern who has been working with children who have experienced trauma, including but not limited to foster children and their families on the SART/EIIS program, focusing on early intervention for children ages 0­6. Rebecca graduated from the University of Redlands in 2015 and has spent much of her undergraduate and graduate career involved in different arenas of research, more recently particularly focusing on mental health perceptions in Armenia. Break & Visit Exhibits: 3:15 ­ 3:30 Orton Conference Center Education Sessions 4A ­ 4E: 3
:30 ­ 5:00 4A Vineyard Embracing Multiculturalism in the Supervision Process 4B San Bernardino We are the Next Generation of Change Agents: Ask Us Anything! 4C San Gorgonio Understanding LGBT Identity Development and Couples Counseling Interventions 4D Mt. McKinley Engaging Students and Families: Implementing School­Based SFBT Counseling Programs through University­Community Collaboration 4E Zanja Strengths­Based Interventions Supporting Stable Housing for Parents Affected by Homelessness Session 4A Embracing Multiculturalism in the Supervision Process Karen Quek, Ph.D., LMFT, LPCC, B
ethel University Abstract: C
ulturally competent supervisory practices recognize the dominant discourses within a given society and their effects positively and negatively on relationships, therapy, and supervision experiences. These discourses subtly affect clinical supervision by supporting preferred ideals and values of supervisors, supervisees, and clients, or hinder supervision by reproducing oppressive practices, maintaining silence, and/or serving to continue subordination or privileging of a member of one group over another. In this workshop, I will address what culturally competent supervisory practices entail. Based on my work with supervisees and further analysis of supervisory system, I propose three cultural components: supervision as a process for interacting with multiple cultural contexts; supervision manages multicultural conversations; supervision encourages examining of supervisors’ and supervisees’ own cultural background and biases . Learning objectives ­ B
y attending this session, attendees will be able to: ● Facilitate dialogue regarding the significance of integrating cultural constructs in the process of supervision and its impact on the supervisor­supervisee dyad. ● Demonstrate gre ater insight regarding their experiences of multicultural supervision and its influence on their clinical work and personal growth. ● Implement specifi c strategies to enhance culturally competent supervisory practices. Bio: D
r. Karen Quek is the program director for MHC/MFT programs at Bethel University, San Diego. Karen is a LMFT and LPCC. She has a respect for cultural diversity and is dedicated to the development of the next generation of helping professionals. Her passion is to develop culturally competent professionals. Karen has extensive clinical and supervisory experiences for over 20 years. She has worked in various mental health settings including non­profit organizations and private practice. Session 4B We are the Next Generation of Change Agents: Ask Us Anything! Christopher Wehrle, MA, NCC, PCCI, Union of Pan Asian Communities David Johnson, MA, PCCI, Felton Institute ­ Prevention Recovery Early Psychosis (PREP) JoJo Lee, MA, PCCI, UC San Diego Eating Disorders Center for Treatment Toni Bravo, San Jose State University Abstract: T
his panel discussion will use the popular "Ask Me Anything" format to address attendees' specific questions from the perspectives of some of California’s newest interns, trainees, and job seekers with first­hand experience of the practicum, internship, and the hiring process. Attendees will have opportunity to ask whatever questions they want. Panelists will share their honest, real­world observations about job­seeking resources, interview strategies, salary­negotiation experiences, licensure process, and other tools and strategies for success that aided their transition from counseling student to professional. Learning objectives ­ B
y attending this session, attendees will be able to: ● Identify employment search strategies, and understand the process of creating a professional identity as a counselor. ● Recognize and utilize resources to study for the The California LPCC Law and Ethics (jurisprudence) Exam and the National Clinical Mental Health Counselor Examination (NMHCE), and what to do when the counselor does not pass either exam. ● implement employment interview and salary­negotiation tactics, and identify obstacles encountered by job seeking counselors. Bios: C
hris Wehrle serves as the Student/Intern Representative on the CALPCC Board of Directors. He appreciates the diversity of the mental health field through conducting research to advance evidence­based­treatment­interventions for individuals struggling with co­occurring disorders, while providing clinical mental health counseling to diverse and underserved clients. He currently operates as the Executive Director of Los Angeles based drug and alcohol rehab, Comprehensive Recovery Network, and as a Professional Clinical Counselor Intern with the Union of Pan Asian Communities in San Diego. David Johnson is a 2014 graduate of University of San Diego’s Clinical Mental Health Counselor Program. He is a Bilingual Staff Therapist at Felton Institute’s PREP (Prevention and Education in Early Psychosis) and is part­time Therapist at Queer LifeSpace, a group private practice serving LGBTQI San Francisco’s Castro neighborhood. JoJo Lee is currently a Milieu Therapist at UCSD Eating Disorders Center for Treatment and Research. She earned two Master's degrees in Abnormal and Clinical Psychology and in Clinical Mental Health Counseling. Prior to UCSD, she worked at Alvarado Parkway Institute’s inpatient unit and outpatient program, and Union of Pan Asian Communities (UPAC) Counseling and Treatment Center to serve the individuals and ethnic minorities who are struggling from acute and chronic psychosis. Toni Bravo is a high school counselor with experience working with LGBTQ youth. She is currently in her final semester at San Jose State University in the department of Counselor Education. Toni is currently working on research on the role of cultural identity and Post­traumatic growth as it relates to academic success under the advisement of Dr. Cara Maffini. Toni's passion is to provide educators with inclusive language that supports student autonomy and self­advocacy. Session 4C Understanding LGBT Identity Development and Couples Counseling Interventions Jennifer DeFeo, Ph.D., The Chicago School of Professional Psychology Abstract: T
his workshop aims to educate the student and professional population on LGBT culture, sensitivity, and the stages of LGBT identity development. Additionally, clinical implications and interventions are discussed to appropriately address stage­specific symptoms that may present. Learning objectives ­ B
y attending this session, attendees will be able to: ● Articulate the Cass Model: 6 stages of LGBT Identity Development ● Demonstrate understanding of how the stages of LGBT Identity Development impact couples leading to dysfunction in relationships. ● Apply clinical implications and interventions appropriate for each stage of LGBT identity development both with individuals and couples. Bio: D
r. Jennifer DeFeo is noted as one of the leading experts on the DSM­5 and ICD­10 systems. Dr. DeFeo is known both nationally and internationally as a distinguished professor of psychology, keynote speaker, and specializes in Neuropsychology, Psychopharmacology, at­risk children and adolescents, severely mentally ill, men's mental health, and the LGBT populations to name a few. Dr. DeFeo has presented at highly recognized conferences throughout the United States and in Europe, Mexico, and South America, and is presently the Associate Chair of the Department of Marriage and Family Therapy at the Chicago School of Professional Psychology. Dr. DeFeo is also a senior editor for Journal of Hispanic Higher Education and has multiple publications in numerous journals on health­related psychological issues, LGBT, and Gender­Identity diagnoses in the DSM­5. Session 4D Engaging Students and Families: Implementing School­Based SFBT Counseling Programs through University­Community Collaboration Sheri Atwater, Loyola Marymount University Abstract: T
his presentation describes the Solution­Focused Brief Counseling(SFBC) evidence­based practices and methods used in the "SUCCESS Life Coaching" program, a 10­year school­based clinical intervention designed to support diverse student clients deemed “at­risk” academically or social­emotionally. The program is a University­Community training collaboration designed to train graduate students in the Counseling Program while also reaching those clients who feel marginalized and/or misunderstood in schools, in order to engage students and families to assess and work on students’ academic and social/emotional strengths and goals. Learn the evidence­based curriculum used, keys to successful implementation, the ways in which the program supports schools while engaging students and families, and "lessons learned". Sample curriculum worksheets and steps to implementation included. Learning objectives ­ B
y attending this session, attendees will be able to: ● Demonstrate u nderstanding of a successful Life Coaching (Solution­Focused Brief Counseling) intervention model, including client assessment and intervention tools used. This will include practice with and review specific evidence­based SFBT "life coach" worksheets and scaling tools designed to assist the student in opening up about ALL areas of their life, including personal, career and life preferences; hobbies, and resource supports. ● Identify the 6­Step Life Coach Goal­Setting Process essential to establishing a relationship built upon trust and support with student­clients. This will include a review of how to create client goals and strategies to reach those goals, along with a review of specific examples. ● Consider t he “lessons learned” when establishing the program in partnership with several school districts and when seeking engagement of teachers, students, administrators and families. Bio: D
r. Sheri Atwater is Professor and Director of the LMU Counseling Program and creator of the SUCCESS Life Coaching program, an after­school counseling program using SFBT, an evidence­based practice designed to care for the "whole" client. Dr. Atwater teaches graduate courses in individual and group counseling, counseling theories, multicultural counseling, and fieldwork supervision. She received a B.A. from Stanford University and an M.A., P.P.S. Credential, and Ph.D. (School Psychology) from the University of California, Berkeley. Session 4E S
trengths­Based interventions Supporting Stable Housing for Parents Affected by Homelessness Wendell Callahan, Ph.D., University of San Diego Ana Estrada, Ph.D., University of San Diego Rebecca Byler, University of San Diego Lauren Levy, University of San Diego Tabitha Tabbert, University of San Diego Abstract: T
his session will describe the mental health services component, program logic and preliminary outcomes of the Monarch School Project Housing Program. The Monarch School Project serves approximately 400 families and their school­age children per year that are affected by homelessness in the downtown San Diego area. The housing program focuses on supporting families to secure and remain successfully in stable housing as a means to improve overall social, health and educational outcomes for families and children. An innovative component of the housing program is the support for parents’ mental health needs through strengths­based interventions and programming as a means to support their success in remaining in stable housing. Clinicians as well as social service agency staff will benefit from the description of common mental health needs and the effectiveness of strength­based interventions with parents. Learning objectives ­ B
y attending this session, attendees will be able to: ● Evaluate the strengths and internal resources that support parents' access to stable housing, as well as the behavioral and mental health factors that impede parents' access to stable housing. ● Demonstrate understanding of the program logic model and preliminary outcome data for the mental health services component of the housing program. ● Articulate the effectiveness of strengths­based interventions that support parents access to stable housing. Bios: Dr. Wendell Callahan is a Professor of Practice in Clinical Mental Health Counseling in the University of San Diego's School of Leadership and Education Sciences. Dr. Callahan advises graduate students and teaches research methods and assessment courses. Dr. Callahan holds a Ph.D. in Clinical Psychology from the University of California, San Diego, a master’s degree in Counseling from San Diego State University, is a California licensed educational psychologist and holds California credentials in school counseling, school psychology and school administration. Ana Estrada, Ph.D., conducts research focused broadly on child and family interventions and assessment strategies and aims to bridge the gap between child and family research and clinical practice. Her teaching and clinical expertise includes child and adolescent referred problems in the family, highly conflictual couples and sociocultural issues (e.g., poverty, ethnicity, sexual orientation) that challenge families. Dr. Estrada has authored several journal articles and serves on the editorial board of the Journal of Marital and Family Therapy. Rebecca Byler, Lauren Levy, and Tabitha Tabbert are currently a first year students in the University of San Diego's MA program in Clinical Mental Health Counseling. They are active in pre­practicum field experiences and serve as housing coaches to parents affected by homelessness in downtown San Diego. CONTINUING EDUCATION CREDITS (CEs) CALPCC Continuing Education Policies and Procedures California LPCC, LMFT, and LCSW Continuing Education Credit The 2017 California CALPCC Conference meets the qualifications for continuing education credit for LPCCs, LMFTs, LEPs and/or LCSWs, as required by the California Board of Behavioral Sciences (BBS). Saturday’s Conference offers the opportunity to earn 6 contact hours if all sessions are attended. Friday’s Done MDFT training offers 6 contact hours. Conference Sessions The conference website and this electronic program include the instructor’s credentials, a short bio, abstract and learning objectives for each session. Procedure to receive CE Credit at the conference In order to maintain its approved provider status from the BBS, CALPCC is required to maintain certain records, so the following procedure is necessary in order for participants to receive a CE certificate of completion at the end of the conference: ● Sign the Attendance Roster at the registration desk at the beginning of the conference. ● You will receive an Attendance Verification form, which is a list of all the conference sessions with a column for “Sign In” and a column for “Sign Out.” ● As you enter each session, have the volunteer stamp the “Sign In” column on your Attendance Verification form. (Anyone entering a session 15 minutes late, or later, will not be eligible for earning CE credit during that session.) ● At end of each session, have the volunteer stamp your Attendance Verification form in the “Sign Out” column. ● Please complete an evaluation of each session for which you wish to receive CE credits. ● At the end of the conference, bring your Attendance Verification form with the “Sign In” and “Sign Out” stamps, and the Evaluation form to the registration desk. The volunteer at the registration table will check the number of hours that are documented on your Attendance Verification form, your Evaluation form and, if you have prepaid, will give you a certificate of completion for the number of CE credits that you have earned. ● After the conference, CALPCC will keep your information on file, as required by the Board of Behavioral Sciences. During the conference, a student volunteer or a CE Committee member will be present to assist with the process and answer questions. Interns and Students: Licensed counselors collect continuing education hours to meet renewal requirements for their license. Although Interns do not need CE credits, they can earn some of their supervised hours through educational activities and CE credits can be a good way to document those activities. Students do not need CE credits unless their instructors have asked them to submit them for class credit. Refund/cancellations: Saturday’s Continuing Education Fee is fully refundable if the participant is unable to attend Saturday’s conference. CALPCC does not condone, recommend, or support any products mentioned in any CE sessions. CALPCC maintains responsibility for the program and its content. STUDENT SCHOLARSHIP RECIPIENTS Student scholarships were made possible by those who added a donation to the Student Scholarship Fund to their registration fees. The following students were selected to attend the conference through a competitive review process from a very strong applicant pool. To be considered, an applicant had to be a CALPCC student member and be enrolled in a BBS ­approved graduate program leading to the LPCC. The successful applicants indicated clear academic and career goals and how attendance at the CALPCC conference would help achieve those goals. We are excited about the future of CALPCC because of strong student leaders, such as these. Toni Bravo, San Jose State University Katherine Caldwell, California State University Northridge Alyssa Pena, San Jose State University Adriana Swancy, San Jose State University CALPCC BOARD of DIRECTORS Officers President: Margaret O’Hara, M.S., LPCC, LMHC (NY) Past President: Janee Both Gragg, Ph.D., LPCC, LMFT President­Elect: Cara Maffini, Ph.D. Treasurer: Roman Shain, Ph.D., LPCC, LMFT Treasurer­Elect: Jeff Bornstein, M.S., LPCC Secretary: Shyrea Minton, Ed.D., LPCC, PPS Directors: Nola Butler­Byrd, Ph.D., LPCC Arolyn Burns, M.A., LPCC, LMFT Bonni Funk, M.A., LPCC, LMHC (FL) Peggy Lucchesi, M.A., LPCC, LMHC (NY) Heidi Paul, Ph.D., LPCC, CRC Kristin Phillips­Matson, M.A., LPCC, PPS Dione Taylor, Ed.D., PPS Christopher Wehrle, M.A., PCCI (Student/Intern Representative) Executive Director: Dean Porter, M.S. CALPCC Conference Planning Committee Chair
Program Chair Executive Director
University of Redlands Support
Janee Both Gragg Cara Maffini Dean Porter School of Education Dean Andrew Wall; Shannon Henderson; Nicole Hoss; Amy Metcalf; Colleen Quesada STUDENT VOLUNTEERS The following University of Redlands students will welcome us to their campus and be our guides for the conference activities. Jessica Daughtry Matthew Koerber Lauren Henson Valerie Taber Kristen Kennedy Fernando Zavala