Join us virtually for our Spring 2024 conference and learn more about developmental trauma, law & ethics, fit minds, supporting students with ADHD, the hidden unconscious effects of racial trauma, depression & suicide, and STAND digital mental health tools.
registration
Registration is FREE. Registration for CE credits deadline is 4/17/2024 Pay ONLY $50, if you would like to receive CE credits* (up to 7 credits).
*CEs for LCSWs, LMFTs, Psychologists, RNs
Online Registration: Click on the button below to pay for CE credits ONLY.
Explain the impact of trauma on the brain and brain development.
List 2-3 key components of trauma informed care.
Identify trauma-informed interventions that promote resiliency, safety & recovery.
Diega Molina is a Bilingual (English-Spanish) Licensed Marriage Family Therapist in California certified in EMDR. Her primary work has been centered around children, adolescents, families, and trauma. Diega has gained clinical experience within school and community settings throughout San Diego County & Imperial County, California since 2010. Her clinical interests are complex childhood and developmental trauma. She utilizes attachment oriented perspectives to address problems related to developmental ruptures to help resolve underlying attachment/safety issues, increase emotional self-regulation, improve quality of relationships, & help overcome difficult life experiences that seem to be getting in the way. Diega has a thriving practice, Wise & Shine Therapy, since 2017 located in San Diego; however meets with individuals throughout California.
Law & Ethics (2 CEs) Daniel O. Taube, J.D., Ph.D. Learning objectives:
List two dimensions of FERPA that increase vulnerability of Community College student counseling and psychological services records, and two strategies for increasing protections.
Identify two techniques for reducing the potentially negative impact of Open Notes on clients.
Summarize two developments California child abuse reporting standards and duty to protect.
Describe two recent changes in telemental health rules.
Define two areas of increased boundary challenges in the digital world on and off college campuses and three steps to manage those challenges.
Daniel Taube earned his JD/PhD from Villanova University and Hahnemann University (1985 and 1987, respectively), as a member of the Joint Psychology and Law Graduate Program. He is Professor Emeritus at the California School of Professional Psychology, Alliant International University, San Francisco, is currently a member of The American Insurance Trust’s Risk Management team, and regularly consults across the country with a wide range of practitioners and community agencies regarding standards of practice and ethical concerns. His areas of professional focus include ethical and legal issues in professional practice, child protection and addictions.
Fit Minds: Mental Health for Community College Athletics (1 CE) Nadia Sayeh, DSW, LMFT Learning objectives:
Describe various factors challenging the mental health of student-athletes.
Demonstrate knowledge of effective design criteria.
Identify three main components of a successful collaborative prevention and early intervention program.
Nadia Sayeh isa Doctor of Social Work and Licensed Marriage and Family Therapist with over 12 years of experience working in community college mental health. She is currently a Mental Health Counselor, Clinical Supervisor, and Active Minds Faculty Advisor at San Diego City College and an Instructor for the California Virtual College-Online Education Initiative. Nadia also serves on the CCC MHWA Board. Passionate about discovering innovative solutions to close gaps and assist students in accessing supports, Nadia leveraged her professional background to expand her expertise in solving the mental health gap for community college athletes. Supporting Students with ADHD (1.25 CEs) Ryan Wexelblatt, LCSW, ADHD-CCSP Learning objectives:
Describe why ADHD is an executive function developmental delay.
Describe how ADHD presents in students.
Explain ways to support students who are self-diagnosing (AKA) “TikTok diagnosers”.
The Hidden & Unconscious Effects of Racial Trauma (1.25 CEs) Cesar Lagleva, LCSW Learning objectives:
Explain the role of the American Psychological Association (APA) in perpetuating racism.
Describe the levels and forms of racism in mental health treatment.
Identify at least two (2) culturally sensitive and responsive intervention strategies and techniques to treat racial trauma symptoms among BIPOC consumer/clients.
Cesar Laglevais a Filipino-American activist, educator, trainer, organizational leader, and a culturally competent bilingual (Tagalog) psychotherapist. Since 1989, he has been conducting lectures, presentations, speaking engagements, and workshops on multicultural issues and subjects at international, national, and regional levels. He is a proven community organizer, providing leadership and strategic development to various initiatives, campaigns, and community building efforts. Cesar demonstrates a strong commitment to and establishes connections between health and justice in his activism, teachings, organizational leadership, and psychotherapy practice. Cesar has received numerous awards and recognition in the areas of civil and human rights for his leadership in the social justice arena. In 2008, he received the prestigious Marin Community Foundation’s Beryl Buck Achievement Award for Social Justice. Additionally, he is the recipient of the Martin Luther King Humanitarian Award from the Marin County Human Rights Commission and the Benjamin Dreyfus award from the ACLU, among others. An immigrant from the Philippines, Cesar emerged from humble beginnings, overcoming life’s challenges and obstacles associated with various types and levels of racial and socio-economic discrimination. He has fostered over 15 adolescent youth while raising two of his own children. Today, he takes pride in being a father and grandfather, and he enjoys traveling, the outdoors, and being an avid fan of his favorite professional sports teams.
List the factors that increase risk for and protect from depression.
Identify the treatments for depression.
Explain risk and protective factors for suicidality.
Develop prevention strategies for suicidality.
Michelle G. Craske, Ph.D., is a Distinguished Professor of Psychology, and of Psychiatry and Biobehavioral Sciences, Kevin Love Fund Centennial Chair, Director of the Anxiety and Depression Research Center, and Associate Director of the Staglin Family Music Center for Behavioral and Brain Health, at the University of California, Los Angeles. She is also co-director of the UCLA Depression Grand Challenge. She has published extensively in the area of fear, anxiety and depression, including over 570 peer reviewed journal articles as well as academic books and several self-help books and therapist guides, and is on the Web of Science Most Highly Cited Researcher List. She has been the recipient of extramural funding since 1993 for research projects pertaining to risk factors for anxiety and depression among children and adolescents, neural mediators of emotion regulation and behavioral treatments for anxiety disorders, fear extinction translational models for optimizing exposure therapy, novel behavioral therapies targeting reward sensitivity and anhedonia, and scalable treatment models for underserved populations. As part of the Depression Grand Challenge, she developed the STAND program for screening, tracking and treating anxiety and depression. She is Editor-in-Chief for Behaviour Research and Therapy. Dr. Craske received her BA Hons from the University of Tasmania and her Ph.D. from the University of British Columbia
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*MHWA is a CE provider approved by the California Psychological Association to provide continuing professional education for psychologists. The Board of Behavioral Sciences recognizes CE credit from CPA approved providers for LCSWs, MFTs, LEPs, and LPCCs. MHWA’s CE programs meet the California Board of Nursing’s requirements for acceptable continuing education for BRN licensees. MHWA maintains responsibility for this program and its content.
Attendance policy Those who attend this training in full and complete the appropriate evaluation form will receive CE credits. Those arriving more than 15 minutes after the start time or leaving before the training is completed will not receive CE credits.