Past conferences. |
2020
Objective: Bridging the Interprofessional Gap in Education and Practice to improve evidence-based application
Description (Updated April 24, 2020): Building on past topics, the 2020 IPE conference is focused on expanding our audience and providing greater depth into interprofessional collaboration. This year’s conference will explore how to promote interdisciplinary best practices in healthcare settings, workplaces, and education, particularly related to how interprofessional teams plan for and adapt to pandemic scenarios, such as those we are facing with COVID-19. Several professions will come together to describe useful skill sets that encourage interprofessional inclusion and integration.
Preferences will be given to proposals covering research and evidence-based practice related to advocacy, diversity, and social justice; applied practice; collaborative teams; education and training; healthcare; holistic care; and COVID-19 related strategies, models, and approaches. For example: supporting infected patients through interdisciplinary integrative practices; assisting front line healthcare workers at high risk of unbridled stress, burnout, and vicarious trauma; conducting multi-disciplinary prevention strategies; and addressing the complex issues of society at large and specific vulnerable populations battling multiple challenges during a time of economic and social recession.
It is vital that you read the guidelines for proposals before submitting your application. All TCSES faculty, alumni, and staff are encouraged to co-presenting with a student.
Description (Updated April 24, 2020): Building on past topics, the 2020 IPE conference is focused on expanding our audience and providing greater depth into interprofessional collaboration. This year’s conference will explore how to promote interdisciplinary best practices in healthcare settings, workplaces, and education, particularly related to how interprofessional teams plan for and adapt to pandemic scenarios, such as those we are facing with COVID-19. Several professions will come together to describe useful skill sets that encourage interprofessional inclusion and integration.
Preferences will be given to proposals covering research and evidence-based practice related to advocacy, diversity, and social justice; applied practice; collaborative teams; education and training; healthcare; holistic care; and COVID-19 related strategies, models, and approaches. For example: supporting infected patients through interdisciplinary integrative practices; assisting front line healthcare workers at high risk of unbridled stress, burnout, and vicarious trauma; conducting multi-disciplinary prevention strategies; and addressing the complex issues of society at large and specific vulnerable populations battling multiple challenges during a time of economic and social recession.
It is vital that you read the guidelines for proposals before submitting your application. All TCSES faculty, alumni, and staff are encouraged to co-presenting with a student.
2019
2019 Session Titles and Descriptions2019 Keynote Presentation
The Interprofessional Education and Training Landscape: Current and Future Possibilities for Health Service Psychology Presented by Catherine Grus, Ph.D. Description This presentation explores current and future developments that impact education and training of the health service psychology workforce with a focus on preparing students for interprofessional collaborative practice. Discussions about interprofessional education at the national level and key resources for educators will be summarized. Trends that will impact education and training for interprofessional collaborative practice and the opportunities they present will be explored. These include the aging population of the United States, the increase in numbers of individuals with multiple chronic illnesses, the shift to value-based payment models, and the increasing focus in health care on population health approaches including the social determinants of health and mental health. Learning Objectives After attending this intermediate-level workshop, participants will be able to: 1. Describe two trends that are relevant to preparing students for interprofessional collaborative practice. Program Standard and Goal This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures. This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science. |
2019 Presenter BiosCatherine L. Grus, Ph.D. is the Deputy Executive Director for Education at the American Psychological Association and has been on the staff of the APA since 2005. Dr. Grus received her Ph.D. in clinical psychology from Nova University in 1993. She completed her doctoral internship at the University of Miami, School of Medicine and a two-year postdoctoral fellowship at the University of North Carolina at Chapel Hill. At APA, she works to advance policies and practices that promote high quality education and training at the doctoral, postdoctoral and post-licensure levels. Areas of focus for Dr. Grus include interprofessional education, development of models and tools for competency assessment, supervision, and primary care psychology practice. Prior to coming to APA, Dr. Grus was an assistant professor in the Department of Pediatrics at the University of Miami School of Medicine where she served as the director of an APA accredited internship program.
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Interprofessional Teams: Lessons Learned and Potential Future Directions
Presented by Braden Berkey, Psy.D., Chelsea Overholt, Ph.D., and Kim Dell'Angela, Ph.D., M.L.S. Description Interprofessional teams have the potential to strengthen the quality of care and decrease overall costs (Meads & Ashcraft, 2005). Further, interprofessional care is essential to enhance communication between team members and leads to a better outcome for patients (Casimiro, Macdonald, Thompson & Stodel, 2009). It is important to understand the benefits and impact of interprofessional teams and explore how to educate future professionals to be better suited for working in this environment. Lessons learned from attending two recent national conferences focusing on interprofessional practice will be shared and discussed with attendees. This session will employ activities engaging attendees in a conversation surrounding collaboration and struggles in interprofessional work, along with strategies used to overcome challenges. In addition to reviewing best practices in the field of interprofessional work, this session will explore future potential directions for The Chicago School of Professional Psychology (TCSPP). Ethical and cultural considerations related to interprofessional work will be addressed with attendees. Learning outcomes from this roundtable session include understanding nomenclature surrounding interprofessional, co-collaborative, and interdisciplinary care. Further, the interworkings of a truly integrated team will be reviewed. Attendees will have the foundational knowledge to develop integrated care teams in their own workplace and field. Time will be allotted to explore what students, faculty, and staff feel needs to be addressed to support TCSPP’s future direction as a leader in Interprofessional education and care. Additionally, there will be a Q&A session at the end for attendees to ask questions. A document will be shared with references and resources for all attendees. Learning Objectives After attending this intermediate-level workshop, participants will be able to: 1. Explain difference between multidisciplinary, integrated and interdisciplinary models for healthcare delivery. Program Standard and Goal This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures. This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science. |
Braden Berkey, Psy.D. is an Associate Professor in the Clinical Psy.D. Program at the Chicago School of Professional Psychology where his coursework focuses on professional ethics, clinical practice, diversity training and human sexuality. He received his doctorate in clinical psychology from Wright State University in Dayton, Ohio. Dr. Berkey completed a certification in Nonprofit Management through the College of Urban Planning and Public Affairs at the University of Illinois at Chicago. Braden has a strong interest in public health issues and integrated healthcare. Prior to joining CSOPP he served as the Director of Behavioral Health and Social Services at Howard Brown Health. He worked with AllianceChicago on the creation of community-based electronic health record system. His clinical work has focused on serving sexual minorities and those impacted with HIV/AIDS. He has been a consultant at Test Positive Aware Network and The University of Chicago’s Department of Medicine. He is a member of the Illinois PrEP Working Group, a state-wide coalition addressing access to HIV prevention, and he serves on the Board of Directors for the Legal Council for Health Justice.
Chelsea Overholt, Ph.D. has more than 7 years of experience working in higher education and is a Licensed Professional Counselor in IL. She completed her PhD in Business Psychology along with Masters in Forensic Psychology from The Chicago School of Professional Psychology (TCSPP) and completed her Bachelors in Psychology and Law & Society from Purdue University in West Lafayette, IN. Dr. Overholt has clinical training experience working with in a residential treatment facility in Chicago, IL providing counseling and therapy for adolescents and families as individuals transitioned out of care. Dr. Overholt has published and presented nationally on the topics of adolescent treatment perspectives, non-traditional students, student engagement, faculty on-boarding, and academic program review. Her research interests span both the counseling and higher education fields. In addition, she is passionate about supporting her community and has served on the board for Mental Health America, Porter County, IN along with presently serving on the Environmental Advisory Board for Ogden Dunes, IN. Dr. Overholt has enjoyed teaching at the graduate and undergraduate level for the past several years. Currently, she is co-leading a TCSPP strategic plan initiative driving the university toward being a leader in Interprofessional Care. Kim Dell'Angela, Ph.D., M.L.S. is an Associate Professor and former Chair and Associate Chair of the Clinical PsyD at the Chicago Campus of TCSPP. She spent 17 years on the faculty of Loyola Stritch School of Medicine, where she held academic and medical staff appointments in Pediatrics, Anesthesiology and Psychiatry and worked with many interprofessional clinical and research teams. She then served as Associate Dean of Wellness at Harper Community College where she directed the campus interdisciplinary Health Center and Counseling Center. As a health psychologist her clinical and research focus has been on chronic disease, pain management, child protection, complementary/alternative/wellness health practices, developmental disabilities and behavioral health interventions. She holds an MA and Ph.D. in Clinical Psychology from Loyola University Chicago and Master’s degree in Legal Studies focusing on Healthcare and Education law from Ventura / Santa Barbara School of Law. |
Interprofessional Collaboration in Sensitization Efforts for Mental Health Issues: Lessons from an Initiative conducted in India
Presented by Deepti Bhatt, MD, and Mudita Dave, Ph.D. Description: This presentation will be in the form of an interview with a practicing psychiatrist who heads the departments of Community Psychiatry and Occupation Therapy and Vocational Rehabilitation at the Hospital for Mental Health, Ahmedabad, Gujarat, India. This presentation will include relevant insights about working in interprofessional teams to create, deliver and evaluate culturally competent and environmentally relevant health communication modalities that were leveraged to sensitize the target populations about mental health issues. Presentation will also address relevant scientific and scholarly research related to the topic. Presenters will include TCSPP faculty and a psychiatric healthcare administrator from India. Learning Objectives After attending this introductory-level workshop, participants will be able to: 1. Identify lessons learnt from working in interprofessional teams in a global setting in the context of workplace sensitization efforts about mental health issues. Program Standards and Goals This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures. This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession. |
Deepti Bhatt, MD, has special interest in community psychiatry and public health. Dr. Bhatt’s research focuses on enabling transition of persons with long term mental health needs from institutions into inclusive living options in the community. She is also involved in the efforts to develop early diagnostic kit for Alzheimer’s disease in collaboration with the Gujarat Biotechnological Research Center.
Mudita Dave, Ph.D. (Community Health), is the chair of the Master of Public Health (MPH) program, associate chair, health services division at The Chicago School of Professional Psychology and Faculty Lead for International Field Experiences for the MPH Program. Dr. Dave is a Public Health researcher and educator with experience studying interconnections between immigration, acculturation and health. Her research interests include health education and promotion in the context of prevention of obesity and related chronic diseases, and health communication efforts to create awareness about public mental health. Her research focuses on understanding the interactions between culture, environment and health. |
Speech Pathology and Behavior Analysis: An Interprofessional look at Perspectives, Theories, & Intervention
Presented by Teresa Cardon, Ph.D., CC-SLP, BCBA-D Description Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities in the country (Baio et al., 2014). Finding qualified practitioners in various disciplines to serve this growing client base has proved to be a challenge (e.g., Ingersoll, Wainer, Berger, Pickard, & Bonter, 2016; Leaf et al., 2017; Terry, 2009). Both speech language pathologists (SLPs) and Board Certified Behavior Analysts (BCBAs) work closely with individuals with ASD. While speech pathology has been an established profession for almost 100 years (ASHAa, 2019), Board Certified Behavior Analysts are relatively new professionals, (e.g., the Behavior Analyst Certification Board was established in 1998) with a burgeoning workforce (BACBa, 2019). Little is known about the similarities and/or differences between the two disciplines with regard to their theoretical perspectives and how they relate to intervention. Results from a survey distributed to SLPs and BAs will be discussed (Cardon, 2017). Differences in theoretical perspectives and intervention strategies are evident between the disciplines and provide an insight into the different intervention models. The need for inter-professional education along with tips for working across disciplines will be highlighted. Learning Objectives After attending this introductory-level workshop, participants will be able to: 1. Identify theories of language development from the perspective of both Speech Language Pathologists and Behavior Analysts. 2. Describe the need for interprofessional education between the two disciplines. Program Standard and Goal This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession. This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science. |
Teresa Cardon, PhD, has worked with diverse individuals on the autism spectrum for over two decades. Dr. Cardon completed her doctoral training in Speech & Hearing Science and is also a Board Certified Behavior Analyst at the doctoral level. Dr. Cardon has published her research on autism in peer-reviewed journals and presents at conferences both nationally and internationally. Dr. Cardon has designed curriculum for numerous courses in applied behavior analysis, autism, and speech language pathology. Dr. Cardon enjoys collaborating with colleagues and sits on numerous boards both locally and nationally.
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Exploring Interprofessional Collaboration in Behavior Analytic Practice
Presented by Annette Griffith, Ph.D., BCBA-D, Bobbie Gallagher, Ph.D., BCBA-D, Kasey Bedard, Med, BCBA, and Chrystal Jansz Rieken, PhD, BCBA Description Behavior analysts are often required to collaborate, as members of interprofessional teams that may include physicians, psychiatrists, therapists, mental health counselors, and other professionals who provide services and supports to clients (Kelly & Tincani, 2013). In fact, due to the nature of our work, which often requires consistent intervention across settings, it is often essential that behavior analysts engage in interprofessional collaboration. Although the Behavior Analyst Compliance Code (BACB, 2018) and the BACB Task List (BACB, 2017b) each indicate the importance of collaboration, this relationship is seldom described in the literature, and interprofessional collaborative practices are not commonly taught or trained in behavior analysis graduate programs (Brodhead, 2015; Kelly & Tincani, 2013). The purpose of this panel will be to explore the concept of interprofessional collaborative practice and discuss ways that collaboration may vary for Behavior Analysts based upon the makeup of the teams with which we will work. Four specific examples will be provided to describe the processes and outcomes of successful collaborations, including a discussion of research to improve training opportunities for medical staff providing gynecological care for women with Autism and low language, demonstration of a case example of how behavioral and medical staff can work together to incorporate data into the management process for psychotropic medications for high risk individuals, case examples of how behavioral, psychological, and medical staff can work together to support the dietary and behavioral needs of individuals with Prader-Willie Syndrome, and a discussion of how behavior analysts are a part of an emerging multidisciplinary group focused on developing greater understanding of childhood trauma. The panel discussion will conclude with final thoughts on the importance of collaboration, the key components of successful collaboration, and recommendations for Behavior Analysts to pursue and develop collaborative opportunities. An opportunity for questions will also be provided. Learning Objectives After attending this intermediate-level workshop, participants will be able to: 1) Describe the importance of interdisciplinary collaboration during behavioral intervention. 2) Discuss 4 case examples demonstrating ways that professionals have successfully collaborated during behavioral intervention. 3) State some of the key components of effective collaborative relationships. Program Standard and Goal This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures. This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession. |
Annette Griffith, Ph.D., BCBA-D, LBA is an Associate Department Chair at the Chicago School of Professional Psychology in the Applied Behavior Analysis Online Department. She is a Board Certified Behavior Analyst at the doctoral level with almost 20 years of experience in the field of ABA. She has worked in a variety of multidisciplinary settings as a clinician, researcher, and state administrator. Her work has focused on topics related to behavior, mental health, disability, and special education, amoung others. Her research interests include topics related to the use and management of psychotropic medications for vulnerable populations, staff and caregiver training, and program evaluation.
Bobbie Gallagher, Ph.D., BCBA, is a Board Certified Behavior Analyst at the doctoral level with over 20 years of experience in the field of ABA. Dr. Gallagher has presented at both regional and national conferences. Her work has focused on topics related to sexuality for individuals with intellectual and developmental disabilities, challenging behaviors, and supervision. Dr. Gallagher’s research interests include topics related to sexuality, increasing access to medical care for vulnerable populations, social validity measures, challenging behaviors, parent training, culture and programming, and program evaluation. Kasey Bedard is a Board Certified Behavior Analyst practicing at a non-profit that serves adults with developmental disabilities. She graduated with her Master’s in Education with a specialization in behavior analysis from Arizona State University. Ms. Bedard has focused her professional career on providing behavioral services and promoting a coordinated, collaborative approach to providing comprehensive care. Her current research focuses in behavioral treatment and dietary management of adults with Prader-Willie Syndrome, promoting interdisciplinary care and collaboration within treatment teams, and organizational behavior management strategies for training staff at increasing employee cooperative and output. Chrystal Jansz Rieken, PhD, Assistant Professor, Faculty, Applied Behavior Analysis Online, Dr. Jansz Rieken has 20 years of experience as an instructor, researcher, and clinician in behavior analysis in Canada and The United States. Her current areas of expertise include psychotropic medication prescription practices in ASD and I/DD, and numerous ASD-topics across the life span. She currently serves on the Trauma and IDD leadership committee of the National Child Traumatic Stress Network. She and her students have presented research and trainings at numerous regional, national, and international conferences, many of which have led to awards and recognition for her students. |
Integration of Interprofessional Education into National Curriculum: Examples from Online MA Forensic Psychology
Presented by Erika Liljedahl, Psy.D. and James Iaccino, Ph.D Description This program will provide a strategy for how to integrate interprofessional content into graduate psychology curriculum. The presentation will contain examples from the recent national course builds in the forensic psychology department. Interprofessional education (IPE) is becoming increasingly important in the field of psychology in order to assist clinicians with providing a holistic clinical evaluation as well as treatment plan of clients with a variety of presenting problems. Some presenting problems can relate to medical conditions, school-related issues, and legal obstacles as well as specific mental health concerns. Consulting with professionals with specific expertise in those areas is crucial to addressing the presenting problems and the treatment process. Therefore, it is indicated to train students in graduate programs with how to determine with whom and how to consult with professionals in disciplines outside of psychology in order to provide the highest ethical standards of treatment. This presentation will provide specific examples of the integration of IPE into graduate forensic psychology curriculum. A template will be provided as an example for how to clearly document the integration of interprofessional competence, which will assist with the documentation for use in annual program reviews and self-studies. The examples will be presented within 45 minutes and there will be a Q&A for 15 minutes at the end. |
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