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2020 Workshops

Wednesday, March 25, 2020


#1 Strengthening Psychological Assessment: A Multimethod, Integrative Approach

Hadas Pade, PsyD, Alliant International University, San Francisco, CA

A. Jordan Wright, PhD, New York University Steinhardt School of Culture, Education and Human Development, New York, NY

Wednesday, March 25, 8:00 am – 5:00 pm

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Workshop Information:

This beginner/intermediate workshop presents the challenges in writing integrated and meaningful psychological reports and strategies to improve report writing skills. Particular focus is on multi-method, integrated, and person focused assessments. Participants will be introduced to critical components for writing effective and integrated reports, including making assessment findings clear, individualized, specific, and meaningful for the client and other audiences. Participants will learn specific steps to better organize and integrate assessment data as well as reports, balancing professional language with accessibility.

Goals and Objectives:

  • List the reasons valid psychological assessment and reports are so critical for the field
  • Describe the common challenges with respect to producing comprehensive and effective assessments and reports
  • Recognize and explain core components of effective assessments and report writing
  • Select and utilize specific strategies provided to strengthen assessment report writing
  • Revise ineffective/unhelpful written sentences/paragraphs in a more meaningful manner
  • Increase integration and individualization of all assessment data available (interview, observations, testing, etc.)
  • Identify strategies for making research-informed treatment recommendations

Skill Level:

This workshop is geared towards early career psychologists as well as anyone who is learning, practicing, or teaching/supervising personality assessment. Participants need to be familiar with at least some personality measures and psychological assessment process in general.

#2 Restoring Epistemic Trust Through Therapeutic Assessment: Building a Relationship "Superhighway" with Difficult-to-Treat Clients

Stephen E. Finn, PhD, Center for Therapeutic Assessment

Jan H. Kamphuis, University of Amsterdam, The Netherlands

Hilde de Saeger, Viersprong Institute for the Study of Personality Disorders, The Netherlands

Wednesday, March 25, 8:00 am – 5:00 pm

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Workshop Information:

Why do some clients reject new ways of thinking and maintain a high level of distrust with mental health professionals? Two new concepts from evolutionary psychology, Epistemic Trust (ET) and Epistemic Hypervigilance (EH), provide a profitable framework for understanding and intervening with such clients. In this workshop, Drs. Finn, Kamphuis, and De Saeger will present the theory of ET and EH, which asserts that many clients screen out new information from others because in the past this served their survival. The presenters will show video excerpts from actual Therapeutic Assessments to demonstrate how several philosophical and procedural elements of TA specifically foster the lowering of EH and building of ET, allowing clients to revise their internal working models and continue to grow and learn long after an assessment is completed. The presenters will use lecture and experiential exercises to teach many clinically useful concepts, including: Mentalization, Secure Attachment, Developmental Trauma, Shame, Ostensive Cueing, and Scaffolding.

Goals and Objectives: At the of the workshop, participants will be able to

  • define the concepts of Epistemic Trust (ET) and Epistemic Hypervigilance (EH) and explain their importance to working with difficult clients;
  • explain the concepts of Mentalization and Secure Attachment and how they are related to ET and EH;
  • list specific behaviors of clinicians that help lower EH and promote ET;
  • describe the experience of Ostensive Cueing and Scaffolding from both the client and clinician perspectives;
  • explain how specific techniques and steps of TA lower EH and promote ET;
  • list personal and professional factors of clinicians that contribute to EH and impede ET

Skill Level:

This workshop is open to participants at any skills level

#3 The Rorschach Performance Assessment System: Overview and Case Illustration

Gregory J. Meyer, PhD University of Toledo

Giselle Pianowski, Universidade São Francisco (USF) Brazil

Wednesday, March 25, 8:00 am – 5:00 pm

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Workshop Information:

This workshop is for people with prior experience using the Rorschach and it introduces the second edition of the Rorschach Performance Assessment System (R-PAS). R-PAS grounds Rorschach use both on strong empirical support and on an appreciation of the task as providing an in vivo sample of perceptual and verbal problem-solving behavior obtained in a standardized context. The latter allows for personality inferences to be based on observed performance rather than self-description, which in turn allows valid scores to provide relevant information that complements and increments over self-report. R-PAS emphasizes scores where there is a clear link between the psychological processes associated with the perceptions and behaviors coded in the microcosm of the task and inferences about parallel psychological processes associated with the perceptions and behaviors that make up personality characteristics expressed in everyday behavior. We start the workshop by briefly describing the scientific rationale and procedures for R-PAS. We then address administration, the scoring and calculation of variables, normative referencing, a standardized format to present the results, and interpretive inferences. As time allows, we also briefly describe the large array of free training resources that are available to R-PAS account holders. We illustrate the practical features of R-PAS by applying the system to a clinical case. Although, the workshop is largely didactic, we provide time for questions, comments, and discussion with those in attendance. This workshop is focused on using R-PAS and should be helpful for practitioners, instructors, and researchers. Attendees should have some familiarity with Rorschach-based assessment and should read the first three chapters of the first or second edition of the R-PAS manual before attending the training (Meyer, Viglione, Mihura, Erard, & Erdberg, 2011, 2020).

Goals and Objectives:

  • Summarize the value of "performance assessment" as a foundation for clinical interpretation.
  • Explain basic steps in calculating normed scores from raw scores.
  • Implement standardized administration to optimize the length of Rorschach protocols
  • Describe how to score R-PAS variables
  • Recognize potentially problematic psychological characteristics when scanning the R-PAS Profile Pages

Skill Level:

Intermediate. Familiarity w/Rorschach-based assessment and the first three chapters of the R-PAS manual.

#4 Introduction to the MACI-II

Robert Tringone, Dicandrien

Katherine Presnell, Pearson

Wednesday, March 25, 8:00 am – 5:00 pm

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Workshop Information:

This workshop introduces the newly revised Millon Adolescent Clinical Inventory, Second Edition (MACI-II). Unlike many other instruments, which were developed for adults and then adapted for adolescents, the MACI-II was specifically created to address the unique concerns, pressures, and situations adolescents face. Anchored in Dr. Theodore Millon’s evolutionary theory of personality, this test helps assess personality and psychopathology in adolescents undergoing evaluation or treatment in a variety of mental health settings. This workshop will provide an overview of the MACI-II, including a brief review of Millon’s theory, an overview of the changes from the MACI to the MACI-II, the rationale for and methods used to develop the instrument, intended uses of the instrument, the psychometric properties of the MACI-II scales, and interpretive strategies for using the MACI-II with adolescent clients using case examples.

Goals and Objectives:

  • Explain the basic concepts of Millon’s evolutionary theory and link these to the MACI-II personality pattern scales.
  • Describe the rationale and methods used in the development of the MACI-II as well as the psychometric properties of the three validity and 24 substantive scales.
  • Discuss the features of the MACI-II.
  • Explain how MACI-II scale scores can be used in evaluations for adolescents in clinical settings.
  • Interpret MACI-II results and integrate interpretations with other sources of information.

Skill Level:

Participants should have a basic understanding of psychometrics and some prior knowledge of objective personality assessment.

#5 Evidence-Based Applications of the MMPI-2-RF (Restructured Form) in Criminal and Civil Forensic Settings

Martin Sellbom, University of Otago

Paul A. Arbisi, Minneapolis VA Healthcare System & University of Minnesota

Wednesday, March 25, 8:00 am – 5:00 pm

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Workshop Information:

This workshop introduces the 338-item MMPI-2 Restructured Form (MMPI-2-RF) to psychologists working in forensic settings. The workshop will begin with a discussion of applications of the MMPI-2-RF in both criminal (e.g., competency to stand trial, criminal responsibility, risk assessment) and civil (e.g., personal injury, disability) forensic evaluations. Evidence-based practice will be reviewed. The workshop will also emphasize discussion on how to defend MMPI-2-RF opinions in court for general purposes of use, with an emphasis on Daubert and Frye challenges. Finally, case illustrations derived from a variety of criminal and civil settings will be provided.

Goals and Objectives:

  • Become familiar with various considerations for using the MMPI-2-RF in criminal and civil forensic evaluations
  • Evaluate the psychometric findings available to guide MMPI-2-RF interpretation in forensic settings
  • Become familiar with how to defend MMPI-2-RF opinions in court for general purposes of use
  • Know how to incorporate MMPI-2-RF findings in criminal forensic evaluations

Skill Level:

This is an intermediate workshop, with participants expected to have previous exposure to the MMPI-2-RF.

#6 Suicide Risk Assessment

Michael Anestis, University of Southern Mississippi

Joye Anestis, University of Southern Mississippi

Wednesday, March 25, 8:00 am – 11:45 am

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Workshop Information:

This workshop will provide didactic information on the nature of suicide risk and best practices in suicide risk assessment. The initial portion of the presentation will focus on leading theories of suicide, with a particular emphasis on ideation-to-action frameworks (e.g. Joiner, 2005; Klonsky & May, 2015). This portion will also emphasize the importance role of firearms access in suicide risk (Anestis, 2018). The workshop will then transition to a focus on methods for evaluating risk. The presenters will describe several leading assessment instruments/frameworks and will discuss the evidence supporting their utility within certain groups and in certain environments. The presenters will also discuss the importance of lethal means counseling, with ample time to discuss problem solving obstacles to engaging in this particular intervention.

Goals and Objectives:

  • Understand the nature of ideation-to-action frameworks for suicide and how they impact suicide risk assessment approaches
  • Describe the evidence base for and nature of several leading suicide risk assessment approaches
  • Explain the role of firearms in suicide risk
  • Discuss the importance and nature of lethal means counseling

Skill Level:

Participants should, at a minimum, be current graduate students as the material is aimed at current and aspiring clinical psychologists and members of related fields.

#7 Personality Assessment Consultation Opportunities with the Federal Aviation Administration: An Orientation to FAA Practices and Standards

Chris Front, Federal Aviation Administration

Wednesday, March 25, 1:15 pm – 5:00 pm

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Workshop Information:

Personality assessment is an essential element in pre-employment and fitness for duty evaluations for a variety of public safety-sensitive positions. Many psychologists specializing in personality assessment have developed consultation relationships with police and other public safety agencies. Fewer have become consultants for the FAA, which relies on psychologists skilled in personality assessment to conduct thorough evaluations of pilots and air traffic controllers. The FAA is actively recruiting psychologists who are skilled in personality assessment to join its team of consultants, particularly for performing pre-employment evaluations of Air Traffic Control Specialist applicants. The workshop will begin with a brief review of the legal and ethical issues involved in conducting pre-employment and fitness for duty evaluations. An orientation to the unique psychological demands inherent in the aviation environment and the standards necessary for aviation safety will follow. The main focus of the workshop will be on the special considerations required for pre-employment and fitness for duty evaluations conducted with pilots and air traffic controllers for the FAA, including published and unpublished normative test score patterns for those populations, the safety relevance of subclinical conditions, and the differences between DSM-5 diagnoses and FAA regulatory standards. A discussion of test data, psychosocial history, clinical interview, MSE, and collateral information to guide and support decisions will follow. Case examples will be provided to illustrate assessment practices and FAA standards.

Goals and Objectives:

  • Describe the unique psychological demands of working in the aviation environment.
  • Describe the most salient ethical and legal issues in conducting pre-employment and fitness for duty evaluations for public safety-sensitive positions.
  • Utilize normative score patterns (e.g., MMPI-2 means and S.D.s for pilots and Air Traffic Control Specialist Applicants) when conducting test interpretation.
  • Discuss the differences between DSM-5 diagnoses and FAA regulatory standards.
  • Explain the safety relevance of subclinical conditions in the aviation work environment.

Skill Level:

Participants with intermediate to advanced skills in personality assessment will benefit most from this workshop.



Thursday, March 26, 2020


#8 Introduction to Administration and Clinical Use of the Crisi Wartegg System (CWS)

Alessandro Crisi, Ph,D, Istituto Italiano Wartegg

Jacob A. Palm, PhD, Southern California Center for Collaborative Assessment

Thursday, March 26, 8:00 am – 11:45 am

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Workshop Information:

This workshop presents a practical introduction to Crisi Wartegg System (CWS), a methodology for the clinical use of the Wartegg Drawing Completion Test (WDCT). The WDCT is a performance-based drawing technique that can be completed in 5-10 minutes by the client and is appropriate for children, adolescents, and adults including individuals with mental disabilities. Once one becomes competent in its use, the test takes 40-45 minutes to administer, score and interpret. A recent meta-analysis attests to its validity in assessing personality and psychopathology, and reliability and validity data of the CWS is commensurate with both self-report (MMPI-2) and performance-based (Rorschach) personality measures. The CWS was also recently recognized as a valid performance-based personality method that can be used for certification in Therapeutic Assessment, given the measure’s ease of use, resonance with clients, and non-threatening nature. Specific topics covered in this workshop include introduction to the history of the WDCT, as well as the development of the CWS. Reliability and validity data will be reviewed, as well as recommended clinical use and incremental validity of this measure. Participants will learn proper standardized administration procedures. Lastly, a variety of clinical cases examples and protocols will be provided to demonstrate both the utility of the measure and its discriminative power between clients with various presenting symptoms or challenges. Prior to exposure to the CWS, participants will have the opportunity to complete the test independently, with time provided for reflection on their experience and initial reactions. Following completion of this training, clinicians will be able to administer the test to clients, but will require consultation to score and clinically interpret collected protocols.

Goals and Objectives:

  • Describe clinical use of the CWS, including the clinical populations the measure is appropriate for, as well as the incremental validity/benefits of use in clinical practice;
  • Describe statistical foundations of the CWS, including interrater and test-retest reliability, and validity data;
  • List the steps required for proper administration of the WDCT according to the CWS;
  • Identify basic differences in clinical protocols based upon diagnostic categories.

Skill Level:

This is an introductory training on the CWS; no previous use of the test is required although thorough grounding in psychological assessment and theory is recommended.

#9 Supervising the Transferential and Countertransferential Aspects of Psychological Assessment

Sarah L. Hedlund, George Washington University

Helen Devinney, George Washington University

Katherine Marshall-Woods, George Washington University

Thursday, March 26, 8:00 am – 11:45 am

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Workshop Information:

Teaching, training, and supervising those learning to conduct psychological assessments requires attention to multiple dimensions of the assessment process, including, but not limited to, test construction, test administration, scoring, interpretation, and report writing. Much of the literature on supervising psychological assessment focuses on the objective nature of the measures, the reduction of bias, and the importance of standardized assessment procedures. Often, the important role of the client’s transference, and the clinician’s countertransference, has been given short shrift, despite the essential elements these aspects bring to the table, as outlined by Schafer (1958), Sugarman (1981), and Rapaport, et al (1963). This workshop will utilize supervision cases to outline the ways in which transference and countertransference make their appearance during the assessment process, in the client/assessor dyad and in the assessor/supervisor dyad, and ways of working with the transferential/countertranferential matrix to aid in the assessment process.

Goals and Objectives:

  • Attendees will be able to identify transference/countertransference dynamics of assessment cases.
  • Attendees will be able to increase effectiveness of addressing transference/countertransference dynamics of assessment during supervision.
  • Attendees will be able to assist supervisees in recognizing multiple aspects of transference and countertransference, including diversity elements, present in the assessment process.

Skill Level:

This workshop is designed for those who have supervisory experience.

#10 MCMI-IV and MACI-II: Enhancing the Clinical Alliance

Seth Grossman, PhD, Private Practice

Thursday, March 26, 8:00 am – 11:45 am

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Workshop Information:

This workshop examines the Millon Evolutionary Theory in depth, with the intent of utilizing personologic insights generated by the theory to enhance the therapeutic alliance through personalized feedback and therapeutic dialogue. Participants will utilize both traditional and collaborative models of interaction in exploring personal insights gleaned from use of the MCMI-IV and MACI-II (scheduled for 2020 publication) instruments, as well as other assessment data and collateral information. The workshop includes strategies from the personalized therapy model developed by Millon and Grossman, as well as those consistent with collaborative assessment models. Adult and child case examples will be examined through application of both instruments.

Goals and Objectives:

  • Operationalize Millon's evolutionary theory for clinical interaction.
  • Introduce the MACI-II instrument and review MCMI-IV general applications
  • Use the primary personality scales and Grossman Facet Scales of the MCMI-IV and MACI-II to enhance the therapeutic alliance.
  • Apply clinical hypotheses from the MCMI-IV and MACI-II to the structure of collaborative and therapeutic assessment.

Skill Level:

Intermediate: Some familiarity with deductive assessment strategy is preferable but not necessary.

#11 The IOP-29 and the IOP-M: New Generation Symptom and Performance Validity Tests for Malingering Evaluations

Luciano Giromini, PhD, University of Turin

Donald Viglione, PhD, CSPP, Alliant International University

Thursday, March 26, 8:00 am – 11:45 am

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Workshop Information:

The Inventory of Problems – 29 (IOP-29; Viglione, Giromini & Landis, 2017) is a new, brief, self-report measure designed to assist practitioners evaluating the credibility of various symptom presentations, including those related to (1) depression/anxiety, (2) psychosis/schizophrenia, (3) post-traumatic reactions, and (4) neuropsychological/intellectual dysfunction. It is comprised of 29 items, administered via classic, paper-and-pencil format, or online, using a tablet or a PC. By analyzing the responses to each of these 29 items, a logistic regression-derived formula generates the False Disorder Probability Score (FDS), a probability value reflecting the likelihood of drawing that specific IOP-29 from a group of experimental feigners versus a group of bona fide patients. Based on emerging research attesting to the utility of combining symptom validity with performance validity measures a new “add-on” feature of the IOP-29 has recently been developed. Named "IOP-M," its purpose is to detect malingered memory deficits. This half-day workshop will describe the research foundation for the IOP-29 and IOP-M in malingering evaluations and will present guidelines for their use in applied practice. Together, these two brief tests, each taking five to ten minutes, provide the most efficient symptom and performance measure for the busy practitioner. No prior experience with the IOP instruments is required.

Goals and Objectives:

  • Discuss the research foundation for using the IOP-29 and IOP-M to evaluate the credibility of various mental illness complaints
  • Compare the efficacy of the IOP-29 and IOP-M versus other available tools such as SIMS, TOMM, PAI and MMPI
  • Explain how to administer and score the IOP-29 and IOP-M
  • Demonstrate how to interpret and integrate the results of IOP-29 and IOP-M

Skill Level:

No prior experience with the IOP instruments is required, and all psychologists and graduate students at all levels of training may attend this introductory workshop

#12 Starting and Maintaining an Ethical Practice in Forensic Psychology

Nancy Kaser-Boyd, Geffen School of Medicine

Corine deRuiter, Maastricht University, The Netherlands

Thursday, March 26, 8:00 am – 11:45 am

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Workshop Information:

This Workshop will begin with the differentiation between clinical and forensic psychology. The presenters will discuss guidelines for training in forensic psychology, methods of establishing a good reputation in the community, methods for adequate forensic evaluation, writing forensic reports, and pitfalls of expert testimony. They will discuss common methodological mistakes in forming opinions, such as confirmatory bias. Other ethical issues presented will include responding to opposing experts, responding to Board complaints or civil suits, making public statements, and the management of forensic records. Cases will illustrate content. Finally, the presenters will discuss the personal attributes essential to forensic work, such as comfort being attacked and resilience in dealing with difficult human problems.

Goals and Objectives:

  • To appreciate the amount of training necessary to practice forensic psychology.
  • To think about the personal qualities necessary to practice forensic psychology.
  • To know the full breadth of data necessary in a forensic evaluation.
  • To become familiar with the ethics of forensic psychology.

Skill Level:

Intermediate skill in clinical psychology, beginning skill in forensic evaluation.

#13 Female Offenders: Psychopathy Assessment & Treatment

Jason M. Smith, PsyD, FBOP/FCC Hazelton

Thursday, March 26, 8:00 am – 11:45 am

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Workshop Information:

Female offenders are a growing population in the United States. Therefore, clinicians need to understand the similarities and differences with this population compared to male offenders. The main goals of this workshop are to provide participants’ an understanding of psychopathy within female offenders and ways to assess this population to help with treatment and management. A brief review of the similarities and differences between male and female offenders will be provided in relation to psychopathy. Female offender data with the Rorschach Inkblot Test (CS), PCL-R and Personality Assessment Inventory (PAI) will be presented. Interview recommendations will be provided. A female offender treatment program will be outlined, and a case example will be discussed to highlight the topics discussed.

Goals and Objectives:

  • Explain how female psychopathy differs from male psychopathy.
  • Discuss female offender data on the PCL-R, Rorschach and PAI.
  • Describe caveats in assessing female offenders.
  • Discuss a treatment program for incarcerated female offenders.

Skill Level:

Advanced graduate students, researchers, and practicing clinicians with a basic understanding of forensic clients.



Sunday, March 29, 2020


#14 Introduction to Therapeutic Assessment: Using Psychological Testing as Brief Psychotherapy

Pamela Schaber, Therapeutic Assessment Institute

Filippo Aschieri, European Center for Therapeutic Assessment, Universita Cattolica del Sacro Cuore, Milano, Italia

Sunday, March 29, 8:00 am – 5:00 pm

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Workshop Information:

Psychological assessment is typically viewed as something one does to diagnosis psychological disorders or to plan for or evaluate an intervention. This workshop presents a new paradigm for the psychological assessor, where psychological testing itself is a powerful intervention for individuals, couples, children and adolescents. Moving beyond the traditional view of assessment as an information-gathering tool, Stephen Finn and colleagues developed and researched Therapeutic Assessment, a collaborative effort between the client and the assessor with the goal being therapeutic change. Two meta-analyses published in 2010 and 2011 showed that simply providing clients feedback is as effective as many longer psychotherapies. In this introductory workshop, two certified members of the Therapeutic Assessment Institute will explain current thinking of how Therapeutic Assessment works and will present the different steps for how to conduct this method in practice. In addition to the presentation of didactic material and discussion, Drs. Aschieri and Schaber will show video vignettes from their sessions with clients to demonstrate the power and impact of the TA model. The workshop assumes some familiarity with standard psychological assessment instruments such as the WAIS-IV, the MMPI-2/MMPI-2 RF, the Rorschach, and the TAT or the AAP.

Goals and Objectives:

  • Use psychological assessment as a therapeutic intervention as well as an information-gathering tool.
  • Use the active therapeutic factors in psychological assessment and maximize them in their daily practice.
  • Use the initial session of an assessment as an occasion to promote clients' change.
  • Use self-report and performance-based tests to demonstrate assessment findings to clients.
  • Use test feedback sessions to positively impact clients. 6. Use a style of psychological report that can be shared with clients.

Skill Level:

This is an introductory workshop designed for all assessors willing to use Therapeutic Assessment techniques.

#15 Assessment Supervision within a Multicultural Context: Fostering Thinking Space for Supervisees and Supervisors

Christy Hobza, Independent Practice and NYU

Leighko Toyoshima Yap, Independent Practice

Kinshasa Bennett, Wright Institute

Sunday, March 29, 8:00 am – 5:00 pm

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Workshop Information:

Maintaining a positive and trusting relationship is important when providing assessment supervision; however, sometimes we miss each other due to cultural difference, resulting in interpersonal sticking points. Personality assessment and assessment supervision are colored by our own culture and recognizing that “color” takes a thinking space and intentional effort. If one has a thinking space to process the supervision experience, one can identify when an interpersonal sticking point has to do with culture. We call these conversations a with cultural context: multiculturally informed communication. Supervisors are tasked with being aware of cultural contexts to promote growth within the client and supervisee using multiculturally informed communication. This is no small task when also working to ensure that tests are administered accurately, and reports are true to the data and grammatically correct. To support creating a space to accomplish this task, this workshop will focus on assessment supervisor-supervisee relationships and how supervisors can facilitate the development of thinking space to promote multiculturally informed communication between supervisee and supervisor and supervisee and client. The workshop will discuss how to integrate the 2017 APA Multicultural Guidelines into assessment supervision. It will include lecture, case presentations, and interactive discussions as we explore challenging and successful situations when providing assessment supervision.

Goals and Objectives:

  • Attendees will be able to explain goals of supervision and how multiculturalism fits into these goals.
  • Attendees will understand how multiculturalism fits into different supervision approaches based on supervisees professional developmental level.
  • Attendees will explore ethical issues related to supervision.
  • Attendees will be able to explain how cultural humility is important in supervision.
  • Attendees will be able to identify different approaches to common difficulties within the supervisor-supervisee relationship.
  • Attendees will understand how the 2017 APA multicultural guidelines fit into assessment supervision.

Skill Level:

This workshop is designed for licensed supervisors of all levels.

#16 Applying R-PAS to Children

Donald Viglione, PhD, CSPP, Alliant International University

Jessica Lipkind, PhD, Private Practice, WestCoast Children’s Clinic

Sunday, March 29, 8:00 am – 11:45 am

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Workshop Information:

This half-day workshop provides information to support applying and interpreting the Rorschach Performance Assessment System (R-PAS) with children. Recent guidelines about administration are addressed, along with psychometric and normative issues. Recent R-PAS research applicable to children is highlighted as a foundation for applying the test to youth. R-PAS interpretive procedures for children, as well as current and future developments are outlined. These principles and techniques will be illustrated with brief clinical vignettes. For this intermediate level workshop we assume attendees have previous experience and training with R-PAS. At the end of this workshop, attendees should be able to apply the test to routine clinical cases.

Goals and Objectives:

  • Adapt administration procedures for children.
  • Apply R-PAS research to guide the use of R-PAS with children.
  • Derive normatively-based interpretive inferences for youth.
  • Recognize variables that are closely associated with development and change as children age.
  • Use R-PAS in routine clinical cases with children.

Skill Level:

Attendees should have attended R-PAS training, read the R-PAS Manual, or enjoyed a graduate level course with at least a third of a semester on R-PAS.

#17 The SPECTRA: Clinical Applications and Utility

Mark A. Blais, PsyD, Harvard Medical School

Sunday, March 29, 8:00 am – 11:45 am

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Workshop Information:

The purpose of this workshop is to introduce clinicians to the clinical application and utility of the SPECTRA, a recently developed self-report inventory for adults. Inspired by the hierarchical dimensional model of psychopathology and multivariate research, the SPECTRA (Blais & Sinclair, 2018) is a broadband, self-report inventory that measures Psychopathology, Cognitive Complaints, Psychosocial Functioning, and Suicidal Ideation. The SPECTRA’s 96-items generate 15 non-overlapping scales (12 clinical scales, 3 supplemental scales) and a validity index. The 12 clinical scales were selected based on their clinical importance and strong empirical association to the primary dimensions of psychopathology; Internalizing, Externalizing, and Reality Impairing and the global psychopathology factor ( p-Factor). The presence of a superordinate psychopathology p-Factor is perhaps the most important insight produced by multivariate psychopathology research. Findings from genetics, neuroscience, and psychiatric epidemiology suggests the p-Factor may be a psychometric representation of overall brain integrity and neurocognitive efficiency. The SPECTRA is the only assessment inventory specifically designed to measure the p-Factor. The SPECTRA’s General Psychopathology Index captures the aggregate influence of all psychiatric symptoms and their associated neurobiological processes, providing clinicians important information regarding illness complexity, persistence, cognitive dysfunction, functional impairment and treatment response. This workshop will briefly review the empirical foundation of Quantitative models of psychopathology. The SPECTRA’s development process, psychometric properties, and validity data. But the primary focus will be on clinical application and utility of the SPECTRA and its hierarchical approach to interpreting and integrating assessment data. Additional features of the SPECTRA, validity indicators and the supplemental scales, Cognitive Complaints, Psychosocial Functioning and Suicidal Ideation, will also be discussed.

Goals and Objectives:

  • Review the empirical foundation of Quantitative Models of psychopathology.
  • Describe the SPECTRA development and validation process
  • Illustrate the clinical application and utility of the SPECTRA.
  • Demonstrate a comprehensive strategy for interpreting and integrating SPECTRA data.

Skill Level:

This is an introductory workshop, open to all skill levels.

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How Therapeutic Assessment Works: Theory and Techniques - Presented by Stephen E. Finn, PhD. In this webinar, Dr. Stephen Finn, the main developer of Therapeutic Assessment, will explain the techniques of TA and how they relate to TA’s underlying theory of client change. This session is particularly suited to those who are new to TA, including graduate students, or who wish to deepen their understanding of its therapeutic mechanisms.

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