Wednesday, April 1, 2009

Board Meeting

Thursday April 2, 2009

9 a.m. - noon Pre-conference workshops
2 - 5 p.m. Breakout sessions (papers, seminars, symposia)
7 - 9 p.m. Opening plenary session
9 - 10:30 p.m. Welcome reception

Friday April 3, 2009

8:45 - 10 a.m. Plenary session
10:30 - 11:30 a.m. Breakout sessions
11:45 a.m. - 1:30 p.m. Luncheon and plenary session
1:45 - 5:15 p.m. Breakout sessions
7 - 9:30 p.m. Banquet

Saturday April 4, 2009

8:45 - 10 a.m. Plenary session
10:30 - 11:30 a.m. Breakout sessions
11:45 a.m. - 1:30 p.m. Poster sessions
2 - 5 p.m. Post-conference workshops
5 p.m. Saturday…conference ends!

2009 Program

Thursday, April 2, 2009

CAPS Preconference Workshops

WSA1 WORKSHOP ONE: Invited All-Day Workshop 9-12:00 and 2-5:00 (6CE)
Audience Level: All Levels
Palms Ballroom C
“PREPARE/ENRICH Certification Training”

Gary Barnes, Ph.D., Th.M. is a licensed psychologist who has a private practice in Dallas, Texas; he is also an associate professor of biblical counseling at Dallas Theological Seminary. Dr. Barnes is the pastoral care representative on the CAPS International Board. Matt Turvey, Psy.D. is a licensed psychologist in Minnesota. He is the director of strategic alliances for two organizations: Life Innovations, Inc. and Marriage Today. Both have taught numerous certification seminars for PREPARE/ENRICH.

Workshop Description: PREPARE/ENRICH is a program based on a set of five inventories that examine major relationship issues a couple may experience. These inventories must be administered by a trained PREPARE/ENRICH Counselor and include 4-6 feedback sessions in which the counselor facilitates discussion between the couple based on their inventory results. PREPARE/ENRICH Inventories have strong psychometric properties; high levels of reliability and validity have been found for each instrument, making them valuable tools for research as well as clinical use. Participants will leave this workshop certified to use this important tool.

Learning Objectives:
Participants will acquire skills using PREPARE/ENRICH that will equip them to:
1. Aid couples in exploring relationship strengths and growth areas;
2. Help couples learn assertiveness and active listening skills & learn how to resolve conflict
using the Ten Step Model;
3. Help couples discuss their family-of-origin issues and dynamics; and
4. Assist couples with financial planning and budgeting, with a focus on personal, couple and
family goals.

WSA2 WORKSHOP TWO: Invited Morning Workshop 9-12:00 (3 CE) Audience Level: All Levels
Palms Ballroom D
“Just Forgiving: Yourself and Others”

Everett Worthington, PhD is a licensed psychologist in private practice in Virginia; he is professor and past chair of the Psychology Department at Virginia Commonwealth University. Dr. Worthington is the president-elect of Division 36 “Psychology of Religion” of the American Psychological Association. He has served on the CAPS Board as the academic representative. Widely sought as a speaker, media personality, and author of hundreds of books and journal articles, Dr. Worthington is an international authority on the subject of forgiveness. Among his books on this topic are: Just Forgiving, Steps to REACH Forgiveness and to Reconcile, Forgiveness and Reconciliation, and The Power of Forgiving.

Workshop Description: This practical workshop is built on the scientific study of forgiveness and reconciliation. It includes recent advances in theory and practice for promoting forgiveness of others, use of rational analysis to promote resolutions in justice, and forgiveness within the framework of Micah 6:8 (“He has told you, O man, what he requires of you: To do justice, love mercy, and walk humbly with your God.”) This workshop provides theory and method to (a) understand forgiveness within the context of justice; (b) promote forgiveness in groups or therapy; (c) understanding conflicts between justice and forgiveness using an analysis of structures, triggers, and concentration; (d) promote reconciliation; and (e) promote forgiveness of the self.

Learning Objectives:
Participants will obtain knowledge and skills that will allow them to better:
1. Articulate an understanding of forgiveness;
2. Describe (briefly) a way that one might forgive faster, if one wishes to do so;
3. Describe a four-step process of reconciliation; and
4. Describe a method for forgiveness of self.

WSA3 WORKSHOP THREE: Invited Morning Workshop 9-12:00 (3 CE) Audience Level: Introductory
Palms Ballroom F
“The Sexual Healing Journey: Restoring Healthy Intimacy to Traumatized Marriages”

Douglas Rosenau, EdD, ThM is a licensed as psychologist, marriage & family therapist, and sex therapist. He is the founding co-director of Intimacy Counseling Center in Duluth, Georgia. Dr. Rosenau has spoken and written widely in the field of human sexuality; a sampling of his books include A Celebration of Sex and Soul Virgins: Redefining Single Sexuality. Debra Taylor, MA is a licensed marriage & family therapist and sex therapist in private practice in Ventura, California. Michael Syutsma, PhD is a licensed professional counselor, sex therapist, and ordained minister in greater Atlanta, Georgia. He is the president and founder of Building Intimate Marriages, Inc. All three are on faculty of the Institute for Sexual Wholeness, a non- profit organization founded to train mental health professionals, pastors, and churches in healthy sexuality.

Workshop Description: Healthy marital intimacy can be crippled by false expectations and myths, repressive backgrounds, sexual traumas, promiscuous pasts, extramarital affairs and sexual addictions. This workshop will help counselors join the sexual journey of their clients as they learn skills for bringing healing to hurting couples. These will include extending grace, rebuilding trust and sexual safety, disputing myths, and re-engaging in lovemaking.

Learning Objectives:
Participants will gain skills to assist couples and gain deeper awareness in these areas:
1. The ways sexual brokenness creates false beliefs that prevent sexual intimacy;
2. The importance of and how to begin extending grace and forgiveness, and rebuilding
trust;
3. The deeper meaning of the Scriptural concepts of "naked and unashamed" and
"knowing" in sexual healing; and
4. Steps for rebuilding physical touch, affection, and re-engaging in lovemaking

WSA4 Workshop Four: Selected Morning Workshop 9-12:00 (3 CE) Audience Level: Intermediate to Advanced
Palms Ballroom G
“Psychotherapy with Men: A Different Brain”

Gloria Vanderhorst, PhD is a licensed psychologist in private practice in Silver Spring, Maryland, with 30 years of practice and experience with treatment of boys and men. She is a diplomat in the American College of Forensic Psychologists, and has extensive experience as an expert witness for child custody.

Workshop Description: Recent research using MRI has shown that the male and female brain are designed to process emotional data in different ways. This challenges us to look at psychotherapy in more gender specific ways. God’s unique design can inform our treatment processes leading to specific approaches based on spiritual growth. Case studies will be interwoven with recent research results to demonstrate the effect of early socialization on the formation of emotional patterns that guide the man’s relationships with others and his relationship with God.

Learning Objectives:
Participants in this workshop will explore the following:
1. The 4 common causes for adult men to seek psychotherapy;
2. The unique design of the male brain that impacts how they process emotion and
relational dynamics;
3. Apply the relational dynamics knowledge to treatment planning for adult men; and
4. Develop a framework for conceptualizing the unique male emotional processes
designed by God and how to facilitate spiritual growth that can help men to access that
potential.

Conference Breakout Sessions

Thursday 2:00 – 3:00 pm

T1 Academic Invited Distinguished Scholar Relational Humility
Palms Ballroom B Pavon (1 CE) All Levels Seminar
Everett Worthington, Ph.D., Virginia Commonwealth University
Scholars have been frustrated with measuring humility via self-reports. I describe conceptual work that understands humility within relationships, and thus humility can be described and measured within specific relationships for specific purposes, usually by one who rates a person as humble or not.
Learning Objective 1: To articulate the measurement problems with measuring humility
Learning Objective 2: To describe the major psychological literatures that pertain to understanding humility
Learning Objective 3: To describe humility from a Scriptural stance and examine how humility can be productively defined to advance scientific and applied literature on humility.
Learning Objective 4: To provide a research plan to determine the major aspects of humility in a variety of relationships.

T2 Practice Constructing Trauma Narratives with Children and Adolescents: A Guide for Counselors
Palms Ballroom F (1 CE) Introductory Seminar
Jennifer Foster, M.S., University of Central Florida
Many children and adolescents who present for counseling services have experienced trauma. An integral component of their healing is the freedom to tell their story and share how it has impacted their world. The trauma narrative is a tool that equips counselors to facilitate the healing process.
Learning Objective 1: Each participant will learn the research based rationale for the use of trauma narratives with children and adolescents.
Learning Objective 2: Each participate will gain skills in preparing a child or adolescent to begin a trauma narrative.
Learning Objective 3: Each participant will understand the basic components of the trauma narrative and how to assist clients through the writing process.
Learning Objective 4: Each participant will learn how to facilitate a family session, in which the child or adolescent shares their trauma narrative.

T3 Church Confronting Pathology in the Church: Tools for Pastoral Workers to Use in Building Successful Congregations
Palms Ballroom G (No CE) Introductory Seminar
Michaela Gorgol, M.S., Argosy University & David Lawson, Psy.D., Palm Beach Atlantic University
Church congregations are a microcosm of society and deal with many issues found in both counseling and family settings. As such pastoral workers must proactively develop programs to effectively strengthen congregations as they travel along their spiritual journeys.
Learning Objective 1: Participants will learn about the most common emotional disorders affecting church members today.
Learning Objective 2: Participants will learn best practices skills, including skills for working with sexual addictions and disorders.
Learning Objective 3: Participants will learn about the barriers preventing congregants from supporting each other and ways to overcome these barriers.
Learning Objective 4: Participants will learn about unhealthy church dynamics, and how to recognize and change them.

T4 Psychoanalytic Rape in the Bible: Three Psychoanalytic Perspectives
Palms Ballroom D (1 CE) Introductory & Intermediate Seminar
John Carter, Ph.D., Rosemead Graduate School of Psychology; Earl Bland, Psy.D., Mid America Nazarene University; & Lowell  Hoffman,  Ph.D., Brookhaven Center for Counseling and Development
The rape of Tamar by her half-brother Ammon, and its consequences, is described in 2 Samuel 13. The seductive advice given to Ammon by his cousin engenders love, envy, and hate. This event is analyzed from three Psychoanalytic perspectives: self-psychology, object relations and Intersubjective.
Learning Objective 1: Participants will learn to appreciate the breadth that depth perspectives bring to an understanding of biblical persons and events.
Learning Objective 2: Participants will learn to value how different clinical perspectives shape understanding.
Learning Objective 3: Participants will learn to apply integrative principles to their own clinical casework.
Learning Objective 4: Participants will learn to simulate and sharpen the integration of psychology and theology.

Thursday 3:15-4:15 pm

T5 Academic Clinical and Spiritual Formation in the Classroom and Beyond
Palms Ballroom B (1 CE) Introductory Seminar
Kristina  Kays, Psy.D., Nancy Thurston Psy.D., George Fox University; Stephen  Allison  Ph.D., Abilene Christian University; Susan  Hall  J.D./Ph.D., Pepperdine University
This symposium will explore the ways that faculty can work with clinical, psychological and spiritual dynamics in way that facilitates students' maturation as psychologically healthy individuals and as persons with deepening relationships with God.
Learning Objective 1: how to conceptualize the academy as a living laboratory where faculty mentors can help students to practice clinical and spiritual formation in a way that is process oriented, fluid and relational.
Learning Objective 2: how to "think outside the box" to engage students in clinical and spiritual formation in the academy.
Learning Objective 3: the advantages and concerns of being a Christian and a clinically trained psychologist in their roles as professor, advisor, mentor, and/or supervisor.

T6 Practice Ethical Issues Involving the Integration of Christian Faith and Psychotherapy
Palms Ballroom F (1 CE) All Levels Seminar
John Eric Swenson, Ph.D., Gregory R. Schneller Ph.D., McMurry University; & Randolph K.  Sanders  Ph.D., Private Practice
When integrating Christian faith and psychotherapy, unique ethical dilemmas may arise. Three hundred and sixty-two members of the Christian Association for Psychological Studies who are practicing clinicians responded to an ethics survey designed to look at ethical behaviors specific to Christian psychotherapy.
Learning Objective 1: Each participant will learn several ethical behaviors of specific concern to therapists who practice Christian-oriented interventions.
Learning Objective 2: Each participant will learn what Christian therapists believe about the appropriateness of certain ethical behaviors.
Learning Objective 3: Each participant will learn what Christian therapists say they actually do when confronted with certain ethical dilemmas.
Learning Objective 4: Each participant will learn who is at greatest risk of engaging in certain unethical behaviors.

T7 Church
Part One: Hope and Suffering: Paradoxical Approaches in Counseling
Palms Ballroom G (.5 CE) Introductory Seminar
David Lawson, Psy.D., Palm Beach Atlantic University
This session evaluates various views of suffering and hope. Philosophical and religious traditions are contrasted to modern psychotherapies. Practical application will be made challenging society and modern therapies to re-evaluate the hope of suffering within the context of healing.
Learning Objective 1: Participants will understand how faith systems view suffering and contrast that to societal and therapeutic views.
Learning Objective 2: Participants will understand how suffering can be used as a process of healing within the therapy session.
Learning Objective 3: Participants will be challenged to integrate the ideas of hope and suffering when working with their clients, applying paradoxical approaches to the current view of suffering
Learning Objective 4: Participants will understand the challenges in working with those clients who are suffering and begin to develop a treatment plan based upon hope in the therapeutic encounter.

Part Two: What Counselors Need to Help Clients Change: An Integrative Christian Model
Palms Ballroom G (.5 CE) All Levels Seminar
Henry Virkler, Ph.D., Palm Beach Atlantic University
This presentation suggests that most adjustment difficulties and psychological disorders are caused by problems in one or more of nine areas. Identifying those nine areas gives a template not only for understanding what is causing the client’s pain, but also for understanding the kind of intervention needed.
Learning Objective 1: A paradigm for understanding the various psychological processes that cause problems across the entire spectrum of DSM-IV disorders.
Learning Objective 2: How the Christian faith can be integrated into the counseling process across those nine areas.
Learning Objective 3: Suggestions of short and medium-length interventions (3-20 sessions) when the client’s problems are related to one or more of those nine areas.
Learning Objective 4: How the more widely-used counseling theories relate to the above model.

T8 Psychoanalytic The Freudian Ego Fragmented in the Mirror of Lacan
Palms Ballroom D (1 CE) Intermediate Seminar
Kenneth  VanWyk, Ph.D.(cand), M.B.A., Christian Counselling Services; Brian Eck, Ph.D., Azusa Pasific University; James  Olthuis, Institute for Christian Studies 
The Seminar will critique Lacan’s unique translation of Psychoanalysis, question Lacan’s use of Structuralism to found an intersubjective psychotherapy, and reinterpret Lack (manqué) as the psychotherapeutic center of the psyche.
Learning Objective 1: Using the format developed in “Integrating the Integrators” (1996) participants will learn the critical differences between Freudian and Lacanian psychology.
Learning Objective 2: Using the Models of Anthropology developed by James Olthuis, participants will learn to distinguish Lacan’s theoretical assumptions regarding the Self.
Learning Objective 3: Participants will learn how the Positivistic model of the Self in Psychoanalysis became transformed in Lacanian Postmodernism psychotherapy.
Learning Objective 4: Participants will be exposed to the therapeutic benefits of transforming the Lacanian mirror into its older metaphor of a dark glass.
Thursday 4:30-5:30 pm

T9 Academic Seeking Forgiveness and New Ways of Thinking about Remorse
Palms Ballroom B (1 CE) All Levels Symposium
Rodney Bassett, Ph.D.; Julia Grimm, Ph.D.; Jeff Altman, Ph.D.; & Keri  Barnett, Psy.D., Roberts Wesleyan College
A series of studies continued to explore the role of remorse (guilt, shame, sorrow, and brokenness) in the process of seeking forgiveness from the other person, self, and God. Issues addressed in this body of work included factors that might predispose transgressors toward a particular type of remorse and implications of shared responsibility for transgressions.
Learning Objective 1: As a result of this presentation, each participant will learn about different types of remorse.
Learning Objective 2: As a result of this presentation, each participant will learn about different types of seeking forgiveness.
Learning Objective 3: As a result of this presentation, each participant will learn about the clinical implications of different types of remorse.
Learning Objective 4: As a result of this presentation, each participant will learn about the clinical implications of different types of forgiveness.

T10 Academic Gatekeeping In Action: A Best Practices Model
Palms Ballroom F (1 CE) All Levels Seminar
Gwen White, Psy.D., Ruth Palmer, & Susan  Edgar-Smith, Eastern University
Impaired students in professional counseling programs bring challenges to instructors and fellow students. This seminar presents a formalized gatekeeping model from admissions to graduation with an analysis of its impact across eight years. A collection of ideas will be presented for effectively working with university administrators and needy students.
Learning Objective 1: findings from the literature on gatekeeping and the need for formalized policies to address impaired trainees,
Learning Objective 2: the steps involved in the formalized best practices gatekeeping model,
Learning Objective 3: strategies for working with university administrators and faculty members to establish a gatekeeping model of their own,
Learning Objective 4: strategies for the remediation or ethical dismissal of impaired students.

T11 Practice Clinical Treatment of Clients Dealing with a Personality Disordered Family Member
Palms Ballroom G (1 CE) Intermediate Paper
Frederick DiBlasio, Ph.D., University of Maryland
This presentation will provide a way to understand personality disorders and the systemic effects produced within family relationships. Participants will learn how to help family members to view personality disorders in a new way that leads to effective ending of dysfunctional patterns and ways to reduce/prevent future hurtful behaviors.
Learning Objective 1: To define and critically evaluate personality disorders as a failure to learn.
Learning Objective 2: To understand a practice theory for working with personality disorders that increases learning and thereby positive change.
Learning Objective 3: To examine the spiritual dimensions for believing clients
Learning Objective 4: To develop a strategy that helps family members cope with and love a personality disordered family member.

T12 Psychoanalytic Four Fronts of Hope: Distinct Perspectives on Hope, Healing, and Change from Within the Psychodynamic Tradition
Palms Ballroom D (1 CE) Introductory Symposium
Shawn Hofer, Ph.D., Arden Woods Psychological Services; Earl Bland, Psy.D., MidAmerica Nazarene University; James Olthuis, Ph.D., Institute for Christian Studies; & Joan  Jones, Psy.D., Denver Seminary
Using a case study, this presentation demonstrates the diversity within psychodynamic/psychoanalytic practice of therapy. Dispelling the myth that modern psychoanalytic thought is still largely dominated by Freud, four dynamically oriented therapists offer their unique perspectives on a single case study, highlighting the strengths of their perspectives in light of the Christian faith.
Learning Objective 1: Participants will be able to compare and contrast theoretical and clinical differences between four different psychodynamic/psychoanalytic streams of thought.
Learning Objective 2: Participants will be able to articulate at least one unique aspect of Self psychological theory.
Learning Objective 3: Participants will be able to articulate at least one unique aspect of Object Relations and Relational Psychoanalytic theory.
Learning Objective 4: Participants will be able to articulate at least one unique aspect of Lacian theory.

Thursday, 5:00-6:45 pm

Student Volunteer Training Session in Palms Ballroom A

Thursday, 7:00-9:00 pm

PL1 Opening Plenary Session
Psychology and Christianity Spirituality: Putting the Soul back in Soul-o-logy
Palms Ballroom E
(1 CE) Introductory Seminar
Gary Moon, Ph.D., Psychological Studies Institute
Many have said that modern psychology has lost its soul. It would be more accurate to say that over the past 150 years the discipline of psychology began to distance itself from its soul-care past. But over the past two decades things have begun to change. In this talk we will explore whether or not psychology and counseling can go "home again,” and the implication for the sibling disciplines of applied psychology, Pastoral counseling and spiritual direction. We will also examine some practical implications for the integration of faith and professional practice.
Learning Objective 1: To better understand the division between ancient and modern psychology
Learning Objective 2: To explore Dallas Willard’s model of the person in the context of divisions within modern psychology and Christian faith traditions.
Learning Objective 3: To better appreciate the person of the therapist and personal integration as foundational to integrative practice.
Learning Objective 4: To examine the sibling disciplines of Christian counseling, pastoral counseling and spiritual direction. To be exposed to a practical model for a spiritually sensitive form of psychotherapy.

Thursday, 9:00-10:30 pm

Welcome Reception for all attendees, with a special opportunity to meet international guests.

Friday, April 3, 2009

Friday, 8:45-10:15 am

PL2 Plenary Session Prisoners of Hope: Is Healing Possible for Sexual Strugglers?
Palms Ballroom E
(1 CE) Introductory & Intermediate Seminar
Debra Taylor, M.A., The Institute for Sexual Wholeness
Few, if any of us--whether therapist, client, pastor or parishioner--will complete life’s journey without sexual struggles. Sexual problems have physical, emotional and spiritual roots and can be chronic disturbances or acute crises. Either scenario may lead to hopelessness. Sexual struggles are redeemable and healing is possible.
Learning Objective 1: To recognize sex as God's good gift.
Learning Objective 2: To identify common sexual distortions.
Learning Objective 3: To identify the false expectations about sexuality that lead to discouragement and depression.
Learning Objective 4: The skills necessary to be a "Prisoner of Hope."

Friday, 10:30-11:30 am

F1 Academic Invited Distinguished Scholar Assessment of Shame: Tools and Techniques
Palms Salon D (1 CE) Intermediate Paper
Nancy Thurston, Psy.D, George Fox University
This workshop will equip clinicians to assess shame dynamics embedded in traditional psychological evaluations (e.g. behavioral observations, MMPI-2, MCMI-III). Participants will also learn how to use the Thurston Cradock Test of Shame (TCTS; In Press with WPS). Case studies with a clergy candidate and others will illustrate shame assessments.
Learning Objective 1: To administer, score and interpret the Thurston Cradock Test of Shame (TCTS; in press with WPS).
Learning Objective 2: To learn how to assess shame dynamics embedded in traditional psychological evaluations (e.g. background data; MMPI-2; 16-PF; Figure Drawings)
Learning Objective 3: To practice interpreting shame dynamics embedded in a clergy assessment case.
Learning Objective 4: To understand the interplay between shame and the Christian concepts of grace and forgiveness embedded in psychological test results.

F2 Academic Teaching Integration Online
Siesta/Biscayne (1 CE) Introductory Seminar
Mark McMinn, Ph.D., George Fox University & Amy Dominguez, Psy.D., Regent University
Can the integration of psychology and Christianity be taught in an online environment? Two faculty members describe their experiences teaching integration in a hybrid-learning context. Effectiveness data will be reported and implications discussed.
Learning Objective 1: Discuss how changes in educational environments open opportunities for students studying the integration of psychology and Christianity.
Learning Objective 2: Consider online discussion forums as a way to promote thoughtful conversation about theological themes that have important psychological implications.
Learning Objective 3: Review effectiveness data from students who have participated in an online integration class.
Learning Objective 4: Discuss future implications for teaching the integration of psychology and Christianity.

F3 Practice Treatment of Complex Trauma
Largo (1 CE) All Levels Seminar
Heather Gingrich, Ph.D., Denver Seminary
A theoretical and treatment framework for working with victims who present with complex trauma, rather than simple posttraumatic stress disorder, will be presented. While the material will be relevant to all types of trauma, emphasis will be placed on the treatment of adult survivors of child abuse, and those with dissociative disorders.
Learning Objective 1: Participants will understand the similarities and differences between simple posttraumatic stress disorder and those suffering from complex trauma.
Learning Objective 2: Participants will learn how to create safety and establish appropriate therapeutic boundaries in their work with victims of complex trauma.
Learning Objective 3: Participants will know how to better manage posttraumatic and dissociative symptoms, and work through traumatic memories.
Learning Objective 4: Participants will be able to help trauma survivors deal with spiritual issues

F4 Practice All Your Works Are Good, Except Me: A Primer for Body Image Therapy
Azalea B (1 CE) Introductory Seminar
Eileen Adams, M.S., M.S.W, Remuda Ranch
Body image disturbances have a profound impact on a person’s life, including their spirituality. We can help clients integrate their body image, developmental needs, and spirituality. This seminar encourages a paradigm shift, integrating body image work into primary areas of counseling and building on Christian principles.
Learning Objective 1: Participants will be able to assess with an integrated approach the level and type of body image disturbance.
Learning Objective 2: Participants will be able to match the appropriate intervention for the particular body image disturbance.
Learning Objective 3: Participants will experience several body image therapy interventions.
Learning Objective 4: Participants will practice spiritual integration in the application of these interventions.

F5 Church Faith-Based Community Disaster Interventions: Lessons Learned from Hurricane Katrina
Hibiscus (1 CE) Introductory & Intermediate Seminar
Jamie Aten, Ph.D., Sharon Topping, Ph.D., The University Of Southern Mississippi
Mental health professionals will learn how to work with faith-based groups to develop spiritually oriented community-based interventions, including: (a) capacity building, (b) training and education, (c) emotional/spiritual support, (d) advocacy interventions. Examples of faith-based group-mental health community disaster collaboration will also be highlighted.
Learning Objective 1: As a result of this presentation, participants will learn about how disasters affect religious, mental health, and health factors.
Learning Objective 2: As a result of this presentation, participants will learn how to develop spiritually oriented community based interventions.
Learning Objective 3: As a result of this presentation, participants will learn about qualities of effective spiritually oriented community based interventions.
Learning Objective 4: As a result of this presentation, participants will learn how to implement: (a) capacity building, (b) training and education, (c) emotional/spiritual (d) support, and (e) advocacy spiritually oriented community based interventions.

F6 Church The Healing Power of Religion
Azalea A (No CE) All Levels Paper
Harold Ellens, Ph.D.. Th.M., University of Michigan
Religion is destructive or healing, depending upon two things: 1)What it does for a specific person's spirituality and 2)The nature of the specific person's personality, character structure, and pathology. This paper develops/explores through a clinical lens a taxonomy of personalities and religious models that interact to create psychospiritual health and illness
Learning Objective 1: An understanding of what is psychospiritual health
Learning Objective 2: A clear sense of the specific difference and the nature of the interface of religion and spirituality
Learning Objective 3: A discernment of the interface between religious models and psychospiritual health.
Learning Objective 4: Acquisition of specific criteria for discerning the predictability of religious models that induce illness and those that may be counted on to induce psychospiritual health.

F7 Psychoanalytic Theological Reflections on Relational Psychoanalysis
Palms Ballroom F (1 CE) Intermediate Seminar
Al Dueck, Ph.D., Fuller Theological Seminary; Gabrielle Taylor, Ph.D., Private Practice; Paul Jones, Ph.D., Southern Nazarene University; David Goodman, Ph.D., Danielson Institute, Boston University
This seminar will focus on three interdisciplinary perspectives on Relational Psychoanalysis (RP). The first will focus on overlapping themes in Emanuel Ghent and RP suggesting one cannot prescribe transformation. The second contextualizes RP so as to provide a rationale for the virtues implicit in RP. The final presentation suggests that RP needs the ethical corrective provided by the work of Levinas.
Learning Objective 1: As a result of this presentation, each participant will learn how critical perspectives intersect with the values implicit within RP.
Learning Objective 2: As a result of this presentation, each participant will learn how a rational justification of internal goods is needed in order for a traditioning of RP.
Learning Objective 3: As a result of this presentation, each participant will learn how an ethical perspective of regard for the other is critical for RP.
Learning Objective 4: As a result of this presentation, each participant will learn how different theoretical perspectives result in different kinds of interdisciplinary research.

F8 Psychoanalytic How Analytic Training Impacted my Practice and My Faith
Palms Ballroom G (1 CE) Introductory Seminar
Mitchell Hicks, Ph.D., Walden University School of Psychology; Brad Strawn, Ph.D., Southern Nazarene University; Lowell Hoffman, Ph.D., & Marie Hoffman, Ph.D., Brookhaven Center for Counseling and Development
Four professionals involved in psychoanalytic training (both two and four-year programs) will discuss their decisions to seek training. Presenters will explore how psychoanalytic training has impacted them professionally and spiritually. Session will consist of short presentations with the majority of time reserved for attendees’ questions.
Learning Objective 1: Attendees will be exposed to ways in which psychoanalytic psychotherapy may enhance clinical work.
Learning Objective 2: Session will explore common myths regarding psychoanalytic psychotherapy.
Learning Objective 3: Attendees will gain an appreciation of the professional and spiritual benefits of engaging in further psychoanalytic study.
Learning Objective 4: Attendees will acquire information about various options available for further psychoanalytic study.

F9 M&F Christianity and Family Therapy: Integration Challenges and Opportunities
Longboat (1 CE) Introductory Seminar
Mark Yarhouse, Psy.D. & James Sells, Ph.D., Regent University
This session examines models of family theory and therapy and engages integration from the perspective of drawing upon various models for family therapy as well as integration of a Christian worldview and family theory.
Learning Objective 1: Recognize terms and foundational issues associated with integration of first-generation models of family therapy.
Learning Objective 2: Learn about integration of family theory and a Christian worldview.
Learning Objective 3: Recognize biblical themes commonly addressed within a Christian understanding for family therapy.
Learning Objective 4: Understand clinical issues that may arise with the changing family and sociocultural context in which we live.

Friday, 12:30-1:30 pm

PL3 Luncheon Plenary Hope and Healing through Care and Counsel to the Suffering in the World
Palms Ballroom E
(No CE) All Levels Seminar
Saul Cruz, M.S., Armonia Ministries
Armonia Ministries seeks holistic transformation in the suffering world. For successful professional participation among the poor, we believe involvement is necessary and "couch-counseling" falls short. We affirm that community-based, Christ-centered, mutually transformational relationships, respectful conversations, intuitive knowledge and creative methodologies are necessary as we learn to walk alongside the poor.
Learning Objective 1: Learn how the resources of Christian counseling/psychology have been adapted to diverse cultural contexts and populations among the poor.
Learning Objective 2: Learn about why psychology as "couch counseling" is not enough and why involvement is necessary.
Learning Objective 3: Reflect on the elements that would integrate an appropriate Christian, professional counseling service to the needy in the world.
Learning Objective 4: Consider and learn the importance of a holistic approach and result evaluation of Psychological intervention among the poor.

Friday, 1:45-2:45 pm

F10 Academic Invited Distinguished Scholar The Benefits and Costs of Being a Humble Person (for What Its Worth)
Palms Ballroom D (1 CE) All Levels Seminar
Peter C.  Hill, Ph.D., Rosemead Graduate School of Psychology
Humility is an important biblical virtue that has been neglected by psychologists. In this session we will explore common misperceptions of humility, the components of true humility, and the challenges that face the scientific study and clinical application of humility.
By the end of the session, attendees should be able to identify:
Learning Objective 1: Reasons why humility has been a neglected topic by psychologists
Learning Objective 2: Common misperceptions of what it means to be a humble person.
Learning Objective 3: Five major components of humility.
Learning Objective 4: The challenges of empirically investigating and measuring humility.
Learning Objective 5: Possible linkages of a true sense of humility with self-esteem.

F11 Academic
Part One: Forgiveness, Reconciliation, and Spirituality: Empirical Findings Regarding Conceptual Differences
Longboat (.5 CE) Introductory & Intermediate Paper
Geoffrey Sutton, Ph.D., & Jaimee Allman, B.S., Evangel University
In study 1, most participants agreed that reconciliation is a part of forgiveness, while a similar number disagreed that forgiveness means trusting the person again. In study 2, the findings concerning these two questions were similarly replicated. We also report the relationship between forgiveness variables, willingness to forgive, and spirituality.
Learning Objective 1: Participants attending this presentation will learn recent conceptualizations of forgiveness and reconciliation.
Learning Objective 2: Participants attending this presentation will learn how participants define elements of the forgiveness constructs.
Learning Objective 3: Participants attending this presentation will learn about the relationship amongst forgiveness, reconciliation, willingness to forgive, and spirituality.
Learning Objective 4: Participants attending this presentation will learn implications for psychotherapists and researchers.

Part Two: A Look at the Role of Hope, Learned Optimism and Forgiveness in Healing
Longboat (.5 CE) Introductory Seminar
BettyJane  Fratzke, Ed.D., & Betsye Robinette, Ph.D., Indiana Wesleyan University
Given the recent and popular emphasis of the concept of learned optimism in Positive Psychology, along with our previous study on the various types of hope, new questions emerged: Are hope and optimism the same construct? What influence do they have in promoting forgiveness and healing? Our research measures and compares these factors.
Learning Objective 1: What is learned optimism in positive psychology?
Learning Objective 2: How does learned optimism relate to measures of hope?
Learning Objective 3: Is learned optimism or either measure of hope predictive of the willingness to forgive?
Learning Objective 4: How might this information be applied to relationships (therapeutic or personal) to promote healing?

F12 Practice Using Sandtray Therapy in the Treatment of Trauma
Cedar/Marathon (1 CE) Introductory & Intermediate Seminar
Daniel Sweeney, Ph.D. & Brandi Walters, B.S., George Fox University
Trauma causes both psychological and neurobiological effects, which point to the need for therapeutic interventions which recognize these realities and honor client developmental issues. Sandtray therapy has neurological, psychological and developmental benefits, particularly for traumatized clients. This workshop will explore sandtray therapy as an effective trauma intervention.
Learning Objective 1: As a result of this presentation, each participant will learn about the fundamental effects of psychic trauma.
Learning Objective 2: As a result of this presentation, each participant will learn about the psychoneurological benefits of sandtray therapy with traumatized clients.
Learning Objective 3: As a result of this presentation, each participant will learn about the practical use of the sandtray therapy process.

F13 Practice Developing a Heart for Diversity: Clinicians Responding Relevantly in a Changing World
Azalea B (1 CE) All Levels Seminar
Vickey Maclin, Psy.D. & Elisabeth Suarez, Ph.D., Regent University
How do clinicians prepare themselves to address the racial and ethnic diversity of clients and consider culturally appropriate healing technique to these individuals? Come prepared to learn about cultural perspectives, learn therapeutic approaches to consider with ethnically diverse clientele, and increase self-awareness as you consider the multifaceted clients you have and will have in the future.
Learning Objective 1: Participants will learn ways to demonstrate awareness and understanding with diverse populations of people groups.
Learning Objective 2: Participants will learn how to consider broadening services to people from different ethnic groups and races.
Learning Objective 3: Participants will learn ways to increase their sensitivity, understanding, and appreciation for the experiences of diverse clients through experiential activities.
Learning Objective 4: Participants will learn culturally relevant strategies for offering clinical services to diverse cultures.
F14 Practice Toward Developing a Christian Trauma Model in Third World Nations
Azalea A (1 CE) All Levels Seminar
Benjamin Keyes, Ph.D., Ed.D., Merrill Reese, Ph.D., Elisabeth Suarez, Ph.D., John Flowers,  B.A.. Regent University
Panel presentations and discussion regarding Third World Trauma issues and interventions. Child Trauma in Khazakstan, Rape and War in Sudan, and natural disasters in Asia, the issue of Compassion Fatigue and the need for a Christian response that is practical and able to be implemented.
Learning Objective 1: As a result of this presentation, each participant will learn many of the needs traumatized individuals cope with acquiring in order to survive physically, emotionally, and spiritually.
Learning Objective 2: Participants will learn the need for a coordinated effort to reach traumatized populations and what the church as a whole has already done and can do further.
Learning Objective 3: Participants will be part of a brainstorming session to develop a spiritually based framework for reaching traumatized populations and synthesize material presented.
Learning Objective 4: Participants will understand the differences between current some of the secular and Christian models of working with trauma.

F15 Church Christian Counselors & Bioethics: Pondering IVF, Designer Babies & Surrogacy
Largo (1 CE) All Levels Seminar
Stephen Greggo, Psy.D., Trinity International University
Counselors will do well to become fluent in addressing bioethical dilemmas to serve patients in partnership with medical providers and pastors. A single case study surrounding a couple facing infertility will be utilized to illustrate both the benefits and cautions of having Christian counselors participate in bioethical decisions to facilitate healing. Therapists can enhance the discovery process by using a psychological lens to bring to the surface personal narratives and embedded personality patterns. Informed Christian counselors can assist those caught within such complex realities and extraordinary pain to ponder objective bioethical principles within their subjective experience to honor the Sacred, realize faith and live out their spiritual journey. For a copy of the case scenario in advance contact This e-mail address is being protected from spambots. You need JavaScript enabled to view it .
Learning Objective 1: expand the role of Christian helper as bioethics consultant and wisdom guide
Learning Objective 2: delineate the additive value of counselor participation in bioethical conversations through the discernment of personal narratives, personality preferences and interpersonal dynamics;
Learning Objective 3: bring empirically supported principles from spiritually-oriented psychotherapy to bear on this bioethical area;
Learning Objective 4: recognize the benefits of the therapeutic conversation within a multidisciplinary team approach.

F16 Psychoanalytic Mentors in Integration Series: John. Carter, Ph.D., James Olthuis, Ph.D.
Palms Salon G (No CE) All Levels Seminar
Marie  Hoffman, Ph.D., Society for Exploration of Psychoanalytic Therapies and Theology; Richard Bollinger, M.A., Rosemead School of Psychology; Scott Grover, M.A., Fuller Graduate School of Psychology; John  Carter, Ph.D., Rosemead Graduate School of Psychology; & James Olthuis, Ph.D., Institute for Christian Studies
This annual series wishes to identify mentors whose seminal contributions have enriched graduate psychology programs by offering integration with the discipline of theology. Four students with recognized interest in this area have been invited to interview Drs. Olthus and Carter regarding both historical and future challenges to the on-going theological-informing of psychology education.
Learning Objective 1: As a result of this presentation each participant will be able to assess the importance of theological understandings as an epistemological foundation for the practice of psychology.
Learning Objective 2: As a result of this annual presentation each participant will become aware of the historic challenges that faced the early interdisciplinary initiatives that promoted study of psychology and theology
Learning Objective 3: As a result of this presentation, each participant will be made aware of the current and future challenges that face those who would continue to provide interdisciplinary material that theologically informs psychology training programs.
Learning Objective 4: As a result of this presentation, each participant will become aware of literature and specific resources relevant to this interdisciplinary study.

F17 Psychoanalytic Hope for One; Hope for All: The Therapeutic Relationship and Beyond
Hibiscus (No CE) Intermediate Paper
Roy Barsness, Ph.D., Mars Hill Graduate School
This paper seeks to demonstrate the effectiveness of the use of countertransference in creating hope not only for the patient but through the unique therapeutic encounter; and to show how the patient becomes more engaged in the betterment of the world.
Learning Objective 1: Learn about the effective use of countertransference utilizing the voices within the therapist as messages from within the patient,
Learning Objective 2: Learn how the therapist's authentic response to the patient serves as a means for authentic care and engagement in the world beyond the therapeutic encounter,
Learning Objective 3: Learn of the dangers and possibilities inherent in the use of countertransference phenomenon,
Learning Objective 4: Learn aspects of a relational model and its relationship to incarnational theology.

F18 M&F Integrative Marital Intensive Therapy at the National Institute of Marriage
Palms Salon F (1 CE) All Levels Seminar
Robert  Burbee, Ph.D., Robert Paul, M.A., Brett Sparks, Psy.D., & Chris Arnzen, M.A., National Institute Of Marriage
Dynamic Intensive Couples Therapy is the theory and approach to helping married couples in severe distress used at the National Institute of Marriage. The therapy integrates concepts of experiential, cognitive, and insight oriented therapy with orthodox evangelical Christian theology. Therapy occurs in multi-hour sessions over the span of a few days and has been used in helping over 1500 couples at NIM. Outcome research is presented as well as the theoretical underpinnings and distinctive integrative intervention strategies.
Learning Objective 1: Participants will learn the theoretical and theological foundation of Dynamic Intensive Couples Therapy.
Learning Objective 2: The most recent data on outcome of Dynamic Intensive Couples Therapy with couples treated at National Institute of Marriage, including effects measured up two years post treatment will be reviewed.
Learning Objective 3: The outline of the distinctive elements of Dynamic Intensive Couples Therapy including therapeutic rationale, interventions to illicit affective processing and cognitive restructuring will be presented to participants.
Learning Objective 4: Participants will be shown the potential application of Dynamic Intensive Couples Therapy to out-of-office marital counseling/therapy applications.

F19 M&F Hope for Couples: The Clinical Cutting Edge of Hope Focused Couples Treatment
Siesta/Biscayne (1 CE) Intermediate Paper
Jennifer Ripley, Ph.D., Amy Smith, M.A., Seth Rainwater, Audrey Atkinson, & Adam Love, Regent University
The Hope focused approach to couples therapy has been investigated for 3 years in a lab clinical trial study. Clinical results and lessons will be discussed including new religious assessments and screens for psychopathology, use of prayer in couples counseling, cultural issues, addressing issues of a manualized approach to treatment and managing resistances to forgiveness. New clinical guides will be distributed.
Learning Objective 1: Participants will learn about the Hope focused approach to couples counseling.
Learning Objective 2: Participants will learn about various new assessments used in the Hope approach to assess for religious diversity, individual psychopathology and relational measures.
Learning Objective 3: Participants will learn about clinical cases that demonstrate religious diversity incorporated into Hope focused couples treatment.
Learning Objective 4: Participants will learn how forgiveness resistances have been managed in the Hope focused clinical trial study.
Friday, 3:00-4:00

F20 Academic
Part One: Spiritual Integration Course Content in a Faith-Based Graduate Counseling Program: Predictors of Faculty and Instructor Inclusion of ASERVIC Competencies
Azalea A (.5 CE) All Levels Paper
Michelle Cox, Ph.D., George Fox University
This study assessed faculty, student, and alumni perceptions of the amount and quality of spiritual integration included in each course using the ASERVIC competencies as a guide. This paper specifically details the predictors of faculty and instructor inclusion of course materials, discussion, and assignments related to the competencies. Those predictors include faith maturity, spiritual transcendence, educational background, and years teaching in a graduate counseling program.
Learning Objective 1: Participants will be informed about the need for and value of empirical research related to the inclusion of spiritual integration in counselor education programs.
Learning Objective 2: Participants will learn about ASERVIC competencies and the difficulty counselor education programs have incorporating those competencies in the classroom.
Learning Objective 3: Participants will learn how a faith-based, graduate counseling program promotes spiritual integration in each course, using the ASERVIC competencies.
Learning Objective 4: Participants will be informed of the predictors of the amount and quality of ASERVIC-based spiritual integration, including faith maturity, spiritual transcendence, educational background, and years teaching in a graduate counseling program.

Part Two: Integration and Ethics Training: A Survey of Christian Therapists
Azalea A (.5 CE) All Levels Seminar
Gregory Schneller, Ph.D., McMurry University
Does graduate and professional ethics training adequately address the ethical dilemmas which arise when Christian beliefs are integrated into psychotherapy? This presentation discusses results from a survey of 362 CAPS members who are psychotherapists regarding the breadth of their ethics training. Implications for graduate training in ethics will be discussed.
Learning Objective 1: As a result of this presentation participants will learn how training for the Christian psychotherapy ethical dilemmas compares with training for more general ethical dilemmas.
Learning Objective 2: As a result of this presentation participants will learn which ethical dilemmas Christian psychotherapists have received the most training for.
Learning Objective 3: As a result of this presentation participants will learn which ethical dilemmas Christian psychotherapists have received the least training for.
Learning Objective 4: As a result of this presentation participants will learn trends in the comprehensiveness of graduate ethics training.

F21 Academic
Part One: East and West: Stories of Integrating and Healing the Bicultural Divide
Azalea B (.5 CE) Intermediate Seminar
Jenny Pak, Ph.D., Rosemead School of Psychology
In depth narrative analysis of Korean American women’s life stories reveal increasing search for ways to integrate various competing cultural images and values. Christian psychotherapists are uniquely situated to offer hope and healing for bicultural individuals who need to resolve inner conflicts and develop a more coherent self.
Learning Objective 1: Participants will obtain an overview of racial/minority identity development and acculturation models in multicultural counseling literature and their limitations in adequately capturing individuals undergoing culture change process.
Learning Objective 2: Based on themes generated from in depth narrative analysis of Korean American women's life stories, participants will gain a better understanding of how acculturation dynamically affects ethnic minority women's self and identity development.
Learning Objective 3: Participants will also gain an understanding of how Confucian ideology coupled with Korean traditional images of women in family and religion has shaped the individual and collective psyche of 1.5 and 2nd generation Korean American women raised in the U.S.
Learning Objective 4: Participants will learn important clinical implications of the study, including how Christian psychotherapists are uniquely situated to offer hope and healing for bicultural individuals who are struggling to resolve conflicting cultural values at the core inner level.

Part Two: Hope and Healing for Marriages: A Multireligous, Multicultural Perspective
Azalea B (.5 CE) Introductory Paper
Winston Seegobin, Psy.D., Messiah College
This session discusses ways we can bring hope and healing to marriages from various cultures and religions. The study examined Christian, Hindu, and Muslim perspectives on marriage in a diverse sample from African, Asian, and Multiethnic backgrounds. Unique practices, customs, traditions, rites, and ceremonies associated with marriage are presented, and implications for psychotherapy discussed.
Learning Objective 1: Better understand the intricacies of marriages from Christian, Hindu, and Muslim perspectives.
Learning Objective 2: Learn about the influence and interrelationship of religion and culture in marriage.
Learning Objective 3: Discover the strengths and liabilities of some forms of marriage.
Learning Objective 4: Understand how psychotherapy can be used to bring hope and healing to marriages from multireligious and multicultural backgrounds.

F22 Practice Healing Through Forgiveness: A Therapy Model
Longboat (1 CE) Intermediate & Advanced Seminar
Grant Jones, Ph.D., Evangel University
This is a "How to" therapy model for clients needing to bring closure to painful and troubling events. The three core components involve exposure, confrontation and forgiveness. This presentation is for clinicians who need a pragmatic procedure for helping individuals "Get over it". Case examples will illustrate the model.
Learning Objective 1: As a result of this presentation, each participant will learn an operational definition of forgiveness for clients.
Learning Objective 2: As a result of this presentation, each participant will learn the seven steps of the Jones-Lopiccolo forgiveness model.
Learning Objective 3: As a result of this presentation, each participant will learn methods and techniques to help clients expose and confront persistently painful and traumatic events.
Learning Objective 4: As a result of this presentation, each participant will learn methods and techniques to help clients forgive perpetrators and individuals involved in creating harm.

F23 Practice The Health Care Crisis and the Practice of Psychotherapy
Palms Salon F (1 CE) All Levels Paper
Randolph Sanders, Ph.D., Independent Practice
Clients and therapists are both impacted by the ongoing health care crisis in America. The crisis affects not only access to therapy, but also the kind of treatment clients will receive, and whether they will be able to access treatment again in the future should they need it. This presentation overviews the history of the crisis, why it has not been solved, and how it affects our everyday work with clients. It also provides suggestions on how therapists can make a positive difference, both in working ethically with individual clients and in advocating for change in the health care delivery system.
Learning Objective 1: About the evolution of the health care crisis in America.
Learning Objective 2: Key problems present at this time and why current solutions are ineffective.
Learning Objective 3: The impact of the crisis on clients and the everyday practice of therapy.
Learning Objective 4: Ethical approaches to working with clients in the midst of the health care crisis.

F24 Church Christian Counseling and the Journey of Spiritual Formation
Hibiscus (No CE) Introductory Seminar
Adam Mason, M.A.M.F.C., M.A.R.E., Houston`s First Baptist Church & David Wells, M.A.M.F.C., M.A.(RE), Julianna Poor Memorial Counseling Center
One of the distinctives of Christian counseling is that it bridges the gap between the temporal and the eternal; between the physical and the spiritual. As Christian counselors we recognize that the initial presenting problem and treatment objective might not represent the deepest understanding of the real issues. Christian counselors can and should respect and address the client’s understanding of the issues and the goals that emerge from their understanding. However, we also should seek to relate to our clients in a way that reveals the deeper battles -- the battle of self-obsession versus God-obsession.
Learning Objective 1: As a result of this presentation each participant will learn the basic concepts of the journey of spiritual formation.
Learning Objective 2: As a result of this presentation each participant will learn a model depicting the cycle of sanctification.
Learning Objective 3: As a result of this presentation each participant will learn the potential impact of counseling on the spiritual formation of client and the counselor.
Learning Objective 4: As a result of this presentation each participant will learn to identify interventions that encourage spiritual formation.

F25 Church Our Sisters’ Keepers: Hope and Healing for Pregnant and Post-Partum Women with Mood Disorders through Church-Psychology Collaboration
Cedar/Marathon (1 CE) Introductory & Intermediate Seminar
Sally Canning, Ph.D.; Erica Lehman, M.A.; Ruth Aderemim,  B.A.; Karen Hurula, B.A.; Kathryn  McLean, B.A.; Wheaton College
The prevalence, symptoms, risk factors and impacts of pregnancy and post-partum mood disorders will be presented, highlighting the lived experiences of diverse women. Challenges particular to women of faith will be considered. Collaboration between congregations and professionals can increase awareness, decrease stigmatization and support recovery for women and their families.
Learning Objective 1: Participants will learn the prevalence, signs, symptoms and risk factors of pregnancy and post-partum mood disorders (PPPMDs).
Learning Objective 2: Participants will learn the impact of PPPMDs and how it is experienced by the women and families who live with them.
Learning Objective 3: Participants will learn to consider aspects of Christian beliefs, practices and cultural expectations related to childbearing, parenting, gender roles, illness, and depression that positively and negatively impact how PPPMDs are experienced and responded to by women, their families and their church communities.
Learning Objective 4: Participants will learn effective means of intervening in PPPMDs, including strategies that congregational leaders, members and professionals can use to increase awareness and identification of PPPMDs, decrease stigmatization surrounding their occurrence, and assist in meeting the needs of mothers, their partners and their families as they recover.

F26 Psychoanalytic Storying God Images
Siesta/Biscayne (No CE) All Levels Seminar
Beth Brokaw, Ph.D., Marc Carafa, M.A., Philip Hudson, M.A., Rosemead School of Psychology; & Edward Davis, M.A., Regent University
Exploring God images is crucial in integrative clinical practice. But how do we access deep experiences of God? Interpersonal neurobiologists suggest that one way is through stories. This seminar will discuss current literature regarding God images as well as offer powerful personal stories that demonstrate narrative accessing of God images.
Learning Objective 1: Each participant will learn to be more attentive to the crucial component of God images in integrative clinical work.
Learning Objective 2: Each participant will learn more regarding the theoretical and research literature regarding God images.
Learning Objective 3: Each participant will experientially learn the power of narratives in accessing God images.
Learning Objective 4: Each participant will be challenged to include narratives more effectively in his/her teaching and/or clinical work.

F27 M&F You are More than Your Infertility: Finding Hope and Healing
Largo (1 CE) Introductory Seminar
Montserrat Casado, Ph.D & Nadia Humphreys MA, Kindred Counseling Services
Infertility can cause tremendous stress on the self and the couple's relationship. Couples often need guidance as to what treatments are available and support to cope with the intense feelings that come with infertility. Learning about stress management techniques and finding hope in exploring alternative options following infertility are part of counseling.
Learning Objective 1: Participants will learn about the various causes that can lead to infertility, for both male and female.
Learning Objective 2: Participants will be presented with information related to a variety of fertility treatments and tools needed to navigate the infertility journey.
Learning Objective 3: Participants will gain an understanding of the emotional and spiritual issues that may impact self, the couple's relationship, and the family, while coping with infertility.
Learning Objective 4: Participants will learn about the role of stress as it relates to infertility, and will be presented with effective stress management techniques.

Friday, 3:00-5:15 (Two Hour Invited Symposia)

F28 Psychoanalytic Invited Symposium First Annual Master Series Case Presentations
Palms Salon G (2 CE) All Levels Symposium
Marie Hoffman, Ph.D., Brookhaven Center for Counseling & Development; Mark McMinn, Ph.D., George Fox University; J. Harold Ellens, Ph.D., University of Michigan; & Al  Dueck, Ph.D., Fuller Theological Seminary
Invited Panel. This is the first in a series of annual comparative case presentations by senior clinicians. This year Dr. Mark McMinn will present a case that will highlight his integrative style which combines cognitive-behavioral, schema-based and relational approaches. Dr. Marie Hoffman will present a case from a relational psychoanalytic theoretical framework, consisting of object relations, interpersonal and self-psychology psychodynamic approaches. Discussion will follow by Drs. Al Dueck and J. Harold Ellens.
Learning Objective 1: As a result of this presentation each participant will learn the clinical differences between Dr. McMinn's and Dr. Hoffman's relational approaches to therapy.
Learning Objective 2: As a result of this presentation each participant will learn the theoretical differences that inform the clinical work of Dr. McMinn and Dr. Hoffman.
Learning Objective 3: As a result of this presentation each participant will learn the theological presuppositions underlying the cognitive behavioral, schema-based, and relational approaches of Dr. McMinn, and the theological presuppositions underlying the relational psychoanalytic approach of Dr. Hoffman.
Learning Objective 4: As a result of this presentation each participant will learn the ways in which aspects of both Dr. McMinn's work and Dr. Hoffman's work may be seen as similar or even complementary to one another.

F29 M&F Invited Symposium Deepening Sexual Intimacy Through the Stages of Marriage
Palms Salon D (2 CE) Introductory Symposium
Douglas Rosenau, Ed.D., Sexual Wholeness, Inc.; JoAnn Kraft, M.A.M.F.T., Bethel Seminary; Gary Barnes, Ph.D., Dallas Theological Seminary; Michael Sytsma, Ph.D., Building Intimate Marriages; James Childerston, Ph.D., & Carolyn  Childerston, M.A., Childerston & Associates
This symposium will coach participants in enriching marital lovemaking during three critical stages: Building the Foundation (premarital/newlyweds), Keeping Passion Alive (the middle years), and Enjoying Boomer Sex (aging). Common challenges and solutions, brakes and accelerators will be explored and skills developed for creating passionate intimacy in each stage.
Learning Objective 1: the complexity of sexuality in three critical stages of marriage.
Learning Objective 2: skills for creating sexual dialogue and education around these stages in the clinical setting
Learning Objective 3: to identify sexual brakes and accelerators in each stage of marriage
Learning Objective 4: skills for deepening sexual intimacy in each stage of marriage
Friday, 4:15-5:15

F30 Academic
Part One: Pregnancy Decision Survey: Development and Initial Validation
Largo (.5 CE) Introductory Paper
Deborah Steele, Ph.D., California State University, Fresno
The author provides a resource for counselors who work with pregnant women experiencing an unintended pregnancy. Moral and ethical considerations are highlighted from both the perspective of the women, as well as the counselor.
Learning Objective 1: As a result of this presentation, each participant will be familiar with the utility of the Pregnancy Decision Survey.
Learning Objective 2: As a result of this presentation, each participant will appreciate the significance of fetal life belief on the abortion decision.
Learning Objective 3: As a result of this presentation, each participant will learn about the impact of social stigma on the abortion decision.
Learning Objective 4: As a result of this presentation, each participant will be better prepared to counsel women experiencing an unintended pregnancy.

Part Two: The Impact of Counseling on Individual and Family Hardiness and Resiliency
Largo (.5 CE) All Levels Seminar
Barbara Riggs, Ph.D., Felicia Snell, B.S., & Tina McNeilly B.S., Indiana Wesleyan University
This presentation will examine the relationship between religiosity, hardiness and resiliency as buffers against life stress. Research findings will be presented examining the relationship of religiosity and hardiness, and the changes in the level of hardiness over the course of counseling. Implications for clinicians will be presented.
Learning Objective 1: As a result of this presentation, each participant will explore the inter-relationship between religiosity, hardiness and resiliency. As a result of this presentation, each participant will examine why clients are more fragile and susceptible to stress during the middle phase of therapy As a result of this presentation, each participant will learn interventions for increasing hardiness and resiliency in clients as a buffer against life stress. As a result of this presentation, each participant will examine new research findings on the relationship between hardiness, religiosity, and resiliency in a clinical population.
Learning Objective 2: As a result of this presentation, each participant will examine why clients are more fragile and susceptible to stress during the middle phase of therapy.
Learning Objective 3: As a result of this presentation, each participant will learn interventions for increasing hardiness and resiliency in clients as a buffer against life stress.
Learning Objective 4: As a result of this presentation, each participant will examine new research findings on the relationship between hardiness, religiosity, and resiliency in a clinical population.

F31 Practice Professional Ethics and Boundaries
Palms Salon F (1 CE) All Levels Seminar
Justin Smith, Psy.D., Phoenix Seminary
Maintaining ethical competence requires an ongoing commitment to review and abide by ethics codes and standards of practice. This workshop will focus on understanding and compliance; commonly reported infractions by national organizations and state licensing boards; and the increasingly complex demands of an empirical field that serves a spiritual population.
Learning Objective 1: Each participant will review the current code of ethics and will be able to articulate the major sections covered;
Learning Objective 2: will learn what the most commonly reported ethical violations are;
Learning Objective 3: devise a theory of why counselors who are trained in ethical practice violate the codes of conduct that govern the practice of psychotherapy. Participants will identify personal areas of vulnerability;
Learning Objective 4: will be able to articulate the potential problems of using spiritual practices, rituals or techniques in a professional practice as well as the empirical and ethical support for spiritual interventions.
F32 Practice Assessing change readiness via the Stages of Change: Promoting Hope for Addicts
Hibiscus (1 CE) Introductory & Intermediate Seminar
David Wilcox, Ph.D., M.Div., Palm Beach Atlantic University
Empirical research indicates that only 3% of individuals who attend Alcoholics Anonymous (A.A.) achieve and maintain sobriety. One reason given for this poor result is that individuals with substance abuse problems are placed in treatment that does not meet their level of change-motivation. As a result, failure to succeed in treatment may result in demotivation. Correct assessment of a client's Stage of Change may help increase the treatment success rates for addictive behaviors.
Learning Objective 1: As a result of this presentation, each participant will learn what the different Stages of Change are.
Learning Objective 2: As a result of this presentation, each participant will learn how individual motivation and Stages of Change relate to each other.
Learning Objective 3: As a result of this presentation, each participant will learn how to assess addicted clients according to Stages of Change.
Learning Objective 4: As a result of this presentation, each participant will learn what Stages of Change interventions to use with clients.

F33 Church Psychology in Global Mission: Perspectives on an Emerging Movement
Cedar/Marathon (1 CE) Introductory Symposium
Fred Gingrich, D.Min., Denver Seminary; Saul Cruz, M.S., Armonia Ministries; Anne Grizzle, M.S., Private Practice; & Bradford Smith, Ph.D., Care & Counsel International

Drawing on a panel of participants from the Lausanne Consultation on Care and Counsel as Mission held in Mexico City in January, 2009, some major themes and questions related to the role of psychology in global mission such as culture, indigenous methods, social justice, ethics and training are discussed. Brief video clips from the consultation will be shown. The panel will also discuss the importance of international scholarly dialogue and collaborative research, mutual support, intracultural partnerships, and training as well as the plans for a care and counsel as mission initiative leading up to the 2010 Lausanne World Congress in 2010 and beyond.
Learning Objective 1: Learn about the key themes in international Christian counseling and psychology that emerged from a three day dialogue among scholars and practitioners from twelve countries.
Learning Objective 2: Learn about the use of indigenous approaches in the provision of care and counsel in diverse cultures.
Learning Objective 3: Network with others who are interested in global conversation and possible collaboration related to psychological research and practice.
Learning Objective 4: Reflect on the future of this emerging movement of international networks related to psychology, counseling and mission.

F34 Church The Development of False Self Tendencies in Christian Contexts and Relationships
Azalea B (1 CE) Introductory & Intermediate Paper
Stephen Parker, Ph.D. & Edward Davis, Regent University 
This presentation uses Winnicott’s distinction of the true and false self to explore how tendencies toward the false self might manifest in various Christian contexts and relationships. It highlights the importance of recognizing and deconstructing false self tendencies while subsequently nurturing and promoting true self tendencies.
Learning Objective 1: As a result of this presentation, participants will be able to describe Winnicott’s distinctions between the true and false self.
Learning Objective 2: As a result of this presentation, participants will be able to identify the developmental trajectory and characteristics of false self tendencies.
Learning Objective 3: As a result of this presentation, participants will be able to describe how these false self tendencies might manifest in Christian contexts and relationships,
Learning Objective 4: As a result of this presentation, participants will be able to identify some therapeutic processes for working with these manifestations of false self tendencies while nurturing true self tendencies.

F35 Church Preventing, Mitigating, and Alleviating Psychological, Moral, and Spiritual Injury through the Returning HEROES Care Program
Azalea A (1 CE) Introductory Seminar
Paul Wang, Ph.D., United States Navy; Laura Shultz, M.A., Wheaton College; Kristin Coleman, Greenville College; & Jon Jerome, Operation Homefront
30-49% of U.S. troops develop stress-related mental health problems 3-4 months after returning from Iraq. Especially at risk are reservists lacking access to nearby military resources and family members who develop secondary trauma. A national strategy for combating psychological, moral, and spiritual injury synergizing military and community resources is proposed.
Learning Objective 1: Understand the psychological, moral, and spiritual injuries obtained by soldiers experiencing various levels of combat stress.
Learning Objective 2: Develop an awareness of how combat trauma impacts spouses and children of service members.
Learning Objective 3: Learn about a community-based program addressing the psychological, emotional, and spiritual needs of military families throughout the deployment cycle.
Learning Objective 4: Gain awareness of the wide network of support services available to deployed/returning heroes and their families.

F36 Psychoanalytic Nice Guys You Don’t Want to Live With: Healing Narcissistic Defenses in Marriage Therapy
Siesta/Biscayne (1 CE) Intermediate & Advanced Paper
Earl Bland, Psy.D., MidAmerica Nazarene University
In the noise of marital conflict couples often resort to narcissistic defensive strategies and patterns that result in the exacerbation of the very relational problems they are attempting to resolve. This paper specifically addresses the management and reduction of these defensive tactics by establishing empathic space and articulating Christian virtue.
Learning Objective 1: Participants will understand the nature of narcissistic defenses as they are displayed in marital conflict and how these defenses exacerbate marital problems.
Learning Objective 2: Participants will identify how to intervene in relational interactions and help develop empathy and tolerance of emotions.
Learning Objective 3: Participants will articulate specific Christian virtues that may be used to help couples overcome narcissistic defensive patterns.
Learning Objective 4: Participants will understand the theoretical grounding for interventions using relational and self-psychological theories.

F38 M&F When the One You Love Wants to Leave: Bringing Hope and Healing in Marital Crisis
Longboat (1 CE) All Levels Seminar
Donald Harvey, Ph.D., Trevecca Nazarene University
Marriages faced with separation are marriages in crisis. Clients facing this type of crisis typically present with confusion. This presentation offers practical guidance for bringing order out of their chaos. With marital restoration as a goal, specific tasks to be accomplished are identified, as well as actions to be avoided.
Learning Objective 1: the characteristics held in common by most separation presentations.
Learning Objective 2: the three reasons why husbands and wives leave marriages.
Learning Objective 3: the philosophy and action plan of “let him/her go”.
Learning Objective 4: the choices and consequences available to each client.

Friday, 7:00-9:00 pm, Banquet

BANQUET SPEAKER
Steve Douglass, President of Campus Crusade for Christ International since 2001, is the after-dinner speaker at our CAPS banquet. Douglass holds a Bachelor of Science degree from M.I.T. and a Masters degree in business administration from Harvard. Douglass is the author or co-author of several books, including Managing Yourself, How to Achieve Your Potential and Enjoy Life, and Enjoying Your Walk with God. Steve and his wife, Judy, live in Orlando, Florida. They have three married children and three grandchildren.

Saturday, April 4, 2009

Saturday, 8:45-10:15 am

PL4 Plenary Session Listening for Psychological, Spiritual and Global Growth
Palms Ballroom E (1 CE) All Levels Seminar
Anne Grizzle, M.S., LCSW, Private Practice
Listening as a core skill required for clinical competence will be reviewed from research and clinical perspectives followed by an exploration of listening for professional and spiritual growth. Specific practices to enhance listening will be offered along with a call to create circles of listening for practitioners and patients.
Learning Objective 1: Identify significant importance of listening for clinical effectiveness from clinical and research perspectives.
Learning Objective 2: Understand several experiences for practicing listening to enhance professional care and growth.
Learning Objective 3: Learn ways to create circles of compassionate listening for practitioners and patients.
Learning Objective 4: Recognize value of listening for intercultural communication and relationship building.

Saturday, 10:30 – 11:30 am

S1 Academic Competency Based Counselor Education in Christian Graduate Programs
Azalea A (1 CE) All Levels Seminar
Justin Smith, Psy.D., Phoenix Seminary; Mary Smith, MSE, Leading Edge Academy; & Gloria Gabler, Ph.D., Southwestern College
This workshop will examine outcome, inquiry and competency based education models with the difficulties in measuring skills and practice in counseling programs. Common assessment and training strategies will be discussed as will uniquely Christian requirements such as Christian character, spiritual maturity, commitment to the authority of scripture, integration, etc.
Learning Objective 1: Each participant will be able to distinguish between outcome and criterion based assessment and training.
Learning Objective 2: Will be able to distinguish summative and preliminary/ intermediate assessment measures and how they are used in measuring student progress.
Learning Objective 3: Will be able to articulate 1-2 strategies for assessing and teaching counselor skills.
Learning Objective 4: Will be able to articulate 1-2 strategies for assessing and teaching character and person-of-the-therapist abilities.

S2 Academic
Part One: Restoring a School to its Precrisis Equilibrium during a Sudden Loss or Critical Incident: First Response Procedures and Critical Incidence Stress Debriefing
Azalea B (.5 CE) Introductory & Intermediate Seminar
Rosemary Thompson, Ed.D., Regent University
Debriefing school-aged youth helps them come to terms with the traumatic event and its consequences in order to return to a normal level of functioning. This portion of the workshop will focus on psychological debriefing and the seven stages of processing loss for adolescents. Structured activities will also be provided to help youth work through grief such as creating a memory book, story-telling, art projects, guided free play, creative writing, dramatic enactments and other therapeutic intervention.
Learning Objective 1: Understand the critical need for having first response procedures in place in the event of a sudden loss or critical incident.
Learning Objective 2: Understand and be able to simulate the seven stages of psychological debriefing with children, adolescents and adults.
Learning Objective 3: Know the long-term consequences and danger of not processing loss with children, adolescents and adults.
Learning Objective 4: Know the difference between debrief for critical incidents, suicide, sudden loss or terrorism.

Part Two: Compassion Fatigue & Spirituality with Emergency Health Care Providers in a Level I Trauma Center
Azalea B (.5 CE) All Levels Seminar
Merrill Reese, Ph. D., Regent University
There is a price associated with caring: compassion fatigue. This study examined the relationship between spirituality and compassion fatigue among emergency health care providers in a Level I Trauma Center. For some, spirituality may provide a sense of hope and healing for compassion fatigue.
Learning Objective 1: As a result of this presentation, each participant will learn what is compassion fatigue.
Learning Objective 2: As a result of this presentation, each participant will learn what are the symptoms of compassion fatigue.
Learning Objective 3: As a result of this presentation, each participant will learn the impact of compassion fatigue on the worker in their work environment.
Learning Objective 4: As a result of this presentation, each participant will learn the role that spirituality plays in reducing compassion fatigue.

S3 Practice Helping Victims of Crime to Heal
Longboat (1 CE) Introductory & Intermediate Seminar
Jonnie Joseph, M.A., J.D., Women's Center and Shelter of Greater Pittsburgh
Helping Victims of Crime to Heal Crime statistics nationwide have dramatically increased in recent years leaving a wake of devastation to the lives of victims of crime. This seminar will equip practitioners with information and practical tools for their work with clients that have experienced victimization. From both a therapeutic and faith based perspective, participants will learn methods that will help them support their clients in their transformation from crime victim to crime survivor.
Learning Objective 1: The seminar will explore the criminal court process for participants to understand that process in order to support clients navigating the criminal system.
Learning Objective 2: Participants will learn the "psychological demographic" of crime victims to become familiar with challenges in working with this population.
Learning Objective 3: Attendees will discuss therapeutic techniques used in working with crime victims and the essential element of faith-based therapy in victim’s healing process.
Learning Objective 4: Participants will review the "Crime Victim Bill of Rights" and hear of different resources available nationwide to support crime victims and therapists.

S4 Practice Healing Communities: A Great Need in the 21st Century
Palms Salon F (1 CE) All Levels Seminar
Michael Tso, M.D., Fritz Maurer, M.A., & Karen Hilliker, B.A., His Mansion Ministries
With the breakdown of interdependent local communities and increased fragmentation of the family in North America, individuals with mental health disorders do not live in or have access to environments that promote the healing process. This seminar makes the case for voluntary healing communities and how to develop them.
Learning Objective 1: Participants will learn that without a healthy community, people with mental health disorders have great difficulty making progress in their healing process.
Learning Objective 2: Participants will discover what an intentional voluntary healing community offers that specifically meets the needs of mental health patients.
Learning Objective 3: Participants will learn what are the components of a healing community that make it an effective venue for helping mental health patients.
Learning Objective 4: Participants will learn how to develop a healing community within a church, a practice, a ministry and/or in a community.

S5 Church Grieving with Hope: From Anticipatory Loss through Bereavement
Largo (1 CE) All Levels Seminar
Robyn Mowery, Ph.D., University Of Kentucky
According to Ecclesiastes, “there is a time to be born and a time to die.” This seminar will integrate current research and theory in palliative care and bereavement with the lessons of hope we can learn from Christ’s experiences at the Garden of Gethsemane and on the cross.
Learning Objective 1: - Participants will learn about current palliative care research regarding the psychological, social, and spiritual needs of dying individuals.
Learning Objective 2: - Participants will be exposed to a family systems perspective on grief and loss.
Learning Objective 3: - Participants will explore some ethical controversies associated with end-of-life decision-making.
Learning Objective 4: - Participants will learn the importance of redefining hope before, during and after death.

S6 Church Coping Strategies for Persecution among Christians and Issues of Ministry Participation among Women in the Unregistered House Church in China
Hibiscus (No CE) All Levels Seminar
Lance Falagan, Ed.D., Lee University & Sandra Falagan, Ed.D., Living Springs Foundation
This session explores the coping strategies for persecution among Christians and the issues of ministry participation among Chinese Christian women the unregistered house church in China. We examine the phenomena of posttraumatic growth and discuss therapeutic implications in each of these areas.
Learning Objective 1: Findings from a qualitative study on strategies for coping with persecution among Christians in unregistered house churches in China.
Learning Objective 2: Findings from a qualitative study on issues of ministry participation among Chinese Christian women from house churches in China
Learning Objective 3: The scope of religious persecution in China and key psychological effects of prolonged exposure to persecution, marginalization, and disenfranchisement.
Learning Objective 4: Therapeutic implications of posttraumatic growth among Christians in the unregistered house church in China and recommendations for therapy.

S7 Psychoanalytic Grief and Imagining New Possibilities: Relationally, Embodied Hope
Palms Ballroom G (1 CE) Intermediate Seminar
Peter Shabad, Ph.D., Northwestern University Medical School; Ronald Wright, Ph.D., Mount Vernon Nazarene University; Brad Strawn, Ph.D, Southern Nazarene University; & Natalia Yangarber-Hicks, Ph.D., Wheaton College
In many Christian communities, the attainment of joy and “victory” are over-emphasized and may lead to a Christian “False Self” and a “False God” who can only hear praise. In contrast, we suggest that psychotherapy, theology, and scripture point to the importance of grieving in the acquisition of realistic hope.
Learning Objective 1: Participants will understand the role of grief in psychoanalytic psychology.
Learning Objective 2: Participants will understand the effect of childhood trauma on the development of defenses and maladaptive relational patterns.
Learning Objective 3: Participants will understand the role of the therapeutic relationship in the analysis of defensive structures in the personality.
Learning Objective 4: Participants will understand the impact of psychological development on the formation of a particular image of God and the resultant religious experience.

S8 M&F The Science of Love and Relationships
Cedar/Marathon (1 CE) Introductory Seminar
James Childerston, Ph.D., Childerston & Associates
What happens in the brain when we fall in love? How can an understanding of biochemistry and neuroscience improve our relationships and even prevent affairs? This workshop will explore current research regarding the mechanisms of love, attraction, lust, desire, infatuation, and commitment and their impact on stabilizing or destabilizing relationships. Practical therapeutic exercises will also be discussed.
Learning Objective 1: To gain a basic understanding of the how biochemistry and neuroscience relate to love and relationships.
Learning Objective 2: To review current research in love and attraction and its relevance to clinical treatment.
Learning Objective 3: To understand the comparisons and differences between love, infatuation, and mental illness.
Learning Objective 4: To develop my ability to help couples work together to benefit from an understanding of how their brain and bodies function to enhance marital intimacy and prevent extramarital affairs.

S9 M&F Passionate Husbands, Passionate Wives
Siesta/Biscayne (1 CE) Introductory & Intermediate Seminar
Debra Taylor, M.A., The Institute for Sexual Wholeness & Michael Sytsma, Ph.D., Sexual Wholeness, Inc. and Building Intimate Marriages
What does it take to restore or maintain sexual passion in marriage? Is it possible in a committed, lifelong marriage? Sexual desire problems are the most common sexual issue bringing couples to therapy. In an engaging, informative and practical style, this workshop presents the latest sexual desire research and applications for treatment.
Learning Objective 1: Common causes for a lack of sexual passion in marriage.
Learning Objective 2: An overview of past and current research regarding Hypoactive Sexual Desire Disorder in men and women.
Learning Objective 3: The critical differences between sexual desire in men and in women.
Learning Objective 4: Specific interventions that can be used to help couples work through sexual desire problems.

Saturday 11:45 am-1:15 pm

Poster Sessions in Palms Ballroom D

Student Paper Competition Winners

1st place … Joshua N. Hook, Virginia Commonwealth University
Empirically Supported Religious and Spiritual Therapies

2nd place ... Don E. Davis, Virginia Commonwealth University
Relational Humility: A Subjective Review of the Empirical Literature
         
3rd place … Emily N. Chen, Fuller Graduate School of Psychology
The Impact of Childhood Sexual, Physical, and Combined Sexual/Physical Abuse on Religious Behaviors for Male Veterans
         

Academic

Rodney Bassett, Ph.D., Jennifer Aube, Ph.D., & Paul Stevenson, Ph.D., Roberts Wesleyan College
Unmitigated Communion and Spirituality

Rodger Bufford, Ph.D., Tara Sanderson MA, Mary  Peterson  PhD, George Fox University; & Scott  Ashdown  PsyD, Comprehensive Med Psych Systems
The Role of Spiritual/Religious Practices in Moderating Stress among Adolescent Residential Treatment Staff

William  Buhrow, Psy.D., Jeremy Stevenson MA, Jonathan  Milner  M.A., Misti  Tuerck MA, & Rychel  Mock  B.A., George Fox University
Religiosity and Generosity

William  Buhrow, Psy.D., Chloe Lee B.S., Rebecca  Sponaugle M.A., & Marcie  Courter M.A., George Fox University
Sex and Regret

Amy Dominguez, Psy.D. & Denise Biron, Psy.D., Regent University
An Evaluation into the Effectiveness of the “One More Chance” Primary Substance Abuse Prevention Program for College Aged Students

Carissa Dwiwardani, M.A., Rosemead School of Psychology
The Role of Implicit Self-Esteem in Predicting Humility among Christian College Students

Michael Firmin, Ph.D., Kailee Lorenzen, Ruth Firmin, Whitney Muhlencamp, & Jordan Wood, Cedarville University
Spiritual Dynamics Involved with an Oxford Study Abroad Program

Michael Firmin, Ph.D., Ruth Firmin, & Kailee  Lorenzen, Cedarville University
Spiritual Dynamics Involved in College Females’ Distance Relationships

Jennifer Greiner & Annie Tsai, Ph.D., Azusa Pacific University
Gender Differences in the Relationship Between Gender Role Attitudes and Career Aspirations

Jane Kyei, B.A., University Of Ghana
Factor Structure & Psychometric Properties of the Ghanaian Version of the Coping Inventory for Stressful Situations (CISS)

Susan Lahey, PhD, Trevecca Nazarene University & Jenny Beasley-Preffer, Ph.D., Flagler College
Counseling Immersion Experiences: A Diversity Application for Counselor Training

Susan Lahey, PhD, Trevecca Nazarene University & Jenny Beasley-Preffer, Ph.D., Flagler College
An Analysis of Distance and Traditional Counselor Practicum Supervision Experiences

Cary Lantz, Ph.D., Baptist Bible Graduate School
21st Century Biblical Counselor Training: Survey of a Growing Movement

Lauren Maltby, M.A., Elizabeth Hall, Ph.D., Tamara Anderson, Ph.D., Rosemead School of Psychology, Biola University
Predicting Ambivalent Sexism: Narcissism, Overcontrolled Hostility, and Religious Fundamentalism

Anita Phillips, Ph.D., M.S.W, & Lee Underwood, Psy.D., Regent University
Combating Hopelessness: Religiosity and the Global Reduction of Suicide Rates

Nicole Saylor, M.A., Wheaton College
Sex and the Christian College Student

David Simpson, Ph.D., Valparaiso University; Jody Newman, Ph.D., University of Oklahoma; Dale Fuqua, Ph.D., Oklahoma State University; & Namok Choi, Ph.D., University of Louisville
An Experimental Scale to Assess the Horizontal Dimension of Faith Maturity

David Simpson, Ph.D., Valparaiso University; Jody Newman, Ph.D., University of Oklahoma; Dale Fuqua, Ph.D., Oklahoma State University; & Namok Choi, Ph.D., University of Louisville
Gendered Images of God the Father, Jesus, and Holy Spirit

Amy Smith, M.A., Regent University
The Couple Relationship Following Sexual Trauma: Female Perceived Intimacy and Religious Coping

Paul Young, Ph.D., Houghton College & Jill Norvilitis, Buffalo State College
Is Religion a Cloak for Dogmatism?

Practice

Heather Hostler, Psy.D., Messiah College
Revisioning Recovery: Empowering Clients and Families Struggling with Severe and Persistent Mental Illness

Robyn Mowery, Ph.D. University of Kentucky
“We’re Not in Kansas Anymore, Toto”: Ethical Decision-Making in Technicolor

Marie-Therese Proctor, B.A., Ph.D., NAJSE Psychological & Research Services
Through Faith to Hope: Grieving the Death of a Child with a Life Limiting Condition

Lori Lacy, M.A., Holli Eaton, Psy.D., Brian Eck Ph. D., & Joy Bustrum, Psy.D., Azusa Pacific University
A Clinician’s Manual for Religious and Spiritual Integration: A Guide to Therapeutic Implementation

Church

Kathleen Arveson, Ph.D., Regent University; Carla Messenger, Ph.D., Cornerstone Family Counseling; & Henry Tran, Ph.D., George Mason University
Can Emotional and Faith Maturity be Developed? A Pilot Study of the Impact of the National Fellows in Leadership Program

Jamie Aten, Ph.D., Sharon Topping, Ph.D., The University Of Southern Mississippi; & John Hosey, M.Div., Interfaith Disaster Task Force
The Pastoral Care and Mental Health Partnership: A Katrina Resiliency Project

Amanda Blackburn, M.A. & Denise Olson, M.A., Wheaton College
The Response of the Church to Children and Adolescents with Mental Health Diagnoses

Abrielle Conway, B.S., Heather Kemp, B.A., & Glendon Moriarty, Psy.D., Regent University
Relationships Between Forgiveness, Attachment, and Religion: Research to Date

Emily Henderson, B.S., Annette Korkeakoski-Sears, B.S., & Debra Richards, B.S., George Fox University
Can Humanistic-Based Attachment Instruments Measure Attachment to God within Religious Communities?

Edward Moody, Ph.D., NC Central University
How to Equip a Congregation to Provide First Aid for Emotional Hurts

Stephanie Prysock, B.S., Jackie Halstead, Ph.D., David Prysock, B.A., & Adrian Antrobus, B.S., Abilene Christian University
Preparedness for the Field in the Children of Missionaries

Kamden Strunk, B.A., Evangel University
On the Theology and Psychology of the Word-Faith Movement

Jennifer Ripley, Ph.D., Audrey Atkinson, Kathryn Maslowe, Corrine Engelbert, & Jessica  Hatcher, Regent University
Prayer as Religious Coping: Does Prayer Really Help?

Psychoanalytic

Mitchell Hicks, Ph.D., Walden University School of Psychology & Natalia Yangarber-Hicks, Ph.D., Wheaton College
I Don’t Have That Kind of Time! Applying Psychoanalytic Concepts to Brief Treatment

Gregory Jensen, Ph.D.
A Benign View of Human Failure: Human Development in Erik Erikson and Maximos the Confessor

Marriage and Family

John Buri, Ph.D., University of St. Thomas
Selfism and Marriage

Lucy Kim, M.A., Judith Johnson, Ph.D., & Jennifer Ripley, Ph.D., Regent University
A "Perfect" Storm: Perfectionism, Forgiveness, and Marital Satisfaction

Stephen Lambert, Psy,D. (ABD), M.Div., Azusa Pacific University
Family Therapy across the World

Saturday, 1:00-5:00 pm

Special Interest Group Luncheon and Workshop

The Society for Exploration of Psychoanalytic Therapies and Theology, in cooperation with the Psychoanalytic Track, is delighted to welcome Dr. Peter Shabad. You are invited to attend a luncheon, sponsored by the Society, at which we will personally interact with Dr. Shabad, dialoguing about issues relevant to both contemporary psychoanalysis and faith.

Dr. Shabad is an Associate Professor of Clinical Psychiatry at Northwestern University Medical School and Adjunct Professor at the Chicago School of Professional Psychology. He is co-editor of The Problem of Loss and Mourning: Psychoanalytic Perspectives (published in 1989) and more recently, he authored a book entitled Despair and the Return of Hope:  Echoes of Mourning in Psychotherapy (Aronson, 2001). Dr. Shabad is a graduate of the Chicago Center for Psychoanalysis. In addition to teaching and supervising, he also has been in private practice in Chicago for the past twenty years.

Following the luncheon, The Society for Exploration of Psychoanalytic Therapies and Theology is sponsoring a workshop with Dr. Marie Hoffman entitled:

RELATIONAL PSYCHOANALYSIS:  A CLINICAL FOCUS with special emphasis on the experience and use of transference / counter-transference and enactment in the clinical encounter.
Marie Hoffman, Ph.D., Psychologist, Psychoanalyst, is the 2006 Stephen Mitchell Scholar, and a graduate of the New York University Postdoctoral Program  in Psychotherapy and Psychoanalysis. She is co-founder (with her husband, Lowell Hoffman, Ph.D.) of the Society for Psychoanalytic Therapies and Theology, has published numerous journal articles, and is under contract with Routledge Press for a book on the topic of Relational Psychoanalysis and Christian Faith.

SCHEDULE

Saturday 1:00 pm - 2:30 pm…LUNCHEON in Oleander Room, followed by informal interview with Dr. Shabad

Saturday 3:00 pm - 5:00 pm   WORKSHOP with Dr. Marie Hoffman (2 CE) Audience Level: Intermediate to Advanced

Cost:
                                Luncheon and Workshop:   58.00
                                Luncheon alone:    48.00
                                Workshop alone:    38.00
Full time students receive a 15% discount

Note: Registration and Payment for these special events are only available on-site; checks should be made out to “CAPS”.

CAPS POST-CONFERENCE WORKSHOPS….SATURDAY APRIL 4, 2009

WSB5 WORKSHOP FIVE: Invited Afternoon Workshop 2-5:00 (3 CE) Audience Level: Introductory
Palms Ballroom C
“Dealing with Domestic Violence”

Charles Bell, EdD is the director of the First Orlando Counseling Center at First Baptist Church in Orlando, Florida; he is also an adjunct professor at Palm Beach Atlantic University. He is a licensed psychologist and specializes in divorce recovery and blended family issues. Kay Eck, MS is a licensed mental health counselor and senior staff member at the First Orlando Counseling Center. She specializes in trauma recovery and spiritual issues.
Workshop Description: This workshop will focus on the cycle of domestic abuse, as well as provide a consideration of treatment plans and theoretical orientations for intervention with both victims and perpetrators. The impact of domestic violence on children, other family members, and friends will be discussed. Content is specifically designed to meet licensure requirement for the state of Florida.

Learning Objectives:
Participants in this workshop will learn:
1. To recognize and define domestic violence;
2. Mandatory reporting, how to report and when it is required;
3. How domestic violence impacts children in the family; and
4. How to counsel the abused and the abuser.

WSB6 WORKSHOP SIX Invited Afternoon Workshop 2-5:00 (3CE) Audience Level: All Levels
Palms Ballroom D
“Assuring Hope and Healing with Ethical and Legal Practice”

Larry Shyers, PhD is a licensed mental health counselor in private practice in Mount Dora, Florida. He also works as an adjunct professor at both Palm Beach Atlantic University and Reformed Theological Seminary. He has served on the Florida state mental health licensure board, and has published numerous articles on legal and ethical issues related to professional practice of mental health.

Workshop description: This workshop is designed to meet Florida requirements for a 3-hour course in the legal and ethical considerations of mental health practice. This workshop has been designed to provide the Christian mental health professional an understanding of codes of ethics and most common breeches. In addition, this workshop will introduce participants to a decision making model that can be used to limit their potential for violation. The Christian ethical practitioner helps assure that each patient they see can achieve both hope and healing.

Learning Objectives:
As a result of this presentation, each participant will:
1. Learn how to use an ethical decision making model:
2. Develop an understanding of the legal aspects of therapy;
3. Learn to avoid the most common ethical errors; and
4. Understand the relationship between ethical practice and providing hope and healing for their patients.

WSB7 WORKSHOP SEVEN Selected Afternoon Workshop 2-5:00 (3 CE) Audience Level: Introductory to Intermediate
Palms Ballroom F
“Enhancing Your Global Cross-Cultural Competence: Strategies for Effectiveness in Counseling and Consulting with Cross-Cultural Workers”

Brent Lindquist, PhD is a licensed psychologist in California. He is the president and a staff psychologist at Link Care Center in Fresno, CA. Link Care is a treatment facility that specializes in mental health and spiritual care for missionary and humanitarian workers. For 38 years, Dr. Lindquist has traveled internationally, and consulted with and provided health care services to missionaries and missions and humanitarian organizations. He serves on the boards of several missions organizations and has published a number of articles about member care.

Workshop Description: This workshop will build competencies in the professional desiring to effectively counsel and consult with NGO cross-cultural workers, both in their home environment and in their cross-cultural environment. The participant will learn how to identify cultural issues and situations which may hinder the application of western mental health strategies, and how to adjust these strategies to achieve effectiveness. A set of exercises will be taught to aid in various ways of quick identification of group involvement, cultural temperature, local population behavioral styles, and others. A comprehensive reading list will also be provided for those wishing to continue their own development.

Learning Objectives:
As a result of this workshop, participants will:
1. Understand cross-cultural effectiveness dimensions and how to utilize them in the counseling
process;
2. Develop a quick identification strategy for goal setting with cross-cultural and therapeutic
components;
3. Develop a model for effective brief treatment strategies when in the field for professional
services: and
4. Be able to develop a strategic follow-up plan for the client and organization.

WSB8 WORKSHOP EIGHT Selected Afternoon Workshop 2-5:00 (3CE) Audience Level: Introductory
Palms Ballroom G
“Sexual Identity Therapy”

Mark Yarhouse, PsyD is a licensed psychologist and marriage and family therapist in private practice in Virginia Beach, Virginia. He is the Rosemarie Scotti Hughes Endowed Chair of Christian Thought in Mental Health Practice, School of Psychology and Counseling, Regent University, Virginia Beach, Virginia. Dr. Yarhouse is on the editorial and/or review boards of seven professional journals and has been a guest reviewer/special issues editor for the Journal of Psychology and Christianity. He has been the (co)/principal investigator in numerous research grants awarded for research in the area of gender identity; and he has published many articles and book chapters on this and related topics. Dr. Yarhouse is the (co)/author of a many books, including: Ex-gays? A longitudinal study of religiously mediated change in sexual orientation, Sexual identity synthesis: Attributions, Meaning-Making, and the Search for Congruence, and Homosexuality: The Use of Scientific Research in the Church’s Moral Debate.

Workshop Description: Sexual identity therapy is an innovative paradigm for exploring sexual identity conflicts. It is a recently proposed alternative to the often polarized reparative and gay affirmative therapies. It is premised on the assumption that clients seek congruence in their lives so that their behavior and identity lines up with their beliefs and values (or vice versa). Participants in this workshop will be introduced to a framework that identifies four major steps in conducting sexual identity therapy, as well as three key theoretical assumptions for providing services. Ample time will be spent discussing case examples of sexual identity therapy.

Learning Objectives:
Participants in this workshop will:
1. Learn the key points in a framework for implementing sexual identity therapy;
2. Identify three essential theoretical assumptions of sexual identity therapy;
3. Understand the ethical controversies surrounding service provision for sexual identity conflicts; &
4. Recognize the role of congruence in achieving sexual identity synthesis.