PPA2026 Virtual Convention

W01 - Toward a Sleep Inclusive View of Mental Health Disorder Treatment and Prevention
Sunday, June 14, 2026
5:00 pm - 6:30 pm
1.5 CE Credits
Elaine Boland, PhD
Program Description: Perhaps more than ever before, sleep is recognized as a crucial component of mental health. This program will detail how enhancing our focus on sleep in mental health disorder treatment, risk prevention, and education can yield important public health benefits.
Program Learning Objectives:
1. Explain the bidirectional relationship between sleep and mental health.
2. Discuss the translation of sleep science into clinical practice.
3. Apply sleep screening tools to clinical practice to support early identification.

W02 - Advocacy for Psychologists: How Legislative Advocacy Makes a Difference
Monday, June 15, 2026
8:00 am - 10:00 am
2 CE Credits
Tanya Vishnevsky, PhD; Rachael Baturin, MPH, JD
Program Description: This workshop will provide an overview of the legislative process in Pennsylvania and the functions of PPA's Legislative and Governmental Affairs Committee. We will discuss ways that psychologists can advocate on behalf of their clients and the practice of psychology. Lastly, we will discuss legislative issues on both the State and Federal level including prescription privileges for psychologists, using AI when providing psychological services and other bills that affect the practice of psychology.
Program Learning Objectives:
1. Describe the legislative process in Pennsylvania.
2. Explain how psychologists can be advocates for their patients and the practice of psychology.
3. Explain the current legislative issues affecting the practice of psychology.

W03 - The Role of Emotions, Thoughts, and Meaning in the Treatment of Persistent Pain: A Psychological and Neurophysiological Perspective
Monday, June 15, 2026
8:00 am - 10:00 am
2 CE Credits
Micah Sadigh, PhD
Program Description: We will explore the neurophysiological pathways of acute and chronic pain, which will lead us to the inexorable conclusion that the experience of persistent pain results in the activation of emotional centers in the brain. We will then delve into how these centers play a role in the perceptions and evaluation of a once exclusively physical signal. That is to say, to understand and treat chronic pain, we must incorporate those interventions that address thoughts, feelings, and the meaning that patients attribute to their pain.
Program Learning Objectives:
1. Identify the distinction between A and C fibers in the transmission of pain.
2. Identify the distinction between acute, pre-chronic, and chronic pain.
3. Describe the role of the limbic system in the perception of persistent pain.
4. Describe the role of thoughts, and particularly distorted thoughts, in the evaluation of pain.
5. Describe the role of meaning in coping with persistent pain.

W04 - The Role of Parenting Coordination
Monday, June 15, 2026
10:30 am - 12:00 pm
1.5 CE Credits
Steven Cohen, PhD; Lise Fisher, JD; Emily Vener, JD, LPC
Program Description: Understanding the role and impact of a Parenting Coordinator, the positive impact of the Parenting Coordinator, and how to qualify to become a Parenting Coordinator.
Program Learning Objectives:
1. Describe the role of a Parenting Coordinator and the positive impact a Parenting Coordinator can have on the family. 

W05 - Eating Disorders: Beyond the Stereotypes
Monday, June 15, 2026
10:30 am - 12:30 pm
2 CE Credits
Kristin Herb Neff, PhD
Program Description: This program challenges stereotypes about eating disorders, emphasizing that they affect diverse populations beyond the "SWAG" (skinny, white, affluent, girl) stereotype. It will review current research on varied presentations across race, gender, socioeconomic status, etc. and provide practical strategies for psychologists to integrate this understanding into assessment and treatment.
Program Learning Objectives:
1. Recognize the diversity of individuals affected by eating disorders.
2. Discuss the current state of the science on diverse eating disorder presentations.
3. Integrate culturally responsive and inclusive strategies into the assessment and treatment of eating disorders.

W06 - The What, Why, and How-to of Trauma-Informed Psychological Assessments
Monday, June 15, 2026
1:00 pm - 3:00 pm
2 CE Credits
Rebecca Fisher, PsyD; Samantha Straughn, PsyD
Program Description: The impact of trauma creates challenges to the assessment process often leading to misdiagnoses and poor health outcomes. Through a composite case study, trauma informed assessment guidelines will be outlined including how to choose an appropriate battery, interpret results, diagnose, and give feedback from an ecological and trauma informed perspective.
Program Learning Objectives: 
1. Define trauma and explain the heterogeneity of trauma symptoms to assess for in a trauma informed evaluation.
2. Choose appropriate measures when assessing trauma survivors, including those with minority statuses, through the discussion of a case study.
3. Apply common diagnostic considerations, prepare for how to deliver feedback, and provide appropriate recommendations.

W07 - Ethical Uses of Artificial Intelligence
Monday, June 15, 2026
1:00 pm - 4:00 pm
3 CE Credits
Jeanne Slattery, PhD; Linda Knauss, PhD, ABPP
Program Description: This highly interactive workshop invites participants to consider strategies for using artificial intelligence, both its short-term and long-term advantages and costs. Topics considered include using AI for report writing, treatment planning, in education, and research; assessing our competency in using AI; and identifying and responding to ethical challenges raised by AI use.
Program Learning Objectives:
1. Identify three challenges of artificial intelligence to the practice of psychology.
2. List two advantages of using artificial intelligence in mental health treatment.
3. Identify at least two costs and benefits of using artificial intelligence in education.
4. Practice ethical decision-making skills.

W08 - Ethical and Practical Solutions for Professional Wills: A Clinical Conversation
Monday, June 15, 2026
4:30 pm - 7:30 pm
3 CE Credits
Robyn Miller, PhD; Evan Forman, PhD
Program Description: State and APA code require Pennsylvania psychologists to protect patients form the harms of abrupt termination and compromised clinical records. Using clinical vignettes and practical guidance, this course guides psychologists in creating a Professional Will, choosing a qualified Practice Executor, meeting ethical/legal obligation, and protecting patients, family, and friends.
Program Learning Objectives:
1. Explain the psychotherapist's ethical duty to plan for sudden terminations.
2. Describe the important components to include in a plan/Professional Will.
3. List the clinical, business, and practical duties of a Practice Executor, and guidelines for best practice.

W09 - 10-Step Cognitive Process to Achieving Resilience
Tuesday, June 16, 2026
8:00 am - 11:00 am
3 CE Credits
Rex Gatto, PhD
Program Description: Achieving resilience is a process that supports people in moving forward from a trauma to maintaining one's well-being. Psychologists refer to resilience as the ability to succeed, live, continue to grow, and move beyond the trauma or stress despite adversity.
Program Learning Objectives:
1. Explain key concepts and definitions of resilience as it applies to individuals who have experienced trauma.
2. Describe the Resilience Cognitive Model (RCM) as a conceptual framework for understanding and reducing the burden and pain associated with trauma.
3. Summarize clinical evidence supporting the effectiveness of resilience - focused interventions, and reducing the burden and pain associated with trauma.
4. Apply the 10-Step Resilience Process to case examples of individuals seeking to reduce the impact of traumatic experiences.
5. Implement selected steps of the 10-Step Resilience Process in their own clinical, coaching, or support practice to facilitate resilient outcomes.

W10 - The Ethical Responsibility for Integrating Science into Practice
Tuesday, June 16, 2026
8:00 am - 10:00 am
2 CE Credits
Diane Menago, PsyD
Program Description: This workshop explores psychologists' ethical responsibility to integrate scientific research into clinical practice while respecting client individuality. Participants will review ethical guidelines for evidence-based practice, identify strategies to apply research in real-world settings, and discuss challenges in bridging science and practice, particularly within private practice environments.
Program Learning Objectives:
1. Describe ethical ways to integrate science into practice.
2. Discuss the challenges of integrating science and practice into private practice settings.

W11 - Development of a Child's Understanding of What Causes "Mental" Disorders
Tuesday, June 16, 2026
10:15 am - 11:15 am
1 CE Credit
Judith Newman, PhD
Program Description: This session will suggest that a client/family who understands the known cause(s) of their diagnosed disorder may be better able to advocate for themselves and accept treatment. In that vein, we will review decades of cognitive-developmental research about children's understanding of illness with a focus on mental and neurodevelopmental disorders.
Program Learning Objectives:
1. Describe research findings regarding children’s concepts of physical illness and especially of mental illness among different cultures and ethnicities.
2. Critique Piagetian-based linear cognitive developmental research as compared to intuitive theory research.
3. Create more “developmentally-appropriate” explanations for a child or parent about a diagnosed disorder.

W12 - Ethics Potpouri: Duty to Protect by Warning; Record Keeping Practices; and Treatment of Minors
Tuesday, June 16, 2026
11:30 am - 2:30 pm
3 CE Credits
Allan Tepper, JD, PsyD
Program Description: This program will provide a review and update of a number of basic issues and concerns that confront practicing psychologists.
Program Learning Objectives:
1. Assess situations in which their clients pose a threat of danger to outside third parties.
2. Address the legal and clinical implications associated with the maintenance and release of records.
3. Navigate the legal and clinical requirements associated with the treatment of minors.

W13 - Decolonizing Psychology as Advocacy: Challenging Systemic Harm in Clinical Practice
Tuesday, June 16, 2026
12:30 pm - 2:30 pm
2 CE Credits
Shawn Blue, PsyD
Program Description: Decolonizing psychology challenges Western-centric assumptions that maintain harm in clinical practice. This workshop examines how advocacy requires confronting colonialism's impact in our field, integrating decolonizing and liberation psychology principles into culturally responsive care and systemic change. Participants will develop strategies for decolonizing their clinical practice as essential social justice advocacy.
Program Learning Objectives:
1. Identify assumptions and power structures in Western psychological treatment frameworks rooted in colonialism.
2. Apply decolonizing and liberation psychology principles to clinical practice by developing culturally responsive interventions.
3. Describe at least 3 concrete advocacy strategies to decolonize psychological practice at individual, institutional, and systemic levels.

W14 - Science of Reading Collaborative Assessment for EL's and Non-EL's
Tuesday, June 16, 2026
3:00 pm - 5:00 pm
2 CE Credits
Andrew Shanock, PhD
Program Description: A literacy system needs to bring together assessment, curriculum, intervention, and personalized learning. Procedures on how to organize a collaborative assessment between the SLP and school psychologist and how it can assist in data collection, collaborative interpretation, and address components of reading, including language development, especially within EL population.
Program Learning Objectives:
1. Appropriately interpret normative assessment data when working with EL population.
2. Decrease over testing of children through collaboration with other service providers.
3. Have access to websites that provide clear academic interventions for native English speakers and ELs.

W15 - Ethics in Action: Courage, Advocacy, and Justice in a Multicultural World
Wednesday, June 17, 2026
8:00 am - 11:00 am
3 CE Credits
Jade Logan, PhD; John Gavazzi, PsyD, ABPP; Deborah Kossmann, PsyD; Valerie Lemmon, PsyD; Jeanne Slattery, PhD
Program Description: How can psychologists remain ethical when advocating - not just when advocating traditional political channels (e.g., state associations) but also within therapeutic relationships, small groups, and broader communities. We will examine systems thinking approaches to advocacy, emphasizing how psychologists can promote justice at multiple levels of influence.
Program Learning Objectives:
1. Describe historical models of advocacy.
2. Describe ways in which we can advocate at the client level, small group level, and legislative level.
3. Identify ethical implications of advocacy at the client level, small group level, and legislative levels.
4. List ways in which psychologists can advocate at all levels.

W16 - Detecting, Diagnosing & Treating Perinatal Mood and Anxiety Disorders
Wednesday, June 17, 2026
9:00 am - 11:00 am
2 CE Credits
Rebecca Brent, PsyD
Program Description: This workshop will provide an overview of the importance & challenges in detecting and accurately diagnosing perinatal mood and anxiety mood and anxiety disorders. It will also provide an overview of evidence based treatments used in this population and relevant adaptations including cognitive behavioral therapy, behavioral activation, dialectical behavioral therapy, interpersonal therapy and dyadic interventions including Circle of Security Parenting. It will also address models of care that incorporate the baby in treatment, treating both the birthing parent's mental health symptoms and attachment concerns.
Program Learning Objectives:
1. Describe several screening instruments available to assist with the detection of perinatal mood and anxiety disorders.
2. Explain factors related to accurate diagnosis of perinatal mood and anxiety disorders.
3. List and describe evidence-based treatment options for this population, including the importance of dyadic mental health treatment.

W17 - Recognizing and Responding to Suspected Child Abuse in Pennsylvania (Act 31)
Wednesday, June 17, 2026
11:30 am - 1:30 pm
2 CE Credits
Rachael Baturin, MPH, JD
Program Description: In 2013 and 2014 Pennsylvania enacted numerous changes to the Child Protective Services Law. The purpose of this home study is to review the signs leading to the recognition of child abuse and the reporting requirements for suspected child abuse in Pennsylvania. Those mandated reporters who complete this course will fulfill their mandatory requirements for licensing renewal and applicants for health care licenses in Pennsylvania will fulfill their requirement for education in child abuse reporting and recognition in Pennsylvania.2 This home study describes the child welfare services in Pennsylvania, defines important terms related to the child abuse reporting law, and delineates the responsibilities of mandated reporters, ways to recognize child abuse, and other topics. 
Program Learning Objectives:
1. Explain the definition/categories of child abuse as outlined in the PA Child Protective Services Law (CPSL).
2. List the common indicators of suspected child abuse.
3. Describe the roles and responsibilities for persons required to report suspected child abuse (mandated reporters).
4. Apply the requirements and procedures for reporting suspected child abuse.
5. Describe the penalties for mandated reporters who willfully fail to report suspected child abuse.

W18 - Evidence-Based Student Advocacy: Stress, Coping, and Academic Stress
Wednesday, June 17, 2026
2:00 pm - 5:00 pm
3 CE Credits
Valerie Lemmon, PsyD; Jennifer Thomson, PhD
Program Description: This workshop will provide psychologists with evidence-based strategies for effectively advocating for students needing support. We will explore the key factors impacting academic and social stress commonly experienced by students because recognizing and addressing the determinants of adaptive coping and academic success is essential for psychological practice with this population.
Program Learning Objectives:
1. Identify adaptive and maladaptive coping strategies often used by certain college students.
2. Describe effective coping strategies for college students experiencing academic and social stressors.
3. Develop micro-advocacy plans for themselves and their students.

W19 - Social Nutrition for Ourselves and Others
Wednesday, June 17, 2026
2:00 pm - 5:00 pm
3 CE Credits
Rachel Ginzberg, PsyD; Samuel Knapp, EdD, ABPP; Randy Fingerhut, PhD; Sander Kornblith, PhD; Ira Orchin, PhD; Maria Turkson, PhD; Jeffrey Sternlieb, PhD; Kirby Wycoff, PsyD
Program Description: Loneliness or social isolation has been increasing among Americans in recent years and is a factor in the decline in Americans' health and sense of well-being. It is accompanied by a rise in "social junk food", or ways or formats of relating to people that create or foster unhealthy connections. This affects both the personal and professional lives of psychologists. This workshop highlights the significance of social connectedness for psychologists' mental well-being and outlines steps they can take to better integrate into a supportive community. It also considers issues emerging with patients surrounding loneliness, including the rise of social media and political polarization, which can diminish a sense of trust and social support among others. This workshop involves participant interaction.
Program Learning Objectives:
1. Describe how social nutrition is related to their own well-being and professional competence.
2. Identify steps that they can take to increase their social connectedness.
3. Describe current issues related to social connectedness with patients.
4. Identify steps that they can take to help patients address their sense of loneliness.

W20 - A Modern Approach to Engaging Reluctant Teens in Therapy
Wednesday, June 17, 2026
5:30 pm - 8:30 pm
3 CE Credits
Janet Sasson Edgette, PsyD
Program Description: Adolescent therapy still lumbers along using antiquated principles unsuitable for today's teenager. Modern Teen Therapy proposes a different set of rules for engagement, allowing therapists to establish robust, unpretentious relationships with young clients that circumvent those dreaded going-nowhere exchanges and bring forward meaningful conversation and a genuine interest in change.
Program Learning Objectives:
1. Discuss why therapist "credibility" is their most powerful vehicle of influence with adolescent clients and two ways in which it could be employed.
2. Describe how to avoid the traps of becoming too "careful" when talking with new teen clients who are emotionally dysregulated, or of "trying too hard" to connect with teen clients who withhold their engagement or their approval.
3. Demonstrate two strategies for averting power battles with oppositional, angry teen clients.

W21 - Rethinking ADHD/OHI Eligibility: A Responsive, Multi-Source Evaluation
Thursday, June 18, 2026
8:00 am - 11:00 am
3 CE Credits
Ray Christner, PsyD, NCSP, ABPP
Program Description: Explore how school teams can enhance ADHD/OHI evaluations through dynamic, individualized data to meet eligibility criteria under IDEA. This workshop demonstrates how integrating multiple sources leads to clearer decision-making, more accurate identification, and stronger support plans for students with attention and executive-function needs.
Program Learning Objectives: 
1. Describe diverse data sources that enhance ADHD/OHI assessment beyond rating scales.
2. Apply methods for synthesizing multi-source data to support OHI eligibility and planning.
3. Develop strategies to translate evaluation results into coordinated, student-centered interventions.

W22 - Leveraging Shame to Address Ruptures and Improve Psychotherapy Outcomes
Thursday, June 18, 2026
8:00 am - 11:00 am
3 CE Credits
Keren Sofer, PsyD
Program Description: This program addresses psychotherapeutic impasses and dropouts, often caused by unaddressed shame in the client or therapist. Shame, a feeling of unworthiness, is subtle and challenging to identify. When missed, it degrades the therapeutic alliance. Participants will gain a foundational shame understanding and learn validated interventions to identify and manage shame to effectively repair ruptures and strengthen the alliance.
Program Learning Objectives:
1. Identify three ways that shame can interfere with the development and maintenance of the therapeutic alliance and name ways that shame is necessary in all healthy relationships.
2. Analyze the phenomenon of shame from four lenses: as an affect, as part of a developmental/relational process, as a defense, and as a system.
3. Recognize common defensive strategies clients and therapists utilize to manage shame through the use of tools such as the Compass of Shame.
4. Select and apply strategies for identifying and effectively addressing shame to repair ruptures and impasses.

W23 - Innovations in Prescribing Psychology: Training, Research, Access
Thursday, June 18, 2026
11:30 am - 1:30 pm
2 CE Credits
Dan Warner, PhD, MSCP; Phillip Hughes, PhD; Alicia Plemmons, PhD
Program Description: This session brings together leaders in prescribing psychology research and education to highlight key developments in that field. Presenters will review new evidence on RxP's impact on care and access, and introduce innovative training models that prepare psychologists for real-world prescribing practice.
Program Learning Objectives:
1. Describe recent empirical findings on the impact of prescribing psychology (RxP) on patient care quality and access.
2. Explain key components of innovative training models that prepare psychologists for real-world prescribing practice.
3. Evaluate how advances in RxP research and training can inform clinical, educational, and policy decision-making within behavioral health.

W24 - Advocacy in Action: How to Clearly Communicate Test Accommodation Recommendations
Thursday, June 18, 2026
11:30 am - 1:30 pm
2 CE Credits
Lucia McGeehan, PhD, NCSP; Sydney Tucker, MA, NCSP; Sarah L. Severino, PsyD; Melanie Robbins, PhD; Jessica Reinhard, PsyD
Program Description: Learn how to advocate for your client through effective communication when making recommendations for test accommodations. Case examples will show how to describe functional limitations using your clinical observations and data, link functional limitations to reasonable and appropriate accommodations, and explain how your recommendations will facilitate equitable access to assessments.
Program Learning Objectives: 
1. Explain the importance and impact of individualized advocacy in test accommodation requests.
2. Describe functional limitations using observable and measurable language based on clinical observations or data.
3. Connect functional limitations to reasonable and appropriate test accommodations.
4. Formulate recommendations that draw upon clinical observations or empirical data to substantiate the presence of functional limitations and clearly articulate how the proposed accommodations will promote equitable access to assessments.

W25 - Advocacy as Ethical Practice: A Toolbox for Advancing Equity and Justice at Multiple Levels
Thursday, June 18, 2026
2:00 pm - 5:00 pm
3 CE Credits
Erlanger A. Turner, PhD
Program Description: This workshop will examine how advocacy is an ethical responsibility in psychology. Participants will explore APA code of ethics, current sociopolitical challenges, and practical tools for advocacy across clinical, organizational, and legislative levels. Breakout activities will also include applied cases to work towards designing action plans to advance equity and justice.
Program Learning Objectives:
1. Describe how advocacy is an ethical responsibility in psychology.
2. Identify advocacy strategies to address barriers impacting clients and communities.
3. Design an advocacy action plan for real-world cases relevant to professional psychology.

W26 - Early Psychosis Identification
Thursday, June 18, 2026
5:30 pm - 8:30 pm
3 CE Credits
Monica E. Calkins, PhD
Program Description: Early identification and treatment of psychosis spectrum symptoms leads to better outcomes. Psychologists play a critical role in recognizing and responding to early psychosis. This workshop provides practical identification and screening strategies that can be routinely implemented, and referral pathways to evidence-based early psychosis treatment programs or other resources.
Program Learning Objectives: 
1. Explain how to differentiate from subthreshold psychosis symptoms.
2. Describe other psychopathology domains that commonly precede and/or accompany psychosis spectrum symptoms.
3. Utilize empirically supported tools and methods to screen for and assess early signs and symptoms of psychosis.
4. Consider the impact of social determinants of health on the identification, referral and care seeking behaviors of individuals experiencing early psychosis.
5. Discuss the components and outcomes of early psychosis coordinated specialty care programs.
6. Describe at least 3 ways to connect young people experiencing early psychosis with regional specialized resources and services across the commonwealth of Pennsylvania.

W27 - Priority Policy Issues in Psychology in 2026
Friday, June 19, 2026
8:00 am - 9:30 am
1.5 CE Credits
Alexandra Ginsberg, MPH; Deborah Baker, JD; Stephen Gillaspy, PhD
Program Description: Over the course of 90 minutes, APA staff will discuss developments in key issues in psychology, the advocacy landscape surrounding these issues, and answer questions from the audience. Topics will include the federal/state advocacy landscape and scope of practice/reimbursement topics.
Program Learning Objectives: 
1. Name and describe at least one policy affecting psychologists across the nation in 2026.

W28 - A Presentation by the State Board of Psychology
Friday, June 19, 2026
10:00 am - 11:00 am
1 CE Credit
David Zehrung, PhD; Don McAleer, PsyD; Jade Logan, PhD; Dan Warner, PhD, MSCP
Program Description: Members of the State Board will discuss current matters before the Board related to the practice of psychology.
Program Learning Objectives:
1. State the legal and regulatory authority of the Board.
2. Discuss some of the proposed/pending regulatory changes regarding the practice of psychology.

W29 - Risk Management When Treating Suicidal Patients
Friday, June 19, 2026
11:30 am - 12:30 pm
1 CE Credit
Samuel Knapp, EdD, ABPP
Program Description: This workshop describes risk management issues in treating suicidal patients. An emphasis will be placed on therapeutic risk management, or the use of strategies that are consistent with overarching ethical principles, protect the psychotherapeutic relationship, and improve the quality of patient care.
Program Learning Objectives:
1. Identify the essential features of therapeutic risk management and its relationship to overarching ethical principles.
2. Distinguish between false, defensive, and effective risk management strategies.
3. Describe how to implement therapeutic risk management strategies to help suicidal patients.

W30 - Law & Order in Schools
Friday, June 19, 2026
1:00 pm - 4:00 pm
3 CE Credits
Shirley Woika, PhD
Program Description: Legal issues abound in public schools. This session will provide information regarding hot topics to include redlining, unintended bias in IQ tests, homelessness, educator liability, artificial intelligence and deep fakes, and legal challenges to yoga and mindfulness.
Program Learning Objectives:
1. Describe how legal practice fits into a comprehensive role as outlines by the NASP Practice Model.
2. Explain basic relevant legal terminology necessary to participate in discussions of school law issues with supervisors, school counsel, parents, and members of the community.
3. Describe the legal responsibilities of educators regarding the rights of all students and apply that knowledge to practical scenarios.
4. Apply legal principles to determine an appropriate and legally defensible course of action in a related scenario.

W31 - PPA102: Skills of Effective Leaders of PPA and the Profession
Friday, June 19, 2026
1:00 pm - 3:00 pm
2 CE Credits
Linda Knauss, PhD, ABPP; Jeanne Slattery, PhD
Program Description: This workshop will provide participants with the opportunity to develop effective leadership skills as well as learn about opportunities for leadership in PPA. Effective leadership depends on a nuanced understanding of human behavior, emotional intelligence, and interpersonal dynamics. Excellent leaders demonstrate self-awareness, empathy, and the ability to foster trust and psychological safety.
Program Learning Objectives: 
1. Identify three behaviors used by effective leaders.
2. Identify three work outcomes related to job satisfaction.
3. Report at least two strategies for building effective leadership teams.

W32 - How Coaching Differs from Therapy: Taking a Deeper Look at the Difference
Friday, June 19, 2026
4:30 pm - 6:30 pm
2 CE Credits
Julie Radico, PsyD, ABPP
Program Description: During this presentation you will distinguish between coaching and therapy through examining nuanced differences between how you would likely respond to a client based on which professional role you are filling. You will be aided in exploring the many business and ethical considerations you must consider as a psychologist who clients choose to work with you as a coach instead of as their therapist.
Program Learning Objectives:
1. Explain several differences in treatment approach when using a coaching vs. a therapy modality to work with a client.
2. Compare differences in questions and goal setting when using a coaching vs. a therapy modality to work with a client.

W33 - Advocating for Healthy School Start Times: Why, What, and How
Saturday, June 20, 2026
9:00 am - 11:00 am
2 CE Credits
Judith Owens, MD, MPH; Gail Karafin, EdD; Amy Wolfson, PhD; Terra Ziporyn, PhD
Program Description: There is compelling evidence that early start times for middle and high school students are associated with insufficient and poor quality sleep in teens. The potential consequences include an impact on daily functioning and mental and physical health, such as academic performance, risk-taking behavior (e.g., alcohol and substance use), depression and anxiety symptoms, and car accidents. Long-term effects of chronic sleep loss have been associated with poor cardiovascular health and cognitive decline. Delaying school start times until 8:30 a.m. or later has been shown to significantly improve sleep and reduce the risk of immediate negative outcomes. Yet many school districts have yet to implement these science-based changes in school schedules, and California is currently the only state with an ongoing state-wide mandate to delay start times in public middle and high schools. As mental health advocates, psychologists are ideally positioned to advocate for healthy school start times at the individual school, district, regional and state levels. This workshop offers a primer on the logistics of why, how, and when to get involved, the common challenges raised and examples of successful solutions, and the "ABC's" of working with superintendents, school boards, principals, and teacher and parent groups, as well as the "nuts and bolts" of helping to educate the wider community. Resources and practical tips will be presented with ample opportunity for discussions.
Program Learning Objectives:
1. Describe biological changes in adolescent sleep development and environmental constraints such as early school start times contributing to sufficient sleep.
2. Outline the cognitive, behavioral, emotional, and functional consequences of poor sleep in teens.
3. Demonstrate examples of how mental health professionals can advocate for healthy school start times at the client, school, district, and state levels.

W34 - Ethical Openness in Value-Diverse Clinical Work: Lessons from RO-DBT
Saturday, June 20, 2026
11:30 am - 2:30 pm
3 CE Credits
Karianne Bilsky, PhD
Program Description: This workshop uses RO-DBT principles to help psychologists respond ethically and flexibly to client value differences. Participants will learn how therapist social signaling, radical openness, and non-defensive responding strengthen alliance, reduce unintentional bias, and support culturally responsive, ethically grounded clinical practice across diverse worldviews.
Program Learning Objectives:
1. Describe at least three ways therapist value-based social signaling can influence therapeutic alliance in value-diverse clinical encounters.
2. Explain how core RO-DBT principes (radical openness, flexible responding, social signaling) can be applied to reduce defensiveness and improve therapist attunement.
3. Apply two RO-DBT-informed strategies to maintain ethical integrity and reduce unintentional bias when client values conflict with clinician values.
4. Explain how value-inclusive clinical practice functions as an advocacy strategy that strengthens ethical care, reduces value-based harm, and promotes public trust in psychological services.

All workshop registration cancellation requests must be made in writing to Erin Brady (erin@papsy.org). No phone cancellations will be accepted. Cancellation requests made more than 72 hours before the workshop will result in a 50% refund of the registration fee. PPA cannot postpone registrations and/or transfer fees to future events.

Cancellations made less than 72 hours before the workshop, and no-shows, will result in forfeiture of the entire registration fee.

PPA recognizes that serious issues, out of an attendee's control, may arise that could prevent an attendee from canceling registration by the cancellation deadline. Please contact PPA within one week of the final date of the conference if you have any questions about your cancellation.