SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2020/Day 1

Subject classification: this is a psychology resource.

Day 1

Keynotes

Promoting Resilience in the Context of Global Adversity: Refugee and Immigrant Youth, Families, and Communities

Presenter: Maryam Kia-Keating, Ph.D., Associate Professor of Clinical Psychology, University of California, Santa Barbara

Learning Objectives:

A Global Crisis of Mass Displacement

Increased hate and anti-immigrant sentiment today Est. 2018 we are experiencing the highest levels of displacement on record globally (about 1 person every 2 secs) Also displacement can be due to disaster (i.e., cyclones, forest fires, hurricanes, droughts etc...) Highest numbers in China, Philippines, US, Cuba, and India In 27 countries, children can be left stateless and denied several rights Children make up half of the refugees worldwide Phases of Migration: Pre: Violence, persecution, loss, and separation Migration: can be long duration- instability and unsafe living conditions esp. For children Post: Not a final destination Resignation Syndrome in Children First diagnosed in Sweden - exists only among refugees – characterized by the loss of the will to live Outcomes Depression, anxiety, sleep disturbances, PTSD Prevalent amongst unaccompanied minors and dependent on migration environment Immigrant Paradox: Foreign-born Latinx are healthier and less likely to suffer from chronic disease and/or premature death High levels of resilience amongst refugees families facing trauma and adversity (related to family cohesion, belonging, autonomy) Interventions: PTSD are individually based- not fully effective; school based is mixed- does not always reduce PTSD symptoms but does reduce other symptoms like depression; and family engagement in school-based interventions is promising in reducing maternal depression and increase family solving skills   Propose an Empathic Centered Design Shift from expert-outsider perspective to solution partner practice Deficit → Strength Risk → Promise Vulnerable → Empowered Recipient → Partner Focus on 5 Ss Stigma Somatization Strengths Social Needs Settings

After Trauma: Understanding the Needs of Children

Presenter: Robin Gurwitch, Ph.D., Professor in Psychiatry and Behavioral Sciences, Duke University

Notes:

Understanding and Responding to the Needs of Children after Traumatic Events

Early Ideas about Trauma and Children Symptoms were mild, transient, and no intervention required until the 1980s school shooting in California First time they spoke to children re: their experiences One in four children will experience at least one traumatic event before the age of 16 80% of abused children will face at least one mental health challenge before age 21 Adverse Child Experiences >4 ACEs appears to be tipping point for increased risks in life ¼ of children experience mental health problems but over half go untreated Trauma impacts learning: impacts kindergartners the most (expulsion and suspension)   Increased worries/fears - guilt/shame - changes in behavior (i.e., ADHD symptoms, bullying, withdrawal) - physiological responses (i.e., sensitivity to sounds and somatic complaints)   Majority of children are resilient after traumatic events BUT, still need support, create a positive environment, and increase positive coping skills for the future Protective Factors Positive family, teacher, and peer relationships, willingness to ask for help, having pets, good social skills and self-esteem etc… Interventions for Children who have Experienced Trauma TF- CBT: Trauma-focused cognitive behavioral therapy PCIT: Parent Child Interaction Therapy CBT: Cognitive Behavioral Therapy in Schools   CARE: Child-Adult Relationship Enhancement: skills for engaging children with trauma exposure PTSD symptoms need to present for at least a month for effective intervention

Improving Services for Kids and Families Through Implementation Science: Working on the Irrigation System

Presenter: Michael Southam-Gerow, Ph.D., Professor and Chair, Clinical Psychology, Virginia Commonwealth University

Notes:

New Sources of Stress for Children

New Sources of Stress for Children Increased competition for schools Easy accessibility to information Prevalence of social pressures Stressful national and global situation Up to 80% of children and/or adolescents that need services do not receive them Racial, income, and geographic barriers greatly impact this Severe shortage of psychiatrists and other health professionals in vast majority of the US, including Florida

Future Directions, Outcomes & Workforce

Future Directions Use evidence-based treatment design and service system and workforce development Treatment design: Managing and Adapting Practice (MAP) Similarities and differences to modular and transdiagnostic approach Multiple Evidence Bases Think about individual cases and progress using local knowledge Outcomes MAP showed decreases in symptoms from pre to post (ie. anxiety, depression, PTSD) Service system: Medicaid and state funding will pay more for evidence base services depending on the state R-MAP will match clients to relevant evidence base services based on age , gender, problem, race/ethnicity but it does not capture every case Conclusions: Standard Evidence-Based Treatments (EBT) alone may not be sufficient to create high-performance systems (about ⅓ don’t benefit) Hybrid models help: EBT PLUS approaches Know what is readily available Workforce: Multiple approaches are needed 3 Rs: Routes, Regulations (i.e., receiving mental health or healthcare training in military), Rates (increase salaries for providers) Pipeline: Grad Training (Masters Social Work- MSW) MAP class v. standard curriculum Increase of strategies from Pre-Study to Post-Study in MAP group

Workshops

Addressing Psychological Well-being Among Refugee and Immigrant Youth and Families

Presenter: Maryam Kia-Keating, Ph.D., Associate Professor of Clinical Psychology, University of California, Santa Barbara

Child-Adult Relationship Enhancement (CARE): Strengthening relationships with children/teens who have experienced trauma

Presenter: Robin Gurwitch, Ph.D., Professor in Psychiatry and Behavioral Sciences, Duke University

Clinical Strategies for Developing Socioemotional Competence in Youth

Presenter: Michael Southam-Gerow, Ph.D., Professor and Chair, Clinical Psychology, Virginia Commonwealth University

Learning Objectives:

Emotional Competence

Emotional Competence Awareness and labeling Emotion vocabulary Clear emotional displays Interventions involve intensity ratings + identification of emotions Understanding Causes and consequences of emotion experiences Involves recursive thinking and social cognition Multiple emotions Opposite feelings can occur at the same time Emotion regulation: regulator and regulated You cannot control emotions but can gain awareness and do something about it Development from less conscious to planful Emotions usually point towards what’s important to us Interventions involve cognitive component (specifically on anger, worry sadness, and fear) Focus is on changing at least some of the thoughts Expression: advanced Expression of feelings makes it easier to deal with them (e.g., through expressive writing) Emotion socialization

Culture and Emotion
Culture and Emotion Individualistic Less likely to suppress emotions Collectivism Increased likelihood of suppressed emotions Emotion regulation is not universal Active engagement (i.e., problem solving, reframing) can help with coping strategies for those undergoing chronic stress Those in poverty, need an individualistic/unique treatment plan

Conclusion
Conclusion: Emotion is central to human experience Help children/adolescents develop emotional competence Can be promoted via context of family therapy

Tech Parenting: How to Support Parents in Managing Children’s Screen Time

Presenter: Justin Parent Ph.D., Assistant Professor, Florida International University

Conducting Semi-Structured Assessment of Suicide Risk in Youth in Clinical Settings: Balancing Standardization with Clinical Utility

Presenter: Ashley M. Shaw, Ph.D., Clinic Director, Licensed Clinical Psychologist, & Postdoctoral Associate, Mental Health Interventions and Technology (MINT) Anxiety Program, Florida International University

Other 2020 Days

• SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2020/Day 2
• SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2020/Day 3