Conference Program DescriptionsNew Member Welcome & Orientation New Member Welcome and Orientation is a chance for new ACCTA members to learn about the organization and help steer their way through the ACCTA conference. Along the way you can get acquainted with other new training directors and form relationships with “conference connectors” who can offer mentoring during the conference. Come join us! Returning Member Welcome Back The purpose of the Welcome Back meeting at the ACCTA Annual Conference would be to facilitate a sense of connection for those who are interested in (a) reconnecting with fellow members, (b) learning more about last year’s ACCTA conference and the history of ACCTA culture and (c) having the opportunity to ask questions about ACCTA resources for trainers. The format would be set to allow for an open dialogue among the attendees. State of ACCTA Address The President will welcome membership and give a quick overview of the major events that have impacted ACCTA over the past year. Diversity Scholars The Diversity Mentorship Scholarship Program is one way to operationalize our commitment to diversity. This program seeks two individuals who represent diversity and are (a) interested in becoming training directors, and/or (b) who have a strong commitment to training and are actively involved in a current training program. The program offers the selected Diversity Scholarship recipients an opportunity to attend and participate in ACCTA’s 2013 annual conference. As part of the program, it is expected that each of the Diversity Scholarship recipients will provide a conference presentation for Continuing Education (CE) credits on the topic of diversity and/or excellence in training. How do you say “Rafting” in Spanish? The challenges of language mismatches in supervisory dyads. (Valerie Minchala, Ph.D.) As the number of bilingual students entering the mental health field increases, so does the possibility of meeting the needs of the many clients who are monolingual (non-English) or prefer to engage therapy in a non-English language. The ability to meet the needs of these populations, however, is not being widely addressed at the level of training programs. While the literature is primarily focused on Spanish-speaking trainees and clients, elements generalizable to other languages will be discussed, including barriers faced by trainees interested in providing services in a language other than English, the ethical dilemmas this raises for supervisors, and offer suggestions for supervisors who decide to supervise these trainees. LGBTQ Mentoring Programs: What Can They Do for Your Counseling Center? (Carolyn O’Keefe, Psy.D.) This presentation is designed to give a general overview of an LGBTQ mentoring program as well as the role such a program can play within a counseling center and within a training program. The utility for this type of mentoring as an adjunct to, or in lieu of, counseling will be illustrated. The basic structure and regular functions of a mentoring program will be presented. In addition, the ways in which an LGBTQ mentoring program can be integrated into a training program will be presented. Survey Results - Internship Imbalance: Training Directors’ Impressions and Coping Strategies as reported in the ACCTA survey (Mollie Herman, Ph.D. & Mary Ann Covey, Ph.D.) Presenters will review results of ACCTA survey relevant to internship imbalance including how training directors deal with current selection challenges, consequences of the imbalance on counseling center staff and intern applicants, and whether and how training directors conceptualize the internship imbalance as a social justice issue. Participants will be asked to react to results and share their own experiences and perceptions relevant to the issue. What Do I Do, When, and How? The Multiple and Varied Tasks of Directing an Internship Program: Resources and Strategies for New Training Directors (Sarah K. Armstrong, Psy.D.) This program will address several important aspects of directing a training program: the multiple and varied tasks required of a training director and strategies for keeping track of them; knowing about and knowing how to access helpful resources; and self-care. Prepared to be dazzled by Greg!! Showing us what our website is capable of and how we might best use it for our benefit. CULTURE SHARING (ACCTA - Standing Committee on Diversity) If this is your first time at ACCTA, the "Culture Sharing Experience" is an activity created to celebrate, recognize and share various aspects of our identities and cultures with each other. Culture sharing is the acknowledgment of the rich and multifaceted nature of our diversity and intersecting experiences. It is an avenue that allows members to share aspects of their culture and/or identities as well as to learn about others. As we teach multicultural competence being broad and encompassing of many cultural identities, we want our Culture Sharing time to be as rich and diverse as what we discuss for clients and trainees. Culture need not only represent as racial/ethnic identity, sexuality, ability, age, etc. but viewed as “the complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by a member of society." The format is meant to be inviting of participation, with ACCTA members volunteering either individually or with a group to present some aspect of their cultural experience or identity to the larger group. In the past, members have shared meaningful cultural experiences, family stories; humorous turns of cultural differences, storytelling, interactive cultural experiences, and some have even chosen to express themselves in song or dance. The goal is to share the “the complex whole” in a format that feels comfortable to you. Walking the Talk: Training Directors Journeys into Privilege (Standing Committee on Diversity Program) This exercise encourages participants to become aware and critical of their personal privileges associated with several social identities and in particular, with a Training Director identity. Participants will be led through a privilege exercise to demonstrate how social identifiers that are, sometimes, out of participants’ control have affected their privilege and/or power. DISCLAIMER: Please note that this exercise is not meant to make anyone feel guilty or ashamed of her or his privilege or lack of privilege related to any social identity categories. Rather, the exercise seeks to highlight the fact that everyone has some and differing privileges, even as some people have more privilege than others. By illuminating our various privileges as individuals, we can recognize ways that we can use our privileges individually and collectively to work for social justice and within training/supervision roles. Also note that each list is not meant to be exhaustive or comprehensive. The main idea is to offer some possible insight, as TD’s tend to lead exercises and rarely get to self-reflect on their own process, and to invite reflection on concepts of privilege and intersectionality. Resources for developing internship programs: Conception to accreditation (Kathlyn Dailey, Ph.D.) Developing a psychology internship program can sometimes feel quite overwhelming. This program will focus on areas frequently of concern to training directors of developing programs (e.g., training calendar, staff relationships, selection, accreditation, etc.) and provide an opportunity for participants to ask questions about their own program. (Still) Guarding the gate: How to effectively create and utilize a remediation plan (Christina Carroll-Pavia, Ph.D., Brigid Cahill, Ph.D., Frances Diaz, Psy.D., & Jenny Lybeck-Brown, Ph.D.) This program is designed to assist Training Directors in navigating the process of creating and utilizing remediation plans for their trainees. Participants will gain knowledge of how and when to initiate, construct, and evaluate progress of a remediation plan. Attendees can also expect to gain a better understanding of the potential impact of a remediation process on the trainee, the training cohort, the supervisor and training staff, and themselves. We will discuss the mutual impact of remediation and the internship imbalance, as well as cultural factors that may impact the remediation process. We will provide strategies for maintaining positive relationships with trainees and staff, and for appropriate self-care during what is often a difficult process. In addition to learning about available resources and support, attendees will learn tips on how to be prepared even before you need to initiate a remediation plan. Dinner (on the town) Breakfast (Pipeline Initiative Breakfast) (Nadine Kaslow, Ph.D.) Dear ACCTA Colleagues, I am very much looking forward to spending time with everyone in New Orleans. I would welcome the opportunity while there to get your input with regard to my APA presidential initiative related to the pipeline from doctoral education to first job. If you are interested and willing to share your insights on this initiative (for more details see below), there will be an informal breakfast meeting to talk about this initiative. It will be held Monday morning September 23 from 7-8:30am. In advance, thanks for your consideration of this request. I am very interested in the input from the ACCTA community. Pipeline Summit: Doctoral Education to First Job The “psychologist development pipeline” can be conceptualized as broadly encompassing all components of education and training that contribute to one’s development as a psychologist, from K-12 education to professional development until and beyond retirement. From doctoral education to first employment is a segment of the pipeline that poses multiple challenges and barriers for individuals interested in pursuing careers in psychology related to practice, science, education, and the public interest. Commonly cited challenges include (1) responsiveness of educational/training institutions and workplaces to an increasingly diverse trainee population; (2) relevance of doctoral education to the job market, (3) internship imbalance/crisis; (4) postdoctoral experience (e.g., availability of postdoctoral positions, formal HSP postdoctoral positions versus supervised postdoctoral experience, length of research postdoctoral fellowships); (5) challenges for international students, including those who remain in the US after graduation and those who return to their home countries; (6) job opportunities for doctoral level graduates; (7) licensure (e.g., timing, mobility); and (8) economics of education/training, credentialing, and the job market including costs to students and availability of funds for education/training and for research. Consistent with APA’s vision to be the premier innovator in the education, development and training of psychological scientists, practitioners, and educators, a Summit will be held with individuals representing relevant components of the pipeline who will be invited to collaboratively (1) secure relevant data in preparation for the meeting; (2) understand the barriers or limitations that prevent or slow students from moving through the doctoral pipeline to entering the profession; (3) think “outside the box” to formulate creative solutions to address the key transitions in this segment of the pipeline; and (4) craft recommendations for gathering additional relevant data (e.g., workforce analysis) that can guide efforts to improve the pipeline. Outcomes for the Summit will include, at the least, resources for addressing pipeline barriers and challenges and publications in relevant journals. Training Directors' Roles in Addressing the Internship Crisis: A Social Justice Perspective (Nadine Kaslow, Ph.D. & Greg Keilin, Ph.D.) This presentation will provide an overview of the historical trends, current statistics, and human impact of the internship supply and demand imbalance. The major recommendations that have been offered for addressing this serious crisis, along with their advantages and disadvantages, will be discussed. We will offer a social justice perspective for considering next steps and future directions, and will highlight the important role that internship Training Directors can play in influencing the discourse and action plans. The impact of the Internship crisis on the psychology training community: ACCTA liaison panel (Pam Epps, Ph.D.) Panel discussion: representatives from psychology training councils will discuss how their constituents have been impacted by the internship imbalance. Lunch Business Meeting (Mary Ann Covey, Ph.D.) During lunch there will be liaison reports, the ACCTA survey results, and Executive Committee reports. Affinity Groups Implemented first in 2003, Affinity Groups were created to provide members with the opportunity to meet in small groups to discuss their professional and/or personal experiences as members who share that particular group identity. They are part of the organization’s efforts to promote dialogues about multiculturalism and to continue to work toward inclusiveness and greater cultural awareness. Excursions The conference organizers plan voluntary excursions for members at each conference. The excursions are designed to provide members with an activity to re-charge during the conference, have an opportunity for more casual interactions, and to explore the culture and/or history of the conference setting. Leadership Breakfast All nominees and others interested in running for leadership positions in ACCTA are strongly encouraged to attend this breakfast. Current board members and Executive board members will discuss various leadership opportunities. Standing Committee Meetings Members are encouraged to get involved by volunteering to serve on any of these Committees. Attendance at committee meetings during the Conference is open to any interested members. The Standing Committee on Bylaws (SCB) is charged with maintaining the Bylaws, Policies and Procedures of the Association. The Standing Committee on Research is charged with developing, conducting and presenting scholarly work that facilitates quality training in university settings. Research projects may be requested by the Board, other members, or initiated within the Committee. It is also responsible for conducting the annual ACCTA survey. The Standing Committee on Training Resources is charged with gathering, organizing, and sharing training resources utilized by internship programs and having them posted on the web site. The Standing Committee on Nominations is charged with soliciting nominations from the ACCTA membership for board and executive board positions, being as inclusive as possible, and particularly taking into consideration the preamble to the bylaws by encouraging diversity in all of its forms. The Standing Committee on Website Management provides oversight and maintenance of the ACCTA website. Members of this committee interact with ACCTA’s commercial website management provider to keep the website up-to-date and in good working order. The Standing Committee on Diversity (SCD) promotes cultural diversity, multiculturalism, social justice, and advocacy issues within ACCTA, and works to ensure that such issues remain in the consciousness of the organization. The SCD also strives to promote the professional development of our membership, through the culture sharing program and by ensuring that there are diversity-related presentations. It oversees the Diversity Mentorship Scholarship Program and presents a nomination slate for the Board elections. Passages The presenter will discuss and review the stages or passages identified as those Training Directors experience in their positions over time. Participants will then be invited to divide into groups according to how they self-identify with a particular stage. Discussions in the groups will be prompted by a list of questions and issues typically associated with each stage. Participants will have opportunities to discuss concerns, challenges, and accomplishments in their particular stage as well as factors that would contribute to remaining in the same stage or moving into another stage. Implications of the internship crisis: What do our ethical principles tell us? (Glade Ellingson, Ph.D.) This program explores the internship crisis in light of psychologists’ ethical principles. What do principles such as Justice, Fidelity, and Responsibility teach us about our profession’s internship predicament? More importantly, what practical implications many training directors glean from this exploration? Consider these and related questions. Social Justice Issues in the supervision of international student interns (Karen Taylor, Ph.D.) This program will address the supervision issues that sometimes arise with interns for whom English is not their native language. Working from a social justice framework and a multiculturally sensitive practice requires thoughtful reflection regarding supervision practices and policies for clinical writing and other forms of written and spoken communication. As an inclusive and multicultural organization, ACCTA strives to be cutting edge regarding social justice considerations and this is one arena that has not received much attention. An ACCTA list serve discussion earlier in the year led to the development of the idea for this program. Commission on Accreditation Update (Susan Zlotlow, Ph.D. and Liz Klonoff) Two leaders in the Office of Program Consultation and Accreditation will inform membership regarding the process of revising the Guidelines and Principles and other news related to the accreditation process. ACCTA Leadership All nominees will meet with the Nomination Chair regarding the election process. Additionally, leadership themes of ACCTA will be discussed. Ad Hoc Groups Prior to and during the conference, members may suggest meeting to informally discuss a particular issue. A list is generated during the conference and is announced to membership. Helen Roehlke Award This award, originally called the Outstanding Service to ACCTA Award, was established to honor ACCTA members who particularly exemplify the spirit of ACCTA by their unwavering enthusiasm, commitment, support, and overall service to the organization. This award was renamed in honor of Helen Roehlke, who is sometimes called the Founding Mother of ACCTA, when she retired from ACCTA. Past recipients of the award include Drs. Ken Waldman, Glenn Anderson, Helen Roehlke, Emil Rodolfa, Alan Butler, Joyce Illfelder-Kaye, Jeana Dressel, Karen Taylor, Jay Zimmerman, Jenny Cornish, Barry Schreier, Pam Epps, Mollie Herman, Sharon Kirkland-Gordon and Kathlyn Dailey. Our most recent Helen Roehlke Award went to Dr. Terri Rhodes in 2012. |