Display event – AACAP’s 2021 Virtual Annual Meeting

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Display event – AACAP’s 2021 Virtual Annual Meeting

Gail A. Mattox, MD, is a Distinguished Life Fellow of AACAP and serves as Professor and Chair of the Department of Psychiatry at Morehouse School of Medicine. Dr. Mattox’s clinical work has included a variety of settings such as community mental health centers, juvenile justice centers, residential programs as well as consultation to schools and other community-based programs. Her work has specifically involved providing care to underrepresented and underserved youth as a career choice. ADHD is a common disorder, yet treatment disparities exist. Treatment decisions can be affected by misperceptions when working with minority youth and families. Gaining a better understanding of cultural factors can significantly improve patient engagement and outcomes. This CCB focuses on discussing such strategies and opportunities including identification of comorbidities, the impact of trauma on attention, concentration, and impulsivity, and how to address structural barriers such as access to care, adequate follow-up, environmental neurotoxins, and concerns regarding stigma. Attendees are encouraged to bring questions and concerns to enhance the discussion.

Category

Clinical Consultation Brunch

11:00 AM

Jeffrey H. Newcorn, MD, is a professor of psychiatry and pediatrics, a director of the Division of ADHD and Learning Disorders at Icahn School of Medicine at Mount Sinai, and a director of Pediatric Psychopharmacology for the Mount Sinai Health System. He is also president of APSARD (American Professional Society of ADHD and Related Disorders). Dr. Newcorn is a highly regarded clinician – researcher with special expertise in the areas of ADHD, aggression, descriptive psychopathology of child and adolescent disorders, and child and adolescent psychopharmacology, whose academic work spans both clinical and translational topics. His most recent research focuses on the clinical and neurobiological basis of differential response to ADHD treatments, utilizing data obtained from clinical, pharmacogenetic, and fMRI measures, as well as the neurobiological basis of substance abuse risk in individuals with ADHD. In addition, he has studied or helped to develop many of the emerging drugs in the ADHD field. Dr. Newcorn has received numerous awards for his work, including the Hulse Award for lifetime achievement from the New York Council on Child and Adolescent Psychiatry (2002), and the Elaine Schlosser Lewis Award for Research in Attention Deficit Disorder (2018). He was elected to the CHADD Hall of Fame in 2014. This CCB reviews newly approved drugs for ADHD as well as those currently being investigated. This session considers the rationale and potential for new treatments, even in a field in which existing treatments are very good. Finally, it offers clinical guidance on how to optimize treatment for ADHD based on an individualized profile of strengths and weaknesses, as well as potential benefits and limitations of available treatments.

Category

Clinical Consultation Brunch

11:00 AM

Lisa M. Horowitz, PhD, MPH, is a Pediatric Psychologist/Staff Scientist at the National Institute of Mental Health Intramural Research Program at the National Institutes of Health. She serves as a senior attending with a specialty in pediatric psychology on the Psychiatry Consultation Liaison Service in the Hatfield Clinical Research Center at NIH. Dr. Horowitz received her doctorate in clinical psychology from George Washington University, completed a Pediatric Health Service Research Fellowship at Harvard Medical School, and obtained a Masters in Public Health at the Harvard School of Public Health. The major focus of Dr. Horowitz’s research has been in the area of suicide prevention with an emphasis on detection of suicide risk in the medical setting. She is lead PI on five NIMH suicide prevention protocols that involve validating and implementing the Ask Suicide-Screening Questions (ASQ) in the ED, inpatient medical/surgical, and outpatient primary care settings. Dr. Horowitz collaborates with hospitals, outpatient pediatric clinics, and school settings around the country, assisting with implementation of suicide risk screening and management of patients who screen positive using the ASQ Toolkit and Youth Suicide Risk Screening Clinical Pathways. This CCB focuses on how to turn research into real world practice; and how we, as mental health clinicians, can guide healthcare providers on the front lines of the public health crisis of youth suicide, to detect and manage patients at risk for suicide in the medical setting.

Category

Clinical Consultation Brunch

11:00 AM

The consequences of avoidant/restrictive food intake disorder (ARFID) can include significant weight loss or failure to achieve expected weight gain, significant nutritional deficiency, and marked interference with psychosocial functioning. Participants learn to assess patients with a model that focuses on identifying each patient’s individual contributors within a biopsychosocial framework. This knowledge can lead to greater comfort working with affected youth and their families and allow for developing more effective treatment plans that utilizes both standardized and individualized approaches in both inpatient and outpatient settings. Multidisciplinary therapies, clinical pathways, and psychopharmacology are discussed.

11:00 AM

This Workshop aids participants in their self-assessment of gaps in knowledge or skills in the use of pharmacotherapy in the psychiatric treatment of children and adolescents. Participants identify their strengths and their opportunities for improvement in the area of clinical psychopharmacology. Participants discuss evidence-based reasons for various psychopharmacological decision making strategies and increase their understanding of clinical uses of psychopharmacology. The Workshop meets Maintenance of Certification (MOC) requirements for self-assessment; fills required self-assessment Continuing Medical Education (CME) credits; and assists participants to identify and articulate goals they can incorporate into a professional development plan.

11:00 AM

Participants gain new understanding of the effects of medical illness on development from early childhood through adolescent and young adult age groups. Selected psychotherapeutic tools for the psychiatric assessment and treatment of medically ill children and adolescents are presented. Participants learn a minimum of three therapeutic techniques used for medically ill children and adolescents; can describe developmental challenges that medically ill children and adolescents face in comparison to their healthy peers; and discuss the basic principles of dignity therapy and meaning centered therapy in the care of transitional aged youth and their families. Participants share examples of challenges in delivering care for medically ill children during the COVID-19 pandemic.

11:00 AM

Want an insider’s scoop on successful writing careers and advice on your own work? This Workshop welcomes writers at all levels of experience. It is designed to provide education and clear steps to enhance one’s writing in a welcoming, nurturing, and non-judgmental space. After a short discussion of ways writing can enhance one’s life and some guidance on getting started, accomplished writers share examples of their work and discus their writing process. Then, participants have the opportunity to share their own work. Prior to attending, participants are encouraged to submit a writing piece to be reviewed by panel members for expert feedback and advice that can advance their writing in specific, measurable, achievable, realistic, and timely ways.

11:00 AM

Participants are introduced to two effective treatments that address deficits in organizational skills and executive function for youth with attention-deficit/hyperactivity disorder (ADHD): one for children of elementary school age and one for teens. Participants learn what typical organization, time management, planning, and executive function deficits children with ADHD demonstrate and how they impact home and family; understand how to conduct manualized treatments to improve organization, time management, planning, and executive function skills; and gain skill in systematically evaluating organizational, time management, planning, and executive function deficits. Participants receive training in behavioral and cognitive methods to engage youth and their parents, guide parents in supporting behavior change through behavior management principles, build skills in youth, and obtain support from teachers.

Category

Extended Workshop

11:00 AM

Mentalizing helps families shift from coercion or impasse to interactions that support effective communication and problem solving. Mentalizing also may be effective in strengthening connectedness in the larger society. Presenters look at family interactions that can cause mentalizing breakdown, leading to impasse or self-reinforcing cycles that impede communication, problem-solving, and prosocial and adaptive behavior; then participants are introduced to mentalizing-based treatment, which supports effective communication and problem solving among adolescents and families who are experiencing mood dysregulation and epistemic mistrust. Under the guidance of a skilled mentalizing therapist, participants become familiar with mentalizing interventions and practice the core techniques involved. In addition, on a societal scale, basic mentalizing techniques are explored as they pertain to bridging mistrust and strengthening connectedness among the public at large.

Category

Extended Workshop

11:00 AM

The potential benefits of various treatment approaches available to patients with autoimmune encephalitis (AE) are discussed and the need to establish a standard of care stressed. Participants have the opportunity to discuss the psychiatric management of patients with AE, within the context of protocol development, as the group works to more fully define the evolving standard of care and establish consensus regarding best practices. Participants share experiences and ideas that better equip them to participate in the multi-disciplinary care for patients with AE within their own health system. Opportunities to participate in future research efforts specific to AE are presented.

Category

Special Interest Study Group

2:00 PM

Child and adolescent psychiatrists share insights gained as they collaborated with stakeholders in their communities to support children, adolescents, and families to prevent or decrease a mental health crisis during the social lockdown created by COVID-19. Topics include how to integrate longitudinal psychoeducation workshops into preexisting community mental health prevention programs in order to provide community stakeholders with updated knowledge and practical tools; how to foster effective child-parent communication and parental self-help behaviors; and how to work with community stakeholders including parents, schools, community health organizations, and primary care providers to develop mental health prevention programs.

Category

Special Interest Study Group

2:00 PM

International medical graduates (IMGs) face issues that may affect their academic career and influence their well-being, travel, and visa status. Three international medical graduates (IMGs) share the personal and professional challenges they experienced amid the COVID-19 pandemic and discuss the likelihood that some of these challenges may continue to impact IMGs in the post-COVID era. IMGs graduating from training programs or already working in the health system receive information to help understand their current visa status, tools to achieve their career goals, and other useful resources. Participants have ample opportunity to share their experiences and ask questions.

Category

Special Interest Study Group

2:00 PM

Problem-Based Learning (PBL) compares favorably to traditional learning in terms of short-term and long-term educational outcomes and appears to foster better interpersonal, problem-solving, and information-gathering skills. The basic mechanics of PBL are reviewed and demonstrated for participants less familiar with the process. Participants discuss ways to use PBL to improve teaching programs worldwide and how to enhance the quality of PBL case writing and facilitation. Participants address challenges commonly faced in effectively transitioning in-person PBL curriculum to an online or hybrid format including use of pre-assigned material, just-in-time skills assessment, asynchronous discussion, synchronous polling, and feedback.

Category

Special Interest Study Group

2:00 PM

Child and adolescent psychiatrists, psychiatrists, and trainees interested in understanding the professional and personal struggles of Asian American child and adolescent psychiatrists and trainees discuss the significant changes in workplace and family structures and the rise in anti-Asian harassment during the COVID-19 pandemic. Asian American child and adolescent psychiatrists and trainees share first-hand narratives of the challenges and stereotypes they face. Participants have a supportive, reflective environment in which to discuss strategies that can promote wellness and help reduce burnout among Asian American psychiatrists and trainees.

Category

Special Interest Study Group

2:00 PM

The Resource Group on Children at the Border provides an update on children separated from their families under the federal government’s 2017 zero-tolerance policy. The Resource Group defines ways child and adolescent psychiatry can advocate for this vulnerable population and help inform immigration policy so similar atrocities can be prevented in the future. Participants explore the multiple areas of trauma youth at the boarder experience; the importance of the trauma-informed strategies to support individual children and families; and ways to advocate for a comprehensive, trauma-informed, systems-of-care approach to meet the ongoing mental health needs of these children and their families.

Category

Special Interest Study Group

2:00 PM

Medical students, residents, fellows, early career psychiatrists, and other clinicians participate in skill-building activities to increase their successes in scholarly authorship and publication. Participants learn to recognize common pitfalls and obstacles faced when writing for scholarly publication and learn methods to overcome these problems; can better prepare manuscripts for submission; and understand how to select venues to submit for publication. Each participant creates an action plan outlining steps to take to further advance their knowledge, skills, or attitudes toward scholarly writing. All participants are offered mentorship opportunities for publishing with JAACAP Connect, which provides mentored authorship and editorial experiences.

3:00 PM

Parent-child interaction therapy (PCIT) was developed as a treatment of disruptive, externalizing behavior disorders in developmentally normal 3- to 6-year-old children. PCIT has been adapted and tailored to treat new diagnostic conditions and target more populations. Participants learn about standard PCIT and two adaptations: PCIT for autism spectrum disorder (ASD) and PCIT-T for toddlers. Presenters define the term emotion regulation and explain how it is used to guide strategies for tailoring PCIT to important mental health issues in children. Participants share examples of urgent young child mental health issues and discuss the importance of adapting existing psychotherapies in order to address these issues.

3:00 PM

Psychiatric disorders that occur after child and adolescent traumatic brain injury (TBI) pose major challenges to community re-entry and to quality of life. Participants receive a review of research findings related to pediatric TBI and psychiatric disorders and symptoms; learn about pharmacological, psychotherapeutic, and systems treatment of children and adolescents with TBI; examine cases that include diagnoses of personality change, major depression, PTSD, anxiety syndromes, ADHD, and conversion disorder; and discuss the management (psychiatric and educational) of those cases. Participants increase their knowledge of phenomenology, risk factors, and treatment of psychiatric disorders associated with TBI in children.

3:00 PM

Participants learn how autism spectrum disorder (ASD) symptoms manifest in toddlerhood and the preschool period, and learn how ASD is differentiated from other mental health disorders. Didactics, video-clips, and live-demonstration are used to review normal development (speech-language, motor, cognition, play, social-emotional) in very young childhood and demonstrate how an understanding of normal development is essential to understanding ASD symptoms. Presenters review how Autism Diagnostic Observation Schedule-2 (ADOS-2) is structured and demonstrate how some ADOS-2 activities are administered and coded, including how to interpret ADOS-2 coding and scoring to assist diagnostic clarification.

3:00 PM

The AACAP Presidential Task Force charged to address problems presented by emotionally dysregulated children presents its findings and outlines implications for future investigation. The agreed term to describe children impaired in their capacity to modulate intensity and temporal features of negative emotional arousal is “impairing emotional outbursts.” The Task Force devised a system to code outbursts; developed measures to track frequency, severity, and duration; and delineated evidence-based interventions. Presentations include the current clinical treatments, development of a modular psychosocial intervention, effective responses for staff to manage students at school, best practices for inpatient and residential treatment, and prevention possibilities that build on resilience. A request to allow for the development of a DMS-5 “R” code for “impairing emotional outbursts” and the related implications for clinical, research, and billing issues are discussed.

4:00 PM


Display event – AACAP’s 2021 Virtual Annual Meeting

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