The 27th Annual Door County Summer Institute
Greetings!
Welcome to the Twenty-Seventh Annual Door County Summer Institute. We hope these sessions will provide worthwhile means to update and improve upon your clinical skills. We appreciate all the returning registrants!
The format of the Door County Summer Institute is conducive to learning. Our seminars will address gaps in clinical knowledge and skills. In addition to didactic presentations, our workshops incorporate clinical case presentations and discussions. All provide the opportunity to interact with the instructor, promoting an active learning experience. The multi-day format also permits the consolidation of learning. Finally, the location of Door County facilitates the restoration of the soul.
These advanced seminars are geared to mental health and health professionals. I hope you can join us. Bring your family with you!
Carlyle H. Chan, M.D.
Institute Director
Dr. Chan is Professor of Psychiatry and Vice Chair for Professional Development and Educational Outreach and is the Director of the Center for Psychotherapies
MCW Psychiatry Department
The Medical College of Wisconsin is a private, independent medical school with a public mission of excellence in education, research, patient care, and community service. With more than 800 medical students, 700 residents and fellows, and 900 full-time faculty, MCW ranks in the top third of all U.S. medical schools for federal research funding.
The MCW Department of Psychiatry and Behavioral Medicine has a long history of clinical and teaching excellence, combined with a renewed focus on research. Under the new leadership of Chair Jon Lehrmann, MD, the department ranks nationally in the top quintile of medical school psychiatry departments that receive NIH funding. The fully accredited adult and child residencies and fellowships are part of a diverse and growing academic department.
About Door County
Door County, a three hour drive north of Milwaukee, is an area of captivating scenic beauty. From its steep limestone bluffs to the spacious sand beaches, the 250-mile shoreline is both dramatic and serene. The rock formations are part of the Niagara escarpment that extends across the Great Lakes into Canada. Almost every kind of outdoor activity is available, as the area has four state parks and many local parks, beaches, hiking trails, and golf courses.
General Session Information
From July 22 to August 9, 2013, 11 separate sessions will comprise this year’s Summer Institute. There will be seven 5-day sessions and four 2-day sessions. The 5-day sessions are held from 9:00 am to 12:15 pm daily, and the 2-day sessions from 8:00 am to 12:15 pm, leaving participants and their family members the afternoons free to explore the wonders of Door County. All seminars are held at the Landmark Resort in Egg Harbor, WI. A continental breakfast will be served daily. Casual dress is the standard for all sessions.
Session 1
July 22-26, 2013
Donald Meichenbaum, PhD
Life-Span Treatment and Preventative Approaches for Individuals with Anger, Aggression, Depression, and Suicidality
Donald Meichenbaum, PhD, is Distinguished Professor Emeritus, University of Waterloo, Canada, and presently is Research Director of the Melissa Institute for Violence Prevention and Treatment of Victims of Violence (www.melissainstitute.org). He is one of the founders of cognitive behavior therapy, and he has been voted "one of the ten most influential psychotherapists of the 20th century."
He has consulted at a variety of psychiatric facilities, residential programs, centers for juvenile offenders, public schools, and military organizations where the challenge of predicting violence toward self and others has been addressed (www.teachsafeschools.org). He has focused on ways to bolster resilience in high-risk populations as discussed in his recent guidebook: Roadmap to Resilience.
Symposium Description and Objectives
Dr. Meichenbaum will discuss the development of aggressive behaviors toward others and toward oneself in the forms of interpersonal violence and suicidality. Since aggressive behaviors usually develop in childhood and adolescence, he will provide a life-span perspective and consider the implications for both treatment and prevention. He will consider the nature and impact of aggression and depression and comorbid disorders such as PTSD and substance abuse disorders, chronic mental illness, and demonstrate how evidence-based treatment programs can be implemented in a variety of settings including clinics, schools, and communities. Participants will learn how to incorporate resilience and protective factors to help reduce violence in high-risk populations.
Participants will:
(1) Learn what makes a violent individual from a life-span perspective and consider the implications for both prevention and treatment
(2) Assess violence potential toward others and toward self
(3) Apply evidence-based interventions with angry/aggressive and depressed/suicidal clients
(4) Implement school and community-based interventions designed to reduce aggressive behavior
(5) Conduct parent training programs designed to reduce aggressive conduct disorder behaviors
(6) Conduct integrated interventions with clients with comorbid disorders
(7) Develop resilience-engendering behaviors in high-risk populations
(8) Assess suicidality
Monday Anger and aggressive behaviors; how to make a violent youth: Preventative and treatment interventions; gender differences; case conceptualization model
Tuesday Angry and aggressive children and youth; interventions to reduce bullying; cognitive behavioral interventions for aggressive youth and adults; integrative treatments for aggressive behaviors and comorbid psychiatric disorders
Wednesday Partner and family violence; incidence, impact, and treatment approaches; treatment of perpetrators and victims of violence; culturally, racially, and gender-sensitive interventions; community-based interventions
Thursday Depression and suicidality; vulnerability factors and preventative approaches; adolescent and adult suicidal behaviors; cognitive behavioral interventions with depressed and suicidal clients; role of family; psychotropic medications and adherence issues
Friday Ways to bolster resilience in high-risk populations; ways to implement these clinical activities into your clinical practice; a “to do” list
Session 2
July 22-26, 2013
Lorie Ritschel, PhD
Dialectical Behavior Therapy: Theory, Research, and Application
Lorie Ritschel, PhD, is Assistant Professor at the Emory University School of Medicine. She directs the Dialectical Behavior Therapy (DBT) program for adolescents and young adults at Emory’s Child and Adolescent Mood Program (CAMP). In her work with Behavioral Tech, LLC, she has provided numerous national and international trainings on DBT. Dr. Ritschel specializes in the treatment of depression, anxiety, and emotion dysregulation in adolescents and adults using Cognitive Behavior Therapy,
Dialectical Behavior Therapy, and Behavioral Activation. She is particularly interested in treatment outcomes research, individual predictors or response to treatment, and non-suicidal self-injury as an emotion regulation strategy.
Symposium Description and Objectives
Individuals with borderline personality disorder (BPD) are typically multi-diagnostic, have complex clinical presentations, and engage in high-risk behaviors such as suicide attempts and self-injury. As such, treatment of individuals with BPD often feels chaotic, and providers report experiencing high rates of burnout.
This workshop is designed for clinicians who provide services for individuals who struggle with pervasive emotion regulation difficulties consistent with a diagnosis of borderline personality disorder and are interested in learning more about the nuts and bolts of providing Dialectical Behavior Therapy (DBT) to individuals with complex clinical presentations. Using a combination of didactic and experiential strategies, the instructor will teach participants the foundations of DBT as well as how to utilize specific techniques with clients.
Participants will:
(1) Understand the three main principles that underpin DBT (behavioral science, contemplative practice, dialectics)
(2) Describe and explain the biosocial theory of BPD
(3) Identify DBT treatment targets and structure treatment for multi-problem individuals at high risk for life-threatening behaviors
(4) Learn the various functions and modes of treatment used in standard DBT
(5) Apply basic strategies in DBT, including problem solving, validation, and dialectical strategies
(6) Recognize how and when to teach DBT skills
(7) Conduct behavior chain analyses and solution analyses
(8) Assess and manage suicide risk
Monday Introduction; development and foundation of DBT; assumptions that guide treatment; biosocial model; understanding BPD and the five areas of emotion dysregulation
Tuesday Structure and function of treatment; treatment modes (individual therapy, group therapy, and coaching calls); stages and targets of treatment
Wednesday Skills modules and how to teach DBT skills in both individual and group formats
Thursday Behavior chain analyses, solution analyses, and validation
Friday Suicide risk assessment and management; role and function of the consultation team; tracking outcomes
Session 3 2-Day Session
July 22-23, 2013
Arthur Derse, MD, JD, and
Bruce Ambuel, PhD
Ethical Issues for Psychologists
Arthur R. Derse, MD, JD, is Director of the Center for Bioethics and Medical Humanities, and Director of the Medical Humanities Program at the Medical College of Wisconsin, where he is Julia and David Uihlein Professor of Medical Humanities and Bioethics. He chairs the Veterans Health Administration's National Ethics Committee. He is co-author of the Code of Ethics of the American College of Emergency Physicians and Practical Ethics for Students, Interns, and Residents: A Short Reference Manual 3rd Edition.
Bruce Ambuel, MS, PhD, is a clinical and community psychologist, and an award winning documentary and fine arts photographer. He is Professor Emeritus of Family and Community Medicine at MCW. His PhD is in Clinical and Community Psychology from the University of Illinois.
Symposium Description and Objectives
Drs. Ambuel and Derse will review major ethical issues in psychological practice and will lead case discussion including cases from participants. Focus will start with ethical principles, methods for resolution of ethical dilemmas, and then will move to informed consent and determination of decision making capacity.
Participants will:
(1) Review ethical issues in psychological practice including ethical principles, resolution of ethical dilemmas, informed consent, and determination and decision making capacity
(2) Describe ethical issues in professional boundaries, confidentiality, and duty to warn/protect cases such as Tarasoff
(3) Discuss emerging ethical issues, such as health reform, electronic health records, and social media
(4) Discuss ethics cases from participants
Monday History of ethics; analyzing and resolving ethical issues; ethical principles of psychologists and code of conduct; case discussions; informed consent; special roles of psychologists in healthcare; decision making capacity
Tuesday Professional boundaries; knowing your limits; case discussions; confidentiality and duty to warn; health reform; electronic health records and new communication technologies
Session 4 2-Day Session
July 25-26, 2013
Anthony Greene, PhD
A Clinician’s Guide to Memory and Learning
Anthony Greene, PhD, has researched learning and memory for over twenty years. He received a PhD from Boston College, and continued his training with an NIH-funded research fellowship at the University of Virginia. He is an associate professor of Psychology at UW Milwaukee. He uses fMRI to examine the structures necessary for memory formation.
Symposium Description and Objectives
Everything we do is shaped by experience. We carry with us our fondest memories as well as our worst days. While learning and memory are fundamentally adaptive capacities, a deeper understanding of the particulars can help make better use of what we have. Every psychological and psychiatric disorder has a critical experience-dependent component. This seminar reviews the latest research in learning and memory with an emphasis on implications for clinicians.
Participants will:
(1) Discuss the foundations of learning and memory including how the brain learns by self-modification
(2) Examine why some forms of learning are more conducive to retention, comprehension, and implementation in order to better understand the optimal strategies for learning, behavior modification, and memory
(3) Review the latest research on disorders of learning and memory including PTSD, addiction, Alzheimer’s, and developmental disorders
(4) Review behavioral interventions and rehabilitation for disorders related to learning and memory
Thursday Good vs. bad learning; learned, maladaptive behaviors including PTSD and addiction; phobias; effective interventions
Friday Nature vs. nurture; effective treatments, interventions, and rehabilitation for learning disabilities and age-related memory disorders
Session 5
July 29-August 2, 2013
Julie Seel, PhD
Introductory Workshop in Motivational Interviewing
Julie Steele Seel, PhD, is a psychologist and medical instructor in the Duke University Medical Center’s Department of Psychiatry and Behavioral Sciences. She trained in Motivational Interviewing (MI) with her graduate school mentor and cofounder of MI, William Miller, PhD. She co-authored a meta-analysis of MI. Dr. Seel is an active member of the Motivational Interviewing Network of Trainers (MINT) and a trainer for the Motivational Interviewing Treatment Integrity (MITI) coding manual. She is passionate about teaching helping professionals to become more effective in motivating healthy behavioral change and helping professionals find renewed enthusiasm and commitment to their vocation.
Symposium Description and Objectives
Motivational Interviewing was developed with the understanding that the helping professional's style of engagement was in large part responsible for either positive or negative client outcomes. MI incorporates the techniques and strategies that increase the probability of positive change. MI has more than 200 clinical trials offering support for use in a wide range of populations and for a wide variety of target behaviors such as medication compliance, diet and exercise, gambling, smoking cessation, HIV risky behaviors, treatment engagement, etc.
This workshop will provide participants with a strong understanding of MI and a core foundation of the basic skills. It is appropriate for all helping professionals who are working with people to make and sustain healthy behavioral changes: physicians, nurses, psychologists, social workers, counselors, dieticians, etc. This workshop is appropriate for those with a minimal or a basic understanding of MI.
Participants will:
(1) Become familiar with the empirical support for MI
(2) Understand and demonstrate the spirit of MI
(3) Become familiar with the general principles of MI, express empathy, develop discrepancy, roll with resistance, support self-efficacy, and avoid argumentation
(4) Gain tools to develop and enhance one’s own therapeutic style
(5) Increase confidence in the use of MI and eliciting intrinsic motivation for healthy behavioral change
(6) Use practice, feedback, and coding of the following core skills: Using open-ended questions, affirming, reflective listening, summarizing, and identifying and eliciting change talk
(7) Learn advanced strategies for increasing interest and confidence to make changes
(8) Develop a plan to continue practicing and implementing MI into your specific setting
Monday Review empirical support for MI; establish a strong foundation of the spirit of MI
Tuesday General principals of MI; review and practice the core skills of MI; open-ended questions, affirming, reflective listening, and summarizing
Wednesday Identify and elicit change talk using MI
Thursday Advanced strategies for in-creasing interest and confidence to make positive behavioral changes
Friday Code videos to better understand MI; core skills; develop a personal plan to continue practicing and implementing MI
Session 6
July 29-August 2, 2013
Fred Heide, PhD and Lee Becker
Cracking Open the Moment: Fostering Mindfulness Through Behavioral Improvisation
Frederick J. Heide, PhD, is Associate Professor at the California School of Professional Psychology at Alliant International University in San Francisco, where he has won both the Master Teacher and Teacher of the Year Awards. He is recipient of the Outstanding Research Contribution Award from the Association for Advancement of Behavior Therapy (AABT) and also serves as associate editor of the APA journal PsycCRITIQUES.
A veteran of improvisational acting, Lee Becker has performed in New York City as well as his home state of Wisconsin. He has been a member of several national championship Comedy Sportz teams. He has also performed extensively with American Folklore Theatre, Door Shakespeare, Madison Rep, Milwaukee Rep, and First Stage Children’s Theatre of Milwaukee.
Symposium Description and Objectives
What do Stephen Colbert and Thich Nhat Hanh have in common? Both believe in the power of intentional nonjudgmental present-centered awareness. But where Nhat Hanh and other Buddhist teachers pursue this largely through silent mindfulness meditation, Colbert and others who trained at Chicago’s Second City Theatre utilize a more active method, behavioral improvisation. Like traditional mindfulness techniques, behavioral improvisation eschews conceptual thinking in favor of a present-centered, acceptance-oriented frame of consciousness that is more dynamic, relational, and playful. Research has demonstrated that this approach leads to significant increases in mindfulness.
Drawing on their work with Paul Sills (founding director of the Second City), this workshop will guide participants through simple improvisational exercises in a safe, supportive atmosphere. Following an initial overview of empirical literature, the week will actively explore how these highly entertaining exercises reveal what behavioral therapist Marsha Linehan called “cracking open the moment.”
Participants will:
(1) Learn definitional issues in regard to mindfulness, e.g., Eastern-based theories vs. Langer’s cognitively based mindfulness theory
(2) Understand the relationship between mindfulness and two traditions of meditation (concentrative and insight)
(3) Identify roots of mindfulness in historical spiritual philosophies
(4) Assess mindfulness using the Mindful Attention Awareness Scale (MAAS), Toronto Mindfulness Scale (TMS), and Philadelphia Mindfulness Scale (PHLMS)
(5) Learn major therapeutic approaches using mindfulness, e.g., Mindfulness-Based Stress Reduction (MBSR), Acceptance and Commitment Therapy (ACT)
(6) Appreciate the efficacy of mindfulness-based practice for anxiety, depression, reduction of aggression, and emotional reactivity
(7) Recognize correlates of mindfulness with psychological benefits
(8) Discover basics of mindfulness meditation and behavioral improvisation
Monday Introduction; Eastern vs. Western-based theories; research update: Evidence linking mindfulness to reduced anxiety and depression, reduced aggression, and emotional reactivity; principles of behavioral improv; warm-up exercises
Tuesday Bare attention I; savoring; behavioral improvisation I
Wednesday Bare attention II; deautomatization; behavioral improvisation II
Thursday Bare attention III; behavioral improvisation III
Friday Summary and conclusions; wrap-up exercises
Session 7
July 29-August 2, 2013
Philip Janicak, MD
Update on Psychopharmacotherapy and Therapeutic Neuromodulation
Philip Janicak, MD, is Professor of Psychiatry at Rush University in Chicago, Illinois and the Director of the Rush Psychiatric Clinical Research and Transcranial Magnetic Stimulation Centers. He was the Associate Program Director for the NIH General Clinical Research Center at the UIC Medical Center.
Dr. Janicak’s primary research interests are the assessment and treatment of mood and psychotic disorders. He has conducted clinical trials, including repetitive transcranial magnetic stimulation for major depression and the use of long-acting injectable antipsychotics plus cognitive remediation for schizophrenia. He has authored, co-authored, or edited over 500 publications in the psychiatric literature and is first author of Principles and Practice of Psychopharmacotherapy, now in its 5th ed.
Symposium Description and Objectives
This course will utilize the concepts of evidence and measurement-based care to develop optimal treatment strategies for major psychiatric disorders. A significant number of patients are insufficiently responsive to initial therapeutic interventions. We will review available biological treatments including the first and second generation antipsychotics, antidepressants, mood stabilizing agents, anxiolytic/sedative hypnotics, and therapeutic neuromodulation. We will develop treatment strategies based on results of randomized-controlled and pragmatic trials tempered by the realities of clinical practice and incorporate clinically relevant issues related to drug therapy including pharmacokinetics, pharmacodynamics, and drug interactions.
Participants will:
(1) Learn the role of evidence and measurement-based care as treatment strategies for major psychiatric disorders
(2) Differentiate the relative value of first and second generation antipsychotics
(3) Dissect the role of antidepressants and augmentation strategies in major depression
(4) Understand the concept and appreciate the emerging role of therapeutic neuromodulation
(5) Evaluate biological and psychotherapeutic approaches in the treatment of bipolar disorder
(6) Appreciate the evolving concept of dementia and various existing and developing treatment approaches
(7) Learn the various treatment options to treat anxiety and sleep-related disorders
(8) Develop strategies to enhance patient adherence to treatment
Monday Introduction to psychopharmacotherapy; diagnosis and drug therapy of psychotic disorders; results of randomized controlled and pragmatic trials (e.g., CATIE, CUTLASS)
Tuesday Treating depressive disorders; STAR*D and TADS trial results
Wednesday Therapeutic neuromodulation in the management of mood and other psychiatric disorders; roles of ECT, VNS, TMS, deep brain stimulation, and optogenetics
Thursday Treatment of bipolar disorder; results of the STEP-BD trial; dementia; implications of CATIE-Alzheimer’s trial results
Friday Treatment of anxiety-related and sleep disorders; problems regarding patient adherence to treatment; strategies to improve adherence
Session 8
August 5-9, 2013
James Gustafson, MD
Helping Our Patients Deliver Themselves from Situations that Ensnare Them
James Gustafson, MD, is Professor of Psychiatry at the University of Wisconsin Medical School and Chief of the Brief Psychotherapy Clinic. He is the author of twelve published books, the latest being Positioning Opens and Closes the Lines of Sight for the Whole Situation: The Architecture of Psychiatry (2012), and 36 brief lectures on YouTube on Maps in Psychiatry, presents on the Jim Gustafson Channel. His website (http://psychiatry.wisc.edu/gustafson) contains three of his latest books as electronic books, as well as access to all of his work for the last forty years.
Symposium Description and Objectives
Since his last symposium two summers ago, Dr. Gustafson has undergone a development in his clinical practice that has strikingly clear lines of sight that he had not anticipated. This allows a greater simplicity to his teaching. Essentially, he has come to see that patients have walked into situations in which their lifelines collapse. These lifelines are core myths of themselves that they conceived and developed in childhood through their contact with admired adults. If the mythical lifeline proves wrong in its promises, faith is shattered, and huge anxiety and depression follow, which he calls the first line of sight.
Patients already see a second line of sight; the strengths they already have to revise and repair their own lifeline, only they do not know they see it. The daily schedule will follow his development of this approach through fifteen cases/consultations followed by discussion to demonstrate development of this concept.
Participants will:
(1) Learn to take a history of a lifeline, from its early faith and success to its collapse
(2) Watch for the strengths already in the patient for revising the collapsed lifeline
(3) Conduct these operations across the full array of common dynamics that collapse
(4) Observe crucial gestures that point to collapse and to the patient delivering him or herself
(5) Hear crucial words or phrases that signal these very same collapses and deliveries
(6) Discuss these crucial transitions and details
(7) Read with more understanding the relevant works of the last 120 years, beginning with Breuer and Freud in 1895
(8) Become familiar with 36 YouTube lectures and understand how psychiatry is something far greater than internal medicine for mental disorders
Monday Massive toxic intrusions; mythical bigness; graduating from chronic mental illness
Tuesday Three dreams of a boy’s fight for himself (four month follow-up); double, secret, anxious life; the son of a gigantic father
Wednesday Being misunderstood; separation anxiety; a mother in continuous fight-flight (fifteen month follow-up)
Thursday Thirty-year recurrent dream of death (three and a half year follow-up); a huge pair of dreams: Menaced by the firm, menacing the firm (twelve month follow-up); ten years of heroin dependence; taking a history of a lifeline
Friday American tragedy of allowing himself to be cornered; intense romance
Session 9
August 5-9, 2013
Sheldon Benjamin, MD
Practical Neuropsychiatry for Clinicians
Dr. Benjamin is Professor of Psychiatry and Neurology and Director of Neuropsychiatry at UMass Medical School, where he is also Vice Chair for Education in Psychiatry. He directed the UMass Psychiatry Residency Program since 1995, co-directs the UMass Combined Psychiatry/ Neurology Residency, and directs the UMass Neuro-psychiatry Fellowship Program. He has received the Massachusetts Psychiatric Society Psychiatric Educator of the Year Award, the UMass Medical School Lamar Soutter Award for Lifetime Achievement in Education, and the UMass Chancellors Medal for Distinguished Teaching. Dr. Benjamin is currently President of the American Neuropsychiatric Association.
Symposium Description and Objectives
An appreciation of the neurological and cognitive origin of difficult behaviors allows the clinician to develop an understanding of unique factors that cause behavioral syndromes to appear different in different individuals. Combining a basic knowledge of behavioral neuroanatomy and pharmacology with careful bedside cognitive assessment and traditional psychiatric evaluation techniques can open new doors to helping patients and families understand neuropsychiatric symptoms and helping clinicians implement individualized treatments. Dr. Benjamin will review some of the most common neuropsychiatric syndromes with a focus on neurobehavioral presentation and bedside assessment of cognitive and neurological deficits. Each day will include background material on the syndromes being discussed, imaging, video clips, instruction on bedside assessment, and case discussion.
Participants will:
(1) Identify the major frontal behavioral syndromes
(2) Understand what is meant by executive function and how to assess it at “bedside”
(3) Use a pathophysiologic approach to predict behavioral sequelae of traumatic brain injury
(4) Recognize common behavioral syndromes in people with epilepsy
(5) Know the behavioral effects and side effects of common anticonvulsant drugs
(6) Use a neuropsychiatric approach to treat aggressive behavior in brain damaged and developmentally disabled individuals
(7) Understand how to diagnose common dementias
(8) Learn the importance of autoimmunity and molecular mimicry as a possible cause of psychiatric syndromes
Monday Frontal lobes: A clinical user’s guide; why psychiatrists should care about executive function; “bedside” assessment
Tuesday Sequelae of traumatic brain injury; predicting behavior from TBI pathophysiology; “bedside” assessment techniques
Wednesday Behavioral issues in epilepsy; practical guide to seizure recognition, lessons from epilepsy surgery; anticonvulsant drugs; “bedside” assessment
Thursday Origins of aggressive behavior; treatment of aggression in neurodevelopmentally disabled people; behaviorally friendly, evidence-based prescribing
Friday A practitioner’s guide to common dementias; Alzheimer’s disease; frontotemporal dementias; basal ganglia disease; Molecular mimicry in psychiatry; neuropsychiatric lessons of the encephalitis lethargica epidemic of 1916-1927; autoimmunity
Session 10 2-Day Session
August 5-6, 2013
Marc Ackerman, PhD
Practice and Ethical Issues in Court Cases & Legal Situations
Marc Ackerman, PhD, is a clinical and forensic psychologist who has been involved in more than 2500 legal cases. He is a Professor at the Wisconsin School of Professional Psychology where he is Chair of the Forensic Psychology program. He served on the Wisconsin Psychological Association ethics committee for 7 years and chaired the committee for one year.
Symposium Description and Objectives
Although most mental health practitioners profess they will never set foot in a courtroom or do forensic work, the reality is that all of us become involved in forensics cases whether we want to or not. These cases can include divorce, personal injury, sexual abuse, domestic violence, malpractice, and wrongful death. This workshop addresses the interplay between these types of cases and the court systems including the trilogy of Supreme Court decisions (Daubert, Joiner and Kuhmo) that drive expert opinions today, standards and guidelines, HIPAA, ethical issues, bias, protective orders, and subpoenas. We will discuss how to prepare for testimony and much more. Vignettes from actual cases will be discussed to illustrate the issues presented.
Participants will:
(1) Understand the effects of Daubert, Joiner, and Kuhmo on their practice
(2) Utilize risk management approaches in forensic cases
(3) Learn how to deal with records and testimony subpoenas
(4) Practice how to prepare for court
Monday Statutes and standards; codes and guidelines; Supreme Court cases and risk management; bias, confidentiality, informed consent; test integrity
Tuesday Subpoenas and protective orders; preparing for court; ethical dilemmas; testimony and cross examination
Session 11 2-Day Session
August 8-9, 2013
Carlyle Chan, MD
DSM 5: Old Wine in New Bottles?
Carlyle Chan, MD, is a Psychiatry Professor at the Medical College of Wisconsin with a long career in psychiatric education having directed both residency education and continuing medical education. He has received numerous local and national teaching awards and maintains an active clinical outpatient practice.
Symposium Description and Objectives
DSM 5 has finally been approved and will be published in May 2013. This symposium will review the changes in the new criteria as well as those which have remained the same. We will outline the conceptual ideas that frame this latest revision and delineate the developmental approach to psychiatric diagnosis. Clinical examples will be utilized to practice applying the updated manual.
Participants will:
(1) Familiarize themselves with the updated criteria for psychiatric disorders
(2) Appreciate the rationale for the new category of Autistic Spectrum Disorder
(3) Understand the elimination of multiaxial diagnosis
(4) Use dimensional measures to rate severity and separate symptoms
Thursday Theory and research behind the new criteria; comparison and contrast of new and old criteria; practicing with clinical examples
Friday Genetic and neurobiological research that organize disorder groupings; cultural formulations and future research; application to clinical examples
Tuition and Refunds
The tuition fee is $595.00 for one full week and $495.00 for each additional full week. Tuition for full-time graduate students and resident physicians is $345.00 per week with a letter from the program training director.
The first symposium tuition fee will be reduced to $545.00 if postmarked by May 17, 2013. Groups of 3 or more may deduct an additional $45.00 from each registration if all registrations are submitted at the same time with payment. Two-day sessions are $275 before May 17 and $315 after May 17, 2013.
Refunds, minus $50.00 administrative fee, may be obtained if requested in writing and postmarked no later than 15 days prior to the beginning of each session. There will be no refunds thereafter.
Accommodations
Door County offers a wide variety of accommodations including wilderness campgrounds, inns, cottages, motels, and condominium hotels and resorts.
Lodging in July and August is in great demand; it is absolutely crucial that you make reservations early. A block of suites has been set aside for conference participants at the headquarters resort, the Landmark Resort. These suites will be held until June 22, 2013 or until they are filled, whichever occurs first. After that, the rooms are on a space available basis.
From its site on the bluff, the Landmark offers outstanding views of the waters of Green Bay with 294 units comprised of 1, 2, and 3 bedroom condominium suites. Facilities include the Carrington Pub and Grill, 10 meeting and function rooms, 1 indoor and 3 outdoor pools, 2 tennis courts, whirlpools and steam rooms, and a fitness center and game room. The Landmark Resort is Door County’s largest and best full service facility. All rooms at the Landmark are non-smoking. Ask about their new lower rates starting at $119 per night. Please be sure to indicate that you are attending the Summer Institute.
The Landmark Resort
4929 Landmark Drive
Egg Harbor, Wisconsin 54209
(920) 868-3205, Fax (920) 868-2569
Reservations (800) 273-7877
E-mail: stay@thelandmarkresort.com
http//:www.thelandmarkresort.com
Accreditation
The Medical College of Wisconsin is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
Designation of Credit
The Medical College of Wisconsin designates each week-long session of this live activity for a maximum of 15 AMA PRA Category 1 Creditstm and each two-day session for a maximum of 8 AMA PRA Category 1 Creditstm. Physicians should claim only the credit commensurate with the extent of their participation in the activity. MCW designates each week-long session for up to 15 contact hours and each two-day session for up to 8 hours of participation for continuing education for allied health professionals.
The Medical College of Wisconsin is approved by the American Psychological Association to sponsor continuing education for psychologists. MCW maintains responsibility for this program and its content. This activity contains content or processes that may be potentially stressful.
The Medical College of Wisconsin is registered with the Illinois Department of Professional Regulation as a Continuing Education Sponsor for social workers (license number 159-000664).
Application has been made for pre approval of EACC Professional Development Hours (PDHs).
Application for CME credit has been filed with the American Academy of Family Physicians. Determination of credit is pending.
Special Needs
Participants needing special accommodations, please contact our office at (414) 955-7250 at least two weeks in advance of any session.
Disclosure
Consistent with ACCME policy, faculty for all MCW continuing education programs must disclose to the audience all relevant financial relationships with commercial organizations. MCW has a mechanism in place to identify and resolve any conflicts of interest in advance of the DCSI.
For More Information Contact:
Carlyle H. Chan, MD
MCW Department of Psychiatry
8701 Watertown Plank Road
Milwaukee, WI 53226
414-955-7250
FAX: 414-955-6299
www.mcw.edu/psychiatry/doorcounty.htm
summerinstitute@mcw.edu
www.facebook.com/doorcountysummerinstitute