36th Annual Door County Summer Institute

Please contact us at summerinstitute@mcw.edu at least two weeks in advance of any session if you have special needs.

Donald Meichenbaum, PhD
David Meichenbaum, PhD
Addressing the Mental Health and Academic Needs of “High- Risk” Children, Adolescents and Their Parents

Dr. Donald Meichenbaum is a Distinguished Professor Emeritus from the University of Waterloo in Ontario Canada, from which he took early retirement just over 25 years ago. Since that time he has been Research Director of the Melissa Institute for Violence Prevention in Miami. He is one of the founders of Cognitive behavior therapy, and in a survey of clinicians he was voted "one of the ten most influential psychotherapists of the 20th century."

He has received a Lifetime Achievement Award from the Clinical Division of the American Psychological Association and was Honorary President of the Canadian Psychological Association.

He has presented in all 50 U.S. states as well as internationally, and he has published extensively. His latest book is entitled "Treating Individuals with Addictive Disorders". He has just turned 83 years of age, and he has seven grandchildren.

Dr. David Meichenbaum is a New York State licensed clinical psychologist specializing in the diagnostic evaluation and treatment of developmental and mental health disorders. He is both the Clinical Director of the Behavioral Pediatrics Clinic and the Director of Community Consulting and Clinical Services at The Summit Center in Amherst, NY. for 18 years. Dr. Meichenbaum is a highly sought-after consultant for school districts, offering practical behavioral and educational strategies that focus on the social, emotional, adaptive, and behavioral development of students with autism spectrum and disruptive behavior disorders. Dr. Meichenbaum graduated with his doctorate in Clinical Psychology from the State University of New York at Buffalo.

Course Description

This workshop discusses ways to use a multi-prong intervention approach designed to meet the mental health needs of students, along with their parents and educators. Given the lingering impact of the pandemic, school violence, and the disruptions due to natural disasters, there is an increasing need for the implementation of evidenced-based interventions. Ways to make schools safer, more inviting and inclusive, and academically more effective will be addressed. A student survivor-centered, goal-oriented, strengths-based life-span perspective, and ecologically-driven approach will be presented.

Learning Objectives

Participants who engage in this education intervention will be able to:

• Identify issues emerging in our nation’s classrooms
• Develop strategies to address those issues
• Utilize evidence-based, trauma-informed interventions
• Address the core tasks of treatment, particularly for high risk adolescents and their families

Monday, July 24

• We will consider the nature of the challenges and the implications for both preventative and treatment interventions
• We will address how to intervene at the Universal (primary school-wide), Selective (secondary targeted), and Indicated (tertiary wrap-around services) levels
• We will explore the impact of COVID, school shootings, community violence, climate change, and ways to integrate high needs students in classrooms
• We will present how to make schools safer and more inviting will be discussed, and a Principal's Report Card for creating a safe and inclusive school

Tuesday, July 25

• How to make schools more integrative and pedagogically effective
• Inclusive programming considerations for students with autism and developmental disabilities
• Building skills versus doing skills: Considerations and strategies for fostering student independence and reducing adult supports
• What “expert” teachers do
• Ways to increase the generalization and maintenance of skills being taught

Wednesday, July 26

• How school personal need to use trauma-informed interventions
• Evidenced-based interventions for children with externalizing and internalizing problems (e.g., emotional dysregulation)
• Redefining consequences: Considerations and strategies for reducing challenging behaviors
• How to make an aggressive individual: Preventative and treatment implications; How to incorporate Emotional and Social Learning into school and home settings; The increasing development of Community-based schools

Thursday, July 27

• Core tasks of therapeutic interventions and the trans-theoretical principles of behavior change
• How to choose intervention programs wisely and avoid HYPE
• Focus on the impact of Adverse Childhood Experiences, victims of natural disasters, and ways to bolster resilience in high-risk children and their parents
• Discuss various cognitive behavioral interventions including TF-CBT, cognitive behavioral play therapy, and other related interventions
• Discuss specific ways communities can bolster resilience

Friday, July 28

• Focus on high-risk adolescence and their families
• Consider developmental changes and treatment implications
• Discuss evidenced-based treatment of adolescent depression/suicidality, anxiety, and aggressive behavior
• Ways to meet the needs of LGBTQ adolescents How to treat parent-adolescent conflict
• Wrap up

Fred Heide, PhD and Lee Becker
Developing Attunement Skills Via Medical Improvisation

Frederick J. Heide, PhD, is Adjunct Professor at the California School of Professional Psychology at Alliant International University in the San Francisco Bay Area. There he was a member of the core faculty for 37 years and won both the Master Teacher and Teacher of the Year Awards. He earned his doctorate in clinical psychology from Pennsylvania State University in 1981 and has presented at MCW’s Door County Summer Institute for 23 continuous seasons. Dr. Heide received the Outstanding Research Contribution Award from the Association for Advancement of Behavior Therapy (AABT) for his foundational work on relaxation-induced anxiety and has published in the Journal of Consulting and Clinical Psychology, Psychophysiology, Mindfulness, Journal of Psychotherapy Integration, Behavior Research and Therapy, Psychology of Aesthetics, Creativity and the Arts, Psychotherapy: Theory, Research, Practice, Training, Journal of Psychoactive Drugs, and elsewhere. He also served as associate editor of the APA journal PsycCRITIQUES. Dr. Heide co-founded and has performed for almost five decades with Door County’s Northern Sky Theater, which has received the Wisconsin Governor’s Award for Arts, Culture and Heritage. He has recorded three albums and co-authored 20 shows including Packer Fans from Outer Space and Belgians in Heaven (both with Lee Becker and James Kaplan), as well as the deer-hunting musical Guys & Does (with Lee Becker and Paul Libman). Dr. Heide also co-created several shows with Second City’s founding director Paul Sills, including Moon of the Long Nights, Tales of the Midnight Sun, and Ya Ya You Betcha.

Lee Becker began improvising over 35 years ago with ComedySportz while attending UW Madison. He helped found ComedySportz NYC, and also worked with the group in Milwaukee, performing and running workshops in all three locations. He is a core member of Northern Sky Theater where he is a performer, musician, and playwright. Lee was a founding member of Door Shakespeare in Door County, WI, and has also performed and written for First Stage Children’s Theater in Milwaukee. Along with Doc Heide, he has been a workshop facilitator for DCSI for over 20 years, providing trainings using role play and Spolin theater games. He has done similar work as a guest teacher at Alliant University’s CA School of Professional Psychology.

Course Description

It has long been recognized that the practice of physical and mental health care involves adaptation to unexpected challenges. Recently a new movement spearheaded at Northwestern University’s Feinberg School of Medicine has begun using improvisational acting exercises to teach physicians, psychotherapists, nurses, and pharmacists the ability to respond flexibly in the face of change. Medical improvisation has shown promise in promoting a wide variety of additional communication skills, including empathy, mindfulness, affirmation, collaboration, and authenticity. While the effects of practicing medical improv can often be humorous, participants do not need to be “funny” to do it. The leaders of this largely experiential workshop will draw on their close collaboration with Paul Sills, founding director of Chicago’s Second City, who used improvisation to train renowned actors such as Alan Arkin and Alan Alda. After an overview of current research and theory in medical improvisation, the bulk of the week will be devoted to engaging in and discussing a series of simple and entertaining improv exercises in a safe, highly supportive atmosphere. No previous experience with improvisation is required.

Learning Objectives

Participants who engage in this education intervention will be able to:

• Learn about literature documenting the importance of spontaneity and improvisational ability in medicine, psychotherapy, pharmacy, and other health-related fields
• Understand Fu’s (2019) classification of medical improvisation’s goals and core skills into three categories: (a) Attunement (knowledge of self and others), (b) Affirmation (validation of self and others), and (c) Advancement (enrichment of self and others)
• Review research demonstrating the importance of patient-centered communication in improving clinical outcomes, reducing malpractice suits, and enhancing patient satisfaction
• Practice micro-communication skills via medical improvisation, including mindfulness, empathy, agreement, adaptation to feedback, comfort with failure, etc.

Ronald Diamond, MD
David Katzelnick, MD
What’s New in Psychiatric Medication

Ronald Diamond, MD, is retired Medical Director of Journey Mental Health and retired from the UW-Madison Department of Psychiatry in January 2018. He has been involved in community-based treatment of persons with severe and persistent mental illness for over 40 years. Dr. Diamond has taught and written on issues of staff training, ethics, decreasing coercion, medication compliance, psychiatric administration, and system design and is interested in how to integrate concepts of recovery and cultural competence into clinical practice.

David Katzelnick, MD, is Co-Chair of the Division of Integrated Behavioral Health and Professor of Psychiatry at the Mayo Clinic. His major clinical and research interests are mood and anxiety disorders and dissemination of effective treatments in primary care. He has been principal investigator for a number of retrospective and prospective randomized trials. He has lectured extensively on mood and anxiety disorders and ways to improve treatment of mental disorders in real world settings.

Course details pending

Francis G. Lu, MD, DLFAPA
Enhancing Gratefulness for Resilient Well-being Through the Mindful Viewing of Film

Francis G. Lu, MD, is the Luke & Grace Kim Professor in Cultural Psychiatry, Emeritus, at the University of California, Davis. As a Distinguished Life Fellow of the American Psychiatric Association (APA), Dr. Lu has contributed to the areas of cultural psychiatry including the interface with religion/spirituality, psychiatric education, diversity/inclusion, mental health equity, and psychiatry/film. He has presented at every APA Annual Meeting since 1984. He was awarded APA Special Presidential Commendations in both 2002 and 2016 for his contributions to cultural psychiatry, and in 2020, he received the APA Distinguished Service Award. In 2008, the Association for Academic Psychiatry awarded him its Lifetime Achievement in Education Award. In 2020, the Society for the Study of Psychiatry and Culture awarded him the Lifetime Achievement Award. In 2021, the American College of Psychiatrists awarded him its Distinguished Service Award, the first Asian American to be so honored since the award was presented annually from 1965. Websites: Francis G. Lu LinkedIn profile and Francis G. Lu Amazon profile.

Course Description

Leaning Objectives

Participants who engage in this education intervention will be able to:

• Identify how film characters embody compassion as a way to resilient well-being so as to identify these strengths in themselves and in their patients.
• Develop skills and practice techniques of viewing of films from a mindfulness perspective in which inspiring characters embody compassion as a means to resilient well-being for the purpose of renewing these qualities in their lives.
• Understand the essential role of developing compassion as a way to resilient well-being.
• Learn to help patients view films from a mindfulness perspective in which inspiring characters embody compassion as a means to resilient well-being for the purpose of renewing these qualities in patients’ lives.

Monday, July 31
“Twenty-Four Eyes” 1954, directed by Keisuke Kinoshita, based on the 1952 novel of the same name by Sakae Tsuboi* (extended session to 1:15 p.m.)

Tuesday, August 1
“The Joy Luck Club”, 1993, directed by Wayne Wang, based on the 1989 novel written by Amy Tan

Wednesday, August 2
“Departures”* 2008, directed by Yōjirō Takita

Thursday, August 3
“Babette’s Feast” 1987, directed by Gabriel Axel

Friday, August 4
“Tokyo Story” 1972, directed by Yasujirō Ozu

John Luo, MD
Information Technologies in Mental Health

John Luo, MD, is nationally recognized as an expert on mobile technology in medicine, and he presents yearly at the American Psychiatric Association Annual Meeting. His courses and lectures on how to use a personal digital assistant have been a staple of the APA scientific program for over ten years. He has been the past-president of the American Association for Technology in Psychiatry, and now serves as the AATP Gores Chair of Informatics Advocacy. He has served in the past as the Use of Technology in Education work group chair for the Association for Academic Psychiatry and was past chair of the American Psychiatric Association Committee on Information Technology. He serves on the editorial advisory boards of Academic Psychiatry, Medicine on the Net, and MD Netguide.

Course Description

Over the last twenty years, information technologies (IT) have played an increasingly vital role in the delivery of healthcare. Ready information access on the Internet was the first intersection of IT and healthcare, which began to change the dynamic between patient and provider. Electronic health records, telemedicine, and medical applications on smartphones have now become ubiquitous in the delivery of healthcare. Social media, artificial intelligence, and virtual reality are playing an increasing role in terms of access, changing attitudes towards mental health, assessment of clinical acuity, and delivery of care. In this course, we will examine and explore the benefits, risks, and appropriate use of these technologies. At the end of this course, participants will have an improved understanding of the benefits, risks, and appropriate implementation of many technologies used in mental health services.

Learning Objectives

Participants who engage in this education intervention will be able to:

• Recognize the impact of social media with regards to decreasing stigma of mental health, influence on health seeking behaviors, and professional development
• Assess smartphone applications with regards to scientific basis, privacy, security, and clinical integration to incorporate them into clinical practice
• Determine how artificial intelligence software will assist in suicide risk assessment and identifying patients at risk for relapse, and incorporate these technologies in assessment
• Review personal and professional information available online in form of blogs, physician ratings, and social media and how these impact online reputation and privacy
• Incorporate strategies to protect personal privacy and professional reputation online.

Shawn Shea, MD
Transformational Moments: How Master Clinicians Think, Talk, and Listen When Facing the Most Challenging of Clinical Tasks

Shawn Christopher Shea, MD, is the Director of the Training Institute for Suicide Assessment and Clinical Interviewing and is the author of eight books and numerous articles in the fields of clinical interviewing, suicide assessment, creating resiliency, and rapidly enhancing the therapeutic alliance. Having given over 850 workshops worldwide, he is popular for his provocative, fast-paced presentations laced with a wicked sense of humor. As well as being a highly popular presenter at previous Door County Summer Institutes, he has been a frequent presenter at venues such as the Cape Cod Symposium, the Santa Fe Symposium, and the Muskoka Summer Seminar Series from McMaster University.

Dr. Shea is the creator of the internationally utilized Chronological Assessment of Suicide Events (CASE Approach). His text Psychiatric Interviewing: The Art of Understanding, 3rd Edition was chosen by the British Medical Association as the 2017 Book of the Year in Psychiatry. And his book The Practical Art of Suicide Assessment is viewed as a classic in the field of suicide prevention.

Course Description

This symposium will offer a variety of innovative strategies and interviewing techniques for transforming many of the most problematic clinical challenges encountered in everyday care. The techniques described are immediately applicable to therapists in all clinical settings from community mental health centers, college counseling centers and private practices to emergency departments and inpatient units.

Traditionally daunting clinical tasks such as creating hope in the hopeless, rapidly, and sensitively engaging clients with borderline and/or narcissistic disorders, exploring incest and domestic violence, un-stalling stalled treatment planning, eliciting hidden suicidal ideation, uncovering dangerous psychotic process, and performing a sensitive DSM-5-TR differential diagnosis, as well as avoiding our own burn-out will be explored. Throughout the week Dr. Shea will pull upon a combination of vibrant didactics, compelling videos, and the lens of the “human matrix”, a philosophical concept that adds consistency, integration, and a sense of meaningful direction to transforming challenging everyday clinical conundrums.

Learning Objectives

Participants who engage in this education intervention will be able to:

• Be able to describe and to apply the principles of “matrix treatment planning” to instill hope and resiliency as a method of suicide prevention.
• Be able to use specific interviewing techniques and strategies for spotting dangerous psychotic processes, transforming moments of anger and disengagement, rapidly engaging clients with borderline and/or narcissistic process, and performing a DSM-5-TR differential diagnosis while performing a comprehensive initial interview
• Be able to utilize seven behaviorally specific interviewing techniques (Normalization, Shame Attenuation, the Behavioral Incident, Gentle Assumption, Denial of the Specific, the Catch-All Question, and Symptom Amplification) that enhance validity when uncovering sensitive and taboo topics.
• Be able to describe and to use the Chronological Assessment of Suicide Events (CASE Approach) to uncover dangerous suicidal ideation, planning, intent, and actions.

Monday, August 7

• Preventing suicide by creating hope when clients see none.
• Matrix Treatment Planning: the biopsychosocial model re-imagined as a tool for creating resiliency.
• Using innovative interviewing techniques derived from cognitive therapy, object relations, and self-psychology to rapidly engage clients with borderline and narcissistic personality disorders in the initial interview.

Tuesday, August 8

• Gently, yet effectively, uncovering hidden OCD, Panic Disorder, and PTSD; Exploring physical and sexual trauma with sensitivity and compassion
• Effectively spotting dangerous psychotic process from command hallucinations and alien control to thoughts of violence and self-mutilation
• Video Demonstrations

Wednesday, August 9

• Facilics: the art of transforming interviews into flowing conversations while performing a DSM-5-TR differential diagnosis in a fifty-minute initial interview.
• The Field of Validity Techniques - innovations in interviewing for more accurately uncovering sensitive topics from sexual trauma and domestic violence to antisocial behaviors, violent ideation, and problematic substance use.

Thursday, August 10

• Effectively uncovering suicidal ideation, planning, behavior, and intent using the Chronological Assessment of Suicide Events (the CASE Approach) with video demonstrations
• Contemporary ways of understanding the risk factors and warning signs of suicide with an eye towards Prevention-Oriented Suicide Risk Assessment

Friday, August 11

• Recognizing and transforming wandering, shut-down and rehearsed interviews.
• Practical techniques for turning moments of angry disengagement and potentially disengaging questions into moments of therapeutic magic.

Michael F. Hoyt, PhD
Single Session Thinking and Practice: One Session at a Time

Michael F. Hoyt, PhD (Yale ’76) is one of the originators (with Moshe Talmon and Bob Rosenbaum) of the Single-Session Therapy approach. He is based in Mill Valley, CA. He is a recipient of the APF Cummings Psyche Prize for lifetime contributions to the role of psychologists in organized healthcare, has been honored as a Continuing Education Distinguished Speaker by both the American Psychological Association and the International Association of Marriage and Family Counselors, and is recognized as a Contributor of Note by the Milton H. Erickson Foundation. He has authored, edited, and coedited numerous books, including The First Session in Brief Therapy; Some Stories Are Better than Others; Capturing the Moment; Brief Therapy and Beyond; Single-Session Therapy by Walk-In or Appointment; Creative Therapy in Challenging Situations; Single Session Thinking and Practice in Global, Cultural, and Familial Contexts: Expanding Applications; and Brief Therapy Conversations: Exploring Efficient Intervention in Psychotherapy.

Course Description

Single Session Therapy (SST) can be defined as therapy that the therapist and client expect, from the beginning, to potentially comprise a single visit. The therapist acts as if the first session will be the last. SST is therapy approached one-session-at-a-time. Research shows that one session is, de facto, the most common length of therapy; and that SST is often effective for a variety of problems. A structure will be presented for organizing the tasks and skills involved in different phases (pre, early, middle, late, follow-through) of therapy. Numerous case examples, including videos, will illustrate techniques useful both in both single sessions and in the course of longer treatments.

Learning Objective

Participants who engage in this education intervention will be able to:

• Understand basic features of brief therapy
• Recognize tasks and skills, including useful questions and specific techniques, associated with different phases of treatment
• Clarify single session mindset, learn guidelines for single session therapies, and study numerous single session interventions
• Consider application to participants’ own clinical cases

Monday, August 7

• Introduction
• Key characteristics of brief therapy
• Tasks and skills by phase of treatment
• Single session therapy mindset and guidelines for possible SST
• Case examples and discussion

Tuesday, August 8

• Additional case examples and discussion
• Practice skills
• Adjourn

Rebecca Anderson, MD
Case by Case: Ethics for Mental Health Professionals

Rebecca Anderson, PhD, is Professor in the Department of Anesthesiology and Director of Integrated Mental Health in Pain Management Center at MCW. She is the author of over 70 peer reviewed articles, 6 book chapters, and 2 books. She serves as Secretary of the Wisconsin Examining Board and is currently a board member of WPA. Clinically she is a member of a comprehensive pain management program which encompasses musculoskeletal pain, neuropathic pain, and headaches working with Anesthesia, Neurology, and Physical Medicine and Rehabilitation teams. She utilizes CBT, mindfulness, use of apps, imagery recordings, and biofeedback as part of an integrated approach to address adjustment and improve function and quality of life for patients.

Course Description

This seminar will cover professional boundaries, confidentiality, and duty to warn/protect cases, as well as emerging ethical issues concerning electronic health records, interstate licensing requirements, social media, virtual therapy and a virtual world and legislative updates. Dr. Anderson will review major ethical issues in mental health 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 to emerging issues in ethics for mental health providers.

Learning Objectives

Participants who engage in this education intervention will be able to:

• Review ethical issues including ethical principles, methods for resolution, informed consent, and virtual therapy issues.
• Describe ethical issues in professional boundaries, confidentiality, and duty to warn/ protect cases.
• Discuss emerging ethical issues concerning electronic records, interstate licensing requirements, social media, and legislative updates.
• Discuss ethics cases from participants

Thursday, August 10

• Introduction
• Analyzing and resolving ethical issues
• Ethical principles of psychologists (and others) and code of conduct
• Informed consent
• Special roles of mental health professionals
• Cases for discussion

Friday, August 11

• Professional boundaries
• Knowing your limits
• Confidentiality and duty to warn
• Licensure board and sanctions
• Emerging issues
• Electronic records, interstate licensing, new communication technologies, and legislative update
• APA suggestions to avoid ethical problems
• Virtual mental health care
• Cases for discussion from audience

Tuition for 5-day sessions is $695. Two-day sessions (3 hrs/day) are $295. Tuition for graduate and medical students and resident physicians is $465 and $215 with a letter from the training director.

Tuition for 5-day sessions will be reduced to $645, and to $265 for 2-day sessions, if received by June 1, 2023.

Lodging in July and August is in great demand; it is crucial that you make reservations early. A block of suites has been set aside at the Landmark Resort. These suites will be held until June 9, 2023, or until they are filled. 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 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. As of May 2017, all suites at the Landmark have been renovated! Visit their website for photos and details.

The Landmark Resort
4929 Landmark Dr.
Egg Harbor, Wisconsin 54209
Reservations (800) 273-7877

Please indicate the appropriate group number when booking your accommodations at the Landmark to ensure the conference room rate. Group numbers are assigned based on which week of the conference you’ll be attending:

• Week 1 Group Number: #4605
• Week 2 Group Number: #4606
• Week 3 Group Number: #4604

Make your reservation

Consistent with ACCME policy, faculty for all MCW continuing education programs must disclose all relevant financial relationships with commercial organizations. MCW has a mechanism in place to identify and resolve conflicts in advance of the DCSI.

The Medical College of Wisconsin is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

The Medical College of Wisconsin designates each week-long session of this live activity for a maximum of 15 AMA PRA Category 1 Credit TM and each two-day session for a maximum of 6 AMA PRA Category 1 Credit TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Hours of Participation for Allied Health Professionals
The Medical College of Wisconsin designates each week-long session of this live activity for up to 15 hours of participation for continuing education for allied health professionals and each two-day session a maximum of 6 hours of participation for continuing education for allied health professionals.

Psychology CE Credit Statement
The Medical College of Wisconsin is approved by the American Psychological Association to sponsor continuing education for psychologists. The Medical College of Wisconsin maintains responsibility for this program and its content.

This activity contains content or processes that may be potentially stressful.

For more information contact:
Jess Noonan
MCW Department of Psychiatry
8701 Watertown Plank Rd.
Milwaukee, WI 53226

summerinstitute@mcw.edu | www.mcw.edu/dcsi

Please note that MCW accepts payment by Visa, MasterCard, and Discover. We do not accept payment by check.

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   [Specialties > Behavioral Health > the 36th Annual Door County Summer Institute]
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The deadline for claiming credit is December 31, 2023, after which you will not be able to obtain your credits.

2023 Registration Fees

5-day sessions:

• Before June 1, 2023: $645
• After June 1, 2023: $695

2-day sessions:

• Before June 1, 2023: $265
• After June 1, 2023: $295

Medical/Graduate Students & Residents*

5-day sessions:

• Before June 1, 2023: $395
• After June 1, 2023: $465

2-day sessions:

• Before June 1, 2023: $175
• After June 1, 2023: $215

*Email summerinstitute@mcw.edu for coupon code

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