The Department of Psychology is pleased to offer continuing education opportunities to clinicians in the Pee Dee area and across the state. These CE events are sponsored by the Department of Psychology and the FMU Office of Continuing Education. We are approved by the South Carolina licensing boards for Professional Counselors, Psychoeducational Specialists, and Marriage and Family Therapists, the National Association of School Psychologists to offer continuing education opportunities for licensed professionals in those fields (approval #490). In addition, our continuing education events automatically qualify for CE credit for Psychologists and Social Workers licensed in South Carolina. For more information about these events, you may contact Dr. Crystal Hill-Chapman. We looking forward to seeing you on campus!
The SC Association for Play Therapy Training Conference
Unlocking the Wisdom of the Body:
Body-Informed Interventions in Play Therapy
March 8-9, 2019
Luther F. Carter Center
200 West Evans Street, Florence, SC 29501
12(APT APPROVED 99-061- CLOCK HOURS-CONTACT)
1(APT Approved 99-061-Clock Hours-Contact-Optional)
Featuring Renee Turner, PhD, LPC-S, RPT-S
Dr. Renee Turner is a Licensed Professional Counselor- Supervisor and
Registered Play Therapist-Supervisor specializing in the advocacy and treatment
of children of all ages. She specializes in the supervision and professional
development of post-graduates and has 15 years of experience working in the
areas of grief and loss, bereavement and hospice work, complex trauma, and
identity and spiritual issues. In her clinical work, Dr. Turner integrates
existential, Gestalt, and expressive therapies to create a dynamic, experiential
form of therapy.
Dr. Turner is particularly passionate about promoting and increasing the field of
play therapy and presents locally and nationally on the ethical application of play therapy, sandtray
therapy, and expressive therapies with children, adults, and families. She actively participates in
leadership at the local, state, and national levels and received the 2017 Association for Play Therapy
Emerging Leader Service Award for her continued dedication to play therapy. In 2016, she created the
Central Texas Chapter of the Texas Association for Play Therapy where she continues to serve as a
member of the Advisory Board. She is also President-Elect of the Texas Association for Play Therapy and
currently serves as Chair of the Association for Play Therapy (APT) Awards and Recognition committee.
She is a reviewer for the quarterly Play Therapy Magazine published by APT, an approved APT
Education Provider, and is an APT Leadership Academy graduate. She actively supervises LPC-Interns
and post-licensed individuals pursuing the Registered Play Therapist designation.
Event: Mindfulness Workshop
Date: November 30th, 2018
Cost: $25 ($10 for graduate students)
Credits; 3 CE credits
Laura Hilb is a Family Nurse Practitioner who received an MPH in global health and an MSN from Emory University. She received training and qualification to teach Mindfulness-Based Stress Reduction from the Center for Mindfulness in Medicine, Health Care, and Society at the University of Massachusetts Medical School. Laura has worked as a nurse practitioner at an internal medicine practice and at a homeless shelter, where she also guided mindfulness practices for staff and participants. As a nurse she served vulnerable populations including refugees, migrant farmworkers, and persons experiencing homelessness.
For more information, please contact Brian Smith at 843-661-1640.
Psychology 525: Supervision for the Helping Professions
Course Meeting Dates: June 4 – 29, 2018
Course Credit: Three (3) hours
Course Cost: $525
Course Delivery: Online
Sponsored by: Francis Marion University, Department of Psychology, Master of Applied Psychology
This course examines consultation and supervision theories and practice as employed by counselors working and supervising in mental health
facilities, educational institutions, and other counseling settings. The various forms of consultation and supervision will be explored, examining
the framework for consultation/supervision with other professionals, educators, families and administrators. The course is designed to meet the
criteria established by the SC LLR as part of the requirements to obtain a supervisor’s license.
• Roles and functions of clinical supervision—includes the unique purposes, goals and foci of supervision, the appropriate conditions for supervision, and the distinction
between supervision and other professional roles.
• Counselor trainee skills— intervention skills, conceptualization skills, personalization skills, and professional skills.
• Models of clinical supervision—includes the major approaches for conceptualizing supervision (e.g., psychotherapy theory-based models of supervision, developmental
models, and social models).
• Counselor development—includes topics such as individual learning styles, cognitive developmental levels, differences in experience levels, stages of counselor
development, and critical transition points, as well as how to create an appropriate educational environment or climate based on developmental differences.
• Methods and techniques in clinical supervision—includes supervision methods for assessing and intervening with supervisees (e.g., audiotape/videotape review, live
supervision, self-report), as well as the appropriate use of, and benefits and limitations of, each supervision method.
• Supervisory relationship issues—includes inter-and intrapersonal variables that affect supervision such as the parameters of a working alliance, conflict within
supervision, supervisee anxiety, social influence, and parallel process.
• Cultural issues in supervision—includes the implications of cultural differences and/or similarities between supervisee and supervisor such as ethnicity, gender, sexual
orientation, and belief systems, and how these impact the process and outcome of supervision.
• Group supervision—includes topics such as the structure and processes of group supervision, the unique tasks of the supervisor in the group context, ground rules and
stages of group supervision, and the advantages and limitations of the group modality.
• Legal and ethical issues—includes major ethical and legal tenets that affect supervision such as due process, confidentiality, informed consent, dual relationships,
competence, duty to warn, and direct and vicarious liability, and the implications of these tenets for supervisees, clients, and the supervisor.
• Evaluation—includes studies that address the role of evaluation as central to supervision, criteria for evaluation, sources of feedback, the process and outcomes of
evaluation, and the role of documentation in evaluation, as well a procedures for the evaluation of the supervision experience.
For more information, contact: Crystal Hill-Chapman
at firstname.lastname@example.org or call 843-661-1721.
Workshop: Recommendations for Practitioners Working with Sexual Minority and Gender Diverse Youth
Speaker: Dr. Karla Anhalt, Ph.D. – Associate Professor at Kent State University within the School of Lifespan Development and Educational Sciences
Workshop Summary: Based on an overwhelming request for a continuing education workshop on this topic, our goal is to provide an understanding of characteristics and professional expectations relevant to community and school-based practice with sexual minority and gender diverse youth. After the workshop, participants will be able to define key terminology applicable to children and adolescents who are sexual minority and/or gender diverse. Additionally, participants will be able to describe risk factors in the lives of this group across home, school, and community settings. Identification of professional and ethical expectations will also be discussed.
Link to PowerPoint Presentation
Link to PowerPoint Presentation Resources
Workshop: Increasing Openness and Reproducibility in Quantitative Research
Speaker: April Clyburne-Sherin, M.S., Reproducible Research Evangelist at the Center for Open Science
Workshop Summary: This workshop is aimed at faculty, staff, and students across disciplines who are
engaged in quantitative research. The workshop does not require any specialized
knowledge of programming. Participants will gain a foundation for incorporating
reproducible, transparent practices into their current workflows.
Youth Suicide: Contemporary Issues in Prevention/Intervention and Postvention (6 hours)
Speaker: Scott Poland, Ed.D., LP, NCSP, Professor at the Center for Psychological Studies and the Co-Director of the Suicide and Violence Prevention Office at Nova Southeastern University.
Workshop Summary: The incidence of youth suicide requires that schools and communities collaborate and increase suicide prevention efforts and they be prepared to respond if a suicide occurs in order to reduce suicide contagion. This workshop focused on helping school and community mental health personnel increase their understanding of the most common factors in youth suicide. Participants learned effective strategies to prevent youth suicide and lessons from the aftermath of numerous suicides.
Maximizing Competence: Reflecting on Our Own Ethical Decision-Making and Self-Care (3 hours)
Speaker: Farrah Hughes, Ph.D., ABPP, MUSC AHEC Associate Professor of Family Medicine and Director of Behavioral Science and Community Medicine at McLeod Family Medicine Center
Workshop Summary: This 3-hour workshop focused on two domains of competent practice: professional ethics and clinician well-being. First, participants revisited the “fundamental five” principles of professional ethics, reviewed decision-making models, and practiced applying these models to particularly tricky scenarios. Second, participants learned ways to promote their own well-being, and they discussed signs of burnout and professional fatigue. This workshop was interactive, and participants were given the opportunity to engage in learning discussions with other participants. Both new and seasoned professionals benefited from this opportunity to reflect on their own clinical practice and how they care for themselves as professionals.
Pediatric Bipolar Disorder
Speaker: John M. Diamond, M.D., Professor and Director, Division of Child and Adolescent Psychiatry, Brody School of Medicine at East Carolina University
Workshop Summary: This workshop covered issues relevant to the assessment, diagnosis, and treatment of bipolar disorder in children and adolescents. In addition, the new DSM-5 diagnosis of Disruptive Mood Dysregulation Disorder was discussed.
From DSM-IV-TR to DSM-5: What Specifically is Changing? (6 hours)
Speaker: Sy Saeed, M.D., M.S., FACPsych, Professor and Chair, Department of Psychiatric Medicine, Brody School of Medicine at East Carolina University
Workshop Summary: Publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM‐5) in May 2013 marked one of the most anticipated events in the mental health ﬁeld. Published by the American Psychiatric Association, the DSM provides descriptions, symptoms, other clinical information, and diagnostic criteria for mental disorders. DSM has been periodically reviewed and revised since it was first published in 1952. The previous version of DSM was completed in 1994, nearly two decades ago. Since that time, there has been a wealth of new research and knowledge about mental disorders. This daylong workshop provided participants with an opportunity to learn about the changes in DSM‐5.
PREPaRE Crisis Preparation, Intervention and Response Training: Crisis Intervention and Recovery: The Roles of School-Based Mental Health Professionals (13 hours)
Speaker: Crystal R. Hill-Chapman, Ph.D., Assistant Professor, FMU Psychology Department
Workshop Summary: This 2-day workshop provided school-based mental health professionals and other school crisis intervention team members with tools to meet the mental health needs of students and staff following a school-associated crisis event. This workshop taught participants how to prevent and prepare for psychological trauma, to reaffirm the physical health of members of the school community and students’ perceptions that they are safe and secure, and examine the effectiveness of school crisis intervention and recovery efforts.
PREPaRE Crisis Preparation, Intervention and Response Training Crisis Prevention and Preparedness: Comprehensive School Safety Planning (6 hours)
Speaker: Crystal R. Hill-Chapman, Ph.D., Assistant Professor, FMU Psychology Department
Workshop Summary: This 1-day workshop provided school-based mental health professionals and other educators the knowledge and resources to help them establish and sustain comprehensive school safety and crisis prevention and preparedness efforts. The workshop also explored how to prepare for a school crisis by developing, exercising, and evaluating safety and crisis plans.
Implementing Contingency Management for Adolescent Substance Abuse in Outpatient Settings (4 hours)
Speaker: Phillippe B. Cunningham, Ph.D., Family Services Research Center, Department of Psychiatry & Behavioral Sciences, Medical University of South Carolina
Workshop Summary: This workshop focused on treating adolescent substance abuse using Contingency Management (CM). Dr. Cunningham and his colleagues have published a book about their work: Henggeler, S. W., Cunningham, P. B., Rowland, M. D. & Schoenwald, S. K. (2011). Contingency Management for Adolescent Substance Abuse. New York: Guilford Press.
Enhancing Treatment Engagement for Veterans and Other Trauma Victims (3 hours)
Speaker: Ronald T. Murphy, Ph.D.
Workshop Summary: Combat veterans and other trauma victims with posttraumatic stress disorder (PTSD) often engage in counseling with ambivalence, resulting in avoidance of treatment initiation, reduced treatment effectiveness, and dropout. The goals of the workshop are to: 1) provide participants with a readiness to change model for conceptualizing treatment resistance among PTSD clients, and 2) enable participants to use specific assessment and intervention techniques aimed at fostering treatment engagement. The focus will be on identifying and addressing barriers to successful treatment such as ambivalence about problem acknowledgement, dysfunctional treatment expectancies and fears, and therapeutic alliance issues.