The Role of Technology as a Participant in the Health Care Team -
Panel Discussion
Panel Participants: Liz Sweigart, PhD, MBA, ACC; Bianka Hardin, PsyD, SEP, NARM Master Therapist; Kelly Torres, PhD; Gerardo Rodriguez-Menendez, PhD, MSCP, ABPP
Recorded on Thursday, November 16th, 2023
Access provided upon registration on “My Courses” page
The lingering effects of the Covid-19 pandemic have changed how people access health care, including mental health. Technology has allowed for greater reach of care and put a focus on telehealth policy and reform. The American Psychological Association (2023) reports that trends with artificial intelligence (AI), digital inclusion, and remote monitoring will continue to grow.
This panel discussion evaluates the trends, challenges, and solutions that are a part of technology integration into the health care team. Panelists will discuss their experiences with current trends and outlooks as well as present the challenges mental health providers face when using technology. In the second half of this session, panelist will answer pre-submitted questions from attendees regarding the use of technology in various mental health fields.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 1.0 APA CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs, 1.0 NASP CPDUs for School Psychologists, or 1.0 ISBE CPDs for Illinois Educators.
The lingering effects of the Covid-19 pandemic have changed how people access health care, including mental health. Technology has allowed for greater reach of care and put a focus on telehealth policy and reform. The American Psychological Association (2023) reports that trends with artificial intelligence (AI), digital inclusion, and remote monitoring will continue to grow.
This panel discussion evaluates the trends, challenges, and solutions that are a part of technology integration into the health care team. Panelists will discuss their experiences with current trends and outlooks as well as present the challenges mental health providers face when using technology. In the second half of this session, panelist will answer pre-submitted questions from attendees regarding the use of technology in various mental health fields.
After attending this introductory-level program, participants will be able to:
- Discuss the trends within technology across the broader industry.
- Explain the challenges within technology across the mental health field.
- List the ways in which technology can assist with meeting current needs within the mental health field.
This program meets APA’s continuing education STANDARD 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science.
General Admission: $20
The Chicago School Faculty/Staff/Alumni: $10*
The Chicago School Students: $15*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
American Psychological Association. (2023). Tech trends 2023: What to watch out for this year in digital and telemental health. American Psychological Association.
https://www.psychiatry.org/psychiatrists/practice/telepsychiatry/blog/tech-trends-2023-what-to-watch-out-for-this-year-i
Carr, S. (2020). “AI gone mental”: engagement and ethics in data-driven technology for mental health. Journal of Mental Health (Abingdon, England), 29(2), 125–130. https://doi.org/10.1080/09638237.2020.1714011
Chan, AHY, & Honey, MLL. (2022). User perceptions of mobile digital apps for mental health: Acceptability and usability – An integrative review. J Psychiatr Ment Health Nurs. 2022; 29: 147–168. https://doi.org/10.1111/jpm.12744
Liz Sweigart, PhD, MBA, ACC
Liz Sweigart is a veteran business leader with over 20 years of experience in strategy, operations, and people, who brings her extensive experience to public and private board directorship opportunities. With a wealth of expertise gained from working with startups to Fortune 500 companies across various sectors, including technology, consumer products and services, energy, industrial products, chemicals, and aerospace and defense, Liz offers unique insights into strategic planning and risk management.
Liz is currently an independent advisor, coach, and board member. Previously, she served as the Chief Product & Strategy Officer for Safe Kids AI, an edtech company committed to empowering kids for safer online interactions. Her contribution in developing systems, processes, and technology solutions in PwC’s Global Structuring practice as a partner highlighted her strategic approach to enhance cash flows and sustainably increase shareholder value.
As the co-founding partner of Verse Consulting, a boutique international business advisory firm, and a former investment banker with Houlihan Lokey, Liz demonstrated her skill in navigating complex business landscapes. Her foundational role as the Financial Officer for The Episcopal Diocese of Texas, coupled with her initial professional experience in international tax and transfer pricing at Arthur Andersen, has furnished her with a robust understanding of fiscal management and ethical business practices.Moreover, Liz has a commitment to diversity, equity, and inclusion (DEI). She believes that a diverse board leads to a diversity of thought, which can drive innovative solutions and create a more robust and resilient organization. Liz has lived this firsthand, leading DEI projects for major multinationals as well as Top-25 US research universities. This perspective allows Liz to bring valuable insights into the recruitment, development, and retention of diverse talent on the board.
Passionate about community service and social impact, Liz serves on the board of directors of Genesys Works Houston and Mental Health America of Greater Houston, and on the advisory board of WebQ. She also extends her leadership as a mentor for veterans transitioning into civilian careers through American Corporate Partners.
Liz is an active member of the American Psychological Association, the Society for the Psychological Study of Social Issues, the International Coaching Federation, and the Society of Consulting Psychology. As an ICF-credentialed coach, she aids both emerging and established leaders in unlocking their potential and achieving their goals.
Liz earned a BA from Rice University, an MBA in Operations and Supply Chain Management from the University of St. Thomas (Houston), and a PhD in Organizational Leadership from The Chicago School. Her academic research focuses on leadership, trust, and Web3 technologies.
Her insights and findings have been featured in leading publications such as strategy+business, Oil & Gas Financial Journal, Offshore, and Tax Notes International. Liz’s award-winning blog, centered around her personal mental health journey, serves as a testament to her commitment to mental wellness, especially within workplace and online environments. Recognized as an International Mental Health Role Model by InsideOut, Liz continues to influence mental health discourse through her writing and speaking engagements.
Bianka Hardin, PsyD, SEP, NARM Master Therapist
Bianka Hardin, Psy.D. is a Licensed Clinical Psychologist and owner of Centered Therapy Chicago, PLLC. Dr. Hardin founded CTC in 2014 with the mission to help children, adolescents, and adults improve their mental health and quality of life. Dr. Hardin provides individual, couples, and family therapy as well as supervision and consultation services. Her and her team are committed to training created a doctoral training practicum at CTC and have launched CTC Training Center, a Chicago based training center, with the intention of offering high quality, high-impact training experiences and foster a relational and supportive learning environment for therapists.
She is interested in trauma informed care and practice, health and wellness, holistic healing, and mindfulness and enjoys working with clients who are in the mental health field and other helping professions who could benefit from getting additional support the important work they are doing, who are struggling with vicarious trauma or burnout, or who are interested receiving case consultation or support in their own professional development. Bianka is committed to professional development and lifelong learning. She has advanced training in trauma informed care as is a Somatic Experiencing Practitioner and NARM Master Therapist. She has been a training assistant for both SE and NARM and stays active as a consultant and clinical supervisor. She has consulted and presented on issues related to child abuse prevention, trauma-informed care, vicarious trauma, supervision, self-care, mindfulness, therapist self-care, and cultural issues.
Kelly Torres, PhD
Kelly Torres, Ph.D., earned her doctorate degree in Educational Psychology. She also earned two master’s degrees in the areas of Educational Psychology and Curriculum and Instruction. She also possesses Florida K-12 English for Speakers of Other Languages (ESOL) and Exceptional Student Education (ESE) teaching certificates. Dr. Torres has nine years of mentor experience working with elementary-aged learners. She also has taught numerous university-level courses in both online and face-to-face settings in content areas such as educational psychology, foundations of education, assessment, curriculum development, linguistics, and culture. Dr. Torres’s research interests are focused on the implementation of technology into educational settings in order to enhance student academic outcomes and on various aspects of the motivational influences that may impact second language learning and culture. She has also worked as a consultant for state and national curriculum accreditation committees and has helped to develop a national K-12 ESOL language proficiency high-stakes assessment.
Gerardo Rodriguez-Menendez, PhD, MSCP, ABPP
Dr. Gerardo (Gery) Rodriguez-Menendez is a licensed psychologist in Florida, and a Board Certified Psychologist with the American Board of Professional Psychology. He is the President of the American Academy of Clinical Psychology and the Chair of APA’s Designation Committee for Postdoctoral Education and Training Programs in Psychopharmacology for Prescriptive Authority. Dr. Rodriguez is Chair and Professor of the Clinical Psychopharmacology Department at The Chicago School of Professional Psychology. Apart from clinical psychology and psychopharmacology, he also has specialties in neuropsychology and pediatric psychology. His career spans a broad spectrum of responsibilities in education, administration, research, and consulting. He maintains a private consulting practice, the R-A Pinnacle Group, assisting businesses and organizations in areas of strategic planning, leadership coaching, accreditation, program and faculty development. He is the recipient of the Distinguished Contribution to the Advancement of Pharmacotherapy at the State Level Award from APA Division 55 –Society for Prescribing Psychology.
Target Audience: Mental health professionals, educators, and students.
Psychologists. This program, when attended in its entirety, is available for 1.0 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs: Course meets the qualifications for 1.0 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
School Psychologists. This program, when attended in its entirety, is available for 1.0 hours of continuing professional development. The Chicago School of Professional Psychology’s School Psychology Program is approved by the National Association of School Psychologists to offer continuing professional development. The Chicago School of Professional Psychology maintains responsibility for this continuing professional development activity.
Illinois Educators. This program, when attended in its entirety, is available for 1.0 hours of continuing professional development units. The Chicago School of Professional Psychology is an approved provider for continuing professional development by the Illinois State Board of Education.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.