Primary Care Psychology: A Collaborative Evidence-Based Approach
Join us for this multi-session series!
This diverse and engaging series brings to you the most up-to-date research on topics relevant to the practice of primary care psychology. Experts in the field will guide you through how to implement evidence-based interventions that can revolutionize the way you work with patients. When applicable, presenters will use case examples to bring these subjects to life. Be prepared for increased self-confidence and improved patient outcomes!
Registration for this program will grant you access to the entire series.
All events will be held online via Google Meet. Links to access provided upon registration. The recordings will be uploaded to the course page for asynchronous viewing, should a participant be unable to attend a live session date. At the successful completion of all the sessions in the series, you are eligible to receive APA or IL CEU continuing education credits.
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Session Information and Dates Listed Below:
Recorded August 9th, 2023: Consulting with Primary Care Physicians
Presented by Margaret Christie, Ph.D.
8-9am PT/10-11am CT/11am-12pm ET
This training will provide behavioral health professionals the opportunity to learn about the positive outcomes associated with consulting with primary care physicians. Attendees will learn, discuss, and explore evidence-based consultation practices that will enhance the efficiency and quality of their practice and improve patient care outcomes through collaborative care with physicians.
After attending this intermediate level course, participants will be able to:
- Explain the benefits of primary care behavioral health consultation including positive outcomes for patients, primary care physicians and their care teams, behavioral health clinicians, and the healthcare system as a whole.
- Identify multiple models and styles of evidence-based consultation and will learn multiple evidence-based consultative techniques that may be applied with collaborating primary care physicians.
This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education goal 1: Program is relevant to psychological practice, education, and/or science.
Margaret Christie, Ph.D. is the Director of Assessment and a Pediatric Psychologist at Primary Care Psychology Associates, LLC. She earned her Doctoral and Master’s degrees from Illinois State University in School Psychology with an emphasis on working with children, adolescents, and families. Prior to this, she earned her bachelor’s degree from Loyola University Chicago. Dr. Christie completed her pre-doctoral internship and post-doctoral fellowship at the Munroe Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center. There, she completed specialized training in providing services in primary care medical settings. Dr. Christie has worked in a variety of settings including schools, hospitals, and community clinics. Her research has focused on the development and delivery of valid and reliable evaluations for ADHD and Autism.
Dr. Christie utilizes evidence-based approaches when working with children and families and has extensive experience with cognitive-behavioral therapy, behavior modification, social skills training, exposure therapy, exposure and response prevention, and habit reversal training among many other techniques. She enjoys using a warm, client-centered, and solution focused approach with families and incorporates clients’ strengths and values into treatment to empower them to reach their goals.
Hine, J. F., Grennan, A. Q., Menousek, K. M., Robertson, G., Valleley, R. J., & Evans, J. H. (2017). Physician satisfaction with integrated behavioral health in pediatric primary care: Consistency across rural and urban settings. Journal of Primary Care & Community Health, 8(2), 89-93.
Dunn, J. A., Chokron Garneau, H., Filipowicz, H., Mahoney, M., Seay-Morrison, T., Dent, K., & McGovern, M. (2021). What are patient preferences for integrated behavioral health in primary care?. Journal of Primary Care & Community Health, 12, 21501327211049053.
Vogel, M.E., Kanzler, K.E., Aikens, J.E. et al. Integration of behavioral health and primary care: current knowledge and future directions. J Behav Med 40, 69–84 (2017). https://doi.org/10.1007/s10865-016-9798-7
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Wednesday, August 23rd, 2023: Ethics Review: Boundaries and Boundary Violations
Presented by Boris Todorov, Ph.D.
8-9am PT/10-11am CT/11am-12pm ET
The current presentation identifies several major professional situations and factors that increase risk of boundary violations, including Empathy, Limited Competence, Multiple relationships, Risky Patients, Conclusion of services, Supervision of other professionals, and our Human Nature. The current presentation also aims to offer specific and effective remedies to these risk factors.
After attending this intermediate level course, participants will be able to:
- Explain the need for strong and consistently implemented code of Ethics and strong professional boundaries as a way to ensure positive clinical outcomes and professional wellness.
- Discuss the common clinical, supervisory and professional situations where psychotherapists are vulnerable to boundary violations.
- Describe the strategies we can use to protect ourselves, our colleagues and our supervisees from risk of boundary violations.
This program meets APA’s continuing education STANDARD 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that influence psychological practice, education, or research.
This program meets APA’s continuing education GOAL 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
Dr. Boris Todorov is the Director of Clinical Services of Primary Care Psychology Associates, LLC. Dr. Todorov is a licensed Clinical Psychologist who earned a doctorate in Clinical Psychology from Ohio University and completed a pre-doctoral internship in psychology at the University of San Diego Counseling Center. After earning his doctorate, Dr. Todorov spent two years developing and later managing an integrated primary care program that improved access to behavioral health services for under-served patients in Southeast Ohio. Dr. Todorov has completed the Primary Behavioral Health Integrated Care Training Academy program with Cherokee Health Systems, Knoxville, Tennessee.
Dr. Todorov provides person-centered and solution-focused psychotherapy to individuals, couples and families of all ages, with wide range of presenting concerns. He encourages a holistic approach to health and wellness, where the needs of the mind, the body, the family and the larger community are considered and become part of the treatment process. Dr. Todorov integrates empirically validated therapeutic interventions from the Cognitive-Behavioral, Humanistic and Psychodynamic schools of thought in his work with patients, with a focus on effectively reducing the duration of therapy without sacrificing quality. Dr. Todorov provides psychological assessment for children, adolescents and adults, including: cognitive ability and achievement, adaptive functioning, learning disorders, child and adult ADHD, personality assessment, and pre-surgical psychological evaluation for patients seeking bariatric and pain stimulator implant surgeries.
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/
Gabbard, G. O. (2016). Boundaries and boundary violations in psychoanalysis. American Psychiatric Pub.
Hook, J., & Devereux, D. (2018). Boundary violations in therapy: the patient’s experience of harm. BJPsych Advances, 24(6), 366-373.
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Wednesday, November 1st, 2023: Suicide Risk Assessment and Prevention
Presented by Meryl Pankhurst, PsyD
8-9am PT/10-11am CT/11am-12pm ET
Suicide is the second leading cause of death for youth and young adults in the United States (SAMHSA, 2020), and the fourth leading cause of death among individuals between the ages of 35 and 44 (Centers for Disease Control and Prevention (CDC) WISQARS Leading Causes of Death Reports, 2022). Furthermore, the prevalence of suicidal thoughts and behaviors is higher in some groups, including LGBTQ+ youth and racial and ethnic minorities, particularly Indigenous American and Alaska Native youth and youth of more than one race. Prevention and early intervention policies, programs, and services are critical to addressing suicide risk and will be further discussed. In addition, instruction on routine screening for mental health disorders and suicide risk, risk assessments, and gatekeeper training will be given.
After attending this intermediate level course, participants will be able to:
- Utilize clinicians’ suicide risk assessment skills.
- Identify the most common overlooked factors that enhance risk of suicide for individuals and specific groups.
- Describe how to play a better role in prevention of suicide amongst our patients and communities.
This program meets APA’s continuing education STANDARD 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that influence psychological practice, education, or research.
This program meets APA’s continuing education GOAL 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
Dr. Meryl Pankhurst is a Licensed Clinical Psychologist and the Director of Business Development at Primary Care Psychology Associates, LLC (PCPA). Dr. Pankhurst is also the Associate Director of Training at PCPA. She received her Master in Counseling (M.A.C.) and her Doctor of Psychology in Clinical Psychology (Psy.D.) degrees, along with a specialization in Primary Care Psychology, from Adler University. Before that, Dr. Pankhurst attended the University of Michigan in Ann Arbor, Michigan, where she obtained her Bachelor of Arts degree in Psychology and an academic minor in Crime and Justice.
Dr. Pankhurst is experienced in providing therapy to individuals and couples and she predominately works with adults and older adolescents. More specifically, the individuals with whom Dr. Pankhurst works generally seek to understand and address not only specific emergent problems, such as those associated with adjustment, relationship, work, and school difficulties, trauma, depression, anxiety, ADHD, loss/grief, and health issues, but also the underlying thoughts, feelings, and behavioral and relational patterns that have contributed to the development and maintenance of those problems.
According to Dr. Pankhurst, every person brings unique life experiences, strengths, and challenges to the therapeutic process. She recognizes that the body and mind are interconnected; thus, she uses an integrative, holistic approach to promote mind-body health, drawing from the full extent of psychology theory and research, so that the patient may identify inherent strengths, heal past and present hurts, and generate change from within.
Dr. Pankhurst’s therapeutic style integrates techniques from cognitive-behavioral, interpersonal, humanistic, psychodynamic, and solution-focused therapies. While she uses both short- and long-term techniques depending on the individual needs of the patient, she understands that the process of gaining insight into a person’s conflicts cannot be rushed or imposed. Therefore, through a collaborative and empathic process, she subtly guides the therapeutic discussions in order for patients to discover the underlying problems for themselves so that they may expand and utilize their skills and strengths to live more meaningful and rewarding lives.
Centers for Disease Control and Prevention (2022). Web-based Injury Statistics Query and Reporting System (WISQARS). Atlanta, GA: National Centers for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/injury/wisqars/index.html
Substance Abuse and Mental Health Services Administration. (2020). Treatment for Suicidal Ideation, Self-harm, and Suicide Attempts Among Youth. National Mental Health and Substance Use Policy Laboratory. https://store.samhsa.gov/sites/default/files/pep20-06-01-002.pdf
Substance Abuse and Mental Health Services Administration (2022). Key substance use and mental health indicators in the United States: Results from the 2021 National Survey on Drug Use and Health (HHS Publication No. PEP22-07-01-005, NSDUH Series H-57). Rockville, MD: Center for Behavioral Health Statistics and Quality, Substance Abuse and Mental Health Services Administration. Retrieved from https://www.samhsa.gov/data/report/2021-nsduh-annual-national-report
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Wednesday, November 29th, 2023: Applying the Biopsychosocial Model in the Context of Health Psychology
Presented by Bethany Rosner, PsyD
8-9am PT/10-11am CT/11am-12pm ET
Health plays a large role in the holistic approach of our patients. It is important to understand how therapeutic interventions can facilitate the aid in the support of medical-related distress. This presentation will address the biopsychosocial approach to care and help clinicians develop skills in addressing the topics of chronic medical diagnoses, stress, compliance/adherence to medical regimens, health disparities and diversity factors, weight management, and lifestyle choices.
After attending this intermediate level course, participants will be able to:
- Explain how the interplay between one’s physical well-being and a variety of biological, psychological, social, and cultural factors.
- Discuss stress response and its impact on the etiology and course of health problems.
- Explain how psychological interventions can help patients and families manage and cope with chronic illness.
This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education goal 1: Program is relevant to psychological practice, education, and/or science.
Dr. Bethany Rosner is a Licensed Clinical Psychologist and the Associate Director of Assessment at Primary Care Psychology Associates, LLC. She earned her doctorate from the Chicago School of Professional Psychology. She completed her doctoral internship at Advocate Illinois Masonic Medical Center – Behavioral Health Services in Chicago, IL and her Post-Doctoral Fellowship at Primary Care Psychology Associates.
Throughout her training, Dr. Rosner has conducted psychotherapy, crisis intervention, and psychological assessment with patients of all ages at a variety of settings including outpatient, inpatient, integrated health, intensive and partial hospitalization programs. Dr. Rosner’s approach to therapy is eclectic, with a particular focus on time-limited, evidence-based interventions. She integrates interventions from Acceptance and Commitment Therapy (ACT) and Cognitive Behavioral Therapy (CBT), along with family systems and insight-based interventions in her work with patients.
Dr. Rosner specializes in psychological testing for ADHD, learning and professional problems, cognitive and memory impairment and assessment of relational and personality problems. Dr. Rosner has received specialized training in assessing and assisting patients manage health-related stress, in the context of both acute and chronic medical conditions. She recognizes the importance of the mind-body connection and of taking a holistic approach to medical and mental health crises. Dr. Rosner works with her patients to identify obstacles to change and avoidance behaviors, and engages in collaborative problem-solving and skill-building in order to assist patients in moving towards a full and meaningful life.
De Groot, M., Hill Golden, S., and Wagner, J. (2016). Psychological Conditions in Adults With Diabetes. American Psychologist. Vol. 71, No. 7, 552–562.
Farber, E.W., Ali, M., Van Sickle, K., and Kaslow, N. (2017). Psychology in Patient-Centered Medical Homes: Reducing Health Disparities and Promoting Health Equity. American Psychologist. Vol. 72, No. 1, 28 – 41.
Hilton CE, Johnston LH. Health psychology: It’s not what you do, it’s the way that you do it. Health Psychol Open. 2017 Aug 2;4(2):2055102917714910. doi: 10.1177/2055102917714910. PMID: 29379610; PMCID: PMC5779922.
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Wednesday, March 6th, 2024: Behavioral Management of Chronic Pain
Presented by Valerie Weed, PsyD
8-9am PT/10-11am CT/11am-12pm ET2
According to the Centers for Disease Control and Prevention (2020), approximately twenty percent of adults in the United States report chronic pain. Furthermore, approximately one in 14 adults describe experiencing “high-impact” chronic pain, which is defined as having pain on most days or every day that limits life or work activities. Mental health professionals are in a unique position to help decrease the impact of chronic pain on these individuals. This presentation will focus on how to tailor Acceptance and Commitment Therapy interventions to meet the needs of the chronic pain population.
After attending this intermediate level course, participants will be able to:
- Explain difficulties addressing chronic pain in the context of Primary Care.
- Discuss behavioral interventions for chronic pain.
- Demonstrate how to apply ACT interventions for chronic pain via telehealth.
This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education goal 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
Dr. Valerie Weed is a licensed Clinical Psychologist and the Director of Operations at Primary Care Psychology Associates, LLC. She earned her doctoral degree in clinical psychology from the Massachusetts School of Professional Psychology with a specialization in health psychology. Before pursuing her doctorate, she graduated from Middlebury College with a double major in Neuroscience and Religion. She also completed post-baccalaureate work in psychology at New York University. Since that time, Dr. Weed has been certified as a wellness coach and has trained in a variety of therapeutic techniques. Her passion for learning is an enduring part of her life and she continues to study the latest empirically-validated treatments in the field.
Dr. Weed uses a collaborative, solution-focused approach to treatment, offering both short- and long-term techniques depending on the individual needs of the patient. She offers a supportive environment in which patients are empowered by learning strategies to better cope with their symptoms. Her goal is to help patients to find the tools they need to live happier and healthier lives. She works in partnership with patients to set goals that are consistent with their core values, to identify and confront any barriers to change, and to take action to achieve and sustain health-supporting behaviors.
Dr. Weed’s work experiences encompass a long list of reputed organizations, including inpatient and outpatient programs within hospitals, a pain clinic, a boutique private practice, and therapeutic schools. She has worked with patients of all ages and now focuses on working with adolescents and adults. Dr. Weed also works with couples. She capitalizes on her cognitive flexibility and creativity to identify appropriate interventions and adapt them to the needs of patients with a wide range of concerns.
Cosio, D., & Demyan, A. (2022). How to Conduct ACT Telehealth Interventions for Chronic Pain [Review of How to Conduct ACT Telehealth Interventions for Chronic Pain]. Practical Pain Management, 2022 May/June. https://www.practicalpainmanagement.com/issue202203/how-to-conduct-act-telehealth-interventions-for-chronic-pain
Feliu-Soler, A., Montesinos, F., Gutiérrez-Martínez, O., Scott, W., McCracken, L. M., & Luciano, J. V. (2018). Current status of acceptance and commitment therapy for chronic pain: a narrative review. Journal of pain research, 11, 2145–2159. https://doi.org/10.2147/JPR.S144631
Murphy, J. L., Cordova, M. J., & Dedert, E. A. (2020, September 28). Cognitive Behavioral Therapy for Chronic Pain in Veterans: Evidence for Clinical Effectiveness in a Model Program. Psychological Services. Advance online publication. http://dx.doi.org/10.1037/ser0000506
Zelaya CE, Dahlhamer JM, Lucas JW, Connor EM. (2020, November 4). Chronic pain and high-impact chronic pain among U.S. adults, 2019. NCHS Data Brief, no 390. Hyattsville, MD: National Center for Health Statistics. https://www.cdc.gov/nchs/products/databriefs/db390.htm
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Wednesday, April 3rd, 2024: Adapting PCIT to Help Young Children with Anxiety
Presented by Denise Gardner, Ph.D.
8-9am PT/10-11am CT/11am-12pm ET2
Parent-child interaction therapy (PCIT) is a widely-used, evidence-based intervention to address disruptive behaviors in young children and promote strong parent-child relationships. The role of parents and parental responses in influencing childhood anxiety and coping are also well understood. Adaptations to the standardized PCIT skills and framework allows clinicians who are trained in PCIT to apply these skills to the treatment of childhood anxiety.
After attending this intermediate level course, participants will be able to:
- Describe the goals and framework of the standardized PCIT intervention.
- Describe how parenting skills learned through PCIT can be used in the treatment of childhood anxiety.
This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education goal 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
Dr. Denise Gardner is the Associate Director of Pediatric Behavioral Health and a licensed Pediatric Psychologist at Primary Care Psychology Associates, LLC. Dr. Gardner provides psychotherapy to parents, children, adolescents and young adults. She works in collaboration with your child’s pediatrician to provide assessment, therapy, and consultation services. Dr. Gardner earned her Ph.D. in Clinical Psychology at Marquette University, with a specialization in child psychology. Her research focused on examining social relationship factors and piloting a friendship-building intervention for adolescents with ADHD. Dr. Gardner gained extensive experience in pediatric psychology during her pre-doctoral internship at the Children’s Hospitals and Clinics of Minnesota and postdoctoral fellowship at Nationwide Children’s Hospital. She has provided psychology services in a variety of settings, including hospitals and community clinics. Through her work in medical settings, Dr. Gardner has developed an expertise in working with youth with gastrointestinal (GI) disorders. Dr. Gardner uses an evidence-based approach to working with children and families, including cognitive-behavioral therapy, behavior therapy, and mindfulness.
Carpenter, A. L., Puliafico, A. C., Kurtz, S. M., Pincus, D. B., & Comer, J. S. (2014). Extending parent–child interaction therapy for early childhood internalizing problems: New advances for an overlooked population. Clinical child and family psychology review, 17, 340-356.
Comer J.S., del Busto C., Dick A.S., Furr J.M., Puliafico A.C. (2018). Adapting PCIT to Treat Anxiety in Young Children: The PCIT CALM Program. In: Niec L. (Ed.) Handbook of Parent-Child Interaction Therapy. Springer, Cham.
Phillips, S., & Mychailyszyn, M. (2021). A review of Parent-Child Interaction Therapy (PCIT): Applications for youth anxiety. Children and Youth Services Review, 125, 105986.
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Wednesday, May 1st, 2024: The Effects of Social Media on Mental Health
Presented by Sara Rusk, PsyD
8-9am PT/10-11am CT/11am-12pm ET2
Technology has contributed to dramatic changes in the way people interact and communicate. The ability to stay connected in these ways have potential positive and negative impacts on mental health. Clinicians can empower their patients by providing psychoeducation and offering age-appropriate strategies for responsible social media use.
After attending this intermediate level course, participants will be able to:
- Demonstrate knowledge of current impact of social media on child, adolescent, and adult mental health.
- Recognize signs of social media overuse/addiction.
- Discuss ways to help clients of all ages build age-appropriate strategies for responsible social media use.
This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education goal 1: Program is relevant to psychological practice, education, and/or science.
Dr. Sara Rusk is a licensed clinical psychologist at Primary Care Psychology Associates, LLC. She earned her doctoral degree from the Illinois School of Professional Psychology and has had over 10 years of clinical experience providing services to adults and children over the age of 12. Dr. Rusk completed her predoctoral internship and postdoctoral fellowship in a certified self-injury treatment program. In addition to this work, Dr. Rusk has worked in hospital settings, residential treatment and integrative primary care with family and internal medicine.
Through her clinical training, research and work experience, Dr. Rusk has developed expertise in providing comprehensive psychological services for individuals who have experienced traumatic stress. Dr. Rusk also has experience and expertise providing psychotherapy for patients with disordered eating and disrupted body image. Utilizing an integrative approach to care, Dr. Rusk focuses on the development of insight with comprehensive skill building to equip patients with the tools needed to reach emotional wellness. Theoretical and skills-based approaches include Psychodynamic Psychotherapy, Existential Psychotherapy, Dialectical Behavior Therapy and Acceptance & Commitment Therapy.
Karim F, Oyewande AA, Abdalla LF, Chaudhry Ehsanullah R, Khan S. Social Media Use and Its Connection to Mental Health: A Systematic Review. Cureus. 2020 Jun 15;12(6):e8627. doi: 10.7759/cureus.8627.
Shannon H, Bush K, Villeneuve PJ, Hellemans KG, Guimond S. Problematic Social Media Use in Adolescents and Young Adults: Systematic Review and Meta-analysis. JMIR Ment Health 2022;9(4):e33450. doi: 10.2196/33450
Vaingankar JA, van Dam RM, Samari E, Chang S, Seow E, Chua YC, Luo N, Verma S, Subramaniam M. Social Media-Driven Routes to Positive Mental Health Among Youth: Qualitative Enquiry and Concept Mapping Study. JMIR Pediatr Parent. 2022 Mar 4;5(1):e32758. doi: 10.2196/32758.
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Wednesday, May 29th, 2024: Behavioral Management of Post-Traumatic Stress Disorder
Presented by Boris Todorov, Ph.D.
8-9am PT/10-11am CT/11am-12pm ET
The experience of trauma is common for human beings across race, gender, occupation, socio-economic status, culture and ethnicity. Resilience in the face of trauma is common and should be acknowledged and validated in psychotherapy where relevant. PTSD is a rare but highly disabling clinical condition that occurs in response to trauma. Because of the high level of expressed emotion, low level of compliance and occasional acting out associated with PTSD, therapists have historically struggled to approach this condition effectively. However, effective, evidence-based, time limited, psychotherapy for PTSD does exist, and can be easily disseminated and applied in a wide variety of settings. Prolonged exposure is the most well-researched of these treatments. It is rooted in true and tested behavioral and cognitive psychotherapy principles, and can be effectively delivered over 10-14 visit format, in person or over telehealth.
After attending this intermediate level course, participants will be able to:
- Discuss the impact of PTSD on individual behaviors.
- Identify factors that contribute to PTSD formation and maintenance, with particular focus on expectations and avoidance.
- Describe the general principles of conducting Prolonged Exposure psychotherapy for PTSD.
This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education goal 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
Dr. Boris Todorov is the Director of Clinical Services of Primary Care Psychology Associates, LLC. Dr. Todorov is a licensed Clinical Psychologist who earned a doctorate in Clinical Psychology from Ohio University and completed a pre-doctoral internship in psychology at the University of San Diego Counseling Center. After earning his doctorate, Dr. Todorov spent two years developing and later managing an integrated primary care program that improved access to behavioral health services for under-served patients in Southeast Ohio. Dr. Todorov has completed the Primary Behavioral Health Integrated Care Training Academy program with Cherokee Health Systems, Knoxville, Tennessee.
Dr. Todorov provides person-centered and solution-focused psychotherapy to individuals, couples and families of all ages, with wide range of presenting concerns. He encourages a holistic approach to health and wellness, where the needs of the mind, the body, the family and the larger community are considered and become part of the treatment process. Dr. Todorov integrates empirically validated therapeutic interventions from the Cognitive-Behavioral, Humanistic and Psychodynamic schools of thought in his work with patients, with a focus on effectively reducing the duration of therapy without sacrificing quality. Dr. Todorov provides psychological assessment for children, adolescents and adults, including: cognitive ability and achievement, adaptive functioning, learning disorders, child and adult ADHD, personality assessment, and pre-surgical psychological evaluation for patients seeking bariatric and pain stimulator implant surgeries.
Bomyea J, Johnson A, Lang AJ. Information Processing in PTSD: Evidence for Biased Attentional, Interpretation, and Memory Processes. Psychopathology Review. 2017;a4(3):218-243.
Center for Substance Abuse Treatment (US). Trauma-Informed Care in Behavioral Health Services. Rockville (MD): Substance Abuse and Mental Health Services Administration (US); 2014. (Treatment Improvement Protocol (TIP) Series, No. 57.) Section 1, A Review of the Literature.
Foa, E., Hembree, E. A., Rothbaum, B. O., & Rauch, S. (2019). Prolonged exposure therapy for PTSD: Emotional processing of traumatic experiences –Therapist guide (2nd ed.). Oxford University Press.
Thompson-Hollands, J., Jun, J. J., & Sloan, D. M. (2017). The Association Between Peritraumatic Dissociation and PTSD Symptoms: The Mediating Role of Negative Beliefs About the Self. Journal of traumatic stress, 30(2), 190–194.
Wells, S. Y., Morland, L. A., Wilhite, E. R., Grubbs, K. M., Rauch, S. A. M., Acierno, R., & McLean, C. P. (2020). Delivering Prolonged Exposure Therapy via Videoconferencing During the COVID-19 Pandemic: An Overview of the Research and Special Considerations for Providers. Journal of traumatic stress, 33(4), 380–390.
Continuing Education
Target Audience: Psychologists, Social Workers, Mental Health Counselors
Psychologists. This program, when attended in its entirety, is available for 8.0 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 8.0 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 8.0 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
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.