Society of Pediatric Psychology (SPP) webinars are free to members! Non-members can access webinars for the following cost:
| Non-Member Registrants (>1.5 CE Credits) | $50.00 |
| Non-Member Registrants (1 - 1.5 CE Credits) | $30.00 |
| Non-Member Student Registrants | $10.00 |
Registration is non-refundable.
Please note the following CE designations:
APA - Psychologists will receive CE credit for attending the entirety of the webinar live (does not include New York State Licensed Psychologists).
* Ethics webinars may not meet the criteria for specific states.
APA and NY-PSY - Psychologists will receive CE credit for attending the entirety of the webinar live, including New York State Licensed Psychologists.
* Ethics webinars may not meet the criteria for Ethics CE for New York State Licensed Psychologists. New York State licensees are responsible for complying with New York State laws, rules, and regulations: https://www.op.nysed.gov/professions/psychology/laws-rules-regulations
Anti-Oppressive and Culturally Responsive Clinical Supervision
2 CE (APA and NY-PSY)
Friday, November 7, 2025 | 1:00pm-3:00pm ET
Presented by Naadira Upshaw, PsyD, ABPP and Marilyn Sampilo, PhD, MPH
Description:
Supervision is an essential component of Psychology training and practice, and is the conduit to obtaining competencies within the field. Many clinicians are required to provide supervision to learners across the training lifespan (e.g., undergraduate to post-doctoral fellow). Unfortunately, at the conclusion of formal training, ongoing training or education to continue refining knowledge and skills in supervision is not required and is often lacking. This fact coupled with an ever changing socio-economic-political landscape has resulted in increased attention to and closer examination of the perspective of supervisees within the supervision dyad. Learners reporting supervisory experiences as insufficient, dissatisfying and even potentially harmful often attribute this to a lack of cultural responsiveness and/or socially just practices. This webinar aims to begin to provide an overview of supervision and the importance of utilizing anti-oppressive and culturally responsive supervision practices to help supervisors evolve their practices to better support the current generation of learners who are understanding the field of Psychology in a very different chronosystem. We outline the differences between multicultural, culturally responsive, and anti-oppression approaches to supervision. Attendees will learn microinterventions to implement anti-oppressive and culturally responsive supervision, as well as strategies to identify, avoid, and address harm experienced in supervision. Attention to preparing and supporting learners within umbrella supervision will also be given. Finally, a case example will be utilized to demonstrate the application of anti-oppressive supervision practice. The webinar will close with a wrap up and opportunity for questions from the audience members.
Presenter Bios:
Naadira C. Upshaw, PsyD, ABPP: Dr. Naadira C. Upshaw is an Associate Professor in the Emory University School of Medicine Department of Pediatrics and a board-certified Senior Pediatric Psychologist at the Children’s Healthcare of Atlanta (CHOA) Aflac Cancer and Blood Disorders Center. She is also the Clinical Director of the Aflac Psychology and Neuropsychology Department and the Committee Chair of the Equity, Diversity, and Inclusion (EDI) for the Aflac Cancer and Blood Disorders Center. She serves as an elected board member as the current Diversity Member-At-Large for the Society of Pediatric Psychology, which is Division 54 of the American Psychological Association. Dr. Upshaw has many interests including the provision of inclusive and culturally humble and sensitive care to all patients with particular attention to justice, psychosocial hematology and oncology, training and education in pediatric psychology, and EDI related program development and facilitation. She serves in many capacities on several EDI specific committees and groups across the institutional, regional, and national levels. She has also constructed and provided diversity related talks and training for various organizations and groups within her academic community, as well as helped to develop a diversity dialogue facilitation training and manual that has trained several trainees and faculty facilitators within the academic medical setting. She is also professionally and academically interested in understanding the high cost of the minority tax on underrepresented minority faculty within academia. Dr. Upshaw is passionate about training and has written about the role of cultural humility and process-oriented supervision for underrepresented minority learners.
Marilyn L. Sampilo, PhD, MPH: Dr. Sampilo is a licensed clinical psychologist specializing in integrated behavioral health and health equity for marginalized communities. She received her doctoral degree (PhD) in clinical child psychology, with specialization in pediatric psychology, and a Master of Public Health, with specialization in social and behavioral aspects of public health, from the University of Kansas. Dr. Sampilo’s pedigree in education and training have allowed her to develop extensive experience in prevention, health promotion and intervention for diverse populations. Dr. Sampilo currently works as the Director of Behavioral Health for the All Hands Health Network. All Hands is designed as a socially and clinically integrated network consisting of various community partners working together to improve the health and well-being of children and families in some of Chicago’s most underserved and under resourced communities. Dr. Sampilo is particularly passionate about addressing structural and systemic drivers of behavioral health inequity in partnership with communities. Nationally, she provides consultation, training and professional development in the areas of health equity and affirming, culturally responsive health care, with over 100 invited presentations and trainings in these areas. She also serves on several national committees and work groups focused on promoting culturally and linguistically appropriate health service delivery. She has also held leadership roles in the areas of equity, diversity, and inclusion at several organizations over the last decade. Dr. Sampilo has received several local and national awards for her work in service to communities who have systematically marginalized including the 2024 APA Committee on Children, Youth, and Families Early-career Award for Outstanding Contributions to Benefit Children, Youth, and Families, the 2023 Su Casa Hispanic Center Latino Leadership Award, the 2022 Roger Harrison IDEAS (Inclusion, Diversity, and Excellence in Advocacy and Social Justice) Award, and the 2022 SPP Award for Distinguished Contributions to Diversity in Pediatric Psychology.
Learning Objectives:
After the presentation, attendees will be able to:
- Define differences and similarities between multicultural supervision, culturally responsive supervision, and anti-oppressive supervision.
- Describe anti-oppressive supervision in practice.
- Outline anti-oppressive microinterventions to identify, avoid, and address harm within supervisory relationships.
- Utilize a case example to demonstrate the implementation of anti-oppressive supervision practices.
Learning Level:
Designed to apply broadly across all levels.
Conflict of Interest:
The presenters report no conflicts of interest.
Registration:
Webinar registration is free for members. Registration rates for non-members are listed below.
| Non-Member Registration | $50.00 |
| Non-Member Student Registration | $10.00 |
Continuing Education:
Attendees will receive 2 CE credit for attending the entirety of this webinar.
The Society of Pediatric Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Society of Pediatric Psychology maintains responsibility for this program and its contents.
The Society of Pediatric Psychology (Division 54 of the American Psychological Association) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0279.
Youth Mental Health in the Age of AI: Opportunities, Risks, and Ethical Considerations
1 CE (APA and NY-PSY)
Friday, October 24, 2025 | 1:00pm-2:00pm ET
Presented by Leanna Fortunato, PhD
Description:
The prevalence of youth mental health concerns has surged in recent years, reaching record highs. At the same time, artificial intelligence (AI) is being integrated into daily life, and it is quickly changing the way that youth learn, socialize, and interact with the world. Given the ongoing gap between the need for mental health support and access limitations, technology, including AI, has great potential to reimagine the delivery of care. This webinar will provide an overview of AI technologies, discuss the potential risks and developmental considerations associated with youth AI use, explore how AI could enhance mental health care, and review ethical frameworks to inform the safe and effective use of AI to support youth well-being.
Presenter Bio:
Dr. Leanna Fortunato, PhD is a licensed clinical psychologist and the Director of Quality and Innovation within the Office of Health Care Innovation (OHCI) at the American Psychological Association. Dr. Fortunato’s work focuses on finding creative ways to harness technology to make high-quality mental health care more accessible and equitable for all. She contributes to the development and implementation of strategies that promote psychological practice innovation in the realms of digital mental health and measurement-based care. Prior to her role at APA, she has worked as a clinical administrator, practitioner, and consultant across a variety of settings including university based mental health care, private practice, and digital mental health. Dr. Fortunato holds a PhD in Clinical Psychology from Eastern Michigan University
Learning Objectives:
After the presentation, attendees will be able to:
- Describe key risks associated with AI use among youth.
- Identify how AI could be used to enhance the delivery of mental health care.
- Describe the primary components of existing frameworks for the ethical use of AI in mental health care.
Learning Level:
Beginner to Intermediate.
Conflict of Interest:
The presenter reports no conflicts of interest.
Registration:
Webinar registration is free for members. Registration rates for non-members are listed below.
| Non-Member Registration | $30.00 |
| Non-Member Student Registration | $10.00 |
Continuing Education:
Attendees will receive 1 CE credit for attending the entirety of this webinar.
The Society of Pediatric Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Society of Pediatric Psychology maintains responsibility for this program and its contents.
The Society of Pediatric Psychology (Division 54 of the American Psychological Association) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0279.
Leading Through Turbulent and Uncertain Times
1.5 CE (APA and NY-PSY)
Friday, October 3, 2025 | 1:00pm-2:30pm ET
Presented by Nadine J. Kaslow, PhD, ABPP
Description:
Every leader, no matter where on the leadership hierarchy, faces crises and turbulent and uncertain times. Regardless of the circumstances, times of crisis, turbulence, and uncertainty are stressful and complicated and there is no one right way forward or easy path toward recovery. This presentation will discuss the role and characteristics of a values-driven and courageous leader during times of crisis, uncertainty, and turbulence. It will then overview leadership strategies that are effective for tackling a crisis and successfully navigating times of turbulence and uncertainty. The presentation will close with examples of leading during challenging times and the impact of such experiences on the leader.
Presenter Bio:
Nadine J. Kaslow, PhD, ABPP, Professor, Vice Chair for Faculty Development and DEI, Chief Psychologist, Director of the Nia Project, and Director of Postdoctoral Residency Training at Emory Department of Psychiatry and Behavioral Sciences, is the Director of Wellbeing, Resilience, and Flourishing in the Emory at Grady Dean’s Office. Past-President of the American Psychological Association (APA) and a member of the Board of the International Association of Applied Psychology Professional Practice Division, she also is Past President/Chair of four APA divisions, American Board of Clinical Psychology, American Board of Professional Psychology, and Association of Psychology Postdoctoral and Internship Centers. She has received numerous awards, including the APA Distinguished Contributions to Education and Training Award, an APA Presidential Citation, Elizabeth Hurlock Beckman Award, Grady Health Foundation’s Inspiring Mentor Award, Emory University’s Thomas Jefferson Award, Emory at Grady Career Impact Award, and Emory School of Medicine’s Lifetime Service and Leadership Award and is a Distinguished Member of Psi Chi. The recipient of multiple federal grants, she has over 380 publications and has co-edited seven books related to psychology education and training, culturally responsive interventions for family violence and suicide, trauma-informed and patient- and family-centered care, leadership, and healthcare worker well-being. A frequent media guest, Dr. Kaslow is the psychologist for the Atlanta Ballet.
Learning Objectives:
After the presentation, attendees will be able to:
- Identify leadership qualities that will empower you to lead optimally during times of crisis, uncertainty, and turbulence.
- Apply strategies and implement procedures in advance that will help protect, insulate, and mitigate damage to your team in times of crisis, uncertainty, and turbulence.
Learning Level:
Designed to apply broadly across all levels.
Conflict of Interest:
The presenter reports no conflicts of interest.
Registration:
Webinar registration is free for members. Registration rates for non-members are listed below.
| Non-Member Registration | $30.00 |
| Non-Member Student Registration | $10.00 |
Continuing Education:
Attendees will receive 1.5 CE credits for attending the entirety of this webinar.
The Society of Pediatric Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Society of Pediatric Psychology maintains responsibility for this program and its contents.
The Society of Pediatric Psychology (Division 54 of the American Psychological Association) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0279.
An Introduction to Ethical and Legal Considerations for the Practice of Video-Based Psychological Healthcare
3 CE (APA Ethics and NY-PSY*)
Friday, July 11, 2025 | 1:00pm - 4:00pm ET
Presented by Jonathan Perle, PhD, ABPP
Description:
Despite rapid adoption and ongoing use of video-based telehealth among clinical psychologists, research has long suggested variable preparation among healthcare practitioners both prior to and post COVID-19 (Dopp et al., 2021; Glueckauf et al., 2018; Montoya et al., 2022; Perle et al., 2024; 2023; Sammons et al., 2020). Researchers and guiding organizations have suggested an ongoing and sustained need for practitioner training that can begin in graduate school and continue into their licensed career as continuing education activities (Dopp et al., 2021; Frye et al, 2022; Perle, 2021). Unfortunately, telehealth literature and training series fragmentation, as well as a lack of specificity in training programming, continue to be challenges limiting a clinical psychologist’s ability to acquire necessary knowledge of the numerous competencies relevant to a telehealth-based psychological service. The current presentation is designed to provide clinical psychologists with an overview of both ethical and legal considerations relevant to the use of videoconferencing in psychological healthcare services. Following an introduction of telehealth, current research findings will be outlined. The need for specialized education to gain the numerous specialized competencies related to a telehealth practice will be detailed in line with both field literature and the APA’s Guidelines for the Practice of Telepsychology. Specific areas of competencies will then be elaborated upon, focusing on: licensing/jurisdiction, establishing appropriateness, informed consent, boundaries, safety planning, and data security.
Presenter Bio:
Jonathan Perle, PhD, ABPP is a board-certified clinical child and adolescent psychologist, associate professor, and director of telepsychology at the West Virginia University School of Medicine. In addition to his current responsibilities that include trainee education, specialty clinic management, and conducting research, Dr. Perle provides both in-person and digital psychological care. Beginning in his graduate education and spanning his ongoing career, Dr. Perle has studied, and taught about telehealth. Combined works have resulted in peer-reviewed publications, a videoconferencing-focused book, articles in national periodicals, professional presentations, expert interviews for media, consultative services including his participation in the American Psychological Association’s revision for the Professional Practice Guidelines for Telepsychology, and his design and implementation of one of the first recognized telehealth-specific doctoral-level courses for clinical psychology students. Dr. Perle has also been recognized as a psychological innovator by the American Psychological Association’s Monitor for his work designing an evidence-based and HIPAA-compliant smartphone application related to parent management training. In addition to serving as a reviewer for multiple journals, he serves as an editorial board member for the Journal of Technology in Behavioral Sciences.
Learning Objectives:
After the presentation, attendees will be able to:
- Identify key elements of contemporary video-based research as it relates to mental healthcare practice.
- Identify at least three literature-suggested competencies for a video-based mental healthcare practice.
- Identify at least one method for ethical and legal cross-jurisdictional practice.
- Identify at least three considerations when determining the appropriateness of video for patient care.
- Identify at least three components to include on a telehealth-specific informed consent form.
- Identify at least three components to include in a telehealth-specific safety plan.
- Identify at least one component of HIPAA-compliant data security features of a video-based service.
Learning Level:
Intermediate
Conflict of Interest:
The presenter receive royalties for a book from which some of this information is derived.
Registration:
Webinar registration is free for members. Registration rates for non-members are listed below.
| Non-Member Registration | $50.00 |
| Non-Member Student Registration | $10.00 |
Continuing Education:
Attendees will receive 3 CE credits for attending the entirety of this webinar.
The Society of Pediatric Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Society of Pediatric Psychology maintains responsibility for this program and its contents.
The Society of Pediatric Psychology (Division 54 of the American Psychological Association) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0279.
* This webinar may not meet the criteria for Ethics CE for New York State Licensed Psychologists. New York State licensees are responsible for complying with New York State laws, rules, and regulations: https://www.op.nysed.gov/professions/psychology/laws-rules-regulations
Sleep as a Catalyst for Adherence in Adolescent Diabetes Care
1 CE (APA and NY-PSY)
Friday, June 6, 2025 | 12:00-1:00pm ET
Presented by Kara M. Duraccio, PhD, Kate Gamwell, PhD, Ke Ding, PhD, and Alexandra Monzon, PhD
Description:
This presentation will cover:
Adolescent sleep needs (the unique developmental considerations of sleep in adolescence; evidence-based approaches for enhancing sleep outcomes; and a brief overview of the TranS-C intervention).
Adherence to sleep recommendations (how to enhance adherence to adolescent sleep recommendations with motivational interviewing; small behavioral modifications; and the frequency of interventions/touch points).
Sleep to improve adolescent diabetes management (the intersection of sleep and diabetes adherence and addressing how to integrate sleep as a behavioral target in teens with diabetes).
Presenter Bios:
Kara M. Duraccio, PhD, is an assistant professor at Brigham Young University. Dr. Duraccio’s research focuses on understanding the negative consequences of short and ill-timed sleep in adolescents and in evaluating methods for improving adolescent sleep.
Kate Gamwell, PhD, is the Director of Pediatric Pain Psychology and Rehabilitation at Prisma Health Children's Hospital and an assistant professor of pediatrics at the University of South Carolina Medical School-Greenville. Her clinical and research work focuses on the intersect between illness appraisals and self-management in youth with chronic pain.
Ke Ding, PhD, is a pediatric psychologist at the Children’s Hospital of Philadelphia and an assistant professor of Clinical Psychiatry of the Perelman School of Medicine at the University of Pennsylvania. Her clinical practice focuses on coping and adjustment and self-management in youth with epilepsy and bleeding disorders.
Alexandra Monzon, PhD, is an Assistant Research Scientist at the Nemours Center for Healthcare Delivery Science and a licensed clinical psychologist at Nemours Children's Hospital, Florida. Dr. Monzon's research goals include designing, testing, and implementing scalable and flexible intervention designs, such as single-session interventions (SSIs), to address the psychological risk factors that youth experience, which impact their health and well-being. Dr. Monzon is currently working on an NIDDK-funded K23 project to adapt an existing depression SSI for children and adolescents with type 1 diabetes (T1D). This project will examine the feasibility, and acceptability of a T1D-specific depression SSI through a pilot randomized control trial. Ultimately, Dr. Monzon aims to integrate brief and flexible psychosocial interventions into pediatric care to improve the acute and long-term psychological and physical health of youth with chronic health conditions.
Learning Objectives:
After the presentation, attendees will be able to:
- Describe the unique developmental considerations of sleep in adolescence and identify evidence-based approaches, including TranS-C, for enhancing sleep outcomes in this population.
- Practice using motivational interviewing and small behavioral modifications to enhance adherence to sleep recommendations for adolescents, including case-based examples.
- Explain the relationship between sleep and diabetes adherence in adolescents and demonstrate how to incorporate sleep interventions as part of a behavioral management plan for teens with diabetes, using case examples.
Learning Level:
Beginner to Intermediate
Conflict of Interest:
The presenters report no conflicts of interest.
Registration:
Webinar registration is free for members. Registration rates for non-members are listed below.
| Non-Member Registration | $30.00 |
| Non-Member Student Registration | $10.00 |
Continuing Education:
Attendees will receive 1 CE credit for attending the entirety of this webinar.
The Society of Pediatric Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Society of Pediatric Psychology maintains responsibility for this program and its contents.
The Society of Pediatric Psychology (Division 54 of the American Psychological Association) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0279.
Everyday Advocacy: Engaging Decision Makers in Support of Pediatric Psychology
1.5 CE (APA and NY-PSY)
Friday, May 16, 2025 | 1:00pm - 2:30pm ET
Presented by Kenneth Polishchuk, MA, MPP and Raegina Likewise, MA
Description:
Learn what every day advocacy looks like and how to make a persuasive case to all types of decision makers, at the federal, state, local, and institutional levels, to benefit your profession and the communities you serve. Clinicians, educators, researchers and students’ training and experience give them unique insights into key issues facing the nation, including your expertise in pediatric psychology. You can use those insights to inform decision makers as they work on solutions for these issues. However, many people do not know where to begin. This live training will explain what comprises advocacy and what some best practices for engaging are, how to engage in social media advocacy, and offer some examples of federal policies that you can advocate for, using these skills.
Presenter Bios:
Kenneth Polishchuk, MA, MPP, is the Deputy Chief for Education and Training Policy at the American Psychological Association where he leads APA’s education and training policy and advocacy portfolio. He has been with APA since September 2019. His issue areas of focus cover the full continuum of education, including early childhood, elementary and secondary, and higher education programs, as well as psychology training and workforce development programs. Since 2021, Kenneth has been named one of The Hill’s Top Lobbyists. He currently serves on the Board of Directors of the Committee for Education Funding and the Title IV-A Coalition. Prior to his work at APA, he spent more than 5 years on the government affairs team at the Council of Graduate Schools. He has an MA in American Politics, an MA in Public Policy, and a BA in Psychology.
Raegina Likewise, MA, serves as a Senior Manager of Congressional and Federal Relations at the American Psychological Association (APA). In this capacity, she focuses on psychology policy and programs for workforce development, education, congressional appropriations, and LGBTQ+ students and youth. Raegina earned her Master of Arts degree from The George Washington University and holds a bachelor's degree from Knox College.
Learning Objectives:
After the presentation, attendees will be able to:
1. Describe at least 3 actions one can undertake while engaging in advocacy.
2. Describe best practices for advocating through social media.
3. Highlight several examples of federal policies impacting pediatric psychology.
Learning Level:
Beginner to Intermediate.
Conflict of Interest:
Presenters reported no conflicts of interest.
Registration:
Webinar registration is free to all SPP members. Registration rates for non-members are listed below.
| Non-Member Registration | $30.00 |
| Non-Member Student Registration | $10.00 |
Continuing Education:
Attendees will receive 1.5 CE credits for attending the entirety of this webinar.
The Society of Pediatric Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Society of Pediatric Psychology maintains responsibility for this program and its contents.
The Society of Pediatric Psychology (Division 54 of the American Psychological Association) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0279.
Expanding Professional Borders: Supporting Youth and Families in a Shifting Immigration Landscape
1.5 CE (APA and NY-PSY)
Friday, April 18, 2025 | 2:00pm - 3:30pm ET
Presented by Diana Formoso, PhD
Registration for this webinar is limited to members.
* This webinar will not be recorded and is for members only.
Description:
A population health approach (Olson et al., 2018; APA, 2022) and social determinants of health models (Castañeda et al., 2015) support the notion that psychologists can play a key role in promoting health and reducing health inequities for immigrant communities by working across multi-contextual systems of influence, facilitating community engagement and creating partnerships to advocate for systemic change. Psychologists working with migrant communities are facing a rapidly-shifting immigration landscape, and many are struggling with how to provide culturally-competent, ethical and timely support to migrant youth and families facing an uncertain future in the United States. This presentation will focus on identifying ways to support clients facing immediate immigration-related stressors; prepare for possible interactions with immigration officials in professional settings to increase clarity, protect privacy and enhance safety; identify avenues for multidisciplinary collaboration to support migrant youth and families in their interactions with healthcare, school and legal settings; and identify opportunities for advocacy.
Presenter Bio:
Diana Formoso, PhD is a Professor in the College of Psychology at Nova Southeastern University. She earned her PhD in Clinical Psychology at Arizona State University and completed her post-doctoral work at the University of Illinois at Chicago, specializing in children and families and community psychology. She has over 25 years’ experience in understanding risk and protective factors impacting low-income, ethnic minority and immigrant youth and families. She co-developed several interventions to strengthen youth coping skills, parenting, and family and community support for immigrant youth (Bridges serving Mexican American and Mexican immigrant middle schoolers in Phoenix, AZ; Newcomer Center parenting groups for recently immigrated parents of high schoolers in Chicago, IL; and Connections serving elementary students and parents from Latin-America, Haiti, and the English-speaking Caribbean in South Florida). Her most recent work is leading the Unaccompanied, But Not Alone project, where we use a community-based participatory research approach to learn more about the strengths and needs of unaccompanied immigrant minors in South Florida. This qualitative work has informed a strengths and needs assessment, our understanding of UIM resilience and family, community and policy protective factors, and facilitators and barriers to services for migrant youth and families. To support this work, Dr. Formoso has sought training in how psychologists can partner with multidisciplinary professionals to support migrant youth and families in their interactions with healthcare, schools, and legal settings. The team has volunteered at legal immigration screening clinics and developed a migrant youth resource guide for our local area. This work is intended to: (1) develop strengths-based, culturally-competent interventions for unaccompanied youth, their caregivers and the professionals who serve them; (2) train and support psychologists and psychology trainees in ways to interact with multiple systems to support migrant youth and families; and (3) inform community-based services and policy initiatives that can support family relationships and youth well-being. As a bicultural, bilingual psychologist and the proud child of immigrants, Dr. Formoso strives to bring the gift of education back to the communities that raised her.
Learning Objectives:
After the presentation, attendees will be able to:
- Describe three ways psychologists can provide timely support for clients facing immigration-related stressors.
- Describe how psychologists can prepare for possible interactions with immigration officials in their professional settings.
- Identify avenues for collaboration with multidisciplinary professionals to support clients in their interactions with healthcare, school and legal settings.
- Identify advocacy opportunities that align with their strengths, roles and expertise.
- Select two strategies for committed action that can provide a timely response to the shifting immigration landscape.
Learning Level:
Beginner to Intermediate
Conflict of Interest:
The presenter reports no conflicts of interest.
Registration:
Webinar registration is free for members. This webinar is for members only and registration information will be emailed to members.
Continuing Education:
Attendees will receive 1.5 CE credits for attending the entirety of this webinar.
The Society of Pediatric Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Society of Pediatric Psychology maintains responsibility for this program and its contents.
The Society of Pediatric Psychology (Division 54 of the American Psychological Association) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0279.