2018 Conference Breakout Sessions Full

This is a full description of each breakout session with learning objectives and biographies of the presenters.
For a brief description of each breakout session Breakouts (brief) >>

DAY ONEThursday, May 3, 2018

7:15 am – 8:15 am: Registration/Breakfast
8:15 am – 8:45 am: Welcome & Opening Remarks
8:45 am – 12:00 pm (10:00 am – 10:15 am Break): Breakout Session #1 (3 hours)

Session 1A: Right vs Right: Practicing through Ethical Dilemmas (THIS BREAKOUT FULFILLS ETHICS REQUIREMENTS)

Duration: 3 hours (3 CEs)

Content Area: (8) Counselor Professional Identity and Practice Issues
Presenter: Wade Leuwerke, Ph.D.

Biography: Wade C. Leuwerke, Ph.D. is an Associate Professor of Counseling at Drake University. He earned his Ph.D. in Counseling Psychology from Southern Illinois University at Carbondale. Dr. Leuwerke has authored over 70 journal articles, books, book chapters, as well as national and international conference presentations. His current research emphasis is the assessment and development of student and employee non-cognitive skills. Dr. Leuwerke recently published a student success textbook, Connections: Empowerment for College and Career Success. He has co-created several non-cognitive and study skills assessments, the Academic and Career Excellence System (ACES), the Student Strengths Inventory, and the Student Success Inventory. Dr. Leuwerke teaches Ethics at Drake University. He is also a member of the Behavioral Sciences Licensure Board in Iowa. He has also worked as a research project manager and consultant focusing on academic and career development research to Kuder, Inc., ACT, Inc., CareerCruising, and intoCareers. Dr. Leuwerke provides executive and career coaching to corporations and the federal government.

Program Description:

Ethical dilemmas arise when counselors encounter events that require a decision among choices that seem to be equally poor or mutually exclusive. Understanding dilemmas and developing strategies to make sound, reasoned decisions mitigates the potential negative outcomes that can arise in these situations. The workshop will provide participants the opportunity to interact with the ACA Code of Ethics, consider their own ethical decision making practices, learn about comprehensive ethical decision-making models, and apply decision-making strategies to real world ethical dilemmas. Participants will actively engage in discussion with their colleagues and the presenter to apply the decision-making strategies presented in this workshop.

Learning Goals/Objectives:

  1. Examine relatively recent changes to the ACA Code of Ethics
  2. Explore the nature of ethical dilemmas
  3. Review ethical decision making models
  4. Engage in collaborative discussion of factors that impact ethical decision making


Session 1B: Gay Alliance SafeZone

Duration: 3.0 Hours (3 CEs)

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenters: Jacalyn McCarville, LMHC and Anita J. Van Dyke, LMHC, CADC, NCC

Biographies: Jacalyn McCarville, LMHC encourages all to take action in creating a welcoming, inclusive space, so all are empowered to reach their full potential. Jacalyn is a 2004 graduate of Minnesota State University Mankato, works at Kirkwood Community College and lives in Iowa City.

Anita J. Van Dyke, LMHC, CADC, NCC works at Kirkwood Community College in Iowa City. Anita’s career transformed from banking, to professional organizing and is a 2013 MHC graduate of UNI. Trained in Basic EMDR and Substance Abuse, she strives to create an accepting, empowering environment for all. 

Program Description: The Gay Alliance’s SafeZone program strives to develop, enhance and maintain environments in workplaces, schools and other social settings that are culturally competent and supportive to LGBTQ (lesbian, gay, bisexual, transgender and queer) individuals, as well as straight, cisgender people who care about diversity, equality and inclusion. Creating SafeZones is a proactive step that schools, agencies and corporations can take to create welcoming, inclusive spaces, empowering all people to reach their full potential. For the LGBTQ community, many environments pose numerous threats and obstacles. Hateful language, physical and emotional harassment and the threat of physical violence are a reality for many LGBTQ people. This course will help educate, inform and create more welcoming and inclusive communities for LGBTQ individuals. SafeZone training offers a place where all people feel welcome and safe, whether it be a room or an entire college campus. The Gay Alliance SafeZone program aims to increase the awareness, knowledge, and skills for individuals and address the challenges that exist when one wants to advocate for their LGBTQ peers, family members, friends and co-workers.

Learning Goals/Objectives:

To clarify the role of an ally, in general:

  1. To promote a common understanding of the language associated with Lesbian, Gay, Bi-sexual, and Transgender persons
  2. To facilitate discussion of the (ongoing) “coming out” process
  3. To provide participants with a common foundation for the understanding of developmental, social, and emotional experiences of LGBTQ persons
  4. To provide opportunity for self-reflection of personal biases and/or issues on the topic of LGBTQ people, in a confidential environment
  5. To facilitate discussion of the (ongoing) “coming out” process
  6. To provide participants with a common foundation for the understanding of developmental, social, and emotional experiences of LGBTQ persons
  7. To provide opportunity for self-reflection of personal biases and/or issues on the topic of LGBTQ people, in a confidential environment


Session 1C: Treating Eating Disorders

Duration: 3 hours (3 CEs)

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship
Presenters: Erica Lutz Bobst, LMHC, RN and Sue Clarahan, RD, LD, CEDRD

Biographies: Erica Lutz Bobst, LMHC, RN is a psychotherapist focused on providing individual therapy services in a private setting. She treats those with depression, anxiety, and other psychiatric conditions and specializes in the treatment of individuals struggling with anorexia nervosa, bulimia nervosa and binge eating disorder. Erica completed specialized training through The University of Chicago for use of family based treatment for those adolescents struggling with anorexia nervosa. She predominately uses a cognitive behavioral therapy model for the treatment of eating disorders. Professional memberships include the Academy for Eating Disorders (AED), the Academy for Cognitive Therapy and the International Association of Eating Disorder Professionals (iaedp-Heartland chapter). She is a board member of the Eating Disorder Coalition of Iowa. She’s also an adjunct lecturer within the University of Iowa’s Rehabilitation and Counselor Education Department, supervising students seeking master’s degrees during their practicum experiences.

Sue Clarahan, RD, LD, CEDRD is a registered dietitian who has more than 30-years of experience in the field of dietetics. Her experience includes counseling clients in the home, hospital, and clinical settings. Sue is a sought-after presenter on a variety of nutritional subjects. After 20 years of practice in Iowa where she received the 2007 Iowa Recognized Dietitian of the Year, she moved to Ohio. In Ohio, Sue blended her passion for nutrition with practical and sensible approaches to eating by founding Clarahan Consulting, LLC. Clarahan Consulting LLC specialized in treating clients with eating disorders and disorder eating. She helped develop New Beginnings Intensive Outpatient Eating Disorder program in Akron, Ohio and continued to consult with the program until she moved back to Iowa. In August of 2012, Sue reopened Clarahan Consulting in Iowa City. She continues to work with eating disorders and disordered eating. In 2014, Sue became the first CEDRD (Certified Eating Disorder Dietitian) in the state of Iowa. She is an active member with the Association for Size Diversity and Health, as well as the Eating Disorder Coalition of Iowa.

Program Description: It is well known eating disorder resources and trained clinicians within Iowa are few and far between. This presentation offers basic techniques and interventions for the newer provider or student, as well as the clinician interested in seeking additional skills and resources to better serve someone struggling with an eating disorder, while gaining a better understanding of the continuum of care. This presentation will provide a review for the seasoned clinician, given the intricacy involved in treatment with this population. Given the delicate nature of these illnesses, we will review medical considerations for the treating therapist to reference, as they work to build amore confident base within their base to serve this population. With increased attention toward Binge Eating Disorder in the last few years, a portion of the presentation will be dedicated to focus on how to interrupt the cyclical pattern of behavior, conceptualizing this from a Cognitive-Behavior Therapy framework, as well as better understanding the reasoning for overvaluation of food.

Learning Goals/Objectives:

  1. Explore continuum of care for eating disorder symptomatology, as well as basic medical and psychiatric co-morbidity often found in major diagnostic categories
  2. Describe functionality of eating disorder based behaviors and thinking patterns, and how the therapeutic alliance can work to disrupt this, through proven interventions from treatment team members
  3. Review basic eating disorder based dietary interventions when faced with having an incomplete team or inadequate resources
  4. Further guidance on assisting the binge eating disorder client to move away from cyclical patterns of dieting, and thus failure, ultimately working toward breaking the cycle.

12:00 pm – 1:30 pm: Lunch and Board Meeting

Board Meeting: 12:30 pm 1:30 pm.

Duration: 1 Hour (1CE is awarded for LHMCs attending the Board Meeting. Board Meeting CE does not apply to other disciplines).
Content Area: (8) Counselor Professional Identity and Practice Issues

1:30 pm – 3:00 pm: Breakout Session #2 (90 minutes) 

Session 2A: Deciphering Connection: Exploring the Building Blocks of Our Therapeutic Alliance – Part 1

Duration: 1.5 Hours (1.5 CEs) Note: This session continues as session 3A
Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter: Dr. Carlos Canales, Psy.D., CGP

Biography: Dr. Carlos Canales, Psy.D., CGP Dr. Carlos Canales is a licensed Clinical Psychologist and Certified Group Psychotherapist in private practice at the West Des Moines Center for Psychotherapy. He received his graduate degree from Rosemead School of Psychology in 2007. His interests include working somatically, fostering emotion, and attending to the inter-subjective clinical space.

Program Description: It is well known that the therapeutic alliance is the most important variable across all therapies. Technique does not compete with the personal and inter-subjective trust crafted and negotiated between therapist and client. However, clinicians receive little training as to how to evaluate this alliance or how each therapist manages this fluctuating relational quality. We tend to know more about the therapeutic alliance from an intellectual stance rather than an experiential one. This workshop aims to explore fundamentally what counts for connection. This workshop will include didactic and experiential components including a 45-minute group therapy demonstration.

Learning Goals/Objectives:

  1. Describe three aspects of how connection is identified and experienced during therapy
  2. List five points of entering the subjective experience of clients
  3. Identify and explain two personal strengths when building connection with clients
  4. Describe two personal challenges when connecting with clients
  5. Name three interventions that would help improve the connection between therapist and client


Session 2B: Integrating Mindfulness and Creative Play in Trauma and Therapy Work

Duration: 1.5 Hours (1.5 CEs)

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenters: Emily Gordon, LMHC, LCPC and Miriam Prichard, LMHC

Biographies: Emily Gordon, LMHC, LCPC currently works for Family Resources. She has completed more than 80 hours of play therapy training and has 20-years of experience working with kids, adults and families dealing with violence, trauma and loss in the Quad Cities. Miriam Prichard, LMHC works in private practice in Davenport, where she sees clients of all ages. She specializes in using creative modalities to meet clients’ needs. Through the Iowa State Extension Miriam goes into public elementary schools to teach mindfulness curriculum. She is also a professor. 

Program Description: This presentation will explore ways to use mindfulness and other integrative practices with children, adolescents and families in multiple settings. The presentation will include brief hands on experiences with various interventions. It will explore ways that counselors can use evidence-based play therapy and mindfulness interventions to address an array of issues in a new way. Many times trauma, loss and even family dynamics are hard to process verbally for many clients. Combining active play and mindfulness activities helps clients to become grounded and present.      This presentation is set up to re-center clinicians so that they can bring fun and presence into their sessions and in turn, share this with their clients. The current culture is fast-paced and chaotic. Many people, including children and teens, carry anxiety and worry with them, whether it is from their own trauma and life experience or the impact of ongoing chaos in communities, politics and society. Tools to combat this effectively are key for helping kids and adults live, thrive and survive.

Mindfulness is especially helpful in working with youth because after the initial skills are learned, a child can practice on their own without assistance from a practitioner or caregiver. Helping children understand how their brain works helps them feel a sense of agency with regard to their own behavior. It can also be molded to work for individual clients based on their own interests through the use of metaphors. Many of the approaches and activities we will share in this presentation will address ways to feel safe, seek support and bring calm not only during session but in day-to-day life. We will explore ways to asses and utilize mindfulness and creative approaches in individual cases for both assessment and intervention of issues ranging from stress to trauma.

Learning Goals/Objectives:

  1. More effectively conceptualize the stress and trauma in their clients’ life experiences
  2. Understand mindfulness and plays effects on the brain
  3. Conceptualize ways to use basic mindfulness and creative play interventions in practice
  4. Have a basic level of comfort in utilizing mindfulness and creative play interventions


Session 2C: Legislative Update

Duration: 1.5 Hours (1.5 CEs)

Content Area: (8) Counselor Professional Identity and Practical Issues

Presenter: Kacey Peterson, MS, LMHC, Emily Piper

Biographies: Kacey Peterson, MS, LMHC has practiced as an LMHC in both urban and rural settings since earning her Master’s from Drake University in 2010.  In 2014 she opened Enlightened Endeavors, LLC and began focusing her efforts on connecting rural schools with the training, resources, and funding needed to help address mental health service delivery gaps.  She continued this work until September of 2017 when she accepted the role of Executive Director at the Iowa Chapter of Children’s Advocacy Centers.  Kacey served as IMHCA’s Government Relations Chair for seven years before she was elected President in July of 2017.  She currently serves as Chair for AMHCA’s Public Policy and Legislative Committee and also sits on the board for the Boys and Girls Club of Central-Southwest Iowa.  In 2016, Kacey was presented with the Professional Service and Leadership to a State Chapter Award for her commitment to IMHCA and the mental health counseling profession during AMHCA’s annual conference in Philadelphia. Emily Piper has worked for twenty-eight years in the legislative arena, both before Congress and the Iowa legislature. She formed Piper Consulting Services in 2002, bringing her extensive experience and grassroots skills in state and federal lobbying to her clients. Across an impressive career, Emily’s political intuition has been honed through her work on a variety of campaigns from the local to the presidential level. She has a Bachelor of Science degree in International Studies and Political Science from Miami University and a master’s in Public Administration from Drake University. Emily represents a broad range of associations, local government and private companies before the Iowa legislative and executive branches and has worked diligently as IMHCA’s lobbyist since 2009.

Program Description: This session will highlight legislation and public policy issues related to the current state of Iowa’s mental health counseling profession.  Attendees will receive an in-depth review of legislation proposed during the 2018 legislative session that is relevant to the profession and participate in a discussion pertaining to future public policy agendas and areas for advocacy action.  A brief legislative update from AMHCA will be provided, with special attention being placed on the progress being made at the federal level specific to Medicare recognition for LMHCs and LMFTs.  Audience members will be provided with opportunities throughout the presentation to voice any questions, concerns, and recommendations to presenters.

Learning Goals/Objectives:

  1. Become familiar with and provide valuable input on IMHCA’s legislative agenda and advocacy action plan
  2. Gain an understanding of the barriers faced in obtaining recognition through Medicare and explore the role states must play to bring about the passing of that particular piece of legislation
  3. Learn the value of professional advocacy and identify alternative methods for advocating locally
  4. Assist in mapping out legislative advocacy goals for future sessions and help determine the policy initiatives the IMHCA Government Relations Committee will focus on moving forward

3:00 pm – 3:15 pm: Break

3:15 pm – 4:45 pm Breakout Session #3 (90 minutes)

Session 3A: Deciphering Connection: Exploring the Building Blocks of Our Therapeutic Alliance – Part 2

Duration: 1.5 Hours (1.5 CEs) Note: This is the continuation of session 2A
Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter: Dr. Carlos Canales, Psy.D., CGP


Session 3B: Assessment and Treatment of Trauma

Duration: 1.5 Hours (1.5 CEs)

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship
Presenter: Michele Lundstrom, MA, LMHC, NCC and Rachel Saenger, MA, LPC-S, LMFT-S

Biographies: Michele Lundstrom, MA, LMHC, NCC is a Licensed Mental Health Counselor in private practice.  She specializes in working with trauma, anxiety, empaths, veterans, couples, and various other presenting concerns.  Michele holds a Master’s Degree in Professional Counseling from Texas State University.  Additionally, she is certified in the use of biofeedback, clinical hypnotherapy, and Prepare/Enrich.  Michele started out her career providing counseling to Hurricane Katrina survivors in Austin, TX.  After that she co-founded and coordinated the Hope for Heroes program providing integrative counseling services to Military service members and their families in Central Texas. Once she returned home to Iowa, she began working at Des Moines Pastoral Counseling Center as a counselor and as the Director of Clinical Services. In September 2015, she started Luminous Hope Counseling Center. Rachel Saenger, MA, LPC-S, LMFT-S is a Licensed Professional Counselor and Licensed Marriage and Family Therapist in private practice in Georgetown, TX. Rachel holds a Master’s Degree in Professional Counseling from Texas State University. Rachel is also a licensed Supervisor for interns seeking full licensure. Rachel began her career providing school-based counseling services for at-risk students in grades 3 – 12, as well as providing counseling services at the Samaritan Center for Pastoral Care in Austin, TX. She founded her private practice in 2008 and has specialized in working with trauma, anxiety and depression issues, couples, families in transition, and adolescents. She is also a trained New Ways for Families Provider, a program for families experiencing divorce.

Program Description: This session will discuss some of the latest research in brain science to understand what is going on in the brain when our clients experience Trauma. Trauma occurs on a spectrum and we will discuss a range of trauma DSM diagnosis as potential future diagnosis such as complex PTSD.   We will also explore the symptoms and responses of trauma. We will explore the impacts of natural disaster, human inflicted and combat related traumas as well as how to help our clients rebuild secure attachments after a trauma. In this session, we will teach evidence based strategies based on the latest research for treating trauma. We will explore a range of topics such as how to teach clients self-regulation skills and other ways to calm the central nervous system, explore how an experience that’s traumatizing for one person may not be traumatizing to another and how unresolved childhood trauma can impact adults. We will look at disassociation, and where clinicians can go wrong when we are helping a client to come out of it as well as the difference between reliving trauma and processing trauma. We will discuss exploring how history taking is different with clients who have experienced trauma and how to determine when to explore their traumatic experiences.

Learning Goals/Objectives:

  1. Learn a minimum of 2 evidence based strategies to treat trauma. Learning both strategies from Somatic experiencing techniques and TF-CBT techniques
  2. Participants will learn how unresolved childhood trauma can impact adults (ACE’s: Adverse Childhood Experiences)
  3. Participants will be able to identify how the brain is affected when clients experience trauma and how the body also plays a role
  4. Participants will learn how to rebuild Secure Attachment after Trauma
    1. Serve and Return Parent-Child Interaction Training
    2. Resiliency Factors (i.e. caring adults)
  5. Participants with learn strategies such as Self- Regulation and effective ways to handle dysregulation
  6. Participants will learn how to help a client develop a trauma narrative and correct maladaptive thoughts

Description of accompanying materials or handouts:

  • Exposure exercise worksheet
  • Cognitive triangle worksheet
  • Relaxation techniques worksheet
  • Brain diagram
  • Trauma Symptoms Handout


Session 3C: Supervision: Considerations for Supervision of Counselors

Duration: 1.5 Hours (1.5 CEs)

Content Area: (8) Counselor Professional Identity and Practice Issues
Presenter: Amy Mooney, PhD, LMHC, NCC, ACS

Biography: Amy Mooney, PhD, LMHC, NCC, ACS has been an Associate Professor for Liberty University for 10 years. She teaches both practicum and internship students. In addition, in her private practice, two interns are rotated each year. She is the Clinical Director at Ames Therapy and Consulting, PC, an Associate Professor of Counselor Education and Family Studies and Faculty Advisers a Liberty University, a Licensed Mental Health Counselor, National Certified Counselor, and Accredited Clinical Supervisor. She has presented at state, regional, and national conferences.

Program Description:

This presentation will focus on the following:

  • Competencies with supervising practicum and internship students: co-therapy, observation of sessions, video of sessions, informed consent, and CACREP requirements
  • Ethical considerations: boundaries, conflict resolution, dual relationships, transition of student’s clients, supervision time (in person on site vs. off-site supervision)
  • Supervisor certifications: many universities require supervisors to be certified. How to attain certifications.
  • Supervisory process: best practices of supervision
  • Progression of therapy skills: basic skill, advanced skills, timing of stents progression. Quality and outcome of services, client feedback (session & outcome rating scales)

Learning Goals/Objectives:

Participants will be able to identify:

  1. Competencies with supervising
  2. Ethical considerations
  3. Supervisor certifications
  4. Supervisory process
  5. Progression of student therapy skills

4:45 pm: Networking

  • Please sign out at the registration desk
  • If you are not attending the tomorrow’s program, please be sure to turn in your CE/CEU Form with completed information.


DAY TWO: Friday, May 4, 2018

7:30 am – 8:30 am: Registration/Breakfast
8:30 am – 8:45 am: Opening Remarks
8:45 am – 12:00 pm (10:00 am – 10:15 am Break): Breakout Session #1 (3 hours)

Session 1A: Saving our Boys to Save our Girls

Duration: 3 hours (3 CEs)

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter(s): Stefania Agliano, LMSW and Bryan Hall, LCSW

Biographies: Stefania Agliano, LMSW received her graduate degree at Fordham University and has worked in child welfare services and child protection for over twenty-five years. Ms. Agliano is co-founder of I AM Training and Consultation Group LLC and currently works in the field of child welfare in a supervisory capacity.

Bryan Hall, LCSW received his graduate degree from the University of Connecticut School of Social Work and has worked in higher education, child welfare and adult probation for over seventeen years. Mr. Hall is the co-founder of I AM Training and Consultation Group LLC and currently provides counseling services in a higher education setting.

Program Description: Many of the discussions, prevention/intervention programming, as well as front line assessments are designed to target either the victim (survivor) of sex trafficking or the buyer by addressing demand through legal interventions or educational programming. The missing component in the fight to eradicate trafficking is a lack of dialogue on services for the potential trafficker. As founders of I AM: The Empowerment Project we were called to action when we began to take a closer look at how pimps and traffickers were portrayed in the media, many times by the anti-trafficking community itself.  We observed how young men who were gang involved, in juvenile detention facilities, involved in criminal activity and often difficult to engage were presented, discussed and treated.  All too often these young men were discarded and seen as having little worth as their crimes increased, as well as their age, and sadly these were frequently our most vulnerable youth who are marginalized due their race, socioeconomic status and lack of opportunities designed for success.   It was clear that many of these young men were lost on the cradle to prison pipeline and more than likely going to enter the adult criminal system further sinking them into a life of crime and depravity.  So, we dared to create an avenue of prevention and intervention focused on our young men who participate in this heinous crime as the market facilitator engaging in highly abusive behaviors; I AM: Building A Healthy Male Identity. While females can be, and are traffickers, this workshop is specifically focused on male perpetrators. Workshop participants will be given an overview on the importance of working with young men and boys and insights into the struggle of those who become involved in the crime of trafficking may face, including but not limited to, the mass marketing of hyper-masculinity, socioeconomic inequalities and institutionalized oppression. This workshop will allow participants to critically reflect further on how they assess trafficking cases potentially providing a new means of intervention to explore.

Learning Goals/Objectives:

  1. Identify the complexities youth face that may lead them to trafficking
  2. Articulate the impact that mass media has on young men, their development of the idea of masculinity and its correlation to exploitation and trafficking related behaviors
  3. List the techniques that could be used to connect with youth to assist youth in seeing their role in the abolition of buying sex (demand) and pimping (sexual exploitation of girls and women) by agreeing not to participate/condone that behavior


Session 1B: Supervision: Pitfalls, Practice, and Process

Duration: 3.0 Hours (3 CEs)

Content Area: (8) Counselor Professional Identity and Practice Issues
Presenters: Dr. Don Gilbert, PhD, MS, LMHC, APA and Erik Oostenink, MA, LMHC

Biographies: Dr. Don Gilbert began his career as an ordained minister in the Wesleyan Church. He returned to school and received a Master’s of Science in Mental Health Counseling from Drake University. He continued his education at Oxford Graduate School, in Dayton, Tennessee, where he completed his Doctorate of Philosophy in Counseling Psychology and Religious Studies, with minors in Organizational Leadership and Communication in Conflict Management and Marriage.

In 1991, Dr. Gilbert had the privilege to train under the tutelage of Dr. Gary Rosberg, author, speaker, and founder of America’s Family Coaches. At this time, he also began working with Mercy Hospital and Iowa Heart as a team facilitator and consultant doing management and communication training, personality testing and middle-management coaching. As his journey continued, he expanded his area expertise to include individual, marriage counseling, business and organizational consulting, as well as professional and personal coaching. Dr. Gilbert received his Mental Health Counselors license in 1994. He has been actively involved with IMHCA as treasure, president elect and now as current president. He has been a member of the AMHCA and APA. He is certified through the APA as a Board Certified Professional Counselor.

In the fall of 2002, he created New Life Counseling, Coaching, and Consulting. After 50,000+ hours of face-to-face counseling, he expanded his professional expertise by becoming a certified speaker, trainer and coach through the John Maxwell Team. Dr. Gilbert’s experience is evidenced by 17 years of public speaking, 9 years of speaking and training at Iowa Heart Center, over 10 years as an adjunct college professor, and 24 years of counseling, consulting, coaching and speaking with New Life. In 2014, he was a co-author of an international best seller; “The Voyage to Your Vision”. He has been published in Heritage Registry Who’s Who and Stanford’s Who’s Who.

Erik Oostenink, MA, LMHC graduated with his Master’s in Counseling from the University of South Dakota. He has worked with children, adolescents, and their families for the past 20 years. Erik has worked for the past 15 years at Orchard Place in a variety of roles including outpatient therapist, case management supervisor, and residential therapist and supervisor. He has served as a board member with the Iowa Mental Health Counselors Association for seven years in many roles, including President. Erik currently serves on the Board of Directors for the American Mental Health Counselors Association as Midwest Region Director and Public Policy Chair. He is the Secretary on the Executive Board for the American Association of State Counseling Boards and is the Chairperson of the Iowa Board of Behavioral Science.

Program Description:

This three-hour panel presentation will cover information on the following topics:

  • Details on the supervision process
  • What to expect during the supervision process
  • How to choose supervisors
  • Pitfalls to avoid related to disciplinary actions from the Behavioral Science Board
  • How to provide effective supervision
  • What agencies expect of supervisors regarding how clinical supervision is provided

Supervision strategies will be offered from the perspective of private practice, agency practice and from the Behavioral Science Board Members.

Learning Goals/Objectives:

  1. Participants will gain understanding of the supervision process along with agency expectations of their supervisors
  2. Participants will learn tips on what to expect during the supervision process along with tips on how to choose supervisors
  3. Participants will be informed of common pitfalls to avoid in relation to the Behavioral Science Board of Examiners
  4. Participants will learn effective supervision strategies and tools


Session 1C: Assessment & Treatment of Eating Disorders in an Outpatient Setting

Duration: 3 Hours (3 CEs)

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship
Presenter: Brandi Stalzer, LIMHP, LPC

Biography: Brandi Stalzer, LIMHP, LPC, is an Iowa native, and has worked in the eating disorder field for seven years. She graduated with a Bachelor’s degree from Simpson College, and a Master’s degree from the University of Nebraska at Omaha.

Program Description: It has long been thought that the treatment of eating disorders is highly specialized and can only be implemented in an inpatient setting, but the data would suggest that far fewer patients participate in in-patient treatment than previously believed (21.5% AN; Striegel-Moore, 2000). The economic and social burden can limit many clients’ ability to enter inpatient treatment. In one study (Samnaliev et al, 2015), patients with an ED had $1869 more in healthcare costs compared to a sample of non-ED patients, and were less likely to be employed. Striegel-Moore (2000) found the average cost of inpatient treatment to be $17,384 with a mean length of stay at 26 days, while a more recent study out of Canada found the cost of treatment to average 59,382 (Canadian currency) with a mean length of stay at 37.9 days (Toulany et al, 2015). With rising treatment costs, it is imperative for clinicians to explore the appropriate setting of care. Outpatient care often can be beneficial to individuals seeking treatment; however, individuals with a BMI lower than 15 are not recommended for outpatient CBT-E (Fairburn, 2008). This presentation will explore the appropriateness of outpatient therapy for various presentations, and discuss the treatment of eating disorders in an outpatient setting. Evidenced-based treatments like CBT-E (Fairburn, 2008), family based treatments (FBT; Eisler, Lock and la Grange, 2010), and DBT (Chen & Safer, 2010) will be explored, as well as, treatments with compelling evidence such as ACT.

Learning Goals/Objectives:

Clinicians who participate in this presentation should be able to:

  1. Identify a variety of disordered eating behaviors, and assess the function of the behaviors
  2. Know the information to obtain utilizing interviewing techniques and objective measures
  3. Be able to distinguish between the various levels of care and know when to refer
  4. Understand the roles of the treatment team and determine how roles will be met in an outpatient setting
  5. Be familiar with empirically supported treatments for eating disorders
  6. And be knowledgeable of evidenced based treatments for co-occurring disorders


12:00 pm – 1:00 pm: Lunch

1:00 pm – 2:30 pm: Breakout Session #2 (90 minutes)

Session 2A: Opioid Addiction – Part 1

Duration: 1.5 Hours (1.5 CEs) Note: This session continues as session 3A

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter: Patricia Miller, MsED, LCPC, LMHC, CCMHC

Biography: Patricia Miller, MsED, LCPC, LMHC, CCMHC is currently in private practice in Moline, Illinois, Patricia’s expertise in the array of behavioral health services and treatment of co-occurring disorders, primarily MH and opioid-use disorder, stems from having also held clinical leadership positions, respectively, in a hospital-based mental health outpatient clinic, an outpatient substance abuse treatment center, and an outpatient medication-assisted treatment clinic for opioid use disorder, the latter for which she still provides professional consulting and Clinical Supervision. Barely a side-note in most graduate addiction classes prior to the start of her career in 2001, opiate addiction has become a national epidemic commanding the attention of behavioral health, medical and law enforcement professionals. Patricia’s varied career has uniquely positioned her, with “hands-on” expertise, to help other professionals understand and address this growing, complex issue that’s devastating so many lives. Patricia is a graduate of Western Illinois University, a CACREP Accredited program and is licensed in Illinois as an LCPC, in Iowa as an LMHC and holds the Certified Clinical Mental Health Counselor issued through NBCC.

Program Description: Opioid addiction conjures up images of dirty needles – in dark alleys. No so much in 2018. Today’s opioid epidemic breaks that mold. This session will cover the following topics:

  • The Face of Opioid Addiction (How Medical Necessity based patients with pain presentations became IV/IM opioid addicted.)
  • Current Scope of Opioid Addiction
  • Opioid Recovery and Dual Diagnosis
  • When Mental Health Issues Collide with Addiction Behaviors
  • Treatment for Approaches for Opioid Addiction
  • Group Versus Individual Therapies
  • Community Based Sober Support such as AA/NA in Opioid Recovery
  • Evidence Based Practices in the Opioid Addiction Battle
  • What is Medication Assisted Treatment
  • Rights for Individuals on Medication-Assisted Treatment – MAT
  • Methadone – It’s Potential Role in Recovery
  • Buprenorphine – What It Is & How it Works (What’s this naloxone?)
  • Analysis of Healthcare Costs for Opioid Dependent Individuals
  • What is Health Insurance Companies Stance on Opioid Recovery?
  • Abstinence Based Recovery Models versus Harm Reduction Recovery Models
  • It’s a Family Affair – Or is It?
  • The Role of SAMSHA, Prescription Monitoring Program (PMP), Federal and State Regulations
  • The Brain – Opioids Impact on the Brain, Physical Recovery for the Brain, The New Normal
  • Why Just Say No May Not Apply This Time
  • Trading Hope for Hopelessness

Learning Goals/Objectives:

The objective of this presentation is to:

  1. Diminish the resistance and reluctance of clinical and medical professionals of treating individuals with opioid addiction
  2. Enhance the preparedness for behavioral health professionals to combat the opioid epidemic
  3. Train professions in engaging this new breed of addiction patient
  4. Address the challenges of dealing with opioid addiction and co-occurring mental health disorders in a ‘where the rubber meets the road’ manner resulting in enhanced engagement and improved outcomes


Session 2B: Working with Adolescents Who Identify as Transgender: More Than Just a Diagnosis and Therapy

Duration: 1.5 Hours (1.5 CEs)

Content Area: (3) Social and Cultural Foundations
Presenter: Adam Lewis, LISW, MSW 

Biography: Adam Lewis, LISW, MSW (prefers he, him, and other respectful pronouns) is a clinical social worker through Turning Leaf Counseling in Mason City, IA. He has experience with clients who are transgender through most all part of the gender confirmation process. His other professional interests include DBT, EMDR, parenting skills, and Mindfulness.

Program Description: According to a recent report New York Times report, as many as 1 in 137 teens potentially identify as transgender. The topics of gender and gender expression have gotten increased attention in recent years. More than ever before, teenagers are expressing their gender in ways that put them at odds with their peers and families, thus requiring support from a therapist. With a prominent role within the process of gender confirmation, therapists will be called upon to understand and navigate the complicated and sometimes unpredictable journey that these clients face. From logistical and informational issues within the schools to complex medical details to issues of support or rejection from parents, family, and other caregivers to issues of microaggressions and prejudice within our own agencies, therapists must know what to do to support our own clients.

This presentation will explore basic terminology related to the transgender experience, increasing participants’ comfortability with the language that our clients might use in session. We will also explore the ins and outs of working with schools, families, and other caretakers and how to provide them support, especially when their views might be at odds with the client’s. The topic of gender confirmation will be explored regarding the role of therapist as dictated by the WPATH Standards of Care and the need for collaboration with physicians. Additionally, we will work to be mindful of the policies and cultures at our agencies to ensure that microaggressions are avoided to best support our clients.

Learning Goals/Objectives:

  1. Understand the differences between gender, sex, and sexuality
  2. Identify the importance of transgender-specific psychoeducation for schools and families
  3. Gain competence regarding the process of gender confirmation
  4. Address organizational considerations when encountering clients who are transgender in our offices


Session 2C: Family Whispering: Parents & Teens “Work Through” with the Power of T-A-D – Part 1

Duration: 1.5 Hours (1.5 CEs) Note: This session continues as session 3C

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter: Dr. Warren Phillips, Ph.D.

Biography: Dr. Warren Phillips, Ph.D. is an Iowa Licensed Psychologist and owner of Central Iowa Psychological Services, a group mental health practice in Ames, Ankeny, and West Des Moines. Warren is also a Senior Lecturer in the Psychology Department at ISU and is co-owner of an organizational consulting firm, Transformative Workplace Solutions.

Program Description: This workshop presents a model for establishing emotional connection and healthy interpersonal communication between parents and teens that draws from theory and research from Interpersonal Neurobiology, Family Systems approaches, Organizational Development, Psychodynamic Theory, and Acceptance and Commitment Therapy. This model highlights how neurobiology, emotions, and interpersonal interaction reciprocally influence each other and how a primary focus on behavioral choices and compliance can complicate parent-child connection and communication, often resulting in escalating confusion, disconnection, and unhelpful choices by teens. This workshop provides a non-linear therapeutic model for therapists to help guide parents and teens to emotionally connect, discover the “root” of the problem in any conflict, and come to a resolution through a collaborative process. The presentation utilizes multiple teaching styles including didactic presentation, demonstrations, and hands-on experiential practice of therapeutic techniques.

Learning Goals/Objectives:

  1. Describe the underlying principles of the therapeutic model
  2. Describe the T-A-D Dynamic and how it explains many of the behaviors & reactions seen in family interactions
  3. Name the 3 main components of the therapeutic model
  4. Use the T-A-D Dynamic to help parents & teens gain insight into:
    1. Defensive reactions that are often misinterpreted & focused on as the primary “problem”
    2. Anxiety & fear that often drives defensive reactions

2:30 pm – 2:45 pm: Break
2:45 pm – 4:15 pm Breakout Session #3 (90 minutes)

Session 3A: Opioid Addiction – Part 2

Duration: 1.5 Hours (1.5 CEs) Note: This is the continuation of session 2A

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter: Patricia Miller, MsED, LCPC, LMHC, CCMHC


Session 3B: Sexually Offending in Children: Children Who Molest vs Sexually Reactive

Duration: 1 Hour (1.5 CEs)

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter: Matthew Royster, MA, LMHC, SOTP II

Biography: Matthew Royster, MA, LMHC, SOTP II received his Master of Arts degree in Mental Health Counseling from the University of Northern Iowa.  He was licensed by the State of Iowa in Mental Health Counseling in 2006.  Matthew received his Bachelors of Science in Psychology from Campbell University and earned an Honorary Associate’s Degree from St. Anne’s of Oxford University, England. Over the last 14 years he has worked with an array of adults and children including but not limited to the following areas:  Sexual Deviancy, Personality Disorders, Mood Disorders, Psychopathy, Psychotic Disorders, Pervasive Cognitive Distortions, and Dysfunctional Behavioral Syndromes.  Matthew worked with the Civil Commitment Unit for Sexual Offenders for over 10 years.  He is currently in private practice at Royster and Royster, PLLC with his wife, Valorie.  Matthew contracts for therapeutic services with Midwest Christian Services in Peterson, Iowa, a residential care facility for children who have sexually offended. Matthew uses an eclectic approach using Cognitive, Behavioral, Narrative, Humanistic, and Existential techniques.  He incorporates EMDR into his practice in order to address the trauma aspect of the offender.  Matthew also includes animal-assisted therapy as a treatment intervention with his dog, Angel. Matthew is a clinical member of the Association for the Treatment of Sexual Abusers.

Program Description:

This presentation will focus on the treatment of children who sexually offend. It will address aspects of the therapeutic relationship including how it differs from normal therapeutic relationships. The presentation will address how the views on normal sex and normal sexual development have changed. Subtypes of sexual offending will be explored as they apply to children.

Learning Goals/Objectives:

  1. Understand the difference between providing therapeutic services versus evaluating offenders for risk/recidivism
  2. Describe how traditional therapy differs from offender therapy
  3. Differentiate between treating children and treating adults
  4. Understand how normal sex differs from abnormal sex
  5. Name the three subtypes of sexual offending


Session 3C: Family Whispering: Parents & Teens “Work Through” with the Power of T-A-D – Part 2

Duration: 1.5 Hours (1.5 CEs) Note: This is the continuation of session 2C

Content Area: (1) Counseling Theory/Practice and the Counseling Relationship

Presenter: Dr. Warren Phillips, Ph.D.

4:15 PM End of Program

  • Please sign out at the registration desk
  • Please be sure to turn in your CE/CEU Form with completed information.