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BC PsyChologist J o u rn a l o f t h e B C Psych o l o g i c a l A s s o ciati o n Vo lu m e 7 • Is su e 1 • Win t e r 2018

Full and Part-time Positions Available at

Chuck Jung Associates

Psychological and Counselling Services Chuck Jung Associates is a progressive and well established practice in the Vancouver Metropolitan area since 1995. Currently we have full- and part-time positions available for our offices in Vancouver, Richmond, and North Shore. Our practice provides services for general referrals from the community, with a specialty in rehabilitation. Our work in rehabilitation involves helping clients with depression, anxiety, PTSD, chronic pain, and traumatic brain injury. In B.C., we are the largest private providers of psychological services for clients suffering from the sequelae of motor vehicle accidents. These positions are open to doctoral level Registered Psychologists or doctoral students who will be imminently graduating and are eligible for registration with the College. In addition to providing assessments and treatment, the successful candidate will also learn to work effectively with allied professionals and agencies in the community (e.g. occupational therapists, insurance companies, medical specialists, lawyers, and health authorities). This is an excellent opportunity to develop expertise in the burgeoning practice of rehabilitation psychology within a supportive collegial atmosphere and with extensive mentorship and consultation from highly experienced psychologists. Send your resume to or fax # (604) 874-6424. Applications are accepted until March 31, 2018.

Professional Office Space in White Rock/South Surrey

BC Psychologist

Office space is available for rent in a busy setting that generates client referrals from the community. Ideal for psychologists who work with adults, adolescents, couples, or families. This is a wonderful opportunity for a new or established psychologist to start or expand a private practice in a friendly professional three office suite. The office is bus and wheelchair accessible. Available on a full-time or part-time basis. For information please contact Dr. Allison Krause at (604) 535-3393 EXT 1.

The BC Psychologist is the quarterly publication of the BC Psychological Association. The publication is distributed to members of the Association who live throughout BC, and is also mailed to all registrants of the College of Psychologists of BC every July. f o r pre vi o us is su e s o f t h e b c psych o lo g ist, pl e a s e visit:

BC Psychologist mission statement

The British Columbia Psychological Association provides leadership for the advancement and promotion of the profession and science of psychology in the service of our membership and the people of British Columbia.


Marilyn Chotem, Ed.D., R.Psych. Assistant Editors


Ted Altar, Ph.D., R.Psych. Paul Swingle, Ph.D., R.Psych. Vanessa Hazell, M.A.


Rick Gambrel, B.Comm., LLB.

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The opinions expressed in this publication are those of the authors, and they do not necessarily reflect the views of the BC Psychologist or its editors, nor of the BC Psychological Association, its Board of Directors, or its employees. Canada Post Publications Mail #40882588 COPYRIGHT 2018 © BC PSYCHOLOGICAL ASSOCIATION



Celine Diaz

Executive director

Rick Gambrel, B.Comm., LLB. Education Coordinator

Priya Bangar

Administrative Assistant

Sarika Vadrevu


PRESIDENT Marilyn Chotem, Ed.D., R.Psych. VICE-PRESIDENT Martin Zakrzewski, Psy.D., R.Psych. TREASURER Sofia Khouw, M.A., R.Psych. DIRECTORS Ted Altar, Ph.D., R.Psych. Zarina Giannone, M.A. Michael Sheppard, Ph.D., R.Psych. Kamaljit Sidhu, Ph.D., R.Psych. Paul Swingle, Ph.D., R.Psych.

Table of Contents 5

Letter from the President


Letter from the Executive Director


BCPA News & Events


Beyond Diagnostic Assessment in Children and Youth with Autism Louise Fennell, Ph.D., R.Psych, ABPP-CN


Culturally-Adapted Counselling and Psychotherapy Robinder Bedi, Ph.D., R.Psych.


Psychology and the Public Good: Reflections on the Economics of Relationships in Mental Health Treatments Mari Swingle, Ph.D.


Anger Modification: Cognitive, Behavioural, and Affective Approaches Workshop Registration Form


Promoting Self-Recovery from Substance Misuse and Gambling Problems with Brief Motivational Interventions Workshop Registration Form


Psychology Month: Free Public Presentation Schedule 2018

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Letter from the President M a rily n Ch o t e m , Ed. D, R. Psych .

Marilyn has been on the Board of Directors of the BC Psychological Association since 2011. She was a member of the MSP Taskforce Committee prior to joining the Board. She was the primary contributor to the proposal for Integrating Psychological Services into Primary Health Care with proposed funding from MSP. Her interest in being on the board is to increase accessibility of psychologists to the people who need psychological services most, yet lack the financial means to receive them. She has been doing psychotherapy in BC since 1978 in a variety of settings including addictions, child and youth mental health, adult mental health, adult eating disorders, EAP and private practice. She has a part-time private practice in West Vancouver working with individuals, couples and families with a variety of presenting concerns.

D e a r Co l l e ag u e s ,

I hope that everyone had a restorative seasonal break before launching into 2018, with or without New Year’s resolutions. My hopes and intentions for 2018 include a meeting with the Minister of Mental Health and Addictions, Minister Judy Darcy; addressing recruitment and retention of psychologists in public service positions; and furthering public education on the training and unique role of psychologists in health care. I will start by looking back to our Annual General Meeting in November.

position statement on our website similar to the one posted by the British Psychological Society on their website. Dr. Phillips Hing and the Board wrote a statement advocating an alternative conceptualization and treatment model to the medical or disease model of diagnosing and treating mental health disorders. BCPA advocates for a biopsychosocial conceptualization and treatment of mental health disorders in contrast to the medical model which focuses primarily on biological factors and pharmaceutical treatments. The statement ends with an endorsement of the BPS position statement and a link to their website statement. The BCPA position statement was sent out to members and is also available on the BCPA website.

At the AGM on November 17 th, 2017, the members passed two amendments to the BCPA By-laws. One amendment changed the term of office from three years to two years to make the commitment less onerous and to hopefully attract more people interested in experimenting with Board involvement. The second amendment was to have a position for a student member of the Board of Directors. To that end, we now have Ms. Zarina Giannone as our student Board Director. Ms. Giannone was a student board member of CPA until June 2017. She is in a doctoral program at UBC and is a person who thinks outside the box. In addition to Ms. Giannone, two new Board Directors were elected: Dr. Kamaljit Sidhu and Ms. Sofia Khouw. One Board member resigned as of the AGM, so the Board appointed Dr. Michael Sheppard for a one-year term. We hope that he will enjoy the experience and run for a two-year term in next year’s election. We are delighted to welcome Ms. Khouw, Dr. Sidhu, Dr. Sheppard and Ms. Giannone! Continuing on the Board are: Drs. Marilyn Chotem, Paul Swingle, Ted Altar and Martin Zakrzewski.

Mr. Rick Gambrel and I attended the Health Sciences Association meeting on December 7 th, 2017. HSA represents approximately 34 disciplines and 17,000 members. Psychologists are a very small portion of their membership. Ms. Val Avery, President, reported on the political environment and other changes in the province affecting priorities in health care spending, i.e., priorized disciplines and services. She also noted the reduction in transfer payments from the Federal Government over the next four years, which will impact the provincial health care budget. We continue to educate on the training and unique skills of psychologists and the cost-saving benefits of psychological services, as well as the risks of not providing evidencebased psychological assessments and treatments. For every dollar spent on psychological services, five dollars of global health care expenses are saved. Also, untreated mental health conditions cost the economy an estimated $51 billion.

Dr. Martin Phillips Hing joined the Advocacy Committee in 2017 because of his interest in having BCPA post a

The goal is to increase access to psychological services, both in public health and in the private sector. To that end,

BC Psychologist


we hope to meet with Minister Darcy in the new year. We will keep you posted. Sincerely,

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Marilyn Chotem, Ed.D., R.Psych. President, BCPA

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Letter from the Executive Director ri ck ga m b re l , b . Co m m . , LL B .

The Executive Director of the BCPA. Mr. Gambrel has a Bachelor of Commerce in Finance and a Law Degree from UBC. Prior to working at BCPA, he was a trial lawyer for over 30 years, as well as Managing Partner of a number of law firms. He is Past President of both the Trial Lawyers Association of BC and of White Rock Concerts, one of Canada’s leading classical music presenters. Contact:

with what 2017 has brought and I look forward to what the New Year brings for BCPA. I a m h a ppy a n d satis fie d

Since our last issue, BCPA held its Annual General Meeting which saw five Board Members elected by acclamation: congratulations to Dr. Marilyn Chotem, Dr. Paul Swingle, Ms. Sofia Khouw, Dr. Kamaljit Sidhu, and Dr. Martin Zakrzewski. Furthermore, I join all of you in expressing a heartfelt thanks to Dr. Murray Ferguson and Dr. Noah Susswein for their years of tireless service to BCPA as Board Members. At present, Dr. Marilyn Chotem remains President, Dr. Martin Zakrzewski has become Vice President, and Ms. Sofia Khouw has agreed to be Treasurer. Thank you to the Board and committee members for volunteering your time to BCPA. Once again, BCPA is on sound financial footing this year. Our healthy operating surplus speaks to the sound financial management of your association funds. Thank you for renewing your memberships and joining BCPA at a record pace. We have listened to you in our annual survey and focus groups, and have given you the value and services for your membership dollar. Advocacy efforts are the strongest that they have been in years, as we engage the new Ministry of Mental Health and Addictions. Our goal is to have at least one psychologist in every constituency of the province talk with MLAs about how psychology can improve the health of British Columbians and make the healthcare system more efficient in the process. Contact me if you wish to join this vibrant committee or if you wish to join the ranks of your colleagues in meeting your local MLA to talk about psychology. We presented two very valuable workshops this Fall: Mind Over Matter: The Hidden Influence of Psychology on WellBeing and Performance with Dr. David Ballard of APA, and Psychopharmacology Update: Adults and Older Adolescents with Dr. John Preston (in-person and webcast). Look out for our two Spring workshops as well: Anger Modification: Cognitive,

Behavioural, and Affective Approaches with Dr. Ephrem Fernandez on April 13th, and Promoting Self-Recovery from Substance Misuse and Gambling Problems with Brief Motivational Interventions with Dr. David Hodgins on May 11th. February is Psychology Month in BC, and BCPA will do even more to inform the public about psychology. Plans are well underway for the biggest Psychology Month ever, with a series of public talks with our partner, the Vancouver Public Library, and extensive media coverage in print, radio, television, and online platforms. We will be doing talks in a variety of languages across BC, including locations outside of the Lower Mainland. View the back cover page of this publication and check our e-blasts for dates, times and locations. Also, if you are giving a free public talk in February, please let us know – we will be happy to promote it for you. This month, BCPA will once again play a leading role in the national and international psychology scene. Dr. Chotem and I will attend the meeting of the Council of Professional Associations of Psychology in Ottawa, where I will also represent you as a member of the governing body of the national professional liability insurance plan, brokered by BMS. Thank you, as always, to our great staff members: Celine Diaz, who produces this wonderful and beautiful publication among other things; Sarika Vadrevu, our dedicated Administrative Assistant; and Priya Bangar, our excellent Education Coordinator. And most of all, thanks to you, our members. I wish you all the best for 2018.

Rick Gambrel, B. Comm., LLB. Executive Director, BCPA

BC Psychologist


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pr o m o tin g se l f - re cov e ry fr o m su b s ta n ce misus e a n d ga m b lin g pr o b l e m s wit h b rie f m o tivati o n a l in t e rv e n ti o ns wo rk s h o p

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Presented by Dr. David Hodgins Save the Date: Friday May 11th, 2018 Please see pages 19–22 or visit for more information and registration.

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Beyond Diagnostic Assessment in Children and Youth with Autism


“When you’ve met one child with autism, you’ve met one child with autism.” However, the diagnostic approach to Autism Spectrum Disorder (ASD) in children and the designing of intervention and educational plans oftentimes does not reflect this significant variability. In order for a diagnosis of ASD to be accepted by the Ministry of Children and Family Development, it has to be given by a British Columbia Autism Assessment Network (BCAAN) qualified specialist (psychiatrist, pediatrician or registered doctoral level psychologist) or done privately by someone whose diagnostic practice meets BC guidelines. These assessments must be conducted using measures prescribed by the Ministry of Health in their standards and guidelines such as the Autism Diagnostic Observation Scale-II (ADOS-II) and Autism Diagnostic Interview-Revised (ADI-R). In some cases, the assessment of cognitive and adaptive functioning may also be carried out1 (Dua, 2003). h e say in g g o e s:

The result of the integration of this information is a categorical yes or no as to whether or not the child meets criteria for ASD. While the ADOS-II provides categories of autism, autism spectrum and non-spectrum, the decision should be made based on an integration of information and based on clinical judgment (Dua, 2003; Dover & Le Couteur, 2007). Once the diagnosis is made, the child is eligible for funding through the Ministry of Child and Family Development and for an educational designation with funding to be used to provide them with educational supports at school. Given the limited availability of school psychology services, many of these children who are designated and funded do not receive further psychological assessment, unless it is sought out and financed by parents. Supports at school are provided based on a general understanding of autism, which stands in direct contrast to the incredible variability among individuals with the diagnosis. The diagnosis of an ASD should not be the end of the road in terms of educators, parents and professionals asking questions. It should be the beginning of the process of discovery: What does the diagnosis mean for this child? How can we best support them in their development and educational progress?

L o uis e Fe n n e l l , ph . d. , r. psych . , a bpp - cn

Dr. Fennell completed her Ph.D. in Clinical Psychology with a Specialization in Neuropsychology at the University of Victoria in 2001. She then furthered her training at Alberta Children’s Hospital and has worked in Calgary, Hawaii, Massachusetts and returned to Victoria in 2015. She works at the University of Victoria training graduate students in assessment and also in private practice and is raising her family near the ocean and big trees.

Supports at school are provided based on a general understanding of autism, which directly contrasts the incredible variability among individuals with the diagnosis."

While autism is conceptualized as primarily a disorder of social interaction and communication, researchers are exploring deficits in other areas that interact with these social challenges such as sensory, motor, attention and perceptual processes (Happe & Frith 2006; Makram & Makram, 2010; Torres et al., 2013). The Diagnostic and Statistical Manual 5th Edition (DSM-5) lists social interaction/communication problems as one of the main criteria for diagnosis because it is a readily observable and apparent manifestation of autism (American Psychiatric


In children under six years of age, a comprehensive multi-disciplinary assessment is required.

BC Psychologist


Association, 2013). However, as our understanding has evolved, so have the diagnostic criteria. Sensory differences are now included as a criterion. As we continue to ask questions and better understand individuals with autism, diagnostic criteria may continue to evolve, or perhaps even diverge into different subtypes of autism as some authors have investigated (Chien, 2017; DeBooth & Reynolds, 2017; Klopper, Testa, Pantelis & Skifadis, 2017; Lord, Bishop & Anderson, 2015). Greenspan’s pioneering work in developing the Floortime approach for working with children with autism and other developmental delays focuses on individual strengths and weaknesses in areas such as attention regulation, sensory sensitivity, visual processing, and motor planning (Greenspan & Wieder, 1998, 2006), providing a more differentiated lens with which to view a child. This approach has evolved into the Developmental, Individual Differences, and Relationship Based Model (Greenspan & Wieder, 2006). Children with autism often struggle with learning. The DSM-5 is vague in its description of co-occurring learning disorders, indicating only that they are “common” in children with ASD, reflecting the lack of understanding or focus on this issue. As Kim, Bal and Lord (2017) point out, very little is known about the academic profiles of these children. Their recent work shows that a “significant minority” of children with ASD with average level cognitive skills struggle with academics. As such, further assessment beyond diagnosis is warranted for children and youth with ASD who are struggling academically. According to the DSM-5, autism is most frequently associated with intellectual impairment and language disorder (APA, 2013). Estimates of rates of individuals with intellectual disability and autism have varied over time with current reports suggesting the co-occurrence is about 25% (Christensen et al., 2016). However, these numbers are difficult to interpret with the broadening of the diagnosis, difficulties inherent in standardized testing with this population, as well as improved augmentative communication opportunities for non-verbal individuals. In addition, there is evidence that IQ scores are less stable for this group of children (Solomon et al., 2017). Furthermore, in the recent work cited above by Kim and colleagues (2017), one group of children with IQ scores in the range of mild to moderate intellectual disability showed academic achievement significantly higher than expected, reaching slightly delayed to average levels. This underscores the importance of obtaining a comprehensive understanding 2

The website does also indicate that Autism and LD can co-occur. 10


of a child’s profile of academic and cognitive skills and recognizing that academic achievement in this population of children and youth is more likely to be discrepant, uneven and even unexpected. A search of both the scientific literature and public information web pages reveals a separation of autism and Learning Disorders (LD) in general thinking. In fact, some of the information specifically separates the two, as if to suggest that learning difficulties in a child with autism are due to autism entirely. One example comes from where the webpage reads “For instance, a child with visual processing issues may stand too close to someone during conversation because he has trouble judging distances. A child with autism might stand too close because he has a poor sense of personal space.2 ” (Maron, n.d.). The child with autism may also have a visual processing problem; however the general belief is that impaired social learning is the driver of most behaviors and learning challenges. This “diagnostic overshadowing” limits curiosity about the complex profile of the child with autism and limits the ability of providers and educators to appropriately understand and support the child. Psychologists can be invaluable in helping parents and educational teams to question these assumptions and to explore the child’s sensory and cognitive profile, as well as emotions and learned experiences in a particular setting in an integrative way. Students with autism can have significant difficulty with written output (Smith Myles, Adreon and Gitlitz, 2006). This may be related to challenges with attention, processing speed (Mayes & Calhoun, 2007), the production of letters due to fine motor challenges, motor planning and sequencing, and with fast and automatic imagery of letters. Given the importance of written output in a classroom, it is not surprising that students with autism, like other students with learning disorders in this area, may engage in avoidant or disruptive behaviors to avoid writing tasks. Some students with autism have reading disorders. The most commonly reported difficulty is reading comprehension (Accardo & Finnegan, 2017; Jones et al., 2009; Kim et al., 2017). This is sometimes described in conjunction with hyperlexia, or a precocious ability to read (Wei, Christiano, Yu, Wagner, & Spiker, 2015) and is associated with weaker social and communication skills

(Jones et al., 2009). However, some children with autism do struggle with phonological or orthographic processing, which results in difficulty mastering reading. As noted, most individuals with autism demonstrate challenges with language that are beyond the scope of this brief review. This may involve severe oral-motor apraxia, dysfluencies, word retrieval problems, problems using language in a generative way, or difficulties with language pragmatics. A profile of a child’s social communicative strengths and weaknesses is very important in understanding what supports they will need to access the educational curriculum and engage meaningfully with others. Speech language therapists can be very helpful in elucidating these difficulties, however psychologists can also pinpoint areas where more specific and targeted speech and language (SLP) follow up would be helpful. For some children and youth, decreasing anxiety to allow them to better access their skills, or increasing their flexibility and self-awareness, can be very helpful. Developing perspective taking skills and teaching social norms and contexts that may not be learned naturally by some individuals with autism can also be beneficial. Math is often thought of as an area of potential strength for children with autism, given its apparently lower reliance on language. Investigations into academic profiles of students with ASD do support the existence of subgroup with very strong math skills (Jones et al., 2009; Wei et al., 2015). However, problems with working memory, attention, sequencing, and language can all impact progress in math. Given difficulties with language, some children are challenged to understand what an applied math word problem may be asking, while their ability to do the math may be well established. One common stereotype about individuals with autism is that they have special advanced or unusual skills. Limited research estimates show that a small proportion of children with ASD do excel in reading3 (9%) and math (20%) (Wei et al., 2015). It is suggested that 10% of people with autism actually demonstrate “savant” skills (Edelson, n.d.; Marsa, 2016). Like typical children, some children with autism do have very strong skills such as exceptional memory or cognitive functioning within the gifted range. In the 5th edition of the DSM, Attention Deficit Hyperactivity Disorder (ADHD) can now be diagnosed with ASD. By virtue of the nature of the current conceptualization of the 3

disorder, attention problems are a fundamental aspect of ASD. Difficulty with joint attention is a marker of autism in infants and young children (Dawson et al., 2004). Their responsiveness and prioritization of their attention on social learning opportunities is compromised and this gives rise, at least in part, to their atypical developmental trajectory. As well, these young children may have little ability to sustain their focus on any one thing or may evidence hyper-focus. Given that individuals with autism allocate and prioritize their attention differently from their neurotypical peers, attention is universally impacted in some way, even if not recognized as ADHD. However, some students with ASD do have more typical ADHD profiles, with or without excess motor activity and impulsivity. Appropriate elucidation of the nature of attention challenges in each child with autism is helpful in determining appropriate intervention. As noted earlier, research into the role of motor systems in autism is growing. Some children appear quite skilled and coordinated, however many children with ASD withdraw from group sports or playground activities because of motor difficulties, or in some cases visual spatial difficulties, that impact their ability to participate. This illustrates how it is not always the social challenges that are driving withdrawal from an activity. It is becoming increasingly recognized that some children with ASD meet criteria for a Developmental Coordination Disorder (Caçola, Miller & Williamson, 2017). Finally, the social emotional functioning of a child with autism should not be ignored. Sometimes in depth psychological assessment is warranted. These children are often bullied or excluded at school. Winner, Crooke and Madrigal (2011) believe that children with social learning challenges who may appear more subtly different from peers are most impacted by social adversity at school. The Social Thinking-Social Communication Profile attempts to define level of social skills and can be implemented as a way to identify children who may be most at risk for negative attention from peers at school. Children and youth with ASD evidence mood and anxiety disorders at much higher rates than their typical peers, regardless of age or intelligence level (Strang et al., 2012). Psychologists can ensure that appropriate screening takes place to ensure that these children receive interventions when needed. In summary, psychologists can play a very important role in the assessment of children with autism, even if they are not BCAAN qualified specialists, in providing a more comprehensive picture of the child with ASD beyond the

However, this may be accompanied by weak or slower development of comprehension skills.

BC Psychologist


diagnostic label. We have a role to play on the educational and intervention team in determining how to implement effective supports that are uniquely tailored to the individual child.

R e fe r e n ce s

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Publishing. Accardo, A. L., & Finnegan, E. G. (2017). Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices. Autism. Advance online publication. doi: 10.1177/1362361317730744. Caçola, P., Miller, H. L., Williamson, P. O. (2017). Behavioral comparisons in Autism Spectrum Disorder and Developmental Coordination Disorder: A systematic literature review. Research in Autism Spectrum Disorders, 38(6), 6-18. doi: 10.1016/j.rasd.2017.03.004 Chien, Y. L. (2017). ADHD-related symptoms and attention profiles in the unaffected siblings of probands with autism spectrum disorder: focus on the subtypes of autism and Asperger's disorder. Molecular Autism, 8(1), 1-12. doi: 10.1186/s13229-017-0153-9 Christensen, D. L., Baio, J., Van Naarden Braun, K., Bilder, D., Charles, J., Constantino, J.N., …. Yeargin-Allsopp, M. (2016). Prevalence and characteristics of Autism Spectrum Disorder among children aged 8 years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012. Surveillance Summaries, 65(3), 1–23. Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in Autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271–283. DeBooth, K. K., & Reynolds, S. (2017) A systematic review of sensory-based autism subtypes. Research in Autism Spectrum Disorders, 36, 44–56. Dover, C. J., & Le Couteur, A. (2007). How to diagnose autism. Archives of Diseases in Childhood, 92(6), 540-545. doi: 10.1136/adc.2005.086280 Dua, V. (2003). Standards and guidelines for the assessment and diagnosis of young children with autism spectrum disorder in British Columbia. An evidence-based report prepared for The British Columbia Ministry of Health Planning. Retrieved from standards_0318.pdf Edelson, S. M. (n.d.). Research: Autistic savants. Retrieved from Greenspan, S. I., Wieder, S., & Simons, R. (1998). The child with special needs: Encouraging intellectual and emotional growth. Reading, MA: Addison-Wesley/Addison Wesley Longman. Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the floortime approach to help children relate, communicate, and think. Cambridge, MA: Da Capo Press. Happe, F., & Frith, U. (2006) The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5-25. Jones, C. R., Happé, F., Golden, H. (2009) Reading and arithmetic in adolescents with Autism Spectrum Disorders: peaks and dips in attainment. Neuropsychology, 23, 718–728. Kim, S. H., Bal, V. H., & Lord, C. (2017). Longitudinal follow-up of academic achivement in children with autism from age 2-18. Journal of Child Psychology and Psychiatry. Advance online publication. doi: 10.1111/jcpp.12808 Klopper, F., Testa, R., Pantelis, C., & Skafidas, S (2017). A cluster analysis exploration of autism spectrum disorder subgroups in children without intellectual disability. Research in Autism Spectrum Disorders, 36, 66-78. Lord, C., Bishop, S., & Anderson, D. (2015). Developmental trajectories as autism phenotypes. American Journal of Medical Genetics, 169(2), 298-208. Makram, K. & Makram, H. (2010). The intense world theory – A unifying theory of the neurobiology of autism. Frontiers in Human Neuroscience, 4, 1-29. Maron, A.. (n.d). Autism versus learning issues – what you need to know. Retrieved from issues/getting-started/what-you-need-to-know/autism-vs-learning-and-attention-issues-what-you-need-to-know. Marsa, L. (2016, January 13). Extraordinary minds: The link between savantism and autism. Retrieved from deep-dive/extraordinary-minds-the-link-between-savantism-and-autism/ Mayes, S. D., & Calhoun, S. L. (2007). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13(6), 469-493. Smith Myles, B., Adreon, D., & Gitlitz, D. (2006). Simple strategies that work! Helpful hints for all educators of students with asperger syndrome, high- functioning autism, and related disabilities. Kansas: Autism Asperger Publishing Company. Solomon, M., Iosif, A. M., Reinhardt, V. P., Libero, L. E., Nordahl, C. W., Ozonoff, S., Rogers, S. J., & Amaral, D. G. (2017). What will my child's future hold? Phenotypes of intellectual development in 2-8-year-olds with autism spectrum disorder. Autism Research. Advance online publication. doi: 10.1002/aur.1884. Strang, J. F., Kenworthy, L., Daniolos, P., Case, L., Wills, M. C., Martin, A., & Wallace, G. L. (2013). Depression and anxiety symptoms in children and adolescents with Autism Spectrum Disorders without intellectual disability. Research in Autism Spectrum Disorders, 6(1), 406–412. doi: 10.1016/j.rasd.2011.06.015 Torres, E. B., Brincker, M., Isenhower, R. W., Yanovich, P., Stigler, K. A., Nurnberger, J. I., Metaxas, D. N., & José, J. V. (2013). Autism: The micro- movement perspective. Frontiers of Integrative Neuroscience, 7, 1-26. Wei, X., Christiano, E. R., Yu J.W., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism: The International Journal of Research and Practice, 19, 200–210. Winner, M. G., Crooke, P., & Madrigal, S. (2011). Social communication learning style as a guide to treatment and prognosis: The social thinking-social communication profile. A practice informed theory. Retrieved from Articles?name=Social%20Thinking%20Social%20Communication%20Profile



Culturally-Adapted Counselling and Psychotherapy


o u nse l lin g a n d psych o t h e r a py h av e b e co m e

m o re re a d ily re co g niz e d in n o r t h a m e ri c a as culturally encapsulated professional practices (Frank & Frank, 1993; Wampold & Imel, 2015; Wren, 1962). At the same time, it is becoming well-established that significant disparities exist in the effectiveness of counselling and psychotherapy for ethnic minority individuals (e.g., Hayes, Owen, & Bieschke, 2015; Imel, Baldwin, Atkins, Owens, Baardseth, & Wampold, 2011; Owen, Imel, Adelson, & Rodolfa, 2012). This juxtaposition is perhaps largely due to imposing principles of Euro-American psychology as if they were universal and to failing to tailor counselling and psychotherapy practices in light of cultural considerations (Christopher, Wendt, Marecek, & Goodman, 2014).

Culturally-adapted counselling and psychotherapy have been frequently proposed as a remedy for these long-standing differences in therapeutic outcomes between ethnic minority and dominant cultural groups in North America (Bernal, Jimenez-Chafey, & Rodriguez, 2009) and such adaptations are completely in line with the APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations (see policy/provider-guidelines.aspx). Culturally-adapted counselling and psychotherapy can be defined as systematically modifying these counselling practices by taking into account cultural values, worldviews, and other diversity variables to subsequently provide culturally-sensitive and culture-specific interventions. Bernal, Bonilla, and Bellido (1995) proposed eight elements by which counselling and psychotherapy can be culturally-modified: language, person-variables, metaphors, cultural content, concepts, therapeutic goals, therapeutic methods, and context. 1. Language. In their model, cultural adaptation in language refers to modifications in communication, either written or oral. For example, this could include providing psychotherapy in the client’s native language or using culturally-appropriate vocabulary. Another example would be to mimic culturally characteristic patterns of thinking (see Nayar, 2004 for an account of generational communication differences in three generations of Sikh Canadians living in Vancouver).

R o b in d e r P. B e d i , r. psych .

Dr. Robinder (Rob) P. Bedi, R. Psych. is an assistant professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia. He also works part-time with Chuck Jung Associates at their office in Surrey, BC, where he serves an ethnically diverse set of rehabilitation patients with their mental health issues.

Disparities exist in the effectiveness of counselling and psychotherapy for ethnic minority individuals, perhaps due to failing to tailor practices in light of cultural considerations.”

2. Person-variables. These variables refer to characteristics of mental health professionals, clients, or their interaction. Some examples include: adopting a different worldview and ethnic matching of psychologist and client. 3. Metaphors. Metaphors refer to communicative symbols, proverbs,

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or analogies used to denote abstract ideas that are common within a group. Examples include utilizing culturally-specific folklore stories, creating new analogies with culturally-salient themes (e.g., heroism for Sikh individuals), and drawing upon symbols from the client’s religious background. 4. Cultural content. Such content refers to specific cultural knowledge, values and traditions, including traditional dress. An example would be integrating indigenous healing practices into counselling and psychotherapy or working with traditional healers. 5. Concepts. These refer to broader underlying notions and dimensions that can be encapsulated within or used to characterize different therapeutic orientations. Examples include varying psychotherapy along the dimensions of collectivism-individualism, dependenceindependence, and emic-etic understandings. 6. Therapeutic goals. These goals refer to the positive micro-outcomes and objectives sought based on cultural mores and norms. For example, the Bowenian family therapy overarching goal of differentiation based on the cultural norm of independence will be inconsistent for those from a collectivistic culture in which familial enmeshment is the expected and desired set of affairs. 7. Therapeutic methods. These methods refer to procedures, strategies and techniques utilized in therapy. Examples include cognitive reframing, exception questions, and genograms; each of which could be consistent or inconsistent with specific cultural assumptions. 8. Context. This refers to the environment in which counselling or psychotherapy is provided. This includes the physical location and setting (e.g., in the office, in the community, in nature), the type of service provided (e.g., family therapy, couples counselling), and broader contextual variables such as acculturation levels, migration patterns, and developmental stages. Although many practitioners hesitate to tamper with wellestablished empirically-supported treatments (Bernal et al. 2009), culturally-adapted therapeutic practices are highly effective, as evidenced by approximately 12 meta-analyses within the last 10 years (see list in Hall et al., 2016). The most recent meta-analysis (Hall et al., 2016) examined 78 studies with about 14,000 clients and concluded found a



medium effect size of culturally-adapted interventions over non-adapted versions of the same intervention (g = 0.52) and over other conditions (no intervention, nonadapted interventions; g = 0.67). Furthermore, it is important to note that cultural adaptation is indeed very much a part of evidence-based practice. As outlined by the American Psychological Association (APA), “evidence-based practice is the integration of the best available research with clinical expertise in the context of patient characteristics, culture and preferences [italics added]” (APA Presidential Task Force on Evidence-Based Practice, 2006, p. 273). The pool of extant research evidence has progressed well beyond the simplistic notion of certain types of therapies being universally validated for all individuals with a particular disorder without considering a host of individual difference variables. In other words, we treat a person not a disorder and there are key differences between people that should significantly alter the treatment that we provide. In fact, the APA Presidential Task Force on Evidence-Based Practice highlights the integral influence of culture on counselling and psychotherapy when they state: Culture influences not only the nature and expression of psychopathology but also the patient’s understanding of psychological and physical health and illness. Cultural values and beliefs and social factors (e.g., implicit racial biases) also influence patterns of seeking, using, and receiving help; presentation and reporting of symptoms, fears, and expectations about treatment; and desired outcomes. Psychologists also understand and reflect on the ways their own [culture] interact[s] with those of the patient (p. 279). Given the above presented information and the frequent talk of evidence-based practice, it is perplexing that many practitioners are so slow to culturally adapt conventional counselling and psychotherapy practices (Griner & Smith, 2006), especially because there is an abundance of supportive research – the vast majority of which has been conducted in Canada and the United States rather than abroad.

R e fe r e n ce s

APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. The American Psychologist, 61, 271-285. Bernal, G., Bonilla, J., & Bellido, C. (1995). Ecological validity and cultural sensitivity for outcome research: Issues for the cultural adaptation and development of psychosocial treatments with Hispanics. Journal of Abnormal Child Psychology, 23, 67-82. Bernal, G., Jiménez-Chafey, M. I., & Domenech Rodrı́guez, M. M. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research and Practice, 40, 361–368 Christopher, J. C., Wendt, D. C., Marecek, J., & Goodman, D. M. (2014). Critical cultural awareness: Contributions to a globalizing psychology. American Psychologist, 69, 645-655. Frank, J. D., & Frank, J. B. (1993). Persuasion and healing: A comparative study of psychotherapy (3rd ed.). Baltimore, Maryland: John Hopkins University Press. Griner, D., & Smith, T. B. (2006). Culturally adapted mental health interventions: A meta-analytic review. Psychotherapy: Theory, Research, Practice, Training, 43, 531–548. Hall, G. C. N., Ibaraki, A. Y., Huang, E. R., Marti, C. N., & Stice, E. (2016). A meta-analysis of cultural adaptations of psychological interventions. Behavior Therapy. doi:10.1016/j.beth.2016.09.005 Hayes, J. A., Owen, J., & Bieschke, K. J. (2015). Therapist differences in symptom change with racial/ethnic minority clients. Psychotherapy, 52, 308- 315. Imel, Z. E., Baldwin, S., Atkins, D. C., Owen, J., Baardseth, T., & Wampold, B. E. (2011). Racial/ethnic disparities in therapist effectiveness: a conceptualization and initial study of cultural competence. Journal of Counseling Psychology, 58, 290-298. Nayar, K. (2004). The Sikh diaspora in Vancouver: The three generations amid tradition, modernity, and multiculturalism. Toronto: University of Toronto Press. Owen, J., Imel, Z., Adelson, J., & Rodolfa, E. (2012). 'No-show': Therapist racial/ethnic disparities in client unilateral termination. Journal of counseling psychology, 59, 314-320. Wampold, B. E., & Imel, Z. E. (2015). The great psychotherapy debate: The evidence for what makes psychotherapy work (2nd ed.). New York: Routledge. Wren, G. L. (1962). The culturally encapsulated counselor. Harvard Educational Review, 32, 444-449.

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Psychology and the Public Good: Reflections on the Economics of Relationships in Mental Health Treatments Mari Swin g le , PH . D.

Dr. Mari Swingle is author of i-Minds: How Cell Phones, Computers, Gaming and Social Media Are Changing Our Brains, Our Behavior, and the Evolution of Our Species. She practices in Vancouver, Canada and speaks regularly on the topic of health and happiness in the digital age. Dr. Mari Swingle is a 2015 Winner of a Federation of Associations of Brain and Behavioral Sciences (FABBS) Early Career Impact Award for her ‘major research contributions to the sciences of mind, brain, and behavior’ … ‘and increasing awareness of research through media and public outreach’.

To what extent do we let business scramble our signals? What is the value in supporting restricted, patented, and entirely for-profit goods versus human services?"



The good we hold is knowledge and caring. The good we can do is share it.


In the realm of economics it is something provided for all to all. The ‘good’ in the term however lacks semantic, if not pragmatic, clarity. Does ‘good’ here function as a noun, an adjective … perhaps an adverb? Grammatical status here is more than mere scholastic pondering, as it directly reflects on the meaning of ‘good’. Simply put, is 'public good' good? h at is "pu b li c g o o d "?

Browsing through economic texts, clarity does come through and rather strongly: Noun it is! In pure economic terms (pun intended), public good has no positive social inference whatsoever, rather ‘good’ (as in product or service) is for public benefit not out of ‘goodness’ but rather because the use, or distribution of said ‘good’, cannot be controlled for profit. A key point, or differentiating factor, paraphrased throughout multiple descriptions and sources, is: the cost of restricting use, or otherwise denying use or pleasure derived from the consumption of said ‘public good’ is higher than the cost of providing use to all. A second factor is that the provider of said ‘good’ must trust, or rather calculate, that the means by which one (or a business) collects monetarily for use by some, will support the ‘free loading’ of others. A rather universal example appears to be that of a fireworks show wherein those inside a gate pay to watch, while those outside a specific calculated parameter do not, hence referred to negatively as 'freeloaders'. Moving to politics, the term keeps much of its economic negative tone but the implication of ‘good’ starts to shift slightly to adjectival or adverbial status. Public good here includes such things as free k-12 schooling, certain aspects of medical care, police protection, social safety nets and public works (think access to safe drinking water)—all arguably positive in most of our eyes. But the status of the term teeters tentatively between positive and negative and sometimes altruistic meaning (implying the need for sacrifice for the good of all). That said, for one to both access and partake, or otherwise consume of public good(s), most of us must pay in some form or other, usually through the purchase or usage of another product. Take for example a home or taxes. By circumstance, however, some, be they individuals or populations, ‘use’ (or access) more product or good than others—say police services in the downtown Eastside of Vancouver, higher draws on water reserves to furbish lush gardens more common in wealthier neighbourhoods, or the medical services needed for care in chronic disease or illness (e.g., cancer), which is arguably blind to socioeconomic status (SES).

Bottom line, some of us by default, will pay more or use more of various forms of public good than others. An argument mostly resolved in the semi-socialized democratic status of the politics of our fair country of Canada, but of constant debate, if not conflict, in the land of our neighbours to the south, also known as, the USA. So what of the role of psychology? As mental healthcare practitioners, or otherwise purveyors of wellness, I think that it is critical that the profession of psychology shed the negative influence (including the negative language) of business and economics and fly our red and white maple leaf flag high! Continuing with the analogy of the fireworks example, we must counter discussions of definitions or circumstance of what constitutes a ‘freeloader’ with the knowledge that no one can, or should claim to ‘own’ our consumption, enjoyment, or need of the sky. We must also take lessons from our social psychology experiments, e.g., ethical common good games wherein rather unilaterally, when players think of common rather than self-interest, all benefit—a finding lost in the current world politics (but I digress). Lastly, and perhaps most efficacious in argument, I believe we must mirror back to business their own definition as paraphrased above: the cost of restricting use, or otherwise denying use of public good is higher than the cost of providing use to all. Surely we too must calculate costs of investments, be they time, education, etcetera. We also must continue discussions or debate on the implications of coverage of psychological services under said public good. For example, should psychological services be covered under MSP? Both the ‘yea’ and 'nay’ sides have valid points. Without doubt, distribution of access to psychological services would be of great benefit to the ‘public’. But the ‘good’ many rightly argue, would be greatly reduced with time, service, and monetary limitations that undoubtedly would come with legislation. (All one has to do is chat with a family MD to have a full understanding of the conundrum). Politicians should also look at the broader economics, or circumstance, of why we have a shortage of family MDs despite our medical schools being full to capacity. Next, politicians can calculate the human cost of working longer and harder under imposed restrictions versus working well for all. Part of the working well, I professionally believe, is chronology. That is, deciding when psychological services should be public good. As things stand today (apart from school psychologists), free psychological services often kick in at the lowest denominator of urgent need, for example,

when in suicidal crisis in an emergency ward of a local hospital. Speaking both from a humanistic and an economic perspective, would it not be better to consider supporting this individual earlier in the cycle when they are feeling but ‘a little down’? Arguably the cost of crisis care far exceeds the cost of universal check-ins, early intervention and maintenance care. Here goodness and humane practice just might be less expensive in the long run. However, for now, the politics of unequal economics do fully apply. Some of us can, and do, visit a mental health care professional to just check things out, long before a crisis blooms, while others do not or cannot. Enter politics and expectations, or social value(s) and expectations, within the Canadian system. A rather vocal and somewhat controversial Vancouver talk show host in the 1990’s (David Ingram, since deceased) would often go on intentional rants to ‘wake us all up’ from our attitudes of Canadian privilege. He would attack our positions of social or human value versus material value. He was critical of middle class parents who would not think twice about spending $500.00 per month on a car payment for five years, but baulk at spending the same per month for a six-month period to tend to their child’s mental health. He had a point. But before we potentially go on a tangential or otherwise misdirected tangent ourselves, we must also look at the source of this public attitude. I argue strongly that it is not from lack of care, or love of one’s children, or even of entitlement, but rather of expectations that have been socially set up in Canadian culture. My current impression is that we have a pervasive belief in Canada that because most of health care is without fees, many parents, regardless of SES, do not budget either financially, emotionally, nor conceptually for investment in mental health. As we can see, the issue upon pondering grows exponentially. Back to pure economics, a secondary caveat that must be put on the table is the great effort that business often puts into assuming control or appropriation (management for profit) of otherwise public goods. Take radio and television for example (another “good” that is used rather universally). Both were originally free public goods paid for by donation (think knowledge network), government subsidy (think CBC), and/or advertising (think soap commercials). But merely by the possible differentiation of science and technological limitations, one service remained a public good (radio), while the

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other (TV) is no longer free. Simply put, science found a way to scramble TV signals permitting for capitalists to restrict distribution for pay; while science to date has ‘failed’ to discover a means by which to restrict access to radio. Business then can, and does, now take advantage of viewers by doubling down or rather double dipping on advertising as well as subscription and service fees of television (while radio remains a public good).

to-heart social interaction due to increased technological interaction. Specifically, I study the biological and emotional effects (alterations in social, emotional and cognitive development) associated with excessive or otherwise unhealthy applications of screen based technology when it replaces or overrides human interaction. For example, examining the differences inherent in playing on a screen versus playing in a park.

I am digressing here less than you may think. I bring forward this example to highlight that mental health and the profession of psychology itself is fast approaching, if not now in, such a conundrum. For example, to what extent do we support the pharmaceutical industry or the assessment industry in defining our professional boundaries and thereafter the limits of our knowledge and services as well as their distribution? To what extent do we let business scramble our signals?

Here, I openly acknowledge that I have a professional bias towards investing in people for people. Pills and screens do not provide the positive human connection that has been empirically found to be a necessary and sufficient factor in psychotherapy and counseling services. I believe there is great value in investing in relationships, including professional relationships, for the collective benefit of all. Here I turn to another definition of public good found online: “An item whose consumption is not decided by the individual consumer but by the society as a whole, and which is financed by taxation”. (

Watching the news and media in general, public and political cries now appear loud to support a vast array of prescribed drugs for mental health (the big three being anti-depressants, anti-anxiety medications and drugs that facilitate attention for school children). Should these commodities become public goods with higher priority than the human element that psychological services in all its forms (e.g., psychoanalyses, psychotherapies, counselling, etc.) provide? And, what is the value in supporting restricted, patented, and entirely forprofit goods versus human services? As one whose primary area of research involves examining the influence of technology on our brains and behavior, a key component I explore in my work is the primarily negative effect of lessened interpersonal or face-to-face and heart-

I would like to edit this slightly to: “An item or service whose consumption is not decided by the individual consumer a business, vested interest, or lobbyist, but by the society as a whole… ” Back to the underlying question of the meaning of psychology and the public good, and my related query: Is 'public good' good? I trust, unlike the duplicity of the term in economics, in psychology, the meaning is unilaterally positive. That indeed there is good in public good. In my mind at least, the good we collectively hold is knowledge and caring. The good we can do is apply it, share it, or otherwise distribute it, for the benefit of all.

D is cl a im e r:

The views presented in this article are informed conjecture based upon personal experiences, professional experiences, and social/cultural observations of the author. The author's intention is to foster continued informed discussion on the topics and arguments presented.



Anger Modification: Cognitive, Behavioural, and Affective Approaches Workshop Presented by Dr. Ephrem Fernandez Friday, April 13th, 2018 9:00AM – 4:30PM @ Italian Cultural Centre 3075 Slocan Street, Vancouver, BC V5M 4P5 Continuing Education Credits: 6 About the Workshop While the debate about global warming rages on, there is little disagreement that anger is pervasive and historically significant in human relations. Anger has a place in one’s emotional repertoire but it can clearly become maladaptive. This workshop goes beyond standard psychiatric diagnoses to reveal complex and subtle types of anger. A new generation of tests allows us to tap into many basic anger parameters and expression styles that constitute disorders ranging from the intermittent explosive to the passive aggressive. Against this background is the question of how to treat anger dysfunction. An integrative approach is outlined in which about a dozen cognitive, behavioral, and affective techniques are carefully sequenced into a program for prevention of anger onset, intervention on anger escalation, and “postvention” of residual anger. The techniques will be illustrated and demonstrated by the presenter, and then opened up for role-play exercises by members of the group.

The concluding question will be: “How well does Cognitive Behavioral Affective therapy (CBAT) work?” Published findings will be made available as will suggestions for future empirical

Register Early to save $24! and clinical work in this field. Q&A interludes will be included throughout the workshop. About the Presenter Dr. Ephrem Fernandez has presented various versions of this workshop at four of the last five conventions of the American Psychological Association and at psychological conferences in Australia, New Zealand, South America and Asia. He is the editor of Treatments for Anger in Specific Populations (Oxford University Press, 2013). With over 80 publications in scholarly outlets (e.g., Clinical Psychology Review, the Journal of Consulting & Clinical Psychology, Criminal Behaviour & Mental Health), he is recognized as an international expert in anger and concomitant problems in clinical and forensic contexts and in everyday life. Cancellation Policy: Cancellations must be received in writing by April 9 th, 2018. A 20% administration fee will be deducted from all refunds. No refunds will be given after this date. How to register for this workshop • Mail this form to: BC Psychological Association 402 – 1177 West Broadway Vancouver, BC V6H 1G3 • Fax 604–730–0502 or Call 604–730–0501 • Go online:

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Registration Form Early Bird Registration (Jan 2nd – Jan 28th, 2018) q Regular price $246.75 (incl. GST) q BCPA Members and Affiliates $173.25 (incl. GST) Regular Registration (Jan 29 th – Apr 9 th, 2018) q Regular price $270.90 (incl. GST) q BCPA Members and Affiliates $197.40 (incl. GST) Meal Requirements q Regular meal q Vegan meal q Special needs or allergies (please include details below)

Workshop Materials q I would like to receive a paper copy of the materials q I would like to receive an electronic copy of the materials * This will help BCPA reduce its environmental impact and administrative costs, as well as increase its efficiency in member services


I will attend the workshop


I agree to the Cancellation Policy (required)

GST # 899967350. All prices are in CDN funds. Please include a cheque for the correct amount, not postdated, and made payable to “BCPA” or “BC Psychological Association”. If you prefer paying by credit card, please register online. Workshop fee includes handouts, morning & afternoon coffee, and lunch. Free Parking is available. Participant information is protected under the BC Personal Information Act.





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Promoting Self-Recovery from Substance Misuse and Gambling Problems with Brief Motivational Interventions Workshop Presented by Dr. David Hodgins Friday, May 11th, 2018 9:00AM – 4:30PM @ University Golf Club House 5185 University Blvd., Vancouver, BC V6T 1X5

Register Early to save $24!

Continuing Education Credits: 6 About the Workshop This workshop will be comprised of three sections. First, the stage will be set by reviewing research and clinical experience with recovery from substance and gambling addictions, with a focus on natural recovery processes. Recovery without the assistance of treatment is the most common recovery pathway, but clinicians can promote and support individuals as well as re-direct them to treatment if warranted. Second, models of brief interventions, both advice oriented and motivational, will be described. Finally, the basic principles and techniques of motivational interviewing as applied to brief addiction interventions will be presented. Motivational interviewing is a directive, client-centred approach to therapy that helps individuals identify and resolve ambivalence about making lifestyle changes. Didactic instruction, video clip examples and role plays will used.

Learning objectives: • Participants will learn about natural recovery processes from addictions. • Participants will understand the brief intervention models developed for alcohol and other addictions. • Participants will learn the philosophy and principles of the motivational interviewing approach

• Participants will learn basic motivational interviewing techniques. • Participants will explore how motivational techniques can be integrated into their treatment interventions. About the Presenter David C. Hodgins, Ph.D., R.Psych. is a professor in the program of Clinical Psychology in the Department of Psychology, University of Calgary. He is also a research coordinator with the Alberta Gaming Research Institute. He is registered as a Clinical Psychologist in Alberta. His research interests focus on various aspects of addictive behaviours including relapse and recovery from substance abuse and gambling disorders.

Cancellation Policy: Cancellations must be received in writing by May 7th, 2018. A 20% administration fee will be deducted from all refunds. No refunds will be given after this date. How to register for this workshop • Mail this form to: BC Psychological Association 402 – 1177 West Broadway Vancouver, BC V6H 1G3 • Fax 604–730–0502 or Call 604–730–0501 • Go online:

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Registration Form Early Bird Registration (Jan 15th – Feb 25th, 2018) q Regular price $246.75 (incl. GST) q BCPA Members and Affiliates $173.25 (incl. GST) Regular Registration (Feb 26th – May 7th, 2018) q Regular price $270.90 (incl. GST) q BCPA Members and Affiliates $197.40 (incl. GST) Meal Requirements q Regular meal q Vegan meal q Special needs or allergies (please include details below)

Workshop Materials q I would like to receive a paper copy of the materials q I would like to receive an electronic copy of the materials * This will help BCPA reduce its environmental impact and administrative costs, as well as increase its efficiency in member services


I will attend the workshop


I agree to the Cancellation Policy (required)





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GST # 899967350. All prices are in CDN funds. Please include a cheque for the correct amount, not postdated, and made payable to “BCPA” or “BC Psychological Association”. If you prefer paying by credit card, please register online. Workshop fee includes handouts, morning & afternoon coffee, and lunch. Free Parking is available. Participant information is protected under the BC Personal Information Act.

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February is Psychology Month! Free Public Presentation Schedule for 2018

Psychology is for everyone – all are welcome! (*in partnership with Vancouver Public Library).

Date & Time February 1, 2018 7:00pm – 8:30pm February 5, 2018 7:00pm – 8:30pm February 6, 2018 7:00pm – 8:30pm February 8, 2018 7:00pm – 8:30pm







@ VPL Central Branch * (350 West Georgia, Vancouver)

Dr. Wallace Wong

@ Hillcrest Community Centre Dr. Alina Sotskova (4575 Clancy Loranger Way, Vancouver) @ VPL Brittania Branch * (1661 Napier Street, Vancouver)

Dr. Veronica Kallos-Lilly

@ BPL Tommy Douglas Branch (7311 Kingsway Way, Burnaby)

Dr. Patrick Myers & Nina Sakovic

@ VPL South Hill Branch * (6076 Fraser Street, Vancouver)

Dr. Manbeena Sekhon

@ BPL McGill Branch (4595 Albert Street, Burnaby)

Dr. Kasim Al-Mashat


February 15, 2018 7:00pm – 8:30pm


February 18, 2018 2:00pm – 3:30pm


February 19, 2018 7:00pm – 8:30pm


February 19, 2018 7:00pm – 8:30pm


February 22, 2018 7:00pm – 8:30pm


February 25, 2018 2:00pm – 3:30pm






Dr. Michael Sheppard @ Hillcrest Community Centre (4575 Clancy Loranger Way, Vancouver) @ Burnside Gorge Community Centre Dr. Carlton Duff (471 Cecelia Road, Victoria) @ Roundhouse Community Centre (181 Roundhouse Mews, Vancouver)

Dr. Joti Samra

@ Newton Library (13795 70 Avenue, Surrey)

Dr. Manbeena Sekhon

@ VPL Kitsilano Branch * (2425 MacDonald Street, Vancouver)

Dr. Janet Mah


February 26, 2018 7:00pm – 8:30pm


February 27, 2018 7:00pm – 8:30pm


@ VPL Central Branch * (350 West Georgia, Vancouver)

Dr. Noah Susswein

To Be Confirmed


To Be Confirmed

Dr. Mandy Chen

BC Psychologist Winter 2018  
BC Psychologist Winter 2018