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 8 • Is su e 3 • su m m e r 2019
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VICE-PRESIDENT Michael Sheppard, Ph.D., R.Psych. TREASURER Sofia Khouw, M.A., R.Psych. DIRECTORS Ted Altar, Ph.D., R.Psych. Marilyn Chotem, Ed.D., R.Psych. Zarina Giannone, M.A. Paul Swingle, Ph.D., R.Psych. Martin Zakrzewski, Psy.D., R.Psych.
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Table of Contents 5
Letter from the President
Letter from the Executive Director
In Support of Liberation Psychology: Advocacy and Social Justice Michael C. Webster, Ph.D., R. Psych.
Treatment of Burnout: What Do We Know? Rachel Mallory, Ph.D., R. Psych.
Blue Dye "Rose"
Parent-Led Cognitive Behaviour Therapy for Childhood Anxiety Katherine Martinez, Psy.D., R. Psych.
Presented by Dr. Marty Klein Friday, November 15th, 2019
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Is Ageism the Final Social Revolution? Marci D. Moroz, M.A., R. Psych.
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Letter from the President k a m a l jit K . sid h u, Ph . d. , r. psych .
Dr. Sidhu is Director of Dr. K. K. Sidhu, Registered Psychologist, & Associates. She has over 30 years of combined experience as an educator, school counsellor, and registered psychologist in private practice. Dr. Sidhu began her professional career as an educator in the British Columbia public school system prior to embarking on her career in psychology in 1990. Dr. Sidhu earned a Ph. D. in counselling psychology in 2000 from the University of British Columbia
Dear Colleagues, our B.C. summer is here in
full glory with stunning displays of colour all over the province. How lucky we are to live in this beautiful place. Our Membership Committee, Executive Director, and staff have been working hard to launch an annual summer social event for our members and their families. By the time you read this Journal, our inaugural summer event at Strathcona Park in July will likely be over. Hopefully, you got a chance to get out and enjoy the day with your families and colleagues. Professional connections are an important way of staying on top of our professional ethics, and collaborate as we try to optimally meet the needs of our clients. BCPA has also launched a monthly social gathering of psychologists in various communities. Watch for information in the weekly eblasts. The Continuing Education Committee is finalizing professional development workshops for 2020, to further our understanding and skill about topics of interest to our profession and in the assessment and treatment of our clients. The committee aspires to bring presenters who are leaders in the field. We have two workshops upcoming in September and November 2019. ICBC rolled out changes on April 1, 2019 that affect assessment and treatment of clients, and our Advocacy Committee has been busy collating information from our members to present to ICBC. Concerns about scope of practice, reporting templates, and confidentiality of client information have been raised by our members. Third party payers in B.C. are beginning to recognize the skill and expertise that psychologists bring, and in 2019 both ICBC and WSBC have raised their fee/treatment hour.
community service by educating the public about mental health issues and strategies. Two of our members also presented free public talks in Surrey and Kelowna during May Mental Health Month. Our sincerest gratitude to our presenters. In June, Dr. Kelly Price, a pediatric neuropsychologist, presented before the BC Legislature's Standing Committee on Children & Youth about the role of psychologists in diagnosing children with neuro-diverse special needs. BCPA continues to be actively engaged with the Council of Professional Associations of Psychologists (CPAP) and our Vice-President, Dr. Michael Sheppard, attended the June meeting in Halifax. Your Board Members, Executive Director, and office staff are working hard to continue to advocate for timely mental health treatment for British Columbians. A number of Board positions will be ending in November 2019 and you are all invited to consider becoming more involved with your association, by nominating yourself for a Board position. In the meanwhile, enjoy the beautiful weather and sunshine, and take care of yourselves. Warmest regards,
Kamaljit K. Sidhu, Ph.D., R.Psych. President, BCPA
The Community Engagement Committee had a successful February Psychology Month, with over 15 free public talks across the province, and over 63 media hits. The talks are an informative way for psychologists to provide pro bono
Letter from the Executive Director Cherie Payne, B.A., LLB.
The Executive Director of the BCPA. Ms. Payne has a Bachelor of Arts in History from McGill University and a Law Degree from Osgoode Hall Law School. She brings 20 years of experience in health policy, advocacy and government relations. Ms. Payne is also a former elected Vancouver School Board Trustee and Legislative Assistant to a federal Minister of Health in Ottawa. Contact: firstname.lastname@example.org
Summer is a season of rejuvenation. Long, sunny days mean more opportunities to be outdoors with loved ones, patios, painted skies at dawn and dusk, children out of school, and adults winding down to set new goals for the fall.
In this issue, you will be refreshed reading Dr. Rachel Mallory’s review of the literature regarding techniques and strategies for mental health care workers to prevent burnout. She is not the only health professional with an interest in burnout among health providers. Doctors of BC are also taking action. The Kootenay Boundary Division of Family Practice has been working with Registered Psychologist Dr. Todd Kettner and others to support physician wellness through the “Unplugged for Wellness” program. Facilitating opportunities for health providers to connect, to engage in outdoor retreats, and to be paired with a partner in order to share difficulties has given program participants tools to support their mental health. While Registered Psychologists are required to prepare a self-care plan in order to maintain ongoing registration with the College, many British Columbians are caught unprepared when faced with caring for a loved one with mental health or psychological challenges. This year parents across the province have raised concerns about waitlists and how difficult it can be to access timely, affordable treatment for their children. Pediatric neuro-psychologist Dr. Kelly Price represented BCPA at the Select Standing Committee on Children and Youth this spring. He spoke directly to the role of psychologists in diagnosing and treating children with neuro-diverse special needs. Elected officials were pleased to learn that psychologists
perform the bulk of diagnoses in the neurodiversity field. The Committee discussed how school psychologists and psychologists in private practice provide assessments and support for children with autism, FASD, ADHD, and intellectual disabilities. As Dr. Price noted to MLAs, registered psychologists “are the experts and the workhorses of the neurodiversity field.” This year, parents and teachers have also drawn attention to the rising rates of anxiety in children. On page 15 of this issue, Dr. Katherine Martinez offers parents and caregivers evidence-based tools they can use to coach children in practicing cognitive behavioural therapy techniques between psychologist sessions. Readers who treat children may find it helpful to share Dr. Martinez’s article with parents and caregivers. In the BCPA office, we are working hard to support you as practitioners and to reach out to the broader public to help provide them with the tools they need to lead psychologically healthy workplaces, schools, and lives. I hope you’re enjoying the summer – we look forward to connecting with you at ethics salons, workshops, committee meetings, and through the weekly e-blast this fall.
Cherie Payne, BA, LLB. Executive Director, BCPA
In Support of Liberation Psychology: Advocacy and Social Justice by Michael C. Webster, Ph.D., R. Psych.
any North American institutions and sub-cultures, from
Dr. Webster is a human rights
corporations to sports franchises, military and law enforcement groups, to educational institutions, have often created cookie cutter societies – that is an oppressive common culture more geared toward the haves than the have nots.
activist, keynote speaker, and military/para-military (police) psychologist in private practice for I believe that cultures and organizations can devolve when worn out, well33 years. His specialties include intentioned values are left unexamined, and policies and rules are not adjusted consulting for health organizations on a regular basis to ensure the “have nots” are not being pushed out. and teaching entry-level and midcareer military/police professionals A wise old gentleman from an immigrant family that I knew long ago once told effective protocols for the me, “To have integrity one must question one's integrity”. As cultures begin to management of critical incidents.
evolve or degrade with power imbalances, it can be helpful to question their integrity and take stock of whether adjustments are needed.
Across the world and across digital communities we can see that domination of the many by the few can quickly become de rigeur for some. Those at the top neglect to use periodic assessments to bring parity to all persons involved in that culture, leading to chronic unjust governance, creation of a hierarchy that is blind to the torments of its citizens, and a devaluation of humane treatment and justice for all. The objective becomes ensuring that those with power, profits, and prestige are able to maintain them. Into this imbalance steps Liberation Psychology: a new way of looking at the human psyche, the environment, and the distribution of power. Liberation Psychology is a set of psychological ideas aimed at the recovery of dignity, autonomy, confidence and good mental health. It is to be applied for the benefit of the under-served, under-represented, purposely tormented, and disadvantaged communities. This psychology practice aims to nurture a new attitude among the poor – to inspire hope through raising awareness of their history and present actions, and empowering them to anticipate a better life. Through consciousness-raising, clients become aware of their oppression and are then armed with methods of redress designed to create better living conditions and access to justice. Rather than framing oppression-related sorrow and anxiety as maladjustment, Liberation Psychology allows for a reframing of these symptoms as a natural reaction to difficult living conditions. Neither is it an indication of a mental illness for the poor to carry injustice in their minds, born of generations of harm, and to have these influence their responses to an oppressive common culture. Therefore liberation psychology
Liberation Psychology has its' roots in Liberation Theology; a Christian theology that focused on the gospel as a message with direct implications for the poor. That is, suffer on earth, for your reward is in heaven. This branch of theology continues to be strongly held by many in 21st century Mexico and in countries in South and Central America. As a Jesuit priest, Padre Ignacio Martin-Baro (1942-1989) embraced Liberation Theology and is given credit for creating, disseminating, and popularizing the discipline of Liberation Psychology. As a Ph.D. social psychologist, Martin-Baro encouraged a focus interpreting the world from the point of view of the dominated rather than the dominators. Much of Martin-Baro’s thinking was stimulated by the work of Paolo Friere (1968). Friere identified and wrote extensively on what he termed “the psychology of oppression”. This phenomenon, he said, caused the downtrodden to become fatalistic and adopt the belief that they were disposable and powerless to improve their situation. From Martin-Baro's perspective, the contemporary model of Organizational Psychology was one that promoted the needs of industry at the cost of dislocating and alienating the working people. He pointed out that the psychological theories of the day were far from politically neutral. He asserted that from Freudian psychoanalytic theory, through Behaviourism, to bio-chemical schools of thought, the maximization of
pleasure was the motivational force for human behaviour. Moreover, he questioned in industry the absence of even minimal attention to human needs, including equity, social justice, agency, and autonomy; needs that when satisfied were capable of maximizing meaning for the individual and transforming a society. He believed that when knowledge was respected only as a series of quantifiable events we overlook the most important meanings of human existence. His Liberation Psychology taught that much of what makes us human includes courage, pride, hope, and the identification of meaning in our lives, and that these cannot be reduced to statistical formulas or data. In essence Martin-Baro was charging the psychology of his day with willful blindness (Goodell, 2019; Heffernan, 2019) to the psychological and social realities of oppression. Instead of dodging responsibility in a situation caused by one’s own deleterious behaviour, an individual has a responsibility to question it. For example, imagine customs agents identify an illegal substance in a traveler's luggage. The traveler might deny any knowledge of the substance, asserting the suitcase was only being delivered as a favour for a friend. Ignorance of the law (i.e., willful blindness) does not stand as a legal or ethical defense in that case. The law states that the traveler should have known the contents of the suitcase if it was to be in the latter's possession. The traveler exercised not only criminal but ethical recklessness by failing to examine the luggage. I find that a significant aspect of the contemporary model of North American psychology continues to be guided by willful blindness and can consciously or unconsciously influence how psychologists view their clients.
is a set of humane values that speak to the longings for resistance, and to new ideas that can re-humanize dehumanizing institutions and the often stifling expectations of the common culture.
As a Ph.D. social psychologist, Martin-Baro encouraged a focus interpreting the world from the point of view of the dominated rather than the dominators.
A large portion of 21st century psychology is devoted to regarding the client's presenting problem from an intrapsychic perspective; in the absence of considering the roles played by the more contextual or cultural factors present in the client's life. This focus on the individual in isolation, without considering the toxic culture they might be trying to exist in, can be exacerbated if the psychologist's fee is paid by a third party that is also the client's employer or a government medical plan. The tension means that a psychologist who identifies the root of his client’s problems as being a toxic work environment may be ostracized by the employer or struck from the list of favoured service providers. To create change for better takes an organized cohort and courage. And, from the perspective of Liberation Psychology, the most economical use of psychologists' time – and government money – may lay in promoting a non-violent exposure of the dehumanizing treatment of workers by any organization with toxic expectations and inhumane leadership. I believe that as psychologists we have a calling (duty may not be too strong a word) to familiarize ourselves with the broader toxic issues that frame many of the difficulties that our clients may encounter in their communities and places of work. We must consider what we can do to help, beyond the consulting room. We can then decide who we are working for – the dominated or the dominators.
I believe that as psychologists we have a calling (duty may not be too strong a word) to familiarize ourselves with the broader toxic issues that frame many of the difficulties that our clients may encounter in their communities and places of work.
It follows that mental health treatment can either be viewed as a force in support of toxic work environments and life cultures, or as being critical of and pro-active in the change of those same cultures. There exists a group of psychiatrists, psychologists, social workers, counsellors, and allied professionals who together can either act as unwitting supporters of an unhealthy society or corporate culture – or can support with integrity their clients' challenges in toxic environmental situations. Either stance can be considered a political act, but only the latter is a healing act.
Re fe re n ce s C a n a d i a n R e v i e w a n d C o m p l a i n t s C o m m i s s i o n. (2 018). “ R e p o r t I n t o Wo r k p l a c e H a r a s s m e n t I n T h e R C M P.” P u b l i c a t i o n o f t h e G o v e r n m e n t
o f C a n a d a. O t t a w a, O n t a r i o.
F r i e r e, P a o l o (19 6 8). Pe d a g o g y o f t h e O p p re s s e d. N e w Yo r k : S e a b u r y P r e s s. G o o d e l l, J o h n (2 019). T h e Wa t e r W i l l C o m e: R i s i n g S e a s, S i n k i n g C i t i e s, a n d t h e R e m a k i n g o f t h e C i v i l i ze d Wo r l d. N e w Yo r k : L i t t l e, B r o w n
a n d C o m p a n y.
H a n s e n, K . (2 018). “ T h e P r o b l e m a t t h e R o o t o f t h e R C M P 's D y s f u n c t i o n a l C u l t u r e.” M a c L e a n s (J a n u a r y ). H e f f e r n a n, M. (2 019). W i l l f u l B l i n d n e s s: W hy We I g n o re T h e O b v i o u s. N e w Yo r k : S i m o n a n d S c h u s t e r. M a r t i n - B a r o, I. (19 9 6). To w a rd a Li b e r a t i o n P s y c h o l o g y. A . A r o n a n d S. C o r n e ( E d s.) B o s t o n: H a r v a r d U n i v e r s i t y P r e s s.
Treatment of Burnout: What Do We Know? by Rachel Mallory, Ph.D., R. Psych.
his article summarizes a recent meta-analysis of treatment for
job burnout in mental health care workers. I came to the topic initially while considering the College of Psychologists’ self-care plan attestation, which is one of the requirements of ongoing registration in B.C. In my own reflections on a self-care plan, I concluded that in my personal life things are very good at this time (for which I am extremely grateful). However, in my professional life there were some areas of need and difficulty. I talked to colleagues and friends about these and there were some common themes that a number of us, typically in mid-career, were experiencing. As a private practitioner, I do not work for an organization such as a health authority where employer interventions may exist. At the same time, as a rehabilitation psychologist I also had never heard a client or associated professional (e.g., a rehabilitation consultant) reference their own organisation’s intervention efforts. It may be that burnout interventions in B.C. are not widely offered. Healthcare providers have very stressful jobs. It is typical for those working in the mental health field to spend large parts of their work-days caring for those who are highly distressed, if not in actual crisis (e.g., suicidal). Providers often work in organizations where there are external factors such as financial constraints which may limit their ability to provide high-quality care to their patients and to access professional support for themselves.
Estimates range from 21-67% of mental health care providers who are “endorsing high levels of burnout.”
It is therefore not surprising that burnout – defined as feelings of emotional exhaustion, depersonalization/cynicism, and reduced personal accomplishment or efficacy (Maslach, Schaufeli, & Leiter, 2001) – is widespread in the field. Estimates range from 21-67% of mental health care providers who are “endorsing high levels of burnout.” Burnout is associated with negative consequences not only for the mental health care workers themselves, but also for clients and for the organizations in which the providers work. Burnout is negatively associated with empathy in healthcare professionals, which then affects practitioners’ ability to provide care (Wilkinson, Whittington, Perry & Eames, 2017). In physicians, negative effects of burnout may include “suicidal ideation, substance abuse, poor patient care, medical errors, career dissatisfaction, job turnover, and early retirement” (Dyrbye, West, Richards, Ross, Satele, & Shanafelt, 2016). Other effects of burnout include increased mental and physical health problems for the providers, as well as increased rates of absenteeism and turnover.
Interventions for burnout have been “organizationdirected, person-directed, or a combined approach.” Organization-directed approaches may include efforts to improve communication, staff cohesion, or task overload in the workplace. Job training and education are typically utilized in studies on these types of interventions. Person-directed strategies have included “teaching personal coping skills, relaxation techniques, or ways of increasing social support.” Cognitive-behavioural and mindfulness techniques are typically taught, often in a workshop context. Combined approaches use both organizational and person-focused interventions. Overall, the authors of the meta-analysis recommend the following goals in treatment of burnout: • assess the overall effectiveness of burnout interventions • assess the effectiveness of burnout interventions for three commonly measured dimensions: emotional exhaustion, depersonalization/cynicism, and reduced personal accomplishment/efficacy • compare the effectiveness of intervention subtypes The analysis of the literature focused on studies examining burnout interventions with mental health care employees who were currently working at the time of the intervention. The literature search excluded research on individuals on leave from work, or research on volunteers, students, interns, and those providing care to individuals with cognitive disabilities, as the care in these settings was assumed to be primarily focused on physical rather than mental health. Previous research hypothesized that interventions would decrease burnout and that job training and education would be more effective than other organization-directed approaches. However, the paucity of research in general meant that exploratory analyses of the data were emphasized. Of 1,348 studies initially selected through a comprehensive search of the literature since 1980, 29 studies (27 samples; N=1,894), met the criteria for the meta-analysis. About half of the studies included utilized a randomized controlled trial approach. About half were conducted in the U.S. and half in Europe, with one study in Australia. The meta-analysis did not specify the staff professions, apart from indicating that they were
“professional” or “paraprofessional” direct care staff. The results of the meta-analysis indicated that interventions did indeed reduce burnout, but the effect size was small (.13-.22, where .2 is a small effect size, .5 is moderate, and .8 is large). Nevertheless, where longer-term effects of intervention were measured, the effect was maintained over time. For specific aspects of burnout, emotional exhaustion and depersonalization/ cynicism were typically reduced after interventions, but feelings of personal accomplishment did not show significant reductions after treatment. It was suggested that this last aspect of burnout may need longer interventions than those provided by the studies in the meta-analysis (average intervention was 32.9 hours, SD = 46.6; range of 3-314 hours). Emotional exhaustion responded best to the person-centred interventions, and depersonalization/cynicism to the organization-focused interventions. The authors of the meta-analysis note that “Placed within the broader context of the occupational stress literature, these burnout intervention sizes are eclipsed by more general work stress interventions, where effects between .34 and .75 are commonly reported in meta-analyses. This suggests that it may be more difficult to remediate burnout as compared to other forms of emotional distress. It is also possible that reducing burnout in mental health providers is particularly difficult, especially considering that these individuals work in highly stressful environments where they are confronted with mental health crises and must contend with job instability and understaffing common to the sector (Honberg, Diehl, et al., 2011; Sjølie et al., 2015; Sørgaard et al., 2007). Non-effective interventions for burnout included “clinical supervision, co-worker support groups, job redesign/ restructuring, and increasing team communication”. The quality of the study was not associated with the size of the effect, and given the meta-analysis context, small sample size was also not an explanation for the lack of significant findings. The researchers hypothesized that lack of effectiveness may have been associated with failing to tailor interventions to the actual difficulties experienced by staff, as well as the possibility that other factors may interfere. For example, poor attendance due
The baseline level of burnout prior to the intervention also had a significant moderating effect on the intervention’s effectiveness. Samples with “lower initial levels of burnout showed smaller intervention effects.” Targeting burnoutreduction programs to those actually experiencing significant burnout was suggested by the authors. The authors concluded that “The small but positive effect sizes suggest that limited progress has been made in mitigating job burnout in this employment sector.” Future research directions included studies with longer follow-ups, use of additional measures alongside the Maslach Burnout Inventory, more detailed reporting on study characteristics, such as sample ethnicity, job tenure, and session attendance; tailoring of interventions to staff needs, and use of a wider breadth of interventions.
Re fe re n ce s D r e i s o n, K . C., L u t h e r, L., S l i t e r, M. T., & B o n f i l s, K .
A . (2 018). J o b b u r n o u t i n m e n t a l h e a l t h
p r o v i d e r s: A m e t a-a n a l y s i s o f 3 5 y e a r s o f
i n t e r v e n t i o n r e s e a r c h. J o u r n a l o f O c c u p a-
t i o n a l H e a l t h P s y c h o l o g y, 2 3 (1), 18-3 0.
D y r b y e, L. N., We s t , C. P., R i c h a r d s, M. L., R o s s, H.
J., S a t e l e, D., & S h a n a f e l t , T. D. (2 016). A
r a n d o m i z e d, c o n t r o l l e d s t u d y o f a n o n l i n e
inter vention to promote job satisfaction and
w e l l -b e i n g a m o n g p h y s i c i a n s.” B u r n o u t R e -
s e a r c h, 3, 6 9 -75.
W i l k i n s o n, H., W h i t t i n g t o n, R., P e r r y, L., & E a m e s, C
(2 017 ). E x a m i n i n g t h e r e l a t i o n s h i p b e t w e e n
b u r n o u t a n d e m p a t h y i n h e a l t h c a r e p r o f e s-
s i o n a l s: A s y s t e m a t i c r e v i e w. B u r n o u t R e -
s e a r c h, 6, 18 -2 9.
to low staffing levels and staff turnover would reduce the positive effects of a staff support group.
The results of the meta-analysis indicated that, indeed, interventions did reduce burnout, but the effect size was small (.13-.22, where .2 is a small effect size, .5 is moderate, and .8 is large).
Many insurance providers have begun to remove 'Legal Expense Coverage' from their policies BCPA of fer s m ember s dis count s on liabilit y insurance through our af filiate s BMS and Johns ton Meier Insurance A gencie s Group. BCPA m ember s enjoy avera ge s av ing s of 7 7% over non- dis counted rate s .
With the ma jorit y of cl aims against psychologists falling into the legal expense c ategory, make sure you're protec ted 12
Blue Dye by "Rose" for Amy, for 爸爸, 妈妈
at the psych ward they give you a pair of royal blue socks they give you a pair of royal blue socks with slip-proof rubbery dots on the bottom at the psych ward they lock my wallet i have to sign out my phone when i need to use it they take away my tiny good luck necklace the pendant a piece of buddhist text that protects whoever wears it they take it away they don’t know which patients think of choking at the psych ward i go to the nurses’ desk to sign out my friend’s peanut butter because of the glass jar yesterday i saw a man on the bus with these same blue socks these socks that dye everything next to them if you wash it together sometimes i think about my dad bringing our ping pong rackets so we could play on the table in the lunch room how he brought my old piano books so i could play on that broken piano my sister offering to tell my friends to visit i think about my mom sitting down at the bead table to colour with me until medication time about the nurses reminding me visitor hours had ended about my doctor telling me i would not recover if my family kept visiting so often
i think about how i hate med students who sit in and take notes on my silence my twisting shaking hands i think about their dress shoes their button up shirts against my sweatpants and slippers dyeing blue socks i think how much i want them to see me when i am OK when i could stand up to them i see the blue dye socks on the bus and i remember seeing my doctor telling the nurses how ridiculously hopeful how unrealistically hopeful this rosemary must be to think she can leave here in just a week i see the blue dye socks and i remember how difficult it is for humans to see the people in front of them as other suffering humans i see blue and i remember we are all the same i see blue and i need these people with all this power i see this dyeing blue i need to deliver these socks to them i need to remind them that living is sometimes scary and that they cannot make it scarier for some people
Parent-Led Cognitive Behaviour Therapy for Childhood Anxiety by Katherine Martinez, Psy.D., R. Psych.
Dr. Katherine Martinez is a
registered psychologist (#2036) in private practice in Vancouver, BC. Katherine received her degree in clinical psychology from Rutgers University in New Jersey and has over 20 years of experience in applying CBT to clinical work, research, and professional training. In addition, Dr. Martinez is a consultant for both Anxiety Canada and CBT Connections, and when not working, enjoys spending time with her partner, kids, and 2 mischievous cats!
In fact, unless the child’s therapist is travelling on vacation with them, there at camp drop off, or on the beach, there is no better “therapist” than the parent to facilitate change by encouraging brave approach behaviours in the anxious child.
t’s summer time and children and teens everywhere are
thrilled to be out of school year routines. Parents, however, may not be quite as thrilled as they face two months of unstructured time at home or away with their kids, some of whom will be struggling with anxiety and related challenges that can drain the energy and resources of many families. Fortunately, the cognitive-behaviour therapy (CBT) research is increasingly supportive of parents as effective “coaches” in supporting children to make brave choices and face their anxiety. As a result, summer can become an optimal time for parents to take the lead in strengthening their child’s mental health. The past decade has seen a small but important addition to the pediatric CBT literature regarding the role of parents in the treatment of young worriers. The literature demonstrates that including parents in their child’s therapy, or being the primary recipient of the treatment itself, results in positive and sustainable outcomes for their child.,1-4.
Parents can facilitate their child applying the therapy skills the child has learned in their treatment to the home or school environment. Alternatively, parents can learn the skills themselves and then transfer them to their child in a “teachable moment” (a singular moment when anxiety strikes and the child faces a decision to engage with old avoidant behaviours, or, to apply new approach skills). The parent-ascoach model is a cost-effective means to deliver treatment as parents are often able to learn more in less time than it would otherwise take the child to learn the same material4. Details about the nuances of CBT for childhood anxiety disorders is beyond the scope of this article but interested readers can look at the materials in references 5-7 below. In brief, CBT is an efficacious treatment for a myriad of child and adult mental health conditions. The child client works collaboratively with the therapist and learns a variety of physiological, cognitive, and behavioural skills to modify areas of difficulty and/or reduce problematic mental health symptoms. CBT is divided into 4 components: psychoeducation about the scientific mechanisms of anxiety; somatic skills training (e.g., relaxation skills); changing unhelpful thinking; and, exposure therapy. While traditional pediatric CBT has the child learn these skills in the therapist’s office, the skills in all four components can
easily be taught and/or transported into the home environment and adapted to address summertime situations where anxiety may lurk. This can include, travel, starting a new camp, meeting new kids, sleepover opportunities, eating out, and many more routine events. In fact, unless the child’s therapist is travelling on vacation with them, there at camp drop off, or on the beach, there is no better “therapist” than the parent to facilitate change by encouraging brave approach behaviours in the anxious child. Becoming your child’s “therapy coach” is surprisingly simple and attainable and is effective with preschool through elementary aged children.1-2, 4 Parent-as-coach is not a new role for the parent, who has long been a coach from encouraging a child to take their first steps to helping modify the “ma ma” sounds to form the word “mama”, as well as intervening in social dilemmas and coaching a child in a sport. Thus, parents are an obvious choice to become a mental health coach for their anxious child, and two months of uninterrupted summer is the prime time to begin. Using the five-step approach outlined below, parents of sensitive, inhibited, or mildly anxious children can develop an essential CBT toolkit to help their child this summer. For parents of moderate to severely anxious children it is recommended they seek professional guidance to assist in this process. And while it may be unrealistic to expect to transform a long-standing anxious child into a fearless, gregarious child in two months with no mental health training yourself, adopting a “brave approach” attitude and using a step-by-step model to teach a range of helpful skills over the summer and beyond, is realistic. The first step is to learn all about anxiety and to help the child recognize it is anxiety that’s bossing them about. To do this the parent will learn alongside their child all about how anxiety works and what happens inside the body, which can be a fun and interactive learning opportunity. Websites such as anxietycanada.com, teenmentalhealth.org, adaa.org, and worrywisekids.org among others provide a wealth of this information. As well, you can find short segments explaining facts about anxiety and the fight, flight, freeze response on YouTube and other channels. The most important “takeaways” from these information sources is that:
1. Anxiety is normal and helpful during moments of danger or threat, or under important conditions, such as a test. 2. That anxiety can sound a false alarm tricking the child into thinking things are dangerous when they’re not. And, 3. Anxiety wants kids to believe they can’t cope with difficult situations and should avoid them. To further emphasize these ideas, you and your child can become detectives to discover where anxiety is lurking by playing a fun “remember when” game where you identify as many situations or moments when you both (and other family members) felt anxious. You can also use movies, books, or TV shows to demonstrate. For example, “Do you think Harry Potter was anxious when he fought Voldemort?” Including others as examples helps normalize the experience of anxiety. Anxiety is common. It’s how we respond to anxiety that matters. A similar game can be played in anticipation of events. For example, speculating, “I wonder if you might feel a little worried about staying at Grandma’s? This can happen to lots of kids, what about you?” These conversations can happen at any time, place, and with anyone providing your child is a willing participant. And, given that the conversation does not have to take more than 5 minutes at a time there are ample opportunities to play detective in short car rides, over breakfast, while getting dressed, etc. The second step is to work with the child to learn and apply various relaxation skills during anxious moments. Most children have already learned these skills in school but examples to consider include slow deep breathing, yoga stretches, peaceful images, or non-competitive exercise all designed to relax and calm an anxious body and mind. Most of these ideas are readily available using an internet search and should be practiced first in a calm moment, and then later during an anxious moment. Once your child has a better grasp of the facts of anxiety and how to calm an anxious storm, they are now ready to learn some helpful thinking skills in the third step. As in the first two steps, the learning and discussing of skills can happen in micro-moments at any time.
One such example is bossing back to negative selftalk which involves helping your child listen to their inside-head-voice, reject the fear message, and then develop a new more helpful thought. For example, when your child thinks, “I won’t know anyone,” encourage them to say, “I’ll make new friends.” Instead of “I’m such a failure” or “I always mess up,” try, “That was hard, but I’ll try again.” And for the fear bully that convinces the child that “It’s too dark and scary”, try, “I can be brave.” Have fun imagining unhelpful thoughts as pesky flies to be swatted away, replaced with helpful butterfly thoughts that can be followed to new, fun experiences. Try writing unhelpful thoughts on one side of an index card, with helpful thoughts on the other side. The fourth step is to make and implement a plan. CBT promotes “avoiding avoidance” and engaging in “brave actions.” As you and your child learned in the first step, when there is true danger or threat, we want to avoid the situation by moving away. But when anxiety has sounded a false alarm and is tricking the child into avoiding, we need to play the “opposite game” and go toward. For example, if the child thinks they cannot cope with a sleepover or trying a new camp, together the parent and child can make a “brave action” plan to try it out, versus falling into the trap of avoiding. Nike’s old commercial “Just Do It” says it all. Use index cards to list 5-10 summer goals that the child wants to achieve. Then rank the goals from easiest to hardest using a 5- or 10-point scale. Begin with the easiest card. If your child cannot achieve it or its too hard to even start, consider breaking down the goals into smaller parts. The fifth step is to review and reward all efforts. Most anxious kids aren’t internally motivated to go towards what their brain has told them is dangerous, so an external reward system can be vital to success. Keeping a reward system simple is key. Its summer after all! Try offering one point for easy to medium “brave actions” and 2 points for hard “brave actions.” Points can add up for small to large prizes throughout the summer. A mix of privileges and tangible goods is optimal. For example, 5-10 points earns an ice-cream date with a parent, a sleepover, stay up late, or candy bar of their choice. 10-20 points might earn bigger rewards such as day outing, movie tickets, or get out of chores for a week. As the
Have fun imagining unhelpful thoughts as pesky flies to be swatted away, replaced with helpful butterfly thoughts that can be followed to new, fun experiences.
child starts to use skills to approach previously feared or avoided situations it will be important to review along the way. Asking synthesizing or clarifying questions can deepen the child’s learning. These can include: “Why do you think that each time you did that, nothing bad happened?” ”What did you expect to happen, and how did that compare with what actually happened?” And, “What did you learn?” Consider purchasing one of the books in the recommended reading list below to supplement the ideas outlined in this article. It’s not a race and even if you simply start to make changes increasing your child’s knowledge, attitude and actions this summer, that will be fantastic. You can continue to learn and practice CBT skills even after the summer has ended. All five CBT components can be applied at any time or place, and with anyone. Each can be quite successful for young mild worriers, even without the help of a mental health professional. However, if after your efforts your child’s struggles persist, talk with a health professional about resources in your area to assist. Left unaddressed, childhood anxiety is apt to grow into adult anxiety and become more tenacious over time, so this summer really is an optimal opportunity for parents to take the lead in strengthening their child’s mental health.
Re fe re n ce s F r e e m a n, J. B., & M a r r s- G a r c i a, A . (2 0 0 9). F a m i l y- b a s e d
t re a t m e n t f o r y o u n g c h i l d re n w i t h O C D: T h e r a-
p i s t g u i d e. N e w Yo r k , N Y: O x f o r d
C o m e r, J. S., P u l i a f i c o, A . C., A s c h e n b r a n d, G . A ., M c K-
n i g h t , K ., R o b i n, J. A ., G o l d f i n e, M. E., &
A l b a n o, A . M. (2 012). A p i l o t f e a s i b i l i t y e v a l u -
ation of the CALM Program for anxiet y disorders
i n e a r l y c h i l d h o o d. J o u r n a l o f A n x i e t y D i s o rd e r s,
2 6 (1), 4 0 - 49.
L e i b o w i c z, E. R., O m e r, H., H e r m e s, H., S c a h i l l, L.
(2 014). P a r e n t Tr a i n i n g f o r C h i l d h o o d A n x i e t y
D i s o r d e r s: T h e S PA C E P r o g r a m. C o g n i t i v e a n d
B e h a v i o u r a l Pr a c t i c e, 21 (4) 4 5 6 - 4 6 9.
C r e s w e l l, C., V i o l a t o, M., F a i r b a n k s, H., W h i t e, E.,
P a r k i n s o n, M., A b i t a b i l e, G ., L e i d i, A ., & C o o -
p e r, P.J. (2 017 ). C l i n i c a l o u t c o m e s a n d c o s t-
e f f e c t i v e n e s s o f b r i e f g u i d e d p a r e n t- d e l i v e r e d
cognitive behavioural therapy and solution-
focused brief therapy for treatment of childhood
a n x i e t y d i s o r d e r s: a r a n d o m i s e d c o n t r o l l e d t r i a l.
La n c e t p s y c h i a t r y, 4, 52 9 -3 9.
K e n d a l l, P. C. (19 9 0). C o p i n g c a t w o r k b o o k. A r d m o r e, PA :
Wo r k b o o k P u b l i s h i n g.
K e n d a l l, P. C. ( E d s.) (4t h E d.). (2 011). C h i l d a n d a d o l e s-
c e n t t h e r a p y: C o g n i t i v e - b e h a v i o r a l p ro c e d u re s.
N e w Yo r k : N Y. G u i l f o r d P r e s s.
E h r e n r e i c h - M a y, J. (2 018). U n i f i e d Pro t o c o l f o r Tr a n s d i-
a g n o s t i c Tre a t m e n t o f E m o t i o n a l D i s o rd e r s i n
C h i l d re n: Wo r k b o o k. N e w Yo r k , N Y: O x f o r d
U n i v e r s i t y P r e s s.
Re co m m e n d e d Re a d in gs:
P a r e n t- L e d C BT f o r
H e l p i n g Yo u r A n x i o u s
M y a n x i o u s m i n d:
Helping your child
Child Anxiety: Helping
C h i l d: A S t e p - B y - S t e p
A t e e n’s g u i d e t o
Parents Help Their Kids
Guide for Parents
managing anxiety and
anxiety or school
B y C a t h y C r e s w e l l, M o n i k a
By Ron Rapee and Sue
r e f u s a l: A s t e p - by - s t e p
P a r k i n s o n, e t a l
B y M i c h a e l To m p k i n s a n d
guide for parents
Katherine Mar tinez
B y A n d r e w E i s e n a n d L. E n g l e r
Is Ageism the Final Social Revolution? by Marci D. Moroz, M.A., R. Psych.
I n t o d a y ’s s o c i a l l y a wa r e e r a , w h e n d i ve r s i t y a n d e g a l i t a r i a n v a l u e s h a ve b e c o m e a n o b s e s s i o n o f p u b l i c d i s c o u r s e , ve r y f e w g r o u p s a n d c l a s s e s r e m a i n a m e n a b l e t o r i d i c u l e…Eve n i n t h e s e hy p e r v i g i l a n t t i m e s , o n e c l a s s o f c i t i z e n s t i l l r e m a i n s a f a vo r e d i r o n i c t a r g e t o f a d -
Marci Moroz has been a registered psychologist since 2002, migrating to Osoyoos, British Columbia in 2012 where she started an independent practice. Marci graduated from CalSouthern University in 2017 with a Doctor of Psychology. The focus of her research was on aging and the older adult demographic. Now that she lives in a province with a large aging population, Marci is concerned about the mental health challenges faced by older adults.
ve r t i s e r s , a p r o ve r b i a l b u t t o f t h e j o k e: o u r o l d e s t o l d…[ b l o g g e d by ] B 41 ( L a z a r, D i a z , B r e we r, K i m , & P i p e r, 2 017, p. 6 5 9 ).
he term ageism was coined by Robert Butler in 1968 to describe
a pervasive, often invisible form of discrimination based on age, that surrounds us in popular culture, public policy and professional discourse. According to Lazar et al. (2017) the issue of ageism is timely, given the global demographic shift in western society, and the social justice issues involved in discriminatory practices in housing, employment, pensions, health care and psychological services. Ageism remains largely invisible because it has entered the belief systems of people who have heard ageist language all their lives, without objection or correction. The constant and consistent denigration of older adults has become so ingrained that it has become an acceptable cultural norm. Discrimination based on age happens on an interpersonal level, in the media, and institutionally; however the worst outcomes are experienced when older adults internalize ageist messages. We are in the midst of what is called a silver or grey tsunami, a term used by medical and professional organizations to refer to the health and economic implications associated with an aging population. The following diagram illustrates the demographics of age in British Columbia (StatCan @ Stastistica, 2019). Considerable time, money and expertise has been invested in scientific longevity research, evidenced in methods that prevent and treat diseases that routinely shortened the human life span are on the upswing. Medical science is increasing life expectancy to the degree that soon the category “65-years and over” will not effectively capture demographic data. But what are the implications of adults living longer lives? Will older adults want to live longer if life-sustaining care does not maintain quality of life, or if they are not resourced well enough to support necessary care? And if it is possible to survive the diseases that previously ended life, how will older adults eventually die? These questions and fears are issues psychologists can help guide clients through. Terror Management Theory (TMT) was developed in 1986 by social
psychologists to explain a type of defensive human thinking and behavior that stems from an awareness and fear of death. In this way, people insulate themselves from their deep fear of living an insignificant life permanently eradicated by death (Chrisler, Barney, & Palatino, 2016). Psychologists can help clients grappling with meaning in their lives. Moreover, frequent exposure to age discrimination is a type of stress that can set off a cascade of psychological and physiological processes with negative health outcomes, especially when public policies require older adults to exhibit â€œfrailtyâ€? in order to receive services. Negative stereotypes and beliefs about older adults can result in a lack of education, treatment or prevention of health problems. According to Chrisler et al. (2016), internalized negative stereotypes contribute to negative halo effects which can interfere with diagnosis and treatment recommendations. Healthcare providers need to understand their role in reducing bias, and that ageism is unacceptable and unethical. When internalized ageist stereotypes are activated through stereotypic threat, like a micro-aggressive comment, people embody those stereotypes in self-fulfilling ways that lead to
negative priming - whereby older adults match negative beliefs to their performance in self-fulfilling ways. Ageist attitudes and microaggressions by healthcare professionals can make older adults hesitant to seek or follow medical advice. One commonly held view is the belief that it is depressing to get old, so naturally older adults have depression. It is no coincidence that depression remains undertreated in older adults. Overcoming ageism barriers requires advocacy that involves activism and expertise. Historically activism was the purveyance of youth, but when young adults are not motivated to recognize the issue of ageism, who will? According to Pybus (2019), the effects of aging also apply to psychologists. In 2014, the Health Employer Association of British Columbia indicated that the average age of a Registered Psychologist in B.C. was 46.2 years, and that almost 25% of psychologists were 55 years of age or older, which means that many reading this article fit the older adult demographic. So what can practicing psychologists do to help their clients, and themselves?
p o pu l ati o n e s tim at e o f b ritis h Co lu m b ia , C a n a da in 2018 , by ag e a n d s e x 800,000
n u m b e r o f pe o pl e
0 0 t o 17 ye a r s S o u r ce : S tat c a n S tatis ta 2019
18 t o 24 ye a r s
2 5 t o 4 4 ye a r s
45 t o 6 4 ye a r s
65 ye a r s a n d ove r
a dd iti o n a l in f o rm ati o n : C a n a da , 2018
psychologists can engage with various stakeholders at both micro and macro levels, recognizing that older adults are the true experts on aging, and that engaging the community must involve both older and younger adults. Psychologists are well positioned to recognize the impact of their involvement at the micro-level in order to advocate for change at the systems level. Actions could include negotiating individual views on aging, critiquing against ageist messages, calling for action to change societal views on ageism, as well as sharing strategies to navigate ageism in everyday life (Toporek, Gerstein, Fouad, Roysircar, & Israel, 2006).
More recently the word “privilege” has entered the discourse around social issues. The commonly held definition of privilege is “a special advantage not enjoyed by everyone”. Older adults today have the advantage of having led a longer life, and science is rapidly making even longer lives possible, but is aging truly a privilege in society today? Eliminating negative stereotypes about aging and discrimination against older adults may be the final social revolution, leaving behind a legacy of tolerance and respect that improves the experience of aging for future generations.
Re fe re n ce s C h r i s l e r, J. C., B a r n e y, A ., & P a l a t i n o, B.
(2 016). A g e i s m c a n b e H a z a r d o u s
t o Wo m e n's H e a l t h: A g e i s m, S e x i s m,
a n d S t e r e o t y p e s o f O l d e r Wo m e n i n
t h e H e a l t h c a r e S y s t e m. J o u r n a l o f
S o c i a l I s s u e s, 8 6 -10 4.
L a z a r, A ., D i a z, M., B r e w e r, R., K i m, C., &
P i p e r, A . M. (2 017 ). G o i n g G r a y,
F a i l u r e t o H i r e, a n d t h e I c k F a c t o r :
Analyzing how older bloggers talk
a b o u t a g e i s m. C S C W, 6 5 5 - 6 6 8.
P y b u s, E. A . (2 019). E t h i c a l C o n s i d e r a t i o n s,
S e l f-m o n i t o r i n g a n d P r a c t i c a l A d v i c e
f o r A g i n g H e a l t h P r o f e s s i o n a l s R e g i s-
t e r e d u n d e r t h e B.C. H e a l t h P r o f e s
sionals Act who may be at Higher Risk
o f D e v e l o p i n g A g e - r e l a t e d N e u r o l o g i -
c a l I m p a i r m e n t . B C P s y c h o l o g i s t, 18-
R o b b i n s, T. (n.d.). B r a i n y Q u o t e s. R e t r i e v e d
f r o m h t t p s: // w w w.b r a i n y q u o t e.c o m /
q u o t e s / t o m r o b b i n s 5 8 42 3 8
S t a t C a n @ S t a s t i s t i c a. (2 019). P o p u l a t i o n e s-
t i m a t e o f B r i t i s h C o l u m b i a, C a n a d a i n
2 018, b y a g e a n d s e x. C a n a d a .
To p o r e k , R. L., G e r s t e i n, L. H., F o u a d,
N. A ., R o y s i r c a r, G ., & I s r a e l, T.
(2 0 0 6).F u t u r e D i r e c t i o n s f o r C o u n -
s e l l i n g P s y c h o l o g y: E n h a n c i n g
Le a d e r s h i p,V i s i o n a n d A c t i o n i n S o c i a l
J u s t i c e. I n H a n d b o o k f o r S o c i a l
J u s t i c e i n C o u n s e l l i n g P s y c h o l o g y:
Le a d e r s h i p, V i s i o n, a n d A c t i o n. T h o u
s a n d O a k s: S A G E P u b l i c a t i o n s, I n c.
• Once they have examined personal aging stereotypes,
Historica l ly ac t iv ism wa s t he pur ve y ance of yout h, but when you ng adu lts are not mot iv ated to recog nize t he issue of a geism, who w il l?
T h e 4 2 n d A nnu a l I A P S P I n t e r n a t i o n a l C o n fe r e n c e: “ E n g a gin g D i f fe r e n c e a n d S a m e n e s s: P a t hw ay s t o E m p a t hi c D i a l o g u e” w ill b e h e l d in Va n c o u ve r, B C f r o m T hur s d ay, O c t o b e r 17 t o S u n d ay, O c t o b e r 2 0, 2 0 19 a t J W M a r r i o t t P a r q Va n c o u ve r, l o c at e d d o w n t o w n o n t h e s c e ni c F a l s e C r e e k water front. F ur t h e r in f o r m at i o n a n d r e gi s t r a t i o n m ay b e f o un d at : h t t p s: // i a p s p.o r g /c o n fe r e n c e / O u r C o n fe r e n c e b r in g s T H E S O C I O - P O L I T I CA L R E A L M r i gh t in t o t h e clini c a l s p a c e. B y a t t e n d in g t o t h e mul t i p l e d im e n s i o n s o f d i f fe r e n c e a n d s a m e n e s s in c lu d in g p o l i t i c s , c u l t u r e , r a c e , g e n d e r, c l a s s , a n d s ex u a l o r i e n t a t i o n a s t h e y e m e r g e in t h e t h e r a p e u t i c p r o c e s s , w e h o p e t o p u t a d e f ini t i ve e n d t o t h e c o m f o r t in g illu s i o n t h a t o u r c o n s ul t in g r o o m s c a n b e k e p t s e p a r a te f r o m o u r t r o u b l e d w o r l d .
J oin L i femar k ’s gr ow ing te am of ment al he al t h pr ofe s si o nals and ma ke a di f feren c e in p e o ple s’ li ve s. L i fema r k is s e e k ing high p er fo r ming, re sul t s- o r iente d P sych ol o gis t s to b e c ome a p ar t of a p o s t-t r aumat i c s t re s s dis o r d er pil ot pr o gr am. T he s e p o si t i o ns c an b e ex p and e d to f ull-t ime, empl oy ment o p p o r t uni t ie s w i t h b enef i t s fo r P sych ol o gis t s intere s te d in a di ver s e client c a s el o ad w i t h a r ange of refer r al s our c e s T he P T S D pr o gr am is d e signe d to me et t he ne e d s of client s w i t h p o s t-t r aumat i c s t re s s dis o r d er, t r aumat i c re ac t i o ns, and /o r o c cup at i o nal s t re s s injur ie s relat ing to o c cup at i o nal injur ie s re sul t ing f r om t r aumat i c event s. T he P T S D pr o gr am te am in clu d e s p sych ol o gis t s, clini c c ouns el o r and /o r clini c al s o cial wo r ker s, o c cup at i o nal t her a pis t s, phy si ot her a pis t s and K ine si ol o gis t .
Special Guests: •
We are s e e k ing P sych ol o gis t s fo r our clini c s in: • K aml o o p s • K el ow na • L angley
P h i l i p C u s h m a n , k e y n o t e s p e a k e r, h a s s p e n t a li f e t im e w r i t i n g a b o u t t h e p l a c e o f t h e p o li t i c a l w i t hi n p s y c h o l o gi c a l t h e o r y a n d p r a c t i c e a n d w h o a d v o c a t e s f o r t h e r o l e o f p s y c h o l o gi s t a s p u b li c i n t e ll e c t u a l.
S u n i l B h a t i a , a n in t e r n a t i o n a ll y k n o w n s c h o l a r, s p e ci a li ze s in un d e r s t a n d in g t h e d e ve l o p m e n t o f s e l f a n d i d e n t i t y in t h e c o n tex t
o f r a ci s m, mi g r a t i o n, gl o b a li z a t i o n, a n d f o r m a t i o n o r t r a n s n at i o n a l
L i fe m a r k H e a l t h G r o u p a l s o r e q uir e s a p a r t-t im e N e ur o p s y c h o l o gi s t
f o r o ur H e ad I njur y P r o gr a m at o ur K e l o w n a H a r vey Ave nu e clini c, t o p r o v i d e a s s e s s m e n t s f o r cli e n t s w i t h mil d t r aum a t i c b r a in injur i e s .
S i m o n e D r i c h e l , a s c h o l a r in p s y c h o a n a l y s i s , p o s t c o l o ni a l t h e o r y, a n d c o n t in e n t a l p hil o s o p hy.
Fo r m o r e i n f o r m a t i o n , p l e a s e c o n t a c t k a t h y. m c n ev i n @ l i f e m a r k .c a
We w ill a l s o fe at u r e a s p e c i a l p l e n a r y o n t h e t r a g e d y o f “ G ov e r n m e n t S p o n s o r e d I n d i a n R e s i d e n t i a l S c h o o l s .”
It’s time to renew your
BCPA membership ONLINE FORM • • •
go to psychologists.bc.ca log into your account first pay with your credit card
OFFLINE FORM • • •
enclosed with the journal complete the renewal form mail it with a cheque
Call the BCPA office at 604.730.0501 if you need assistance.
Please renew before August 31st, 2019
to avoid the late fee of $25 22
2019 / 2020 Membership Application FEATURE MEMBER BENEFITS Regular Rate
BCPA Member Rate
Liability Insurance **
BCPA Continuing Education workshops
** Averaged non-member pricing from quotes provided by the insurance broker.
A NEW MEMBER
A RENEWAL MEMBER
CONTACT INFORMATION First Name:
Would you like to participate in the BCPA E-mail Forum?
Mailing Address & Phone Number (not available to the public) Company: Address: City:
Postal Code: Fax #:
Email (required): Referral Service Address & Phone Number (available to the public; for Referral Service members only) Website address: Company: Address: City:
Business Phone #:
Postal Code: Alternative Phone #: BC Psychologist
MEMBERSHIP CATEGORIES q Membership Open to R. Psychs. & R. Psych. Assocs. q Membership with Referral Service Open to R. Psychs. & R. Psych. Assocs. Includes a free web profile; if you already have a website, you may list it within your referral settings.
Renewing on Time (including tax)
Renewing Late (including tax)
After August 31st, a late fee of $25 plus tax is added to Full Membership and Full Membership with Referral Service dues. Fees have been updated following the 2009 AGM ballot, which approved an increase in fees for Members, Members with Referral Service, Retired Members, and Out-of-province Members.
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Community Engagement & Public Education Psychologically Healthy Workplace Awards
Advocacy & Government Relations Division of Consulting Psychologists
TOTAL AMOUNT ENCLOSED BY CHEQUE (PLEASE PRINT): $ ___________ Your membership renewal may be delayed if you include the wrong amount, incomplete or post-dated cheques. It usually takes two to three business days for your renewal to be processed. However, it might take longer if we are receiving large numbers of renewals, or if your form or payment information is incomplete. If you want to avoid delays, and you want to receive a receipt immediately, please renew your membership online. By signing below, I _________________________ hereby understand and agree to the following terms:
a I am a registrant of the College of Psychologists of BC, or I am a retired registrant of the College of Psychologists of BC. a If any limitations are put on my practice, or my registration is suspended or cancelled by the College of Psychologists of BC, I agree to notify BCPA within five working days. a Referral Members: if there are any limitations, terms or conditions to my registration to practice psychology, I agree to modify my practice accordingly, and apply these limitations to all referrals received through BCPA. a Referral Members: I agree to review my referral settings online quarterly for accuracy of contact information, geographical areas of service, and areas of practice. a I agree to review and adhere to the E-mail Forum Guidelines, and I understand that they can be found online at www.psychologists.bc.ca/content/e-mail-forum I have read, understood, and agreed to all applicable declarations listed above.
Workshop Registration Form | Summer 2019 Ethics and Self-Care for Psychologists: Promoting Joyful and Sustainable Practice
The Architecture of Intimacy: Helping Couples and Individuals Develop the Skills They Need
Presented by Dr. Erica H. Wise, R.Psych. Friday, September 20, 2019 9:00AM – 4:30PM @ Italian Cultural Centre 3075 Slocan Street, Vancouver, BC V5M 3E4 Continuing Education Credits: 6 Sponsored by: Chuck Jung Associates (chuckjung.com)
Presented by Dr. Marty Klein Friday, November 15, 2019 9:00AM – 4:30PM @ University Golf Club 5185 University Blvd, Vancouver, BC V6T 1X5 Continuing Education Credits: 6 Sponsored by: Chuck Jung Associates (chuckjung.com)
For psychologists, there is a strong link between self-care and professional competence in our complex multicultural society. In this interactive workshop participants will complete a comprehensive self-assessment and discuss personal assets and challenges related to self-care. Participants will explore effective self-care and communitarian care strategies that focus on our intellectual, emotional, physical and spiritual selves in the context of positive psychology research findings. We will analyze practice vignettes that incorporate ethical, multicultural and self-care considerations. In addition, we will discuss the role of communitarian care and supportive colleague relationships in promoting professional resiliency. Participants will be encouraged to identify and commit to specific self-care and communitarian care activities and strategies.
Both individuals and couples talk a lot about “intimacy.” Most of our patients want intimacy, but they find it hard to create, maintain, or enjoy it. What exactly is it that people want—and why do they have so much trouble with it?
1. Explain how maintaining personal well-being is an ethical responsibility that is directly related to competence in a complex multicultural society. 2. Explain how care for one’s colleagues is essential to promoting professional resilience. 3. Identify at least two vulnerabilities to occupational stress common to psychologists and two that are unique to you as an individual psychologist based on a self-assessment exercise. 4. Identify common warning signs of occupational stress for professional psychologists in general and describe two which are most relevant to your professional practice. 5. Develop a plan for implementing at least one self-care strategy and one communitarian strategy.
1. Describe a useful definition of intimacy. 2. Explain how to use narratives and reframing in a therapy session. 3. Explain to patients what is not a “communication problem” and why. 4. Identify obstacles to people developing and using relationship skills. 5. Explain the role of “agreements” in the dynamics of conflict and intimacy. 6. Explain the role of existential issues in relationship conflict.
Therapists, too, talk about “intimacy.” What exactly is it that we’re helping people develop? What skills do they need? How do their intrapsychic issues or couple dynamics interfere with this? And what about people who say “I’m not the one with the problem?” How do we use narratives and reframing to help limit the chronic revisiting of past wounds? What is NOT a “communication problem?” How do we spark partners’ curiosity about each other?
Register Early to save $24!
How to register for these workshops: • Mail this form to: BC Psychological Association • Fax 604–730–0502 or Call 604–730–0501 402 – 1177 West Broadway Vancouver, BC V6H 1G3 • Go online: http://psychologists.bc.ca
To o far to at tend in per s on? L et us k now you'd like to at tend via dis t ance and BC Psychologist 25 we will lo o k into ad ding a web c a s t
The Architecture of Intimacy: Helping Couples and Individuals Develop the Skills They Need
Early Bird Registration (June 14 – July 18, 2019) q Regular price $246.75 (incl. GST) q BCPA Members and Affiliates $173.25 (incl. GST) q Student Members $129.94 (incl. GST) q Student Non-Members $185.06 (incl. GST)
Early Bird Registration (Aug 9 – Sept 13, 2019) q Regular price $246.75 (incl. GST) q BCPA Members and Affiliates $173.25 (incl. GST) q Student Members $129.94 (incl. GST) q Student Non-Members $185.06 (incl. GST)
Regular Registration (July 19 – Sept 16, 2019) q Regular price $270.90 (incl. GST) q BCPA Members and Affiliates $197.40 (incl. GST) q Student Members $148.05 (incl. GST) q Student Non-Members $203.18 (incl. GST)
Regular Registration (Sept 14 – Nov 11, 2019) q Regular price $270.90 (incl. GST) q BCPA Members and Affiliates $197.40 (incl. GST) q Student Members $148.05 (incl. GST) q Student Non-Members $203.18 (incl. GST)
Meal Requirements q Regular meal q Vegan meal q Special needs or allergies (please include details below)
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
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
Confirmation q I will attend this workshop q I agree to the Cancellation Policy (required)
Confirmation q I will attend this workshop q I agree to the Cancellation Policy (required)
Cancellations must be received in writing by September 16, 2019. A 20% administration fee will be deducted from all refunds. No refunds will be given after this date.
Ethics and Self-Care for Psychologists: Promoting Joyful and Sustainable Practice
Cancellations must be received in writing by November 11, 2019. A 20% administration fee will be deducted from all refunds. No refunds will be given after this date.
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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.
S i g n a t u r e i f p ay in g by V I S A o r M a s t e r C a r d:
For your peace of mind Since 1998, Johnston Meier Insurance and the policy insurer Intact Insurance have been providing members of the British Columbia Psychological Association with peace of mind by ensuring the things that matter most to them are well protected. As our valued customers, you can rest assured that our team of experts will offer you competitive products at competitive rates. For this reason, Johnston Meier has become, for many, the company they choose to manage their insurance needs. We care about the things that matter to you and welcome the opportunity to be of service to you.
Exclusive BCPA Membership Program Professional Liability Insurance This Professional Liability Program is exclusive to BCPA Members covering the investigation and defence of any civil action brought against you arising out of rendering or failure to render professional services. $7,000,000 per claim / $10,000,000 aggregate limit $500,000 for each of regulatory and penal legal expense Worldwide coverage $500,000 for employment practices liability coverage
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IRUWKHEDVLFSROLF\HDFKRQHFDQEHÆ“QHWXQHGWR\RXUQHHGVIRUDQRPL nal cost) *includes one extra location and one extra dctor FRQWHQWV$OO5LVNFRYHUDJH Business Interruption â€“ Actual Loss Sustained $FFRXQWV5HFHLYDEOH([WUD([SHQVH9DOXDEOH3DSHUV 5HFRUGV('3(TXLSPHQW â€¢ (DFKFRYHUDJHXSWR $5 million Commercial General Liability $500,000 Tenants Legal Liability
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Full and Part-time Positions Available 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. We have openings for associates in our ten offices in Vancouver, North Vancouver, Tri-cities, West Vancouver, Langley, Richmond, Burnaby, Abbotsford, Surrey, and Chilliwack. 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 eligible for registration with the College. In addition to providing assessments and treatment, the successful candidate will also learn to work effectively with allied professional 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. For those with interest and aptitude, there is also opportunity for conducting medical legal assessments. We have competitive remuneration. For general information about our practice, please go to www.chuckjung.com. Send your resume to email@example.com or fax # (604) 874-6424.