ADEC 2024 Live Annual Meeting (Mental Health Boards)

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Profession

What activities did you attend at the event?

Monday, April 8 9:00 – 4:45

Tuesday April 9 9:00–4:45

Wednesday April 10 9:00-4:45

Wednesday April 10 9:00-12:15

Wednesday April 10 1:30-4:45

Thursday, April 11 9:00-10:50

Thursday April 11th 11:30-12:00

Thursday April 11th 12:00-12:30

Thursday April 11th 11:30-12:30

Thursday April 11th 1:45-3:15

Thursday April 11th 4:00-4:30

Thursday April 11th 4:30-5:00

Thursday April 11th 4:00-5:00

Thursday April 11th 4:15-6:15

Friday April 12th 9:00-10:00

Friday April 12th 11:00-12:00

Friday, April 12 1:15-2:45

Friday April 12th 3:30-5:00

Saturday April 13th 9:00-9:30

Saturday April 13th 9:30-10:00

Saturday April 13th 9:00-10:00

Saturday, April 13 10:15-11:20

Saturday April 13th 11:35-12:05

Saturday April 13th 12:05-12:35

Saturday April 13th 11:35-12:35

Saturday April 13th 1:15-1:45

Saturday April 13th 1:45-2:15

Saturday April 13th 1:15-2:15

Saturday April 13th 1:30-2:30

Agreement

By completing this form, you attest that you have participated in all selected activities in thier entirety.

I agree

Objective 1: Learn about cutting-edge research and clinical practice in thanatology.

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

The teaching methods used were appropriate to the objectives

If you have additional comments regarding the session or individual speaker(s) - e.g. content issues, teaching ability, credentials or expertise, etc. - please use the space below:

Objective 2: Explore key content from across ADEC’s entire Body of Knowledge, such as end-of-life decision-making, assessment and intervention, or cultural, religious and historical perspectives on death and loss.

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

The teaching methods used were appropriate to the objectives

Objective 3: Focus program content on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

The teaching methods used were appropriate to the objectives

Describe developmental, cultural, family, and other mediating factors related to normal, uncomplicated bereavement.

Evaluate risk and resilience factors affecting bereavement outcomes.

Identify specific strategies & counseling tools used to companion with bereaved clients.

Present and evaluate research identifying risk factors for poor bereavement outcome, as well as predictors and correlates of resilience.

Describe procedures for evaluating bereavement complications that merit intervention.

Illustrate alternative strategies for complicated or traumatic bereavement intervention, anchoring these in clinical material.

Identify legal/ethical/technological issues pertinent to the death experience.

Explain the social, cultural, psychological, and spiritual aspects of death, dying, and bereavement including ceremonies and rituals.

Identify ways in which caring people may assist the dying and bereaved with basic grief support.

Describe developmental, cultural, family, and other mediating factors related to normal, uncomplicated bereavement.

Evaluate risk and resilience factors affecting bereavement outcomes.

Identify specific strategies & counseling tools used to companion with bereaved clients.

Present and evaluate research identifying risk factors for poor bereavement outcome, as well as predictors and correlates of resilience.

Describe procedures for evaluating bereavement complications that merit intervention.

Illustrate alternative strategies for complicated or traumatic bereavement intervention, anchoring these in clinical material.

Describe the importance of effective memorial ceremonies for the grief process

Explain major cross-cultural anchors of memorial ceremonies, proving examples of each

Utilize strategies for using creative rituals and the discussion of ceremonies in bereavement support and clinical practice

Describe the structural phases of imaginal dialogues and the circumstances under which they can be effectively utilized as a powerful experiential intervention in grief therapy

Discuss the essential process-oriented skills required by the therapist to deepen the client into such work, foster realignment of the relationship with the deceased and ensure safety in entry into and exit from the encounter

Adapt imaginal dialogues for use in both in-office and telehealth settings

To identify the key issues stemming from multiple losses

To understand how multiple losses may result in “Bereavement Overload”?

To learn strategies to help mourners process multiple losses without getting stuck, or if stuck, how to move forward towards the best adaptation to the losses.

Describe the problem of firearm violence as it relates to death and injury.

Identify shared risk and protective factors for multiple forms of violence that can be addressed in school settings, outpatient settings, and inpatient settings.

Identify effective approaches to prevent multiple forms of violence.

Describe how miscarriage bereavement differs from other losses

Apply research findings to enhance support provided to pregnancy loss survivors

Utilize research data in understanding emotional, relational, spiritual, and financial implications of pregnancy loss.

Discuss theoretical aspects of childhood bereavement and the role of caregivers' knowledge (emerging by death education), when supporting grieving children.

Recognize the components necessary for adequate digital training in the context of pediatric grief.

Compare the challenges and benefits of digitally-delivered vs. traditional face-to-face death education

Identify risk factors for older adults stemming from an early-life traumatic experience of parental suicide

Explain PTSD and historical trauma and the effects of carrying the pain of parental suicide across the lifespan.

Apply concepts of Survivors of Suicide (SoS), post-traumatic stress, and historical trauma in death education and human services to assist an aging individual dealing with potential consequences stemming from a parental suicide.

Attendees will be able to critically evaluate the unique attachment bond between clients and their support/companion animals, and its role in clients' identity formation.

Attendees will learn ways to proactively and holistically address pet-loss grief.

Attendees will identify both intrapersonal and interpersonal factors that may make persons with strong pet-attachment bonds vulnerable to disenfranchised or complicated grief.

1. Discuss whether the application of the construct of PGD to non-death losses is useful or appropriate.

2. Differentiate between chronic sorrow that accompanies ongoing non-death losses and Prolonged Grief Disorder.

3. Identify criteria for the evaluation of grief that is a response to ongoing non-death loss experiences.

Identify differences in the perinatal loss experiences of African American women compared to other populations.

Utilize theoretical frameworks to conceptualize the biopsychosocial needs of African American women who have experienced a perinatal loss.

Apply relevant research findings and clinical tools to best serve the needs African American women who have experienced perinatal losses through case examples.

Identify professional obstacles that inhibit opportunities to address intimacy and sexual needs of individuals who are coping with life-threatening illness or bereavement.

Identify patient obstacles that inhibit opportunities to address intimacy and sexual needs of individuals coping with life-threatening illness.

Explain how the use of models can enhance communication in addressing issues of intimacy and sexuality.

1. Identify three challenges educators of thanatology face and how these may be navigated.

2. Consider some of the ways in which attention to cultural differences, ethnic/racial diversity, and global concerns impact the ways in which death educators navigate their courses.

3. Identify ways thanatology educators can be authentic in their teaching while incorporating a critical reflection of the field of thanatology.

1. Name two or more benefits of art therapy mask-making that are grounded in meaning reconstruction.

2. List two or more attributes of art therapy mask-making that support the tasks of the task model of bereavement.

3. State three benefits of art therapy mask-making, based in art therapy theory and its creative process and product, for clients facing traumatic loss.

Identify (and normalize) typical helper secrets of end-of-life clinicians

Identify pathways for the health effects of helper secrets

Implement helper secrets exercise in home setting

Gain insight into how Parkland community was impacted and supported in the years following that mass tragedy event by Eagle's Haven.

Gain insight into how Uvalde community was impacted and supported in the immediate aftermath and in subsequent months by the Children's Bereavement Center of South Texas - Uvalde site.

Gain insight into how professionals can prepare themselves to support their local community in the unfortunate event their community is impacted by a mass violence event.

Explicate an exploration of the present-day reality and context surrounding the Black bereavement crisis in the United States.

Delineate culturally attuned tools to advance the principle of “do no harm.”

Describe intersectionality, by examining how the intersections of 2 or more marginalized identity markers has unique implications for grief and identify future implications in the field of thanatology.

1. List known risk factors for suicide among the general population.

2. Identify three factors that may contribute to increased suicide risk among creative individuals.

3. Discuss ways to monitor mood state and assess suicidality through the creative products of artists, writers, and musicians.

Define the Social Construction of Blame (SCB) and explore how SCB operates as a social phenomenon whereby identity markers (e.g., race, class,) shape the experiences of loss for families.

Identify the processes that contribute to the Social Construction of Blame, such as attributions of cause (race-coding) and designations of blame that affects perceptions of moral value and culpability on to victims of homicide, and in this case, George Floyd.

Explore the implications of the social construction of blame on the field of thanatology, with a specific focus on its impact on bereaved families from BIPOC communities.

Attendees will be able to identify different types of barriers to funeral rituals.

Attendees will be able to distinguish between driving factors behind differing barriers to funeral rituals.

Attendees will be able to describe related outcomes of funeral ritual barriers.

Attendees will examine music therapy techniques in pediatric hospice, end of life, and bereavement.

Attendees will discuss the importance and therapeutic uses of family engagement in the care planning and treatment process.

Attendees will recognize the way expressive arts therapies can contribute to resilience and strengthened coping in bereavement.

1. At the completion of this presentation, participants will be able to learn vocabulary related to youth grief and climate change.

2. At the completion of this presentation, participants will be able to learn practical ways to engage children and older youth about climate change and the grief surrounding it.

3. At the completion of this presentation, participants will be able to recognize resources available to young people (books and non-profits).

Identify the antecedent griefs experienced in Calvin Coolidge’s life prior to the death of his son in 1923.

Explore ways the demands of the presidency challenge through grief.

Strategize ways Calvin Coolidge’s grief narrative could be used in grief counseling and grief education.

Define ways in which creative writing represents an adaptive and healthy grief ritual, including the use of creative writing practices to seek meaning, and encourage a continued bond with the deceased

Judge the impact of sharing personal writing with peers versus keeping it private, including exploration of one’s individual relationship with grief and connection with peers over common experiences through shared writing prompts

Summarize positive effects of expressive writing on complex grief experiences, stigmatized loss, and secondary losses

Identify theoretically-informed distinctions between meaning-focused clinical interventions and techniques.

Describe features of disrupted meaning making that may be uniquely characteristic of grievers experiencing chronically and profoundly disabled grief.

Differentiate "narrative reconstruction" from "meaning in life", describing how these present distinct but related conceptualizations of the meaning that grievers make of their loss.

1. List known risk factors for suicide among the general population.

2. Identify three factors that may contribute to increased suicide risk among creative individuals.

3. Discuss ways to monitor mood state and assess suicidality through the creative products of artists, writers, and musicians.

1. Learn about the source, mediating factors and impact of burnout and empathy distress. core elements of compassion and self-compassion.

2. Discuss the theoretical foundation and cognitive neuroscience of compassion for addressing stress and loss in the context of Thanatology.

3. Explore various novel therapeutic applications and practices of compassion and self-compassion to foster personal growth and community building.

Participants will better understand the development of the field of thanatology over the last 50 years.

Participants will be encouraged to reflect on their own growth as a thanatologist.

Participants will be able to identify their priorities for their own professional journey in the field.

Identify interpersonal processes that support individual and relational resilience in bereavement.

Understand how couples negotiate relational interactions surrounding their shared loss in order to maintain the overall functionality of their relationship.

Examine how the Relational Window of Tolerance could be applied in future research and clinical practice.

Explain how expressive techniques provide a more holistic approach to counseling grievers.

Explore the somatic and ephemeral responses to poetry and art.

Identify several specific expressive techniques that can be utilized to help grievers.

Analyze two families’ response to teenage suicide to add to the conversation of pediatric death by suicide.

Articulate the benefit (and caution) of utilizing Bowen Family Systems Theory’s conceptualization of anxiety in the family unit for quick decision-making on appropriate interventions in crisis moments.

Demonstrate the importance of differentiating one’s own emotional response to medical crises/traumas to help inform appropriate interventions.

Explicate issues around social identity for Black youth within cultural context

Delineate factors that impacted coping around loss and internalized oppression.

Describe culturally resonant strategies in work with bereaved Black male youth.

By the end of this presentation, participants will be able to: Examine and critique the dominant discourse in American society regarding what it means ‘to grieve’ and how to ‘grieve correctly;’

By the end of this presentation, participants will be able to: Identify how the dominant narrative about death, loss, and bereavement oppresses people, cultures, and communities whose narratives are not being included in the decisions which dictate how grief will be addressed by society;

By the end of this presentation, participants will be able to: Identify the 10 core principles and tenets of grief-informed practice

Participants will develop awareness of the barriers disabled grievers face in accessing grief support.

Participants will gain insight into the importance of self-advocacy for disabled individuals throughout their grief process.

Participants will be provided with concrete suggestions on how to offer accessible grief support in diverse clinical settings that is attentive to the unique challenges faced by disabled grievers.

Recognize the unique ways land shapes Indigenous perceptions and understandings of grief and healing.

Represent Native American and Indigenous histories, knowledge systems and practices that prioritize community healing.

Discuss possibilities on advocacy and empowerment of Native American and Indigenous methodologies for bereavement.

Learners will identify how a counselor's own grief may affect the therapeutic relationship.

Learners will explain different perspectives on therapist self-disclosure.

Learners will evaluate how a bereaved therapist's personal experience might benefit the client.

Analyze the characteristics of toxic theology

Demonstrate an understanding of how certain religious beliefs can complicate the mourning process

Describe Fowler's stages of faith development and how they can be used in grief assessments

Define core concepts of Evidence-Based Assessments.

Identify culturally sensitive risk screening tools used to assess grief reactions in youth.

Utilize assessment results to make clinical decisions.

At the completion of this presentation, participants will be able to: Identify the ways in which their own unique culture(s) has shaped their views of grief.

At the completion of this presentation, participants will be able to: Apply cultural humility to their interactions with grieving individuals of different cultures and beliefs.

At the completion of this presentation, participants will be able to: Demonstrate comprehension of the importance of and methodologies for involving culturally diverse individuals in peer grief support.

Identify attitudes and perspectives related to the experience of homicide for Black communities.

Explore the deprivation of grief and bereavement as a result of homicide for Black communities.

Explore the process of identifying and utilizing coping strategies for Black survivors of homicide victims.

1. Explore the Urgent Need to Address Grief on College Campuses: • Gain insights into the critical importance of addressing grief in the context of higher education and its impact on the well-being of college students.

2. Explain the Peer-Led Grief Support Model: • Examine the development and successful implementation of a peer-led grief support program at the University of Kentucky, emphasizing the significance of partnerships in program support and expansion.

3. Examine into the Peer Healing Curriculum: • Delve into the comprehensive Peer Healing curriculum, covering its evidence-based foundation, session structure, content, ethical considerations, and its adaptability to cater to the diverse needs of grieving college students. .4. Leverage Collaborations for Grief Support Promotion: • Analyze the role of collaborative efforts with entities like athletics departments and media platforms in raising awareness about grief support services, diminishing the stigma surrounding grief, and sparking broader demand for these indispensable services.

After this workshop participants will be able to identify 3 circumstances in which Flash Technique would be appropriate to use.

After this workshop participants will be able to describe and test a positive engaging focus (PEF) for the purpose of using Flash Technique.

After this practicing in this workshop participants will be able to implement Flash Technique with a client.

Describe the extant literature examining grief related to losing a family member to incarceration.

Apply the proposed theoretical framework to your understanding of grief related to losing a family member to incarceration.

Demonstrate an understanding of lay perceptions of family members grieving a loss to incarceration and ways these perceptions might impact grief responses.

Attendees will be able to evaluate the experience of suicide on developing child and adolescent identity formation

Attendees will be able to discuss ways the family system, as a unique culture-of-origin, contributes to how youth cope with grief after suicide

Attendees will be able to describe suicide myths and the clinical implications for postvention and grief support after suicide

Describe the key factors influencing children's grief reactions.

Identify at least 5 best practice tips when working with bereaved children.

Implement a variety of creative, play-based activities with bereaved children.

Describe the rationale for building a grief-informed workforce

Identify an approach to promoting grief education within diverse professional contexts

Recognize the distinction between grief-informed professionals and grief-competant menthal health specialists.

Identify the breakdowns in social connection most likely to be experienced by bereaved parents

Recognize the changes in social connection that are most likely to impact felt isolation and health among bereaved parents

Apply a model of social network characteristics, felt isolation, and health to better tailor support for bereaved parents

Examine bereaved individuals’ experiences with seeking and/or receiving peer and professional support for their grief and whether these support types can be complementary

Understand bereaved individuals experiences with online peer or professional support services during the COVID-19 pandemic and afterwards (including its more recent evolution, etc.)

Investigate whether recipients of peer and professional grief support feel as though their support provider is adequately trained in providing support targeted to grief and bereavement

Explain the importance and impact of sibling loss in adulthood.

Differentiate ways that adults experience societal disenfranchisement following sibling loss.

Demonstrate strategies that professionals can utilize to promote equitable service provision to bereaved siblings.

Identify and describe the varieties of effort required in grieving understood as relearning how to live in a world transformed by the death of a loved one.

Appreciate the value of interpreting those efforts as labors of love.

Describe how the efforts of grief counselors in supporting grievers’ labors of love are strongly analogous to the efforts of midwives in supporting mothers in giving birth.

Identify and acknowledge the unique challenges facing a) young widows raising bereaved children, b) children of young widows, and c) the family system who have lost a partner/parent

Review theoretical and practice frameworks that can address traumatic grief in family systems such as: Compassionate Bereavement Care, Green Care Model for Trauma and Grief, attachment theory, and the Neurosequential Model of Therapeutics

Identify how the Widows and Kiddos therapeutic program for traumatic grief utilized these theories to address grief in young widows, their children, and the family system.

Participants will be able to identify at least two of the multiple non-death related losses experienced in the context of dementia.

Participants will be able to describe at least two ways that dementia impacts grief processing.

Participants will be able to summarize the wishes of people living with dementia regarding information sharing through the disease progression.

1. Identify beneficial characteristics of the supervisor within the context of a trauma-informed supervisory relationship with grief therapists

2. Explain effective strategies for providing trauma-informed supervision to grief therapists

3. Illustrate the meaning and use of the concept of supervisor as witness to trauma-informed supervision

Define and describe potential uses of bibliotherapy for clinical practices

Describe the importance of metaphors in grief and bereavement care AND how metaphors will be addressed in future work

Create a plan for use of the session content

To identify key events and media coverage that a role in shaping the medicalization of grief

To describe various discourses, tensions, and positions taken within the professional community that were at play in the medicalization of grief

To recognize features of situational analysis as a methodology

Attendees will be able to describe ways that memories of deceased close others are verbally narrated by grievers and use this knowledge to develop or refine educational resources.

Attendees will be able to articulate the prevalence of recalling memories from the dying days of a deceased close other.

Attendees will be able to draw connections between the ways final memories from the dying days are commonly narrated by grievers and implications for continuing bonds and grief adjustment.

Explain TAPS Youth Programs and how it affects those in adolescence and young adulthood.

Identify what a Legacy Mentor is and their unique experiences.

Describe the methodology and general findings.

Recognize and articulate the types of non-death losses experienced by LGBT youth, and the reasons for higher rates of bereavement among this population.

Articulate best practices for counseling and supporting bereaved LGBTQ youth and adolescents using approaches drawn from Healing-Centered Engagement.

Identify and understand the psychosocial phenomenon of disenfranchised grief and suffocated grief among LGBTQ youth communities.

Explain how established grief theories influence this mindfulness-based grief support program.

Describe 8 steps to help grieving clients cope with loss and move towards resilience and meaning and appropriate interventions.

Understand the importance of having a framework when selecting interventions for clients.

To understand the unique challenges of premature partner loss

To apply the socioecological theory to organize the layered and overwhelming difficulties facing young widows

To use the socioecological theory to organize interventions that target each domain of difficulty

Describe the current capabilities and limitations of AI in emulating deceased individuals.

Identify the ethical concerns associated with employing AI-emulations in grief counseling.

Evaluate trauma-informed strategies to approach clients considering or already using AI emulations during their grieving process.

By the end of this presentation, attendees will be able to describe primary goals of grief literacy.

By the end of this presentation, attendees will be able to identify myths college students have about death, dying, and bereavement.

By the end of this presentation, attendees will be able to analyze the ways that death, dying, and bereavement myths are related to death anxiety and complicated grief.

Understanding of the potential and evolution of expressive arts as a medium, rather than a therapeutic approach.

Acquiring knowledge on how to utilize expressive arts to assist children in constructing their cognitive and emotional understanding of life and death.

Recognizing that children's perceptions of life and death can be constructed through expressive arts, subsequently reducing their fear of personal mortality.

Explore how a death via medical aid in dying is different and can impact grief

Introduce common themes and experiences following a death by medical aid in dying

Explore options for grief support for loved ones following a death by Medical Aid in Dying.

Upon attending this scholarly paper presentation, participants will be able to identify and understand the primary elements of grief as a humanistic experience.

Upon attending this scholarly paper presentation, participants will be able to explain and provide examples of the fundamental tenets of the HUG framework and their direct relevance to the experience grief and loss.

Upon attending this scholarly paper presentation, participants will be able to apply the HUG advisory guidelines, which incorporate fundamental humanistic techniques and principles, to hospice bereavement services.

Identify strategies for creating programs to support children and families experiencing anticipatory or preparatory grief and develop education that supports healthy coping and continuing bonds.

Identify creative and innovative strategies for providing bereavement support to children who have experienced loss and are having difficulty adjusting after a death, including underserved/justice-involved youth.

Identify how ongoing extension of support and resources can benefit bereaved parents.

Identify different types of goodbye rituals facilitated by ICU/OR teams and organ procurement organizations.

Explore the impact of goodbye rituals on families of organ, tissue, and cornea donor and the promotion of meaning making and continuing bonds.

Understand the role an organ procurement organization plays in supporting the grief of donor families.

Identify three primary grief-related challenges that bereaved youth face.

Recognize the ways in which traumatic stress can interfere with grief processing.

Identify culture-specific adaptations to grief-informed interventions for Black, Latinx, and LGBTQ youth.

Did this program improve your Skill or Strategy in your role or contribution as a member of the healthcare team?

Yes

Please explain how, or why not?

Please answer the following:

Was the educational content scientifically sound?

If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?

Was the mode of education effective to learning?

If you answered "No" to any of the above questions, please explain.

Did you perceive any commercial bias or influence in the educational content?

If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):

Were you solicited by sales personnel in an educational area (other areas do not matter) while you attended this educational activity?

If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):

Do you believe your participation in this activity will positively impact your healthcare team?

Yes

Why or why not?

What questions are you having in your practice that you would like to see addressed in an educational activity?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact knowledge, strategies/skills, performance and/or patient outcomes?

Additional comments: