Prior Programs

2023 Programs

Spring 2023 Seminar

The Primary Need for Personal Meaning:
Developing Self-Worth through the Caregiving Relationship during the First Year of Life

with Applications to Childrearing and Clinical Practice

 
Carla Beatrici, Psy.D., and Marian Sharkey, Ph.D.
Virtual, Wednesdays April 5, May 3, June 7, July 5, 10:30 - 11:30am
4 CEs for Psychologists, Social Workers, and Professional Counselors
Complimentary for 2023 Members and Students
General Admission: $105
Early Career Professionals: $85

In our 2023 Spring and Fall Seminars we will explore the unfolding process of developing personal meaning and unconditional self-worth during a child’s first year of life. We will consider how the infant enters the world with a “starter supply” of intrapsychic self-esteem that is nurtured through the relationship pleasure the infant experiences with the primary caregiver(s). We will examine the infant’s earliest experiences of the caregiving relationship(s) and the effects of the relationship(s) on the infant’s developing sense of self-worth. We will discuss the infant’s specific caregetting needs during this stage and how caregivers can understand and respond accurately to these intrapsychic needs. We will explore the significance and personal meaning of key developmental milestones, including the smile response, stranger anxiety, separation anxiety, and eidetic internalization whereby the baby internalizes their first symbolic representation of the caregiver by the end of the Pre-Eidetic Stage. We will consider how each stage of development is prompted by a developmental loss that is mourned within the caregiving relationship and provides the infant with new psychological structure that advances their developing sense of personal agency and self-worth. The seminar series will explore how these developmental concepts can be applied in child rearing, parent counseling, child play therapy and adult psychotherapy to help children and adults acquire inner well-being and stable self-worth.

Syllabus
April 5, 2023
An Overview of the Pre-Eidetic Stage (pages 37-41)
In this seminar, we will present an introduction to and overview of the Pre-Eidetic Stage, which occurs from birth to 12-14 months. We will consider how the infant’s need for the personal meaning of self-worth, which develops through the caregiving relationship, manifests during this stage. Concepts to be covered include eidetic internalization, veridical and illusional gratification phases of development, and the distinction between two types of caregiver experiences/percepts - veridical and nonveridical. The relevance of these concepts to child rearing and to clinical practice will be discussed.

May 3, 2023
Birth to Eight Months: The Veridical Gratification Phase (pages 42-47)
In this seminar, we will explore the Veridical Gratification Phase of the Pre-Eidetic Stage, which begins at birth and ends 5-8 months later with the onset of stranger anxiety. We will consider the theory’s conceptualization of the smile response as an expression of the infant’s pleasure of the caregiving relationship and acquiring the meaning of effective agency by causing the caregiver to love and care for them. We will discuss the effects of traumatic and inaccurate or uninformed caregiving on the child’s intrapsychic development during this stage and consider caregiving opportunities that will enhance the child’s innately determined motive for genuine, relationship-oriented pleasure and inner well-being. Clinical examples will be used to illuminate how these concepts can be applied in psychotherapy to help clients achieve genuine effective agency.

June 7, 2023
Consequences of Adultomorphizing and the Power of Responding to the Child’s Intrapsychic Motive for Caregetting Pleasure (pages 47-52)
In this seminar, we will discuss adultomorphizing, the misunderstanding of child development that results from viewing the child as a mini adult, creating a limited understanding of the child’s mind that focuses on manifest behavior rather than on the child’s sense of agency that comes from being the cause of their caregiver’s love. We will discuss the importance of the caregiver accurately discerning the infant’s intrapsychic motives and purpose, and understanding the infant’s behavior as their search for positive caregetting pleasure. We will discuss applications for child rearing, parent counseling and psychotherapy.

July 5, 2023
Primary Stranger Anxiety: The Developmental Advancement of Loss and Mourning within the Caregiving Relationship (pages 52-56)
In this seminar, we will discuss the theory’s unique understanding of the developmental milestone called stranger anxiety and how the accurate mourning of this developmental loss advances the child’s experience of regulatory agency. We will discuss the developmental advancement that occurs when a caregiver accurately helps the infant mourn and grieve the loss of a stranger’s face within the context of the pleasure of the caregiving relationship. We will discuss how the concept of mourning losses can be applied to helping both parents and clinicians.

Spring Seminar Learning Objectives

At the conclusion of the program participants will be able to:

1. Describe the intrapsychic personal meaning signified when the baby first smiles at their caregivers.
2. Describe the theory’s conceptualization of primary stranger anxiety and how the infant’s dysphoria at the sight of a stranger’s face represents a loss of primary intrapsychic motive gratification.
3. Describe the developmental advances that occur when the caregiver responds accurately to the child’s anxiety during the stranger anxiety and separation anxiety stages.
4. Describe what eidetic internalization means and how it helps the child developmentally.
5. Describe the negative effects of adultomorphizing and how an understanding of the child’s intrapsychic development can help caregivers respond accurately to their child’s developmental needs.

Spring Seminar Required Reading

April 5th Seminar: An Overview of the Pre-Eidetic Stage
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 2, pages 37-41. (Kindle version: pages 46-50) Books - Intrapsychic Humanism

May 3rd Seminar: Birth to Eight Months: The Veridical Gratification Phase
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 2, pages 42-47. (Kindle version: pages 50-56) Books - Intrapsychic Humanism

June 7th Seminar: Consequences of Adultomorphizing and the Power of Responding to the Child’s Intrapsychic Motive for Caregetting Pleasure
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 2, pages 47-52 (Kindle version: pages 56-61) Books - Intrapsychic Humanism

July 5th Seminar: Primary Stranger Anxiety: The Developmental Advancement of Loss and Mourning within the Caregiving Relationship
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 2, pages 52-56 (Kindle version: pages 61-65) Books - Intrapsychic Humanism

Seminar Leaders

Carla M. Beatrici, Psy.D.
Dr. Carla Beatrici is a Clinical Psychologist with over 25 years of clinical experience providing psychotherapy to individuals of all ages and with a specialization in child and adolescent mental health. She has been on the faculty at Loyola Medical Center for over 20 years where she serves as an adjunct Clinical Assistant Professor teaching Developmental Theories, including Intrapsychic Humanism, to psychiatry residents. Dr. Beatrici is also the Director of Clinical Services of a not-for- profit organization Smart Love Family Services located in Oak Park and Chicago. The clinic provides a range of services including counseling for all ages, testing services, and parent education seminars. Dr. Beatrici runs the counseling program where she provides clinical supervision in the theory and application of Intrapsychic Humanism. She has also developed and implemented training programs using Intrapsychic Humanism and Smart Love principles for healthcare professionals in many settings, including Easter Seals, Early Head Start, the American Medical Association, and Children’s Memorial Hospital (now Lurie’s Children’s Hospital). These trainings focus on helping caregivers understand children’s social emotional development and create positive caring relationships with children as a way to build stable internal self-esteem.

Marian Sharkey, Ph.D., L.C.S.W.
Dr. Sharkey is a Licensed Clinical Social Worker in private practice with over 25 years experience working with adults, children and families in a variety of inpatient and outpatient community mental health and hospital settings. Dr. Sharkey received her M.S.W. and Ph.D. from the School of Social Work at Loyola University Chicago where she was the founding editor-in-chief of the school's journal, Praxis: Where Reflection & Practice Meet. She is an adjunct faculty member in the School of Social Work at Loyola University and has also taught at the School of Social Service Administration at the University of Chicago. Dr. Sharkey provides clinical supervision at Smart Love Family Services and is on the Board of Directors of the Intrapsychic Humanism Society. Dr. Sharkey has presented at local and national conferences on the topics of the reflective use of theory in clinical practice, trauma-informed treatment, and the theoretical principles and practice of Inner Humanism.

2022 Programs

Fall 2022 Seminar

Essential Human Nature: How the Quality of Intrapsychic Caregiving Determines Both Healthy Development and Psychopathology

 
Marian Sharkey, Ph.D.
Virtual, Wednesdays October 5, November 2, December 7, February 1, 10:30 – 11:30 am
4 CEs for Psychologists, Social Workers, and Professional Counselors
Complimentary for 2022 Members and Students
General Admission: $90
Early Career Professionals: $60

This seminar will provide mental health professionals at all levels of training with an introduction and overview of the theory of Intrapsychic Humanism: An Introduction to a Comprehensive Psychology and Philosophy of Mind (Pieper & Pieper, 1990). The theory sets forth a psychology and philosophy of mind, and a comprehensive, unified theory of child development, psychopathology, and Inner Humanism psychotherapy. Over four one-hour meetings, we will consider how the quality of intrapsychic caregiving shapes both healthy development and psychopathology. We will examine effects on child development of accurate and informed caregiving, as articulated by the authors, as well as uninformed and inaccurate caregiving. We will discuss the role of these contrasting caregiving experiences in forming a person’s self-worth. In particular, we will explore how misidentifying uninformed, inaccurate caregiving with optimal caregiving leads to confusing unhappiness with happiness and underlies unstable, conflicted personal meaning. We will discuss how this understanding of psychopathology can be helpful in clinical work.

Syllabus
October 5, 2022
Mutuality and the Intrapsychic Caregiving Relationship, Part 1 (pages 11-16) We will consider how parents and therapists can become more informed about the intrapsychic motives of their children and clients through an understanding of the mutualized process of the intrapsychic caregiving relationship. We will contrast the theory’s concept of intrapsychic caregiving as a way of knowing another’s mind with other ways of knowing, such as empathy and introspection.

November 2, 2022
Mutuality and the Intrapsychic Caregiving Relationship, Part 2 (pages 11-16) We will consider the theory’s articulation of intrapsychic caregiving as an act of psychic structure building versus an act of understanding, and we will discuss how accurate or informed intrapsychic caregiving builds intrapsychic structure and advances the child’s or client’s sense of pleasurable inner well-being or self-worth.

December 7, 2022
A Closer Look at Personal Meaning and the Perceptual Identity Process (pages 16-23) We will examine more deeply the process by which the child’s intrapsychic motive is responded to by the parent’s caregiving motive and we will consider how the quality of the intrapsychic caregiving informs this process. We will consider the effects of accurate or informed caregiving and inaccurate or uninformed caregiving on the development of personal meaning or the child’s sense of self-worth.

February 1, 2023 (January seminar is rescheduled to Feb 1)
Personal Meaning in Psychopathology and Inner Humanism Psychotherapy, and the Search for Certainty (pages 32-36) We will continue our discussion of how the personal meaning that is generated through the intrapsychic caregiving relationship shapes a person’s sense of self-worth, with a focus on how this process unfolds in psychopathology. We will explore how the personal meaning acquired in psychopathology comes from a misidentification of inaccurate or uninformed caregiving with optimal caregiving and how this confusion of unhappiness with happiness creates an unstable experience of inner-well-being. We will consider the theory’s understanding of human development in the context of human beings’ search for certainty and security.

Learning objectives

At the conclusion of the program participants will be able to:

1. Describe how intrapsychic humanism conceptualizes mutuality in the intrapsychic caregiving relationship
2. Describe how children misidentify unhappiness with happiness in psychopathology
3. Describe two consequences of the misidentification of unhappiness with happiness in psychopathology
4. Describe how parents and therapists can help children and clients continue to feel care and pleasurable self-worth when experiencing external losses

Required reading

October 5th and November 2nd Seminars:
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 1, pages 11-16. Books - Intrapsychic Humanism

December 7th Seminar
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 1, pages 16-23. Books - Intrapsychic Humanism

February 1st Seminar (January seminar is rescheduled to Feb 1)
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 1, pages 32-36. Books - Intrapsychic Humanism

Seminar Leader

Marian Sharkey, Ph.D., L.C.S.W.
Dr. Sharkey is a Licensed Clinical Social Worker in private practice with over 25 years experience working with adults, children and families in a variety of inpatient and outpatient community mental health and hospital settings. Dr. Sharkey received her M.S.W. and Ph.D. from the School of Social Work at Loyola University Chicago where she was the founding editor-in-chief of the school's journal, Praxis: Where Reflection & Practice Meet. She is an adjunct faculty member in the School of Social Work at Loyola University and has also taught at the School of Social Service Administration at the University of Chicago. Dr. Sharkey provides clinical supervision at Smart Love Family Services and is on the Board of Directors of the Intrapsychic Humanism Society. Dr. Sharkey has presented at local and national conferences on the topics of the reflective use of theory in clinical practice, trauma-informed treatment, and the theoretical principles and practice of Inner Humanism.

Winter 2022 Seminar

Essential Human Nature: Introduction to the Nature of Intrapsychic Consciousness with Clinical Applications

 
Ilinka Novakovic, LCSW
Virtual, Wednesdays, February 2, March 2, April 6, May 4, 10:30 – 11:30 am
4 CEs for Psychologists, Social Workers, and Professional Counselors
Complimentary for 2022 Members and Students
General Admission: $90
Early Career Professionals: $60

The seminar will provide mental health professionals at all levels of training with an overview of the theory of Intrapsychic Humanism: An Introduction to a Comprehensive Psychology and Philosophy of Mind (Pieper & Pieper, 1990), which sets forth a psychology and philosophy of mind, and a comprehensive, unified theory of child development, psychopathology, and Inner Humanism® psychotherapy. Core concepts addressed will include the authors’ unique understanding of human consciousness and human nature, the essential need for personal meaning, sense of purpose, and accurate self-knowledge, and the primacy of caregiving relationships in development and psychotherapy. The seminar format will encourage interactive, in-depth discussion of assigned readings from the first half of the Introduction (Chapter One). The seminar leader will provide support and guidance through a review of the assigned readings, explanation of new theoretical concepts, and clinical examples to illuminate key concepts. The format will provide opportunity to explore and discuss clinical implications for psychotherapy with children and adults, parent counseling, and working with children in educational settings.

Syllabus
February 2, 2022
The Need for Personal Meaning, Part 1
In this seminar, we will focus on an introduction and overview of the theory’s central construct of a universal, consciousness-generated need for personal meaning, and consider clinical applications.

March 2, 2022
The Need for Personal Meaning, Part 2 Central aspects of the nature of the caregiving relationship will be the focus of this seminar. We will also consider the caregetting motives of those seeking care, and how caregivers can respond to these motives to facilitate internalization of unconditional, pleasurable self-worth. The relevance of these concepts to child rearing and to clinical practice will be discussed.

April 6, 2022
Building Intrapsychic and Interpersonal Inner Structure, Part 1
In this seminar, we will focus on how to distinguish between caregiving motives and personal motives. We will also consider how those who seek care can come to accurately know their caregiver’s caregiving motives. We will discuss how setting aside personal motives in favor of caregiving motives promotes a constructive therapeutic process and positive developmental progress for clients.

May 4, 2022
Building Intrapsychic and Interpersonal Inner Structure, Part 2
In this seminar, we will explore the development of inner self-worth and interpersonal self-regulation, and consider implications, such as the development of an enduring capacity to constructively choose and pursue social, cognitive and physiological motives, and respond to disappointment and loss without losing one’s core sense of self-worth. The relevance of these concepts to caregiving both parental and clinical will be explored.

Required reading

January 5th and February 2nd Seminars: The Need for Personal Meaning, Part 1 and Part 2
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 1, pages 1-6. Books - Intrapsychic Humanism

March 2nd and Aril 6th Seminars: Building Intrapsychic and Interpersonal Inner Structure, Part 1 and Part 2
Pieper, M.H., & Pieper, W.J. (1990). Intrapsychic humanism: An introduction to a comprehensive psychology and philosophy of mind. Chicago: Falcon II Press. Chapter 1, pages 7-11. Books - Intrapsychic Humanism

Learning objectives

At the conclusion of the program participants will be able to:

1. Describe the concept of the intrapsychic motive for self-worth and personal meaning
2. Describe how personal meaning is acquired through the perceptual identity process in healthy development and psychopathology
3. Describe the difference between caregiving motives and personal motives and the value of setting aside personal motives in favor of caregiving motives in clinical practice
4. Describe the difference between intrapsychic and interpersonal consciousness and how this understanding can be used to improve clinical practice

Presenter

Ilinka Novakovic, LCSW
Ms. Novakovic is a licensed clinical social worker in private practice with fifteen years of experience providing individual psychotherapy and parent counseling. Ms. Novakovic is also a part-time staff member and clinical supervisor at Smart Love Family Services, an agency whose counseling services are based on the theoretical approach of Intrapsychic Humanism and Inner Humanism psychotherapy. Ms. Novakovic participated in the development and implementation of the agency’s parent seminars, child development and parent coaching programs. Ms. Novakovic has presented seminars to parents about child rearing and has also developed presentations to other practitioners and health care providers on the theory of Intrapsychic Humanism and its application in their settings. Ms. Novakovic is on the Board of Directors of the Intrapsychic Humanism Society, serving as Continuing Education Committee Chair and Study Group Chair. Ms. Novakovic received her M.S.W. from the School of Social Work at Loyola University, Chicago.

Summer Program: Celebrating the 20th Anniversary of The Intrapsychic Humanism Society

Luncheon

12:00-2:00pm

Our celebration begins with a delightful outdoor summer luncheon,
accompanied by wine, served under the cover of a tent

Program

Celebrating the Intrapsychic Humanism Society

2:00-4:00

Our program will celebrate our organization with invited remarks,
and a very special presentation by Dr. Martha Heineman Pieper

The First 20 Years of IH Society

Marian Sharkey, Ph.D.

Secretary, Intrapsychic Humanism Society

Our Special Collaboration with Smart Love Family Services

Carla Beatrici, Psy.D.

Vice President, Intrapsychic Humanism Society
Director of Clinical Services, Smart Love Family Services

Tamara Tencer, Psy.D.

Vice President, Intrapsychic Humanism Society
Director of Training, Smart Love Family Services

Tributes

Patricia Walker, Ph.D.

President, Intrapsychic Humanism Society

Professional Development Program and Public Lecture

The William J. Pieper, M.D. Lecture

A History of the Origins and Evolution
of Intrapsychic Humanism

 
Martha Heineman Pieper, Ph.D.
1.5 CEs for Psychologists, Social Workers, and Professional Counselors
2:30- 4:00 pm

Martha Heineman Pieper, Ph.D., will describe the process by which she and William J. Pieper, MD discovered their original and comprehensive psychology and philosophy of mind, Intrapsychic Humanism. Dr. Pieper will discuss the challenges and false starts she and William Pieper encountered as well as the eureka moments that fueled their discoveries. This presentation will include the Piepers’ reformulations of the most important aspects of human experience, including the nature of consciousness, the milestones of normal child development, the causes and dynamics of psychopathology, and the goals and some of the techniques of Inner Humanism Psychotherapy. There will be an opportunity for questions.

Presenter

Martha Heineman Pieper, Ph.D.,
is an author and psychotherapist who works with children and parents, and serves as a consultant to agencies and other mental health professionals. She is a founding board member of Smart Love Family Services, for which she provides ongoing consultation and insight to the clinical and early childhood education staff. She also serves on the Board of the Intrapsychic Humanism Society. Both of these non-profit agencies are based on Intrapsychic Humanism, the comprehensive psychology of child development, psychopathology and treatment developed by Dr. Pieper and her late husband, William J. Pieper, MD.

Dr. Pieper authored two best-selling, award winning children's books, Mommy, Daddy, I Had a Bad Dream! and Jilly's Terrible Temper Tantrums: And How She Outgrew Them. And she co-authored with Dr. William Pieper the best-selling parenting book, Smart Love: The Comprehensive Guide to Understanding, Regulating, and Enjoying Your Child; the popular adult self-help book, Addicted to Unhappiness: How Hidden Motives for Unhappiness Keep You From Creating the Life You Truly Want, and What You Can Do (2nd Edition); and Intrapsychic Humanism: An Introduction to a Comprehensive Psychology and Philosophy of Mind. She has written and presented on Inner Humanism® psychotherapy, and also on applications of the theory of Intrapsychic Humanism to teaching, parenting, foster care, the question of free will, and children’s dreams and fantasy life, among other topics.

2021 Programs

Ethics and Racial Equity
An Interactive Workshop on Racial Equity and Anti-Racism in Everyday Clinical, Ethical, and Organizational Situations

Brit Holmberg, MSW, LCSW, Marion Malcome, MSW, LCSW

This unique workshop examines contemporary ethical dilemmas using a racial equity lens. Participants will gain a deeper understanding of how institutionalized racism impacts both organizational and clinical spaces, and the important role of practitioners in transforming such spaces. Using case studies, facilitators will educate participants on how to center the experiences and needs of Black, Indigenous and other People of Color (BIPOC) using an anti-racist framework. Participants will learn practical interventions and tools to respond effectively to these contexts with integrity, authenticity, and sensitivity while striving for racial equity. This is an interactive workshop that will involve breakout groups and experiential activities to help elucidate the content and practice the concepts that are introduced.

This is an interactive workshop that will involve breakout groups and experiential activities to help elucidate the content and practice the concepts that are introduced. Participants are asked to join the workshop with video and keep their cameras on throughout the program.

Learning objectives

At the conclusion of the program participants will be able to:

1. Identify three ways that institutional racism impacts their practice (agency, colleagues, and clients)
2. Describe how working to oppose and undo institutional racism is an ethical imperative
3. List three concrete practices and tools to respond ethically to institutional racism and advocate for racial equity
4. Describe four ways they can practice ethically to counteract institutional racism in their agency, as well as in the larger community

Saturday, May 1, 2021, 1:00-5:00 pm | Online Webinar

CEs for Psychologists, Social Workers, and Professional Counselors (2 Ethics, 2 Cultural Competence)

Presenters

Brit Holmberg, LCSW
Brit Holmberg is a Licensed Clinical Social Worker with nearly a decade of experience providing mental health services to a wide array of populations. Brit received a B.S. from Cornell University, a Master’s Degree in Social Work at Loyola University Chicago, and a MDiv from Garret Theological Seminary.

Prior to joining Loyola University of Chicago's student Wellness Center as a staff therapist, Brit offered individual and group therapy to adults at Northwestern Memorial Hospital and in private practice. He uses a strengths-based approach to support clients in identifying their core values and finding their voice. Brit’s clinical interests include mindfulness, anti-racist practice, spirituality, and group work. He has offered a variety of workshops, consultation, and trainings on these topics across Chicago and Illinois.

Marion Malcome, MSW, LCSW
Marion Malcome a Licensed Clinical Social Worker in the State of Illinois, has dedicated her professional and personal life to raising awareness about mental health amongst people of color and preparing professionals to effectively support this same population and appreciate their unique history and needs.Marion received her BS in Psychology with a minor in Afro-American Studies and a Master of Social Work with a concentration in community mental health, both from the University of Illinois at Urbana-Champaign (UIUC). Marion has over ten years of experience in direct clinical social work practice. She has practiced in the field of mental health, ranging from hospital and psychiatric impatient settings, private practice, to community mental health throughout the city of Chicago. Marion is the Owner and Chief Consultant of SydneyMalcome LLC, a boutique consulting firm providing a range of supporting services to small socially-minded organizations. SydneyMalcome LLC has recently expanded to provide organizations with consultation and training on antiracist practices, privilege and organizational change. Currently, Marion is a fourth-year Doctoral Student at the University of Chicago School of Social Service Administration (SSA). Marion’s research interests are at the intersection of place, race and mental health. More specifically, she is interested in understanding the long-term impact of stressors within high-burdened neighborhoods on the mental health of African American women and mothers. Marion is passionate about mental health equity for communities of color and sees this work as an issue of social justice.

“I’m so tired of this pandemic!”:
Therapeutic Interventions to Help Clients Sustain Self-Care for the Long Haul A Panel Discussion About Therapists’ Experience in Treating Clients During a Public Health Crisis

The Walter D. Miller, LCSW Lecture

Moderator: Carla Beatrici, Psy.D.;
Presenters: Ilinka Novakovic, LCSW, Bill Pasola, Psy.D., Felicia Owens, Psy.D., Carol Johnson, LCSW

We are currently experiencing one of the worst public health crises, the Coronavirus Pandemic of 2020, with the gravest outcomes expected in January. We know from public health experts that the best available public health weapon against the pandemic are people’s behaviors, attitudes and adaptations like wearing masks, washing hands, and social distancing, yet many are having difficulty implementing and sustaining these effective measures. As mental health clinicians, we strive to respond to risks involving significant health and safety concerns by helping our clients take better care of themselves, and in the case of parents, help them take better care of themselves which will help them take better care of their children. The stakes are high now as clients grapple with making choices in a pandemic facing unknown risks with sometimes life and death consequences. The pandemic represents unprecedented challenges for clients and therapists.

How can we strive to support our client’s self-caretaking motives to make choices that protect themselves and others? How can we strive to help our clients accept and mourn unprecedented losses brought on by the pandemic, and support our client’s motives to forego some forms of interpersonal pleasure for the sake of their own safety and that of others? Given the numerous amount of losses clients are experiencing during the pandemic, how do we provide compassionate therapeutic support to help our clients feel connected and cared about during a time of isolation and unprecedented challenges that affect every area of their lives?

On the therapist side, how can we strive to regulate our own personal motives and reactions, including therapeutic ambition, in the service of the treatment alliance when our clients may want to talk about other matters or may not be in a place to discuss their choices in response to the pandemic? How can we work through personal losses when clients may be engaging in risky behaviors but not open to intervention? How do we best manage our own feelings or difficult personal experiences that we may be dealing with during the pandemic?

A panel of experts will share clinical examples representing teens, adults, minority parents, and seniors to elucidate how they are helping clients navigate the pandemic with these therapeutic goals in mind. Insights and strategies from Intrapsychic Humanism will be applied to better equip mental health professionals ability to help clients including:

1. How meaningful change in self-care is fostered in the context of the therapeutic caregiving relationship
2. Ways of compassionately supporting and strengthening clients’ constructive motives for self-care and care of others including, how to cope with losses and disappointments constructively
3. Ways of recognizing the difference between clients’ genuine reflective motives for self-care versus non-reflective, non-constructive motives that are often invisible yet can influence them to engage in risky behaviors
4. An understanding of motives for unhappiness that can underly clients’ non-constructive responses and behaviors to the pandemic, including denial or minimization of risk and disregard of public health recommendations
5. An understanding of difficulties some clients might have in accepting and mourning losses that interfere with following health and safety guidelines
6. Ways of identifying specific signs of progress, understanding the non-linear nature of change (2 steps forward and 1 step back), and remaining optimistic and therapeutically available in the face of setbacks, such as when clients engage in unsafe behaviors after a period of following health guidelines
7. Ways of distinguishing between our personal motives (personal agenda, needs and reactions) and caregiving motives, with the goal of keeping personal motives out of the therapeutic work with our clients
8. How developmental and cultural factors influence clients’ experience of the pandemic

Saturday, January 30, 2021, 1:30-4:30 pm | Online Webinar

3 CEs for Psychologists, Social Workers, and Professional Counselors

Presenters

Carla M. Beatrici, Psy.D,
Dr. Beatrici received her Psy.D. at the Illinois School of Professional Psychology. She is a clinical psychologist and clinical supervisor with over 25 years clinical experience working with children, adolescents, parents and adults. Dr. Beatrici is an Assistant Professor at Loyola University Medical Center in the Department of Psychiatry, where she treats patients, supervises interns, and teaches child development to psychiatry residents.

Ilinka Novakovic, LCSW,
Ms. Ilinka Novakovic received her MSW at Loyola University Chicago School of Social Work. She is a psychotherapist, parent educator and coach, who has extensive experience both writing and presenting child development seminars and courses to parents and professionals. She has worked in several outpatient mental health agencies providing psychotherapy to children, adolescents and adults.

Bill Pasola, Psy.D.,
Dr. Bill Pasola received his Psy.D. from Roosevelt University, where he specialized in child, adolescent and family therapy. He has experience serving a diverse array of clients and his clinical work has spanned short-term crisis intervention to long-term individual and family therapy. Dr. Pasola is also a former William J. Pieper Doctoral Fellow at Smart Love.

Felicia M. Owens, Psy.D., LPC,
Dr. Felicia M. Owens received her Psy.D. in clinical psychology at the Illinois School of Professional Psychology and has more than 15 years of experience. As part of her work, Dr. Owens facilitates diversity seminars and workshops while working in partnership with the Community Mental Health Board of Oak Park to provide ongoing support and services to minority parents and children. Dr. Owens is committed to helping guide individuals and families to increase the quality of their lives.

Carol Johnson, LCSW,
Ms. Carol Johnson received her MSW from Loyola University Chicago School of Social Work. She is a psychotherapist with 30 years of clinical experience in diverse settings with people of all ages, and recently with an emphasis on older adults and aging issues, and an experienced parent educator. She was at the founding of Smart Love Family Services. She was previously a teacher and school social worker in schools, and a consultant for Easter Seals Head Start Program. Ms. Johnson was a former adjunct professor at Loyola University Chicago School of Social Work.

2020 Programs

Connect 2 Kids: Equipping Teachers (and At-Home Teachers) with Relationship Strategies to Reduce Children's Emotional and Behavioral Barriers to Learning

Co-Sponsored by

The Walter D. Miller, LCSW Lecture

Stephen Budde, PhD, LCSW, Katie Gleason, MS, LCSW, Rameya Shanmugavelayutham, LCSW

The educational worlds of children and teachers, including new at-home “teachers,” have been upended by the coronavirus pandemic. With the multitude of stresses and losses children and teachers are facing, it has never been more important to equip educators with understanding and strategies to reduce children’s emotional and behavioral barriers to learning. Strategies will be presented from an innovative program at JPA, Connect 2 Kids, that are used by licensed mental health clinicians to provide support and guidance to elementary school teachers who work amidst the chronic racial inequities, violence, and high levels of trauma affecting children and families in Chicago’s most disadvantaged neighborhoods. Insights and strategies from Intrapsychic Humanism, which are being used to help teachers compassionately understand and more effectively respond to even the most vulnerable students, can also be applied by at-home teachers, including:

1. how children in distress are often set up for failure by common and unrealistic behavioral expectations of young children, a narrow focus on compliance, and punitive disciplinary practices and procedures
2. how to better understand the unhappiness that underlies children’s counterproductive emotional and behavioral patterns, including negative attention seeking, motives for conflict or isolation, and sensitivity to loss
3. how meaningful change (for both children and teachers) in functioning and self-confidence is fostered through caring relationships
4. how to tailor specific relational interventions and responses based on children’s communications
5. how providing children proactively with positive relationship opportunities and remaining involved, interested, and non-punitive can serve as antidotes to negative attention-seeking
6. how to identify specific signs of progress (for children and teachers), understand the non-linear nature of change (2 steps forward and 1 step back), and remain optimistic in the face of setbacks

Saturday, November 7, 2020, 1:30-4:30 pm | Online Webinar

3 CEs for Psychologists, Social Workers, and Professional Counselors

Presenters

Stephen Budde, PhD, LCSW,
Dr. Stephen Budde is the Executive Vice President of the Juvenile Protective Association (JPA), a Lecturer at the University of Chicago School of Social Service Administration, and a Research Affiliate at the University of North Carolina at Chapel Hill School of Social Work. Dr. Budde has over 30 years of experience in child welfare and mental health as a researcher, teacher, administrator, trainer, consultant, and therapist. Dr. Budde oversaw the initial design, implementation, and evaluation of JPA’s award winning school based mental health services. His roles in JPA’s mental health consultation services for elementary school teachers include articulating the clinical and programmatic theory of change, evaluating outcomes, and providing clinical consultation to the JPA mental health consultants. Dr. Budde has led or participated in numerous evaluations and studies at JPA, previously as Senior Researcher at Chapin Hall at the University of Chicago, and at Smart Love Family Services. He has provided expert support on best practices, evaluation, and continuous quality improvement to the Illinois Department of Children and Family Services, Chicago Children’s Advocacy Center, Children’s Advocacy Centers of Illinois, Illinois Children’s Justice Task Force, and multiple private foundations, child welfare agencies, and mental health providers.

Katie Gleason, MS, LCSW,
Katie Gleason is the Senior Clinical Supervisor at Erie Neighborhood House, overseeing the mental health programming at their Early Childhood Center. In this role, she provides clinical supervision to clinicians providing play therapy and serves as the Infant and Early Childhood Mental Health Consultant to the Center. Previously, Ms. Gleason worked for the Juvenile Protective Association (JPA), serving as the Director of JPA’s Connect 2 Kids (C2K) program partnering with underserved schools in Chicago to provide expert mental health consultation, training, and support to educators. She oversaw the initial development and growth of C2K, supporting its expansion from a pilot program focusing on Kindergarten, to a program that serves educators teaching in grades Pre-K through 8th grade, and served as one of the Mental Health Consultants working with the teachers. At JPA, Katie also provided school-based and home-based psychotherapy to children and caregivers. She is committed to working with individuals and communities impacted by trauma and socioeconomic and racial inequities. She received her BA in Psychology from the University of Colorado, an MS in Child Development from the Erikson Institute, and her MSW from Loyola University Chicago.

Rameya Shanmugavelayutham, LCSW,
Rameya Shanmugavelayutham is the Acting Director of JPA’s Connect 2 Kids program and a Mental Health Consultant with JPA’s Connect 2 Kids program where she provides contextually relevant consultation to Pre-K through 3rd grade teachers across Chicago. She received a Bachelor’s Degree from Loyola University Chicago in Spanish Language and Literature and a second Bachelor’s Degree in International Studies. She holds a Master’s Degree in Social Work from the University of Michigan in Ann Arbor and an Infant Mental Health Certificate from the Erikson Institute.

Advanced Skills Therapists Need to Promote Change through the Therapeutic Relationship

Douglas Morrison, Ph.D., Marian Sharkey, Ph.D., Annemarie Slobig, Psy.D., Patricia Walker, Ph.D.

Senior clinicians discussed how therapists can promote change through the therapeutic relationship by developing advanced skills, illustrated using case material, in the following areas:

1. Understanding and responding to patients’ process communications (often indirect) of their ongoing experiences in the therapeutic relationship in developing, maintaining, and deepening the alliance and promoting intrapsychic development and behavior change.
2. Recognizing the conflicts clients have about making changes in therapy through listening for the contradictory motives they unknowingly express in their communications. This recognition then permits therapists to respond more accurately to where the client is at and can prevent clients from feeling alienated, misunderstood or prematurely ending treatment.
3. Using reflective awareness to consider complex factors guiding decisions about whether and how to self-disclose in treatment relationships, including exploring whether the desire to share one's own experience or opinion is in the service of promoting therapeutic motives or personal motives that might lead the process off track.
4. Recognizing forms of progress in psychotherapy that are often not visible to patients, and in turn, helping patients be aware of and more confident about the progress they are making.

Saturday, March 7, 2020, 1:30-4:30pm | The Chicago School of Professional Psychology, 325 N. Wells, Chicago, IL 60654

3 CEs for Psychologists, Professional Counselors, and Social Workers

Presenters

Douglas Morrison, Ph.D.
Dr. Morrison is a clinical psychologist in independent practice for over 30 years. He is an assistant clinical professor at Northwestern University Feinberg School of Medicine, where he is involved in the training of doctoral-level interns in clinical psychology, and coordinates diversity training for that program. He is a member of the Medical Staff (Doctoral Level Health Professional) at Northwestern Medicine. Previously, he has worked as a staff psychologist and ambulatory services associate director at Northwestern Medicine’s Chemical Dependence Program, and as a clinical team leader at that hospital’s Rehabilitation Program for patients with serious psychiatric disorders. He is a member of the American Psychological Association, the Intrapsychic Humanism Society, and the Illinois Psychological Association, and has served on IPA's Ethics Committee, providing consultation and adjudication for the organization and its members.

Marian Sharkey, Ph.D.
Dr. Sharkey is a Licensed Clinical Social Worker in private practice with over 25 years experience working with adults, children and families in a variety of inpatient and outpatient community mental health and hospital settings. Dr. Sharkey received her M.S.W. and Ph.D. from the School of Social Work at Loyola University Chicago where she was the founding editor-in-chief of the school's journal, Praxis: Where Reflection & Practice Meet. She is an adjunct faculty member in the School of Social Work at Loyola University and has also taught at the School of Social Service Administration at the University of Chicago. Dr. Sharkey has presented at local and national conferences on the topics of the reflective use of theory in clinical practice, trauma-informed treatment, promoting student scholarship in social work education, and the theoretical principles and practice of Inner Humanism. She is on the board of the Intrapsychic Humanism Society and serves as Secretary.

Annemarie Slobig, Psy.D.
Dr. Slobig is a clinical psychologist and the chair of the Clinical Psychology Department at The Chicago School of Professional Psychology in Chicago. Previously she led the PsyD program at the Illinois School of Professional Psychology where she served in leadership roles for over 20 years. Dr. Slobig has worked in a wide variety of clinical settings, including inpatient and outpatient hospitals, residential treatment, community mental health, transitional housing, and independent practice. Dr. Slobig is a member of the American Psychological Association, the Society for Humanistic Psychology (APA Division 32), and the Intrapsychic Humanism Society (IHS) and serves on the IHS board. She also has interests in group and organizational dynamics, group relations training, supervisory processes, and therapist development - especially as they pertain to personal growth and learning about diversity. She has a private psychotherapy and consultation practice in Oak Park, IL.

Patricia Walker, Ph.D.
Dr. Walker is a licensed clinical psychologist in private practice with over thirty years experience providing psychotherapy for adults experiencing difficulties in their personal and professional lives. She also provides psychotherapy consultation to mental health professionals. Dr. Walker is President of the Intrasychic Humanism Society. She is also Chair of the Women’s Issues Section of the Illinois Psychological Association. She is on Faculty at Northwestern University Feinberg School of Medicine, serving on the selection and training committee of the clinical psychology doctoral internship, and teaching a seminar on ethics in reflective practice. She is a member of the American Psychological Association. Dr. Walker has given professional talks on ethics in reflective practice, Inner Humanism psychotherapy, and helping women develop stable self-esteem and minds of their own, as well as talks to the general public on overcoming gender bias and work-life balance.

2019 Programs

BREAKING NEWS!: How Psychotherapists, Teachers, Parents and Other Caregivers Can Help Children and Teens Cope with Traumatic News in the Media and When Trauma Occurs in Their Communities

Carla Beatrici, Psy.D. and Felicia Owens, Psy.D.

Modern advances in technology have enhanced and improved our lives in many ways. While there are benefits to having information at our fingertips, it can be overwhelming for both children and adults to navigate this new world. How can adult caregivers help children digest the traumatic events they are exposed to on the news, the internet, social media and even in their own communities? The presentation will provide an overview of the negative effects traumatic news can have on children and articulate how caregivers can best help children cope. Special consideration will be given to helping children, including racial minority children, who are exposed to violence in their own communities--when the breaking news is real life news. The presentation will emphasize: (1) the importance of caregivers being available to listen to how children are feeling and providing a close relationship children can turn to for help with losses and their feelings; (2) how parents and caregivers can best regulate access to digital media to protect children and reduce exposure to traumatic information; (3) the value of adult caregivers getting help with their own intense reactions to traumatic events and of protecting children from these reactions.

October 5, 2019, 2-5pm | Loyola University, Lewis Tower, Beane Hall, 13th Floor, 111 E. Pearson, Chicago IL 60611

2 CEs for Psychologists, Professional Counselors, and Social Workers

Presenters

Carla M. Beatrici, Psy.D.
Dr. Beatrici received her Psy.D. at the Illinois School of Professional Psychology. She is a Clinical Psychologist with over 25 years of experience providing psychotherapy to individuals of all ages, with a specialization in child and adolescent mental health and the area of trauma. Dr. Beatrici is the Director of Clinical Services of an outpatient, not-for-profit organization called, Smart Love Family Services, located in Oak Park and Chicago, where she oversees and supervises 25 clinical staff. Dr. Beatrici has developed and implemented staff training programs on child development for mental health and medical professionals in many settings, including Easter Seals, Early Head Start, the American Medical Association, and formerly Children’s Memorial Hospital. For the past 18 years, Dr. Beatrici has been on the adjunct faculty at Loyola University Medical Center as a Clinical Assistant Professor, where she sees patients and teaches Developmental Theories to psychiatry residents.

Felicia Owens, Psy.D.
Dr. Felicia M. Owens received her Doctorate in Clinical Psychology at the Illinois School of Professional Psychology. Dr. Owens is a psychotherapist at Smart Love Family Services and also serves as the Director of Minority Families Program. She has more than 15 years of experience providing psychotherapy to adults, parents, families and children in various settings, including private practice, community churches, DCFS, inpatient psychiatric hospitals and college counseling centers. Dr. Owens has worked in a range of capacities with minority families, strengthening service delivery to their communities and addressing the multicultural factors that exist for these families. Dr. Owen’s upbringing as a Black woman in underserved areas on the West Side of Chicago established her interests in the expansion of her multicultural competence and informed the experiences she has gravitated towards, including gun violence trauma relief and the de-stigmatization of mental illness for at risk populations. She is the founder of Dr Owens Speaks, a Faith-Based Wellness Firm devoted to helping others incorporate their faith and mental health while walking their destined path to purpose.

Contemporary Ethical Dilemmas in the Psychotherapy Relationship: A Reflective Approach

Susan S. Zoline, Ph.D.

This workshop will address contemporary and sometimes vexing ethical dilemmas which arise in clinical practice, requiring clinicians to make difficult judgments regarding perceived benefit and potential harm to our clients and other impacted parties. Topics will include confidentiality/disclosure of information (particularly with regard to children, teens and families), management of high risk or crisis situations such as suicide and risk of violence towards others, and emerging standards regarding the interface of technology and psychotherapy. Special emphasis will be placed upon the centrality of the psychotherapy relationship and its foundation of trust and integrity, as well as the critical role of therapist self-reflection, as each of these factors is essential in providing ethically optimal care. Strategies for utilizing informed decision making while balancing clinical, ethical, legal and risk management considerations will be presented. Case vignettes will be examined and group discussion will be integrated into the presentation to illustrate the grey areas surrounding these complex issues.

October 5, 2019, 2-5pm | Loyola University, Lewis Tower, Beane Hall, 13th Floor, 111 E. Pearson, Chicago IL 60611

3 Ethics CEs for Social Workers, Psychologists, and Professional Counselors

Presenter

Susan Zoline, Ph.D.
Dr. Zoline is a Licensed Clinical Psychologist who has been involved in practicing, teaching and consulting in the Chicago area for over thirty-five years. Dr. Zoline was a Professor of Psychology and University Fellow at the Illinois School of Professional Psychology at Argosy University, Chicago, where she taught clinical masters and doctoral students for thirty years. More recently, Dr. Zoline is a Clinical Faculty in the Psy.D. program in Clinical Psychology at Adler University. Dr. Zoline’s areas of professional expertise include professional ethics, suicide, violence and abuse assessment and intervention, clinical supervision and risk management. Dr. Zoline is a longstanding member of the Illinois Psychological Association Ethics Committee which she currently Co-Chairs. She has worked clinically in a broad variety of settings and regularly consults and provides workshops to mental health and other professionals both locally and nationally on topics related to professional ethics.