Resilience & Executive Functioning: Are They Evidence Based Concepts?

Utah Psychological Association presents:

Resilience And Executive Functioning: Are They Evidence Based Concepts? 

New Data, New Ideas and Thoughts from the Latest Bandwagon

Sam Goldstein, PhD

About the Presenter:

Sam Goldstein, Ph.D. is a psychologist specializing in school psychology, child development and neuropsychology. He is certified as a developmental disabilities evaluator in the Utah and is certified as a school psychologist by the National Association of School Psychologists. He is also an Assistant Clinical Instructor in the Department of Psychiatry, University of Utah School of Medicine and Affiliate Research Professor of Psychology at George Mason University.

He is an active contributor to the literature on attention disorders with him publishing numerous articles as well as occupying the role of Editor-in-Chief of the Journal of Attention Disorders and as a Contributing Editor to Attention Magazine. His recent books include Handbook of Neurodevelopmental and Genetic Disorders in Children (Guilford, 2010), Raising A Self-Disciplined Child (McGraw-Hill, 2007) and Understanding and Managing Children's Classroom Behavior: Creating Sustainable, and Resilient Classrooms (Wiley, 2007). Consult his full bibliography at his website, Dr. Sam Goldstein.

Workshop Overview:

Part 1: Is Resilience an Evidence Based Concept?

In this multi-media presentation, Dr. Sam Goldstein will trace the historical, scientific and popular concepts of resilience as a driving force in the new positive psychology. He will question (and answer) whether the theoretic tenants of the resilience model are worthy of the rapid growth of this model in applied psychological practice, education and the broader culture.

 The study of resilience has expanded significantly over the past twenty years. There has been an accelerated interest in not only understanding risk and protective factors and their operation but in determining whether this information can be distilled into clinically relevant interventions that not only increase positive outcome for youth facing risk but can be applied preventatively in educational and community models to the population of children in general. Indeed meta-analytic studies of preventive intervention effectiveness have generated increasing evidence of the ability to reduce the numbers of youth with certain emotional and psychiatric problems through an understanding of the forces that shape life outcome. Dr. Goldstein will address whether research is sufficient to justify the increasingly popular concept that resilience may not only serve as a powerful antidote for the myriad of challenges and adversities children face today but also guide the practices of education, mental health and parenting long into the future.

Part 2: Is Executive Functioning an Evidence Based Concept?

Executive Functioning (EF) is an umbrella term used to explain cognitive processes including: planning, working memory, attention, inhibition, self-monitoring, self-regulation and initiation carried out by pre-frontal areas of the frontal lobes. Despite all we know, the concept of EF has engendered multiple, often conflicting definitions and its components are sometimes loosely defined and poorly understood. Though the concept of EF was first defined in the 1970's, the idea of a control mechanism in the brain was discussed as far back as the 1840's. In this presentation, Dr. Goldstein traces the historical, scientific and popular concepts related to EF as a new force in neuropsychology. He will question (and answer) whether the tenets of an EF model are worthy of the rapid growth of this phenomena in applied neuropsychological practice. There has been an accelerated interest in questionnaires and tests to evaluate EF. How solid is the scientific foundation concerning this concept? Why are there are so many differing theories about the definition of, component factors and operations of EF? Can theory and research be distilled into clinically relevant assessment tools and interventions?

Objectives:

• As a result of this presentation, I will learn about the historical, scientific and popular concepts of resilience.
• As a result of this presentation, I will develop an understanding of the science versus popularization of the concept of resilience.
• As a result of this presentation, I will be able to better apply an understanding of resilience variables in the course of my clinical and professional work.
• As a result of this presentation, I will be able to communicate to others in a reasoned and reasonable way the concept and value of resilience theory.
• As a result of this presentation, I will learn an understanding and appreciation of the history and scientific literature concerning the definition and evaluation of executive functioning.
• As a result of this presentation, I will learn an appreciation of a statistically based definition of EF.
• As a result of this presentation, I will be able to scientifically assess EF.
• As a result of this presentation, I will be able to better understand how to apply concepts of EF in intervention strategies.  

Rates and Payment Information:

Early Bird Registration available until January 15, 2016

UPA Member Early Bird: $125
Non Member Early Bird: $225

Regular Registration:

UPA Member: $150
Non Member: $250
UPA Student Member: $15
Student Non Member: $45

Register online at www.utpsych.org 

Registration begins at 8:00 AM
Cancelations with full refund accepted until January 15, 2016.      

Not a member of UPA? Please consider joining. UPA has historically helped define the role of psychology in Utah and continues to play a strong role in making sure that psychologist have a voice in State legislation, licensing changes, and scope of practice. There are some very real challenges over the next several years that will require the support of as many psychologists as possible. Please visit www.utpsych.org or call (801) 410-0337 to join.