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Webinar

Early Psychosis in Transition-Age Youth: Assessment and Treatment Approaches

Total Credits: 1.5 including 1.5 Category I CEs

Categories:
100 Children & Adolescents |  200 Adults, Couples & Families |  Special Offers
Instructors:
Pamela Rakhshan Rouhakhtar, PhD |  Doha Chibani, MPP, LCSW-C
Duration:
1 Hour 30 Minutes
Dates
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Description

This presentation will provide an overview of early psychosis in transition-age youth, with a  focus on evidence-based assessment and treatment strategies. Attendees will gain a foundational  understanding of the psychosis spectrum, including the importance of early identification and  intervention. The talk will highlight current best practices in screening and treatment, with particular attention to coordinated specialty care and the work of the Maryland Early  Intervention Program (EIP). Special emphasis will be placed on the unique barriers faced by  youth and families from underserved communities, including disparities in access, engagement,  and culturally responsive care. The session will conclude with practical recommendations and  clinical guidelines for delivering developmentally appropriate, culturally sensitive, and recoveryoriented services. This talk is geared toward clinicians and professionals involved in youth  mental health care who are seeking to enhance their knowledge and effectiveness in working  with young people at risk for or experiencing early psychosis.

Instructor

Pamela Rakhshan Rouhakhtar, PhD Related Seminars and Products

Pamela Rakhshan Rouhakhtar, PhD Asst. Professor Department of Psychology, UMBC and Doha Chibani, MPP, LCSW-C, Director of Clinical Services, Strive For Wellness Mental Health Clinic

Doha Chibani, MPP, LCSW-C Related Seminars and Products

Doha Chibani, MPP, LCSW-C (She//they) is a Board Approved Licensed Clinical Social Work 
Supervisor in the State of Maryland with over a decade of experience within child welfare, 
human trafficking, refugee and immigration services, as well as counseling centers and academic 
settings. She has specialized in providing social justice informed care to individuals of diverse 
racial and ethnic heritage and people along the expansive gender and sexual spectrum. She is 
currently the director of clinical services for the Strive for Wellness Clinic, a SAMHSA funded 
research-based clinic that delivers early identification and intervention services to youth and 
young adults early signs of psychosis. Doha is a PhD candidate at UMBC, researching state and 
federal mental health parity law and insurance practices, advocating for systemic policy change 
to ensure behavioral health care access within insurance frameworks

Learning Objectives

Learning Objectives:

  • Discuss the psychosis spectrum and early identification and intervention, including general best practices in the screening/assessment and treatment of early psychosis and the Maryland Early Intervention Program (EIP).
  • Identify unique challenges faced by youth and families from underserved communities 
    regarding early psychosis care.
  • Describe recommendations, guidelines, and next steps for providing culturally sensitive, recovery-oriented assessment and care for this population.

Bibliography & References

BIBLIOGRAPHY & REFERENCES

 

  1. Jobe, T. H., & Harrow, M. (2005). Long-Term Outcome of Patients with Schizophrenia: A Review. The Canadian Journal of Psychiatry, 50(14), 892-900.
  2. American Psychiatric Association (2022). Diagnostic and statistical manual of mental disorders (5th Edition, text revision ed.). American Psychiatric Association. 
  3. van Os, J., Linscott, R. J., Myin-Germeys, I., Delespaul, P., & Krabbendam, L. (2009). A systematic review and meta-analysis of the psychosis continuum: evidence for a psychosis proneness-persistence-impairment model of psychotic disorder. Psychol Med,39(2), 179-195.
  4. McGlashan, T. H., Walsh, B. W., & Woods, S. W. (2010). The Psychosis-Risk Syndrome: Handbook for Diagnosis and Follow-up. Oxford University Press.
  5. Sørensen, H. J., et al. (2010). Early developmental milestones and risk of schizophrenia: a 45-year follow-up of the Copenhagen Perinatal Cohort. Schizophrenia research, 118(1-3), 41–47.
  6. Fusar-Poli, P., et al. (2013). The psychosis high-risk state: a comprehensive state-of-theart review. JAMA psychiatry, 70(1), 107–120.
  7. Perälä, J., et al. (2007). Lifetime prevalence of psychotic and bipolar I disorders in a general population. Archives of general psychiatry, 64(1), 19–28.
  8. Gee, D. G., & Cannon, T. D. (2011). Prediction of conversion to psychosis: review and future directions. Revista brasileira de psiquiatria (Sao Paulo, Brazil : 1999), 33 Suppl 2(0 2), s129–s142; Fusar-Poli, P., et al. (2013). The psychosis high-risk state: a comprehensive state-of-the-art review. JAMA psychiatry, 70(1), 107–120.
  9. Benrimoh et al. (2024). On the proportion of patients who experience a prodrome prior to psychosis onset: A systematic review and meta-analysis. Molecular psychiatry, 29(5), 1361–1381.
  10. McGorry, P. D., Edwards, J., Mihalopoulos, C., Harrigan, S. M., & Jackson, H. J. (1996). EPPIC: An Evolving System of Early Detection and Optimal Management. Schizophrenia Bulletin, 22(2), 305-326.
  11. Addington, J., Heinssen, R. K., Robinson, D. G., Schooler, N. R., Marcy, P., Brunette, M. F., Correll, C. U., Estroff, S., Mueser, K. T., & Penn, D. (2015). Duration of untreated psychosis in community treatment settings in the United States. Psychiatric Services, 66(7), 753-756.
  12. Simon, G. E., Coleman, K. J., Yarborough, B. J. H., Operskalski, B., Stewart, C., Hunkeler, E. M., Lynch, F., Carrell, D., & Beck, A. (2017). First Presentation With Psychotic Symptoms in a Population-Based Sample. Psychiatric Services, 68(5), 456-461.
  13. Roy, L., Rousseau, J., Fortier, P., & Mottard, J. P. (2013). Transitions to adulthood in first-episode psychosis: a comparative study. Early Interv Psychiatry, 7(2), 162-169.
  14. Kane, J. M., et al. (2016). Comprehensive Versus Usual Community Care for FirstEpisode Psychosis: 2-Year Outcomes From the NIMH RAISE Early Treatment Program. The American journal of psychiatry, 173(4), 362–372.; Marshall, M., et al. (2005). Association between duration of untreated psychosis and outcome in cohorts of firstepisode patients: a systematic review. Archives of general psychiatry, 62(9), 975–983.; Santesteban-Echarri, O., et al. (2017). Predictors of functional recovery in first-episode psychosis: A systematic review and meta-analysis of longitudinal studies. Clinical psychology review, 58, 59–75.
  15.  McGorry, P. D., et al. (2021). Intervention strategies for ultra-high risk for psychosis: Progress in delaying the onset and reducing the impact of first-episode psychosis. Schizophrenia research, 228, 344-356.
  16. Woodberry, K. A., Shapiro, D. I., Bryant, C., & Seidman, L. J. (2016). Progress and Future Directions in Research on the Psychosis Prodrome: A Review for Clinicians. Harvard review of psychiatry, 24(2), 87-103.
  17. Lynch, S., McFarlane, W. R., Joly, B., Adelsheim, S., Auther, A., Cornblatt, B. A., Migliorati, M., Ragland, J. D., Sale, T., Spring, E., Calkins, R., Carter, C. S., Jaynes, R., Taylor, S. F., & Downing, D. (2016). Early Detection, Intervention and Prevention of Psychosis Program: Community Outreach and Early Identification at Six U.S. Sites. Psychiatr Serv, 67(5), 510-51

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University of Maryland School of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 1.5 Category I Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education. 

 

ASWB Information 

University of Maryland School of Social Work Office of Continuing Professional Education, #1611, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 2/11/2024-2/11/2027.  

To receive ACE credit, full attendance is required; no partial credits will be given for partial attendance. 

 

Certificate Access

To access the evaluation and certificate, click on the orange certificate button in your CPE account. Once you complete the evaluation, access to the certificate will be available.  

Live Interactive Webinars (Cat I) and Live Webinars (Cat II) - Allow up to 30 minutes post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

In Person Trainings - Please allow five (5) business days post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters. Contact our office at cpe@ssw.umaryland.edu for more information.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

 

Late Fees and Refunds

The base price is $25, which includes CE credit.  

Refunds and credits will not be offered for this event. 

For more information, please read the general policies on our website.  

 

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129

 

 

Code of Conduct

The Office of Continuing Professional Education at the University of Maryland School of Social Work adheres to the NASW Code of Ethics. This policy is to ensure that the training environment for social work professionals remains respectful, productive, and conducive to learning. Disruptive behavior that interferes with the learning process, disrupts the training experience for others, or undermines the integrity of the program will not be tolerated.

 

Expectations for Participant Engagement:

In alignment with the NASW Code of Ethics and the University of Maryland Baltimore Code of Conduct, participants are expected to demonstrate professionalism, which includes respecting confidentiality, maintaining a collaborative and respectful tone, and contributing positively to the group dynamic. Disclosures made during the training (e.g., case studies or personal reflections) must be handled with care and in accordance with ethical and legal guidelines.

All participants in the training program are expected to:

  • Engage actively in the learning process and show respect for the opinions and contributions of others.
  • Demonstrate professionalism in both attitude and behavior, maintaining respect for instructors, peers, and the training environment.
  • Maintain open communication by expressing concerns or disagreements constructively and respectfully.
  • Follow the guidelines and expectations provided by instructors and facilitators.
  • Support a collaborative learning environment where all participants feel valued and safe to contribute.

 

Instructors and CPE staff reserve the right to dismiss participants who do not adhere to ethical/professional principles and standards. If removed, CEs will be adjusted to reflect the time attended, unless otherwise specified. 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

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