Philadelphia College of Osteopathic Medicine School of Professional and Applied Psychology recognizes that clinical supervisors are pivotal to the training experience of competent psychologists and counselors.
The PCOM School of Professional and Applied Psychology is committed to maintaining a strong and active linkage with our training sites. At our annual Supervisor Training Day, we distinguish our supervisors for the valued service they perform on behalf of our students in our clinical psychology, school psychology and counseling psychology programs, and provide them with opportunities to extend and broaden their supervisory competencies through advanced training.
The annual supervisor training day includes two live webinars. More information about each session, including educational objectives and suggested readings, can be found below.
Friday, September 12, 2025 | 9:00am – 11:00pm ET
Speaker: Gregory K. Brown, PhD, Perelman School of Medicine, University of Pennsylvania
Number of Credits: 2 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
By the end of this session, the participants will be able to:
This continuing education session provides an overview of the Safety Planning Intervention (SPI), a brief, collaborative, and evidence-based approach to reducing suicide risk. Developed by Gregory K. Brown and Barbara Stanley, SPI has been widely implemented across clinical, emergency, and community settings.
Drawing on clinical expertise and empirical data, the presentation covers the rationale, structure, and implementation of safety planning, as well as common challenges and adaptations for diverse populations. Participants gain practical tools for integrating safety planning into routine clinical care to enhance patient safety and promote recovery.
Gregory K. Brown, PhD is a nationally and internationally recognized expert in suicide prevention with more than four decades of experience in clinical psychology. He holds a BS in Psychology from Denison University, an MS in Clinical Psychology from the University of Bridgeport, and a PhD in Clinical Psychology from Vanderbilt University.
Dr. Brown is best known for co-developing two evidence-based interventions for individuals at risk for suicide: the Safety Planning Intervention and Cognitive Therapy for Suicide Prevention. His research focuses on reducing suicide risk in high-risk populations through targeted treatments and improving the implementation of these interventions in real-world clinical settings. He has served as principal investigator or co-investigator on numerous federally funded research grants and has received multiple honors, including the Morselli Medal from the International Academy for Suicide Research.
Chitavi, S. O., Williams, S. C., Patrianakos, J., Schmaltz, S. P., Boudreaux, E. D., Ahmedani, B. K., Roaten, K., Comtois, K. A., Akkas, F., & Brown, G. K. (2025). Evaluating the prevalence of suicide risk screening practices in accredited hospitals. The Joint Commission Journal on Quality and Patient Safety. Advance online publication. https://doi.org/10.1016/j.jcjq.2025.01.010
Arias, S. A., Weinstock, L. M., Toor, M., Cinader, M., Schall, G., Brown, G. K., Stanley, B., & Johnson, J. E. (2025). Recent and lifetime suicide behaviors and risk factors at baseline in a suicide prevention trial conducted across the transition from pretrial jail detention to the community. Psychiatric Services. Advance online publication. https://doi.org/10.1176/appi.ps.20240446
Chitavi, S. O., Patrianakos, J., Williams, S. C., Schmaltz, S. P., Ahmedani, B. K., Roaten, K., Boudreaux, E. D., & Brown, G. K. (2024). Evaluating the prevalence of four recommended practices for suicide prevention following hospital discharge. The Joint Commission Journal on Quality and Patient Safety, 50(6), 393–403. https://doi.org/10.1016/j.jcjq.2024.02.007
Brown, G. K., Wolk, C. B., Green, K. L., Nezir, F., Mowery, D. L., Gallop, R., Reilly, M. E., Stanley, B., Mandell, D. S., Oquendo, M. A., & Jager-Hyman, S. (2024). Safety planning intervention and follow-up: A telehealth service model for suicidal individuals in emergency department settings. Contemporary Clinical Trials, 140, 107492. https://doi.org/10.1016/j.cct.2024.107492
Brown, G. K., Batdorf, W., Dedert, E., Kumpula, M. J., Day, K., Stanley, B., & Crowe, C. (2024). National implementation of advanced training in the Safety Planning Intervention in the Department of Veterans Affairs health care system. Psychological Services. Advance online publication.
Friday, September 26, 2025 | 9:00am – 12:00pm ET (this event has past)
Speaker: Molly Cowan, PsyD, Director of Professional Affairs, Pennsylvania Psychological Association
Number of Credits: 3 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
By the end of this session, the participants will be able to:
Many psychologists now incorporate telehealth into their daily work, which has introduced new considerations for providing supervision to trainees—both in terms of how to appropriately deliver supervision via telehealth and how to train supervisees in the unique ethical challenges of using telehealth with clients.
This workshop focuses on strategies for providing supervision in telehealth contexts in a manner that is ethical, legally sound, and clinically in patients’ best interests. Drawing from professional guidelines and current empirical research, the presenter offers practical, evidence-based recommendations to inform best practices for ethical supervision in the telehealth age.
Molly Cowan, PsyD serves as Director of Professional Affairs for the Pennsylvania Psychological Association (PPA). She previously served on the PPA Board of Directors and as Chair of the PPA Ethics Committee.
Prior to joining PPA, Dr. Cowan worked in private practice, community mental health, and college counseling settings, where she specialized in working with athletes and members of the LGBTQ+ community. She earned her PsyD in Clinical Psychology from Indiana University of Pennsylvania.
In her current role, Dr. Cowan provides consultation to PPA members on issues including mandated reporting, confidentiality, interjurisdictional practice, insurance matters, and licensure questions. She also provides continuing education programming and serves as staff liaison for multiple PPA committees.
American Psychological Association. (2024). Proposed revision of guidelines for the practice of telepsychology.
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended December 2016). http://www.apa.org/ethics/code/ethics-code-2017.pdf
American Psychological Association. (2015). Guidelines for clinical supervision in health service psychology. American Psychologist, 70(1), 33–46. https://doi.org/10.1037/a0038112
Knapp, S. J., & Fingerhut, R. (2024). Practical ethics for psychologists: A positive approach (3rd ed.). American Psychological Association.
Friday, October 24, 2025 | 9:00am – 12:00pm ET
Speaker: George McCloskey, PhD, Professor and Director of School Psychology Research, Philadelphia College of Osteopathic
Medicine
Number of Credits: 3 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
By the end of this session, the participants will be able to:
This presentation will introduce the revised and newly standardized WAIS 5, reviewing changes and additions and describing refinements in interpretive procedures. Psychometric characteristics will be briefly discussed. Emphasis will be placed on the new subtest content and the revised Index score interpretive structure.
George McCloskey, PhD, is Professor and Director of School Psychology Research in the School of Professional and Applied Psychology at Philadelphia College of Osteopathic Medicine. He has been involved in test development and publishing activities for more than 40 years.
Dr. McCloskey directed the development of the WISC-IV Integrated and served as Senior Research Director and Clinical Advisor to the Wechsler Test Development Group for The Psychological Corporation (now part of Pearson). He also served as Associate Director of Test Development for AGS (now part of Pearson).
He has authored numerous chapters on neuropsychological approaches to test interpretation in leading assessment texts, including Essentials of WISC-IV Assessment, Essentials of WAIS-IV Assessment, Contemporary Intellectual Assessment, Intelligent Testing with the WISC-V, Essentials of WISC-V Assessment, and Essentials of WAIS-5 Assessment (in press). He is also the lead author of Assessment and Intervention for Executive Function Difficulties and author of Essentials of Executive Functions Assessment and the McCloskey Executive Functions Scales.
Jewsbury, P. A., Bowden, S. C., & Duff, K. (2017). The Cattell–Horn–Carroll model of cognition for clinical assessment. Journal of Psychoeducational Assessment, 35(6), 547–567. https://doi.org/10.1177/0734282916651360
Winter, E. L., Trudel, S. M., & Kaufman, A. S. (2024). Wait, where’s the Flynn effect on the WAIS-5? Journal of Intelligence, 12(11), 118. https://doi.org/10.3390/jintelligence12110118
Winter, E. L., Hedges, C., & Taub, G. E. (2025). Cognitive aging revisited: A cross-sectional analysis of the WAIS-5. Journal of Intelligence, 13(7), 85. https://doi.org/10.3390/jintelligence13070085
Supervisors engage in a number of activities including teaching fundamental clinical methods and competencies, and mentoring and supporting professional growth.
The annual supervisor training workshops are typically presented in the fall and are free and open to direct supervisors of practicum students and interns, and faculty, with registration.
All PCOM clinical supervisors and faculty are invited to attend. Please pass on this invitation to others at your agency who directly supervise our students in approved practicums/externships or internships.
Full attendance is required to receive CE credit for each session. No partial credits are available. All participants must sign an attestation regarding attendance and indicate the type of CE credit they require through a link which will be provided following the session. At the conclusion of each session participants will be provided an additional link to complete an evaluation survey; we request that you take a few minutes to anonymously provide feedback. Co-sponsored by Philadelphia College of Osteopathic Medicine.
Philadelphia College of Osteopathic Medicine’s School of Professional and Applied Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia College of Osteopathic Medicine, School of Professional & Applied Psychology maintains responsibility for this program and its content.
Philadelphia College of Osteopathic Medicine, School of Professional and Applied Psychology has been approved by NBCC as an Approved Continuing Education Provider, ACEP No.5672. Programs that do not qualify for NBCC credit are clearly identified. Philadelphia College of Osteopathic Medicine, School of Professional and Applied Psychology is solely responsible for all aspects of the programs.
Philadelphia College of Osteopathic Medicine, School of Professional and Applied Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Philadelphia College of Osteopathic Medicine, School of Professional and Applied Psychology maintains responsibility for this program and its content. The Pennsylvania Board of Social Work Examiners recognizes and accepts the psychology continuing education hours/credits for social workers. However, all social workers are responsible for checking with their Board. The Board requires a minimum duration of two hours per program. After successfully meeting the criteria for earning CE’s, social workers will receive the Certificate of Attendance.
Unless otherwise specified in the program promotional materials, there is no commercial support interest to the sponsor, instructors, content of instruction or any other relationship that could be construed as a conflict of interest.
For any program that has a fee attached, the School of Professional and Applied Psychology requires that notification of cancellation be made no later than three business days before the day of the program. Full refunds are available for notifications for programs with fees that are made within three business days prior to the day of the event. For all other cancellations, a credit will be issued for a future PCOM CE program.
Further information about the Refund/Cancellation Policy and any other questions may be obtained by contacting the Coordinator of Continuing Education, PCOM School of Professional and Applied Psychology, at spap-ce@pcom.edu.
Friday, November 1, 2024 | 9:00am – 12:00pm ET (this event has past)
Speaker: Sebastian G. Kaplan, PhD, Associate Professor, Wake Forest University School of Medicine
Number of Credits: 3 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Based on the presentation, the participants will be able to:
A frequent source of frustration for educators and clinicians working with youth is the perception that some students are not motivated to learn or to use available strategies and supports. Traditional approaches that rely on coaxing or coercion often increase resistance and frustration.
This workshop introduces Motivational Interviewing (MI), a research-based approach designed to increase effective communication and collaboration with young people and their families. MI has demonstrated effectiveness across a wide range of concerns, including addictions, health behaviors, and medication adherence, and is increasingly applied to academic, behavioral, and developmental challenges faced by children and adolescents. The session reviews core MI concepts and includes opportunities for brief practice exercises.
Sebastian G. Kaplan, PhD is a clinical psychologist and Associate Professor in the Departments of Psychiatry and Behavioral Medicine and Family and Community Medicine at the Wake Forest University School of Medicine. He is a former high school special education teacher and earned his PhD in Clinical Psychology from the University of Virginia.
Dr. Kaplan provides individual and family psychotherapy, primarily with adolescents and young adults, and works extensively with student-athletes at Wake Forest University. He has been a member of the Motivational Interviewing Network of Trainers (MINT) since 2008 and provides MI training nationally and internationally. He is a co-author of Motivational Interviewing in Schools: Conversations to Improve Behavior and Learning and co-produced the Motivational Interviewing with Adolescents video series. He also co-hosts the podcast Talking to Change: A Motivational Interviewing Podcast.
Henry, L., Reinke, W. M., Herman, K. C., Thompson, A. M., & Lewis, C. G. (2021). Motivational Interviewing with at-risk students (MARS) mentoring: Addressing the unique mental health needs of students in alternative school placements. School Psychology Review, 50(1), 62–74. https://doi.org/10.1080/2372966X.2020.1827679
Stormshak, E. A., DeGarmo, D., Garbacz, S. A., McIntyre, L. L., & Caruthers, A. (2021). Using Motivational Interviewing to improve parenting skills and prevent problem behavior during the transition to kindergarten. Prevention Science, 22, 747–757. https://doi.org/10.1007/s11121-020-01102-w
Forman, D. P., Houck, J. M., & Moyers, T. B. (2024). Do improvements in motivational language predict alcohol use in Motivational Interviewing? Ambivalence matters. Journal of Consulting and Clinical Psychology, 92(7), 388–398. https://doi.org/10.1037/ccp0000889
Ewing, S. F., Bryan, A. D., Dash, G. F., Lovejoy, T. I., Borsari, B., & Schmiege, S. J. (2022). Randomized controlled trial of Motivational Interviewing for alcohol and cannabis use within a predominantly Hispanic adolescent sample. Experimental and Clinical Psychopharmacology, 30(3), 287–299. https://doi.org/10.1037/pha0000445
Friday, November 1, 2024 | 12:30pm – 3:30pm ET (this event has past)
Speaker: Tom Bartholomew, PhD
Number of Credits: 3 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Based on the presentation, the participants will be able to:
In this talk, Dr. Bartholomew will discuss the history and science of clinical supervision, including common scales to measure supervision practice. He will define clinical supervision as distinct from therapy, mentoring and coaching. He will then describe the Proctor Models’ three functions of clinical supervision (Litherland et al., 2023). Dr. Bartholomew will review the relationship of work done in the field of Positive Psychology to address difficulties inherent in "Emotional Labor" as well as strategies to remain resilient in the face of often high demand, low control careers (Karasek & Theorell, 1990). The technique of audit and feedback as the will be presented as the "Gold Standard" for improving clinical skills (Ivers et. al., 2014). Lastly, Dr. Bartholomew will conclude with examining the primary dialectic in clinical supervision as the tension between psychological safety and accountability (Cutcliffe et al., 2001).
Tom Bartholomew, PhD, has worked in psychiatric rehabilitation since 1988, including roles in residential programs, Clubhouse programs, and as director of a partial care program. For more than 20 years, he has served on the faculty of Rutgers University and as a consultant to New Jersey’s state psychiatric hospitals.
Dr. Bartholomew’s research interests include inpatient treatment of mental illness, implementation theory, and restorative clinical supervision. Outside of his professional work, he is an ultra-runner and metal fabricator and lives in rural Flemington, New Jersey.
Cutcliffe, J. R., & Butterworth, T. (2001). Fundamental themes in clinical supervision. Routledge.
Donaldson, S. I., Lee, J. Y., & Donaldson, S. I. (2019). Evaluating positive psychology interventions at work: A systematic review and meta-analysis. International Journal of Applied Positive Psychology, 4(3), 113–134.
Ivers, N. M., Sales, A., Colquhoun, H., Michie, S., Foy, R., & Francis, J. J. (2014). No more “business as usual” with audit and feedback interventions: Towards an agenda for a reinvigorated intervention. Implementation Science, 9(14), 1–14.
Karasek, R., & Theorell, T. (1990). Healthy work: Stress, productivity, and the reconstruction of working life. Basic Books.
Litherland, G., Schulthes, G., Cowles, C., & Ewe, E. (2023). The Proctor Model of clinical supervision: An introduction for professional counselors. Journal of Counselor Preparation and Supervision, 17(5). https://digitalcommons.sacredheart.edu/jcps/vol17/iss5/4
Lohani, G., & Sharma, P. (2023). Effect of clinical supervision on self-awareness and self-efficacy of psychotherapists and counselors: A systematic review. Psychological Services, 20(2), 291–299. https://doi.org/10.1037/ser0000693
Mauno, S., Mäkikangas, A., & Kinnunen, U. (2016). A longitudinal person-centred approach to the job demands-control model. European Journal of Work and Organizational Psychology, 26, 914–927. https://doi.org/10.1080/1359432X.2016.1187135
van Agteren, J., Iasiello, M., Lo, L., Bartholomaeus, J., et al. (2021). A systematic review and meta-analysis of psychological interventions to improve mental wellbeing. Nature Human Behaviour, 5(5), 631–652. https://doi.org/10.1038/s41562-021-01093-w
Friday, October 20, 2023 | 9:00am – 12:00pm ET (this event has past)
Speaker: J. Russell Ramsay, PhD, ABPP, Independent Practice
Number of Credits: 3 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Based on the presentation, the participants will be able to:
Adult ADHD is one of the more impairing syndromes encountered in outpatient psychology and psychiatry clinical practices, with a worldwide prevalence estimated at approximately 3% (4.4% in the United States). Cognitive Behavioral Therapy (CBT) for adult ADHD is an evidence-supported psychosocial treatment; however, implementation is often challenging because individuals with ADHD struggle with follow-through on intentions and goals despite knowing what to do—that is, ADHD is a performance problem, not a knowledge problem. Consequently, the current session offers an implementation-focused approach to delivering CBT for adults with ADHD.
J. Russell Ramsay, PhD, ABPP is a licensed psychologist specializing in the assessment and psychosocial treatment of adult ADHD. Prior to retiring from the University of Pennsylvania in June 2023, he served as Professor of Clinical Psychology and Co-Founder and Clinical Director of Penn’s Adult ADHD Treatment and Research Program.
Dr. Ramsay has served on professional advisory boards for major ADHD organizations, lectures internationally, is frequently cited in the media, and has authored five books on adult ADHD, with additional volumes forthcoming. He is a CHADD Hall of Fame inductee.
Knouse, L. E., Teller, J., & Brooks, M. A. (2017). Meta-analysis of cognitive–behavioral treatments for adult ADHD. Journal of Consulting and Clinical Psychology, 85(7), 737–750. https://doi.org/10.1037/ccp0000216
Kooij, J. J. S., et al. (2019). Updated European consensus statement on diagnosis and treatment of adult ADHD. European Psychiatry, 56, 14–34. https://doi.org/10.1016/j.eurpsy.2018.11.001
Ramsay, J. R. (2017). The relevance of cognitive distortions in the psychosocial treatment of adult ADHD. Professional Psychology: Research and Practice, 48(1), 62–69. https://doi.org/10.1037/pro0000101
Friday, October 20, 2023 | 1:00 – 4:00pm ET (this event has past)
Speaker: Alex M. Siegel, JD, PhD
Speaker: Karen Eselson Belding, PsyD
Number of Credits: 3 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Based on the presentation, the participants will be able to:
Many mental health professionals recognize the reality of mortality but lack a written plan for their practices and patients in the event of incapacity or death. This presentation addresses the ethical principles underlying professional wills and outlines essential components for continuity of patient care.
The presenters incorporate clinical examples and practical guidance related to professional executors, confidentiality of records, patient notification, access to offices, and management of passwords and records. Regulatory and ethical considerations are emphasized throughout.
Alex M. Siegel, JD, PhD, is an attorney and clinical psychologist and serves as Director of Professional Affairs for the Association of State and Provincial Psychology Boards (ASPPB). He previously served 13 years on the Pennsylvania State Board of Psychology, including six years as Chair, and has extensive expertise at the intersection of ethics, law, and professional psychology.
Karen Eselson Belding, PsyD, is a clinical psychologist with more than 34 years of private practice experience. Her background includes leadership roles at the Renfrew Center and Belmont Women’s Center. She has firsthand experience managing patient care following the death of a colleague, informing her expertise in professional wills and ethical continuity planning.
American Psychological Association. Sample professional will. https://www.apaservices.org/practice/business/management/sample-professional-will.pdf
American Psychological Association. (2014). Your professional will: Why and how to create. Good Practice, Spring/Summer, 12–15.
Association of State and Provincial Psychology Boards. (2020). Guidelines for closing a psychology practice.
Scroppo, J. (2020). What mental health professionals need to know and do about their professional retirement. Practice Innovations, 5(2), 81–91. https://doi.org/10.1037/pri0000114
Thomas, J. T. (2015). Closing a Practice: practical, ethical and clinical dimensions. The National Psychologist, 24, 16.
