This training with Dr. Alex Rodrigues explores the growing influence of the “manosphere”—a network of online communities and influencers shaping young men’s views on masculinity, gender, and self-worth. Participants will gain insight into why these spaces are so compelling, the psychological factors that sustain them, and the impact they have on mental health and social development. With a focus on practical, evidence-based strategies, Dr. Rodrigues will equip professionals to recognize harmful narratives and help clients build healthier, more compassionate understandings of masculinity grounded in empathy, accountability, and respect.

Join us for a series of professional dialogues designed to address these pressing issues. Moderated by Seth Wescott and David Prescott, these discussions provide a supportive space for professionals to share insights, develop strategies, and enhance their ability to navigate the complexities of SEM’s impact on youths. Each session will begin with a focused exploration of a specific topic, evolving naturally into an engaging, attendee-driven conversation shaped by shared experiences and professional insights.

Many professionals recognize the physical harm caused by domestic violence, yet its more subtle patterns of coercion and control often go unnoticed—putting safety, assessment accuracy, and treatment effectiveness at risk. In this training, Dr. Chris Huffine, Executive Director of Allies in Change, draws on more than 30 years of experience to help professionals from all disciplines improve their ability to identify and respond to domestic violence. Participants will learn how to safely and routinely screen clients, take appropriate next steps when violence is identified, and apply a clear, practical approach to working with both victims and those who have caused harm.

Join us for a series of professional dialogues designed to address these pressing issues. Moderated by Seth Wescott and David Prescott, these discussions provide a supportive space for professionals to share insights, develop strategies, and enhance their ability to navigate the complexities of SEM’s impact on youths. Each session will begin with a focused exploration of a specific topic, evolving naturally into an engaging, attendee-driven conversation shaped by shared experiences and professional insights.

Russha Knauer—Director of Colorado’s lead state agency on traumatic brain injuries, MINDSOURCE Brain Injury Network—developed this training to address a critical gap in understanding, assessing, and working with adults who perpetrate domestic violence and have TBIs. During this training, Knauer highlights how brain injuries are often misinterpreted or overlooked, as their symptoms may appear similar to those of mental health conditions, substance use disorders, and other criminogenic needs.

Knauer introduces practical, brain injury–informed strategies to enhance identification and adapt interventions, ultimately supporting healthier, less controlling interpersonal behaviors.

On Valentine’s Day, 2018, a tragic mass shooting occurred at Marjory Stoneman-Douglas (MSD) High School in Parkland, Florida. Among those present that day was sophomore Olivia Feldman, who was in Building 12 where the shooting took place. This event has had long-lasting effects on survivors, parents, and community members alike. Yet, little discussion has focused on how those directly affected experienced the aftermath or how the school system and mental health community responded.

Ms. Feldman and her father, Dr. David Feldman—a Parkland community member and mental health professional—developed this training to help professionals better understand both the immediate and long-term impacts of school shootings. Drawing from their perspectives as a survivor and as a clinician within the Parkland community, they explore how the mental health and wellbeing of students were addressed in the weeks and months following the tragedy. Rather than focus on the events of the shooting and the law enforcement response, Ms. Feldman and Dr. Feldman focus on what helped students feel safe. They reflect on which mental health interventions “worked,” how those interventions were presented and implemented, and what “did not work.”