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.”

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.

During this eight-hour training, Katie Gotch, LPC, CCSOT, ATSA-F, provides an overview of the development and research of the STABLE-2007 and ACUTE-2007 instruments. She explains how to score each of the measures’ items, as well as their appropriate interpretation and use within varying settings. This includes recent guidance on the use of these tools with individuals convicted of child sexual abuse material-related offenses (CSAM). To enhance learning, case studies are incorporated to provide hands-on practice and to address common scoring and administration errors.

Ambivalence is a universal human experience—we have all felt torn between two directions at different points in our lives. In clinical settings, practitioners often encounter clients who express a desire for change while remaining unsure about engaging in treatment. In this webinar, Motivational Interviewing trainer and domestic violence expert Lauren Garder explores how ambivalence manifests in clients whose actions have caused harm to others and how what may appear as resistance can, in fact, present valuable opportunities for meaningful clinical exploration. Participants will gain practical examples and strategies for skillfully eliciting, exploring, and resolving ambivalence to help clients move toward meaningful conversations about change.

This training, presented by Mr. Prescott and Dr. Nassen, focuses on the responsivity principle—matching treatment services to each client’s unique characteristics. As one of the three key principles of effective correctional rehabilitation, responsivity is often the least clearly understood in practice. The presenters explore how this concept applies to treatment programs for adults and older adolescents who commit sexual offenses, within the broader Risk-Need-Responsivity (RNR) framework. They discuss how childhood adversity can shape dynamic risk and functioning, and review evidence-informed methods for improving responsivity and the therapeutic alliance, including Feedback Informed Treatment and Motivational Interviewing.