Mental Health Summit On-Demand

Not sure what your schedule will be like on the day of the live Summit or want to keep your options open? No problem —Pearson’s Mental Health Summit is available for on-demand learning so you could learn at your own pace, when it works for you. Hear from mental health experts, researchers, and thought leaders, including authors Cecil Reynolds, PhD, and Randy Kamphaus, PhD, along with featured experts Scott Kollins, PhD; Dr. Marianne Trent; and Tayla Lee, PhD, HSPP.

Designed for psychologists, mental health professionals, SLPs, OTs, educators, and allied health professionals, the summit brings practical ideas and current thinking together in one place. Sessions will be available for viewing until December 30, 2026.

Sessions include:

When Trauma Enters the Room: An Interdisciplinary Framework for Trauma-Informed Clinical Decision-Making

Aishwarya Joshi, PhD, LPC, NCC

Overview

Trauma is experienced, understood, and expressed differently across cultural, professional, and clinical contexts, underscoring the need for trauma-informed approaches that attend to context, equity, and individual experience. This session moves beyond recognizing trauma and toward applying trauma-informed principles to clinical decision-making. Grounded in SAMHSA's six guiding principles, participants will learn and apply the P.A.U.S.E. Trauma-Informed Decision-Making Framework to an ambiguous clinical scenario, examining how observation, context, professional assumptions, and client autonomy inform thoughtful clinical responses.

Learner Outcomes

After completing this learning track, participants will be able to:

1. Describe how cultural, contextual, and disciplinary perspectives can influence the recognition and interpretation of trauma-related experiences and responses 
2. Differentiate observable client information from professional interpretations and assumptions when trauma may be present 
3. Evaluate how professional role, culture, context, practitioner responses, client autonomy, and scope of practice influence trauma-informed clinical decisions 
4. Identify experiential and reflective strategies that can strengthen trauma-informed clinical judgment and sustainable professional practice

View the course overview, learning outcomes, agenda, presenter information, and disclosure

Working with Career Stress and Burnout Through an Integrative Lens

Jesse Strigler, LMHC

Overview

This introductory session examines burnout and career stress as complex concerns that affect individuals across diverse ages, backgrounds, and professions. Participants explore how integrative clinical frameworks conceptualize job stress and burnout and how approaches such as CBT, ACT, and psychodynamic theory can help clinicians support clients experiencing these challenges. The session also examines burnout among professionals in helping roles, including factors that contribute to occupational stress as well as strategies that support resilience, boundaries, self-awareness, and professional well-being.

Learner Outcomes

After completing this learning track, participants will be able to:

1. Identify the key signs, symptoms, and contributing factors associated with career stress and burnout in clients and helping professionals.   
2. Compare how CBT, ACT, mindfulness-based approaches, and other integrative frameworks conceptualize and address career-related stress and burnout.   
3. Apply integrative clinical strategies to support coping, resilience, and psychological wellness in individuals experiencing career stress and burnout. 

View the course overview, learning outcomes, agenda, presenter information, and disclosure

The Form of Being Met: Mental Health Support in the Age of AI Companions

Nick Taylor, PhD

Overview

One in eight U.S. adolescents now turns to AI chatbots when struggling, drawn by constant availability, patience, and lack of judgment. As demand for mental health support outpaces the human workforce, AI is increasingly filling the gap while reshaping expectations of what it means to be understood.  Drawing on original research co-authored with Unmind's clinical and well-being leaders, Dr. Nick Taylor examines the human-AI encounter through an ethical decision-making lens, including transparency, privacy, boundaries, safeguards, and pathways to human support. This session presents a framework for evaluating AI companions so they support, rather than replace, human connection. 

Learner Outcomes

Based on the content of this session, participants will be able to: After completing this learning track, participants will be able to:

1. Describe at least three factors influencing why people may turn to AI companions for mental health and emotional support, including accessibility, immediacy, and perceived privacy  
2. Differentiate between the experience of relational connection with an AI companion and a human therapeutic relationship, including the opportunities and limitations associated with empathy, trust, therapeutic alliance, and human connection   
3. Apply ethical decision-making principles to evaluate responsibly designed AI-supported mental health experiences, including psychometric measurement, transparency, privacy, professional boundaries, appropriate safeguards, risk escalation, and referral pathways to qualified human support 

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

Detecting and Resolving Behavioral Health Risk Through Universal Screening

Randy W. Kamphaus, PhD, and Cecil R. Reynolds, PhD; BASC co-authors

Overview

Most youth with early symptoms of a behavioral health problem are overlooked, particularly those with internalizing problems. Randomized controlled trials have shown that universal screening at school can accurately and more effectively identify these youth than either teacher or parent referral. This session provides strategies for a universal screening program in schools by offering research on the efficacy of screening and lack of harm and addressing key practice implementation issues, such as educator and parental engagement, controlling costs, staffing and staff training, coordination with existing Tier 1 and Tier 2 services, screener selection, and evaluation and ongoing improvement.   

Learner Outcomes

After completing this learning track, participants will be able to:

1. Identify common early signs of youth mental health concerns, including how often they occur, how they affect functioning, and how they may progress over time  
2. Identify both cost drivers and cost-containment strategies for implementing a school-based universal screening program  
3. Summarize key screener selection criteria and professional standards for evidence of reliability, validity, and fairness (bias), and availability of current national norms   
4. Identify the difference between active and opt out parental consent procedures  
5. Identify new staffing and staff training resources for implementing a universal screening program at school 

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

Comprehensive Approach to Mental Health Promotion and Suicide Prevention

Tony Walker, PhD; Kurt D. Michael, PhD; Mark F. Patishnock, PhD – JED Foundation

Overview

Grounded in a decade of research and practice in school-based mental health, the JED Comprehensive Approach combines strategic planning, equitable implementation, and seven evidence-informed domains to support sustainable mental health promotion and suicide prevention. The Jed Foundation (JED) helps protect emotional health and prevent suicide among teens and young adults through this framework. This session explores how JED applies the approach across JED High School, the JED-AASA District Mental Health Initiative, JED Campus, and community-based initiatives to build comprehensive, scalable systems of support for young people.     

Learner Outcomes

After completing this learning track, participants will be able to:

1. Describe the seven domains of JED's Comprehensive Approach to Mental Health Promotion and Suicide Prevention and explain the role of the framework's strategic planning and equitable implementation elements  
2. Apply JED’s Comprehensive Approach as a model for implementing school-based mental health promotion and suicide prevention practices in participants’ own settings  
3. Identify at least two strategies for extending comprehensive, equity-centered mental health promotion and suicide prevention practices into community-based settings 

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

Scroll, Swipe, Chat: Reassessing Youth Mental Health for the GenAI Era

Scott Kollins, PhD

Overview

Social media's link to youth mental health remains scientifically contested, and generative AI chatbots have introduced a new, understudied layer of exposure. This session will review the evidence on youth digital media use, distinguishing established findings from hype, and situate the ongoing "causal vs. correlational" debate in the field. Original research characterizing how U.S. youth adopt and use generative AI chatbots will also be presented. Attendees will leave with a critical framework for evaluating digital media research and practical considerations for addressing digital media use in youth.  

Learner Outcomes

After completing this learning track, participants will be able to:

1. Describe the current state of evidence on adolescent social media use and mental health, distinguishing areas of scientific consensus from claims where causality is not established   
2. Summarize recent data on generative AI chatbot adoption patterns and conversational content among U.S. youth, including age-related differences   
3. Apply a critical lens to digital media research design when advising patients, families, and policymakers   
4. Recognize red flags in youth AI chatbot and social media use that warrant additional follow up   

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

Wired for Threat: How Trauma Alters Sensory Modulation Processing

Tina Champagne, OT

Overview

Trauma fundamentally alters how the central nervous system processes and regulates sensory information. This 1-hour presentation explores the potential impact of trauma on sensory modulation, where everyday sounds, scents, lights, or textures can trigger challenges, such as hyperarousal or dissociation. Participants will learn about neurological defense mechanisms and a trauma-informed framework that can be used to explore individualized sensory modulation-related supports and strategies.   

Learner Outcomes

After completing this learning track, participants will be able to:

1. Explain the neurobiology of trauma and how it may impact sensory modulation-related patterns.   
2. Identify ways in which sensory modulation-related, neurological defense mechanisms may disrupt participation in everyday activities among people with trauma histories   
3. Identify how to design individualized, trauma-informed sensory modulation-related programs as part of holistic care.   

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

Unseen Grief: Recognizing the Losses that Often Go Unacknowledged

Marianne Trent

Overview

Grief is not always obvious, socially recognized, or linked to bereavement. People may grieve relationships, health, identity, fertility, careers, independence, pets, public figures, or complicated relationships with those who have died. In this practical session, UK Clinical Psychologist, Dr. Marianne Trent explores hidden and disenfranchised grief, including the guilt, shame and ambivalence that can make loss harder to acknowledge. Participants will consider how grief may present in children, adolescents, and adults; how it can overlap with other forms of distress; and how professionals can respond with curiosity, validation, and compassion.    

Learner Outcomes

After completing this learning track, participants will be able to:

1. Identify different forms of hidden, non-death, and disenfranchised grief across clinical, educational, and healthcare settings  
2. Recognize how social expectations, stigma, guilt, shame, and ambivalence can affect whether grief is acknowledged by others or by the grieving person themselves  
3. Apply practical, evidence-informed approaches to validating loss, exploring meaning, and supporting adjustment 

View the course overview, learning outcomes, agenda, presenter information, and disclosure

Identifying Suicide Risk and Comorbidity in Complex Clinical Presentations

Robert Gibbons, Ph.D., and Hannah Wulczyn, MPA

Overview

Mental health concerns rarely occur in isolation. Depression, anxiety, trauma, ADHD, substance use, and other conditions often overlap, making accurate assessment and treatment planning more complex. Clinicians must also remain vigilant for suicide risk, one of the highest-stakes responsibilities in practice. This session explores how adaptive mental health assessment can help identify acute risk and co-occurring psychopathology in youth and adults. Participants will learn how the CAT-MH Mental Health Assessment CAT-MH® and K-CAT Youth Mental Health Assessment KCAT® support efficient screening, clearer clinical decision-making, and longitudinal assessment to help identify individuals who may otherwise be overlooked.  

Learner Outcomes

After completing this learning track, participants will be able to:

1. Identify patterns of co-occurring psychiatric symptoms across depression, anxiety, trauma, ADHD, substance use, and other domains that may inform clinical assessment and treatment planning in youth and adults  
2. Explain how multidimensional adaptive assessment can incorporate information across symptom domains to identify and prospectively assess suicide risk, including risk that may not be captured through direct suicide-related questions alone  
3. Interpret longitudinal adaptive assessment results to evaluate changes in symptom severity, suicide risk, and patterns of comorbidity over time 

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

Beyond Scores: Using Assessment Data to Better Understand Adolescents

Tayla T.C. Lee, PhD, HSPP

Overview

Modern assessment tools like the Minnesota Multiphasic Personality Inventory-Adolescent Restructured FormTM (MMPI-A-RFTM) generate a tremendous amount of test data, but meaningful clinical decisions require more than describing elevated scores. This presentation examines how clinicians can translate adolescent personality and psychopathology test scores into an understanding of emotional, behavioral, and interpersonal functioning that guides case conceptualization and treatment planning. Case examples will be used to demonstrate this translation and its application to evaluations across clinical, school, and community settings.

Learner Outcomes

After completing this learning track, participants will be able to:

1. Identify the empirical foundations for using the MMPI-A-RF 
2. Apply standard MMPI-A-RF scoring and interpretive guidelines to clinical cases 
3. Translate adolescent test scores into data that can be used for case conceptualization 
4. Apply adolescent personality and psychopathology assessment data to treatment planning

View the course overview, learning outcomes, agenda, presenter information, and disclosure

Personality through the lifespan: A Millon perspective on personality development from attachment to adult interaction

Seth Grossman, PsyD, and Robert Tringone, PhD  

Overview

This session explores personality development across the lifespan, connecting early attachment, family dynamics, and sociocultural influences to clinical practice. Using Millon’s framework, presenters provide an introduction to personality as it evolves over time and highlight key concepts from Millon’s Evolutionary Theory. Participants will examine how personality functions as a “psychological immune system,” shaping adaptation to relationships, environments, stressors, and life challenges. The session also demonstrates how these concepts can complement diverse clinical approaches across a range of practice settings.    

Learner Outcomes

After completing this learning track, participants will be able to:

1. Describe key components of Millon's Evolutionary Theory and their relevance to understanding personality development across the lifespan  
2. Analyze how attachment experiences and neurodevelopmental factors may influence the emergence and expression of personality patterns over time  
3. Apply a developmental and contextual framework to the interpretation of personality development over the lifespan  
4. Integrate neurodevelopmental, relational, and sociocultural factors into a contextualized understanding of personality assessment data 

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

How the Assessment Relationship Shapes What Clients Take Away

Mitch Colp

Overview

Clinical assessment is a relationship, and the quality of that relationship shapes what the client discloses, what the clinician sees, and what the family and other stakeholders do with the results. This session covers the evidence base for collaborative and therapeutic models of assessment, the role of feedback as an intervention, and the ways relational isolation surfaces during assessment as a clinical variable that clinicians frequently underweigh. The presentation includes practical guidance clinicians can apply in their next assessment session to enhance the quality of the information gathered as well as the overall experience for both examiner and client.   

 Learner Outcomes

After completing this learning track, participants will be able to:

1. Describe the evidence base for collaborative and therapeutic models of assessment, including the client and family outcomes these models have been shown to influence   
2. Explain how examiner behavior and the conditions of the assessment session affect client disclosure, engagement, and the quality of the data obtained   
3. Identify indicators of relational isolation that present during assessment and describe how to account for them in case formulation and interpretation   
4. Apply at least two strategies for structuring a feedback session as a clinical intervention rather than a report delivery step   

View the course overview, learning outcomes, agenda, presenter information, and disclosure 

What professional organizations will award credits for these sessions? 

While the topic of Mental Health is relevant across the clinical landscape, the 2026 Mental Health Summit is best aligned to meet APA, NASP, AOTA, and ASHA requirements. Other national organizations are not included in this offering, but we encourage registrants to use their professional judgement in submitting to their applicable local, state, or national organization for appropriate credits. Pearson will be able to provide certificates of attendance for each complete session attended live. If you will be needing CEs for ASHA, please have your ASHA ID Number available when registering. 

How many CE/CPD credits can be earned? 

Continuing Education is being coordinated and sponsored by Pearson Assessments. CE/CPD credits will be available if all eligible sessions are attended. The number of CE/CPD credits provided for a session is commensurate to its length in hours.

Can I receive a certificate upon completion of the course instead of a CE?  

Yes, upon successful completion of the course, you will receive a certificate of completion.  

Can more than one person watch the recordings and earn CEs? 

Each learner in attendance needs a purchased seat to get CEs. 

Who is the course for? 

While the topic of Mental Health is relevant across the clinical landscape, the 2026 Mental Health  Summit is best aligned to meet APA, NASP, AOTA, and ASHA requirements.  

How long is the course duration, and can I complete it at my own pace? 

These recordings are self-paced, allowing you to progress through the material at your own speed. Each session is 1 hour, plus plan on additional time to complete the knowledge check if you would like to earn applicable CE Credits.