Full Course Description


The Global Pandemic Through the Lens of Trauma

Program Information

Objectives

  1. Appraise the clinical benefits of creating connection for your trauma clients. 
  2. Utilize various strategies to help kids and adolescents experience emotional safety.
  3. Demonstrate activities to use in clinical practice that can help trauma clients from re-experiencing past traumas. 

Outline

  • A global pandemic through the lens of trauma
  • Helping kids and adolescents experience emotional safety
  • Ways of keeping traumatized children from re-living past trauma

Copyright : 08/06/2020

Help Kids Foster Personal Power and Internal Safety: Yoga and Mindfulness Practices for School & Home

Program Information

Objectives

  1. Integrate yoga and mindfulness practices that interrupt intrusive thoughts and increase self-compassion
  2. Discover how increased self-awareness and embodiment can support anxiety reduction and change children’s relationship to stress.
  3. Implement practices that support increased sense of safety and reduce overwhelm.
  4. Apply simple practices that build students’ sense of personal power and agency.

Outline

Reducing Overwhelm

  • Orienting practices to build safety: Layers of Sound, Sensory Check In
  • Increasing attuned connection without contact: Imaginary Ball Pass

Soothing the Nervous System

  • Grounding practices to manage escalating emotions: Hugging Breath
  • Building personal power to reduce anxiety and increase agency: Feeling my Strength

Managing Intrusive Thoughts

  • Reducing the intensity of intrusive thoughts and interrupting rumination: Naming My Thoughts
  • Replacing fear based thoughts with self-compassion: Kind Wishes

Copyright : 08/05/2020

Oppositional Defiance or Faulty Neuroception: Disruptive Behaviors through the Lens of the Polyvagal Theory

Program Information

Objectives

  1. Categorize specific behaviors as they relate to each of the three basic pathways of the autonomic nervous system (ANS).
  2. Utilize neuroception-informed interventions, including physiological co-regulation and interpersonal engagement, to treat oppositional behavior. 
  3. Appraise the efficacy of integrating the Polyvagal Theory into “behavior management” programs. 

Outline

Behavior Challenges:  Intentional Choice or Stress Response?

  • What the Polyvagal Theory brings to the “behavior management” table
  • The autonomic nervous system (ANS)
  • Neuroception:  How children’s brains perceive safety and stress (and what that means for behavior)
  • Is ODD a behavior disorder, or a nervous system looking for relational safety?

Clinical Strategies for Building Relational Safety and Security

  • Getting started:  Matching a given behavior to corresponding ANS pathway
  • Discerning between an intentional behavior and a stress response
  • Co-regulation, warmth and interpersonal engagement
  • How to reach the “unreachable” kids and teens
  • What about behavior contracts and incentive plans?

Copyright : 08/05/2020

Coping Skills for Kids and Tweens: How to Manage Big Feelings in an Uncertain Time and Beyond

Program Information

Objectives

  1. Determine how the pandemic has impacted students socially and emotionally and integrate strategies for better focus.
  2. Apply coping skills for kids to try either at home or school to implement safe ways to express anger.
  3. Develop students' relaxation and coping skills to manage anxiety.

Outline

Anxiety, Stress, and Anger in a Pandemic

  • Explore how the pandemic has impacted the social and emotional lives of our children
  • Why Social Emotional Learning is important now more than ever
  • How our needs and windows of tolerance have changed

Coping Skills for Anxiety

  • Deep Breathing Ideas
  • Mindfulness Strategies
  • Relaxation/Calming Activities for Kids 
Coping Skills for Stress
  • Scheduling to reduce stress
  • The importance of play and downtime
  • Using your senses to manage stress

Coping Skills for Anger/Frustration

  • Understand that anger is often just the tip of the iceberg - a lot of feelings hide beneath 
  • Safe ways to express anger with movement
  • Setting up individual calm down kits for kids

Copyright : 08/05/2020

When Worry Shows Up at School: A Primer for Educators, Administrators, and Counselors

Program Information

Objectives

  1. Distinguish the signs and symptoms of school related anxiety.
  2. Appraise the concept of the worry loop as is relates to children.
  3. Create effective accommodations for anxiety to ensure they are beneficial, dynamic and temporary.

Outline

Three Key Concepts About Anxiety

  • Anxiety is the normal byproduct of an internal alarm system
  • Sometimes the alarm is triggered by mistake
  • The goal is not to get rid of the alarm system but to learn to respond differently
Recognizing Anxiety at School
  • “Normal” versus “problematic” anxiety
  • Manifestations of fight, flight or freeze
  • The process of anxiety versus the content of anxiety
What is the Worry Loop and Why Does It Matter?
  • The “Worry Loop”
  • Safety Behaviors “feed” anxiety, keeping it going
  • School-based accommodations often inadvertently support Safety Behaviors
How to Create Effective Accommodations
  • Making supportive statements (acknowledging and encouraging)
  • The role of exposure
  • Ensuring that accommodations are beneficial, dynamic, and temporary

Copyright : 08/05/2020

Creating Psychological Safety in the Face of Uncertainty: Family Based Interventions and Skills

Program Information

Objectives

  1. Utilize three practical strategies to increase the sense of psychological safety for parents.
  2. Demonstrate the PACE model for developing connection with children and adolescents.
  3. Develop strategies for parents and children to reflect, regulate their affective states, and relate to one another. 

Outline

Psychological Safety in the Face of Uncertainty

  • Losses and challenges faced by parents today
    • Isolation
    • Lack of stabilizing routines
    • Dysregulated functioning in children
  • Reflection and affective regulation skills in parents
  • Why psychological safety is needed to develop new skills

Family-Based Interventions and Skills

  • Strategies for parents to talk to their children about stress and anxiety
  • Demonstrating PACE (playfulness, acceptance, curiosity, empathy)
  • Creating a schedule that meets the needs and desires of all family members
  • Skills for developing children’s’ resilience and readiness to turn to parents for support and comfort
  • Considerations for tele-mental health therapy

Copyright : 08/06/2020

Reframing Children’s Traumatic Experiences: Playful, Embodied Interventions to Restore, Regulate & Connect

Program Information

Objectives

  1. Develop effective ways to help children understand and process on what is happening in their body as a result of traumatic stress.
  2. Evaluate how embodied interventions can reframe trauma experiences and connect to a mind-body awareness.
  3. Analyze how sensorimotor processing can alleviate the re-experiencing of trauma.
  4. Apply specific movement, breathing, interoceptive, and mindfulness techniques that can help children and families gain mastery over their lives.

Outline

Stress response patterns as survival strategies

  • Hyper- and hypo-arousal and the window of tolerance
  • The impact of trauma on somatic experiencing and the sensory system
  • Mirror neurons, empathy and connecting with others 
  • Importance of co-regulation 
  • Therapeutic powers of play

 

Applications Suitable for the Treatment of Recent Traumatic Events

 

Practice and adapt playful and embodied techniques for a variety of settings, abilities & age levels, in order to… 

  • Restore the capacity to play through games & creative movements
  • Increase trust & build healthy attachments through healthy touch 
  • Integrate dance and music with embodied play therapy principles to decrease dysregulation & improve distress tolerance skills
  • Select playful interventions to help children experience the present moment, reducing emotional numbing, depression, and dissociation 
  • Help children gain mastery over their lives with mindfulness techniques that can reduce intrusive images and “stuck” memories
  • Expand capacity for self-awareness with breathing exercises and interoceptive cues

Copyright : 08/06/2020

IFS and Parenting: Help Kids Transition Forward to a Calm Centered Place

Program Information

Outline

What IFS Brings to Parenting

  • Incorporating parts language in the Family
  • Positive intentions of all parts

When Parents Are Not at Their Best

  • Reactive moments
  • The different triggering scenario’s
  • When parents overidentify with their children

Correct It, Don’t Perpetuate It

  • Direct access parenting
  • Getting to the root of the reactivity
  • Connecting with empathy

Improving the Co-Parenting Experience

  • When parents aren’t aligned
  • Creating a “Triggering Agreement”   
  • Reactive to Responsive

Objectives

  1. Demonstrate how parents can effectively communicate with their children from a calm, centered place.
  2. Demonstrate how parents can facilitate children's self-awareness, confidence, and control of challenging circumstances.
  3. Create ways to encourage parents toward compassion and empathy in challenging moments instead of guilt and shame.

Copyright : 08/06/2020

Adolescence in Crisis: Racial Trauma and Identity (A Trauma-Focused DBT Perspective)

Program Information

Objectives

  1. Apply a racial trauma-informed treatment framework to existing and future clients.  
  2. Appraise how a DBT-informed approach can support clients who have experienced racial trauma. 
  3. Utilize DBT strategies to overcome resistance to discussion, racial identity exploration and formation among adolescent clients. 

Outline

The Racial Trauma Survival Lens

  • The impact of racial trauma on the developing mind
  • Key features of healthy racial identity and its impact neurologically
  • Common defensive survival strategies in racial trauma
  • Historical traumatic wounds, hidden wounds, and microaggressions

Racial Trauma-Informed DBT Interventions

  • Looking through the racial identity “life worth living” lens
  • An ethnopolitical approach to racial trauma
  • Utilize DBT to overcome resistance to discussion, racial identity exploration and formation among youth
  • Learn how to balance validation, secure attachment, and DBT change strategies

Copyright : 08/06/2020

Helping Parents Through Crises: Avoiding Pitfalls & Amplifying Opportunities

Program Information

Objectives

  1. Devise two interventions that interrupt anxious routines in families.
  2. Compose three cognitive patterns to target in anxious families.
  3. Appraise the efficacy of utilizing a family-centered approach to working with children. 

Outline

The importance of a family-centered therapy approach to treating children. 

The patterns that are emerging in families during this societal crisis. 

The 3 cognitive patterns to target when working with parents in treatment and how to work with them. 

Copyright : 06/04/2020

Attachment Centered Family Therapy: Interventions for Improving Parent-Child Connection and Attunement

Program Information

Outline

Attachment-Based Treatment:  Principles and Goals

  • Attachment Theory – and what it means for trauma-informed treatment
  • Elements of the social engagement system
  • Dyadic Developmental Psychotherapy
  • Theraplay: Structure, Engagement, Nurture & Challenge

Getting Started:  Assessment and Engagement

  • Discern underlying motives/feelings underneath a child’s behaviors
  • Facilitating a safe, active dialogue between parent and child
  • How to engage caregivers who are traumatized, too reduce defensiveness and increase empathy

Clinical Interventions to Create Connection, Regulation, and Attunement

  • PACE - Playfulness, Acceptance, Curiosity and Empathy
  • In-SENC based on individual child’s needs (Structure, Engagement, Nurture, Challenge)
  • How to gently redirect mis-attuned or critical caregivers
  • Facilitating face-to-face interactions between parent and child
  • Increase warm facial expressions, synchronized movement and rhythm
  • Calm a dysregulated child and engage a withdrawn child
  • Activities to increase warm facial expressions and synchronized, rhythmic movement      

Objectives

  1. Determine the principles of Attachment Theory.
  2. Demonstrate the PACE model to engage caregivers in effectively responding to their child(ren).
  3. Determine the elements of the social engagement system as it pertains to the parent child relationship.

Copyright : 06/16/2020

LEGO®-Based Play Therapy Techniques: Unlocking Creativity to Strengthen Relationships, Encourage Flexible Thinking, and Promote Problem Solving

Program Information

Objectives

  1. Appraise the history, research, and rationale of incorporating LEGO® in play therapy and counseling.
  2. Utilize five play therapy interventions with individuals, groups, and families. 
  3. Differentiate when to utilize directive versus non-directive LEGO® based interventions. 

Outline

LEGO®101:  The (Literal) Building Blocks of Play
History and empirical rationale of LEGO® based play therapy 
What makes building with bricks a therapeutic task?
Who may benefit from LEGO® based play therapy? 


Let’s Build!  Creative LEGO® Based Play Therapy Interventions 
Individual and group interventions for children and adolescents
Directive and non-directive interventions to improve:

  • Communication
  • Engagement
  • Problem solving
  • Social skills
  • Flexible thinking
  • Conflict resolution
  • And more!

Families who build together, stay together – how to use LEGO® with families

Copyright : 06/03/2020

Tech Addiction in Children & Adolescents: Brain-Based Interventions to Optimize Digital Health in Today’s Screen Culture

Program Information

Objectives

  1. Formulate the neurological, dopaminergic, and hormonal/adrenal impact of screen time on children, adolescents and young adults.
  2. Analyze the emerging research related to behavioral interventions for technology overuse.
  3. Designate how tech overuse can impact pre-existing mental health disorders.
  4. Utiltize strategies for parents/caregivers to work with problem screen usage within the home including boundaries, discipline and communication.

Outline

Screen Culture:  Origins and Impact on Mental Health

  • The origins of “indoor children”
  • From passive TV viewing to immersive and interactive screen experiences
  • What the research is telling us about technology and mental health
  • Limitations of the state of the research

  • Depression and social media
  • Screen time’s impact on ADHD, increased aggression, and thought disorders 

Neurological Impact of Screen Time and Tech Overuse

  • Dopamine’s role in addiction
  • How brains are impacted by the dopaminergic effects of screens 
  • The HPA Axis and adrenal “fight or flight” impact of screen stimulation
  • Brain imaging and the effects on the frontal cortex

Technology in the Classroom: Helping or Hurting Educational Outcomes?

  • Ed Tech: a $60 Billion annual industry
  • The latest research on technology and education 
  • Screens’ impact on reading and comprehension
  • Phones in the classroom and standardized test scores
Practical Solutions and Recommendations to Manage Screen Time
  • Classroom strategies for technology use
  • Treatment programs and interventions
  • Recommendations for every family

Copyright : 06/19/2020

Crisis Teaching Strategies for Teachers and Parents During COVID-19: Successfully Transition K-12 Students to Remote/Digital Learning

Program Information

Objectives

  1. Utilize strategies to deliver relevant, engaging and authentic learning experiences for students.
  2. Modify lesson plans, activities and exercises for productive, virtual and at-home learning.

Outline

Create a Productive, Virtual and At-Home Learning Environment 

Shift smoothly from parenting, teaching and working 

Coping strategies for stress, frustration and burnout 

Create engaging, authentic learning experiences 

Ways to support services that are still legally required 

Everything doesn’t have to happen on the computer 

What teachers want parents to know about home learning 

 

Adapt Instruction for Remote/Digital Learning 

Create and deliver asynchronous, online content 

Facilitate collaborative, synchronous lessons 

Learning plans to avoid frustration and burnout 

New ways to do familiar things, like grading homework 

Tackling the ‘Digital Divide’ 

 

Integrate Google Classroom/Meet/Hangout, Zoom, Skype, Screencastify, GoToMeeting 

Host live, synchronous online lesson plans 

Dispersing effective, high-quality video lessons 

Apps with features like grading, rubrics, private commenting 

Embedding synchronous moments

Copyright : 05/06/2020

Executive Function: Brain-Based Tools & Strategies to Help Kids and Families Cope with the Unexpected

Program Information

Objectives

  1. Appraise the impact of significant, unexpected life changes on kids’ brain function. 
  2. Implement brain-based interventions to reduce anxiety, depression, and dysregulation in kids. 

Outline

Cause to Pause:  When Kids’ Internal Compasses Have Been Shifted

  • Something has happened – and it has activated BIG feelings, including grief
  • Kids have experienced sudden, significant shifts in their lives
  • The body and brain are reacting and adapting constantly!
  • How does this affect the brain:  Default mode network, the stress response, and the corticostriatal loop

Brain Tools & Strategies:  Guiding Kids & Families Toward a New Normal

  • The Thinker and the Caveman
  • Don’t dominate – collaborate!
  • “Front of Mind” Goals
  • Journaling, drawing, painting, writing, and coloring
  • Establish new routines, rhythms, rituals, and schedules
  • Storyboardthat.com
  • HEDYDT? “how exactly did you do that?”
  • Increase BDNF and GDNF
  • Green time v. screen time
  • And more!

Copyright : 05/14/2020

Telehealth Meets Play Therapy: Treating Children and Adolescents in a Virtual Setting

Program Information

Objectives

  1. Determine the benefits of providing play therapy on a digital platform.  
  2. Apply directive and non-directive play therapy interventions to use in telehealth therapy sessions with children and adolescents. 
  3. Develop interventions for challenging clinical scenarios in telehealth, including resistance and crisis intervention.  

Outline

Optimizing Your Telehealth Sessions from the Start 

Setting up your space (and why it matters) 

Preparation for virtual sessions 

  • Games that require little-to-no material 
  • Planning ahead for connectivity disruption 
  • Boundaries and child-centered limit setting 

How to structure a teletherapy session 

Adjusting expectations and outcome

Creative Teleplay Interventions for your Virtual Toolbox 

Demonstrations and resources, including: 

  • Movement and regulation 
  • Creative and expressive arts 
  • Interactive choice boards, like PPT 
  • Sandtray  
  • Games, LEGO®, and other play techniques 
  • Child Parent Relationship Therapy (CPRT) 
  • Mindfulness techniques 
  • And more!

Troubleshooting Common Scenarios 

What to do when:  Resistance, hyperactivity, limit testing, crisis intervention, and more 

Teleplay with non-verbal children 

Clinician self-care (screen time is exhausting!) 

Copyright : 05/08/2020

CBT Strategies for Kids and Adolescents: Supporting Students with ADHD and Anxiety

Program Information

Objectives

  1. Determine the unique characteristics and challenges that students with anxiety or ADHD have with respect to coping with the academic and social demands of the school environment;
  2. Utilize evidence-based interventions to help the anxious or ADHD student make a positive adjustment to re-entering school subsequent to a prolonged absence due to COVID-19 quarantine. 
  3. Develop interventions for teaching executive functioning skills to children and adolescents with ADHD.

Outline

School Anxiety:  Why Avoidance is not the Solution

  • A problem on a continuum:  From early morning pleas to stay home to chronic absences
  • Common triggers for avoidance
  • 4 functions of school refusal; CBT interventions designed to match each one 
  • Therapist – parent – school cooperation

ADHD:  More Than a “Behavior Problem”

  • 7 executive functioning (EF) skills deficits underlying ADHD
  • Guidance for teachers and parents to teach EF skills 
  • Interventions for motivation, time management, problem solving, emotional self-control, and more

Copyright : 05/21/2020

Build Resilience and Post-Traumatic Growth in Kids & Community: Mindfulness Practices for Therapists, Educators and Families

Program Information

Objectives

  1. Measure the impact of stress on learning, mental health and behavior in kids.
  2. Implement techniques to boost resilience following isolation.
  3. Integrate playful mindfulness practices to rebuild social and emotional intelligence.

Outline

Strengthen physical, psychological and social functioning
Mindful movement and eating practices for physical health
Positive psychology techniques to boost cognitive clarity and functioning
Relational practices to set boundaries and reconnect with peers

Build resilience and post traumatic growth
Connect with existing personal and community strengths to build resilience
Discover ways to overcome feelings of helpless and loss of control
Capitalize on new strengths and skills learned in isolation
           
Foster self-regulation and cultivate connection through co-regulation
Basic co-regulation exercises for therapists, educators and families
The power of rituals and routines, games and play for co-regulation
Engaging mind and body based self-regulation skills for all ages

Copyright : 06/16/2020

Ethics with Minors: An Essential Guide for Mental Health Professionals

Program Information

Objectives

  1. Assess select ethical and legal issues unique to working with minors. 
  2. Determine how to effectively navigate codes of ethics, laws, and licensing rules when working with minors. 
  3. Utilize recommended methods for reducing risk and avoiding problems. 

Outline

Navigate Challenging Situation with Minors: How to do it! 

  • The five key perspectives and how to use them 
  • Consultations: Two important types 
  • Essentials of how to document your decision

Boundaries and Multiple Relationships: “Thin Ice!” 

  • Social media & communication policies 
  • Power differentials and why they matter 
  • Virtual relationships 
  • Texting and messaging 
  • Vignette: Ashley’s Tweets: Social media hazards 
  • Vignette: Client in a Bind: Multiple Relationships

Legal Matters: Consent, Records and Reporting 

  • Consent vs assent 
  • Who can provide consent and when? 
  • Parents’ rights 
  • Special rules for older adolescents 
  • Informed consent process 
  • Mandatory reporting of abuse 
  • Vignette: Robert’s separated parents

Strategies for Avoiding Problems and Reducing Risk 

  • Establishing your role at intake 
  • Keep all involved on the same page 
  • Determine if HIPAA or FERPA applies 
  • Obtain the parenting plan before treatment 
  • Use psychotherapy notes when appropriate 
  • Know state laws about minors’ rights 
  • and more! 

Copyright : 05/29/2020

Nutrition and Mental Health in Kids & Teens: What Every Mental Health Professional Needs to Know

Program Information

Objectives

  1. Appraise the impact of the common foods of the Standard America Diet on mental health.
  2. Integrate nutrition-specific questions into the initial intake/assessment. 
  3. Develop general nutritional recommendations for caregivers and families to support optimal mental health. 

Outline

Nutrition Today – and What It Means for Mental Health

  • The Standard American Diet (SAD) 
  • “Fake nutrition”
  • Sugar, sugar, sugar
  • Inflammation – causes and how to quiet it down
  • Leaky gut = leaky brain
Nutrition for Optimal Brain Function and Mood Management
  • Protein, fats, and pre/probiotics
  • Supplements 101
  • Guidance and resources to share with caregivers
  • Recommendations for common barriers to good nutrition

Copyright : 06/08/2020

Navigating Youth Mental Health in Today's Educational Setting

Program Information

Objectives

  1. Assess for achievement and determine educational placement for students. 
  2. Formulate how disruption to a child’s schedule impacts their mental health. 
  3. Apply emotion regulation interventions to increase focus and academic achievement. 
  4. Demonstrate cognitive behavioral interventions to decrease symptoms of anxiety, ADHD and depression. 
  5. Employ behavioral strategies to increase engagement with students in virtual learning settings. 

Outline

Integrating student mental health into virtual and/or physical classrooms 

  • Assessing for level of knowledge and catch up plans 
  • The impact of routine disruption on mental health 
  • Medication incompliance while away from the classroom 
  • Individual interventions for students struggling the most 
  • Connecting students and parents/caregivers with outside resources for counseling and support 

Virtual and Physical Classroom Strategies  

  • Student engagement strategies 
    • Tantrums and Attention Seeking 
    • Depression 
    • Anxiety 
    • ADHD 
  • Assessing symptoms of mental health challenges and providing support virtually 

Provider Self-care and Support 

Copyright : 08/11/2020

Suicide and Self-Harm in Children and Adolescents: Assessment Tools and Treatment Approaches to Help Young People Heal

Program Information

Objectives

  1. Utilize screening and assessment tools to determine which clients or students present the highest risk for suicide.
  2. Appraise the efficacy of utilizing a multi-systemic approach for supporting suicidal and self-harming children and adolescents.
  3. Integrate alternative coping strategies to help self-injuring clients or students manage triggering situations without engaging in self-harm.

Outline

Suicide, Suicidality, and Non-Suicidal Self Injury (NSSI):  Separate but Related
Similar concepts but with crucial differences
Why a multi-systemic approach is necessary 
6 key components of treatment

 

Non-Suicidal Self Injury (NSSI)
Risk factors, course, and types of self-injury
What motivates someone to self-injure?
NSSI screening and assessment tools
4 factor model of NSSI
The do’s and don’ts of NSSI intervention

 

Suicide and Suicidality
Risk factors and important terminology
Individual and relational factors
Ideation, Plan, Intent, Means
Suicide assessment tools
Safety planning do’s and don’ts

Copyright : 07/21/2020