Full Course Description
Down Regulating Threat and Defensive Reactions in Young Clients: Clinical Application of the Polyvagal Theory for Effective ODD, Trauma, & Attachment Treatment
The challenging behaviors we frequently observe in youth with ODD, trauma, and attachment disorders are the tip of the iceberg. As helping professionals, we must go below the waterline to reveal the most important treatment goal for all individuals: the neuroception of safety as evidenced by physiological state regulation.
Watch Drs. Porges and Delahooke as they teach you how Polyvagal Theory helps us “look inside” the nervous system of individuals and parents who are dysregulated. Through this cutting-edge lens, you’ll learn the integration of neuroscience into clinical practice and the best strategies to regulate the child’s nervous system to create a state of calmness and perceived safety leading the way to improved communication, relational satisfaction, and joy!
Program Information
Objectives
- Apply the lens of the Polyvagal theory in appreciating the adaptive nature of behaviors in children diagnosed with and without DSM diagnoses.
- Differentiate between viewing and manipulating surface behaviors and addressing the upstream causes of behaviors across diagnostic categories of the DSM.
- Determine how the process of neuroception is a guiding principle for treatment planning and treatment techniques.
Outline
Understanding Behaviors as Adaptations of The Autonomic Nervous System: A Paradigm Shift
- The problem with targeting surface behaviors
- Why you need to know the problem in order to shift the strategies: Case study
- The Neuroscience of Safety
- How the PVT helps us “look inside” the nervous system
- The guiding principle of neuroception and how it can help clinicians
Individual Differences and Tailoring our Support for Children and their Families
- Looking under the skin to understand that autonomic state influences reactivity and sociality.
- Identifying strategies to retune autonomic state and shift hypersensitivity to social receptivity.
- Difference between passive and active pathway interventions
- Safe and Sound Protocol - a passive pathway intervention that harnesses the neuroception of safety
Safety is Treatment and Treatment is Safety: Practical Tips
- How the neuroscience of safety helps us plan treatment goals
- Neural exercises and how they apply the ‘vagal brake’ to calm and promote resilience: Examples and principles
- How to use play to exercise the neural pathways of safety with activation in a safe way: Case studies and examples
- DIR play basics, and Beyond Behaviors model with state regulation as the organizing therapeutic guide in real time
- An update on the long-term outlooks of children treated through the neuroception of safety lens
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/04/2021
Helping Anxious Families: Active Tips That Work and Common Traps to Avoid
Anxiety and OCD will show up, and after the past year, anxious cracks have become chasms for many anxious families.
It’s common for clinicians to get caught up in content (what kids worry about) instead of focusing on the how and why of anxiety --all the more detrimental with a missed OCD issue!
In this recording, Lynn will show you how (and why!) to sidestep this content trap and move away from all-too-common elimination strategies.
Program Information
Objectives
- Determine the differences between content-based and process-based interventions for anxiety and OCD.
- Develop treatment plans that focus on parental involvement.
- Utilize interventions to disrupt the process of OCD in the family's behaviors.
- Assign homework to address cognitions that bolster anxiety and depression.
Outline
- Active Engagement and Skill-Building from the First Session
- Setting a tone of active engagement
- Interrupting common family patterns
- Talking process instead of content
- Don’t Do the Disorder! Staying Free of Common Errors
- What doesn’t work: content, reassurance, distraction
- Teaching families how to handle worry using process-based interventions
- Creating homework and increasing follow up
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/04/2021
Reacclimate and Regulate: Build Trust, Foster Safety, & Support Healthy Communication in Schools
As school-based professionals, we understand the losses and feelings of social isolation that our students have experienced this year. And while we’re excited for students to return to the school building, there are understandable feelings of trepidation and anxiety.
Will I be able to provide enough support?
How can I help my students' social-emotional needs post COVID-19 pandemic?
You’ll engage in a targeted roadmap to learn to Reacclimate and Regulate, which ultimately leads to student empowerment! The first stage of the journey focuses on a 5-point check-in to build awareness of the signs and symptoms of trauma across students as well as school-based personnel. Reacclimating to the school environment and fostering our own self-awareness skills are critical to moving forward into planning and action. The next stage of the journey focuses on the utilization of evidence-based strategies to create a step-by-step plan for resilience. Practical resources and tools will create an effortless environment of student learning and growth through targeting a foundation of safety, building trust and healthy communication, and empowering resilience!
Program Information
Objectives
- Describe the relationship between social emotional skills and academic success for school aged children.
- Utilize cognitive behavioral strategies to strengthen thoughts and feelings of safety and guide helpful problem solving behaviors in the school setting.
- Develop a plan to build student resilience.
Outline
- Reacclimate to Your School Environment
- 5-Point check in
- Signs and symptoms of traumatic experience in students, colleagues, and even yourself
- Move forward into planning and action
- Ready to Regulate: A Trauma Informed Toolbox to Build Trust, Safety and Communication
- Emerging to Create a Foundation of Safety
- Setting up for success: Expectations and routines
- Making a safe physical and mental space
- Connecting safe feelings, thoughts and actions
- Exploring to Build Trust, Communication, and Problem-Solving Skills
- Quick, meaningful rapport building activities
- Opportunities for connection and understanding
- Strategies to improve empathy and understanding
- Opportunities for New Learning: Small Steps
- Cause and Effect Relationships
- Supporting a Growth Mindset
- Empowering Resilience So That Students Are Confident in Their Decision-Making Skills
- Motivation and the power of choices
- Modeling best practices to students
- Going beyond “Good job"
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/04/2021
The Misattuned Family: Techniques for Reparative Work in Family Trauma
Too many children feel hurt, angry, and disconnected from their parents; and too many parents feel discouraged that their child-rearing approaches aren’t working.
Many parent-child therapies focus on improving behaviors without looking at the core issues underneath—attachment and trauma.
This recording offers an approach that focuses on the physiologic, nonverbal connection between parent and child to improve the relationship. Using two attachment-based modalities—Dyadic Developmental Psychotherapy and Theraplay—learn how to enhance regulation, connection, and joy between parents and children as well as guide parents to do reparative work around family trauma. Discover how to:
- Get to the heart of a child’s deeper thoughts, feelings, wishes, and beliefs without relying on the child’s ability to verbalize feelings
- Facilitate active dialogue between parents and children that’s both safe and gets to their core issues
- Practice scenarios for optimal arousal, affect regulation, and de-escalating child-parent dysregulation
- Learn gentle ways to intervene and redirect a misattuned or critical parent
Dafna Lender, LCSW, a certified trainer and consultant in both Theraplay® and Dyadic Developmental Psychotherapy.
Program Information
Objectives
- Implement face-to-face dialogue between parent and child to create a sense of well-being, connection and joy.
- Facilitate active dialogue between parent and child that is both safe and gets at the dyad’s core issues.
- Practice scenarios for de-escalating child and parent dysregulation optimal arousal and affect regulation.
- Apply interventions to increase healthy attachment and connection with parents.
Outline
Activities, Practices and Techniques:
- Face-to-face Dialogue Between Parent/Child to Create Well-being, Connection and Joy
- Active Dialogue Between Parent/Child that’s Both Safe and Gets at the Dyad’s Core Issues
- Practice Scenarios for De-escalating Child/Parent Dysregulation Optimal /arousal and Affect Regulation
- Gentle Ways to Intervene and Redirect a Misattuned or Critical Parent
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/04/2021
The Power of EMDR Therapy for Children with Traumatic and Adverse Experiences
Many behavioral, somatic and emotional symptoms in children are manifestations of traumatic and adverse experiences that are held in the child’s biology. EMDR therapy, its eight phases and procedural steps provide the structure for clinicians to work with the legacy left by trauma in the embodied mind of the child.
This recording will address how EMDR therapy can be organized to meet the developmental demands of children as well as inner structures formed in response to adversity and trauma. We will address the differences in the use of EMDR therapy with complex vs single incident trauma in children. What elements may need to be incorporated within a comprehensive EMDR treatment with children with histories of developmental and chronic trauma in comparison to the work with children with simple traumatic stress will be covered.
In addition, this seminar will offer a larger and a more comprehensive view of trauma as a generational story that many children affected by adversity carry within. Individual, in contrast to systemic EMDR therapy will be discussed. Clinicians attending this presentation will be exposed to the many shades and intricacies of using EMDR therapy and in addition, what makes it a powerful form of treatment for children.
Program Information
Objectives
- Design the structure of EMDR therapy to meet the child’s developmental demands.
- Determine what elements may need to be incorporated within a comprehensive EMDR treatment plan for children.
- Analyze the differences between individual, in contrast to systemic EDMR therapy with children.
- Distinguish which adjunct approaches can be incorporated into EDMR therapy with children.
Outline
- How to organize the structure of EMDR therapy to meet the child’s developmental demands
- The use of EMDR therapy with complex vs single incident trauma in children
- Individual EMDR treatment with children and their parents to heal generational wounds
- What makes EMDR therapy a powerful approach for children with histories of trauma
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/05/2021
Suicidal Risk Among Youth: Challenges and Keys to Moving Forward Post-Pandemic
The latest evidence shows youth’s suicidality has increased.
Youth have been disproportionately affected by COVID-19 due to greater social isolation, anxiety, depression, and other mental health concerns. As helping clinicians, we must stay abreast of the most effective suicide prevention programs our young clients so desperately need.
David A. Jobes, Ph.D., ABPP,. the creator and developer of Collaborative Assessment and Management of Suicidality (CAMS), is an internationally renowned expert in suicidology and treating suicidal risk.
In this session, Dr. Jobes will guide you through:
- Integrated and applied explanation of current research on the impact of COVID-19 on contemporary youth mental health and suicide risk
- Evidence-based assessments, interventions, and treatments for managing suicidal risk and helping young clients grow
- The future of youth suicide prevention and exploration of mental health nuances in a post-pandemic world
This session will leave you feeling confident and capable in your ability to move young clients toward hope and healing!
Program Information
Objectives
- Describe the impact of COVID-19 on contemporary youth mental health and suicide risk in youth.
- Utilize specific evidence-based tools for screening and assessing suicidal risk among youth.
- Implement effective management of acute risk and treatments of suicidal risk in youth.
Outline
- Youth Mental Health and Suicide Risk: An Overview
- The Impact of the COVID-19 Pandemic – Know What’s Different!
- More Efficient and Streamlined Screening/Assessing Suicidal Risk
- Step-By-step Guidance For Managing Suicidal Crises
- Nuances To Treating Suicide Risk Among Youth
- How to Decrease Suicidal Risk by Improving Mental Health
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/05/2021
Playful Parts: The Intersection of Play Therapy and Internal Family Systems
While navigating the world children are exposed to experiences such as abuse, neglect, racial trauma, mass shootings, health pandemics, and natural disasters.
With a lack of emotional literacy, emotional awareness, and coping skills children run the risk of not fully being able to communicate their thoughts, feelings, and needs. This causes their traumatic experiences to have a greater impact on their internal system and causes parts to hold pain, shame, fear, and trauma.
Imagine having the skills to address the impact of a child’s traumatic experiences, by increasing emotional awareness and decreasing reactive behaviors.
With the combination of the non-phase treatment approach of Internal Family Systems (IFS) therapy, and Play Therapy, children will now have the opportunity to learn the various parts that make them who they are, express the feelings and beliefs of their parts, gain knowledge that others have parts as well - in a creative way.
Carmen will teach us the therapeutic powers of play to facilitate communication, foster emotional wellness, enhance social relationships and increase personal strengths utilizing the steps of the Internal Family Systems therapy.
This product is not endorsed by, sponsored by, or affiliated with the IFS Institute and does not qualify for IFS Institute credits or certification.
Program Information
Objectives
- Determine the core concepts of the Internal Family System model and Therapeutic Powers of Play Therapy.
- Assess the challenges with children and families in relation to Internal Family Systems work within the Play Therapy setting.
- Develop the knowledge of a child’s protective system to decrease reactive behaviors.
- Apply the Internal Family System model to demonstrate Play Therapy and Expressive Art interventions within the therapeutic setting.
Outline
The Therapeutic Power of Play Meets Internal Family Systems (IFS)
- Why the IFS model lends itself seamlessly to play therapy
- How the core components of play therapy correlate with the 8 C’s of Self-leadership
- The benefits of merging IFS with play: emotional literacy, communication, social relationships, and more
Integrating IFS and Play Therapy
- Creative mapping to teach children about their internal world: self, protectors, and exiles
- Exploring parts with external representation in play
- Differentiating between managers and firefighters
- The 6 F’s of IFS: find, focus on, flesh out, feel toward, become friends with, and find the fear of the part
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/05/2021
School-Based Mental Health: Best Practices and Evidence-Based Interventions for Successful Treatment in a Complex Setting
The role of a school-based mental health provider is complex, nuanced, and multi-faceted. And as more schools deliver on the urgent need for mental health services for students, clinicians are finding themselves in a new role where the culture, expectations, and delivery of services is unlike any other setting.
Join Ashley Rose, LCSW, LSSW, for this 3-hour training that highlights everything you need to know to confidently provide quality care and establish your unique role within the school, including how to:
- Develop positive working relationships with teachers, administration, and support staff
- Provide evidence-based strategies and interventions for anxiety, depression, ADHD, oppositional behavior, and more
- Navigate the gray area of protecting confidentiality in such a public setting
- And more!
If you work with kids or adolescents in a school, community, or in-home setting, you don’t want to miss this compelling training – sign up today!
Program Information
Objectives
- Apply evidence-based intervention strategies for individual and group treatment, family engagement, and crisis intervention in a school setting.
- Develop effective protocol for responding to risk of breaches in client/student confidentiality when providing services in a school setting.
- Utilize effective communication and rapport building skills with school personnel who directly or indirectly work with your client/student.
Outline
School-Based Providers: Defining your Role and Getting an “In” at Your Site
- Common language in education,
- Key questions for pinpointing where your services are best utilized
- How to build positive relationships with staff while still setting boundaries
- When your physical space/office is less than ideal
- Working with staff who are skeptical of your role
Confidentiality in a Public Setting: A Balancing Act that Relies on Communication
- FERPA and HIPAA requirements – what are the gray areas?
- How to address confidentiality in groups
- Should you be included in IEP and 504 meetings?
- What to do if confidentiality is violated
- Common scenarios where confidentiality can be compromised (and what to do):
- Getting kids out of the classroom
- Seeing clients in the hallway
- When clients’ friends want to see you
- Who can see risk assessments?
- Contributing meaningfully in school meetings
- And more!
Evidence-Based Strategies and Interventions that Translate to a School Setting
- Skill building: Expression of emotion, self-regulation, distress tolerance, impulse control
- School-based interventions for anxiety, depression, ADHD, oppositional behavior, and more
- Family engagement: communication difficulties, trust building, and overinvolved families
- Group therapy: Who, when and how; pros and cons
- Beyond therapy: crisis intervention, clinical conversations, and other school consultations
Target Audience
- School-Based Clinicians
- In-Home Mental Health Providers
- School Counselors
- School Social Workers
- School Psychologists
- Counselors
- Social Workers
- Psychologists
- Marriage and Family Therapists
- Speech-Language Pathologists
- Teachers
- School Administrators
- Occupational Therapists
- Occupational Therapy Assistants
Copyright :
10/21/2020
Tech Addiction in Children & Adolescents: Brain-Based Interventions to Optimize Digital Health in Today’s Screen Culture
What does this mean for mental health, brain development, and educational outcomes?
Join Dr. Nicholas Kardaras, psychologist, expert in technology overuse, and author of the best-selling book Glow Kids, for this 90-minute recording packed with insight and strategies every clinician and educator should know about the effects of screen time – and what you can do about it.
You’ll learn:
- How screen culture has infiltrated our children and adolescents’ lives – and what it means for mental health
- The neurological impact of screen-based learning and education
- Strategies and interventions to address and moderate excessive screen use
- And more!
This is a must-see for anyone working with children and adolescents!
Program Information
Objectives
- Formulate the neurological, dopaminergic, and hormonal/adrenal impact of screen time on children, adolescents and young adults.
- Analyze the emerging research related to behavioral interventions for technology overuse.
- Designate how tech overuse can impact pre-existing mental health disorders.
- 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
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
Target Audience
- Counselors
- Social Workers
- Psychologists
- Psychotherapists
- Therapists
- Speech Language Pathologists
- Occupational Therapists
- Marriage and Family Therapists
- Case Managers
- Nurses
- School Guidance Counselors
- School Social Workers
- School Psychologists
- School Administrators
- Teachers
- Special Education Teachers
- School-based Clinicians
- Educational Paraprofessionals
- Other Helping Professionals that work with children
Copyright :
06/19/2020
Addressing Social and Collective Trauma in Children, Adolescents and their Families
This 90-minute recording unveils the concepts of social and collective trauma. Children, adolescents, and their families are impacted by societal events such as pandemics, war, natural disasters, and violent events. You will learn activities and concepts to address the impact of trauma. You will also learn unique approaches for maintaining routine, sensory-based strategies, respiratory-based techniques, and mindfulness and the connection to trauma care. The recording concludes with discussions about the future and moving beyond the trauma.
Program Information
Objectives
- Demonstrate how social and collective trauma impacts children and their families
- Assess the impact of social and collective trauma for children who have a history of complex trauma, presenting with hyper-activity, hypo-activity, aggressiveness, self-stimulatory, issues of attachment, and inattentiveness
- Implement techniques such as use of routine, sensory-based strategies, mindfulness, activation of the Vagus nerve, and respiratory-based techniques to improve comfort and security
Outline
Social and Collective Trauma
- Including those who have a history of complex trauma
- Impact on children, adolescents and their caregivers
- Effects of social isolation and resulting sensory deprivation
Treatment Approaches
- Use of routine
- Sensory-based strategies
- Mindfulness
- Activation of the Vagus nerve
- Respiratory-based techniques
Planning for the Future…Moving Beyond Trauma
- Interactive plans, goals, and vision boards
- Autobiographies and video diaries
Target Audience
- Counselors
- Social Workers
- Psychologists
- Psychotherapists
- Therapists
- Marriage and Family Therapists
- Teachers
- School Guidance Counselors
- Case Managers
- School Administrators
- Educational Paraprofessionals
- Nurses
- Speech and Language Pathologists
- Occupational Therapists
- Other helping professionals who work with children
Copyright :
03/31/2020
When the Body Says “No”: Listening to Our Stress & Re-connecting with Our Self
Stress is ubiquitous these days. And it can take a heavy toll unless it is recognized and managed effectively and insightfully. Though compassion fatigue is an oft-used phrase, how accurate is it? Does one truly become fatigued by feeling, expressing, or manifesting compassion? This recording will explore the deeper source of the well-known phenomenon of burnout, when people engaged in caring for others experience a depletion of their energies, a psychic and physical lassitude. Practices will be taught to prevent what is known as compassion fatigue, and to restore our energies if we have been affected by it. Dr. Maté’s presentation includes research findings, compelling and poignant anecdotes from his own extensive experience in family practice and palliative care.
Program Information
Objectives
- Determine the neurobiological underpinnings of stress and its effect on the body.
- Analyze the three major stressors that exist for humans and their effect on our biology.
- Evaluate ways of recognizing stress and preventing it.
Outline
- The nature of stress and its physiological consequences
- The three major stressors we must know about
- How the early environment “programs” us physiologically and psychologically into chronically stressful patterns of feeling and behavior
- Why stress remains hidden in our culture
- The stressful work environment: how to recognize it and transform it
- How to recognize stress and burnout and prevent it
- How the understanding of stress can inform and enhance our work
Target Audience
- Counselors
- Social Workers
- Psychologists
- Psychotherapists
- Therapists
- Marriage & Family Therapists
- Addiction Counselors
- Case Managers
- Physicians
- Nurses
- Other Mental Health Professionals
Copyright :
12/04/2020
Anti-Anxiety Medication in Children and Adolescents
Approximately 60% of children and adolescents in treatment will be prescribed medication for anxiety, so it is essential that clinicians know what anti-anxiety medications are available and the medications’ benefits and side effects.
Join Dr. Stephanie Sarkis, as she shares the types of anti-anxiety medications, black box warnings, and the importance of clinicians keeping open lines of communication with prescribers — helping the client and his or her parents, get the best treatment possible for their child.
Program Information
Objectives
- Determine how black box warnings on antidepressants have impacted pediatric anxiety treatment.
- Manage open communication with prescribers for best client outcomes.
- Differentiate benefits versus side effects of anti-anxiety medication.
Outline
- Types of anti-anxiety medications
- Antidepressants
- Mechanism of action
- Side effects
- Why prescribed
- Serotonin withdrawal syndrome
- Benzodiazepines
- Mechanism of action
- Side effects
- Why prescribed
- Benzodiazepine withdrawal syndrome
- Black box warning on antidepressants
- Reasoning
- How it has impacted pediatric treatment of anxiety and depression
- How clinicians can help prescribers
- Keep open dialogue
- Encourage client and parents to contact the prescriber with any questions
- Ask about client sleep difficulties
- Ask specific questions about anxiety, as it is an internalized disorder
- Have general knowledge of anti-anxiety medications
- Check for any bias against psychotropic medication
- Know your scope of practice
- Can educate, but not recommend
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
06/16/2021
A Student-Driven Approach to Support Executive Skills: Empower Youth to Take Control of Their Own Learning
The large-scale shift from in-person learning to remote and hybrid learning during the pandemic revealed the critical role executive skills play in supporting learning in students of all ages.
As students return to classrooms this fall, teachers and other school-based professionals have an opportunity to empower students to take control of their own learning through a focus on executive skills.
Join Dr. Dawson as she teaches you a student-driven approach that engages students in a discussion about their learning, what they learned from remote and hybrid learning, and how to incorporate their input in a curriculum that teaches them how to:
- Assess their own executive skill strengths and challenges
- Identify barriers to effective learning and overcome those barriers
- Troubleshoot when strategies don’t work
- Set goals that are personal, meaningful, and attainable
Students will be in greater control of their learning and teachers will be satisfied in seeing movement toward self-management and self-determination in the students they work with!
Program Information
Objectives
- Engage students in a discussion about what they learned from remote and hybrid learning and how to make in-person learning more effective.
- Use tools to assess student executive skill strengths and challenges.
- Design a curriculum to teach students about executive skills that includes 1) identifying their own executive strengths and challenges; 2) recognizing barriers that impede effective deployment of executive skills; 3) generating effective strategies for overcoming those barriers; and 4) setting learning and performance goals that are student-driven.
Outline
Student Voices
How schooling and learning works best for them
What they learned from remote and hybrid learning
Use Student Input to Meet their Needs
Ways to engage students in a discussion about their learning
How to make in-person learning more effective
Best ways to structure classrooms and schooling
Curriculum to Teach Students About Executive Function Skills
Tools to assess student executive skill strengths and challenges
Barriers that impede effective deployment
Promote student self-management and self-determination
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
07/09/2021
The Resilient Brain: Cultivating Courage & Curiosity to Expand a Child’s Capacity to Build Inner Strength
“There’s so much I want for my kids: happiness, emotional strength, academic success, social skills, a strong sense of self, and more. It’s hard to know where to even start. What characteristics are most important to focus on to help them live happy, meaningful lives?” We get some version of this question everywhere we go.
When facing challenges, unpleasant tasks, and contentious issues, children often act out or shut down, responding with reactivity instead of receptivity. This is what New York Times bestselling authors Daniel J. Siegel and Tina Payne Bryson call a No Brain response. But our kids can be taught to approach life with openness and curiosity. Parents can foster their children’s ability to say yes to the world and welcome all that life has to offer, even during difficult times. This is what it means to cultivate a Yes Brain.
Join Dr. Dan Siegel as he shares the four fundamentals of the Yes Brain to help kids develop an approach to the world that allows them to tackle the challenges they’ll face in a flexible, receptive, open-minded manner.
Program Information
Objectives
- Demonstrate two ways The Yes Brain nurtures positive potential for relational connections and meaningful interactions.
- Develop effective skills to move child from a state of No Brain response (one of reactivity) - to a state of Yes Brain response (one of receptivity).
- Assess when children need a gentle push out of a comfort zone vs. needing safety and familiarity.
- Determine what signs to look for when your child is operating from a No Brain state (dysregulation) or a Yes Brain state (equilibrium).
Outline
- The Four Fundamentals of the Yes Brain— Balance, Resilience, Insight, and Empathy
- How to Strengthen the Four Fundamentals of the Yes Brain
- The Key to Knowing when Kids Need a Gentle Push out of a Comfort Zone vs. Needing the “cushion” of Safety and Familiarity
- Strategies for Navigating away from Negative Behavioral and Emotional States (aggression and withdrawal) and Expanding a Child’s Capacity for Positivity
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/04/2021
Reaching "Unreachable" Teens & Tweens: Connecting with Oppositional and Withdrawn Adolescents
Knowing the importance of the therapeutic relationship with an oppositional adolescent is one thing; knowing how to build that relationship with someone who wants nothing to do with you is another entirely.
This 90-minute seminar weaves together the art of relationship building with the science of connection in a relatable, practical way. This compelling seminar will fundamentally change your approach with this challenging (and rewarding) population. You’ll learn:
- Must-have strategies for building trust, repairing inevitable ruptures, and de-escalating crises
- 15+ “side-door” principles for working with withdrawn and challenging young clients
- Why behavior charts, worksheets, and natural consequences aren’t going to (and never did) create lasting change
- Trauma and neurobiology’s impact on meaningful connection
Program Information
Objectives
- Utilize therapeutic strategies informed by attachment theory and behaviorism to build trust and relational reciprocity with disengaged clients.
- Determine how trauma-informed care is crucial to successful treatment with young people who exhibit oppositional or withdrawn behaviors.
- Develop non-directive techniques for teaching skills related to distress tolerance, impulse control, and emotional regulation.
Outline
Reaching the “Unreachables”: Understanding the Paradox of Oppositional Behavior
- Why the answer to opposition is connection, not compliance
- 15 “side-door” strategies for building trust and reciprocity
- The role of trauma and neurobiology in oppositional or withdrawn behavior
- How to teach skills to teens and tweens in a way that doesn’t feel like “therapy”
Target Audience
- Psychologists
- Social Workers
- Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Teachers/School-Based Personnel
Copyright :
08/05/2021