Full Course Description


Anxious Kids, Anxious Parents: Changing the Family Dance

Program Information

Objectives

  1. Articulate worry managing strategies where the client expects anxiety to occur
  2. Evaluate strategies to help clients stay focused on demoting worry
  3. Articulate methods for clients to explore skills and strengths to keep moving forward in the therapeutic setting

Outline

  • Introduction
    • What’s going on?
    • Anxious Parents Causing Anxious Children
    • Better Emotionally Equipped Children
  • Cognitive Skills Needed to Equip Children
    • Three Things Found in Children with Anxiety
  • Current Way of Handling Children with Anxiety
    • How We Need to Treat
  • Process-Based Approach vs. Content-Based Approach
  • Prevention of Anxiety and Depression
    • Cognitive Patterns and Specific Skills
      • GCP
  • Positive Expectancy
  • Family-Frontloading
  • Do NOT Support Anxiety
    • Support Uncertainty and Support being Uncomfortable
    • Teach Skills to Parents and Kids - Three Targeted Areas
  • Critical Concepts
  • Seven “Puzzle Pieces”
    • Ways/Strategies to Manage Worry
    • Targeting in School

Copyright : 03/24/2017

OCD and Children: It’s a Family Affair

Program Information

Outline

  • Family Inclusive Treatments (FITs)
    • High Family Involvement in Treatment
    • Psycho-education
    • Tackling OCD in Families
  • OCD Facts & Medication
    • SSRIs
    • CBT and E/RP
  • OCD and Comorbidity
    • Tics & Tourette’s Syndrome
    • Attention Deficit/Hyperactivity Disorder (ADHD)
    • Early Age Onset, Gender, Severity, Family Impact
    • Executive Function Overload
    • Autism Spectrum Disorder and NVLD
  • Heart of OCD
    • “Doubt-Factory”
    • Two Big Demands
      • Content vs. Process
      • Doing the Disorder?
    • OCD Content Trap
    • Content & Process
    • Entanglement
    • Family Frontloading
  • Working with Families
    • Exercise for Families
    • Demote OCD and Anxiety
    • Understanding OCD’s Control
  • Treating OCD
    • Exposure and Response Prevention
    • Expect & Face Anxiety
    • Expect Worry and Talk to It
    • Externalizing OCD
    • Willing to be Uncomfortable on Purpose
    • E/RP Interventions and Homework
  • Handling OCD
    • Home, School
    • Changing reaction to OCD Thoughts

Objectives

  1. Identify patterns of OCD to help improve treatment outcomes
  2. Articulate how to create interventions that focus on interrupting the process of OCD to help improve therapeutic outcomes
  3. Explore how to engage families in treatment using concrete explanations and homework assignments
  4. Explore how to communicate with parents and schools to help enhance consistent responses to a child’s OCD

Copyright : 03/25/2017

Mindfulness for Children and Teens: A Practical Approach

Program Information

Outline

  • Introduction & Overview
  • Growing Mindful
    • Start with Ourselves!
  • What is Mindfulness?
    • Attention, Presence, Acceptance & Non-Judgement
  • Stress and Mindfulness
    • Regress vs. Progress
  • Breathing in Mindfulness
  • Adapting Mindfulness
  • Why Mindfulness?
    • Mindful Community
  • The Developing Brain
  • “Alphabreaths”
  • The Buy-In
  • Technology and Mindfulness
  • Roadmap for Resistance

Objectives

  1. Articulate how to present mindfulness to help break through client resistance and maximize engagement in and out of the clinical hour
  2. Summarize how to use specific strategies to tailor mindfulness to inform clinical treatment interventions
  3. Compile practices that help children with depression, anxiety, PTSD, and other behavioral disorders

Copyright : 03/25/2017

Who’s Afraid of Children in Family Therapy?: How Therapists Can Help

Program Information

Outline

  • Welcome
    • Introduction to Objectives
    • Obstacles of Including Children in Therapy
    • What is Theraplay?
  • The Beginning of Theraplay
    • Head Start
    • Importance of Play
    • Attachment
    • Regulating
  • Family Therapy and Play
    • Relationship Building
  • Theraplay Parental and Therapist Aspects & Dimensions
    • Modeling by Therapist for Parents
    • Structure Dimension
    • Engagement Dimension
      • Safety
      • Attunement
    • Nurture Dimension
      • Down Regulating
    • Challenge Dimension
    • Theraplay Case Examples
  • Theraplay Sessions
    • Who to Include and When to Include Them
    • Who to Start With
  • Theraplay and DDP
    • Nonverbal Communication
    • Rhythm
    • Eye Contact
    • Affect
    • Touch
    • Focus of Therapies
    • SCNC & PACE
    • Case Examples
      • Maintaining Window of Arousal
      • Monitoring Nonverbal Communication
    • Questions and Comments

Objectives

  1. Describe a child’s needs to feel safe, trust, connect, and experience joy through the Four Dimensions of Relationship
  2. Articulate how to become a more effective communicator with children using G.R.E.A.T. (gesture, rhythm, eye contact, affect, and tone of voice)
  3. Summarize specific strategies to help optimize children’s involvement in therapy
  4. Articulate effective methods for using rhythmic movement and touch to create connection and help improve client engagement

Copyright : 03/24/2017

Children Who Bully: Strategies for Recognizing and Responding to Them

Program Information

Objectives

  1. Articulate strategies to help build social-emotional competence in kids
  2. Compile Information and advice for cultivating digital citizenship to help address cyberbullying with clients

Outline

  • Learning Objectives
    • Five separate strategies to understand and prevent bullying
  • Strategy One - Know Bullying When You See Bullying
    • Bullying Behavior
      • Purpose, Pattern, Purpose
    • Empathy
  • Strategy Two - Build Social-Emotional Competence
    • Five specific areas of social skills
      • Empathy, Kindness, Compassion
      • Emotion Management
      • Social Problem-Solving
      • Friendship Building
      • Assertiveness
    • Teaching competency skills
  • Strategy Three - Stop Bullying When You See Bullying
    • Quick Intervention
    • Assertive, Clear, Firm, Fair
    • Fifteen seconds or less
    • Role Play Responses
  • Strategy Four - Deal with Cyberbullying
    • Policies holding individual accountable
    • What makes cyberbullying bad?
    • Strategies for Professionals and Parents
      • Connections, Competency, Cared For, Control
    • Discussion of cyber-lingo
  • Strategy Five - Make it Easy for Kids to Talk About Bullying
    • Guidelines
    • Team Problem Solving

Copyright : 03/26/2017

Working with Traumatized Adolescents: How to Get Unhooked

Program Information

Outline

  • Welcome & Objectives
  • The One Big Question
    • Dependability & Isolation
  • Paradigm Shift of LH to RH
    • Co-Regulation
    • From Divided Brain to Dual Brain
  • Attachment & Trauma
    • Classifications of Attachment
    • Therapy and Attachment Trauma
    • The Traumatized Teen
    • Dissociation
  • Developmental Trauma
    • Misdiagnosis
    • Dysregulation
  • Symptoms and Body Memories
    • “Feelings Flashbacks”
  • Therapist in Trauma Therapy
    • Insecurity, Anxious, Dismissive
  • Therapy and Attachment Trauma
    • Earned Attachment Security
    • Mirroring, Mentalization, Mindfulness, Modulation
      • Four Big Hooks
    • Empathic Validation
  • Enactment & Self-Disclosure
    • Internal Working Models
    • Therapeutic Intervention Components

Objectives

  1. Describe specific adolescent attachment styles as they relate to clinical practice
  2. Apply the React, Reflect, and Respond model to best support adolescent clients in recovering from trauma

Copyright : 03/25/2017