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

  1. Apply the lens of the Polyvagal theory in appreciating the adaptive nature of behaviors in children diagnosed with and without DSM diagnoses. 
  2. Differentiate between viewing and manipulating surface behaviors and addressing the upstream causes of behaviors across diagnostic categories of the DSM. 
  3. 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 

Individual Differences and Tailoring our Support for Children and their Families  Safety is Treatment and Treatment is Safety: Practical Tips 

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

  1. Determine the differences between content-based and process-based interventions for anxiety and OCD.
  2. Develop treatment plans that focus on parental involvement.
  3. Utilize interventions to disrupt the process of OCD in the family's behaviors.
  4. Assign homework to address cognitions that bolster anxiety and depression.

Outline

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

  1. Describe the relationship between social emotional skills and academic success for school aged children.
  2. Utilize cognitive behavioral strategies to strengthen thoughts and feelings of safety and guide helpful problem solving behaviors in the school setting.
  3. Develop a plan to build student resilience.

Outline

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: 

Dafna Lender, LCSW, a certified trainer and consultant in both Theraplay® and Dyadic Developmental Psychotherapy.   

Program Information

Objectives

  1. Implement face-to-face dialogue between parent and child to create a sense of well-being, connection and joy.
  2. Facilitate active dialogue between parent and child that is both safe and gets at the dyad’s core issues.
  3. Practice scenarios for de-escalating child and parent dysregulation optimal arousal and affect regulation.
  4. Apply interventions to increase healthy attachment and connection with parents.

Outline

Activities, Practices and Techniques: 

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

  1. Design the structure of EMDR therapy to meet the child’s developmental demands.
  2. Determine what elements may need to be incorporated within a comprehensive EMDR treatment plan for children.
  3. Analyze the differences between individual, in contrast to systemic EDMR therapy with children.
  4. Distinguish which adjunct approaches can be incorporated into EDMR therapy with children.

Outline

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:  

This session will leave you feeling confident and capable in your ability to move young clients toward hope and healing! 

Program Information

Objectives

  1. Describe the impact of COVID-19 on contemporary youth mental health and suicide risk in youth.
  2. Utilize specific evidence-based tools for screening and assessing suicidal risk among youth.
  3. Implement effective management of acute risk and treatments of suicidal risk in youth.

Outline

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), 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. 

Program Information

Objectives

  1. Determine the core concepts of the Internal Family System model and Therapeutic Powers of Play Therapy.
  2. Assess the challenges with children and families in relation to Internal Family Systems work within the Play Therapy setting.
  3. Develop the knowledge of a child’s protective system to decrease reactive behaviors.
  4. 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) 

Integrating IFS and Play Therapy  

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:

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

  1. Apply evidence-based intervention strategies for individual and group treatment, family engagement, and crisis intervention in a school setting. 
  2. Develop effective protocol for responding to risk of breaches in client/student confidentiality when providing services in a school setting. 
  3. 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

Confidentiality in a Public Setting:  A Balancing Act that Relies on Communication

Evidence-Based Strategies and Interventions that Translate to a School Setting

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:

This is a must-see for anyone working with children and adolescents!

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

Neurological Impact of Screen Time and Tech Overuse

Technology in the Classroom: Helping or Hurting Educational Outcomes?

Practical Solutions and Recommendations to Manage Screen Time

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

  1. Demonstrate how social and collective trauma impacts children and their families 
  2. 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
  3. 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

Treatment Approaches

Planning for the Future…Moving Beyond Trauma

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

  1. Determine the neurobiological underpinnings of stress and its effect on the body.
  2. Analyze the three major stressors that exist for humans and their effect on our biology.
  3. Evaluate ways of recognizing stress and preventing it.

Outline

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

  1. Determine how black box warnings on antidepressants have impacted pediatric anxiety treatment. 
  2. Manage open communication with prescribers for best client outcomes. 
  3. Differentiate benefits versus side effects of anti-anxiety medication.

Outline

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:   

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

  1. Engage students in a discussion about what they learned from remote and hybrid learning and how to make in-person learning more effective. 
  2. Use tools to assess student executive skill strengths and challenges.
  3. 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 

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

  1. Demonstrate two ways The Yes Brain nurtures positive potential for relational connections and meaningful interactions.
  2. 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).
  3. Assess when children need a gentle push out of a comfort zone vs. needing safety and familiarity.
  4. Determine what signs to look for when your child is operating from a No Brain state (dysregulation) or a Yes Brain state (equilibrium).

Outline

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: 

Program Information

Objectives

  1. Utilize therapeutic strategies informed by attachment theory and behaviorism to build trust and relational reciprocity with disengaged clients.
  2. Determine how trauma-informed care is crucial to successful treatment with young people who exhibit oppositional or withdrawn behaviors.
  3. 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 

Copyright : 08/05/2021