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2-Day Internal Family Systems (IFS) for Children and Adolescents, 5/13/2021 12:00:00 AM CDT, Digital Seminar More info »
2-Day Internal Family Systems (IFS) for Children and Adolescents, 5/13/2021 12:00:00 AM CDT, DVD More info »
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2-Day Internal Family Systems (IFS) for Children and Adolescents

Leslie Petruk, MA, LPC-S, NCC, BCC
Full Day
Audio and Video
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Most therapeutic models with set agendas do not work with children, especially when they are not ready to tell their story because of behavioral challenges, trauma, anxiety, and depression.

In this unique integrative training, practice creative and playful approaches to successfully engage children, move at their own pace and help them overcome their challenges.

You’ll be given an all-new process to follow so you can:

  • Integrate IFS in your work with child and adolescent clients
  • Help your young clients identify and befriend their parts.
  • Use fun and engaging activities to reduce difficulties met in their young lives!

IFS is a non-directive, and non-pathologizing model that can be effectively applied to working with children of all ages. Whether incorporating in non-directive play therapy with younger children or engaging activities with older children, utilizing IFS techniques is easily adapted to therapy with children.


Planning Committee Disclosure - No relevant relationships

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.

* Credit Note - *

NOTE: Each purchase includes CE credit for one individual (participants in full attendance will be able to print the certificate of completion after passing the online post-test (80% passing score) and completing the evaluation). Instructional methods will include PowerPoint, didactic lecture, Q&A, and others.

Continuing Education Information: Credits listed below are for full attendance at the live, interactive webinar only. This webinar is being broadcast live in real-time and must be attended live, in its entirety, in order to earn credit. You will be able to type questions to the speaker. The speaker will see the questions and address them during the presentation as time allows. Please note, your state licensing board dictates whether web-based activities are an acceptable form of continuing education. Please refer to your state rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, please contact or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession.  As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your profession's standards.

For Planning Committee disclosures, please see below.  For speaker disclosures, please see the faculty biography.

New York Counselors

PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Mental Health Counselors. #MHC-0033. This activity will qualify for 15.0 contact hours. Full attendance is required; no partial credits will be offered for partial attendance

New York Marriage & Family Therapists

PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Marriage and Family Therapists. #MFT-0024. This activity will qualify for 15.0 contact hours. Full attendance is required; no partial credits will be offered for partial attendance

Speech-Language Pathologists & Audiologists (AdStmt)

Intermediate Level

1.25 ASHA CEUs


** Please note that Speech-Language Pathologists & Audiologists must complete the post-test and evaluation within two weeks of attending the live event if they would like their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts section of the online program.

New York Social Workers

PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0008. This activity will qualify for 15.0 contact hours. Full attendance is required; no partial credits will be offered for partial attendance. 

Other Professions

This activity qualifies for 760 continuing education minutes as required by many national, state and local licensing boards and professional organizations. Save your activity advertisement and certificate of completion, and contact your own board or organization for specific requirements. 



Leslie Petruk, MA, LPC-S, NCC, BCC's Profile

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  1. Investigate the basic tenets of the IFS therapeutic model as created by Dr. Richard Schwartz.
  2. Categorize the different types of parts: managers, firefighters & exiles.
  3. Determine the positive intention of parts in child client sessions to inform treatment planning.
  4. Utilize the “YOU turn” to help your child clients become acquainted with their internal system as relates to behaviors and emotional regulation.
  5. Practice befriending and working with the child’s/adolescent’s protective parts in session.
  6. Demonstrate how to help child and adolescent clients access Self and help them to heal exiled parts.
  7. Propose how to apply IFS with children to help them understand and identify the intentions of their protective parts.
  8. Integrate IFS techniques in with play therapy techniques to improve treatment outcomes with young clients.
  9. Formulate age appropriate activities to help children identify, befriend and heal their parts.
  10. Demonstrate to child/adolescent clients the difference between speaking for their parts vs. speaking from their parts to improve emotion regulation and behaviors.
  11. Practice with the parents of child/adolescent clients in how to support their child’s use of parts language.
  12. Support parents in identifying how their parts become activated and polarized with their child’s parts.


DAY 1: The IFS Model Step by Step
Internal Family Systems (IFS) Model
  • Comprehensive, compassionate, nonpathologizing paradigm
  • Integration with various therapeutic modalities
  • Shift perspective on “psychopathology”
  • Understand the inner world of clients, self and parts
  • Heighten internal strengths for healing
  • Empirically validated treatment (Study limitations: small sample size, no control group)
  • Risks: review clinical considerations
Step-by-Step Technique
Step 1: Identify, understand, connect
  • Translate the presenting concern into part/parts
  • Map the system of parts
  • Identify protectors and exiles
  • Know where to begin
Step 2: Employ a Meditative Process, Mindfulness
  • Differentiate the person from the symptom
  • Access a state of compassion
  • Help clients to become curious
  • Connect with the target part
  • Facilitate internal attachment work
Step 3: Work with Protective Parts
  • Learn the history and benevolent intention behind the symptom
  • Establish a trusting relationship with all parts
  • Understand the fears and address concerns of protective parts
  • Discover the real story behind the symptom
  • Resolve internal conflicts
  • Gain permission to heal
Step 4: Heal the Wound
  • Inner attachment work for wounds
  • Connect with the wounded/vulnerable part
  • Witness the pain rather than relieve it
  • Retrieve the wounded part from past
  • Release feelings, thoughts, sensations, negative beliefs
Step 5: Integration
  • Invite additional inner resources
  • Integrate systemic reorganization
  • Solidify strengths/gains
DAY 2: IFS for Children and Adolescents
IFS: A Non-Directive, Child-Centered Model
  • Getting started: how to help parts feel safe and welcomed
  • Child chooses the nature of play/therapeutic process
  • Trust that the parts will emerge during play/conversation
  • Unconditional positive regard remains paramount
Incorporating IFS with Play Strategies
  • Identifying parts
  • Interviewing the parts
  • Parts mapping
  • Shaping your parts
  • Parts’ drama
  • Drawing your parts and self
  • And more!
Trauma, Attachment, Behavioral Challenges, Anxiety, Depression
  • Track the client’s parts (and yours!) throughout session
  • Work with blended parts & how to externalize parts
  • Direct access vs. in-sight
  • Developing a self-to-part relationship
Bring IFS To Life in Your Clinical Practice
  • Activities, case studies & videos
  • Externalizing a part clay activity
  • Experiential parts activity
  • Sand tray therapy video
  • Parts, exiles, and self in the sand tray
  • Developing self-to-part relationship activity

Target Audience

  • Psychologists
  • School Psychologists
  • Counselors
  • School Counselors
  • Marriage & Family Counselors
  • Social Workers
  • Educators
  • Speech-Language Pathologists
  • Creative Arts Therapists
  • Nurses
  • Any mental health professional who works with children


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