Empty

Total: $0.00

1st Virtual Summit of EMDR Therapy with Children & Adolescents

Event Date: 
Viernes, Noviembre 30, 2018 to Sábado, Diciembre 8, 2018
Time: 
Viernes, Sábado 9:00am - 2:00pm

1st Virtual Summit of EMDR Therapy with Children & Adolescents

1st Virtual Summit of EMDR Therapy with Children & Adolescents
 

Module 1
November 30, 9 am to 11 am AZ time
 
Title: Be Creative: Enhancing EMDR for the i-Generation
Presenter: Frances Klaff Ph.D
 
Abstract
 
EMDR therapy with kids most often addresses traumatic memories. But many other issues can be appropriate targets once they are revealed. With creative sleuthing, you may uncover issues and help kids define what's bothering them; thus broadening your use of EMDR.
Contemporary problems for the i-Generation have emerged from internet access and social media. Handy tools using i-Technology to connect with kids and enhance different phases of EMDR work, will be demonstrated with video segments.  
The overall goal is to enrich your EMDR skills to effectively engage and treat this electronically driven generation, without compromising the established standardized protocol. 
Lecture, videos, power point and clinical material will provide an opportunity to ‘see how it is done'.
Content is 98% EMDR, suitable for child/adolescent therapists at all levels of EMDR experience.

1.     Participants will be able to use strategies to expand the scope of issues to target with EMDR, using creative sleuthing
 

2.    Participants will be able to identify and recognize variables related to the impact of internet technology and social media on kids' relationships and psychological adjustment

3.    Participants will be able to use strategies to engage kids and teens by incorporating traditional and contemporary tools such as i-Technology, to target, process and follow up, while adhering to the standardized EMDR model.

Frances Klaff Ph.D  is a clinical psychologist in private practice, senior facilitator and child specialty trainer for the EMDR Institute and HAP, and a certified EMDRIA consultant. As one of the pioneers in applying EMDR to children and adolescents, she has taught  workshops across the USA and internationally, and has been an invited presenter at many EMDRIA international conferences. Dr. Klaff' wrote the chapter on ‘Children of Divorce’ in Dr. Francine Shapiro’s EMDR Handbook of Family Therapy, and has contributed articles and reviews to the Journal of EMDR Practice and Research. She trained with Salvador Minuchin in structural family therapy and has integrated this into her EMDR work. Dr, Klaff's lively approach models the creativity she infuses into treating kids of all ages.

 

Module 2
November 30, 12 pm to 2 pm
 
Title: I won’t do EMDR! The Use of the ‘Sleeping Dogs’ Method to Overcome Children’s Resistance to EMDR Therapy
 
Presenter: Clinical Psychologist Arianne Struik
 
Abstract
 
Engaging chronically traumatized children in EMDR therapy can be difficult because of their avoidance or reluctance to talk about trauma experiences. Many of these children grow up in unstable families facing multiple social, and mental health problems, where child protection services have been involved. Some have been placed in out of home care and many have had multiple placements in residential facilities or foster care. Caregivers or clinicians may be reluctant to provide EMDR therapy because of the risk of potentially distressing and/or destabilizing the child by activating trauma memories seemingly forgotten or dissociated.
A wide range of issues can create barriers for chronically traumatized children to engage in EMDR therapy. The Sleeping Dogs method was developed to assist chronically traumatized children to overcome barriers and engage in EMDR therapy, and to ensure support for them during and after therapy. The metaphor ‘sleeping dogs’ refers to traumatic memories that children refuse to or cannot discuss; by waking up the ‘sleeping dogs’, traumatic memories become accessible and treatable.
This presentation provides an introduction in the Sleeping Dogs method. Participants will learn to analyze cases by using the Six Tests Form to discover possible reasons why the child is resistant. For example, a child may not want to discuss sexual abuse by dad because of fears that contact with him would be ceased, or not wanting to discuss domestic violence by the divorced foster parents for fear that may trigger and upset the foster mother. This structured assessment provides a framework to plan interventions focused on overcoming the identified barriers and start processing of traumatic memories with EMDR therapy. One of the key factors in this method is the involvement of (extended) family members, even when they have abused or neglected the child and may have little or no contact with them and when reunification is no option. Case examples and video material will be used to demonstrate the use of this method.

1.     Participants will have an overview of all potential barriers for chronically traumatized children to commence with EMDR therapy
2.     Participants will be able to make a structured assessment of the potential barriers for their cases with the Sleeping Dogs method

3.     Participants will be able to identify the necessary elements of the treatment plan to overcome the barriers for their cases.

 

Arianne Struik is a clinical psychologist, family therapist and EMDR practitioner and consultant. Originally from the Netherlands, she worked in Child and Adolescent Mental Health for twenty-two years as a clinical psychologist and program director. She then moved to Australia and became director of The Institute for Chronically Traumatized Children (ICTC) from which she provides specialized trauma treatment, as well as workshops, training, supervision and research from the Institute for Chronically Traumatized Children. She developed the award-winning Sleeping Dogs method, described in the book Treating Chronically Traumatized Children (Struik, 2014) and teaches internationally on the treatment of trauma and dissociation in children. She is member of the European ISSTD Child and Adolescent Committee and convener of the Australian Psychological Society EMDR Interest Group. 

Module 3
December 1, 9 am to 11 am AZ time
 
Title: 5 Creative Methods to Help Kids Move Through Desensitization and Reprocessing
Presenter: Carolyn Settle, MSW
 
Abstract
This two-hour webinar focuses on helping therapists understand the unique ways in which children and teenagers reprocess during desensitization.  The areas specific to children/teens which will be discussed include; the speed of processing, affect and behavioral changes during reprocessing and the implications of developmental milestones. Participants will learn how to address issues such as; avoidance/resistance, fluctuations in SUDs and difficulty with child/teen focus.  Participants will learn how to apply five creative methods to facilitate reprocessing through the use of; fantasy, metaphors, self (the therapist), client interests/genre and play.  Participants will also learn how to assess the end of a channel, check the target and end a session.
 

1.     Participants will be able to list three areas specific to children/teens that may be part of reprocessing.
2.     Participants will be able to identify three issues of difficulty when reprocessing with children/teens.
3.     Participants will be able to use three of the five creative methods to assist children/teens with reprocessing.
4.     Participants will be able explain how to recognize the end of a channel.

 

Carolyn Settle MSW has been counseling children, adolescents, and adults for 39 years during that time she has worked in hospital settings, community behavioral health and in private practice. This depth of knowledge has given Ms. Settle the experience and ability to work with a variety of challenging issues and to be able to help people in effective and empowering ways.
​Ms. Settle is trained in Gestalt therapy, psychodynamic therapy, Cognitive Behavioral Therapy, and Eye Movement Desensitization Reprocessing (EMDR).  Ms. Settle uses a solution-focused approach in a supportive and encouraging atmosphere.

Module 4
December 1, 12 pm to 2 pm
 
Title: “My Child Scares Me!” Educating and Supporting Parents who are Raising Traumatized Children & Teens
 
Presenter: Debra Wesselmann, MS, LIMHP, Cathy Schweitzer, MS, LIMHP, & Stefanie Armstrong, MS, LIMHP
Abstract
Parents are often unaware that their children’s behaviors are driven by trauma, and they often arrive at the therapist’s office angry and frustrated. Participants will learn to assist parents with understanding the triggers to their children’s behaviors and effective “Integrative Parenting” responses.  Participants will learn to utilize the Parental Bonding Instrument (PBI) to help parents look at influences from their own early lives that impact their relationships with their children and use the floatback to find relevant parent targets for EMDR therapy.
 

1.     Provide parents with “Integrative Parenting” responses to their traumatized children’s behaviors as informed by the AIP model.
2.     Utilize the Parental Bonding Instrument (PBI) to help parents look at influences from their own early lives that impact their children.
3.     Implement the floatback to find the most powerful EMDR targets to eliminate parents’ triggers.

 

 

Module 5
December 7, 9 am to 11 am AZ time
 
Title:  Integrating EMDR and Play Therapy for Complex Trauma in Younger Children
 
Presenter: Ann Beckley-Forest, LCSWR, RPTS and Annie Monaco, LCSWR
 
Abstract
EMDR Therapy holds great promise for the healing of trauma and attachment wounds for our young child clients, but how can we get them to do it? We will work towards an understanding of how the using the EMDR protocol in the context of a play therapy setting enables young children to process, paying special attention to how to build resources and look for opportunities for processing in the play. We will include specific resources that rely on engagement and fun to help ground children throughout the process.

1.     Participants will be able to develop a shared language with children around emotional parts through the use of a dissociation doll.
2.     Participants will be able to employ a play therapy intervention for resource installation during preparation phase that incorporates tactile and kinesthetic learning with toy swords.

  1. Participants will learn how to access resources during desensitization phase with a resource wand and build a bridge to processing from the play therapy context.

 

Annie Monaco is a Licensed Clinical Social Worker and a faculty member of the Child Trauma Institute and travels extensively throughout the US and Asia teaching EMDR and specialty areas including children, teens attachment and dissociation. She has been an EMDR trainer, consultant and co-regional coordinator of the Western NY Region for over 10 years. She has extensive training in complex trauma, attachment, family therapy, and play therapy.   Her private practice has included foster care, out of country adoptions, juvenile justice and dissociation.
Ann Beckley-Forest is a Licensed Clinical Social Worker in private practice in Buffalo, New York.   Her specialties include attachment and child and adolescent trauma.  She is a registered play therapist and supervisor and approved provider of play therapy continuing education through the Association for Play Therapy.   She is certified in EMDR and is an EMDR Approved Consultant and a faculty member of the Child Trauma Institute.  She has given trainings locally and internationally.  Her primary interest is in the intersection of play therapy and EMDR and has published on this topic in the September 2015 issue of Play Therapy.

 

Module 6
December 7, 12 am to 2 pm AZ time
 
Title: How the Development of Processing Speed, Memory, and Mentalizing Impact the Treatment Progression of EMDR Therapy with Infants to Adolescents
 
Presenter: Robbie Adler-Tapia, Ph.D.
Abstract
Through the 8 phases and three-pronged conceptualization of EMDR therapy, the individual client's unique presentation including processing speed, short-term memory, working memory, emotional intelligence, intellectual level, and mentalizing proficiencies impact the treatment progression.  This workshop will focus on enhancing the therapist’s conceptualization of each phase of EMDR therapy treatment with consideration of how the client’s processing speed may change the flow of therapy; how the client's level of intelligence and memory impact treatment; and finally, how mentalizing impacts trauma reprocessing.  Furthermore, the client’s developmental mastery, attachment experiences, and Adverse Child Experiences influence how the phases of treatment unfold.  This workshop is consistent with standard EMDR therapy superimposed with contemporary developmental and theoretical considerations from psychotherapy.

1.     Therapists will be able to define processing speed, short-term memory, working memory, emotional intelligence, intellectual level, and mentalizing: and then understand how these proficiencies impact the treatment progression through the Phases of EMDR Therapy.  
2.     Participants will gain advanced skills in case conceptualization through each phase of EMDR therapy treatment with consideration of how the client’s processing speed may change the flow of therapy; how the client's level of intelligence and memory impact treatment; and finally, how mentalizing impacts trauma reprocessing.  
3.     Participants will learn so assess the client’s developmental mastery, attachment experiences, and Adverse Child Experiences and determine how each influences how the phases of EMDR Therapy treatment unfold. 

 
 
 
 
 
 
 
 
 

Dr. Adler-Tapia  is a licensed psychologist who has worked with individuals encountering trauma, attachment and dissociation for more than 30 years. She provides treatment of children of all ages including those with intellectual and/or developmental disabilities. Her career includes providing counseling, consultation and psychological services for children and families referred by child welfare, Military Veterans, and Public Safety Professionals. Dr. Adler-Tapia also provides post-shooting debriefings and treatment of acute stress and trauma with Law Enforcement Professionals, and consults with Law Enforcement Agencies. She has authored several books, chapters, and articles on treating trauma including “EMDR and the Art of Psychotherapy With Children: Infants to Adolescents” with Carolyn Settle in 2018, and “Child Psychotherapy: Integrating Developmental Theory into Clinical Practice.” In 2012. Dr. Adler-Tapia’s volunteer work includes collaborating on the CEBC update and SAMHSA approval for EMDR therapy with children, as the Mental Health Consultant for PISTLE, and as a member of the Arizona State Subcommittee on PTSD in the Military and Public Safety.  Dr. Adler-Tapia considers her greatest accomplishments is her marriage of almost 30 years to Dr. Hugo Tapia and raising their 3 children.  

 

Module 7
December 8, 9 am to 11 am AZ time
 
Title: Trauma Related Phobias and the “Memory Entry Strategy” in EMDR Therapy with Children & Adolescents with Complex Trauma
 
Presenter: Ana M Gomez, MC, LPC
Abstract
Children and adolescents with severe traumatization and complex trauma present with dysregulation or constriction of the affective system and display trauma related phobias, especially fear of the memories of trauma. Considering that the ultimate goal in EMDR therapy is to promote assimilation and integration of the memories that are underneath the symptoms, phobias can significantly impede the accessing of such traumatic memories. The standard procedural steps of phases 3 through 6 of EMDR therapy provide one powerful entry way into these memories. Sometimes despite extensive preparation, these children do not tolerate accessing the full memory in such a direct and straight forward way. Children with complex trauma and dissociation may need “entry strategies” that access the memory gradually using titration to avoid increasing trauma related phobias.  This presentation will provide a number of “entry strategies” for accessing traumatic memories such as pendulation, Peritraumatic resources and more. In addition, two protocols directed to layer the memory will be presented.
 

1.     Participants will be able to use case conceptualization skills and ways to structure the processing phases with children with severe traumatization.
2.     Participants will be able to use “memory entry strategies” with children with complex trauma.
3.     Participants will be able to use two protocols to layer the memory of trauma.

 

Ana M. Gómez, MC, LPC, is a psychotherapist in private practice and a national and international speaker on the use of EMDR therapy and other adjunct approaches with children and adolescents with complex trauma, attachment injuries, and dissociation. Ana was the recipient of the 2011 “Distinguished Service Award” from the Arizona Play Therapy Association and the 2012 Sierra Tucson “Hope Award.” She is a trainer of trainers for the EMDR Institute and EMDR-IBA, and she is the founder and director of the Agate Institute in Phoenix. Ana is the author of Dark, Bad Day Go Away: A Book for Children about Trauma and EMDR Therapy, the Thoughts Kit for Kids, Stories and Storytellers, the Thinking Mind, the Heart, and the Body: A Book for Children about Healing and EMDR Therapy and the co-author of All the Colors of Me: My First Book about Dissociation. She has also authored several chapters in books on the use of EMDR therapy with children. Her latest book is EMDR Therapy and Adjunct Approaches with Children: Complex Trauma, Attachment, and Dissociation. Ana has also developed several programs and protocols, such as the EMDR-Sandtray protocol and an attachment-informed EMDR program for parents and children to heal intergenerational trauma.

Module 8
December 8, 12 pm to 2 pm AZ time
Title: The Autism Protocol :  Tolerating the Intolerable… 
 
Presenter: Susan M. Darker-Smith, MSC, LLM
Abstract
This workshop assumes a basic understanding of autism
Wing (1979) identified the ‘triad of impairments’ which exists within all the autistic children they studied : such as social interaction, social imagination and communication.A full understanding of autistic spectrum disorders and gender differentials will be discussed during the workshop. Working with autistic spectrum disorders can create challenges in providing effective EMDR therapy for many reasons:
·      The ‘literalness’ of clients on the autistic spectrum may cause barriers to resourcing and developing a safe place for some clients – although often ‘surrealist’ safe places are the norm with this client group.
·      Autism can actually be protective against developing trauma and as such, the autistic client’s experience of trauma might be something we would not necessarily consider a trauma.  This requires an open awareness of the autistic child’s perception of trauma.
·      The autistic client may struggle to generalize the target memory (hence 22 memories of perceived school bullying may need to be treated as 22 separate targets – each with identical negative cognitions and emotions attached) due in part to the lack of flexibility and generalizability inherent within an autistic spectrum disorder.
·      The client may experience temporary relief from a perceived trauma only to have a different issue be reported as the primary distressing life event – hence the target itself tends to ‘loop.
·      The client persists in experiencing almost unrelenting anticipatory anxiety about different often seemingly unrelated issues, which appears difficult to treat and shifts from one anxiety to another,
In the protocol for Autism, many of these issues are directly addressed by the target selection which in this protocol, dictates that the biggest issue for children and adolescents on the autistic spectrum is the fear of unpredictability of both events outside the client’s scope of control and also the unpredictability of emotions. 
In autistic children, there is an inability for many to mentalize (the ability for abstract thought) causing trait anxiety (characterologically based anxiety) which becomes externalized onto situations in order to create sense and order.  This then causes shifts within targets, in an attempt to make sense of the somatic anxiety experienced by the child.  By anchoring the somatic sensations and creating a conditioned  response, the child thus has an increased locus of control.  The process of creating grounding responses to emotions (Omaha) further reduces distress in connection to emotions feeling ‘unsafe’ and threatening for the autistic child, giving them not only an emotional vocabulary but also grounding strategies to help make the intolerable tolerable.
Using a structured approach in which the fear of the future is addressed prior to treating perceived traumas additionally reduces shifts & looping from one target memory to another.
In this workshop, the structure of the Autism Protocol will be addressed alongside clear rationales as to why when working with clients on the Autistic Spectrum, the first target has to be the fear of uncertainty alongside the use of emotional labelling and grounding techniques to provide not only an emotional vocabulary but also a way for children and adolescents on the autistic spectrum to manage and titrate their own emotions. 

Ce-Classes.com is approved by:
 
·       Ce-Classes.com is approved by the American Psychological Association to sponsor continuing education for psychologists.  Ce-Classes.com maintains responsibility for this program and its content.
·       Association of Social Work Boards (ASWB) CE-Classes.com, provider #1142, is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org, through the Approved Continuing Education (ACE) program. CE-Classes.com maintains responsibility for the program. ASWB Approval Period: 1/5/2017-1/5/2020. Social workers should contact their regulatory board to determine course approval.
·       The Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling Provider #852 BAP-Expires 3/31/2019
·       California BBS: Ce-Classes.com is approved to provide continuing education by the following professional organizations: ASWB and APA.  The California Board of Behavioral Sciences, BBS, recognizes relevant course work/training that has been approved by these nationally recognized certifying bodies to satisfy renewal requirements.
·       The California Association of Alcoholism and Drug Abuse Counselors (CAADAC) Provider Number OS-12-174-1116 Expires 11-2018
·       The Texas Board of Social Work Examiners, Continuing Education Provider – 5674 expires 4/30/2019.
·       The Texas Board of Professional Counselors, Continuing Education Provider – 1622 expires 2/28/2019.
·       Massachusetts Authorization Number: (TBD)
·       Ohio Counselor, Social Worker and Marriage and Family Therapist Board – Provider # RCST031201 Expires 5/31/2019
·       The Florida Board of Nursing (CE Provider #: 50-4896) Expires 10/31/2018 Do not send certificates to the Florida Board of Nursing. You must keep this certificate for 4 years.
·       The California Board of Registered Nursing. CEP 15647 Expires 11/30/2018
·       New York Social Work Board NYSED Provider #120
·       This course is NOT APPROVED for NBCC 
14 EMDRIA CE Hours approval pending: Ana M Gomez, MC, LPC is a  provider approved by EMDRIA. EC Provider #07005
14 EMDRIA CEs (approval pending) FOR PARTICIPANTS FULLY TRAINED IN EMDR THERAPY (Part 1 & 2)
Grievances and complains are reviewed within 8 working days. If you have a formal grievance please do it in writing.  Please expect a response within 10 working days.
 
“Licensed Professionals should contact their regulatory board to determine course approval”