Introduction to "TikkunTrauma Therapy: Incorporating Expressive Therapies in Trauma Treatment

The word "tikkun" in the Hebrew language means to reconstruct, repair, correct, improve, rehabilitate. This innovative therapy offers a three stage treatment approach utilizing Expressive Therapies to facilitate healing for trauma survivors. The first stage addresses the mourning phase, enabling the client to express anger, frustration, mistrust, sadness and other feelings that need to be expressed and processed using Psychodrama, Drama Therapy, Music, Art therapy and other Expressive modalities. This creates distancing and clarity in order to free some space which will enable clients to create an inner container to hold stage two. The second stage is the correction phase. Using techiques derived from Playback Theatre and Drama Therapy, the client has the opportunity to take charge and to redirect the traumatic scene. This unique experience produces a new and revised re-frame for traumatic events. When accomplished and implemented this new frame will be added to any flashback experience, thus easing clients' pain and tension and allowing them to move on to the third stage. In stage three, the client is connected to a form of suitable artistic expression which leads to a tangible "creative product" including: artwork, music, a dramatic or a written piece. This innovative creation will lead to the completion of the therapy process by utilizing the clients' creative force to produce an aesthetic product from the shattered pieces of the traumatic experience. Participants in this introductory two day session will have the opportunity to creatively and didactically experience the 3 phases of treatment. In addition, we will process videotaped and recorded examples of the power of this modality in the clients' healing journey.


Learning Objectives:

1. Identify and describe the three phases of TikkunTrauma therapy and specific ways to safely move clients through each phase.
2. Describe the value and advantages of incoporating expressive therapies into trauma threatment.
3. Identify and implement at least five creative strategies designed to help clients grieve, re-story and move beyond their traumatic experiences.

Making Them Whole Through the Sum of Their Parts: Decreasing Resistance and Promoting Healing Through Inner Child and Parts Work.

In this two day intensive, we will learn how to creatively and experientially go beyond a singular view of the self, and embrace, instead, the notion of the many-faceted self. Using paradigms created by John Bradshaw, Charlie Whitfield and Richard Schwartz, we will explore the notion of the "inner child" and other internal parts that influence our thoughts, feelings and behavioral choices. Participants will learn to re-frame "resistant" or "uncooperative" client reactions as the behaviors of protective inner parts and will discover ways to acknowledge and honor these parts will helping clients access their most evolved and compassionate core "Self." Creative modalities including: mapping; two-handed writing; collaging; double-chairing exercises; guided imagery; role plays; case presentations; and live demonstrations will enable participants to safely access their own inner parts, which will enhance a sense of groundedness and clinical competence. In addition, these strategies will help participants gain mastery over how to incorporate this paradigm into their clinical practice. Clinicians will come away from this fun and informative training with new tools to work with client "resistance," while helping "stuck" clients feel less internal conflict and more internal cooperation. This approach lets therapists feel more hopeful, greatly reduces the "roadblocks" to healing and gives clients a much greater sense of empowerment as well. Althought this training is not focused on DID, the approach is completely applicable when working with that population as well.


Learning Objectives:

1. Identify and describe the function of common parts including: the inner child; inner critics; and the compassionate "Self."
2. Describe and implement at least five strategies designed to access inner parts, enhance internal communication and foster cooperation.
3. Demonstrate an ability to utilize the "parts" paradigm to work through roadblocks and "resistance" in session through role play and case analysis.
4. Learn to access the clinician's "competent Self" to enhance efficacy and self-confidence in our professional work.

Healing the Healer: Enhancing Clinician Efficacy and Self-Care

Helping Professionals are born with the gift of assisting others in their healing journey. In our desire to "do it right," we often lose sight of the most important element-ourselves. Yet, our efficacy as professionals is really contingent upon the extent to which we take care of ourselves personally. In this two day training, participants will have the opportunity to didactically and creatively explore thier own growth journey as professionals. In safe, playful, and fun ways, we will incorporate meditation, art modalities, movement, writing exercises, breathwork, and group and dyadic work into the training, enabling clinicians to intellectually and creatively process and grow from their insights. The first day of the training is about the journey to becoming a therapist and its inherent challenges. We will explore how to give ourselves permission to non-judgmentally and compassionately re-evaluate where we are in our work and how we got there. On the second day, we will focus on moving forward; creating a newfound sense of hope about our work, and re-committing to enhanced self-care. We will learn how to identify and implement professional and personal goals that resonate with our most authentic selves. This training will great benefit clinicians who sometimes feel stuck, bored, overwhelmed, tired of or triggered by the work. It will re-invigorate a sense of competence, strengthen boundaries, and re-connect participants to a level of self-awareness and self-care that can enhance all arenas of life. All of the creative modalities and processing strategies can also be used by clinicians in their work with clients.

Learning Objectives:

1. Identify the ways in which we help others versus helping ourselves and the arenas where self-care gets diminished
2. Distinguish between the joys and challenges of clinical work and the cognitive, emotional, and behavioral impact of both.
3. Identify at least three ways that helping professionals inadvertently sabotage their efficacy, and the physiological toll that it takes.
4. Describe and implement at least three ways to enhance self-awareness and self-care, including the incorporation of a "future self" and a re-committment exercise designed to cognitively and behaviorally promote better boundaries and professional competence.
5. Incorporate at least five creative strategies that clinicians can use with clients to address and promote increased self-care.

When it's Not the Brady Bunch: Assessing and Strengthening your Clients' Parenting Skills

In this workshop participants will learn how to use the context of an office, school or home visit to observe parent-child interactions and assess for healthy vs. dysfunctional parenting styles. We will explore the roots of dysfunctional parenting, and identify several different types of ineffective parenting styles which will be illustrated with videos. We will address dynamics related to traumatized parents and the impact it has on their parenting skills and the therapeutic alliance, including the effects of triggering and traumatic transference.

We will process ways to approach clients about parenting issues and how to incorporate modeling, ego-strengthening, normalizing and dispelling "parenting myths" into treatment. We will discuss a specific parenting paradigm that fosters cooperation rather than obedience, and process strategies that are designed to improve communication and childhood self-esteem while enhancing clients' efficacy as parents. We will also address ways to model healthier parenting for our clients. We will also discuss ways to work with "resistant" or difficult caretakers, and how to confront abusive parenting without creating power struggles or alienating the client.


Learning Objectives:

1. Identify at least three ways in which prior trauma impacts parenting skills.
2. Identify at least four different dysfunctional parenting styles.
3. Describe and utilize at least five strategies designed to foster cooperation rather than obedience in the parent-child relationship.
4. Identify at least three strategies designed to confront parents about "abusive" parenting.

The Impact of Domestic Violence on Parenting: If the Storm is Over, Why is it Still Raining?

In this workshop, participants will increase their knowledge about how interpersonal violence and abuse affects the parent’s ability to parent in a healthy, connected manner. We will identify specific parenting challenges for survivors of interpersonal violence and abuse. We will explore survival strategies that parents may adopt to cope with the traumatic stress of the abuse and violence. We will identify strength-based interventions to prevent or repair damaged parent-child relationships and to promote positive parenting. We will explore the healing process for both the parent and the child as they establish a safe and stable environment where they can have positive experiences.


Learning Objectives:

1. Identify at least three ways in which being a survivor of interpersonal violence impacts parenting skills.
2. Identify at least ten maladaptive parenting survival strategies.
3. Describe and utilize at least five strategies designed to reinforce positive and nurturing parenting.
4. Identify ethical considerations and guidelines and strategies for therapist self-care in working with parents and children who have experienced interpersonal violence and abuse.

Using Yoga for Affect Regulation and Self-Care

It is well-known that yoga can improve mood, reduce anxiety and engender an overall experience of emotional renewal, balance, and clarity of thought. While the mechanisms by which yoga has these effects are not (as of yet) clearly outlined and investigated within the context of western medicine, the strategies are still available for clinical application. This workshop acknowledges the challenges of sufficiently learning specific techniques and modifying them for office settings and provides tips on how to do so. In addition to an introduction to effective yoga-based techniques for affect regulation and yoga-based cognitive interventions with clients, clinicians will be reminded of the value of identifying workplace burn-out. This workshop is specifically geared towards individuals who work with anxious and stressed clients- with symptoms ranging from mild to extreme. Manifestations including insomnia, obsessive thoughts, panic attacks and flashbacks will be addressed through yoga. The training will be both didactic and experiential so that techniques learned can be easily replicated and shared. It will include poses, breath-work and meditation. Together, we will learn about the nervous system, its physiological reactions to stress and how to manipulate it to facilitate an experience of ease. This workshop will also serve as a gentle (and enjoyable) reminder of the value of incorporating a regular practice of self-soothing techniques into challenging work environments in an effort to minimize workplace fatigue.


Learning Objectives:

1. Identify at least three ways in which being a survivor of interpersonal violence impacts parenting skills.
2. Identify at least ten maladaptive parenting survival strategies.
3. Describe and utilize at least five strategies designed to reinforce positive and nurturing parenting.
4. Identify ethical considerations and guidelines and strategies for therapist self-care in working with parents and children who have experienced interpersonal violence and abuse.

Interviewing Victims of Abuse: The Key to Getting It Right

In this two day training, co-led by Lisa Ferentz and Dave Thomas, a retired investigative detective with an expertise in domestic violence, participants will learn in a multi-disciplinary team approach, some of the most innovative and effective ways to address issues related to intimate partner abuse and sexual assault. Enhanced by the processing of videos, along with small and large group exercises, we will explore issues including: the latest research on domestic violence and sexual assault; trauma, PTSD and its multi-faceted impact on memory, dissociation, and the way an individual presents throughout the legal process and beyond. We will also discuss the vulnerability of trauma survivors to future victimization, blaming the victim and false reports. Particular emphasis will be placed on sound investigative techniques designed to ehance the efficacy and safety of the interview process. We wil also address the pros and cons of using The Reid Technique when interviewing these clients. This unique training is highly recommended for law enforcement, state's attorney office staff, parole and probation staff, victim and child advocates, first responders, and all mental health professionals who work with this population.
Learning Objectives:

1. Identify at least five ways in which trauma effects memory and dissociation.
2. Describe at least four ways in which trauma impacts the way a sexual assault or DV victim might present to first responders.
3. Identify at least 4 contraindications for using The Reid Technique when interviewing this population.
4. Describe the "5 Musts" for sexual assault/DV investigations to enhance the efficacy of the interview process.

Assessing and Effectively Treating Obsessive-Compulsive Disorder

Treatment of OCD is an enigma to most therapists, as typical talk therapy not only doesn't work, but seems to increase compulsive symptoms. Until fairly recently, with the advent of television talk shows, and intense research, OCD seemed to be a rare, untreatable mental illness. Although it is present in 2.5% of the population, most people with OCD tend to be adept at hiding their symptoms. In this workshop, participants will be taught the neurobiology of OCD, and learn how to accurately assess, and treat it through the use of cognitive/behavioral strategies. These include exposure/ritual prevention, and cognitive reprocessing. There will also be a summary of appropriate medications and chemical reasons for their use. Participants will be asked to bring in case examples for treatment planning.


Learning Objectives:

1. Understand criteria used to diagnose OCD, and differentiate between other disorders
2. Differentiate between obsessions and compulsions and understand how they work in tandem
3. Assess OCD and severity through use of the Yale Brown Obsessive Compulsive Scale (YBOCS) and Padua Inventory
4. Understand brain structures and chemicals related to OCD.
5. Learn how to set up a treatment plan, using cognitive restructuring, and exposure/ritual prevention
6. Use of participant's cases to explore treatment planning and practice treatment strategies.

Understanding and Working with Self-Injurious Behavior

Many clinicians are challenged and frightened by adolescents and adults who engage in self-harming behaviors. In an effort to decrease helping professionals’ anxieties and increase their knowledge base, this workshop will integrate information gathered from an extensive review of the literature with clinical anecdotes taken from the presenter’s work with clients who engage in self-injury. We will process categories, definitions and manifestations of self-injurious behaviors, and address issues of co-morbidity.

We will explore the myriad of reasons why clients hurt themselves with a special focus on the onset of self-injury as it relates to the developmental challenges of adolescence and the impact of neglect, trauma, and abuse. Participants will learn about a specific “cycle of self-harm” which emphasizes the impact triggering events, negative cognitions and affect, dissociation, and anxiety have on self-harming behavior. It also provides helping professionals with a concrete model for intervention.

A variety of creative and effective treatment strategies will be offered to help reduce and eventually extinguish the behavior. These strategies are also applicable to other manifestations of self-harm including: eating disorders and addictions. Helping professionals will learn specific ways to “work with” self-injury without engaging in power struggles, increasing the behavior, or relying on ineffective “safety contracts”. A more effective, alternative contract, called CARESS, will be presented. Clinical case examples, video, clients’ writings and artwork will be incorporated into the workshop.


Learning Objectives:

1. Identify three categories and at least five characteristics of self-harming behavior.
2. Understand the onset of SIB and its relationship to trauma, parental absence, and the developmental challenges of adolescence.
3. Understand the cycle and perpetuation of self-injury, and the ways inwhich dissociation and anxiety influence the process.
4. Identify at least 6 reasons why clients hurt themselves.
5. Identify at least 5 intervention strategies, including CARESS, designed to avoid “power struggles” and eventually extinguish the behavior.

Ethical Dilemmas in Clinical Practice

In this highly interactive three hour training, we will explore, in creative and fun ways, both the NASW and The Board of Social Examiners Code of Ethics and process the many red flags that indicate a possible deviation in the standard of care. Issues including: confidentiality; general conduct; the client-therapist relationship; sexual misconduct; boundaries; conflicts of interest; and termination will be discussed. Using case vignettes and video clips from popular films, participants will have the opportunity to discuss a wide variety of clinical scenarios that both subtly and overtly challenge professional ethics and trigger counter-transferential responses in the helping professional. This is an ethics workshop that will actually keep you interested and engaged!


Learning Objectives:

1. Identify at least five deviations in the standard of care regarding the general conduct of a clinician as outlined by The Board of Social Work Examiners.
2. Provide three examples of conflicts of interest in the client-therapist relationship as outlined by the NASW Code of Ethics.
3. Describe at least five red flags that indicate a possible deviation in the standard of care in the client- therapist relationship.
4. Identify at least three deviations in sexual conduct as described by The Board of Social Work Examiners.
5. Describe at least three ethical responsibilities regarding proper termination as outlined by the NASW Code of Ethics.

Making the Connection: Adolescent Substance Abuse and Trauma

Trauma has been shown to adversely affect many of the neurobiological systems responsible for cognitive development and regulation of emotions and behavior. In adolescents, this can manifest in delays in the developmental processes that would normally enable them to effectively evaluate the consequences of their behavior, to make realistic appraisals for danger and safety, to moderate daily behavior to meet long-term goals, and to make increased use of abstract thinking for academic learning and problem solving. This workshop will focus on the impact of traumatic stress on adolescent development and behavior, while offering assessment and treatment strategies to implement healthier ways of coping and to better manage affect arousal in teens who have historically turned to substances as a way to self-soothe.


Learning Objectives:

1. Describe the impact of child and adolescent traumatic stress on the development and behavior of adolescents.
2. Understand the relationship between child and adolescent traumatic stress and co-occurring disorders, including: depression; anxiety; PTSD; and substance abuse.
3. Learn about assessment and treatment strategies for adolescents impacted by traumatic stress.
4. Identify 5 creative treatment strategies and modalities to support adolescents in identifying and implementing adaptive coping methods to regulate arousal level and modulate affect.

Helping Clients Discover and Re-connect with their Spirituality

In this three hour training, co-led by Rabbi Goldberger and Lisa Ferentz, we will process the benefits of incorporating faith, spirituality and/or religious traditions into a trauma survivor's healing work. We will explore the ways in which spirituality can impact short and long-term healing outcomes. We will identify and discuss common therapy themes including: using a client's existing sense of faith to assist in the healing process; helping clients who struggle with a loss of faith that may or may not be trauma-based; working with clients who feel angry at G-d; helping clients who feel betrayed by G-d; and broaching the subject with clients who have never felt spiritually connected. We will explore the ways in which spirituality and faith can help clients move beyond their trauma, recognizing that even "struggling" with faith can be growth-producing. In addition, we will process the criteria that should be on board when clients or clinicians choose to incorporate clergy into treatment so the work stays reparative rather than re-traumatizing. Participants will have the opportunity to process clinical case examples and will be encouraged to supply their own clinical anecdotes as we explore the ways in which conversations about spirituality effect the therapeutic alliance as well as the trauma survivor's healing journey.


Learning Objectives:

1. Describe the similarities and differences between spirituality, faith and religion
2. Describe the short and long-term impact that spirituality and faith have on a trauma survivor's healing.
3. Identify at least five "spiritual" issues that surface for trauma survivors during the course of therapy.
4. Identify at least three criteria that should be present in clergy who offer their services as a part of a client's healing work.

Diagnosing and Treating Dissociative Identity Disorder

DID (formerly multiple personality disorder) is frequently misdiagnosed, under-diagnosed and misunderstood, creating anxiety, counter-transferential issues and intense challenges for treating clinicians. Both beginning and advanced practitioners working with or interested in learning about the creative coping strategies of childhood trauma and the dissociative process will benefit tremendously from this workshop.

Using case scenarios, videotapes, clients’ artwork, and journal entries, we will process six main areas of treatment including: dissociation and other symptomatology; diagnosis; safety, containment and other relevant treatment issues; creative treatment modalities; fusion, integration and life beyond DID; and common pitfalls that most clinicians encounter during the work.

Practitioners will gain newfound understanding of the disorder, learning to re-frame and de-pathologize many of the common “symptoms” and presenting problems. They will learn creative strategies to enhance their efficacy with issues including: identifying and working with alters; switching and co-consciousness; handling abreactions and flashbacks; and re-grounding dissociative clients. In addition, participants will strengthen their ability to maintain appropriate boundaries, set limits, and avoid vicarious traumatization.


Learning Objectives:

1. Define the dissociative process and how it evolves into DID for trauma survivors.
2. Describe the most common emotional, cognitive and behavioral manifestations of DID.
3. Diagnose DID by integrating subjective clinical red flags and objective standardized tests.
4. Identify at least five creative treatment interventions including: containment; self-soothing strategies; mapping; and creating internal safe places.
5. Identify at least five common pitfalls that therapists grapple with in their work with DID clients.

Loss in the Aftermath of Separation and Divorce: Helping Children and Adults Find Renewal, Recovery and Healing

The impact of separation and divorce is profound and significant. The trauma of marital loss deeply affects all members of the family. For these clients, holding themselves together and surviving can be an enormous challenge. Divorce can also offer our clients opportunities to rediscover themselves in ways they never imagined. This workshop will identify the ways in which clients can grow after separation and divorce including: healthy risk-taking; improved self-care; developing new interests and moving in new directions. Participants will learn how to guide healing and recovery by encouraging hope. Through case presentations and stories of strength and courage, clinicians will learn how to move clients from despair to transformation.


Learning Objectives:

1. Describe the emotional process of divorce and the dynamics associated with letting go while holding on.
2. Identify the psychological tasks children and adults confront while moving through separation and divorce.
3. Describe how to help clients identify their strengths and internal resources.
4. Learn how to encourage resiliency, vibrancy and healing after separation and divorce.

The Use of EFT (Emotionally Focused Therapy)in Couples with PTSD: Healing Relationships in the Shadow of Trauma

Emotionally Focused Couples Therapy (EFT) is an evidence based experiential therapy developed by Sue Johnson, Ed.D. EFT integrates systems theory and humanistic psychology and is based on and guided by attachment theory. The goal of EFT is to reduce distress in the couple relationship and ultimately to create and strengthen attachment bonds. By strengthening these bonds, the couple relationship can become a "safe haven and a secure base" allowing individuals who have suffered trauma to trust and to heal. This full day workshop will review the basic elements of EFT theory and interventions. Participants will gain a greater understanding of this model and its efficacy through didactics, case examples, processing video clips and many opportunities for role playing and live demonstrations.


Learning Objectives:

1. Identify the key elements of emotionally-focused couples therapy
2. Describe the strategies of de-escalation, restructuring the emotional bonds and consolidation of change.
3. Define how the approach is used with couples who deal with issues related to PTSD.
4. Explain the dynamics of attachment, how they play out in marital discord, and how attachment can be used as a source of healing in intimate relationships

Food for Thought: Eating Disorders and Trauma Survivors

Many clinicians treat eating-disordered clients with varying degrees of success. It is a difficult, persistent problem that is particularly challenging because of it chronicity and high relapse rate. In-patient settings barter discharge for “goal weight”, yet patients often return, with no greater insight into the behavior.

This workshop offers a paradigm shift, re-framing eating disorders as clients’ attempts to enact, re-story, and resolve traumatic experiences that they can’t verbally articulate. Using case studies, clients’ journal entries and artwork, we will process eating disorders within the context of “trauma re-enactment syndrome”. We will identify the specific ways in which anorexia, bulimia, and bingeing serve as a re-enactment and perpetuation of, and response to prior traumatization including physical, sexual, emotional abuse and neglect.

We will de-pathologize the behaviors and view them as metaphors. We will process common psychosocial triggers and cultural influences, as well as the diagnostic red flags and potential medical complications. We will explore specific treatment strategies designed to take the focus off of traditional interventions (dieting, calorie counting, food journals, weigh-ins) and focus, instead, on offering clients alternative, safe ways to articulate and re-story their trauma experiences. A variety of creative interventions will be offered, addressing both symptoms and long-term healing in an outpatient setting.


Learning Objectives:

1. Identify at least five behavioral and psychosocial triggers that promote eating- disordered behaviors.
2. Define and explain the clinical red flags that indicate anorexia, bulimia and binge eating behaviors.
3. Describe the “meta-communication” of eating-disordered behavior and its relationship to the re-enactment and perpetuation of prior trauma.
4. Identify at least four medical complications related to anorexia, binge eating and bulimia.
5. Identify and describe at least five creative interventions designed to treat eating disordered-behaviors.

The Balancing Act of Dr. Melfi and Tony Soprano: Walking the Tightrope of Ethical Clinical Practice

In the popular HBO series "The Sopranos," mob boss Tony Soprano suffers from depression and anxiety and seeks out psychotherapy from Dr. Melfi. What ensues is a fascinating study in their therapuetic alliance replete with deviations in the standard of care, boundary violations, breaches in confidentiality, transference and counter-transference and other issues that test the limits of ethical practice. In this interactive workshop, participants will have the opportunity to process a variety of film clips from "The Sopranos," exploring the ethical issues that arise, while simultaneously using the NASW Code of Ethics and COMAR rulings to assess for deviations in the standard of care. Common ethical concerns related to conflict of interest, use of self-disclosure, limit-setting and the testing of boundaries, clinical decisions that undermine efficacy and objectivity, as well as appropriate guidelines for termination will be explored.


Learning Objectives:

1. Identify common ethical concerns as they relate to boundaries, general conduct and confidentiality.
2. Provide three examples of how counter-transference creates deviations in the standard of care as outlined by COMAR and the NASW Code of Ethics.
3. Describe at least five ways in which clients' transferential responses test the limits of ethical practice.
4. Identify ethical guidelines for appropriate termination.

Addiction and Loss: Re-framing the Recovery Journey

Grief has been defined as, “the intense emotional response to the pain of a loss”. For a person struggling with addiction, this loss can feel worse than a death. Grief, however, is an essential aspect of healing, and our clients must be allowed to grieve the end of the relationship with their “beloved” substance. This workshop will explore the Kubler-Ross Stages of Grief, and apply them to the recovery process. Through the use of lecture, film, case studies, therapeutic exercises, and collective grief work, therapists will leave this workshop prepared to gently guide their clients from the pain of denial, anger, bargaining, and depression, to the serenity of acceptance and peace.


Learning Objectives:

1. Identify the 5 Stages of Grief and apply them to the recovery process.
2. Identify at least 4 components of “Inner Grief.”
3. Implement 2 treatment approaches to assist clients in the grieving process.

Transcending Pickles and Jams- The Art of Preserving Yourself: Decreasing Professional Burn-out

Oftentimes, we put so much effort and energy into helping others that we lose sight of the importance of taking care of ourselves. In this workshop we will process the inherent challenges mental health professionals face as they attempt to balance their clients’ needs with their own. We will define and explore co-dependency, processing issues including: family-of-origin dynamics; the need for control; the need for distraction; and internal vs. external validation.

We will identify the common characteristics of co-dependency including rescuing and enabling. We will address the many ways in which co-dependency manifests in the workplace and the impact it has on our relationships with clients and colleagues. We will also explore the risk factors and common features of vicarious traumatization and burn-out. Participants will learn about specific, creative strategies designed to reduce co-dependent interactions, improve boundaries, and increase self-awareness and self-care.


Learning Objectives:

1. Describe the clinical evolution, definitions and manifestations of co-dependency.
2. Explain the dynamics of rescuing and enabling as they pertain to the client/helping professional relationship.
3. Identify at least five ways in which co-dependency manifests in the workplace.
4. Define and utilize at least three strategies designed to increase self-awareness, improve boundaries and self-care.

Overview of Common Drugs of Abuse: Understanding Effects, Withdrawal and Treatment

All Clinical Social Workers, LCPCs and other mental health professionals must work with clients and family members that struggle with use and abuse of various substances. Many clinicians do not receive even basic information on the various substances commonly abused by clients. It is important for all social workers to have at least a rudimentary understanding of the substances abused in our society, including their side effects, withdrawal phenomenon, and treatment of abuse. This half day workshop – taught by a physician with years of experience working with patients dealing with addiction issues - will educate Social Workers on the important aspects of the various drugs of abuse. Topics covered include the current theories of the neurobiology of addiction. Substances to be discussed include alcohol, nicotine, opiates, cocaine, marijuana, barbituates, amphetamines, hallucinogens, and others.


Learning objectives:

1. Describe the epidemiology of addiction in society.
2. Understand the current theory explaining the biology of addiction.
3. Identify the various side effects and withdrawal phenomenon associated with abused drugs.
4. Identify various treatment options for commonly abused drugs.

Introduction to Trauma-Focused Art Therapy

This full day workshop, using demonstrations and experientials, focuses on the basic principles of Trauma-focused Art Therapy. Recent research has shown that a multi-sensory approach with non-verbal interventions encourages therapeutic processing of traumatic material and promotes resiliency. In this exciting introduction to Art Therapy skills, guidelines will be presented on the appropriate and ethical use of art as an adjunctive tool in trauma therapy for the non-art therapist. Basic Art Therapy concepts and techniques will be explored both cognitively and experientially. An overview of developmental art stages and therapeutic use of art media will be offered. We will process the impact of trauma on the art, while incorporating several basic art techniques and interventions for trauma treatment within the developmental spectrum from childhood to adults. Several "beginner" art techniques appropriate for trauma interventions will be demonstrated or experienced for each of the developmental life stages. We will address treatment issues including: safe place; affect regulation; containment; assessing attachment; trust; boundaries; self-soothing and building resiliency. This foundation workshop will prepare you for the Level II art therapy and trauma training.

Learning Objectives:

1. Define art therapy including: the concepts of process and product; and directive and non-directive approaches.
2. Understand the current neuroscience research on trauma and art therapy.
3. Integrate guidelines on the appropriate, ethical use of art therapy skills for the non-art therapist.
4. Learn the therapeutic continuum of art media and introductory skills from pencils and pastels to paint and clay.
5. Describe the normal developmental stages of art and the impact of trauma on the art, while incorporating techniques for trauma treatment across the age spectrum.

Hypnosis, Guided- Imagery and Focusing:Moving Beyond Talk Therapy

Oftentimes, clinicians and clients can feel “stuck” in their work together. Frustration ensues when material feels inaccessible or too frightening for clients to talk about in treatment. Traditional talk therapy doesn’t always adequately allow clients to retrieve, explore, and resolve difficult, traumatic, or suppressed thoughts, feelings, and memories. This workshop will enable participants to expand their therapeutic toolkits by offering both didactic information and many experiential opportunities to incorporate strategies that move their clients beyond talking and into a more internalized, focused, somatically-based and deeply felt place that allows for safe access and a working through of challenging material.

We will process and explore modalities including: permissive Ericksonian hypnotic inductions and re-storying techniques; relaxation and guided-imagery; Gene Gendlin’s paradigm for “focusing;” solution-focused techniques; and Peter Levine’s work with “somatic experiencing.”

Participants will learn how to enhance clients’ internal awareness and safety, strengthen self-esteem, improve sleep and self-care, reduce somatization, install a sense of hope and optimism, and safely access and re-story traumatic memories. In addition, these strategies can empower clients to be the best experts in their own healing, by helping them internally access the information and answers they need to improve their sense of well-being.


Learning Objectives:

1. Identify at least three reasons why “talk therapy” stops working and why hypnotic and internally-based strategies can be successful alternatives.
2. Define the steps that are necessary when preparing a client for hypnosis or guided imagery work.
3. Describe and demonstrate an Ericksonian induction to create an altered state of awareness and relaxation.
4. Describe and demonstrate the process of “focusing” and its impact on somatization.
5. Identify at least two guided imagery exercises designed to enhance internal safety and assist with the re-storying of difficult memories.

Anger and Rage in Couples Work: Putting Out the Fire in the House

When an angry couple begins therapy, their rage and behaviors can be frustrating (and sometimes frightening) for therapists. The result? Apprehension, dread, and an inability to objectively view your couple as two equally wounded individuals, "dying" to connect on a deeper level.

This workshop begins with the premise that a) conflicts in relationships are actually an opportunity for growth and change and b) marriage (or a committed relationship) is the perfect setting to achieve the innately human goal of connection, and the higher spiritual goals of love, empathy, healing and forgiveness. This training will offer therapists the opportunity to explore their own growth journey and life experiences with anger. We will also process how to teach our clients to welcome healthy conflict in their committed relationships. The result? You, the therapist learning to actually look forward to the angry couple that will show up in your office!!

Learning Objectives:

1. Understand the purpose of conflict in committed relationships.
2. Incorporate the Imago principles of Mirroring, Validation, and Empathy into couples’ sessions.
3. Learn to assist couples in re-framing conflict as an opportunity to awaken to a deeper connection to their partners.

Ain't No Cure for the Wintertime Blues?

This fun, full day workshop will increase your insight and skill set by offering a template for mapping out effective treatment approaches for connecting with and helping clients with Seasonal Affective Disorder that often presents with "Post-Holiday" or Post-traumatic Stress Disorder. You will walk away with a clear guide of an organic therapeutic process that you can apply immediately and with a wide range of clients. Creative learning techniques for the day will include: interactive small group exercises; processing films; use of the arts; and guided internal exploration; and demonstrations. In addition, we will didactically process the use of cognitive-behavioral and solution-focused interventions. We will also explore the role of medications in the treatment of this affective disorder.

Learning Objectives:

1. Describe the clinical features associated with Seasonal Affective Disorder.
2. Differentiate between vegetative symptoms that relate to "post-holiday" dynamics vs. PTSD
3. Identify and utilize at least four creative modalities designed to help clients process and resolve the symptoms associated with an affective disorder
4. Identify at least three strategies that incorporate cognitive-behavioral or solution-focused techniques.
5. Discuss the pros and cons of incorporating medication into the treatment regiment.

Art Therapy as a Tool in Trauma Treatment (Level II)

Art Therapy has long been accepted as a treatment modality in working with trauma survivors from childhood through adulthood. The use of non-verbal creative techniques enhances the trauma survivor's ability to express what is too painful to put into words and what has been stored as images on a non-verbal sensory/somatic level, both conscious and repressed. In this workshop, we will define art therapy and process the guidelines for using art therapy appropriately. We will explore the impact that trauma has on our clients including: sensory memories, affect dysregulation, polarized behaviors and cognitive distortions. We will then discuss how art allows memories to emerge through creative media, offering a safe and protective containment and lending a voice to silent victims. Participants will learn how art can be used as a tool to facilitate assessment and the "telling" and re-framing of trauma narrative. Clinicians will also learn how to use art therapy throughout the recovery process to create safe places and protective containers, address body image, enhance emotional vocabulary, and address sensory memory.

As we use art as a tool in trauma therapy, we will utilize a strength-based theoretical model which emphasizes client resiliency. Rather than relying on indicators or therapist interpretation, clinicians will learn how to ask the right questions to guide the client's own interpretation of their art. Slides of patients' artwork will be used to illustrate trauma case histories and help participants gain an understanding of art interventions. Participants will have ample opportunity to engage in art experientials which will teach both technical use of basic art media and effective art techniques for trauma treatment. Non-art therapists will increase their comfort level in knowing how to appropriately incorporate art therapy techniques into their ongoing work with traumatized clients.


Learning Objectives:

1. Learn basic art therapy theory and concepts as they relate to trauma treatment. Identify ethical and practical guidelines for non-art therapists.
2. Describe the technical use of art media on a therapeutic continuum. Describe art process and art product.
3. Identify at least 12 ways in which trauma impacts survivors on a physical/somatic, emotional, cognitive and behavioral level.
4. Identify at least 10 art therapy techniques that are effective interventions with trauma survivors.

Movement Therapy and Trauma Treatment: The Language of the Body (Level II)

Traumatic experiences become embedded in our bodies. Sexual, physical and emotional abuse interferes with the development of healthy embodiment, and the possibility of experiencing security and pleasure in the body. The ability to self-soothe as well as the capacity to feel grounded and centered in the comforting flow of physical sensations can also be compromised. The tools of dance/movement therapy (D/MT) can be especially useful when working with survivors because they unify the body and creativity as healing resources, when words are not enough. The body is not merely addressed in therapy but actually given a voice!

In this workshop we will explore the process of movement therapy in trauma treatment through dance/movement structures and discussion. Participants will learn about several theoretical models and understand how they relate to trauma assessment and treatment. Clinicians will be given tools that can be used within the confines of a small office space and are applicable for both individual and group interventions. These strategies are designed to help clients gain access to the implicit memories that are encoded in body/mind and are often too difficult to share verbally. We will also explore mindfulness techniques that can teach survivors to observe thoughts, emotions, sensations and behaviors with compassion and without judgment while supporting regulation of emotional reactions and decreasing the symptoms of muscular tension often related to hyper-arousal. We will experience, identify and discuss common non-verbal defenses, strengthen our observation skills and understand how to work with movements "tags." Non- movement therapists will come away with concrete strategies that will enhance their ability to incorporate this valuable modality into their work with trauma survivors. Please wear clothing and shoes that support ease of movement.

Learning Objectives:

1. Learn 8 movement interventions designed to assist trauma survivors in achieving healthy embodiment.
2. Identify and describe 3 models commonly used in movement therapy assessment and treatment.
3. Learn 3 mindfulness movement exercises.
4. Identify and describe the 4 stage process of achieving healthy embodiment.

Hypnotherapy Techniques for Affect Regulation: Addressing Over-arousal in Trauma Survivors (Level II)- Parts 1 and 2

Clinicians who work with trauma survivors often find it difficult to "move forward" with therapeutic interventions as these clients are in constant "fight/flight," easily triggered, emotionally over-aroused, and need constant re-grounding. In addition, the depression and anxiety that often accompanies trauma can compromise and distort a client's cognitions, exacerbate somatic symptoms and deplete the energy that is necessary for behavioral change, trauma retrieval and reparative work. In this workshop, practitioners will learn how simple hypnotic inductions and interventions can quickly and effectively help clients achieve a deep state of relaxation and internal focus, thus freeing them up and empowering them to regulate the intensity of their emotional states. This, in turn, makes clients feel less afraid of addressing more potent memories and feelings in therapy, and frees the therapist up from having to constantly "put out fires" or "walk on eggshells" during sessions.

Using the precepts of Ericksonian Hypnosis, Guided Imagery and Focusing, clinicians with all levels of hypnosis experience will learn, both didactically and experientially, how to safely induce trance states in session that are customized to meet the needs of each client. We will then apply the strategy of deepened relaxation to address issues including: stopping distressing or distorted thoughts; discharging untenable emotions such as anxiety, fear and rage; enhancing self-soothing behaviors; creating safe place imagery; making trauma memories more emotionally manageable; turning down the volume or moving more quickly through overwhelming affect; and strengthening an internal sense of protection and safety. Practitioners will have the opportunity to experience, first-hand, the calming but powerful effects of Ericksonian inductions, and will leave with a greater sense of mastery about how to use hypnotherapy with clients. All of the strategies are designed to be practiced and integrated by the client at home, thus adding to their affect management toolbox and making them less dependent upon the therapist for re-grounding. Plenty of opportunity will be made for live demonstrations, dyadic role plays and group practice.


Learning Objectives:
 

1. Identify and describe at least four advantages to using Ericksonian hypnotherapy with trauma survivors.
2. Identify the factors that are necessary in customizing inductions, so they meet the needs and address the concerns of traumatized clients.
3. Demonstrate the ability to put clients into "trance state" using at least three relaxation inductions.
4. Identify at least five different hypnosis interventions designed to increase affect regulation and decrease the emotional valance of trauma memories.
5. Identify at least three reasons why “talk therapy” stops working and why hypnotic and internally-based strategies can be successful alternatives.
6. Define the steps that are necessary when preparing a client for hypnosis or guided imagery work.
7. Describe and demonstrate an Ericksonian induction to create an altered state of awareness and relaxation.
8. Describe and demonstrate the process of “focusing” and its impact on somatization.
9. Identify at least two guided imagery exercises designed to enhance internal safety and assist with the re-storying of difficult memories.

Using Psychodramatic Techniques to Work with Sexually Abused Children and Adolescents

Psychodrama is a form of psychotherapy that utilizes dramatic action to create a safe, supportive setting in which to practice new and more effective roles and behaviors. Individuals are offered the opportunity to creatively develop new solutions to old problems. For more than half a century, Psychodrama has been recognized as one of the more powerful approaches to trauma treatment. It reaches into the hearts of people who cope with everyday difficulties, misfortunes, crises and life stressors. In this day long training, participants will be able to didactically and experientially learn how to utilize healing Psychodramatic techniques in the treatment of sexually abused children and adolescents. We will explore the Psychodramatic framework that is incorporated into therapy sessions including: warm-up; action; working through; closure and sharing. We will process a variety of interventions such as doubling, mirroring, role reversal, soliloquy, concretization and maximization.

Learning Objectives:

1. Identify, describe and experience at least three Psychodramatic techniques that are effective in the treatment of sexually abused children and adolescents.
2. Describe the value and advantages of incorporating expressive therapies into treatment.
3. Identify the "do's" and "dont's" of incorporating psychodrama into trauma treatment.

The Burden and Opportunities of Spiritual Transference and Counter-transference

Clinicians are acutely aware that the experiences we call transference and countertransference can be powerful tools. When identified and used well they can play an important role in deepening understanding and fostering change- for both the client and the therapist. There is an aspect of the therapeutic process that is often unrecognized, and therefore equally unaddressed-spirituality. The reasons for this are complex. But since spirituality does manifest itself in some shape or form in the relationship between a clinician and his/her client, as well as the healing journey that clients engage in, it is of significant value to consider the particular ways it makes its appearance in the experience of transference and counter-transference. Using didactic presentation and discussion, this workshop will provide participants with an opportunity to begin a thoughtful conversation regarding these rarely discussed concepts of spiritual transference and counter-tranference as it might effect therapy issues including the emotional and cognitive impact of life stressors, major life transitions and traumas. Learning Objectives: 1) Explore a functional understanding of spirituality in the context of the therapeutic process. 2) Develop a framework for understanding the nature of spiritual transference and its implications for therapeutic work. 3) Identify the concept and nature of spiritual countertransference and explore potential personal strategies to address such experiences.