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08-211b
Applying Psychoanalytic and Attachment Perspectives to the Treatment of the Parent/Child Dyad
Kyle Pruett, M.D.
In clinical practice and research, the focus with troubled children frequently remains primarily with the child. The therapeutic approach with parents often leans towards the educational: parents are guided towards better parenting skills and educated about the attachment needs of their child. The attachment and loss dilemmas that parents themselves bring to parenting frequently go unaddressed. Without providing a safe, empathic and informed space in therapy for the parent to explore their own attachment dilemmas, and how these dilemmas interact with their child’s dilemmas, both parent and child can feel they have failed each other. In the first part of this seminar, we will look at psychoanalytically-informed treatment of mothers as well as attachment-informed family therapy. In the second part of the seminar, we will apply these perspectives on treatment to the therapeutic needs of adoptive and foster families, with a specific focus on the needs of parents. A review of attachment research and analytic perspectives on mothering will be supplemented with maternal narratives and clinical case histories.
Faculty: Kyle Pruett, M.D. Professor of Child Psychiatry, Yale Child Study Center. Dr. Pruett has been a distinguished educator at the graduate, undergraduate and distance-learning level for three decades and has served the Yale Child Study Center as Director of Medical and Undergraduate Studies and member of the School of Medicine’s Curriculum Committee. He is an international expert and forensic consultant on child, parental and family development, paternal involvement, children’s mental health, creativity and the effects of trauma, media and divorce on young and very young children. He is the founder of the Yale Conference on Fatherhood, and the Harris Professional development Network for Training in Early Intervention and Research, and was co-chair of the Child Custody Conflict Placement committee of the Child Study Center and the Yale Law School.
08-212b
Working with Small Children in Family Therapy
Charlotte Spiegelman, L.C.S.W.
NOT AVAILABLE
Many therapists are unfamiliar with treating small children in the context of family therapy. This seminar will provide both theory and a practical clinical approach for working with young children in this modality. The class will begin with structural family therapy theory as a basis for conceptualizing problems and approaches to solutions. Students will also look at how to enhance the work with ideas from solution focused and narrative theories. Next participants will look at specific assessment tools using both systems and developmental lenses. Included in assessment will be issues of gender, ethnicity, socio-economic status, marital status and immigration and the child/children’s development needs. Students will also consider the special needs of families with children who have developmental delays or pervasive developmental disorders. Finally, participants will review the course of treatment including a step-by-step practical model, including a diversity of intervention techniques geared specifically to various situations and developmental levels. Learning will be through didactic presentation, discussion, videos, role-play and family sculpting. Participants are encouraged to bring in case material.
Faculty: Charlotte Spiegelman, L.C.S.W. – Private Practice, Los Angeles, Adjunct Faculty: Smith College School for Social Work, University of Southern California School of Social Work, Southern California Counseling Center.
08-213b
Teaching Mindfulness in Adolescents
Jay Indik, L.I.C.S.W.
Mindfulness is being utilized for treatments for adolescents for a variety of diagnoses including suicidal adolescents using Dialectical Behavior Therapy or to treat anxiety or substance abuse. However, it can be intimidating to try to teach mindfulness to adolescents. This one-day workshop will orient participants as to why mindfulness is being used with adolescents. The main focus of the workshop will be on practical exercises, techniques and tips for teaching mindfulness to adolescents as well as considerations when teaching mindfulness to groups.
Faculty: Jay Indik, L.I.C.S.W. - Program Director, Cutchins Programs’ Northampton Center for Children and Families; Jay has been practicing, training, presenting and writing about adolescent DBT since 1998
Click here for learning objectives and bibliography
08-214b
All the Rage: Helping Adolescent Girls in Crisis
Martha Straus, Ph.D.
Many adolescent girls today are in a crisis of rage and despair. Some try to disappear through starvation, others carve indecipherable symbols onto their arms or run away from home, still others bully and get bullied, hide weeping in their rooms, or attempt suicide. How can therapists become more effective with this volatile population? This highly practical workshop will explore concrete strategies and methods for helping girls in crisis and examine the limitations of old standards of care such as self-harm contracts and confidentiality rules. You’ll learn what questions to ask and how to rally support for the girls from family and relationship network. You’ll also find out about a variety of practical strategies that work, including harm reduction, inviting resistance, and developing a protective circle of adults. By the time you leave, you’ll know what it takes to stay connected to these adolescents as you help them become competent and independent young women.
Faculty: Martha Straus, Ph.D. - is a professor in the Department of Clinical Psychology at Antioch University New England Graduate School in Keene, New Hampshire, and adjunct instructor in psychiatry at Dartmouth Medical School. She maintains a small private practice in Brattleboro, VT and consults to schools, social service agencies and courts. Dr. Straus is the author of numerous articles and four books including No-Talk Therapy for Children and Adolescents, and more recently, Adolescent Girls in Crisis: Intervention and Hope. Dr. Straus trains and conducts workshops internationally.
Click here for learning objectives and bibliography
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08-221b
Treating Childhood Anxiety Disorders
Edward H. Plimpton, Ph.D.
This seminar will provide an overview of anxiety disorders seen in childhood and how a combination of narrative and cognitive behavior therapy can be used in the treatment of these conditions. The relative interaction of biological variables and environmental variables will be reviewed with a consideration of research with nonhuman primates.
The issue of how to diagnose conditions such as Obsessive-Compulsive Disorder, Selective Mutism, Separation Anxiety and Social Phobia will be considered along with common problem of comorbid conditions such as Bipolar Disorder and Attention Deficit Hyperactivity Disorder. Case examples will be provided to illustrate how to implement a treatment plan.
Faculty: Edward H. Plimpton, Ph.D. – Clinical psychologist, Children’s Clinic, Cutchins Programs for Children and Families, Northampton, MA. Private practice, Northampton, MA. Author and lecturer in a wide range of topics related to children, adolescents, and parent guidance/family therapy.
08-222b
The Legacy of Developmental Trauma: Treating Complex Trauma in Adolescents and Families
Martha B. Straus, Ph.D.
Many adolescents seen in treatment have endured complex trauma. Its impact registers on every level from the cellular to the societal. The children are affected neurologically, cognitively, physically, emotionally, behaviorally, socially, and spiritually. They suffer from the cumulative legacy of insecure and unstable attachments, domestic violence, abuse, neglect, multiple placements, and all of the attendant losses along the way, and are usually our most anxious, terrified, defiant, complicated–and mystifying–clients. Caring for them can also be overwhelming. Family members (and other caregivers) frequently suffer from vicarious traumatization or retraumatization while trying to contain and support them, adding another challenging layer of impact. By the time these adolescents reach adulthood, many systems are likely to have intervened to try to help them. But current expenditures for special education, healthcare, therapy and social services appear to be insufficient to stem the full gamut of negative physical and psychosocial outcomes including pregnancy, substance abuse, juvenile delinquency charges, mental health problems, school dropping out and serious chronic and acute medical problems. Complex trauma fills our hospitals and our jails; untreated, it is likely to be passed along to the next generation.
In this highly practical workshop, Dr. Straus will describe the impact and legacy of developmental trauma on adolescents and families, and offer dozens of effective interventions that you’ll be able to take to the office right away. We will also examine the cumulative and synergistic effects of fostering resilience in the face of great vulnerability. At the end of the course, you’ll know about: building teams that can offer multiple attachment relationships, improving executive functioning, reducing anxiety, unmasking agendas, devising joyful consequences (and using “time-in”), regulating affect, decreasing dissociative coping, fostering competencies and social skills, and developing coherent narratives. Through lecture and case examples, Dr. Straus will give you reasons to be hopeful, and confidence that you can help.
Faculty: Martha Straus, Ph.D. - is a professor in the Department of Clinical Psychology at Antioch University New England Graduate School in Keene, New Hampshire, and adjunct instructor in psychiatry at Dartmouth Medical School. She maintains a small private practice in Brattleboro, VT and consults to schools, social service agencies and courts. Dr. Straus is the author of numerous articles and four books including No-Talk Therapy for Children and Adolescents, and more recently, Adolescent Girls in Crisis: Intervention and Hope. Dr. Straus trains and conducts workshops internationally.
Click here for learning objectives and bibliography
08-223b
Is it ADHD or Something Else? Advanced Understanding of the Brain and Behavior in ADHD and Related Conditions
James Foley, M.S.W., L.I.S.W
Consider the following presenting problems: Explosive anger, smart kids failing school, lying, sibling rivalry, stealing, poor decision-making, freezing up, tuning out, memory problems, social problems, rageful frustration. There is a common element that might be a factor in any of the above problems: Attention-Deficit/Hyperactivity Disorder, or ADHD. This seminar considers how to tell when undiagnosed ADHD may be underlying a child client’s presenting problems. Students will also learn how to tell when apparent ADHD is actually some other problem, such as pediatric bipolar disorder, family tension or chaos, Asperger’s Disorder, anxiety, depression, problematic giftedness, diet and allergies, sleep problems, or too much video time. There will be demonstrations and group exercises in differential diagnosis; participants are welcome to present descriptions of clients whose difficulties are hard to figure out. Students will deepen their understanding of ADHD by learning about the brain, body, attention, judgment, emotional regulation, and other differences associated with the disorder. This will include an examination of how ADHD medications and other interventions work. Participants will develop an understanding of what it feels like getting through a day with ADHD in a world, especially school, not well suited for an ADHD brain.
Faculty: Jim Foley, MSW, LISW has been providing psychotherapy and mental health assessment for over 20 years, in Boston, Syracuse, and now Ohio, working with children and families challenged by ADHD, school/learning problems, anxiety, depression, autism spectrum disorders, and relationship/social problems. He has served clients in agencies, homes, and in schools at every level from pre-K to college. He is now a psychotherapist in private practice with Summit Therapy in Wooster, OH
Click here for learning objectives and bibliography
08-224b
Hurting Outside and In: Working with Self-Destructive and Self-Harming Adolescents
Johanna Hammer, L.I.C.S.W.
Self-harming behavior is on the rise among adolescents. What was once a most private and shame-filled act for an individual has now, thanks in large part to the Internet, become a part of the pantheon of rebellious adolescent acts. As the behavior becomes more socially acceptable, even notable by adolescents and their peers, it leads more teen-agers to “experiment” with self-harming, and forces those relying on it as a form of communication to further extremes of self-mutilating behavior. However, as these clients are presenting more frequently for treatment, what is especially challenging for the mental health practitioner is that this is the population often most actively resistant to change or therapeutic intervention of any sort. In this course, we will learn about assessment and treatment of self-harming behaviors in adolescents utilizing the framework of Dialectical Behavior Therapy. We will learn about the myriad of ways adolescents hurt themselves, both overt and covert and as is often the case, how to triage and treat when there are multiple behaviors present. The course will be both interactive and didactic, utilizing case examples from the both the instructor’s and the participant’s practice.
Faculty: Johanna Hammer, L.I.C.S.W. – Consultant, trainer and outpatient clinician with James Levine & Associates, specializing in Dialectical Behavior Therapy with Adolescents.
Click here for learning objectives and bibliography
08-225b
Applying Infant and Early Childhood Development to the Clinical Context
Marit Appeldoorn, M.S.W., L.I.C.S.W.
NOT AVAILABLE
Despite an emerging awareness of the central role early relationships play in promoting the mental health of both children and adults, many clinicians struggle to apply the principles of social-emotional development within their work with highly stressed families. Infant and early childhood mental health is a clinical lens incorporating psychoanalytic, attachment, neuroscience, and social work theory. Participants in this course will learn about the historical evolution of infant and early childhood mental health as a practice area, as well as the growing body of research on the powerful impact of early experiences and interventions on development. An early childhood mental health theoretical framework will be presented, and through a combination of lecture, interactive discussion, and films participants will explore how that framework can be used to create nuanced developmental assessments and treatment design for young children and their families. In addition, course participants will have the opportunity to explore the application of infant and early childhood mental health principles within a wide range of clinical and nonclinical practice settings.
Faculty: Marit Appeldoorn, M.S.W., L.I.C.S.W. received her MSW from the Smith College School for Social Work. She is currently the director of the therapeutic preschool and early childhood mental health consultation programs at St. David's Child Development and Family Services in Minneapolis, Minnesota. She is also on the field faculty of the Center for Early Education and Development at the University of Minnesota, and has a private practice in Minneapolis focusing on early childhood, and family issues.
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08-231b
Listening to Cassandra: The Hidden Impacts of Affective Deprivation Disorder in Asperger’s Relationships
Harriet (Holly) Simons, Ph.D., L.I.C.S.W.
NOT AVAILABLE
While Asperger’s Syndrome and other social/emotional processing disorders have begun to receive increased attention, little is known about the impact of such deficits, diagnosed and undiagnosed, on the non-AS life partners of those affected. Partners may realize that something is dysfunctional in the relationship and despair that no amount of conventional 'trying' can set things right. Particularly if there has been no diagnosis, they may be unable to understand let alone explain the dynamic. The inability of others, including therapists, to recognize their plight compounds their distress. Others may trivialize their loss of the desired relationship likening their difficulties to stereotypical gender differences and/or failing to realize how devastating long- term emotional deprivation can be. In Greek mythology, Cassandra was given the gift of knowing the truth and the curse of not being believed; many partners of AS individuals identify as “Cassandras” feeling that her curse reflects their reality.
Faculty: Harriet (Holly) Simons, Ph.D., L.I.CS.W., received her doctorate from the Heller School at Brandeis University where she was a trainee in Public Policy and the Family. She has a private practice in Wellesley treating individuals and couples. Dr. Simons is an Adjunct Associate Professor at the Smith College School for Social Work where she has served as a Research Advisor and has taught social policy and research methods in the masters and doctoral programs. She is a board member of FAAAS (Families of Adults Affected by Asperger's Syndrome) and a member of AANE (Asperger's Association of New England).
Click here for learning objectives and bibliography
08-232b
Working with Children with PDD-NOS, High Functioning Autism, Asperger's Syndrome and Other Social Disabilities
Barbara Cooper, M.P.S., A.T.R.-B.C., L.M.H.C.
NOT AVAILABLE
Working with children who have communication disorders and social skills deficits involves tremendous investigating in order to understand how they see the world. Looking through their “lens” is a crucial part of developing trust and enabling these children to “take on” their social skills challenges so that they can develop the skills necessary for a fulfilling life and future independence.
This seminar begins with clinical vignettes to attune participants to the world of the socially challenged child. The artwork of children with PDD-NOS, High Functioning Autism, Asperger’s Syndrome and other social skills deficits will be used to illustrate the way these children see themselves and the people around them. Participants will learn to make successful creative interventions that help the child learn cognitively what most children understand intuitively. Taking abstract social concepts and breaking them down into tiny, concrete, steps will be demonstrated and taught. By thinking outside the box, you will have the opportunity to develop tools that help children generalize what they’ve learned.
Faculty: Barbara F. Cooper, M.P.S., A.T.R.-B.C., L.M.H.C. . Associate Adjunct Professor, Pratt Institute, NY; former Adjunct Professor, College of New Rochelle, NY and Institute for Expressive Analysis, NY. Co-Director, SuperKids, LLC, Ridgefield, CT. Author Knowing Yourself, Knowing Others: Activities that Teach Social Sense, and The Social Success Workbook.
08-233b
Bullying: Restoring Social, Behavioral and Emotional Health
James Foley, M.S.W., L.I.S.W.
The topic of bullying has increasingly been highlighted in the news in recent decades, especially in the aftermath of school or mall shootings in which the shooter is so often a former victim of bullying. There is also increasing publicity given to various forms of cyberbullying, which was implicated in a 2007 suicide. In this seminar, students will discuss how bullying works, socially and emotionally. We will discuss and practice how empathy skills apply in cases of bullying, and how to be helpful to the victims, families and schools. Participants will discuss intervention strategies in three areas: preventing bullying, responding to bullying as it happens, and treating emotional harm after it happens. Students will share stories, talk about issues and cases, and do exercises in bullying prevention and response.
Faculty: Jim Foley, M.S.W., L.I.S.W. - has been providing psychotherapy and mental health assessment for over 20 years, in Boston, Syracuse, and now Ohio, working with children and families challenged by ADHD, school/learning problems, anxiety, depression, autism spectrum disorders, and relationship/social problems. He has served clients in agencies, homes, and in schools at every level from pre-K to college. He is now a psychotherapist in private practice with Summit Therapy in Wooster, OH.
Click here for learning objectives and bibliography
08-234b
Narrative Approaches to Working with Children and Adolescents
Beth Prullage, L.I.C.S.W.
NOT AVAILABLE
This seminar will focus on Narrative theory and practice applications in clinical work with children and adolescents. Narrative Therapy was introduced by Michael White and David Epston in the mid-1980s, and it has emerged as one of a handful of post-modern therapies that are commonly taught in contemporary social work programs. The workshop will begin with a theoretical overview; will follow with clinical examples from the presenter’s work--through transcript or “live” interview; and will additionally include a number of practice exercises for course participants. At the conclusion of the seminar, participants will work in small groups to discuss how they might apply Narrative Therapy theory or practices to their current clinical work.
Faculty: Beth Prullage, L.I.C.S.W. - has studied with Michael White and the Dulwich Centre teaching faculty, Adelaide, Australia; Post-Graduate Diploma in Narrative Therapy in 2003.
08-235b
Play Therapy with Children
Alice Barber, M.S., L.M.H.C., A.T.R.-B.C.
Play has long been recognized as a primary way in which children express emotions, try on different roles, experiment with big ideas and tell stories. It is the language they speak eloquently. It is also the language that we, as therapists, must continue to learn to understand. The focus of this seminar is on the use of play in therapeutic relationships with children and adolescents. Beginning with the history of play within the context of psychotherapy and current theoretical models, this course will be both experiential and didactic in its presentation. The developmental stages of children’s play, themes and stages within a play therapy relationship, specific play therapy techniques and therapeutic limit-setting by the clinician will be discussed. Attention will also be given to distinctions between directive and non-directive play therapy, environmental and material concerns, and the diagnostic implications of children who do not engage in imaginative play. Specific case studies will be examined and time will be available for case consultation by participants.
Faculty: Alice Barber, M.S., L.M.H.C., A.T.R.-B.C. - Clinician, James Levine and Associates, P.C., Westfield, MA; former Clinician Mt. Tom Mental Health Center, Holyoke, MA
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All Summer Seminars, 2008 >
Weekend A: June 12-14, 2008 >
Weekend B: June 19-21, 2008 >
Weekend C: July 17 & 19, 2008>
Summer Seminar registration information > |
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All Seminars
Weekend A:
June 12-14, 2008
Weekend B:
June 19-21, 2008
Weekend C:
July 17 & 19, 2008
Summer Seminar
Registration
Information
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