For those who see kids and teens in therapy, restoring a young person’s ability to self-regulate their emotions can be a challenging, yet extremely important undertaking. While we think of self-regulation as an early skill important for social, emotional, and academic growth, it is also key to a healthy, enjoyable, independent, and interconnected adulthood later in life.
Join us for an informative and interactive workshop discovering play-based mindfulness strategies for resilience and regulation at all ages. Different techniques will engage different kids and teens through arts, sports, games, music, technology and more, for attention spans ranging from 30 seconds to 30 minutes.
This practical workshop will focus on adapting skills for individuals and groups of all ages and settings. Learning differences, cultural differences, and developmental differences will be explored, rather than taking a one-size-fits-all approach. We will discuss tailoring techniques to a range of presenting issues including depression, anxiety, ADHD, executive function challenges, addiction, impulse control difficulties, trauma, and stress.
Cost: $105 – Want to attend this course and any future event or course from our CE library for FREE and unlimited for the cost of $34.99/month for 12 months??!! Check out our Everything Plan here.
Objectives:
This training will provide participants clinical knowledge and tools to:
a). Learn and understand how to use mindfulness in creative ways that break through resistance and maximize engagement both in and out of the clinical hour.
b). Explore and practice specific strategies to tailor self-regulation to a diagnosis and development.
c). Learn and explore dozens of proven practices that help children with depression, anxiety, PTSD, and other common presenting concerns.
d). Understand and explore the exciting neuroscience behind mindfulness and productive and helpful ways to share that information with kids and families.
Agenda:
9:00am – 9:10am – Introduction
9:55am – 10:05am – Post Traumatic Growth
10:05am – 10:10am – ACES
10:10am – 10:25am – PTSD
10:25am – 10:40am – Break
10:40am – 11:05am – Stress Response
11:05am – 11:10am – Introductions
11:10am – 12:10pm – Mindfulness
12:10pm – 12:20 pm – Mindful Body
12:20pm – 1:00pm – Adapting Mindfulness
Target Audience:
Mental Health Clinicians & Therapists, Social Workers, Psychologists, Marriage & Family Therapists, Counselors, School Personnel, Youth Development Workers; Healthcare Workers
Instructional Level: Intermediate
Instructor(s): Christopher Willard, Psy.D.
Material Author(s): Christopher Willard, Psy.D.
Dr. Christopher Willard, (Psy.D.) is a clinical psychologist, author and consultant based in Massachusetts. He has spoken in thirty countries, and has presented at two TEDx events. He is the author of twenty books, including Alphabreaths (2019), Growing Up Mindful (2016) and How we Grow Through What we Go Through (2022). His thoughts on mental health have been featured in The New York Times, The Washington Post, mindful.org, cnn.com, and elsewhere. He teaches at Harvard Medical School.
For additional information about this course, the instructors, or the material authors, please contact Content Assistance at content@onlinececredits.com.
Featured Materials :
Course materials for online asynchronous courses are found in the Lesson module after a course is purchased.
This seminar begins with a review of neurobiological processes involved in the development of self-regulation. Further, participants will learn how to communicate knowledge of the brain and its role in self-regulation to parents and children in ways that are more easily grasped and help them to understand the purpose of various interventions. Participants will also learn about the vital role parents/caregivers, clinicians and teachers play in co-regulation. Finally, this seminar includes introduction of over 15 practical, age-appropriate (including play-based) interventions that can be used in therapy sessions or in the classroom to help promote development of self-regulation in children and teens.
Objectives:
a). State the areas of the brain which are involved in processes affecting self-regulation.
b). Name at least 3 possible causes for dysregulation in children and teens and corresponding treatment implications, including the importance of co-regulation.
c). Learn and practice at least 3 strategies to promote self-regulation for infants and toddlers.
d). Learn and practice at least 5 strategies to promote self-regulation in preschool age children.
e). Learn and practice at least 5 strategies to promote self-regulation in elementary age children.
f). Learn and practice at least 3 strategies to promote self-regulation in adolescents and teens.
Target Audience:
The target audience for this event includes psychologists, licensed clinical social workers, licensed counselors, MFT’s, and other clinical mental health professionals.
Instructional Level: Intermediate
Instructor(s): Katrina Jones, MS, LCMFT, RPT
Material Author(s): Katrina Jones, MS, LCMFT, RPT
Katrina Jones is a Licensed Clinical Marriage & Family Therapist and Registered Play Therapist. She owns a private practice, Hope for Healing, LLC, in Beloit, Kansas, providing therapy to clients throughout rural North Central Kansas. As a play therapist, Katrina uses self-regulation interventions in her work with young clients almost every day who present with a variety of issues including trauma, anxiety, reactive-attachment and challenges in family systems. She believes strongly in the power of the therapist’s own self-regulation in the therapy room as the basis for this work. In addition to her specialization in play therapy, Katrina is also trained in EMDR. Katrina serves on several steering committee’s and advisory boards in her community, and is currently the secretary for the Kansas Association for Play Therapy Board.
For additional information about this course, the instructors, or the material authors, please contact Content Assistance at content@onlinececredits.com.
Featured Materials :
Course materials for online asynchronous courses are found in the Lesson module after a course is purchased.
This course provides an overview of teen dating violence, including dating violence risk factors and protective factors, and recommended treatment approaches.
Objectives:
a). Identify how a teen’s peers may play a role in dating violence.
b). Discuss interventions that may reduce the risk for teen dating violence.
c). Describe how teen dating violence overlaps with bullying, sexual harassment, and other harmful behaviors.
d). Name at least two strategies that can be utilized to use peers as an avenue for preventing dating violence.
Target Audience:
The target audience for this event includes psychologists, licensed clinical social workers, licensed counselors, MFT’s, and other clinical mental health professionals.
Instructional Level: Intermediate
Instructor(s): Jennifer Sweeton, Psy.D, MS, MA
Material Author(s): U.S. Department of Justice, National Institute of Justice
For additional information about this course, the instructors, or the material authors, please contact Content Assistance at content@onlinececredits.com.
This course discusses the evidence for the use of psychosocial interventions to manage anxiety in children and adolescents.
Objectives:
a). Describe the efficacy of psychosocial interventions for anxiety in children with autism spectrum disorder.
b). Discuss the interaction between anxiety and autism spectrum disorder symptoms.
c). Name two potential biases present in the reviewed studies.
d). Identify and summarize three different outcome measures described in the course.
Target Audience:
The target audience for this event includes psychologists, licensed clinical social workers, licensed counselors, MFT’s, and other clinical mental health professionals.
Instructional Level: Intermediate
Instructor(s): Jennifer Sweeton, Psy.D, MS, MA
Material Author(s): Ance Kreslins, Ashley E. Robertson, & Craig Melville
For additional information about this course, the instructors, or the material authors, please contact Content Assistance at content@onlinececredits.com.
This course discusses the controversial relationship between antidepressants and suicidality in children and adolescents, and outlines three possible neurobiological mechanisms that might account for this adverse effect.
Objectives:
a). Discuss the “black box” warning for antidepressants in children and adolescents.
b). Name at least one psychosocial factor that increases an individual’s suicide risk.
c). Describe what is currently known about the link between serotonin levels and depression symptoms, including suicidal ideation.
d). List the three mechanisms the authors assert might account for SSRIs precipitating suicidal ideation.
Target Audience:
The target audience for this event includes psychologists, licensed clinical social workers, licensed counselors, MFT’s, and other clinical mental health professionals.
Instructional Level: Intermediate
Instructor(s): Jennifer Sweeton, Psy.D, MS, MA
Material Author(s):Julia Morrison & Thomas L. Schwartz
For additional information about this course, the instructors, or the material authors, please contact Content Assistance at content@onlinececredits.com.
This seminar begins with a review of neurobiological processes involved in the development of self-regulation. Further, participants will learn how to communicate knowledge of the brain and its role in self-regulation to parents and children in ways that are more easily grasped and help them to understand the purpose of various interventions. Participants will also learn about the vital role parents/caregivers, clinicians and teachers play in co-regulation. Finally, this seminar includes introduction of over 15 practical, age-appropriate (including play-based) interventions that can be used in therapy sessions or in the classroom to help promote development of self-regulation in children and teens.
