Taylor-01

Wednesdays starting October 3rd 2018, 9:30am-11:15am PST (12:30-2:15pm EST) 21 CE*s
This comprehensive 12 week CBT course uses a combination of live group didactic sessions together with practice and role play, with emphasis on skill building of therapy tools and techniques for CBT. Completion of this course meets criteria for TEAM Therapy Level 1 Certification, or partial criteria for Level 2 or 3 Certification  (Level 1, Item 1.d. Level 2, Items 1.a. or 1.c. Level 3, Item 1.a.).
Cost: $720 (price doesn’t include required $99 course materialsORDER FORM) – Offers 21 CEs. Please note: attendance at all 12 sessions and completion of CE survey is required in order to receive the CE certificate of completion.

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After attending this course, you will be able to:

1. Collect and review children and adolescents’ appropriate self report data in order to improve therapy outcomes and strengthen the therapeutic alliance
2. Create an effective intake process with children/adolescent patients and their families
3. Apply empathy techniques including “the five secrets of effective communication” in interactions with young patients and their family members to improve your connection
4. Describe “the five steps of agenda setting” to address and reduce resistance in CBT with children and adolescents
5. Demonstrate the “Invitation” step with young patients
6. Use the “Specificity” step to keep therapy on track
7. Recognize several different forms of resistance that are common with children/adolescent patients
8. Describe the use of “Paradoxical Agenda Setting” to reduce resistance in CBT with children and adolescents
9. Explain the idea “we feel the way we think” in child-friendly language
10. Use thought logs effectively for cognitive techniques including “The Daily Mood Log” and “The List of 50 techniques” with children and adolescents
11. Change facts/thoughts into negative thoughts that can be worked on
12. Explain the idea of cognitive distortions to children and adolescents
13. Set-up a recovery circle to use with children and adolescents
14. Describe the use of social skills training and exposure therapy with socially anxious children and adolescents
15. Teach children and adolescents how to do smile and hello practice
16. Teach children and adolescents to use the five secrets of effective communication to improve their communication or deal with bullies
17. Screen for drug/alcohol use in adolescents
18. Identify “tempting thoughts” in the case of habits and addictions

Course curriculum:

Session 1

Review course technology, introductions, use of “Group Trainer Rating Scale,” break out groups, and introduction and practice of Empathy Training for CBT

Session 2

Practical use of testing of symptoms and therapy outcomes in CBT with children and adolescents. Introduce the TEAM model for creating therapeutic alliance, motivational methods to reduce resistance to change with CBT and successful set up of cognitive and behavioral methods. Practice to include going over a difficult previous session evaluation using role-play.

Session 3

Structuring your intake with children, adolescents, and families. How to set ground rules and expectations, goal setting with patient and family. How to set up CBT with kids and teens to maximize success.

Session 4

Advanced empathy tools and techniques for difficult cases and family members.  The hopeless, angry patient/parent. The worried/anxious parent/patient. Law of opposites. Participants will practice using role-play and giving/getting detailed feedback on skills.

Session 5

Introduction to the 5 steps to melting away resistance and increasing motivation in CBT with parents, children and adolescents.  Practice role play and feedback for steps 1 and 2 (Invitation and specificity)

Session 6

5 steps to melting away resistance and increasing motivation in CBT with parents, children and adolescents.  Practice role play and feedback for steps 3 and 4 (Conceptualization and, reducing outcome and process resistance) Review of Outcome and Process resistance, what they are and how they are different.

Examples of common forms of outcome and process resistance for depressed and anxious kids and teens and for kids and teens with habits/addictions. How to adopt the language to make sense to children/adolescents. Group participate by giving patient examples, and listing types of resistances.

Session 7

Outcome resistance.  Miracle cure question, magic button, acid test, voicing the resistance, magic dial. How to address outcome resistance with kids and teens. Group members offer patient examples.  Group members learn and practice these skills.

Session 8

How to address process resistance during the intake and throughout therapy with both family members and young patients: Dangling the Carrot, the Gentle Ultimatum, Sitting with Open Hands and The Fall Back Position. Group members offer patient examples. Group members learn and practice these skills.

Session 9

Using thought and feeling logs effectively in CBT with children and adolescents. Intro to the Daily Mood Log. Review adaptations based on patient’s age.  Integrate agenda setting with the DML. Review cognitive distortions using the DML, examples provided for cognitive distortions in child/adolescent-friendly language. Detective thinking worksheet. Group members learn and practice these skills. Give and get detailed feedback.

Session 10

Setting up successful CBT methods. Learn to target methods appropriate to children/adolescents. How to amend current methods to work more effectively with children (some include: externalization of voices, examine the evidence, worry breaks, survey technique, semantic method, reattribution, double standard). Using the Recovery Circle, the list of 50 techniques, and the DML. Group members learn and practice these skills. Give and get detailed feedback. Review other resources to use with children/adolescents. Book recommendations/resources.

Session 11

Social skills training. How to help your child/adolescent patients feel more comfortable socially.

Topics include: Dating, social interactions with peers, navigating social scenes. Techniques include: spotlight fallacy, shame attacking exercises, David Letterman technique, smile and hello practice, flirting training, assertiveness training, eye contact and body posturing, creating a team approach, grooming, DHV-ing, 20 qualities in an ideal mate, relapse prevention.

Session 12

Introduction to Addictions/Habits/Procrastination – The Addiction/Habit Log, The Devil’s Advocate Technique and other methods to target habits and addictions (examples will include procrastination, difficulty with homework, etc). TIC-TOC method. Group members learn and practice these skills. Give and get detailed feedback. Live personal work, come prepared if you would like to do personal work.

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*The Feeling Good Institute (FGI) is approved by the American Psychological Association to sponsor continuing education for psychologists. Feeling Good Institute maintains responsibility for this program and its content. The Feeling Good Institute (FGI) is approved by the California Psychological Association (CPA) to sponsor continuing education for psychologists. The California Board of Behavioral Sciences now recognizes CPA continuing education credit for license renewal for its licensees. This course has been approved by FGI as a NAADAC Approved Education Provider, for 21 CEs. NAADAC Provider #149212. The Feeling Good Institute (FGI) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6750. Programs that do not qualify for NBCC credit are clearly identified. FGI is solely responsible for all aspects of the programs. This organization (Feeling Good Institute, #1442) 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. ASWB Approval Period: 05/30/2018-05/30/2019. Social workers should contact their regulatory board to determine course approval for continuing education credits. Social workers participating in this course will receive 21 Social Work continuing education clock hours. Feeling Good Institute maintains responsibility for this program and its content. A certificate of attendance will be emailed to attendees who attend 100% of the training within a week of completion of the workshop survey. Individuals with disabilities requiring special accommodations please contact Dr. Maor Katz at maor@feelinggoodinstitute.com.