First responders, police and ENT "Taking Care of others and ourselves"
this program will look at trauma, secondary trauma, addiction, working with veterans and compaission fatigue. Contact me for more information.
Not offered for CEU credit at this time.
Ethics Training
“Why good therapists make ethical errors: possible causes and how to identify them."
3 hours credit will count toward ethics requirement, approved by the Ohio Social Worker, Counselor, and Marriage and Family Therapist Board: Counselors and Social Workers #RCS051205; MFT’s #RTX071301
Much of our training in ethics teaches us what is considered unethical by law and standards of practice. This program assumes you are generally aware of unethical behavior, and assumes you are a competent therapist.
The purpose of this program is to explore counter transference and co-transference reactions that can lead to ethical mistakes or errors in judgment. We will also explore warning signs that could lead to poor decision-making.
When we are dealing with difficult clients there are ways to approach the therapy that can keep clear boundaries to assure ethical errors are avoided.
This program qualifies for ethics training for Counselors, Social Workers and MFT’s.
Goals: Participants will
*Be able to name three common areas where counter transference issues are seen.
*Identify 3 personal indications of counter transference.
*Name two examples of clients who are likely to create counter transference issues, including identifying special issues when treating children.
8:45-9:00 am Registration
9:00-10:30 Presentation
10:30-10:45 Break
10:45-12:15 Presentation, evaluation
______________________________________________________________________________
“Understanding Jungian Functions & Attitudes”
Stephen T. Weed, M.S., Relational Care Associates
4 CEU hours each program, approved by the Ohio Social Worker, Counselor, and Marriage and Family Therapist Board. Counselors and Social Workers: #RCS051205; Marriage and Family Therapists: # RTX071301
Carl Jung’s theory of Psychological Types (1921/1971) continues to influence how we perceive, understand, and make decisions about our immediate, personal world. Jung first noted and defined our current notions of Introvert & Extravert and detailed the mental processes of Sensation & Intuition and Thinking & Feeling. These attitudes and functions form the foundation for the MBTI® that has become the most popular personality assessment tool on the planet.
In this session we will learn about Jung’s original theory. Therapists will begin to learn how to identify Jung’s functions and attitudes in everyday situations.
This program is intended for anyone who has an interest in Jungian theory or in training as a Sandplay therpists. It will qualify toward certification through the Sandplay Therapists of America and CEU credit for counselor’s, social workers, and MFT’s in Ohio.
Goals: Participants will
*Be able to label the four functions and name at least one characteristic of each.
*Be able to label the two attitudes and name at least one characteristic of each.
*Understand why it is helpful to recognize these in Sandplay therapy
9:40-10:00 am - registration
10:00-11:15 - presentation
11:15-11:30 - break
11:30-12:30 - presentation
12:30-1:30 - lunch
1:30-2:30 - presentation
2:30-2:45 - break
2:45-3:30 presentation, evaluation
Stephen T. Weed, M.S. has been working with personality type concepts for 17 years and is a certified Myers-Briggs Type Indicator® administrator. Along with his team at Relational Care Associates and the D&S Group, he has developed a 3-tiered set of Introductory, Intermediate, and Advanced courses on personality type, totaling over 30-hours of experiential, conceptual, and discussion-based instruction.
Along with teaching, his strengths include working with small groups around team building, communication styles, and learning styles to improve working environments and personal growth.
Stephen’s current interests follow the 8-Function 8-Archetype Model proposed by Jungian scholar John Beebe, PhD, and other applications of Jungian archetypes to everyday situations and fields.
______________________________________________________________________________
This is a question posed in an online discussion. Many answers were offered – too much work, too little training, etc. So why should you make the extra effort to become proficient at working with kids?
Simply put they are the future of the world. Treat them today and not only do they have a shot at being healthy productive adults but also in they can raise healthy productive children contributing to the next generation's health.
More personally there are not enough child therapists out there; this means more referrals for you. You can build your practice and enrich the world at the same time. It’s a win win!
Why not? The complaints: that kids are harder to work with; you have to balance working with the parents; there is also more outside contacts with teachers, guidance counselors and doctors which can all become potential referral sources if you handle it right growing your practice even more. If you treat children you will find your practice grows.
Why not? Most parents want after school times but some are preschoolers, some are home schooled, and many who are having problems with behavior at school do well with a break from school once a week. I find it works best to see about half kids and half adults for balance. I learn a lot about what is going on with kids in general from the childhood stories shared by adults. As we all know even adults need late in the day appointments. Sometimes we are able to see kids at lunchtime and before school. You need to balance your hours just like you would do with any client.
I am planning a multi program series for those who love kids but know nothing about treatment with children and for those who are already working with kids but are looking for knew ideas of how to have success in treating them.
About the presenter
Barbara Brugler, LISW-S, BCD has been in private practice since 1990. She began her career as a caseworker in foster care, then was a clinician at Children’s Hospital guidance Center for 15 years slowly moving more and more into private practice. Barbara is a certified teaching member for Sandplay therapy; EMDR trained, has extensive play therapy training and is trained in sensory motor psychotherapy. Her own daughter now an adult used to throw six-hour tantrums at 2,4, and 6. Barbara always says she learned a lot from raising her daughter and from the parents she has worked with over the years. With over 35 years experience treating children and adults from all walks of life as well as training clinicians in all areas of treatment she can share ideas from the things she has learned over the years..
Tentative overview of the institute; you may attend one or all programs. 2 CEU’s will be offered for each section. Schedule: registration 15 min. before program begins; presentation 60 min.; 10 min break; presentation 60 min.
Part I: Finding Out What You Need to Know:
Making the early sessions count and getting kids to talk
This program will cover: First contact – beginning of assessment; Talking to kids; Treatment plans, goals.
Participants will:
*Learn 2 questions to elicit developmental information as to the disposition of the child
*HAVE a 2 session structure for forming a positive alliance with the parents
Name three ways to engage parents
*Name3 ideas of how to help children open up and talk
*Name 2 ideas of how to explain to children what therapy is all about
Part 2: Diagnosis: an ongoing process
We will discuss how to elicit the behaviors needed for a DSM diagnosis and what to look for to direct treatment - a different kind of diagnosis. We will briefly discuss some of the common childhood diagnosis within a framework of Executive Functions.
Goals: Participants will:
* Be able to list at least 6 executive functions and how they influence the different diagnosis
*Describe being a train versus a car - basics of neurobiology
*Describe how to work as a team with parents, school and doctor to clarify diagnosis
Part 3: Developmental theory
This section will give an overview developmental theory for each age group with ideas of how to handle each differently and what is age appropriate at each stage. Preschoolers; Early school age children; Middle school; High School.
Goals - Participants will:
*Describe at least one tool to engage each age group
*Describe at least one skill difference you should be able to see at age stage
*Describe why seeing teenaged is not the same as seeing adults
Part 4: Dealing with Resistance
This program will give a framework for understand the function of resistance as a healthy part of psychological development. Ideas for strengthening resistance will be taught so the child is so strong they no longer need it.
Goals: Particpants will:
*Name 3 reasons for resistance
*Have at least one tool to help the child not need their resistance
*Describe 3 different ways to deal with resistance depending on the cause
Part 5: Parental Guidance (PG)
This session with deal with the complicated issue of working with parents, first looking at who should do this part of the treatment, and then some ideas of how to be successful in this work. Transference and countertransference issues will be touched upon as well as dealing with difficult parents. Sometimes children feel their parent has stolen their counselor - balancing the needs of the parent and the child will be address.
Goals - participants will:
*Name 2 types of boundary issues that influence the decision of who does the PG
*Understand some of the differences in working with parents and the age of the child
*Name at least 3 pitfalls in attempting to maintain a working alliance with parents and children
*Understand when it is time to refer a parent for treatment and some ideas of how to do this
Part 6: Techniques to use with children: Sometimes depends on the diagnosis!
This section will give an overview of many techniques used with children such as Play therapy,
Sandplay, EMDR, Family therapy, Behavioral plans, Talking therapy, and other Structured activities.
Goals: Participants will:
*Describe at least techniques to use with children
*Give 2 diagnosis that may require special techniques
*Give 2 steps in determining what to do when
Part 7: Case discussions
If participants wish we will continue the training using case examples from the participants to apply the theory. It always depends on the diagnosis and diagnosis is ongoing. This step is important to understanding how to weave the different techniques and to understanding the dance with the parents, the ultimate expert on the child.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Gender Differences in Couples Therapy" May 29, 2015 see www.barbarabrugler.com for more information
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Couples Therapy with Someone on the Autism Spectrum"
this program will look at trauma, secondary trauma, addiction, working with veterans and compaission fatigue. Contact me for more information.
Not offered for CEU credit at this time.
Ethics Training
“Why good therapists make ethical errors: possible causes and how to identify them."
3 hours credit will count toward ethics requirement, approved by the Ohio Social Worker, Counselor, and Marriage and Family Therapist Board: Counselors and Social Workers #RCS051205; MFT’s #RTX071301
Much of our training in ethics teaches us what is considered unethical by law and standards of practice. This program assumes you are generally aware of unethical behavior, and assumes you are a competent therapist.
The purpose of this program is to explore counter transference and co-transference reactions that can lead to ethical mistakes or errors in judgment. We will also explore warning signs that could lead to poor decision-making.
When we are dealing with difficult clients there are ways to approach the therapy that can keep clear boundaries to assure ethical errors are avoided.
This program qualifies for ethics training for Counselors, Social Workers and MFT’s.
Goals: Participants will
*Be able to name three common areas where counter transference issues are seen.
*Identify 3 personal indications of counter transference.
*Name two examples of clients who are likely to create counter transference issues, including identifying special issues when treating children.
8:45-9:00 am Registration
9:00-10:30 Presentation
10:30-10:45 Break
10:45-12:15 Presentation, evaluation
______________________________________________________________________________
“Understanding Jungian Functions & Attitudes”
Stephen T. Weed, M.S., Relational Care Associates
4 CEU hours each program, approved by the Ohio Social Worker, Counselor, and Marriage and Family Therapist Board. Counselors and Social Workers: #RCS051205; Marriage and Family Therapists: # RTX071301
Carl Jung’s theory of Psychological Types (1921/1971) continues to influence how we perceive, understand, and make decisions about our immediate, personal world. Jung first noted and defined our current notions of Introvert & Extravert and detailed the mental processes of Sensation & Intuition and Thinking & Feeling. These attitudes and functions form the foundation for the MBTI® that has become the most popular personality assessment tool on the planet.
In this session we will learn about Jung’s original theory. Therapists will begin to learn how to identify Jung’s functions and attitudes in everyday situations.
This program is intended for anyone who has an interest in Jungian theory or in training as a Sandplay therpists. It will qualify toward certification through the Sandplay Therapists of America and CEU credit for counselor’s, social workers, and MFT’s in Ohio.
Goals: Participants will
*Be able to label the four functions and name at least one characteristic of each.
*Be able to label the two attitudes and name at least one characteristic of each.
*Understand why it is helpful to recognize these in Sandplay therapy
9:40-10:00 am - registration
10:00-11:15 - presentation
11:15-11:30 - break
11:30-12:30 - presentation
12:30-1:30 - lunch
1:30-2:30 - presentation
2:30-2:45 - break
2:45-3:30 presentation, evaluation
Stephen T. Weed, M.S. has been working with personality type concepts for 17 years and is a certified Myers-Briggs Type Indicator® administrator. Along with his team at Relational Care Associates and the D&S Group, he has developed a 3-tiered set of Introductory, Intermediate, and Advanced courses on personality type, totaling over 30-hours of experiential, conceptual, and discussion-based instruction.
Along with teaching, his strengths include working with small groups around team building, communication styles, and learning styles to improve working environments and personal growth.
Stephen’s current interests follow the 8-Function 8-Archetype Model proposed by Jungian scholar John Beebe, PhD, and other applications of Jungian archetypes to everyday situations and fields.
______________________________________________________________________________
- CHILD THERAPY INSTITUTE
This is a question posed in an online discussion. Many answers were offered – too much work, too little training, etc. So why should you make the extra effort to become proficient at working with kids?
Simply put they are the future of the world. Treat them today and not only do they have a shot at being healthy productive adults but also in they can raise healthy productive children contributing to the next generation's health.
More personally there are not enough child therapists out there; this means more referrals for you. You can build your practice and enrich the world at the same time. It’s a win win!
Why not? The complaints: that kids are harder to work with; you have to balance working with the parents; there is also more outside contacts with teachers, guidance counselors and doctors which can all become potential referral sources if you handle it right growing your practice even more. If you treat children you will find your practice grows.
Why not? Most parents want after school times but some are preschoolers, some are home schooled, and many who are having problems with behavior at school do well with a break from school once a week. I find it works best to see about half kids and half adults for balance. I learn a lot about what is going on with kids in general from the childhood stories shared by adults. As we all know even adults need late in the day appointments. Sometimes we are able to see kids at lunchtime and before school. You need to balance your hours just like you would do with any client.
I am planning a multi program series for those who love kids but know nothing about treatment with children and for those who are already working with kids but are looking for knew ideas of how to have success in treating them.
About the presenter
Barbara Brugler, LISW-S, BCD has been in private practice since 1990. She began her career as a caseworker in foster care, then was a clinician at Children’s Hospital guidance Center for 15 years slowly moving more and more into private practice. Barbara is a certified teaching member for Sandplay therapy; EMDR trained, has extensive play therapy training and is trained in sensory motor psychotherapy. Her own daughter now an adult used to throw six-hour tantrums at 2,4, and 6. Barbara always says she learned a lot from raising her daughter and from the parents she has worked with over the years. With over 35 years experience treating children and adults from all walks of life as well as training clinicians in all areas of treatment she can share ideas from the things she has learned over the years..
Tentative overview of the institute; you may attend one or all programs. 2 CEU’s will be offered for each section. Schedule: registration 15 min. before program begins; presentation 60 min.; 10 min break; presentation 60 min.
Part I: Finding Out What You Need to Know:
Making the early sessions count and getting kids to talk
This program will cover: First contact – beginning of assessment; Talking to kids; Treatment plans, goals.
Participants will:
*Learn 2 questions to elicit developmental information as to the disposition of the child
*HAVE a 2 session structure for forming a positive alliance with the parents
Name three ways to engage parents
*Name3 ideas of how to help children open up and talk
*Name 2 ideas of how to explain to children what therapy is all about
Part 2: Diagnosis: an ongoing process
We will discuss how to elicit the behaviors needed for a DSM diagnosis and what to look for to direct treatment - a different kind of diagnosis. We will briefly discuss some of the common childhood diagnosis within a framework of Executive Functions.
Goals: Participants will:
* Be able to list at least 6 executive functions and how they influence the different diagnosis
*Describe being a train versus a car - basics of neurobiology
*Describe how to work as a team with parents, school and doctor to clarify diagnosis
Part 3: Developmental theory
This section will give an overview developmental theory for each age group with ideas of how to handle each differently and what is age appropriate at each stage. Preschoolers; Early school age children; Middle school; High School.
Goals - Participants will:
*Describe at least one tool to engage each age group
*Describe at least one skill difference you should be able to see at age stage
*Describe why seeing teenaged is not the same as seeing adults
Part 4: Dealing with Resistance
This program will give a framework for understand the function of resistance as a healthy part of psychological development. Ideas for strengthening resistance will be taught so the child is so strong they no longer need it.
Goals: Particpants will:
*Name 3 reasons for resistance
*Have at least one tool to help the child not need their resistance
*Describe 3 different ways to deal with resistance depending on the cause
Part 5: Parental Guidance (PG)
This session with deal with the complicated issue of working with parents, first looking at who should do this part of the treatment, and then some ideas of how to be successful in this work. Transference and countertransference issues will be touched upon as well as dealing with difficult parents. Sometimes children feel their parent has stolen their counselor - balancing the needs of the parent and the child will be address.
Goals - participants will:
*Name 2 types of boundary issues that influence the decision of who does the PG
*Understand some of the differences in working with parents and the age of the child
*Name at least 3 pitfalls in attempting to maintain a working alliance with parents and children
*Understand when it is time to refer a parent for treatment and some ideas of how to do this
Part 6: Techniques to use with children: Sometimes depends on the diagnosis!
This section will give an overview of many techniques used with children such as Play therapy,
Sandplay, EMDR, Family therapy, Behavioral plans, Talking therapy, and other Structured activities.
Goals: Participants will:
*Describe at least techniques to use with children
*Give 2 diagnosis that may require special techniques
*Give 2 steps in determining what to do when
Part 7: Case discussions
If participants wish we will continue the training using case examples from the participants to apply the theory. It always depends on the diagnosis and diagnosis is ongoing. This step is important to understanding how to weave the different techniques and to understanding the dance with the parents, the ultimate expert on the child.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Gender Differences in Couples Therapy" May 29, 2015 see www.barbarabrugler.com for more information
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
"Couples Therapy with Someone on the Autism Spectrum"
