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.
______________________________________________
Mindfulness and Co-transference
in complex trauma or symbolic therapy
Worthington, OH
Fri. March 29, 2019 9:30-4:30
Working with complex trauma or with the symbolic realm complicates the co-transference. As a therapist it is important to have capacity for mindfulness. When dealing with complex trauma there is an energetic pull – hyper arousal (energy going up) and hypo arousal (energy going down.) These energy movements occur when clients dissociate. When working on a symbolic level the pull of the archetypes is not only pulling on your clients but also on you as observer. It is crucial for us to stay grounded through mindfulness increasing the “right brain to right brain connection” allowing the clients to improve emotion regulation. Without a solid right brain-to-right brain connection this balance is difficult for a client to obtain.
There are many programs on being mindful but a therapist’s mindfulness is a bit different than what we might teach clients about being in the moment. This program will delve deeper into what we are trying to accomplish with mindfulness, some information on what is happening in the brain, and how to achieve an effective mindfulness practice.
Barbara Brugler, LISW-S will define co transference and talk about why it is important in the therapeutic relationship. Part of the co-transference - which is like swimming in the collective unconscious – is quieting our minds so we can be tuned in. It is a third level of dialogue going on all the time in all relationships. When working with complex trauma or working on an archetypal level understanding co transference is crucial for successful treatment.
Chinese Medicine has been using mindfulness for thousands of years. As a Chinese Medicine practitioner Mary Dinneen, MA has awareness of the practice of mindfulness at a deep level as well as at a physical level. The foundations of Chinese Medicine began with what we in the western culture call mindfulness. It is about being aware of our own energy and containment thereof. Mary’s training is based on the traditions that form mindfulness. The very core of Chinese medicine contains the principals we will begin to understand so that we can work within the co transference with difficult complex trauma cases or any clients who are working on a symbolic level.
Why a Chinese Medicine practitioner? Mary Dinneen. MA, Traditional Chinese Medicine (TCM) practitioner, has as part of her studies in energetic medicine included coursework in the management of one’s own energy. The ancient practitioner’s of TCM, the first one’s being as early as 2500 years ago, were always trained in the art of Qi Gong, Tai Chi and meditation. Qi Gong and Tai Chi, non-combative disciplines, are for healing purposes. In China today they have Qi Gong hospitals that have the patients do nothing but Qi Gong throughout the day. The purpose behind requiring these types of studies in the past and in current programs is to teach the practitioners to be more aware of the management of their own energy as they become more adapt at treating the energetic systems of others. Practitioners of TCM are schooled in the development of internal self-awareness and how the body, mind and spirit are affected by the internal energy flow.
If one’s own energetic system is not managed it is too easy for the practitioner to deplete their energy while trying to help others! How many of us feel exhausted after treating complex trauma. We have come to appreciate these practices for their physiological, psychological and spiritual benefits. This program’s purpose is the application to us as therapists to promote internal health as well as improve the co-transference.
It is the responsibility of the practitioner to keep the energetic exchange clear and free of personal energetic expressions and to know when a patient is projecting energy towards the practitioner. Awareness is the key to a good and effective practitioner. For us as psychotherapists the depth of knowledge of a TCM will facilitate our learning to be mindful at the deep level necessary to treat these complicated clients.
Together Barbara and Mary will teach various forms of mindfulness and how to use them to stay grounded during therapy sessions as well as tune into the co-transference. It’s not just your everyday mediation anymore.
Barbara Brugler, LISW-S, CST-T is a teaching member for Sandplay Therapists of America and The International Society of Sandplay Therapists. Having been in practice over 35 years she has worked with both children and in adults treating complex trauma. Barbara’s article “Frozen in Time” was published in the Journal of Sandplay Therapy.
Mary Dinneen. MA, licensed Oriental Medicine Practitioner by the Ohio Medical Board has been in private practice for over 15 years. She was on faculty at the American Institute for Alternative Medicine in Columbus for 17 years and has taught at professional conferences on topics of Mindfulness Practices, Tui Na and Ethics to name a few. Her postgraduate training has focused on new ways to achieve balance, which includes training in Biofeedback. Her diverse background brings exceptional experience and knowledge to the practice of mindfulness.
Goals:
*Define co- transference and how it differs from transference and countertransference
*List three indications of co transference and the importance of grounding
*Name three aspects of how mindfulness impacts the brain
*Name two reasons for developing a personal mindfulness practice
*List one way to identify when one is not grounded
*Develop at least one practice to use for yourself
*List one practice to use with clients
Schedule:
9:15-9:30 Registration
9:30- 11:00 Co-transference; secondary trauma and regulation- Barbara
11:00-11:15 Break
11:15-12:45 The brain; different practices, tracking energy - Mary
12:45- 1:15 Brown bag lunch on your own
1:15- 2:45 Working for ourselves; Working with clients - both
2:45- 3:00 Break
3:00- 4:30 Fine-tuning in the moment, in the session - both
Please join Barbara Brugler, LISW-S and Mary Dinneen MA, Licensed Oriental Medicine Practitioner to explore this world for the therapist chair.
Join us for this exciting training Fri. March 29, 2019.
Please note: This program is approved for 6 CEU credits by the Ohio Counselor, Social Work, and Marriage and Family Therapy Board: Social Work ONLY: #RCS051205
Approved for 6.0 CEU credit in Indiana pursuant to Ind. Code 25-1-4-0.2
Sandplay credit will be provided
Please enclose a check made payable to Barbara Brugler based on post mark deadline mailed to 886 Middlebury Dr. N., Worthington, OH 43085. Due to the small nature of these programs cancellations will be handled by allowing a transfer to a different program. Payment may also be made through PayPal by sending your payment to sandplayohio@gmail.com. Be sure to email your registration if you use this payment method. Please call or text Barbara with any questions at 614-430-3260 or email her at sandplayohio@gmail.com.
This program is limited to 8-12 participants so please register early.
REGISTRATION: Columbus March 29, 2019
_______$100 postmarked or paid by Feb. 26, 2019
_______$115 postmark or paid by March 22, 2019
______$130 after March 22 space permitting
NAME:
________________________________________________________________________
Social Work license number: ____________________________________
***I need your EMAIL FOR CONFIRMATION and further instructions. PLEASE PRINT CLEARLY:
***_____________________________________________________________________
Address________________________________________________________________
City, State, Zip____________________________________________________________________
Cell phone _________________________________________________________
______________________________________________________________________________
Exploring Animal Assisted Therapy*
"Dogs are not our whole life, but they make our lives whole."
Roger Caras
The cover photo of the January 2018 issue of Counseling Today shows a young girl hugging a horse with the title, *"Exploring Animal-Assisted Therapy." Many people who share their lives with pets understand the unique relationship we have with animals.
Our workshop on Animal-Assisted Therapy (AAT) lays the groundwork for therapists who want to gain a deeper understanding of how animals provide emotional support and can increase the quality of our clients™ lives. Topics include: the history of AAT, the Human-Animal Bond, theoretical foundations, definitions of service, therapy and Emotional Support Animals (ESA), clients with mental health disorders who may benefit from AAT, the health benefits of interacting with animals, and wellness strategies for clients who have pets at home. The focus of this workshop will be on dogs as they are the most commonly used therapy animals.
This program is intended for mental health professionals, school and nursing home personnel and anyone with an interest in working with animals assisting those with mental health issues.
6 CEUs approved by the State of Ohio Counselor, Social Worker and Marriage and Family Therapist Board
Counselor and Social Work: # RCS051205
MFT: # RTX071301
Approved Indiana pursuant to Ind. Code 25-1-4-0.2
Goals: Participants will be able to -
Susan “Suze” E. Smith received her BLS and Master’s Degree in Higher Education Administration from Bowling Green State University, and a Master’s Degree in Community Counseling from The University of Dayton. Suze is a Professional Clinical Counselor with fifteen years experience in clinical counseling, substance abuse counseling, and advisement of college students. Prior to her this, she had vast and varied professional experience including teaching at the university level, and serving as the Executive Director of a women’s reproductive health and surgical center. Suze’s current research interests are Animal-Assisted Therapy and Wellness, complicated PTSD in first responders, and women’s workplace and societal concerns. Her love of animals and nature are germane to her mental, physical, and spiritual health.
Early registration: $110; regular: $120. Deadline to register is Feb. 17, 2018. Cancellations prior to that date will be charged a $25 administrative fee. After that date you may transfer to another program only. Lunch is on your own. Beverages and snacks will be provided.
____________________________________________________
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 therap
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.
______________________________________________
Mindfulness and Co-transference
in complex trauma or symbolic therapy
Worthington, OH
Fri. March 29, 2019 9:30-4:30
Working with complex trauma or with the symbolic realm complicates the co-transference. As a therapist it is important to have capacity for mindfulness. When dealing with complex trauma there is an energetic pull – hyper arousal (energy going up) and hypo arousal (energy going down.) These energy movements occur when clients dissociate. When working on a symbolic level the pull of the archetypes is not only pulling on your clients but also on you as observer. It is crucial for us to stay grounded through mindfulness increasing the “right brain to right brain connection” allowing the clients to improve emotion regulation. Without a solid right brain-to-right brain connection this balance is difficult for a client to obtain.
There are many programs on being mindful but a therapist’s mindfulness is a bit different than what we might teach clients about being in the moment. This program will delve deeper into what we are trying to accomplish with mindfulness, some information on what is happening in the brain, and how to achieve an effective mindfulness practice.
Barbara Brugler, LISW-S will define co transference and talk about why it is important in the therapeutic relationship. Part of the co-transference - which is like swimming in the collective unconscious – is quieting our minds so we can be tuned in. It is a third level of dialogue going on all the time in all relationships. When working with complex trauma or working on an archetypal level understanding co transference is crucial for successful treatment.
Chinese Medicine has been using mindfulness for thousands of years. As a Chinese Medicine practitioner Mary Dinneen, MA has awareness of the practice of mindfulness at a deep level as well as at a physical level. The foundations of Chinese Medicine began with what we in the western culture call mindfulness. It is about being aware of our own energy and containment thereof. Mary’s training is based on the traditions that form mindfulness. The very core of Chinese medicine contains the principals we will begin to understand so that we can work within the co transference with difficult complex trauma cases or any clients who are working on a symbolic level.
Why a Chinese Medicine practitioner? Mary Dinneen. MA, Traditional Chinese Medicine (TCM) practitioner, has as part of her studies in energetic medicine included coursework in the management of one’s own energy. The ancient practitioner’s of TCM, the first one’s being as early as 2500 years ago, were always trained in the art of Qi Gong, Tai Chi and meditation. Qi Gong and Tai Chi, non-combative disciplines, are for healing purposes. In China today they have Qi Gong hospitals that have the patients do nothing but Qi Gong throughout the day. The purpose behind requiring these types of studies in the past and in current programs is to teach the practitioners to be more aware of the management of their own energy as they become more adapt at treating the energetic systems of others. Practitioners of TCM are schooled in the development of internal self-awareness and how the body, mind and spirit are affected by the internal energy flow.
If one’s own energetic system is not managed it is too easy for the practitioner to deplete their energy while trying to help others! How many of us feel exhausted after treating complex trauma. We have come to appreciate these practices for their physiological, psychological and spiritual benefits. This program’s purpose is the application to us as therapists to promote internal health as well as improve the co-transference.
It is the responsibility of the practitioner to keep the energetic exchange clear and free of personal energetic expressions and to know when a patient is projecting energy towards the practitioner. Awareness is the key to a good and effective practitioner. For us as psychotherapists the depth of knowledge of a TCM will facilitate our learning to be mindful at the deep level necessary to treat these complicated clients.
Together Barbara and Mary will teach various forms of mindfulness and how to use them to stay grounded during therapy sessions as well as tune into the co-transference. It’s not just your everyday mediation anymore.
Barbara Brugler, LISW-S, CST-T is a teaching member for Sandplay Therapists of America and The International Society of Sandplay Therapists. Having been in practice over 35 years she has worked with both children and in adults treating complex trauma. Barbara’s article “Frozen in Time” was published in the Journal of Sandplay Therapy.
Mary Dinneen. MA, licensed Oriental Medicine Practitioner by the Ohio Medical Board has been in private practice for over 15 years. She was on faculty at the American Institute for Alternative Medicine in Columbus for 17 years and has taught at professional conferences on topics of Mindfulness Practices, Tui Na and Ethics to name a few. Her postgraduate training has focused on new ways to achieve balance, which includes training in Biofeedback. Her diverse background brings exceptional experience and knowledge to the practice of mindfulness.
Goals:
*Define co- transference and how it differs from transference and countertransference
*List three indications of co transference and the importance of grounding
*Name three aspects of how mindfulness impacts the brain
*Name two reasons for developing a personal mindfulness practice
*List one way to identify when one is not grounded
*Develop at least one practice to use for yourself
*List one practice to use with clients
Schedule:
9:15-9:30 Registration
9:30- 11:00 Co-transference; secondary trauma and regulation- Barbara
11:00-11:15 Break
11:15-12:45 The brain; different practices, tracking energy - Mary
12:45- 1:15 Brown bag lunch on your own
1:15- 2:45 Working for ourselves; Working with clients - both
2:45- 3:00 Break
3:00- 4:30 Fine-tuning in the moment, in the session - both
Please join Barbara Brugler, LISW-S and Mary Dinneen MA, Licensed Oriental Medicine Practitioner to explore this world for the therapist chair.
Join us for this exciting training Fri. March 29, 2019.
Please note: This program is approved for 6 CEU credits by the Ohio Counselor, Social Work, and Marriage and Family Therapy Board: Social Work ONLY: #RCS051205
Approved for 6.0 CEU credit in Indiana pursuant to Ind. Code 25-1-4-0.2
Sandplay credit will be provided
Please enclose a check made payable to Barbara Brugler based on post mark deadline mailed to 886 Middlebury Dr. N., Worthington, OH 43085. Due to the small nature of these programs cancellations will be handled by allowing a transfer to a different program. Payment may also be made through PayPal by sending your payment to sandplayohio@gmail.com. Be sure to email your registration if you use this payment method. Please call or text Barbara with any questions at 614-430-3260 or email her at sandplayohio@gmail.com.
This program is limited to 8-12 participants so please register early.
REGISTRATION: Columbus March 29, 2019
_______$100 postmarked or paid by Feb. 26, 2019
_______$115 postmark or paid by March 22, 2019
______$130 after March 22 space permitting
NAME:
________________________________________________________________________
Social Work license number: ____________________________________
***I need your EMAIL FOR CONFIRMATION and further instructions. PLEASE PRINT CLEARLY:
***_____________________________________________________________________
Address________________________________________________________________
City, State, Zip____________________________________________________________________
Cell phone _________________________________________________________
______________________________________________________________________________
Exploring Animal Assisted Therapy*
"Dogs are not our whole life, but they make our lives whole."
Roger Caras
The cover photo of the January 2018 issue of Counseling Today shows a young girl hugging a horse with the title, *"Exploring Animal-Assisted Therapy." Many people who share their lives with pets understand the unique relationship we have with animals.
Our workshop on Animal-Assisted Therapy (AAT) lays the groundwork for therapists who want to gain a deeper understanding of how animals provide emotional support and can increase the quality of our clients™ lives. Topics include: the history of AAT, the Human-Animal Bond, theoretical foundations, definitions of service, therapy and Emotional Support Animals (ESA), clients with mental health disorders who may benefit from AAT, the health benefits of interacting with animals, and wellness strategies for clients who have pets at home. The focus of this workshop will be on dogs as they are the most commonly used therapy animals.
This program is intended for mental health professionals, school and nursing home personnel and anyone with an interest in working with animals assisting those with mental health issues.
6 CEUs approved by the State of Ohio Counselor, Social Worker and Marriage and Family Therapist Board
Counselor and Social Work: # RCS051205
MFT: # RTX071301
Approved Indiana pursuant to Ind. Code 25-1-4-0.2
Goals: Participants will be able to -
- explain the neuroscience and health benefits supporting the benefits of Animal-Assisted Therapy (AAT).
- name two pioneers in the history of AAT Animal-Assisted Therapy in Counseling (AAT-C.)
- differentiate amongst service animals, therapy animals, and emotional support animals.
- describe how Attachment Theory and Human-Animal Relational Theory (HART) are foundational to AAT-C.
- define AAT, AAT-C, Animal-Assisted Interventions (AAI), Animal-Assisted Activities (AAA), and Animal-Assisted Education (AAE).
- define two of the competencies set forth by the American Counseling Association for AAT-C. Methods: Text, Case Presentation, Case Discussion, Bibliography, Post Test
Susan “Suze” E. Smith received her BLS and Master’s Degree in Higher Education Administration from Bowling Green State University, and a Master’s Degree in Community Counseling from The University of Dayton. Suze is a Professional Clinical Counselor with fifteen years experience in clinical counseling, substance abuse counseling, and advisement of college students. Prior to her this, she had vast and varied professional experience including teaching at the university level, and serving as the Executive Director of a women’s reproductive health and surgical center. Suze’s current research interests are Animal-Assisted Therapy and Wellness, complicated PTSD in first responders, and women’s workplace and societal concerns. Her love of animals and nature are germane to her mental, physical, and spiritual health.
Early registration: $110; regular: $120. Deadline to register is Feb. 17, 2018. Cancellations prior to that date will be charged a $25 administrative fee. After that date you may transfer to another program only. Lunch is on your own. Beverages and snacks will be provided.
____________________________________________________
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 therap
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.
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"Gender Differences in Couples Therapy" May 29, 2015 see www.barbarabrugler.com for more information
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"Couples Therapy with Someone on the Autism Spectrum"
