Class Schedule

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Acceptance and Commitment Therapy - 2 Day Intensive

Course Overview

Acceptance and Commitment Therapy (ACT) is a third-wave psychological intervention that blends acceptance and mindfulness strategies with commitment and behavior change techniques to increase psychological flexibility. The aim of ACT is to maximize human potential for a rich, full and meaningful life and to help individuals progress toward vitality and well-being through mindful values-based living, regardless of internal cognitive and emotional states.

In this 2-day Intensive, in addition to learning the fundamentals of ACT, participants will also gain a deeper understanding of the clinical principles that make ACT so effective.  Students will learn enhanced ways to make ACT sessions experiential and to help clients develop organic and personal understanding of the Hexaflex.  Clinicians will learn common stuck points in ACT and solutions. This seminar encourages a journey of moving from apprentice to master, mastering a deeper understanding and application of ACT.

Learning Objectives

Participants will be able to:

  1. Define and describe the (6) Core Pathologies of cognitive fusion, experiential avoidance, dominance of conceptualized past and fear future, absent or confused values, inactivity/impulsivity, and attachment to conceptualized self.
  2. Define and describe the (6) Core Therapeutic Processes to assist clients to enhance psychological flexibility: Cognitive Defusion, Acceptance and Willingness, Present Moment, Values Clarification, Commitment to Valued Action.
  3. Identify and learn the aspects of functional contextualism relational frame theory as they relate to the development and process of ACT.
  4. Identify and practices strategies for utilized applied behavioral analysis in session and its relevancy in selecting ACT interventions for treatment.
  5. Identify and learn the core concept of “psychological flexibility” and the conditions that foster it in session.
  6. Identify and learn how psychological inflexibility can contribute to unworkable behavior, including self-harm and substance use.
  7. Identify and learn how ACT core concepts can be adapted for work with youth and families.
  8. Identify and learn common stuck points within ACT therapy and practice tools for moving through them.
  9. Apply ACT concepts and strategies to case conceptualization and treatment planning.
  10. Identify and learn tools for safe, therapeutic self-disclosures and the development of ACT-consistent metaphors.
Accurate Diagnosis in Childhood Behavior Disorders

Challenging behaviors in childhood and adolescence can be difficult to translate to diagnostic criteria.  This workshop aims to support mental health professionals in engaging in a differential diagnosis process specifically focused on behavior disorders that occur in childhood. Topics will include connections and overlap of diagnostic criteria; as well as an in-depth analysis of a number of DSM-V diagnoses, including Oppositional Defiant Disorder (ODD), Conduct Disorder, Intermittent Explosive Disorder, Disruptive Mood Dysregulation Disorder (DMDD); and other Anxiety and Trauma-and Stressor Related Disorders.   Key symptoms for each diagnosis will be explored in detail.  Case Studies will be used to demonstrate the case conceptualization and assessment process. 

Learning Objectives:

1- Participants will explore the differences in common childhood behavior disorders in terms of diagnostic criteria contained in the DSM-5 and DSM-5-TR.

2- Participants will identify assessments and other tools to aid in the differential diagnosis process of childhood behavior disorders to narrow diagnosis and potential comorbidities.

3 - Participants will demonstrate the differential diagnosis process among childhood behavior disorders through case study conceptualization, assessment, and effective diagnostic interview techniques.

Adolescents and Self-Harm

This 3-hour introductory workshop will cover the often misunderstood topic of Adolescents and Self-Harm.  When an adolescent engages in cutting, burning, or other intentional self-harming behaviors, parents and clinicians often panic.  Adolescents who self-injure are frequently misdiagnosed as suicidal and treated with ineffective approaches that often include unnecessary hospitalization.  These misguided strategies often serve to only increase stress, isolation, and the desire to self-harm.

 

Learning Objectives:

  • The Self-Injury Umbrella:  The crucial differences between suicidality and non-suicidal self-injury (NSSI)
  • Types of self-Harm
  • Reasons Why Adolescents Self-Harm
  • Conceptualization, assessment, and treatment options for non-suicidal self-injury (NSSI). 
  • How to build a multi-systemic approach for helping suicidal and self-harming children and adolescents.
Applied Suicide Intervention Skills Training (ASIST)

Applied Suicide Intervention Skills Training (ASIST) is a two-day face-to-face workshop featuring powerful audiovisuals, discussions, and simulations. At this workshop, you'll learn how to prevent suicide by recognizing signs, providing a skilled intervention, and developing a safety plan to keep someone alive. Day One will provide a baseline for discussion using the film “Cause of Death,” after which participants will be able to discuss their feelings, experiences, and attitudes related to suicide and helping persons at risk. In the afternoon, participants will be introduced to the Pathway for Assisting Life, a 6 step model for intervening in a suicide crisis. On Day Two, participants will gain comfort and familiarity with the Pathway for Assisting Life by engaging in group and one-on-one roleplays. At the end of Day Two, participants will learn ways to engage in helpful and supportive community relationships to aid in the creation of a suicide safer community.

Learning Objectives 

The participant will be able to: 

  • Understand the ways that personal and societal attitudes affect views on suicide and interventions 
  • Provide guidance and suicide first aid to a person at risk in ways that meet their individual safety needs 
  • Identify the key elements of an effective suicide safety plan and the actions required to implement it 
  • Appreciate the value of improving and integrating suicide prevention resources in the community at large 
  • Recognize other important aspects of suicide prevention including life-promotion and self-care 
Behavioral Parent Training

Course Overview

Helping Professionals need more than hand-me-down folk wisdom to support parents and caregivers with serious behavior issues in children and teens. So often, caregivers are in “recovery” from their own childhoods wherein ineffective parenting strategies were modeled for them, or caregivers are reacting to their childhoods and over-compensating for the transgressions of the past.  Some parents are in recovery from substance use disorders and find the stresses of parenting very triggering.  All members of a multi-disciplinary team want to support caregivers in being more effective parents. This two-day Behavioral Parent Training course assists all members of a multi-disciplinary team to give parents and caregivers concrete support to feel more successful.

 

This two-day Intensive provides multi-disciplinary team members with the concrete approaches to helping parents foster behavioral change in children and teens.   That change begins first with the parents. The Intensive toggles between standard strategies and special adaptations for those children with Attachment deficits, ADHD, sensory processing issues, trauma, and neurodivergence.    

 

Learning Objectives

The participant will be able to:

  • Differentiate folk parenting strategies from trauma-informed parenting strategies. 
  • Define the roots of defiance and oppositionality and substance use in children and teenagers. Identify the role of Coercive Parenting Tactics that increase oppositionality and substance use.
  • Differentiate between Motivational Deficits and Skill-Deficits and Trauma-Deficits in child behavioral problems. 
  • Apply specific Behavioral strategies and adjust for Skill-deficits and Trauma.
  • Adjust the application of strategies for child/adolescent behavioral problems that are complicated by Neurodivergence, ADHD/ADD, Bipolar Disorder, Attachment issues, Trauma and other cognitive/emotional challenges.
Dialectical Behavior Therapy - 2 Day Intensive Workshop

Dialectical Behavior Therapy (DBT) invites therapists to embody the stances of Radical Acceptor and Change Agent—both person-centered and CBT, both validating and challenging, and weaving those therapeutic moves into a dance. While covering group DBT, this DBT training focuses in more depth on the Individual Therapy components of DBT and what makes a therapist “dialectical” in session.

The participant will be able to:

  1. Identify and learn key aspects of the BioSocial Theory of Borderline Personality Disorder, general affect dysregulation, interpersonal conflict, and substance use and addiction.
  2. Identify and learn the core concept of “Dialectics” and how dialectical style is applied to the therapist in DBT.
  3. Differentiate key theoretical differences between Cognitive Behavioral Therapy, Person-Centered Therapy, and DBT.
  4. Identify and learn the treatment and case management goals, behavioral targets, and treatment structure of DBT.
  5. Identify and learn the commons skills taught to clients within group settings, within the 5 Modules of Core Mindfulness, Distress Tolerance, Emotional Regulation, Interpersonal Effectiveness, and Middle Path.
  6. Identify and learn Case Management strategies that balance the dialectic of empowering the client with advocacy.
  7. Identify special treatment strategies in DBT, including Crisis Intervention, Suicidal Behavior, Therapy-Interfering Behaviors, Phone Coaching, and Substance Use Disorders.
  8. Apply DBT strategies to families and adolescents.
Ethical Dilemmas and Practical Considerations

Course Overview:

Ethical dilemmas arrive because two things we value become at odds with each other. In the helping profession it is vital to acknowledge these conflicts and reflect on the best course of action for the person(s) we are serving. This should not be done on your own, this course provides the framework of addressing those conflicts and how to facilitated a consultation to explore the foggy world of ethical practice.

 

Learning Objectives:

The participant will be able to:

  • Define an ethical dilemma
  • Practice making ethical decisions with a series of guided discussion and vignettes
  • Facilitate consultations aimed at exploring and selecting a next step in the face of an ethical dilemma
  • Explain the rationale for a decision they have made
  • Explore and name their own personal and professional values
  • Practice a mindful approach to ethical considerations
  • Connect with other clinicians in order to make consultation more accessible
Fundamental Frameworks for Crisis Intervention

This 2-day workshop combines three of our most popular crisis intervention workshops: Calm in Crisis, Creating Connection and Safety: Treating Homicidal Ideation, and Learn the Columbia!

Calm in Crisis will lay out the steps for effective crisis intervention, from asking about suicide and supporting a turn toward safety to effective safety planning and means restriction. Creating Connection will teach you how to administer a homicide questionnaire, learn how to build a treatment plan for addressing HI, and evidence-based processes that can be applied to the treatment of those reporting HI. Learn the Columbia analyzes the clinical rationale underpinning the Columbia® Suicide Severity Rating Scale, an innovative, gold standard suicide risk screening tool. Participants will learn how to identify whether someone is at risk for suicide, assess the severity and immediacy of that risk, and gauge the level of support that the person needs.

We will also provide guidance on understanding the laws for an emergency order of detention, as well as writing LMHP statements.

Participants will be able to:

  • Understand the key components of Joiner’s Interpersonal Theory of Suicide
  • Label and describe the components of effective crisis intervention.
  • Name the components of a complete safety plan
  • Learn how screening with the C-SSRS can be used to identify at-risk individuals and identify steps to implement a comprehensive screening program that includes targeted and public health approaches to prevention.
  • Learn how to use the C-SSRS, to identify suicidal ideation and behavior to improved identification, which ultimately saves lives.
  • Build a treatment plan for a client reporting HI.
  • Implement skills from evidence based models to address HI.
  • Learn the types of suicidal ideation and the four behaviors that are predictive of imminent risk, how to administer the C-SSRS full and screener scales and list long and short-term risk and protective factors.
Introduction to Acceptance and Commitment Therapy

Course Overview

Acceptance and Commitment Therapy or otherwise known as ACT (pronounced “act”) is a mindfulness-based model for both therapy and coaching, based on the use of accepting emotions, cognitions, and circumstances and acting upon values, all to serve the goal of a more rich, full, and meaningful life. In this workshop, participants will be introduced to the core tenets of ACT, as well as techniques they can begin implementing in their next session.

Learning Objectives

The participant will be able to:

  • Define and describe broad ACT concepts such as: mindfulness, happiness, suffering, workability, and creative hopelessness.
  • Identify ACT consistent treatment goals.
  • Name and describe how the ACT Matrix tool can be used to begin treatment or get unstuck in ongoing treatment.
  • Practice utilizing the ACT Matrix tool.
  • Define the (6) Core Therapeutic Processes to assist clients to enhance psychological flexibility: Cognitive Diffusion, Acceptance and Willingness, Present Moment, Values Clarification, Commitment to Valued Action. 
Introduction to Cognitive Behavior Therapy

Cognitive Behavioral Therapy (CBT) was developed by Aaron Beck and Alber Ellis to assist clients in their healing journey by focusing on cognitive appraisals of events in order to better understand their reactions.  This course reviews the basic foundational information and a few simple tools for clinicians to implement quickly.  Students will learn how CBT developed, why it works, and how we practice in this course. This will serve as a good foundation to build upon for clinicians new to CBT. 

 

The participant will be able to: 

  • Identify and learn the aspects of the cognitive triangle as they apply to CBT and how ACT and DBT has built from that base. 
  • Identify and practices skills specifically to identify automatic thoughts and challenge their validity for the client. 
  • Identify and learn the types of cognitive distortions and how knowing them helps direct treatment. 
  • Identify and learn how core beliefs impact the psyche of the individual.  
  • Learn and apply the skill of Socratic Questioning. 
  • Learn the ABC model to assess the behavior patterns of an individual 
  • Apply the individual downward arrow technique. 
Introduction to Dialectical Behavior Therapy

Dialectical Behavior Therapy (DBT) invites therapists to embody the stances of Radical Acceptor and Change Agent—both person-centered and CBT, both validating and challenging, and weaving those therapeutic moves into a dance. This introductory training provides an overview of the therapeutic stance of DBT, the (5) modes and functions of DBT treatment, and teaches (4) core techniques that clinicians can start using right away.

The participant will be able to:

  1. Identify and learn the core concept of “Dialectics” and how dialectical style is applied to the therapist in DBT.
  2. Differentiate key theoretical and technical differences between Cognitive Behavioral Therapy, Person-Centered Therapy, and DBT.
  3. Identify and learn the (5) modes and functions of DBT treatment.
  4. Identify and learn (4) core techniques of DBT: The Diary Card, Chain Analysis, The Dialectical Stance, and Validation.
  5. Apply DBT strategies to families and adolescents.
Introduction to Motivational Interviewing

Motivational Interviewing (MI) is an evidence-based approach to communication that helps clients construct their own argument(s) in support of change. This 3-hour virtual workshop focuses on helping clinicians develop a working knowledge of basic motivational interviewing skills.   The skillful use of MI with clients leads to activation and strengthening of readiness, willingness, and ability to engage with a strategic change plan of their own making. Participants will enhance their skills through a mix of didactic presentation, demonstration and skill practice exercises. This is an interactive training where skill-based activities improve the learning and application of Motivational Interviewing skills.

 

LEARNING OBJECTIVES

  • Develop a basic working knowledge of motivational interviewing where participants learn about the spirit of MI, the usefulness of change talk, and the four processes of MI: engaging, focusing, evoking, and planning. 
  • Learn and practice the core skills of Motivational Interviewing: OARS techniques-- Open ended questions/affirmations/reflections/summaries
  • Learn focusing and evoking strategies to elicit and respond to client’s self-motivational statements (change talk) ​
More Than Just a Worksheet: Using TEAM-CBT To Empower Clients and Change Lives

This 12-hour workshop is intended for participants who are interested in learning how to implement TEAM-CBT. Day One will focus on learning and understanding the acronym of TEAM and will include instruction and practice in each step of the model. Participants will learn how to effectively implement: Testing, using the Brief Mood Survey and Evaluation of Therapy Session; Empathy, including practice of the five secrets of effective communication to build stronger connections with clients; Assessment of resistance, which will help clinicians identify and address both outcome and process resistance; and an introduction to some of the many Methods utilized in TEAM-CBT. On Day Two, Clinicians will gain the chance to practice these valuable skills by role-playing using various cognitive treatment methods.

Motivational Interviewing Intensive

This 10-hour workshop is intended for participants to learn and practice the techniques of Motivational Interviewing to encourage and motivate clients to come up with their own reasons for change.  One of the largest barriers for clients struggling with substance use or mental health issues, is the lack of motivation to change the maladaptive behavior. The individual may have awareness to their failing health and the impact their addiction may have on their relationships, financially, and legally, yet they still struggle to find the motivation to thrive in a healthy environment.  

Motivational Interviewing (MI) is an approach to communication that tends to help clients construct their own argument(s) in support change. This training on Motivational Interviewing (MI) focusing on improving conversations about change. Fidelity to this way of focusing a conversation serves to enhance the client’s desires for the identified change, and to assist them in articulating their own reasons and needs related to the targeted change. The skillful use of MI with clients leads to activation and strengthening of readiness, willingness and ability to engage with a strategic change plan – of their own making. Participants will enhance their skills through a mix of didactic presentation, demonstration and skill practice exercises. This is an interactive training where skill-based activities improve the learning and application of Motivational Interviewing skills.  

 

LEARNING OBJECTIVES  

  • Define Motivational Interviewing concepts, including the four tasks and the spirit of MI​ 
  • Learn and practice OARS, the core skills, through participation in small and large group activities​ 
  • Explore strategies to elicit and respond to client’s self-motivational statements (change talk)  ​ 
  • Describe interviewer behaviors that increase and decrease discord (resistance) in the therapeutic relationship​ 
  • Begin to explore strategies to soften sustain talk and disarm discord​ 
Parent-Child Conflict: Practical Interventions for Family Therapy

Parents and children typically perceive, feel, and react to stressful events in different ways.   It is not uncommon for these distinctive experiences to lead to conflict, with both parties maintaining a sense of being “right.”  While some minor disagreements may be resolved quickly, major rifts can form between parents and children that last a lifetime.   However, effective Therapeutic interventions and strategies for Parent-Child conflict can help create a family culture of connection, collaboration, and understanding.

 

Learning Objectives:

Through the contents of this workshop participants will learn:

  • A comprehensive way to identify, evaluate, and assess “Parental Alienation.”
  • Awareness and Insight into the “Conflict Cycle” that fuels power struggles between parents and children.
  • Techniques to teach families about non-hostile communication, effective conflict resolution, and relationship-building skills.
  • Strategies for Family Therapy Sessions to help build a family culture of connection and understanding such as: Recognizing Family Narratives and Parenting with Purpose
  • Helpful facts on child brain development and the most appropriate and constructive approaches for various ages and stages.
Precision Diagnostics

In March of 2022, the DSM-5-TR was released with a new disorder, changes, and clarifications for 70 disorders.  Important in this revision is how culture, racism, and discrimination are viewed from the diagnostic lens. Revisions from the DSM-5 to the DSM-5-TR will be reviewed in this seminar, with a focus on understanding how the changes will impact diagnosing, billing practices, strategies to address cultural changes.  New diagnostic categories, including Suicidal Behavior Disorder, Nonsuicidal Self-Injury, and Prolonged Grief Disorder will be reviewed in detail.       

The Participant will be able to:

  • Identify broad changes and updates between the DSM-5 and the DSM-5TR applying to culture and differential diagnostics.
  • Identify changes and updates in diagnostic criteria regarding substance use disorders.
  • Apply changes in diagnostic criteria between DSM-5 and DSM5-TR.
  • Identify new diagnostic categories, including Suicidal Behavior Disorder, Nonsuicidal Self-Injury, and Prolonged Grief Disorder.
The Crucible of Clinical Supervision: Getting to the Gold in LPC Candidates

In accordance with 86:10-11-4. Supervisor qualifications (2) As of January 1, 2000: (A) an LPC who has successfully completed a graduate course in counselor supervision of at least forty-five (45) contact hours or equivalent course of study acceptable to the Board. This equivalent course of study shall consist of workshops in counseling supervision in combination with directed study of counseling supervision literature. Fifteen (15) of the forty-five (45) contact hours shall be in a class or workshop format which includes four (4) supervisors-in-training; the other thirty (30) contact hours shall be reserved for directed study. This course is also approved Board annual CEU requirements for clinical supervision.

_____________________________

The development of a new therapist occurs in a crucible: LPC Licensure candidates must be “smelted” in the high temperatures of professional development when candidates are most untrained, inexperienced, and often psychologically unprepared for the challenges.  Becoming a therapist is a purification process: i.e. Learning the real art & craft of therapy, unlearning mythologies of being a therapist, and most importantly learning about Oneself.  Therefore, Supervisors must be more than just “vending machines” of counseling theories, manuals, technical advice, and risk management. Supervisors must be strong vessels to support candidates in getting to their inner gold.

 

Interested but need other dates? Here are all of the courses for 2025:

Jan. 18th & Feb. 1st, 2025: Register Here

April 12th & April 26th, 2025: Register Here

July 12th & July 26th, 2025: Register Here

Oct. 11th & Oct. 25th, 2025: Register Here

__________________________

 

Learning Objectives:

  •  Define and develop the core oversights, roles, and functions of a clinical supervisor
  • Define core competencies that clinical supervisors must foster in their candidates.
    Define core documentation competencies that clinical supervisor must teach their candidates.
    Develop concepts of Pedagogy (candidate needing technical assistance) vs. Andragogy (candidate needing personal depth work).
    Identify and develop the best practices in supervision: Developmental, Competency-focused, Theoretical Orientation-Based, and Psychodynamic.
  • Develop guidelines for effective candidate evaluations.
  • Identify and develop essential ethical ang legal monitoring needed by Supervisors. 
  • Develop strategies to develop cultural competency in candidates.
  • Develop effective responses to supervision-interfering behaviors.
The Tao of Crisis Intervention

Crisis intervention can be one of the most anxiety producing tasks that a clinician is asked to face, with training often happening on the job through sheer exposure. This workshop will offer a technology of crisis intervention compiled from the study of multiple evidence-based models, to give clinicians confidence and competence in navigating difficult situations. In this workshop, clinicians will learn about different types of crisis intervention, as well as the tasks, techniques, and steps necessary to aid clients in any type of crisis they may be experiencing. In addition to new theories, clinicians will also be able to practices the techniques and steps necessary to turn moments of distress to moments of opportunity.

 

Participants will be able to:

  • Explore the different types of crises and models of crisis intervention.
  • Identify and apply strategies, as appropriate based on context and role, such as chain analysis, validation, clarification, confrontation, cognitive restructuring, problem-solving.
  • Identify and explore various steps necessary for effective crisis intervention.
  • Demonstrate knowledges of steps through supportive practice and guidance.
  • Identify and describe how assessment of risk, safety planning, and on-going care contribute to long-term safety after a crisis intervention.
  • Address special topics that arise during crises, such as:  panic attacks, safety, skills coaching, effective parenting, DEI, and psychosis.
Treating Habits and Addictions with TEAM CBT - 2 Day Course

Course Overview: 

This 2-day training course is intended for first-time or returning learners who are passionate about TEAM-CBT and want to implement it effectively with clients struggling with habits and addictions. Participants will learn how to effectively implement: Testing, using the Brief Mood Survey, Evaluation of Therapy Session, and the Craving and Urges to Use scale; Empathy, including the Five Secrets of Effective Communication as well as advanced empathy tools; Assessment of Resistance, which will help clinicians identify and address resistance while improving client motivation; and an introduction to some of the many Methods utilized in TEAM-CBT, including those specific to habits and addiction. Clinicians will also learn how to conduct a successful relapse prevention session. Throughout the two days, participants will gain the chance to practice these valuable skills by role-playing using various cognitive treatment methods as well as observing a live-recorded session demo.

Objectives:

Participants will be able to:

  1. Name and describe the four components of TEAM (Testing, Empathy, Assessment of Resistance, and Methods)
  2. Identify two benefits of using measurement (Routine Outcome Monitoring) in therapy.
  3. Name and practice the Five Secrets of Effective Communication, as well as the 6th secret of Self-Disclosure used in Habits and Addictions work.
  4. Explore the steps of assessment of resistance, identifying the importance of invitation and specificity in Cognitive Therapy.
  5. Identify common themes of outcome resistance, process resistance, and alliance resistance.
  6. Describe and practice methods for targeting resistance including the Gentle Ultimatum, Triple Paradox, and Voicing the Resistance.
  7. Learn tools for developing and assigning homework more effectively.
  8. Learn and practice various cognitive and behavioral tools for increasing motivation and addressing self-doubt or hopelessness.
  9. Identify a client’s readiness for therapy termination and the steps involved in relapse prevention training.
Uncover the SELF: An Introduction to IFS

Internal Family Systems is a widely popular evidence-based treatment that has taken the world by storm. This workshop will introduce the core components of IFS, introducing participants to the “parts” that operate inside of us all. These parts play roles as both protectors and those requiring protection and can be a powerful aid to your work with clients – or a powerful barrier. By incorporating IFS techniques, clinicians can help transform their client’s relationship to their own inner systems. In addition to core components, this workshop will introduce you to the IFS course of treatment as well as provide guidelines, tips, and resources for those interested in learning more about this exciting new form of therapy.

Learning Objectives

Participants will be able to:

  • Summarize the core components of IFS.
  • Name and describe parts, including exiles, managers, and firefighters.
  • Describe and understand the concept of parts mapping.
  • Discuss the theoretical background that laid the framework for IFS.
  • List the benefits of self-leadership.
  • Describe the components of the unburdening process.

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Contact Us

Red Rock Behavioral Health Services
Funded in part by ODMHSAS
 5801 Broadway Extension Hwy
Oklahoma City, OK 73118

phone (405) 833-4459