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.

• Thursday, October 31, 2024 from 8:30 AM to 4:00 PMZoom
  This class continues on:
  Fri 11/01/24 from 8:30a to 4:00p
  

The ethical challenges of RSS’s and FSP’s are unique—how do you share your lived experience with boundaries? After your lived experience, what next?

This is an Ethics training specifically focused on Peer Recovery Support Specialists and Family Support Providers and the challenges you encounter.

We draw from the National Certified Peer Recovery Support Specialists Code of Ethics. https://www.naadac.org/ncprss-code-of-ethics

… And the Oklahoma Peer Recovery Support Code of Ethics. https://oklahoma.gov/content/dam/ok/en/odmhsas/documents/a0004/rss-code-of-ethics.pdf

Learning Objectives:

• Describe and apply (7) ethical lens to use when approaching ethical dilemmas for peer recovery support specialists and family support specialists—including adult cases, child & family, and substance use disorder cases.
• Differentiate the distinctions between Ethics, Laws, and Morals and how these apply to ethical dilemmas.
• Apply Unconscious Bias to ethical decision-making processes.
• Analyze and propose solutions to ethical dilemmas unique to PRSS’s and FSP’s.
• Describe and apply codes of ethics from the National Certified Peer Recovery Support Specialists, the Oklahoma Peer Recovery Support Specialists code of ethics, and the International Association of Peer Supports best practice guidelines.

• Friday, December 6, 2024 from 8:45 AM to 12:00 PMZoom

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 

• Thursday, October 17, 2024 from 8:30 AM to 4:00 PMRed Rock BHS, 5801 Broadway Extension Hwy Oklahoma City, OK 73118
  This class continues on:
  Fri 10/18/24 from 8:30a to 4:00p
  

This 3-hour workshop is intended for administrative staff to learn and practice techniques of radical compassion, both for themselves and for “difficult” clients. Participants will learn how common “difficult” client behaviors really come from a place of hardship and will learn the skills to build radical compassion. Participants will learn how to “START” with “HEART” as well as 5 secrets for effective communication through a combination of presentation, group exercises, and practice sessions. This course will be geared towards administrative staff, but is appropriate for anyone who wants to improve their communication skills or practice compassion in a more intentional way.

Participants will be able to:

1. Name and describe the 5 secrets of effective communication.
2. Explain and list the acronyms HEART and START.
3. Practice and utilize communication skills during roleplays.
4. List the steps for building radical compassion.
5. Describe how health literacy can impact interactions and how to navigate issues of health literacy more effectively with clients.

• Friday, December 13, 2024 from 8:45 AM to 12:00 PMZoom

• Wednesday, December 11, 2024 from 1:00 PM to 4:30 PMZoom

Please note: This workshop is for Red Rock Behavioral Health Services employees ONLY. Please use your Red Rock email to register or your registration will be removed.

*This will be a 6 week course, with a mix of 7hrs online curriculum and 4hrs every other week virtual face-to-face learning.*

This training provides trainees ongoing access to an online curriculum, complemented by live training sessions, to learn and begin using Community Reinforcement and Family Training (CRAFT) protocols with clients.

The evidence based tools of CRAFT help professionals working in the substance use disorder (SUD) field, to effectively support the 46% of Americans who are impacted by a loved one’s struggle with SUD. The CRAFT approach has been shown to result in important health outcomes for clients and their families, including: increased well being and functioning for themselves, while decreasing harmful substance use and increasing rates of treatment entry and retention for their loved one.

Objectives:

• Trainees learn to conduct the core 9 CRAFT protocols in sessions with clients, ensuring fidelity to the CRAFT module per the session guide checklists provided in the online curriculum.

• Monday, October 14, 2024 from 10:00 AM to 11:00 AM (full)Zoom
  This class continues on:
  Mon 10/28/24 from 10:00a to 11:00a
  Mon 11/11/24 from 10:00a to 11:00a
  Mon 11/25/24 from 10:00a to 11:00a
  

This 2-day workshop combines two of our most popular crisis intervention workshops: Calm in Crisis 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. 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.

Participants will also gain procedural guidance on Red Rock’s suicide protocol and suicide care pathway, as well as the requirements for crisis documentation within the Crisis Intervention/Diversion form. There also a voluntary portion for licensed staff on writing LMHP statements. Please note: only part of this workshop will provide CEUs (9 hours CEU, 3 hours procedural).

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.
• 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.

• Tuesday, November 12, 2024 from 8:30 AM to 4:00 PMZoom
  This class continues on:
  Wed 11/13/24 from 8:30a to 4:00p
  

Course Overview

Well-meaning caregivers often contribute to the oppositionality of their children/adolescents. Well-meaning children/adolescents contribute to the oppositionality of their caregivers. Families are caught in a kind of Cold War of mutual escalation of tactics. Helping Professionals need more than folk wisdom to assist parents with serious behavior issues brought to therapy. This two-day Parent Management Training Intensive will cover both the basics and advanced applications of PMT.

On Day One, participants will learn how to provide families with evidence-based, proven techniques to end this war of wills and restore collaboration and growth in the family. On Day Two, participants will expand on their learning by exploring PMT enhancements for children who experience challenges such as attachment deficits, ADHD, sensory processing issues, and other divergent profiles. Special attention will be given to sensitively addressing issues such as trauma, comorbid psychiatric issues, and neurodivergence.

Learning Objectives

The participant will be able to:

• Examine the core concepts of behaviorism and link with the behavior modification strategies of Parent Management Training. 
• Develop Family Systems Theories and their application to generating effective interventions for behavioral problems in children and teenagers, including substance use issues. 
• Examine the root correlates of defiance and oppositionality and substance use in children and teenagers. 
• Identify the role of Coercive Parenting Tactics in increasing oppositionality and substance use.
• Differentiate popular parenting strategies from clinical parenting strategies. 
• Differentiate between Motivational Deficits and Skill-Deficits in child behavioral problems. 
• Define the application of (14) Parent Management Training techniques to enhance family relationships and restore empathic connection.
• Identify guidelines for effective consequences. 
• Differentiate effective versus ineffective application of recommended parenting strategies.
• Describe a (12) session Parent Management Training format for presentation to families.
• Differentiate the application of standard parenting strategies for child/adolescent behavioral problems that are complicated by Neurodivergence, such as ADHD/ADD, Bipolar Disorder, Attachment issues, and other cognitive/emotional challenges.
• Identify the Limbic System’s role in behavioral problems and identify (3) strategies of intervention to teach parents how to "surf the Limbic wave". 
• Develop an assessment model of exploring for “pathways and triggers” in behavioral problems.
• Develop a model of Eustress Parenting to teach to parents. 
• Develop 8-steps to better behavior for child/adolescent challenged with cognitive and emotional skill-deficits.
• Identify the most common parenting errors in intervening with stubborn child/adolescent behavioral problems and identify their solutions.
• Identify specific interventions for (7) common misbehaviors of Hyperactivity, Oppositionality, Self-Righteousness, Emotional Lability, Risky Behaviors, Depressed Moods, and Rages.
• Develop the Collaborative Problem Solving approach to teach parents how to develop cognitive/emotional skills in children and prevent rages.

• Tuesday, October 15, 2024 from 8:30 AM to 4:00 PMZoom
  This class continues on:
  Wed 10/16/24 from 8:30a to 4:00p
  

Course Overview:

Harm Reduction is an umbrella term for practical strategies aimed at reducing the negative consequences of behavior. While frequently associated with substance use, harm reduction techniques can apply to any behavior as the principal goal is to reduce the risk of harmful health consequences. At its core, harm reduction is about meeting clients where they are, regardless of their motivation to change their behavior. This 3hr workshop will introduce the principles of harm reduction, the evidence base surrounding it, and tools for incorporating its techniques into your sessions. This course will also cover key information regarding the opioid epidemic, including the signs of overdose and the available resources for protecting against opioid death.

Learning Objectives:

Upon completion of this course, Participants will be able to:

• List harm reduction principles and describe the overall philosophy.
• Describe harm reduction techniques that can aid to reduce risk.
• Identify risk factors associated with overdose, specifically with opioids.
• Learn and practice strategies to identify and promote overdose prevention strategies with individuals at risk of opioid overdose.

• Thursday, September 12, 2024 from 8:45 AM to 12:00 PMZoom

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) ​

• Friday, November 22, 2024 from 8:45 AM to 12:00 PMZoom

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​ 

• Thursday, September 12, 2024 from 9:00 AM to 3:30 PMRed Rock BHS, 4300 N Lincoln Blvd., OKC, OK 73105
  This class continues on:
  Fri 9/13/24 from 9:00a to 3:30p
  

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.

• Wednesday, October 16, 2024 from 8:45 AM to 12:00 PMZoom

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.

• Friday, September 20, 2024 from 9:00 AM to 3:30 PMZoom

This workshop is for Red Rock Behavioral Health Services employees ONLY. Please use your Red Rock email to register or your registration will be removed.

CE-CERT stands for Components for Enhancing Clinician Experience and Reducing Trauma (CE-CERT) model. CE-CERT is a skills-based approach to improving provider well-being and effectiveness in working with traumatized clients. Drawing from what is known about trauma impacts and treatment, CE-CERT posits that secondary traumatic stress is not developed in response to mere exposure to others’ trauma stories, but occurs when feeling overwhelmed or helpless. In contrast to self-care strategies that require the individual to engage in a restorative practice after-work, the CE-CERT model proposes micro-interventions done throughout the day. The five core components of CE-CERT: Experiential Engagement, Reducing Rumination, Conscious Narrative, Reducing Emotional Labor, and Parasympathetic Recovery, and the acquirable skills within each will be taught through both didactic and experiential activities.

Learning Objectives

The participant will be able to:

1. Identify and learn key aspects of secondary traumatic stress and its history in our field.
2. Identify and learn fundamental flaws in the practices of “self-care” and “work-life balance”
3. Identify and learn the 5 core concepts of the CE-CERT model:
   1. Understand and name the importance experiential engagement and be able to list the steps to practice it
   2. Define the terms “rumination,” “default mode network” and “task positive network,” using the terms to identify rumination and identify the steps to break a rumination cycle
   3. Identify and define the three components of conscious narrative and be able to describe the importance of maintaining a realistic and conscious narrative about work
   4. Identify and list the components of emotional labor and the importance of wholeheartedness, radical compassion, and intentional learning in the reduction of emotional labor
   5. Identify and name several skills for parasympathetic recovery

• Thursday, November 7, 2024 from 9:00 AM to 3:30 PMZoom
  This class continues on:
  Fri 11/08/24 from 9:00a to 3:30p
  

• Thursday, October 10, 2024 from 8:45 AM to 12:00 PMZoom

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 approved Board annual CEU requirements for clinical supervision. Clinical Supervisors are responsible for raising the next generation of therapists and serving as gatekeepers to the profession. This training focuses on the need for supervisors to ensure that they take an "Aerial View" of transmitting “evidence-based practices” to candidates, by including developmental approaches that address the breadth and depth of being a counselor/therapist/social worker. The course addresses common Supervision-Interfering behaviors and practical guidance on supervisory tasks.

Learning Objectives

The participant will be able to:

• Define key models of clinical supervision and how clinical supervision transcends transmitting theoretical orientations or manualized treatments.

• 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 beyond theoretical orientations.

• Identify and develop key Psychodynamic approaches to clinical supervision.

• Understand and apply guidance on Supervisory Agreements, Evaluations methods and documentation, interfacing with the On-Site Supervisor, and addressing SupervisionInterfering Behaviors

• Saturday, October 19, 2024 from 8:30 AM to 4:30 PMRed Rock BHS, 5801 Broadway Extension Hwy Oklahoma City, OK 73118
  This class continues on:
  Sat 11/02/24 from 8:30a to 4:30p
  

This workshop is for Red Rock Behavioral Health Services employees ONLY. Please use your Red Rock email to register or your registration will be removed.

A successful recovery journey starts with accurate and competent diagnosis. This 3hr workshop will help diagnosing clinicians and ongoing treatment providers of all disciplines to better select and understand substance use diagnoses. Participants in this workshop will learn the proper DSM-5 terms for diagnoses, as well as how to most accurate to use specifiers such as mild, moderate, and severe. Ongoing treatment providers of all disciplines will gain a better understanding of the different SUDS diagnoses and how they can guide treatment.

Learning Objectives

The participant will be able to:

• Find and understand the key components and terms of SUDS diagnosis as listed in the DSM-V.​
• Summarize and describe the difference between the different levels of use.​
• Understand and articulate the differences between mild, moderate, and severe use modifiers in a diagnosis and how to define the most frequently used modifiers.​
• Name and list the different types of substance use disorders included in the DSM-V. ​
• List common issues and/or barriers in SUDS diagnoses and how to navigate them.

• Thursday, November 14, 2024 from 8:45 AM to 12:00 PMZoom

Values influence the ethical principles that guide how and who we are as therapists. Awareness of these values is imperative for us to take responsibility for the decisions we make in our work. This workshop will help you to better articulate your professional values within the wider context of the healthcare system and our society, as well as encourage the development of tools for “ethical mindfulness,” which stresses the importance of self-awareness, self-care, and supervision. This workshop will include a special discussion on topics such as confidentially, boundaries, and autonomy vs. beneficence.

The participant will be able to:

• Discuss the foundation of values and professional ethics in healthcare

• Practice making ethical decisions with a series of guided discussion and vignettes

• Explain the role of emotions and values in decision-making

• Identify the stages of ethical decision making using ethical mindfulness

• Explore and name their own personal and professional values

• Describe the importance of mindfulness in ethical decision making

• Identify the levels of acculturation with regards to professional identity

• Friday, December 6, 2024 from 8:45 AM to 12:00 PMZoom

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.

• Friday, September 13, 2024 from 8:30 AM to 4:00 PMZoom

Course Overview:

Attachment Theory is a well-researched concept that has informed numerous modalities utilized by mental health workers, educators, caregivers, and more. This workshop will introduce the concepts and foundation of Attachment Theory. It will review how attachment styles develop in childhood and their impact on adult relationships. Participants will gain valuable insights in the practical applications of this theory, as well as a brief introduction on peer reviewed modalities that are based on attachment concepts including, but not limited to, Trust-Based Relational Intervention, Internal Family Systems, Imago, and the Sexual Crucible Model.

Learning Objectives

Participants will be able to:

• Summarize the 4 attachment types.
• Identify their own attachment style.
• Identify attachment patterns in others.
• Describe how Attachment and Brain Development interact.
• Discuss the interaction of the different Attachment types.
• Explain the basic foundation of TBRI.
• Identify skills from IFS that connect with Attachment.
• Summarize Attachment as applied to Couples.

• Wednesday, October 9, 2024 from 9:00 AM to 3:30 PMZoom
• Wednesday, October 9, 2024 from 9:00 AM to 3:30 PMRed Rock BHS, 5801 Broadway Extension Hwy Oklahoma City, OK 73118

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.

• Monday, October 21, 2024 from 8:30 AM to 4:00 PMZoom
  This class continues on:
  Tue 10/22/24 from 8:30a to 4:00p
  

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.

• Monday, November 4, 2024 from 8:30 AM to 4:00 PMZoom