Class Schedule

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, March 26, 2026 from 8:30 AM to 4:00 PMRed Rock BHS, 5801 Broadway Extension Hwy Oklahoma City, OK 73118
  This class continues on:
  Fri 3/27/2026 from 8:30 AM to 4:00 PM
  

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.

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Clinical Supervision of a LPC candidate is a quest of global proportions. Over the course of 2 Saturdays with practical assignments in between, this course travels the world of clinical supervision to learn paramount models of supervision, essential supervisor tasks, how to evaluate a candidate and respond to supervision-interfering behaviors, crucial legal and ethical issues, and preparing your candidates for cultural responsivity.

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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.

• Saturday, April 11, 2026 from 8:30 AM to 4:30 PMRed Rock BHS, 5801 Broadway Extension Hwy Oklahoma City, OK 73118
  This class continues on:
  Sat 4/25/2026 from 8:30 AM to 4:30 PM
  

PLEASE NOTE: Red Rock staff can access this workshop for free through their Relias accounts, or by contacting CDD @ ClinicalDevelopment@red-rock.com

This course is approved Board annual CEU requirements for clinical supervision OR ethics. 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 go “around the world” 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 supervisory-interfering behaviors and practical guidance on supervisory tasks, as well as ethical concepts related to supervision. 

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 ethical guidance on Supervisory Agreements, Evaluations methods and documentation, interfacing with the On-Site Supervisor, and addressing Supervision-Interfering Behaviors.

This course will be available until July 1, 2025.

• Purchase this course - $30.00

Course Overview:

Mental Health First Aid (MHFA) is an early intervention, public education program. It teaches adults how to recognize the signs and symptoms that suggest a potential mental health challenge, how to listen non-judgmentally, how to give reassurance to a person who may be experiencing a mental health challenge, and how to refer a person to professional support and services.

This 7.5-hour workshop focuses on recognizing the patterns of thoughts, feelings, behaviors, and appearance that show there might be a mental health challenge. Learners are then taught an action plan that they apply to both non-crisis and crisis situations.

Learning Objectives:

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

• Describe the purpose of MHFA and the role of the Mental Health First Aider.
• Identify the impact of mental health and substance use challenges on the well-being of American adults.
• Explain that recovery from a mental health or substance use challenge is possible.
• Describe the principles of safety and privacy for both the Mental Health First Aider and the person receiving aid.
• Explain the five steps of the MHFA action plan (ALGEE).
• Recognize the signs and symptoms of mental health challenges that may impact adults.
• Evaluate the impact of early intervention on mental health and substance challenges
• Apply the appropriate steps of the MHFA action plan (ALGEE) to a noncrisis scenario where a person shows early signs of a mental health or substance use challenge.
• Apply the appropriate steps of the MHFA action plan (ALGEE) to a noncrisis scenario where a person shows worsening signs of a mental health or substance use challenge.
• Apply the appropriate steps of the MHFA action plan (ALGEE) to a crisis scenario where a person shows signs of a mental health or substance use challenge.
• Choose appropriate methods for self-care following the application of MHFA in a crisis or noncrisis situation.

• Friday, March 27, 2026 from 8:00 AM to 5:00 PMThe Well, 210 James Garner Ave, Norman, OK 73069