Class Schedule

Please view our full Training Calendar Here

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 
Around the World of Clinical Supervision with Ethics

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.

CRAFT

*This will be a 4-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.
Culturally Responsive Clinical Work with Special Populations: The LGBTQ+ Community

Course Overview

We interact with LGBTQ+ individuals on a daily basis. This training will serve as a starting point for providers looking to learn more to be culturally responsive to all the populations with which we work, and in particular this population. 

Learning Objectives

Participants will be able to:

  • Recognize and understand common concepts within the LGBTQ+ community.
  • Recognize and understand common misperceptions of LGBTQ+ clients that get in the way of clinical effectiveness.
  • Identify strategies to be culturally responsive, in particular with LGBTQ+ consumers and family members.
  • Understand the physical health concerns of the LGBTQ+ community and resources.
  • Identify resources to continue independent learning
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
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) ​
Love and Logic: Adults Supporting Youth with Challenging Pasts

Love and Logic: Adults Supporting Youth with Challenging Pasts focuses on Love and Logic’s core principals of (1) Attachment and Relationships as a Foundation (2) Dealing with Defiance and Other Difficult Behaviors (3) Sincere Empathy (4) Setting Limits while Minimizing Power Struggles (5) Supporting Learning and Achievement at School (6) Empowering Them Toward Success in Life. At this workshop you’ll learn how to utilize these core values as clinicians in sessions with Youth as well as helpful tools for parents of Youth with Challenging Pasts. The morning session will introduce the Love and Logic approach as well as an opportunity to explore what defiance and difficult behaviors look like for clients and parents of clients. The afternoon session will focus on setting limits and lovingly holding youth accountable.

 

The participant will be able to:

  • Learn what pushes their buttons with youth, and how to help caregivers recognize what pushes their buttons and why, with youth.
  • The one-sentence intervention for relationship-building.
  • Putting together a plan for when youth present defiant or difficult behaviors.
  • Effective consequences for difficult and defiant behavior.
  • Practicing sincere empathy and what that looks like for each individual.
  • How to use Enforceable Statements (both in session and with caregivers)
  • Providing Choices within Limits (both in session and with caregivers)
  • Rebuilding the Foundation of Achievement (for youth who struggle in school and caregivers who have frustrations related to school)
  • Guiding Youth to Own and Solve Their Problems
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 19th & August 2nd, 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 405-482-0519