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.
Around the World of Clinical Supervision

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.
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.

Groups: Empowering Clients Through Community

Course Overview

Clinicians will learn the value of group-oriented services as it relates to a client’s mental health recovery and reintegration into community. This course will also address the benefits to health care professionals in providing group services. After establishing why engaging in groups is helpful, this course will also review how to pick a group topic, recruit group members, and skills to use in session with group members or treatment teams with colleagues. Clinicians will also learn to identify and address hesitancy to groups displayed by clients and clinical professionals.

Learning Objectives

Participants will be able to:

  • Learn the science behind groups effectiveness
  • See groups as a way to increase client engagement
  • Be able to identify how groups will reduce their repetitive individual sessions
  • Feel empowered to start a group of their own
  • Learn at least 2 new skills to apply to group sessions
  • Feel more confident in recruiting group members
  • Be prepared to explain groups to peers
Mental Health First Aid

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.
Play with Purpose: An Introduction to Play Therapy

Course Overview

Children often express their inner worlds not through words, but through play — the most natural language of growth, communication, and healing. This introductory course invites practicing clinicians to step inside the playroom and explore the art and science of play therapy. Participants will learn how play becomes a medium for understanding a child’s experiences, emotions, and relationships while gaining a foundational framework for integrating play-based interventions into clinical practice. Through lecture, reflection, and hands-on exploration, clinicians will examine major theoretical approaches, the role of the therapist in the playroom, and the essentials of creating a safe, developmentally attuned therapeutic environment. 

Learning Objectives

Participants will be able to:

  • Explain play as a developmentally appropriate medium for assessment, communication, and therapeutic change
  • Apply core play therapy principles across child and adolescent populations
  • Utilize creative, play-based interventions to strengthen engagement and therapeutic alliance
  • Select and adapt interventions to match developmental level and clinical goals
Youth Mental Health First Aid

Course Overview:

Youth Mental Health First Aid (YMHFA) is designed to teach parents, family members, caregivers, teachers, school staff, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.

Learning Objectives:

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

  • Describe the purpose of YMHFA and the role of the Mental Health First Aider.
  • Recognize the signs and symptoms of mental health or substance use challenges that may impact youth.
  • Explain the impact of traumatic experiences and the role of resilience on the adolescent development.
  • Evaluate the impact of EARLY INTERVENTION on mental health challenges.
  • Learn and be able to describe the steps of the MHFA Action Plan (ALGEE)
  • Apply the appropriate steps of the MHFA Action Plan (ALGEE) to a scenario:
    • Where a youth is in a noncrisis.
    • Where a youth shows signs of a mental health CRISIS.
  • Understand the importance of SELF-CARE
  • Choose appropriate methods for SELF-CARE following the application of Mental Health First Aid.

Contact Us

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

phone 405-482-0519