Trauma-Informed Stabilization Treatment for Children: A New Model for Working with Challenging Behaviors
with Karen Andor, BA, BA (hons), BEd (hons), MEd
THIS PROGRAM HAS LIMITED APPROVAL FOR DISTANCE LEARNING CES. PLEASE CLICK ON THE SPECIFIC CE INFORMATION LINK BELOW FOR FULL PROFESSION/STATE DETAILS.
It is the participant's responsibility to check if their state is approved for CEs. No refunds will be given on CE purchases for failure to check state approval. Please click on the Specific CE Information link below for more details.
Karen Andor, BA, BA (HONS), BED (HONS), MED is an Educational Psychologist and Psychotherapist. She did her original training in South Africa where she worked in a range of settings from private schools, to clinics, townships, and informal settlements. She then moved to England where she has worked for local councils and state schools as well as in private practice. Karen is trained in a number of psychotherapies including Sensorimotor Psychotherapy, Dyadic Developmental Psychotherapy, SPIM30, and Janina Fisher's Advanced Trauma Training (equivalent to TIST level 1). Karen is a certified Therapist. She works with both children and adult clients, specializing in trauma, attachment and dissociation. Karen has adapted Janina Fisher's TIST therapy for children and has used this with children for over 6 years. Karen has run a training in TIST for children as well as a training on combining TIST for children and Theraplay for The Theraplay Institute. She created a doll for use in therapy sessions with children who dissociate as well as a workbook.
Trauma-Informed Stabilization Treatment for Children: A New Model for Working with Challenging Behaviors
This course aims to teach about dissociation in children - what it is, how to identify it, what causes it and how to work with it in therapy sessions.
EDUCATION GOALS:
- Understanding the theoretical underpinnings of dissociation
- Developing knowledge and clinical observation skills
- Learning techniques to regulate and talk to parts as well as the core self
- Improving confidence with working with parts and when sessions go wrong
Trauma-Informed Stabilization Treatment for Children
with Karen Andor
Course Agenda
7.5 Hours - 7.5 CEs
Session 1 - Theoretical Background to Working with Dissociation in Children - TOTAL TIME: 1h 47m
Overview- Dissociation is always part of trauma and it is also part of disorganized attachment. Despite this knowledge, very little information about dissociation in children is available and even less information is available about therapeutic interventions for children who dissociate. This module aims to teach about what dissociation in children is and what adaptations of Janina Fisher’s TIST model have been made in order to use this model as an effective treatment for children who dissociate.
Session 1 Content:
- Dissociation in Children Part 1 - Brain Development and Attachment (37 minutes)
- Dissociation in Children Part 2 - Structural Dissociation (19 minutes)
- Trauma-Informed - Stabilization TreatmentUnderstanding Janina Fisher’s TIST model and which aspects of it pertain specifically to working with children (22 minutes)
- Differences of Using TIST with Children and Adults - Understanding Janina Fisher’s TIST model and which aspects of it are not suitable to working with children (29 minutes)
Session 2 - Identifying the Parts - TOTAL TIME: 1h 6m
Overview- It is commonly believed that dissociation is a form of collapse, amnesia or numbing or spacing out. This is not the only way dissociation manifests. Children dissociate in different ways to adults and when children dissociate, it is often misconstrued as a behaviour difficulty. In this module, participants are taught how to identify dissociation from case histories, presentations within the therapy room as well as from video clips.
Session 2 Content:
- Determining Dissociation from Background History (13 minutes)|
- Parts in the Therapy Room - Looking at case examples of children’s presentations within the therapy room and identifying dissociation (11 minutes)
- Multiple Parts in the Therapy Room - Watching video clips and identifying dissociation from body language (17 minutes)
- Videos of Parts - Watching video clips and identifying dissociated parts manifesting at the same time and as trigger chains (25 minutes
Session 3 - Identifying and Introducing the Parts to a Child Client - TOTAL TIME: 1h 41m
Overview- This module looks at determining if a child is dissociating and which parts are being triggered by looking at changes in the child’s body, behaviors as well as the underlying narrative in the session. Therapists are taught how to manage when multiple parts are triggered. Therapists are taught how to introduce the different parts to the child in a way that is fun, normalizing and understandable to them. Therapists learn how to focus on and strengthen the child’s core self so that this can become an ally in therapy sessions. Therapists learn the basic formula for talking to and working with parts and what the general course of therapy is.
Session 3 Content:
- Identifying the Parts - Identifying which parts have been triggered through observations and understanding the underlying narrative in sessions (14 minutes)
- Introducing the Parts to the Child (29 minutes)
- Introducing the Parts to the Child with Diddy (11 minutes)
- Introducing the Core Self to Children in Therapy (22 minutes)
- Working with Parts in Sessions (25 minutes)
Session 4 - Strategies for Working with the Parts - TOTAL TIME: 2h 4m
Overview- In this module, participants learn different strategies for regulating the parts. Each part needs different strategies and different strategies are needed depending on where the part is in the body.
Session 4 Content:
- What is co-regulation for parts work (29 minutes)
- Regulating the fight part (26 minutes)
- Regulating the flight part (11 minutes)
- Regulating the freeze part (15 minutes)
- Regulating the submit part (12 minutes)
- Regulating the attach part (11 minutes)
- Regulating the control part (10 minutes)
- Regulating the shame part (10 minutes)
Session 5 - Troubleshooting - TOTAL TIME: 55M
Overview- Often when we attend trainings, we hear how effective a therapy is and we are very excited to try it out with clients. However, things do not always go as well as we have understood they will from the training we have done. In this session, I talk about the different things that can go wrong when using TIST for children and what to do when difficult situations arise.
Session 5 Content:
- Complications with parts (35 minutes)
- Supporting parents when their parts are triggered by their child’s parts (18 minutes)
- Goodbye (2 minutes)
Trauma-Informed Stabilization Treatment for Children: A New Model for Working with Challenging Behaviors
with Karen Andor, BA, BA (hons), BEd (hons), MEd
Learning Objectives
- Explain why children are prone to dissociation due to the immaturity of their nervous systems, and emotional and cognitive skills.
- Differentiate how the structural dissociation model pertains to children vs adults.
- Explain the difference between Primary and Secondary Structural Dissociation.
- Identify that a child may be dissociating by reading their case history.
- Evaluate what parts are being triggered and if a child is dissociating from their behavior and body language in sessions.
- Identify when multiple parts trigger at the same time or one after the other.
- Identify 3 techniques that will introduce children to their parts.
- Name the 4 steps of Strengthening the Self.
- Organize a course of therapy from intake to termination.
- Apply the 5-5-5 Arousal Cycle to get the child’s prefrontal cortex back online.
- Apply 3 strategies for regulating each dissociated part.
- Name 3 attributes for each of the dissociated parts (fight, flight, attach, shame, etc) and how they can show up during a session.
- Name 4 strategies to deal with the child’s hatred for the parts.
- Identify trigger chains and how to manage them.
- Identify 5 strategies to support parents when their parts have been triggered.
For beginning mental health professionals including Social Workers, LPCs, and LMFTs.
Continuing Education Credits
To receive Distance Learning/Home Study continuing education credit, applicants must complete all course materials, purchase the CEs, submit an evaluation form, and pass a post-test with a score of 80% or greater. It is the responsibility of the attendee to determine if the CE credit offered by Academy of Therapy Wisdom meets the regulations of their state licensing/certification board.
Cost
There is a CE Processing Fee of $40 for the Distance Learning CEs, which will be available for purchase after the entire course has been completed.
CONTINUING EDUCATION CREDITS OFFERED:
Psychology: Not offered for this training.
Counseling:
Academy of Therapy Wisdom has been approved by NBCC as an Approved
Continuing Education Provider, ACEP No. 7370. Programs that do not qualify for NBCC credit are clearly identified. Academy of Therapy Wisdom is solely responsible for all aspects of the programs. This program is approved for 7.5 CE Credit hours.
Social Work: This program has been approved for 7.5 Distance Learning Social Work Continuing Education hours for relicensure, in accordance with 258 CMR. NASW-MA Chapter CE Approving Program, Authorization Number D92196.
Marriage/Family Therapy: See below for CAMFT information.
California Professionals:
Academy of Therapy Wisdom, Provider #1032323, is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFTs, LCSWs, and LPCCs. Academy of Therapy Wisdom maintains responsibility for this program/course and its content. This course meets the qualifications for 7.5 hours of continuing education for LMFTs, LCSWs, LPCCs, as required by the California Board of Behavioral Sciences.
This course is $147. You can purchase it here.
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