Janina Fisher, Ph.D.is a licensed Clinical Psychologist and Instructor at the Trauma Center, an outpatient clinic and research center founded by Bessel van der Kolk. Known for her expertise as both a therapist and consultant, she is also a past president of the New England Society for the Treatment of Trauma and Dissociation, an EMDR International Association Credit Provider, a faculty member of the Sensorimotor Psychotherapy Institute, and a former Instructor, Harvard Medical School. Dr. Fisher has been an invited speaker at the Cape Cod Institute, Harvard Medical School Conference Series, the EMDR International Association Annual Conference, University of Wisconsin, University of Westminster in London, the Psychotraumatology Institute of Europe, and the Esalen Institute. Dr. Fisher lectures and teaches nationally and internationally on topics related to the integration of research and treatment and how to introduce these newer trauma treatment paradigms in traditional therapeutic approaches.

The agenda for the pre-recorded portion of this course is below.

Pre-recorded Teaching Module 1: The Building Blocks of a Skilled TIST Therapist - 1 hour - 1 CE
The ‘building blocks’ of the TIST approach are necessary for success in using it.  It can be stabilizing for clients to understand and apply the model to themselves, and it prepares clients for addressing the underlying wounds of the child parts at the appropriate time.  In this module, we review the basic skills and describe the skills needed to help clients begin to listen to their parts and to give them a voice by speaking on their behalf.  As we increase our ability as therapists to tune into the parts and resonate with them, we can also stimulate the client’s attunement to them and role model compassionate understanding.  By becoming vocal advocates for the parts, we teach clients to relate to themselves like the ingenious, brave, resilient children they once were.

Learning Objective(s) for this module include:

• Define the basic skills of TIST:  mindfulness, naming signs of parts, identifying blending, and differentiating adult self from part
• Describe techniques for helping clients attune to their parts
• Identify ways of increasing self- and parts-compassion

Pre-recorded Teaching Module 2: The Art of Working with Protector Parts - 1.5 hours - 1.5 CEs
Without a way of working with protector parts, client and therapist often find themselves stuck therapeutically.  Access to the wounded child parts requires building trust with parts that defend against emotion, vulnerability and even acknowledgement of the trauma.  In TIST, we assume that all resistance, stuckness, and difficulties in collaboration reflect the protectors’ inherent distrust of and defenses against the therapist and therapy.  Rather than trying to work around these parts, clients can be helped to appreciate and respect their roles in survival and their protective intentions, no matter how destructive the behavior.   In this module, we will cover the steps and skills needed for clients to be able to validate the protectors, earn their trust, and negotiate agreements that support safety and stabilization.

Learning Objective(s) for this module include:

• Detect signs and symptoms of protector parts and their defenses
• Discuss the role of phobias of emotion and vulnerability in trauma treatment
• Explain interventions that build trust and collaboration with protectors

Pre-recorded Teaching Module 3: The Do’s and Don’ts of TIST - 1 hour - 1 CE
Learning any new model requires simplification and constant repetition, especially when we are treating clients with C-PTSD.  Having a structured guide to the use of TIST decreases the number of decisions the therapist must make and keeps the approach consistent.  This module covers the simple “Do’s and Don’ts” of working with TIST—from what we should ‘always’ do to what we should ‘never’ do.   Participants will learn to avoid certain therapeutic interventions and to consistently emphasize others.  This module will help therapists to focus and prioritize their efforts so that the work is more effective.  We will also discuss pacing so that clients can effectively move from overwhelming symptoms, emotions and beliefs of defectiveness to a more regulated, organized state in which they can appreciate their resilience and the parts that support that.  

Learning Objective(s) for this module include:

• Name the order of priority in using TIST interventions
• Recite the steps of the NULAA protocol for clients
• Differentiate signs of clients’ adult selves from signs of child parts

Pre-recorded Teaching Module 4: Challenges of Implementing the TIST Model w/DID Clients - 1.5 hours - 1.5 CEs
Clients with DID or Dissociative Identity Disorder pose a special set of challenges for the therapist.  The independence of the different parts, losses of consciousness and time, the impulsive and self-destructive behavior of parts acting ‘behind the back’ of the client’s adult consciousness.  In the therapy, parts of DID clients often ‘come out’ to make a relational connection to the therapist followed by other parts that push the therapist away or sabotage the therapy.   Learning how to use TIST to navigate the additional complexities posed by DID symptoms is essential to the therapist’s skill set for working with these clients.

Learning Objective(s) for this module include:

• Indicate the symptoms that differentiate DID from DDNOS or CPTSD
• Summarize TIST interventions for time loss and dissociative fugue experiences
• Describe three ways of addressing dissociative switching in the therapy hou

Pre-recorded Teaching Module 5: Working with Sadistic and Malevolent Trauma - 1.5 hours - 1.5 CEs
Many complex fragmented or dissociative clients come to therapy to deal with the effects of sadistic malevolent traumatic experiences, such as ritual abuse, satanic cult abuse, human trafficking, mind control practices, or other organized group traumas.   These clients are generally highly symptomatic, more fragmented, and more easily overwhelmed by extreme parts adapted to extreme circumstances. Following these experiences, post-hypnotic suggestion and future threats stimulate anticipatory terror on top of immediate aftermath fears, instill beliefs that the victim is complicit and therefore ‘bad,’ and condition negative cognitions meant to keep the client compliant for years to come.   The result is an extremely dysregulated nervous system, shattered self-esteem, and the potential for self-destructive behavior, including return to the cult or slave trafficking ring.   Being able to help these clients requires therapist understanding of the nature and effects of these extreme experiences.

Learning Objective(s) for this module include:

• Explain the traumatic impact of organized group abuse
• Identify the complications in therapist countertransference posed by these clients
• Evaluate the challenges of resolving traumatic memory for sadistic malevolent abuse

Pre-recorded Teaching Module 6: Resolution of Traumatic Memory - 1.5 hours - 1.5 CEs
The assumption that the goal of trauma treatment should be the processing of traumatic events has been unquestioned for many decades.  Now, advances in our understanding of trauma have directed us toward a somewhat different goal:  the resolution of implicit and explicit components of memory that continue to intrude on the client’s present experience.  In TIST, treating implicit memory is seen as more important to the resolution of trauma than treating explicit memory.  To further complicate the issue of addressing memory, fragmentation of the personality also results in fragmentation of implicit and explicit memory and increases internal conflicts between parts that block disclosure and parts that are desperate to tell someone.  Each part anxiously anticipates a repetition of the past without any sense that ‘it’ is over.  How do we help clients resolve the past when the past is still present for the parts?

Learning Objective(s) for this module include:

• Name the most common challenges in successful memory work with fragmented, dissociative clients
• Differentiate “memory repair” techniques from “memory processing” techniques
• Identify the role of self-compassion in resolving traumatic memory

Overall

• Discuss the basic skills and techniques of the TIST model.
• Apply TIST model skills in the therapy room, to help clients understand themselves and their behaviors through the framework of TIST.

Module 1

• Define the basic skills of TIST:  mindfulness, naming signs of parts, identifying blending, and differentiating adult self from part
• Describe techniques for helping clients attune to their parts
• Identify ways of increasing self- and parts-compassion

Module 2

• Detect signs and symptoms of protector parts and their defenses
• Discuss the role of phobias of emotion and vulnerability in trauma treatment
• Explain interventions that build trust and collaboration with protectors

Module 3

• Name the order of priority in using TIST interventions
• Recite the steps of the NULAA protocol for clients
• Differentiate signs of clients’ adult selves from signs of child parts

Module 4

• Indicate the symptoms that differentiate DID from DDNOS or CPTSD
• Summarize TIST interventions for time loss and dissociative fugue experiences
• Describe three ways of addressing dissociative switching in the therapy hour

Module 5

• Explain the traumatic impact of organized group abuse
• Identify the complications in therapist countertransference posed by these clients
• Discuss the challenges of resolving traumatic memory for sadistic malevolent abuse

Module 6

• Name the most common challenges in successful memory work with fragmented, dissociative clients
• Differentiate “memory repair” techniques from “memory processing” techniques
• Express the role of self-compassion in resolving traumatic memory

Intermediate mental health care providers.

Module 1: The Building Blocks of a Skilled TIST Therapist
The ‘building blocks’ of the TIST approach are necessary for success in using it.  It can be stabilizing for clients to understand and apply the model to themselves, and it prepares clients for addressing the underlying wounds of the child parts at the appropriate time.  In this module, we review the basic skills and describe the skills needed to help clients begin to listen to their parts and to give them a voice by speaking on their behalf.  As we increase our ability as therapists to tune into the parts and resonate with them, we can also stimulate the client’s attunement to them and role model compassionate understanding.  By becoming vocal advocates for the parts, we teach clients to relate to themselves like the ingenious, brave, resilient children they once were.

Module 2: The Art of Working with Protector Parts
Without a way of working with protector parts, client and therapist often find themselves stuck therapeutically.  Access to the wounded child parts requires building trust with parts that defend against emotion, vulnerability and even acknowledgement of the trauma.  In TIST, we assume that all resistance, stuckness, and difficulties in collaboration reflect the protectors’ inherent distrust of and defenses against the therapist and therapy.  Rather than trying to work around these parts, clients can be helped to appreciate and respect their roles in survival and their protective intentions, no matter how destructive the behavior.   In this module, we will cover the steps and skills needed for clients to be able to validate the protectors, earn their trust, and negotiate agreements that support safety and stabilization.

Module 3: The Do’s and Don’ts of TIST
Learning any new model requires simplification and constant repetition, especially when we are treating clients with C-PTSD.  Having a structured guide to the use of TIST decreases the number of decisions the therapist must make and keeps the approach consistent.  This module covers the simple “Do’s and Don’ts” of working with TIST—from what we should ‘always’ do to what we should ‘never’ do.   Participants will learn to avoid certain therapeutic interventions and to consistently emphasize others.  This module will help therapists to focus and prioritize their efforts so that the work is more effective.  We will also discuss pacing so that clients can effectively move from overwhelming symptoms, emotions and beliefs of defectiveness to a more regulated, organized state in which they can appreciate their resilience and the parts that support that.  

Module 4: Challenges of Implementing the TIST Model with DID Clients
|Clients with DID or Dissociative Identity Disorder pose a special set of challenges for the therapist.  The independence of the different parts, losses of consciousness and time, the impulsive and self-destructive behavior of parts acting ‘behind the back’ of the client’s adult consciousness.  In the therapy, parts of DID clients often ‘come out’ to make a relational connection to the therapist followed by other parts that push the therapist away or sabotage the therapy.   Learning how to use TIST to navigate the additional complexities posed by DID symptoms is essential to the therapist’s skill set for working with these clients.

Module 5: Extreme Cases: Ritual Abuse, Trafficking, Sadistic and Malevolent Abuse
Many complex fragmented or dissociative clients come to therapy to deal with the effects of sadistic malevolent traumatic experiences, such as ritual abuse, satanic cult abuse, human trafficking, mind control practices, or other organized group traumas.   These clients are generally highly symptomatic, more fragmented, and more easily overwhelmed by extreme parts adapted to extreme circumstances. Following these experiences, post-hypnotic suggestion and future threats stimulate anticipatory terror on top of immediate aftermath fears, instill beliefs that the victim is complicit and therefore ‘bad,’ and condition negative cognitions meant to keep the client compliant for years to come.   The result is an extremely dysregulated nervous system, shattered self-esteem, and the potential for self-destructive behavior, including return to the cult or slave trafficking ring.   Being able to help these clients requires therapist understanding of the nature and effects of these extreme experiences.

Module 6: Resolution of Traumatic Memory
The assumption that the goal of trauma treatment should be the processing of traumatic events has been unquestioned for many decades.  Now, advances in our understanding of trauma have directed us toward a somewhat different goal:  the resolution of implicit and explicit components of memory that continue to intrude on the client’s present experience.  In TIST, treating implicit memory is seen as more important to the resolution of trauma than treating explicit memory.  To further complicate the issue of addressing memory, fragmentation of the personality also results in fragmentation of implicit and explicit memory and increases internal conflicts between parts that block disclosure and parts that are desperate to tell someone.  Each part anxiously anticipates a repetition of the past without any sense that ‘it’ is over.   How do we help clients resolve the past when the past is still present for the parts?

To receive DISTANCE LEARNING continuing education credit, applicants must complete all CE materials, submit an evaluation and pass a post-test with a score of 80% or greater.  It is the responsibility of the attendee to determine if CE credit offered by Academy of Therapy Wisdom meets the regulations of their state licensing/certification board.

Cost
CEs for this training are included in the cost of the course.

Evaluation
A course evaluation must be completed in order to obtain the CEs for this training.

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 8 CE Credit hours.

NY State Mental Health Counselors: Academy of Therapy Wisdom is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0285.

Social Work: NASW Massachusetts Chapter of Continuing Education Approval has approved 8 Distance Learning CEs for TIST 2 2024, NASW Authorization # D92766.

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 8 hours of continuing education credit per session for LMFTs, LCSWs, LPCCs, as required by the California Board of Behavioral Sciences.

This course is $1497 or 3 payments of $527. You can purchase it here.

If you for some reason are not satisfied with the course, you have 7 days from the first live call or your purchase date to request a cancellation and a refund. Please refer to the policy section for details on how to cancel.

Commercial Support Disclaimer

This program is provided solely by the Academy of Therapy Wisdom and its teachers. There is no conflict of interest for this program.

Disability Access

If you require ADA accommodations please contact our office 30 days or more before the event. We cannot ensure accommodations without adequate prior notification.

Cancellation Policy

You may request a refund up to 7 days after your date of purchase. Please contact support@therapywisdom.com if you wish to cancel your purchase.

After 7 days from your date of purchase, you will no longer be eligible for a refund and will be responsible for the payment in full.

Grievance Policy

Grievances shall be submitted via the form found here and acknowledgement of receipt sent within 24 hours. The Program Administrator will review the grievance and respond back to the participant within 2 business days.  Please use this form if you would like to submit a grievance with Academy of Therapy Wisdom for any of the following reasons:

• Refund requests
• Complaints about course content
• Complaints about facilities
• Complaints about non-receipt of certificates
• Complaints about miscellaneous occurrences

For questions or concerns, please send an email to support@therapywisdom.com.