For several years Richmont Trauma Center counseling has been available at specific Walton Communities locations and has had a positive impact on Walton residents. “When Walton Communities approached Richmont about also working with their Adventure Centers afterschool program, we were thrilled to explore the possibility. Walton Communities’ mission to create neighborhoods where people thrive is a natural fit with our mission to advance healing, restoration, and transformation in the lives of individuals, churches, and communities,” said Richmont President Timothy Quinnan.
For the 2022-2023 school year, Richmont will pilot Child-Centered Play Therapy Groups (CCGPT) as part of the Adventure Center programing at Walton Village, an affordable housing community. The Adventure Centers provide after-school enrichment and summer camp programs for students in K-5th grade in select Walton apartment communities.
The hope is to expand to other Adventure Center locations in future years. According to Renee Holdo, Director of Richmont’s Center for Play Therapy Education, “This program will provide an exceptional internship opportunity for Richmont students pursuing the Child and Adolescent Certificate while offering Richmont an avenue to contribute to the growing body of research on the impact of Child-Centered Play Therapy Groups. CCGPT is designed to be a developmentally responsive, play-based mental health intervention for children utilizing play (the natural language of children) and the therapeutic relationship to learn and practice new social and coping skills enabling children to best navigate the world they live in. It is an exciting opportunity for all involved in the program and I look forward to seeing it grow.” Holdo has started conducting training for Adventure Center/Walton Communities staff ahead of the August start of the school year.
Dr. Mary Bennett is in private practice in Austin, TX and is a former Associate Professor of Professional Counseling at Texas State University. She is a Certified Child Centered Play Therapy Trainer and Child Parent Relationship Therapist Trainer. Dr. Bennett co-founded the Institute for Play Therapy at Texas State University. She served on the Texas Association for Play Therapy Board of Directors for five years as Secretary, President-Elect, President and Past President. She has served on the Dan Homeyer Research Committee. Dr. Bennett served on many committees for the Association for Play Therapy including, the Nominations, Awards, and Conference Committee. She provides supervision and trainings on a variety of topics across the country.
Course Description:
This training teaches Child Parent Relationship Therapy, a play therapy based and empirically researched parent-training program for advanced play therapy. The Child Parent Relationship Therapy (CPRT) protocol, a 10-session model, is the focus of this training.
Course Objectives: As a result of attending this workshop, participants will be able to:
Name the four key historical figures who created Child Parent Relationship Therapy (CPRT) and Filial Therapy, a play therapy intervention.
Describe how Child Parent Relationship Therapy utilizes the Powers of Play to facilitate attachment and connection in the child-parent relationship.
State three characteristics of the environment parents learn to set for their children in CPRT.
Identify three differences of CPRT from other parenting models.
State two reasons we involve parents in CPRT.
Name four skills parents learn in CPRT.
State guidelines for selecting parents appropriate for CPRT therapy.
Name three CPRT facilitator skills important in the CPRT process.
State one difference between encouragement vs praise in the CPRT manual.
Demonstrate teaching parents how to reflect feeling, a play therapy skill.
Demonstrate teaching parents how to set a limit, a play therapy skill.
Demonstrate teaching parents how to give a choice, a play therapy skill.
Target audience: Professional Counselors, Marriage and Family Therapists, Play Therapists, Social Workers, Psychologists
Siegel, D. & Bryson, T.P. (2012). The Whole Brain Child. Bantam Books.
Faber, A & Mazlish, E. (2002). How to talk so kids will listen and listen so kids will talk. Avon Books.
Campbell, R. (1992) How to really love your child. Signet.
Instructional Methods:
Power Point, Video examples and experiential activities will be utilized in this presentation.
Disclosure Statement:
CPRT is considered promising for parent training, attachment intervention and disruptive behavior treatment by the California Evidence Based Clearing House and therefore is a viable treatment for many children. There are limitations to CPRT and therefore it is not the best standard of care for all children.
While Dr. Bennett is a contributing author to the CPRT manual, she does not make any royalties of book sales, etc.
For questions, please contact Martha Busby at mbusby@richmont.edu Refunds: In order to receive a full refund, requests must be made prior to April 15.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identified. RGU is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychological Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
The swiftly evolving situation with the COVID-19 virus has been a cause of serious concern for University leadership. Nothing is more important to us than the health, wellness, and safety of each of you. With that in mind, we have been carefully monitoring the Center for Disease Control (CDC) briefings in real-time, finishing contingency plans, and consulting extensively with public health officials in both Atlanta and Chattanooga.
From the information available and medical expertise shared with us, the best course of action at this stage is a preventative one that minimizes the risk of exposure to COVID-19 on our campus or at our counseling centers. Here is how we will achieve it:
Starting Monday, March 16th through Friday, March 27th, all in-person, on-campus instruction, counseling, and administrative work activities will be suspended for a two-week period. The University leadership plans to resume in-person activity at both campuses on March 30th. During that time, we will vigilantly monitor further developments and counsel from the CDC.
During this temporary suspension of campus activity, course instruction, learning support, tele-counseling, and administration will move to an online platform and be done remotely from home. Students should experience minimal to no interruption of services. Faculty and staff will be equipped with the capabilities to continue to work effectively. Our Hope, Henegar, and Trauma counseling centers will also continue through tele-counseling outreach.
The Deans of the School of Counseling and the School of Ministry will coordinate communication to students with faculty providing detailed instructions on accessing course material through CAMS and answering any other academic questions. Similarly, you will also receive supporting communications from the Vice-President for Information Technology, as well as a virtual wellness check from our Dean of Students.
For counseling center clinicians, student interns, and support staff, you will receive further instructions on working remotely as well as trainings for tele-counseling from the Dean of Clinical Affairs or the Dean of the Richmont Trauma Center.
In shifting from an interpersonal to an online modality for the next two weeks, we understand there will be questions and some challenges. Feel free to direct them to the Deans, their staff and faculties, or the Dean of Students. For this reason, we will also keep in regular communication to share news and updates.
May God keep you and bless our University,
Dr. Timothy Quinnan
President
Richmont Graduate University
Introduction to the Internal Family Systems (IFS) Model: Innovation in the Alleviation of Human Suffering
Jenna Riemersma is a Licensed Professional Counselor, Founder and Clinical Director of the Atlanta Center for Relational Healing, and a teaching faculty member and supervisor for the International Institute of Trauma and Addiction Professionals (IITAP). Jenna holds Masters degrees from both Harvard University and Richmont Graduate University. She is a level-3 IFS trained therapist, an EMDR trauma therapist, a Certified Sex Addiction Therapist Supervisor (CSAT-S), Certified Multiple Addiction Therapist Supervisor (CMAT-S), and the author of “This Changes Everything,” her recent book which presents an integration of IFS and spirituality for the lay person.
Workshop Description:
This workshop will provide an introduction to the Internal Family Systems (IFS) Model, a unique and compassionate model of psychotherapy that locates the source of healing within the client. IFS is recognized by SAMHSA’s National Registry for Evidence-based Programs and Practices (NREPP). IFS is utilized in the treatment of such wide ranging physical and emotional challenges as rheumatoid arthritis, depression, anxiety, addiction, sexual compulsivity, trauma, eating disorders, self-loathing, dissociation and suicidal ideation. IFS has surged in popularity in recent years as clinicians have discovered its radical effectiveness with otherwise entrenched populations. IFS was the basis for the popular Pixar movie “Inside Out,” and is being used in such diverse environments as inner-city classrooms, professional athletic trainings, therapy centers, and international peace negotiations.
Learning Objectives: As a result of attending this workshop, participants will be able to:
1) Articulate the origins of the Internal Family Systems (IFS) model
2) Describe the unique components of the Internal Family Systems (IFS) model: Self, Exiles, Managers and Firefighters
3) Conceptualize the protective function of Manager parts
4) Identify Firefighter parts and their positive intent
5) Articulate the burdened nature of Exiled parts
6) Identify the 8 Cs of the Self: curiosity, compassion, confidence, courage, clarity, creativity, connectedness, and calmness
7) Recognize the natural multiplicity of the human experience
Schedule of the Day:
8:00 am – 8:30 am
Registration and Coffee
8:30 am – 10:00 am
Origins of the IFS Model
Experiential Exercise
10:00 am – 10:15 am
Break
10:15 pm – 12:00 pm
Components of the IFS Model
8C’s of the Self
12:00 pm – 1:00 pm
Lunch (On Your Own)
1:00 pm – 3:00 pm
Multiplicity of the Human Experience
Getting Started with IFS: The 6 F’s
Experiential Exercise
3:00 pm – 3:15 pm
Break
3:15 pm – 5:00 pm
Levels of Integration
Next Steps in IFS Work
Experiential Exercise
Target Audience: Psychologists, Clinical Mental Health Counselors, Marriage and Family Therapists, Social Workers, Graduate Students
Please direct your questions regarding registration to Martha Busby at mbusby@richmont.edu.
Refunds: In order to receive a full refund, requests must be submitted prior to January 10, 2020.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identified. Richmont Graduate University is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychologist Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
Richmont Graduate University has been approved by Georgia Association for Marriage and Family Therapy (GAMFT) to provide this workshop as core CE hours. ID# 019-2020.
There is no known commercial support for this training.
References:
Alexander L. Hsieh (2015) Internal Family Systems: A parts party intervention. Journal of Family Psychotherapy, 26:1, 31-35, DOI: 10.1080/08975353.2015.1002740
Breunlin, D. C., Schwartz, R. C., & Kune-Karrer, B. M. (1992). Metaframeworks: Transcending the model of family therapy. New York: Guilford.
Davis, J. C., Hill, M. R., & Helmeke, K. B. (2001). Depolarizing congregational conflict: Principals for effective leadership for the internal family systems theory. Journal of Psychology and Christianity, 20(1), 260-275.
Dolbier, C. L., Soderstrom, M., & Steinhardt, M. A. (2001). The relationships between self-leadership and enhanced psychological, health, and work outcomes. The Journal of Psychology, 135(5), 469-485.
Ehrmann, L.A. (2014). Kids, Parents, & Everyone Have Parts: A Book About Internal Family Systems for the Young and the Young at Heart. Publications by Lois Ehrmann.
Mojta, C., Falconier, M. K., & Huebner, A. J. (2014). Fostering self-awareness in novice therapists using internal family systems therapy. The American Journal of Family Therapy, 42(1), 67-78.
Schwartz, R. C. (2013). Moving from acceptance toward transformation with internal family systems therapy (IFS). Journal of Clinical Psychology, 69(8), 805-816.
Shadick, N. A., Sowell, N. F., Fritz, M. L., Hoffman, S. M., & Hartz, S. A. (2013). (1AD). A Randomized Controlled Trial of an Internal Family Systems-based Psychotherapeutic Intervention on Outcomes in Rheumatoid Arthritis: A proof-of-concept study. The Journal of Rheumatolgy, 46(12). Retrieved from http://www.jrheum.org/content/early/2013/08/10/jrheum.121465
Sweezy, M. (2011). Treating trauma after dialectical behavioral therapy. Journal of Psychotherapy Integration, 21(1), 90-102.
Continuing Education: 6 CE Credits Awarded. Partial attendance is not awarded.
Target Audience: Clinical mental health counselors, psychologists, marriage and family therapists, graduate students, emergency responders, humanitarian aid workers, pastors and short/long term missionaries working with traumatized populations.
Fees:
Students= $90.00
Professionals= $130.00
Presenter: Dr. Vanessa Snyder
Dr. Vanessa Snyder is a Licensed Professional Counselor, Licensed Marriage and Family Therapist, Certified Sex Therapist, Certified Traumatologist, and AAMFT Approved Supervisor. She is a 2008 graduate as well as the VP of the Institute of Trauma and Recovery at Richmont Graduate University. She received her PhD in Counselor Education and Supervision from Regent University in VA. Her areas of research interests include: trauma in families, sexual abuse and trauma, trauma treatment with play/art therapy, assessment in treatment of adults who experience trauma/complex trauma, secondary traumatic stress, complex trauma model protocol used for human trafficking and dissociative disorders.
Topic: The focus of psychological first aid is to understand the wide range of needs of survivors across the developmental life span. Emphasis is placed on cultural awareness, flexible methodology, and research best practices.
This workshop will address the issues of Psychological First Aid. What is it? Who offers it? Where is it Offered? Etc. Psychological First Aid is an approach to working with survivors and first responders in situations of trauma, disaster and crisis in all cultures and situations. It is guided by research and effective, portable methodologies and techniques while addressing all levels of individuals regardless of age, gender, disability or status.
Learning Objectives: As a result of attending this workshop, participants will be able to:
Create a human connection in a non-intrusive, compassionate manner
Provide immediate and ongoing safety and provide physical and emotional comfort
Calm and orient emotionally-overwhelmed or distraught survivors
Guide survivors to tell you specifically what their immediate needs and concerns are, and gather additional information as appropriate
Provide practical assistance and information to help survivors address their immediate needs and concerns
Connect survivors as soon as possible to social support networks, including family members, friends, neighbors and community helping resources
Employ adaptive coping, acknowledge coping efforts and strengths and empower survivors; encourage adults, children and families to take an active role in their recovery
Provide information that may help survivors cope effectively with the psychological impact of disasters
Explain your availability, and linking the survivor (when appropriate) to another member of a disaster response team or to local recovery systems, mental health services, public-sector services and organizations
Intruction Level: Intermediate
Target Audience: Clinical mental health counselors, psychologists, marriage and family therapists, graduate students
Agenda
8.00 am
Registration
8.30 am
Welcome & Introductions, Trauma Theory and Associated Traumatic Stress Responses
10.30 am
Break
10.45 am
The Impact of Trauma on the Individual, Family and Community
11.00 am
Plenary Discussion
11.30 am
Orientation to DSM and ICD nomenclature for classifying trauma-related mental disorders
Noon
Lunch
1.00 pm
Orientation to Assessment and Diagnostic Instrument
3.30 pm
· Break
3.45 pm
Effectiveness in comparing and contrasting six (6) treatment approaches of
4.00 pm
· Orientation to Self Care
5:00 pm
Adjourn
Registration:
For questions about the course, please contact Dr. Vanessa Snyder at vsnyder@richmont.edu.
For questions concerning registration or Continuing Education, please contact Martha Busby at mbusby@richmont.edu.
Refunds: Refunds must be requested prior to January 31, 2020.
There is no known commercial support for this progam.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identified. Richmont Graduate University is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychological Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
Continuing Education: 7 CE Credits Awarded. Partial attendance is not awarded.
Target Audience: Clinical mental health counselors, marriage and family therapists, psychologists, graduate students, and laypersons working with traumatized populations, including disaster survivors.
Instruction Level: Intermediate
Fees:
Students= $90.00
Professionals= $130.00
Presenter: Dr. Lorrie Slater
Topic: This GCAT course discusses diagnosis and DSM changes to child and adolescent trauma disorders. Attention is focused at treatment issues, treatment modalities, and the effects of crisis and disaster trauma versus long term chronic trauma. Specific intervention modalities are taught for skills development.
Learning Objectives: As a result of attending this workshop, participants will be able to:
Assess the criteria for child and adolescent traumatic stress disorders.
Identify the risk and resiliency factors in children who have experienced traumatic stress.
Identify the developmental consequences of childhood trauma on brain development.
Explain the impact of diversity on the assessment and treatment of childhood trauma within multicultural populations as well as strategies for working cross-culturally.
Assess for attachment trauma and it’s impact on the traumatized child.
Identify and resources and tools available to children in working with traumatic stress.
Utilize assessments and implement treatment of trauma in children and adolescents
Anticipate symptoms and outcomes of traumatized children as they become adults.
Agenda
8.00 am
Registration
8:30 am
Welcome and Orientation to the Course
A. Experiences with children who have experienced trauma
For questions concerning registration or Continuing Education, please contact Martha Busby at mbusby@richmont.edu
Refunds: Refund requests must be received prior to April requested prior to September 18 in order to receive a full refund, otherwise there will be a late cancellation fee.
There is no known commercial support for this program.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identified. Richmont Graduate University is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychological Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
Continuing Education: 7 CEs Awarded. Partial attendance is not awarded.
Target Audience: This is an intermediate level training for counseling professionals, students, and laypersons working with traumatized populations, including disaster survivors.
Fees:
Students= $90.00
Professionals= $130.00
Presenter: Dr. Lorrie Slater
Topic: This GCAT course discusses diagnosis and DSM changes to child and adolescent trauma disorders. Attention is focused at treatment issues, treatment modalities, and the effects of crisis and disaster trauma versus long term chronic trauma. Specific intervention modalities are taught for skills development.
Learning Objectives: As a result of attending this workshop, participants will be able to:
Recognize the effective screening, intake, assessment, and treatment skills with traumatized children, families, and groups that vary by the characteristics of the clients.
Recognize family systems relative to traumatic stress and be able to provide systemic interventions with the entire traumatized family.
Demonstrate skill in applying critical incident debriefing/interventions with a focus upon children, families, and groups.
Recognize the variations in response to traumatic stress among various cultural, racial, gender, and age groups and communities and how the various treatment approaches can or cannot be applied to these groups of children, families, and groups.
Demonstrate skill in recognizing effective efforts at trauma stabilization and resolution that change to meet the unique requirements of communities.
Recognize the theory, purpose, and characteristics of the Green Cross-approved treatments connected to various contexts.
Recognize the characteristics of competent case management with traumatized populations including recording, report-writing, ancillary services and referral as it varies by context.
Recognize the fundamental principles of context-flexible treatments, assessments, and techniques that work across contexts.
Recognize and be able to note the Green Cross Academy of Traumatology Standards of Practice that includes the ethical standards for traumatology and the respect for differences.
Agenda
8.00 am
Registration
8:30 am
Welcome and Orientation to the Course
9:10am
Review of Assessment and Treatment Course
9.30am
Systemic Trauma Theory and Associated Traumatic Stress Responses
10.30am
Break
10.45am
Systemic Trauma Theory and Associated Traumatic Stress Responses –Theories, Models, and Approaches
11.45am
Plenary Discussion of special populations Represented by the Students
12.30pm
Lunch
1.30 pm
Adopting CISD/M and desensitization approaches to work with children, families, and groups with special consideration to context – the Family/Group Empowerment Approach
2.30pm
Effectiveness in comparing and contrasting six (6) treatment approaches of PTSD applied to children and families:
3.30 pm
Break
3.45 pm
Review of the Academy of Traumatology’s Standards of Practice
4.45 pm
Orientation to Self-Care with Working with Families and Children
For questions concerning registration or Continuing Education, please contact Martha Busby at mbusby@richmont.edu
Refunds: Refund requests must be received prior to October 18 in order to receive a full refund, otherwise there will be a late cancellation fee.
There is no known commercial support for this workshop.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identified. Richmont Graduate University is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychologist Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
Effective Self-Care: Ethical Practices for Ensuring Professional Longevity and Avoiding Burnout
Dr. Sutherland is an Associate Professor of Counseling and Dean of Assessment, Planning & Accreditation at Richmont Graduate University in Atlanta, Georgia. She is a Licensed Professional Counselor (LPC) and an NBCC Approved Counselor Supervisor (ACS). In the field of counseling since 1998, and licensed since 2001, Dr. Sutherland has provided therapeutic services in the private practice, psychiatric residential, in-home, and outpatient mental health settings, for adolescents and adults, through individual, group, couples, and family therapy. Dr. Sutherland’s areas of research interest include counselor supervision & cultural competence development, and evidence-based treatment & residential models of care for at-risk adolescents.
Course Description:
Compassion fatigue refers to stress that is a byproduct of providing care for those who are traumatized or under significant emotional duress. Because as clinicians we are trained to utilize compassion and empathy in order for our work with clients and supervisees to be effective, we are particularly vulnerable to emotional stress and compassion fatigue. Related to this, for those of us in the helping professions, compassion fatigue can have ethical and legal implications if unaddressed, especially if we are providing therapeutic services that are ineffective for those under our clinical care and supervision. Most clinicians learn very quickly however, that impairment, and in extreme cases burnout, can sneak up on us before we even realize. During this workshop, participants will be encouraged to engage in an honest assessment of both their current areas of impairment as well as their current self-care status. Participants will enjoy engaging in interactive self-care activities that can lay a foundation for the building of motivation and a commitment to wellness. The ACA, APA, MFT and NASW Codes of Ethics related to professional impairment will be reviewed, along with practical examples of how unrecognized impairment can impede clinical and supervisory effectiveness. Finally, clinicians will begin the creation of a personalized self-care plan, and demonstrate how to facilitate one for others.
Course Objectives: As a result of attending this workshop, participants will be able to:
Identify factors in practitioner vicarious trauma, compassion fatigue and burnout
Discuss impact of vicarious trauma, compassion fatigue and burnout on professional impairment
Identify Codes of Ethics related to practitioner professional impairment
Assess practitioner levels of compassion fatigue
Assess factors in wellness preparation and self-care
Develop a personal stress management program
Target audience: Clinical Mental Health Counselors, Psychologists, Marriage & Family Therapists, Social Workers, Graduate Students
Instruction Level: Beginner, Intermediate, and Advanced
Basic Schedule:
8:30am – 10:00am
Understanding and identifying practitioner trauma, compassion fatigue and burnout
10:00am – 10:15am
Break
10:15am – 11:45pm
Ethics related to professional impairment
11:45pm – 12:45pm
Lunch
12:45pm – 2:15pm
Assessing Compassion Fatigue & Factors in wellness preparation
2:15 – 2:30pm
Break
2:30pm – 4:00pm
Application: Developing a personal stress management program
For questions, please contact Martha Busby at mbusby@richmont.edu Refunds: In order to receive a full refund, requests must be made prior to May 7.
There is no known commercial support for this workshop.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identifited. RGU is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychological Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
Social Justice Begins at Home: A Bowenian Perspective
Social Justice Begins at Home: A Bowenian Perspective
Friday, November 8, 2019
DoubleTree Altanta-Marietta / 2055 S Park Pl NW, Atlanta, GA 30339
3:30pm Registration / 4:30pm CE Presentation Begins / 6:00pm Food, Fellowship & Networking / 7:30-9pm CE Presentation Concludes
Presented by:
Dr. Michael Cook
Michael Lee Cook is a licensed marriage and family therapist (LMFT) and clinical supervisor at Micah Counseling Services in Atlanta, Georgia. In practice, he counsels and consults with individuals, couples, families, groups, and organizations for a range of psychological, emotional, and interpersonal problems and concerns. Specifically, his clinical practice, research, and writing focuses on the implications of cultural, economic, and social issues on family and institutional life. Dr. Cook is a systems thinker who services as an adjunct professor and clinical supervisor at Richmont Gradate University and served on the faculties of Emory University Candler School of Theology and Columbia Theological Seminary. He also serves as the Vice-President of the Georgia Association for Marriage and Family Therapy (GAMFT); is a U.S. Army combat veteran and the author of Black Fatherhood, Adoption, and Theology (2015). He holds degrees in business, theology, and counseling.
Summary
The concept of social justice has deep and broad implications for therapists, clients, and the counseling process. Much of what we learn and understand about social justice comes from our families of origin and influence our counseling practice(s). In this interactive workshop, we will use Bowen Family Systems Theory (BFST) as a guide to discuss social justice and its implications for counseling; explore how family of origin dynamics influence our counseling practice; and discuss practical tools for handling social justice issues in clinical practice. This workshop is guided by the assumption that any influence on social justice must be experienced in our own families and circles of influence before we can ever hope to see it in the world around us and in our work as counselors and people of faith.
Learning Objectives
As a result of this workshop participants will be able to:
Explain the concept of social justice and its implications for systemic counseling;
Utilize Bowen Theory to consider the implications of family of origin factors to social justice issues in the therapeutic relationship; and
Discuss practical tools for handling social justice issues in clinical practice.
Continuing Education:
3 CEs Awarded
Targeted Audience:
Clinical Mental Health Counselors, Marriage and Family Therapists, Psychologists, Social Workers, Graduate Students, Pastors
Instructional Level:
Intermediate
Cost:
Current Legacy or Founding Alumni Association Members, RGU FT Faculty & Staff: FREE
Current Basic Alumni Association Members: $35
Richmont Students: $15
Richmont Alumni (no Alumni Association membership): $65
There is no known commercial support for this program.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identified. Richmont Graduate University is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychological Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
Richmont is opening a portion of this course to Richmont alumni and the surrounding community for Continuing Education Credit. Please note that this is only a portion of an entire course offered for a reduced fee. If you are interested in auditing or taking the entire course for course credit, please contact our registrar. This event is not sponsored by the alumni association and does not fall under the benefits of founding membership status.
When: Saturday, September 8, 2018, 8:30-5:00PM
Where: Richmont Graduate University / Atlanta Campus / 1900 The Exchange SE, Bldg. 100, Atlanta, GA 30339
Continuing Education: 7 CE Clock Hours Awarded. No partial credit awarded.
Fees: Regular Rate (Alumni/Community): $160
Reduced Rate (Alumni/Community): $150 when you register through Richmont’s NEW App! Search for “Richmont” on both Android and Apple app stores.
Presented by
Lee A. Underwood, Psy.D. currently serves as Professor in the Counseling Department at Regent University, School of Psychology and Counseling. He is the former Director of the Center for Addiction and Offender Research at Regent University. Dr. Underwood provides program evaluation, training consultation activities, substance abuse, psychological and psychosexual evaluations for private entities, human services and juvenile justice throughout the country. Dr. Underwood has served as an Executive Clinical Officer for several large residential treatment, juvenile justice and criminal justice programs for adolescents and adults with mental, substance use, trauma, and disruptive behavioral and sexual disorders. Dr. Underwood is a nationally recognized Licensed Clinical Psychologist in several states and Certified Sex Offender Treatment Provider (CSOTP). Dr. Underwood has been recognized by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), American Institutes for Research (AIR) and the Substance Abuse & Mental Health Services Administration (SAMSHA) as one of the leading program innovators for community based treatment programs. Dr. Underwood has held a number of policy-oriented research, academic, clinical and consulting positions over his career with federal, state and private agencies for research, program design, development, implementation and evaluation of services. Dr. Underwood has over 18 years of university teaching in psychology and counselor preparation programs. He has authored over 75 refereed journal articles, 17 treatment manuals, books and technical reports on mental health, substance use, trauma needs of females, sex offending, forensic, spiritual and cultural needs of adolescents. His most recent books include Counseling Adolescents Competently (Sage Publishing) and Adolescents in Conflict (Taylor Made Publishing). His work was featured as the most downloaded articles published in Routledge Behavioral Sciences journals in 2014.
Topic
This training provides participants with an advanced understanding of the role of providers in the delivery of services for those struggling with addictions. From an introductory level of defining addictions, this training provides an advanced understanding of case conceptualization principles in the delivery of assessment and intervention services. Participants will gain awareness of the relationship between relapse prevention, motivational interviewing and engagement processes. A focus on the opioid epidemic will be presented with support for effective treatment interventions. Participants will be exposed to case scenarios and will work through impasses and solutions in the delivery of chemical and process related addictions.
Learning Objectives
Within the context of this 7 hour workshop, participants will be able to:
Describe relationship between chemical and process addictions
Utilize motivational interviewing and engagement skills
Describe the impact of opiates in the addiction process
Recognize the difference between abstinence and harm-reduction theory
Practice case conceptualization skills in the application of diagnoses and treatment interventions.
Schedule of the Day
Introduction, Assumptions & Biases
Exercise #1: Drawbridge Exercise
Critical Questions in the Assessment & Treatment Process
Biological Bases for Addictions
Trauma, Attachment & Learned Helplessness
Case Study #1
Opioid Addiction & Management
Process & Behavioral Addictions
Case Study #2
Resilience, Motivation & Relapse Prevention
Exercise #2 Practice Resilience & Related Tools
Closing Remarks / Final Evaluations
Continuing Education
7 NBCC CE Clock Hours Awarded
7 CE Hours Awarded to Psychologists
Partial attendance is not awarded.
Target Audience
This is an intermediate level training for clinical professionals.
Refunds must be requested prior to September 3, 2018.
For questions concerning registration or Continuing Education, please contact Martha Busby at mbusby@richmont.edu.
Richmont Graduate University has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4534. Programs that do not qualify for NBCC credit are clearly identified. Richmont Graduate University is solely responsible for all aspects of the programs.
Richmont Graduate University is approved by the American Psychologist Association to sponsor continuing education for psychologists. Richmont Graduate University maintains responsibility for this program and its content.
