Upcoming Continuing Education Trainings
Social Work Licensing Examination Preparation Program
Two-day intensive review program to prepare MSW graduates to pass the LMSW and LCSW state licensing exams administered by the Association of Social Work Boards. Consists of comprehensive reviews of social work practice, policy, theory and test taking techniques to increase speed and accuracy. The primary goal in preparing for the licensing exam is to develop skills in analyzing and answering multiple choice questions. The key to passing is to focus on strategies for reading and answering different types of queries, and increase skills in carefully reading and parsing what the questions are asking. Practice questions condition responses and reduce test anxiety, a major contributor to poor test performance. Participants receive the current two volume Social Work Examination Services Comprehensive Study Guide with 1400 sample questions and practice tests. **If a participant should not pass the exam, they may retake the course at no additional cost, although there is a charge if a new set of books is requested.
Emotional Freedom Techniques: Combining Clinical Psychology and Eastern Healing Traditions
New course! This training is for anyone interested in an experiential learning to enhance the therapies you are already using with Emotional Freedom Technique (EFT), a form of Energy Psychology (EP) or Thought Field Therapy and is a type of bilateral stimulation. It allows for processing of a variety of emotional conditions including anxiety, phobias, negative thoughts, pain, performance issues, overcoming limiting beliefs, and other components of mental health problems. It is a promising practice as it can be taught to clients for self-use in symptom management and is quickly gaining attention as an integrative way to address multiple problems. EFT addresses disturbances in thought and emotion while tapping energy (acupuncture) points in the body along with positive affirmations from a cognitive-behavioral therapy approach. De-identified case studies will be presented for enhanced learning. This training will teach the theory and technique with opportunities to practice and gain comfort and confidence using EFT. Content reflects AHRQ evidence levels C, D, E- see website page for definitions. Learning Objectives: • Review the theory and research behind Energy Psychology and Emotional Freedom Techniques and how Cognitive-Behavioral approaches are combined into EFT; • Learn specific acupressure points attached to emotional issues; • Gain confidence practicing using and teaching EFT for a variety of issues; • Discuss the strengths and limitations of EFT in the clinical setting; • Understand how manual muscle testing (applied kinesiology) is used by some practitioners to gain insight for treatment planning.
Two-day Workshop: A Motivational Interviewing Approach to Client Behavior Change
This course is an introduction to the principles, strategies, and the spirit of the Motivational Interviewing (MI) approach to help clients build commitment and reach a decision to change problematic behaviors. The theoretical basis of MI lies in the construct of “ambivalence” and the conflict between indulgence and restraint that is so prevalent when clients consider behavior change. Difficulty in changing problematic behaviors is an occurrence that extends well beyond “addictive behaviors.” The immobilizing effects of ambivalence can be seen in many practice spheres. In addition, the course will discuss MI’s application to practice with “mandated” and “resistant” clients. This course will consist of critical discussion and practical application of the material. Presentation of material will be accompanied by discussion, case application, and experiential activities. Learning Objectives: 1. Utilize the principles and key strategies of Motivational Interviewing including: identifying the client’s stage of readiness for change and useful therapist tasks at those stages; enhancing client’s intrinsic desire for change; 2. Recognize the impact of therapist interactional style on the treatment process; 3. Identify the critical components of client motivation including recognizing and influencing the state of ambivalence in the change process; 4. Adapt practice skills to reduce client resistance to change and understand conditions that impact client motivation including recognizing and avoiding counseling traps.
Two-day Workshop: Schema Focused Therapy for Trauma-genic, Personality, and Co-Occurring Disorders: Understanding Lifetraps
The purpose of this course is to provide a practical knowledge of the Schema Focused Therapy Model which combines a cognitive-behavioral and psychodynamic approaches to treatment. Schema Focused Therapy is incredibly helpful to organize and intervene with people who have multiple traumas, as well as healthier people who get stuck in repeating destructive behavior patterns. Individuals will become acquainted with the nature of each of the Lifetraps or maladaptive schemas, their domains, the pathogenic early learning in their origin, and the ways they play out in self-defeating behaviors of the adult. An overview of the model, components of assessment, case conceptualization, and the phases of treatment will be presented. At the conclusion of this course, individuals will have an understanding of the model and the steps for incorporating this integrative tool for the treatment of a wide range of clients who have histories of psychological trauma and meet criteria for personality, other mental health and substance use disorders. Learning Objectives: 1. Identify, define, and understand the concept of Lifetraps, and the theory and research informing Schema Focused Therapy; 2. Recognize how the Lifetraps play out in patterns of adult life impacting the individual as well as family and other interpersonal relationships; 3. Apply knowledge of the Schema Domains (categories of schemas) based on the five areas of basic needs defined by the domains; 4. Complete a schema focused assessment and case conceptualization incorporating social work perspective, values and ethics; 5. Describe and apply specific Schema Focused Therapy techniques that address diverse populations and the client’s cognitive, affective, relational, and behavioral characteristics; 6. Identify and address transference and counter-transference from a schema perspective.
Two-day Workshop: Solution Focused Approaches to Difficult Client Situations
This course will focus on building solutions in a contemporary social work practice environment. By integrating solution focused approaches within the context of family-centered social work practice participants will learn clear and useful techniques to apply in their work with difficult client situations. This course will consist of critical discussion and practical application of the material. Case discussions, experiential techniques and exercises will integrate theory with practice. Participants will learn not only the theoretical assumptions behind solution focused work, but also how to: develop solution focused treatment plans across multiple problem areas with difficult client situations; how to apply solution focused techniques with difficult client situations and their multiple systems; and how to evaluate solution focused treatment plans across multiple problem areas with difficult client situations. Learning Objectives: 1. Identify the theoretical assumptions to solution focused social work; 2. Develop solution focused treatment plans across multiple problem areas with difficult client situations; 3. Understand the empirical validity of solution focused social work; 4. Apply solution focused techniques with difficult client situations and multiple systems; 5. Evaluate solution focused treatment plans across multiple problem areas with difficult client situations.
Solution-Focused Change Process: Three Tools to Create Stability in Turbulent Times
New course! Stepping out of a state of overwhelm and anxiety during these challenging and changing times in human services is not always easy. Burnout and stress increase when people do not have effective tools and skills to manage work demands and when they don’t know how to move from “survival anxiety” to “change anxiety”. Organizations are not always in control of the change when it is directed by Federal or State regulations or other outside forces. In support of this process for your organizations and your teams, this crash course in the solution-focused change process gives you three tools you can put into practice to address change in a solution-focused way. Content is for those new to this topic as well as those who already use it and need a “tune-up” to get them going again! Specific time will be allocated to each of the three tools specified in the learning objectives below. People will leave with: • Tool 1: Action planning- what to do before, during, and after a change • Tool 2: Implementing the 5 Steps to Plan a Change • Tool 3: Communicating with and engaging those whose help you need to make changes
Free workshop! Integrating Trauma-Informed Care into the Military Culture and Care of Veterans: An Overview
The military individual and their family have unique experiences that are often misunderstood in our service delivery system. This free two-hour presentation will provide participants with an understanding of the differences between military culture, veteran culture, and civilian culture, and the role of trauma related to military personnel and veterans. This is essential knowledge for any professional working with these individuals. Content will cover an overview of the military culture (i.e., deployment and transition cycles where trauma and other events can occur); effects of military trauma; area resources for veteran care; and how to apply the five principles of Trauma-Informed Care (TIC) along with the knowledge of these cultures to effectively engage people into treatment and services. The five TIC principles include: safety, trustworthiness, choice, collaboration and empowerment. Learning Objectives: • Understand the differences between military, veteran and civilian culture; • Gain insight into how to sensitively and effectively engage military personnel and veterans utilizing the five principles of Trauma-Informed Care.
Overview of the Affordable Care Act and Changes in Behavioral Health: Implications for Client Care in Western New York
The Patient Protection and Affordable Care Act (PPACA) was signed into law in 2010. Its goal is to create improved health and lower care costs by improving quality, access and affordability in health care. With a timeline of implementation through 2018 and numerous changes in 2013 and 2014, it addresses uninsured Americans, rising health care costs, need to improve patient outcomes, and incorporates private insurance as well as Medicaid and Medicare funding. These changes create positive opportunities as well as anxiety for some who are not certain of the structure and impact. The first part of this presentation will provide an overview of PPACA and its impact on medical providers, behavioral health providers, insurers and the public. The second part will focus on the plethora of changes for the behavioral health community such as the promotion of health and wellness, patient centered medical homes (coordination), behavioral health integration with primary care, and new reimbursement models being introduced along with new delivery and care coordination organizations that serve individuals with Medicaid and managed Medicaid funding. In addition, payers have new requirements in light of parity and essential health benefits. Time will be provided for questions. Learning Objectives: • Understand the components of the PPACA and implementation occurring in 2013 and 2014 as well as the timeline through 2018; • Recognize how the restructuring of behavioral health services along with Medicaid and managed Medicaid funding will change service access and provision in 2013 and 2014.
“IF WE DO WHAT WE ALWAYS DID, WE GET WHAT WE ALWAYS GOT”: The emerging role of evidence-based and trauma-informed practices in corrections and reentry
New course! In mental health, addictions, case management, and other settings, many professionals are working with individuals who are part of the criminal justice system. There have been significant changes in how parole and community supervision services are delivered. These systems changes are affecting services nationally as well as in New York State. Practitioners need to know how to integrate best practices in corrections supervision and treatment of offenders. Today’s correctional-based practitioners use a process to better predict the possibilities of recidivism and design services to reduce it. Individuals are triaged prior to their release from corrections into one of four categories based on propensity for violence and recidivism. Service recommendations are tied to this evaluation. The trauma service needs of women are included as part of this process. (Note: the system has not yet incorporated the needs of male trauma survivors.) Content reflects AHRQ evidence levels A and B- see website page for definitions. Learning Objectives: • Recognize current correctional policy and practice with reentry and population needs from a state and national perspective; • Understand evidence-based risk/needs assessment in the correctional field and the impact of practices and reduction of offender recidivism; • Create an understanding of the relationship between EBP, criminological pathways including trauma and risk/needs assessment, and illustrate the application of these concepts to positively impact offender success; • Understand common community correctional principles such as targeting interventions, dosage of treatment and treatment principles when providing services to female trauma survivors in a community corrections setting, and to high risk offenders.
Two-day Workshop: Assessing Lethality
This is a skill focused course on how to assess and respond to adults with psychiatric emergencies where there is a risk of lethality (suicidal/ homicidal/self-harm). It will include identification of high risk factors and how to conduct lethality assessments for individuals, including those who are diagnosed with severe and persistent mental illness and/or under the influence of substances. Participants will learn the levels of lethality; how to use lethality assessment tools and rating scales; how to complete documentation of services which reflect clinical assessments in accordance with the most current evidence and best practices; how to create an intervention plan for identified lethality, and when it is appropriate in professional social work practice to break confidentiality based on a current lethality assessment. Learning Objectives: 1. Identify current theory and evidence-based research for lethality assessment including an overview of crisis theory and crisis intervention; 2. Recognize signs and symptoms of lethality high risk factors in adults including consideration of cultural and diversity issues; 3. Complete a basic lethality assessment and intervention plan utilizing social work values and ethics; 4. Review requirements for documentation of services that reflect established guidelines for clinical assessments; 5. Create an intervention plan for identified lethality and define the use of an; interdisciplinary treatment approach including a discussion of confidentiality and when it is appropriate to break confidentiality based on the current lethality assessment.
Two-Day Workshop: Cognitive Behavioral Play Therapy
This course is designed as hands on practice course for individuals who are working or desire to work with children and their families. Cognitive-Behavioral Play Therapy (CBPT) incorporates cognitive and behavioral interventions within a play therapy paradigm. It provides a theoretical framework based on cognitive-behavioral principles and integrates these in a developmentally sensitive way. Thus, play as well as verbal and nonverbal approaches are used in resolving problems. CBPT differs from nondirective play therapy, which avoids any direct discussion of the child's difficulties. A specific problem-solving approach is utilized, which helps the child develop more adaptive thoughts and behaviors. Cognitive-behavioral therapies are based on the premise that cognitions determine how people feel and act, and that faulty cognitions can contribute to psychological disturbance. Cognitive-behavioral therapies focus on identifying maladaptive thoughts, understanding the assumptions behind the thoughts, and learning to correct or counter the irrational ideas that interfere with healthy functioning (Knell, 1993). Course Objectives: After completing this course, students will be able to: 1. Identify the theoretical underpinnings of cognitive behavioral play therapy 2. Apply the skills of cognitive behavioral play therapy 3. Identify children where this treatment may be prescribed 4. Evaluate the effectiveness of cognitive behavioral play therapy 5. Implement the cognitive behavioral play therapy model 6. Identify the various steps of the cognitive behavioral play therapy model. 7. Assess the research on cognitive behavioral play therapy with oppressed populations. APT 12.5 contact hours Approved Provider 13-884
From Eating Disorders to Obesity: Addressing the Manifestation of Illness through the Lens of Cognitive Behavioral Therapy and Human Motivation
New course! Negative body image concerns are at epidemic proportions in our culture and can lead to obesity as well as weight loss eating disorders in female and male adolescents and adults. Many clinicians worry that they do not know how to take care of these clients or feel discomfort in addressing weight issues in treatment. While some individuals present weight as their initial reason for treatment, this is not always the case. Depression, anxiety, relationship conflict, loneliness, addictions, job performance issues, etc., may be a manifestation of a person’s struggle with their weight and connected to negative self-image. Genetic history also plays a role in weight and metabolism. Using information on epigenetics helps clients reframe their body perception, and decrease shame and guilt in the face of the barrage of media messages that define certain body standards people need in order to be valued and wanted. A portion of the day will be spent on weight loss eating disorders with greater time focusing on issues of treating obesity as a presenting problem or as an underlying problem affecting their ability to function in a satisfying and healthy manner. CBT and human motivation approaches in treatment will be addressed so that participants know how to gently assess the role of weight (over or under) as a factor in presenting concerns and implement some CBT treatment methods to move toward healthy behavior and thought in relationship to food and life. Content reflects AHRQ evidence levels A, C, D, E, F- see website page for definitions. Learning Objectives: • Review of the research eating disorders, obesity, body type and body image, co-occurring disorders and the use of CBT and human motivation approaches; • Connect neuroscience and body image triggers: basic review of neuroanatomy and how the brain forms a reaction to a trigger; define epigenetics and its relationship to the body, and how might it explain emotional reactions; • Learn how to sensitively assess the role of weight as a factor in a person’s treatment needs; • Practice CBT techniques to interrupt the cycle of the negative messages and move toward healthy thought, emotions, and eating.
Implementing Person-Centered Care Across the Lifespan: The PERSON in the Healthcare Equation
Implementing Person-Centered Care Across the Lifespan: The PERSON in the Healthcare Equation
New course! Individuals of all ages who have chronic health conditions or are frail have special needs for care and service provision, especially when it comes to choice and inclusion in healthcare decisions. Person-Centered Care (PCC) is a foundation for services to create a more meaningful life by working with the individual in a manner that is empowering to them, focuses on what they need and want, and how services can support their interests and independence. It includes the valuable input of care partners and integrates all aspects of daily life creating environments where people can truly thrive and grow. This training will enlighten, motivate, inspire, and reignite why indivudals enter the human services/health care field.
Two-day Workshop: Cognitive Behavioral Therapy for Depressed and Suicidal Adolescents: The Mood Management Program
The Mood Management Program (MMP) is an evidenced-based, cognitive-behavioral therapy (CBT) program for depressed and suicidal adolescents. This workshop will train participants to utilize the MMP in clinical practice in both outpatient and inpatient settings, as well as, individual and group methods. Participants will receive practical, hands-on training in all 14 modules of the MMP. Emphasis will be given to teaching practical CBT skills to use with depressed, suicidal adolescents. Treatment of common co-morbid conditions, such as anxiety, oppositional-defiant disorder, substance abuse and bipolar disorder will be reviewed, as well as, methods to involve parents in the adolescent’s treatment. Learning Objectives: Upon successful completion of this course, students will be able to: 1. Understand the evidence-based research underlying the components of the Mood Management Program and how this model fits with social work values and ethics; 2. Utilize cognitive-behavioral therapy skills and techniques with depressed and suicidal adolescents including: motivational counseling, psycho-education, feeling awareness, mood monitoring, stress management and mindfulness, behavioral activation, cognitive processing, cognitive restructuring, problem solving, assertiveness, interpersonal effectiveness and suicide/self harm crisis management; 3. Utilize cognitive-behavioral therapy methods to address common co-morbid conditions such as anxiety, oppositional-defiant disorder, substance abuse and bipolar disorder; 4. Identify methods to involve parents/primary caregivers in the adolescent’s treatment.
Mindfulness Based Stress Reduction
Mindfulness Based Stress Reduction (MBSR) is a research based program westernized by Dr. Jon Kabat-Zinn through his MBSR program which was founded in 1979. It provides systematic training in mindfulness meditation as a self-regulation approach to stress reduction and emotion management. Nearly three decades of research around the world suggest that learning MBSR can positively and significantly impact a person's ability to reduce medical symptoms, stress and other psychological stress. The end result is a life that is more balanced, peaceful, healthier and people are able to more effectively manage their emotions and life stresses. Common reasons to take the class: • Reduce stress • Improve health and overall well-being with health conditions such as high blood pressure, chronic pain, GI distress, headaches, and many other conditions • Improve anxiety, depression, panic attacks, fatigue & sleep disturbances • Improve self-care through prevention and achieve a greater sense of balance and well-being What to Expect: In the eight 90 minute sessions, the instructor will guide people through a structured process to achieve greater awareness, or mindfulness, of what is going on in their minds and bodies, and how to improve those stressful or negative feelings and health concerns. Wear comfortable clothing and bring a yoga mat or blanket. Content will cover: • Introduction to the concept of mindfulness • How to perform a body scan • Use mindfulness to respond and reduce stress vs. reacting to stress • Practice meditations weekly in class • Review the various aspects of stress triggers and reactions in our lives • Utilize a pleasant events calendar • Incorporate Hatha Yoga breathing and posture • Learn how to sustain the benefits • DVD provided for daily practice
Cognitive Behavioral Therapy for Anxiety & Depression Certificate Program
Research demonstrates that cognitive behavioral therapy is the treatment of choice for both depression and anxiety disorders, not only because it reduces people’s suffering but it teaches them skills that will help them stay well. In his efforts to provide empirical evidence for psychoanalysis in the 1950’s, Aaron Beck, MD, was instead led to search for alternative explanations for depression. He discovered that distorted, negative thoughts are a primary feature of depression. This led to the development of cognitive therapy, which is a structured, short-term, present-oriented process. He later added a behavioral component after finding that people with depression also needed to have behavioral activation as a core component of treatment. As empirical evidence mounted, these same techniques were transferred to treating other disorders including anxiety disorders. Cognitive behavior therapy (CBT) has been demonstrated to be equal to and sometimes more effective than medication alone. CBT has also been proven to be effective with clients of diverse levels of education and income as well as a variety of cultures and ages. CBT can be used in multiple treatment settings including inpatient, outpatient, schools, and correctional facilities. In this 20 hour certificate program, you will learn the elements, tools and processes to: • Understand the Principles of Cognitive Behavior Therapy • Evaluate a Client Using the Cognitive Behavior Model • Learn Development and Maintenance of a Therapeutic Relationship • Set Treatment Goals • Socialize a Client to the Cognitive Behavior Model • Identify Behavioral Activation • Structure and Format Sessions • Identify Problems with the Session • Identify and Evaluate Automatic Thoughts • Understand Difficulties with Recognizing Emotions • Modify Intermediate and Core Beliefs • Learn Additional Cognitive Behavioral Techniques • Develop and Use Homework Assignments • Understand Termination and Relapse Prevention • Identify Problems in Therapy • Understand the Differences in the CBT Model for Anxiety and Depression Training requirements include attendance at all three days as well as participation in a 2 hour clinical supervision session that will be held in a conference call or internet-based format.