THIS COURSE WILL BE PRESENTED IN A SYNCHRONOUS, LIVE-STREAMED FORMAT VIA ZOOM WITH REAL-TIME INTERACTION WITH THE PRESENTERS, EXPERIENTIAL LEARNING AND COMPLEX SCENARIO ANALYSIS. TO PURCHASE THIS TRAINING, SIMPLY ADD IT TO YOUR SHOPPING CART AND CHECK OUT WITH YOUR MAJOR CREDIT CARD. FOR THE CONVENIENCE OF OUR CUSTOMERS, YOU MAY ATTEND EITHER FRIDAY FEBRUARY 16 OR SATURDAY FEBRUARY 17.
Current research indicates the most important factor in positive clinical outcomes for clients is the characteristics of the clinician themselves, rather than treatment modality used. This course draws upon current research in neuroscience, combined with long-held and relied upon theories, to assist practitioners in developing the characteristics of an effective therapist, to include self-management and self-regulation in practice. This program will focus on the practical application of self-management tools to improve the use of self in clinical practice, building on the knowledge base presented in part 1 of 21st Century Tools for Effective Use of Self in Clinical Practice. This program is designed for mental health clinicians at early to mid-stages in their career, and for more experienced clinicians who are seeking to expand their skill in this aspect of practice. This course will offer 6 contact hours of continuing education upon completion.
(6 hr) 21st Century Tools for Effective Use of Self in Clinical Practice
Course Objectives:
Upon Completion of this course participants will:
- Apply the skill of active self-awareness as a framework for observing one’s self in practice, as measured by demonstrated improvements during experiential learning and pre-training and post-training evaluation utilizing the Clinical Skills Self-inventory
- Demonstrate improvements in adaptive self-regulation, and the use of tools to make it applicable to self-regulation in practice, as measured by demonstrated improvements during experiential learning and pre-training and post-training evaluation utilizing the Clinical Skills Self-inventory
- Demonstrate improved insight into how the therapist’s ability to regulate one’s self improves clinical outcomes, as measured by pre-training and post-training Core Clinical Knowledge Self-inventory
- Apply improved tools in contagion management, countertransference management, and control of clinician enactments as as measured by demonstrated improvements during experiential learning and pre-training and post-training evaluation utilizing the Clinical Skills Self-inventory
Schedule:
9: 00 am to 10:45 am:
The Practitioner’s Neuroception and Nervous System Response to The Therapeutic Environment:
- Review the concept of Neuroception
- Review nervous system activation as an adaptive response that happens automatically when not regulated
- Develop understanding that self-regulation skills can be developed despite the automatic and subconscious nature of neuroception
- Explore the practitioner’s hierarchy of needs and potential neuroception threats in practice:
Understanding how our needs show up in the service delivery environment
Understanding how our needs show up in co-worker relationships
Understanding how our needs show up in client relationships
- Teach how to observe and recognize neuroception activation and ergotropic over-activation. Categorize each branch of activation, define the physiological response to activation, emotional response to activation, and the behavioral response to activation, specifically as it relates to the service delivery environment
- Practitioners will be given examples, and will be asked to identify which branch of activation each example falls in to gauge understanding
- The group will explore potential outcomes related to each branch of nervous system activation
10:45 am- BREAK
11:00 am to 12:00 pm:
Adaptive Self-Regulation: Understanding the responsibility of regulating one’s self in practice:
- Participants will be asked to utilize the nervous system response chart to explore and write about a time in which they were nervous system activated (dorsal or sympathetic nervous branch) with a colleague/coworker, by the culture of their work environment, and with a client, and what were the outcomes. Participants will be asked to share these experiences (facilitator will share as well).
- Define Adaptive Self-Regulation
- Explore the responsibility of self-regulation and its impact on practice (in service delivery environments, with colleagues, and with clients). What happens when we do not self-regulate? What happens when we do?
- Summarize our goal with regard to self-regulation and the positive impact co-regulation has on our practice
12:00 pm to 1:00 pm: LUNCH
1:00 pm to 2:45 PM:
The Process of Adaptive Self-Regulation: Learning the Tools of Regulating One’s Self
- Understanding the difference between reactivity and proactivity
- Understanding the key components of Adaptative Self-Regulation that generates co-regulated relationships
Conscious awareness of the self
Self-knowledge
Self-observation
- Watch video on internal processing and exploring the self
- Understanding willful projections rather than reactive responses
- Teaching tools for regulating a triggered autonomic nervous response, to include psychoeducation, cognitive distancing, and tools to strengthen the trophotropic response system.
2:45 pm to 3 pm: BREAK
3 pm to 4:00 pm:
Roadblocks to self-regulation and maintaining social engagement
- Explore inner world roadblocks to self-regulation, including clinician enactments, contagion, countertransference, and unrelenting standards
- Explore ways to maintain social engagement
4:00 pm to 4:30 pm: Summary, Consolidation of Learning and Q/A
- Engage in post-learning self-evaluation utilizing the Core Skills Self-inventory, the Clinical Skills Self-inventory, and the Core Clinical Knowledge Self-inventory
- Engage in consolidation of key learning points from training