Seminar Detail

2-Day Certificate Course: ARC Trauma Treatment For Children and Adolescents
2-Day Certificate Course: ARC Trauma Treatment For Children and Adolescents

Where:   FAIRFAX, VA

When:  Tuesday, October 2, 2018 - Wednesday, October 3, 2018

This event is not currently available for purchase.

For more information: Call (800) 844-8260
Course Description:

Treating a child in isolation doesn’t work. Without addressing trauma with both the child and caregiver system your efforts will fail to reach their greatest therapeutic effectiveness.

Co-developed by Dr. Margaret Blaustein, ARC (Attachment, Regulation and Competency) is a flexible framework proven to enhance effective trauma treatment by intervening with both the child and the caregiver system; allowing you to foster the supportive environment necessary for healthy development and lasting change.

THIS 2-DAY COURSE IS YOUR CHANCE TO LEARN THE ARC FRAMEWORK FROM DR. BLAUSTEIN HERSELF!

Attend and discover what over 300 agencies and child-serving systems already know. ARC gives you a roadmap to cultivate attachment in traumatized kids, build the self-regulatory skills they need to identify and manage powerful emotions, and establish a positive sense of identity that will set the stage for a healthy and fulfilling adult life.

This offer may not come your way again! Don’t miss out on this rare opportunity to transform your treatment of childhood trauma and achieve sustainable positive outcomes for this most vulnerable population!

Sign up today!!!
Objectives:

  1. Establish the meaning of complex trauma and communicate three consequences of early complex trauma exposure.
  2. Explore the role of routines in the caregiving system to enhance a child’s felt safety and stability, and specify why this is important in treatment.
  3. Characterize how the core attachment targets of ARC apply to the participant and/or providers within the participant’s system.
  4. Articulate at least one aspect of self and identity that may be impacted in trauma-exposed youth.
  5. Determine how caregiver ability to identify their own responses to trauma reactions is critical to the recovery process in children who have experienced trauma.
  6. Employ techniques that enable caregivers to depersonalize trauma-driven behaviors and reframe responses to trauma reactions.
  7. Characterize at least two patterns of youth dysregulation, including function of the adaptation.
  8. Establish how strategies for teaching children to identify physiological responses to stress can help them understand and regulate the arousal response.
  9. Employ exercises to help traumatized children identify safe resources and develop effective communication styles.
  10. Support how consistent emotional responses from caregivers can help establish secure attachment.
  11. Determine how self-identity can be developed through exercises that establish positive self-recognition and a future orientation.
  12. Specify how activities that target executive function can be incorporated into trauma treatment to improve impulse control and build problem solving and negotiating skills.
OUTLINE

Build a Foundation for Treatment
  • Tune into engagement
    • Factors that affect engagement in trauma treatment
    • Strategies to support child, caregiver, and provider engagement
  • The role of education
    • Tune in to the role of education in thoughtful trauma intervention
  • Use of routines and rhythms to build safety and support goals
    • Strategies to increase felt safety through predictability
    • Build self-regulation with daily routines
    • Use of structures to support treatment goals
How to Foster Attachment: Work with the Caregiver System to Build a Safe-Enough Container
  • Manage caregiver responses to trauma reactions
    • The cycle of dysregulation between child and caregiver
    • Tools to help caregivers to recognize their own emotions
    • Address feelings of helplessness, inadequacy and rejection
    • Approaches and techniques to teach caregivers to:
      • Identify their triggers
      • Depersonalize trauma driven behaviors
      • Cognitively reframe responses to trauma reactions
      • Use self-talk to counter self-blame
      • Handle “button-pushing” behavior
  • Attunement strategies for positive attachment
    • Learn the emotional language of kids who have experienced trauma
    • Become a “Feeling Detective” to read emotional cues
    • Identify child’s trauma triggers and responses
    • 5 steps to master reflective listening – help kids feel heard
  • The power of building effective responses in establishing secure attachment
    • Use attunement skills to understand behaviors
    • Identify the “go-to’s” of behavior response
    • Experiment purposefully with other strategies
Regulation: Manage Out of Control Emotions and Reduce Difficult Behaviors
  • Identify triggers and emotional responses
  • Use labeling to raise awareness of feelings
  • How feelings show up in thoughts, behaviors and the body
  • Where feelings and body states come from
  • Modulate emotion and the body’s alarm system
  • ”Feelings Toolkit” for emotional experience tolerance
  • Teach kids to understand degrees of feeling
  • Connect children to their bodies
  • Understand and regulate the arousal response
Competency: Build Resilience and Establish Identity and Sense of Self
  • Explore relationships and build connections
    • Help children understand the role of relationships
    • Identify safe resources and healthy relationships
    • Approaches to develop effective communication skills
  • Strengthening executive functions
    • Ways to build problem solving and negotiation skills
    • Impulse control exercises
  • Self-identity developments
    • How to explore individuality
    • Techniques to establish positive self-recognition
    • Contextual aspects of self and identity
    • Approaches to develop future orientation
  • Trauma Experience Integration
    • Understand state-based treatment
    • The role of the core ARC targets in integrating traumatic experiences
Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Therapists
  • Case Managers
  • Addiction Counselors
  • Nurses
  • Marriage & Family Therapists
  • General Educators
  • Special Educators
  • School Administrators
  • School Psychologists
  • School Social Workers
  • Guidance Counselors
  • School Nurses
  • Directors of Special Education
  • Speech-Language Pathologists
  • Occupational Therapists
  • Paraprofessionals
  • All professionals working in child care settings, therapy settings, treatment programs, hospitals, juvenile justice facilities, foster care, and more

MARGARET BLAUSTEIN, PHD

Margaret E. Blaustein, Ph.D., is a practicing clinical psychologist whose career has focused on the understanding and treatment of complex childhood trauma and its sequelae. Dr. Blaustein is co-developer of the Attachment, Self-Regulation, and Competency (ARC) treatment framework (Kinniburgh & Blaustein, 2005), and co-author of the text, Treating Complex Trauma in Children and Adolescents: Fostering Resilience through Attachment, Self-Regulation, and Competency (Blaustein & Kinniburgh, 2010).

Dr. Blaustein’s work has been hailed as “a landmark for understanding and treating traumatized children” by world renowned trauma expert Dr. Bessel van der Kolk, and has been embraced by over 300 agencies and/or child-serving systems in the U.S. and abroad who use the ARC framework.

She has provided extensive training and consultation to providers worldwide. Dr. Blaustein is the director of the Center for Trauma Training in Needham, MA, and is actively involved in local, regional, and national collaborative groups dedicated to the empathic, respectful, and effective provision of services to this population.



Speaker Disclosures:

Financial: Margaret Blaustein is the director of training and education at the Trauma Center in Boston. She is an author and receives royalties from Guilford Publications.

Nonfinancial: Margaret Blaustein has no relevant nonfinancial relationship to disclose.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




ADDICTION COUNSELORS
This course has been approved by PESI, Inc., as a NAADAC Approved Education Provider, for 12.5 CE in the Counseling Services skill group. NAADAC Provider #77553. PESI, Inc. is responsible for all aspects of their programming. Full attendance is required; no partial credit will be awarded for partial attendance.


COUNSELORS
This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

DISTRICT OF COLUMBIA COUNSELORS: This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

MARYLAND COUNSELORS: This intermediate activity is approved for 12.5 clock hours of continuing education instruction. The Maryland Board of Professional Counselors recognizes courses and providers that are approved by the NAADAC. A certificate of attendance will be awarded at the end of the program to counselors who complete the program evaluation, to submit to their state board.

VIRGINIA COUNSELORS: This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.


EDUCATORS/TEACHERS
This course is designed to qualify toward your professional development requirement. The program is 12.5 clock hours in length.


MARRIAGE & FAMILY THERAPISTS
This activity consists of 760 minutes of continuing education instruction. Credit requirements and approvals vary per state board regulations. You should save this course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.


NURSE/NURSE PRACTITIONERS/CLINICAL NURSE SPECIALISTS
This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.


OCCUPATIONAL THERAPISTS & OCCUPATIONAL THERAPY ASSISTANTS
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PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 12.5 contact hours or 1.25 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.


PSYCHOLOGISTS
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This activity consists of 12.5 clock hours of continuing education instruction. The following state psychologist boards recognize activities sponsored by PESI, Inc. as an approved ACCME provider: Alaska, Arkansas, California, Colorado, Georgia, Illinois, Indiana, Kentucky, Maryland, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, Pennsylvania and South Carolina. Certificates of attendance will be issued for you to submit to your state licensing board to recognize for continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.

PESI, Inc. is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education. PESI, Inc. designates this live activity for a maximum of 12.5 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity.


SPEECH-LANGUAGE PATHOLOGISTS
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This course is offered for 1.25 ASHA CEUs (Intermediate level, Professional area).

** Please note that Speech-Language Pathologists who participate in the live webcast will be required to complete additional steps if they want their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts Section of the webcast.


SOCIAL WORKERS
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PESI, Inc. Provider #:1062, is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB), www.aswb.org through the Approved Continuing Education (ACE) Program. PESI, Inc. maintains responsibility for the program. ASWB Approval Period: January 27, 2017 - January 27, 2020. Social workers should contact their regulatory board to determine course approval for continuing education credits. Social workers participating in this course will receive 12.5 (Clinical Practice) continuing education clock hours for this Intermediate course. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation. Full attendance is required; no partial credits will be offered for partial attendance.


OTHER PROFESSIONS
This activity qualifies for 760 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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