Seminar Detail

School Refusal Assessment & Intervention: Help Refusers Overcome Serious Emotional Barriers to School Attendance & Success
School Refusal Assessment & Intervention: Help Refusers Overcome Serious Emotional Barriers to School Attendance & Success

Where:   SAN JOSE, CA

When:  Thursday, January 23, 2020 at 8:00 AM - 4:00 PM

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Details

$249.99
Single Registration
$219.99
Single Registration: Advance Price (ends 1/3/2020)
$219.99
2+ Group Rate: per person
$30.00
Coordinator
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Location

DOUBLETREE BY HILTON HOTEL SAN JOSE
2050 GATEWAY PLACE
SAN JOSE, CA 95110
Phone:  408-453-4000
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Course Description:

To those on the outside, school refusal can seem trivial and even comedic, conjuring up images of the rebellious child who simply doesn’t like school and doesn’t want to go. As a clinician on the front lines with families and school personnel, you know it to be a much more serious and destructive force that has far-reaching consequences. You’ve probably felt just as frustrated as those you are trying to help by the difficulties associated with proper diagnosis, determining the reasons for behavioral manifestations such as temper tantrums and nightmares, and dealing with the acrimony that can arise between families and school systems.

In this unique slant on an often-misunderstood phenomenon, Dr. George Harman will show you how to simultaneously meet attendance expectations set by the schools while also digging deeper to uncover and treat underlying problems. You will be able to more quickly differentiate school refusal from common phobic reactions by recognizing and addressing the presence of anxiety, depressive, and other co-morbid disorders. Armed with a better understanding of motivation and reinforcement systems, you can then offer strategic, individualized intervention plans that are more effective.

Get families and school personnel all working together toward the same goal – returning refusers to school and toward academic success.
Objectives:

  1. Recognize the behavioral and clinical features of school refusers to better inform clinical decision making.
  2. Analyze the functional purpose of school refusal behavior to determine appropriate treatment strategies.
  3. Identify co-morbid psychological disorders associated with school refusal to improve treatment outcomes.
  4. Evaluate individual, family, behavioral, and pharmacological approaches to the treatment of school refusers.
  5. Design strategic school refusal plans that target the underlying motivation and reinforcement systems.
  6. Explain to parents and school personnel how to incorporate numerous tips designed to remedy school refusal behavior.
OUTLINE

TRUANTS OR REFUSERS
Assess WHY They Aren’t in School

  • The dynamic difference between school refusers and truants
  • Common characteristics of school refusers
  • Completing a functional analysis of refusers
    • Categorical-dimensional approach
    • Reinforcement contingencies
  • Co-morbid DSM-5® disorders
    • Anxiety disorders
    • Depressive disorders
    • Phobias
    • Conduct disorders
    • Learning disorders
  • Factors to consider when assessing for school refusal
  • Standardized assessment measures to employ
  • Critical questions to ask refusers and their parents
INDIVIDUALIZED STRATEGIC INTERVENTIONS
Help Refusers Return to School, and Stay There

  • Factors that increase the likelihood of success
  • Individual intervention/therapy
    • Systemic Desensitization
    • Exposure therapy
    • Modeling
    • Cognitive therapy
    • Educational/supportive therapy
  • Family intervention/therapy
    • Parent training
    • Structured family therapy
    • Systemic family therapy
    • Dialectical Behavior Therapy-School Refusal
  • Pharmacological intervention
    • Tricyclics
    • SSRI’s
    • Beta Blockers
    • Benzodiazepines
  • Interventions for refusers seeking to:
    • Avoid negative effect
    • Escape from aversive social and evaluative aspects of school
    • Get attention
    • Receive tangible reinforcers
  • Craft an individualized intervention plan
    • ”School Makes Me Want to Throw Up”
    • ”Everybody There Hates Me”
    • ”Can’t I Stay at Home and Have You Teach Me?”
    • ”The School of Hard Knocks”
GETTING SCHOOL PERSONNEL AND FAMILIES INVOLVED
Promote a Long-Term, Collaborative Approach

  • Forced school attendance
  • Using school escorts
  • 35 concrete tips for parents
  • Suggestions for teachers and school counselors
Target Audience

  • Counselors
  • Social Workers
  • Marriage and Family Therapists
  • School Counselors
  • School Psychologists
  • School Social Workers
  • School Administrators
  • Teachers & Paraprofessionals
  • Occupational Therapists & Occupational Therapy Assistants
  • Speech Language Pathologists
  • Case Managers
  • Nurses
  • Other Helping Professionals Who Work with Students

GEORGE HAARMAN, PSYD, LMFT

George B. Haarman, Psy.D., LMFT, is a licensed Clinical Psychologist and a Licensed Marriage and Family Therapist with over 40 years of experience. A member of the American Psychological Association and Kentucky Psychological Association, Dr. Haarman is in private practice in Louisville, Kentucky and serves as a consultant to several school systems regarding the assessment of children. For 24 years, Dr. Haarman worked in the Department of Human Services in Louisville, serving as the deputy director for the last 12 years of his tenure there. His prior experience with DHS included working with youth detention centers, juvenile group homes, child protective services, and juvenile probation. Dr. Haarman received his doctorate in clinical psychology from Spalding University and has been an instructor at Jefferson Community College, Bellarmine University, and Spalding University. He has presented seminars regionally and nationally on psychopathology, depression, and emotional disorders in children and adolescents. He is also the author of three books: School Refusal: Children Who Can’t or Won’t Go to School, Mastering DSM-5®, and Clinical Supervision: Legal, Ethical, and Risk Management Issues.



Speaker Disclosures:

Financial: George Haarman is in private practice. He receives a speaking honorarium from PESI, Inc.

Non-financial: George Haarman is a member of the American Psychological Association; and the Kentucky Psychological Association.
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.




Counselors
This intermediate activity consists of 6.25 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.

California Counselors: The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs. A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This Intermediate level activity consists of 6.0 clock hours of continuing education instruction.


Educators/Teachers
This course is designed to qualify toward your professional development requirement. The program is 6.25 clock hours in length.


Marriage & Family Therapists
This activity consists of 380 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.

California Marriage & Family Therapists: The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs. A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This Intermediate level activity consists of 6.0 clock hours of continuing education instruction.


Nurses, Nurse Practitioners, and Clinical Nurse Specialists
This activity consists of 6.25 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 this activity and contact your state board or organization to determine specific filing requirements.

California Nurses: PESI, Inc. is a provider approved by the California Board of Registered Nursing, Provider Number 17118 for 6.0 contact hours. Full attendance is required. No partial contact hours will be issued for partial attendance.


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 6.0 contact hours or .6 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.

California Psychologists: PESI, Inc. is approved by the CPA OPD to sponsor continuing education for psychologists. Provider #PES010. PESI maintains responsibility for this program and its contents. PESI is offering this activity for 6.25 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 6.25 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.


Speech-Language Pathologists
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This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).

California Speech-Language Pathologists and Audiologists: PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 6.0 hours of continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.


Social Workers
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PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.25 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

California Social Workers: The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs. A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This Intermediate level activity consists of 6.0 clock hours of continuing education instruction.


Other Professions
This activity qualifies for 380 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.

Credit Card Required for online registration | Contact us to redeem Gift Certificates