Understanding and Working with Dissociation in Traumatized Clients
General Information
Presenter: Lisa Ferentz, LCSW-C, DAPA
Date: Tuesday, February 28, 2023. 9 AM-12 PM Eastern Time.
Fee: $95 (Special early bird $50 fee until 1/6)
Venue: Online Webinar
Understanding and Working with Dissociation in Traumatized Clients
Description
In this workshop, we will first explore the connection between early childhood attachment patterns as defined by Mary Ainsworth and John Bowlby, the connection between insecure attachment and affect dysregulation, and the fight, flight and freeze responses. We will discuss how the ongoing need to dissociate feels both necessary and, ultimately, disempowering for trauma survivors. Participants will also gain a greater understanding of the evolution of dissociation and the most common harbingers and cognitive, somatic, and behavioral manifestations that let clinicians know when their clients are in a hypo-aroused state. We will process strategies that give clients a greater sense of “choice” about their dissociation without leaving them feeling vulnerable or forced to give up a well-established coping response.
We will also address how to best administer a questionnaire that helps assess for dissociation as the assessment process itself, often reveals a client’s dissociative reactions. Since it can be understandably challenging for therapists when traumatized clients go into a freeze response during session, participants will learn about a number of strategies designed to help clients re-ground when they disconnect or go into flashback. We will process several videos that illustrate key concepts as well as clients’ artwork.
Instructor
Understanding and Working with Dissociation in Traumatized Clients
Objectives
- Explain why parents are in an ideal position to coach their children with ADHD regarding friendships
- Identify populations of children with ADHD for whom Parental Friendship Coaching is recommended or is not recommended
- Describe Parental Friendship Coaching to potential clients to assist in treatment planning and goal-setting
- Administer Parental Friendship Coaching to help parents support their children with ADHD and social problems
- Troubleshoot common challenges that can arise when administering Parental Friendship Coaching to tailor the program to families’ individual needs
- Track and evaluate the effectiveness of Parental Friendship Coaching with clients
Application Deadline
September 4, 2022 or until all training spaces are filled, whichever comes first.
Notification of Acceptance
Applicants will be notified, via email, of acceptance when registration is complete and payment is received.
Refund/Cancellation Policy
Tuition/registration payments are refundable (minus $25) until August 6, 2022. Cancellations after this date are non-refundable. In this situation, we will attempt to find someone to take your slot (based on our waiting list).
Accessibility
Conference is via webinar. For live options, there will be handicap accessibility.
Course level
Level of clinician
Accessibility
If you require ADA accommodations, please contact our office 30 days or more before the event. We cannot ensure accommodations without adequate prior notification
CE Information
Satisfactory Completion:
Participants must have paid the tuition fee, signed in or logged in and out each day, attended the entire webinar, and completed an evaluation to receive a certificate (for pre-recorded program, a post-test with a passing grade of 80% is required.) Failure to sign/log in or out will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available. Certificates are available electronically after satisfactory course completion. A link will be provided for those who have completed the training.
References:
Mikami, A.Y. & Normand, S. (2015). The importance of social contextual factors in peer relationships of children with ADHD. Current Developmental Disorders Reports, 2, 30-37.
https://doi.org/10.1007/s40474-014-0036-0
Mikami, A.Y., Normand, S., Hudec, K.L., Guiet, J., Na, J.J., Smit, S., Khalis, A., & Maisonneuve, M.-F. (2020). Treatment of friendship problems in children with Attention-Deficit/Hyperactivity Disorder: Initial results from a randomized clinical trial. Journal of Consulting and Clinical Psychology, 88(10), 871-885. https://doi.org/10.1037/ccp0000607
Smit, S., Mikami, A.Y., & Normand, S. (2022). Effects of the Parental Friendship Coaching intervention on parental emotion socialization of children with ADHD. Research on Child and Adolescent Psychopathology, 50, 101-115. https://doi.org/10.1007/s10802-021-00818-9
Mikami, A.Y. & Normand, S. (2022). Parents as friendship coaches for children with ADHD: A clinical guide. New York: Routledge. https://doi.org/10.4324/9781003221715
These references are authored by the presenters (and the grad students of the presenters), and they reflect the framework and content of the treatment manual, as well as the results of randomized clinical trials testing the efficacy of the Parental Friendship Coaching program. The presenters receive royalties from sales of the manual.
Understanding and Working with Dissociation in Traumatized Clients
Schedule
| January 17th 9 a.m.-10 a.m. | Attachment and affect regulation: The four attachment patterns- videos The fight/flight/freeze responses |
| January 17th 10 a.m.-11 a.m. | The evolution of dissociation Shame and the freeze response Addressing the “double-edge” sword of dissociation: empowering/ re-victimizing Processing the harbingers and manifestations of dissociation Administering the Dissociative Experiences Scale |
| January 17th 11 a.m.-12 p.m. | Creatively working with dissociation in and out of session-video Introducing the concept of “choice” Anchoring, aromatherapy, re-grounding, Erickson’s flashback halting protocol Making sure clients are fully present at the end of a live or tele-health session |
