Room Wingate 60-61

Speaker(s):

Description

Dr. Robert J. Meyers and Jane Ellen Smith’s CRAFT (Community Reinforcement and Family Training) has long-been known for its positive outcome measures when executed in individual and family settings as it pertains. We, at IMF Counseling in mid-Missouri, have been offering and facilitating the CRAFT approach in a group setting for the past three years with excellent results.
Mimicking a family system, the CRAFT approach is easily adaptable to a group therapy setting, providing not only education and behavioral strategies for loved ones, but real-time support to participants; this increases the quality of life for all involved.
This presentation will equip learners with tools, anecdotal examples, and a shortened mock group session so they can better facilitate the CRAFT model in their respective settings.

Objectives

• • Identify the three main goals of the CRAFT model
  • Practice the differences in executing CRAFT strategies in a group setting vs. individual therapy
  • Connect with other participants around the strengths and weaknesses of group therapy in general

Room Wingate 60-61

Speaker(s):

Description

In child sexual abuse cases the Non-offending Partners are frequently omitted from the formal assessment process, although they play a major role in the safety and psychological well-being of the victims and their siblings. In general, they are referred for parenting classes, parenting capacity assessments, and/or counseling, without a formal assessment of their knowledge, role, and attitudes regarding the sexual abuse.

Objectives

• • Discuss the decision-making progress of the nonoffender.
  • Review the formal assessment process
  • Apply information to case planning and treatment referrals

Speaker(s):

Welch, Tim, PhD, LMFT

Holguin, Julianna, BS

Hartenstein, Jaimee, PhD, CFLE

Presentation:

This presentation will first provide a definition of adverse childhood experiences (ACEs) and discuss relevant research on the association between exposure to multiple ACEs and numerous negative physical, emotional and mental health outcomes in adulthood. The presentation will examine exposure to ACEs through the lens of the Family Stress and Resilience theoretical framework. This approach highlights the role and value of enhancing protective factors to promote resiliency in the context of exposure to ACEs. This presentation will describe modern approaches to addressing the impact of adverse childhood experiences and discuss prevention and intervention implications for clinical and mental health practitioners.

Objectives:

1. Define adverse childhood experiences (ACEs)
2. Describe the negative effects of exposure to ACEs in adolescence and adulthood
3. Identify relevant protective factors to the harmful effects of exposure to ACEs
4. Describe approaches for addressing the effects of of ACEs 

Speaker(s):

Hanks, Rachel, MSW, LCSW, RPT

Presentation:

“I don’t know what happened. She seemed fine and then she just started screaming.”
   
Young children who have experienced early adverse events have few tangible defenses. While fight and flight may be easily pictured, dissociation is an overlooked and often misunderstood survival mechanism for these children. While we all dissociate at times, the child who has experienced overwhelming or chronic traumatic stress may struggle to leave their protective dissociative states, even after the danger has presumably passed. This can cause difficulties with day-to-day functioning, relationships, and emotional regulation, leaving the child and family confused, frustrated, and even frightened by the seemingly-erratic nature of dissociative behaviors.
   
In this presentation, we will explore the presentation and mechanisms of dissociative behaviors in young children with developmental trauma across settings. We will also discuss implications for treatment by using play therapy techniques to engage the dissociative child by moving them into a state of felt safety.

Objectives:

1. Identify symptoms of dissociation in young children who have experienced adverse events
2. Describe relational and environmental factors that impact a dissociative child’s functioning
3. Apply play therapy techniques to help engage the dissociative child

Speaker(s):

Anderson, Andy, M.A., LPC, KPMT

Presentation:

Many high-quality and effective training programs for parents of children with oppositional behavior are available in the marketplace. These parent training programs go by many names, such as Parent Management Training, Behavioral Parent Sills Training, or just Parent Training. Without exception, though, empirically informed parent training programs utilize parents as the primary implementer to change their child’s behavior—the therapist-trainer trains parents to train the child to behave in an age-appropriate, socially acceptable manner.

Whether delivered in a family therapy without patient setting or class format, numerous studies have found that parent training is an effective treatment for children and adolescents with ODD, CD, and non-clinical behavior problems. This presentation will provide participants with an overview of a Behavioral Parent Skills Training treatment for childhood oppositional behavior.


Objectives:

1. Describe a rationale for treating childhood oppositional behavior with parent training.
2. Identify the treatment phases of Behavioral Parent Skills Training Therapy.
3. Name four contributing factors of childhood oppositional behavior.
4. List strategies parents can use to build an authoritative positive parent-child relationship.