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Program Quick Facts

Available On Campus

Registration will open soon

New Section:
April 11, 2014

Location:
Regent University Campus
Classroom Building Room 206

CEs:
CE Hours = 6

CE Fee:
$30

Registration Price:
Professionals = $99
Regent = $85

Note:
This certificate is non-credit but it does qualify for continuing education units.

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CPC341 - Compassion Fatigue Therapist

 
compassion fatigue therapist image - woman crying with another consoling her

April 11, 2014

This workshop is designed to train attendees in assessing and treating the traumatized practitioner by exploring a specific approach to wellness transformation and factors in wellness preparation. Read more below.

Certificate Available | 6 CEs

Workshop Description:

This workshop is designed to train attendees in assessing and treating the traumatized practitioner by exploring a specific approach to wellness transformation and factors in wellness preparation. It also prepares attendees to overcome possible barriers inhibiting wellness transformation and how to prevent remission and manage stress in the future.

This Program Includes These Topics:

  • Challenges of Treating the Traumatized Practitioner

  • Overview of the Assessment of Compassion Fatigue

  • Overview of MASTERS Approach to Wellness Preparation

  • Personality, Psychological Readiness, and other Factors in Wellness Preparation

  • The Customer Personality Approach

  • Application: Assessment of Self-Care, Wellness, and Readiness for Compassion Fatigue Treatment

  • Identifying Areas Preventing Wellness Transformation

  • Overview and Demonstration of Compassion Fatigue Desensitization Options

  • Remission Prevention and Stress Management Program Development

  • Application of Wellness Transformation to Various Contexts

  • Training and Supervision Issues; Q&A and Course/Instructor Evaluation

Who Should Attend:

Psychologists, community counselors, school counselors, university faculty, social workers, school administrators, and teachers, and students.

Educational Objectives:

After attending this workshop, participants will be able to:

  1. Recognize the array of assessment methods for both compassion fatigue, resiliency and stress reactions.
  2. Recognize the array of treatment approaches for treating compassion fatigue and related work-related trauma.
  3. Recognize that strategies for preventing compassion fatigue are associated with effective self care, and thus the need to focus on wellness in the workplace.
  4. Describe the elements of the wellness and the MASTERS Transformative process.
  5. Describe the challenges of working with those with compassion fatigue and how best to convince them that they need a comprehensive program of transformation.
  6. Describe the process of translating the data generated from testing and interviewing the client to designing a program of treatment and identify self-care goals.
  7. Describe the basic elements of a Compassion Fatigue Treatment Program.
  8. Understand and appreciate one's own journey to wellness and be aware of the requirements for getting there and staying there.
  9. Learn and practice visualization techniques.
  10. Develop a path for one's own journey and the need for self care toward wellness.
  11. Recognize resistance to, excuses about, and readiness for wellness transformation.
  12. Apply the array of treatment approaches for treating compassion fatigue and related work-related trauma.
  13. Describe the ways in which Traumatic Incident Reduction can be used effectively to desensitize traumatized workers as part of a comprehensive wellness transformation process.
  14. Describe the ways in which EDMR can be used effectively to desensitize traumatized workers as part of a comprehensive wellness transformation process.
  15. Describe the challenges of remission in the journey toward wellness and the strategies to prevent it and assure wellness maintenance.
  16. Apply the wellness transformation process in one's own professional context (e.g., private practice, child protection, medical, first responders)
  17. Recognize and appreciate the challenges of applying the knowledge and skills of a Compassion Fatigue Therapist to extend this knowledge through training, education, and supervision.

Learning Objectives:

The workshop brings the benefit to the community by increasing awareness and competence of clinicians who may experience compassion fatigue/stress themselves or who may come into contact with clients or colleagues who experience similar struggles. The field and profession is enhanced by an exploring of the seriousness of compassion fatigue/stress and by instilling in clinicians a drive for personal wellness in order to better serve the community at large.

CEs:

CE Hours Available = 6
CE Price Total = $30

Registration Price for Workshop:

Professional = $99

Student, Regent Alumni, SPC Alumni, SPC Site Supervisors, Regent Faculty and Staff
(ID Required at Workshop) = $85

Program Schedule:

8:00 a.m. - Registration

8:15 a.m. - 11:30 a.m.
Part I - Challenges of Treating the Traumatized Practitioner
Part II - Overview of the Assessment of Compassion Fatigue
Part III - Overview of MASTERS Approach to Wellness Preparation
Part IV - Personality, Psychological Readiness, and other Factors in Wellness Preparation
Part V - The Customer Personality Approach
Part VI - Application: Assessment of Self-Care, Wellness, and Readiness for Compassion Fatigue Treatment

11:30 a.m. - 12:30 p.m. - Lunch (On your own)

12:30 p.m. - 4:30 p.m.
Part III - Continued
Part VII - Identifying Areas Preventing Wellness Transformation
Part VIII - Overview and Demonstration of Compassion Fatigue Desensitization Options
Part IX - Remission Prevention and Stress Management Program Development
Part X - Application of Wellness Transformation to Various Contexts
Part XI - Training and Supervision Issues; Q&A and Course/Instructor Evaluation

Relevant References:

  1. Anderson, D. (2000). Coping strategies and burnout among veteran child protection workers. Child Abuse and Neglect, 24, 839-848.
  2. Archers, J. (1991). Social Structure and job satisfaction. Social Work, 36(3), 202-206.
  3. Balfour, D., and Neff, D. (1993). Predicting and managing turnover in human service agencies: A case study of an organization in crisis. Public Personnel Management, 22(3), 473-486.
  4. Boscarino, J.A., Figley, C.R., and Adams, R.E. (2004). Evidence of compassion fatigue follwing the September 11 terrorist attacks: A study of secondary trauma among social workers in New York. International Journal of Emergency Mental Health.
  5. Bride, B.E., Robinson, M.M., Yegidis, B. and Figley, C.R. (2003). Development and validation of the secondary traumatic stress scale. Research on Social Work Practice, 13(4), 490-502.
  6. Cunningham, M. (1999). The impact of sexual abuse treatment on the social work clinician. Child and Adolescent Social Work Journal, 16, 277-290.
  7. Dickinson, N.S. and Perry, R. (1998). Why do MSWs stay in public child welfare? Organizational and training implications of a retention study. California Social Work Education Center. (Presented at 11th National Conference of National Staff Development Training Association).
  8. Ellett, C.D. Ellett, A.J. Kelley, B.L., and Noble, D.N. (1996). "A statewife study of child welfare personnel needs: Who stays? Who leaves? Who cares?" Paper presented at 42nd Annual Program Meeting of CSWE, Washington, D.C.
  9. Figley, C.R. (1982). Traumatization and comfort: Close relationships may be hazardous to your health. Keynote presentation at the Conference on Families and Close Relationships: Individuals in Social Interaction. Texas Tech University, Lubbock, TX, January.
  10. Stamm, B.H. (Ed.) Secondary traumatic stress: Self-care issues for clinicians, researchers and educators, pp. 3-28. Lutherville, MD: Didran Press.
  11. Figley C.R. (2002a). compassion fatigue and the psychotherapist's chronic lack of self care. Journal of Clinical Psychology, 58(11), 1433-1441.
  12. Figley, C.R. (2002b). Originis of Traumatology and prospects for the future, Part I. Journal of trauma practice, 1(1), 17-32.
  13. Figley, C.R. (Ed.) (2002c). Treating compassion fatigue. NY: Brunner-Rutledge.
  14. Figley, C.R. (2003). Fishing lessons for treating the traumatized: History of the Traumatology Certification Program. Traumatology, 9(4), 187-192).
  15. Figley, C. (2004). From necessity to reality: The history, philosophy, and programs of the Green Cross Foundation, Traumatology, 10(1), 55-56.
  16. Figley, C.R. (2001). September 11th terrorist attack: Application of disaster management principles in providing emergency mental-health services. Traumatology, 7(4), 143-151.
  17. Figley, C.R., Figley, K.R., and Norman, J. (2002). Tuesday morning September 11, 2001: the Green Cross projects role as a case study in community-based traumatology services. Journal of Trauma Practice, 1(3/4), 13-36.
  18. Figley, C.R. and Stamm, B.H. (1996). Psychometric review of the compassion fatigue self test. In B.H. Stamm (Ed.), Measurement of stress, trauma and adaption. Lutherville, MD: Sidran Press.
  19. Glisson, C. and Hemmelgarn, A. (1997). The effects of organizational climate and interorganizational coordination of the quality and outcome of children's services systems. Child Abuse and Neglect, 22(5), 401-421.
  20. Harris, J. and Brannick, J. (1999). Finding and keeping great employees. NY: American Management Association.
  21. Helfgott, K.P. (1991). Staffing the child welfar agency: Recruitment and retention. Washington, D.C.: Child Welfare League of America.
  22. Jayaratne, S. and Chess, W. (1984). Job satisfaction, burnout, and turnover: A national study. National Association of Social Workers.
  23. Koeske, G.F. and Koeske, R.D. (1989). Work load and burnout: Can social support and perceived accomplishment help? Social Work, 34(30), 29-36.
  24. Kossek, E.E. and Lobel, S.A. (1996). Managing diversity: Human resource strategies for transforming the workplace. Cambridge, MA: Blackwell Publisher.
  25. Lindy, J.D. and Wilson, J.P. (1994). Chapter 3: Empathic strain and countertransference roles: Case illustrations. In J.P. Wilson and J.D. Lindy, Countertransference in the Treatment of PTSD. NY: Guilford.
  26. Maslack, C. (1982). Burnout: The cost of caring. Engelwood Cliffs, NJ: Prenice Hall.
  27. Ospina-Kammerer, V. and Figley, C.R. (2003). An evaluation of the Respiratory One Method (ROM) in reducing emotional exhaustion among family physician residents. Journal of Emergency Mental Health, 5(1), 29-32.
  28. Rank, M.G., Chaffin, I., and Figley, C.R. (In press). Factors influencing program completion in an extended care psychiatric rehabilitation program.
  29. Roberts, S., Weaver, A.J., Flannelly, K.J., and Figley, C.R. (2003). Compassion fatigue among chaplains and other clergy after September 11th. Journal of Nervous and Mental Disease, 191(11), 756-758.
  30. Rycraft, J. (1994). The party isn't over: The agency role in the retention of public child welfare caseworkers. Social Work, 39(1), 75-80.
  31. Salston, M.D. and Figley, C.R. (2003). Secondary traumatic stress effects of working with survivors of criminal victimization. Journal of Traumatic Stress, 16(1), 167-174.
Instructors:

Dr. Benjamin Keyes, Ph.D., Ed.D.

Dr. Benjamin B. Keyes, born in Virginia, grew up in a typical Jewish family and, since his youth, was consecrated to God and the search for a deeper relationship with Him. Such motivation was attained through honest questioning and fearless exploration as instructed by a Rabbi from Hebrew School. He also greatly values education and learning and since finishing a Masters in Rehabilitation Counseling at the University of South Florida in 1978, he has attained 5 doctorates. He completed in first doctoral program in Theology in 1985 after sitting on his dissertation for five years. Dr. Keyes then went on to complete a specialization in Theology, three more Doctorates (Theology, Ministry, and Counseling Psychology), and received an Honorary Doctorate in Divinity (DD). For Dr. Keyes education has been a wonderful way to expand horizons and foster understanding. Additionally, he has had an extensive career in a wide variety of venues including the classroom. Moreover, he has worked in the field of counseling and ministry, coming up through the ranks of government and private agencies, hospitals, residential treatment centers, partial hospitalization programs, churches, training facilities, and private practice.

In the last few years, research has captured his attention with most of the focus targeted at Dissociative Identity Disorder and both Christian and secular applications to healing. He assisted in developing the Center for Trauma Studies here at Regent with one of the programs aimed at training graduate students to be first-responders in situations of natural disasters and/or man-made disasters. Because of his belief that Jesus Christ is very alive in third world nations and his understanding of the need for workers equipped with His heart, alliances have been formed with Global Aid Network, Operation Blessing, and the American Green Cross to train and certify students with skills they will take into their respective careers. He hopes to continue to develop the Center for Trauma Studies and to do what he can to fulfill the university's ultimate goal of equipping Christian leaders to change the world.

Dr. Merrill Reese, Ph.D.

Dr. Merrill Reese completed his Ph. D. in Counselor Education and Supervision and his M.A. in Community Counseling at Regent University. Additionally, he completed his B.S. in Psychology at Virginia Commonwealth University. Regent University has provided many different educational and professional opportunities for Dr. Reese including enhancement of clinical skills as a counselor, graduate education, development of academic instructional skills and opportunities to teach both here and abroad. His educational and teaching experience at Regent has opened him to many new perspectives and horizons as well.

He views counseling much like education in that both the counselee and the student need a place of safety in which they are free to explore the deeper questions of life. The exploration of that which is deep will often create a space between the participants. As painful as that space can be, it is often that pain that is the motivating factor that drives one towards the change or the answers to the questions that they seek. The creation of a sacred space for the participant to do their work thus becomes the task of the counselor and or educator. As a counselor/educator, it is his sincere desire to help create a sacred space for the exploration of the deeper issues and questions of life. As a fellow seeker he also joins with those who question and seek the answers to the ultimate questions and meanings of life.

In his limited spare time he enjoys photography, travel, short term mission trips and playing drums and other various assorted percussion instruments.