Program Quick Facts
Available On Campus and Online
New Fall Section:
November 1, 2014
CE Hours = 6
Professionals = $99
CEUs = 0.6
Regent = $85
Please click here to log in to print your certificate.This certificate is non-credit but it does qualify for continuing education units.
CPC344 - Treating Traumatized Families
November 1, 2014
This workshop is designed to provide professionals with the tools necessary to understand the process by which the traumatized systems and children are assessed, diagnosed, and treated. Read more below.
Certificate Available | 6 CEs | 0.6 CEUs
This workshop is designed to provide professionals with the tools necessary to understand the process by which the traumatized systems and children are assessed, diagnosed, and treated. Students will determine and build upon traumatized children, families, and other systems' strengths and deficits that can be addressed by traumatology interventions, learn about ways of thinking about the trauma induction and reduction process affecting families, children, and systems, and how resiliency and stress reductions are determined in part by the history and social resources of the traumatized system. Students will also learn how to classify the presenting symptoms of the traumatized system and determine the best intervention approach from an array of approaches and learn the pitfalls to burnout and secondary trauma (compassion fatigue).
This Program Includes These Topics:
- Welcome and Orientation to the Course (A. Experiences with children, families, and other groups; B. Building a prototypical client for the above types)
- Review of Assessment and Treatment Course Topics
- Systemic Trauma Theory and Associated Traumatic Stress Responses (A. Families, Trauma, and Stress [video], B. Differentiating between Normative and Catastrophic Stressors)
- Systemic Trauma Theory and Associated Traumatic Stress Responses (Theories, models, and approaches)
- Plenary Discussion of Special Populations Represented by Students
- Adopting CISD/M and Disensitization Approaches to Work with Children, Families, and Groups with Special Consideration to Context (The Family/Group Empowerment Approach)
- Effectiveness in Comparing and Contrasting Six (6) Treatment Approaches of PTSD Applied to Children and Families (Cognitive-behavioral approaches, Client-centered exposure approach, Eye-movement desensitization and reprocessing approaches, visual-kinesthetic desensitization procedure, Emotional freedom technique)
- Review of the Academy of Traumatology's Standards of Practice
- Orientation of Self-Care with Working with Families and Children
Who Should Attend:
Psychologists, community counselors, school counselors, university faculty, social workers, school administrators, and teachers, and students
After attending this workshop, participants will be able to:
- Recognize the effective screening, intake, assessment and treatment skills with traumatized children, families, and groups that vary by the characteristics of the clients.
- Recognize family systems relative to traumatic stress and be able to provide systemic interventions with the entire traumatized family.
- Demonstrate skill in applying critical incident debriefing/interventions with a focus upon children, families, and groups.
- Recognize the variations in response to traumatic stress among various cultural, racial, gender, and age groups and communities and how the various treatment approaches can or cannot be applied to these groups of children, families, and groups.
- Demonstrate skill in recognizing effective efforts at trauma stabilization and resolution that change to meet the unique requirements of communities.
- Recognize the theory, purpose, and characteristics of the Green Cross-approved treatments connected to various contexts.
- Recognize the characteristics of competent case management with traumatized populations including recording, report writing, ancillary services, and referrals as it varies by context.
- Recognize the fundamental principles of context-flexible treatments, assessments, and techniques that work across contexts.
- Recognize and be able to note the Academy of Traumatology Standards of Practice that includes the ethical standards for traumatology and the respect for differences.
The workshop brings the benefit to the community by equipping clinicians with the skills to effectively treat families and systems that have experienced trauma and how to manage their own symptoms of secondary trauma (compassion fatigue) in order to better serve the community at large. The field and profession is enhanced by an exploring of the seriousness of trauma within families and systems while expanding the awareness of trauma and clinical competence in this area.
CE Hours Available = 6
CEUs = 0.6
CE Total Price = $60
Registration Price for Workshop:
Professional = $99
Student, Regent Alumni, SPC Alumni, SPC Site Supervisors, Regent Faculty and Staff
(ID Required at Workshop) = $85
8:00 a.m. - Registration
8:30 a.m. - Welcome and Orientation to the Course (A. Experiences with children, families, and other groups; B. Building a prototypical client for the above types)
9:10 a.m. - Review of Assessment and Treatment Course
9:30 a.m. - Systemic Trauma Theory and Associated Traumatic Stress Responses (A. Families, Trauma, and Stress [video], B. Differentiating between Normative and Catastrophic Stressors)
10:30 a.m. - Break
10:45 a.m. - Systemic Trauma Theory and Associated Traumatic Stress Responses (Theories, models, and approaches)
11:45 a.m. - Plenary Discussion of Special Populations Represented by Students
12:30 p.m. - Lunch (On your own)
1:30 p.m. - Adopting CISD/M and Disensitization Approaches to Work with Children, Families, and Groups with Special Consideration to Context (The Family/Group Empowerment Approach)
2:30 p.m. - Effectiveness in Comparing and Contrasting Six (6) Treatment Approaches of PTSD Applied to Children and Families (Cognitive-behavioral approaches, Client-centered exposure approach, Eye-movement desensitization and reprocessing approaches, visual-kinesthetic desensitization procedure, Emotional freedom technique)
3:30 p.m. - Break
3:45 p.m. - Review of the Academy of Traumatology's Standards of Practice
4:45 p.m. - Orientation of Self-Care with Working with Families and Children
5:00 p.m. - Adjourn
- Catherall, D.R. (Ed.). (2004). Handbook of Stress, Trauma, and the Family. NY: Brunner/Routledge Psychosocial Stress Book Series.
- Catherall, D.R. (Ed.). (2005). Family Stressors: Interventions for Stress and Trauma. NY: Brunner/Routledge Psychosocial Stress Book Series.
- Figley, C.R. (1989). Helping Traumatized Families. San Francisco, CA: Josesy-Bass.
- Figley, C.R. (Ed.). (1998). Burnout in Families: The Systemic costs of Caring: Boca Raton, FL: CRD Press.
- Figley, C.R. (Ed.). (1999). The Traumatology of Grieving. NY: Brunner/Maze.
- Figley, C.R. (Ed.). (2002). Brief Treatments for the Traumatized: Special Project of the Green Cross Foundation. Westport, CN: Greenwook Books.
- Figley, C.R. (Ed.). (2006). Mapping Trauma and its Wake: Autobiographic Essays by Pioneer Trauma Scholars. NY: Routledge Psychosocial Stress Series.
- Foa, E.G., Keane, T.M. and Friedman, M.J. (Eds.). (2000). Effective Treatments for PTSD: Practice Guidelines from the International Society for Traumatic Stress Studies. NY: Guilford
- Lebow, J.L. (Ed.). Handbook of Clinical Family Therapy. NY: Wiley.
- McKenry, P.C. and Price, S.J. (Eds.). Families and Change: Coping with Stressful Events and Transitions, 3rd edition. Thousand Oaks, CA: Sage Publications.
- Nader, K., Dubrow, N., and Stamm, B.H. (Eds.). (199). Honoring Differences: Cultural Issues in the Treatment of Trauma and Loss. Philapdelphia: Brunner/Mazel Series in Trauma and Loss.
- Osofsky, J.D. (Ed.). (2004). Young Children and Trauma: Intervention and Treatment. NY: Norton.
- Scaer, R. (2005). The Trauma Spectrum: Hidden Wounds and Human Resiliency. NY: Norton.
- Schiraldi, G.R. (2000). The Post-Traumatic Stress Disorder Sourcebook: A Guide to Healing, Recovery, and Growth. Lincolnwood, IL: Lowell House.
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.
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.