Benefits and Risks of the Intensive Format: Taking Care Ethically

Instructor: Sandra Paulsen, Ph.D.

Approved for 1.5 Hours of CE Credit

Fulfills License Requirements

Moral Injury Trauma: The Many Faces of Alienation from Spirit and Self

Instructor: Sandra Paulsen, Ph.D.

Approved for 2.0 Hours of CE Credit

Fulfills License Requirements

Instructor: Sandra Stanford, LMHC, EMDRIA Approved Trainer

Approved for 3 Hours of CE Credits

Fulfills License and EMDR Requirements

High Resolution Video

Instructor: Sik-Lam Wong, PhD, LMFT

Approved for 3.0 Hours of CE Credit

Fulfills License Requirements

Instructor: Sik-Lam Wong, PhD, LMFT

Approved for 5.0 Hours of CE Credit

 Fulfills Requirements for Psycholgists, MFTs, LCSWs, and Licensed Professional Counselors.

High Resolution Online Streaming Video

Program Description:

The Flash Technique was developed by Phil Manfield in 2017 as part of the Preparation Phase (Phase 2) of EMDR with the intention of quickly reducing the client’s emotional response to traumatic memory so EMDR can proceed. It was an extreme form of paired titration used in EMDR, developed by Krystyna Kinowski in 2003. While in Kinowski’s paired titration the client would focus on a resource and then briefly recall the disturbing memory, in the original version of Flash Technique, the client would focus on a resource and recall the disturbing memory so briefly that the client would not see or feel the disturbing memory. Currently, clients doing the Flash Technique will only need to identify the disturbing memory without dwelling on it and just to focus on something that is pleasant and engaging. The client would do bilateral stimulation such as eye movement or alternating tapping, and blink when prompted by the therapist, all without any attempt to recall the memory.

The Flash Technique is a simple protocol and a user-friendly protocol in that can be learned in a few hours. It is also easy to use in clinical practice. Even master-level social work and counseling students can use it effectively to help their clients to process their disturbing memories. It is also user-friendly for clients in that they do not have to dwell on the details of the trauma during processing. FT is being used not only in the counseling rooms worldwide, but also in populations distressed by trauma such as refugees and the homeless.

This course on the Flash Technique (FT) draws from the speaker’s own practice and research on FT, working with homeless substance abusers and teaching master-level social work students to do trauma work with FT online. It will also cover the theory of FT, developed by the speaker, using well-accepted working memory research and fMRI data from neuroscience. This course will provide the new FT therapist with a proven script for immediate use in the counseling room. It will also provide the more experienced FT therapist with the theoretical foundation for the practice of the Flash Technique.

In this course, we start with an overview of trauma and a review of the theory and practice of FT as part of the Preparation Phase (Phase 2) of EMDR. We then discuss the use of positive engaging focus (PEF) in the Flash technique as well as obstacles preventing the successful use of FT, such as feeder memories and blocking beliefs, and we address ways to get around those obstacles. We will also discuss the use of FT for highly traumatized individuals, using calming and experiential PEFs. In addition, we will touch on special situations such as the use of FT for processing of guilt and shame issues and the use of FT to support victims of natural disasters. There will also be an in-depth discussion of the theory for FT. The didactics will be illustrated with live and recorded demonstrations of volunteers processing their disturbing memories with FT. There will be two practicums, and we will have ample time for discussion and Q & A.

Goals & Objectives:

At the conclusion of this activity, participants will be able to:

1. Explain the basic procedure of FT.
2. Name at least three examples of a positive engaging focus, typically used in FT
3. Name the two threat detection systems in the brain.
4. Identify two possible changes in the traumatized brain.
5. Explain the difference between high-intensity and low-intensity trauma intervention
6. Explain the difference in approach for using FT for individual and group therapy.

Registration Information     $110.00

CE Approval Information Program Approval Number: #15002-DL74 The Steve Frankel Group, LLC is approved by the American Psychological Association (APA) to sponsor continuing education for Psychologists. This course is also approved by the California Board of Behavioral Sciences (BBS) for its licentiates' CE license renewal requirements. The Steve Frankel Group, LLC maintains responsibility for this program and its content. This course meets the qualifications for 5.0 hours of CE credit for Psychologists, MFTs, LCSWs, and LPCCs. SFG is an approved EMDRIA International CE Credit Provider, #15002 and maintains responsibility for its EMDR courses’ programs and contents in accordance with EMDRIA Standards.

Parenting Plan Evaluations involving Transgender and Gender-Diverse Youth: Psychosocial and Legal Perspectives

Hosted by: Lori A. Love, Ph.D.

Instructor: Allan Barsky, JD, MSW, Ph.D.

Approved for 2.0 Hours of CE Credit

Fulfills License Requirements

Shared Parenting: A Lens to Observe

Instructor: Allen Levy, MS, LPA

Approved for 2.5 Hours of CE Credit

Fulfills License Requirements

Course: Gray Divorce: Navigating Relationships as Clients Age

Instructor: Alyse November, PhD, LCSW and Stephanie Newberg, M.Ed., MSW, LCSW

Approved for 3.0 Hours of CE Credit

Fulfills License Requirements

Program Description:

This course is aimed at shedding light on the complexities of divorces among older adults. The presenters delve into the unique challenges faced by individuals navigating separation or divorce in their later years. The syllabus explores the clinical, emotional, familial, logistical, financial, as well as the impact of legal proceedings aspects in grey divorce.

Through discussions and lecture, Alyse November, Ph.D., LCSW, ACSW and Stephanie Newberg, M.Ed., MSW, LCSW will offer practical strategies for managing these challenging relationships. Attendees will gain valuable perspectives on understanding grey divorce and be better able to clinically support their clients in navigating these challenges. It will also provide clinicians with insight into helping their clients develop coping skills, learn self-advocacy skills, set boundaries, understand the dynamics of rebuilding life after a late-life divorce, as well as fostering resilience and empowerment in this specific life transition.

Goals & Objectives:

At the conclusion of this program, participants will be able to:

1. Demonstrate their comprehension of the emotional intricacies and psychological impact surrounding 'grey divorce and the unique emotional challenges faced by older adults going through separation or divorce.
2. Apply effective therapeutic strategies and intervention approaches tailored to support individuals coping with late-life divorces that focus on grief processing, rebuilding self-identity, and fostering emotional resilience during and after the divorce process.
3. Explain the impact of 'grey divorce' on familial relationships and transitions, equipping themselves with tools to assist individuals in navigating family adjustments and facilitating healthy communication among family members during this significant life transition.

The Importance of Co-Parenting in Custody Evaluations

Instructor: Alyse November, PhD, LCSW and Stephanie Newberg, M.Ed., MSW, LCSW

Approved for 3.0 Hours of CE Credit

Fulfills License Requirements

Course: Advance Orientation (AO) Improves Efficacy, Efficiency, and Participant Satisfaction: Preparing Parents for Parenting Plan Evaluations

Instructor: Benjamin D. Garber, Ph.D.

Approved for 2.5 Hours of CE Credit

Fulfills License Requirements

Program Description:

When divorcing parents litigate their children’s custody, many courts order the family to participate in a Parenting Plan Evaluation (PPE; formerly known as “child custody evaluation”). PPE is a rigorous, intrusive, time- and dollar-expensive process intended to characterize the family’s dynamics and assist the Court in understanding the children’s best interests. It stands to reason, however, that the anxiety associated with family turmoil compounded by the anxiety associated with the PPE process together undermines the ecological validity of the data thus obtained and thereby risks confounding these goals and doing harm.

A review of literature from a wide variety of fields suggests that orientation in advance of participating in an unfamiliar and stressful event diminishes consumers’ anticipatory anxiety, improves compliance, efficacy, efficiency, and satisfaction with numerous secondary benefits. In the context of PPE, advance orientation (AO) is distinguished from informed consent and coaching. An AO for parents preparing to participate in a PPE is proposed. Research into the efficacy of this program is described.

Goals & Objectives:

At the conclusion of this program, participants will be able to:

1. Develop and implement advance orientation (AO) programs to improve consumer satisfaction and service efficacy.
2. Discuss the efficacy of the specific AO program available for parents ordered to participate in PPE.
3. Differentiate the goals and processes associated with Advance Orientation from Informed Consent and coaching.

Course: Refuting the 5 Factor Model: Best Practice Requires a Systemic Approach to PCCP (Parent-Child Contact Problems)

Instructor: Benjamin D. Garber, Ph.D.

Approved for 3.0 Hours of CE Credit

Fulfills License Requirements