Description
This technique-focused workshop offers new insights and practices into the application of ACT with children. Videos of real sessions with children will be shown during the workshop with an opportunity for participants to develop a case conceptualization and treatment plan with real clients. Opportunities to observe and develop skills to bring ACT to life with children will also be explored.
Instructor
Tim has a mission to offer evidence-based psychotherapy to help others live full and abundant lives. He specializes in working with attachment and trauma issues, including children and adolescents who have suffered abuse. He is the co-author of The ACT Approach: A Comprehensive Guide for Acceptance and Commitment Therapy (PESI, 2017) and The ACT Deck: 55 Acceptance & Commitment Therapy Practices to Build Connection, Find Focus, and Reduce Stress(PESI, 2017). He has also authored a self-help book integrating ACT with attachment-based therapeutic practices into his work. He was an instructor of the Clinical Behavioral Sciences Program, where he taught ACT, at McMaster University in Hamilton, Ontario.
Tim presents ACT workshops around the world, and he is renowned for his passion and his experiential approach to training professionals.
Agenda & Learning Objectives
AGENDA:
| 12:50 |
Log On |
| 1:15:00 - 2:30 |
Lecture |
| 2:30 - 2:45 |
Break |
| 2:45 - 4:30 |
Lecture (Continued) |
| 4:30 |
Questions & Adjournment |
LEARNING OBJECTIVES:
Upon the completion of this workshop, participants will be able to:
- Describe the six processes that underlie psychological flexibility and formulate common clinical problems in the treatment of children using the psychological flexibility model.
- Formulate an ACT consistent therapeutic agreement and gain rapport with the clients and caregivers including other relevant parties involved in their care.
- Demonstrate at least one skill or method to increase acceptance and diffusion with children
- Demonstrate at least one skill or method to increase contact with the present moment and seeing the self as the context of experience with children
Bibliography & References
BIBLIOGRAPHY & REFERENCES
Flook, L. et al. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70–95.
Gomez, M. J., Luciano, C., Paez-Blarrina, M., Ruiz, F. J., Valdivia-Salas, S., & Gil-Luciano, B. (2014). Brief ACT protocol in adolescents with impulsive and antisocial behaviours. International Journal of Psychology and Psychological Therapy, 14 (3), 307-332
Gordon, T., & Borushok, J. (2017). The ACT approach. Eau Claire, WI: PESI Publishing & Media.
McHugh, L., Bobarnac, A., & Reed, P. (2011). Brief report: Teaching situation-based emotions to children with autistic spectrum disorder. Journal of Autism and Developmental Disorders, 41(10), 1423–1428.
McMullen, J., Barnes-Holmes, D., Barnes-Holmes, Y., Stewart, I., Luciano, M. C., & Cochrane, A. (2008). Acceptance versus distraction: Brief instructions, metaphors and exercises in increasing tolerance for self-delivered electric shocks. Behaviour Research & Therapy, 46(1), 122–129.
Late Fees and Refunds
Fee & Registration:
Cost is $70 and includes CE credit. Registering after September 22nd will incur an additional $20 late fee.
*Cancellations must be received 24 hours in advance prior to the live interactive webinar to receive a refund or a credit letter.
*All cancellations will be subjected to a $35.00 administration fee
Target Audience
Social Workers, LCPCs, and Psychologists
All those interested in Topic Welcomed
