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Juvenile Personnel Training Program

Treatment Workshops

For professionals working in JPTP-eligible organizations and who are involved in direct therapeutic treatment, such as counselors, case workers, social workers, clinicians, therapists, and psychologists.

Active Approaches to Family Therapy

Linda Reynolds, MA, ATR, LMFT
September 13, 2006 | Tulsa
PREREQUISITES:  Bachelor degree and two years of experience or master degree and current work with youth and families

In this experiential workshop we explore and practice using therapeutic tools for intervening with families. This session presents hands-on methods for helping families get through challenging times. Participants increase and improve their ability to help families externalize problems, gain a healthier sense of family identity, and practice assertive interactions.

Objectives:

  1. Gain practical skills for intervening with families
  2. Learn how to utilize family resources to facilitate change
  3. Know how to visualize family dynamics in order to activate therapeutic process
  4. Gain skills to respond to family crises to enhance growth

Ethics for the Mental Health Professional

Belinda Burton-Garinger, MBS, LPC
November 15, 2006 | Tulsa
PREREQUISITES:  None

This three-hour workshop presents a review of ethical requirements for the mental health professional with a specific focus upon issues that may arise when working with children and their families. The requirement of a mental health professional’s conduct, comportment, and the ethical codes of national associations serves as a guide for this workshop. Specific case scenarios are presented to stimulate participants to consider the ethical ramifications of their practice.

Objectives:

  1. Increase awareness of expectations concerning ethical responsibility to clients
  2. Develop a working knowledge of expectations concerning conduct and comportment
  3. Review and discuss the varying codes of ethics as adopted by state licensing boards
  4. Improve ability to apply these rules to situations involving working with children and families

Understanding the Dynamics of Substance Abuse and Recovery

David Berntson, BS, CADC, CPS
November 29-30, 2006 | Tulsa
PREREQUISITES:  None

This workshop focuses on the complex issues surrounding the problem of substance abuse and addiction. Participants gain knowledge and insights into the behaviors of chemically dependent persons and practical information regarding common drugs of choice and drug treatment options is presented.

Objectives:

  1. Understand the disease concept of addiction
  2. Learn about the progressive nature of substance abuse
  3. Identify the common drugs of abuse and recognize effects of alcohol, marijuana, and methamphetamine
  4. Raise awareness about the multi-causal factors that lead to substance abuse
  5. Gain insight about the dynamics of relapse and relapse prevention
  6. Explore various treatment models and the 12-step recovery program

Understanding the Dynamics and Effects of Child Sexual Abuse

Martha Kross-Vinson, MEd; Lou Truitt, MHR
January 25, 2007 | Tulsa
PREREQUISITES:  None

This introduction to working with sexually abused children identifies the dynamics of incestuous families, behavioral signs of sexually abused children, and the long-term impact on their lives. An introduction to normal sexual development, handling disclosures, and treatment issues is also provided.

Objectives:

  1. Define and identify child sexual abuse and family dynamics associated with this form of maltreatment
  2. Recognize differences between normal sexual development and behavioral indicators of sexual abuse
  3. Know how to respond to a child/youth’s disclosure of sexual abuse
  4. Recognize the impact of sexual abuse and learn treatment issues that are vital to recovery

Understanding Oppositional Defiant Disorder

Robin Wittwer-Swaim, MSW
January 31, 2007 | Oklahoma City
PREREQUISITES:  None

Oppositional Defiant Disorder (ODD) can be difficult and challenging. There are many different factors related to acting-out behaviors of adolescents. It is important to rule out other issues such as depression, anxiety, situational stressors, learning problems such as ADD, and chemical abuse. Participants can be educated on assisting adolescents dealing with “typical” teenage issues. It may take more specific interventions to assist families when the young person is oppositional defiant. Specific treatment strategies that focus on strengths of the youth as well as the family will be presented.

Objectives:

  1. Increase familiarity with the diagnostic criteria for ODD
  2. Gain tools that are effective in identifying this disorder
  3. Learn strategies and interventions to therapeutically assist the oppositional adolescent

Recognition and Treatment of Youth Who Self-Mutilate

Phil Lowe, MS; Lori Pede
March 22, 2007 | Oklahoma City
PREREQUISITES:  None

The increase in self-mutilation in youth in the last few years has caused concern for mental health professionals, educators, and others who work with youth. The workshop provides participants unique perspectives from both a youth and mental health views of self-mutilation. Explore the history, common methods, and the underlying causes of self-mutilation. The workshop helps participants become more comfortable in working with youth who self-mutilate and provides useful treatment options.

Objectives:

  1. Learn the history of self-mutilation
  2. Increase awareness about the most common methods of self-mutilation
  3. Explore how youth view self-mutilation and what they need from adults, educators, and mental health professionals
  4. Know and understand effective treatment options in working with youth who self-mutilate

Art Expression in Developmental Theory and Practice

Linda Reynolds, MA, ATR, LMFT
April 18-19, 2007 | Tulsa
PREREQUISITES:  None

This two-day experiential workshop for professionals uses art in the context of the therapeutic relationship. Each developmental state, as conceptualized by Eric Erikson, will be explored. Applications of art to facilitate movement through these stages will be discussed and practiced. Appropriate tasks and material are described and explored.

Objectives:

  1. Attain practical understanding of developmental stages and tasks
  2. Recognize how simple art tasks can facilitate therapeutic change
  3. Gain practice and experience in guiding clients through developmentally appropriate art expression

From Sadness to Suicide: Keeping Our Youth Safe

Deborah Gesin, MS, LPC
May 16, 2007 | Tulsa
PREREQUISITES:  None

Part of being a healthy human being is the ability to experience a wide range of emotions. One of the tasks of childhood is learning how to effectively recognize and manage the emotions experienced in life. Our responsibility as adults is to help guide youth safely through this sometimes daunting process. This workshop provides an opportunity to gain an understanding of normal emotional and affective development. Review strategies that are helpful in teaching youth skills essential to managing their emotions in safe, healthy ways. Learn demographic data, emotional functioning, and behavioral patterns that increase a young person’s potential for self-harming or suicidal behavior. Assessment tools, techniques for building a reliable support system, and referral resources are presented. Case scenarios are used to assist participants in the application of knowledge gained in the workshop to help keep our youth safe.

Objectives:

  1. Increase knowledge of emotional and affective developmental norms for children and youth
  2. Gain an awareness of strategies effective in helping youth develop maturity in their ability to manage emotions and life stressors in healthy ways
  3. Learn indicators based on demographics, emotional functioning, and behavioral patterns to serve as guidelines in determining which youth may be at an increased risk for potential self-harming or suicidal behavior
  4. Become familiar with assessment tools and support systems to use in response to potentially self-destructive threats and suicide potential
  5. Increase ability to utilize knowledge gained to distinguish and respond to varying emotional/affective states of youth appropriately

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