Fridays, Jan.23 - Mar.20, 2014 (see individual session dates below)
Full Certificate Discount Fee: $625 (dependent upon full payment at time of registration; space may be held with a $50 non-refundable fee that will be applied to full payment when attendance is confirmed.)
Standard course fees: as indicated below
33 CEUs for entire series (Act 48 credit where indicated)
Registration Deadline: Friday, January 9, 2015
* This certificate program is not a formal certification. Bryn Mawr certificate programs provide participants with curricula that support intensive study in specific areas. Completion of program requirements results in a frameable certificate of completion at the final session.
The Trauma Certificate Program provides a foundational understanding of trauma theory and presents principles, tools and strategies that enable trauma-informed practice in service and treatment settings that support recovery and healing for adults and children and reduce inadvertent harm. The impact of trauma on direct service staff and the necessity for a support system for those individuals is also considered.
CERTIFICATE ELIGIBILITY and REGISTRATON INFORMATION
Those who complete the full program of five courses within the 2013-2014 schedule will receive a frameable certificate of completion at the final session. Those who attend fewer than the six sessions in the 2014-2015 program year will forfeit the certificate. There are two registration options:
(1) Register for the Full Certificate* at $625, by submitting the full fee upon registration; OR
(2) Register for the eight independent workshops at the standard course fee. Payment for each session must be submitted at least one week prior to class date.
* Registration and pre-payment of the full certificate program fee assumes attendance at all five sessions. Refunds of unused portions of full certificate discount price will not be granted.
January 23, 2015
Toward Trauma-Informed Practice: Support for Recovery
This introductory course provides an overview of basic trauma theory and the impact of trauma, childhood abuse and other adverse childhood experiences on adults across the life span, from childhood through adulthood. Trauma-informed strategies, tools and “universal precautions” for working with persons with histories of trauma will be presented. Upon completion of this workshop, participants are able to: 1) discuss the impact of childhood abuse and trauma in individuals’ lives; 2) describe the physiological impact that traumatic stress can have; 3) list procedures, practices and environmental factors in behavioral health treatment and services that can inadvertently re-traumatize individuals; 4) summarize basic principles and elements of trauma-informed behavioral health practice; and 5) discuss trauma-informed strategies that can be used by individual behavioral health staff. (Kalma Kartell White, MEd, CPRP)
January 30, 2015
Vicarious Traumatization: Addressing the Impact of Trauma on Staff
9am - 3:30pm
This interactive course addresses the impact on behavioral health and other human services staff by the exposure to traumatic material shared by clients. A theoretical framework for examining the impact of vicarious traumatization (VT) is presented as well as methods for staff to assess the impact of VT on themselves and colleagues. Upon completion of this workshop, participants are able to: 1) describe the nature of vicarious traumatization; 1) discuss the professional and personal impact of vicarious traumatization; 3) discuss signs of vicarious traumatization; 4) discuss strategies for addressing vicarious traumatization; and 5) examine a model of peer consultation that helps address vicarious traumatization. (Kalma Kartell White, MEd, CPRP)
February 13, 2015
Neurophysiology, Psychopharmacology and Trauma (PTSD)
PTSD is very often difficult to diagnose as evidenced by the number and variation of other disorders from which PTSD must be distinguished. Itt is important to study PTSD to understand why some individuals will develop the disorders and others, also exposed to specific traumatic events, do not. Studying the symptomology of PTSD as it relates to possible neural mechanisms may provide some insight toward answering these questions. Upon completion of this workshop, particiants are able to: 1) list the three general categories of symptoms typically exhibited by persons with Post- Traumatic Stress Disorder (PTSD); 2) describe the role of the limbic system and associated structures in the production of memory dysfunction in persons who have been traumatized; 3) summarize the mechanism by which the hypothalamus and pituitary gland produce the “fight or flight” response in persons diagnosed with PTSD; 4) summarize the benefits and side-effects of the most common pharmacological agents used to treat PTSD; and 5) describe the relationship between REM sleep and Eye Movement Desensitization and reprocessing (EMDR) as one possible treatment of anxiety disorders. (Craig Strickland, PhD)
February 27, 2015
Becoming Trauma Informed: A Course for Professionals Serving Young Children and Their Families
6 CEUs / 6 Act 48 credits
Part I - 9am-12pm
This workshop offers an overview of the central conceptual and practical changes that attend trauma-informed modifications in services, including the use of universal precautions against retraumatization; and, trauma’s impact on brain development. Information is presented and participants are engaged in small group discussions and exercises that may be adopted to assist agencies in trauma-informed systems change. Upon completion of this workshop, participants are able to: 1) explain at least two techniques for creating safety for children exposed to trauma; 2) list those behaviors that often reflect trauma-related coping skills individuals need to protect themselves and to survive; 3) identify key signs, symptoms, and manifestations of trauma; 4) define re-traumatization / triggers and ways children and their families can be re-traumatized by the system designed to help them; and 5) describe at least two strategies that can help children and their families exposed to trauma .(Stephen Paesani, MA, MTS)
Part II - 12:30-3:30pm
This session moves from theory and science to behavior and practice, offering concrete strategies for working with children who have experienced trauma. This workshop uses a framework called CAPPD (be Attuned, Present, Predictable and Do not let the child’s emotions escalate your own), and provides multiple opportunities for participants to learn, practice, and deepen their ability to use the CAPPD skills. Upon completion of the workshop, participants have: 1) explored the CAPPD framework and its importance for working with children affected by trauma; 2) practiced one skill that can be effectively used to calm children exposed to trauma; 3) described one skill that can be used to be fully present to children; 4) utilized at least one skill that can help in teaching affect regulation to children; and 5) dentified an approach to creating a predictable environment for children impacted by trauma. (Monica Sullivan, MEd) and Cynthia L. Shirley, MSW, LSW)
March 6, 2015
Hearing Voices: A Recovery Approach to Working and Living with Voices
This training introduces the Hearing Voices Network approach, practiced worldwide for over 26 years and more recently introduced in the USA. The presenter, a voice-hearer, shares her story and how this approach has liberated her. Her understanding is that voices are a means to survive. They are a real response to what has happened or still happening in a person’s life. The workshop includes didactic material on voice hearing as well as some of its research base. Theory is applied to examples of hearing voices. Voice hearers as “experts by experience” and the power of peer support are emphasized as well as partnering with mental health professionals.
(Berta Britz, MSW, ACSW, CPSS)
March 20, 2015
The seminar focuses on supervision of direct service staff that includes administrative, educational and supportive components. Reflective Supervision, a collaborative model, provides opportunities for thoughtful, goal directed supervisory sessions that support workers in their professional decision-making while acknowledging and examining workers’ repeated exposure to traumatic material. Reflective Supervision is a critical component of a trauma informed approach to services. Course objectives are: 1) define Reflective Supervision; 2) name two of the three core components of Reflective Supervision; 3) list two benefits of Reflective Supervision; 4) examine the connection between empathy and vicarious trauma; and 5) discuss supervisory practices that will help integrate trauma informed thinking into ongoing supervision. (Cynthia L. Shirley, MSW, LSW).
Berta Britz, MSW, ACSW, CPSS, is a Certified Peer Specialist Supervisor with Creating Increased Connections (CIC), Resources for Human Development.
Craig Strickland, PhD, is Director of Organizational and Employee Development at Horizon House, Inc., is owner of Biobehavioral Consultation and Education, LLC, and holds an adjunct faculty position at Philadelphia University. He has researched and taught extensively in the areas of the biological etiology of mental illness and substance abuse and psychopharmacology.
Kalma Kartell White, MEd, CPRP, is a Behavioral Health Training Specialist for the Behavioral Health Training and Education Network in Philadelphia. She has worked in behavioral health and human services in administrative and training positions, as well as providing direct care services for over 35 years. She implemented and coordinates BHTEN’s Behavioral Health Trauma Training Initiative which provides training in basic trauma-informed strategies/tools and trauma-specific interventions. A strong multi-systems advocate for transformation to recovery-oriented, trauma-informed services, Kalma has written articles and presented nationally and regionally.
Stephen Paesani, MA, MTS, serves as the Children and Adolescent Training Specialist for the Behavioral Health Training and Education Network, and works in close collaboration with the Department of Behavioral Health/Intellectual disAbility Services, the Targeted Case Management Unit and providers. Mr. Paesani works with several initiatives, including, Multiplying Connections, the PA Network for Student Assistance Services, and the BDAP Training System.
Monica Sullivan, MEd, is a Senior Training Specialist at the Health Federation of Philadelphia. She began her career by teaching preschool and elementary school on the Navajo Reservation in the Southwest. Working internationally, she became a teacher-trainer in Uganda where she provided mentorship and professional development to over 200 teachers across the country. She has provided trainings for organizations like Early Head Start, where she taught seminars on trauma-informed practice, reflective practice, relationship-building with families, child development, and reducing burnout. She also managed the Educational Division of HFP’s Early Head Start program for several years and has been a part of the training team for the Multiplying Connections trauma-informed initiative since 2007.
Cynthia L. Shirley, MSW, LSW, is a Senior Training Specialist at the Health Federation of Philadelphia where she develops and provides staff training to home visitation providers serving young children and families. In addition to her work in social services she has over 10 years of experience in the corporate arena. Ms. Shirley is a member of the “Multiplying Connections Cross System Training Institute, an interdisciplinary team that has developed a curriculum on the impact of trauma on early child development. She has been involved in the development of a program that provides trauma services to West African Refugees, a program which provides structured, safe environments for court mandated visitation for families with domestic violence issues, and a specialized parenting program that teaches parents to practice non-directive play therapy with their children.