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Continuing Education Credit
—
6.0 hours per day, or 24 hours for all 4 days.
 

FACES Conferences provides the following credit:
 

NAADAC: Approved Education Provider Program #000281 for up to 24 CEHs.

CAADAC for California licensed alcohol/drug counselors: Provider #OS-99-432-1203 for up to 24 hours of credit.

National Board of Certified Counselors (NBCC): FACES is recognized by the National Board for Certified Counselors to offer continuing Education for National Certified Counselors. We adhere to NBCC Continuing Education Guidelines. Provider #5717 for up to 24 credit hours.

APA for Psychologists: FACES is approved by the American Psychological Association to offer continuing professional education credit for psychologists. FACES maintains responsibility for the program for up to 24 CE credits. APA meets requirements for MCEP/CA psychologists.

NASW: This program has been approved by the NASW, provider #886404452 for up to 24 continuing education contact hours.
NV Board of Alcohol/Drug Abuse Counselors: For up to 24 continuing education contact hours.
NV Board of Social Work Examiners: for Nevada licensed social workers.
NV Board of Examiners for MFT's: For Nevada MFT�s.

California Board of Behavioral Sciences: Provider #PCE 1685. Course approved for up to 24 hours of continuing education credit for MFCCs and/or LCSWs as required by the California Board of Behavioral Sciences.

WMHCA: Washington State Mental Health Counselors, LMFT�s and LSW�s. This training has been approved for up to 24 CEU�s for WA licensed counselors, LMFT�s and LSW�s. Provider #0105.

Nursing: California Board Of Registered Nursing: Provider approved by the California Board of Registered Nursing for CA licensed nurses, Provider #CEP 13184 for up to 28.8 contact hours.

Full time conference attendees who complete all required evaluations and attendance documentation are eligible to receive the maximum number of contact hours. Daily registrants can receive credit for each day of attendance. NO credit will be awarded for partial days. This program is open to professionals and advanced students in health-related fields, and is not suitable for the general public.
 
OVERALL CONFERENCE OBJECTIVES
 
  1. To identify treatment approaches and interventions for trauma.
  2. To identify motivational interventions for substance abuse and other disorders.
  3. To describe and classify the behavioral and interpersonal neurobiological approaches for transforming adult attachment.
  4. To identify existential and gestalt approaches in psychotherapy, with a special focus on group psychotherapy.
  5. To identify the ethical and professional responses to issues of confidentiality, malpractice, and special problems for the practice of counseling.
  6. To promote discussion among counseling professionals attending the conference and opportunities for networking
INDIVIDUAL SESSION LEARNING OBJECTIVES
 
   
Lenore Terr, M.D.
How we Recover from Trauma.

Two to three weeks after Dylan Klebold and Eric Harris attacked Columbine High School on April 20, 1999, students in the Columbine junior class wrote essays about how they were experiencing it. These 111 essays illustrate 3 mechanisms young people employ in order to overcome trauma. These 3 mechanisms abreaction (emotional expression of the experience), context (understanding and finding perspective) and correction (fixing or preventing the experience) are illustrated.
  1. To define and describe abreaction, context and correction for brief therapy.
  2. To identify the application of these three principles with trauma clients/patients.
  3. To classify the three key components on recovery from trauma as exemplified in the Columbine essays.
How the principles of Psychotherapy Helped a "Wild Child" Traumatized in Infancy.

Abreaction, context, and correction are principles, which must be kept in mind in treating traumatized youngsters. Dr. Terr will show how in each phase - from toddler hood, through preschool, latency, and adolescence - the trauma reared its ugly head. Dr. Terr also will show how the three therapeutic principles were applied in each phase. Illustrations of the child's drawings over a dozen years will be shown.
  1. To identify and classify behaviors for the three principles of trauma for toddlers.
  2. To identify and classify behaviors for the three principles for children (2-11 years old)
  3. To identify and classify the behaviors of the 3 principles of trauma for adolescents.
Using Abreaction, Context, and Correction for Brief Interventions.

Group therapies, fixed-time-frame treatments, art and play therapies, and school interventions can make use of the 3 principles of trauma psychotherapy. In this seminar we consider time management issues, techniques of administrating the therapy, and how to get the client, not the therapist, to come up with the crucial insights.
  1. To define and describe abreaction, context and correction for brief therapy.
  2. To identify the application of these three principles with trauma clients/patients.
  3. To identify the 3 principles as it compares in individual, family and group therapy.
Allan Zuckoff, Ph.D.
  Motivational Interviewing: Preparing People for Change.

A lively, thought provoking application of motivational interviewing (MI) to enhance readiness to change and commitment to treatment. This talk focuses on the spirit of MI, and how to understand crucial components including motivation, confidence, resistance, and commitment to change.
  1. To identify key components necessary for commitment to change, and to treatment.
  2. To identify collaborative counseling skills that address motivations, confidence, resistance and commitment to change.
  3. To identify the stages of change and appropriate motivational strategy skills
Clinical Applications of Motivational Enhancement Strategies.

This presentation describes and demonstrates specific strategies for creating psychological safety, lowering resistance, and moving clients towards commitment to treatment and change.
  1. To define motivational enhancement.
  2. To identify the criteria for safety and lowering resistance as it relates to motivation and change.
  3. To identify strategies for improving success, and overcoming past rejection and failure.
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Daniel J. Siegel, M.D.
  These seminars provide an overview of a neurobiological and interpersonal understanding of the human mind and how it develops from early years onward. Practical suggestions are woven throughout the seminar for therapists working with children, adolescents, adults, couples and families.

Interpersonal Neurobiology of the Developing Mind.
An overview of this exciting new field and its applications to understanding the science of nurturing and the mechanisms by which the mind develops across the life span.

Self-Regulation and the Developing Mind Across the Lifespan.
This presentation explores: Mind, Brain and Experience, Memory, Attachment, Emotion, Self-Regulation, Mental Representation and States of Mind.

Parenting from the Inside Out.
How a deeper understanding can help parents raise children who thrive.
  1. To identify the developmental stages of the mind and the role nurturing plays in healthy development.
  2. To identify the ways relationships and the neural process gives rise to the mind and patterns of thinking and interacting.
  3. To identify practical suggestions to deepen self-understanding and interpersonal interaction.
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Erving Polster, Ph.D.
  Pathways to Connectedness.

The reflex to connectedness rescues the person from fragmentation. This connectedness may be therapeutically restored along four pathways of experience: moment to moment, person to person, event to event and one part of the person to other parts. Dr. Polster spells out the techniques used to enhance connectedness along each pathway
  1. To define Gestalt therapy and its relation to "connectedness".
  2. To define "healthy" connectedness.