Counselor Toolbox Podcast

The Mind-Body Connection Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC Executive Director, AllCEUs Host, Counselor Toolbox President, Recovery and Resilience International Counseling continuing education can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/570/c/ Objectives ~    Learn about your central control center, the brain ~    What role does it play in ~    Emotions ~    Thoughts ~    Physical Reactions/Sensations ~    How things can go wrong ~    How to fix those things The Brain ~    Your central control center ~    Takes in information ~    Compares it to what it already knows (or thinks it knows) from prior experiences ~    Makes a decision about what to do. ~    Based on that decision it activates action centers which excrete neurotransmitters in order to produce the desired reaction. Neurotransmitters and Mood Creation ~    Chemical messengers take “orders” to and from the brain through the nervous system ~    The Big 5 fall into 2 main categories ~    Excitatory: ~    Dopamine = Pleasure ~    Norepinepherine & Glutamate: Motivation and stimulation (get-up-and-go) ~    Inhibitory: ~    GABA – Relax ~    Serotonin – Calming, contentment Neurotransmitters Function ~    Emotional ~    Happiness ~    Sadness ~    Anger & Fear ~    Mental ~    Concentration ~    Learning ~    Decision Making ~    Physical ~    Sleep behavior ~    Eating behavior ~    Libido ~    Gastrointestinal Functioning/motility ~    Pain perception Think About It ~    What is your body’s response when you are ~    “Afraid” ~    “Angry” ~    “Depressed” Mood Disorders ~    An imbalance in neurotransmitters will cause emotional, mental, or physical “distress” ~    What causes imbalances ~    Reduced Flow & Insufficiency ~    Too much “stress” for too long ~    Addictive behaviors ~    Medications ~    Poor nutrition ~    Insufficient sleep Neurotransmitters, Addiction & Black Friday ~    Normal day ~    Normal store capacity is 750 people. ~    The store needs a constant 500 to stay open ~    The store has 8 doors to allows for people to easily enter and exit without getting “bunched” ~    Black Friday ~    1500 people push through the door as soon as it opens ~    Store is destroyed ~    Staff is exhausted ~    Takes time to restock and refresh staff ~    Management closes all but two doors and adds security guards to manage flow Where Does the Information Come From ~    Your Stress Sensor: Peripheral Nervous System ~    Your nervous system continues to feed the brain information about whether the threat is: ~    Continuing and something else needs to be done ~    Subsiding and your brain can tell your body to relax. ~    How does all this happen? ~    How does the brain “know” what is threatening? Lets find out… The Brain ~    When you were born, there were very few things that were “meaningful” ~    You assigned meaning to things through observation and experience ~    When something happens you compare it to prior experiences to decide what to do The Brain ~    Unfortunately until about age 7 children’s interpretation of behavior is: ~    Centric—Based on one thing at a time ~    Concrete ~    All-or-nothing ~    Egocentric ~    Things you learned as a child may be: ~    Inaccurate ~    No longer applicable The Brain ~    Interpretations are only as good as: ~    T

Relationships Judging and Perceiving Dr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHC, NCC Executive Director, AllCEUs Host, Counselor Toolbox President, Recovery and Resilience International Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/ Objectives ~    Define temperament ~    Examine how knowing your temperament and the temperament of those around you can ~    Improve communication ~    Enhance relationships ~    Reduce stress ~    Explore in-depth the Judging/Perceiving dimension ~    Identify potential conflicts ~    Examine potential ways to help people on opposite ends of the spectrum collaborate. Temperament ~    A relatively stable set of traits referring to ~    Preferred environments ~    Learning and problem solving styles and methods ~    Ways of conceptualizing and approaching the world ~    Philosophical approach to the world ~    Time management ~    Temperament occurs along a complementary continuum ~    Neither end of the continuum is better or worse ~    Most people are somewhere in between each point Temperament ~    When identifying preferences a likert scale is used. ~    Being extreme (a 1 or a 5) on any dimension indicates a lack of flexibility on that dimension ~    ACT can be very useful at helping people manage their stress and become more psychologically flexible ~    As stress increases, people gravitate toward their preferred temperament dimensions ~    Additional stress and vulnerabilities can be through ~    Awareness of personal preferences (Prevent your stress) ~    Awareness of the preferences of those around you ~    Knowledge of how to create an environment supportive of individual preferences Temperament Judging ~    Plan ahead ~    Thrive on order Perceiving ~    Adapt as they go ~    Thrive on spontaneity Interventions ~    Plan spontaneous days ~    Try to make your work environment as conducive to your temperament as possible ~    Encourage the Perceiver to create “To-Do” lists for chores, work goals, treatment plans ~    Encourage the Judger to not get so caught up in planning that they miss opportunities to live ~    Perceivers are good to have on your team when things don’t go as planned because they can punt (car breaks down) ~    Judgers need to have a plan B & C for important things ~    Perceivers handle new situations well, judgers need to plan for the stress Temperament Judging ~    Self disciplined and purposeful ~    Get things done early. Plan ahead & work steadily. ~    Time and deadline oriented Perceiving ~    Flexible and tolerant ~    Get things done at the last minute depending on spurt of energy ~    Always think there’s plenty of time (Deadlines are a suggestion) Interventions ~    Judger’s may need to be aware that sometimes deadlines don’t get met when juggling multiple balls ~    Perceivers need to remember that at a certain point, things need to be done because you cannot always count on that spurt of energy. ~    Judgers can “hack” a perceivers time schedule by asking for something important to be done early (Note: This can be habituated) ~    If things start to get oppressively structured for the perceiver he/she needs to speak up. ~    Judgers need tools to handle stress when things don’t go as planned ~    Perceivers need to schedule in spontaneity if the situation is too structured (i.e. treatment, work) Temperament Judging ~    Define and work within limits Perceiving ~    Wa

Relationships Thinking and Feeling Dr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHC, NCC Executive Director, AllCEUs Host, Counselor Toolbox President, Recovery and Resilience International Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/ Objectives ~    Define temperament ~    Examine how knowing your temperament and the temperament of those around you can ~    Improve communication ~    Enhance relationships ~    Reduce stress ~    Explore in-depth the Thinking/Feeling dimension ~    Identify potential conflicts ~    Examine potential ways to help people on opposite ends of the spectrum collaborate. Temperament ~    A relatively stable set of traits referring to ~    Preferred environments ~    Learning and problem solving styles and methods ~    Ways of conceptualizing and approaching the world ~    Philosophical approach to the world ~    Time management ~    Temperament occurs along a complementary continuum ~    Neither end of the continuum is better or worse ~    Most people are somewhere in between each point Temperament ~    As stress increases, people gravitate toward their preferred temperament dimensions ~    Additional stress and vulnerabilities can be through ~    Awareness of personal preferences (Prevent your stress) ~    Awareness of the preferences of those around you ~    Knowledge of how to create an environment supportive of individual preferences Temperament—Conceptualization/Lens Thinking ~    Like words such as principles, justice, standards or analysis ~    Laws ~    More dichotomous ~    Can be frustrated by Feeler’s lack of decisiveness or inattention to “the facts” ~    Can be swayed by arguments about how something is the right or logical thing to do given the evidence ~    Value objectivity above sentiment Feeling ~    Like words such as care, compassion, mercy, harmony ~    Ethics ~    Middle of the road ~    Can be frustrated by the Thinker’s adherence to the rules ~    Can be swayed by arguments for why something is the most compassionate or merciful thing to do ~    Value sentiment above objectivity Temperament—Conceptualization/Lens Interventions ~    Compromise ~    Appeal to each other in their preferred language ~    Pro and con list ~    Involve all interested parties ~    Remember that not everyone is comfortable with feeling words Temperament Thinking ~    Want to apply objective principles to solve problems ~    Can assess logical consequences Feeling ~    Want to apply values and ethics from multiple perspectives ~    Good at assessing the human impact Interventions ~    The resolution of most problems requires a compromise between what is logically the most correct choice and which decision will have the best impact on the person, the couple and the larger system. ~    The values/epitaph activity can help clarify which way to tip the balance (What 3 values are most important to you) ~    Motivation–the “Feeler” can present logical arguments ~    Motivation–the “Thinker” can present from the perspective of how the less logical choice might impact the couple/family/system ~    Look for the logic in the “Feeler’s” resolution (Residential treatment) Decision Making Guide ~    Stop and think ~    Clarify goals and values ~    Determine the facts ~    Develop options ~    Consider the consequences ~    Choose ~    Monitor and modify Temperament Thinking ~    Respon

Relationships Sensing and Intuitive Dr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHC, NCC Executive Director, AllCEUs Host, Counselor Toolbox Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/ Objectives ~    Define temperament ~    Examine how knowing your temperament and the temperament of those around you can ~    Improve communication ~    Enhance relationships ~    Reduce stress ~    Explore in-depth the Sensing/Intuitive dimension ~    Identify potential conflicts ~    Examine potential ways to help people on opposite ends of the spectrum collaborate. Temperament ~    A relatively stable set of traits referring to ~    Preferred environments ~    Learning and problem solving styles and methods ~    Ways of conceptualizing and approaching the world ~    Philosophical approach to the world ~    Time management ~    Temperament occurs along a complementary continuum ~    Neither end of the continuum is better or worse ~    Most people are somewhere in between each point Temperament ~    As stress increases, people gravitate toward their preferred temperament dimensions ~    Additional stress and vulnerabilities can be prevented through: ~    Awareness of personal preferences (Prevent your stress) ~    Awareness of the preferences of those around you ~    Knowledge of how to create an environment supportive of individual preferences ~    Learning is made up of 3 parts acquisition, conceptualization and caring Temperament–Conceptualization Sensing ~    Are practical and realistic ~    Inductive reasoning ~    Prefer facts and live in the real world iNtuitive ~    Are imaginative dreamers ~    Deductive reasoning ~    Prefer abstraction, inspiration, insights Interventions ~    Hear out the Intuitor, try to avoid shutting down/invalidating his/her creative process ~    Create reasonable structured goals (pace yourself; don’t stress others out with optimistic dreams) ~    Weigh the cost/benefits ~    If the iNtuitor needs an outlet, identify one project; start grant writing etc. ~    Regularly communicate about the good things in the current situation ~    Identify what does NOT need to be improved ~    The box is there for a reason, let the sensor help you use it to your advantage ~    Sensors need to remember that every package needs a unique box Temperament–Conceptualization Sensing ~    Focus on practical, concrete problems ~    See the details and may ignore the big picture iNtuitive ~    Focus on complicated abstract problems (Metaconcepts) ~    See the big picture but miss the details Interventions ~    Puzzle Activity ~    The Electricity Question ~    Sensors can avoid the rut by ~    Reframing things in terms of the bigger picture—Look up once in a while ~    Not getting too stuck in day-to-day must dos—Frame the day in terms of the bigger picture ~    Ensure others understand the details—the whys/hows ~    INtuitors can avoid failure to achieve by ~    Keeping a list of things that have to be done ~    Seeking consult about any overlooked details (laundry room) Interventions ~    Identify one person to take the lead (top-down or bottom up) ~    The other person will consult in phase 2 ~    Know your strengths ~    Sensors can miss the big picture, (Life is supposed to be enjoyable) because they are so caught up in trying to do the things to make life enjoyable ~    INtuitors can disrupt the big picture by failing to

Temperament Extroverts and Introverts Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, Executive Director, AllCEUs Host, Counselor Toolbox Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/ Objectives ~    Define temperament ~    Examine how knowing your temperament and the temperament of those around you can ~    Improve communication ~    Enhance relationships ~    Reduce stress ~    Explore in-depth the Extrovert/Introvert dimension ~    Identify potential conflicts ~    Examine potential ways to help people on opposite ends of the spectrum collaborate. Temperament ~    A relatively stable set of traits referring to ~    Preferred environments ~    Learning and problem solving styles and methods ~    Ways of conceptualizing and approaching the world ~    Philosophical approach to the world ~    Time management ~    Temperament occurs along a complementary continuum ~    Neither end of the continuum is better or worse ~    Most people are somewhere in between each point Temperament ~    As stress increases, people gravitate toward their preferred temperament dimensions ~    Additional stress and vulnerabilities can be through ~    Awareness of personal preferences (Prevent your stress) ~    Awareness of the preferences of those around you ~    Knowledge of how to create an environment supportive of individual preferences Temperament—Life Approach Extrovert ~    Are expansive and less passionate (well rounded) ~    Tend to focus on multiple things superficially ~    Might be thought of as lacking focus ~    May have 6 half-finished projects ~    Find it easy to transition between multiple activities Introvert ~    Are intense and passionate (well versed) ~    Will focus on one thing through mastery ~    Might be thought of as being too self-involved ~    Usually get immersed in a project or topic sometimes to the exclusion of other activities (Family time, chores, etc…) Interventions ~    Encourage each person to understand the other’s approach and avoid devaluing it ~    Encourage Introverts to set alarms or otherwise schedule in other activities (family/recovery) to avoid getting consumed ~    Sometimes Extroverts are hard to pin down—provide deadlines for specific tasks ~    Encourage partners to discuss their interests, goals (survey, mastery) ~    If it pertains to something like cleaning, recovery etc, clearly define what the goal is…observable, measurable, steps Temperament—Social Support Extrovert ~    Generally easy to get to know ~    Like meeting new people, have many friends ~    Know what is going on around them rather than inside them (chameleon-esque) ~    Tend to be very open and chatty ~    Since they think on their feet they often find reciprocal self-disclosure to be quite easy Introvert ~    More difficult to get to know ~    Exert effort to meet new people, have a few close friends ~    Are more likely to know what is going on inside them than what is going on around them ~    Like to think before they speak which makes them seem more reserved ~    Often find connections with others during post-event processing ~    Encourage awareness of each other’s feelings in situations (excited vs. overwhelmed; bored vs. intensely fascinated) ~    Have each partner share what they need/want/envision as effective social support ~    Explore reasons for feelings of jealousy/inadequacy and normalize behavior ~    Extroverts may want feedback/support from multiple people ~    I

Child Development 101: The Middle School Years Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/613/c/ Objectives ~    Review developmental tasks children accomplish at this stage ~    Examine how teens thinking patterns are different than that of both pre-teens and adults ~    Explore ways to assist teens in enhancing their self esteem ~    Review Kholberg’s theory of moral development Kholberg’s Theory of Moral Development ~    Level 2 – Conventional morality (9+ years) ~    Internalized moral standards of valued adult role models. ~    Parents ~    Media ~    Community ~    Authority is internalized but STILL not questioned??? ~    Encourage independent analysis of shoulds and musts ~    Explore/discuss social problems ~    Help teens learn to embrace acceptance of people (and themselves) regardless of other viewpoints Kholberg’s Theory of Moral Development ~    Level 2 – Conventional morality (9+ years) ~    Reasoning is based on the norms of the peer group ~    Stage 3. Good Interpersonal Relationships. ~    Desire to be seen as being a good person by others. ~    Stage 4. Maintaining the Social Order. (Only 10-15% of adults reach this stage) ~    Awareness of the wider rules of society ~    Judgments concern upholding the law and to avoiding guilt. Piaget ~    Formal Operational ~    Abstract thinking and hypothesizing begin ~    Inductive reasoning: My experiences lead me to predict…. ~    Deductive reasoning: Based on a general principle, I can expect/predict ~    Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning Maslow ~    Biological Needs –Preventing Vulnerabilities/Emotional Regulation ~    Sleep ~    Nutrition ~    Sunlight ~    Medical care ~    Exercise ~    Safety (External and Internal Bullying) Maslow ~    Love, Belonging and Self-Esteem ~    Identity vs. Role Confusion (12-18 Years) ~    Search for a sense of self and personal identity, through exploration of personal values, beliefs and goals relating to many roles ~    Fidelity involves being able to accept others, even when there may be ideological differences. ~    Social Influences ~    Pubertal self-help – re. physical changes ~    Social support – protection against turmoil ~    Identity formation – mirror ~    Values clarification – sounding board Characteristics of High Self-Esteem ~    Act independently ~    Assume responsibility ~    Take pride in personal accomplishments ~    Rejoice in other’s accomplishments ~    Tolerate frustration and failure ~    Accept and give constructive feedback ~    Attempt new tasks and challenges ~    Handle positive and negative emotions ~    Offer assistance to others Causes of Stress and Low Self-Esteem ~    Low Self-Esteem ~    Need for external validation ~    Abandonment fears ~    Failure to develop identity and a sense of competence ~    Failure to understand self and complimentarity ~    Temperament ~    Extrovert vs. Introvert (Environment, Social Preferences, Problem Solving) ~    Sensing vs. Intuitive (Conceptualization, understanding of the world) ~    Thinking vs. Feeling (Moral reasoning, problem solving) ~    Judging vs. Perceiving (Time management) Causes of Stress and Low Self-Esteem ~    Low Self-Esteem ~ 

Child Development 101: The Middle School Years Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/613/c/ Objectives ~    Review developmental tasks children accomplish at this stage ~    Examine how children’s thinking patterns are different than that of both toddlers and adolescents ~    Explore ways to assist children in enhancing their self esteem ~    Introduce Kholberg’s theory of moral development Kholberg’s Theory of Moral Development ~    Level 1 – Pre-conventional morality  0-9 years ~    No personal code of morality. ~    Moral code is shaped by the standards of adults and the benefits and consequences of compliance ~    Stage 1. Obedience and Punishment Avoidance ~    If a person is punished, they must have done wrong. ~    Centrated, egocentric, dichotomous thinking (Preoperational thought) ~    Stage 2. Individualism and Exchange. ~    Recognize that there can be multiple “right” views. ~    Different individuals have different viewpoints. (Concrete operational thought) Kholberg’s Theory of Moral Development ~    Level 2 – Conventional morality (9+ years) ~    Internalized moral standards of valued adult role models. ~    Authority is internalized but not questioned ~    Reasoning is based on the norms of the peer group ~    Stage 3. Good Interpersonal Relationships. ~    Desire to be seen as being a good person by others. ~    Stage 4. Maintaining the Social Order. ~    Awareness of the wider rules of society ~    Judgments concern upholding the law and to avoiding guilt. Piaget’s Theory of Cognitive Development ~    Ages 7-11 Concrete Operational ~    Children are beginning to be able to evaluate things on more than one characteristic ~    Able to use inductive reasoning, drawing general conclusions from personal experiences and specific facts ~    Struggle with DEductive reasoning, or using a general principle to predict an event ~    Abstract and hypothetical thinking is not yet developed ~    Starting to be able to see (albeit not necessarily agree with) other people’s perspectives Piaget ~    Formal Operational ~    Abstract thinking and hypothesizing begin ~    Inductive reasoning: My experiences lead me to predict…. ~    Deductive reasoning: Based on a general principle, I can expect/predict ~    The data against which hypotheses are based for 11-14 year olds is quite limited ~    School: ~    Algebra ~    Science labs Piaget ~    Formal Operational ~    The data against which hypotheses are based for 11-14 year olds is quite limited ~    Social ~    My experiences with this group lead me to expect ___ from anyone like them (Stereotyping activity) ~    General rules  (Rules list activity) ~    No good deed goes unpunished ~    Karma ~    Emotional reasoning and blaming Maslow ~    Biological Needs –Preventing Vulnerabilities/Emotional Regulation ~    Sleep ~    Developing an effective, independent sleep routine ~    Nutrition ~    Building blocks for healthy body and brain ~    Mindfulness of eating for hunger and attending to nutritional cravings (dehydration, iron, calcium etc…) ~    Awareness of the impact of stimulants and sugar ~    Sunlight ~    Sets circadian rhythms ~    Vitamin D Maslow ~    Biological Needs ~    Medical care ~    Exercise ~    Stress relief ~    Self-esteem “I did that” ~    Raise serotonin levels ~    Develop heal

Relationship Skills Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Objectives ~    Steps for Building Empathy ~    Tips for overcoming the most common communication barriers ~    Tips for fair fighting ~    Tips for Sweetening Your Relationship ~    Tips for a Closer Relationship ~    Tips for Compromise ~    Tips for Getting Your Needs Met ~    Tips for Giving Emotional Support ~    Tips for Being More Thoughtful Individual Differences ~    Extroverts vs. Introverts ~    Sensing (Details)vs. iNtuitive (Big Picture) ~    Thinking (True/False) vs. Feeling (Good/Bad) ~    Judging (structure) vs. Perceiving (spontenaeity) Expression of Love ~    The Five Love Languages (Gary Chapman) ~    Receiving gifts ~    Quality time ~    Words of affirmation ~    Acts of service (devotion) ~    Physical touch Common Communication Barriers ~    Over-explaining ~    Being vague ~    I’ll pick you up this afternoon ~    You are so insensitive ~    We never spend quality time together ~    Mind reading/Assuming (You always want…) ~    Distractions ~    “You” driven language ~    Universal statements (Always, never…) ~    Blaming ~    Only noting the negative Effective Communication ~    One person talks and the other listens…and only listens ~    Stay seated ~    Talker ~    Owns feelings, desires, opinions ~    Uses objective, observable terms ~    Sticks to one thing at a time ~    Listener ~    Paraphrases what is heard ~    Verifies accuracy, THEN responds ~    Repeat the process until the issue is resolved Tips for Sweetening Your Relationship ~    Love is a combination of emotions and actions including talking, compassion and trust. ~    Rewrite your vows/promises ~    Have a re-commitment ceremony ~    Imagine what life would be like if your partner were gone ~    Communicate to your partner in his or her love language ~    Receiving gifts ~    Quality time ~    Words of affirmation ~    Acts of service ~    Physical touch Sweetening ~    Make an effort ~    Write down a list of things your partner could do that would make you feel loved/happy and exchange them. ~    Remember (or get Google to remind you) of birthdays, anniversaries, or just happy occasions and celebrate ~    Celebrate for no reason ~    If you have a disagreement, take a step back and try to see it from your partner’s point of view Sweetening ~    Don’t let fear of being vulnerable or abandonment undermine you ~    Share hopes, dreams and fears. ~    If becoming vulnerable makes you also become critical and defensive, identify and work through the reasons ~    Think back to hopes and dreams you shared when you were dating…make it happen ~    Remind you partner of the qualities you love about them. Building Empathy ~    Empathy vs. sympathy ~    Put yourself in their shoes (with their experiences) ~    Identify 3 alternate reasons you partner may be feeling/acting the way he or she is ~    If your child was going through this situation, how would you feel? ~    Remember that what you would want and need is not necessarily what your partner wants and needs. ~    Allow yourself to listen as if your only job is to understand ~    Without preconceptions ~    Knowing that you know nothing ~    Free from trying to create consistency between your feeling/perceptions and your partner’s feelings and perceptions… for now just focus on understanding the unique experience of your partner. Empathy ~    Think of a difficult time that you experienced and answer all the qu

Child Development 101: The Elementary Years Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/613/c/ Objectives ~Review developmental tasks children accomplish at this stage ~Examine how children’s thinking patterns are different than that of both toddlers and adolescents ~Explore ways to assist children in enhancing their self esteem Piaget’s Theory of Cognitive Development ~Ages 4-7 Intuitive thought substage ~Children are beginning to be able to evaluate things on more than one characteristic ~Cats, Dogs, Animals ~Math, Reading, School ~Able to use inductive reasoning, drawing general conclusions from personal experiences and specific facts Piaget’s Theory of Cognitive Development ~Ages 7-11 ~Concrete operational ~Abstract and hypothetical thinking is not yet developed ~If I do this, what are the potential results… ~Parenting: Help child write down options and discuss reasoning ~Re-Parenting ~Chaotic environments may have made it difficult to predict outcomes ~Rule out Fetal Alcohol Spectrum ~Emotional dysregulation interfere with decision making  Teach distress tolerance and emotional regulation skills ~Develop reasoning and goal setting skills Piaget’s Theory of Cognitive Development ~Ages 7-11 ~Concrete operational ~Struggle with DEductive reasoning, or using a general principle to predict an event ~Again, chaotic environments interfere causing child to perceive the world as an unpredictable and threatening place ~Can also reinforce dichotomous thinking…every time I…. ~Parenting/ Re-Parenting ~Embrace the concept of in general, but not always ~Rule out FAS ~If something does not conform to the principle, talk about what happened and revise the principle Piaget’s Theory of Cognitive Development ~Ages 7-11 ~Concrete operational ~Starting to be able to see (albeit not necessarily agree with) other people’s perspectives ~Parenting/Re-parenting ~Encourage perspective taking ~Identify three explanations Irrational Thoughts and Cognitive Distortions ~Think of Examples for Children and Adults ~All or Nothing Thinking (Dichotomous) ~Overgeneralization (Ineffective hypothesizing/inductive or deductive reasoning) ~Mental Filter (Focusing on only one aspect (centration)) ~Emotional Reasoning (Inductive reasoning error) ~Should’s (Centration) ~Labeling with global, internal, stable attributions ~Personalization ~Blame Maslow ~Biological Needs –Preventing Vulnerabilities ~Sleep ~Developing an effective, independent sleep routine ~Nutrition ~Building blocks for healthy body and brain ~Mindfulness of eating for hunger and attending to nutritional cravings (dehydration, iron, calcium etc…) ~Awareness of the impact of stimulants and sugar ~Sunlight ~Sets circadian rhythms ~Vitamin D Maslow ~Biological Needs ~Medical care ~Exercise ~Stress relief ~Self-esteem “I did that” ~Raise serotonin levels ~Develop healthy movement habits Maslow ~Safety (External and Internal) ~From physical harm ~Reduce trauma from low grade-chronic stress ~Home stress ~Media ~Bullying ~Drugs/Alcohol ~From emotional abuse from others ~Bullying ~Critical others ~Re-parenting— Address hypervigilance to verbal and nonverbal behavior Maslow ~Safety (Exte

Common Ethical Violations Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/614/c/ Objectives ~    Explore ethical guidelines with respect to ~    Multiculturalism ~    Confidentiality ~    Informed consent ~    Documentation ~    Discharge vs. Abandonment Ethical Guidelines ~    Act in the best interests of the clients at all times. Act in good faith and in the absence of malice. ~    Inform clients of possible limitations on the counseling relationship prior to the beginning of the relationship. ~    Increase awareness of personal values, attitudes and beliefs; refer when personal characteristics hinder effectiveness. ~    Actively attempt to understand the diverse cultural backgrounds of the clients with whom you work, including your own cultural/ethnic/racial identity and its impact on your values and beliefs about the counseling process. Ethical Guidelines ~    Function within the boundaries of personal competence. Be aware of personal skill levels and limitations. ~    Be able to fully explain why you do what you do. ~    Encourage family involvement, where possible, when working with minors in sensitive areas that might be controversial. ~    Follow written job descriptions. Be sure what you are doing is defined as an appropriate function in your work setting. ~    Read and adhere to the ethical standards of your profession. Guidelines cont… ~    Consult with other professionals ~    Join appropriate professional associations. Read association publications and participate in professional development opportunities. ~    Stay up-to-date with laws and current court rulings, particularly those pertaining to ~    Counseling with minors ~    Handing suicidal/homicidal clients ~    HIV ~    Consult with a knowledgeable attorney, when necessary Guidelines cont… ~    Join appropriate professional associations. Read association publications and participate in professional development opportunities. ~    Stay up-to-date with laws and current court rulings, particularly those pertaining to counseling with minors, handing suicidal/homicidal clients, HIV. ~    Consult with a knowledgeable attorney, when necessary http://www.tennlegal.com/files/430/File/Statistics_of_Ethical_Violations.pdf APA’s Tips to Avoid Ethical Pitfalls ~    Understand what constitutes a multiple relationship ~    Whose needs are being served? ~    Is the client being exploited? ~    Protect Confidentiality ~    Discuss limits ~    Ensure safe storage of records ~    Know federal and state law is there a law requiring disclosure? ~    Obey mandatory reporting laws APA’s Tips to Avoid Ethical Pitfalls ~    Obtain informed consent at the start of treatment ~    Type of treatment to be provided and alternatives ~    Cost and expected duration of treatment ~    Confidentiality ~    Identify your client and role ~    Understand who you were hired to help and what is expected of you ~    Document properly ~    Guidelines at www.apa.org/practice/recordkeeping.html ~    Practice only where you have expertise Ethical Documentation ~    Some specifics to include in documenting therapeutic interactions, according to the guidelines and ethics experts: ~    Identifying information and first contact. ~    Relevant history and risk factors, medical status and attempts to get prior treatment records. ~    Dates of service and fees. ~    Diagnostic impressions, assessments, treatment plans, consultation, su

Ethics: Beneficence & Non-Malfeasance Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Objectives ~    Define beneficence and non-malfeasance ~    Explore common violations of this practice Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/614/c/ Beneficence ~    Beneficence is PROACTIVE action that is done for the benefit of others. ~    Beneficent actions can be taken to ~    Prevent or remove harms ~    Improve the situation of others. ~    The goal of counseling is to promote the welfare of patients ~    Due to the nature of the relationship between clinicians and patients, clinicians have an obligation to: ~    Prevent and remove harms ~    Weigh and balance possible benefits against possible risks of an action. Beneficence ~    Beneficence can also include: ~    Protecting and defending the rights of others (Advocacy) ~    Ensuring the use of a culturally sensitive, trauma informed approach ~    Ensuring the availability of effective referral sources to meet the needs and preferences of clients for whom you are not a good fit ~    Timely advocacy for them with their insurance company for additional session authorization ~    Advocate for patient with treating physician /be an effective member of a multidisciplinary team Beneficence ~    Beneficence can also include: ~    Helping individuals struggling with mental health or addictive disorders find effective treatment based on their readiness for change ~    Increasing awareness of the problems of co-occurring disorders and their treatment ~    Getting continuing education to ensure awareness of current best practices for treatment ~    Providing patient educational videos or handouts in the waiting room or on your website to help them take charge of their health ~    Ensuring a signed release and provision of necessary information to referral sources BEFORE the patient arrives Non-Malfeasance ~    Non-maleficence means to “do no harm.” ~    Refrain from providing ineffective treatments ~    Avoid acting with malice toward patients. ~    Assist patients in making the best treatment decision for them, not one that provides you the most benefit. ~    With all interventions, ensure benefits outweigh the risks. ~    Ensure the patient is provided with all treatment options and can make choose the least restrictive environment ~    Do not provide a treatment that has not been shown to be effective. ~    Do not make blind referrals when possible ~    Ensure referral sources are competent (i.e. licensed, certified etc.) Non-Malfeasance ~    Non-maleficence means to “do no harm.” ~    Don’t encourage clients to collude in insurance fraud ~    Diagnosing them with a disorder they don’t have in order to get reimbursed ~    Changing diagnoses when benefits for one run out ~    Discharge clients when they have met maximal gains at that level of care ~    Do not bill for services under a therapist that were provided by an intern ~    Avoid, when possible, referring a patient back to the same treatment program they have already been through multiple times and relapsed Non-Malfeasance ~    Making referrals to other providers who provide “rewards” for referrals ~    F.S. 491.009 (1) (j) Paying a kickback, rebate, bonus, or other remuneration for receiving a patient or client, or receiving a kickback, rebate, bonus, or other remuneration for referring a patient or client to another provider of mental health care services or to a provider of health care services or goods; or entering into a reciprocal referral agreemen

Child Development 101: The Toddler Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/613/c/ Objectives ~    Examine how the child is starting to develop self esteem through initiative and independence ~    Explore what can go wrong in each stage and what can be done to repair damages now. Maslow ~    In addition to biological and safety needs… ~    The toddler is now developing ~    Self-Esteem ~    I am lovable for who I am ~    I am loveable even when I make a mistake ~    Self-Efficacy ~    I am capable of trying new things ~    If I make a mistake, my caregiver is there to help me Psychosocial Development Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years) “Can I do things myself or am I reliant on others?” ~    Interferences ~    Overly permissive or overly strict parents ~    Lack of praise for exploration and experimentation ~    Manifestations ~    Low self-esteem/need for external validation ~    Lack of motivation ~    Establishment/Re-Establishment ~    Encourage child/yourself to explore and experiment ~    Praise child/yourself for trying even if he fails ~    Reassure child/yourself that he/she is loved as it Psychosocial Development cont… Purpose: Initiative vs. Guilt (Preschool, 4 to 6 years) Children begin asserting control and power ~    Interferences ~    Overly strict/enmeshed parents ~    Lack of encouragement to take risks ~    Manifestations ~    Low self-esteem/need for external validation ~    Difficulty making or maintaining friends ~    Unclear what he likes, wants, feels ~    Guilt for having own needs Psychosocial Development cont… Purpose: Initiative vs. Guilt (Preschool, 4 to 6 years) Children begin asserting control and power ~    Establishment ~    Explore and experiment ~    Praise child for trying even if he fails ~    Reassure child that you love him for who he is ~    Encourage children to develop friendships with a variety of people ~    Re-Establishment ~    Explore and experiment ~    Praise yourself even if you don’t succeed ~    Remind yourself why you are lovable for who you are ~    Develop effective goal setting skills Piaget ~    2-6 years early childhood (Preoperational) ~    Preschoolers live in a magical world where inanimate objects are alive (animism) and dreams are real. ~    Parenting challenge: ~    Truth vs. Fiction ~    Creativity vs. Reality ~    They have trouble distinguishing between appearances and reality. ~    Parenting challenge ~    Safe vs. Danger ~    Truth vs. Fiction Piaget ~    Children of this age typically love to play make-believe. ~    Parenting challenge ~    Finding your make believe ~    Understanding what they are communicating through their play Piaget ~    They focus on one aspect of a situation (centration) and struggle to see other vantage points (egocentrism) ~     Parenting challenge ~    Finding their voice vs. Being a bully ~    Helping them learn to make good choices ~    Accepting their part vs. Taking total responsibility ~    Accepting that everything isn’t necessarily their fault or doing ~    Interventions ~    Effective communication skills ~    Explore the notion of responsibility ~    Explore all aspects of a situation including other vantage points Early Childhood cont… ~    They often have difficulty putting into wor

We are launching a new podcast on March 1, 2017 directed at the general public called Happiness Isn't Brain Surgery with Doc Snipes.  Each week I will provide tips, tools and tricks to help people better manage anxiety, anger, depression and addiction or just live a happier, healthier life. If you are interested in CEs on Opiates, you can find them here https://www.allceus.com/member/cart/index/product/id/344/c/ Or the Treatment Improvement Protocol on Opiate Treatment: https://www.allceus.com/member/cart/index/search?q=opiate  

Child Development 101: The Infant Stage Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Continuing Education (CE) credits can be earned for this presentation at  https://www.allceus.com/member/cart/index/product/id/613/c/ Objectives ~    Explore the developmental tasks and needs of the infant stage (0-2 years old) ~    Maslow (Biological and safety needs) ~    Erickson (Trust vs. Mistrust) ~    Bowlby (Attachment) ~    Piaget (Cognition/schema formation) ~    Discuss how failure to get these needs met can result in later mental health issues ~    Discuss how failure to resolve the trust vs. mistrust crisis results in later mental health issues ~    Discuss how infant’s primitive cognitive abilities develop dysfunctional schemas for later in life Maslow—What Infants Need ~    Biological Needs ~    Food when hungry ~    Shelter/Physical comfort ~    Protection from overstimulation ~    Sleep when sleepy ~    Contact ~    Safety ~    Consistent presence vs. Abandonment (no object permanence) ~    Startle / loud noises / pain Erickson's Stages Psychosocial Development: Trust Needs Will Be Met Success ~    Ability to interpret, trust and act on own feelings (self-confidence) ~    Belief that others will help fulfil needs (hope) ~    Self reliance ~    Comfortable with attention ~    Ability to be “alone” ~    Contentment Failure ~    Inability to trust own instincts/urges/feelings ~    Reliance on others to tell them what they need ~    Inability to trust others will be supportive ~    Discomfort with and craving of attention (Abandonment fears) ~    Irritability/anxiety Piaget– Cognitive Development ~    Piaget (Cognition/schema formation) ~    Sensorimotor: ~    Children do not yet have object permanence ~    Children do not yet have much of a frame of reference so they rely on parental feedback ~    Schemas formed during this time rely heavily on ~    Were needs adequately met (empowered vs. powerless) ~    Parental reaction (stress-level/attentiveness/consistency) John Bowlby–Attachment ~    Securely-Attached Infants ~    Easily soothed by the attachment figure when upset. ~    Caregiver is sensitive to their signals, and responds appropriately to their needs. ~    Insecure-Avoidant Infants ~    Very independent of the attachment figure both physically and emotionally ~    Do not seek contact with the attachment figure when distressed. ~    These caregivers are insensitive and rejecting of their needs and are often unavailable during times of emotional distress. John Bowlby–Attachment ~    Insecure-Ambivalent children ~    Exhibit clingy and dependent behavior, but are rejecting of the attachment figure when they engage in interaction. ~    The child fails to develop any feelings of security from the attachment figure. ~    Exhibit difficulty moving away from the attachment figure to explore novel surroundings. ~    When distressed they are difficult to soothe and are not comforted by interaction with the attachment figure. ~    This behavior results from an inconsistent level of response to their needs from the primary caregiver. Mindful Parenting ~    Be attentive to the baby’s cries and cues before they become hysterical ~    Accept the baby’s needs as they are/Validating environment ~    Be consistent ~    Calm yourself ~    Stressed parent  stressed baby ~    Calm parent  calm-able baby ~    Keep a routine to help set baby’s circadian rhythms ~    Feeding ~    Sleeping ~    View the world from ba

Relationship Saboteurs Presented by: Dr. Dawn-Elise Snipes Executive Director, AllCEUs Counseling CEs for this topic can be earned at https://www.allceus.com/member/cart/index/product/id/612/c/ Objectives ~    Identify the causes, consequences and interventions for some of the most common saboteurs ~    Identify interventions for issues that are commonly seen in relationship sabotage. Fears ~    Most saboteurs are protecting themselves from their basic fears ~    Most sabotagees end up experiencing these same basic fears ~    Fears ~    Isolation ~    Rejection ~    Loss of control ~    The unknown ~    Failure Insecurity Effects on the Saboteur ~    Constantly anxious ~    Hypervigilant to cues of abandonment ~    Untrusting ~    May constantly question/attack partner ~    Constant reassurance from partner prevents feelings of failure, rejection, isolation Effects on the Sabotagee ~    Can feel smothered/isolated ~    Exhausting having to constantly reassure ~    Can feel a lack of trust ~    May feel like he/she is walking on eggshells afraid of the unknown…what will set him/her off next? Needing to Control Effects on the Saboteur ~    Exhausting having to always be in control ~    Exhausting always worrying about loss of control ~    Relationship failures due to inability to trust partners to not abandon or reject them ~    Relationship failures due to trying to control another person ~    Involvement in relationships with dependent, insecure others ~    Can distract from relationship problems (The Hero, The Enabler) Effects on the Sabotagee ~    Often feel invalidated/disempowered/loss of control ~    May not feel heard or appreciated / Rejection ~    May not get needs met ~    May fear failure if he/she does not meet the saboteur’s needs (if you can’t/don’t…then we are done) Fear of Intimacy Effects on the Saboteur ~    Inability to develop a meaningful connection based on your authentic self (Fear of rejection due to low self-esteem) ~    Untenable anxiety when placed in a vulnerable situation ~    Maintain walls to prevent from getting hurt ~    Push people away when feeling vulnerable, emotional, close. (Prior abandonment issues) Effects on the Sabotagee ~    Inability to really get to know and trust the other person ~    Gets pushed away or lashed out on if he/she gets too close (Isolation) ~    Often ends up getting hurt and pushed away because his/her authenticity is too much for the saboteur (Rejection, failure, loss of control) Pessimism Effects on the Saboteur ~    Prevents him/her from getting hurt. ~    Prior experiences create a self-fulfilling prophecy ~    Allows easier relationship termination and “I told you so” face saving ~    Creates an aura of negativity Effects on the Sabotagee ~    Prevents him/her from feeling secure, confident and happy ~    Can draw an otherwise happy person into the abyss anticipating failure ~    Can lead the sabotagee to feel powerless to meet the saboteur’s needs  relationship termination, loss of control, rejection, isolation Needing to Be Center Stage Effects on the Saboteur ~    Ensures the other person is always attentive to them. (Helps maintain control) ~    Provides a sense of self-worth/external validation if always the object of attention (Avoiding rejection or isolation) ~    Can be devastating if the person fails at something. “If I am not the best, then I am nothing” (Failure) ~    Distracts from any other problems in the relationship (The mascot, the Hero) Effects on the Sabotagee