Trauma-Informed CBT for Children & Adolescents: A Clinical Playbook for Integrating Structure with Client-Centered Flexibility

Credit

Program Information

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.

Search:   

Canada Credit - *

NOTE: Tuition includes one free CE Certificate (participant will be able to print the certificate of completion after passing the online post-test (80% passing score) and completing the evaluation). Instructional methods will include PowerPoint, didactic lecture, and others.

Continuing Education Information:  Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Program content is reviewed periodically per accrediting board rules for currency and appropriateness for credit. Credit approvals are subject to change. Please note, your licensing board dictates whether self-study is an acceptable form of continuing education, as well as which credit types are acceptable for continuing education hours. Please refer to your licensing board's rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. 
For other credit inquiries not specified below, please contact info@pesi.com or 800-844-8260 before purchase.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession.  As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your profession's standards.  

For Planning Committee disclosures, please see the statement above.  For speaker disclosures, please see the faculty biography.

 

---

Canada Credit - ---

Earn up to 6.25 CE hours. Please see below, for more details, as credit amounts vary by jurisdiction and profession. 

---

Canada Credit - Social Workers - National ASWB ACE

PESI, Inc., #1062, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: January 27, 2023 - January 27, 2026. Social workers completing this course receive 6.25 Clinical continuing education credits.

 

Course Level: Intermediate Format: Recorded asynchronous distance. Full attendance is required; no partial credits will be offered for partial attendance.

 

Canadian Social Workers: Canadian provinces may accept activities approved by the ASWB for ongoing professional development.

---

Canada Credit - Canadian Psychologists

PESI, Inc. is approved by the Canadian Psychological Association to offer continuing education for psychologists. PESI, Inc. maintains responsibility for the program. This program is approved for 6.0 self-study continuing education hours. Full credit statement at: www.pesi.com/cpa-statement

---

Canada Credit - Other Professions

This self-study activity qualifies for 6.25 continuing education clock hours as required by many national, state and local licensing boards and professional organizations. Save your activity advertisement and certificate of completion, and contact your own board or organization for specific requirements.

---

US National Boards - Occupational Therapists & Occupational Therapy Assistants

 

PESI, Inc.  is an AOTA Approved Provider of professional development. Approved provider # 3322. This Distance-Learning Independent activity is offered at 0.625  CEUs Intermediate, OT Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.   Full attendance at this live activity qualifies for 6.25 contact hours.

 

---

Handouts

Speaker

Amy Marschall, PsyD Related seminars and products

Sioux Falls Psychological Services

---

Dr. Amy Marschall is a licensed clinical psychologist in South Dakota. Dr. Marschall works primarily with children and adolescents, adopting Telemental health strategies early into her clinical practices, and is a Certified Clinical Telemental Health Provider (CTMH). In 2016, Dr. Marschall helped develop a Telemental health task force at Sioux Falls Psychological Services to develop an ethical and effective model to provide telehealth services to individuals living in rural South Dakota without access to mental health resources. Dr. Marschall co-developed and presented a six-hour seminar on ethical and legal guidelines for Telemental health in 2017 and has been providing these services in South Dakota since that time.  

 

Speaker Disclosures:
Financial: Amy Marschall is the founder of Resiliency Mental Health and has employment relationships with RMH Therapy, A Change for Better, Grayce, ADHD Online, Spring Health, and DotDash Meridith. She is a consultant with VeryWell Mind and receives royalties as a published author. Amy Marschall receives a speaking honorarium, recording, and book royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Amy Marschall has no relevant non-financial relationships.

 

Additional Info

Program Information

Access never expires for this product.

For a more detailed outline that includes times or durations of time, if needed, please contact cepesi@pesi.com.

Visit our FAQ page at https://www.pesicanada.com/faq or contact us at https://www.pesicanada.com/contact-us

Objectives

1. Integrate a trauma-informed approach to assessment, treatment planning, and sessions.
2. Employ a collaborative approach to treatment planning, balancing relevant, specific, and time-measurable goals with each client’s articulated goals for their care.
3. Modify therapeutic interventions based on client feedback of their unique needs, preferences, and history.
4. Utilize trauma-informed, evidence-based cognitive behavioral interventions in sessions, including mindfulness activities, breathing exercises, visualizations, metacognition, and psychoeducation.
5. Apply evidence-based cognitive-behavioral techniques while teaching clients to identify what does or does not work for them about each technique, and adjust interventions appropriately in light of client feedback.
6. Assess behavioral issues from a trauma-informed perspective, with an emphasis on identifying and addressing underlying needs rather than consequences or punishments for problem behaviors, and educate parents on how to implement this approach outside of sessions.

Outline

• Adverse Childhood Experiences
• Growing up During COVID: A New Stressor
• Preverbal Trauma
• Trauma-Related Emotional and Behavioral Issues

• Developmental trauma interview; ACEs score; Trauma Symptom Checklist
• Assessment is not finite; how to continually assess client safety and therapeutic needs
• Integrating behavioral and emotional goals
• What does it mean to feel “better”?

• Actively engaging kids with a child-centered approach
• Balancing the structure of CBT with flexibility/nuance of a trauma-informed lens
• Integrating concrete skill-building into trauma processing work
• Getting to the root cause of each child’s unique trauma needs

• Preparing clients for trauma work
  • Psychoeducation: deciding what information is helpful and how to present it
  • Identifying the child’s level of anxiety/physiological arousal
  • Teaching children the language around trauma
• Affective Monitoring
  • When feelings are happening – press pause/go with the flow
  • Noticing when emotions start to get bigger – feelings thermometer/feelings spectrum/volcano
  • Mindfulness and body awareness
• Metacognition –
  • Noticing thoughts as they come – watching the clouds/radio station
  • Emotional reaction to those thoughts – naming feelings/emoji feelings
  • Thought stopping activities
• Narrative therapy
  • With specific trauma memories – writing vs dictating poem/children’s book/ narrative story
  • Without specific memories - exploring when they learned about the trauma/ exploring feelings related to the knowledge of the trauma
• Relaxation Techniques that children enjoy
  • Mindful bowling/juggling
  • Guided safe place visualization
  • Body scan
  • Muscle relaxation
  • Stong like a tree
  • Art therapy
  • Music

• The art of getting caregiver buy-in for participation in treatment
• Balancing honoring the client’s needs and requests with evidence-based practice and treatment goals created by guardians
• Sometimes developmental trauma needs to be re-processed as the child gets older
• Determining/Discerning how much treatment is “enough” for the child’s developmental age/
• stage
• Cultural diversity considerations for trauma work
• Limitations of the research and potential risks

Target Audience

• Psychologists
• Social Workers
• Counselors
• Marriage & Family Therapists
• Speech-Language Pathologists
• Occupational Therapists
• School Administrators
• Physicians
• Teachers/School-Based Personnel