June 23 - August 22, 2014

35th
June 23 - August 22, 2014
June 23 - August 22, 2014
2 Ross Greene
Collaborative and Proactive Solutions
for Kids
June 23-27
4 Richard Brown/Pat Gerbarg
Breath~Body~Mind Techniques for
Stress-Resilience and Wellbeing
June 23-27
6 Natasha Prenn
The Nuts and Bolts of AEDP:
Translating Theory into Clinical
Practice
June 23-27
8 Pat Ogden
Once More, with Feeling: The Body
in Experiencing and Transforming
Emotion
June 30-July 4
10 Elana Katz
16 Rubin Naiman
Healing Sleep and Dreams
July 7-11
18 Bessel van der Kolk
Frontiers of Trauma Treatment
July 7-11
20 Richard Schwartz
Internal Family Systems Workshop
July 14-18
22 Stephen Porges
Polyvagal Theory in Practice:
Feeling Safe
July 14-18
24 George McCloskey
Executive Function in Children
July 14-18
26 Gervase Bushe
Clear Leadership and
Transformation
July 21-25
The Power and Practice of Emotionally
Focused Therapy
28 Jason Luoma
June 30-July 4
ACT and Persistent Shame
12 Jerry Jellison
July 21-25
Overcoming Resistance: Tools for
30 Amy Weintraub
Accelerating Organizational Change
LifeForce Yoga: Empower Your
June 30-July 4
Clients To Manage Their Moods
14 Richard Boyatzis
July 21-25
Resonant Leadership, Emotional
Intelligence, and Inspiring
Development in Others
July 7-11
32Toni Herbine-Blank
Integrating the Interpersonal
and the Intrapsychic in Couples
Therapy
July 28-August 1
34 Janina Fisher
Transforming Trauma-Related
Shame
July 28-August 1
36 Chris Worley
Agility and Sustainability in OD
July 28-August 1
38 Margaret Wheatley
Leaders as Warriors for the Human
Spirit
August 4-8
40 Linda Graham
Bouncing Back: Rewiring the Brain
for Resilience and Well-Being
August 4-8
42 Flint Sparks
46 David Feinstein
Energy Psychology in Your Practice
August 11-15
48 Tina Payne Bryson
The Whole-Brain Child
August 11-15
50 Harville Hendrix
IMAGO: Theory and Therapy
August 18-22
52 Deborah Korn
Complex Trauma: Optimal
Integration of Treatment Models
August 18-22
54 Ronald Frederick
Emotional Mindfulness,
Connection, and Healing
August 18-22
56Information
Applied Mindfulness in
Psychotherapy and Buddhist
Practice
August 4-8
44 Edward Hallowell
ADHD Across The Life Span
August 11-15
Director: Gilbert Levin, Ph.D.
Professional Learning Network, LLC
2 3 - 2 7
Ross W. Greene, Ph.D., is the originator of a collaborative,
proactive, non-punitive, non-adversarial model for helping
behaviorally challenging kids and their caregivers. He is the author
of the highly acclaimed books The Explosive Child and Lost at
School, and founder of the nonprofit Lives in the Balance (www.
livesinthebalance.org). He is also Associate Clinical Professor in
the Department of Psychiatry at Harvard Medical School, on the
professional staff at Cambridge Health Alliance, adjunct Associate
Professor in the Department of Psychology at Virginia Tech, and Senior Lecturer in
the school psychology program in the Department of Education at Tufts University.
Dr. Greene has authored numerous articles, chapters, and scientific papers on the
effectiveness of his model, the classification of and outcomes in youth with social,
emotional, and behavioral challenges, and student-teacher compatibility. He consults
extensively to general and special education schools, inpatient and residential facilities,
and systems of juvenile detention, and lectures widely throughout the world.
I
f you’ve never heard Dr. Greene describe the approach to helping kids with
social, emotional, and behavioral challenges he described in his book The
Explosive Child, this is a great opportunity. This training will begin with an
overview of the basic underpinnings of Dr. Greene’s model—an evidence-based
approach that has transformed our understanding and treatment of challenging
kids—and then continue with advanced training in the specific assessment and
treatment components of the model.
Drawing from research in the neurosciences, and focusing on development
(rather than motivation), the CPS model posits that challenging behavior emanates
from lagging cognitive skills, especially in the domains of flexibility/adaptability,
frustration tolerance, and problem-solving. Based on this understanding, the CPS
model is focused on helping adults and challenging kids resolve the problems
that reliably and predictably set in motion challenging episodes, so as to reduce
the frequency and intensity of such episodes and teach lagging skills (rather than
ensuring that kids have the incentive to behave adaptively).
The CPS model has been widely implemented in outpatient settings, general
and special education schools, and inpatient, residential, and juvenile detention
facilities, often with dramatic effect. Studies have shown the model to be a highly
effective model of intervention in outpatient populations; in school settings,
the model has been shown to be effective at significantly reducing discipline
referrals and the use of detention, suspension, and expulsion; and, in restrictive
therapeutic settings, the approach has been effective at appreciably reducing the
use of restraint and seclusion procedures and at significantly reducing rates of
recidivism.
2
Dr. Greene will provide maximum opportunities for practice and questions,
and will augment the training with videotaped examples of the CPS model in
action. This workshop is appropriate for mental health clinicians and educators
who have had minimal prior exposure to the model, as well as for those who have
already attended one of Dr. Greene’s one-day introductory trainings.
Monday
Three important questions • Kids do well if they can • Your explanation guides
your intervention • Limits of motivational explanations for challenging behavior •
A new explanation • Limits of diagnoses in understanding and treating challenging
behavior • Assessment of lagging skills and unsolved problems
Tuesday
Three options for approaching unsolved problems: Imposition of Adult Will (Plan
A), Collaborative Problem Solving (Plan B), and Dropping the Problem (Plan C) •
Overview of Plan B
Wednesday
In-depth description of and practice in the use of the Assessment of Lagging Skills
and Unsolved Problems (ALSUP)
Thursday
Diving into Plan B: Videotaped examples, role-play and discussion
Friday
More examples and role-plays on Plan B • “Bad Habits” in the use of Plan B
• Special considerations in the use of Plan B in specific settings (outpatient/
families, schools, restrictive facilities), special populations (e.g., kids with
communication delays), and difficult families • The role of medication
3
Advanced Training in Collaborative & Proactive Solutions
for Kids with Social, Emotional & Behavioral Challenges
Ross Greene
J u n e
2 3 - 2 7
Richard P. Brown, M.D., Associate Clinical Professor in
Psychiatry, Columbia University, gives over 200 lectures each year
and has published over 90 scientific articles, books and chapters.
His neurophysiological theory explores the effects of breathing
practices on mind and body in treating anxiety, depression, PTSD
and stress-related medical conditions. A certified teacher of Aikido
(4th Dan), yoga, Qigong, and Open Focus Meditation, Dr. Brown
conducts Breath~Body~Mind workshops and trains mental health
clinicians and yoga therapists. See www.HaveAHealthyMind.com.
Patricia Gerbarg, M.D., Assistant Clinical Professor in
Psychiatry, NY Medical College, graduate, Harvard Medical School
and Boston Psychoanalytic Institute, integrates standard and
complementary treatments. She researches mind-body practices
for psychiatric disorders, survivors of mass disasters, and medical
illnesses. With Dr. Brown she co-authored award-winning books:
How to Use Herbs, Nutrients, and Yoga in Mental Health Care; NonDrug Treatments for ADHD; and The Healing Power of the Breath.
T
urning on the body’s innate healing systems is the most effective, sustainable
approach to mental and physical health. Through scientific study, specific
mind-body techniques are being developed to rapidly and safely relieve emotional
distress, psychiatric disorders, physical illnesses, and pain, and to enhance
emotion regulation, interpersonal relationships, and performance in school, work,
athletics, and the arts.
Breath~Body~Mind programs teach Qigong movements, breathing practices
and meditations for self-development and for work with mental health patients,
military groups, medical patients, and adults and children affected by mass
disasters. Children in hospitals, schools, and special educational settings have also
benefited. The neurophysiological basis for the effects of breathing practices will
be discussed in concert with relevant clinical studies.
Participants will learn the core Breath~Body~Mind movement, breathing,
and meditation practices. Each session includes didactic and experiential
components.
• Experiential: Qigong Movements - 2 Golden Wheels and 4-4-6-2; Breathing Coherent, Resistance (Ujjayi), Breath Moving, “Ha” breath; Body Scan, Open
Focus Meditation, Group process
Tuesday
• Neurophysiology of PTSD and Clinical Studies of Breath~Body~Mind for
Generalized Anxiety Disorder, Military PTSD, Inflammatory Bowel Disease, and
Schizophrenia (Genomic and Cognitive Effects)
• Qigong Movements 3 Golden Wheels and 4-4-6-2; Breathing - Coherent,
Resistance, Breath Moving, “Ha” breath; Body Scan, Beginning Open Focus
Meditation with Heart Focus
Wednesday
• Clinical studies of breath-focused programs following mass disasters: 2004
Southeast Asia Tsunami, 9/11 World Trade Center Attacks, Gulf Horizon
Oil Spill, war, and slavery in Sudan. This presentation includes film clips of
programs for disaster relief following the earthquake in Haiti, liberation of
slaves in South Sudan, and work with polio victims in Sudan
• Qigong Movements 4 Golden Wheels and 4-4-6-2; Breathing - Coherent,
Resistance, Breath Moving, “Ha” breath; Body Scan, Open Focus Meditation
for Dissolving Pain
Thursday
Neuro-psychoanalysis, Trauma, and Bonding
• Clinical cases of rapid, permanent resolution of long-standing trauma formations
and PTSD symptoms—anxiety, disconnectedness, numbing, and somatic
delusions—illuminate processes through which breathing practices activate innate
neuro-psycho-immuno-endocrinological systems involved in neuroplasticity,
healing, homeostasis and resetting of the nervous system to ‘normal’
• Qigong - 4 Golden Wheels and 4-4-6-2; Breathing - Coherent, Resistance,
Breath Moving, “Ha” breath, Vibrational Breathing; Open Focus Meditation for
Dissolving Pain, Group process
• Demonstration of how to teach breathing practices to patients. Participants
practice teaching breath techniques with faculty supervision
Friday
Monday
• Voluntarily Regulated Breathing Practices (VRBPs) open a portal to the
autonomic nervous system, whereby it is possible to send messages through
interoceptive systems that have profound effects on perception, cognition,
emotion processing and regulation, and stress response systems
4
• Qigong - 4 Golden Wheels, 4-4-6-2; Breathing - Coherent, Resistance, Breath
Moving, “Ha” breath, Vibrational Breathing; Open Focus Meditation for Pain
• Participants practice teaching breath techniques with faculty supervision
• Group Healing Process using sound
5
Evidence-Based Breath~Body~Mind Techniques for
Personal Transformation, Stress-Resilience, and Wellbeing
Richard Brown & Pat Gerbarg
J u n e
2 3 - 2 7
Natasha Prenn, LCSW, is a senior faculty member of the
Accelerated Experiential-Dynamic Psychotherapy Institute (AEDP).
Natasha was drawn to AEDP because of its focus on how to actually
help people change! She is currently writing and presenting on the
vocabulary of right-brain language in experiential treatments, on
the effective use of self and self-disclosure, and on how to teach
the building blocks of AEDP. Natasha, an engaging teacher, is noted
for her ability to translate AEDP theory into user-friendly steps, and
for her enthusiastic belief that the mechanisms of the magic of AEDP are teachable
and therefore learnable skills. She was the lead faculty and curriculum coordinator
of the pilot AEDP Essential Skills Course in New York City and most recently the first
AEDP Advanced Skills Course. In addition to her clinical practice, she offers individual
and group AEDP supervision in person and via Skype. She is the founding coeditor
of Transformance: The AEDP Journal, and she is currently writing the AEDP Skills
Manual with Diana Fosha, the developer of AEDP. Some of her papers are available
on the AEDP website.
Natasha is well known for her “how-to” workshops. She will use a balance
of videotape, practice exercises, and user-friendly course materials to make
AEDP’s complexity simple and practical. You will head back to work armed with
immediately applicable clinical interventions and a framework for the different
interventions you may already be using.
Monday
See Me, Feel Me
Moment-to-moment tracking, the AEDP Protocol, entry points, experiential
language
Tuesday
I Second that Emotion
Self-disclosure and its metaprocessing
Wednesday
A
ccelerated Experiential Dynamic Psychotherapy is a transformation-based,
healing-oriented model of therapy. It integrates and uses to clinical
advantage all we now know about neuroplasticity, mother-infant research, dyadic
resonance, developmental models, transformational studies, body-focused
treatments, and attachment research and theory. AEDP fills the longstanding
gap between theory and clinical practice: It explicates how to engender secure
attachment in our different therapeutic dyads with specific intervention strategies
for expanding self-self attachment and self-other relational capacities.
To practitioners first discovering AEDP it can look deceptively easy and
almost magical. AEDP is in many ways a natural, instinctual way of working, and
yet it is not magic, it is not easy. It is rather a rigorous treatment modality with very
specific skills, interventions, sequences of interventions, and maps that translate
AEDP theory into how to work AEDP clinically.
Appropriate for both those new to AEDP and those with experience, this
workshop will be a nuts-and-bolts, 5-day dig into how to do AEDP. Inside the
magic, there is a clear and recognizable structure, the bones of AEDP. We will
practice the language of actual interventions, the steps and sequences that allow
the work to flow, and the maps and protocols that inform our decision-making. We
will unpack how to facilitate the different dyadic change processes that are central
to AEDP.
6
What’s Love Got To Do with It?
Dyadic change processes: receiving, receptivity, or, more simply put, “Can you take
it in?”
Thursday
Oh, Won’t You Stay Just a Little Bit Longer
Anxiety regulation, working with defenses, intrapsychic and interpersonal
Friday
Celebrate Good Times
“We did it,” privileging the positive, acknowledging mastery and success,
metatherapeutic processing: usually an endpoint, a starting point in AEDP
7
The Nuts and Bolts of AEDP:
Translating Theory into Clinical Practice
Natasha Prenn
J u n e
3 0 - J u l y
4
Monday
Pat Ogden, Ph.D., is a pioneer in somatic psychology and the
founder/director of the Sensorimotor Psychotherapy Institute, an
internationally recognized school specializing in somatic-cognitive
approaches for the treatment of posttraumatic stress disorder and
attachment disturbances. She is cofounder of the Hakomi Institute,
past faculty of Naropa Institute and University (1985-2010), a
clinician, consultant, international lecturer, and trainer. She is
first author of the groundbreaking book Trauma and the Body:
A Sensorimotor Approach to Psychotherapy and Sensorimotor Psychotherapy:
Interventions for Trauma and Attachment. She is currently working on the book
Sensorimotor Psychotherapy for Children and Adolescents and Sensorimotor
Psychotherapy for Couples.
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Physical action, posture, and emotions
Right-brain-to-right-brain communication
Dyadic repair of attachment failure
Somatic interventions to expand affect array
Tuesday
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Developmental movements and their role in processing emotions
Parts of the self, emotional expression, and the body
Challenging the window of affect tolerance
Body-to-body affective communication
Wednesday
C
lients often come to therapy complaining of a range of difficulties with their
emotions that affect their relationships, families, work, and quality of life.
Dysregulated, intense emotions recur in a destructive cycle in the lives of many;
others feel flat, detached, or cut off from their emotions. Some vacillate between
these two extremes, while others do not know what they feel or have access only
to a limited array of emotions. Many ward off their emotions, perceiving them as
too overwhelming, frightening, or intense to face, until, within the context of an
attuned therapeutic dyad, these emotions are engaged, regulated, experienced, and
transformed.
This workshop will explore the complex territory of how to tap into the
transformational power of emotions through the body. Exploring emotion as
a central and integral organizing force, concepts from attachment, trauma,
dissociation, interpersonal neurobiology, and Sensorimotor Psychotherapy will
be incorporated. Janet’s “vehement emotions” that are the legacy of unresolved
trauma and severe attachment failure will be clarified and contrasted with
Bowlby’s “intense emotions” that arise in the context of early attachment. With
an appreciation that physical and emotional change go hand in hand, the posture
and movement of the body will be explored both as a reflection of affective bias
and personal history, and as an avenue of emotional change and transformation.
Attendees will learn how to utilize the therapeutic relationship and right-brain-toright-brain, body-to-body communication to transform dysregulated, dissociated,
or avoided emotions, change limiting core beliefs, increase positive affect, reclaim
parts of the self, and foster a deeper connection with oneself and with others.
Videos of therapy sessions with adults, children, and adolescents will provide
rich clinical material to illustrate the interface of sensorimotor and emotional
processing.
8
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Meaning-making, core beliefs, emotions, and the body
Working with affect-laden memories
Affective biases and the body
Patterned emotions: When emotions disrupt resolution
Thursday
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Levels of information processing
Emotions and trauma
Sensorimotor processing and emotional processing
Integrative capacity and resourcing emotions
Friday
• Positive emotion, play and pleasure
• High and low arousal positive emotions
• The movements of play
9
Once More, with Feeling: The Role of the Body in
Experiencing, Processing, and Transforming Emotion
Pat Ogden
J u n e
3 0 - J u l y
4
Monday
Elana Katz, LCSW, LMFT, is a senior faculty member at
the Ackerman Institute for the Family, where she supervises in the
advanced family therapy training program and directs the Family
and Divorce Mediation Program. A member of the American Family
Therapy Academy for more than 20 years, she has presented
nationally and internationally, including annual meetings of the
American Family Therapy Academy, the International Academy of
Collaborative Professionals, and the Third International Summit
in EFT. Ms. Katz was one of the first therapists in New York to become certified in
Emotionally Focused Therapy. She teaches and supervises innovative EFT courses at
Ackerman and coordinates the annual externship in EFT in New York City. Ms. Katz
has published a number of articles and a book chapter and has been quoted by The
New York Times, the Associated Press, and other media outlets, including National
Public Radio. She is active in professional organizations, currently serving on the
Board of Directors of both the New York Association of Collaborative Professionals
and the New York Center for Emotionally Focused Therapy. Her private practice is
in New York City.
W
e are at our most vulnerable in our intimate relationships, and at the same
time, we are mammals, wired to connect, and to regulate in dyads. So no
matter how painful marriages and intimate relationships might become, our clients
frequently bring us their relationships along with their wish for repair.
Developed by Dr. Susan Johnson during the past 25 years, Emotionally
Focused Therapy focuses on the repetitive patterns of couples in distressed
relationships and provides a map to use in creating new cycles marked by
attunement and responsiveness.
This training includes both a cognitive understanding and an experiential
approach, mirroring the model itself, which helps clients both understand
their stuck places and have a new experience in the therapy room. Participants
will learn to apply the language of attachment to effect change with their most
challenging couples. Making extensive use of videotapes, role plays, and
experiential exercises, participants will both see and practice the skills of EFT, a
model that is getting worldwide attention for its ability to create the safe haven and
secure base that are emblematic of loving and durable relationships.
10
Our Attachments, Ourselves
Understand the foundations of attachment theory and attachment protest. What are
our own attachment styles, how did we learn them, and how can we use that to
understand distress in our clients?
Tuesday
The Negative Cycle of Interaction
Learn to help each partner understand how their own feelings and behaviors
unwittingly shape and are shaped by the feelings and behaviors of their partner,
and learn ways to help the couple define the problem as the cycle, rather than
each other.
Wednesday
Finding the Underlying Emotions that Feed the Cycle
Like the tip of an iceberg, each partner sees the reactive behavior of the other
(often angry outbursts or withdrawals) resulting in more distress and isolation,
along with constricted beliefs about each other and sometimes themselves. Learn
to help clients touch the underlying feelings that drive this reactivity, even when
these feelings are outside their own awareness.
Thursday
Enactments: The Key to Change in EFT
It is great to help our clients speak to us in new ways, yet the key to enduring
success is to help our clients share their deeper fears and needs with each other.
Practice the skills that will help your clients learn to reach and respond.
Friday
It’s a Wrap! Putting It All Together and Taking It Home
In this highly transparent model, the couple learns to be as articulate about their
cycle and the road to change as the therapist. Listen to tapes of couples who can
expand upon their own experience, and learn about the use of EFT in a psychoeducational program as an adjunct or alternative to therapy.
11
The Power and Practice of Emotionally
Focused Therapy
Elana Katz
J u n e
3 0 - J u l y
4
Jerry Jellison, Ph.D., a professor of social psychology at
the University of Southern California (USC), has held previous
appointments at Duke University and the University of Texas. He
has received multiple awards for excellence in teaching. Jerry’s
engaging and interactive style emphasizes practical skills. As
president, now chairman of the board, of the USC Credit Union,
Jerry helped lead an increase from $2 million to more than $400
million in assets. This real-world experience informs his ideas on
implementing change.
Jerry teaches his practical tools for implementing change to business
professionals at all levels of management worldwide (Asia, Europe, Australia). He is
the author of Overcoming Resistance (Simon & Schuster), Managing the Dynamics
of Change (McGraw-Hill), and the recently published Life After Grad School (Oxford
University Press), a guide for PhDs who want to transition to careers in business.
His client list spans organizations in many sectors, including automotive, consumer,
defense, energy, government, finance/consulting, health care, insurance, organizations
of executives, and technology. Jerry lives with his wife, Lucy, in Solana Beach, CA.
He is an avid cyclist.
C
ommunicate! Communicate! Communicate! This mantra is expected to solve
every interpersonal problem. Surprisingly, this approach actually works
against you when you’re dealing with someone resisting change. Resisters are
happy to communicate and endlessly discuss the pros and cons of the proposed
change. As long as the communication continues, they avoid making the change.
While communication focuses on the cognitive level, it neglects the emotions
(fears) and motivations (self-interest) that are the source of resistance. In
this class you’ll learn a practical set of influence tools to circumvent people’s
resistance.
The Activation toolkit focuses on behavior change as the starting point.
This will ultimately lead to changes in the resister’s emotions and attitudes. OD
professionals and managers can quickly learn simple techniques to help people
start doing things the new way. The tools are applicable to a wide range of change
goals.
When utilized at the level of interpersonal relations, the Activation tools can
quickly improve individual performance, engagement, and teamwork. This same
approach has been used to market products to consumers and to enhance brand
loyalty and customer bonds.
Conceptualizing interpersonal relationships as a behavior exchange process
can transform good relationships into great ones. The exchange model provides
practical insights into the power dynamics between individuals and within groups.
Consultants and managers learn to identify the leverage points to use when they
lack power or authority.
12
After implementing a change, it is also essential to sustain it. At the individual
level this means quickly establishing habits and helping people incorporate
the change into their self-identity. Sustaining change at the organizational level
involves changing the corporate culture by utilizing the Activation toolkit. You’ll
learn simple ways to establish a culture of innovation and build enthusiasm for
continuous change.
Monday
The J Curve Model of Change
• Cognitive, emotional, and behavioral reactions at the 5 stages of change
• Strategic and tactical applications of the J Curve
• Tailoring the J Curve to the specific changes your clients face
• Identifying ways we inadvertently create resistance to change
Tuesday
Influence and Resistance to Change
• Sources of resistance
• Limitations of education and persuasion as influence tools
• Utilizing a ground-up approach to inducing change
• The nature and logic of the Activation techniques
Wednesday
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Putting the Activation Toolkit to Work
Communicating in ground-level language to minimize resistance
Creating a GLIDE path to reach smart goals
Removing the barriers that block new actions
Using the Bamboo Technique to circumvent resistance
Aligning the change with people’s self-interest
Thursday
Change at the Level of Relationships and Groups
• The business of relationships
• Interpersonal power and techniques for gaining leverage
• From good to great relationships
Friday
Creating and Sustaining Organizational Change
• Using change management as a competitive advantage
• Creating a culture of innovation
• Building enthusiasm for sustained change
13
Overcoming Resistance: Practical Tools for
Accelerating Organizational Change
Jerry Jellison
J u n e
7 - 1 1
Richard E. Boyatzis, Ph.D., is Distinguished University
Professor in the Departments of Organizational Behavior,
Psychology, and Cognitive Science at Case Western Reserve
University. Using his Intentional Change Theory (ICT) and
complexity theory, he continues to research sustained, desired
change at all levels of human endeavor: individuals, teams,
organizations, communities, countries, and global change. He is
the author of more than 150 articles on leadership, competencies,
emotional intelligence, competency development, coaching, and management
education. His books include: The Competent Manager; the international best-seller
Primal Leadership, with Daniel Goleman and Annie McKee; Resonant Leadership,
with Annie McKee; and Becoming a Resonant Leader, with Annie McKee and Fran
Johnston. Professor Boyatzis has a BS in Aeronautics and Astronautics from MIT and
an MS and Ph.D. in Social Psychology from Harvard University. Professor Boyatzis
was named one of the top 10 influential international thinkers in 2012 by HR Magazine.
G
reat leaders move us to greatness and inspire us to be at our best and
move beyond it. Although they talk of strategy, they establish an emotional
connection with others called resonance. They are in tune with others around
them. Their own emotional intelligence allows them to create and nurture these
relationships, whether as doctors, nurses, teachers, coaches, managers, or
parents.
The experiences of mindfulness, hope, compassion, and playfulness are
essential to building resonant relationships and renewal of the human organism at
the neurological, hormonal, emotional, and behavioral levels.
Based on decades of research into emotional intelligence competencies
and longitudinal studies in their development, Professor Richard Boyatzis will
lead participants through examples of how to inspire oneself and others through
building more effective relationships and having conversations that inspire us,
and motivate us to be sustainable in our performance and adapt to changing
circumstances.
This course will provide the following:
• A process for developing sustainable improvement in EI, resonant leadership,
and sustaining performance through hope, compassion, mindfulness, and
playfulness.
• An understanding of the psycho-physiological role of the Positive Emotional
Attractor in motivating change.
14
• The understanding that coaching with compassion is effective in helping
people change in sustainable ways, but coaching for compliance is not. And
why it is crucial to the sustainability of the leader or coach as well.
• How to coach others to develop EI, resonant leadership, and to sustainably
change.
Monday
• Resonant and dissonant leadership (exercise)
• Neuro-endocrine processes of chronic stress and the processes of renewal
(exercise)
• The role of hope, mindfulness, compassion, and playfulness in renewal and in
developing and maintaining resonant relationships
• Intentional Change Theory
• The Positive and Negative Emotional Attractors (exercise)
• The experience of compassion
Tuesday
• The experience of personal and shared vision in organizations
• Real Play: Practice coaching to the Positive Emotional Attractor and Creating a
Personal Vision (exercise)
• The role of life and career stages and repeated mid-life crisis (exercise)
Wednesday
• Understanding discontinuities, emergence and complexity theory applied to
sustained, desired change
• Multiple Levels Intentional Change Theory: Dyad, team, organization,
community, country, and global levels (exercise)
• Coaching resonant relationships in dyads and teams (cases)
Thursday
• The role of social identity groups in fostering or inhibiting change (case study,
exercise)
• Positive use of social identity groups in organizational and community change
Friday
• Anticipating and planning for sustained, desired change at multiple levels
• Real Play: Creating a personal Learning Agenda and a Shared Learning Agenda
(exercise)
15
Resonant Leadership, Emotional Intelligence,
and Inspiring Development in Others
Richard Boyatzis
J u l y
7 - 1 1
Tuesday
Rubin Naiman, Ph.D., is clinical assistant professor of
medicine and the sleep and dream specialist at the University of
Arizona’s Center for Integrative Medicine, directed by Dr. Andrew
Weil. He is a leader in the development of integrative medicine
approaches to sleep and dream disorders, integrating conventional
sleep science with depth psychological and spiritual perspectives.
Dr. Naiman is the author of a number of groundbreaking works on
sleep, including Healing Night, Healthy Sleep (with Dr. Weil) and
The Yoga of Sleep, as well as two upcoming books, DreamLife and Integrative Sleep
Medicine (ed.). Dr. Naiman also blogs for Huffington Post and Psychology Today.
His presentations have been described as “brilliant,” “magical,” “truly creative,” and
“simply outstanding.” (See www.DrNaiman.com.)
M
ental health is not just a matter of waking life. Sleep loss, the most
prevalent health concern in the U.S. today, has been strongly linked to
anxiety, depression, obesity, and illness. Although mental health professionals
routinely encounter insomnia in their practices, few are adequately prepared to
address it.
Join world-renowned sleep and dream expert Dr. Rubin Naiman for a
uniquely informative clinical and consciousness-enhancing experience. This
comprehensive program addresses insomnia from a body, mind, and spirit
perspective, integrating complementary and alternative medicine, cognitivebehavioral interventions, and Jungian/archetypal approaches. Through engaging
presentations, in-depth discussions, and personal practices, participants can
expect to gain a rich and practical understanding of sleep and dreams to better
help their clientele as well as themselves.
Monday
An Integrative Approach to Sleep and Dreams
• Objectives, outline, and approach
• Sleep and dream loss: the night fever model
• Sleep loss, inflammation, physical and mental health
The Nature of Sleep and Dreams
• We don’t get sleep because we don’t get sleep
• The science of sleep and REM sleep
• Rhythms: the power of when
16
The Big Picture: Cultural Factors Shaping Our Sleep
• The suppression of night, darkness, and melatonin
• The industrialization of everyday life
• Counterfeit energies and our resistance to rest
Understanding and Evaluating Major Sleep Disorders
• Screening and evaluation of sleep and dreams
• The presentation and etiology of insomnia
• Personal evaluation: describe your “night stand”
Wednesday
Healing Sleeplessness and Insomnia
• The Noise Reduction Model: taking and letting go of something to sleep
• Sleeping pill alternatives: botanicals, nutraceuticals, melatonin
• Managing body, mind, and bed “noise”
Managing Body and Bed Noise
• The body in sleep: gravity, heat, rest practices, stimulus control
• The princess and the pee: what really wakes us up at night?
• Your sleep environment: beds, bedding, and bedrooms
Thursday
Managing Mind Noise
• Thoughts, beliefs, and meta-cognitions around sleep (CBT-I)
• A nonviolent approach to night, sleep, and dreams
• Sleeping together: the night side of relationships
Re-Writing Our Bedtime Story
• The art of spiritual surrender
• Where do you go when you go to sleep?
• Falling in love with sleep again
Friday
Understanding Dreams and Dreaming
• Dream interpretation, relation, and healing
• Bad dreams, nightmares, and shadow work
• The waking dream: re-enchanting everyday life
The United States of Consciousness: Sleep & Dream Lessons for Waking
• Braid Theory: toward a unified consciousness
• What is consciousness?
• On becoming practically conscious
17
Healing Sleep and Dreams
Rubin Naiman
J u l y
7 - 1 1
Bessel van der Kolk, M.D., is a clinical psychiatrist
who has studied the impact and resolution of trauma on human
beings for the past 30 years. His research has ranged from the
developmental impact of trauma to neuroimaging and from memory
processes to the use of EMDR and theater groups in PTSD. He is
professor of psychiatry at Boston University School of Medicine
and medical director of the Trauma Center in Boston, where he
also serves as director of the National Center for Child Traumatic
Stress Community Practice Site. He is past president of the International Society for
Traumatic Stress Studies. He has taught at universities and hospitals throughout
the world. He is author of over a hundred scientific articles, author of Psychological
Trauma, and coeditor of Traumatic Stress.
M
ost people who seek psychiatric care have histories of trauma, chaos, or
neglect. The past two decades have seen an explosion of knowledge about
how experience shapes the brain and the formation of the self. This evolving
science has had profound implications for our understanding of what constitutes
effective intervention. Sadly, most of the knowledge about how trauma affects the
brain and the development of the entire human organism remains to find its way
into the curricula of professional schools.
Advances in the neurosciences, attachment research, and information
processing show how brain function is shaped by experience and that life itself can
continually transform perception and biology. The memory imprints of trauma(s)
are held in physical sensations, bodily states, and habitual action patterns. This
causes the entire human organism to continuously react to current experiences as
a replay of the past.
The earliest form of trauma treatment was to tell other people the story
of what had happened and to find support and validation. However, validation,
insight, and understanding are rarely enough to deal with unspeakable,
intolerable, and unacceptable traumatic experience. Trauma causes people
to remain trapped in the past by leaving deep, ongoing imprints on the entire
organism—from their immune systems to their internal physical rhythms. Neither
words nor compassion suffice in accessing these deep imprints on body and brain.
To overcome the tyranny of the past one needs to learn to befriend one’s
damaged inner world and learn to deal with initially overwhelming sensations and
arousal levels. Hence, recovery requires facing the imprint of trauma on the self as
helpless, enraged, betrayed, ashamed, and endangered. Healing involves dealing
with the defensive efforts that helped ensure survival, but that now keep people
stuck. The cultivation of a deep sense of physical safety and physical mastery
18
is a prerequisite for initiating new ways of perceiving reality and promoting
new behavior patterns, and requires effective ways to deal with the fragmented
memories of the past.
Recovery means bringing the traumatic experience to an end in every
aspect of the human organism. In this course we will explore the role of yoga,
mindfulness, rhythms, EMDR, neurofeedback, sensorimotor therapy, martial arts,
Internal Family Systems Therapy, and theater to help mind, brain, and body to live
fully in the present, rather than staying trapped in the traumatic past.
Monday
Trauma and developmental psychopathology. The acquisition of affect regulation,
attachment, and psychopathology. The breakdown of information processing in
trauma.
Tuesday
Affective neuroscience for thoughtful clinicians. The nature of the threat response,
attention, and concentration. Lessons from neuroimaging and psychophysiology.
Wednesday
Recognition and treatment of survival action patterns. Assessment, treatment
planning, stabilization techniques, and trauma processing. Neural plasticity and
rewiring brain circuitry.
Thursday
Specific stabilization and trauma processing techniques, including EMDR,
touch, yoga, improvisational techniques, chi qong in the treatment of learned
helplessness and dissociation.
Friday
From fight/flight to being alive to the present—integration of traumatic memories,
including group and theater approaches.
19
Frontiers of Trauma Treatment
Bessel van der Kolk
J u l y
1 4 - 1 8
Richard Schwartz, Ph.D., long associated with the Institute
for Juvenile Research at the University of Illinois-Chicago and with
The Family Institute at Northwestern University, has dedicated
more than 25 years of service to troubled families and individuals.
As one of the leading figures in the study of human systems,
he has developed the Internal Family Systems (IFS) Model of
Psychotherapy™, which has become one of the fastest-growing
approaches to psychotherapy today. Dr. Schwartz founded and
directs The Center for Self Leadership in Oak Park, Illinois, and lectures worldwide.
He is coauthor of the most widely read family therapy textbook, is a fellow of the
AAMFT, and a member of the editorial board of four professional journals. As a
teacher, he is known for his warmth and clarity and for creating safe and empowering
learning environments.
This workshop is designed for therapists with little exposure to IFS as well
as those who know the basics of IFS, but have trouble when clients resist, have
particularly difficult parts, or when it comes to using the model with couples or
larger systems. We will begin with an overview of IFS and then move on to the
deeper exploration of issues that arise during treatment. This course will also
provide the opportunity to participants to identify and work with the parts of
themselves that interfere in their relationships with clients. The workshop will
be a balance of lectures, demonstration, and experiential exercises. Optional IFS
coaching sessions will be held 12:30-2:00 on Tuesday, Wednesday, and Thursday.
Monday
Introduction to IFS and overview of the process of IFS therapy
Tuesday
T
he Internal Family Systems Model is a method of therapy which fosters
transformation, gently, quickly, and effectively. It views multiplicity of
mind as our natural state and our “parts” as sub personalities that may be
healed and transformed by bringing the Self into its rightful role as leader of
the internal system. The Self, a core of valuable leadership qualities, is our true
nature—compassionate and loving. Although IFS has been most widely used as a
treatment for trauma, it is a flexible model that provides abundant opportunities
for application. IFS advances treatment in several areas: First, by showing
respect and appreciation for the client’s protective parts, it reduces resistance
and backlash. Second, it helps clients fully unburden the extreme beliefs and
emotions they accrued from their traumas. Third, affect is regulated in a simple
and effective way so that clients are not overwhelmed during sessions. Fourth,
because it is the client’s Self that is leading in the healing, transference is reduced
and clients do much of the work on their own, between sessions. Fifth, IFS gives
therapists practical ways to understand and work with their countertransference
so they can remain in the open-hearted state of Self leadership with clients. Sixth,
it frees therapists from the role of trying to police clients’ symptoms like suicide,
eating disorders, addictions, and self-mutilation. Seventh, therapists are free to
be themselves, without having to be clever or controlling, and come to enjoy
partnering in the fascinating and sacred process that naturally unfolds as clients
heal themselves.
20
Working with resistant clients and/or difficult parts
Wednesday
IFS applied to couples
Thursday
IFS applied to groups, families, and larger systems
Friday
How to work with parts of the therapist that interfere with IFS therapy
Internal Family Systems Workshop
Richard Schwartz
J u l y
1 4 - 1 8
Stephen Porges, Ph.D., is professor of psychiatry at
the University of North Carolina. He is professor emeritus at the
University of Illinois at Chicago, where he directed the Brain-Body
Center, and at the University of Maryland, where he chaired the
Department of Human Development and directed the Institute for
Child Study. His 200+ peer-reviewed articles cross many disciplines,
from anesthesiology to ergonomics, from neurology to space
medicine. A former president of the Society for Psychophysiological
Research and of the Federation of Behavioral, Psychological, and Cognitive Sciences,
he is a former recipient of a National Institute of Mental Health Research Scientist
Development Award. His Polyvagal Theory links the evolution of the vertebrate
autonomic nervous system to the emergence of social behavior. Dr. Porges lectures
throughout the world about the Polyvagal Theory and its clinical applications. He is
the author of The Polyvagal Theory: Neurophysiological Foundations of Emotions,
Attachment, Communication, and Self-Regulation (Norton, 2011) and is currently
writing a book on the topic of this workshop.
S
afety is critical in enabling humans to optimize their potential. The
neurophysiological processes associated with feeling safe are a prerequisite
not only for social behavior but also for accessing both the higher brain structures
that enable humans to be creative and generative and the lower brain structures
involved in regulating health, growth, and restoration. The Polyvagal Theory
explains how social behavior turns off defenses and promotes opportunities to feel
safe. It provides an innovative model to understand bodily responses to trauma
and stress and the importance of the client’s physiological state in mediating the
effectiveness of clinical treatments. From a Polyvagal perspective, interventions that
target the capacity to feel safe and use social behavior to regulate physiological
state can be effective in treating psychological disorders that are dependent on
defense systems.
In this workshop, through presentations, experiential exercises, and class
discussion, participants will learn:
• The principles and features of the Polyvagal Theory and how to apply it in a
clinical setting
• How the Polyvagal Theory can demystify several features related to stressrelated illnesses and psychiatric disorders such as PTSD, autism, depression,
and anxiety
• What the Social Engagement System is and how the brain-face-heart
connection evolved
• How deficits in the regulation of the Social Engagement System relate to the
core features of several psychiatric disorders
22
• Insight into how neural process evaluates risk in the environment and triggers
adaptive neural circuits which promote either social interactions or defensive
behaviors
• How the Social Engagement System is compromised by stress and trauma and
how to reset it
Monday
The Polyvagal Theory
• Evolutionary changes and adaptive functions in the autonomic nervous system
• Humans retain a phylogenetically ordered response hierarchy to challenges
• The discovery of the three neural platforms that provide the neurophysiological
bases for social engagement, fight/flight, and shutdown behaviors
Tuesday
Social Engagement System and Psychiatric and Behavioral Disorders
• A description of the “face-heart” connection that forms a functional social
engagement system
• How our facial expressions, vocalizations, and gestures are regulated by neural
mechanisms that are involved in regulating our autonomic nervous system
Wednesday
Neuroception: Detecting and Evaluating Risk
• How our social and physical environment triggers changes in physiological state
• Understanding that adaptive physiological reactions may result in maladaptive
behaviors
• Immobilization without fear
• Play as a neural exercise
• Listening as a neural exercise
Thursday
Demystifying Biobehavioral Responses to Trauma and Abuse
• Fight/flight and immobilization defense strategies
• Adaptive function of immobilization and the associated clinical difficulties
• How the stresses and challenges of life distort social awareness and displace
spontaneous social engagement behaviors with defensive reactions
Friday
Applying the Polyvagal Theory in Clinical Settings
• Understanding auditory hypersensitivities
• State regulation as a core feature of psychiatric disorders
• Deconstructing features of autism and PTSD
• Strategies to explain disruption and repair of symbiotic regulation
• Identifying social cues that disrupt or repair defensive reactions
23
Clinical Applications of the Polyvagal Theory:
The Transformative Power of Feeling Safe
Stephen Porges
J u l y
1 4 - 1 8
George McCloskey, Ph.D., is a Professor and Director
of School Psychology Research in the Psychology Department of
the Philadelphia College of Osteopathic Medicine. He frequently
presents at national, regional, and state meetings on cognitive
and neuropsychological assessment and intervention topics. Dr.
McCloskey consults with a number of school districts and individual
clients in Pennsylvania, New York, and New Jersey on issues
related to assessment and intervention of learning disabilities. Dr.
McCloskey has authored several book chapters on cognitive assessment and learning
disabilities and is the lead author of Assessment and Intervention for Executive
Function Difficulties and Essentials of Executive Function Assessment. Dr. McCloskey
also has been involved in test development and publishing activities for more than
25 years. He directed the development of the KTEA while at AGS and the WISC-IV
Integrated while with The Psychological Corporation. He served as a Senior Research
Director and the Clinical Advisor to the Wechsler Test Development Group for The
Psychological Corporation and Associate Director of Test Development for AGS.
Case studies of children and adolescents demonstrating executive function
difficulties will be discussed throughout the presentation.
Monday
•
•
•
•
•
Executive Functions: What they are and what they are not
A comprehensive model of Executive Functions
Development of executive functions during childhood and adolescence
Executive Functions and Clinical Diagnoses
Executive Functions in the classroom, the community, and the home
Tuesday
• Learning vs. Producing: The nature of producing disabilities in children
• Assessing Executive Functions
Part 1: EF and Cognition
Part 2: EF and Academic Skills
Wednesday
T
his presentation will provide a comprehensive perspective on definition,
assessment and interventions for child and adolescent executive function
difficulties.
Among the topics covered will be: (1) a functional, multidimensional
definition in the form of a comprehensive model of executive functions; (2)
how executive function use varies based on domains of functioning (perception,
emotion, thought and action); (3) how executive functions vary based on arena
of involvement (intrapersonal, interpersonal, environment, symbol system); (4)
the various roles of executive functions in classroom learning and production
and everyday behavior; (5) the relationship of executive functions to childhood
psychopathology and clinical diagnostic categories; (6) a multidimensional
framework for assessing the executive function capacities of children and
adolescents; (7) student and teacher classroom observation methods for
improving academic production and classroom management; (8) a model for
conducting functional behavior assessments and developing behavior support
plans that are based on current knowledge of executive functions and cognition
and their mediating effects on the connection between antecedents and behaviors;
the EF-driven FBA model helps to frame the problem and the intervention in
non-punitive, goal-oriented statements that can be monitored for effectiveness
of outcomes; (9) intervention strategies that vary based on a continuum from
degree of external control to degree of internal self-regulation; (10) the planning,
implementation, and outcome assessment of school-, clinic-, and home-based
interventions designed to deal with child and adolescent executive function
difficulties.
24
• Assessing Executive Functions
Part 3: EF and Social/Emotional Functioning
Part 4: EF and Adaptive Functioning
Thursday
• Interventions for executive function difficulties
Part 1: Strategies for providing external guidance
Friday
• Interventions for executive function difficulties
Part 2: Strategies for helping develop internal self-regulation
Part 3: Strategies for improving classroom assessment methods
25
Assessment and Intervention for Child and
Adolescent Executive Function Difficulties
George McCloskey
J u l y
2 1 - 2 5
Gervase R. Bushe, Ph.D., is the Professor of Leadership
and Organization Development at the Beedie School of Business,
Simon Fraser University in Vancouver, Canada. He is internationally
known for his research and consulting augmenting the Appreciative
Inquiry method and, with Bob Marshak, the development of
Dialogical Organization Development. He is also known for his book
Clear Leadership, which has been translated into 6 languages (with
more to come), and the Clear Leadership course, which is delivered
by over 100 certified facilitators around the world. For more than 30 years Gervase
has combined consulting and research to produce both award-winning academic
articles and award-winning change projects. His work has focused on the design and
leadership of collaborative organizations, the development of executive teams, and
processes of transformational change. Gervase received his Ph.D. in Organizational
Behavior from Case Western Reserve University. His memberships include the NTL
Institute of Applied Behavioral Science, a GOLD Associate with the Center for Creative
Leadership, and partnerships with a number of consulting firms around the world.
I
n this workshop Gervase Bushe will share his decades of experience translating
his knowledge of T-groups, consulting, and managerial training into models and
learning processes that produce transformational outcomes in 9-5, onsite training
courses in public, private, corporate, and nonprofit organizations.
The Clear Leadership model is based on the idea that the key to leading and
working in collaborative systems is the ability to create and sustain partnership
with others—where participants are jointly committed to the success of the
process or project they are engaged in. This course brings together social
constructivism, family systems therapy, gestalt therapy, organization development,
applied social psychology, and constructivist-developmental theory in a way
that provides immediately useful techniques for anyone wanting to improve
collaborative working relationships.
During this provocative and engaging workshop you will learn the underlying
theory and practice of how “leadership training,” masquerading as a skill-building
course, can be a personal growth experience that makes leaders and professionals
more effective in their working relationships. It will challenge the conventional
wisdom that training can’t create real change and personal growth courses can’t
be run inside companies. More than 90 percent of the thousands of managers in
North America and Europe who have taken the Clear Leadership course rate it as
more or much more than they expected; a large number call it life-altering. A study
in the Journal of Management Development documented a more than 90 percent
transfer of training as rated by peers of trainees.
26
This workshop will be useful to both people familiar with the Clear
Leadership model and those who are not. It will be of interest to all psychologically
oriented professionals who want to increase their effectiveness as organizational
consultants, coaches, and trainers.
Monday
Why Collaboration Fails
• Sense-making and interpersonal mush
• The ways well-intentioned leaders destroy partnership and collaboration
• A new way of thinking about how people learn from experience together
• The centrality of self-differentiation for sustaining effective partnerships
Tuesday
Core Skills for Collaboration — 1
• What it means to be self-aware at work
• Skillful transparency—not openness and honesty
• The Skill Group experience: laboratory education inside organizations
Wednesday
Core Skills for Collaboration — 2
• The solution to reactivity
• How to change others
• Deepening insight in Skill Group processes
Thursday
Learning from Collective Experience
• Integrating the core skills
• Organizational learning conversations
• More deepening insight in Skill Group processes
Friday
Linking Theory and Practice for Real Change
• Creating space for developmental learning in organizations
• Catalyzing psychological development while maintaining people’s dignity
• Transformational processes to support collaborative organizations
27
A Look under the Hood at Clear Leadership: A Training
Program that Transforms People and Organizations
Gervase Bushe
J u l y
2 1 - 2 5
Jason Luoma, Ph.D., is director of the Portland
Psychotherapy Clinic, Research, and Training Center in Portland,
Oregon, a unique research and training clinic where all profits go
to fund scientific research. In addition to directing the center and
conducting research, he maintains a clinical practice focused on
helping people who suffer from chronic shame, self-criticism, and
low self-esteem. Dr. Luoma has been studying ACT for about 15
years and spent four years at the University of Nevada, Reno, studying ACT with its
creator, Dr. Steven Hayes. Dr. Luoma is an internationally recognized trainer in ACT,
former chair of the ACT Training Committee, and president-elect of the Association for
Contextual Behavioral Science. He is author of Learning Acceptance and Commitment
Therapy, one of the best-selling ACT books for therapists. He has conducted research
on interventions for shame and stigma for over a decade and recently published the
first randomized trial of an ACT approach to shame in the Journal of Consulting and
Clinical Psychology.
S
hame is an important part of the clinical picture for many clients, particularly
those who are struggling with chronic depression, anxiety, substance use
problems, or eating disorders or those who are dealing with multiple stigmas.
Until very recently, few research-based interventions have been available to guide
clinicians in treating chronic shame. However, new research into shame is finally
beginning to identify effective interventions to help therapists navigate this difficult
landscape. One such intervention is Acceptance and Commitment Therapy (ACT).
In an ACT approach to shame, rather than trying to reduce or eliminate shame,
psychological acceptance techniques encourage clients to notice shame and other
difficult feelings more fully, while reducing their conditioned link to problematic
action, such as avoidance behavior. Negative self-judgments such as “I’m damaged
goods” or “I am broken” are addressed by cognitive defusion: noticing the
process of thinking, letting go of attachment to the literal content of thoughts,
responding to thoughts in terms of the workability of behavior tied to them, and
then shifting attention toward values-based actions. Finally, perspective-taking
work allows for the development of values-based and compassionate perspectives
on self that serve as an alternative to shame and self-criticism.
28
In this workshop, participants will have the opportunity to observe,
experience, and practice a variety of defusion, acceptance, mindfulness, and
perspective-taking interventions designed to target chronic shame. We will start
with a focus on the attendees’ self-critical dialogue and on learning kindness
from the inside-out. We will then progress to an understanding of ACT theory
and how that guides the development of a more flexible perspective and greater
self-compassion. The latter part of the workshop will focus on hands-on practice.
Therapists can expect to walk away with an increased experiential and practical
understanding of how to use acceptance, mindfulness, perspective taking, and
values interventions with clients suffering from chronic shame and self-criticism.
Monday
Overview of theoretical model of shame; creating experiential awareness of
judgment, classification, and shame
Tuesday
ACT model of self, experiencing self-focused interventions in client role
Wednesday
Overview and application of the ACT model as it applies to shame and self-criticism
Thursday
Chair work as a foundation in developing flexible perspective-taking–practicing in
small groups
Friday
Continued experiential practice, case conceptualization, and setting personal goals
for further development
29
An ACT of Compassion: Acceptance and Commitment
Therapy for Chronic and Persistent Shame
Jason Luoma
J u l y
2 1 - 2 5
Monday
Amy Weintraub, author of Yoga Skills for Therapists (Norton,
2012) and Yoga for Depression (Broadway Books, 2004) is the
founding director of the LifeForce Yoga Healing Institute and a
leader in the field of Yoga and mental health. She has an MFA, is
trained in Internal Family Systems, and holds the highest level of
Yoga certification, E-RYT 500. She offers professional trainings in
LifeForce Yoga® for Mood Management and speaks at medical
and psychological conferences internationally. Amy is involved in
ongoing research on the impact of Yoga on mood. Her evidence-based Yoga protocol
for managing mood is used in health care settings around the world and is featured
on a number of audio-visual products, including the award-winning LifeForce Yoga
to Beat the Blues DVDs. She maintains an archive of news and research on her web
site, yogafordepression.com.
W
estern science is beginning to corroborate what Yogis understood 5,000
years ago. Using the laboratory of their bodies and their minds to work
with their moods, Yogis gave us a prescription for maintaining optimal mental
health. We’ll explore this ancient wisdom with attention to current research done
by Woolery, Kamoi, Becker, Telles, and many others, learning evidence-based
aspects of Yoga appropriate for a clinical setting. These include body sensing,
sound, breath, imagery, meditation, and affirmations that arise from the client’s
authentic experience of self. And we’ll practice ways you can introduce Yogic
techniques in the treatment room—neither mat nor touch necessary! You’ll learn
evidence-based Yogic strategies to help clients focus, relax, and have greater
access to feeling states. These practices can provide an alternative or adjunct
treatment for clients who are not responding to medication or have received only
so much relief from cognitive restructuring strategies. In the process of learning
Yogic techniques to help clients manage their moods and increase self-efficacy, you
will also be practicing tools for self-care.
This workshop is designed for all levels of mental health and Yoga
practitioners, including beginners. Every day will include easy and accessible
movement, Yogic breathing, and meditation or guided relaxation. Along with
didactic components and practice, the format will include emotional process from
a Yoga perspective. At the end of most mornings, you will have an opportunity to
lead a “client” in a brief self-soothing or energizing practice as you work with your
peers in dyads. Yoga mats and chairs will be provided. Bring your own props.
30
The Safe Container
• Yogic tools to foster the therapeutic alliance and client self-acceptance
• Principles of Yoga for the Emotional Body
• An evidenced-based overview of Yogic strategies for maintaining optimum
mental health
• A review of current scientific literature supporting Yoga as a treatment in
mental health care
Tuesday
Beyond Mindfulness
• Identifying predominate mood through analysis of current breathing pattern
• Three evidence-based Yogic breaths and a simple meditation to calm and focus
the anxious mind
• Three evidence-based Yogic breaths and two simple meditation techniques to
clear the mind and lift the mood
• Yogic technique to interrupt panic attack
Wednesday
Giving the Mind a Bone
• Meditation techniques effective with OCD and anxiety disorders
• Address negative self-talk and the seeds of self-loathing with a Yogic non-dual
self-inquiry strategy that incorporates Yogic breathing, imagery, and clientcreated affirmation
• LifeForce Yoga® Chakra Clearing Meditation (Energizing)
Thursday Grief in the Tissues
• Yoga as an adjunct treatment for PTSD
• Body sensing
• Trauma releasing exercises: How Yoga informs somatic psychology
• LifeForce Yoga® Chakra Clearing Meditation (calming)
• Yoga Nidra (iRest): An evidence-based protocol effective for managing mood
and PTSD, as developed by Richard Miller, PhD and as used with soldiers
returning from Iraq and Afghanistan experiencing post-traumatic stress disorder
Friday Beyond Self-Efficacy
• Postures of empowerment: Simple inversions—heart-opening backbends
• Application: Distinguishing those techniques appropriate for a clinical practice
• Community Network: Yoga teachers and Yoga therapists in your community—
workshops and referrals
31
LifeForce Yoga: Empower Your Clients To
Manage Their Moods
Amy Weintraub
J u l y
2 8 - A u g u s t
1
Monday
Toni Herbine-Blank, MS RN, CS-P, a senior trainer for
The Center for Self Leadership in the Internal Family Systems (IFS)
model of psychotherapy, has earned a reputation as an experienced,
compassionate, and empowering group facilitator. She develops
and presents trainings, workshops, and retreats, and has created
an in-depth curriculum to train therapists in IFS couples therapy.
Drawing on 20 years as a couples therapist and her 18-year
marriage to best friend and partner Jordan Blank, she brings humor,
depth, and skill to all her workshops and training programs.
I
ntimacy from the Inside Out™ is a model of couples therapy that draws
primarily from the Internal Family Systems model of psychotherapy but also
includes aspects of psychodynamic theory, systems thinking, and neuroscience.
Intimacy from the Inside Out (IFIO) is an experiential model born out of a
desire to carry the concepts of IFS into a relational setting and to use the intimate
relationship itself as a vehicle for growth and healing of the individual, as well as
the couple. This work assumes that each of us has access to an inward spiritual
presence that supports the notion that human beings are resilient and have inner
resources of self-love and self-regulation. It is a non-pathologizing approach that
helps people make sense of their life experience in a safe and collaborative way.
In IFIO therapy, each member of the couple is invited into a process that
leads to a self-compassionate and secure relationship with him or herself. This
then makes it possible to stay connected with oneself and one’s partner even in
times of stress and relational rupture. The application of the model moves between
fostering internal attachment work and doing relational work between partners.
Inviting the exploration of each partner’s individual inner life supports couples in
envisioning a lively dance that includes communicating well, repairing inevitable
rupture, and making room for the needs of both individuals, as well as the needs
of the relationship and the authentic heartfelt connection.
Using lecture, experience, and video demonstration, this introductory
workshop will include a brief overview of Internal Family Systems Theory and a
deeper exploration of how Intimacy from the Inside Out can be an effective tool for
helping couples change their relationships.
32
Introduction to Internal Family Systems Theory: Parts and Self
Introduction to Intimacy from the Inside Out: Learn ways to safely invite
couples to change their focus on their partner as redeemer or wounder to
exploring their feelings and responses from the Inside Out. Recognize how healthy
differentiation is a path to deeper heartfelt connection.
Tuesday
Interrupting Conflictual and Repetitive Cycles of Interaction
Understand how the protective system in each person is in response to his or
her deeper feelings and needs, and how these feelings unconsciously motivate
behaviors. Learn ways to help couples break repetitive patterns that keep them
feeling isolated and alone.
Wednesday
Courageous Communication
Explore why communicating well is so difficult but is the key getting needs met.
Experience ways to help couples reach a state of optimal neural regulation, which
is necessary to begin moving their conversations from content to process, from
protection to vulnerability. Thursday
Who’s Afraid of Shame in Couples Therapy?
Counter transference in the consultation room. When you’re stuck, is it them or
is it you? Learn how to navigate your own inner complexities and continue to hold
your seat with highly reactive couples.
Friday
Intrapsychic Work in Couples Therapy
How to make individual work in couples therapy safe and effective. Wrap up,
question and answer. Next steps.
33
Intimacy from the Inside Out: Integrating the
Interpersonal and the Intrapsychic in Couples Therapy
Toni Herbine-Blank
J u l y
2 8 - A u g u s t
1
Janina Fisher, Ph.D., is a licensed clinical psychologist and
instructor at the Trauma Center, an outpatient clinic and research
center founded by Bessel van der Kolk. Known for her expertise as
both a clinician and consultant, she is also an EMDR International
Association Continuing Education Provider, a faculty member of
the Sensorimotor Psychotherapy Institute, past president of the
New England Society for the Treatment of Trauma and Dissociation,
and a former instructor, Harvard Medical School. Dr. Fisher
has been an invited speaker at the Cape Cod Institute, Psychotherapy Networker
Symposium, Harvard Medical School Conference on Women and Summer and Winter
Conference Series, EMDR International Association Annual Conference, University
of Oslo, University of Wisconsin, the University of Westminster in London, the
Psychotraumatology Institute of Europe, and the Esalen Institute. Dr. Fisher lectures
and teaches nationally and internationally on topics related to the integration of the
neurobiological research and newer trauma treatment paradigms into traditional
therapeutic modalities.
Learning Objectives
• Identify the neurobiological purpose and effect of shame
• Describe the role of shame and self-loathing in traumatic experience
• Discriminate negative cognitive schemas, self-esteem, and shame
• Utilize therapeutic mindfulness to address shame-related issues in treatment
• Discuss the use of Sensorimotor Psychotherapy to treat the cognitive effects of
shame
• Identify Sensorimotor interventions for shifting the emotion of shame
• Utilize right-brain-to-right-brain interventions to foster self-compassion
Monday
The neurobiological legacy of trauma: how mind and body survive threatening
experience
Tuesday
The role of shame: submission, procedural learning, and learned helplessness
T
herapists and clients routinely confront the insidious impact of shame on
the client’s ability to find relief and perspective after trauma. Progress in the
treatment or greater success in life evoke shame and self-judgment rather than
pride. Feelings of worthlessness and inadequacy interfere with receiving positive
experiences or feedback. Increased ability for self-assertion or boundary-setting
gets undermined by belief systems about worth and deserving. Perfectionistic
tendencies not only generate fear but also confirm feelings of inadequacy and
defectiveness. Despite the therapist’s best efforts, shame and self-hatred can be
entrenched and unshakeable, undermining the treatment and compromising the
client’s quality of life.
This workshop will introduce participants to a model for understanding
shame from a neurobiological perspective. In this view, shame and perfectionism
are seen as survival strategies driving somatic responses of hypervigilance,
automatic obedience, and “total submission.” Using lecture, videotape,
experiential exercises, and demonstration, participants will be introduced to
Sensorimotor Psychotherapy, a body-oriented talking therapy, as a treatment
for trauma-related shame and self-loathing. This conceptual model and related
sensorimotor interventions are easily integrated into any treatment modality,
allowing these issues to become an avenue to transformation rather than a source
of stuckness.
34
Wednesday
Challenging shame and self-loathing in the treatment of trauma
Thursday
Body-centered interventions for shame-related disorders
Friday
Right-brain-to-right-brain communication: fostering self-compassion to transform
shame-based states
35
Transforming Trauma-Related Shame and Self-Loathing
Janina Fisher
J u l y
2 8 - A u g u s t
1
Chris Worley, Ph.D., is an acknowledged researcher,
consultant, teacher, and author in the fields of organization agility,
organization development, and organization design. As a Senior
Research Scientist at the Center for Effective Organizations at
USC’s Marshall School of Business and Professor of Management
at Pepperdine University’s Graziadio School of Business and
Management, he works with organizations on strategy formulation
and implementation, organization design, and large-scale
organization change. His clients include Fortune 500 companies in technology,
retail, and financial services as well as leading organizations in health care and the
public sector.
Dr. Worley is coauthor of Management Reset, Built to Change, Integrated
Strategic Change, and six editions of Organization Development and Change,
the leading textbook in the field. He is currently writing The Agility Factor, to be
published in early 2014. His articles have appeared in many of the leading journals,
and he received the 2012 Douglas McGregor “Best Paper” award from the Journal
of Applied Behavioral Science. In addition to his Ph.D. in strategic management from
the University of Southern California, he holds two masters degrees and a bachelors
degree. Chris and his wife, Debbie, live in San Juan Capistrano, CA, and are learning
to be empty nesters.
E
very organization faces periods of discontinuity that require transformation.
In response, they adopt change-management practices that set new
objectives and define strategic initiatives intended to better align the organization
to future marketplace demands. Research and experience suggest that these
transformations often work well enough to ensure survival but rarely meet their
performance objectives. Even as organizations face clear challenges to be more
agile and changeable, they are stuck with design principles, change-management
technologies, and cultures that encourage stability and favor the status quo. Weary,
battered, and bruised from the effort, and in the face of continued marketplace
shifts, leadership reluctantly realizes that they have to go through the whole
process again.
Unfortunately, the goal of transformation is usually “to adapt”; it is rarely “to
become adaptable.”
Organization development (OD), a field dedicated to change and learning,
ought to be “front and center” in these transformations. OD was, after all,
a leading driver in the transformation to more profitable, high-involvement
organizations. Today, however, concerns over talent management, engagement, and
globalization, among others—all important issues—eclipse what should be the
issue of the day: adapting to unrelenting change.
36
This course presents and explores a new, research-based model of
organization agility and the change processes required to develop them. Agile
organizations—organizations capable of making timely, effective, and sustained
changes—are seven times more likely to have above-average performance over
long periods of time than traditional firms. Agile organizations are a prerequisite
of sustainability and, together, represent a blueprint for OD practitioners to change
the world again.
Monday
• Organization Development (OD) Changed the World
• A Brief History of Organizations—The Third Management Reset
• Defining the “New Normal”
Tuesday
• There is No Sustainability without Agility
• The Agility Pyramid
• The Role and Importance of Good Management
Wednesday
• The Routines of Agility
• Building New Capabilities
Thursday
• The ITSS Principle and the Transformation to Agility
• High Impact Interventions
Friday
• OD Can Change the World . . . Again
37
Agility and Sustainability: How Organization
Development Can Change the World . . . Again
Chris Worley
J u l y
4 - 8
Tuesday
Margaret Wheatley, Ed.D., has 40 years of experience
working on leadership on all continents and with all varieties of
organizations. She has published seven books, beginning with
her pathbreaking Leadership and the New Science in 1992. Today,
Meg is challenging leaders to a noble role: Do we participate in
the descent, or do we ennoble our roles by using our power to
champion the human spirit? This seminar is based on her most
recent book, So Far from Home: Lost and Found in Our Brave New
World (Berrett-Koehler), which describes how we ended up in a world no one wants,
a harsh, destructive world that’s emerged in spite of our best efforts to change it.
Facing our current reality free from denial, she invites us to take on a new role for
ourselves, as warriors for the human spirit..
L
eaders face a pivotal choice. Do we continue to participate in the
degeneration of human capacity that’s taking place? Or do we use our
influence and power on behalf of those values and practices that support people,
acting as warriors for the human spirit? In Tibetan, “warrior” means one who is
brave, brave enough to never use aggression and fear to accomplish their ends.
An ancient Tibetan prophecy states, “There comes a time when all life on Earth is
in danger. Great barbarian powers have arisen. . . . In this era, when the future of
sentient life hangs by the frailest of threads, the warriors emerge.”
Through discipline, dedication, and connection, we warriors bravely embody
life-affirming values and practices, counteracting the beliefs and behaviors that
are life-destroying. As leaders, citizens, and parents, we bravely choose to act in
contrast to the destructive dynamics of this time. We use our skills to create islands
of sanity in the midst of a wild and destructive sea.
As a Lost Culture, How Do We Get Unlost?
People lost in the wilderness and cultures on the decline exhibit the same
behaviors: they hold on to their old maps, denying the overwhelming evidence that
they’re lost. Their actions become more desperate, demanding, and unproductive.
Getting “unlost” is the recognition that “we’re not lost, we’re right here.” From
there, we can open to the information all around us, create new maps, and find
our way out of the wilderness.
Wednesday
“The Cause of Problems Is Solutions”
Even though complex problems require thoughtful deliberation, we have
descended into a culture of blame and knee-jerk solutions that only create more
problems and more antipathy. As leaders, we must create the conditions for wise
problem-solving. We will explore two well-developed processes that yield deep
insight and strong relationships, thus providing the means to truly solve complex
problems.
Thursday
Creating Islands of Sanity
Leaders dedicated to creating environments that value people’s participation,
contributions, and creativity have to work on many fronts. They must create buffers
against the larger system’s demands for increased control. They must counteract
distraction and the pressures of no time. They must deal with overwhelm and
exhaustion in themselves and others. Yet the rewards for creating these islands
of sanity are immense: people remember what it means to use our full range of
human capacities on behalf of making a contribution.
Friday
Monday
Global Dynamics Impacting Leadership
Three dynamics seriously impact leadership: no time, distraction, burgeoning
bureaucracy. In a climate of fear and anxiety, they rob us of the very human
capacities we most need: thinking, visioning, relating, moral judgment. As these
societal dynamics destroy potential and the future, leaders must actively buffer
these dynamics to restore our best human capacities.
38
Preserving and Sustaining Ourselves
What is your practice for maintaining center, knowing ground, feeling peace? No
leader can persevere through these challenges without a deliberate and disciplined
practice for cultivating these qualities. And we must support one another like never
before.
39
Leaders as Warriors for the Human Spirit
Margaret Wheatley
A u g u s t
4 - 8
Linda Graham, M.F.T., has a full-time private psychotherapy
practice in the San Francisco Bay Area and leads trainings
nationwide on the emerging integration of relational psychology,
mindfulness, and neuroscience. She is the author of Bouncing
Back: Rewiring Your Brain for Maximum Resilience (New World
Library, 2013) and publishes a monthly e-newsletter, Healing
and Awakening into Aliveness and Wholeness, archived at
www.lindagraham-mft.net.
D
ealing effectively with challenges and crises in life is the core of resilience
and well-being. Helping clients develop flexible and adaptive strategies for
coping with everyday disappointments and extraordinary disasters is the heart of
the therapeutic process. Helping clients harness the brain’s own mechanisms of
change to rewire coping strategies that are defensive, dysfunctional, and blocking
of growth, and to encode new more flexible patterns of response, is the focus of
this workshop.
Modern neuroscience is teaching us how to use the brain’s innate
neuroplasticity to rewire coping behaviors, even when they are seemingly “stuck”
and intractable. Clinicians will learn through didactics, experiential exercises,
and group discussions which tools and techniques of brain change best help
clients use their own self-directed neuroplasticity to: reverse the impact of stress
and trauma; regulate surges of emotions to come out of anxiety, depression,
grief, loneliness, guilt, and shame; deepen the self-compassion and empathy
that connect them to their inner resources; overcome resistance and strengthen
the resonant relationships that foster the perseverance that develops resilience;
and shift their perspectives through mindful awareness and reflection to discern
options and make wise choices.
Participants will learn to apply these tools and techniques, which underlie the
therapeutic modalities they may already be familiar with—Internal Family Systems,
Sensorimotor Psychotherapy, AEDP, DBT, and EFT—to help clients strengthen the six
Cs of Coping—Calm, Compassion, Clarity, Connections, Competence, and Courage—
and recover the natural resilience that supports well-being and flourishing.
Clinicians will also learn to apply these tools to their own brain as self-care to
avoid compassion fatigue and burnout.
Monday
Basics of Neuroscience of Resilience
• Evolutionary context
• Impact of conditioning, including early attachment experiences, on resilience
• The power of lifelong neuroplasticity and neural deconsolidation40
reconsolidation to create new neural pathways and rewire traumatic memories
• Executive functions of the pre-frontal cortex—the brain’s CEO of resilience
• Practices that accelerate brain change
Tuesday
Somatic Intelligence
• Body-based tools to regulate the nervous system and automatic survival
responses, antidote the brain’s negativity bias, manage surges of emotions and
prime the brain’s plasticity-receptivity to learning
• Use of the brain’s neurotransmitters to return the body-brain to its natural
physiological equilibrium
Wednesday
Emotional Intelligence
• Practices to cultivate positive emotions and positivity portfolios that create a
“left shift” in the brain, strengthening the brain’s “approach” stance toward
learning
• Use neural deconsolidation-reconsolidation to heal toxic shame and retire the
inner critic
• Exercises to manage signal anxiety when facing the new or the unknown;
“do one scary thing a day” to recondition the brain toward openness to new
learning and coping
Thursday
Relational Intelligence
• Teach clients to activate their brain’s resonance circuit to strengthen their
internal secure base and create the conditions for therapeutic change
• Teach clients skills of social engagement and resonant relationships—setting
limits and boundaries, repairing ruptures, resolving conflicts, negotiating
change—that allow them to navigate their world with skill and love
Friday
Reflective Intelligence
• Practices of mindfulness—reflective awareness—that strengthen the brain’s
response flexibility that leads to therapeutic change
• Focused attention to pause, notice, and name
• Mindful reflection to step back, disentangle, unpack thoughts, emotions, belief
systems, states of being
• Monitor and modify to shift perspectives, discern options, choose new
responses wisely
• Epiphanies to discover the essential goodness of our true nature
• Learning model of creating procedural competencies
41
Bouncing Back: Rewiring the Brain for Resilience
and Well-Being
Linda Graham
A u g u s t
4 - 8
T. Flint Sparks, Ph.D., is a Zen priest and clinical
psychologist with over 35 years of practice as a psychotherapist.
His specialty in Behavioral Medicine led him to work as the Research
Coordinator and senior therapist alongside Carl and Stephanie
Simonton, pioneers in the field of holistic cancer care. He later
directed the Cancer Self Help Program at Presbyterian/St. Luke’s
Hospitals in Denver and became a consultant to hospitals and
clinics throughout the United States. Beginning his formal Zen
training at the San Francisco Zen Center, he later founded the Austin Zen Center and
nurtured that temple in its early days. Currently he teaches at Appamada, a center for
contemporary Zen practice and inquiry in Austin, Texas, and leads retreats worldwide.
draw on perspectives from child development, attachment theory, interpersonal
neurobiology, and contemplative psychology. We will also look at the ways
contemporary systems research and the Buddha’s teachings on mutual causality
reveal the centrality of relationship in healing unnecessary suffering. Ultimately, we
will investigate the ways that attention to relationality and mutual care opens the
way to a life of freedom and joy.
Monday
• Mindfulness as an engaged practice in psychotherapy
• Loving Presence as the essential container for relational healing
• Assisted self-study and the Hakomi Way
Tuesday
E
veryone wants to be free from unnecessary suffering. This was the Buddha’s
only concern, and every practice he taught served to encourage the liberation
of a clear mind and a warm heart. The relief of emotional suffering is also the
focus of contemporary psychotherapy, and the wide range of techniques now
available all serve this important goal. How are we, then, to understand these
ancient mindfulness practices alongside the new and very potent methods for
emotional and relational healing? Both approaches are profoundly transformative,
and when skillfully woven together they pave the way for increased vitality and
a deeper sense of peace, freeing the burden of unnecessary suffering. Such an
integrated approach shows us how to grow up and wake up to who and what
we truly are. This week will be geared toward understanding the function of
mindfulness as the core practice that links both paths to greater well-being. Each
day we will explore these integrated teachings and actively engage in mindful
practices to experientially taste their potential.
Throughout the week we will be drawing primarily on two methods of
contemporary psychotherapy—Hakomi and Internal Family Systems. These
remarkably skillful approaches weave together applied mindfulness with an
understanding of the multiplicity of mind in ways that reveal the Buddha’s
teachings as practical tools for personal and relational transformation. We
will examine the ways in which our everyday sense of “self” emerges and is
sustained, how the contraction of conditioning leads to unnecessary suffering,
how assisted self-discovery in mindfulness opens us beyond our habits toward
greater possibilities for freedom, and how being led from the deepest source
of wisdom and compassion supports practical human maturity. Along with
reviewing the foundations of these two therapeutic models, our investigation will
42
• Multiplicity of mind and the Internal Family Systems model
• The Buddha’s Four Noble Truths for the relief of suffering
• Redefining symptoms and pathology
Wednesday
• Distinctions between attachment in human development and in Buddhist
practice
• Foundations of research on attachment patterns and interpersonal
neurobiology
• Interbeing and Intersubjectivity
Thursday
• Mutual causality and the unfolding of the Self
• Immediacy in the therapeutic relationship
• Stepping beyond self-reflection and self-identification
Friday
• The shadow side of mindfulness
• Growing Up and Waking Up: The Double Helix of Maturity
• Clear Care
43
Growing Up and Waking Up: Applied Mindfulness
in Psychotherapy and Buddhist Practice
Flint Sparks
A u g u s t
1 1 - 1 5
Tuesday
Edward M. Hallowell, M.D., is founder of The Hallowell
Center in Sudbury, MA, and New York City, both outpatient clinics.
He is the author of 15 books, including Delivered from Distraction:
Getting the Most Out of Life with Attention Deficit Disorder. On the
faculty of Harvard Medical School from 1983 to 2003, Dr. Hallowell
now spends his professional time seeing patients, lecturing, and
writing. He lives in Arlington, MA, with his wife, Sue, and their three
children, Lucy, Jack, and Tucker. Having ADHD himself, having
two children who have it, having treated it in children and adults for 25 years, Dr.
Hallowell is uniquely qualified to discuss the clinical, personal, and human aspects
of living with ADHD.
F
rom childhood through adulthood, ADHD presents both difficult dilemmas
and unique opportunities for change, growth, and success. The goal of
diagnosis and treatment is to transform ADHD from a chronic liability into an
overall asset in life. The purpose of this seminar is to show how to do precisely
that and to present all the exciting new information we have learned about ADHD
in the past decade.
In his work with people of all ages Dr. Hallowell has learned that a strengthbased approach to diagnosis and treatment leads to the best outcomes. The
moment the clinician meets the patient or client, he or she looks for talents, skills,
and strengths and builds a treatment plan to promote those first and foremost.
This mobilizes hope, excitement, and a cascade of positive energy, which drives
treatment to much greater success than is observed in other kinds of treatment.
Interweaving advanced material and innovative new treatments with
introductory information, aimed both at professionals and non-professionals, this
seminar will explore the entire world of ADHD in its human as well as its clinical
and scientific dimensions. It will provide a solid, practical basis for diagnosis and
treatment at all ages.
Monday
Biology of ADHD
Brain scan data • Genetics of ADHD • The itch at the core of ADHD: Reward
deficiency syndrome • An organized approach to the diagnosis of ADHD •
Statistically validated screening tests of ADHD • The role of neuropsychological
testing • Common pitfalls in making the diagnosis • Over-diagnosis vs. underdiagnosis • How to take a strength-based history • How to explain the diagnosis of
ADHD to a child or adult
Wednesday
Conation: A New Tool for Assessing Strengths
The Kolbe Conative Strength Assessment • Conditions that coexist with ADHD •
ADHD vs. modern life: How to tell them apart • Childhood bi-polar disorder vs.
ADHD: How to tell them apart • Dyslexia and ADHD • Addictions and ADHD • A
new use of the 12-step program in treating ADHD • The basics of treating ADHD •
The start of treatment: A pivotal moment
Thursday
How To Find the Buried Treasures in ADHD
Promoting strengths: A systematic approach • Major danger alert: How to make
the transition to college • Nutrition and ADHD: Omega-3s and beyond • Cerebellar
stimulation: A new exercise-based treatment • Neurofeedback and LENS • Two
traps to avoid: Spin and slide (terms to be explained) • Managing “The Big
Struggle” in families • Couples and ADHD • Sexuality and ADHD
Friday
The Role of Medication in the Treatment of ADHD
The pros and cons of various medications • Guidelines to finding the right dose
of the right medication • Explaining medication to others • Clinical examples of
the use of medication in all ages • Treating worry, anxiety, and ADHD • Promoting
organizational skills in life with ADHD • Finding the right career in life with ADHD
• Choosing the right mate in life with ADHD • Finding joy in life with ADHD
Introduction
Explanation and rationale for the strength-based approach • Special techniques
in the strength-based approach • History of ADHD • What is it like to have ADHD?
• Potential skills and strengths in people who have ADHD • The 7 habits of highly
effective ADHD-ers • Life stories of successful ADHD-ers • Problems to overcome
in life with ADHD • Epidemiology in US and across cultures • ADD vs. ADHD
44
45
Unwrapping the Gifts: A Strength-Based Approach
to ADHD Across the Life Span
Edward Hallowell
A u g u s t
1 1 - 1 5
David Feinstein, Ph.D., a clinical psychologist, has received
nine national awards for his books on consciousness and energy
healing. He has served on the faculties of The Johns Hopkins
University School of Medicine and Antioch College. He and his
wife, Donna Eden, direct the world’s largest organization teaching
Energy Medicine. Their more than 800 certified practitioners are
serving thousands of clients and teaching hundreds of classes in
the U.S., Canada, Latin America, Europe, Asia, and Australia. To
learn more about his approach to Energy Psychology, visit www.EnergyPsychEd.com.
E
nergy Psychology provides simple methods for shifting brain patterns that
lead to unwanted thoughts, feelings, and actions. Drawing from ancient
healing traditions, it has been called “psychological acupuncture without the
needles.” The approach combines psychological techniques with tapping on
acupuncture points that send signals to the brain that change dysfunctional
responses. While still controversial, recent research has been establishing it as one
of the most promising clinical innovations on the horizon. Variations include EFT
(Emotional Freedom Techniques), TFT (Thought Field Therapy), and TAT (Tapas
Acupuncture Technique), among numerous other formats.
An analysis of 36 peer-reviewed studies concluded that this strange-looking
routine, generically known as energy psychology, is “a technique that can be
used with confidence for quickly altering the neural pathways that underlie
psychological problems.” In addition, a research program at Harvard Medical
School using fMRI, PET scans, and other imaging techniques has demonstrated
that the stimulation of certain acupoints reliably produces prominent decreases of
activity in limbic areas associated with fear and other threat-based emotions.
Clinicians are incorporating it into their practices. A recent survey showed that
42 percent of 149 licensed psychotherapists—recruited from listservs such as
the Association of Behavioral and Cognitive Therapies—frequently used or were
inclined to use an approach that combined imaginal exposure and other cognitive
procedures with the stimulation of acupuncture points (acupoints), usually by
tapping on them.
The method is used to treat anxiety, irrational anger, jealousy, guilt, shame,
unremitting grief, compulsive behaviors, phobias, PTSD, depression, addictions,
and chronic pain. It has also been shown to promote peak performance, alter
self-defeating behavioral patterns, and help in attaining personal goals. Results can
be dramatic; one can see a client who reports a lifelong fear have no response to
the fear-producing stimulus after a 30-minute tapping session. To watch excerpts
from this tapping session, go to http://cape.org/2014/david_feinstein.html.
In a typical energy psychology session, a memory or current trigger in the
person’s life is brought to mind, producing arousal in the amygdala and related
brain areas. At the same time, the acupoint tapping is sending signals that reduce
limbic arousal. The brain reconciles these conflicting signals in ways that are
explained by reconsolidation theory. Through this process, neural pathways
supporting deeply embedded beliefs and emotional patterns are ultimately
“depotentiated,” producing rapid changes in subjective states and behavior.
The basic tapping protocol is very easy to learn. This class will show you
how to use it effectively with a range of presenting problems. Guided by one of the
field’s most prominent leaders, you will receive a hands-on introduction to energy
psychology, mastering the basic principles and enough technique to immediately
begin using energy psychology in your clinical practice. Note: This is a professional
training program. Because it involves considerable one-on-one practice of the
methods, it may bring up unresolved emotional issues, but it is not a substitute for
psychotherapy.
Monday
Introduction, evidence, video, and live demonstrations
Tuesday
The basic protocol, demonstrations, and one-on-one practice
Wednesday
Taking the process deeper, demonstrations, and one-on-one practice
Thursday
Installing new habits of thought and behavior, demonstrations, and one-on-one
practice
Friday
Targeting precise neural change, demonstrations, and one-on-one practice
46
47
Integrating Energy Psychology into Your Practice:
A Powerful Tool for Neural Change
David Feinstein
A u g u s t
1 1 - 1 5
Monday
Tina Payne Bryson, Ph.D., is the coauthor (with Daniel
Siegel) of the best-selling The Whole-Brain Child (Random House
Delacorte, 2011), which has been published in 17 languages.
She is a psychotherapist at Pediatric and Adolescent Psychology
Associates in Arcadia, CA, where she offers parenting consultations
and provides therapy to children and adolescents. She speaks to
parents, educators, and clinicians all over the world and is the
School Counselor at Saint Mark’s School in Altadena, CA, as well as
the Director of Parenting Education at the Mindsight Institute. Tina earned her Ph.D.
from the University of Southern California, where her research explored attachment
science, childrearing theory, and the emerging field of interpersonal neurobiology.
Visit TinaBryson.com to learn more about Dr. Bryson, subscribe to her blog, and read
her articles about kids and parenting.
T
his seminar presents the latest scientific research—with a special emphasis
on neuroplasticity and the changing brain—in a way that’s clear, interesting,
and immediately practical. The focus is on better understanding the role of
experience, focused attention, and relationships on the ever-developing brain.
Using stories, case examples, videos, and a lot of humor, Dr. Bryson
encourages clinicians to keep their own developing brains in mind as they
nurture their clients’ emerging minds. She provides creative examples of how
she uses brain science in her own practice to help clinicians, caregivers, and
kids see things differently, acquire new tools to be resilient, and feel hope about
achieving lasting change in their lives. At the end of the workshop, clinicians will
have a new framework for understanding their clients and their own work, along
with numerous Whole-Brain strategies to help kids and their parents move from
reactivity to resilience.
Understanding the Whole-Brain approach will allow clinicians to:
• Apply the Whole-Brain framework of interpersonal neurobiology with pediatric
and adolescent clients;
• View intervention through both a “top-down” and “bottom-up” lens by
considering the whole nervous system, movement, posture, and other
sensorimotor approaches;
• Help children take implicit memories of painful experiences and make them
explicit;
• Put kids in the driver’s seat of changing their own struggles so they can be less
reactive and more resilient.
48
• Introducing integration
• The role of experience and genes in the unfolding of who we are and who we
can become
• Integrating the left and the right
• Building the staircase of the mind: integrating the upstairs and downstairs
Tuesday
• Moving the body to avoid losing the mind
• Using movement to shift automatic emotional and bodily responses
• The nervous system and embodied brain as creator and regulator of the
emotional life
• How movement, posture, and attention to the body can dramatically shift states
and traits
Wednesday
•
•
•
•
Integrating implicit and explicit memory for growth and healing
Using the remote of the mind
Replaying memories to resolve little traumas and big traumas
Making recollection a part of daily life creating new neural connections
Thursday
•
•
•
•
•
•
Integrating the many parts of myself
SIFT: Improving self-awareness and insight
Exercising mindsight to integrate self and other
Increasing the family fun factor by creating new family dynamics
Connecting through conflict
: teaching kids to argue with a “we” in mind
Expressing feelings appropriately in ways that improve relationships
Friday
• The Adult Attachment Inventory
• Using the integration framework to promote attachment
• Allowing repeated relational experiences to wire the brain and increase the
capacity for integration
• How attachment experiences influence integration, as revealed in attachment
narratives
• How to develop a coherent core self and develop interpersonal integration
without too much linkage or too much differentiation
49
The Whole-Brain Child
Tina Payne Bryson
A u g u s t
1 8 - 2 2
Monday
Harville Hendrix, Ph.D., is a clinical pastoral counselor
whose specialization in couples therapy led to the co-development
with his wife, Helen LaKelly Hunt, of Imago Relationship Therapy,
which is practiced in 30 countries by over 2000 Imago therapists.
Dr. Hendrix’ s work has been featured on Oprah 17 times. He has
won many awards and an honorary degree. He and Helen live in
NYC and NM and have six children and four grandchildren.
I
f you dread your next appointment with a couple, avoid doing couples therapy
altogether but would like to, or love couples and want to do it better, join
Harville Hendrix, Ph.D., in this rare opportunity to study with one of the masters
of couples therapy. This training will introduce the basic theory and therapeutic
processes of Imago Relationship Therapy and will help therapists understand the
core issues all couples face. You will learn how to:
• Work with the “difficult” couple
• Transform destructive conflict into creative tension
• Move couples from ineffective “communicating” to deep dialogue that restores
connection and wholeness
• Enhance couples’ mutual curiosity, appreciation of each other, and sense of
humor
• Introduce the practice of Zero Negativity and how it can heal childhood and
raise the joy index
• Change your emphasis from the negative fallout of childhood wounds to
helping couples develop positive interactions that will foster closeness, safety,
connection, and joy
This skill-building, week-long training will give you the means of getting to
the heart of most couples’ most profound power struggle—their failure to get
each other to meet leftover developmental needs from childhood. Instead, each
partner tries to coerce the other to match the distorted inner image of their early
caretakers (called the Imago) through blame, shame, and criticism. Through
Imago Relationship Therapy you’ll learn a way of offering couples another
option—to create a conscious and committed relationship in which they increase
their capacity to offer acceptance and compassion to both themselves and their
partner.
Methods will include lectures, live demonstration of the process, practice and
videos. The training is also credited by Imago Relationships International toward
certification for anyone who wishes to continue his or her training to become a
Certified Imago Therapist.
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•
•
•
•
•
•
Introduction to Imago Relationship Therapy
Introduction to Dialogue: The Flagship of Imago
Demonstration: Mirroring
Phenomenology: Explain Supervisory Process
Practice: Mirroring
New Learnings
Tuesday
•
•
•
•
How to use Evolutionary Journey with couples
The power of Validation and Empathy
Integrating Validation and Empathy: When and how
Demonstration of Intentional Dialogue: Emphasis on the rhythm and how to
shift energy
• Video of Couples Session
• Practice: Imago Dialogue
• New Learnings
Wednesday
•
•
•
•
•
•
•
How to use the Psychological and Social Journey with couples
The importance of moving clients from content to affect
The dance between regression and progression
Using Sentence Stems and Doubling to deepen
Demonstration: Intentional Dialogue using stems and doubling
Practice the Intentional Dialogue using stems and doubling
New Learnings
Thursday
•
•
•
•
•
Other Processes in Imago and when to use them
Introducing the positive and finding the balance
How to introduce Imago: The Initial Interview
Demonstration: The Initial Interview
Practice: The Initial Interview
Friday
• Affairs: An Imago Approach
• Questions and Answers
• Closing: Where to go from here
This course is a rare opportunity to take the first steps toward becoming an Imago
Therapist with Harville himself. Attend this course and receive 2 days credit
towards becoming a Certified Imago Therapist®.
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IMAGO: A Theory and Therapy of Couplehood
Harville Hendrix
A u g u s t
1 8 - 2 2
Debbie Korn, Psy.D., maintains a private practice in
Cambridge, MA, and serves as a faculty member at the Trauma
Center at Justice Resource Institute in Boston. She has been on the
faculty of the EMDR Institute for the past 20 years and is the former
Clinical Director of the Womens’ Trauma Programs at Charter
Brookside and Charles River Hospitals. Dr. Korn has authored or
coauthored several prominent articles focused on EMDR, including
a comprehensive review of EMDR applications with Complex PTSD.
Dr. Korn is an EMDRIA-approved consultant and a past board member of NESTTD.
She is also on the Editorial Board of the Journal of EMDR Practice and Research. She
presents and consults internationally on the treatment of adult survivors of childhood
abuse and neglect. She has been a regular presenter at the EMDR International
Association Conference and was invited to present EMDRIA’s first “Masters Series”
class. As a clinician, teacher, researcher, and consultant, Dr. Korn is known for her
knowledge and integration of many different clinical models. In treating and consulting
on complex, chronically traumatized cases, she believes that it is important to carry
a large toolbox and to remain flexible, practical, and integrative.
A
n overwhelming array of treatment models is available to therapists working
with chronically traumatized clients. What are the common denominators
across these models, and what are the unique contributions of each? This
workshop offers a conceptual framework and practical, phase-oriented approach
to working with complicated, dysregulated trauma clients. This approach stresses
the importance of moment-to-moment tracking and dyadic regulation with an
emphasis on secure attachment as a primary treatment objective. It is designed to
help the clinician identify those strategies most appropriate for a given case.
The first part of the workshop will provide an overview of the most useful
concepts and strategies from a variety of trauma treatment models—including
IFS, EMDR, Hypnosis, CBT, Ego State Therapy, Sensorimotor Psychotherapy and
SE, AEDP, DBT, and the Structural Model of Dissociation. An understanding of
relevant concepts and strategies can guide the therapist during assessment, case
conceptualization, and treatment planning as well as through all additional phases
of treatment.
The second part of the workshop will offer guidelines for decision-making
in establishing priorities, creating treatment plans, and making intervention
choices. The overarching approach proposed in this workshop acknowledges the
competencies and survival resources inherent in each person and the power of the
therapeutic relationship. Interventions are designed to honor and deepen existing
resources and self-capacities, while simultaneously introducing new skills and
52
strategies. Throughout the workshop, videotapes will be shown to demonstrate the
concepts and strategies being presented, and to show how multiple clinical models
can be integrated into the treatment of an individual client.
Monday
• Complex PTSD and Related Conditions
• Screening for Dissociation
• Trauma Treatment Models: Common Denominators and Specialized
Contributions
• Complex Case Conceptualization: Macro/Micro Conceptual Maps, Treatment
Planning
Tuesday
•
•
•
•
•
Phase-Oriented Trauma Treatment
Modulation Model; Dealing with Hyper- and Hypo-arousal
Structural Dissociation; Dissociative Continuum; BASK Model
Understanding the Internal Family System
Evaluating Readiness for Trauma Processing
Wednesday
•
•
•
•
•
Disrupted Developmental Domains: Responsibility/Self-worth, Safety, Power
Resilient Self and Compromised Self Triangles of Experience
Phobias, Defenses, and Pathogenic Affects
Recognizing and Responding to Attachment Styles
Moment-to-Moment Tracking; Dyadic and Self-regulation
Thursday
• Translating a Conceptual Understanding into a Treatment Plan
• Intervention Categories /Hierarchy: Process vs. Content Interventions
• Global and Moment-to-Moment Decision-making: Choosing the Best Strategies
for a Given Client
• Mindfulness and Relationally-Focused Interventions
• Regulation and Information-Focused Interventions
Friday
• Ego State and Defense-Focused Interventions
• Processing and Integration-Focused Interventions
• Experiential Shifts: Realization; Passive to Active Defenses; Adaptive Action
Tendencies, Completion and Truth
• Past, Present, and Future Targets
• Meta-processing/Re-evaluation
53
Treating Complex Trauma: Optimal Integration of
Treatment Models
Deborah Korn
A u g u s t
1 8 - 2 2
Ronald J. Frederick, Ph.D., is a clinical psychologist
whose career has focused on the transforming power of emotional
and relational experience. He is the author of the award-winning
book Living Like You Mean It: Use the Wisdom and Power of Your
Emotions to Get the Life You Really Want (Jossey-Bass, 2009),
a senior faculty member of the AEDP Institute, and cofounder
of the Center for Courageous Living, based in Beverly Hills, CA,
which offers innovative therapy, coaching, and consulting. Noted
for his warmth, humor, and engaging presentation style, Dr. Frederick lectures and
facilitates workshops nationally. An invited contributor to several professional books,
his work has also been featured in the APA Monitor on Psychology and Clinical
Psychiatry News: The Leading Independent Newspaper for the Psychiatrist, and he’s
been quoted on CNN.com. In addition, Dr. Frederick is an EMDRIA-certified EMDR
Therapist and Consultant.
T
he ability to mindfully experience, regulate, and respond to one’s feelings is
essential to mental health and well-being. Yet problems managing emotion
abound and play a central role in most psychiatric disorders. How can we best
help so many of our clients who, regardless of diagnosis, have difficulty being
present with and making good use of their emotional experience?
Drawing on current findings in the areas of affective neuroscience,
attachment, and neuroplasticity, “Emotional Mindfulness” provides a conceptual
framework through which we can more readily identify, understand, and help
cultivate the skills of affective competence. This workshop will illustrate how our
emotional development can go awry, but how, through clinical interventions in
which emotions are experienced as positive and free from fear, we can help clients
develop essential capacities, stimulate and strengthen new neural pathways, and
restore vitality and well-being.
Grounded in Accelerated Experiential Dynamic Psychotherapy (AEDP), a
healing-oriented model of therapy, and incorporating components of current
experiential, relational, mindfulness-based, and cognitive-behavioral therapies, the
presenter will introduce a proven four-step approach to emotional mindfulness
that can be integrated into any treatment orientation. Dr. Frederick will illustrate
practical and powerful techniques for: (1) Increasing awareness, (2) Reducing
anxiety and fear, (3) Developing emotional competence, and (4) Expanding one’s
capacity for expression and reception. Through demonstration, video clips, and
experiential exercises, you will learn how to integrate these strategies into your
practice and help clients develop skills they can apply in their daily lives—thus
accelerating their therapeutic progress. You will leave this workshop with a
toolkit to help you and your clients overcome fear, open up to a richer emotional
experience, and realize a broader range of personal and relational possibilities.
54
Course objectives:
• Identify and describe how over- and under-regulation of emotion is often the
root of many presenting problems.
• Understand cutting-edge findings from affective neuroscience and attachment
studies and their relevance to clinical work.
• Learn powerful techniques to rewire the brain and restore vitality that can be
incorporated into any clinical practice.
• Make optimal use of the present-moment, relational experience to effect longlasting change.
• Increase your own comfort with emotions as well as your confidence and skill
at helping clients navigate their emotional experiences.
Monday
Emotional Mindfulness, Connection, and
Healing: An Integrative, Experiential Approach
Ronald Frederick
A u g u s t
Introduction, Assessment, and Orientation
• Understanding psychological disorders through the lens of emotional
mindfulness
• Clinical implications of affective neuroscience, attachment, and mindfulness studies
• Building new neural pathways: Why experience is essential
• Overview of a four-step approach to developing emotional mindfulness
• Orienting clients to treatment
Tuesday
Increasing Awareness
• Tools for increasing emotional awareness
• Video demonstration
Wednesday
Reducing Distress
• Tools to calm the nervous system; regulating anxiety and fear
• Video demonstration
• Experiential exercise/practice
Thursday
Increasing Emotional Competence
• Tools to regulate and increase the capacity for emotional experiencing
• Video demonstration
Friday
Developing the Capacity for Expression and Reception
• Helping clients make use of the wisdom of their feelings for “Information,
Insight, and Direction”
• Fostering mindful communication and receptive capacity
• Video demonstration
• Experiential exercise
55
Continuing Education
Tuition
Full attendance is required to meet the standards of accrediting organizations. CE credits are
distributed at the end of the course. All courses are open and suitable for all clinicians, beginning,
intermediate and advanced unless otherwise noted. For course learning objectives see www.cape.
org/objectives.html.
Psychologists: Professional Learning Network, LLC is approved by the American
Psychological Association to sponsor continuing education for psychologists. Professional Learning
Network, LLC maintains responsibility for this program and its content. Each program is offered
for 15 credit hours.
Counselors: Professional Learning Network, LLC is a National Board of Certified Counselors
Approved CE Provider (ACEP) and may offer NBCC-approved clock hours for events that meet
NBCC requirements. Sessions for which NBCC-approved clock hours will be awarded are identified
on our website. Consult www.cape.org/credit.html prior to registration. The ACEP is solely
responsible for all aspects of the program. Programs are offered for 15 clock hours. Provider
#6182.
Social Workers: Professional Learning Network LLC, Cape Cod Institute, provider #1197,
is approved as a provider for social work continuing education by the Association of Social
Work Boards (ASWB) www.aswb.org, through the Approved Continuing Education ACE program.
Professional Learning Network LLC, Cape Cod Institute maintains responsibility for the program.
ASWB Approval Period: 8/20/2013-8/20/2016. Social workers should contact their regulatory board
to determine course approval. Social workers participating in these courses will receive 15 clinical
continuing education clock hours. All courses meet the qualifications for 15 hours of CE credit for
LCSWs as required by the California Board of Behavioral Sciences. Approval #2370.
Marriage and Family Therapists: Application has been made to the Massachusetts
Association for Marriage & Family Therapy Inc. Continuing Education Program for 15 contact
hours. All courses meet the qualifications for 15 hours of CE credit for MFCCs as required by the
California Board of Behavioral Sciences. Approval #2370.
Physicians: This activity has been planned and implemented in accordance with the
Essentials and Standards of the ACCME through the joint sponsorship of The Milton H. Erickson
Foundation, Inc. and Professional Learning Network, LLC. The Milton H. Erickson Foundation, Inc.
is accredited by the ACCME to provide continuing medical education for physicians. The Milton
Erickson Foundation, Inc. designates this educational activity for a maximum number of 15 AMA
PRA category 1 Credits™. Physicians should only claim credits commensurate with the extent of
their participation in the activity.
Nurses: Each program meets the criteria for 18 contact hours for nurses as specified by
the Massachusetts Board of Registration in Nursing (244 CMR 5.04). For eligibility information
contact your State certifying authority.
Coaches: Application has been made to the International Coach Federation for continuing
education credit. All courses can be used for Resource Development CCEUs. Selected courses will
offer Core CCEUs. Consult www.cape.org/credit.html prior to registration.
Educators: Educators in MA are eligible for 15 Professional Development Points (PDPs) for
each program attended. Professional Learning Network, LLC, is a registered provider of professional
development for educators in Massachussetts. For eligibility information contact your State certifying
authority.
Payment must accompany registration form. Tuition is $599 for one course ($549 if
received prior to March 1) and $450 for each additional course attended by the same
person. There is a $25 fee for onsite registration. Full-time graduate students and
resident physicians must submit documentation from their institutions to qualify for
reduced tuition of $499. Refund requests must be received in writing two weeks prior
to a course. There is a $75 per course charge for cancellation.
56
Travel
All sessions are held in the National Seashore at the Nauset School at 100 Cable
Road, Eastham, Massachusetts. Eastham is a 2-hour drive from Boston or Providence
(expect traffic delays on Saturday). A car is needed for full access to Cape Cod.
Cape Cod is about 70 miles from end to end and 75 miles from Logan Airport in
Boston and Green Airport in Providence, Rhode Island. Driving distances to the MidCape area are: New York City 245 miles; Montreal 355 miles.
By Car
Take either the Sagamore or the Bourne bridge across the Cape Cod Canal and follow
Route 6 East to the Orleans/Eastham Rotary (past Exit 12). At the Rotary continue on
Route 6 towards Eastham and Provincetown. At the third traffic light (large intersection
with shopping plaza on right), turn right onto Brackett Road. (Ben & Jerry’s is on the
corner.) At the stop sign at the end of Brackett, turn left onto Nauset Road. Then take
your first right onto Cable Road. (You will see signs for Nauset Light Beach and Nauset
Regional High School.) The campus of Nauset Regional High School, where the Cape
Cod Institute is held, is immediately on the left.
By Air
There are frequent scheduled flights from Boston and Providence to Hyannis, which is
about a 40-minute drive to the Cape Cod Institute in Eastham.
57
Lodging
Cape Attractions
Participants are responsible for their own lodging. Many participants choose
housing on the basis of price and nearness to the Institute. You will find housing of
all types and at a range of prices close to the Institute.
The Institute is held in the town of Eastham, which is a short drive from the
adjoining towns of Orleans and Wellfleet, not far from Truro and Brewster, and
within reach of Chatham and Provincetown. Our section of Cape Cod contains
more unspoiled wilderness and less commercial development than other parts of
the Cape, because it is regulated by the National Park Service. Large luxury hotels
may be farther afield, but Atlantic surf, calm Bay waters and freshwater ponds are
all within a few minutes’ drive.
Houses/Cottages Those who rent a house or cottage generally give high
ratings to their choices. Martie Cunningham of Peters Real Estate (508-255-2329)
has found housing at all price levels for many participants in previous years.
Among cottage colonies, Cranberry Cottages received favorable ratings.
Small Lodging Places The following received favorable ratings: Midway
Motel & Cottages, Nauset House Inn, Parsonage Inn, Penny House Inn, and Ships
Knees Inn.
Motels There are several large and affordable motels nearby, including the
Captain’s Quarters (800-327-7769), which received favorable ratings.
The following establishments received high ratings from those who
attended in 2013:
Recreational, cultural, and entertainment activities for adults and children—from
beaches to art galleries to theaters—­abound on Cape Cod. Reservations, except
for some restaurants and theaters, are not required. On the first morning of your
course you will receive a copy of our Summer Guide, which lists a wide array of
resources. In addition, Institute staff members, all of whom are Cape dwellers,
will be available to provide guidance throughout the week.
Course Participation
We encourage multidisciplinary participation. While each course is designed with
the needs of health, mental health, or management professionals uppermost in
mind, other professionals who apply behavioral science in their practices are
welcome and do attend. This includes teachers, clergy, attorneys, and others.
For assistance in deciding if a particular course is a good fit for you, email us at
[email protected].
Course Preparation
Advance preparation is not generally required for our courses. You may find it
useful to read some of the publications mentioned in the course descriptions and
instructor bios herein.
Cranberry Cottages www.capecranberrycottages.com
Captain’s Quarters
800-327-7769
www.mycaptainsquarters.com
Midway Motel & Cottages 800-755-3117
www.midwaymotel.com
Nauset House Inn 800-771-5508 www.nausethouseinn.com
Parsonage Inn 508-255-8217 www.parsonageinn.com
Penny House Inn
508-255-6632
www.pennyhouseinn.com
Ships Knees Inn 888-744-7756 www.shipskneesinn.com
Cover Art
GERRIT HONDIUS, Seascape, ca. 1932 (detail)
PAAM Collection, gift of Abner and Miriam Diamond
Professional Learning Network, LLC, and its cosponsors are not responsible for any statements,
acts, material or omissions by faculty or participants. The registrant agrees that any dispute
shall be resolved by arbitration in the State of Connecticut pursuant to the rules of the American
Arbitration Association. Pets are not permitted except for service/disability animals. The use
of recording equipment, beepers and cell phones is not permitted. “Cape Cod Institute” is a
registered trademark of Professional Learning Network, LLC
58
59
Registration Form
Essentials
qGreene A summer-long series of week-long courses. All courses are held at the
Nauset Regional School, 100 Cable Road, Eastham, Massachusetts.
• Check-in: 8:00-8:30 Monday morning
• Sessions: weekday mornings from 9:00 until 12:15
• Location: Cape Cod, Massachusetts
• Mid-morning snack: dazzling
• Summer Guide: fact-filled 2014 Cape Cod Institute Guide provided on site
• Optional events: whale watch, nature walk, special WHAT theatre evening,
others
• Optional afternoon study groups
• Informal dress: at the Institute and everywhere on Cape Cod
• Temperature: varies indoors and out - dress in layers
• WIFI: access onsite
• Child Care information: Cape Cod Children’s Place 508-240-3310
• Accommodation for ADA special needs: call us at 888-394-9293
q Brown/Gerbarg
q Prenn
q Ogden
q Katz
q Jellison
q Boyatzis
q Naiman
q van der Kolk
q Schwartz
q Porges
q McCloskey
q Bushe
q Luoma
June 23-27
June 23-27
June 23-27
June 30-July 4
June 30-July 4
June 30-July 4
July 7-11
July 7-11
July 7-11
July 14-18
July 14-18
July 14-18
July 21-25
July 21-25
q Weintraub
q Herbine-Blank
q Fisher
q Worley
q Wheatley
q Graham
q Sparks
q Hallowell
q Feinstein
q Payne Bryson
q Hendrix
q Korn
q Frederick
July 21-25
July 28-August 1
July 28-August 1
July 28-August 1
August 4-8
August 4-8
August 4-8
August 11-15
August 11-15
August 11-15
August 18-22
August 18-22
August 18-22
Name________________________________________ Degree___________
(please print)
Address_______________________________________________________
City___________________________________ State_____ Zip___________
E-Mail____________________________ Phone_______________________
Visit www.cape.org for:
• more lodging choices
• further information
• online registration
Profession:
q HR/OD/Management
q K-12Teach/Admin/MHpro
q Marriage/Family Therapist
q Counselor
q Psychologist
q Psychiatrist
q Other Physician
q Social Worker
q Nurse
q Other Health Profession
q Other (specify)
______________________________
q Check box if you have previously attended the Cape Cod Institute
Connect with us!
...and bring your friends.
$599 for one course ($549 prior to March 1) and $450 for each additional course
attended by the same person. $499 for Full-time Graduate Students and Resident
Physicians. There is a $25 fee for on-site registration.
Enclosed is a check for $________
Charge my credit card: q Mastercard q VISA q American Express
Program Location
Nauset Regional School
100 Cable Road
Eastham, Massachusetts
Administrative Office
Professional Learning Network, LLC
270 Greenwich Avenue
Greenwich, CT 06830
Phone: 888-394-9293 or 203-422-0535
Fax: 203-629-6048
Email: [email protected]
60
Card #_____________________________________ exp. date________
month/year
Signature_________________________________________________________
Make check payable and mail to:
Professional Learning Network, LLC
270 Greenwich Avenue
Greenwich, CT 06830
or fax to 203-629-6048
or register online at www.cape.org
...and bring your friends.
Connect with us!
Visit us at: www.cape.org
Timely and lively education for mental health
and management professionals
June 23 - August 22, 2014
Professional Learning
Network, LLC
270 Greenwich Avenue
Greenwich, CT 06830