Description
This virtual conference will be a live stream of a live in-person conference being held in Oakville, ON. If you would like to attend live in-person please register here: http://www.jackhirose.com/workshop/on-mental-health-summit/
This conference will be live streaming from Oakville, Ontario to online participants on November 27 – 29, 2023 from 8:30am – 4:00pm ET.
This course is streaming live out of Oakville, ON beginning at 8:30am ET (Oakville, ON). Please adjust your start time according to your specific time zone.
Recorded footage and all course content (certificate, videos, quiz) will be available until January 6, 2023. Extensions cannot be granted under any circumstances.
Please allow 1 – 3 business days after the course airs for recorded footage to become available.
Registration will close on November 26, 2023.
Pricing
Attend More and Save! 1 Day enrollment $269.00, 2 day enrollment $469.00, 3 day enrollement $669.00 + tax
Fees are per person, seat sharing is not allowed. Please respect this policy, failure to comply will result in termination of access without a refund. For group rates please contact webinars@jackhirose.com
Day Two (November 28, 2023) Workshop Choices:
Day Two Morning 8:30am – 11:45am:
Workshop #10: Internal Family Systems Therapy for Trauma Treatment | PRESENTED BY Daphne Fatter, Ph.D.
Developed by Richard Schwartz, Ph.D. forty years ago, Internal Family Systems (IFS) is becoming one of the fastest growing therapy models. The evidenced-based approach is non-pathologizing and attends to the complex impact of traumatic stress, making it effective for working with PTSD and Complex Trauma. Dr. Fatter will review the basic model of IFS, including theoretical assumptions, goals for treatment, and steps of using the IFS model. Dr. Fatter will apply an IFS framework common clinical presentations including how to conceptualize PTSD. This presentation will include case examples to describe the process of applying IFS to trauma treatment in individual therapy with adults. Dr. Fatter will guide an experiential exercise to demonstrate the model and invite clinicians to have increased awareness of their own parts. This presentation will also include ways IFS can be used to help clinicians cope with countertransference reactions and vicarious trauma that often occurs among clinicians when providing trauma treatment. Applications of IFS to legacy and cultural burdens, traumas that are passed down intergenerationally from parents, caregivers, and ancestors as well as burdens from collective trauma and dominant culture, will also be discussed.
Workshop #11: CBT Strategies that Really Work with Students in the Classroom | PRESENTED BY Jeff Riggenbach, Ph.D.
Cognitive – Behavioural Therapy is considered the “gold standard” therapeutic approach for many psychological conditions most commonly seen in school-based settings with children and adolescents. Despite it’s strong evidence base, many school counsellors and educators have gone a more “integrative” route and surprisingly few have developed the advanced expertise needed to deliver the effective CBT strategies on a regular basis to students that often remain “stuck.”
If this describes you, don’t miss this opportunity!
Join international CBT trainer and expert Dr. Jeff Riggenbach, for this breakthrough course that will help you hone your skills, equip yourself to confidently deal with even your most challenging cases, and reignite your passion to the work you once loved.
Workshop #12: Strengthen Executive Function, Attention, Memory, Response Inhibition & Self-Regulation in Children & Adolescents | PRESENTED BY Lynne Kenney, Psy.D.
Did You Know?
- For many students, Executive Function is a better predictor of academic outcomes than intelligence quotient (IQ) and socioeconomic status (SES), (Blair & Raver, 2015; Cortés Pascual et al. 2019; Micalizzi et al., 2019).
- Executive Function skills predict math and reading in higher grade levels (Ribner et al., 2018; Magalhães et al., 2020).
- Self-Regulation skills predict academic, behavioral, and social achievement across a lifetime (Robson et al., 2020).
The Key Is To:
BOX: Empower children and adolescents with the skills to think, plan, attend, inhibit, and self-regulate. “When students develop their ability to think things through, pay attention, manage their emotions, resist their impulses, and plan the sequence of their actions they are better able to successfully learn, connect, and behave.”
This Is Achieved By:
Strengthening Executive Function and Self-Regulation Skills.
Workshop #13: Navigating Addictions: Practical Interventions to Promote Healing & Recovery | PRESENTED BY Carissa Muth, Psy.D., CCC, R.Psych
The field of addictions is muddled with a myriad of theories and treatments, yet little progress has been made over time to improve relapse rates. Given the repetitive and persistent nature of addictions, mental health professions addressing such concerns are at increased risk for compassion fatigue and burnout. In order to reduce this risk on treatment providers, the workshop will focus on empowering workers by providing techniques to effectively address a variety of client presentations. Often default recommendations of attending inpatient care are provided to clients as professionals lack the tools to know how they can make positive impacts on a clients care at various stages of the recovery journey.
In this workshop, you will also be provided with tools to understand the complexity involved in the development of substance use disorder and thus be able to make effective treatment recommendations. Attendees will leave the workshop equipped with practical techniques for treating those struggling with addictions including basics of assessments, working with families, and providing post-treatment care. Additionally, various invention methods will be overviewed including CBT and narrative therapy in order to provide the client with techniques to implement with a variety of client presentations.
Day Two Afternoon 12:45pm – 4:00pm:
Workshop #15: Polyvagal Theory and Trauma-Informed Stabilization Tools | PRESENTED BY Daphne Fatter, Ph.D.
Polyvagal Theory has become a common go-to resource in trauma treatment. However, clinicians often have difficulty understanding what Polyvagal Theory is and how to incorporate it into effective trauma treatment. Dr. Fatter will discuss Polyvagal Theory in the context of treating PTSD and complex trauma, including how it fits in to a traditional three phase model for trauma recovery. As such, the importance of creating a treatment plan around arousal regulation will be examined. Dr. Fatter will explain in detail symptoms of hyper-arousal, hypo-arousal and calm states of the autonomic nervous system based on Polyvagal Theory. This will help clinicians better identify signs of what state clients are in and help clinicians be able to educate clients about their nervous system. Specific trauma-informed stabilization tools will be discussed that support Polyvagal Theory. There will be opportunities for participants to experience and practice these tools themselves. This presentation will be interactive and experiential!
Workshop #16: CBT Strategies that Really Work with Students in the Classroom (REPEAT SESSION) | PRESENTED BY Jeff Riggenbach, Ph.D.
THIS IS A REPEAT OF THE MORNING SESSION
Cognitive – Behavioural Therapy is considered the “gold standard” therapeutic approach for many psychological conditions most commonly seen in school-based settings with children and adolescents. Despite it’s strong evidence base, many school counsellors and educators have gone a more “integrative” route and surprisingly few have developed the advanced expertise needed to deliver the effective CBT strategies on a regular basis to students that often remain “stuck.”
If this describes you, don’t miss this opportunity!
Join international CBT trainer and expert Dr. Jeff Riggenbach, for this breakthrough course that will help you hone your skills, equip yourself to confidently deal with even your most challenging cases, and reignite your passion to the work you once loved.
Workshop #17: (CONTINUATION) Strengthen Executive Function, Attention, Memory, Response Inhibition & Self-Regulation in Children & Adolescents | PRESENTED BY Lynne Kenney, Psy.D.
THIS IS A CONTINUATION OF THE MORNING SESSION
Did You Know?
- For many students, Executive Function is a better predictor of academic outcomes than intelligence quotient (IQ) and socioeconomic status (SES), (Blair & Raver, 2015; Cortés Pascual et al. 2019; Micalizzi et al., 2019).
- Executive Function skills predict math and reading in higher grade levels (Ribner et al., 2018; Magalhães et al., 2020).
- Self-Regulation skills predict academic, behavioral, and social achievement across a lifetime (Robson et al., 2020).
The Key Is To:
BOX: Empower children and adolescents with the skills to think, plan, attend, inhibit, and self-regulate. “When students develop their ability to think things through, pay attention, manage their emotions, resist their impulses, and plan the sequence of their actions they are better able to successfully learn, connect, and behave.”
This Is Achieved By:
Strengthening Executive Function and Self-Regulation Skills.
Workshop #18: (CONTINUATION) Navigating Addictions: Practical Interventions to Promote Healing & Recovery | PRESENTED BY Carissa Muth, Psy.D., CCC, R.Psych
THIS IS A CONTINUATION OF THE MORNING SESSION
The field of addictions is muddled with a myriad of theories and treatments, yet little progress has been made over time to improve relapse rates. Given the repetitive and persistent nature of addictions, mental health professions addressing such concerns are at increased risk for compassion fatigue and burnout. In order to reduce this risk on treatment providers, the workshop will focus on empowering workers by providing techniques to effectively address a variety of client presentations. Often default recommendations of attending inpatient care are provided to clients as professionals lack the tools to know how they can make positive impacts on a clients care at various stages of the recovery journey.
In this workshop, you will also be provided with tools to understand the complexity involved in the development of substance use disorder and thus be able to make effective treatment recommendations. Attendees will leave the workshop equipped with practical techniques for treating those struggling with addictions including basics of assessments, working with families, and providing post-treatment care. Additionally, various invention methods will be overviewed including CBT and narrative therapy in order to provide the client with techniques to implement with a variety of client presentations.
Day Two Morning
Workshop #10: Internal Family Systems Therapy for Trauma Treatment | PRESENTED BY Daphne Fatter, Ph.D.
- Describe qualities of Self in Internal Family Systems (IFS).
- Identify qualities of the three types of parts in an individual’s system.
- Report on two specific IFS techniques necessary for using IFS in trauma treatment.
Workshop #11: CBT Strategies that Really Work with Students in the Classroom | PRESENTED BY Jeff Riggenbach, Ph.D.
- Apply evidence-based CBT techniques to multiple symptom sets.
- Illustrate methods for conducting CBT psychoeducation to elicit “buy in” from most difficult students.
- Detect, challenge and modify dysfunctional self-talk, thoughts and core beliefs.
- Implement rapport-building tips and tools to improve client relationships.
- Summarize the role of early maladaptive schemas in maintaining chronic conditions.
- Utilize schema-based strategies for breaking lifelong destructive behavioural cycles.
- Summarize eight motivations for parasuicidal behaviours and how to effectively intervene for each motivation.
Workshop #12: Strengthen Executive Function, Attention, Memory, Response Inhibition & Self-Regulation in Children & Adolescents | PRESENTED BY Lynne Kenney, Psy.D.
Learn About:
- The current science supporting the importance of improving executive function skills in your students.
- The developmental precursor skills that shift the trajectory of student learning, behavior and achievement.
- Evidence-based methods for strengthening executive function.
- The relationships between executive function skills, reading and math.
Understand How To:
- Improve your student’s focused attention.
- Teach your students how to be the “Best Coaches” for their own brains.
- Use cognitive skills coaching activities to bolster self-regulation and impulse control in your students.
- Play cognitive-motor activities like CogniTap and Think-Ups, which require self-regulation, attention, memory, and self-control.
Develop Skills To:
- Teach your students become “Cognitive Scientists” more invested in their own learning.
- Help your students achieve self-regulation quickly and effectively.
- Incorporate cognitive-motor movement to help your students achieve an alert state of learning readiness.
- Teach your students how to better monitor and manage their attention, memory and cognitive flexibility.
Be Ready To Implement:
- Cognitive Skill Coaching Activities for better organization, planning, time management, attention, memory, self-regulation, and cognitive flexibility.
- Simple 5-minute Brain Priming activities to prepare your students to actively participate in classroom lessons.
- Social-Cohesion activities to help students practice kindness, respect, and collaboration.
- Rhythmic vestibular, visual-tracking, and proprioceptive activities to support learning and engagement.
Workshop #13: Navigating Addictions: Practical Interventions to Promote Healing & Recovery | PRESENTED BY Carissa Muth, Psy.D., CCC, R.Psych
- Develop an understanding of the impact of historical perspectives of addictions and how they continue to influence treatment decisions and stigmatization.
- Formulate treatment plans based on a robust understand of various components contributing to the development of the disorder.
- Competently navigate the addiction field through a basic understanding of various perspectives and current areas of research.
- Demonstrate an ability to generally assessment addictions and provide treatment recommendations.
Day Two Afternoon
Workshop #15: Polyvagal Theory and Trauma-Informed Stabilization Tools | PRESENTED BY Daphne Fatter, Ph.D.
- Understand Polyvagal theory and how it applies to effective trauma treatment.
- Identify several signs of when clients are in a state of hyper-arousal or hypo-arousal.
- Apply at least one trauma-informed intervention to use when clients are in hyper-arousal and one intervention when clients are in hypo-arousal.
Workshop #16: CBT Strategies that Really Work with Students in the Classroom (REPEAT SESSION) | PRESENTED BY Jeff Riggenbach, Ph.D.
- Apply evidence-based CBT techniques to multiple symptom sets.
- Illustrate methods for conducting CBT psychoeducation to elicit “buy in” from most difficult students.
- Detect, challenge and modify dysfunctional self-talk, thoughts and core beliefs.
- Implement rapport-building tips and tools to improve client relationships.
- Summarize the role of early maladaptive schemas in maintaining chronic conditions.
- Utilize schema-based strategies for breaking lifelong destructive behavioural cycles.
- Summarize eight motivations for parasuicidal behaviours and how to effectively intervene for each motivation.
Workshop #17: (CONTINUATION) Strengthen Executive Function, Attention, Memory, Response Inhibition & Self-Regulation in Children & Adolescents | PRESENTED BY Lynne Kenney, Psy.D.
Learn About:
- The current science supporting the importance of improving executive function skills in your students.
- The developmental precursor skills that shift the trajectory of student learning, behavior and achievement.
- Evidence-based methods for strengthening executive function.
- The relationships between executive function skills, reading and math.
Understand How To:
- Improve your student’s focused attention.
- Teach your students how to be the “Best Coaches” for their own brains.
- Use cognitive skills coaching activities to bolster self-regulation and impulse control in your students.
- Play cognitive-motor activities like CogniTap and Think-Ups, which require self-regulation, attention, memory, and self-control.
Develop Skills To:
- Teach your students become “Cognitive Scientists” more invested in their own learning.
- Help your students achieve self-regulation quickly and effectively.
- Incorporate cognitive-motor movement to help your students achieve an alert state of learning readiness.
- Teach your students how to better monitor and manage their attention, memory and cognitive flexibility.
Be Ready To Implement:
- Cognitive Skill Coaching Activities for better organization, planning, time management, attention, memory, self-regulation, and cognitive flexibility.
- Simple 5-minute Brain Priming activities to prepare your students to actively participate in classroom lessons.
- Social-Cohesion activities to help students practice kindness, respect, and collaboration.
- Rhythmic vestibular, visual-tracking, and proprioceptive activities to support learning and engagement.
Workshop #18: (CONTINUATION) Navigating Addictions: Practical Interventions to Promote Healing & Recovery | PRESENTED BY Carissa Muth, Psy.D., CCC, R.Psych
- Develop the ability to guide clients and their families through the recovery process.
- Integrate a focus on the client’s relationship with substances into treatment.
- Obtain a roadmap for recovery and tools to increase client success at various stages.
- Gain an understanding of various treatment interventions for addictions.
A Conference Tailored for Mental Health and Education Professionals at All Levels & Any Professional that Applies Behavioural Science to Practice
Mental Health Professionals: All mental health professionals including, but not limited to Clinical Counsellors, Psychologists, Psychotherapists, Social Workers, Nurses, Occupational Therapists, Hospice and Palliative Care Workers, Youth Workers, Mental Health Workers, Addiction Specialists, Marital & Family Therapists, Speech Language Pathologists, Vocational Rehabilitation Consultants and all other mental health professionals looking to enhance their therapeutic skills.
Education Professionals: All education professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers and all other professionals who support behavioural challenges and complex learning needs.
Daphne Fatter, Ph.D. is a licensed psychologist, international speaker and consultant in private practice in Dallas, Texas. Having trained under the direct supervision of Dr. Bessel van der Kolk, MD., international pioneer in research on traumatic stress, Dr. Fatter is gifted at translating meaning from research to clinical utility to support best practices for effective trauma treatment.
Jeff Riggenbach, Ph.D. is a best-selling and award winning author who has earned a reputation as an international expert in CBT and personality disorders. Over the past 20 years he has developed and overseen CBT-based treatment programs for Mood disorders, anxiety disorders, addictive behaviour disorders and Personality Disorders at two different psychiatric hospitals and clinics serving over 3,000 clients at multiple levels of care. Dr. Riggenbach trained at the Beck Institute of Cognitive Therapy and Research in Philadelphia, is a Diplomat of the Academy of Cognitive Therapy and a certified cognitive therapist. He has trained over 20,000 professionals worldwide including audiences in all 50 United States, Canada, Mexico, the UK, South Africa, Australia and New Zealand.
Dr. Riggenbach is the author of six publications including his most recent release The CBT Toolbox (2nd ed): A Workbook for Clients, Clinicians and Coaches.
Jeff is known for bridging the gap between academia, research findings and day-to-day clinical practice, and his work has earned him the reputation for being. “The practical tools guy.” His seminars on CBT, DBT, and Schema-Focused Cognitive Therapy routinely receive the highest evaluations from conference participants in terms of clinical utility as well as entertainment value.
Lynne Kenney, Psy.D., is the nation’s leading pediatric psychologist in the development of classroom cognitive-physical activity programs for students in grades K-8. Dr. Kenney develops curriculum, programming, and activities to improve children’s cognition through coordinative cognitive-motor movement, executive function skill-building strategies, and social-emotional learning.
Dr. Kenney’s most recent educational program is CogniMoves® a universal Tier I MTSS cognitive-motor movement program, co-developed with Benjamin S. Bunney, MD, Former Chairman Department of Psychiatry at Yale University. CogniMoves® is designed to strengthen executive function skills in K-3 students.
Dr. Kenney is a pediatric psychologist on the Language & Cognition Team at Wellington-Alexander Center for the Treatment of Dyslexia, Scottsdale, Arizona. She has advanced fellowship training in forensic psychology and developmental pediatric psychology from Massachusetts General Hospital/Harvard Medical School and Harbor-UCLA/UCLA Medical School. As an international educator, researcher, and author, Dr. Kenney is dedicated to improving the trajectory of children’s learning, particularly in high-need, under-resourced communities.
Dr. Kenney’s books include Brain Primers, 2020 (Kuczala & Kenney); 70 Play Activities for Better Thinking, Self-Regulation, Learning and Behavior (Kenney & Comizio, 2016); the Social-Emotional Literacy program, Bloom Your Room™; Musical Thinking™; and Bloom: 50 things to say, think and do with anxious, angry and over-the-top-kids (Kenney & Young, 2015). My Attention Engine: An executive function skill activity book for teachers, parents, and children is slated for 2023.
Since 1985, Dr. Kenney has worked as an educator in community service with national organizations including the Neurological Health Foundation, Head Start, Understood.org, HandsOn Phoenix, SparkPE, the First Nations in Canada, and Points of Light (Generation On) Dr. Kenney values working with Title I Schools.
Dr. Carissa Muth is a registered psychologist in Alberta and the Clinical Director at the Sunshine Coast Health Centre and Georgia Strait Women’s Clinic. She holds Doctorate of Psychology, Master of Arts in Counselling, and Bachelor of Social Work degrees and ran a private practice in Alberta for the last eight years. Her research to date has focused on attachment theory, systems theory, and family involvement in addictions. With almost a decade of experience in inpatient and outpatient settings, Dr. Muth has provided psychological assessments, therapeutic treatments and conducted research in the field of substance addictions and comorbid psychological disorders. With a passion for learning, she has developed an eclectic understanding of the etiology and treatment of mental health and psychological disorders. Borrowing from this perspective, Dr. Muth integrates a variety of therapeutic modalities in order to provide feedback-informed holistic care to clients.
