Advanced Clinical Education Foundation of the NYSSCSW, Inc., SW CPE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #0056

125. THE POST TRAUMATIC GROWTH: IT'S CLINICAL & NEURO - PSYCHO- EDUCATIONAL VICISSITUDES (Manhattan) February 21, & 28 2016 AND March 6, 2016

9.0 Contact Hours Will Be Awarded for This Program

Sunday, February 21, 2016

Course Number:       Location:

Presenters: Victoria Grinman, LCSW, Sandra Indig, LCSW-R, LP, ATCB, and Inna Rozentsvit, M.D., PhD, MSciEd,MBA



Advanced Clinical Education Foundation of the NYSSCSW, Inc., SW CPE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #0056.

9 CE contact hours  You must take all three sessions to receive credit for the course.

The Post-Traumatic Growth: Its Clinical and Neuro-Psycho-Educational Vicissitudes

The purpose of this course is to bring awareness about and to promote knowledge of the phenomenon of posttraumatic growth (PTG), as well as the benefit of understanding of neurobiological mechanisms of trauma and of PTG, and to demonstrate its benefit in clinical practice. The other purpose is to take a look at neuropsychoeducation as an important tool to sustain and to promote this phenomenon.

There is substantial amount of literature and observations related to negative effects of trauma, as well as some of the positive mechanisms - resilience and coping, which both differ from PTG. The idea of PTG was pioneered by Calhoun and Tedeschi (1999), who addressed positive psychological change (as they compared it with the “mind’s wisdom”) which occurs in some individuals who suffered trauma, developmental, relational/ attachment, or physical. PTG happens in the context of/ despite of / because of processing traumatic pain and loss, and it includes five main factors: ‘relating to others with greater compassion’; ‘finding new possibilities’ (such as new roles and new people), ‘personal strength,’ ‘spiritual change,’ and a ‘deeper appreciation of life.’ None of these factors constitute the return to one’s pre-traumatic state of being, but they represent personal “growth.”

Neuropsychoeducation, which brings us the knowledge of neurobiology and its mechanisms of “action,” allows the mental health practitioners to understand their patients/ clients from “inside out”:

1) to read the cues of their underlying (and not verbalized) patterns of being (e.g., flat affect, timbre of voice, and muscle tone);

2) to access their undisclosed, untold, emotional-relational history, and

3) to understand how this history shapes the present.

Using neuropsychoeducation also allows clinicians to teach their patients/clients about:

4) awareness of their visceral, musculoskeletal and emotional reactions to some specific and painful “trigger” situations;

5) how to develop the strategies to re-route those reactions and develop control of one’s somatic and emotional states, and

6) how to learn to appreciate one’s unique personal growth, even in the aftermath of trauma. In other words, it helps to understand mindfulness and mentalization as two powerful healing processes which play significant role in PTG.

Participants of this course will learn also about main modus operandi of our mind – about its neuroplasticity, neurointegration, and about the brain-mind-body connections as the tools of neuropsychoeducational approach, as well as these tools being triggered/ used in every trauma situation, developmental-relational or not.

Neuropsychoeducation helps also us, clinicians, to be in touch with and to regulate our own emotions and somatic responses to a “difficult client”, to a frustrating therapeutic experience, and to putting ourselves in our traumatized patients’ shoes. Neuropsychoeducation approach is not a novice idea. Its modern leaders are Oliver Sacks, Daniel Siegel, Rick Hanson, Michael Gelb, Norman Doidge, Louis Cozolino, Stephen Porges, and many others who connect brain matters to one’s everyday life, to relationships, and to clinical situations, including the ones of trauma and the PTG.

Learning Objectives:

At the end of this workshop series, participants will be able to:

1) Assess the outcomes of psychic trauma, which now will include not only negative conditions (like PTSD), but some positive phenomena, like post-traumatic growth. This objective will be reached by engaging in short "diagnostic" case studies.

2) Identify one's  potential  for PTG, which includes five main factors: ‘relating to others with greater compassion’; ‘finding new possibilities,’ ‘personal strength,’ ‘spiritual change,’ and a ‘deeper appreciation of life.’

3) Establish the equal value to visual mentalization as she/he would to verbal expression in the understanding and unfolding of symbolic mental life within the context of post traumatic growth. This learning objective will be achieved utilizing the case study, in which higher level of mental functioning was achieved (in a person with history of multi-factorial trauma) by visual mentalization process.

4) Demonstrate that post-traumatic growth phenomenon is pertinent to parenthood and caregiving, in particular to parents of children diagnosed with autism; and to identify at least 3 psychological factors that are common in most of the members of these groups of parents and caregivers; as well as to identify at least 3 therapeutic modalities that can be useful for this population.

5) Identify the brain-mind mechanisms of “normal” and “pathological” functioning (e.g., neuroplasticity, neurointegration, neurogenesis, brain/mind laterality, and “fire together-wire together”, synaptic pruning, and other phenomena), and to apply this knowledge about neurobiology to "cases" offered by instructors or other participants.

6) Assess the levels of brain-mind functioning based on the “triune brain” phenomenon, and in turn, understand the level at which each individual client can be reached at therapeutically. Role-play will be implemented to reach this objective.

7) Demonstrate the concept of “mindful” therapy approach to working with developmental and/or relational trauma. Role-play will be implemented to reach this objective.

Level of participants’ experience:   ALL LEVELS of experience.

Presenters:

Victoria Grinman, LCSW  (VGrinman@gmail.com) is a social worker and a child therapist (in individual and group setting), as well as certified yoga and mindfulness instructor at The Summit School, NYC, specializing in working with children who experience emotional, behavioral and learning issues, and their families. She is a graduate of Columbia University, Graduate School of Social work, and a current doctoral candidate at Adelphi University (NY). In her dissertation, she explores PTG in parents of children diagnosed with autism.

Sandra Indig, LCSW-R, LP, ATCB (SIndig@earthlink.net) is a psychoanalyst/ psychotherapist in private practice in NYC. She was trained at New York University (MSW) and at the Washington Square Institute for Psychotherapy and Mental Health (training in psychoanalytic psychotherapy and psychoanalysis).  She is an artist and an active member of many art societies (The American Alliance of Museums); curated numerous exhibits (including three for the NYSSCSW); as well as she serves as the chair of the Committee for Creativity and Transformation at the NYSSCSW.  Sandra was a nominee of NAAP Gradiva Award for contributions to art and psychoanalysis. For examples of her art work and writing go to www.sindig.com.

Inna Rozentsvit, M.D., PhD, MSciEd, MBA (Inna.Rozentsvit@gmail.com) is a neurologist and neurorehabilitation specialist, trained in psychoanalysis and psychotherapy. She is the founder of and the neuropsychoeducator at the Neurorecovery Solutions, Inc. (a non-profit organization). Dr. Rozentsvit is a scientific faculty member at the Object Relations Institute for Psychotherapy and Psychoanalysis, NYC, where she teaches classes on Introduction to Neurobiology for Psychotherapists and Psychoanalysts and Love before First Sight: Neurobiology of the Parent-Child Bonds. Clinical affiliations: New York University/ HJD Neurorehabilitation Department/ Brain Injury Rehabilitation Unit and Multiple Sclerosis Comprehensive Care Center.

                                                                    

Course format:

 

Three weekend (Sunday) workshops

Date:  Sundays February 21; 28; & March 6, 2016

The Office can accommodate 25 registered participants

Time:  12pm to 3pm

Location: Office: 36 West 25th Street, 10th Floor (Between 6th Ave and Broadway)

Three Part Course, 9 CE contact hours, Total Fee:

          NYSSCSW members: $180.00

          Non-members: $270.00

          StudentsL $75.00

Registration Fees/Cancellation:

 

Registration online; master and visa cards only

 

Category Pre-registration   Online: ACE-Foundation.net

Who Should Attend: psychiatrists, psychologists, social workers, licensed psychoanalysts, nurse practitioners and family and marriage/couple counselors

Cancellation received at least (5) days before the event will be fully refundable.

Contact Hours will be awarded once the entire course is completed

Certificates will be emailed approximately ten business days after the completion of the course.

For questions regarding course content, registration and disability access please contact Kristin or Sheila info.acefoundation@gmail.com

In the event of any grievance please contact Susan Klett, Director of Professional Development at SuzanneKlett@aol.com

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