Adler Graduate School

Clinical Supervision Training - Fall - 2023
2023-10-06 09:00 - 2023-11-03 12:00 UTC
This course provides 45 hours of training in clinical supervision. The course meets the Minnesota Board of Behavioral Health and Therapy educational requirements for Professional Counselors (LPCs and LPCCs) and exceeds requirements for Alcohol & Drug Counselors who intend to seek the approved-supervisor credential. The course does NOT meet requirements for the AAMFT approved-supervisor credential, as only courses provided directly by the AAMFT meet those requirements. This course meets on Zoom and includes additional assignments to be completed online.
The course covers major models of clinical supervision; development and maintenance of the supervisor-supervisee relationship; ethical and legal aspects in clinical supervision; cultural competence in clinical supervision; and structuring, intervention, and evaluation practices in clinical supervision.
Required Text to be Purchased BEFORE Starting the Course
Fundamentals of Clinical Supervision (6th Edition) (What’s New in Counseling) 6th Edition By Janine M. Bernard (Author), Rodney K. Goodyear (Author) · Publisher: Pearson; 6 edition (January 22, 2018)· ISBN-13: 9780134790282· ISBN-13: 9780134752518
*Please note ticket sales are only available up to 1 week prior to event to allow time for the book to be ordered and arrive before class begins. Adler Graduate School has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6915. Programs that do not qualify for NBCC credit are clearly identified. Adler Graduate School is solely responsible for all aspects of the program.
Certificates of completion will be awarded upon final evaluation of the course distributed by Adler.
Virtual Classroom Sessions
Friday, October 6, 13, 20, 27 and Friday November 3, 2023 9:00 AM to 12:00 PM CST
Expectations
Participants are expected to participate in small group discussions and outside of scheduled class time. Participants are expected to work with peers to find one-hour time slots that work for everyone in the small group.
Participants are expected to complete substantial reading assignments and online quizzes/surveys at the end of each scheduled course.
Participants must submit an APA Formatted Philosophy of Clinical Supervision Final Paper and prepare final Supervision Documents assignment following the last class session.
Participants must submit a final Supervision Documents assignment in preparation for developing clinical supervision documentation required for future best practice clinical supervision.
Hours Tasks/Activities
15 Reading course texts/assigned articles
5 Weekly Scheduled Course Quiz/Survey
15 Weekly Scheduled Course Attendance & Active Participation
4 Case Studies
6 Assignments
45 Total Hours

Please note, there will be a final APA formatted paper that complies the learned information throughout the course applied to each participant’s own clinical theoretical style related to clinical supervision philosophy. There will also be a final assignment to develop Supervision Documents that are required as part of future clinical supervision, both assignments to be completed by midnight the final course date.
45 CEs

Upon successful completion of this course, students will:
1. Distinguish the central role of clinical supervision in providing superior clinical services through improving client welfare, ensuring informed consent and honoring client rights.
2. Distinguish factors that generate positive supervisory relationships from their inception, including informed consent for supervision, management of expectations, and appropriate professional boundaries.
3. Demonstrate understanding of the ethical, legal, advocacy and gatekeeping responsibilities of clinical supervisors.
4. Assess power dynamics in the supervisory relationship and consider issues of diversity, equity and inclusion.
5. Demonstrate commitment to cross-cultural responsiveness in all supervisory relationships.
6. Generate, and demonstrate commitment to, fulfillment of key supervisory responsibilities, to include ensuring informed consent for supervision, completing and referencing the supervision contract, modeling ethics and boundaries, and serving as a gatekeeper for the counseling profession.
7. Articulate a personal model of clinical supervision, drawn from existing models of supervision and preferred styles of therapy and supervision.

Faculty:
Brittany Hamann, PsyD, LPCC (she/her) is a doctoral level psychologist and a licensed professional clinical counselor serving greater rural Minnesota in private practice. She received a doctorate degree in counseling psychology from Saint Mary’s University in Minneapolis, MN and a master’s degree in clinical psychology from the Minnesota School of Professional Psychology at Argosy University. She has practiced counseling in many levels of care including inpatient psychiatric units, residential treatment, intensive outpatient care and rural health care. Dr. Hamann’s doctoral research titled “Dismissing a Supervisee: The experience of the clinical supervisor” examined the experiences of clinical supervisors who had dismissed a supervisee who was also a student. The focus of this work examined the decision-making process and their overall experiences. A Minnesota Board of Behavioral Health and Therapy Approved Clinical Supervisor, Brittany has been involved in clinical supervision practice, research, and has taught graduate level courses in best practice clinical supervision.

The Zoom Link and Canvas access to the presentation will be sent out by the presenter during the week before it starts.

Ethics Refresher Course for Marriage and Family Therapists, Fall, 2023
2023-09-22 11:00 - 14:15
How do Marriage and Family Therapists practice ethically in a rapidly changing world? Join us for this current and responsive training on how to cultivate and maintain, a relevant ethical lens while practicing marriage and family therapy. This course is online for 3 hours on Friday, September 22, 2023 from 11:00 AM to 2:15 PM.
It earns 3 CE’s for the MFT license.
The presentation is on Zoom.
Participants will learn:

How to navigate the grey areas of dual relationships, duties to warn, and practicing within one’s competencies.
How to confidently navigate complaints made from clients.
How to navigate investigations conducted by the licensing boards.
How to practice within one’s competencies

Adam has a Master’s degree from Adler Graduate School and has a private practice at Enliven Psychotherapy. He is a licensed Marriage and Family Therapist and a licensed Alcohol and Drug Counselor.

New Ethics Refresher for LPCC and LPC Professionals
2023-09-15 09:00 - 13:15
Counselors must participate in training concerning ethics repeatedly, not because codes of ethics have changed but because there continue to be gray areas and changes to technology. Ethics training has become increasingly important with the rise in telehealth and technology usage in sessions in the last 2 years. This workshop will reiterate important ethics codes and specify considerations for behavioral health and co-occurring disorders.

Objectives:
• Understand the differences between ethics, morals, and the law
• Learn to analyze ethical issues and how these issues influence SA and co-occurring treatment
• Understand changes in the new ACA Code of Ethics and compare with other professional codes of ethics
• Understanding ethical implications associated with technology and social media
• Learn to apply problem-solving skills in SA and Co-Occurring treatment

Presenter: Asha Dickerson, Ph.D., LPC, NCC, ACS, CPCS
Dr. Dickerson is a current faculty member at Adler Graduate School. She has been teaching at various universities for a number of years. Some of the courses she has taught are Marriage, Couples and Family Therapy, Addictions, Social and Cultural Diversity, Theories of Personality and Psychology and Spiritual Foundation.
She has been the Co-Director of Training at Argosy University in Georgia. and the Family and Community Coordinator at the Fellowship House in Birmingham, Alabama. She is a Licensed Professional Counselor in Georgia.
She co-hosts a radio show on United Intentions Media Network -Two Therapists and a Microphone. She is the author of many national and international publications.

Journey: Self-Discovery through the Portal of an Expressive Arts Circle
2023-08-03 12:00 - 13:30
This workshop sparks imagination and invites us on a collective adventure to live to our fullest potential. Presented by Terri Goslin-Jones, PhD, REACE

Expressive arts circles speak to the wonder and transformational power of creative awakening and tap into our collective potential as we attempt to meet life’s challenges. Creativity circles speak across cultures and help heal our world through personal and collective transformation. This workshop highlights the inspiring story of an expressive arts circle that has met for over twelve years. Weaving their collective insights and experiences of conscious creativity with the colorful threads of imagination, artful expression, and friendship.
Dr. Goslin-Jones will demonstrate how the expressive arts and co-creating via the creative spirit circle process have the potential to lead to personal and spiritual growth. Creative tools and inspirational resources will be shared with the participants. This workshop serves and guides professionals in the fields of expressive arts, education, mental health, and coaching, as well as students, artists, individuals, and groups who have a desire to cultivate creativity and support social transformation. This workshop sparks imagination and invites us on a collective adventure to live to our fullest potential.
All are invited to attend this workshop free of charge. A $15 processing fee is required for CE certificates.
1.5 CEs (NBCC; MFT Pending)

Measurable Objectives:
1)Integrate expressive arts with person-centered conditions such as empathy, congruence and unconditional positive regard.
2) Explore and apply intermodal expressive arts to access creative potential within a shared leadership model.
3) Discuss and apply specific tools/processes that generate creative inquiry and manifest our potential across the life span.
4) Identify specific application(s) to implement an expressive arts circle.

Presenter: Terri Goslin-Jones, PhD, REACE
I joined the Creative Spirit Circle with a passion to be engaged in a creative community committed to evolving consciousness using person-centered expressive arts. The immersion in this circle process nourishes my entire “way of being”. In my professional life, I serve as Psychology/Creativity Studies faculty at Saybrook University and previously worked as an organizational development consultant. My reason for teaching and serving as an advisor for doctoral research is to support life-long learners in a quest to create change in their life and in their part of the world. Creativity is at the heart of my work. I am an expressive arts practitioner, a poet, mindfulness facilitator and lead poetry circles as a graduate of the Institute for Poetic Medicine. My creative passions include family life, expressive arts, gardening, a love for life-long learning, poetry, physical fitness, spirituality/contemplative living, and international travel.
Website: www.terrigoslin-jones.com
Email: tgoslin-jones@saybrook.edu

References:
Goslin-Jones, T. (2020). Expressive Arts. In M. Runco & S. Pritzker (Eds.), Encyclopedia of
Creativity (3rd ed., pp. 478-484). San Diego, CA: Academic Press.
Kaufman, S. B. (2020). Transcend, The new science of self-actualization. TarcherPerigee.
Knill, P.J., Levine, E.G., & Levine, S.K. (2004). Principles and practice of expressive arts therapy: Toward a therapeutic aesthetics. Jessica Kingsley.
Rogers, N. (1993). The creative connection: Expressive arts as healing. Science & Behavior

Counseling Men
2023-07-14 11:00 - 13:30
Due to societal expectations, men are expected to be independent and are conditioned not to express emotions at an early age. Unfortunately, these acts have significant consequences for men’s mental health. This presentation will explore the dynamics of counseling men, including stigma around mental health, recognizing barriers towards the counseling relationship, and approaches and interventions to enhance the therapeutic process when working with men.

The instructor will provide a PowerPoint presentation, and a discussion throughout the program/Q & A, with handouts of the slides.
2 CEs
MFT Pending

Participants will learn about the barriers that can prevent men from encountering counseling and how these barriers can affect the therapeutic process. Also, participants will gain knowledge on establishing a therapeutic relationship with men. Lastly, participants can expect to enhance their understanding of therapeutic interventions when applying interventions to men.

Dr. Antwan Player is an assistant professor at Adler Graduate School located in Minnetonka, Minnesota, and has 10+ years as a clinical counselor. Antwan holds two licenses, one in Minnesota as a Licensed Professional Clinical Counselor (LPCC) and another in Florida as a Licensed Mental Health Counselor (LMHC). Antwan is a member of various organizations and was previously the Ethics Co-Chair for the Minnesota Counseling Association. From a clinical standpoint, Dr. Player’s clinical philosophy focuses on helping individuals reach self-actualization. His clinical experience has afforded him the opportunity to work with a range of diverse populations, including, high-risk adolescents, parenting enhancement, and individuals of the LGBTQIA community to name a few.

Clinical Supervision Training -Summer - 2023
2023-07-11 18:00 - 2023-08-08 21:00
This course provides 45 hours of training in clinical supervision. The course meets the Minnesota Board of Behavioral Health and Therapy educational requirements for Professional Counselors (LPCs and LPCCs) and exceeds requirements for Alcohol & Drug Counselors who intend to seek the approved-supervisor credential. The course does NOT meet requirements for the AAMFT approved-supervisor credential, as only courses provided directly by the AAMFT meet those requirements. This course meets on Zoom and includes additional assignments to be completed online.
The course covers major models of clinical supervision; development and maintenance of the supervisor-supervisee relationship; ethical and legal aspects in clinical supervision; cultural competence in clinical supervision; and structuring, intervention, and evaluation practices in clinical supervision.
Required Text to be Purchased BEFORE Starting the Course
Fundamentals of Clinical Supervision (6th Edition) (What’s New in Counseling) 6th Edition By Janine M. Bernard (Author), Rodney K. Goodyear (Author) · Publisher: Pearson; 6 edition (January 22, 2018)· ISBN-13: 9780134790282· ISBN-13: 9780134752518
*Please note ticket sales are only available up to 1 week prior to event to allow time for the book to be ordered and arrive before class begins. Adler Graduate School has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6915. Programs that do not qualify for NBCC credit are clearly identified. Adler Graduate School is solely responsible for all aspects of the program.
Certificates of completion will be awarded upon final evaluation of the course distributed by Adler.
Virtual Classroom Sessions

Tuesdays; July 11, July 18, July 25, August 1 and August 8, 2023 from 6:00 PM to 9:pm CST
Expectations
Participants are expected to participate in small group discussions and outside of scheduled class time. Participants are expected to work with peers to find one-hour time slots that work for everyone in the small group.
Participants are expected to complete substantial reading assignments and online quizzes/surveys at the end of each scheduled course.
Participants must submit an APA Formatted Philosophy of Clinical Supervision Final Paper and prepare final Supervision Documents assignment following the last class session.
Participants must submit a final Supervision Documents assignment in preparation for developing clinical supervision documentation required for future best practice clinical supervision.
Hours Tasks/Activities
15 Reading course texts/assigned articles
5 Weekly Scheduled Course Quiz/Survey
15 Weekly Scheduled Course Attendance & Active Participation
4 Case Studies
6 Assignments
45 Total Hours

Please note, there will be a final APA formatted paper that complies the learned information throughout the course applied to each participant’s own clinical theoretical style related to clinical supervision philosophy. There will also be a final assignment to develop Supervision Documents that are required as part of future clinical supervision, both assignments to be completed by midnight the final course date.

45 CEs

Upon successful completion of this course, students will:
1. Distinguish the central role of clinical supervision in providing superior clinical services through improving client welfare, ensuring informed consent and honoring client rights.
2. Distinguish factors that generate positive supervisory relationships from their inception, including informed consent for supervision, management of expectations, and appropriate professional boundaries.
3. Demonstrate understanding of the ethical, legal, advocacy and gatekeeping responsibilities of clinical supervisors.
4. Assess power dynamics in the supervisory relationship and consider issues of diversity, equity and inclusion.
5. Demonstrate commitment to cross-cultural responsiveness in all supervisory relationships.
6. Generate, and demonstrate commitment to, fulfillment of key supervisory responsibilities, to include ensuring informed consent for supervision, completing and referencing the supervision contract, modeling ethics and boundaries, and serving as a gatekeeper for the counseling profession.
7. Articulate a personal model of clinical supervision, drawn from existing models of supervision and preferred styles of therapy and supervision.

Faculty:
Brittany Hamann, PsyD, LPCC (she/her) is a doctoral level psychologist and a licensed professional clinical counselor serving greater rural Minnesota in private practice. She received a doctorate degree in counseling psychology from Saint Mary’s University in Minneapolis, MN and a master’s degree in clinical psychology from the Minnesota School of Professional Psychology at Argosy University. She has practiced counseling in many levels of care including inpatient psychiatric units, residential treatment, intensive outpatient care and rural health care. Dr. Hamann’s doctoral research titled “Dismissing a Supervisee: The experience of the clinical supervisor” examined the experiences of clinical supervisors who had dismissed a supervisee who was also a student. The focus of this work examined the decision-making process and their overall experiences. A Minnesota Board of Behavioral Health and Therapy Approved Clinical Supervisor, Brittany has been involved in clinical supervision practice, research, and has taught graduate level courses in best practice clinical supervision.

The Zoom Link and Moodle access to the presentation will be sent out by the presenter during the week before it starts.

Encouragement, Hope & Resilience in the Midst of a Climate Crisis
2023-06-16 11:00 - 13:30
Research is growing on the effects of climate change and natural disasters on human well-being. A 2020 report by the American Psychological Association (APA) states that “Concern about climate change may be having an impact on mental health, with more than two-thirds of adults (68%) saying that they have at least a little “eco-anxiety,” defined as any anxiety or worry about climate change and its effects. These effects may be disproportionately impacting the country’s youngest adults; nearly half of those age 18-34 (47%) say the stress they feel about climate change affects their daily lives.”
As a result, it is important for counselors to understand concepts like eco-anxiety and eco-grief and how these might show up for individuals and families. In this workshop, we will discuss how people are affected by ecological changes such as climate change, natural disasters, and species loss. We will discuss the variety of emotional responses associated with grief, loss, anxiety, and even trauma as a result of these climate realities. In addition, we will discuss normalizing the wide range of emotional responses that occur in response to this topic and encourage actions that can be taken to move these emotions into useful behaviors for well-being of people and the planet.
In this session, we will cover often-used terms and learn about a few informal assessment tools. The objectives of the course are to:
• Define terms like eco-anxiety, eco-grief, climate crisis, resilience, hope, and encouragement.
• Examine common emotional reactions associated with climate issues.
• Provide information from research and implications for counseling.
• Encourage participants to explore activism while caring for themselves.
2-hour workshop with one 15-minute break
2 CE’s MFT pending

Recent research suggests growing levels of concern for climate change with young people proportionately affected. This course provides introductory information around eco-anxiety and eco-grief, assessments, research, and actions that counselors, individuals and families can take to build a more thriving relationship with nature, thereby healing themselves and planet.
In a study of Minnesota Mental Health Professionals (including LICSW, LSW, LMFT, LPCC and others), these professionals agreed that climate change is a critical problem impacting mental health (81.6%), with many (61.0%) already observing these impacts. More than half (51.8%) report that clients would consider discussing climate change as part of their treatment. Yet fewer (32.9%) feel well-prepared to have this discussion.1 This is a place to have such a discussion.

Participants will be exposed to and discuss terms and research related to the relationship between climate change and mental health. They will better understand the many terms associated with climate emotions and responses. They will learn tools for resilience for themselves and their clients as we all navigate future climate issues.

Bre Hiivala Cahoy, EdD is a licensed professional counselor (LPC) and full-time faculty member in the Counseling Program at Adler Graduate School. She has experience in career development, employee assistance programs, and has served as an advocate at a campus Women’s Center. Her dissertation was about the relationship between nature relatedness, nature exposure, and quality of work life in student affairs professionals. Bre appreciates the inclusion of nature in self to understanding holistic wellbeing and healing for individuals and organizations. She integrates holism and Adlerian principles in her daily work with students as a counselor educator.

Michelle Doerr, MS, is a wildlife biologist with a Master’s in Wildlife Management from the University of Missouri. She worked for Minnesota Department of Natural Resources in several capacities dealing with human-wildlife interactions. She started Anavah Consulting LLC to work with individuals, groups, companies and organizations interested in better human-human, human-wildlife, and human-landscape connections. She is a graduate of the National Conservation Leadership Institute, an elite program for conservation leaders. She obtained a certificate in Advanced Adlerian Psychology and is a member of the North American Society for Adlerian Psychology. She came to study Adler after she saw how his principles helped a child’s eating disorder when a specialty treatment center couldn’t. Adlerian principles and ecological principles combined are the heart of her purpose; to help self and others value all life on earth.

Clinical Supervision Training - Spring, 2023
2023-04-14 09:00 - 2023-05-12 12:00
This course provides 45 hours of training in clinical supervision. The course meets the Minnesota Board of Behavioral Health and Therapy educational requirements for Professional Counselors (LPCs and LPCCs) and exceeds requirements for Alcohol & Drug Counselors who intend to seek the approved-supervisor credential. The course does NOT meet requirements for the AAMFT approved-supervisor credential, as only courses provided directly by the AAMFT meet those requirements. This course meets on Zoom and includes additional assignments to be completed online.
The course covers major models of clinical supervision; development and maintenance of the supervisor-supervisee relationship; ethical and legal aspects in clinical supervision; cultural competence in clinical supervision; and structuring, intervention, and evaluation practices in clinical supervision.
Required Text to be Purchased BEFORE Starting the Course
Fundamentals of Clinical Supervision (6th Edition) (What’s New in Counseling) 6th Edition By Janine M. Bernard (Author), Rodney K. Goodyear (Author) · Publisher: Pearson; 6 edition (January 22, 2018)· ISBN-13: 9780134790282· ISBN-13: 9780134752518
*Please note ticket sales are only available up to 1 week prior to event to allow time for the book to be ordered and arrive before class begins. Adler Graduate School has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6915. Programs that do not qualify for NBCC credit are clearly identified. Adler Graduate School is solely responsible for all aspects of the program.
Certificates of completion will be awarded upon final evaluation of the course distributed by Adler.
Virtual Classroom Sessions
Fridays, April 14, April 21, April 28, May 5, and May 12, 2023 from 9:00AM to 12:00PM Central time (including breaks).
Expectations
Participants are expected to participate in small group discussions and outside of scheduled class time. Participants are expected to work with peers to find one-hour time slots that work for everyone in the small group.
Participants are expected to complete substantial reading assignments and online quizzes/surveys at the end of each scheduled course.
Participants must submit an APA Formatted Philosophy of Clinical Supervision Final Paper and prepare final Supervision Documents assignment following the last class session.
Participants must submit a final Supervision Documents assignment in preparation for developing clinical supervision documentation required for future best practice clinical supervision.
Hours Tasks/Activities
15 Reading course texts/assigned articles
5 Weekly Scheduled Course Quiz/Survey
15 Weekly Scheduled Course Attendance & Active Participation
4 Case Studies
6 Assignments
45 Total Hours

Please note, there will be a final APA formatted paper that complies the learned information throughout the course applied to each participant’s own clinical theoretical style related to clinical supervision philosophy. There will also be a final assignment to develop Supervision Documents that are required as part of future clinical supervision, both assignments to be completed by midnight the final course date.

45 CEs

Upon successful completion of this course, students will:
1. Distinguish the central role of clinical supervision in providing superior clinical services through improving client welfare, ensuring informed consent and honoring client rights.
2. Distinguish factors that generate positive supervisory relationships from their inception, including informed consent for supervision, management of expectations, and appropriate professional boundaries.
3. Demonstrate understanding of the ethical, legal, advocacy and gatekeeping responsibilities of clinical supervisors.
4. Assess power dynamics in the supervisory relationship and consider issues of diversity, equity and inclusion.
5. Demonstrate commitment to cross-cultural responsiveness in all supervisory relationships.
6. Generate, and demonstrate commitment to, fulfillment of key supervisory responsibilities, to include ensuring informed consent for supervision, completing and referencing the supervision contract, modeling ethics and boundaries, and serving as a gatekeeper for the counseling profession.
7. Articulate a personal model of clinical supervision, drawn from existing models of supervision and preferred styles of therapy and supervision.

How to Market Yourself As A Mental health Professional
2023-03-15 11:00 - 14:00
Counselors get degrees in Counseling, not marketing. Still, in order to run a successful private practice, a level of marketing knowledge is needed. At the same time, we have certain ethical codes and guidelines that we must follow in the midst of trying to promote ourselves. Ideas and suggestions for ethical marketing will be discussed.

3 CEs
MFT Pending

Objective:
• Learn to apply well established techniques of counseling to various parts of practice management.
• Utilize best practices for marketing of counseling services.
• Understand ethical implications associated with technology and social media.
• Understand ethical implications associated with internet reviews and complaints.
• Be able to evaluate the effectiveness of different marketing tools and tips.

Presenter: Asha Dickerson, Ph.D., LPC, NCC, ACS, CPCS
Dr. Dickerson is a current faculty member at Adler Graduate School. She has been teaching at various universities for a number of years. Some of the courses she has taught are Marriage, Couples and Family Therapy, Addictions, Social and Cultural Diversity, Theories of Personality and Psychology and Spiritual Foundation.
She has been the Co-Director of Training at Argosy University in Georgia. and the Family and Community Coordinator at the Fellowship House in Birmingham, Alabama. She is a Licensed Professional Counselor in Georgia.
She co-hosts a radio show on United Intentions Media Network -Two Therapists and a Microphone. She is the author of many national and international publications.

Insurance and Credentialing
2023-03-08 11:00 - 14:00
Billing insurance companies can be a hassle and sometimes, payment is never made. This can be extremely frustrating for Counselors who spend a lot of time with clients and sometimes receive very little or no payment. For this reason, many choose to only accept clients who can pay out-of-pocket, which may keep certain populations from seeking services with those companies. How can someone efficiently and successfully complete insurance credentialing and billing?
3 CEs
MFT Pending

Objectives:
• Understand the process for applying for insurance panels as a Counselor.
• Describe the personal, environmental, and sociopolitical context or insurance billing and sliding scale payments.
• Demonstrate fairness, equity, and sensitivity to a diverse community.
• Gain knowledge of issues associated with Counselor income deficits.
• Understand positives and negatives associated with medical billing and practice management.
• Discover creative collection solutions.

Presenter: Letitia Browne-James, Ph.D., LMHC-S, NCC, BC-TMH
Dr. Browne-James is a current member of Adler Graduate School’s faculty. She has a B.S. In Psychology from Bethune-Cookman University, an MA in Counselor Education and Supervision and a PhD. In Counselor Education and Supervision. She is a mental health counselor in the state of Florida.
She is the founder and owner of Victorious Living Counseling and Consulting where she oversees and provides all clinical, consultation and administrative functions. She also does counseling at this site .
She has taught many courses at a variety of universities, including Addictions Counseling, Sexuality Counseling, Multicultural Counseling and Group Counseling. She has research experience and has been an invited keynote speaker.

Private Practice 101
2023-03-01 11:00 - 14:00
Clinical skills, theories, ethics, and other basics are taught in a counseling program, but rarely are students taught the basics of private practice. Some may believe that all they need to do is be fully licensed, but there are many business skills that are needed. How you manage the business side while also practicing ethically will determine initial and long-term success of a private practice.
3CEs – MFT pending

At the end of this workshop, participants will:
• Understand basic business necessities for private practice.
• Utilize comprehensive assessment tools to identify appropriate levels of care and treatment necessity.
• Integrate appropriate treatments for clientele with severe mental illnesses.
• Gain knowledge concerning EMR/HER Software

DeShelle Burrowes, MA, NCC, APC is a Wife and Mother to 2 Beautiful Boys. She obtained her Undergraduate Degree from Clayton State University. She enrolled in Argosy University, Atlanta to pursue her Master of Arts degree in Clinical Mental Health Counseling.
She completed her Masters’ of Arts program in 2017 and took a job as the Dual Diagnosis Therapist in an Outpatient Program at Riverwoods Hospital where she counseled and facilitated groups with patients that had both a mental health diagnosis and a substance abuse diagnosis. She eventually became the Lead Therapist in this program while also branching out to embark on her own private practice journey.
DeShelle is also Sex Therapy and Trauma trained Psychotherapist. It was a goal of hers going into the Counseling profession to be able to support women through their traumas.
Recently, DeShelle became a Certified Life Coach through the Women led Organization, Inner Glow Circle. She realized that she could use her particular interests to Coach Women from around the world.
DeShelle also provides Coaching services for new clinicians. She struggled a starting out in private practice and she wants to ensure that no new clinicians have those same struggles. She supports them into finding their voice in the private practice world through niche branding and ensuring that new clinicians know the value of finding their niche to improve their audience and to decrease burnout which can be major in the clinical field. She is hoping to expand on her practice in 2023 to include other clinicians, coaches and healers that want to encourage growth, healing, and well-being of women. DeShelle is a firm believer in these skillsets being pertinent to the success of all women.
DeShelle is finding joy in all aspects of her Counseling and Coaching career but what she finds the most joy in is spending time with the men in her life… Her family!!!

Ethics Refresher Course for Marriage and Family Therapists, Winter 2023
2023-02-10 11:00 - 14:15
How do Marriage and Family Therapists practice ethically in a rapidly changing world? Join us for this current and responsive training on how to cultivate and maintain, a relevant ethical lens while practicing marriage and family therapy. This course is online for 3 hours on Friday, February 10, 2023 from 11:00 AM to 2:15 PM.
It earns 3 CE’s for the MFT license.
The presentation is on Zoom.
Participants will learn:

How to navigate the grey areas of dual relationships, duties to warn, and practicing within one’s competencies.
How to confidently navigate complaints made from clients.
How to navigate investigations conducted by the licensing boards.
How to practice within one’s competencies

Adam has a Master’s degree from Adler Graduate School and has a private practice at Enliven Psychotherapy. He is a licensed Marriage and Family Therapist and a licensed Alcohol and Drug Counselor.

Clinical Supervision Training - Winter 2023
2023-01-23 11:00 - 2023-02-24 14:00
This course provides 45 CE hours of clinical supervision training.

This course provides 45 hours of training in clinical supervision. The course meets the Minnesota Board of Behavioral Health and Therapy educational requirements for Professional Counselors (LPCs and LPCCs) and exceeds requirements for Alcohol & Drug Counselors who intend to seek the approved-supervisor credential. The course does NOT meet requirements for the AAMFT approved-supervisor credential, as only courses provided directly by the AAMFT meet those requirements. This course meets on Zoom and includes additional assignments to be completed online.
The course covers major models of clinical supervision; development and maintenance of the supervisor-supervisee relationship; ethical and legal aspects in clinical supervision; cultural competence in clinical supervision; and structuring, intervention, and evaluation practices in clinical supervision.
Required Text to be Purchased BEFORE Starting the Course
Fundamentals of Clinical Supervision (6th Edition) (What’s New in Counseling) 6th Edition By Janine M. Bernard (Author), Rodney K. Goodyear (Author) · Publisher: Pearson; 6 edition (January 22, 2018)· ISBN-13: 9780134790282· ISBN-13: 9780134752518
*Please note ticket sales are only available up to 1 week prior to event to allow time for the book to be ordered and arrive before class begins. Adler Graduate School has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6915. Programs that do not qualify for NBCC credit are clearly identified. Adler Graduate School is solely responsible for all aspects of the program.
Certificates of completion will be awarded upon final evaluation of the course distributed by Adler.
Virtual Classroom Sessions
Fridays January 27th, February 3rd, 10th, 17th, and 24th. Session held 11:00am-2:00pm Central time (including breaks).
Expectations
Participants are expected to participate in small group discussions and outside of scheduled class time. Participants are expected to work with peers to find one-hour time slots that work for everyone in the small group.
Participants are expected to complete substantial reading assignments and online quizzes/surveys at the end of each scheduled course.
Participants must submit an APA Formatted Philosophy of Clinical Supervision Final Paper and prepare final Supervision Documents assignment following the last class session.
Participants must submit a final Supervision Documents assignment in preparation for developing clinical supervision documentation required for future best practice clinical supervision.
Hours Tasks/Activities
15 Reading course texts/assigned articles
5 Weekly Scheduled Course Quiz/Survey
15 Weekly Scheduled Course Attendance & Active Participation
4 Case Studies
6 Assignments
45 Total Hours

Please note, there will be a final APA formatted paper that complies the learned information throughout the course applied to each participant’s own clinical theoretical style related to clinical supervision philosophy. There will also be a final assignment to develop Supervision Documents that are required as part of future clinical supervision, both assignments to be completed by midnight the final course date.

45 CEs

Upon successful completion of this course, students will:
1. Distinguish the central role of clinical supervision in providing superior clinical services through improving client welfare, ensuring informed consent and honoring client rights.
2. Distinguish factors that generate positive supervisory relationships from their inception, including informed consent for supervision, management of expectations, and appropriate professional boundaries.
3. Demonstrate understanding of the ethical, legal, advocacy and gatekeeping responsibilities of clinical supervisors.
4. Assess power dynamics in the supervisory relationship and consider issues of diversity, equity and inclusion.
5. Demonstrate commitment to cross-cultural responsiveness in all supervisory relationships.
6. Generate, and demonstrate commitment to, fulfillment of key supervisory responsibilities, to include ensuring informed consent for supervision, completing and referencing the supervision contract, modeling ethics and boundaries, and serving as a gatekeeper for the counseling profession.
7. Articulate a personal model of clinical supervision, drawn from existing models of supervision and preferred styles of therapy and supervision.

Faculty:
Brittany Hamann, PsyD, LPCC (she/her) is a doctoral level psychologist and a licensed professional clinical counselor serving greater rural Minnesota in private practice. She received a doctorate degree in counseling psychology from Saint Mary’s University in Minneapolis, MN and a master’s degree in clinical psychology from the Minnesota School of Professional Psychology at Argosy University. She has practiced counseling in many levels of care including inpatient psychiatric units, residential treatment, intensive outpatient care and rural health care. Dr. Hamann’s doctoral research titled “Dismissing a Supervisee: The experience of the clinical supervisor” examined the experiences of clinical supervisors who had dismissed a supervisee who was also a student. The focus of this work examined the decision-making process and their overall experiences. A Minnesota Board of Behavioral Health and Therapy Approved Clinical Supervisor, Brittany has been involved in clinical supervision practice, research, and has taught graduate level courses in best practice clinical supervision.

Self Regulation Deficits & Addictive Behaviors and Disorders
2023-01-20 11:00 - 13:30
Self-regulation abilities are critical to a diverse range of emotional, behavioral, social, and physical health functions. When self-regulation abilities are compromised, the likelihood of several short- and long-term outcomes such as problematic behaviors and risky decision-making increases. Designed for professionals working in mental health and substance use treatment settings, this training provides attendees with a working understanding of the causes, consequences, and interventions associated with self-regulation deficits and addictive behaviors and disorders. A review of screening and intervention options appropriate for persons impacted by these issues will be discussed. Empirically based research findings will be highlighted throughout this training.
2 CEs

Training Objectives:
1. Define self-regulation and other related constructs
2. Define addictive behaviors and disorders
3. Examine the causes and consequences associated with self-regulation deficits and addictive behaviors and disorders
4. Examine the impact these topics have on clients receiving services from mental health and substance misuse treatment providers
5. Discuss screening and intervention considerations
6. Review relevant and up-to-date research findings

Jerrod Brown, Ph.D., M.A., M.S., M.S., M.S., is a professor, trainer, researcher, and consultant with multiple years of experience teaching collegiate courses. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS). Jerrod has also provided consultation services to a number of caregivers, professionals, and organizations pertaining to topics related to autism spectrum disorder (ASD), fetal alcohol spectrum disorder (FASD), confabulation, suggestibility, trauma and other life adversities, traumatic brain injury (TBI), and youth firesetting. Jerrod has completed four separate master’s degree programs and holds graduate certificates in Neuropsychology, Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). In 2021, Jerrod completed a post-doctoral certificate in Leadership and Organizational Strategy from Walden University and a Professional Certificate in Forensic Psychology from San Diego State University Global Campus. Jerrod has published several articles and book chapters. Jerrod is also regularly featured on several national and international podcast programs.

Self Regulation Deficits & Mental Health Disorders
2022-12-16 11:00 - 13:30
Self-regulation abilities are critical to a diverse range of emotional, behavioral, social, and physical health functions. When self-regulation abilities are compromised, the likelihood of several short- and long-term outcomes such as problematic behaviors and risky decision-making increases. Designed for professionals working in mental health and substance use treatment settings, this training provides attendees with a working understanding of the causes, consequences, and interventions associated with self-regulation deficits and psychiatric diagnoses. A review of screening and intervention options appropriate for persons impacted by these issues will be discussed. Empirically based research findings will be highlighted throughout this training.

1. Define self-regulation and other related constructs
2. Define common psychiatric disorders
3. Examine the causes and consequences associated with self-regulation deficits and psychiatric disorders.
4. Examine the impact these topics have on clients receiving services from mental health and substance misuse treatment providers
5. Discuss screening and intervention considerations
6. Review relevant and up-to-date research findings

Jerrod Brown, Ph.D., is an Assistant Professor, Program Director, and lead developer for the Master of Arts degree in Human Services with an emphasis in Forensic Behavioral Health for Concordia University, St. Paul, Minnesota. Jerrod has also been employed with Pathways Counseling Center in St. Paul, Minnesota for the past seventeen years. Pathways provides programs and services benefitting individuals impacted by mental illness and addictions. Through his work at Pathways, Jerrod has extensive experience working with clients diagnosed with neurodevelopmental disorders, serious and persistent mental health (SPMI) conditions, trauma and stressor related disorders, substance use and other addictive disorders, sleep disorders, and criminal justice-involved populations. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS) and the Editor-in-Chief of Forensic Scholars Today (FST). Jerrod has completed four separate master’s degree programs and holds graduate certificates in Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod is also certified as a Brain Health Coach, Trauma Professional, Compassion Fatigue Professional, Youth Firesetting Prevention/Intervention Specialist, an Anger Resolution Therapist (CART), a Thinking for a Change (T4C) Facilitator, a Fetal Alcohol Spectrum Disorders (FASD) Trainer, an Autism Specialist, Digestive Health Specialist, Gut Health Specialist, Stress and Mindset Coach, Holistic Health Coach, Sleep Science Coach, Sex Crimes & Relational Paraphilic Attachments (RPA), Mental Health Integrative Medicine Provider (CMHIMP), and a Problem Gambling Treatment Provider in the state of Minnesota. Jerrod has published numerous articles and book chapters. Email: Jerrod01234Brown@live.com

From Problem To Person To Pattern To Progress
2022-12-02 11:00 - 2022-12-09 14:30
From Problem to Person to Pattern to Progress: An Adlerian Approach will meet on 12/2/and 12/9/2022 for 3 hours each day starting at 11:00am.

From Problem to Person to Pattern to Progress: An Adlerian Approach is a didactic and experiential workshop based on the theory and practice of Adlerian psychology. The specific focus of this workshop will be tracing the movement of a person and a counselor through four intertwined aspects of the Adlerian counseling process. The first step in the process is to establish the scope and perception of the presenting problem and the development of goals of the work that is to be done. The second step in the process is to understand the individual and the specific assets of that person as they move toward the stated and agreed upon goals. The third step in the process is to understand and perhaps, modify, the cognitive, affective, and behavioral aspects of the individual. The fourth step in the process is to assess the progress that has been achieved through the therapeutic work. Emphasis will Be on the practical application of Adlerian psychology in an atmosphere characterized by empathy, ethics, encouragement, education, and equality.
3 CEs each day

Objectives of the workshop is for the participants to be able to:
• describe four components of an Adlerian approach to counseling and psychotherapy
• develop Adlerian-based counseling goals in cooperation the client
• assess achievements of the client during the client’s childhood and adolescent
• define positive character traits embodied in the achievements
• utilize the positive character traits to move toward the Adlerian counseling goals
• recognize the dominant cognitive, affective, and behavioral patterns of the client
• devise methods with the client to measure progress toward the Adlerian-based counseling goals

Wes Wingett, PhD, LMHP has been a counselor in private practice in Norfolk, NE since 1978. Prior to entering private practice, Dr. Wingett had been employed as a counselor in a mental health center, a university program development specialist, an elementary school administrator, and a junior high and secondary school counselor and teacher. Dr. Wingett received his bachelor’s degree of fine arts in education from Wayne State College, Wayne, Nebraska and his masters and doctorate degrees in guidance and counselor education from the University of Wyoming, Laramie, Wyoming. The degrees were completed in 1964, 1972, and 1975. Additional graduate study was completed at the University of Vermont and the University of Northern Colorado.
Dr. Wingett’s private practice focuses on presenting Adlerian training in a variety of venues, consultation to educational institutions and business enterprises, and providing individual, couple, and family counseling. He has served as a consultant in the areas of early childhood education, time and stress management, domestic violence, drug and alcohol prevention and treatment, health care and wellness, adult-child relationships and training of mental health professionals. He has provided management training and personnel consultation to various institutions, agencies and industries. Dr. Wingett is an adjunct faculty member at Wayne State College in Nebraska, Shippensburg University in Pennsylvania, Boise State University in Idaho, Trakia University in Stara Gazora, Bulgaria where he teaches Adlerian-based courses to educators and mental health professionals. He has conducted workshops based on the Individual Psychology of Alfred Adler in 23 of the 50 United States, Puerto Rico, three provinces in Canada and several countries in Europe including Austria, France, Germany, Hungary, Ireland, Malta, Romania, the Netherlands, Turkey, the United Kingdom, and Wales and in Asia in India, Taiwan, Turkey, and the United Arab Emirates. In addition, he has conducted workshops in South America in Uruguay and Central America in El Salvador.
Dr. Wingett’s primary interests include applying Adlerian principles to the study of addictions, aging, education, individual and couple counseling, loss and healing, multigenerational families, parenting, psycho-educational and psychotherapeutic groups, and stress management. A student and teacher of Adlerian psychology for more than forty-five years, the North American Society of Adlerian Psychology has named Dr. Wingett a Diplomate in Adlerian Psychology. In addition, he has co-authored several articles that have been published in professional journals both in the United States and the United Kingdom, co-authored several chapters in books, self-published four workbooks focusing on the application of Adlerian psychology to various challenges of living, and co-authored four workbooks focusing on families.

The Democratic Youth Engagement Model (DYE)
2022-11-11 11:00 - 14:30
The model revolves around the practice of...
– Collaborating with youth
– Honoring the agency of youth
– Gaining consent from youth
– Centering adults as the models for youth
– Holding the relationship paramount between adult and youth

The DYE Model is applicable where adults interact with youth, including...
– Youth workers
– Mental health professionals
– Chemical health professionals
– Teachers
– Educational assistants
– Skills workers
– Social workers
– Adoption workers
– Camp counselors
– Athletic coaches
– Artistic leaders
– Parents

Participants will:
A. Learn the values, and virtue, of democratically engaging with youth
B. Explore creative collaboration approaches with youth
C. Strengthen capacity to model healthy adult behavior for youth
Current findings of child/adolescent brain development; trauma-informed care; motivational
interviewing questions; Non-Violent Communication processes; practical ways of navigating
the various adult professionals in the life of a youth; collaborative parenting approaches will be
covered.

Significant time will be spent discussing how to democratically engage with youth and their parents in family therapy contexts.
3 CE’s -MFT Pending

Adam Arnold, MA, LMFT, LADC is a licensed psychotherapist with Enliven Psychotherapy. He is the developer of The Democratic Youth Engagement (DYE) Model, the values and style through which he employs his clinical work. Adam works clinically with adolescents and children (ages 5-18), and also with survivors of spiritual abuse (5 and older).
Adam has experience developing relationships with adolescents and children of varying cultures, as well as adolescents and children of varying abilities. He has worked professionally in school settings, summer camps, after school programs, arts organizations, athletic settings, day treatment centers, correctional facilities, and residential treatment centers. For over ten years Adam combined his passions for healing and the arts, serving as Founder and Artistic Director of blank slate theatre, a personal growth-oriented theatre for adolescents in Saint Paul, Minnesota.
While there, he collaborated with culturally and ability diverse adolescents to produce over two dozen theatre pieces centering on themes of mental health and social change, including the award-winning Disordered [thy name is teenager], and Bottom, a play on child sex trafficking. Adam also was proud to serve as chair of the “Safe Schools, Safe Students Conference,” which sought to address mental health issues in schools, innovate family involvement with schools, soothe peer aggression (bullying), and eliminate school shootings.

Providing Competent Services to Diverse Cultural Populations
2022-11-04 11:00 - 13:30
Learn how to adapt western Mental Health practices and delivery to the needs of local refugee and non-English speaking populations. Learn how to increase their access and efficacy to available mental health services.
CE’s pending

• Participants will learn about the unique needs of refugee and immigrant populations in terms of assessments, access to services, and efficacy of services.
• This will allow participants to provide better services to clients from refugee and immigrant cultures, as well as a suggested template for providing culturally sensitive methodology during assessments and services while meeting the needs of traditional Western Mental Health Service documentation.
The presenters will utilize didactic lecture, small discussion groups, and a free form Q&A to allow participants to personalize the learning to their unique situations.

Sam Major is an MA, LMFT and a MNBMFT approved supervisor. He is a graduate of Adler Graduate School. He has worked as a counselor for 7 years and now is the owner of Apollo Counseling, Inc. He is a business consultant for ARMHS and mental health organizations.
Keo Sengsavang is an MA, LPCC and a graduate of Adler Graduate School. He is the owner of Sengsavang Inc. providing small business consulting, connecting licensed professional clinicians with community leaders of the underserved, immigrant and refugee population.
He is currently currently in an outpatient psychotherapist role, providing individual, couples, and family therapy services to diverse multicultural client base ages 8+ while thriving within a fast-paced, highly regulated Rule 29 and Rule 31clinic environment. Keo is bilingual.

Adlerian Case Consultation-From the Ground Up
2022-10-28 11:00 - 14:30
The holistic nature of Adlerian theory is clinically useful, but it can also create challenges in learning how to conceptualize cases and treatment plan from an Adlerian perspective. In this seminar we will explore the core tenets of Adlerian theory, and build upon this knowledge to distinguish between theoretical concepts, treatment planning and intervention selection. This seminar is all about the application of theory, and how Adlerian therapy actually works in the real world.

Participants will be able to identify and understand the tenets of Adlerian theory. We will then discuss how to conceptualize cases from an Adlerian perspective and how that conceptualization then leads to treatment planning and intervention selection.
This presentation will take place on an online format. Presenter will use auditory explanations enhanced by visual slides.
2CE’s MFT Pending

Dr. Sarah Hudson is a graduate of Adler University in Chicago. She is currently an adjunct faculty at the Adler University. She worked as a Teacher’s Assistant for Dr. Harold Mosak, Dr Sackett-Maniacci and DR. Al Milgren for an Adlerian Lifestyle Assessment course from 2009 to 2011. She was Adjunct faculty at Adler Graduate School in Minneapolis from 2015 to 2019. She is currently the Clinical Psychologist and owner of Hudson Counseling Clinic. She is extremely well trained in Adlerian Theory and is a wonderful presenter.

Self-Regulation Deficits and Child Maltreatment
2022-10-21 11:00 - 13:30
Self-regulation abilities are critical to a diverse range of emotional, behavioral, social, and physical health functions. When self-regulation abilities are compromised, the likelihood of several short- and long-term outcomes such as problematic behaviors and risky decision-making increases. Designed for professionals working in mental health and substance use treatment settings, this training provides attendees with a working understanding of the causes, consequences, and interventions associated with self-regulation deficits and child maltreatment. A review of screening and intervention options appropriate for persons impacted by these issues will be discussed. Other related topics such as toxic stress, adverse childhood experiences (ACEs), and complex and developmental trauma will be examined during this workshop. Empirically based research findings will be highlighted throughout this training.

Training Objectives:
1. Define self-regulation and other related constructs
2. Define child maltreatment and other types of traumas
3. Examine the causes and consequences associated with self-regulation deficits and child maltreatment
4. Examine the impact these topics have on clients receiving services from mental health and substance misuse treatment providers
5. Discuss screening and intervention considerations
6. Review relevant and up-to-date research findings

Jerrod Brown, Ph.D., is an Assistant Professor, Program Director, and lead developer for the Master of Arts degree in Human Services with an emphasis in Forensic Behavioral Health for Concordia University, St. Paul, Minnesota. Jerrod has also been employed with Pathways Counseling Center in St. Paul, Minnesota for the past seventeen years. Pathways provides programs and services benefitting individuals impacted by mental illness and addictions. Through his work at Pathways, Jerrod has extensive experience working with clients diagnosed with neurodevelopmental disorders, serious and persistent mental health (SPMI) conditions, trauma and stressor related disorders, substance use and other addictive disorders, sleep disorders, and criminal justice-involved populations. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS) and the Editor-in-Chief of Forensic Scholars Today (FST). Jerrod has completed four separate master’s degree programs and holds graduate certificates in Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod is also certified as a Brain Health Coach, Trauma Professional, Compassion Fatigue Professional, Youth Firesetting Prevention/Intervention Specialist, an Anger Resolution Therapist (CART), a Thinking for a Change (T4C) Facilitator, a Fetal Alcohol Spectrum Disorders (FASD) Trainer, an Autism Specialist, Digestive Health Specialist, Gut Health Specialist, Stress and Mindset Coach, Holistic Health Coach, Sleep Science Coach, Sex Crimes & Relational Paraphilic Attachments (RPA), Mental Health Integrative Medicine Provider (CMHIMP), and a Problem Gambling Treatment Provider in the state of Minnesota. Jerrod has published numerous articles and book chapters. Email: Jerrod01234Brown@live.com

Vicarious Trauma: "It Didn't Happen To Me"
2022-10-14 11:00 - 13:30
A: What is vicarious trauma?
B: How do we treat it?
C: How do we face it?
Vicarious trauma is an occupational challenge for people working and volunteering in the fields of victim services, therapy, law enforcement, emergency medical services, fire services, and other allied professions, due to their continuous exposure to victims of trauma and violence.
This work-related trauma exposure can occur from such experiences as listening to individual clients recount their victimization; looking at videos of exploited children; reviewing case files; hearing about or responding to the aftermath of violence and other traumatic events day after day.
2CE’s,

This workshop will give a better understanding of concept, treatment techniques, and coping with vicarious trauma oneself. Families come to us with a history of traumatic events within family, individually and collectively, as well as trauma across generations. So much exposure to client’s pain impacts the practitioner, but need not derail effectiveness.

Leland Bissinger is an Adler Graduate School Alumnus who has many years of experience working with systems that struggle with conflict: parental, parent-child, divorce, incarceration, parent-child separation, alcohol and drug issues with mental health disorders. His education is in spiritual counseling and psychotherapy. He is licensed by the Board of Marriage and Family Therapy. He has worked in Level 1 Trauma hospitals. Currently he is lead Mental Health Professional (MHP) at Oakridge Residential MICD program for men. There he leads groups, individual sessions, and family sessions. He is a supervisor for LPCC and LMFT.

Excessive Screen Time Exposure: Causes, Consequences and Interventions
2022-10-07 11:00 - 13:30
Screen time exposure is a common facet of modern-day life. In some instances, persons may engage in screen time behaviors in excess. Excessive screen time exposure is common and contributes to a host of short and long-term consequences. A section of this training will examine the impact excessive screen time exposure has on the entire family system. Also, a section of this training will examine how trauma and attachment-based problems can contribute to excessive screen time exposure.
This training will examine the impact excessive screen time exposure has on the entire family system. Other relates topics examined during this training include Internet Addiction (IA), Internet Gaming Disorder, executive dysfunction, self-regulation deficits, internalizing and externalizing behavioral problems, substance misuse, information overload, Fear of Missing Out (FOMO), poor social competence, rumination, self-esteem issues, loneliness, and sleep disturbances.
2CE’s

Training Objectives:
1. Define excessive screen time exposure and its related constructs.
2. Examine the prevalence rates, risk factors, and signs and symptoms of excessive screen time exposure.
3. Learn about the neurological and psycho-social consequences associated with excessive screen time exposure
4. Examine the impact excessive screen time exposure has on special needs populations (e.g., autism, ADHD, FASD, and intellectual and developmental disability)
5. Learn how COVID-19 has contributed to excessive screen time exposure
6. Describe appropriate screening strategies appropriate for clients and families impacted by excessive screen time exposure
7. Acquire resources, tips, and strategies to more effectively work with clients and families impacted by excessive screen time exposure
8. Acquire an understanding of the existing empirical research on excessive screen time exposure

Jerrod Brown, Ph.D., is an Assistant Professor, Program Director, and lead developer for the Master of Arts degree in Human Services with an emphasis in Forensic Behavioral Health for Concordia University, St. Paul, Minnesota. Jerrod has also been employed with Pathways Counseling Center in St. Paul, Minnesota for the past seventeen years. Pathways provides programs and services benefitting individuals impacted by mental illness and addictions. Through his work at Pathways, Jerrod has extensive experience working with clients diagnosed with neurodevelopmental disorders, serious and persistent mental health (SPMI) conditions, trauma and stressor related disorders, substance use and other addictive disorders, sleep disorders, and criminal justice-involved populations. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS) and the Editor-in-Chief of Forensic Scholars Today (FST). Jerrod has completed four separate master’s degree programs and holds graduate certificates in Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod is also certified as a Brain Health Coach, Trauma Professional, Compassion Fatigue Professional, Youth Firesetting Prevention/Intervention Specialist, an Anger Resolution Therapist (CART), a Thinking for a Change (T4C) Facilitator, a Fetal Alcohol Spectrum Disorders (FASD) Trainer, an Autism Specialist, Digestive Health Specialist, Gut Health Specialist, Stress and Mindset Coach, Holistic Health Coach, Sleep Science Coach, Sex Crimes & Relational Paraphilic Attachments (RPA), Mental Health Integrative Medicine Provider (CMHIMP), and a Problem Gambling Treatment Provider in the state of Minnesota. Jerrod has published numerous articles and book chapters. Email: Jerrod01234Brown@live.com

Using the Goals of Misbehavior and the Seven Step Consultation Process
2022-09-30 11:00 - 14:30
When working with couples and families, this is an invaluable skill in helping individuals respond strategically rather than reactively to perceived misbehavior in that its use can lead to greater feeling of belonging and contributing.
Understanding the Goals of Misbehavior and utilizing this knowledge in classroom applications and counseling situations is a critical skill. Using the Seven Step Consultation Process of Dinkmeyer and Carlson, participants will be provided a basic understanding of the Goals of Misbehavior and how to use the Consultation process in helping our colleagues, students, and clients identify goals of misbehavior (Attention, Power, Revenge, and Display of Inadequacy) How to respond strategically/proactively rather than reactively will be emphasized. The Consultation Process may be demonstrated with an actual person, with participants providing their observation and insights during the process

Participants will be able to
1.Identify the Goals of Misbehavior and how to determine which are in play.
2. Understand the steps in an effective Consultation Process
3. Participate in an actual consultation experience with their colleagues.

Doug Pelcak received his MA from the University of Minnesota in Counseling and Student Personnel Psychology in 1983.
He is an Elementary Counselor for Glen Lake School in Minnetonka, MN and a Staff Therapist at the Institute for Therapy In Edina, Minnesota.
He is a current faculty member at the Adler Graduate School in Minnesota.

Self-Regulation Deficits and Intimate Partner Violence -9
2022-09-16 11:00 - 13:30
Self-regulation abilities are critical to a diverse range of emotional, behavioral, social, and physical health functions. When self-regulation abilities are compromised, the likelihood of several short- and long-term outcomes such as problematic behaviors and risky decision-making increases. Designed for professionals working in mental health and substance use treatment settings, this training provides attendees with a working understanding of the causes, consequences, and interventions associated with self-regulation deficits among survivors and perpetrators of intimate partner violence. A review of screening and intervention options appropriate for persons impacted by these issues will be discussed. Empirically based research findings will be highlighted throughout this training.

Training Objectives:
1. Define self-regulation and other related constructs
2. Define intimate partner violence
3. Examine the causes and consequences associated with self-regulation deficits and intimate partner violence
4. Examine the impact these topics have on clients receiving services from mental health and substance misuse treatment providers
5. Discuss screening and intervention considerations
6. Review relevant and up-to-date research findings

Jerrod Brown, Ph.D., is an Assistant Professor, Program Director, and lead developer for the Master of Arts degree in Human Services with an emphasis in Forensic Behavioral Health for Concordia University, St. Paul, Minnesota. Jerrod has also been employed with Pathways Counseling Center in St. Paul, Minnesota for the past seventeen years. Pathways provides programs and services benefitting individuals impacted by mental illness and addictions. Through his work at Pathways, Jerrod has extensive experience working with clients diagnosed with neurodevelopmental disorders, serious and persistent mental health (SPMI) conditions, trauma and stressor related disorders, substance use and other addictive disorders, sleep disorders, and criminal justice-involved populations. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS) and the Editor-in-Chief of Forensic Scholars Today (FST). Jerrod has completed four separate master’s degree programs and holds graduate certificates in Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod is also certified as a Brain Health Coach, Trauma Professional, Compassion Fatigue Professional, Youth Firesetting Prevention/Intervention Specialist, an Anger Resolution Therapist (CART), a Thinking for a Change (T4C) Facilitator, a Fetal Alcohol Spectrum Disorders (FASD) Trainer, an Autism Specialist, Digestive Health Specialist, Gut Health Specialist, Stress and Mindset Coach, Holistic Health Coach, Sleep Science Coach, Sex Crimes & Relational Paraphilic Attachments (RPA), Mental Health Integrative Medicine Provider (CMHIMP), and a Problem Gambling Treatment Provider in the state of Minnesota. Jerrod has published numerous articles and book chapters. Email: Jerrod01234Brown@live.com

Clinical Supervision Training - Fall 2022 -45CEs
2022-09-16 09:00 - 2022-10-14 12:00
This course provides 45 hours of training in clinical supervision. The course meets the Minnesota Board of Behavioral Health and Therapy educational requirements for Professional Counselors (LPCs and LPCCs) and exceeds requirements for Alcohol & Drug Counselors who intend to seek the approved-supervisor credential. The course does NOT meet requirements for the AAMFT approved-supervisor credential, as only courses provided directly by the AAMFT meet those requirements. This course meets on Zoom and includes additional assignments to be completed online.
The course covers major models of clinical supervision; development and maintenance of the supervisor-supervisee relationship; ethical and legal aspects in clinical supervision; cultural competence in clinical supervision; and structuring, intervention, and evaluation practices in clinical supervision.

Upon successful completion of this course, students will: 1. Distinguish the central role of clinical supervision in providing superior clinical services through improving client welfare, ensuring informed consent and honoring client rights. 2. Distinguish factors that generate positive supervisory relationships from their inception, including informed consent for supervision, management of expectations, and appropriate professional boundaries. 3. Demonstrate understanding of the ethical, legal, advocacy and gatekeeping responsibilities of clinical supervisors. 4. Assess power dynamics in the supervisory relationship and consider issues of diversity, equity and inclusion. 5. Demonstrate commitment to cross-cultural responsiveness in all supervisory relationships. 6. Generate, and demonstrate commitment to, fulfillment of key supervisory responsibilities, to include ensuring informed consent for supervision, completing and referencing the supervision contract, modeling ethics and boundaries, and serving as a gatekeeper for the counseling profession. 7. Articulate a personal model of clinical supervision, drawn from existing models of supervision and preferred styles of therapy and supervision.
Required text: Fundamentals of Clinical Supervision (6th Edition) (What’s New in Counseling) 6th Edition By Janine M. Bernard (Author), Rodney K. Goodyear (Author) · Publisher: Pearson; 6 edition (January 22, 2018)· ISBN-13: 9780134790282· ISBN-13: 9780134752518
Certificates of completion will be awarded upon final evaluation of the course distributed by Adler.

The course will meet 5 times starting Friday September 16th, Friday September 23rd, Friday September 30th, Friday October 7th and Friday October 14th from 9:00am to 12:00pm/noon central time.
The 45-hour CE training will be as follows:
15 hours = in class time
13 hours= required readings
5 hours= survey/quiz at the end of class each week
4 hours= case studies
8 hours= class assignments
In addition to attending the 5 course Fridays, participants will be required to schedule a one-hour meeting outside of the course time with a small group comprised of other course participants for consultation the first three weeks of the course (the weeks of Sept. 16, 23, 30th, 2022). No outside consultation meetings will be required the last two weeks of the course (the weeks of October 7 & 14, 2022).
Please note, there will be a final APA formatted paper that complies the learned information throughout the course applied to each participant’s own clinical theoretical style related to clinical supervision philosophy. There will also be a final assignment to develop Supervision Documents that are required as part of future clinical supervision, both assignments to be completed by midnight the final course date.

Brittany Hamann, PsyD, LPCC (she/her) is a doctoral level psychologist and a licensed professional clinical counselor serving greater rural Minnesota in private practice. She received a doctorate degree in counseling psychology from Saint Mary’s University in Minneapolis, MN and a master’s degree in clinical psychology from the Minnesota School of Professional Psychology at Argosy University. She has practiced counseling in many levels of care including inpatient psychiatric units, residential treatment, intensive outpatient care and rural health care. Dr. Hamann’s doctoral research titled “Dismissing a Supervisee: The experience of the clinical supervisor” examined the experiences of clinical supervisors who had dismissed a supervisee who was also a student. The focus of this work examined the decision-making process and their overall experiences. A Minnesota Board of Behavioral Health and Therapy Approved Clinical Supervisor, Brittany has been involved in clinical supervision practice, research, and has taught graduate level courses in best practice clinical supervision.

Driver Aggression and Road Rage: Causes, Consequences, and Intervention
2022-09-09 11:00 - 13:30
Aggressive driving and road rage are concerning behaviors that have significant societal implications. Intended for professionals, this training will examine the causes, triggering events, consequences, and common forms of aggressive driving behaviors and road rage. A section of this training will also examine screening and intervention options appropriate for persons who engage in these behaviors. Other topics discussed in this training will include COVID-19 related stressors, alexithymia, anger management problems, attachment patterns, conflict resolution problems, emotional intelligence, empathy, executive dysfunction, fatigue, hostility, impatience, impulse control issues, irritability, lower emotionality, mentalization, metacognition, mindful attention, paranoia, personality disorders, perspective taking, psychological distress, rumination, self-efficacy, self-regulation deficits, sensation-seeking, sleep disturbances, and substance misuse to name a few. Empirically-based research findings and case study examples will be highlighted throughout this training

Training Objectives:
1. Learn about the neurobiopsychosocial factors that contribute to aggressive driving behaviors and road rage
2. Learn about environmental factors that might trigger aggressive driving behaviors and road rage
3. Learn about related terms, such as problematic driving behaviors, driver aggression, risky driving behaviors, and driver-related stress.
4. Learn about the consequences associated with aggressive driving behaviors and road rage
5. Learn about victim-offender profiles and interactional patterns
6. Learn about screening and intervention approaches
7. Learn about personality traits associated with driving aggression and road rage
Learn about empirically-based research findings pertaining to these to

Jerrod Brown, Ph.D., is an Assistant Professor, Program Director, and lead developer for the Master of Arts degree in Human Services with an emphasis in Forensic Behavioral Health for Concordia University, St. Paul, Minnesota. Jerrod has also been employed with Pathways Counseling Center in St. Paul, Minnesota for the past seventeen years. Pathways provides programs and services benefitting individuals impacted by mental illness and addictions. Through his work at Pathways, Jerrod has extensive experience working with clients diagnosed with neurodevelopmental disorders, serious and persistent mental health (SPMI) conditions, trauma and stressor related disorders, substance use and other addictive disorders, sleep disorders, and criminal justice-involved populations. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS) and the Editor-in-Chief of Forensic Scholars Today (FST). Jerrod has completed four separate master’s degree programs and holds graduate certificates in Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod is also certified as a Brain Health Coach, Trauma Professional, Compassion Fatigue Professional, Youth Firesetting Prevention/Intervention Specialist, an Anger Resolution Therapist (CART), a Thinking for a Change (T4C) Facilitator, a Fetal Alcohol Spectrum Disorders (FASD) Trainer, an Autism Specialist, Digestive Health Specialist, Gut Health Specialist, Stress and Mindset Coach, Holistic Health Coach, Sleep Science Coach, Sex Crimes & Relational Paraphilic Attachments (RPA), Mental Health Integrative Medicine Provider (CMHIMP), and a Problem Gambling Treatment Provider in the state of Minnesota. Jerrod has published numerous articles and book chapters. Email: Jerrod01234Brown@live.com

Using Adlerian Theory to Excel - A two day presentation
2022-08-26 11:00 - 2022-09-23 14:30
This workshop will present Alfred Adler’s views of the Primal Self to help us understand and work on marriage relationship issues of conflict, cohesion, and connection.
This is a two part, two day series scheduled one month apart to allow for individual learning experiences. Part one is on Friday, August 26, 2022, from 11:00am to 2:30 pm CST. The second part is on Friday, September 23, 2022, from 11:00am to 2:30 pm. CST.
3CE’s for each day, MFT CE’s pending

Participants:
1. will learn to assess personal and relational acts at a primal level
2. Will learn to intervene in personal and relational acts at a primal level

About John Reardon, MA, Education:
—Masters of Counseling Psychology from Adler Institute in Chicago.
—Masters in Reformation History from University of Minnesota
—Bachelors in Education/Physical Education & History from Wisconsin State College-LaCrosse
—Major in Theology from St. Catherine’s College
—Certificate in Transactional Analysis
—Certificate in Chemical intervention
Work History:
—conducted Phoenix Process Consultants as a Counseling and Consulting business since 11/1/1984. (phoenixprocessconsultants.com)
—participated in therapy with individuals, couples, and families since 11/1/1984.
—taught at the Adler Graduate School from 1999-2015. Basic Adler–Basic & Advanced Skills–Professional Identity—Adler & Human & Organization Development (HOD)–Basic HOD–Chaos and HOD.
—consulted with businesses, schools, courts, government, and churches on–leadership, high performance work teams, strategic planning, work process, conflict-stress-anger-communication training & management, and transformation process.
—constructed and conducted a successful Wellness Program, Advanced Adler Course Certificate, Real Therapist Growth Group, and Spirituality in Counseling Training. All currently functioning

Self-Regulation Deficits and Challenging and Problematic Behaviors
2022-08-19 11:00 - 13:30
Self-regulation abilities are critical to a diverse range of emotional, behavioral, social, and physical health functions. When self-regulation abilities are compromised, the likelihood of several short- and long-term outcomes such as problematic behaviors and risky decision-making increases. Designed for professionals working in mental health and substance use treatment settings, this training provides attendees with a working understanding of the causes, consequences, and interventions associated with self-regulation deficits and co-occurring challenging and problematic behaviors. A review of screening and intervention options appropriate for persons impacted by these issues will be discussed. Other related topics such as internalization and externalizing behavioral problems, anger and aggression, irritability, elopement, and rumination will be examined during this workshop. Empirically based research findings will be highlighted throughout this training.

2 CEs

Training Objectives:
1. Define self-regulation and other related constructs
2. Define challenging and problematic behaviors
3. Examine the causes and consequences associated with self-regulation deficits and challenging and problematic behaviors
4. Examine the impact these topics have on clients receiving services from mental health and substance misuse treatment providers
5. Discuss screening and intervention considerations
6. Review relevant and up-to-date research findings

Jerrod Brown, Ph.D., is an Assistant Professor, Program Director, and lead developer for the Master of Arts degree in Human Services with an emphasis in Forensic Behavioral Health for Concordia University, St. Paul, Minnesota. Jerrod has also been employed with Pathways Counseling Center in St. Paul, Minnesota for the past seventeen years. Pathways provides programs and services benefitting individuals impacted by mental illness and addictions. Through his work at Pathways, Jerrod has extensive experience working with clients diagnosed with neurodevelopmental disorders, serious and persistent mental health (SPMI) conditions, trauma and stressor related disorders, substance use and other addictive disorders, sleep disorders, and criminal justice-involved populations. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS) and the Editor-in-Chief of Forensic Scholars Today (FST). Jerrod has completed four separate master’s degree programs and holds graduate certificates in Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod is also certified as a Brain Health Coach, Trauma Professional, Compassion Fatigue Professional, Youth Firesetting Prevention/Intervention Specialist, an Anger Resolution Therapist (CART), a Thinking for a Change (T4C) Facilitator, a Fetal Alcohol Spectrum Disorders (FASD) Trainer, an Autism Specialist, Digestive Health Specialist, Gut Health Specialist, Stress and Mindset Coach, Holistic Health Coach, Sleep Science Coach, Sex Crimes & Relational Paraphilic Attachments (RPA), Mental Health Integrative Medicine Provider (CMHIMP), and a Problem Gambling Treatment Provider in the state of Minnesota. Jerrod has published numerous articles and book chapters. Email: Jerrod01234Brown@live.com

Ethics Refresher Course for Marriage and Family Therapists, Summer 2022
2022-08-12 11:00 - 14:15
How do Marriage and Family Therapists practice ethically in a rapidly changing world? Join us for this current and responsive training on how to cultivate and maintain, a relevant ethical lens while practicing marriage and family therapy. This course is online for 3 hours on Friday, August 12, 2022 from 11:00 AM to 2:15 PM. It earns 3 CE’s for the MFT license.
The presentation is on Zoom.
Participants will learn:

How to navigate the grey areas of dual relationships, duties to warn, and practicing within one’s competencies.
How to confidently navigate complaints made from clients.
How to navigate investigations conducted by the licensing boards.
How to practice within one’s competencies

Adam has a Master’s degree from the Adler Graduate School and has a private practice at Enliven Psychotherapy.

Suicide Assessment and Intervention
2022-08-05 11:00 - 14:30
This course will give participants an overview of the current state of suicide in the country and the state of Minnesota within families and with individuals. It will also include an increased focus on suicidal thoughts and behaviors as it applies to first responders. It will help the participants better assess their suicidal clients and offer an intervention using Dave Jobes CAMS suicide intervention.
Participants will gain an accurate knowledge about risk factors and rates of suicide, They will learn use of the CAMS to evaluate the risk of suicide in the patient population, as well as the ability to utilize the intervention for on going treatment.
The course will use the medium of Video conferencing to present information. There will be a power point presentation with direct didactic instruction from the presenter. Videos of the intervention will be used as well as role plays with select participants.
3CE’s MFT pending

Dr. Michael Miller is currently in private practice offering clinical services as well as consultation to DBT programs nationally in the implementation of DBT and suicide risk assessments. He spent 16 years as an Assistant Professor at the University of Minnesota Medical School, Department of Psychiatry training and teaching practicum students up to psychiatry fellows on multi-diagnostic patients. He also served as the director and team lead of the department’s DBT Program. He earned his Masters at the Adler Graduate School and his PsyD at the Minnesota School of Professional Psychology. He is a Licensed Psychologist.
