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X-WR-CALDESC:Events for Adler Graduate School
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DTSTART;TZID=UTC:20220121T110000
DTEND;TZID=UTC:20230317T123000
DTSTAMP:20260526T083724
CREATED:20211116T232422Z
LAST-MODIFIED:20211116T232422Z
UID:3121-1642762800-1679056200@www.alfredadler.edu
SUMMARY:Self-Regulation Deficits in Mental Health & Substance Use Treatment Setting
DESCRIPTION:A 15-Part Con. Ed. Training Series for Mental Health. Register for a 12 session certificate at 10% discount now . Or each as they appear. \nAbout this event \nSelf-regulation is the capacity of a person to control their attention\, thoughts\, feelings\, and behaviors. \nEmerging during infancy and evolving across the lifespan\, self-regulation requires a person to monitor\, manage\, and control their cognitive\, affective\, and physical responses to the world as it evolves around them. \nThe critical nature of self-regulation is emphasized by the fact that it predicts both short- and long-term outcomes across the lifespan in diverse contexts ranging from social situations to school and work. When deficits arise in this critical area of functioning\, several consequences can result. As such\, it is imperative for professionals to understand this important and complex topic. \nDesigned for professionals who work with clients impacted by mental health and/or substance use disorders\, this comprehensive\, Zoom-based training series\, features 15 different\, evidence-based livestream training modules that cover different aspects of self-regulation. \nEach of the comprehensive training webinars is approximately two-hours in length and accompanied by PowerPoint slides\, handouts\, and access to other resources. A diverse array of topics will be covered throughout this continuing education training series. \nParticipants have the option of taking a specific training in the series to obtain a certificate of attendance or completing all training webinars to earn a series completion certificate. In order to obtain the series completion certificate\, participants must attend a minimum of 12 out of 15 trainings in this series. \nTrainings that encompass this continuing education series include: \n• Self-Regulation Deficits and Prenatal Trauma – 1/21/2022 \n• Self-Regulation Deficits Among Children – 2/25/2022 exception-4th Friday \n• Self-Regulation Deficits and Trauma-and-Stressor and Attachment-Related Disorders -3/18/2022 \n• Self-Regulation Deficits and Executive Dysfunction -4/22/2022 because of Good Friday \n• Self-Regulation Deficits and Sleep Disturbances – 5/20/2022 \n• Self-Regulation Deficits and Neurodevelopmental Disorders -6/17/2022 \n• Self-Regulation Deficits and Traumatic Brain Injury (TBI)-7/15/2022 \n• Self-Regulation Deficits and Challenging and Problematic Behaviors – 8/19/2022 \n• Self-Regulation Deficits and Intimate Partner Violence – 9/16/2022 \n• Self-Regulation Deficits and Child Maltreatment -10/21/2022 \n• Self-Regulation Deficits and Parenting Behaviors-11/18/2022 \n• Self-Regulation Deficits and Mental Health Disorders – 12/26/2022 \n• Self-Regulation Deficits and Addictive Behaviors and Disorders – 1/20/2023 \n• Self-Regulation Deficits and Health Risk Behaviors and Challenges -2/17/2023 \n• Self-Regulation-Informed Leadership\, Employee\, and Self-Care Practices -3/17/2023 \nAs evidenced by the following learning objectives\, attendance has the potential to improve short- and long-term outcomes for clients impacted by self-regulation deficits: \n1. Develop a working knowledge of self-regulation and its related constructs and its implications throughout the life span \n2. Identify possible causes and risk factors for self-regulation deficits \n3. Discuss developmental and neurobiological considerations in the manifestation of self-regulation deficits \n4. Review disorders and conditions that are commonly comorbid with self-regulation deficits \n5. Articulate the wide-ranging deleterious impact of self-regulation deficits on an individual’s behavioral\, emotional\, social\, and physical health \n6. Learn about the impact self-regulation deficits have on the entire family system \n7. Explore the challenges that helping professionals face when working with clients impacted by self-regulation deficits \n8. Review intervention and screening options for use with clients impacted by self-regulation deficits \n9. Learn about the impact self-regulation deficits have on various special population groups (e.g.\, ADHD\, ASD\, ID\, FASD\, SPMI\, and TBI) \n10. Examine relevant research findings \nYou are registering for a full 12 session certificate by choosing one of the tickets in the full certificate registration. As each session is offered thereafter \, there will be a special ticket for each full registrant from which you may choose to attend\, at no further cost\, until you have completed 12 sessions. Watch for individual session to also appear monthly. If you complete this registration you will have received a 10% discount for the series. Zoom Invitations will se emailed the Thursday before each event. \nJerrod 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
URL:https://www.alfredadler.edu/event/self-regulation-deficits-in-mental-health-substance-use-treatment-setting/
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ORGANIZER;CN="Ev Haas":MAILTO:ev@alfredadler.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20220916T090000
DTEND;TZID=UTC:20221014T120000
DTSTAMP:20260526T083724
CREATED:20220823T220521Z
LAST-MODIFIED:20220823T220521Z
UID:5488-1663318800-1665748800@www.alfredadler.edu
SUMMARY:Clinical Supervision Training - Fall 2022 -45CEs
DESCRIPTION: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. \nThe 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. \n\n\n\n\nUpon 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. \nRequired 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 \nCertificates of completion will be awarded upon final evaluation of the course distributed by Adler. \n\n\n\n\nThe 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. \nThe 45-hour CE training will be as follows: \n15 hours = in class time \n13 hours= required readings \n5 hours= survey/quiz at the end of class each week \n4 hours= case studies \n8 hours= class assignments \nIn 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). \nPlease 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. \n  \n\n\n\n\nBrittany 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.
URL:https://www.alfredadler.edu/event/clinical-supervision-training-fall-2022-45ces/
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ORGANIZER;CN="Ev Haas":MAILTO:ev@alfredadler.edu
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BEGIN:VEVENT
DTSTART;TZID=UTC:20221007T110000
DTEND;TZID=UTC:20221007T133000
DTSTAMP:20260526T083724
CREATED:20220831T203008Z
LAST-MODIFIED:20220831T203008Z
UID:5571-1665140400-1665149400@www.alfredadler.edu
SUMMARY:Excessive Screen Time Exposure: Causes\, Consequences and Interventions
DESCRIPTION: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. \nThis 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. \n2CE’s \n\n\n\n\n  \nTraining Objectives: \n1. Define excessive screen time exposure and its related constructs. \n2. Examine the prevalence rates\, risk factors\, and signs and symptoms of excessive screen time exposure. \n3. Learn about the neurological and psycho-social consequences associated with excessive screen time exposure \n4. Examine the impact excessive screen time exposure has on special needs populations (e.g.\, autism\, ADHD\, FASD\, and intellectual and developmental disability) \n5. Learn how COVID-19 has contributed to excessive screen time exposure \n6. Describe appropriate screening strategies appropriate for clients and families impacted by excessive screen time exposure \n7. Acquire resources\, tips\, and strategies to more effectively work with clients and families impacted by excessive screen time exposure \n8. Acquire an understanding of the existing empirical research on excessive screen time exposure \n  \n\n\n\n\nJerrod 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
URL:https://www.alfredadler.edu/event/excessive-screen-time-exposure-causes-consequences-and-interventions-2/
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ORGANIZER;CN="Ev Haas":MAILTO:ev@alfredadler.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221014T110000
DTEND;TZID=UTC:20221014T133000
DTSTAMP:20260526T083724
CREATED:20220907T171943Z
LAST-MODIFIED:20220907T171943Z
UID:5629-1665745200-1665754200@www.alfredadler.edu
SUMMARY:Vicarious Trauma: "It Didn't Happen To Me"
DESCRIPTION:A: What is vicarious trauma? \nB: How do we treat it? \nC: How do we face it? \nVicarious 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. \nThis 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. \n2CE’s\, \n  \n\n\n\n\nThis 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. \n\n\n\n\nLeland 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.
URL:https://www.alfredadler.edu/event/vicarious-trauma-it-didnt-happen-to-me-2/
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ORGANIZER;CN="Ev Haas":MAILTO:ev@alfredadler.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221021T110000
DTEND;TZID=UTC:20221021T133000
DTSTAMP:20260526T083724
CREATED:20220927T192715Z
LAST-MODIFIED:20220927T192715Z
UID:5696-1666350000-1666359000@www.alfredadler.edu
SUMMARY:Self-Regulation Deficits and Child Maltreatment
DESCRIPTION: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. \n\n\n\n\nTraining Objectives: \n1. Define self-regulation and other related constructs \n2. Define child maltreatment and other types of traumas \n3. Examine the causes and consequences associated with self-regulation deficits and child maltreatment \n4. Examine the impact these topics have on clients receiving services from mental health and substance misuse treatment providers \n5. Discuss screening and intervention considerations \n6. Review relevant and up-to-date research findings \n  \n\n\n\n\nJerrod 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
URL:https://www.alfredadler.edu/event/self-regulation-deficits-and-child-maltreatment/
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ORGANIZER;CN="Ev Haas":MAILTO:ev@alfredadler.edu
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221028T110000
DTEND;TZID=UTC:20221028T143000
DTSTAMP:20260526T083724
CREATED:20220927T193113Z
LAST-MODIFIED:20220927T193113Z
UID:5699-1666954800-1666967400@www.alfredadler.edu
SUMMARY:Adlerian Case Consultation-From the Ground Up
DESCRIPTION: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. \n\n\n\n\nParticipants 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. \nThis presentation will take place on an online format. Presenter will use auditory explanations enhanced by visual slides. \n2CE’s MFT Pending \n\n\n\n\nDr. 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.
URL:https://www.alfredadler.edu/event/adlerian-case-consultation-from-the-ground-up/
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ORGANIZER;CN="Ev Haas":MAILTO:ev@alfredadler.edu
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