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Program Quick Facts

Available On Campus and Online

New Fall Section:
November 15, 2014

CEs:
CE Hours = 6
CEUs = 0.6

CE Fee:
$60

Registration Price:
Professionals = $99
Regent = $85

Location: Regent University Classroom Building, Room 227

Notes:

Please click here to log in to print your certificate.

This certificate is non-credit but it does qualify for continuing education units.

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CPC346 - Assessment and Treatment of PTSD

 

treating ptsd image - person with outstreatched arms at the top fo the mountain with sun in the background November 15, 2014

In this workshop students will learn about ways of thinking about the trauma induction and reduction process...Read more below.

Certificate Available | 6 CEs | 0.6 CEUs

Workship Description:

In this workshop students will learn about ways of thinking about the trauma induction and reduction process; how to consider the most appropriate assessment and diagnostic instruments; how resiliency and stress reactions are determined in part by the history and current social resources traumatized personality; how to classify the presenting symptoms of the traumatized and determine the best intervention approach from an array of approaches; and the pitfalls to burnout and secondary trauma (compassion fatigue).

This Program Includes These Topics:


  • Trauma Theory and Associated Traumatic Stress Responses (Key definitions, The different facets of trauma, The type of trauma work involved for varying scales of crisis)

  • The Impact of Trauma on the Individual, Family, and Community (How individuals, families, and communities respond in the short and long-term)

  • Plenary Discussion (Traumatic events which you have experienced directly or indirectly)

  • Orientation to DSM and ICD nomenclature for classifying trauma-related mental disorders

  • Orientation to Assessment and Diagnostic Instruments (Ego Resiliency Scale, Traumagram Scale, Impact of Events Scale-Revised, PTSD Scale, Purdue Social Support Scale, General Health Questionnaire)

  • Orientation to Treatment Planning and Phase-Oriented Intervention (Helping clients to establish inter- and intrapersonal safety, select and use self-soothing and symptom containment skills, select and participate in a treatment approach).

  • Effectiveness in comparing and contrasting six (6) treatment approaches of PTSD (Cognitive-behavioral approaches, Client-centered approach, Eye-movement desensitization and reprocessing approaches, Visual-kinesthetic desensitization procedure, Emotional freedom technique, Virtual reality approaches)

  • Orientation to Self Care

Who Should Attend:

Psychologists, community counselors, school counselors, university faculty, social workers, school administrators, and teachers, and students

Educational Objectives:

Once completing this workshop participants will:

  • be able to discuss the continuum of post-traumatic stress responses and disorders from the perspective of trauma theory.
  • be aware of the major symptoms of acute and chronic post-traumatic stress disorders, including possible implication for personality development.
  • be aware of and able to discuss how symptoms of post-traumatic stress disorders may be misdiagnosed.
  • be able to discuss at least five (5) instruments used to assess disorders associated with traumatic stress and discuss the potential merits and deficits of each.
  • have an appreciation of the context of military-related stress and coping.
  • have the knowledge of and competence in implementing at least three trauma treatment approaches.
  • be competent in helping clients to establish inter- and intrapersonal safety including self-soothing and symptom containment skills.
  • be effective in comparing and contrasting six (6) treatments of PTSD.
  • be able to discuss how the therapist may effectively employ the "self" as a tool for healing.

Learning Objectives:

The workshop brings the benefit to the community by equipping clinicians with the skills to effectively treat those with PTSD and how to manage their own symptoms of secondary trauma (compassion fatigue) in order to better serve the community at large. The field and profession is enhanced by an exploring of the seriousness of post-traumatic stress within individuals and families while expanding the awareness of trauma and clinical competence in this area.

CEs:

CE Hours Available = 6
CEUs = 0.6
CE Price Total = $60

Registration Price for Workshop:

Professional = $99

Student, Regent Alumni, SPC Alumni, SPC Site Supervisors, Regent Faculty and Staff
(ID Required at Workshop) = $85

Location:
Regent University Classroom Building, Room 227

Schedule:

8:00 a.m. - Registration

8:30 a.m. - Welcomes and Orientation to the Course

9:30 a.m. - Trauma Theory and Associated Traumatic Stress Responses (Key definitions, The different facets of trauma, The type of trauma work involved for varying scales of crisis)

10:30 a.m. - Break

10:45 a.m. - The Impact of Trauma on the Individual, Family, and Community (How individuals, families, and communities respond in the short and long-term)

11:00 a.m. - Plenary Discussion (Traumatic events which you have experienced directly or indirectly)

11:30 a.m. - Orientation to DSM and ICD nomenclature for classifying trauma-related mental disorders

12:00 p.m. - Lunch (On your own)

1:00 p.m. - Orientation to Assessment and Diagnostic Instruments (Ego Resiliency Scale, Traumagram Scale, Impact of Events Scale-Revised, PTSD Scale, Purdue Social Support Scale, General Health Questionnaire)

2:30 p.m. - Orientation to Treatment Planning and Phase-Oriented Intervention (Helping clients to establish inter- and intrapersonal safety, select and use self-soothing and symptom containment skills, select and participate in a treatment approach).

3:30 p.m. - Break

3:45 p.m. - Effectiveness in comparing and contrasting six (6) treatment approaches of PTSD (Cognitive-behavioral approaches, Client-centered approach, Eye-movement desensitization and reprocessing approaches, Visual-kinesthetic desensitization procedure, Emotional freedom technique, Virtual reality approaches)

4:00 p.m. - Orientation to Self Care

5:00 p.m. - Adjourn

Relevant References:

  1. Figley, C.R. (1989). Helping Traumatized Families. San Fransisco, CA: Josesy-Bass.
  2. Figley, C.R. (Ed.). (1999). The Traumatology of Grieving. NY: Brunner/Maze.
  3. Figley, C.R. (Ed.). (2002). Brief Treatments for the Traumatized: Special Project of the Green Cross Foundation. Westport, CN: Greenwook Books.
  4. Figley, C.R. (Ed.). (2006). Mapping Trauma and its Wake: Autobiographic Essays by Pioneer Trauma Scholars. NY: Routledge Psychosocial Stress Series.
  5. Foa, E.G., Keane, T.M. and Friedman, M.J. (Eds.). (2000). Effective Treatments for PTSD: Practice Guidelines from the International Society for Traumatic Stress Studies. NY: Guilford.
  6. Schiraldi, G.R. (2000). The Post-Traumatic Stress Disorder Sourcebook: A Guide to Healing, Recovery, and Growth. Lincolnwood, IL: Lowell House.
  7. Tedeschi, R.G., Park,G.L., and Calhoun, L.G. (Eds). Post-traumatic Growth: Positive Changes in the Aftermath of a Crisis. Mahwah, NJ: Lawrence Erlbaum.
  8. Vesterling, J.J and Brewin, C.R. (Eds.). (2005)Neuropsychology of PTSD: Biological, Cognitive, and Clinical Perspectives.
  9. Wilson, J.P. and Keane, T.M. (Eds.). (2005). Assessing Psychological Trauma and PTSD (2nd ed.). NY: Guilford.
Instructors:

Dr. Benjamin Keyes, Ph.D., Ed.D.

Dr. Benjamin B. Keyes, born in Virginia, grew up in a typical Jewish family and, since his youth, was consecrated to God and the search for a deeper relationship with Him. Such motivation was attained through honest questioning and fearless exploration as instructed by a Rabbi from Hebrew School. He also greatly values education and learning and since finishing a Masters in Rehabilitation Counseling at the University of South Florida in 1978, he has attained 5 doctorates. He completed in first doctoral program in Theology in 1985 after sitting on his dissertation for five years. Dr. Keyes then went on to complete a specialization in Theology, three more Doctorates (Theology, Ministry, and Counseling Psychology), and received an Honorary Doctorate in Divinity (DD). For Dr. Keyes education has been a wonderful way to expand horizons and foster understanding. Additionally, he has had an extensive career in a wide variety of venues including the classroom. Moreover, he has worked in the field of counseling and ministry, coming up through the ranks of government and private agencies, hospitals, residential treatment centers, partial hospitalization programs, churches, training facilities, and private practice.

In the last few years, research has captured his attention with most of the focus targeted at Dissociative Identity Disorder and both Christian and secular applications to healing. He assisted in developing the Center for Trauma Studies here at Regent with one of the programs aimed at training graduate students to be first-responders in situations of natural disasters and/or man-made disasters. Because of his belief that Jesus Christ is very alive in third world nations and his understanding of the need for workers equipped with His heart, alliances have been formed with Global Aid Network, Operation Blessing, and the American Green Cross to train and certify students with skills they will take into their respective careers. He hopes to continue to develop the Center for Trauma Studies and to do what he can to fulfill the university's ultimate goal of equipping Christian leaders to change the world.

Dr. Merrill Reese, Ph.D.

Dr. Merrill Reese completed his Ph. D. in Counselor Education and Supervision and his M.A. in Community Counseling at Regent University. Additionally, he completed his B.S. in Psychology at Virginia Commonwealth University. Regent University has provided many different educational and professional opportunities for Dr. Reese including enhancement of clinical skills as a counselor, graduate education, development of academic instructional skills and opportunities to teach both here and abroad. His educational and teaching experience at Regent has opened him to many new perspectives and horizons as well.

He views counseling much like education in that both the counselee and the student need a place of safety in which they are free to explore the deeper questions of life. The exploration of that which is deep will often create a space between the participants. As painful as that space can be, it is often that pain that is the motivating factor that drives one towards the change or the answers to the questions that they seek. The creation of a sacred space for the participant to do their work thus becomes the task of the counselor and or educator. As a counselor/educator, it is his sincere desire to help create a sacred space for the exploration of the deeper issues and questions of life. As a fellow seeker he also joins with those who question and seek the answers to the ultimate questions and meanings of life.

In his limited spare time he enjoys photography, travel, short term mission trips and playing drums and other various assorted percussion instruments.