Integrated-Care-Concepts-and-Consultation-CEU-Brochure

9 The Mindfulness Toolbox: Foundational Mind-Body Practices for the 21st Century Client .... Ryan Gervasi LSW, RYT Larry ThompsonLCSW Continued Education Dialectical Behavioral Therapy

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CEU OFFERINGS

Continued Education Courses 2021 4

Dialectical Behavioral Therapy – A Primer in the Practice of Acceptance and Change 5

Motivational Interviewing and Mindfulness-Based Psychotherapy 6

A Creative, Culturally Competent Approach That Is Inclusive and Affirming to the Trans/Queer/LGBTQ+ Folks 7

The River of Grief and Loss: It’s Tributaries of Mourning and Complex Bereavement 8

Opioid Use Disorder: Practice Pragmatics 9

The Mindfulness Toolbox: Foundational Mind-Body Practices for the 21st Century Client 10

Trauma Sensitive Treatment: Across Settings and With Implications for Agency Culture 11

A Boy Named Sue: Healthy Masculinity in the 21st Century 12

Professional Development Courses 13

Course Registration 14

ICCC Instructors 16

Ryan Gervasi

LSW, RYT Larry ThompsonLCSW

Continued Education

Dialectical Behavioral Therapy

- A Primer in the Practice of Acceptance and Change

3 hours, 3 CE Credits

Dialectical behavior therapy (DBT) provides clients with new skills to manage painful emotions and decrease conflict in relationships DBT specifically focuses on providing therapeutic skills in four key areas First, mindfulness focuses on improving an individual’s ability to accept and be present in the current moment Second, distress tolerance is geared toward increasing a person’s tolerance of negative emotion, rather than trying to escape from it Third, emotion regulation covers strategies to manage and change intense emotions that are causing problems in a person’s life Fourth, interpersonal effectiveness consists of techniques that allow a person to communicate with others in a way that is assertive, maintains self-respect, and strengthens relationships

OBJECTIVES:

1 Review the history of dialectical behavior therapy: A very brief introduction

2 Identify the biosocial model in DBT: How symptoms arise and are maintained

3 Review the structure of standard DBT: Pretreatment and 4 different components

4 Identify the 4 stages & targets in DBT

5 Define the DBT assumptions about patients

6 Understand the targets & goals of DBT

7 Explore the DBT individual therapist roles

8 Outline the DBT agreements & commitment strategies

9 Review the prioritizing of treatment targets: The DBT hierarchy

10 Learn the importance of implementing diary cards, skills groups, phone coaching and clinical consultation groups

Kelly Dyckman

Motivational Interviewing and Mindfulness-Based Psychotherapy

3 hours, 3 CE Credits

Through dynamic demonstrations and didactic exploration of motivational interviewing (MI)

combined with experiential mindfulness practices and description of mindfulness-based

approaches, the powerful synergy of these models will be realized These evidenced approaches

to elicit and support change will be presented in readily accessible lessons and immediate

practices for clinicians to employ with themselves and their clients Presentations on the six

stages of change as well as the three core types of mindfulness-based practices will be offered

The corresponding intervention strategies that arise from these stages and practices will be the

foundation for discussion on elements of effective feedback, approaches to motivation, choosing

appropriate strategies, and clarifying the clinician’s role throughout the change process

OBJECTIVES:

1 Explain the benefits of the practice of mindfulness as the foundation of change

work, for both the clinician and client

2 Identify the 3 different practices of mindfulness practice

3 Describe how to combine mindfulness-based psychotherapy components to improve

clinical outcomes using MI in a positive and supportive way

4 Model how the four processes and OARS skills of MI help reduce client ambivalence

and empower change

5 Explore ways to elicit, recognize, and respond to “change talk” to improve

treatment outcomes

6 Develop clinical strategies for working effectively with clients who are resistant

to change

7 Explain ways that mindfulness-based psychotherapy and MI can enhance the

effectiveness of other existing therapeutic approaches

8 Choose how to effectively use MI to help alleviate symptoms of anxiety, depression,

and addictive behaviors

A Creative, Culturally Competent Approach That Is Inclusive and Affirming to the Trans/Queer/LGBTQ+ Folks

6 Hours, 6 CE Credits - Clinical & Social Cultural Competence

This course will address the lack of provider education about the diverse needs of the LGBTQ+ community within the social work field Inherent in the workshop will be an emphasis on shifting attitudes towards this population by increasing safe access to healthcare, through advocacy and allyship in today’s world There is increased evidence this population is underserved by clinicians in the state Clinicians will learn efficacy skills, in addition to clinical tools, to ensure safety and access

to clinical care There is an opportunity to increase understanding of LGBTQ+ cultural competency, gender identity, queer history, and trauma related to family and community acceptance; all of which will require advocacy and increased education on multiple levels

OBJECTIVES:

1 Identify and increase knowledge of barriers and disparities in care for LGBTQ+ people

2 Define privilege and how to allow inclusion as a habitual practice Illustrate through clini-cal cases and roleplay how to utilize inclusion

3 Increase education through history of prior practices and ways to transform delivery of services to include safety as a goal for LGBTQ+ people

4 Define intersectionality and privilege Offer clinical tools through case illustration and roleplay demonstrating cultural competence and affirming the right to healthcare

5 Define adverse childhood experience (ACE), and the impact of historic, generational, and individual trauma on LGBTQ+ people

6 Strategies for identifying steps clinicians can take to expand the therapeutic practice within a compassionate and socially responsible model

Carol Davis

The River of Grief and Loss:

It’s Tributaries of Mourning and Complex Bereavement

6 Hours, 6 CE Credits

This workshop is designed for clinicians to further develop an understanding of the complexity

of death and grief for clients and families Central to these ideas is an overview of grief theories,

thanatology, and complicated bereavement Emphasis will be placed on Attachment Theory

and its relationship to loss as well as stages of grief and mourning A series of case illustrations

demonstrating healthy mourning and complex mourning will be described Roleplays will be

practiced to further enhance skills in listening to the difficulties grief presents in a culture that is

“allergic” and fearful of loss and its legacy

OBJECTIVES:

1 Overview of grief and the concept of loss to better understand the experience of

loss within the context of culture, family, gender, and spirituality

2 Defining the stages of grief, the 4 responses to mourning, and the 6 R’s of the

mourning process

3 Review the diagnostic manual to differentiate between mourning and persistent

complex bereavement

4 Review neurobiology, attachment theory, thanatology, and grief theories with an

emphasis on alternative modalities to assist in healing loss

5 Provide case illustrations demonstrating the use of grief theories and holistic strategies

6 Clinical strategies will be taught for responding to loss narratives through roleplays

Opioid Use Disorder: Practice Pragmatics

2 Hours, 2 CE Credits

This workshop provides practice pragmatics in providing a foundational understanding of the territory of opioid use and practical guidance in supporting the client’s journey towards recovery A variety of tools and resources will be presented that aid in the recovery of opioid addiction and help to interpret symptoms of withdrawal The opioid crisis has touched every clinician and counselor in some way: either in direct work with the individual struggling to recover, working with those who are grieving the loss of a loved one who overdosed, the child

or adolescent impacted by their parent’s use, or the parents who feel powerless and confused in helping their addicted child The profession has answered this condition through mandating that every clinician receives training in opioid use disorder

OBJECTIVES:

1 Discuss the epidemic of opioid use and addiction; the pain-allergic society and the primary misunderstanding in the treatment of pain

2 Exploring how opioids transact in the brain and how the individual under the influence

of opioids presents in the waiting room, in the clinical session, and in their relationships

3 Recognizing withdrawal symptoms and discussing the unique challenges individuals face when seeking recovery from opioid dependence

4 Presenting various assessment tools practical to different clinical settings

5 Engagement challenges with mandated clients or nonmandated clients

6 Identify the various medications and applications of medically assisted treatment in support of the recovery of the individual experiencing opioid dependence

7 Illustrate the complexities in treatment planning, highlighting challenges associated with medically assisted treatment

8 Identify the gaps in services, care coordination and treatment for individuals and families striving towards recovery from opioids

9 Review of resources in support of recovery, including integrated mental health approaches

Ryan Gervasi

LSW, RYT

Ryan Gervasi

The Mindfulness Toolbox:

Foundational Mind-Body Practices for the 21st Century Client

6 Hrs, 6 CE Credits

This course presents an overview of the technological, economic, and political-social context

of the 21st century’s impact in exacerbating the clinical presentation of clients encountered in

practice We will explore the neuroscience of stress and trauma and its implications on the need

for mind/body approaches, while also identifying the foundational approaches to a mindfulness

toolbox with experiential practice opportunities Approaches for customizing mind/body practice

will be reviewed including how to assess the readiness of the client and how to engage the client

in psychoeducational conversation The ethics, informed consent, and liability around utilizing

certain mind/body practices will also be considered Specific focus on the alignment of mind/body

approaches to trauma sensitive treatment will be highlighted

OBJECTIVES:

1 Review the neuroscience of stress, trauma, and mindfulness

2 Review of the neuroscience of mindfulness and how it addresses the variety of challenges

clients present with in session, e.g., stress, trauma, substance use, anxiety depression

3 Defining mindfulness as an antidote for the 21st century challenges to wellness,

recovery, and embodied presence

4 Identify how mindfulness supports a client’s return to balance in mind and body

5 Explore the implications of mind/body approaches as additional support to traditional

talk therapy work: cognitive behavioral therapy (CBT), DBT, motivational interviewing,

internal family systems (IFS) therapy, intersubjectivity-psychoanalytic phenomenology,

family and couples work

6 The importance of clinician use of mind/body approaches for self-care and impact on

clinical work

7 Provide a mindfulness toolbox identifying information on 3 levels of mindfulness

intervention: informal, formal, and intensive

8 Strategies for customizing the mindfulness toolbox for each client including

psychoeducation, informed consent, and how to engage in conversation of

mindfulness through the lenses of gender, age, and social justice

9 Provide experiential demonstrations of informal and formal mind/body mindfulness

techniques for use with clients, such as breathwork, mindfulness meditation, trauma

sensitive movement, emotionally focused therapy (EFT), & aromatherapy

Trauma Sensitive Treatment:

Across Settings and With Implications for Agency Culture

6 Hrs, 6 CE Credit

This workshop provides practice pragmatics in providing a foundational understanding of trauma sensitive treatment The parallel process between how a clinician is supported to work with the client in a trauma-informed care environment and how the agency supports the clinician and the client to engage in the work will be explored A specific focus on the agency’s supervisory style, the physical environment, and the agency’s procedures and policies will be offered

OBJECTIVES:

1 Define trauma Type 1 and Type 2, exploring the stages of acute and chronic stress as informed by neuroscience and outlined in the DSM V

2 Explore the theoretical underpinnings of trauma sensitive treatment, including trauma theory, attachment theory, intersubjectivity, and neuroscience mind/body applications

3 Ethical understanding of the meeting of the allopathic and the holistic settings- “Do No Harm” and “Ahimsa” in practice and in the agency

4 The trauma sensitive relational approach, defined and preformed

5 Review the practice dynamics of trauma sensitive treatment

6 Practice integrated approaches with somatic inquiry in trauma sensitive treatment across treatment settings

7 Identify the parallel process in agency culture that empowers and enhances trauma sensitive treatment

Larry Thompson

LCSW MSW, LCSW, MBASeth Arkush

A Boy Named Sue: Healthy Masculinity in the 21st Century

3 Hours, 3 CE Credits

To be a man, to be male, to be masculine; these are nouns, adjectives, objectives, identities, and

labels for a condition that, though seemingly a birthright, is often confusing to understand or to

feel one has achieved well Here in the 21st century where the script for almost all other groups

have evolved, the narrative for men remains predominantly fixed Fathers are the primary

path finders for their son’s journey from childhood through adolescence into adulthood Their

transmission of knowledge around what healthy masculinity means, what it means to be a “real”

man, is based on what the earlier generations found “functional” in their specific context A mindful

perspective on what is healthy masculinity in the current social/ political context will be explored

OBJECTIVES:

1 Understand the definition of terms: being male, being a man, being masculine

2 Looking at these terms through the lenses of context: economic, social, political and

cultural context

3 Define different types of masculinity

4 Explore the theoretical underpinning of the male journey into “becoming a man”-

object-relations theory, family systems, internal family systems, intersubjectivity,

socialization, dialectic behavioral therapy

5 Describe the traumatic transmission of what it means to be a man through different

types of abuse from father and son

6 Appreciate the unique context of the 21st century on the identity of masculinity

7 Review of the neuroscience of masculinity as a manifestation of self-relation

8 Identify the impact of internal resources, intention, purpose and the development of

a compassionate relationship with one’s self based on a 21st century definition and

function of healthy masculinity

Professional Development Courses

School Refusal- 2 Hours Professional Development

What is the behavior of school refusal saying about the child to the parents, schools, society, and

to the child themselves? Often the assumption of the highly sensitive child, the under socialized teen, or the disengaged parent misses the mark completely The basic wisdom in psychotherapy practice is that all behavior makes sense in context What is the narrative of school refusal communicating about this child, this family, this school or this social system? Is the appropriate response to listen and validate, or to lecture and reinforce, or is it to practice patience and compassion, or to set limits and push the child back to school? What role can the teacher, the Child Study Team or other school-based players take in working with a child who avoids

engaging? What possible tools and ways of helping may offer the best chance to support the child to re-engage in the learning the school environment provides?

This professional development training seeks to offer insights into these questions and to serve as

a source of collaboration in the practice of working with children and families where school refusal has become a challenge

OBJECTIVES:

1 An overview of the 21st century child/adolescent, family, school, and societal context, exploring these conditions and their impact on the student’s successful school experience

2 The common profiles of children refusing to attend school: the elementary age child, the middle schooler, and the high school adolescent

3 The neuroscience of stress and its implications on learning, behavior and school performance and refusal

4 An exploration of the family system and parenting styles that correlate with school-refusing children

5 The school culture that may also be a factor in missing the opportunity to connect with the emerging absent/avoidant child

6 Review of some assessment tools and opportunities to understand the narrative: applied behavioral analysis, school refusal assessment tool- child and parent, school anxiety assessment, absentee reporting, Beck depression scales, disciplinary reports

7 Review of interventions and ways to help

8 Case examples, successes and challenges

How to Register for Integrated Care Concepts and Consultation’s Course Offerings

Course registration and scheduling are conducted via email

For Groups, Companies, and Organizations

To Book Selected Continued Education Courses for groups, please email:

Larry Thompson at lthompson@integratedcareconcepts.com

or John Alesi at jalesi@integratedcareconcepts.com

For Individual Registrations

To register for one of our upcoming prescheduled courses, visit our website at:

https://integratedcareconcepts.com/events-2/

Questions? Specialized Course Inquiries?

If you have a specific question about our Continuing Education courses or the registration process, please email John Alesi at jalesi@integratedcareconcepts.com for more information

Course Registration

Larry Thompson, LCSW

ICCC Instructors

Larry Thompson, LCSW was trained at New York University’s School of Social Work and earned a Master’s Degree in Social Work His theoretical orientation is in the use of self & Zen psychology and psychodynamic-object relations theories of psychology He was formerly the Director of Children’s Mobile Response in Ocean County and Team Leader for Monmouth County PACT team

Larry holds postgraduate certificates in Child/Adolescent Mental Health and Parent Education from Rutgers University Larry incorporates his training in dialectic behavioral therapy and cognitive analytic therapy with nature and holistic approaches in his work with adolescents, individuals and families

Larry’s passion for integrating a total wellness approach continues to carry over into his professional and personal life He has completed a postgraduate certificate through Drexel University in Complementary and Integrative Therapies, so as to offer his clients additional options for their wellness recovery, as well as iRest yoga nidra meditation through Integrative Restoration Institute

Larry’s favorite authors and poets include David Whyte, Thich Nhat Hahn, Rumi, EE Cummings, and Kahlil Gibran One of his favorite mantras/meditations is by Thich Nhat Hahn, “Mountain Solid; Breathing in, I am a mountain, Breathing Out, I am solid.” His favorite LoJong slogan as interpreted

by Pema Chodron, “Three poisons, three medicines, three paths to enlightenment.” Larry’s most transformative relationship lessons are those of “Loving Speech” and “Defenselessness.” What Larry is most often heard speaking of regarding mindfulness and emotions, “Emotions are not our enemy, they are vital aspects of the self reaching for regulation in the present moment.”

Kelly Dyckman, LCSW Ryan Gervasi, LSW, RYT

Ryan earned her undergraduate degree from Kean University in Psychology During her time there,

she studied Drug and Alcohol Use and Community Mental Health She continued her education

and was trained at Kean University’s School of Social Work, where she graduated with a Master’s

of Social Work specializing in the areas of Trauma and Healing, and Drug and Alcohol

Dependence Ryan is now a Licensed Social Worker (LSW)

Ryan’s path of restoration and wellness was birthed through adverse life experiences that called

her to the art of healing herself and others Through conscious breathing and awareness of the

prana (life force energy) Ryan has found that the breath is our best medicine for managing pain

and suffering

Ryan’s passion for healing the mind, body and soul holistically aligns with her clinical approach as

she integrates her knowledge and experience as a Registered Yoga Teacher (RYT 200), and Reiki 1

practitioner into wellness and recovery practices by combining clinical medicine and intuitive

healing methods Specializing in Vinyasa flow as well as gentle, restorative, and yin-focused

traditions, Ryan believes that joining the three parts through flowing as well as still movements is

a beautiful and blissful foundation for self-exploration, self-love and self-compassion which

inevitably facilitates forgiveness, healing and growth Ryan has many years of self-study in the

practice of yoga, adding to her expertise in the area of holistic care Ryan continues to be a

faithful student of yoga and meditation practice, grateful for all of her teachers who continue

mentoring and supporting her journey One of Ryan’s favorite quotes that resonates on and off

her mat is “Often one goes for one thing and finds another” by Neem Karoli Baba

Kelly Dyckman, LCSW completed her undergraduate degrees in Psychology and Gender as well

as Women’s Studies at Villanova University She earned her Master’s degree in Social Work at Rutgers University with a clinical focus in violence against women and children

Kelly believes that therapy is a process and partnership Kelly recognizes that trust, empowerment, and awareness are crucial elements in therapeutic relationships Her ultimate professional goal

is to assist individuals of all ages in developing effective coping skills that will enable them to live happier and healthier lives

As a licensed clinical social worker, Kelly has experience working with children (ages 6+), adolescents, and adults in their homes, outpatient settings, partial hospitalization and intensive outpatient programs Kelly utilizes various therapeutic techniques in her practice including thought challenging and reframing, distress tolerance, and radical acceptance Kelly further recognizes the importance of identifying individual strengths in therapeutic work and tapping into one’s uniqueness as a means of coping, learning, and growing In addition to mental health counseling, Kelly has also had training and work experience in substance use counseling, domestic violence intervention and counseling, and oncology counseling

Kelly is an avid college basketball fan, proud dog mom, and finds her zen at the Jersey Shore She enjoys reading, music, and spending time with friends and family