Trauma-Focused Cognitive-Behavioral Therapy

Western Michigan University School of Social Work and Michigan State University School of Social Work

In partnership with National Child Traumatic Stress Network present: 

Building Capacity: Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)

Presented by: Kristine Buffington, MSW, LISW-S, National TF-CBT Trainer                                           

Friday, September 7 and Saturday, September 8
8:30 a.m. to 4 p.m. each session

Contact Alicia Dorr at @email or (269)387-2638

Location: WMU Grand Rapids Center
2333 East Beltline SE, Room 3016
Grand Rapids, MI 49546
(616) 771-9470

Please fill out the Field Instructor Questionnaire  and return to: karen.vandeusen@wmich.edu

Michigan Social Work CE hours: 12 CEUs total
Must attend both TF-CBT sessions to receive 12 CEUs

COST: 

• Registration: $349
  Early Registration by Aug. 17: $329
• Scholarships available for new TF-CBT Field Instructors, supervising a MSW intern for Fall 2019, $60.
  Contact Dr. Karen VanDeusen at @email for approval and requirements.
• Price includes materials and parking

Certificate of attendance will be provided to all attendees.

Must have LMSW license number to get CEUs, and participants are required to sign in and out each day to obtain credit.

CE certificates will be mailed to participants following the training.

COURSE Description:

Trauma-focused cognitive behavioral therapy (TF-CBT) is a components-based psychosocial treatment model that incorporates elements of cognitive–behavioral, attachment, humanistic, empowerment, and family therapy models. TF-CBT is an evidence-based therapy model that supports healing for children and adolescents, with a focus on youth and their families.

This course is intended for Master or Doctoral level mental health clinicians.

* Please note the following introductory, online 11-hour course is a recommended prerequisite and has a fee of $35. This training meets partial requirement for national certification in TF-CBT. You may access the online course at: musc.edu/tfcbt2. For more information about national certification, visit tfcbt.org/tf-cbt-certification-criteria.

For information about registration, ADA (*disability accommodations or grievances) contact Alicia Dorr at (269) 387-2638.

Agenda

Friday:

8:30 to 9 a.m. - Sign-in and refreshments

9 to 9:10 a.m. - Welcome and overview

9:10 to 9:40 a.m. - Assessment practice (Role play using the CPSS),

• How assessment fits with starting the TF-CBT model
• Assessment and gradual exposure
• Using assessment throughout the model

9:40 to 10:30 a.m. - TF-CBT overview

• Theoretical foundations
• Summary of efficacy research
• Model fidelity
• Admission criteria

10:30 to 10:45 a.m. - Break

10:45 to 11: 20 a.m. - Psychoeducation

11:20 to Noon - Parenting

Noon to 1 p.m. - Lunch

1 to 1:30 p.m. - Relaxation

1:30 to 2:15 p.m. - Affect modulation

2:15 to 2:30 p.m. - Break

2:30 to 3:15 p.m. - Affect modulation/Cognitive behavior triangle practice exercise

3:15 to 3:50 p.m. - Cognitive coping         

3:50 to 4 p.m. - Questions and evaluation

Saturday:    Application and getting started

8:30 to 9 a.m. - Sign-in and refreshments

9 to 9:45 a.m. - Trauma narrative rational, structure and development

9:45 to 10:15 a.m. - Trauma narrative and special populations

10:15 to 10:30 a.m. - Trauma narrative examples (film)

10:30 to 10:45 a.m. - Break

10:45 to 11:10 a.m. - Trauma narrative example

11:10 to Noon - Cognitive processing of trauma narrative

Noon to 1 p.m. - Lunch

1 to 1:30 p.m. - In-vivo exposure 1:30-2:15    

1:30 to 2:15 p.m. - Conjoint parent child session

2:15 to 2:30 p.m. - Break

2:30 to 3 p.m. - Enhancing safety and social skills

3 to 3:30 p.m. - Reducing risk of vicarious trauma, self-care

3:30 to 4 p.m. -  Certification process, getting started, consultation plans and Evaluation

Course Objectives

Training Goal:  To prepare clinicians to begin the practice of Trauma-Focused CBT

Training Objectives:  After completing this training, participants will be able to:

1. Explain the importance of providing trauma-informed treatment.
2. Use two assessments that assist in creating a pathway for trauma-informed care.
3. Describe the nature of the empirical evidence that supports trauma-focused CBT.
4. Identify strategies to support and measure TF-CBT model fidelity.
5. Identify each of the components of TFCBT, the rationale for each component, and at least three strategies or tools to practice each treatment component.
6. Begin to identify ways to adapt TFCBT for special populations.

Related Bibliography:

• Blaustein, M. E., Kinniburgh, K. M. (2010). Treating traumatic stress in children and adolescents. New York: Guilford Press.
• Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2012). Trauma-Focused CBT for children and adolescents: Treatment applications. New York: Guilford Press.
• Cohen, J., Mannarino, A., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents.  New York: the Guilford Press.
• Konanur, Muller, Cinamon, Thornback, & Zorzella. (2015). Effectiveness of Trauma-Focused Cognitive Behavioral Therapy in a community-based program. Child Abuse & Neglect,50(C), 159-170.
• Yasinski, C., Hayes, A., Ready, C., Cummings, J., Berman, I., McCauley, T., . . . Nezu, Arthur M. (2016). In-Session Caregiver Behavior Predicts Symptom Change in Youth Receiving Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Journal of Consulting and Clinical Psychology,84(12), 1066-1077.