Educators are being asked to do more and more to support the emotional wellbeing of students and understand the mental health needs of their students. Programs are consistently being introduced and professional development offered. What's working and what isn't? How much can we expect of teachers and administrators? How is the collaboration and communication between parents, schools, and outside providers going? And what are students actually earning in about their mental health in school?
What can brief therapy work? In this session, Bill O'Hanlon will make the case that it involves evocation of already existing resources, so the client doesn't have to be fixed, taught new skills or make major changed to resolve problems.
Various attempts to treat these disturbances briefly have been made, but in most cases they proved to be unsuccessful due a very high relapse rate. To avoid a fearsome chronicity, a number of other factors, like alexithymia, low self-esteem, perfectionism, dissociation, dichotomous thinking, and others should be considered for treatment. Indications of how to deal with these factors in Ericksonian Brief Therapy will be offered.
Every meaningful therapy conversation includes a significant presence of difficult emotions--symptoms, responses, anger, fear, etc. We will have a conversation about how to skillfully welcome and utilize such negative experiences as integral parts of a successful, creative therapy.
Available evidence indicates that the effectiveness of psychotherapy has not improved despite 100 years of theorizing and research. What would help? Not learning a new model of therapy or the “latest” so-called “evidence-based” treatment approach. A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and characteristics. Research from multiple randomized clinical trials documents that this simple, transtheoretical approach as much as doubles the effectiveness of treatment while simultaneously reducing costs, drop-out rates and deterioration. At this "Topical Interaction," participants will have a chance to address any practical issues, questions or challenges associated with incorporating outcome and alliance measures into their practice.
This presentation will allow for a dialog with attendees about the presenter's experience with overcoming depression and the important lessons learned for clinical practice in general.
There is a dynamic tension between the necessarily hierarchical structure of psychotherapy supervision and the liberatory/egalitarian models of feminist and other liberatory practices. This will be a chance for psychotherapy supervisors who are struggling with this dilemma to discuss this topic with the author of the feminist model of psychotherapy supervision
Working with various attachment organizations requires a deep understanding of both attachment theory and sensitivity to the fears and apprehensions of insecures on both distancing and clinging sides of the spectrum. We will discuss the benefits of using crossing techniques in couple therapy to minimize defensive reactions and to increase intervention effectiveness. Also, we hope to cover the matter of unresolved trauma and loss in the emergence of disorganization during therapy.
Our beliefs are a very powerful force upon our behavior. It is common knowledge that if someone really believes he can do something he will do it, and if he believes something is impossible no amount of effort will convince him that it can be accomplished. Times of change and crisis bring out the significance of our beliefs even more strongly. The beliefs and stories (mental models and assumptions) that we and others hold during an unstable or crucial time determine the degree of resourcefulness with which we will face the situation. Empowering beliefs help us to identify and take best advantage of potential opportunities, while limiting beliefs focus us on danger and can trap us into old survival strategies (i.e., attack, retreat, freeze, etc.). This interaction will explore how to identify and work with the belief issues that arise during brief therapy.