Full Course Description

Session 1: Complex Trauma: It's Forms and Impacts - Part A: Core Principles and Underpinning insights

Complex trauma presents in diverse ways with a range of impacts it can be challenging to identify. The prevalence of complex trauma, which can underlie contrasting presentations, also means that all health professionals need to attune to it. This is because `[i]n contrast to the traumatized person who has experienced a sense of safety and well-being prior to onset of the (single-incident) trauma, the survivor of complex trauma does not start with this advantage’ (Shapiro, 2010). This session addresses the nature, forms, and impacts of complex trauma and the implications for working therapeutically with people who experience it.

Program Information

Objectives

Learning objectives

Ability to distinguish complex trauma from single-incident PTSD
Increased capacity to attune to and identify complex trauma in its many forms and impacts
Awareness of how coping strategies to protect against early life trauma can lead to symptoms of physical and psychological ill health in adulthood if the underlying trauma is not resolved and the treatment implications.

Outline

Session outline

Defines and discusses the differences between complex and `single-incident’ trauma
Identifies the impacts of trauma on the brain and body
Introduces the neurobiology of attachment and the role of adverse childhood experiences in generating early life (complex) trauma and adult health problems
Considers the relationship between symptoms and coping strategies in effective treatment of complex trauma

Copyright : 16/08/2021

Session 2: Dissociation and Why We Need to Know About It - Core Principles and Underpinning Insights

Dissociation, which in simple terms means not being psychologically present in `the here and now’ and which can take many forms, poses major challenges for clinicians because it is often unrecognized (`Many people in the mental health profession do not know what dissociation looks like or how to assess for it’; Danylchuk & Connors, 2017). This is despite research findings that dissociative disorders are prevalent in the general population, disproportionately so within clinical populations, and that `severe dissociative symptoms’ are a feature of complex trauma (Schwarz, Corrigan et al, 2017: Van der Hart, Nijenhuis & Steele, 2006). This session addresses the nature and varieties of dissociation with particular reference to its role and implications in the treatment of complex trauma.

Program Information

Objectives

Learning objectives

Awareness of the importance of dissociation in its many forms
Attunement to degrees of dissociation (mild, moderate, severe) and understanding of why even mild forms of it can impede therapy if left unaddressed
Recognition of the relationship between complex trauma and dissociation
Identification of the five dissociative symptoms
Awareness of how dissociative responses which are initially protective in childhood can contribute to coping strategies which become dysfunctional in adulthood
Enhanced ability to identify and effectively respond to complex trauma-related dissociation

Outline

Session outline

Introduces dissociation in its several forms and the role of a continuum model in attuning to its different degrees and expressions
Considers why `normal personality structure is shaped by dissociation’ (Bromberg, 2001) and what happens `when things go wrong’
Addresses the frequent trajectory and severity of dissociation in complex trauma
Presents ways in which complex trauma-related dissociation can be safely intercepted and worked with

Copyright : 23/08/2021

Session 3: Memory is not Unitary: Conscious, Nonconscious, and Traumatic Memory

Understanding of and ability to work with traumatic memory is critical to the resolution of complex trauma. Yet despite landmark texts which address the non-verbal features of traumatic memory and the role of the body (i.e. that `the body remembers’) the nature of traumatic memory – and indeed the nature of memory per se – is widely mischaracterized and misunderstood. This session presents current research findings on the complex network of subsystems we call `memory’, the need to distinguish contrasting kinds and varieties of memory, and the significance of this research for effective therapy with clients who experience the impacts of complex trauma.

Program Information

Objectives

Learning objectives

Recognition of the non-unitary nature of memory, the differences between explicit (conscious) and implicit (largely non-conscious) memory, and the particular features of traumatic memory
Awareness of how trauma, deriving from inability to process overwhelming experience, registers in the brain and body and is expressed in `physical sensations, automatic responses and involuntary movements’ (Ogden et al, 2006) rather than spoken language
Understanding of how neurobiological research clarifies misconceptions about the nature of traumatic memory, the phenomenon of delayed conscious recall of traumatic experience, and the clinical implications for working with adults who experience the impacts of childhood trauma.

Outline

Session outline

Differentiates and discusses contrasting types of memory with reference to the key distinction between explicit (conscious, largely verbalizable) and implicit (largely non-conscious, non-verbal) memory
Focuses on traumatic memory as a particular and potent form of implicit memory with reference to neurobiological research findings
Addresses the challenges traumatic memory poses to traditional `talk therapy’ and the need to incorporate non-verbal principles and interventions into effective clinical work irrespective of the modality applied
Identifies and addresses issues pertaining to clinical work with clients whose traumatic memories relate to childhood experience.

Copyright : 30/08/2021

Session 4: The Nature and Process of Self: Developmental Trajectories and Adult Impacts and Implications

While reference to the `whole person’ is common in diverse therapeutic modalities, clients who experience the impacts of complex trauma often do not experience themselves in this way. This means that effective therapy for complex trauma needs to adapt accordingly. In fact the notion of a unified self has been critiqued for some time (`It is the nature of the human mind to be subdivided…multiplicity is inherent in the nature of the mind’, Schwartz, 1995; `[t]hough the self is a unit, it is not unitary’; LeDoux, 2002). From this perspective, it is `how well we can keep it together, how harmoniously we can bridge, coordinate and even integrate the different parts of ourselves that determines how functional we are’ (Putnam, 2016). This session addresses the development and process of self, how healthy developmental trajectories are disrupted by early life trauma, and the differences between `normal multiplicity’ and dissociated self-states which are trauma-generated.

Program Information

Objectives

Learning objectives

A framework for understanding the development of self with reference to a state theory of personality (Putnam, 2016)
Understanding of how early life trauma can derail and disrupt self-coherence, continuity, and functioning
Awareness of the important differences between `normal multiplicity’ and self-states which are trauma-generated

Outline

Session outline

Discusses how personality integration, coherence and self-continuity are not innate but rather result from developmental and relational experience (`Constructing a mental self-continuity of consciousness, memory and identity is a task not a given’; Spiegel, 2018).
Considers how `good enough’ caregiving in childhood assists links between mental states while suboptimal attachment impedes ability to move flexibly between them
Introduces a non-unitary model of self and a state theory of personality which aids understanding of the state-changes and fluctuations to which we are all subject (`we are all multiple to some degree’; Putnam, 2016).
Discusses the differences between `normal multiplicity’ and dissociated trauma-generated self-states and the implications for working with complex trauma

Copyright : 06/09/2021

Session 5: Complex Trauma and Re-enactment - The Compulsion to Repeat

It is well known that trauma is re-enacted but the re-enactment of trauma poses many clinical challenges. This is partly because unresolved trauma is often dissociated and non-verbal. While the basic trauma response of `fight/flight/freeze’ is now familiar, less attention has been paid to the third of these and to dissociative responses in which what cannot be expressed in words is interpersonalised and enacted including in the therapy room. Many clinicians recognize that trauma is enacted in the lives of their clients but are less attuned to how it plays out within the therapy relationship itself. This session addresses the interface between complex trauma and dissociation, which is interpersonalised in the form of enactments which occur within - as well as outside - the therapy room and which can derail the therapy unless identified and addressed.

Program Information

Objectives

Learning objectives

Understanding of why and how unresolved trauma is repeated (`re-enacted’) and that complex trauma correspondingly entails complex re-enactments
Recognition of how dissociated experience is enacted in the therapy room
Identification of ways in which therapists, in interaction with their clients, participate in enactments
Ability to assist clients to tolerate previously overwhelming relational experience via your own ability to recognise enactments in the therapy room which will in turn assist your capacity to navigate them and to resolve impasses and `stuckness’

Outline

Session outline

Addresses how unresolved traumatic experience is relationally enacted via the process of dissociation
Explains why enactments (`the interpersonalisation of dissociation’) are frequent and inevitable in therapy for complex trauma
Addresses how to identify enactments in the therapy room
Explains how unconscious communications of the client in the service of self-protection can elicit dissociated experience in the therapist (in which case identifying enactments in the therapy room is especially challenging)
Considers how enactments in therapy for complex trauma can be navigated, `renegotiated’ and resolved

Copyright : 13/09/2021

Session 6: Introduction to Phased Treatment for Complex Trauma: The Therapeutic Rollercoaster

Phase based treatment has long been endorsed by clinicians of complex, as distinct from standard (`single-incident’) PTSD. Consisting of three stages, which are not strictly linear, the rationale is that initial focus on affect regulation, improved functioning and self-care assists stabilization and thereby the ability to process traumatic experience and memories. This session introduces the phased therapy approach to treatment of complex trauma. It addresses the issues to which it gives rise, including criticisms of it, delineates the three phases, and how they apply in clinical context.

Program Information

Objectives

Learning objectives

Awareness of the principles which underpin the phased approach to therapy for complex trauma
Identification of the tasks applicable to each of the three phases of therapy

Outline

Session outline

Introduces the key and characteristic features of phased therapy for complex trauma with reference to its history, longevity, and status in the context of contemporary debates
Presents and describes each of the three phases (`bottom up and top down’)
Describes the tasks which correlate to the phases of the staged treatment orientation and a framework for their clinical application

Copyright : 11/10/2021

Session 7: Stabilizing and Resourcing

The extensive impacts of complex trauma underline the importance of stabilization, affect regulation, and the capacity to self-soothe and tolerate emotion prior to the processing of traumatic experience (`It is almost impossible to overstate the importance of traumatized patients maintaining an appropriate level of functioning in their lives’; [processing] must be deferred pending the development of basic skills concerning relating and coping’; Chu, 2011). Acquiring the necessary skills requires resourcing, which takes many forms and which encapsulates in a single word the primary task of Phase 1. This session focuses on the multifacted task of client resourcing in contexts of complex trauma, and the many issues and challenges it involves.

Program Information

Objectives

Learning objectives

Identification of the diverse resources required by clients whose capacity to access them has been disrupted by the impacts of complex trauma
Ability to distinguish `top down’ from `bottom up’ resources and basic ability to assist development of these via appropriate interventions
Acquisition of containment skills with which to assist clients in the context of resourcing.

Outline

Session outline

Revisits the wide-ranging impacts of complex trauma as signposts to the range of resources which need to be developed, acquired or reinstated in Phase 1 therapy for complex trauma
Distinguishes and discusses somatic, cognitive, and relational resources in the context of their concurrent coexistence and introduces interventions and strategies for fostering them
Addresses self-care in contexts of self-harm and longstanding traumatic reenactments, the challenges of establishing relational rapport in light of prior violations of trust, and the role of psychoeducation alongside active resourcing strategies.

Copyright : 18/10/2021

Session 8: Working with Diverse Self-States Parts

Reference to `parts’ of the personality is common in the psychotherapeutic literature and the term is widely used by clients and therapists alike. What we call `self’ is not unitary and mental life is subject to state fluctuation and change. To this extent `we all have parts’ (van der Kolk, 2015) and `[w]e are all multiple to some degree’ (Putnam, 2016). The language of `parts’, `ego states’, and `self-states’ is also helpful and non-stigmatising with respect to the problematic divisions of personality generated by trauma, disrupted attachment, and experiences of overwhelm, in which self-states are unintegrated and flexibility, continuity, and coherence are impeded. This session presents an introduction to `working with parts’ with particular reference to the crucial distinctions between standard ego-states which characterise health, and dissociated self-states which pertain to the impacts of complex trauma (and which `can range from very simple to extremely complex divisions of the personality’; van der Hart et al, 2006) Note that while reference to structural dissociation generated by severe early life trauma is included, this seminar does not equip participants to work with Dissociative Identity Disorder (DID).

Program Information

Objectives

Learning objectives

Attunement to the differences between mild, moderate, and severe forms of dissociation and their clinical implications
Awareness of the differences between standard ego-states (`parts’) and trauma-generated self-states and the clinical challenges posed by the latter
Basic ability to use `the language of parts’ with all clients and awareness of the adaptations and supplementations required to standard ego-state therapy approaches when working with clients who experience the impacts of complex trauma

Outline

Session outline

Addresses why `parts’ language and work is valuable both for clients in general and necessary for complex trauma clients in particular
Identifies key differences between the ego states which characterize all subjectivity (Watkins & Watkins, 1997; Phillips & Frederick, 2010) and the contrasting but often hard to discern features of parts which are trauma-generated
Considers the limits of standard interventions (e.g. regarding grounding techniques boundary issues, and assumptions about `the whole person’) in the context of dissociated trauma-generated self-states
Discusses `orienting to parts work’ in therapy for complex trauma as a natural extension of parts work with non-traumatised clients subject to appropriate qualifications, inclusions, and supplementations.

Copyright : 25/10/2021

Session 9: Processing

The second stage of phased therapy for complex trauma – for which the client has a foundation via the resourcing of Phase 1 – is the processing of traumatic memory and experience. But what does `processing’ of traumatic memories mean and entail? This session addresses these questions. As traumatic memory is implicit and non-verbal, `nameless feelings…can be verbalized in words’ in Phase 2 (Chu, 2011) and it becomes possible `to bring nonverbal memory into a domain that is regulated by a different part of the brain’ (Ogden et al, 2006; re Siegel, 1999, 1995). It is crucial to understand that this is not about focusing on the content and detail of the memories per se. Rather it attunes to the impacts of traumatic memories on current functioning (`and that’s the focus of the therapy’, Danylchuk & Connors, 2017). Here the distinction between explicit and implicit memory is again underlined: `[a]t an explicit memory level, the client may have long known that the traumatic events are over. The work of phase 2 facilitates the felt experience that the danger is past’; Ogden et al, 2006).

Program Information

Objectives

Learning objectives

Appreciation of the implicit, non-verbal nature of traumatic memory which in contrast to explicit memory is `split off from conscious awareness and stored as sensory perceptions, obsessive thoughts, and behavioral reenactments’ (Ogden et al, 2006, ref van der Kolk & van der Hart, 1989) and the implications for its processing
Understanding of the shift in treatment orientation, supported by attachment and neuroscientific research, away from focus on the content and detail of traumatic memories to addressing the impacts on current functioning
Recognition that the capacity of new experiences to challenge prior implicit traumatic memories challenges traditional `talk therapy’ and requires incorporation of `body based’ interventions
Ability to apply at least two tools to assist processing of traumatic memory
Ability to segue between Phase 2 processing and Phase 1 `return to resourcing’ if and as needed.

Outline

Session outline

Situates the `processing’ of traumatic memory and experience as a Phase 2 goal of therapy for complex trauma with reference to current research and debates
Discusses the relationship between verbal (conscious) and non-verbal (implicit) expression in the processing and resolution of traumatic memory and the role and implications of experiential processes and methods
Introduces `ways, means, and tools’ by which the processing of traumatic memory can be assisted within the relational frame of phased therapy for complex trauma

Copyright : 01/11/2021

Session 10: Life After Trauma: Post-Processing

When clients are resourced (Phase 1) to the extent of being able to process traumatic memories (Phase 2) an additional third phase may seem unnecessary. Phase 3 often receives less attention in commentary on the phased treatment approach to complex trauma relative to the previous two. But clients whose lives have been disrupted by the impacts of complex trauma face contrasting issues in the `post-processing’ period. Adjusting to `life after trauma’ presents a new set of challenges, including emancipation from trauma-related beliefs and behaviors which may have existed for decades. It is also not uncommon for clients to encounter new areas of unresolved trauma in the Phase 3 period, in light of increased ability to engage with experiences of distress which could not be approached before. This session addresses the final phase of therapy for complex trauma in which increased integrative capacity includes enhanced ability to mentalise (i.e. attune to the internal experience of others as well as self, which is required for responding to social cues and enhanced interpersonal relationships; Fonagy et al, 2002). Phase 3 involves `consolidation of gains, achieving a more solid and stable sense of self, and increasing skills in creating healthy interactions with the external world’ (Chu, 2011).

Program Information

Objectives

Learning objectives

Identification of Phase 3 tasks, goals, and challenges
Awareness of the potential emergence and/or recurrence of painful memories for clients in the `post-processing’ period
Skills to assist clients to address residual trauma-related cognitions and behaviors which may impede adjustment to `life after trauma’ and general well-being

Outline

Session outline

Considers the specific tasks of Phase 3 therapy for complex trauma in light of potential and contrasting challenges clients may experience in the `post-processing’ period
Discusses the nature and process of mentalization (Fonagy et al, 2002, 2004) and its importance for client quality of life
Addresses the frequently non-linear nature of phased therapy for complex trauma and how Phase 3 applies in this context.

Copyright : 08/11/2021

PART 1 - Attuning to Dissociative Identity Disorder (DID)

Most therapists don't know how to recognise Dissociative Identity Disorder (DID).

This misunderstood condition is often subtle and difficult to diagnose. It is NOT always the overt "multiple personalities" people imagine.

If you're treating a client for a personality disorder or psychosis who is stuck or resistant...

They may actually be living with DID.

If you don’t know how to identify the signs of DID, you could be providing the wrong treatment to your clients... Which puts them at risk of dropping out of therapy.

But the good news is that you can adapt many of the methods you already use to work with DID in impactful and effective ways!

Pam Stavropoulos, PhD, will:

Dispel common recurrent myths surrounding DID
Show you the nature and core features of DID
Share essential knowledge of this misunderstood coping system
Help you recognise the potential—and limits—of standard therapeutic modalities for treating DID
Reveal helpful concepts, techniques, and key principles for working with DID
And more!

Register today to become the therapist who recognises DID and knows how to help clients find the relief they’re so desperately searching for.

(Please note that DID is a sophisticated and intricate mode of self-organisation, effective therapy for which requires clinical experience and skills beyond the scope of this training.)

Program Information

Outline

PART 1: Enhancing understanding of Dissociative Identity Disorder (DID)

Myths and misconceptions: Addressing dissociative identity disorder (DID)
The nature of multiplicity, different forms of dissociation, and the benefits of a continuum model
Development disrupted: Dissociative coping in the context of overwhelming early life experiences
The non-unitary self and the state theory of personality
The Trauma vs. Fantasy Model
Ways trauma impacts the brain and memory:
- Forgetting to remember
- Defensive exclusion
- Good me, Bad me, and Not me
- Structural dissociation

PART 2: Clinical Implications

Understanding `the parts part’: Crucial differences between healthy multiplicity and trauma-generated dissociative self-states
The limits of 'standard' parts work in the context of structural dissociation and DID
Immediate and ongoing psychotherapeutic challenges: Stabilisation, safety, and grounding
Engaging multiple self-states
Key principles for working with DID: Helpful concepts and techniques

Copyright : 14/12/2023

PART 2 - Attuning to Dissociative Identity Disorder (DID)

Most therapists don't know how to recognise Dissociative Identity Disorder (DID).

This misunderstood condition is often subtle and difficult to diagnose. It is NOT always the overt "multiple personalities" people imagine.

If you're treating a client for a personality disorder or psychosis who is stuck or resistant...

They may actually be living with DID.

If you don’t know how to identify the signs of DID, you could be providing the wrong treatment to your clients... Which puts them at risk of dropping out of therapy.

But the good news is that you can adapt many of the methods you already use to work with DID in impactful and effective ways!

Pam Stavropoulos, PhD, will:

Dispel common recurrent myths surrounding DID
Show you the nature and core features of DID
Share essential knowledge of this misunderstood coping system
Help you recognise the potential—and limits—of standard therapeutic modalities for treating DID
Reveal helpful concepts, techniques, and key principles for working with DID
And more!

Register today to become the therapist who recognises DID and knows how to help clients find the relief they’re so desperately searching for.

(Please note that DID is a sophisticated and intricate mode of self-organisation, effective therapy for which requires clinical experience and skills beyond the scope of this training.)

Program Information

Outline

PART 1: Enhancing understanding of Dissociative Identity Disorder (DID)

Myths and misconceptions: Addressing dissociative identity disorder (DID)
The nature of multiplicity, different forms of dissociation, and the benefits of a continuum model
Development disrupted: Dissociative coping in the context of overwhelming early life experiences
The non-unitary self and the state theory of personality
The Trauma vs. Fantasy Model
Ways trauma impacts the brain and memory:
- Forgetting to remember
- Defensive exclusion
- Good me, Bad me, and Not me
- Structural dissociation

PART 2: Clinical Implications

Understanding `the parts part’: Crucial differences between healthy multiplicity and trauma-generated dissociative self-states
The limits of 'standard' parts work in the context of structural dissociation and DID
Immediate and ongoing psychotherapeutic challenges: Stabilisation, safety, and grounding
Engaging multiple self-states
Key principles for working with DID: Helpful concepts and techniques

Copyright : 14/12/2023

Teaching Self-Regulation Skills to Manage and Calm Strong Emotions

Many clients consult helping professionals because they are experiencing difficulties with dysregulation. Heightened anxiety, anger, low motivation and dysphoria are all indicators of dysregulation.

After traumatic experiences it is common for the nervous system to get stuck in a hyper aroused and/or hypo aroused state leading to difficulties with relaxation, concentration, focus, sleep, emotion regulation and orientation to time and place. Dysregulation in the nervous system can compound over time as people try to cope with associated distress by avoiding or self-medicating.

This course will provide the skills to effectively teach clients to regulate their nervous systems and emotions. Techniques for assisting hyper arousal and hypo arousal are taught and participants will directly experience these skills as well as taking away tools for conveying them effectively to their clients.

Stressors from work and daily life commonly impair healthiest functioning, and research shows that emergency and helping professionals experience far greater rates of PTSD and PTSD-type symptoms than the general population, yet as clinicians working with dysregulated people it is imperative that we maintain healthy regulation as we work. Whilst learning how to teach self-regulation skills to clients, participants will also finesse their ability to maintain a state of calm, centred responsiveness, thereby maximising our effectiveness with clients.

Participants will take away a toolkit of effective strategies to manage dysregulation and restore a balanced regulated state within their clients and themselves.

Feedback form Jackie’s recent presentations:

‘Best training I’ve had in years! Thank you!’

‘I found all the information very useful for my client work.’

‘Clear, great content.’

‘ Engaging style.’

‘Really interactive - thanks’

‘Jackie is fabulous!’

‘Awesome day – thank you!’

‘I really appreciated your systemic approach and upbeat style.’

‘Great training day - I learnt heaps.’

Program Information

Objectives

Learning objectives of this training:

An understanding of the human nervous system and sources of dysregulation
How to effectively teach skills to increase energy, motivation and presence
How to effectively teach skills to calm down and centre the self
How to teach skills to manage uncomfortable emotions

“Become an expert on helping clients to manage their internal states.” Jackie Burke

How will you benefit from attending this training?

Understanding the latest research on the impacts of trauma on the nervous system.
Use knowledge about how the human nervous system works to regulate arousal.
Respond effectively when emotions arise in the course of your work.

Outline

Morning Session (includes a short break)

The human nervous system
Sources of dysregulation
Auto and co-regulation
The impacts of trauma on the nervous system
Teaching regulation skills

Afternoon Session (includes a short break)

Monitoring dysregulation.
Regulating the nervous system
Managing emotional discomfort

Evaluation and quiz - your payment includes a quiz which when completed with a minimum of 80% correct answers, will enable you to download your Attendance Certificate.
To complete the quiz, please log into your account at pdp-catalogue.com.au and click the orange "Certificate" button under the program's title.

Target Audience

This seminar has been designed to extend the clinical knowledge and applied skill of Psychologists, Counsellors, Psychotherapists, Coaches, Social Workers and Psychiatrists as well as anyone who occupies an emergency or helping role (including call-centre staff, case workers, police, fire, ambulance and emergency service workers, crisis intervention workers, court, legal and judiciary professionals, supported accommodation staff, refuge workers, and aid workers).

Parts Work, Somatic Sensing, Focusing and Neuroscience for Trauma Treatment

Overcoming wounds from childhood trauma can take decades to heal.

Adult clients who grew up in abusive, controlling, neglectful, insensitive, or otherwise traumatizing environments — are often retriggered by memories from their past...

...making simple moments of the day overwhelming with larger-than-life responses due to their inability to regulate emotions.

But there’s good news...

We now have a way to fast-track clients' progress by giving them specific tools and strategies to take back the control of their life.

Using targeted techniques from parts work and focusing, you can go directly to their wounded parts and begin to heal them.

For one day only, you can join Leonie Stewart, M. counselling and Applied Psychotherapy, as she shows you step by step how to blend Parts Work with Somatic Sensing, Focusing and Neuroscience to deepen your therapeutic progress.

Her simplified techniques are easy to implement and make Parts Work approachable for clients and clinicians alike.

You’ll walk away from this one-day workshop with a simple but powerful process to help your clients be with the dysregulated, distressed parts of themselves today... So they have the power to shape their future for the better.

Program Information

Objectives

Understanding the concept of unfolding a client’s Wise Adult SELF and being able to guide them to do it.
Knowing how to help people Focus and “felt sense.”
Being shown specific practices you can use in your room. (Demonstrations will be shown and guiding notes given to you)
Understanding a simple version of Parts Theory and how it can help your client step into their Wise Adult SELF and be beside any other part of them with compassion and curiosity. This will enable them to settle any triggered parts of them.
Introducing you to Eugene Gendlin’s Focusing and how to effectively use it in your room
Learn ways to talk about the brain and body with easy-to-understand neuroscience language

Outline

Laying the Groundwork: Parts Work, Somatic Sensing, Focusing and Neuroscience for Trauma Treatment

Exploring and conceptualizing the ‘Big Self/Wise Adult Self’
Guiding clients to ‘unfold’ this part of themselves
Using Somatic Sensing
Helpful tips around the concept
Present time awareness: Safety exercise to use with clients (or self)

Parts theory

Foundations for clinical practice
Demonstration & guided practice: the ‘Big Self/Wise Adult Self’
How to settle any part that is activated
Demonstration & guided practice: Unfolding your ‘Big Self/Wise Adult Self’

Introduction to Focusing

Interactive demonstration on Focusing
Understanding “Felt Sense”
Gendlin’s Philosophy
6 step Focusing process

Tools for helping clients interact with their environments

Cultivating Self-compassion

Demonstration & guided practice: Cultivating Self-compassion
Demonstration & guided practice: Clearing a space – what to do when overwhelmed
Demonstration & guided practice: Getting bigger than what is bothering you

Demonstration & guided practice: Protective Boundary
Loving Kindness meditation
L.O.V.E. for me and others activity

Bringing it all together

How we change

Memory reconsolidation + Focusing
Techniques to settle any triggered parts
Simple neuroscience language to talk about the brain and body

Handouts you will receive

Parts theory description handout

Worksheet for unfolding your Wise Adult
What is Focusing? E-book
Questions you can ask your parts - handout
Clearing a space – guiding notes
Cultivating Compassion – guiding notes

Getting bigger than what is bothering you Guiding notes
What is STRESS – e-book
What is Mindfulness – e-book

Target Audience

Psychologists
Counsellors
Psychotherapists
Social Workers
Mental Health Nurses
Allied health professionals working with traumatized clients

Process Oriented Psychology (POP) with a Trauma Lens: Working with childhood dreams and early memories.

To effectively treat trauma, you need to be able to access the full range of your client’s emotions, memories, parts, and inner life. But to do this work requires that you know how to use these often-fragile elements of a person WITHOUT re-traumatizing your clients.

Now in this unique training, you’ll master skills from the Jungian-based Process Oriented Psychology (POP) approach that will help your clients understand and navigate their inner world…

So that they can know all parts of themselves to become safer, unburdened, and find post-traumatic growth.

Program Information

Objectives

Learning objectives of this training:

Foundations of POP, background, history and guiding principles
practice ‘role switching’ and ‘crossing edges’ with inner critics
enhance your ability to flow in several ‘channels’ e.g. drawing, movement, dreamy, wide awake
discover your life myth and work with it’s polarity e.g. innocent and scary
discover the polarity of your essential nature: e.g. it’s innocent glory and wild super power.
learn and experience a guided mediation method to access a greater wisdom on the whole day
position this technique within the trauma lense

“Working with childhood dreams gives us access to our life myth, and to our natural ability to deal with life’s struggles. It’s inspiring, refreshing and invigorating." Elizabeth (Lizzie) Spencer

How will you benefit from attending this training?

Have a wonderful new way to work with inner critics, childhood dreams and memories
Discover your Life Myth, and ways of working with it’s polarities
Experience it, embody it, and bring it to your own clients

Outline

Morning Session (includes a short break)

Welcome Intentions and Overview
Foundational Process Oriented Psychology techniques; edges, channels, role switching. Give an overview of the day. Explain the technique, an overview and why/how early dreams and memories hold and show us our essential nature. Explain
- *Practice role switching and crossing an edge with the Inner Critic. I will explain and then demonstrate with someone in the room
- *Put people in pairs to practice role switching and crossing an edge.
- *Debrief Q and A
- Finding your Life Myth; working with childhood dreams and early memories
- *Explain the technique, an overview and why/how early dreams and memories reveal a polarity which begins to reveal our life myth
- * Ask a few people to briefly share their early childhood dream
- * Journal re how your life is now, what dilemmas or problems are there, joys etc..
- * Remember and journal the dream
- Demonstrate the technique with a dream, and again with a memory (with willing participants) See technique below
- *Identify 2 aspects… the innocent self and the scary part of the dream
- *Start with the innocent part… describe, draw, move, let it give a message to you. How does this energy show up in your life?
- *Do this with the scary, part the X energy,…. describe, draw, move, let it give a message to you. How does this energy show up in your life?
- *Deep relaxation…guided relax, go to beautiful place, become the essence of the place, look back on the drawings, give messages
- *Merge the 2 energies, innocent and X energy, let them work on each other
- *Debrief learnings so far
- *Reflective questions to see Life Myth, essence, X factor, how you use one to work on the other
- *What is the client seeing? How might these insights be useful in life

Afternoon Session (includes a short break)

Q and A for learnings so far
People in pairs or triads to practice the technique, take turns as therapist, client and observer. Half an hour each.
- *Debrief exercise, sharing
- *Reflective questions re applying this to clients
- *Q and A re process and application
- Go back to Arny Mindell’s 4 phases of conflict, apply what we have done so far to it, and do an exercise re the 4th phase. It’s a guided meditation and will be a wonderful way to integrate all the new learnings. Debrief in pairs.
- Journal … catch the key learnings. How might they shed light on the writing you did at the beginning of the day, on your current dilemmas

Evaluation and quiz - your payment includes a quiz which when completed with a minimum of 80% correct answers, will enable you to download your Attendance Certificate.

To complete the quiz, please log into your account at pdp-catalogue.com.au and click the orange "Certificate" button under the program's title.

For live webcasts, post-tests must be completed within one month of viewing the program.

Target Audience

This seminar has been designed to extend the clinical knowledge and applied skill of Counsellors, Psychotherapists, Coaches, Psychologists, Social Workers, Mental Health Nurses and Psychiatrists.