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3^rd Annual Ortho Summer Symposium

Participants will be able to:

1. Understand a comprehensive, resilience-based family systems model for assessment and clinical intervention with individuals, couples, and families facing chronic and disabling physical disorders.
2. Recognize the significance of life cycles and multigenerational themes in illness and disability.
3. Describe an assessment framework to explore family beliefs related to illness and disability.
4. Identify factors that facilitate or impede the patient, family, and professional relationship in collaborative family-centered healthcare.
5. Understand brief interventions and other timely and cost-effective applications of the Family Systems Illness Model.
6. Learn the core principles of a resilience-oriented approach to practice, with application to disability-related challenges faced by individuals and their loved ones.
7. Review research findings on the significance of spirituality in suffering and resilience.
8. Discuss a pluralistic, multi-faith perspective for approaching spiritual issues in clinical practice.
9. Describe practical guidelines and cautions, with case illustrations, for addressing spirituality in clinical assessment and treatment.
10. Describe the problems in healthcare that are solved by active involvement of psychotherapists.
11. List techniques useful in working with patients with chronic illness.
12. Describe how family dynamics influence communication and coping with decisions such as genetic testing.
13. Describe how psychological evaluations are useful with in-vitro fertilization using others' gametes.
14. List several ways to effectively collaborate with physicians and other health professionals.
15. Discuss current thinking about serious mental illnesses, including schizophrenia, major depression, and bipolar disorder.
16. Discuss what families of persons with disabilities and chronic illness want professionals to know and do.

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Your Intuitive Brain and Medical Intuition

Participants will be able to:

1. Summarize neuropsychiatry concepts of how the brain is wired for emotion.
2. Discuss neuropsychiatry concepts of thoughts.
3. Discuss neuropsychiatry concepts of personality and behavior.
4. Describe gender differences in the brain.
5. Discuss the effects of hormones on the brain.
6. Describe how attention, intuition and ADHD are related.
7. List three effects of aging on the brain.
8. Describe ways to enhance memory and learning in the brain.
9. Identify how common antidepressants affect the brain.
10. Predict how mood, anxiety, perception, attention, memory and intuition may affect health.
11. Name the seven emotional centers in the body.
12. Explain the science of medical intuition.
13. Practice using intuition.
14. Observe live demonstrations of intuition.
15. Describe the application of these concepts to clinical practice.

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Ethics with Soul: Applying Therapeutic Boundaries with Care and Integrity

Participants will be able to:

1. Discern the differences between boundary violations, boundary crossings and dual relationships.
2. Discuss the risky concept of risk management.
3. Review the ethical and clinical complexities of boundaries.
4. Discuss types of touch in psychotherapy.
5. Indicate guidelines for touch in therapy.
6. Clarify the stance of the Code of Ethics on boundary crossing.
7. Discuss giving and receiving gifts: What clinicians should be thinking about.
8. Discuss leaving the Office: Home visits, walking on a trail, attending a wedding, etc.
9. Discuss dual relationships.
10. Describe the common ethical issues in telephone and E-Therapy.
11. Observe film examples of ethical situations.
12. Utilize ethical decision-making and risk-benefit analysis.
13. Discuss Record keeping and Standard of Care.
14. Provide clear guidelines for employment of ethical boundaries in therapy.

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Unwrapping the Gifts: A Strength-Based Approach to ADHD Across The Life Span

Participants will be able to:

1. Describe ADHD across the lifespan.
2. List the seven habits of highly effective ADHD-ers.
3. Explain rationale for strength-based model.
4. List skills and strengths associated with ADHD.
5. List the common problems associated with ADHD.
6. Discuss the life stories of successful ADHD adults.
7. Describe basic biology of ADHD.
8. State the role of testing in diagnosis of ADHD.
9. Name common pitfalls in diagnosis.
10. Discuss use of medication for ADHD.
11. Name conditions that often co-exist with ADHD.
12. Indicate the basics of ADHD treatment.
13. Explain the role of exercise and nutrition in ADHD treatment.
14. Discuss ADHD impact on couples and sexuality.
15. Apply model to predict life stage dilemmas and plan appropriate treatment in practice.

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Intentional Use of Self: Strategies and Skills for Consulting, Coaching and Change

Participants will be able to:

1. Summarize the methodology for consultation, coaching and training with change clients in both individual and team settings.
2. Summarize intentional Use of Self Patterns and discuss strategies used for increasing awareness of Self.
3. Describe competence in Use of Self in relation to the life-long process of self-differentiation.
4. Indicate how our beliefs about our competencies and abilities apply to relationships.
5. Describe how our capacity to self-manage and access those abilities apply to relationships.
6. Indicate how our beliefs about our competencies and abilities apply to groups and organizations.
7. Describe how our capacity to self-manage and access those abilities applies to groups and organizations.
8. Discuss the value of diversity.
9. Assess the Art of Re-framing as one key to enhancing our capacity to deal with similarities, differences and conflict.
10. Indicate the role of Feedback.
11. Discuss the Development of Support Systems.
12. Describe the use of self as intimately tied to issues of sustainability and generativity.
13. Describe the use of Self as linked with our own life stages and changing priorities in the course of maturation.
14. Practice use of self using highly interactive exercises.
15. Utilize self as to increase ability to make conscious, intentional choices instead of operating on "automatic pilot".

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The Essence of Change: Brainwashing, Culture Evolution and Organizational Therapy

Participants will be able to:

1. Describe the general concepts of learning and change dynamics.
2. List the conditions under which coercive persuasion and brainwashing occur.
3. Determine the conditions under which drastic change occurs.
4. Discuss how organizations and people change each other.
5. Analyze career anchors, career dynamics, and job/role planning.
6. State the influence of change on growth and job evolution.
7. Discuss the dynamics of organizational cultures at the different stages.
8. Indicate the role of process consultant to organizational change.
9. Describe the philosophy of the process consultant.
10. Observe process consultation.
11. Describe how leaders influence cultural elements.
12. Discuss organizational health and organizational therapy.
13. Describe the role of sub-cultures and their impact on "safety culture".
14. Practice applying process consultation.
15. Summarize change theory.

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Music Psychotherapy to Promote Change and Growth

Participants will be able to:

1. Describe Music Psychotherapy.
2. Name client population who benefit from music therapy.
3. Describe sociometry, including spectograms and locograms.
4. Practice sound and movement\transformation exercises.
5. Practice deep breathing exercises including breathing techniques from Yoga.
6. Describe natural sound exploration.
7. Explain Toning and its use in music therapy.
8. Practice sound and movement and mirroring check-in.
9. Discuss significant songs as used in music therapy.
10. Describe examples of lyric analysis and lyric substitution.
11. Practice Vocal Holding in group -" The Chord" exercise.
12. Indicate client resourcing with breathing, toning, chants, songs and affirmations.
13. Practice and observe drumming.
14. Discuss implications for transference and countertransference.

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Frontiers of Trauma Treatment

Participants will be able to:

1. Summarize basic neurological and developmental effects of trauma.
2. Describe the acquisition of affect regulation.
3. Determine the breakdown of information processing in trauma.
4. Describe the threat response.
5. List three physical symptoms of psychological trauma.
6. Summarize the neuroscientific effects of trauma on attention and concentration.
7. Evaluate current neuroimaging research.
8. Describe survival action patterns.
9. Explain assessment and treatment planning stages.
10. List at least three treatment techniques for stabilization.
11. Indicate uses of EMDR, yoga, touch and group and theatre in resolving trauma.
12. Describe different trauma processing techniques.
13. Observe videotape of trauma processing techniques.
14. Discuss learned helplessness and dissociation as it applies to trauma.
15. Describe successful integration of traumatic memories in terms of physical mastery.

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Internal Family Systems Workshop

Participants will be able to:

1. Describe the basic IFS model.
2. Observe IFS live demonstration.
3. Discuss the impact of trauma on internal systems.
4. Discuss client protective parts.
5. List the six steps for healing exiled parts.
6. Describe how to work with difficult and/or resistant parts.
7. Discuss IFS affect management strategies.
8. Participate in experiential exercises that demonstrate affect management.
9. Summarize the IFS approach to couples therapy.
10. Discuss case examples of couples using IFS.
11. Summarize IFS application to families.
12. Explain IFS application to groups and larger systems.
13. Indicate techniques to understand and deal with transference.
14. Use IFS methods to help therapists stay centered during sessions.
15. Describe how IFS helps therapists be freer in their work.

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The Use of Meditation in Medicine and Psychotherapy

Participants will be able to:

1. Describe the principles and practices of meditation.
2. Explain the differences between meditation, contemplation, relaxation and hypnosis.
3. Summarize scientific research supporting efficacy of meditation.
4. Describe the effects of meditation on cognitive and physical functioning.
5. Explain application to mood disturbances.
6. Discuss the use of meditation for treating depressive disorders.
7. Discuss the use of meditation for treating anxiety disorders.
8. Discuss the use of meditation for treating dissociative disorders.
9. Discuss the use of meditation for treating ADHD.
10. Describe the use of meditation for shifting EEG mind states for optimal emotional functioning.
11. Practice meditation, Yoga, Tai Chi/ChiKung techniques.
12. Discuss application to behavioral disturbances.
13. Indicate use of meditation for substance abuse and other addictive behaviors.
14. Summarize application of meditation to health problems.
15. Describe how to integrate meditation into various medical settings.

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Wizard, Warrior, and Leading with Soul

Participants will be able to:

1. Evaluate their own leadership orientation.
2. Describe different leadership styles.
3. Explore the process of reframing - looking at things from multiple vantage points - to enhance our capacity to make sense of a messy world.
4. Discuss different leadership for different situations.
5. Identify what one values as a leader.
6. Discuss how we view combat.
7. Describe how we deal with conflict while we lead.
8. Describe the warrior reframe.
9. Discuss how imagination and creativity come to play in leadership.
10. Explore how we respond to the need for creativity.
11. Discuss what it means to lead with soul.
12. Develop and examine our own spiritual autobiographies as vital underpinnings of leadership.

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Ego Strengthening and Resource Development in the Treatment of Trauma

Participants will be able to:

1. Develop an appropriate treatment plan based on assessment of the client's self-capacities and resources.
2. Describe common client fears, beliefs and resistance areas.
3. Discuss Incorporating Concepts and Strategies from Various Psychotherapeutic Approaches (CBT, Hypnosis, EMDR, IFS, Sensorimotor Psychotherapy, Somatic Experiencing, DBT).
4. Describe specific ego-strengthening and resource development techniques for use before the trauma-focused phase of treatment.
5. Describe specific ego-strengthening and resource development techniques for use during the trauma-focused phase of treatment.
6. Describe specific ego-strengthening and resource development techniques for use after the trauma-focused phase of treatment.
7. Identify effective strategies for increasing mastery, self-efficacy, and readiness for change.
8. Observe demonstration of resource development.
9. Describe Using the Therapeutic Relationship as a Primary Resource.
10. Discuss effective strategies for decreasing hopelessness, crisis-generating behaviors, and avoidance.
11. Describe how to accelerate healing and maintain therapeutic gains across all phases of treatment.
12. Explore ways to adapt and integrate useful concepts and techniques from various psychotherapeutic approaches into an EMDR-focused treatment plan.
13. Observe videotape of treatment.
14. Discuss Self-care and Resources for Therapists.

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Clinical Neuropsychology: Diagnosis and Treatment in the 21st Century

Participants will be able to:

1. Summarize functional cortical organization.
2. Describe major neuropsychological syndromes.
3. Evaluate new research as to its implications for clinical issues.
4. Differentiate hemispheric specialization.
5. Discuss gender and handedness influences.
6. Describe dementias and lifespan cognitive changes.
7. List risk factors for major dementias.
8. Discuss traumatic brain injury and its effects on executive function.
9. Describe neurological reasoning for personality change after traumatic brain injury.
10. Explain latest clinical issues in neurodevelopment disorders.
11. Describe the differences in language based vs. nonverbal brain organization.
12. Indicate the neurophysiology of ADHD.
13. Discuss clinical examples and practice differential diagnosis.
14. Indicate the general neuropsychology of neuropsychiatric disorders.
15. Discuss the effects, both negative and sometimes positive, of affective disorders.

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Neurodevelopmental Phenomena in Childhood and Adolescence

Participants will be able to:

1. Describe an overview of neurodevelopmental variation.
2. Identify critical neurodevelopmental functions.
3. Describe the growth and application of specific neurodevelopmental functions.
4. Define how these functions impact school and work performance.
5. Discuss how they develop or else fall short during the school years.
6. Identify key ways of observing phenomena that are windows on central nervous system functioning.
7. Apply such observations to help with the process of demystification.
8. Discuss other forms of direct intervention.
9. Describe the impact of labels such as ADHD.
10. Name the ingredients of successful school performance.
11. Discuss what it means to be learning to understand.
12. Describe the role of memory.
13. Discuss the importance of output.
14. Name and describe the 3 R's.
15. Summarize the social implications.

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When No One Understands: Courage, Creativity and Compassion in the Treatment of Adolescent Anguish

Participants will be able to:

1. Summarize the developmental challenges of adolescence on families.
2. Describe the inner life of the adolescent.
3. Describe the inner life of the family with an adolescent.
4. Discuss the unique challenges of senior year in high school for both parent and adolescent.
5. Summarize the role of forgiveness in adolescents and their families.
6. Summarize the role of grief in adolescents and their families.
7. Indicate how common adolescent issues (mood and anxiety disorders, eating and substance problems, promiscuity, under and over achievement) relate to grief.
8. Analyze case examples of adolescent therapy.
9. Observe videotape of adolescent therapy.
10. Observe film clips of adolescent family issues.
11. Analyze music and poetry as they apply to the concepts of adolescent treatment.
12. Practice by role-playing adolescent therapy vignettes.
13. List common therapist counter transference responses to adolescent therapy .
14. Describe how the parent's marital issues influence and effect adolescents.
15. Discuss the adolescent therapist's inner life.

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Mindful Therapy: The Art of True Presence and Deep Listening

Participants will be able to:

1. Summarize new versions of the therapist's role.
2. Describe mindfulness as it applies to the therapist role.
3. Discuss mindfulness as it applies to listening.
4. Identify basic mindfulness exercises.
5. Practice mindful breathing exercises.
6. Explore foundational Buddhist insights in light of their clinical insight and utility.
7. Discuss the The Dharma Seals.
8. Describe the Four Noble Truths and the Brahmaviharas.
9. Summarize the Three Poisons.
10. Explore listening in a balanced way.
11. Practice Metta meditation.
12. Practice dyadic mindful listening exercises.
13. Describe application to clinical techniques.
14. Apply to work: Integrating life and work.

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A New Model of Organization Effectiveness

Participants will be able to:

1. Summarize the general concepts of the Built to Change model.
2. Define the differences in the model and traditional models of organizational design.
3. Describe the impact of rules, regulations and provisions that limit experimentation.
4. Define organizational identity.
5. Indicate the role of stability in the Built to Change model.
6. Define unfreezing/refreezing in terms of organizational effectiveness.
7. Describe strategic intent.
8. Differentiate strategizing from strategic formulation.
9. Discuss the importance of "critical configuration".
10. Describe the role of "dynamic alignment".
11. Differentiate designing from design.
12. Discuss how leadership is a team sport.
13. Indicate why structures need "maximum surface area".
14. Assess whether all organizations should be built to change.
15. Describe how organizations can build in the capacity to change.

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The Facilitative Leader

Participants will be able to:

1. Summarize the skilled facilitator approach.
2. Describe the model of group effectiveness.
3. Explain the importance of the facilitator's knowing their own inner selves.
4. Identify gaps between what we espouse and how we act.
5. Practice identifying the theories that guide our behavior.
6. Discuss the differences in neutral facilitator role vs. non-neutral.
7. Describe how to increase the level of commitment to group decisions.
8. Describe how to contract with a group.
9. Determine the use of transparency in group effectiveness.
10. List ground rules for effective groups.
11. Observe live group facilitation.
12. Practice diagnosing and intervening in group facilitation.
13. Observe group diagnosis and intervention.
14. Discuss how to introduce group concepts at work.
15. Prepare to use the approach at work.

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LifeForce Yoga: Empower Your Clients to Manage Their Moods

Participants will be able to:

1. Describe the clinical aspect of The Safe Container.
2. Discuss Yogic tools to foster the therapeutic alliance and client self-acceptance.
3. Discuss Principles of Yoga for the Emotional Body.
4. Describe an overview of Yogic strategies for maintaining optimum mental health.
5. Indicate how to integrate sound, breath and visual imagery into clinical work.
6. Practice yoga techniques.
7. Identify predominate mood through analysis of current breathing pattern.
8. Describe Three Yogic breaths and a simple meditation to calm and focus the anxious mind.
9. DescribeThree Yogic breaths and two simple meditation techniques to clear the mind and lift the mood.
10. Discuss Yogic technique to interrupt panic attack.
11. Describe meditation techniques effective with OCD and anxiety disorders.
12. Indicate how to address negative self-talk and the seeds of self-loathing 13.Discuss Yoga as an adjunct treatment for PTSD.
13. Describe Yoga postures of empowerment.
14. Discuss application: Distinguishing those techniques appropriate for a clinical practice, those appropriate in a workshop setting, and those best lead by a qualified Yoga teacher or Yoga therapist.

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CBT for OCD and Anxiety: User-Friendly Treatment for Children and Adolescents

Participants will be able to:

1. Summarize the clinical picture of anxiety disorders in children and adolescents.
2. Discuss co-morbidity and differential diagnosis.
3. Describe the three components of the Anxiety Triad.
4. Describe the vicious cycle of avoidance.
5. Discuss developmental challenges in CBT with children.
6. Describe the use of cognitive strategies and Socratic dialogue.
7. Describe the rationale and implementation of exposure.
8. Discuss techniques that make CBT child-friendly.
9. Indicate strategies for collaboration with parents.
10. Discuss parenting strategies, including what not to do.
11. Describe the Worry Hill treatment protocol for OCD.
12. Discuss the critical importance of treatment readiness and steps to cultivate it.
13. Identify relapse prevention strategies.
14. Discuss how anxious children can be helped at school.
15. Discuss challenge areas in treatment.

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CBT for OCD and Anxiety: Complexities and Challenges in Treating Children and Adolescents

Participants will be able to:

1. Describe a modular approach to CBT for anxiety in children and adolescents.
2. Discuss decision-making and application of core vs. optional modules in CBT.
3. Discuss case conceptualization and the Socratic process.
4. Describe developmental modifications including the use of metaphors and analogies.
5. Discuss CBT for separation anxiety, generalized anxiety, social anxiety, panic and depression.
6. Indicate treatment strategies for difficult forms of OCD.
7. Describe clinical innovations and developmental variations in treatment.
8. Describe the treatment of clients with OCD and Tourette Syndrome.
9. Describe treatment strategies for trichotillomania.
10. Discuss the treatment of anxiety with comorbid Asperger's Syndrome.
11. Describe treatment strategies for meltdowns and explosive behavior.
12. Discuss test anxiety and the application of remediation strategies for test anxiety.
13. Discuss the importance of treatment readiness, empowerment and self-reliance in recovery.
14. Discuss challenges in treatment, realistic expectations and options for treatment reluctance.
15. Engage in clinical case discussion to illustrate concepts and strategies in treatment.

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The Neuropsychology of Memory: What Every Clinician Needs to Know

Participants will be able to:

1. Discuss what memory is.
2. Summarize basic brain memory anatomy.
3. Describe how memories are formed?.
4. Define normal memory lapses and distortions.
5. List Schacter's Seven Sins.
6. Discuss how your brain ages and the cycle of neuronal death and neurogenesis.
7. Differentiate mild cognitive impairment and dementia.
8. Discuss the causes of memory problems.
9. Indicate the role of genes, hormones and common age-related illnesses.
10. Discuss the impact of mood disorders and stress on memory .
11. Evaluate memory disorders.
12. Summarize the use of structural and functional brain imaging, neuropsychological testing and other specialized tests.
13. Describe the use of medications and alternatives to treatment of memory disorders.
14. Discuss the path to optimal memory and practical strategies to enhance everyday memory.
15. Indicate new concepts on preventing and curing memory disorders.

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A Family of Shadows: Mothers, Fathers, Siblings, Grandparents, and Others in the Internal World

Participants will be able to:

1. Discuss the role of mother.
2. Describe the Mother's role in pattering gender-identity and in separation-individuation.
3. Discuss the oedipal and post-oedipal mother.
4. Assess the loss of Mother in childhood.
5. Discuss the role of Father.
6. Describe the Father's role in separation-individuation.
7. Describe the Father's role in Oedipus complex.
8. Describe the Father's contribution to gender identity and role during adolescence.
9. Discuss the absent Father.
10. Describe factors governing the nature of sibling relationship.
11. Discuss the impact of birth order.
12. Discuss the role played by grandparents.
13. Describe the grandparent syndrome
14. Discuss the formal aspects of internalization.
15. Describe the processes of internalization.

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Spirituality, the Mind, and Beliefs

Participants will be able to:

1. Summarize the history of the study of spirituality and the body.
2. Describe how advances in technology have informed the relationship between body and mind.
3. Describe basic brain function as it relates to spiritual experiences.
4. Examine how spiritual experiences may affect the brain.
5. Critique and review studies linking brain function to spiritual experiences.
6. Indicate what aspects of brain function are necessary for certain experiences to be perceived.
7. Discuss how spirituality affects us psychologically.
8. Describe the influence of language on interpretation of spirituality.
9. Discuss if religious and spiritual experiences are pathological.
10. Summarize the relationship between physical health and spirituality.
11. Describe how spirituality impacts immune system, hormones and health.
12. Apply these interpretations to clinical cases.
13. Discuss practical applications for prayer and meditation.
14. Explore the Compassionate Communication technique,.
15. Discuss crucial implications for philosophy and theology.

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Therapeutic Approaches to Anger, Rage and Domestic Violence Counseling

Participants will be able to:

1. Discuss the Gestalt therapeutic awareness cycle approach to anger problems.
2. Explain the use of a comprehensive anger questionnaire.
3. Use the State-Trait Anger Expression Inventory.
4. Describe behavioral therapy for immediate anger control.
5. Describe cognitive therapy for longer-term improvement.
6. Discuss Affective approaches and Relaxation techniques for stress reduction;.
7. Differentiate treatment of eleven anger styles.
8. Describe three hidden styles.
9. Describe four explosive styles.
10. List four chronic styles.
11. Describe the differences between rage and strong anger.
12. Possible underlying brain mechanisms that predict raging.
13. Use rage questionnaire and rage episode forms.
14. Describe treatments for rage.
15. Identify gender-appropriate models for treating domestic abuse.

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How People Create One Another: Multiculturalism, Intersubjectivity and Work in Professional Roles

Participants will be able to:

1. Describe the dynamic systems view of multiculturalism.
2. Discuss intersubjectivity and role.
3. Explore environmental influences on role.
4. Describe formal vs. informal roles.
5. Discuss the processes of illusion in roles.
6. Describe valence - personal tendencies and subcultural differences that are called upon in role.
7. Discuss the dilemmas of multicultural work settings.
8. Summarize how people create and are created by themselves and others in their roles.
9. Describe the influence of cultural embeddedness and the cultures of work environments.
10. Participate in experiential exercises that examine role
11. Discuss transformation of roles.
12. Apply the concepts and the experiential work to one's professional work roles.

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