Learning objectives for our 2010 courses in the format required by accreditation organizations are shown below.

• 5th Annual Ortho Summer Symposium: Adolescence: Development, Treatment, and Community
• The Intuitive Advisor: Using Your Brain and Body for Medical Intuition
• A Psychology of Action: The Role of the Body in Clinical Practice
• Assessment and Intervention for Child and Adolescent Executive Function Difficulties
• Inner Relationship Focusing Training for Healing Professionals
• Zen, Mindfulness, and Therapy - Incorporating Meditation into One's Practice
• Covert Processes: Exploring the Hidden Barriers to Organizational Change
• Internal Family Systems Workshop
• Unwrapping the Gifts: A Strength-Based Approach to ADHD Across The Life Span
• Making Inclusion Real: Creating Breakthroughs for Higher Individual and Team Performance
• Frontiers of Trauma Treatment
• IMAGO: A Theory and Therapy of Couplehood
• Treatment of Kids with Social, Emotional, and Behavioral Challenges: An Introduction to Collaborative Problem Solving
• CBT for OCD and Anxiety: User-Friendly Treatment for Children and Adolescents
• Keeping the Brain in Mind: How knowing more about the brain can help you become a better therapist
• Helping: Its Role in Consulting, Coaching, Team Building and Leadership Development
• Intentional Use of Self: Strategies and Skills for Consulting, Coaching and Change
• Clinical Neuropsychology of Executive Dysfunction and Other Disorders
• Brief Cognitive and Eriksonian Solutions for Children and Adolescents
• Group Facilitation for Leaders, Facilitators and Consultants
• Art, Therapy and Nature
• Treating Complex Childhood Trauma: Targeting the building blocks of resilience
• Healing Broken Bonds: Traumatic Attachment and Affect Dysregulation
• Sitting Still: With Oneself and Others
• Life Force Yoga: Empower Your Clients to Manage Their Moods
• Building a Strong Foundation: Stabilization and Resource Development in the Treatment of Chronic Trauma Survivors
• Leaders For The Storm: Wisdom Old and New for Leading in Crisis and Chaos

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1. Discuss effective approaches for the promotion of youth development, resiliency and prevention with youth of color.
2. Name several special needs of culturally diverse youth that are often not acknowledged.
3. Define the major factors contributing to the alienation of youth in Western society, particularly youth with emotional disturbances.
4. Discuss various approaches to engaging and empowering youth so as to prevent or address alienation amongst them.
5. Discuss the frequency and significant needs of youth with mental illness and emotional disturbance.
6. Describe the realities of societal response to youth and adolescent mental health needs and how these contribute to stigma and barriers to effective care.
7. Discuss the application of system of care values and principles with adolescents, including service coordination and collaboration.
8. Describe effective community-based intervention modalities with adolescents.
9. Discuss special techniques for use in group and individual psychotherapy with adolescents.
10. Describe the integration of developmental and cultural themes in adolescent psychotherapy.
11. Plan for cultural and linguistically appropriate adaptations and approaches to the empowerment of youth in therapeutic settings and in communities.

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1. Summarize neuropsychiatry concepts of how the brain is wired for emotion.
2. Discuss neuropsychiatry/intuitive concepts of thoughts.
3. Discuss neuropsychiatry/intuitive concepts of personality and behavior.
4. Describe gender differences in the brain.
5. Discuss the effects of hormones on the brain.
6. Discuss how your emotions impact the health of your digestive tract.
7. Describe how attention, intuition and ADHD are related.
8. List three effects of aging on 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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1. Discuss procedural memory: working with the non-verbal.
2. Describe a psychology of action.
3. Describe affect regulation and the window of tolerance.
4. Name three directed mindfulness interventions.
5. Discuss sensorimotor interventions for stabilization.
6. Describe theory of structural dissociation of personality.
7. Explain integration of parts through physical action.
8. Discuss the therapeutic relationship with dissociative clients.
9. Discuss traumatic memories.
10. Define acts of triumph.
11. Discuss sensorimotor sequencing techniques.
12. Discuss the legacy of early attachment.
13. Describe attachment failures and attachment trauma .
14. Discuss affect regulation and brain development .
15. Discuss the use of physical action to address attachment patterns.

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1. Define executive functions: what they are and what they are not.
2. Discuss a comprehensive model of executive functions.
3. Discuss development of executive functions during childhood and adolescence.
4. Describe how executive function use varies based on domains of functioning.
5. Explain how executive functions vary based on arena of involvement.
6. Discuss the various roles of executive functions in classroom learning and production and everyday behavior.
7. Discuss the relationship of executive functions to childhood psychopathology.
8. Apply a multidimensional framework for assessing the executive function capacities of children and adolescents.
9. Describe student and teacher classroom observation methods for improving academic production and classroom management.
10. Describe a model for conducting functional behavior assessments and developing behavior support plans.
11. Plan intervention strategies that vary based on a continuum from degree of external control to degree of internal self-regulation.
12. Discuss the planning, implementation, and outcome assessment of school-, clinic-, and home-based interventions.

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1. Describe how "presence language" facilitates a sense shift.
2. Discuss how the state of self-in-presence for both client and therapist is deepened by an open, accepting body awareness.
3. Describe how to help a client bring a self-accepting presence to difficult emotions.
4. Discuss "describing" vs. "labeling" one's felt experience.
5. Explain how describing a felt sense facilitates movement and change.
6. Describe how to help a client shift from story-telling into engaged contact with the immediate body process.
7. Discuss how a felt sense allows an opening of implicit meaning, and repetitive or stuck emotional states can begin to shift.
8. Describe how to facilitate the experience of safety, openness, and acceptance, both for the client and within the client.
9. Facilitate the process when self-acceptance is difficult, or when body awareness is difficult.
10. Observe a demonstration of inner focusing work.
11. Practice inner focusing work.
12. Discuss integration of inner relationship work into ones clinical practice.

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1. Describe the principles and practices of meditation.
2. Explain the differences between various types of meditation.
3. Summarize perspectives on the usefulness of meditation.
4. Describe the effects of meditation on cognitive and physical functioning.
5. Explain how meditation can improve a clinician's ability to be present with patients.
6. Practice various meditation techniques and some Chi Kung techniques.
7. Discuss the use of meditation for treating trauma.
8. Discuss the use of meditation for treating war-related trauma in veterans.
9. Discuss the use of meditation for treating war-related trauma in family members of veterans.
10. Discuss the use of meditation for treating secondary trauma in care providers of veterans and family members.
11. Distinguish between, and discuss the use of meditation for, treating combat operational stress, anxiety and PTSD.
12. Discuss the use of meditation for treating the aftershocks of traumatic brain injury (TBI).
13. Discuss the use of meditation within a spiritual and community oriented approach for treating depression and suicidality related to war-trauma.
14. Discuss the use of meditation treating the aftershocks of TBI (traumatic brain injury).

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1. Discuss overt and covert dimensions of change.
2. Describe the Covert Processes Model™ for understanding the hidden dimensions of individuals, groups and organizations.
3. Explore the political side of change.
4. Describe a method for discerning hidden dynamics by learning "how to see what is not there."
5. Describe how to diagnose covert processes by exploring what subconscious expressions may reveal about a situation.
6. Discuss metaphors and other word imagery as doorways to unconscious insights.
7. Discuss how our assumptions and beliefs; theories, principles and practices; organizational and societal cultures; can create and limit change.
8. Describe ways to help "get-out-of-the-box" by recognizing, rethinking and reframing hidden premises.
9. Discuss approaches needed to "put things on-the-table" for open engagement.
10. Discuss ethical considerations.

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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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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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1. Discuss the power of an inclusive culture.
2. Identify the case for inclusion.
3. Describe what inclusion is and is not.
4. Discuss the mindsets and behaviors that foster an inclusive environment.
5. Conduct a self-assessment to identify one's own behavior.
6. Describe the hallmarks that distinguish an inclusive culture as a place where people can bring their thinking, have impact and do their best work.
7. Explore the conditions that enable inclusion.
8. Discuss positioning inclusion for success.
9. Describe methodologies for change.
10. Discuss how differences are an asset.
11. Describe the paradox of differences and new models of thinking about the differences that truly make a difference.
12. Discuss creating individual and team breakthroughs.
13. Describe how to gain 360-degree vision, speed of knowledge transfer and speed of knowledge application as breakthroughs for inclusion.
14. Develop action plans to foster more inclusive environments.
15. Identify allies for change.

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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 neuroscienific 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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1. Define Imago Relationship Therapy.
2. Describe the Dialogue: The flagship of Imago.
3. Observe a demonstration of mirroring.
4. Practice mirroring technique.
5. Describe how to use Evolutionary Journey with couples.
6. Discuss the power of validation and empathy.
7. Describe when and how to integrate validation and empathy.
8. Observe a demonstration of Intentional Dialogue: emphasis on the rhythm and how to shift energy.
9. Discuss how to use the Psychological and Social Journey with couples.
10. Describe the importance of moving clients from content to affect.
11. Discuss using Sentence Stems and Doubling.
12. Describe how to introduce Imago and the Initial Interview.
13. Discuss affairs from an Imago approach.
14. Observe and practice the Initial Interview.

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1. Describe the basic underpinnings of Collaborative Problem Solving (CPS).
2. Discuss transactional models of development.
3. Explain how your explanation guides your intervention.
4. Discuss the limits of motivational explanations for challenging behavior.
5. Discuss the limits of diagnoses in understanding and treatment of challenging behavior.
6. Discuss assessment tools and their use.
7. Describe three options for approaching unsolved problems.
8. Describe Plan B.
9. Practice using Plan B.
10. Discuss "Bad Habits" in the use of Plan B.
11. Describe the use of Plan B with special populations and situations.
12. Discuss dealing with resistance.
13. Describe the role of medication.

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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. Discuss techniques that make CBT child-friendly.
7. Describe the use of cognitive strategies and Socratic dialogue.
8. Describe the rationale and implementation of exposure.
9. Discuss parenting strategies, including what not to do.
10. Describe the Worry Hill treatment protocol for OCD.
11. Discuss the critical importance of treatment readiness and steps to cultivate it.
12. Identify relapse prevention strategies.
13. Discuss how anxious children can be helped at school.
14. Describe how to manage explosive behavior in children.
15. Understand what to look for when treatment appears not be working.

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1. Discuss the origins of psychopathology as trauma to the early developing nervous system.
2. Discuss the importance of the right hemisphere, in an inability to regulate affect and arousal.
3. Explain the neurology underlying intense and dysregulated states, including mood disorders, anxiety, addiction, trauma, and dissociative disorders.
4. Define how psychotherapists function as "neuro-architects".
5. Discuss the reshaping of both the function and neural structure of our client's brains.
6. Indicate how to teach affect regulation skills to clients and/or their families.
7. Explore the neurological literature with increased familiarity with physiology, terminology, and prevailing assumptions and beliefs.
8. Practice in experiential exercises engagement of right hemispheric subcortical structures.
9. Practice a "mindfulness" exercise illustrating changes in the left and right hemispheres during the experience.
10. Discuss the "Still Face" experiments of Ed Tronick.
11. Experience a replication of "Still Face".
12. Discuss the importance of empathy and love.

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1. Discuss the basic concepts for analyzing human relationships.
2. Define what is "helping".
3. Define what a "client" is.
4. Describe the concept of "humble inquiry" in relation to other forms of inquiry.
5. Discuss the impact of different kinds of inquiry.
6. Describe models of influence and change.
7. Discuss how helping is the same or different from other techniques of influence and managed change.
8. Discuss managed change and helping in organizational culture consulting.
9. Explain process consultation as a form of helping.
10. Assess the role of culture and subcultures in the change process.
11. Discuss Helping as the essence of teamwork.
12. Define the concept of "cultural island" .
13. Discuss Helping in leadership development.

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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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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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1. Discuss an overview of CBT with children and adolescents.
2. Describe Ericksonian methods.
3. Describe technical and interpersonal components of therapy.
4. Observe demonstration.
5. Define assessment at the beginning and closing of sessions.
6. Define the activating event.
7. Discuss techniques to use for different developmental stages.
8. Describe using empathy as a healing tool/practice.
9. Describe uncovering dysfunctional beliefs and replacing these with self-helping beliefs.
10. Discuss helping children solve practical as well as emotional problems.
11. Explain how to strengthen the change process.
12. Practice and live demonstrations.
13. Discuss uncovering irrational beliefs in young people.

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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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1. Discuss the ecopsychology research that documents effects of nature based therapy.
2. Describe the principles of mindfulness.
3. Define the Open Studio Process.
4. Discuss and practice observation as the basis of research.
5. Apply mindfulness in nature based psychology.
6. Discuss engaging the creative process in nature.
7. Describe the application of biomicry in design of nature based techniques.
8. Describe designing research tool to use in professional practice.
9. Practice using art and writing to engage the creative process.
10. Discuss research and design solutions.
11. Apply design principles to a professional challenge.
12. Discuss bringing the work back to practice in home environment.

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1. Discuss the intertwining roles of trauma and attachment in child development.
2. Describe the core components of models of treatment.
3. Discuss building healthy attachment relationships.
4. Discuss caring for caregivers: building self-attunement, support systems, and self-care.
5. Define caregiver-child attunement: reading and responding to child "messages"; supporting child modulation; building joyful interaction.
6. Describe the use of consistent response, routines and rituals to build rhythm in daily life.
7. Discuss supporting youth self-regulation.
8. Describe affect identification: becoming a "feelings detective".
9. Describe modulation: helping children safely, comfortably, and effectively manage and tolerate arousal, emotions, and relationships.
10. Discuss building developmental competency.
11. Define several developmental tasks relevant to youth resilience.
12. Discuss building executive functions through problem-solving.
13. Discuss trauma experience integration.

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1. Identify attachment styles and behavior characteristic of maltreated children.
2. Describe disorganized attachment behavior in adults and its implications for treatment.
3. Discuss recent advances in attachment research that inform the therapeutic relationship.
4. Identify manifestations of dysregulated coping capacities related to attachment disturbances.
5. Identify somatic consequences of avoidant, ambivalent, and disorganized attachment styles.
6. Practice using sensorimotor techniques.
7. Employ interactive neurobiological regulation to address affect dysregulation.
8. Utilize sensorimotor psychotherapy techniques to address attachment issues in psychotherapy.
9. Define criteria for choosing cognitive, psychodynamic or somatic interventions for attachment issues.
10. Observe live demonstrations of sensorimotor techniques.
11. Observe videos of body-centered treatments for trauma.
12. Describe how the therapist can become a "neurobiological regulator" for clients.
13. Discuss neurobiologically informed approach to understanding the impact of trauma.
14. Indicate strategies for overcoming the effects of disorganized attachment on the therapeutic relationship.

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1. Discuss and define zazen.
2. Discuss meditation as a mirror that reflects our ever shifting-self states, not as a method to become calm, centered or "enlightened."
3. Discuss the use of "public cases" or koans to investigate concepts.
4. Describe the relational perspectives on multiple self-states and self psychological models of self cohesion.
5. Discuss in what ways the "self" is a continuous function or stable structure that organizes experience.
6. Discuss in what ways the "self" continually being re-constituted moment by moment by an ever-shifting relational surround.
7. Discuss attachment and non-attachment, desire and delusion, insight and realization.
8. Describe the difference between meditation as a therapy technique and as a religious practice.
9. Describe how analysis and Buddhist practice go awry.
10. Discuss how many practitioners seem caught in an endless pursuit of some ever-elusive form of mental health, happiness or enlightenment.
11. Discuss how and if meditation helps us work through emotional problems or bypass them.
12. Discuss how to understand the repeated cases of sexual misconduct that have plagued contemporary Western Buddhism.
13. Discuss what, in the end, we expect from our life, our practice, our meditation.

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1. Identify the Yogic tools that foster the therapeutic alliance and client self-acceptance.
2. Describe how empirical evidence as demonstrated in the scientific literature supports Yoga as a mental health treatment.
3. Describe an overview of Yogic strategies for supporting client’s optimum mental health.
4. Indicate how to integrate sound, breath and visual imagery into clinical work.
5. Practice Yoga techniques that can be taught to clients.
6. Identify predominate mood through analysis of current breathing patterns.
7. Describe Yogic breaths, and the empirical evidence, that shows how to calm and focus the anxious mind.
8. Describe Yogic breaths and two simple meditation techniques to clear the mind and lift the mood.
9. Apply a Yogic technique to interrupt panic attack.
10. Describe meditation techniques effective with OCD and anxiety disorders.
11. Indicate how to address negative self-talk and the seeds of self-loathing in clients.
12. Discuss the research about and application of Yoga as an adjunct treatment for PTSD.
13. Describe and practice Yoga postures of empowerment.
14. Distinguish Yogic techniques appropriate for a clinical practice and otherwise.
15. Apply Yogic techniques to clinical work.

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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.
4. Describe how to address defenses and avoidance patterns.
5. Discuss decreasing phobias of affect, attachment, somatic experience, and traumatic memories.
6. Describe the development of affect tolerance and management skills.
7. Describe how to increase acceptance and compassion for self.
8. Identify effective strategies for increasing mastery, self-efficacy, and readiness for change.
9. Describe specific skill-building and resourcing exercises - mindfulness, relaxation, breathing, grounding, distancing, containment, titration/modulation, self-soothing, self-monitoring, increasing object constancy.
10. Observe video demonstration of resource development.
11. Describe using the therapeutic relationship as a primary resource.
12. Describe how to accelerate healing and maintain therapeutic gains across all phases of treatment.
13. Discuss self-care and resources for therapists .

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1. Discuss the belief: Chaos is the necessary route to creativity and newness.
2. Describe theories of action: what to let go of, what to hold on to, what to structure, what to let emerge, when to intervene, when to let go.
3. Discuss personal responses to chaos and loss of control.
4. Describe order without control and control from coherence.
5. Discuss the belief: Every situation is workable.
6. Describe the practice of non-denial.
7. Discuss how to know when you're lost and recognize patterns.
8. Discuss the belief: Leaders are made, not born.
9. Describe how formal power and authority support self-organization.
10. Define the container principle-creating the resources and conditions for others' leadership.
11. Discuss the belief: We have what we need.
12. Discuss assessing and valuing one's true authority and power.
13. Discuss power and authority for the larger purpose, the greater commitment.
14. Discuss the belief: The human spirit cannot be extinguished.
15. Describe trusting in human nature, relying on human goodness.

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