Beyond Trauma 201: After the Basics, Understanding Dissociation Strategies
COURSE DATE
9 Mar 2023 (8.30 am to 11.30 am) & 15-16 Mar 2023 (8.30 am to 11 am)
Course Fee
Normal Fees: S$580
SkillsFuture Credit: Can use fully or partially
NTUC UTAP: Reimbursement of 50% of course fees (up to $250/year)
NCSS VCF Pre- Approval Funding: S$174
Schools & Ministries: e-invoicing via vendor.gov
Delivery Mode
Zoom
about the trainer
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Ms Annie Monaco (LCSW-R, RPT) is a New York State Licensed Clinical Social Worker, Registered Play Therapist and a faculty member of the Child Trauma Institute & Trauma Institute and of University at Buffalo School of Social Work. Annie travels throughout the US and internationally providing a multitude of trauma-informed trainings and agency and therapist consultation. Annie is an EMDRIA approved trainer of EMDR, Progressive Counting and STAR (Strategies for Trauma Awareness and Resiliency). Annie also provides specialty trainings on attachment, dissociation, and EMDR with Teenagers and with younger children. Annie was a Director of Restorative Justice programs at a non- profit agency where she oversaw juvenile and adult offender programs for over 10 years. Ms. Monaco has extensive experience and training in teens, family therapy and working with the juvenile justice population. Presently her private practice includes a multitude of behaviours and issues including foster care, out of country adoptions, juvenile justice and dissociation. Annie is the co-editor and contributor of chapters for EMDR with Children in the Play Therapy Room, an integrated approach (2020)
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What Participants Say
After this course, I will try getting my clients to understand their different inner parts, and have the inner parts dialogue in session - Psychologist in a local school
Annie shared the concept very well through the case example. It makes it easy for me to follow and implement for my own cases - Head of Programme in a social service agency
What are the most important principles that I get from the course? - Social Worker in a social service agency
1. All parts of self are like a family with different protective roles
2. Even the healthiest adults have a wounded traumatised child self that needs a voice to be heard
3. Objective is to increase the window of tolerance in 'speaking out' while balancing with grounding techniques that engages the senses in the here and now
Good workshop. I benefited tremendously from the case studies and authentic sharing by the trainers and participants. Thanks! - Counsellor in a local school
Annie shared the concept very well through the case example. It makes it easy for me to follow and implement for my own cases - Head of Programme in a social service agency
What are the most important principles that I get from the course? - Social Worker in a social service agency
1. All parts of self are like a family with different protective roles
2. Even the healthiest adults have a wounded traumatised child self that needs a voice to be heard
3. Objective is to increase the window of tolerance in 'speaking out' while balancing with grounding techniques that engages the senses in the here and now
Good workshop. I benefited tremendously from the case studies and authentic sharing by the trainers and participants. Thanks! - Counsellor in a local school
Course Overview
The brain and the body’s response to traumatic experience are now understood to be a factor in the emotional and mental health problems of our clients. Dissociation is a mental process where a person disconnects from their thoughts, feelings, memories or sense of identity. Dissociative disorders include dissociative amnesia, dissociative fugue, depersonalisation disorder and dissociative identity disorder.
People who experience a traumatic event will often have some degree of dissociation during the event itself or in the following hours, days or weeks. For example, the event seems ‘unreal’ or the person feels detached from what’s going on around them as if watching the events on television. In most cases, the dissociation resolves without the need for treatment.
Some people, however, develop a dissociative disorder that requires treatment. Dissociative disorders are complex problems that need specific diagnosis, treatment and support.
In this second part of the ‘Beyond Trauma 101’ Series, managing dissociation is the focus. Participants will learn and practice new strategies including 6 scripted soothing and grounding tools. These soothing and grounding tools are in scripted form and put into a manual for clinicians to practice in the workshop and take home to utilise with their clients. Participants will also practice a version of Fraser’s table to start to learn how to identify parts of self and encourage a dialogue among dissociated self-states.
This is a hands-on, clinical skills-based workshop that uses lecture, experiential exercises and scripted interventions that will be practiced in the workshop.
Workshop Objectives
Target Audience
This workshop is designed for any mental health professionals (or graduate level students) working with children, adolescents and adults in a therapy session. This can include social workers, psychologists, counsellors, school counsellors and any other counselling disciplines. This is a hands-on clinical skills training for working with clients who have been exposed to significant trauma or loss.
Important Note:
Duration
8 hours via Zoom. Due to time difference between USA and Singapore, this workshop will be conducted in the mornings (Singapore Time).
Workshop Topics:
Part 1
Part 2
Research Support
The evidence in support of the lifelong impact of trauma has been well established by the ACE study and the research which has followed it (Felitti, et al, 1998). The comprehensive phase model of trauma-informed treatment was developed based on years of research support from Pierre Janet, Judith Herman and more recent work by Cloitre (2021), van der Hart (2005) and EMDR researchers with children including Greenwald. (Greenwald, 2002, 2009, 2013). A phase model with 1) robust case conceptualization and psychoeducation for the client, 2) somatic and mindfulness-based strategies for regulation and 3) when ready, trauma exposure work to reprocess the trauma, are the foundation of all the current evidence-based trauma treatments. Our goal is to provide examples of adaptation of proven-effective methods to real-world situations, and providing a systematic guide to every step of treatment for the therapist based in the community.
We have relied on the published work of other experts in the field of trauma and dissociation to develop the sequence of interventions we are teaching. Additional supportive material related to the neurobiology of attachment comes from Laurel Parnell ( 2013), Stephen Porges (2011), Philip Manfield (2010), Joyanna Silberg (2012) and established and innovative approaches to conceptualizing and intervening with dissociation (Van der Hart, et.al, 2005, Waters, F. , 2016).
Bibliography
Badenoch, B. (2008) Being a Brainwise Therapist: A Practical Guide to Interpersonal Neurobiology.New York: Norton.
Cloitre, M. (2021) Complex PTSD: assessment and treatment, European Journal of Psychotraumatology,12:sup1, DOI: 10.1080/20008198.2020.1866423
Felitti, Vincent J; Anda, Robert F; et al. (1998). "Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study". American Journal of Preventive Medicine. 14 (4): 245–258.
Ecker, B., Ticic, R., & Hulley, L. (2012). Unlocking the emotional brain: Eliminating symptoms at their roots using memory reconsolidation. NY: Routledge
Greenwald, R. (2009) Treating Problem Behaviors. New York: Routledge.
Greenwald, R. (2013) Progressive Counting within a phase model of trauma-informed treatment.London: Routledge.
Greenwald, R. (2002b). Motivation-adaptive skills-trauma resolution (MASTR) therapy for adolescents with conduct problems: An open trial. Journal of Aggression, Maltreatment and Trauma, 6. 237-261.
Hughes, D. (1998) Building the Bonds of Attachment: Awakening Love in Deeply Troubled Children. Lanham, Maryland: Jason Aronson Publishing.
Herman, J.L., Harvey, M.R. Adult Memories of Childhood Trauma: A Naturalistic Clinical Study. J Trauma Stress 10, 557–571 (1997). https://doi.org/10.1023/A:1024889601838
Herman, J. L. (2002). Recovery from psychological trauma. Psychiatry and Clinical Neurosciences, 52(S1), S105–S110. https://doi.org/10.1046/j.1440-1819.1998.0520s5s145.x
Knipe, J. (2009). Back of the head scale (BHS). In M. Luber (Ed.), Eye movement desensitization (EMDR) scripted protocols: Special populations(pp. 233-234). New York, NY: Springer.
Mahler, K. (2015) Interoception: The Eighth Sensory System. Kansas: AAPC Publishing.
Manfield, P. (2010) Dyadic Resourcing: Creating a Foundation for Processing Trauma. California: Createspace Independent Publishing.
Ogden, P. & Fisher, J. (2015) Sensorimotor Psychotherapy. New York: Norton.
Parnell, L. (2013) Attachment-focused EMDR: Healing Relational Trauma. New York: Norton.
Porges, S. (2011) The Polyvagal Theory. New York: Routledge.
Silberg, J. (2012) The Child Survivor: Healing Developmental Trauma and Dissociation. New York: Routledge.
van der Hart, O., Brown, P. & van der Kolk, B.A. Pierre Janet's treatment of post-traumatic stress. J Trauma Stress 2, 379–395 (1989). https://doi.org/10.1007/BF00974597
Van der Hart, O. Nijenhuis, E. , & Steele, K. (2005). Dissociation: An Insufficiently Recognized Major Feature of Complex PTSD, Journal of Traumatic Stress, 18 (5).
Waters, F. (2016) Healing the Fractured Child: Diagnosis and Treatment of Youth with Dissociation. New York: Springer.
Online resources:
The brain and the body’s response to traumatic experience are now understood to be a factor in the emotional and mental health problems of our clients. Dissociation is a mental process where a person disconnects from their thoughts, feelings, memories or sense of identity. Dissociative disorders include dissociative amnesia, dissociative fugue, depersonalisation disorder and dissociative identity disorder.
People who experience a traumatic event will often have some degree of dissociation during the event itself or in the following hours, days or weeks. For example, the event seems ‘unreal’ or the person feels detached from what’s going on around them as if watching the events on television. In most cases, the dissociation resolves without the need for treatment.
Some people, however, develop a dissociative disorder that requires treatment. Dissociative disorders are complex problems that need specific diagnosis, treatment and support.
In this second part of the ‘Beyond Trauma 101’ Series, managing dissociation is the focus. Participants will learn and practice new strategies including 6 scripted soothing and grounding tools. These soothing and grounding tools are in scripted form and put into a manual for clinicians to practice in the workshop and take home to utilise with their clients. Participants will also practice a version of Fraser’s table to start to learn how to identify parts of self and encourage a dialogue among dissociated self-states.
This is a hands-on, clinical skills-based workshop that uses lecture, experiential exercises and scripted interventions that will be practiced in the workshop.
Workshop Objectives
- Learn about Structural Dissociation and its theory
- Distinguish self-states and use developmentally appropriate ego- state language through drawings, sand and other creative expressions
- Apply the principles of curiosity and gradual exposure to allow dissociative parts of self to emerge during preparation for EMDR
- Demonstrate a type of adult Fraser’s Table and a play therapy conference table script and practice identifying different types of emotional parts and their roles, and initiate internal cooperation
- Describe 2 strategies to work effectively with angry and hostile self-states to resolve traumatic experiences and reduce violent behaviours.
- Learn and practice 5 additional grounding and soothing tools for managing dissociation within the office
Target Audience
This workshop is designed for any mental health professionals (or graduate level students) working with children, adolescents and adults in a therapy session. This can include social workers, psychologists, counsellors, school counsellors and any other counselling disciplines. This is a hands-on clinical skills training for working with clients who have been exposed to significant trauma or loss.
Important Note:
- Participants are advised to review the course outline of the ‘Beyond Trauma 101: A Phase Model for Comprehensive Treatment of Trauma and Strategies for Treating Attachment Disorders’ workshop. Only upon being satisfied that you have satisfactorily achieved competency, should you consider attending this workshop. Otherwise, you are advised to attend that course first.
- Participants with little or no experience, and are interested to work with clients on other coping skills (ie, not working on Attachment and Dissociation issues) are encouraged to register for the ‘Post-Trauma Support’ workshop.
Duration
8 hours via Zoom. Due to time difference between USA and Singapore, this workshop will be conducted in the mornings (Singapore Time).
Workshop Topics:
Part 1
- Structural dissociation theory
- Identifying dissociation symptoms and strategies
- Practice: Dissociation Questions to interview clients
- Use of Dissociation scales
- Use of somatic and other Soothing and Grounding tools to manage dissociation
Part 2
- Learn Ego State language and how to help clients identify self-states
- Demonstrate curiosity and gradual exposure with client’s self-states
- Watching videos and reading transcripts of dissociation teens and adults
- Understand hostile introjects and perpetrator parts of self
- Practice a version Fraser’s table with both adults and children
Research Support
The evidence in support of the lifelong impact of trauma has been well established by the ACE study and the research which has followed it (Felitti, et al, 1998). The comprehensive phase model of trauma-informed treatment was developed based on years of research support from Pierre Janet, Judith Herman and more recent work by Cloitre (2021), van der Hart (2005) and EMDR researchers with children including Greenwald. (Greenwald, 2002, 2009, 2013). A phase model with 1) robust case conceptualization and psychoeducation for the client, 2) somatic and mindfulness-based strategies for regulation and 3) when ready, trauma exposure work to reprocess the trauma, are the foundation of all the current evidence-based trauma treatments. Our goal is to provide examples of adaptation of proven-effective methods to real-world situations, and providing a systematic guide to every step of treatment for the therapist based in the community.
We have relied on the published work of other experts in the field of trauma and dissociation to develop the sequence of interventions we are teaching. Additional supportive material related to the neurobiology of attachment comes from Laurel Parnell ( 2013), Stephen Porges (2011), Philip Manfield (2010), Joyanna Silberg (2012) and established and innovative approaches to conceptualizing and intervening with dissociation (Van der Hart, et.al, 2005, Waters, F. , 2016).
Bibliography
Badenoch, B. (2008) Being a Brainwise Therapist: A Practical Guide to Interpersonal Neurobiology.New York: Norton.
Cloitre, M. (2021) Complex PTSD: assessment and treatment, European Journal of Psychotraumatology,12:sup1, DOI: 10.1080/20008198.2020.1866423
Felitti, Vincent J; Anda, Robert F; et al. (1998). "Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study". American Journal of Preventive Medicine. 14 (4): 245–258.
Ecker, B., Ticic, R., & Hulley, L. (2012). Unlocking the emotional brain: Eliminating symptoms at their roots using memory reconsolidation. NY: Routledge
Greenwald, R. (2009) Treating Problem Behaviors. New York: Routledge.
Greenwald, R. (2013) Progressive Counting within a phase model of trauma-informed treatment.London: Routledge.
Greenwald, R. (2002b). Motivation-adaptive skills-trauma resolution (MASTR) therapy for adolescents with conduct problems: An open trial. Journal of Aggression, Maltreatment and Trauma, 6. 237-261.
Hughes, D. (1998) Building the Bonds of Attachment: Awakening Love in Deeply Troubled Children. Lanham, Maryland: Jason Aronson Publishing.
Herman, J.L., Harvey, M.R. Adult Memories of Childhood Trauma: A Naturalistic Clinical Study. J Trauma Stress 10, 557–571 (1997). https://doi.org/10.1023/A:1024889601838
Herman, J. L. (2002). Recovery from psychological trauma. Psychiatry and Clinical Neurosciences, 52(S1), S105–S110. https://doi.org/10.1046/j.1440-1819.1998.0520s5s145.x
Knipe, J. (2009). Back of the head scale (BHS). In M. Luber (Ed.), Eye movement desensitization (EMDR) scripted protocols: Special populations(pp. 233-234). New York, NY: Springer.
Mahler, K. (2015) Interoception: The Eighth Sensory System. Kansas: AAPC Publishing.
Manfield, P. (2010) Dyadic Resourcing: Creating a Foundation for Processing Trauma. California: Createspace Independent Publishing.
Ogden, P. & Fisher, J. (2015) Sensorimotor Psychotherapy. New York: Norton.
Parnell, L. (2013) Attachment-focused EMDR: Healing Relational Trauma. New York: Norton.
Porges, S. (2011) The Polyvagal Theory. New York: Routledge.
Silberg, J. (2012) The Child Survivor: Healing Developmental Trauma and Dissociation. New York: Routledge.
van der Hart, O., Brown, P. & van der Kolk, B.A. Pierre Janet's treatment of post-traumatic stress. J Trauma Stress 2, 379–395 (1989). https://doi.org/10.1007/BF00974597
Van der Hart, O. Nijenhuis, E. , & Steele, K. (2005). Dissociation: An Insufficiently Recognized Major Feature of Complex PTSD, Journal of Traumatic Stress, 18 (5).
Waters, F. (2016) Healing the Fractured Child: Diagnosis and Treatment of Youth with Dissociation. New York: Springer.
Online resources:
- International Society for the Study of Trauma and Dissociation. (ISSTD) http://www.isst-d.org
- Trauma Institute/Child Trauma Institute http://www.childtrauma.com
