Learning Objectives

1. describe the process used to evaluate the Strength of Evidence (SOE) for studies included in the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).
2. list a variety of pharmacological and non-pharmacological treatments used for children with ADHD and describe the findings for studies related to these treatments.
3. identify key messages of the 2018 Comparative Effectiveness Review Number 203 comparing strategies to diagnose, treat and monitor children with attention deficit hyperactivity disorder (ADHD).

Learning Objectives

• Establish a valid baseline in psychotherapy (the basics of validity and reliability, and how they pertain to choice of instrument and the administration of outcome measures).
• Graph client results (guidelines and methods for displaying outcome data for clinical use).
• Articulate clinical significance.
• Utilize effect size and expected trajectories of change.

Learning Objectives

1. Apply FIT and Deliberate Practice in clinical practice.
2. Utilize feedback to positively impact client outcomes.
3. Describe how to analyze outcome and alliance data accurately.
4. Define deliberate practice and how to apply it for improving therapist effectiveness

Learning Objectives

1. To apply the principles of deliberate practice in supervision, to the mastery of FIT, and their individual professional development.
2. Explain and address client feedback on the ORS and SRS.
3. Identify rationale and tips for including video analysis of therapy sessions in deliberate practice.
4. Describe how to combine FIT with other approaches and treatment protocols.

Learning Objectives

1. Describe the meaning and relevance of the clinical cutoff on the ORS.
2. Outline the meaning of the various “performance metrics” reported in the authorized software systems.
3. Administer the Group Session Rating Scale with fidelity.
4. Describe how FIT and deliberate practice can be used to improve therapeutic effectiveness.

• Describe the specific components of routine outcome measurement
• Use outcome and alliance measurement instruments in routine clinical care
• Identify important factors in creating a culture for measuring client outcomes and using feedback processes
• Describe strategies for using feedback to inform and improve care on a routine and ongoing basis

Learning Objectives

• Use routine outcome measurement in group settings.
• Apply FIT with a number of special populations.
• Applying FIT in specific service settings.
• Apply skills of deliberate practice to continuously improve clinical skills and effectiveness.

Learning Objectives

• Describe the process of agency implementation of FIT
• Describe the exploration phase
• Describe the installation phase
• Describe the initial implementation phase
• Describe full agency implementation of FIT

Learning Objectives

1. describe the potential neurocognitive processes that become dysregulated due to addiction and may be improved through MBIs
2. outline the current state of research regarding clinical outcomes of mindfulness-based treatment for addiction
3. compile a list of recommendations for future research related to mindfulness-based treatment for addiction

Learning Objectives

1. Outline the theoretical and historical development of schema Therapy.
2. Describe the central concepts underpinning the "Basic Schema Model" - the Interplay between needs, schemas, and coping styles.
3. Identify the concept of the 18 Schemas and how they commonly present.
4. Demonstrate knowledge of how needs and schemas play out 'in real life'.
5. Outline the evidence base/ support for the use for schema therapy for complex cases.
6. Demonstrate how to administer, score and interpret the Young Schema Questionnaire Short Form - (90- Items).
7. Explain how to do a schema focused assessment using multiple assessment methods and integrate this assessment into a basic schema formulation.
8. Assess and gain some self- awareness of your 'Own Schemas'.
9. Describe how to use experiential methods (e.g. imagery) for assessment and intervention (e.g. Imagery Rescripting)
10. Outline the basics of schema intervention including how to apply
    (a) limited reparenting,
    (b) Experiential interventions,
    (c) Cognitive Strategies, and
    (d) Behavioral pattern breaking strategies.
11. Outline how to structure the course of schema treatment over time, and with a session, including the use of homework.
12. Summarize the basics of the 'schema mode' concept.

Learning Objectives

• Describe the Schema Mode Model and conceptual background of the 'Mode' Model and 'parts' in Schema Therapy for complex cases.
• Summarize conceptualisation and treatment of Complex Cases, especially Cluster B (e.g. Borderline, Anti- social), and C (e.g. Avoidant, OCPD, Dependant) personality disorder presentations.
• Demonstrate awareness and fluency of Schema Mode descriptions.
• Explain assessment of Schema Modes, and demonstrate skills in the administration, scoring, and interpretation of the Schema Mode Inventory.
• Demonstrate skills in assessment, conceptualisation and formulation using the schema mode model, including the ability to generate 'Schema Mode Maps' with clients.
• Describe skills in Cognitive Change approaches with rigid presentations.
• Improve skills in the application of Behavioural-pattern breaking techniques within the Schema Mode Model.
• Demonstrate increased confidence and competency in the use of experiential change approaches including Imagery Rescripting and Chairwork dialogues with 'Modes' or 'Parts'.
• Demonstrate skills and confidence in the application of Limited Reparenting and using the therapy relationship as a vehicle for positive change and 'schema healing',
• Demonstrate a deeper understanding and awareness of the impact of therapist schemas and modes on the therapy relationship and treatment of complex cases, including our own reactions.
• Apply knowledge from this course to practice and/or other professional contexts.

Learning Objectives

• Identify and conceptualize the evolution of challenging and uncompromising modes.
• Cultivate a navigational treatment map.
• Apply one of the many elaborations of Empathic Confrontation strategies to:
  1. Fortify the therapy relationship
  2. Confront, address, weaken, modify, and convert compensatory, detached, angry, and critical modes
  3. Create customized dialogues that embolden trust, safety, leverage, and enhance opportunities to access client vulnerability and emotional resonance
• Attend to the therapist’s own schemas and mode activation – how to sustain a sturdy, curious, and empathically attuned caregiver agency.
• Integrate effective experiential strategies designed to meet the primary unmet needs, especially those related to toxic shame, mistrust, injustice, and unconditional love/acceptance.

Learning Objectives

1. Summarize the correlates of the dissociative subtypes of PTSD
2. Summarize the neurobiological correlates of the dissociative subtype of PTSD
3. Identify treatment implications when dissociation accompanies PTSD
4. Describe shared decision-making interventions for working with clients with PTSD
5. Summarize the benefits of shared decision-making interventions for PTSD

Learning Objectives

1. describe the process of selecting studies to be included in this Comparative Effectiveness Review.
2. outline the results of studies examining the effect of psychosocial and other non-drug Interventions for Bipolar Disorder (BD), and utilize this evidence in treatment planning.
3. identify the factors effecting the Strength of Evidence for the studies included in this Comparative Effectiveness Review.

Learning Objectives

1. describe the empirical evidence reviewed in the course article.
2. outline the findings in the course article in relationship to what is already know about the benefits of various nonpharmacological, pharmacological and combination treatments for children and adolescents with Depressive Disorders.
3. compile a list of future research needs related to the treatment of depression in children and adolescents.

Learning Objectives

• identify significant research findings regarding factors that impact and do not impact behavioral health outcomes.
• summarize empirical evidence regarding the impact of therapeutic alliance on psychotherapy outcomes.
• describe research findings regarding the validity, reliability, feasibility and sensitivity to change of the ORS and SRS.
• describe factors contributing to expert performance.