67th Annual Conference

Friday, February 26

Morning Workshops

10:00 A.M.-12:30 P.M.

Workshop 54

A Group Model for Improving Self-Regulation in Kids K-12 : Calming Minds and Behavior

Chairs:                

Katherine Synatschk, Ph.D., Texas State University, San Marcos, Texas

Patricia Tollison, Ph.D., CGP, Private Practice, Austin, Texas

This group model addresses the needs of kids with dysregulated arousal and emotion. The workshop will provide an introduction to an approach that is solution-focused and teaches somatic awareness skills to improve self-regulation and executive functioning. The leader’s self-regulation and attachment stance is key.

didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:

The attendee will be able to:

1. Describe what complex trauma is and its possible causes.

2. Relate the symptoms of complex trauma to the need for improved somatic awareness and the value of a leaders taking an attachment stance.

3. Identify and demonstrate three skill areas that improve somatic awareness.

4. Describe how those skill areas affect leaders’ and group members’ ability to self-regulate.

5. Use three somatic awareness skills and take away strategies that can be used immediately.

6. Utilize solution-focused dialogue to assist kids with setting goals for themselves.

Course References:

Ford, J. D. & Cloitre, M. (2009). Best practices in psychotherapy for children and adolescents. In C. A. Courtois & J. D. Ford (Eds.), Treating complex traumatic stress disorders: An evidence –based guide (pp. 59-81). New York: Guilford Press.

Saxe, G., Ellis, B., & Kaplow, J. (2007). Collaborative treatment of traumatized children and teens. New York: Guildford Press.

Tollison, P. K., Synatschk, K. O., and Logan, G. (in press). SRS: Self-regulation strategies for calming minds and behaviors in kids k-12. Austin, TX: PRO-ED.