Trauma Certificate Training, Level II – Using “Parts” Work to Overcome Resistance, Calm the Inner Critic, and Help Trauma Survivors Self-Actualize

February 27, 2019 Breakfast 8:30am-8:45am   Training 8:45am-4:00pm 12 CEUs Presenter: Lisa Ferentz, LCSW-C, DAPA Doubletree Hilton Hotel, 1726 Reisterstown Road Baltimore, MD 21208 United States + Google Map

Please Note: This training is ONLY open to Level II Trauma Certificate participants.

In this two-day intensive, we will learn how to creatively and experientially go beyond a singular view of the self, and embrace, instead, the notion of the many-faceted self. Using paradigms created by John Bradshaw, Charlie Whitfield, and Richard Schwartz, we will explore the notion of the “inner child” and other internal parts that influence our thoughts, feelings, and behavioral choices.

Overcoming Resistance

Participants will learn to reframe “resistant” or “uncooperative” client reactions as the behaviors of protective inner parts and will discover ways to acknowledge and honor these parts that will help clients access their most evolved and compassionate core “Self.” Creative modalities including: mapping; two-handed writing; collaging; double-chairing exercises; guided imagery; role plays; case presentations; and live demonstrations will enable participants to safely access their own inner parts, which will enhance a sense of grounded-ness and clinical competence.

Clinical Application

In addition, these strategies will help participants gain mastery over how to incorporate this paradigm into their clinical practice. Clinicians will come away from this fun and informative training with new tools to work with client “resistance,” while helping “stuck” clients feel less internal conflict and more internal cooperation. This approach lets therapists feel more hopeful, greatly reduces the “roadblocks” to healing, and gives clients a much greater sense of empowerment as well. Although this training is not focused on DID, the approach is completely applicable when working with that population as well.

Learning Objectives

  • Identify and describe the function of common parts including: the inner child; inner critics; and the compassionate “Self.”
  • Describe and implement at least five strategies designed to access inner parts, enhance internal communication, and foster cooperation.
  • Demonstrate an ability to utilize the “parts” paradigm to work through roadblocks and “resistance” in session through role play and case analysis.
  • Learn to access the clinician’s “competent Self” to enhance efficacy and self-confidence in our professional work.

Agenda

Day One

8:45-10:30

  • Processing the concept of Parts
  • Introduction to the IFS model:
  • Working with “Managers”, “Inner Critics” and “Exiles”
  • Clients’ artwork
  • Writing and drawing experiential

10:30-10:40     Break

10:40-12:00

  • Understanding “firefighter” parts
  • Clients’ artwork
  • Writing and drawing experiential
  • Processing a clinical case: identifying Karen’s Parts

12:00-1:00     Lunch

1:00-2:30

  • Guilt vs. shame
  • Understanding the function of parts
  • DID vs parts
  • Role play: listening for parts

2:30-2:40      Break

2:40-3:50

  • Working with “resistance”
  • Experiential: Mapping parts
  • Clients’ artwork and sand trays

3:50-4:00      Evaluations

 

Day Two

8:45-10:30

  • Working with the Parts model
  • Re-framing the function of parts
  • Validating parts
  • The 8 C’s of Self

10:30-10:40     Break

10:40-12:00

  • Picture frame experiential

12:00-1:00       Lunch

1:00-2:30

  • Demonstration: Finding parts with the “Youniverse”
  • Understanding Introjected abusers
  • Addressing a lack of internal cooperation
  • Protector fears

2:30-2:40         Break

2:40-3:50

  • Demonstration: asking parts to “step to the side”
  • Experiential: Dyadic Role Play- deck of parts cards
  • Working with the inner child
  • The Self-led therapist

3:50-4:00         Evaluations

“[My clients] process things so much better using art, movement, and other experiential therapies.” - Laurie B.