Addiction Counselor Exam Review

By Dr. Dawn-Elise Snipes

Podcast review for persons preparing for the Addiction Counselor Certification Exam. To include: IC&RC, NCAC, MCAP, LADC, LADAC, CADC, LAC, CADAC exam reviews, exam preparation, addiction counselo... more

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February 25, 2017 098 -Differential Diagnosis: What Causes That Symptom
Happiness Isn’t
Brain Surgery:
Understanding Symptoms
Presented by: Dr. Dawn-Elise Snipes
Executive Director, AllCEUs
Counseling continuing education can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/570/c/
Objectives
~   Identify the common symptoms for anxiety and depression-based disorders
~   Learn how a positive change in one area or symptom can have positive effects on all symptoms or areas.
~   Explore
~   The function of each of those symptoms
~   The potential causes of each of those symptoms
~   Interventions for each of those symptoms
Review
~   Everything you feel, sense, think and do is caused by communication between your nerves with the help of chemical messengers called neurotransmitters.
~   “Higher order” thinking is able to over-ride sensory input and tell us there is a threat when none exists, or that there isn’t a threat when there really is.
~   Think of your brain as a computer processor. It simply does what it is told, based on the information that it has.
What are symptoms
~   Symptoms are your physical and emotional reactions to a threat.
~   Symptoms are designed to protect you.
~   They are not bad or good. They just are.
~   Instead of trying to make the symptom go away, it may help to:
~   Understand the function of them
~   Identify alternate, more helpful, ways to deal with the threat
Lack of Pleasure
~   Form/Symptom
~   Lack of pleasure in most things, most days for a period of at least 2 weeks.
~   Cause
~   Neurochemical imbalance (insufficient dopamine, norepinephrine?) caused by:
~   Lack of sleep
~   Excessive stress
~   Drug or medication use
~   Hormone imbalances including thyroid problems
Lack of Pleasure
~   Function
~   This is your body's way of
~   Signaling that there may be a problem
~   Conserving excitatory neurotransmitters for a “real” crisis
~   Forcing you to address it. After all, nobody wants to be depressed for very long.
~   How You Cope
~   Think back over a few times when you have been depressed, even if it was just for a few hours.
~   What did you do to help yourself feel better?
~   What makes the depression/lack of pleasure worse?
~   What can you do to prevent triggering your depression/lack of pleasure?
Lack of Pleasure
~   Simple-ish Interventions
~   Don’t expect exhilaration, but try to do some things that make you mildly happy.
~   Get plenty of quality sleep. You need to stabilize your circadian (sleep-wake-eat) rhythms.
~   Improve your nutrition. You can search online for “nutrition for depression.”
~   Think back to when you didn’t feel this way.
~   What was different?
~   What changed that started you feeling depressed
~   Remember that depression is a natural part of the grief process and also very normal after a trauma. Be compassionate
Eating Behaviors
~   Form
~   Eating too much or loss of appetite
~   Cause
~   Imbalance in the brain chemicals that help you feel motivated to eat, such a norepinepherine and serotonin.
~   There are three primary causes of over-eating:
~   Your body needing the building blocks
~   Low serotonin
~   Your circadian rhythms are out of whack
~   Habit/self soothing
Eating Behaviors
~   Function
~   When nutritional building blocks aren't there, the body goes into overdrive trying to rebalance the system. This means it needs more raw materials to make the brain chemicals; therefore, you may crave certain foods.
~   Disruption in your circadian rhyth
...more
1h 5min
February 24, 2017 097 -Understanding the Mind-Body Connection: The Interaction Between Neurotransmitters, Thoughts & Emotions
The Mind-Body Connection
Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC
Executive Director, AllCEUs
Host, Counselor Toolbox
President, Recovery and Resilience International
Counseling continuing education can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/570/c/
Objectives
~   Learn about your central control center, the brain
~   What role does it play in
~   Emotions
~   Thoughts
~   Physical Reactions/Sensations
~   How things can go wrong
~   How to fix those things
The Brain
~   Your central control center
~   Takes in information
~   Compares it to what it already knows (or thinks it knows) from prior experiences
~   Makes a decision about what to do.
~   Based on that decision it activates action centers which excrete neurotransmitters in order to produce the desired reaction.
Neurotransmitters and Mood Creation
~   Chemical messengers take “orders” to and from the brain through the nervous system
~   The Big 5 fall into 2 main categories
~   Excitatory:
~   Dopamine = Pleasure
~   Norepinepherine & Glutamate: Motivation and stimulation (get-up-and-go)
~   Inhibitory:
~   GABA – Relax
~   Serotonin – Calming, contentment
Neurotransmitters Function
~   Emotional
~   Happiness
~   Sadness
~   Anger & Fear
~   Mental
~   Concentration
~   Learning
~   Decision Making
~   Physical
~   Sleep behavior
~   Eating behavior
~   Libido
~   Gastrointestinal Functioning/motility
~   Pain perception
Think About It
~   What is your body’s response when you are
~   “Afraid”
~   “Angry”
~   “Depressed”
Mood Disorders
~   An imbalance in neurotransmitters will cause emotional, mental, or physical “distress”
~   What causes imbalances
~   Reduced Flow & Insufficiency
~   Too much “stress” for too long
~   Addictive behaviors
~   Medications
~   Poor nutrition
~   Insufficient sleep
Neurotransmitters, Addiction & Black Friday
~   Normal day
~   Normal store capacity is 750 people.
~   The store needs a constant 500 to stay open
~   The store has 8 doors to allows for people to easily enter and exit without getting “bunched”
~   Black Friday
~   1500 people push through the door as soon as it opens
~   Store is destroyed
~   Staff is exhausted
~   Takes time to restock and refresh staff
~   Management closes all but two doors and adds security guards to manage flow
Where Does the Information Come From
~   Your Stress Sensor: Peripheral Nervous System
~   Your nervous system continues to feed the brain information about whether the threat is:
~   Continuing and something else needs to be done
~   Subsiding and your brain can tell your body to relax.
~   How does all this happen?
~   How does the brain “know” what is threatening?
Lets find out…
The Brain
~   When you were born, there were very few things that were “meaningful”
~   You assigned meaning to things through observation and experience
~   When something happens you compare it to prior experiences to decide what to do
The Brain
~   Unfortunately until about age 7 children’s interpretation of behavior is:
~   Centric—Based on one thing at a time
~   Concrete
~   All-or-nothing
~   Egocentric
~   Things you learned as a child may be:
~   Inaccurate
~   No longer applicable
The Brain
~   Interpretations are only as good as:
~   T
...more
52min
February 23, 2017 096 -Temperament– Judging and Perceiving
Relationships
Judging and Perceiving
Dr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHC, NCC
Executive Director, AllCEUs
Host, Counselor Toolbox
President, Recovery and Resilience International
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/
Objectives
~   Define temperament
~   Examine how knowing your temperament and the temperament of those around you can
~   Improve communication
~   Enhance relationships
~   Reduce stress
~   Explore in-depth the Judging/Perceiving dimension
~   Identify potential conflicts
~   Examine potential ways to help people on opposite ends of the spectrum collaborate.
Temperament
~   A relatively stable set of traits referring to
~   Preferred environments
~   Learning and problem solving styles and methods
~   Ways of conceptualizing and approaching the world
~   Philosophical approach to the world
~   Time management
~   Temperament occurs along a complementary continuum
~   Neither end of the continuum is better or worse
~   Most people are somewhere in between each point
Temperament
~   When identifying preferences a likert scale is used.
~   Being extreme (a 1 or a 5) on any dimension indicates a lack of flexibility on that dimension
~   ACT can be very useful at helping people manage their stress and become more psychologically flexible
~   As stress increases, people gravitate toward their preferred temperament dimensions
~   Additional stress and vulnerabilities can be through
~   Awareness of personal preferences (Prevent your stress)
~   Awareness of the preferences of those around you
~   Knowledge of how to create an environment supportive of individual preferences
Temperament
Judging
~   Plan ahead
~   Thrive on order
Perceiving
~   Adapt as they go
~   Thrive on spontaneity
Interventions
~   Plan spontaneous days
~   Try to make your work environment as conducive to your temperament as possible
~   Encourage the Perceiver to create “To-Do” lists for chores, work goals, treatment plans
~   Encourage the Judger to not get so caught up in planning that they miss opportunities to live
~   Perceivers are good to have on your team when things don’t go as planned because they can punt (car breaks down)
~   Judgers need to have a plan B & C for important things
~   Perceivers handle new situations well, judgers need to plan for the stress
Temperament
Judging
~   Self disciplined and purposeful
~   Get things done early. Plan ahead & work steadily.
~   Time and deadline oriented
Perceiving
~   Flexible and tolerant
~   Get things done at the last minute depending on spurt of energy
~   Always think there’s plenty of time (Deadlines are a suggestion)
Interventions
~   Judger’s may need to be aware that sometimes deadlines don’t get met when juggling multiple balls
~   Perceivers need to remember that at a certain point, things need to be done because you cannot always count on that spurt of energy.
~   Judgers can “hack” a perceivers time schedule by asking for something important to be done early (Note: This can be habituated)
~   If things start to get oppressively structured for the perceiver he/she needs to speak up.
~   Judgers need tools to handle stress when things don’t go as planned
~   Perceivers need to schedule in spontaneity if the situation is too structured (i.e. treatment, work)
Temperament
Judging
~   Define and work within limits
Perceiving
~   Wa
...more
52min
February 18, 2017 095 – Temperament: Thinking and Feeling
Relationships
Thinking and Feeling
Dr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHC, NCC
Executive Director, AllCEUs
Host, Counselor Toolbox
President, Recovery and Resilience International
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/
Objectives
~   Define temperament
~   Examine how knowing your temperament and the temperament of those around you can
~   Improve communication
~   Enhance relationships
~   Reduce stress
~   Explore in-depth the Thinking/Feeling dimension
~   Identify potential conflicts
~   Examine potential ways to help people on opposite ends of the spectrum collaborate.
Temperament
~   A relatively stable set of traits referring to
~   Preferred environments
~   Learning and problem solving styles and methods
~   Ways of conceptualizing and approaching the world
~   Philosophical approach to the world
~   Time management
~   Temperament occurs along a complementary continuum
~   Neither end of the continuum is better or worse
~   Most people are somewhere in between each point
Temperament
~   As stress increases, people gravitate toward their preferred temperament dimensions
~   Additional stress and vulnerabilities can be through
~   Awareness of personal preferences (Prevent your stress)
~   Awareness of the preferences of those around you
~   Knowledge of how to create an environment supportive of individual preferences
Temperament—Conceptualization/Lens
Thinking
~   Like words such as principles, justice, standards or analysis
~   Laws
~   More dichotomous
~   Can be frustrated by Feeler’s lack of decisiveness or inattention to “the facts”
~   Can be swayed by arguments about how something is the right or logical thing to do given the evidence
~   Value objectivity above sentiment
Feeling
~   Like words such as care, compassion, mercy, harmony
~   Ethics
~   Middle of the road
~   Can be frustrated by the Thinker’s adherence to the rules
~   Can be swayed by arguments for why something is the most compassionate or merciful thing to do
~   Value sentiment above objectivity
Temperament—Conceptualization/Lens
Interventions
~   Compromise
~   Appeal to each other in their preferred language
~   Pro and con list
~   Involve all interested parties
~   Remember that not everyone is comfortable with feeling words
Temperament
Thinking
~   Want to apply objective principles to solve problems
~   Can assess logical consequences
Feeling
~   Want to apply values and ethics from multiple perspectives
~   Good at assessing the human impact
Interventions
~   The resolution of most problems requires a compromise between what is logically the most correct choice and which decision will have the best impact on the person, the couple and the larger system.
~   The values/epitaph activity can help clarify which way to tip the balance (What 3 values are most important to you)
~   Motivation–the “Feeler” can present logical arguments
~   Motivation–the “Thinker” can present from the perspective of how the less logical choice might impact the couple/family/system
~   Look for the logic in the “Feeler’s” resolution (Residential treatment)
Decision Making Guide
~   Stop and think
~   Clarify goals and values
~   Determine the facts
~   Develop options
~   Consider the consequences
~   Choose
~   Monitor and modify
Temperament
Thinking
~   Respon
...more
1h 3min
February 17, 2017 094 -Understanding Temperament in Recovery and Relationships: Sensing and iNtuitive
Relationships
Sensing and Intuitive
Dr. Dawn-Elise Snipes PhD, LPC-MHSM, LMHC, NCC
Executive Director, AllCEUs
Host, Counselor Toolbox
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/
Objectives
~   Define temperament
~   Examine how knowing your temperament and the temperament of those around you can
~   Improve communication
~   Enhance relationships
~   Reduce stress
~   Explore in-depth the Sensing/Intuitive dimension
~   Identify potential conflicts
~   Examine potential ways to help people on opposite ends of the spectrum collaborate.
Temperament
~   A relatively stable set of traits referring to
~   Preferred environments
~   Learning and problem solving styles and methods
~   Ways of conceptualizing and approaching the world
~   Philosophical approach to the world
~   Time management
~   Temperament occurs along a complementary continuum
~   Neither end of the continuum is better or worse
~   Most people are somewhere in between each point
Temperament
~   As stress increases, people gravitate toward their preferred temperament dimensions
~   Additional stress and vulnerabilities can be prevented through:
~   Awareness of personal preferences (Prevent your stress)
~   Awareness of the preferences of those around you
~   Knowledge of how to create an environment supportive of individual preferences
~   Learning is made up of 3 parts acquisition, conceptualization and caring
Temperament–Conceptualization
Sensing
~   Are practical and realistic
~   Inductive reasoning
~   Prefer facts and live in the real world
iNtuitive
~   Are imaginative dreamers
~   Deductive reasoning
~   Prefer abstraction, inspiration, insights
Interventions
~   Hear out the Intuitor, try to avoid shutting down/invalidating his/her creative process
~   Create reasonable structured goals (pace yourself; don’t stress others out with optimistic dreams)
~   Weigh the cost/benefits
~   If the iNtuitor needs an outlet, identify one project; start grant writing etc.
~   Regularly communicate about the good things in the current situation
~   Identify what does NOT need to be improved
~   The box is there for a reason, let the sensor help you use it to your advantage
~   Sensors need to remember that every package needs a unique box
Temperament–Conceptualization
Sensing
~   Focus on practical, concrete problems
~   See the details and may ignore the big picture
iNtuitive
~   Focus on complicated abstract problems (Metaconcepts)
~   See the big picture but miss the details
Interventions
~   Puzzle Activity
~   The Electricity Question
~   Sensors can avoid the rut by
~   Reframing things in terms of the bigger picture—Look up once in a while
~   Not getting too stuck in day-to-day must dos—Frame the day in terms of the bigger picture
~   Ensure others understand the details—the whys/hows
~   INtuitors can avoid failure to achieve by
~   Keeping a list of things that have to be done
~   Seeking consult about any overlooked details (laundry room)
Interventions
~   Identify one person to take the lead (top-down or bottom up)
~   The other person will consult in phase 2
~   Know your strengths
~   Sensors can miss the big picture, (Life is supposed to be enjoyable) because they are so caught up in trying to do the things to make life enjoyable
~   INtuitors can disrupt the big picture by failing to
...more
56min
February 12, 2017 093 – Understanding Temperament in Recovery and Relationships: Extroverts and Introverts
Temperament
Extroverts and Introverts
Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC,
Executive Director, AllCEUs
Host, Counselor Toolbox
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/615/c/
Objectives
~   Define temperament
~   Examine how knowing your temperament and the temperament of those around you can
~   Improve communication
~   Enhance relationships
~   Reduce stress
~   Explore in-depth the Extrovert/Introvert dimension
~   Identify potential conflicts
~   Examine potential ways to help people on opposite ends of the spectrum collaborate.
Temperament
~   A relatively stable set of traits referring to
~   Preferred environments
~   Learning and problem solving styles and methods
~   Ways of conceptualizing and approaching the world
~   Philosophical approach to the world
~   Time management
~   Temperament occurs along a complementary continuum
~   Neither end of the continuum is better or worse
~   Most people are somewhere in between each point
Temperament
~   As stress increases, people gravitate toward their preferred temperament dimensions
~   Additional stress and vulnerabilities can be through
~   Awareness of personal preferences (Prevent your stress)
~   Awareness of the preferences of those around you
~   Knowledge of how to create an environment supportive of individual preferences
Temperament—Life Approach
Extrovert
~   Are expansive and less passionate (well rounded)
~   Tend to focus on multiple things superficially
~   Might be thought of as lacking focus
~   May have 6 half-finished projects
~   Find it easy to transition between multiple activities
Introvert
~   Are intense and passionate (well versed)
~   Will focus on one thing through mastery
~   Might be thought of as being too self-involved
~   Usually get immersed in a project or topic sometimes to the exclusion of other activities (Family time, chores, etc…)
Interventions
~   Encourage each person to understand the other’s approach and avoid devaluing it
~   Encourage Introverts to set alarms or otherwise schedule in other activities (family/recovery) to avoid getting consumed
~   Sometimes Extroverts are hard to pin down—provide deadlines for specific tasks
~   Encourage partners to discuss their interests, goals (survey, mastery)
~   If it pertains to something like cleaning, recovery etc, clearly define what the goal is…observable, measurable, steps
Temperament—Social Support
Extrovert
~   Generally easy to get to know
~   Like meeting new people, have many friends
~   Know what is going on around them rather than inside them (chameleon-esque)
~   Tend to be very open and chatty
~   Since they think on their feet they often find reciprocal self-disclosure to be quite easy
Introvert
~   More difficult to get to know
~   Exert effort to meet new people, have a few close friends
~   Are more likely to know what is going on inside them than what is going on around them
~   Like to think before they speak which makes them seem more reserved
~   Often find connections with others during post-event processing
~   Encourage awareness of each other’s feelings in situations (excited vs. overwhelmed; bored vs. intensely fascinated)
~   Have each partner share what they need/want/envision as effective social support
~   Explore reasons for feelings of jealousy/inadequacy and normalize behavior
~   Extroverts may want feedback/support from multiple people
~   I
...more
54min
February 11, 2017 092 -Child Development 101: The High School Years
Child Development 101:
The Middle School Years
Presented by: Dr. Dawn-Elise Snipes
Executive Director, AllCEUs
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/613/c/
Objectives
~   Review developmental tasks children accomplish at this stage
~   Examine how teens thinking patterns are different than that of both pre-teens and adults
~   Explore ways to assist teens in enhancing their self esteem
~   Review Kholberg’s theory of moral development
Kholberg’s Theory of Moral Development
~   Level 2 – Conventional morality (9+ years)
~   Internalized moral standards of valued adult role models.
~   Parents
~   Media
~   Community
~   Authority is internalized but STILL not questioned???
~   Encourage independent analysis of shoulds and musts
~   Explore/discuss social problems
~   Help teens learn to embrace acceptance of people (and themselves) regardless of other viewpoints
Kholberg’s Theory of Moral Development
~   Level 2 – Conventional morality (9+ years)
~   Reasoning is based on the norms of the peer group
~   Stage 3. Good Interpersonal Relationships.
~   Desire to be seen as being a good person by others.
~   Stage 4. Maintaining the Social Order. (Only 10-15% of adults reach this stage)
~   Awareness of the wider rules of society
~   Judgments concern upholding the law and to avoiding guilt.
Piaget
~   Formal Operational
~   Abstract thinking and hypothesizing begin
~   Inductive reasoning: My experiences lead me to predict….
~   Deductive reasoning: Based on a general principle, I can expect/predict
~   Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning
Maslow
~   Biological Needs –Preventing Vulnerabilities/Emotional Regulation
~   Sleep
~   Nutrition
~   Sunlight
~   Medical care
~   Exercise
~   Safety (External and Internal Bullying)
Maslow
~   Love, Belonging and Self-Esteem
~   Identity vs. Role Confusion (12-18 Years)
~   Search for a sense of self and personal identity, through exploration of personal values, beliefs and goals relating to many roles
~   Fidelity involves being able to accept others, even when there may be ideological differences.
~   Social Influences
~   Pubertal self-help – re. physical changes
~   Social support – protection against turmoil
~   Identity formation – mirror
~   Values clarification – sounding board
Characteristics of High Self-Esteem
~   Act independently
~   Assume responsibility
~   Take pride in personal accomplishments
~   Rejoice in other’s accomplishments
~   Tolerate frustration and failure
~   Accept and give constructive feedback
~   Attempt new tasks and challenges
~   Handle positive and negative emotions
~   Offer assistance to others
Causes of Stress and Low Self-Esteem
~   Low Self-Esteem
~   Need for external validation
~   Abandonment fears
~   Failure to develop identity and a sense of competence
~   Failure to understand self and complimentarity
~   Temperament
~   Extrovert vs. Introvert (Environment, Social Preferences, Problem Solving)
~   Sensing vs. Intuitive (Conceptualization, understanding of the world)
~   Thinking vs. Feeling (Moral reasoning, problem solving)
~   Judging vs. Perceiving (Time management)
Causes of Stress and Low Self-Esteem
~   Low Self-Esteem
~
...more
1h 1min
February 05, 2017 091 -Child Development 101: The Middle School (Tween) Years
Child Development 101:
The Middle School Years
Presented by: Dr. Dawn-Elise Snipes
Executive Director, AllCEUs
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/613/c/
Objectives
~   Review developmental tasks children accomplish at this stage
~   Examine how children’s thinking patterns are different than that of both toddlers and adolescents
~   Explore ways to assist children in enhancing their self esteem
~   Introduce Kholberg’s theory of moral development
Kholberg’s Theory of Moral Development
~   Level 1 – Pre-conventional morality 0-9 years
~   No personal code of morality.
~   Moral code is shaped by the standards of adults and the benefits and consequences of compliance
~   Stage 1. Obedience and Punishment Avoidance
~   If a person is punished, they must have done wrong.
~   Centrated, egocentric, dichotomous thinking (Preoperational thought)
~   Stage 2. Individualism and Exchange.
~   Recognize that there can be multiple “right” views.
~   Different individuals have different viewpoints. (Concrete operational thought)
Kholberg’s Theory of Moral Development
~   Level 2 – Conventional morality (9+ years)
~   Internalized moral standards of valued adult role models.
~   Authority is internalized but not questioned
~   Reasoning is based on the norms of the peer group
~   Stage 3. Good Interpersonal Relationships.
~   Desire to be seen as being a good person by others.
~   Stage 4. Maintaining the Social Order.
~   Awareness of the wider rules of society
~   Judgments concern upholding the law and to avoiding guilt.
Piaget’s Theory of Cognitive Development
~   Ages 7-11 Concrete Operational
~   Children are beginning to be able to evaluate things on more than one characteristic
~   Able to use inductive reasoning, drawing general conclusions from personal experiences and specific facts
~   Struggle with DEductive reasoning, or using a general principle to predict an event
~   Abstract and hypothetical thinking is not yet developed
~   Starting to be able to see (albeit not necessarily agree with) other people’s perspectives
Piaget
~   Formal Operational
~   Abstract thinking and hypothesizing begin
~   Inductive reasoning: My experiences lead me to predict….
~   Deductive reasoning: Based on a general principle, I can expect/predict
~   The data against which hypotheses are based for 11-14 year olds is quite limited
~   School:
~   Algebra
~   Science labs
Piaget
~   Formal Operational
~   The data against which hypotheses are based for 11-14 year olds is quite limited
~   Social
~   My experiences with this group lead me to expect ___ from anyone like them (Stereotyping activity)
~   General rules (Rules list activity)
~   No good deed goes unpunished
~   Karma
~   Emotional reasoning and blaming
Maslow
~   Biological Needs –Preventing Vulnerabilities/Emotional Regulation
~   Sleep
~   Developing an effective, independent sleep routine
~   Nutrition
~   Building blocks for healthy body and brain
~   Mindfulness of eating for hunger and attending to nutritional cravings (dehydration, iron, calcium etc…)
~   Awareness of the impact of stimulants and sugar
~   Sunlight
~   Sets circadian rhythms
~   Vitamin D
Maslow
~   Biological Needs
~   Medical care
~   Exercise
~   Stress relief
~   Self-esteem “I did that”
~   Raise serotonin levels
~   Develop heal
...more
1h
February 04, 2017 090 -Relationship Skills: Tips to Improve Relationships
Relationship Skills
Presented by: Dr. Dawn-Elise Snipes
Executive Director, AllCEUs
Objectives
~   Steps for Building Empathy
~   Tips for overcoming the most common communication barriers
~   Tips for fair fighting
~   Tips for Sweetening Your Relationship
~   Tips for a Closer Relationship
~   Tips for Compromise
~   Tips for Getting Your Needs Met
~   Tips for Giving Emotional Support
~   Tips for Being More Thoughtful
Individual Differences
~   Extroverts vs. Introverts
~   Sensing (Details)vs. iNtuitive (Big Picture)
~   Thinking (True/False) vs. Feeling (Good/Bad)
~   Judging (structure) vs. Perceiving (spontenaeity)
Expression of Love
~   The Five Love Languages (Gary Chapman)
~   Receiving gifts
~   Quality time
~   Words of affirmation
~   Acts of service (devotion)
~   Physical touch
Common Communication Barriers
~   Over-explaining
~   Being vague
~   I’ll pick you up this afternoon
~   You are so insensitive
~   We never spend quality time together
~   Mind reading/Assuming (You always want…)
~   Distractions
~   “You” driven language
~   Universal statements (Always, never…)
~   Blaming
~   Only noting the negative
Effective Communication
~   One person talks and the other listens…and only listens
~   Stay seated
~   Talker
~   Owns feelings, desires, opinions
~   Uses objective, observable terms
~   Sticks to one thing at a time
~   Listener
~   Paraphrases what is heard
~   Verifies accuracy, THEN responds
~   Repeat the process until the issue is resolved
Tips for Sweetening Your Relationship
~   Love is a combination of emotions and actions including talking, compassion and trust.
~   Rewrite your vows/promises
~   Have a re-commitment ceremony
~   Imagine what life would be like if your partner were gone
~   Communicate to your partner in his or her love language
~   Receiving gifts
~   Quality time
~   Words of affirmation
~   Acts of service
~   Physical touch
Sweetening
~   Make an effort
~   Write down a list of things your partner could do that would make you feel loved/happy and exchange them.
~   Remember (or get Google to remind you) of birthdays, anniversaries, or just happy occasions and celebrate
~   Celebrate for no reason
~   If you have a disagreement, take a step back and try to see it from your partner’s point of view
Sweetening
~   Don’t let fear of being vulnerable or abandonment undermine you
~   Share hopes, dreams and fears.
~   If becoming vulnerable makes you also become critical and defensive, identify and work through the reasons
~   Think back to hopes and dreams you shared when you were dating…make it happen
~   Remind you partner of the qualities you love about them.
Building Empathy
~   Empathy vs. sympathy
~   Put yourself in their shoes (with their experiences)
~   Identify 3 alternate reasons you partner may be feeling/acting the way he or she is
~   If your child was going through this situation, how would you feel?
~   Remember that what you would want and need is not necessarily what your partner wants and needs.
~   Allow yourself to listen as if your only job is to understand
~   Without preconceptions
~   Knowing that you know nothing
~   Free from trying to create consistency between your feeling/perceptions and your partner’s feelings and perceptions… for now just focus on understanding the unique experience of your partner.
Empathy
~   Think of a difficult time that you experienced and answer all the qu
...more
1h
January 29, 2017 089 -Child Development 101: The Elementary Years
Child Development 101:
The Elementary Years
Presented by: Dr. Dawn-Elise Snipes
Executive Director, AllCEUs
Continuing Education (CE) credits can be earned for this presentation at https://www.allceus.com/member/cart/index/product/id/613/c/
Objectives
~Review developmental tasks children accomplish at this stage
~Examine how children’s thinking patterns are different than that of both toddlers and adolescents
~Explore ways to assist children in enhancing their self esteem
Piaget’s Theory of Cognitive Development
~Ages 4-7 Intuitive thought substage
~Children are beginning to be able to evaluate things on more than one characteristic
~Cats, Dogs, Animals
~Math, Reading, School
~Able to use inductive reasoning, drawing general conclusions from personal experiences and specific facts
Piaget’s Theory of Cognitive Development
~Ages 7-11
~Concrete operational
~Abstract and hypothetical thinking is not yet developed
~If I do this, what are the potential results…
~Parenting: Help child write down options and discuss reasoning
~Re-Parenting
~Chaotic environments may have made it difficult to predict outcomes
~Rule out Fetal Alcohol Spectrum
~Emotional dysregulation interfere with decision making  Teach distress tolerance and emotional regulation skills
~Develop reasoning and goal setting skills
Piaget’s Theory of Cognitive Development
~Ages 7-11
~Concrete operational
~Struggle with DEductive reasoning, or using a general principle to predict an event
~Again, chaotic environments interfere causing child to perceive the world as an unpredictable and threatening place
~Can also reinforce dichotomous thinking…every time I….
~Parenting/ Re-Parenting
~Embrace the concept of in general, but not always
~Rule out FAS
~If something does not conform to the principle, talk about what happened and revise the principle
Piaget’s Theory of Cognitive Development
~Ages 7-11
~Concrete operational
~Starting to be able to see (albeit not necessarily agree with) other people’s perspectives
~Parenting/Re-parenting
~Encourage perspective taking
~Identify three explanations
Irrational Thoughts and Cognitive Distortions
~Think of Examples for Children and Adults
~All or Nothing Thinking (Dichotomous)
~Overgeneralization (Ineffective hypothesizing/inductive or deductive reasoning)
~Mental Filter (Focusing on only one aspect (centration))
~Emotional Reasoning (Inductive reasoning error)
~Should’s (Centration)
~Labeling with global, internal, stable attributions
~Personalization
~Blame
Maslow
~Biological Needs –Preventing Vulnerabilities
~Sleep
~Developing an effective, independent sleep routine
~Nutrition
~Building blocks for healthy body and brain
~Mindfulness of eating for hunger and attending to nutritional cravings (dehydration, iron, calcium etc…)
~Awareness of the impact of stimulants and sugar
~Sunlight
~Sets circadian rhythms
~Vitamin D
Maslow
~Biological Needs
~Medical care
~Exercise
~Stress relief
~Self-esteem “I did that”
~Raise serotonin levels
~Develop healthy movement habits
Maslow
~Safety (External and Internal)
~From physical harm
~Reduce trauma from low grade-chronic stress
~Home stress
~Media
~Bullying
~Drugs/Alcohol
~From emotional abuse from others
~Bullying
~Critical others
~Re-parenting— Address hypervigilance to verbal and nonverbal behavior
Maslow
~Safety (Exte
...more
1h 11min

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