Clinical Skills & Interventions

Learning Objectives:

• Identify common “parts” language used in therapy and differentiate the various roles/functions parts may serve in youth clients.
• Demonstrate at least three interventions for integrating parts work into therapy sessions with youth.
• Determine when parts-work approaches are clinically appropriate for youth treatment goals.

Learning Objectives

• Define what a tabletop role play game (TTRPG) is and differentiate them from other forms of play or structured activities used in therapy.
• Describe at least three therapeutic benefits of role play games for youth and adolescents, such as improvements in social skills, emotion regulation, self-concept and problem-solving
• Identify ways TTRPGs align with evidence-based therapeutic models (e.g., CBT, narrative therapy, or strengths-based approaches)
• Recognize key facilitation skills and ethical considerations when incorporating TTRPG elements into therapy, such as maintaining boundaries, and promoting safety and inclusion.

Peter Mortola, Ph.D., Professor Emeritus of School and Counseling Psychology at Lewis & Clark College and president-elect of the Violet Solomon Oaklander Foundation, visited Family Solutions on Thursday, May 29th at 9 AM. During his visit, he introduced Violet Oaklander’s Gestalt-based therapeutic approach for working with children and adolescents through a live demonstration and group discussion.

You can start watching Dr. Mortola's segment at 17:47 to skip the introduction of the Family Solutions staff. Dr. Mortola demonstrated Violet Oaklander’s Gestalt-based play therapy using picture cards in a session with Kimberly Peterson, a staff member at Family Solutions.

Learning Objectives:

• Identify key principles of Violet Oaklander's Gestalt-based approach to play therapy with children and adolescents.
• Demonstrate the use of picture cards and other Gestalt techniques to facilitate therapeutic exploration and expression with children in clinical settings.
• Evaluate how Gestalt play therapy techniques align with trauma-informed and child-centered approaches to assessment and treatment planning.

Objectives

• Differentiate ADHD from trauma-related presentations and other differential diagnoses using assessment criteria
• Describe ADHD using a disability framework and explain its implications for clinical treatment planning
• Identify at least three evidence-based practices for ADHD treatment in children and families
• Select appropriate therapeutic strategies and interventions for children with ADHD based on presenting needs

Instructors:

Jeff VoVillia, LMHC, EMDR Consultant

Paulina Smith, MC, LMHC, RPT™, NCC, CMHS

Objectives

• Explain the role of timelines and narrative approaches in trauma-informed child and family therapy
• Identify at least two creative techniques for timeline and story development in clinical practice
• Apply Trauma-Informed Approaches to Narrative Work

Learning Objectives

• Explain the function of the vagus nerve and its influence on autonomic nervous system regulation using Polyvagal Theory principles.
• Recognize adaptive nervous system responses: Participants will identify how different states of the autonomic nervous system (Ventral Vagal, Sympathetic, and Dorsal Vagal) manifest in behavior and physiological responses, including the impact on mental health.
• Apply Polyvagal Theory concepts to assess clients' behavioral responses in terms of adaptive nervous system functioning and select evidence-based interventions that align with these principles.
• Demonstrate at least two techniques for enhancing the vagal brake (e.g., mindfulness, breathwork) and explain how they stimulate the vagus nerve to promote emotional regulation and safety in clinical settings.
• Analyze client case vignettes through a Polyvagal lens: Participants will evaluate case examples to determine the state(s) of the nervous system, social engagement cues, and implications for self-regulation and therapeutic interventions.