Events

When:

Friday, March 8, 2019
9:00 a.m.–4:00 p.m.

Where:

University Center Ballroom

CEs:

6 (NYSED)
 
 

GET SMART! (Sensory Motor Arousal Regulation Treatment) Recovery for Child and Adolescent Trauma


With Elizabeth Warner, Psy.D. & Heather Finn, LICSW

CEs: 6

Many children and adolescents who come for mental health treatment in outpatient clinics, in-home & community-based, and residential treatment settings challenge therapists with their level of emotional and behavioral dysregulation. It is often this dysregulation that is the reason for referral by parents and other caregivers, teachers, therapists, and case managers. Sensory Motor Arousal Regulation Treatment (SMART) emerged from a targeted search for and experimentation with new ways to meet this challenge with children and adolescents with histories of traumatic victimization and disrupted attachments consistent with the development trauma disorder framework (d’Andrea et al. 2012; Spinazzola, van der Kolk, Ford (2018, Oct.); Ford, Spinazzola, van der Kolk, & Grasso (2018).

Two case studies with clinical videotape will illustrate the impact of developmental trauma and the three major therapeutic processes, regulation, trauma processing and attachment building, as they are addressed in SMART. The interweave of these three processes over the course of two treatments will show different ways in which children can expand their tolerance for sensation, emotion, thoughts, and relationships with caregivers while improving co- and self-regulation.  

Clinical film will highlight the unique regulation tools and therapeutic skills that can be accessed in the context of a SMART room, a space outfitted with yoga balls, weighted blankets, balance equipment, crash mats and other equipment. This space allows therapists to follow a child’s lead and fully participate in an embodied manner.   This embodied approach tends to elicit spontaneous trauma processing that can be integrated on a somatic, emotional and cognitive level. It also offers opportunities for attachment-building in playful and safe ways that will naturally transfer to home.

At the end of this workshop, participants will be able to:

  1. Gain an understanding of the facilitative role of somatic regulation in supporting trauma processing and attachment building.
  2. Identify the three movement senses critical to somatic regulation.
  3. Describe an embodied form of trauma processing as seen in clinical film.
  4. Describe one form of embodied attachment-building as seen in clinical film.

» Register


ABOUT THE SPEAKERS

Elizabeth Warner, Psy.D.

Elizabeth Warner, Psy.D. is a licensed psychologist with 40 years of experience working with children and families in psychiatric inpatient and outpatient settings, schools, mental health clinics, and residential treatment, as well as in her private practice.   , Early in her career, she spent 15 years working with severely disordered children including traumatized children and their parents, using innovative treatment methodologies and videotape for process study at the Language & Cognitive Development Center.

In the last 12 years, her focus has been on development of an innovative treatment for children from 1.5 years to 22 years whose lives have been impacted by chronic stress and complex trauma, and their caregivers.  As project director at the Trauma Center at JRI, a center of excellence in trauma treatment, training and research, she oversaw development, training and consultation in Sensory Motor Arousal Regulation Treatment (SMART) for outpatient, in-home, therapeutic day school, and residential treatment settings in the U.S., Canada and Hong Kong. She also collaborated with Tiffany Nast of JRI and her community-based therapists to develop SMART applications for in-home therapy. To further research, she has constructed two videotape-coding systems for studying regulatory processes in the treatment setting.

As a partner in SMARTMoves LLC, she continues to train and consult to therapists. She is conducting research through videotape study and treatment outcome studies, in order to test out hypotheses about the impact of sensory motor interventions and somatic regulation. Dr. Warner is on the Board of The Trauma Research Foundation, and maintains a private practice for adult psychotherapy and parent consultation in Brookline, MA.

 

Heather Finn, LICSW

Heather Finn, LICSW specializes in the treatment of children, adolescents, and families who are impacted by experiences of complex trauma and adversity. A graduate of Smith College School for Social Work, Heather has worked in both residential and outpatient treatment settings. Heather first was introduced to the SMART model in 2009 at the Trauma Center and was immediately drawn to SMART’s embodied, child centered approach to regulation, attachment building and trauma processing. In her tenure at the Trauma Center, Heather served at the Clinical Director, a developer, lead trainer and consultant for the SMART team and an ARC lead trainer.  

Heather is currently a founding partner of SMARTMoves, LLC providing supervision, consultation and training in SMART to clinicians working in both outpatient and residential treatment programs. Heather is also the lead co-author of the article The Boy Who Was Hit in the Face: Somatic Regulation and Processing of Preverbal Complex Trauma, published through the Journal of Child & Adolescent Trauma in 2017. In addition to her work with SMARTMoves, Heather also maintains a private practice in Boston, MA.


Credentialing Information and Continuing Education

New York State Office of the Professions (NYSED) regulations require that participants must be present for the entire approved educational activity, 9:00 a.m.–4:00 p.m., in order to receive continuing education credits.

There is no accommodation in the State Regulation for late arrival, late return from lunch or breaks, or early departure. At present, there is no procedure for granting partial credit for approved continuing education events.

If there are any changes in State Regulation, this policy will be updated accordingly.


Cancellation Policy

Unfortunately, we cannot provide refunds for cancellations made seven working days or fewer before the event for any reason—or for no-shows.  We can provide credit towards a future workshop up to 24 hours before the event.  After that, no credit will be issued.

 

 » Directions to campus

Continuing Education Credit

  • Social Workers: Adelphi University School of Social Work is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0032.
  • Mental Health Counselors: Adelphi University School of Social Work is recognized by the NYS Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0068
  • Marriage and Family Therapists: Adelphi University is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider for continuing education for licensed marriage and family therapists. #MFT-0038
  • Psychologists: Adelphi University School of Social Work is approved by the American Psychological Association to sponsor continuing education for psychologists. The School of Social Work maintains responsibility for the program and its contents.
  • CASAC training hours: Program information has been submitted to the New York State Office of Addiction and Substance Abuse Services Education and Training for earning or re-credentialing for CASAC clock hours.

» See full credentialing information and CEUs

New York State Office of the Professions (NYSED) regulations require that participants must be present for the entire approved educational activity in order to receive a certificate for continuing education credits. There is no accommodation in the State regulations for late arrival, late return from lunch or breaks, or early departure. According to NYSED, in order to award social work CEUs; “When you offer a multi-day or multi-part course/educational activity, the learner must complete all parts in order to earn the certificate for contact hours, in the same way that a student must complete a semester-long course to receive college credit. You may not award partial credit for a program, even a one-day program, if the learner does not complete all requirements at that time.”


Accessibility Statement

The Student Access Office ensures equal access to all of Adelphi University’s programs, services and facilities for students with documented needs. Through assistance, advocacy and reasonable accommodations, the office provides an accessible and supportive campus environment.

The Student Access Office provides cost-free assistance and services that are tailored to meet the needs of individuals based on their specific, appropriately documented needs, while preserving Adelphi’s academic integrity and high standards of academic expectations and performance

If you are a student with a documented disability and wish to request accommodation services, please submit a Petition for Reasonable Accommodations form along with the required information as detailed in the Guidelines for Documentation.

Please be aware that all decisions regarding accommodations and equal access are made in accordance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and prevailing University Policy. 

For further information, please contact the Student Access Office at 516.877.3806 or sao@adelphi.edu.


For further information, please contact:

Audrey Freshman, Ph.D., LCSW, CASAC
Director, Office of Professional and Continuing Education
Social Work Building, Room 235
p – 516.877.4339
e – afreshman@adelphi.edu
Directions