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BUILDING TRUSTING RELATIONSHIPS WITH EMPATHY AND ACCEPTANCE
Registration ends on: 05/07/2017

CLICK HERE TO VIEW SCHEDULE AND GOALS

 

TIER 1 PRICING Until  MAY 1, 2017

$199 NEFESH Member
$235 Non Members
$120 Student Member

TIER 2 PRICING  on May , 2017 

$220 NEFESH Member
$255 Non Members
$140 Student Member

* To request accomodations for individuals with disabilities please contact secretary@nefesh.org 

NEW YORK SOCIAL WORKERS

Beginning January 1, 2015, New York State Board of Social Work requires continuing education be approved through New York State Education Department.

NEFESH International 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 #0048.

CONTINUING EDUCATION REQUIREMENT

To insure that applicant receives all Continuing Education Credits for the workshops, attendees must fill out all required evaluation forms and attestation forms. All forms must be returned to NEFESH staff at the completion of the workshop. 

If a participant is dissatisfied with our program there is a link on our website (https://nefesh.org/client/memberServicesCommittee.php) to file a complaint that is then reviewed by our Member Services Committee. A representative from our Member Services Community will contact participant by email or telephone within 2-3 business days to review the complaint to help improve our services.
Social Workers displeased with the results of the complaint process may register their complaint with the approval entity or appeal to their juridictional board.

CONTINUING EDUCATION REQUIREMENT

Beginning January 1, 2015, each Licensed Master Social Worker and Licensed Clinical Social Worker must complete 36 hours of approved continuing education courses for each triennial registration period, 12 of which may consist of self-study* or one-third of the total hours in registration periods of other lengths. Educational activities must be approved by New York State Education Department as an approved provider. Because this requirement is being phased in, please see the chart below in order to determine the required number of hours you need to complete prior to your registration renewal date. NEFESH International 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 #0048

 

 As of September 1, 2014, the New Jersey State Board of Social Work Examiners will only accept courses that are pre-approved. The Association of Social Work Boards (ASWB) approves courses on behalf of the New Jersey State Board of Social Work Examiners. See individual course detail for additional approval information. Please check back regularly for additional approved courses. For more information, go to http://www.aswb.org/announcements/aswb-selected-to-approve-social-work-ce-courses-for-state-of-new-jersey/

 

CE certificates will be available  in your account 30 days after the program.  Please login to your account and directions will be available online.  Please contact secretary@nefesh.org if you have any questions.

 

BUILDING TRUSTING RELATIONSHIPS WITH EMPATHY AND ACCEPTANCE

 

David Pelcovitz, PhD   Gwendolyn and Joseph Straus Chair in Psychology and Jewish Education, Azrieli Graduate School of Jewish Education and Administration, Yeshiva University


Course Description:

This presentation will address recent research and clinical insights regarding multiple contributors to empathy. This will be presented using biological, familial, and social dynamics that have led to changes in the ability to deeply connect to others. Case vignettes and clinical anecdotes will illustrate the main points of the research review.

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

  1. a. Define how environmental and cultural factors can impact on brain development in a manner that can compromise one’s ability to be empathic and fully connect with others.
  2. b. Explain present specific clinical interventions to help parents and their children use digital media in a manner that preserves the ability to fully connect to others.
  3. c.Explain present practical recommendations for working with parents and educators in promoting their client’s capacity for empathy and engagement.

Topic Area: Clinical Practices

Target Audience: Social Workers and Counselors in Mental Health Serving Children and Adults

Target Level: Beginner/Intermediate

  1. Course outline
    1. Agenda, timeline, description of breaks
    2. Discussion topic/questions
    3. Planned activities

30 minutes – Explore the numerous contributors to empathy
30 minutes- Examine how environmental and biological factors impact ability to experience empathy
30 minutes- Discuss a practical approach to promote clients’ capacity for empathy

References

Conoley, C. (2015) Positive empathy: A clinical skill inspired by clinical psychology. Journal of Clinical Psychology, 71, 575-583

Nienhuis, J. (2016) Therapeutic alliance, empathy, and genuineness in individual adult psychotherapy: A meta-analytic review. Psychotherapy Research 1-13, June, 2016

Coutinho, J. Decety, J. (2014) 548 Neurosciences, Empathy, and Healthy Interpersonal Relationships: Recent Findings and Implications for Counseling Psychology, Journal of Counseling Psychology, Vol. 61, No. 4, 541–548

Treatment of Co-occurring Trauma/PTSD and Addiction

Michele Pole, Ph.D, Clinical Psychologist licensed in Pennsylvania,  Director of Psychology, Caron

 

Addressing: Substance Abuse

Course Description:

Trauma is a multi-faceted phenomenon that can range from symptoms of the continuum of trauma/PTSD, Complex PTSD, and Developmental Trauma Disorder. In this presentation, the range of demonstrations will be described. The continuum of trauma/PTSD reactions is highly co-morbid with Substance Use Disorders and both are devastating disorders that can derail an individual’s life. Treatment options from an Evidence-Based approach will be presented.  These include Cognitive Processing Therapy, Prolonged Exposure Therapy, and EMDR.   Promising adjunctive treatments will also be presented.  These include Trauma Sensitive Yoga and other body-focused modalities.  A treatment approach based on Best Practices using evidence-based treatment in a residential setting will be proposed.

Learning Objectives:

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

  1. Identify and describe the continuum of trauma/PTSD reactions
  2. Define and Understand the interaction between Substance Use Disorders and Trauma/PTSD.
  3. Describe the familiarity with several evidence-based treatments for PTSD/Trauma

Topic Area: Substance Use, Trauma, Mental Illness, Clinical Practices

Target Audience: Social Workers and Counselors in Mental Health and Substance Use Programs Serving Children and Adults

Target Level: Intermediate/Advanced

CE Hours: 1. 5 – Clinical

30 minutes – Introduce the range of trauma/PTSD reactions that can be experienced
30 minutes- Discuss the interaction between substance use disorders and PTSD
30 minutes- Demonstrating the best practices for evidence-based treatment of PTSD/Trauma

References

Courtois, C.A. & Ford, J. (2013). “Treatment of complex trauma: A sequenced, relationship-based approach,” The Guilford Press, NY, NY.

Courtois, C.A. & Ford, J., Eds. (2014). “Treating complex traumatic stress disorders: Scientific foundations and therapeutic models” The Guilford Press, NY, NY.

 *Herman, J. (1997). “Trauma and recovery: The aftermath of violence – from domestic abuse to political terror”  Basic Books, NY, NY

*Note: This is a seminal book in the field of trauma and though >5 years old, still widely used and highly regarded by academics and clinicians.

 Resick, P. A., Monson, C. M., & Chard, K. M. (2014). Cognitive processing therapy: Veteran/military version: Therapist and patient materials manual. Washington, DC: Department of Veterans Affairs.

Torah and Psychology: Towards a Harmonious Tension

 

Yitzi Horowitz, LCSW, Private Practice, Brooklyn, NY; Secretary, Executive Board of Directors of NEFESH

Rabbi Moshe Tzvi Weinberg , Teacher,  Yeshiva University’s Irving I. Stone Beit Midrash Program (SBMP), Mashgiach Ruchani.

Addressing: Social Cultural Competency

Course Description:

The world continues to evolve at a dizzying pace. Mental health professionals often sit on the front line of this phenomenon. Depression, anxiety, stress management, questions of identity, addiction, sexuality, and many psychiatric illnesses are on the rise. People are seeking out the help of mental health professionals more than ever before. We also are witnessing an explosion of the phenomenon of mental health professionals who live with religious values, rituals, and ideas at the forefront of their lives. In this age of postmodernism much of the earlier animosity between religion and modern psychology has subsided. We continue to see a growth in the halachic discourse between frum mental health professionals and Rabbis. The focus in these discussions tend to surround therapeutic interventions that may or may not violate halachic standards. The focus of this presentation will be different. Is there a psychological benefit to faith/Emunah as defined by the Torah tradition? Is God understanding of and caring about people's psychological experience? Is there a common-ground view that Torah has with a modern psychological concept of what it means to be human? Is there a Jewish religious spirituality? Can our understanding of Torah and the world of modern psychology enhance each other in ways that can improve our lives and the lives of our clients?

Learning Objectives:

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

  1. Demonstrate psychological values inherent in Judaism
  2.  Explore a place for religious spirituality in the world of psychotherapy and demonstrate how to use it in clinical social work.
  3. Explore and identify their relationship with religiousness as it applies to their personal lives and their roles as professional

Topic Area: Mental Illness and General Social Work

Target Audience: Social Workers and Counselors in Mental Health

Target Level:  Beginning/Intermediate

CE Hours: 1. 5 – Cultural Competency

 

30 minutes -Introduce a Jewish perspective on psychology
30 minutes- Defining how spirituality can be incorporated into therapy
30 minutes- Explain how a professional’s religion can impact them and their clients

 

References

Charmé, S. Z. (2014). When yoga is kosher but Kabbalah is not: Spirituality and cultural appropriation in Jewish education. Religion & Education, 41(3), 273–289. doi:10.1080/15507394.2014.888905

Homan, K. J. (2014). A mediation model linking attachment to god, self-compassion, and mental health. Mental Health, Religion & Culture, 17(10), 977–989. doi:10.1080/13674676.2014.984163

King, M., Marston, L., McManus, S., Brugha, T., Meltzer, H., & Bebbington, P. (2012). Religion, spirituality and mental health: Results from a national study of English households. The British Journal of Psychiatry, 202(1), 68–73. doi:10.1192/bjp.bp.112.112003

Krumrei, E. J., Pirutinsky, S., & Rosmarin, D. H. (2012). Jewish spirituality, depression, and health: An empirical test of a conceptual framework. International Journal of Behavioral Medicine, 20(3), 327–336. doi:10.1007/s12529-012-9248-z

Silton, N. R., Flannelly, K. J., Galek, K., & Ellison, C. G. (2013). Beliefs about god and mental health among American adults. Journal of Religion and Health, 53(5), 1285–1296. doi:10.1007/s10943-013-9712-3

Collaborations with the Rabbi: Rich Clinical Lessons Learned

 

Presenters: Hindie M. Klein, PsyD, Rabbi Zechariah Wallerstein, Faye Wilbur, LCSW

Hindie M. Klein, PsyD is Director of Tikvah at Ohel, the outpatient mental health clinic of Ohel/Bais Ezra. Dr. Klein is a psychologist/psychoanalyst in private practice in Brooklyn, NY. Dr. Klein is a member of the board of NEFESH International.

Faye Wilbur, LCSW Brooklyn, New York - ‎Private practice and Director-Boro Park clinic, Jewish Board of Family & Children's Services

 Rabbi Zechariah Wallerstein has become an icon in the Jewish world of fearless vision, deep conviction, and unfailing warmth. Now celebrating over-three- decade career in chinuch, the dynamic educator—with his trademark passion, clarity, and love—has touched the hearts and souls of thousands of students from all shades of the religious spectrum. 

Course Description:

Over the years, Rabbi Greenwald collaborated with many individual mental health professionals, mental health agencies, and Deans of Yeshivas. Although, not a formally trained mental health professional, almost magically, he would know what was needed, both individually and systemically. He would make sure that his ideas were brought to fruition expeditiously.  This presentation will focus on the types of educational and clinical collaborative relationships Rabbi Greenwald forged over the years. Participants will hear from a psychologist/psychoanalyst, a director of a mental health agency, and a dean of a high school for girls at risk. Via his wisdom, strong leaderships and true collaboration, Rabbi Greenwald provided rich clinical lessons to the many professionals who worked with him.  

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

  1.  Describe the historical and clinical relevance of Rabbi Ronnie Greenwald's philosophies and the impact of his life's work on the Jewish world.
  2.  Explain the clinical significance of collaborative relationships.
  3.  Identify the vicissitudes of clinical collaboration within clinical, educational and systemic settings.

Topic Area: Clinical Social Work

Target Audience: Social Workers and Counselors in Mental Health Serving Children and Adults

Target Level: Intermediate/Advanced

CE Hours: 1.5 – Clinical Social Work

 

30 minutes -Introducing the significance of collaborative relationships

30 minutes- Providing examples of this importance from the life and work of Rabbi Ronnie Greenwald
30 minutes- Explaining how professionals can use collaborative relationships to improve the therapeutic alliance

 

Reference

Aron, L., & Starr, K. E. (2015). The ego and the Yid, revisited: Commentary on Daniel Gaztambide’s “A preferential option for the repressed: Psychoanalysis through the eyes of liberation Theology.” Psychoanalytic Dialogues, 25(6), 714–718. doi:10.1080/10481885.2015.1097283

Bromberg, P. M. (2013). Hidden in plain sight: Thoughts on imagination and the lived unconscious. Psychoanalytic Dialogues, 23(1), 1–14. doi:10.1080/10481885.2013.754275

Liebowitz, B., & Blattner, J. (2015). On becoming a consultant: The transition for a clinical psychologist. Consulting Psychology Journal: Practice and Research, 67(2), 144–161. doi:10.1037/cpb0000037

How about the Three Dimensions to Empathy And Acceptance?

Presenter: Nancy Gallina, PhD

Dr. Gallina  Senior Associate Dean, Touro College Graduate School of Social Work

 

Course Description: Empathy and acceptance are at the hallmark of any meaningful relationship. As professionals, these seemingly elementary ideas are learned early on; however, the critical nature of their existence is often overlooked. Additionally, there are three pivotal areas where empathy and acceptance play a crucial role in one’s life. First is the family of origin, so that empathy and acceptance as parental figures to our children lead to connectivity and closeness. This is helpful if, or when, a referral to a mental health profession may need to be made or any outside resource. Proposing outside assistance to children and adolescents is littered with minefields that can best be overcome through empathy and acceptance. As professionals, revisiting the basics of empathy and acceptance reminds us to embrace the individual in the room. The therapeutic alliance which is critical to any intervention model is built on empathy and acceptance first.

 

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

  1. Describe the function of empathy and acceptance in the family
  2. Describe how to utilize empathy and acceptance in making referrals to professionals
  3. Demonstrate how to utilize empathy and acceptance in strengthening and sustaining the therapeutic alliance

Topic Area: Clinical Social Work

Target Audience: Social Workers and Counselors in Mental Health Serving Children and Adults

Target Level: Intermediate/Advanced

CE Hours: 1.5 – Clinical Social Work

30 minutes – Defining empathy and acceptance and their role in the family

30 minutes- Reviewing the need to use empathy and acceptance in making referrals to professionals and demonstrating how to do so
30 minutes- Providing practical suggestions on strengthening the therapeutic alliance with empathy

 

References

A-Tjak, J. G. L., Davis, M. L., Morina, N., Powers, M. B., Smits, J. A. J., & Emmelkamp, P. M. G. (2015). A Meta-Analysis of the efficacy of acceptance and commitment therapy for clinically relevant mental and physical health problems. Psychotherapy and Psychosomatics, 84(1), 30–36. doi:10.1159/000365764

Geurtzen, N., Scholte, R. H. J., Engels, R. C. M. E., Tak, Y. R., & van Zundert, R. M. P. (2014). Association between mindful parenting and adolescents’ Internalizing problems: Non-judgmental acceptance of parenting as core element. Journal of Child and Family Studies, 24(4), 1117–1128. doi:10.1007/s10826-014-9920-9

Hughes, D., Golding, K. S., & Hudson, J. (2015). Dyadic developmental psychotherapy (DDP): The development of the theory, practice and research base. Adoption & Fostering, 39(4), 356–365. doi:10.1177/0308575915610943

Orange, D. M. (2012). Review of Frank M. Staemmler’s “Empathy in psychotherapy: How therapists and clients understand each Other.” International Journal of Psychoanalytic Self Psychology, 7(4), 561–564. doi:10.1080/15551024.2012.710342

Wild, K. J., Macavei, B., & Podea, D. M. (2016). Acceptance in cognitive behavioral Psychotherapies: Different or the same? Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-016-0250-2

Effectively Treating Divorce: Helping Parents and Children in Conflict

Presenter: Mark Banschick, MD

 

Mark Banschick is a Child and Adolescent Psychiatrist, with a specialty in family psychiatry, marriage and divorce. After graduating Vassar College in 1978, he earned his medical degree at Tel Aviv University, followed by specialty training at Georgetown University Hospital and New York-Presbyterian Hospital. He is the author of two books in the field of child and family health, and writes regularly for Psychology Today, with 30,000 visitors a week. Mark is a strong advocate of public health, having taught clergy at the graduate level at Hebrew Union College and visits Israel regularly to train mental health professionals in the treatment of at-risk families. Mark's private practice is in Katonah, New York.

 

Course Description: Divorce affects 2 million couples every year in the United States and another 1.5 million children. It is highly conflictual. People inevitable regress, because of worry, rejection, fear or anger.  In this context, it is very difficult for parents to do the right thing and keep their children excluded from the conflict. In this presentation, we will discuss how parents drag children into the dramas of divorce and offer insights into how to help parents keep their kids better protected, enabling healthier development.

 

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

  1.  Describe how parents regress during divorce
  2. Identify children in trouble during divorce
  3.  Explain the unique role of grief in the divorce process and how to counsel appropriately.

 

Topic Area: Clinical Social Work

Target Audience: Social Workers and Counselors in Mental Health Serving Children and Adults

Target Level: Intermediate/Advanced

CE Hours: 1.5 – Clinical Social Work

30 minutes -Explain parental regression during divorce and where it stems from
30 minutes- Identify how this regression can negatively impact children
30 minutes- Explicate how children can best be protected from the negative aftereffects of divorce

 

Reference

Cohen, G. J., Weitzman, C. C., & Object, object (2016). Helping children and families deal with divorce and separation. PEDIATRICS, 138(6), e20163020–e20163020. doi:10.1542/peds.2016-3020

Joyce, A. N. (2016). High-conflict divorce: A form of child neglect. Family Court Review, 54(4), 642–656. doi:10.1111/fcre.12249

Kalmijn, M. (2013). Relationships between fathers and adult children: The cumulative effects of divorce and repartnering. Journal of Family Issues, 36(6), 737–759. doi:10.1177/0192513x13495398

Myers, T., & Long, C. (2015). Is three a crowd? A perspective on countertransference challenges in psychoanalytic couple psychotherapy. Psychoanalytic Psychotherapy, 29(4), 399–415. doi:10.1080/02668734.2015.1081268

Papa, A., Lancaster, N. G., & Kahler, J. (2014). Commonalities in grief responding across bereavement and non-bereavement losses. Journal of Affective Disorders, 161, 136–143. doi:10.1016/j.jad.2014.03.018

Compete - Deplete: The Seeking of Success in a Cultural Hero System

Presenters: Eliyahu Wolff, LCSW  and Rabbi Zecharya Greenwald

 

Eliyohu Wolff, LCSW works with individuals, couples and families in long and time limited therapy at a community mental health center in Boston MA.  He is also involved with research at the Danilesen Institute at Boston University, around areas of humility, Differentiation of Self, existential and spiritual issues, and personhood development in psychotherapy.  

 

Rabbi Zecharya Greenwald is the founder and dean of Meohr Bais Yaakov Teachers Seminary in Jerusalem, Israel. From the late 1980’s-1998 he founded and was Principal of Darchei Shalom Educational Center; a Yeshiva High School in Israel for boys who needed alternative forms of success in order to integrate in the Yeshiva society from which they came. His talks on child raising, martial issues and spiritual matters have impacted thousands.  Rabbi Greenwald authored “Preparing your child for success”, and is currently preparing for publication another book “Life after Teshuva, a guide to successful living five, ten and twenty years after quantum change”.

 

Course Description: In this course, we will expound upon the phenomenon of the superstar student trying to maintain the pressure of his success, while the underachieving student tries to outgrow his label. We will then review the quality of life in their society, schools and homes that seem to emphasize a seeking of external validation that often leads to rigid (relational style) comparative relativity around their "successes" and an underlying, often quiet, felt sense of fragility.  We will also explore the intrinsic need for every human to feel unique and how both their attachment and acceptance or non-acceptance history and values shape the way in which we attend, nurture and relate towards expressing our uniqueness.   We will then share a frame work of understanding around what might engender an inner sense of self-appreciation that allows for a flexibility that's grounded, a vulnerability that's courageous and an inner capacity for more sustainable and differentiated sort of growth.

 

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

  1. Identify indicators of enmeshment with careers, general success and identity
  2. Explore and identify existential issues around humans' intrinsic uniqueness
  3. Define DoS and its role in both parenting and therapy

Topic Area: Clinical Social Work

Target Audience: Social Workers and Counselors in Mental Health Serving Children and Adults

Target Level: Beginner/Intermediate/Advanced

CE Hours: 1– Clinical Social Work

 

20 minutes- Introduce how to gauge enmeshment with careers, success and personal identity
20 minutes-  Investigate concerns having to do with a person’s uniqueness
20 minutes- Discuss the role of DoS in therapy and parenting

References

Rasmussen, K. E. and Troilo, J. (2016), “It Has to be Perfect!”: The Development of Perfectionism and the Family System. J Fam Theory Rev, 8: 154–172. doi:10.1111/jftr.12140

Greenspon, T. S. (2014), IS THERE AN ANTIDOTE TO PERFECTIONISM?. Psychol. Schs., 51: 986–998. doi:10.1002/pits.21797

Sandage, S. J., Jankowski, P. J., Bissonette, C. D., & Paine, D. R. (2016). Vulnerable Narcissism, Forgiveness, Humility, and Depression: Mediator Effects for Differentiation of Self. Psychoanalytic Psychology. Advance online publication. http://dx.doi.org/10.1037/pap0000042

Webb, J., Musello, C.  (2013). Running on empty: Overcome your childhood emotional neglect.  NY, NY: Morgan James Publishing.

Chen, C., Hewitt, P. L., Flett, G. L. (2015).  Preoccupied attachment, need to belong, shame, and interpersonal perfectionism: An investigation of the Perfectionism Social Disconnection Model.  Personality and Individual Differences, 76, 177-182.

Inam, A., Normaan, S., & Abiodullah, M. (2016). Parents’ parenting styles and academic achievement of underachievers and high achievers at middle school level. Bulletin of Education & Research, 31(1), 57–74.

MeškauskienÄ—, A., & Guoba , A. (2016). The impact of assessment and Selfassessment methods of learning achievements and progress on adolescent self-esteem building. Pedagogika, 124(4), 160–171. doi:10.15823/p.2016.59

Thomson, M. M. (2012). Labelling and self-esteem: Does labelling exceptional students impact their self-esteem? Support for Learning, 27(4), 158–165. doi:10.1111/1467-9604.12004

 

 

 

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