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This complete course
consists of ten 90
minute Webinar Sessions
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Students may choose to
attend single lectures
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CEU's to become
available
This online course for
therapists offers a system
to better understand and
approach the treatment of
eating disorders, the
clients and families who
suffer with them, and the
demands for a versatile use
of the treating
professional's self.
Stop feeling
compelled to refer your ED
treatment cases out of your
psychotherapy practice.
Begin to
realize the professional
self-confidence that comes
with helping your ED clients
achieve changes that have
evaded them that might save
their lives.
Join the
ranks of a field that has
known a shortage of
qualified care-givers, where
more than 50% of ED
individuals remain
undiagnosed and/or do not
receive adequate care.
ED clients are typically
considered to be intractable
and untreatable population,
leading to professional
"burn-out." In fact,
treatment problems generally
originate with treating
professionals who fail to
understand the unique
demands of ED treatment and
which skill sets to use…
when, why and how… in what
context, and with whom.
Eating disorders, when
treated early and
effectively, are curable in
90% of cases.
Webinar Logistics
Dates: Sunday
and/or Monday evenings, 10
weeks consecutively,
starting in late February,
2010.
Time: 6:00PM
Pacific Time, 7:00 Mountain
Time, 8:00 Central Time,
9:00 Eastern Time.
Format: a 50 minute Power
Point lecture, followed by
questions and group
discussion.
Fee: The fee per
session is $45 per 90 minute
session, 1.5 Continuing
Education Units.
Participants may enroll in
the entire course or in
specific sessions. Payments
will be accepted through
check or credit card.
Interested? Email
me at anatenshon@empoweredparents.com
to sign up for classes or
express interest in
participation as well as day
preference. Time and dates
to be finalized.
Suggested reading:
Doing What Works: An
Integrative System for the
Treatment of Eating
Disorders from Diagnosis to
Recovery (NASW Press
2009) by Abigail Natenshon
When Your Child Has an
Eating Disorder: A
Step-by-Step Workbook for
Parents and Other Caregivers
(Jossey Bass Publishers
1999) by Abigail Natenshon
Cognitive Behavior
Therapy and Eating Disorders
Fairburn, CF. (2008
Guilford)
Mindfulness and
Psychotherapy by Germer,
Siegel and Futton (2005
Guilford)
The Brain that Changes
Itself: Stories of Personal
Triumph from the Frontiers
of Brain Science Doidge,
Norman (Viking 2007)
Course goals
•
To differentiate the unique
requirements of ED treatment
from that of other mental
health disorders.
•
To differentiate the
therapist's unique use of
self in treating the eating
disordered client.
•
To teach novice
practitioners the skills,
strategies and techniques
needed in approaching ED
cases.
•
To offer veteran
practitioners and ED
treators the opportunity to
refine their knowledge base
and skill sets, augmenting
their current strengths,
learning new skills and
strategies.
•
To bring about a timely and
effective increase in the
number of fully recovered
eating disordered
individuals.
Talking Points
Session 1: What makes
eating disorder treatment a
unique specialty?
•
What ED are and are not.
Implications for the patient
and the family.
•
Intention and purpose: the
foundation of ED
interventions.
•
Uniqueness of disorder
•
Lethality; physical problems
parallel emotional and
nutritional.
•
Integrative, systemic nature
of disorder
•
Cultural/societal sanctions
reinforce
myths/misconceptions
(Healthy eating as fat-free
eating; Puberty, age 9 and
ED)
•
Patient's resistance to
acknowledging disease,
accepting
treatment, tolerating recovery
•
It takes active intervention
to define a problem; ED
intervention
may take the form of helping
non-patients to define
problem.
(friend or parent)
•
ED strips patients of
emotional resiliency they
require to face
the recovery process.
Session 2: The
therapist's unique use of
self
•
Use of the therapist's self
needs to parallel the
complexity of the disorder.
•
Therapist suffers the same
uncertainties/ambiguities
about treatment outcomes as
do patients.
•
Handling resistance and
power struggles.
•
Capacity to see beyond
pathology to strengths, to
evaluate recovery progress,
requirements of the "now"
and patient's capacity for
change. To envision hope in
a mire of apparent failure.
•
Therapists model what it is
to be human and the
realities of involvement in
a healthy relationship.
Mistakes, miscommunication
are seen an incentive for
change and problem-solving.
The human relationship is
the context through which
learning happens.
•
Readiness and demand for
action/change
•
Loving and limit-setting
co-exist. Becoming "ideal
parents"
•
Transference and
counter-transference issues;
take assessment test
•
When ED therapists are in ED
recovery themselves.
•
Taking care of yourself;
finding support.
•
Knowledge is power. There is
much to be learned about
topics extraneous to our
field. (Weight and
nutrition)
•
Therapist role versatility.
Session 3:
Differential Diagnosis
•
Beyond problem definition,
diagnosis seeks patient's
acceptance of life
threatening illness.
Integrating origins,
co-occurring illnesses
•
Diagnosis is an on-going
process, defines not only of
pathology, but client's
capacity to change,
progress, within current
milieu.
•
Every session is a
diagnostic session.
•
An intrinsic and pivotal
aspect of initial diagnosis
is the on-going
determination of milieu
appropriateness and
referral.
•
Diagnosis begins with first
phone call.
•
Diagnosis as crisis
intervention, as means for
conducting consultation.
•
ED diagnosis happens over
time, space and
relationship. Detecting
co-occurring problems, team
input, and the benefits of
family participation.
•
Weight is not necessarily a
criterion. The role of
weight
•
In assessment process, start
where the patient is:
respect ED as survivorism.
•
Diagnosis requires
anticipation, discovery
through finding
"constellations
in star clusters."
•
Happens through reflective
listening. "Nobody eats
donuts." What do you mean?
Allows for recognizing
attitudes, cognitions,
misconceptions.
•
Educative process. Teaching
implications of ED.
•
Diagnosis and resistance
•
Diagnostic and trust
development.
Session 4: The
critical first session
•
Patient's agenda versus your
own
•
Who to include?
•
Staying in the moment even
while taking history.
•
Focus on the now, while
keeping eye on what needs to
happen next.
•
Towards awareness,
acceptance, and
acknowledgement of need to
accept assistance.
•
The therapeutic connection
is the fabric through which
info is passed.
•
Strategy: Disclaimer "My
intention,. not my
intention…"
•
Bottom line; Patient leaves
with action plan, referral,
guidelines for what happens
next.
Session 5: Partnering
with the treatment team
•
Working with the
nutritionist and MD
•
Communications and division
of labor
•
Using resources of the
school
•
Parents and families as VIPs
on the treatment team
•
Offering support; dealing
with dissention, resistance
in other professionals.
Session 6: Modes,
Methods and Milieus
•
Mindfulness; brain science
has given legitimacy to
mindfulness, which has given
legitimacy to the art of
relationship as the most
important intervention
leading to psychiatric
change.
•
CBT, dialectical
•
Family systems
•
Individual, group, family
•
In patient, outpatient and
hospitalization, residential
and halfway housing.
•
Innovation: When methods,
modes to use what, when and
how
Session 7: Treatment
Strategies: Nuts and bolts
•
Response to an ephemeral
engagement in treatment
•
Understanding (Prochaska and
DeClemente's)Stages of
Change as they relate to ED
treatment.
•
Motivational strategies
•
Handling resistance
•
Managing
counter-transference issues
•
"Mentalizing" as it defines
treatment
•
Case management
•
Client comes away with
something from each session.
Exercise: What will you have
learned from today? What
will you take away with you?
Session 8: The brain
as it related to healing
change; treatment innovation
and the mind/body connection
•
What pioneering research has
uncovered: Schore, Siegel,
Doidge
•
Bridging the chasm between
evidence-based research and
clinical treatment
•
Mindfulness and mentalizing
•
CBT works because of
relationship. The most
important intervention, more
so among the CB treatments
•
Feldenkrais and ED treatment
•
Other innovative approaches
Session 9: Recovery
•
Combat training for life
itself. Recovery resides is
in accessing capacities for
change in behaviors.
•
Timing for recovery and what
it means. Co-occurring
•
Tools occur within process,
becoming the process.
•
What is ED recovery
progress? How much evidence
do you need?
•
Find evidence for success in
failures; see possibility,
not pathology.
•
Stand firm for complete
recovery
•
It's not necessarily over,
when it's over.
•
Prognosis
•
Aftercare
Session 10:
Consultations for cases
brought by online students
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