Robert Lusk – 2-Day: Trauma Treatment Certification Course: Comprehensive Strategies and Customizable Interventions for Enhanced Recovery

Outline

Trauma Impact: Summary of the Research Trauma Impact: Summary of the Research

• Definitions & conceptsDefinitions & concepts
• Short term and long term effects (the ACE study)Short term and long term effects (the ACE study)
• The “good” and “bad” news about trauma exposureThe “good” and “bad” news about trauma exposure
• Limitations of the researchLimitations of the research

Assessment and Diagnosis of Trauma Assessment and Diagnosis of Trauma

• Assessment of trauma in children, adolescents and adultsAssessment of trauma in children, adolescents and adults
• Trauma-& Stressor-Related Disorders in the DSM-5Trauma-& Stressor-Related Disorders in the DSM-5
• What’s still missing from the DSM-5®?What’s still missing from the DSM-5®?
• Common pitfalls in diagnosisCommon pitfalls in diagnosis
• My “favorite” diagnosis & why to use it frequentlyMy “favorite” diagnosis & why to use it frequently

Address Trauma’s Impact on NeurobiologyAddress Trauma’s Impact on Neurobiology

• Major areas of impactMajor areas of impact
• The 3-part brain (or upstairs/downstairs brain)The 3-part brain (or upstairs/downstairs brain)
• Neurologically-related issues in trauma survivors Neurologically-related issues in trauma survivors
  • ”Arrested Development””Arrested Development”
  • ”Hair Trigger” threat response”Hair Trigger” threat response
  • Cognitive, academic, & work-related problemsCognitive, academic, & work-related problems
• Relationship problemsRelationship problems
• The arousal continuumThe arousal continuum
• DissociationDissociation

Evidence-based Treatments vs. the “Real World” Evidence-based Treatments vs. the “Real World”

• What does “evidence-based” mean in trauma treatment?What does “evidence-based” mean in trauma treatment?
• Components of evidence-based treatmentsComponents of evidence-based treatments
• The evidence-based components approachThe evidence-based components approach

Points of Intervention in Trauma TreatmentPoints of Intervention in Trauma Treatment

• Main entry points: immediate support vs. trauma treatmentMain entry points: immediate support vs. trauma treatment
• Psychological first aidPsychological first aid
• Stages of trauma-focused treatmentStages of trauma-phd/">focused treatment
• What can you do if your client isn’t emotionally or physically safe?What can you do if your client isn’t emotionally or physically safe?
• Trauma-Focused Cognitive-Behavioral Therapy: The “Gold Standard”Trauma-Focused Cognitive-Behavioral Therapy: The “Gold Standard”
• Case examples Case examples
  • ”Amanda”: 7-year-old girl with sexual abuse and complex family issues”Amanda”: 7-year-old girl with sexual abuse and complex family issues
  • ”Phil”: mid-30s man whose son died while in his care”Phil”: mid-30s man whose son died while in his care

Address Critical Domains in Trauma TreatmentAddress Critical Domains in Trauma Treatment

• The Physiology DomainThe Physiology Domain
• Sleep Sleep
  • Nutrition and hydrationNutrition and hydration
  • Sensory needs and interventionsSensory needs and interventions
  • Medications, supplements, & nontraditional interventionsMedications, supplements, & nontraditional interventions
  • Physical activity/exercisePhysical activity/exercise
  • ”Amanda” and “Phil” and the physiology domain”Amanda” and “Phil” and the physiology domain
• The Relationship Domain The Relationship Domain
  • The Attachment, Regulation, & Competency (ARC) model (for youth)The Attachment, Regulation, & Competency (ARC) model (for youth)
  • Teaching caregiver emotional control (for caregivers of youth)Teaching caregiver emotional control (for caregivers of youth)
  • Build attunement (for caregivers of youth)Build attunement (for caregivers of youth)
  • Positive discipline (for caregivers of youth)Positive discipline (for caregivers of youth)
  • Build the therapeutic allianceBuild the therapeutic alliance
  • Build a support networkBuild a support network
  • Implement routines & ritualsImplement routines & rituals
  • ”Amanda” and the relationship/attachment domain”Amanda” and the relationship/attachment domain
  • ”Phil” and the relationship domain”Phil” and the relationship domain
• The Emotional Regulation Domain The Emotional Regulation Domain
  • Feelings identification and expressionFeelings identification and expression
  • Use SUDs scalesUse SUDs scales
  • Grounding & self-soothing techniquesGrounding & self-soothing techniques
  • The “Comfort Kit”The “Comfort Kit”
  • Add attunement!Add attunement!
  • Apply Bruce Perry’s Neurosequential Model of Therapeutics™ Apply Bruce Perry’s Neurosequential Model of Therapeutics™
    • NMT assessmentsNMT assessments
    • NMT: Interventions by developing ageNMT: Interventions by developing age
  • ”Amanda” and “Phil” and the emotional regulation domain”Amanda” and “Phil” and the emotional regulation domain
• The Cognitive Domain The Cognitive Domain
  • Teach and practice problem-solvingTeach and practice problem-solving
  • Teach and practice mindfulnessTeach and practice mindfulness
  • Address distorted cognitions: Most common targets of cognitive processingAddress distorted cognitions: Most common targets of cognitive processing
  • Cognitive processing: how to modify problematic thoughtsCognitive processing: how to modify problematic thoughts
  • Use the Franklin MethodUse the Franklin Method
  • ”Amanda” and “Phil” and the Cognitive Domain”Amanda” and “Phil” and the Cognitive Domain
• The Identity Domain The Identity Domain
  • Focus on identity and sense of selfFocus on identity and sense of self
  • Build on existing strengthsBuild on existing strengths
  • The Life Book approachThe Life Book approach
  • Exercises to improve identityExercises to improve identity
  • ”Amanda” and “Phil” and the identity domain”Amanda” and “Phil” and the identity domain

Additional Components for the 3 Stages of Trauma RecoveryAdditional Components for the 3 Stages of Trauma Recovery

• Stage One: Safety & Stabilization Stage One: Safety & Stabilization
  • Establish rapportEstablish rapport
  • Education of the client about effect of traumaEducation of the client about effect of trauma
  • Safety plansSafety plans
  • Trauma-specific areas of focusTrauma-specific areas of focus
  • Sexual abuse for “Amanda”Sexual abuse for “Amanda”
  • Triggers for “Phil”Triggers for “Phil”
• Stage Two: Process the Past Trauma Stage Two: Process the Past Trauma
  • PreparationPreparation
  • Create the trauma narrative Create the trauma narrative
    • Play and verbal-based methods of creating the trauma narrativePlay and verbal-based methods of creating the trauma narrative
    • Process of constructing a trauma narrativeProcess of constructing a trauma narrative
  • When is your client finished with Stage Two?When is your client finished with Stage Two?
  • Process “Amanda’s” trauma (play therapy “narrative”Process “Amanda’s” trauma (play therapy “narrative”
  • Process “Phil’s” trauma (verbal narrative)Process “Phil’s” trauma (verbal narrative)
• Stage Three: Reconnection: Stage Three: Reconnection:
  • Consolidate/internalize coping skillsConsolidate/internalize coping skills
  • Enhance positive emotionsEnhance positive emotions
  • Making meaning of the traumaMaking meaning of the trauma
  • Facilitate reconnection to daily activitiesFacilitate reconnection to daily activities
  • Enhance current relationshipsEnhance current relationships
  • Prepare for future safety and triggersPrepare for future safety and triggers
  • Posttraumatic growthPosttraumatic growth
  • Reconnection for “Amanda” and “Phil”Reconnection for “Amanda” and “Phil”

Resiliency and Protective FactorsResiliency and Protective Factors

• Research on resiliency and protective factorsResearch on resiliency and protective factors
• The top protective factors for traumaThe top protective factors for trauma
• Build resiliencyBuild resiliency