November Intake (Now Registering)
November 13, 2017 to April 6. 2018
$1250 + HST: Early Bird Discount ($100) for payment in full before Oct 7, 2017
Registration Deadline: October 24, 2017
Participants will also learn...
To listen for ‘how the violence was learned’ and help the youth to understand that, like all learned behaviors, violence can be changed;
Recognize the warning signs of violence and intervene where necessary. Signs include episodes of violence or aggressive behavior at an early age; victim of bullying; frequent conflicts with authority; early childhood abuse or neglect; history of witnessed violence at home; parent (s) or other family members condones use of violence; history of cruelty to animals; diagnosis with a major mental illness; lacking empathy for others; a history of vandalism/property damage and more;
Recognize the warning signs that can quickly escalate: serious drug or alcohol use; current gang membership or wanting to be a member of a gang; access to weapons or fascination with weapons, especially guns; difficulty regulating emotions such as anger; controlling feelings like anger; withdrawal from friends and usual activities; often feeling rejected or alone; feeling continually disrespected.
Cognitive Behaviour Therapy has been shown to be effective with youth who are potentially violent and who have been violent. They learn the connection between their automatic thoughts, feelings and behaviours. They learn that their thoughts may be triggered by experiences that happened when they were younger, and trigger thoughts about themselves, others and the future. They will learn that their beliefs about themselves, others and the future may no longer be true or perhaps were never true. Although these immature and developmental beliefs may have never been true, nonetheless the result can be ineffective problem solving and decision making, inability to reason and accept blame for their negative behaviours, lack of trust in others and the future, impulsivity, a sense of entitlement, inability to delay gratification, inability to distinguish between wants and needs, inability to feel empathy for others, and to consider their rights, use of force rather than reason to achieve goals, and inability to manage anger.
What Will I Learn in This Course?
Youth violence is a significant societal problem that has serious, and often disastrous, outcomes in their own lives, the lives of their families, the communities in which they live, and often even victims of crimes they perpetuate. It is startling to realize that youth, even before their brains have fully completed growth and maturation, experience sufficient violence to cause serious harm to themselves and others. However, the knowledge and skills to recognize and treat potentially violent youth are beyond the preparation most mental health professionals receive in their training programs. To run effective programs for violent and potentially violent youth, and to provide them with effective individual counselling and therapy, mental health professionals need the tools and resources for the role. It is one thing to provide support and guidance for youth and their families in promoting emotional wellness, positive self-esteem, academic achievement, socially accepted behaviours, physical health, and positive peer relationships. It is quite another to be faced with youth who may already be heavily involved in bullying in school, acts of violence against other children and perhaps adults, substance abuse, anti-social aggressive behaviours, school failure, delinquency, and perhaps combined as well with depression and/or anxiety. This online course for mental health professionals is designed to assist professionals in planning, implementing, and evaluating the use of Cognitive Behavioural strategies to decrease violence in youth.
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Characteristics of distorted thinking in troubled youth may include:
Immature or developmentally arrested thoughts; Poor problem solving and decision making; An inability to consider the effects of one’s behavior; An egocentric viewpoint with a negative view or lack of trust in other people; A hampered ability to reason and accept blame for wrongdoing; A mistaken belief of entitlement, including an inability to delay gratification; confusing wants and needs, and ignoring the rights of other people; A tendency to act on impulse, including a lack of self-control and empathy; An inability to manage feelings of anger; and The use of force and violence as a means to achieve goals (Clark, 2010).
May Intake (Now Registering)
May 14, 2018 to October 12, 2018
$1250 + HST: Early Bird Discount ($100) for payment in full before April 13, 2018
Registration Deadline: May 4, 2018
Cognitive Behaviour Therapy to Decrease Violence in Youth
Participants will learn to...
Competently teach youth to recognize the thoughts and feelings that precede anger: NATs, muscle tension, increased heart rate; changes breathing; uncomfortable feelings in the stomach, flushed face, and desire to ‘do something’. Teach youth to use healthy strategies to deal with anger;
Whenever possible, work with families to improve communication and interactions between parents and youth, and resolve problems that arise, improve family functioning, and improve parenting practices;
Whenever possible, communicate to parents or caretakers that identification and intervention is vital to promoting positive outcomes, and this may require a multi-systems approach;
Whenever possible, address the family's strengths and needs, and suggest services applicability to the family's current level of need;
Provide services with consideration to particular needs that exist because of race, religion, national origin, sexual orientation, gender, physical disability or other individual characteristics;
How to talk to youth about activities to replace those driven by their negative automatic thoughts.
How Will I Learn It?
Cognitive Behaviour Therapy can be used to teach youth to become conscious of the impact their thoughts have on their feelings and behaviours, and the effects their behaviours have on others.
Participants will understand the fundamental differences between primary, secondary and tertiary prevention (prevention and levels of intervention).
We specialize in online learning in Cognitive Behaviour Therapy for mental (and physical) health professionals. We realize that educating professionals in CBT significantly expands the health and wellness resources available to healthcare clients.
You will work in small collaborative groups within a larger class. In fact, you can register with a group of 6-8 peers and expect to complete the entire program with that same group. Alternately, you can register individually and work with people from across the country and beyond. Your collaborative learning groups will facilitate the development of critical thinking skills, the co-creation of knowledge, meaning, reflection, and transformative learning. Reciprocal scaffolding (Holton and Thomas, 2006) is utilized where collaboratively working groups are provided with opportunities to learn from the experiences and knowledge of each other.
This online program consists of weekly video lectures, weekly discussion, frequent electronic quizzes to keep you on-track, group Case Studies, and meetings with your facilitator via Skype/Adobe Connect.
Clark, P. (2010). Preventing Future Crime With Cognitive Behavioral Therapy. National Institute of Justice Journal, 265.
Holton, D., and Clark, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, 127-143.
In this program, participants will learn to...
Use Cognitive Behaviour Therapy in collaboratively working with youth on negative assumptions and core beliefs conducive to antisocial behaviour;
Work with youth in emotion identification, processing, and regulation;
Work with youth in helping them manage their own anxiety;
Evaluate and assess for potential and actual violence in youth and make referrals where necessary;
Listen effectively for ‘reasons’ for violence (1) release feelings of anger or frustration; (2) manipulation and control of others; or (3) Retaliation against a person who has injured the youth or someone he/she cares about;
Work with youth in tracking maladaptive cognition, and how they relate to interpersonal and self-management skills, and address deficits in social skills that perpetuate negative automatic thoughts;
Competently help youth build capacity in all spheres.
Structure an outpatient group to decrease youth violence;
Facilitate a group designed to decrease youth violence.
Program Pre-Approved by the Canadian Counselling & Psychotherapy Association for 68 Credit Hours
Event Code 64931037
Pre-Approved by the Canadian Addiction Counsellors Certification Federation for 57 CORE CEU Hours
Cognitive Behaviour Therapy begins from the premise that the vast majority of people can become conscious of their own thoughts and behaviors and then make positive changes to them. When we adopt a CBT perspective for decreasing youth violence, we acknowledge that the youth's thoughts are often the result of experience, and his or her behaviour is often influenced and triggered by these thoughts. These thoughts are often distorted and do not accurately test reality.
Cognitive behavioral therapy has been found to improve social skills, problem solving, critical reasoning, moral reasoning, cognitive style, self-control, impulse management and self-efficacy in problem youth.
Participants will learn...
To recognize active signs of violence: increased anger; frequently getting into physical fights; increased use of alcohol or drugs; increased risk-taking behavior; declining school performance; acute episode of major mental illness; plans to commit acts of violence; engaging in harassment, aggression, racism, sexism, heterosexism and bullying; making threats or plans for hurting others; and obtaining or carrying a weapon;
To work collaboratively with youth to examine cognitive distortions that lead to avoidance of responsibility for anti-social behaviour;
To work collaboratively with youth in creating detailed record of thoughts and feelings before, during and after anti-social actions, and cognitive restructuring toward understanding of the factors involved in anti-social actions.