Trainings

Learning Objectives

• Distinguish between Criterion A traumas and other distressing, aversive events. 
• Screen for PTSD utilizing the PCL-5 with incoming clients. 

Learning Objectives 

• Integrate appropriate measures into the assessment of insomnia and obstructive sleep apnea. 
• Distinguish between patients who do and do not require a referral to a primary care doctor and/or a sleep specialist for sleep concerns. 

Learning Objectives 

• Develop a safety plan for suicide with patients using the seven-step process. 
• Apply the principles of lethal means safety counseling when working with patients at risk for suicide. 

Learning Objectives 

• Evaluate the definition of ethics and how it relates to the role of the mental health provider. 
• Analyze five (5) ethical challenges common to mental health providers working with the military population. 
• Use Gottlieb’s model to avoid dual relationships. 
• Apply knowledge of the ethical decision-making process to military case examples. 

Learning Objectives

• Distinguish Insomnia Disorder from Insufficient Sleep Syndrome. 
• Differentiate the role of process S (Homeostatic Sleep Drive) and process C (Circadian Rhythm) in regulating sleep. 
• Analyze the differences in sleep architecture between individuals with and without insomnia. 
• Demonstrate interview skills specific to conducting a sleep assessment. 
• Formulate an individualized case conceptualization (including 3 P model) of insomnia for military patients. 
• Integrate subjective sleep measures for CBT-I treatment decisions with patients. 
• Evaluate the negative effects of hyperarousal (physical, cognitive, emotional) on sleep. 
• Calculate a patient’s sleep efficiency using data from sleep diaries. 
• Apply principles of stimulus control to patients with insomnia. 
• Create new bedtime and wake time schedules for patients using sleep restriction principles. 
• Evaluate the use of cognitive therapy approaches in treating patients with insomnia. 
• Appraise the role of CBT-I in cases of insomnia with co-morbidities. 

Learning Objectives 

• Differentiate between rates of suicide in civilian and military populations and identify the clinical implications of these differences. 
• Categorize suicidal and non-suicidal thoughts and behaviors in relation to clinical assessment. 
• Apply at least one psychological theory of suicide to the process of clinical assessment and treatment planning. 
• Integrate suicide risk and protective factors unique to military populations into overall risk assessment for suicide. 
• Develop a safety plan in collaboration with a patient. 
• Use means safety counseling in patient interactions to improve clinical outcomes. 
• Create a timeline of a patient’s suicidal crisis for use in treatment. 
• Evaluate key negative thoughts associated with the intent to die by suicide as related to clinical practice. 
• Apply CBT formulation of suicide using the expanded case conceptualization model of the suicidal crisis. 
• Use cognitive, behavioral, and affective coping strategies associated with CBT-SP to help patients cope with suicide urges. 
• Modify standard behavioral activation practices to be applied within the CBT-SP protocol. 
• Use the guided imagery exercise as part of the relapse prevention protocol for CBT-SP. 

Learning Objectives 

• Analyze symptoms of PTSD through the lens of CPT theory. 
• Evaluate the empirical evidence of CPT’s effectiveness in reducing PTSD. 
• Appraise methods of assessing CPT treatment effectiveness. 
• Apply the CPT standard protocol to individual patients diagnosed with PTSD. 
• Use appropriate CPT practice assignments for effective PTSD treatment. 
• Distinguish between the two primary types of emotions. 
• Formulate appropriate goals for CPT treatment. 
• Evaluate treatment compliance during CPT. 
• Explain the concept of stuck points. 
• Differentiate between the five trauma themes. 
• Use Socratic Dialogue with CPT clients. 

Learning Objectives 

• Formulate a rationale for Prolonged Exposure Therapy that builds rapport, improves client motivation, and increases treatment adherence. 
• Demonstrate an effective method of breathing that reduces client arousal and promotes distress tolerance. 
• Design an individualized avoidance hierarchy designed to systematically confront core fears. 
• Use in vivo exposure to block trauma related avoidance. 
• Apply imaginal exposure exercises to reduce the intensity and frequency of PTSD symptoms. 
• Apply specific skills to manage emotional engagement to increase the effectiveness of imaginal exposure. 
• Develop homework assignments that deepen exposure-based learning and further treatment goals. 
• Distinguish “hot spots” in the trauma memory in order to more efficiently reduce the intensity of associated symptoms. 
• Analyze exposure exercises to facilitate new learning and modify client’s unhelpful, trauma-based cognitions. 
• Integrate new strategies to revise unhelpful cognitions that promote avoidance and maintain symptoms. 
• Evaluate Prolonged Exposure Therapy outcomes using standardized procedures and use assessment data to refine treatment planning. 
• Modify exposure techniques in a theoretically consistent manner to improve accessibility and clinical outcomes for specific patients.