David M. Callahan, Ph.D.
Providing Psychological Services to
Cape Cod and Southeastern Massachusetts
UPCOMING SEMINAR/TRAINING
BRAINS GONE WILD:
PRACTICAL NEUROSCIENCE FOR
EVERYONE WHO HELPS ANYONE
Friday, January 11, 2019
8:30 AM - 3:30 PM
St. Vincent's Home
2425 Highland Avenue
Fall River, MA 02720
SPACE IS LIMITED.
REGISTER EARLY TO RESERVE YOUR SEAT!
6 CEUs for LICSWs, LCSWs LMHCs and LMFTs
CEUs sponsored by Child and Family Services
$119
Drawing on the principles of evolutionary biology, we explore the role of our reptilian, mammalian and primate brains in determining the actions and emotions that drive our most difficult students and clients.
We will explore what trauma does to the developing brain, how we learn to give and accept love, and how emotions influence and color the choices that we make.
The goal is to understand what goes wrong and how to make it go right, for therapists, teachers, (and even parents and spouses).
Course Outline
PART I: Brains Gone Wild
How brains develop
How healthy brains function
How brains go awry
This part of the training focuses on providing participants with a basic understanding of brain development, structures and functions. This includes an introduction to the capacities associated with major regions of the brain and how they impact both intellectual and emotional functioning. The role of genetics, epigenetics and traumatic exposures on the developing brains will be outlined.
The role of Adverse Childhood Experiences will be explored. We will define the underlying neurology of the Default Mode Network, our physiological baseline state.
Part II: Soothing the Gecko
Fundamental emotional states of the reptilian brain
Fostering balance and calm in groups and individuals to prevent dysregulation
Methods of intervention in response to dysregulation
This section targets the role of early, primitive brain structures on both learning. An outline of affective states of FEAR, RAGE and LUST and their impact on student readiness will be interconnected with observed behaviors,. There will be a dual emphasis on creating environmental and interpersonal components in the classroom to foster a sense of safety in order to bolster readiness for learning.
Attendees will examine their own physiological makeup and their Reptilian emotional regulation systems. Workshop participants will engage in exercises that teach methods of reducing internal states of tension and dysregulation. Specific training in the method of Coregulation of affect will be performed.
Part III: Feeding the Mouse
Fundamental emotional states of the mammalian brain
Maintaining contentment and interest to enhance pleasure and engagement
Signs of disengagement and disinterest; methods of intervention
This portion of the training will focus on the impact of early mammalian brain structures on learning and behavior. The fundamental role of the core mammalian emotions of CARE, PANIC, PLAY and SEEKING will be discussed, along with their implications for behavior and intervention stratagies.
Participants will engage in self-assessment of their Mammalian affective states.
Part IV: Hugging the Monkey
Fundamental emotional states of the primate brain
Engaging the prefrontal cortex
Enhancing the transcendent properties of the brain
This section of the training focuses on ways to access high-order cognitive and executive functioning to promote maximization ofpotential and to allow for transcendent learning. An examination of different executive tasks across the age span will lead to definition of specific methods of teaching and reinforcing executive skills will be tied to the emotional states of CARE and SEEKING.
Part V: Diagnosing Behaviors
The AGES profile of the goals of behavior
The PRO model of what motivates behaviors
Using the interface between emotional states and the goals of behavior to define
intervention strategies
This module will review the four basic goals of behavior and the emotional states that drive them. A framework for diagnosing the intent of behaviors as they interact with the emotional underlay that motivates them will be presented.
Part VI: Diagnosing People
Understanding the baseline state of our clients
Finding areas of strength and identifying areas of vulnerability
Engendering lasting change
The final section of the training focuses on the use of each individual's unique Default Mode Network as a baseline to define areas of need, barriers to change and pathways to lasting and sustainable changes in the emotions and behaviors of our clients.
Why do people persist in doing the same self-destructive behaviors?
Why don’t behavior plans work?
How do we tailor what we do to the needs of our most difficult clients?
How do we help people who don’t seem to want our help?
How do we reach students and clients who seem to not care?
