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Contact us for details of EMDR Training in South Africa for different levels,
i.e. registration, dates, venues and cost.
Qualifications for attending the EMDR Training:
A clinical background is necessary for the effective application of EMDR. Attendance at the workshop is limited to all levels of clinical social workers, psychologist, psychiatrist and mental health professionals who have a master’s degree or higher in the mental health field and are licensed.
Student/ Intern Requirements: Enrolment in a graduate program at an accredited school, completion of graduate level course work and in licensing track under state sanctioned supervision guidelines. Please submit a detailed CV and a copy of your student I.D.
EMDR is a specialized approach to psychotherapy that requires supervised training for full therapeutic effectiveness and client safety. The training workshops will consist of lectures, live and videotaped demonstrations, and supervised practice. This experiential training will familiarize participants with a broad spectrum of EMDR applications sufficient for comfortable and efficient use with a wide range patients and situations. Special attention will be given to the therapeutic needs of clients.
The format of the workshops has been designed by the originator of EMDR, dr. Francine Shapiro. The training is presented by workshop leaders that have been individually selected and trained by dr. Shapiro to provide the comprehensive information necessary for effective utilization of EMDR. The workshop itself and the workshop program follows the model created and taught by Dr. Shapiro since 1990.
The EMDR Basic Training, comprised of Level 1 and 2, is designed for licensed mental health practitioners who treat clients in a clinical setting. Training highlights will be::
Level 1 training consists of 10 hours didactic/theoretical training and 5 hours of supervised practice. During this training you will be trained and empowered:
It is recommended that you practice the skills learned in Weekend 1 with selected clients for a minimum of 20-30 sessions before attending Weekend 2.
This is a t Two Day Workshop on using EMDR with Children. During this workshop you will earn:
Don’t miss out on this amazing training.
Level 2 training consists of 10 hours didactic/theoretical training and 5 hours of supervised practice. During this training you will be trained and empowered:
To complete the training 10 hours of case supervision with an EMDR Institute Approved Consultant is required - 5 hours after level 1 training and prior to Level 2 ,and another 5 hours after Level 2. During your time of training you are also required to read the textbook, EMDR: Basic Principles, Protocols and Procedures (Shapiro 2001).
After the abovementioned requirements have been fulfilled, you will receive your certificate of completion. Please take note: No certificate of completion will be issued after Level 1 training.
All trainings will be on Zoom/live Webinars
All Zoom trainings will have a Post-test to measure both applied and conceptual knowledge of the content taught.
The magic of Play Therapy is a 6 day workshop on specialised therapeutic skills with children.
Play Therapy is defined as a dynamic interpersonal relationship between a child and a therapist trained in Play Therapy procedures. The Play Therapist provides selected play material and facilitates the development of a safe relationship for the child to fully express and explore self (feelings, thoughts, experiences and behaviours), through the child’s natural means of communication: play. Play itself does not produce the change, but it is the therapist’s interaction and utilisation of Play that is critical. This workshop will provide you, the professional, with
A theoretical understanding of the framework for using Play Therapy from a client centered perspective.
How to play therapeutically with children. Set realistic goals.
Identify indicators of emotional, sexual and ritual abuse.
How to equip a play therapy setting as well as work with what you’ve got.
How to work with the total system – parents and teachers.
Understanding the Meaning in children’s play – therapeutic uses of play.
How Play Therapy facilitates behavioural change.
Practical reasons why we use Play Therapy.
Communicating through play.
Reading themes in Play Therapy (video).
Making contact with children – structuring the relationship in the play room.
Therapeutic responses to children’s play.
Helping children develop self-control and self responsibility.
Toys and materials – categories of toys; and tote bag playroom.
Therapeutic limit setting – when to set limits; steps in therapeutic limit setting.
Filial/Family Therapy is a didactic and dynamic training method that involves parent in the therapy of their children by teaching and supervising them in the basic methodology of child-centered play therapy.
Participants will learn how to structure and conduct training within a ten week format – including content and organisation of weekly sessions and logistics of supervision/feedback of parent- conducted sessions.
Through video tapes of parents conducting play sessions, participants will learn how to supervise parents within the context of the group format.
Filial Therapy has been shown, through research and clinical experience, to be an effective intervention for children and families experiencing a variety of social, emotional and behavioural difficulties. This unique therapy involves parents as the primary change agents to resolve child-related problems and to encourage children’s healthy psychological development. Filial Therapists train and supervise parents, as the parents conduct child-centered play sessions, which not only helps eliminate presenting problems, but strengthens parent, child and family relationships. Participants will learn how to tutor parents through live demonstrations. This course is only available to those persons who have completed a 2 Day Workshop in client-centered Play Therapy.
Developmental Touch Therapy
Development Play is a highly compact, structured, developmentally-based Group Therapy Programme. It provides individual and group therapy for young children, training for adults and training for you, the Professional Leader. The purpose of the touch is simply to enable the child to experience his / her living body self. The Developmental Play Therapy is unique. Adults learn to do Developmental Play through exercises that enable them to experience themselves seen and touched, exercises that help them see and touch others. Developmental Play has proven effective with children who have relationship problems at the attachment level: Psychotic, Attention Deficit Hyperactive (ADHD), sexually and physically abused, and destructively acting out children.
Expressive Advanced Play Therapy Course
Specific Play Therapy Techniques will be demonstrated:
Art Therapy – This technique will teach you, the therapist, how to read a child’s spontaneous art productions, as well as how to incorporate a child’s own metaphorical art language to promote specific treatment goals.
Sand Therapy – Participants will explore the remarkable power of Sand Therapy for both assessment and treatment purposes. Hands on training will be provided for setting up Sand Therapy as well as how to observe, document and promote a healing process through Sand Therapy.
Puppet Interviews – Participants will learn how to conduct puppet interviews and learn to observe family interactions and dynamics including: cohesion, boundaries, effective contact organisation, verbal and non-verbal communication. In addition, discussion will focus on decoding and incorporating symbols, metaphors and metaphoric language that emerge during individual and family play activities and more.
About the Course
Format – 2 day intensive didactic presentation with clinical skills building.
Hands on learning for working with both individuals and families.
BASIC PRINCIPLES OF TF-IPT
Trauma focused Integrated Play Therapy (TF-IPT) is a model Well- suited to young children ages 5 to 17. The material is designed to elicit more full engagement in treatment and to remain sensitive to children’s natural hesitation and loyalty conflicts and confusions when discussing interpersonal traumas that involve family members or other trusted Individuals (adults or older children).
Format of the Three-Phase Model
Phase 1: Establishment of Safety (Five sessions)
Phase 2: Processing Traumatic Material (Five sessions)
Phase 3: Social Reconnection (Two Sessions with time extension)
Structure and Repetition
Working with young children and adolescents has special challenges and rewards. It is critical to ensure that clinical approaches are culturally and developmentally-appropriate, engaging, time-sensitive, and repetitive. In addition, tasks that engage the whole child and Include intellectual, emotional, physical, and expressive activities have greater potential to elicit more ample client participation. The following activities greatly enhance the potential for successful treatment:
THE RESEARCH MODEL
This curriculum was developed as part of a multi-site study (Fairfax, VA and Phoenix, AZ Child help outpatient treatment centres) comparing the following treatments using Randomized Controlled Trial design:
A. Trauma Focused Cognitive Behavioural Therapy (TF-CBT)
B. Trauma Focused Integrated Play Therapy (TF-IPT)
Assessments administered at intake and discharge (repeated measures) using the following scales:
A. Child self-report:
Trauma Symptom Checklist for Children, ages 8-16 (TSCC, Briere)
Emotional Expression Scale for Children, ages 6-18 (ESSC, Penza-Clyve & Zeman)
Child Post-Traumatic Cognitions Inventory, ages 6-18 (CPTCI, Meiser-Stedman, et. al.)
B. Parent report of child’s behaviour:
Child Behaviour Checklist, ages 5-18 (CBCL, Achenbach)
Child Sexual Behaviour Inventory, ages 5-12 (CSBI, Friedrich)
Trauma Symptom Checklist for Young Children, ages 5-7 (TSCYC, Briere)
Achenbach, T M & Rescorla, LA. (2001). Manual for the ASEBA School-Age Forms and Profiles. Burlington VT : University of Vermont. Research Center for Children , Youth and Families.