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Schema Therapy with Children, Adolescents and Parents (ST-CA) with Christof Loose & Maria Galimzyanowa

  • 17 Sep 2016
  • (UTC+02:00)
  • 23 Apr 2017
  • (UTC+02:00)
  • 3 sessions
  • 17 Sep 2016 (UTC+02:00) 18 Sep 2016 (UTC+02:00)
  • 11 Nov 2016 (UTC+01:00) 13 Nov 2016 (UTC+01:00)
  • 21 Apr 2017 (UTC+02:00) 23 Apr 2017 (UTC+02:00)
  • Maternushaus, Kardinal-Frings-Str. 1-3 50668 Köln, Germany

Children's Curriculum Schema Therapy

Schema Therapy with Children, Adolescents and Parents (ST-CA). Three workshops held in English in Cologne/Germany in 2016-2017

hosted by

Dr. Christof Loose from Düsseldorf & Dr. Maria Galimzyanowa from St. Petersburg

Workhop Dates:
Workshop # 1 (16 hours): Sept. 17 and 18, 2016 Workshop # 2 (24 hours): Nov. 11, 12 and 13, 2016 Workshop # 3 (24 hours): Apr. 21, 22 and 23, 2017

The three workshops (total 64 hours) will be held at the Maternushaus, in the center of Cologne.

Workshop Fees:
- Workshop # 1 (Introduction to ST-CA) - Workshop # 2 (Advanced, Part A)
- Workshop # 3 (Advanced, Part B)
All three, ooked together: €

Please send an email to Petra at info@schematherapie-koeln.de if you wish further information or if you wish to register.

Thanks for your attention! We will be glad to welcome you in Cologne!
Dr. Christof Loose, Dr. Maria Galimzyanowa and Petra Baumann-Frankenberger

Jan. 25, 2016 

General Information: Childre s Curri ulu

Schema Therapy with Children, Adolescents (ST-CA) and their Parents (Three workshop units: 1 x 2 days, 2 x 3 days; in total 64 TU*)

Schema Therapy (ST) developed by Jeffrey Young is an enhancement and development of cognitive behavioral therapy (CBT), and particularly integrates emotions, but also developmental aspects centrally in their diagnostic and therapeutic considerations. In addition, ST is based on a model of schemas, modes and the basic needs and "their fate" during the life course. Therefore, ST - in terms of technical and strategic variant of CBT seems to be also and especially in the field of child and adolescent therapy particularly suited to generate action-guiding, diagnostic and therapeutic concepts.

In total 3 workshop units (WS 1-3) of the "Children's Curriculum", first the schema therapeutic conceptual model (schemas, modes, coping strategies), the underlying theory (central importance core needs in the context of developmental tasks), possible diagnostic means (eg, projective methods) and requirements in the therapeutic attitude (eg, concept of "limited reparenting" and "empathic confrontation" ) are outlined, put on the ground of temperament and personality factors in childhood and adolescence. However, in the center of the workshop series are training and practice units, encompassing schema therapeutic strategies that have proven successful in cognitive behavioral therapy of childhood and adolescence. Another focus is laid on the teaching of advanced and deepened work with parents i terms of "Schema Coaching" or "Systemic Schema Therapy" that include a mode specific transactional processes between child and parent and shed a light on mutual reinforcement's processes of child's and parent's maladaptive schemas. Last but not least the basic principles of ST-CA in groups are outlined.

Workshop s Na e

total

didactic

dyadic

ST-CA WS 1

Children's Curriculum Workshop 1 Introductory Workshop

16 TU*

13 TU

3 TU

ST-CA WS 2

Children's Curriculum Workshop 2 Focus: ST for Children & Adolescents; ST for Parents (1)

24 TU

15 TU

9 TU

ST-CA WS 3

Children's Curriculum Workshop 3 Focus: ST for Parents (2) and Schema Therapeutic Case Conceptualization

24 TU

16 TU

8 TU

In total

64 TU

44 TU

20 TU

* TU = Teaching Unit, 45 minutes each 


Workshops held in English:

Christof Loose and Maria Galimzyanova are not native English speakers, but they are able to speak English and teach in an understandable and clear way.

Children's Curriculum Workshop 1 ("Introductory WS", 16 TU)

The introductory workshop illuminates the formation and perpetuating model of maladaptive schemas against the background of age-specific developmental tasks, risk and protective temperamental factors. Related to the children’s age the 18 s he as described by Young are outlined with their typical child and adolescent appearance and coping strategies. Other topics include the multimodal diagnostic techniques (use of exploration, survey, imagery, case conceptualization) and explain the significance of the therapeutic relationship, psychoeducation and empathic confrontation.

As an overview therapeutic strategies are demonstrated: Working with drawings and pictures, mode-based play therapy, working with stories, finger and hand puppets, small figurines, metaphors, chair work, imagery, templates, the use of flash cards and homework.

An important part of the introductory workshop is to work with parents, which is also outlined in an overview. Contents are typical parental mode constellations, mode cycle flash cards, investigation of parental schemas and modes, and the practical implementation in mode work with parents (working with chairs, templates, wooden figures, drawings, etc.).

Beside the introductory in schema theory the workshop offers many practical demonstrations by picture and video material, and small exercises allow the participants transferring the content into their own practice.

Children's Curriculum Workshop 2 (three days, 24 TU)
Focus: ST for Children and Adolescents (16 TU) and ST for Parents (8 TU)

This workshop is based upon the content of the introductory workshop (WS 1), whose participation is a prerequisite for the immersion workshops (WS 2 to 3).

Exception: Participants, who attended the introductory WS for Adult's Schema Therapy can join in directly in the children's curriculum, if they have attended the Pre-Conference-WS in Istanbul (ISST-Conference in June 2014).

This workshop is based upon the content of the introductory workshop (WS 1). The goal of this workshop is to learn the techniques of schema therapy with children and adolescents specifically. Additionally, there will be an introduction into the work with parents. 

After a brief connection with the schema theoretical introduction and sharing of some experiences in practice (WS 1), the focus will be laid on the features of the particular therapeutic relationship, including the concepts of limited reparenting, empathic confrontation and practical working with the special schema therapeutic techniques.

Video examples and role-play in groups of two or three participants ensure the consolidation and deepening of what has been learnt. In particular, the content and methods are:

Working on close relationships with children and adolescents Working with finger and hand puppets
Imagery
Use of flash cards and homework

Working with (stem) stories

The first part of the parental work includes:

• Therapeutic relationship with parents: "Limited Grandparenting"
• Investigation of parental resources, needs and family structures
Testing of questionnaires
• Education of the schema and mode concept in the context of parenting with exercises in groups

Beside the features of schema theory the workshop offers many practical demonstrations by picture and video material, and small exercises allow the participants transferring the content into their own practice.

Children's Curriculum Workshop 3 (three days, 24 TU)
Focus: ST for Parents (8 TU), Schema Therapeutic Case Conceptualization (8 TU), Group Schema-Therapy for Children and Adolescents (8 TU)

This workshop is based upon the content of the introductory and immersion workshop (WS 1 and WS 2), whose participation is a prerequisite for this immersion workshop (WS 3).

The goal of this workshop is to learn the techniques of schema therapy with parents (continuation of WS 2) and to apply the schematic therapeutic approaches to their own cases.

After a brief connection with the theory of WS 1 und WS 2, the focus will be laid on the features of the work with parents including practical exercises. The parental mode work with chairs, finger puppets, templates, imagery, schema and mode flash card, internal dialogue and schema diary are the central point of the first day of WS 3. 

The second part of the parental work includes: (first part was in WS 2):

• Creating a schematic therapeutic and systemic disturbance model
• Adjustment of the parental schemas and modes
• Collusion of schemas and modes among the therapist and the patient (child/parents)

Case Conceptualization: Case studies of the participants and role play in groups of two or three participants ensure the deepening of what has been learnt. After the case presentation in the plenary, participants work out in small groups the schema therapeutic case concept and treatment plan to this patient and his family. Based on already implemented schematic therapeutic treatment techniques progress and problems in the used interventions are discussed. In the last unit participants will learn, how to follow the schema therapeutic approaches in the context of self-awareness, self-disclosure and supervision groups. The following content will be covered in the second and third day of this workshop:

• Illustration of the basic approach to case conceptualization
Conceptualization and treatment planning for their own cases
• Schema therapeutic aspects of supervision, self-experience and certification

  • Working on the "Inner House"

  • Mode-oriented play therapy.

    Group Schema-Therapy for Children and Adolescents (GST-CA)

  •   Basics of Group ST-CA

  •   Goals of group ST with children and adolescents

  •   Process of Group ST-CA (stages and main procedures)

  •   Bonding and emotional regulation. Establishing a group-family

  •   Mode awareness. Identification of the modes in Group Schema-therapy.

  •   Mode change work. Working with different modes in the GST-CA. Various techniques of

    group mode-work.

  •   Mode role-play in GST-CA.

  •   Using art-therapy in group ST with children and adolescents (making collages, personal

    and group pictures, handicrafts etc.)

  •   Using imagery and music-therapy techniques.

  •   Storytelling techniques in GST-CA.

  •   Group ST-CA therapist’s toolkit

  •   Helping children to transfer achieved results to their everyday life.

  •   GST-CA in mixed groups of children and their parents 


    Relevant Literature:

    SCHEMATHERAPY FOR CHILDREN AND ADOLESCENTS

    •   Loose, C & Graaf, P(2014). Schematherapie mit Kindern. Video-Learning. Weinheim.

      Beltz.

    •   Loose, C, Graaf, P, & Zarbock, G. (2013). Schematherapie mit Kindern und Jugendlichen.

      Weinheim: Beltz

    •   Loose, C, Graaf, P, & Zarbock, G. (2015). Störungsspezifische Schematherapie mit

      Kindern und Jugendlichen. Weinheim: Beltz

      SCHEMATHERAPY FOR PARENTS

    Louis, J.P. & Mac Donald Louis, K. (2015). Good Enough Parenting: An In-Depth

    Perspective on Meeting Core Emotional Needs and Avoiding Exasperation. Morgan James Pub.

    SCHEMATHERAPY FOR ADULTS

    •   Arntz, A. & Jacob, G. (2012). Schema Therapy in Practice: An Introductory Guide to the

      Schema Mode Approach. New York: John Wiley & Sons.

    •   Jacob, G. & Genderen, van H. & Seebauer, L. (2015). Breaking Negative Thinking

      Patterns: A Schema Therapy Self-Help and Support Book. New York: John Wiley & Sons.

    •   Kellogg, S. (2015). Transformational Chairwork. Using Psychotherapeutic Dialogues in

      Clinical Practice. Lanham: Rowman & Littlefield.

    •   Rafaeli, E., Bernstein, D.P., & Young, J. (2011). Schema Therapy (CBT Distinctive

      Features). Taylor & Francis.

    •   Vreeswijk, M. van, Broersen, J. & Nadort, M. (2012). The Wiley-Blackwell Handbook of

      Schema Therapy: Theory, Research and Practice. New York: John Wiley & Sons.

    •   Young, J., Klosko, J. & Weishaar, M. E. (2006). Schema Therapy: A Practitioner's Guide.

      New York: Guilford Pubn.

      SCHEMATHERAPY FOR GROUPS

      •   Farrell, J.M. & Shaw, I.A. (2012). Group Schema Therapy for Borderline Personality

        Disorder: A Step-by-Step Treatment Manual with Patient Workbook. John Wiley & Sons.

      •   Farrell, J.M., Reiss, N. & Shaw, I.A. (2014). The Schema Therapy Clinician's Guide: A

        Complete Resource for Building and Delivering Individual, Group and Integrated Schema Mode Treatment Programs. New York: John Wiley Blackwell.

        More information on ST-CA: www.schematherapy-for-children.de
        More information on ST workshops in Cologne: www.schematherapie-koeln.de

    Facilitated by:

    IST-K Schematherapie Köln UG Director: Petra Baumann-Frankenberger

    Am Malzbüchel 6-8 DE-50667 Köln Phone: 0049-221-29209405 Fax: 0049-221-29209401 info@schematherapie-koeln.de 

Why Schema Therapy?

Schema therapy has been extensively researched to effectively treat a wide variety of typically treatment resistant conditions, including Borderline Personality Disorder and Narcissistic Personality Disorder. Read our summary of the latest research comparing the dramatic results of schema therapy compared to other standard models of psychotherapy.

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