Social and Emotional Development for Children and Teens: Mind-Body Strategies to Improve Challenging Behaviors, Self-Regulation and Stress

CPD

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Speaker

Mona M. Delahooke, PhD Related seminars and products

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Mona M. Delahooke, PhD, is a clinical psychologist who’s worked with multi-disciplinary teams for over 30 years. A senior faculty member of the Profectum Foundation, she’s the author of the national bestseller Brain-Body Parenting, How to Stop Managing Behaviors and Start Raising Joyful, Resilient Kids, and the award-winning Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges.

 

Speaker Disclosures:
Financial: Dr. Mona Delahooke maintains a private practice and has employment relationships with the Los Angeles Department of Mental Health, the Profectum Foundation, and Villa Esperanza Services. She receives royalties as a published author. Dr. Delahooke receives a speaking honorarium, recording, and book royalties from Psychotherapy Networker and PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. Mona Delahooke is a member of the American Psychological Association, the Zero to Three Foundation, the Infant Development Association of California, and the Partnership for Awareness.

Objectives

1. Determine treatment strategies/techniques based on each individual’s emotional/ sensory/motor profile and neuroception of safety in social-emotional development.
2. Explore the difference between intentional misbehavior and stress responses.
3. Integrate mind and body-based techniques for the treatment of mental health, behavioral and developmental challenges.
4. Employ the 3-step process of personalized attunement to help children become calm and emotionally regulated.
5. Articulate the importance of a cross-disciplinary approach to supporting social-emotional development.
6. Communicate the critical importance of the “therapeutic use of self” when working with children.

Outline

• Foundations for Social-Emotional Treatment
  • Difference between developmental and chronological age and clinical/educational implications
  • Neuroception—Polyvagal Theory (Stephen Porges, Ph.D.)
  • The therapeutic “use of self”
  • Difference between purposeful misbehavior and stress responses
  • Parent-child and provider-parent relationships
  • Promote a calm and alert state
• Strategies Tailored to Individual Differences
  • Conscious vs unconscious behaviors
  • Identify underlying challenges
  • Work at each person’s neurodevelopmental level
  • Identify the behavioral features of stress responses and how to support in real time
  • Treat functional capacities/challenges across diagnoses
  • Three steps to personalized attunement
• Mind-Based Techniques for Regulation, Attention and Engagement
  • Sensorimotor contributions to physiological regulation
  • Establish the neuroception of safety as the priority
  • Auditory and other sensory pathways to support physiological and emotional regulation
  • Play techniques for pre-symbolic development
  • Powerful wordless dialogues
  • Non-verbal social problem solving
• Body-Based Techniques for Social Problem-Solving, Executive Function and Cognitive Flexibility
  • Communicative flow
  • Build symbolic bridges
  • Re-enactment of procedural memories and how to debrief
  • Availability to use “mind” to control body
  • Integrate mind/body strategies
• Techniques for Autism Spectrum Disorder
  • Behavioral, developmental and hybrid approaches—how to choose
  • Floortime®, DIR and FCD, and developmental, relationship-based techniques
  • Behavioral and developmental techniques
  • Alternative forms of communication for non-speakers
  • Lessons about neurodiversity and avoiding ableism
• Techniques for Communication Delays
  • Non-verbal communication
  • Affect/emotion harnessing techniques
  • Promote intentional communication with caregiver
  • How to combine words, affect and action
• Techniques for Challenging Behaviors
  • Deconstruct oppositional defiant disorder
  • Determine upstream causes of challenging behaviors
  • Use the child’s natural sensory preferences for cooperation
  • Stress responses and faulty neuroception
  • Support adaptive responses to emotional dysregulation
• Techniques for Anxiety, Stress and Trauma
  • Identify stress responses as early as possible
  • Emotional co-regulation and modulation strategies
  • Build symbolic pathways through story telling
  • Explore fears through procedural re-enactment
  • Partner with parents

Target Audience

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