• Study externally from anywhere in Australia, even overseas.
• Fund your tuition with FEE-HELP.
• [Psych] Save up to $48,800 on your qualification.
• [Couns] Save up to $13,100 on your qualification.
• You can start with only 1 subject.
• Online learning portal with access to all study materials, readings and video lectures.
• Attend Residential Schools in Brisbane or Melbourne* to integrate your learning.
• Learning in a friendly, small group environment.

You can submit your obligation free expression of interest (or enrol) in the Bachelor of Psychological Science here: www.aip.edu.au/lz
 
And the Bachelor of Counselling here: www.aipc.edu.au/degree
 
If you’re thinking about a career in Psychology or Counselling, submit your interest now to avoid missing out.
 
More information on the programs:
 
Bachelor of Psychological Science: www.aip.edu.au/lz
Bachelor of Counselling: www.aipc.edu.au/degree
 
*Residential Schools at our Academic Rooms in Melbourne are available for the Bachelor of Counselling degree and Core subjects of the Bachelor of Psychological Science degree.

These names of virtues, with their precepts, were:

1. TEMPERANCE. Eat not to dullness; drink not to elevation.
2. SILENCE. Speak not but what may benefit others or yourself; avoid trifling conversation.
3. ORDER. Let all your things have their places; let each part of your business have its time.
4. RESOLUTION. Resolve to perform what you ought; perform without fail what you resolve.
5. FRUGALITY. Make no expense but to do good to others or yourself; i.e., waste nothing.
6. INDUSTRY. Lose no time; be always employed in something useful; cut off all unnecessary actions.
7. SINCERITY. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.
8. JUSTICE. Wrong none by doing injuries, or omitting the benefits that are your duty.
9. MODERATION. Avoid extremes; forbear resenting injuries so much as you think they deserve.
10. CLEANLINESS. Tolerate no uncleanliness in body, clothes, or habitation.
11. TRANQUILLITY. Be not disturbed at trifles, or at accidents common or unavoidable.
12. CHASTITY. Rarely use venery but for health or offspring, never to dullness, weakness, or the injury of your own or another’s peace or reputation.
13. HUMILITY. Imitate Jesus* and Socrates.

(Source:  The Autobiography of Benjamin Franklin, Chapter 9)

Using this list of virtues, Franklin devised the following plan:

“My intention being to acquire the habitude of all these virtues, I judged it would be well not to distract my attention by attempting the whole at once, but to fix it on one of them at a time; and, when I should be master of that, then to proceed to another, and so on, till I should have gone thro’ the thirteen; and, as the previous acquisition of some might facilitate the acquisition of certain others, I arranged them with that view, as they stand above.” (The Autobiography of Benjamin Franklin, Chapter 9)

He Continues:

“And like him who, having a garden to weed, does not attempt to eradicate all the bad herbs at once, which would exceed his reach and his strength, but works on one of the beds at a time.” (The Autobiography of Benjamin Franklin, Chapter 9)

Some interesting notes:

1. He only gave himself one week to acquire each virtue. If you ever make a list of habits, I recommend at least three weeks to acquire a each new habit. This has been show to be a more effective length of time.
2. He found the virtue of ORDER the most difficult to attain. He said that his excellent memory reduced the necessity and the benefit of organisation. Later in life, as his memory started to fail, he regretted his disorganisation more.
3. Be warned, as much as I agree with this “one goal at a time” philosophy, this Personal Challenge blog could easily have a half dozen goal-based challenges going on at the same time. I think one can juggle several balls in the air if one makes sure that each ball has its own space to move in.

(Source: Personal Challenge Blog)

If you are interested in personal growth, why not give this model (or your adaptation of it) a shot?

*Note: Franklin’s reference to Jesus here is purely from a virtue perspective, and not intended to single out a particular religious view as “more righteous or correct”. In his book, Franklin insists that his moral attainment plan was intended for use by individuals of any religious orientation.

What makes one person ‘bounce back’ following adversity and another person seem to ‘crumble in a heap’? This question has always posed a fascination for me. I have often wondered whether individuals are simply born with the skills to cope with the difficulties that life often presents or whether there are a set of stress-coping skills that individuals can learn. I love Martin Seligman’s response. As the founder of the modern Positive Psychology movement approximately 20 years ago, Seligman believes we can create our own happiness. That is, we can all learn how to become more resilient. I agree. I believe that individuals can learn the skills needed for a more positive life. I also believe that we, as counsellors, particularly need to learn and apply these skills in everyday life. We owe it to our clients.

I teach my clients on a daily basis the skills of Learned Resourcefulness and Learned Optimism (among others). I teach my clients how to challenge their thoughts and decide whether their present methods of coping are effective or ineffective. Teaching clients these skills, through Cognitive Behaviour Therapy, Gestalt Therapy, Solution-Focused Therapy, etc., helps them take control over their own lives. They are learning to become more positive in their views, and thus more resilient. It is the most wonderful feeling to know that you have been instrumental in guiding these individuals in the pursuit of their own happiness. What a privileged position we as therapists are in!

I have worked as a private assessor/seminar presenter with the Australian Institute of Professional Counsellors over a ten year period.  In this time, I have seen many students struggling with issues in their own lives – as we all do. What I find fascinating is whether we have the tools to overcome our own struggles. If we can learn, for example, to avoid the three P’s – Permanence, Pervasiveness and Personalisation as Seligman proposes, then surely we are in a better position to help others to do the same?

I am not suggesting that we all have to endure the same experiences as our clients. This would be impossible. What I am proposing however, is that counsellors and psychologists need to learn the skills of Positive Psychology if they are going to advocate them for their clients. Learning the skills can be beneficial to all of us both in our private and professional lives. Think of it this way.  Wouldn’t you prefer to go to a counsellor who had experienced some personal issues but managed to overcome those using Positive Psychology principles? 

If someone was going to teach me stress-coping techniques based on Positive Psychology that they believed would be beneficial to me, I would want to know that they had tried the methods themselves. Does the person appear to be optimistic? Have they overcome their own challenges using Positive Psychology methods and principles? How did they find it helped them?

I am not suggesting that we as therapists tell our clients all of our life history. I am very cautious about self-disclosure and generally will only disclose relevant, personal information if I genuinely believe it will assist the client. I will generally follow self-disclosure with an explanation why I told the client this information and use a ‘check-out’ at the end to ensure that they are happy with the disclosure. In the majority of cases, I find the clients are very receptive and really appreciate knowing that I have personally tried the methods I advocate.

I use the case example of clinical hypnotherapy. In some cases, I will use this form of therapy – particularly when clients present with issues/phobias that have a chronic history. Having participated in clinical hypnotherapy myself, I understand many of the concerns that my clients may have with this form of therapy. Concerns over losing personal control, revealing personal secrets, implantation of suggestions that are not in keeping with my own etc. are all discussed prior to the therapy. I believe we should do the same with Positive Psychology.

Counsellors and psychologists need to learn, and apply, the skills in our own lives. Find out if they are helpful and in what ways. What are the barriers we experience in learning how to be more optimistic?  How difficult do we find it to access resources that are available to us in culturally acceptable ways? Chances are our clients will encounter similar difficulties. Teaching them the skills of Positive Psychology in order to become more resilient is only one piece of the puzzle. Teaching them the skills of Positive Psychology, based on our own experience and applied in everyday life as part of daily practice, is one of the most important pieces of the puzzle. Only when we know how to create the path to our own happiness and then impart this knowledge to our clients, can we (and our clients) be truly happy.

Transcript of a Counselling Session

The transcript below outlines the third session between “The Professional Therapist” and a 15 year old girl (“Cindy”) suffering depression following death of her Grandmother in June 2011 and her Uncle in September 2011.

Therapist: Hello Cindy.  How are you feeling today?
Cindy: Yeah, good.
Therapist: How did you feel about our last session? 
Cindy: It was good. It helped me a lot.

Therapist: Can you remember what it was about the last session that you found helpful?
Cindy: I liked the pictures that you drew of the ways of thinking. 
Therapist: You mean the picture of the magnifying glass to represent ‘catastrophizing’? Do you remember us discussing this as a pattern that is not very helpful for people?
Cindy: Yes.  I remember the magnifying glass and the cup that is half empty.

Therapist: Very good. Can you remember why I drew the half-empty cup?
Cindy: To show me about whether people look at the half-empty part or the half-full part.
Therapist: That’s right. People with a ‘positive mental filter’ always look at the half-full part of the cup. They see the bad things as being only temporary and see the good as being more long-lasting. Remember we talked about Positive Psychology as being the study of people who are happy in their life? Positive people are the ones who choose to see the half-full part of the cup. They know the half-empty part of the cup exists (like people we love dying) but they choose to look at the half-full part.  Which one do you choose to look at? The half-empty part or the half-full?

Cindy: At the moment I think I look at the half-empty part but normally I look at the half-full.
Therapist: Excellent! I like how you said “at the moment”. This shows me that you are aware that this negative feeling is only temporary. Do you think that you have changed to a more negative mental filter since your Grandmother and Uncle passed away?

Cindy: Yeah. I think it was around the same time that I think I started to see things more negatively.
Therapist: Do you know what you were telling yourself when your thinking started to change? 
Cindy: I started telling myself that I don’t want to get close to anyone because they will leave me, just like my Uncle and my Grandmother.

Therapist: So you thought that people leaving you was permanent?
Cindy: Yes I did.
Therapist: And did you take it personally? Like you are the only person who loses their loved ones?
Cindy: Yep.

Therapist: Ok. So you thought everyone leaving you was permanent and that you didn’t want to get close to anyone in your life because everybody leaves you. Did you think that everyone in your life would leave you?
Cindy: Yes.  I thought I couldn’t get close to anybody – my friends, my boyfriend, my family.  

Therapist: Because they would all leave you?
Cindy: Yes. And I don’t want to get hurt again.
Therapist: But getting hurt is part of life, isn’t it?
Cindy: I suppose so.

Therapist: I have been hurt by other people in my life leaving me too and I am sure other people you know have been hurt because others have left them sometime in their life. Do you think anyone gets through their whole never getting hurt by other people who have left them?
Cindy:  Probably not. I guess everybody has somebody leave them sometime.

Therapist: That’s right! Do you mind if we just go through each part of what you just said.  You mentioned that people leaving you was permanent. This is one pattern of thinking that will not help you. When I start thinking about people leaving me, I will tell myself “CANCEL/CANCEL” and then use positive self-talk to tell myself that ‘life is about changes’ and that nothing in life is permanent. Do you think you could do the same?
Cindy: Yeah, I suppose so.

Therapist: Very good. The second part you mentioned was that you were taking it personally – like you were the only person who has had their loved ones leave them?
Cindy: Yes, I felt like it was only happening to me.
Therapist: But if you really think about it, are you the only one that this has ever happened to?
Cindy: No, I know it happens to other people as well.

Therapist: That’s right. And lastly, you mentioned that you didn’t want to get close to your family, friends,  and boyfriend in case they all leave you?
Cindy: Yes.
Therapist: This is called ‘pervasiveness’ – when bad things happen and people believe it affects every part (or everybody) in their lives. 
Cindy: OK.

Therapist: Can you see the patterns?  I) Permanence – thinking that people will leave you permanently, 2) Personalising – thinking that it only happens to you and 3) Pervasiveness – that everyone in your life will leave you.  I call these the three ‘P’s” and Martin Seligman, the founder of Positive Psychology, said that these patterns can lead to depression. Can you see how these patterns of thinking can make you feel worse and less happy?

Cindy: Yes.  I can see that.
Therapist: Great! I know it is easy to fall into the three “P’s” and we can all fall into these patterns, but once you are aware of them, then you can start to change them. I challenge these types of thoughts on a regular basis and I know it definitely helps people to feel a lot happier.

Cindy: Alright. I will try it.
Therapist: Excellent Cindy – that is great! Try challenging the three “P’s” every time you think of them and we will discuss it when you come back for the next session.
Cindy: Ok. I will – thanks.

Author Information:

Mrs Toula Gordillo (BA, BEd, GCertSocSc, PGDipPsych, MPsych, MAPS) is a Clinical Psychologist, Registered Teacher and Trainer/Assessor (CertIV Workplace Trainer/Assessor).

E-mail: newbeginningsaustralia@gmail.com
Website: www.newbeginningsaustralia.com

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By Lynne Shallcross

According to the Centers for Disease Control and Prevention, obesity now affects 17 percent of U.S. children and adolescents, which adds up to roughly 12.5 million kids. Since 1980, obesity prevalence among this group has almost tripled. Among children and adolescents ages 2 to 19, being overweight translates to a body-mass index (BMI) at or above the 85th percentile and lower than the 95th percentile for children of the same age and sex, while obesity signifies a BMI at or above the 95th percentile.
 
Mandy Perryman, coordinator of the counselor education program at Lynchburg College in Virginia, calls childhood obesity the No. 1 physical and mental health concern facing kids today. “We know about the physical damage, how kids are not expected to outlive their parents and other statistics, but these kids are suffering from more social isolation, more depression and more anxiety than other kids,” says Perryman, a member of the American Counseling Association who has been studying the topic for close to a decade.
 
In fact, the emotional side of childhood obesity can trap young people in a vicious circle. As Perryman explains, kids who are experiencing emotional vulnerabilities, including isolation and depression, sometimes end up eating more in an effort to cope. This can lead to them becoming even more isolated and sedentary and increase their risk of facing potential weight issues. “[And] when they become overweight,” Perryman says, “then those same issues become compounded.” Perryman became interested in the topic of childhood obesity while earning her doctorate at the University of New Mexico. She explored the relationship between parents’ weight-related perceptions and behaviors and their children’s body image and composition for her dissertation, and she has continued researching the topic of childhood obesity ever since.
 
Although physicians and nutritionists are perhaps more visible when it comes to addressing childhood obesity, Perryman contends that counselors can and should play a vital role as well. That’s because there is no better profession to understand and champion the family — especially from a wellness perspective — than counseling, Perryman says.
 
The original catalyst for a family appearing in a counselor’s office might be one child struggling with obesity, but helping the entire family achieve better health is often the main thrust of the counseling process, Perryman says. “The counselor can relate with the family and give a different perspective based on the wellness model,” she says. “We’re not looking at the deficits. We’re looking to enhance what the family can do.”
 
Ginny Gross, a counselor in private practice in Greenville, S.C., who specializes in weight-related disorders, says her young clients are often brought to her by concerned parents or referred to her by doctors or school counselors. Although an overweight or obese child might be her official client, she agrees with Perryman that the best counseling solution is to work with the entire family. In fact, Gross prefers to take a holistic approach that aims for lifestyle changes and includes working with others even beyond the parents. “I work with the children, their families, their doctors and a registered dietician,” says Gross, a member of ACA.

“It is important to find a qualified registered dietician who is educated about eating disorders in order to help the child and parents learn about healthy lifestyle changes rather than ‘dieting’ techniques.” (Gross clarifies that she does not view obesity itself as an eating disorder. However, she says, many clients who are obese also struggle with eating disorders.) “Also, teachers can be incorporated into the mix if bullying or ADHD [attention deficit/hyperactivity disorder] are involved. It is important that the child’s pediatrician is involved in treatment to manage medications, to make sure labs and blood work are in a healthy range and to ensure they are not suggesting diet pills or a diet for the child.”

Click here to read the full article…

Source: Counseling Today

As a result, it is hard to keep up with the latest research!

To help you out, we looked around for websites that publish regular, free, and very interesting content on how the mind works. Below are five of them:

1. TED Talks – How the Mind Works: http://www.ted.com/themes/how_the_mind_works.html
2. Science Daily – Mind & Brain News: http://www.sciencedaily.com/news/mind_brain/
3. Time Magazine (article): http://www.time.com/time/magazine/article/0,9171,1580438,00.html
4. New Scientist – The Human Brain: http://www.newscientist.com/topic/brain
5. BBC UK - Brainsmart: http://www.bbc.co.uk/scotland/brainsmart/brain/

And if you are an avid Twitter reader, look around as there are hundreds of Twitter accounts by scientists, psychologists and enthusiasts – with daily articles and interesting information on the human brain.

Mental Health Social Support Workshops

Are you on the Mental Health Social Support (MHSS) Register yet?
 
The ACA MHSS Register is promoted to Local, State and Federal Government as a first response database in instances of emergency and disaster. MHSS certification covers unique areas not otherwise covered in your counselling qualification. For this reason it’s a separate competency and one that we strongly recommend you acquire.
 
You can gain your MHSS certification at a 2-Day Workshop. Numbers for group workshops are strictly capped to maximise your learning experience, so please book early.

• Canning Vale, WA: 19-20/04/12 – Register here: http://bit.ly/IjuXsQ
• Fortitude Valley, QLD: 28-29/04/12 – Register here: http://bit.ly/HAkGFo
• East Perth, WA: 03-04/05/12 – Register here: http://bit.ly/HJI4NP
• Parramatta, NSW: 10-11/05/12 – Register here: http://bit.ly/HyU76Z 
• Canning Vale, WA: 19-20/05/12 – Register here: http://bit.ly/Ir5I5O
• Melbourne, VIC: 19-20/05/12 – Register here: http://bit.ly/I1zuMV
• Glandore, SA: 26-27/05/12 – Register here: http://bit.ly/HGb2SH 

Organiser: Australian Institute of Professional Counsellors

More information: www.mhss.net.au 

 
2012 Trauma Conference
 
“Out of the Blue: Survive and Thrive” with special guest speaker Bill O’Hanlon.
 
Date/s: 28-30/06/2012
Organiser: Federation of Psychotherapists & Counsellors of Queensland

Location: Brisbane International Virginia Palms
 
More information: www.fpcq.asn.au/conferences.php
 
 
Project Plan to Empowerment
 
Intimate Partner Abuse & Intimate Partner Sexual Violence and introducing Executive State Identification ESI: in working with DV survivors Who should attend? Experienced health professionals including counsellors working in the field of domestic violence and sexual assault. This is a unique one-of-a-kind workshop. Ricky explores at a deep personal level what is means to be a survivor of (IPA) intimate partner abuse, (IPSV) intimate partner sexual violence, and torture as she exposes the labels of disempowerment and illegitimate shame.
 
Duration: 6 hours
Date: 04/05/2012
 
Presenter/ Provider: Dawn Spinks Ricky Hunter and Jan Sky
Location: Drug Arm Training Room, 473 Annerley Road, Annerley QLD 4120
 
More information: www.rickyhunter.org/workshops.html
 

Engaging Adolescents
 
Engaging Adolescents is a one-day professional development course for professionals to learn to teach parents the skills for resolving teenage behaviour problems. This course is suitable for parenting professionals who work with teenagers and their families.
 
Duration: 7 hours

Dates and locations:
 
BATHURST: 20/06/2012
ROCKHAMPTON: 18/05/2012
SYDNEY (Liverpool): 22/05/2012
WOOLONGONG: 23/08/2012
 
Presenter / Provider: Michael Hawton, Psychologist, MAPS (or various presenters)
 
More information: www.parentshop.com.au/practitioner-training/engaging-adolescents    
 
 
1-2-3 Magic & Emotion Coaching

1-2-3 Magic® & Emotion Coaching is a one-day professional development course for professionals to learn to help parents manage difficult behaviour in children aged 2-12.
 
Duration: 7 hours

Dates and locations:
 
ADELAIDE 11/05/2012
BATHURST 19/06/2012
ROCKHAMPTON 17/05/2012
SYDNEY 21/05/2012
WOOLONGONG 22/08/2012
 
Presenter / Provider: Michael Hawton, Psychologist, MAPS (or various presenters)
 
More information: www.parentshop.com.au/practitioner-training/1-2-3-magic-emotion-coaching
 
 
Avert Family Violence: Dimensions, Dynamics & Impact of Family Violence

Increase knowledge about the prevalence, dynamics and impact of family violence Increase recognition of key research themes and findings in the area of family violence Develop the ability to identify and respond effectively to people affected by family violence Increase capacity for collaborative practice in relation to family violence
 
Duration: 6 hours
Date: 02/04/2012

Presenter / Provider: Kevin Hanavan, Registered Psychologist

Location: Eats Fremantle Yacht Club, Petra Street, East Fremantle, WA 6158

More information: applecrosscounselling@iinet.net.au
 
 
Your Journey of a Lifetime! Life Management Skills
 
A one-day workshop where you will learn tools and strategies to assist you, and clients, in understanding the power of your mind and create new brain-pathways to overcome blockages and accelerate your sense of fulfillment and success in life
 
Duration: 7 hours
Date: 23/06/2012

Presenter / Provider: Carolyn Cutforth
Location: ‘Vagelis Cafe & Bar Function Room’, 30 Racecourse Road, Hamilton, QLD 4007

More information: www.livingsuccesscoaching.com.au
 

Certified Infant Massage Instructor Training Course
 
This nationally recognised accredited training course provides participants with the specific knowledge, skills and insights required to deliver parent education programs in Infant Massage, in accordance with guidelines of the International Association of Infant Massage. Certified Infant Massage Instructors (CIMIs) are qualified to instruct parents to massage their own babies.

A CIMI does not massage babies themselves, but instead teaches parents how to use touch, massage and many other forms of communication to enhance bonding, promote healthy infant development, and provide support for the parents in a social and non-threatening atmosphere.
 
Duration: 32 hours
Dates: 19-22/04/2012

Presenter / Provider: International Association of Infant Massage Australia

Location: Adelaide Women’s & Children’s Hospital, Adelaide, SA
 
More information: www.iaim.org.au
 
 
Sandplay Therapy Training
 
This training will allow you to use your creativity in your practice to help your client through their journey of transforming their lives. The training is at the same level of postgraduate courses that Marg has helped developed in the past in Transpersonal Psychology. Courses offered include Certificate of Graduation in each level of Visionary Sandplay Training, Sandplay Therapy and Relationships, and Master Sandplay Therapy.
 
Duration: 24 hours
 
Dates: 03/02/2012 to 11/11/2012
Presenter/Provider: Marg Garvan

Location: Various in NSW
 
More information: www.sandplayaustralia.com.au
 
 
Bipolar Spectrum: Bringing Evidence to Practice 
 
The Best Integrated Assessment & Treatment Tools

Assess 11 non-manic bipolar markers as well as DSM criteria for hypomania. Utilize effective screening tools including the Mood Disorders Questionnaire, the Bipolar Spectrum Diagnostic Scale and the Hypomania Checklist-32. Implement at least one of three research-tested bipolar-specific psychotherapies, targeting cognitions, social rhythms, significant others and even light and dark exposure!
 
Understand current medication strategies and how to integrate these with psychotherapy (e.g. avoiding antidepressants); Report diagnostic findings using the five dimensions of the Bipolarity Index developed at Harvard. Teach clients, families and carers using efficient psychoeducation: websites, books and your own understanding; Become familiar with the proposed diagnostic changes to be included in DSM V.
 
Duration: 7 hours

Dates and locations:
 
Sydney (SMC Conference & Functions Centre): 10/08/12
Melbourne (Darebin Arts Centre): 15/08/12
Brisbane (Broncos League Club Red Hill): 17/08/12
Adelaide (Next Generation Club): 20/08/12
Perth (Wollaston Conference Centre): 22/08/12
 
Presenter / Provider: Dr. Leslie Lundt, MD
 
More information: www.tatratraining.com
 
 
The Best Evidence Based Techniques to Treat Anxiety, Panic, OCD, Phobias & PTSD
 
Explain anxiety as a behavioural problem and not just a thought problem; Resolve avoidance, reassurance seeking and distraction, the three main features in maintaining an anxiety disorder; Implement a Cognitive Behavioural Therapy (CBT) treatment plan as your best option for treating anxiety disorder; Apply the most empirically validated treatment for all anxiety disorders—Exposure and Response Prevention (ERP); Integrate ERP in a traditional outpatient setting, and in other community settings; Develop specific treatment plans for panic, OCD and social phobia.
 
Duration: 7 hours
 
Dates and locations:
 
Sydney (SMC Conference Centre, CBD): 07/05/12
Brisbane (Broncos Leagues Club, Red Hill, QLD): 09/05/12
Canberra (The Hellenic Club, Woden): 11/05/12
Melbourne (Darebin Art and Entertainment Centre, Preston): 14/05/12
Adelaide (NG Club Adelaide CBD): 16/05/12
Perth (Wolaston Conference Centre): 18/05/12
 
Presenter / Provider: Patrick MacGrath PhD / TATRA Training Services
 
More information: www.tatratraining.com
 
 
The Real Life Adaptation of DBT: Make It Work Effectively for Your Client
 
Duration: 7 hours
 
Dates and locations:
 
Sydney (SMC Conference Centre, CBD): 13/06/12
Brisbane (Broncos Leagues Club, Red Hill, QLD): 15/06/12
Canberra (The Hellenic Club, Woden): 18/06/12
Melbourne (Darebin Art and Entertainment Centre, Preston): 20/06/12
Adelaide (NG Club Adelaide CBD): 22/06/12
Perth (Wolaston Conference Centre): 25/06/12
 
Presenter / Provider: Dr. Lane Pederson / TATRA Training Services
 
More information: www.tatratraining.com
 
 
Traumatic Bereavement – 1 Day Workshop
 
Trauma is often described as a literal wounding of the emotions, spirit, physical body & sense of security. Traumatic bereavement brings with it two different but powerful forms of human distress: the separation distress that comes when some- one you care about and love dies and the trauma distress that comes from how they died. Often people experience both types of distress simultaneously. Traumatic bereavement can be experienced after many and varied events and situations including disasters, after a suicide or murder, MVA, sudden unexpected death and also the trauma involved in the manner & circumstance of a person’s death after a long illness.
 
This one day workshop will give participants a greater understanding of the impact of trauma and traumatic loss & grief on individuals and communities. Julie will present a summary of the literature and theory on traumatic bereavement and complex/ prolonged grief disorder, Psychological First Aid and resilience in the face of adversity. She will explore how theory can be translated to counselling and support work practice. Through case studies and interactive small group discussions, participants will be given an opportunity to explore some of the techniques and strategies involved in working with people who have experienced traumatic bereavement.
 
Duration: 6 hours
Date: 24/07/2012

Presenter / Provider: NALAG Centre for Loss & Grief Dubbo – Julie Dunsmore

Location: NALAG Centre for Loss & Grief, 100 Welchman Street, Dubbo, NSW 2830
 
More information: www.nalag.org.au

 
Supporting Adults Through Loss & Grief
 
Many people in our community experience loss and grief through illness, disability, re-location or the death of a significant other. This one day workshop will cover the many aspects of loss (physical, social, psychological and community). It will also look at support of bereaved people and their needs in the early days of their grief. Participants will be able to identify those who are at risk and learn about appropriate referral sources. Participants will also be encouraged to look at their own issues around loss and the need for self-nurturing and supervision when working with the bereaved. The workshop will provide participants with a general understanding of the issues involved in supporting people through loss, grief and bereavement and the basic skills required for providing such support.
 
Duration: 6 hours
Date: 03/05/2012

Presenter / Provider: Beate Steller
Location: Courtyard Room, Bathurst RSL Club, 114 Rankin Street, Bathurst, NSW 2800
 
More information: www.nalag.org.au
 
 
Introduction to Sandplay Therapy – 1 Day Workshop
 
About the Workshop Sandplay Therapy is a play-based technique that is a valuable tool for counsellors looking for a nonverbal, less intrusive, and fun adjunct to the mainly cognitive and behavioural modalities of traditional “talking” therapies. It is a self-directed and expressive therapy, and suitable for use by adults and children alike from many client populations.
 
It provides a multiple intelligences perspective, and has proved an effective aid in helping the processing, containment, and healing of emotional trauma – such as grief, anxiety, aggression, and even physical pain. Sandplay is a healing tool which opens the window into the psyche, accessing unconscious material and making it conscious by giving it form. Sandplay Therapy works by using real symbols from life (utilising small objects, pieces and figures) placed into a tray of sand to form a picture.
 
The tray symbolises a protected space that is safe for expression; the sand is the place that land and water merge and represents a bridge between the conscious and the unconscious. The figurines or miniatures are symbolic of the world at large. This can lead to profound shifts in levels of understanding and emotional healing. One of the attributes of Sandplay Therapy is that change comes from within the client.
 
Duration: 7 hours
Date: 21/05/2012

Presenter / Provider: Cathy Banks

Location: NALAG Centre for Loss & Grief Dubbo, Welchman Street, Dubbo, NSW 2830
 
More information: www.nalag.org.au
 
 
Advanced Sandplay Therapy – 1 Day Workshop
 
About the Workshop Sandplay Therapy uses symbols from daily life to create a picture in a sand tray. The Sandplay facilitator holds the process as a respectful witness until the picture is complete, and then leads a tentative exploration as to client interpretation and meaning.  
 
Duration: 7 hours
Date: 22/05/2012

Presenter / Provider: Cathy Banks

Location: NALAG Centre for Loss & Grief Dubbo, Welchman Street, Dubbo, NSW 2830
 
More information: www.nalag.org.au
 
 
Trance Camp with Dr. Stephen Gilligan – Week 1
 
Trance Camp is an experiential workshop for counsellors and therapists using Generative Trance. The objective of Trance Camp Week 1 is to develop transformational states of consciousness. In Week 1 participants will learn: Techniques for developing generative trance; How to make transformational changes while in generative trance; How to establish a deep connection with the creative unconscious; To identify and transform limiting beliefs and resistances; To transform ‘negative trances’ (such as anxiety, depression, self-criticism) into positive resources; To use generative trance to create experiences and outcomes you never imagined or believed possible; The Ericksonian attitude of approaching each day and challenge as a great opportunity for new learning.
 
Duration: 42 hours
Dates: 14-19/04/2012

Presenter/Provider: Dr. Stephen Gilligan, PhD

Location: Mary Mackillop Place, Sydney, NSW 2060
 
More information: www.trancecamp.com.au
 
 
Trance Camp with Dr. Stephen Gilligan – Week 2
 
Trance Camp is an experiential workshop for counsellors and therapists using Generative Trance. The objective of Trance Camp Week 1 is to develop transformational states of consciousness. The second week of Trance Camp explores the many possibilities of working within trance for generative change.
 
Week 2 includes: How ‘reality’ and ‘identity’ are ‘trance states’ created, maintained, and transformed via trance phenomena; How to use trance phenomena to create a Generative Self of higher consciousness capable of going beyond previous limits, obstacles, beliefs and negative events; How to transform an experience by shifting the submodalities of natural trance phenomena; Generative trance as a quantum field that opens possibilities beyond ordinary limits; What to do once generative trance has been established; Integrating the conscious and unconscious minds into a ‘Generative Self’; How the Generative Self can heal wounds, improve competencies, develop deep intimacies and generate transpersonal experiences. Prerequisite: Week 1.
 
Duration: 42 hours
Dates: 21-26/04/2012

Presenter/Provider: Dr. Stephen Gilligan, PhD
Location: Mary Mackillop Place, Sydney, NSW 2060
 
More information: www.trancecamp.com.au

Also, the more symptoms an individual exhibits, the more likely they are experiencing unresolved grief (Worden, 2005; Freeman, 2005). Some of the symptoms are listed below:
 
Lindemann’s symptoms

• Over activity without a sense of purpose
• Acquisition of symptoms belonging to the last illness of the deceased
• Alteration in relationships with friends and relatives
• Lasting loss of patterns of social interaction
• Agitated depression with tension, insomnia, feelings of worthlessness, self accusation, obvious need for punishment and even suicidal tendencies
• Furious hostility towards someone connected to the death.

Lazare’s symptoms

• Unwillingness to move the possessions of the deceased even after a reasonable amount of time has passed.
• A depressive syndrome to varying degrees of severity
• Symptoms of guilt and self reproach, panic attacks and somatic symptoms
• Somatic symptoms representing identification with the deceased, often symptoms of the terminal illness
• A feeling that the death has occurred yesterday even though the loss took place a long while back
• Inability to discuss the deceased without crying
• Changes in current relationships following death
• A history of delayed or prolonged grief

Worden’s symptoms

• Inability to speak of the deceased without experiencing intense grief emotions
• Unaccountable sadness during various times of the year
• Self destructive themes
• Radical changes in lifestyle
• Phobias about illness or death
• Over identification with the deceased leading to compulsion to imitate the dead person
• A relatively minor event triggering a major grief reaction.
• Exclusion of friends, family members or activities associated with the deceased.

References:

1. Freeman, S (2005). Grief and Loss: Understanding the Journey. Belmont, CA: Thompson Brooks/ Cole.
2. Williamson. J.B. & Shneidman, E. (1995). Death: Current Perspectives. (4th ed.). California: Mayfield Publishing Company
3. Worden, J.W. (2005). Grief Couselling and Grief Therapy: Handbook for Mental Practitioners (3rd ed.). New York, NY: Springer Publishing Company.

This article is an extract of Mental Health Academy’s Complicated Grief professional development course.

MOSH Australia will be hosting a public form to discuss and debate the creation and publication of a national suicide toll. The forum be held in Pasadena (South Australia) at the Heysel Chapel (Centennial Park, Goodwood Road) on Tuesday March 27 2012. Speakers include:

• Host/MC, Kris Hanna, former independent member for Mitchell
• Mark Johns, State Coroner
• Michael O’Connell, Commissioner for Victims’ Rights
• Professor Robert Goldney, Adelaide University
• Jill Chapman, Chair, MOSH (Minimisation of Suicide Harm)

Cost: Gold coin donation
RSVP: To jill.chapman@moshaustralia.org.au or 0418 85 7727

About MOSH Australia

MOSH Australia (Minimisation of Suicide Harm) is a not for profit organisation founded by Jill Chapman and Sandra Lockwood to honour the lives and memories of their sons Michael Chapman and Mark Quick. The main aim of MOSH is to cater for the needs of those at risk of self-harm and suicide and those be-reaved through suicide.

More information: www.moshaustralia.org.au

By Stacy Notaras Murphy

A client, Abby, comes to counseling to deal with feelings of loneliness and stress following an abrupt breakup with a long-term boyfriend. She had thought they would get married and now is questioning everything: her ability to be in a relationship, the meaning of the past few years and her value as a person. She reports ongoing sadness, moments of strong anger and fear at the prospect of wading back into the dating pool.
 
Abby says her friends are “sick of hearing about the breakup” and are encouraging her to “get back out there” and find someone new. Each of these conversations makes Abby feel worthless, embarrassed and even more alone.
 
Counselors could use a variety of treatment plans to help Abby get a handle on her symptoms. But what if the boyfriend had died in a tragic accident instead of simply ending their relationship? Would that change the diagnosis or shift the choice of intervention? Grief has its own category of treatment plans and possible interventions, yet those struggling with everyday losses often manifest grieflike symptoms. Being laid off, losing a scholarship opportunity, aging — the list of grief-inducing experiences is infinite, and experts agree that these losses can launch us into the same grief process that accompanies the death of a loved one. The problem is that clients, and the communities they live in, often have different expectations for how we should respond in such moments.

“I think the public sometimes attributes grief reactions solely to losses due to the death of a loved one,” explains David Capuzzi, a grief expert and past president of the American Counseling Association. “In reality, people experience the same grief reactions to a variety of other transitions and losses that are not death-related.
 
“In addition, Westerners are not taught how to help those around them cope with the role of grief in daily life. We celebrate births, anniversaries, job promotions, being the recipient of an honor or award, and most of us have no trouble commenting positively on the good fortunes of those around us. By contrast, few know what to say to someone after a relationship ends, a job is lost or an anticipated ‘life marker’ is not realized.”

Click here to read the full article…

Source: Counseling Today