Day 1 Learning Objectives
- Compare the differences between a forensic expert and a court involved therapist (treating therapist).
- Identify at least one characteristic of a family system that indicates a high level of court involvement.
- Discuss two ways that litigation impacts the therapeutic process.
- Explain the differences between parenting coordinator, custodial evaluator, and minor’s counsel (guardian ad litem).
Day 2 Learning Objectives
- Explain one therapeutic problem that arises when a therapist provides therapeutic treatment while concurrently serving in another role.
- Describe the elements of a fee arrangement specific to high conflict families.
- Apply important components of an onboarding process with new clients, to include, screening questionnaires, fee agreements, a detailed informed consent, and initial meetings.
- Discuss risks and benefits of releasing information about client’s therapeutic process.
- Apply the DAP and SOAP methods to maintain case records/documentation.
- Explain how a client’s report of information, history, or current circumstances may lack balance and comprehensiveness.
- Identify two reasons why it is important to meet with both parents when providing child therapy.
Day 3 Learning Objectives
- Analyze a court order with a focus on how to find relevant therapeutic information.
- Describe the problem with the alienation vs. IPV debate.
- Identify at least four factors to consider when conceptualizing a case, according to Saini and Drozd’s research.
- Identify the role of the autonomic nervous system in resist-refuse cases.
- List at least three elements of a treatment plan when working with high conflict families.
- Discuss the benefits of a collaboration with other treating professionals.
- Identify at least three interventions for a family when children resist contact with a parent.
Day 4 Learning Objectives:
- Identify alternative dispute resolution options for high conflict families, including collaborative practice, private mediation, private judges, recommending and non-recommending mediation.
- Describe the four most common parenting plans/custodial schedules and how to apply them to the child(ren)’s developmental stage.
- Explain the co-parenting therapy process, including onboarding, assessment for trauma, and dealing with impasses.
- Describe ways to document and distribute written agreements between coparents.
Day 5 Learning Objectives:
- Describe the clinical and ethical issues related to confidentiality when you are providing child therapy.
- Describe the difference between a forensic interview and a clinical interview.
- Explain scenarios when a child therapist would only interface with one parent.
- Identify the different developmental stages of children and how that relates to the divorce/separation process.
- Identify at least three therapeutic interventions for children in divorced families
- Identify the key components of a child custody evaluation.
- Compare the eight risk-protection factors which comprise the Pickar-Kaufman Risk Assessment Model for Special Needs Children in Child Custody Decision-Making
Day 6 Learning Objectives:
- Identify your own countertransference issues related to divorce or separation.
- Analyze the unique role of the court-involved individual adult therapist, including the multiple aspects of therapist, advocate, coach, and member of the family therapeutic team
- Design an arrival and departure protocol for IPV parents with Protective Orders.
- Utilize the SAFeR assessment and screening tools for IVP.
- Identify factors that should be considered when a therapist is asked to write a letter or offer their professional opinion.
- Identify four ways to respond to a disgruntled client.
- List important elements when establishing a private practice specializing in high conflict divorce/separation.