Learning Objectives

Day 1 Learning Objectives

  1. Compare the differences between a forensic expert and a court involved therapist (treating therapist).
  2. Identify at least one characteristic of a family system that indicates a high level of court involvement.
  3. Discuss two ways that litigation impacts the therapeutic process.
  4. Explain the differences between parenting coordinator, custodial evaluator, and minor’s counsel (guardian ad litem).

Day 2 Learning Objectives

  1. Explain one therapeutic problem that arises when a therapist provides therapeutic treatment while concurrently serving in another role.
  2. Describe the elements of a fee arrangement specific to high conflict families.
  3. Apply important components of an onboarding process with new clients, to include, screening questionnaires, fee agreements, a detailed informed consent, and initial meetings.
  4. Discuss risks and benefits of releasing information about client’s therapeutic process.
  5. Apply the DAP and SOAP methods to maintain case records/documentation.
  6. Explain how a client’s report of information, history, or current circumstances may lack balance and comprehensiveness.
  7. Identify two reasons why it is important to meet with both parents when providing child therapy. 

Day 3 Learning Objectives

  1. Analyze a court order with a focus on how to find relevant therapeutic information.
  2. Describe the problem with the  alienation vs. IPV debate.
  3. Identify at least four factors to consider when conceptualizing a case, according to Saini and Drozd’s research.
  4. Identify the role of the autonomic nervous system in resist-refuse cases.
  5. List at least three elements of a treatment plan when working with high conflict families.
  6. Discuss the benefits of a collaboration with other treating professionals.
  7. Identify at least three interventions for a family when children resist contact with a parent.

Day 4 Learning Objectives:

  1. Identify alternative dispute resolution options for high conflict families, including collaborative practice, private mediation, private judges, recommending and non-recommending mediation.
  2. Describe the four most common parenting plans/custodial schedules and how to apply them to the child(ren)’s developmental stage.
  3. Explain the co-parenting therapy process, including onboarding, assessment for trauma, and dealing with impasses.
  4. Describe ways to document and distribute written agreements between coparents.

Day 5 Learning Objectives:

  1. Describe the clinical and ethical issues related to confidentiality when you are providing child therapy.
  2. Describe the difference between a forensic interview and a clinical interview.
  3. Explain scenarios when a child therapist would only interface with one parent.
  4. Identify the different developmental stages of children and how that relates to the divorce/separation process.
  5. Identify at least three therapeutic interventions for children in divorced families
  6. Identify the key components of a child custody evaluation.
  7. 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:

  1. Identify your own countertransference issues related to divorce or separation.
  2. 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
  3. Design an arrival and departure protocol for IPV parents with Protective Orders.
  4. Utilize the SAFeR assessment and screening tools for IVP. 
  5. Identify factors that should be considered when a therapist is asked to write a letter or offer their professional opinion.
  6. Identify four ways to respond to a disgruntled client.
  7. List important elements when establishing a private practice specializing in high conflict divorce/separation.