A Bottom-Up Treatment for Children and Adolescents with Complex Trauma Evaluation

Objectives

Instruction:

Faculty

Content and Credibility:

Teaching Methods:

Commitment to Change:

Name*

First Last

This activity offers CE credit for:*

American Psychological Association (APA)
Association of Social Worker Boards (ASWB)
Attendance Certificate

All other clinicians will receive a Certificate of Attendance

How long did it take you to complete this activity?

Hours*

HH:MM

Name as it should appear on certificate*

Email*

Please state the degree which this course met the stated objectives Learning Objectives for Sensorimotor Psychotherapy for Trauma Themes – Online Module 1A:

1. Name and Define the 3 threads in the SMART Spiral that constitute the focus of SMART.*

2. Describe 3 bottom-up processes in the SMART Hierarchy of Development that support higher cortical functioning.*

3. Describe at least two ways Developmental Trauma impacts a child’s developing brain.*

4. Identify one essential function of each of the following sensory systems - Tactile, Vestibular and Proprioceptive Systems.*

5. Define co-regulation and its role in Somatic Regulation and Attachment Building.*

6. Recognize at least one behavioral indicator that can help you determine whether a child is using auto regulation, co-regulation or self- regulation*

7. Analyze a child’s presentation using Video Reflection and determine if they are in the Integrated State, Fluid Zone or Traumatic State*

8. Name the 7 SMART Regulation Tools and one way each tool tends to support Somatic Regulation.*

9. Identify three Tools of Regulation (not equipment) as described in the SMART model and give an example of a child-based activity (e.g. handstand) of each.*

10. Name two indicators in the child’s presentation of Sensory Satiation.*

11. Explain how SMART Regulation Tools support widening the window of tolerance.*

12. Describe the 8 Therapist Skills and provide an example of one way to employ each skill in a clinical setting.*

13. Describe 3 different ways therapists Tend to Safety when engaging in SMART Treatment.*

14. Select when it is essential to employ the Therapist Skill, Tending to Safety, from the SMART perspective.*

15. List 3 Therapist Skills unique to SMART that reflect the importance of the body in child trauma treatment.*

16. Explain why SMART therapy uses the therapeutic skills of Tracking and Verbal Scaffolding instead of interpretation.*

17. Identify at least two potential pitfalls that can occur if the therapist relies on Leading too often in session.*

18. Explain to your supervisor or program director how Video Reflection is and is not used in the SMART model.*

19. Apply the Therapist Skills -Tracking In and Tracking Out and select a Regulation Tool to introduce to the child.*

20. Apply the SMART Regulation Map and explain how one would use this map to inform Choice Points.*

21. Describe one unique way trauma content often shows up within the context of a SMART therapy session.*

22. Identify at least three examples of non-verbal or embodied forms of traumatic expression.*

24. Provide an example of a form of embodied play that supports Attachment-Building and creates new rhythms of engagement.*

25. Identify two qualities of the caregiver that SMART Therapists can assess when determining caregiver involvement in treatment.*

26. Explain to a caregiver two reasons why somatic regulation and embodied play are used by SMART to help children heal from the impact of Developmental Trauma.*

27. Provide an example of supporting families to generalize regulation skills learned in SMART therapy to daily life.*

28. Describe at least one goal of the integrative process of weaving Somatic Regulation, Trauma Processing and Attachment-Building in SMART.*

The offering presented information clearly and logically.*

Rate the quality of the faculty member(s) listed below, from 5 (Excellent) to 1 (Poor)taking into consideration their content, clinical relevance, teaching strategies, and level of expertise.

Heather Finn, LICSW

Anne Westcott, LICSW

Elizabeth Warner, PsyD

Alexandra Cook, Ph.D.

Michelle, Perrin, LICSW

Amie Summers, LCSW, SEP

Ava Lorenzo, Psy.D.

Jennifer Moore, LMHC

Kasey Pendexter, LMFT, LMHC,

Will you change the way you practice based on this activity?*

Yes
No

Do you feel the activity was balanced and objective?*

Yes
No

Do you feel the activity was free of commercial bias?*

Yes
No

The course represented current best practice information.*

Approximately what percent of this content was NEW to you?*

What I liked about this activity…? (Select all that apply)*

It increased my knowledge
It will improve my communication with the healthcare team
It provided information in ways that I can review again later
It gave me the opportunity to apply information to realistic scenarios that I confront in my practice
It facilitated applying values/ethics to interprofessional practice

Training aids (study guide, slides, pocket cards, learning portal) were useful to clarify content.

The diversity of learning methods was appropriate for the subject matter and accommodating to various learning styles

Clinical Relevance

Teaching Strategies

Level of Expertise

As a result of my participation in this activity, I will commit to:

What was the most useful information you gained from this activity?

Future course topic recommendations: