April 26, 2019 - 9:00 am
Moving Beyond Trauma-Informed: Strategies for Intervention
Audience: This event is open to OT/ST/PT
Event Hours: 9:00 am–12:15 pm
CEU Hours: This course is pending approval for 3 CEUs from TSHA and TOTA, 3 CCUs from TPTA
CLICK THE BLUE “REGISTER” BUTTON TO RSVP FOR THE CLASS.
**Be sure to select the appropriate option as there are in-person and live streaming options for the course.**
Speakers: Kristin Mathis, OT
Dallas Course: THERAPY 2000! 2535 Lone Star Dr., Dallas, TX 75212
Many children who are receiving therapy services at THERAPY 2000 have a history of childhood trauma, whether due to medical traumatic experiences or due to a history of abuse or neglect. Because of their history of trauma, these children may not respond as anticipated with conventional therapy techniques. This course will aim to build upon trauma-informed knowledge gained in previous trainings/modules provided by THERAPY 2000 by providing practical and effective treatment strategies for home-based therapists. Participants will explore new intervention strategies through practice and case study review to prepare them to better meet the unique needs of children with a history of trauma.
About Our Speakers:
Kristin Mathis, OT
Kristin Mathis, OT is first and foremost an advocate for children. She believes in the preciousness and potential of children and teens everywhere. She has a bachelor’s degree in child development and completed her master’s in occupational therapy. Kristin has worked in Early Childhood Intervention as an intervention specialist and as an OT. She’s worked 2 years as a pediatric home health OT, part time. She’s taught preschool movement classes, developed preschool curriculum, done behavioral and attachment consultations and trained teachers, foster parents and staff. Fascinated by brain research and it’s applications to struggling kids, she’s extensively studied and completed trainings on the subject. She’s honed in on the topic of self-regulation and is currently working on a preschool-level curriculum to help teach self-regulation skills. She’s also working on a project aimed at helping anxiety with “sensory retreats”.
Kristin and her husband Chris have five amazing children. They have grown their family through three domestic infant adoptions, one international toddler adoption, and one foster adoption. Several of her children have mild special needs. Fueled by a passion to help struggling kids (one of them her own 2 ½ yr old adopted from Russia) she completed the Trust Based Relational Intervention professional training program at TCU. The holistic approach of this program is considered by many to be current best practice for working with kids and teens “from hard places” (early trauma, neglect, abuse, and foster care/adoption). She believes that society as a whole is largely failing these kids and health professionals could and should rise to the task of helping these precious children. She loves to share the “why” along with practical tools to help these kids heal.
Kristin also deeply understands how behavior issues in any child get in the way of progress, therapeutic and educational. The methods she’s found, particularly TCU’s TBRI and Ross Greene’s CPS methods, help children who are struggling mightily. They also work wonders for children whose challenges are much smaller but still limiting success.
- List 3 distinct ways to use rituals effectively in a therapy session.
- Identify the Pillars of Trauma Informed Care, how they relate to Trauma-Based Relational Intervention and give an example of how they can be supported within the therapist-patient relationship.
- Recall the IDEAL method and what each letter stands for.
- Restate the importance of building trust in a therapy relationship and list 3 ways to build trust and connection.
- Explain what is meant by “catching it low” and recall 3 additional important “Session Behavior Management” Techniques.
- List 4 actual items to help support self-regulation skills
- Identify 4 games that will help support self-regulation skills.
*This is a Closed Event for Therapy 2000 Employees Only*
IMPORTANT INFO FOR SLP/STA CEU Credit
“Based on our CEU application method, TSHA requires all speech professionals miss no more than 10 minutes of class to receive full credit. Partial credit is not available for speech therapists. If you are late to class at start or after break by more than 10 minutes, no credit can be granted, although you are still warmly welcome to attend.”
Thank You for your understanding of this externally mandated requirement.