Friday, February 6, 2009 - 7.00 hours

• 9:00-10:30 am Introduction: Orientation to the training, introductions
• 10:30-10:45 am Break (15 minutes)
• 10:45am - 12:30 pm Didactic: PowerPoint slides, lecture: Differentiating Developmental and Traumatic Injury
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction of technique(s) or skills: Tracking the Body
• 2:00-2:30 pm Demonstration or video of tracking
• 2:30-3:45 pm Practice Sessions
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Lecture: Introduction to Top-Down/Bottom-Up Processing

Saturday, February 7, 2009 - 7.00 hours

• 9:00-10:30 am Continuation of Lecture: Top-Down/Bottom-Up Processing
• 10:30-10:45 am Break (15 minutes)
• 10:45am - 12:30 pm Lecture and Demonstration: Creating a Safe Container Making Contact Statements
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-3:45 pm Practice Sessions: Making Contact Statements
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Video demonstrations

Sunday, February 8, 2009 - 7.00 hours

• 9:00-10:30 am Lecture: The Organization of Experience: Mindfulness and the Core Organizers
• 10:30-10:45 am Break (15 minutes)
• 10:45-11:00 am Demonstration of Mindfulness Techniques
• 11:00am-12: 30 pm Practice
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction of technique(s) or skills
• 2:00-2:30 pm Demonstration or video
• 2:30-3:45 pm Practice Sessions: Mindfulness and Accessing Techniques
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Introduction to Phase-Oriented Treatment

Monday, February 9, 2009- 6.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture: Stages of Processing in Sensorimotor Psychotherapy: Mindfulness and Experiments
• 10:30-10:45 am Break (15 minutes)
• 10:45am-12:30 pm Exercise: Practicing Mindfulness and Experiments
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction to Action
• 2:00-3:00 pm Practice Sessions: Working with Action
• 3:00-3:15 pm Break (15 minutes)
• 3:15-4:00 pm Discussion and Questions
• 4:00-4:30 pm Student feedback and Closing

Objectives for Block #1 - The participant will be able to:

• Differentiate developmental vs. traumatic injury.
• Identify and define hierarchical information processing.
• Differentiate top-down vs. bottom-up processing.
• Differentiate ordinary consciousness vs. mindfulness.
• Assess nonverbal signals in the voice, body, movement and facial expression indicating a client's moment-to-moment experience.
• Describe the characteristic somatosensory effects of trauma.
• Assess the client's regulatory ability using the autonomic modulation model.
• Utilize simple contact statements to deepen client's somatic awareness.
• Define the five core organizers of experience.
• Describe techniques for establishing a safe “container” prior to trauma processing.
• Formulate questions and directives that access sensorimotor experience.
• Utilize mindful experiments to facilitate trauma processing.
• Describe the three phases of Phase-Oriented Trauma Treatment.
• Define appropriate interventions at Phase One.
• Describe the five stages of Sensorimotor therapeutic process.

Friday, May 8, 2009 - 7.00 hours

• 9:00-10:30 am Introduction and Orientation: Check in and Review
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Didactic: PowerPoint slides, lecture: Developing Somatic Resources: Somatic Awareness
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Demonstration: Tracking for Somatic Resources
• 2:00-3:45 pm Practice Sessions: Somatic Resources
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Somatic Resources for Stabilization: pushing

Saturday, May 9, 2009 - 7.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture: Somatic Resources for Stabilization: Centering, Grounding, Using the Breath, Containment
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Video Demonstration
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction to Technique: Somatic Resources
• 2:00-3:45 pm Practice Session: Developing Somatic Resources
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Demonstration

Sunday, May 10, 2009 - 7.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture: Orienting and Defensive Responses
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Video Demonstration: Working with Orienting and Defensive Responses
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction of technique(s) or skills: Reorganizing Active Defenses
• 2:00-3:45 pm Practice Sessions: Reorganizing Active Defenses
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:30 pm Discussion and Questions

Monday, May 11, 2009 - 6.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture: Boundaries: Function of Boundaries, and Recognizing Boundary Styles
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Demonstration and Video: Establishing Healthy Boundaries
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-3:00 pm Practice Sessions: Exercises for Establishing Healthy Boundaries
• 3:00-3:15 pm Break (15 minutes)
• 3:15-4:00pm Discussion and Questions
• 4:00-4:30pm Student feedback, assignment of homework and Closing

Objectives for Block #2 - The participant will be able to:

• Describe the difference between psychological and somatic resources.
• Assess for missing and existing resources in a client.
• Describe the concept of “survival resources”.
• Describe somatic resources and their use in interactive and auto-regulation.
• Explain how to help clients deepen existing somatic resources and build new somatic resources through the use of embodiment skills.
• Explain how to help clients deepen existing somatic resources and build new ones through the use of movement.
• Explain how to help clients use somatic resources to stay within an autonomic “window of tolerance”.
• Define the orienting response and its stages.
• Describe the effects of trauma on the orienting response.
• Define the animal defense response to threat and its stages.
• Differentiate between active and passive defenses.
• Identify when clients are exhibiting indicators of orienting and/or defensive responses.
• Describe effects of trauma on defensive responses.
• Utilize therapeutic interventions to reinstate healthy orienting and defensive responses.
• Utilize therapeutic interventions to establish healthy boundaries.
  

Friday, August 7, 2009 - 7.00 hours

• 9:00-10:30 am Introduction and Orientation: Questions and Check In
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Didactic: PowerPoint slides, lecture: Phase Two Treatment: Sensorimotor Sequencing
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction of technique(s) or skills: Involuntary Micromovement
• 2:00-2:30 pm Video Demonstration
• 2:30-3:45 pm Practice Sessions: Sensorimotor Sequencing of Arousal
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Demonstration

Saturday, August 8, 2009 - 7.00 hours

• 9:00-10:30 am Framing
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Voluntary and Involuntary Movement
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction of technique(s) or skills: Sequencing Defensive Responses
• 2:00-2:30 pm Demonstration: Sequencing Defensive Responses
• 2:30-3:45 pm Practice Sessions: Sequencing Defensive Responses in Traumatic Memory
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Didactic: Power Point Slides/Lecture: Transformation

Sunday, August 9, 2009 - 7.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture: Working at the High and Low ends of the Modulation Model
• 10:30-10:45 am Break (15 minutes)
• 10:45-11:00 am Demonstration of Technique for High and Low ends
• 11:00 am-12:30 pm Practice Sessions: Working at the High and Low ends of the Modulation Model
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:30 pm Didactic: Power Point Slides/Lecture: Levels and Fields of Consciousness
• 2:30-3:00 pm Demonstration: Working with Levels and Fields of Consciousness
• 3:00-3:45 pm Practice Sessions: Working with levels and Fields of Consciousness
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Didactic: Power Point Slides/Lecture: Somatoform and Psychoform Dissociation

Monday, August 10, 2009 - 6.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture Structural Dissociation. and Action Systems
• 10:30-10:45 am Break (15 minutes)
• 10:45-11:00 am Demonstration: Working with Structural Dissociation
• 11:00 am-12:30 pm Practice Sessions: Working with Structural Dissociation
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:30 pm Video Review: Structural Dissociation
• 2:30-3:00 pm Didactic: PowerPoint slides, lecture: Integration
• 3:00-3:15 pm Break (15 minutes)
• 3:15-4:00 pm Practice Session: Integration Interventions
• 4:00-4:30pm Student feedback, assignment of homework and Closing

Objectives for Block #3 - The participant will be able to:

• Contrast the differences between voluntary and involuntary movement and between gross and micromovement.
• List signs of sensorimotor sequencing of traumatic activation.
• Distinguish between sequencing and discharge of arousal.
• Cite indicators of movement impulses.
• Utilize sensorimotor sequencing techniques to process involuntary movement.
• Describe the difference between active versus involuntary reorganizing of defensive and orienting responses.
• Discuss how to facilitate sensorimotor sequencing by utilizing framing techniques to limit the amount of information to be processed.
• Describe techniques for modulating hyper- and hypoarousal.
• Define the concept of “action systems” and differentiate action systems of daily living versus action systems of defense.
• Differentiate somatoform and psychoform dissociation.
• Explain dissociation as a structural phenomenon.
• Describe the difference between the Apparently Normal Part of the Personality versus the Emotional Part of the Personality.
• Assess indicators of structural dissociation in clients.
• Utilize therapeutic interventions to increase mindfulness and integrative capacity in structurally dissociated clients.

Friday, December 4, 2009 - 7.00 hours

• 9:00-10:30 am Orientation, Feedback, and Check In
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Didactic: PowerPoint slides, lecture: Authentic versus Habitual Emotion
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Introduction of technique(s) or skills: Working with Emotions
• 2:00-2:30 pm Demonstration of Working with Emotion
• 2:30-3:45 pm Practice Sessions: Working with Emotion
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Video of Working with Emotions

Saturday, December 5, 2009 - 7.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture: The Organization of Experience: Stitching and Unstitching
• 10:30-10:45 am Break (15 minutes)
• 10:45-11:00 am Demonstration: Stitching and Unstitching
• 11:00 am-12:30 pm Practice Sessions: Stitching and Unstitching
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Discussion
• 2:00-3:00 pm Didactic: PowerPoint slides, lecture: Working with Cognition
• 3:00-3:45 pm Practice Sessions: Working with Cognition
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions
• 5:00-5:30 pm Didactic: PowerPoint slides, lecture; Phase Three Trauma Treatment

Sunday, December 6, 2009 - 7.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture: Uses of Touch: Pitfalls and Benefits
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Practice Sessions: Integrating Touch
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:30 pm Video Demonstration
• 2:30-3:45 pm Practice Sessions: Putting Skills Together
• 3:45-4:00 pm Break (15 minutes)
• 4:00-5:00 pm Discussion and Questions: Facilitating the Experience of Pleasure
• 5:00-5:30pm Closing

Monday, December 7, 2009 - 6.00 hours

• 9:00-10:30 am Didactic: PowerPoint slides, lecture : Attachment, Character and Action Systems
• 10:30-10:45 am Break (15 minutes)
• 10:45 am-12:30 pm Introduction to Developmental Issues: Experiential Exercises
• 12:30-1:30 pm Lunch (1 hour)
• 1:30-2:00 pm Discussion and Questions
• 2:00-3:00 pm Practice Sessions: Completion Exercises
• 3:00-3:15 pm Break (15 minutes)
• 3:15-4:00 pm Practice Sessions: Completion Exercises
• 4:00-4:30pm Student feedback, assignment of homework and Closing

Objectives for Block #4 - The participant will be able to:

• List indicators of habitual emotional responses.
• List indicators of authentic emotional responses.
• Utilize body-oriented interventions to work with emotion.
• Describe how cognition can become an interference or be used as a resource.
• Utilize stitching and unstitching to help clients work with their organization of experience.
• Describe the concept of “maps” in Sensorimotor Psychotherapy.
• Choose appropriate maps and apply the relevant interventions with clients.
• Discuss the phobia of pleasure in traumatized clients.
• Identify the signs of pleasure in the body.
• Apply interventions that help clients deepen the sense of physical pleasure.
• Describe the pitfalls of using touch with clients and contraindications for touch.
• Demonstrate appropriate uses of touch in Sensorimotor Psychotherapy.
• Describe the effects of attachment and developmental experiences on the body.
• Describe the effects of attachment and developmental experience on cognitive schema.