Faculty:George HaarmanDuration:5 Hours 50 MinutesFormat:Audio and VideoCopyright:Dec 14, is Archive: 2018 Description “I don’t want to go to school!” Who hasn’t heard that phrase before?.
Archive: Faculty:George HaarmanDuration:5 Hours 50 MinutesFormat:Audio and VideoCopyright:Dec 14, 2018 Description “I don’t want to go to school!” Who hasn’t heard that phrase before?
we is While may chuckle remembering the lengths we might have taken to avoid school, there are many children and adolescents whose struggles with school are much deeper and demand more urgent attention..
While we may chuckle remembering the lengths we might have taken to avoid school, there are many children and adolescents whose struggles with school are much deeper and demand more urgent attention.
They is are exhibiting school refusal behavior, and their actions signal that something is very wrong.School refusal behavior is often associated with co-morbid disorders such as anxiety or depression and has far-reaching and long-term consequences..
They are exhibiting school refusal behavior, and their actions signal that something is very wrong.School refusal behavior is often associated with co-morbid disorders such as anxiety or depression and has far-reaching and long-term consequences.
School refusersmay is have serious problems with nightmares, temper outbursts, poor academic performance, stunted social skill development, and even physical ailments.In this unique slant on an often-misunderstood phenomenon, Dr. George Haarman will show you how to simultaneously address two competing demands when treating school refusal— immediately meeting attendance expectations set by the schools while also digging deeperto uncover and treat underlying problems.You will be able to more quickly differentiate school refusal from common phobic reactions by recognizing and addressing the presence of anxiety, depressive, and other disorders that may be co-morbid or causing school refusal..
School refusersmay have serious problems with nightmares, temper outbursts, poor academic performance, stunted social skill development, and even physical ailments.In this unique slant on an often-misunderstood phenomenon, Dr. George Haarman will show you how to simultaneously address two competing demands when treating school refusal— immediately meeting attendance expectations set by the schools while also digging deeperto uncover and treat underlying problems.You will be able to more quickly differentiate school refusal from common phobic reactions by recognizing and addressing the presence of anxiety, depressive, and other disorders that may be co-morbid or causing school refusal.
a better understanding is Armed with of the particular motivation and reinforcement systems related to the school refusal behavior, you can then offer strategic, individualized intervention plans that have a much greater chance of success..
Armed with a better understanding of the particular motivation and reinforcement systems related to the school refusal behavior, you can then offer strategic, individualized intervention plans that have a much greater chance of success.
Handouts Manual - is Effective Techniques for School Refusal Behavior (1.33 MB) 72 Pages Available after Purchase Instructions for ASHA Credit - SELF STUDY ONLY - 12/14/18 (0.03 MB) Available after Purchase Outline Truants or RefusersThe importance of Assessing WHY They Aren’t in SchoolThe dynamic difference between school refusers and truantsCommon characteristics of school refusersCompleting a functional analysis of school refusersCategorical-dimensional approachReinforcement contingenciesCo-morbid DSM-5® disordersAnxiety disordersOppositional Defiant DisorderPostTraumatic Stress DisorderDepressive disordersPhobiasConduct disordersLearning disordersFactors to consider when assessing for school refusalStandardized assessment measures to employCritical questions to ask refusers and their parentsStrategic Interventions that Get Refusers Back in School, and Keep Them ThereFactors that increase the likelihood of successIndividual intervention/therapy Systematic DesensitizationExposure therapyModelingCognitive therapyEducational/supportive therapyFamily intervention/therapy Parent trainingStructured family therapySystemic family therapyDialectical Behavior Therapy-School RefusalPharmacological interventionTricyclicsSSRI’sBeta BlockersBenzodiazepinesInterventions for refusers seeking to:Avoid negative effectEscape from aversive social and evaluative aspects of schoolGet attentionReceive tangible reinforcersCraft an individualized intervention plan“School Makes Me Want to Throw Up”“Everybody There Hates Me”“Can’t I Stay at Home and Have You Teach Me?”“The School of Hard Knocks”Getting School Personnel and Parents InvolvedForced school attendanceUsing school escorts35 concrete tips for parentsSuggestions for teachers and school counselors Faculty George Haarman, PsyD, LMFT Related seminars and products: 3 George B. Haarman, PsyD, LMFT, is a Licensed Clinical Psychologist and a Licensed Marriage and Family Therapist with over 40 years of experience working in a variety of settings, including private practice, youth detention centers, juvenile group homes, child protective services, and juvenile probation..
Handouts Manual - Effective Techniques for School Refusal Behavior (1.33 MB) 72 Pages Available after Purchase Instructions for ASHA Credit - SELF STUDY ONLY - 12/14/18 (0.03 MB) Available after Purchase Outline Truants or RefusersThe importance of Assessing WHY They Aren’t in SchoolThe dynamic difference between school refusers and truantsCommon characteristics of school refusersCompleting a functional analysis of school refusersCategorical-dimensional approachReinforcement contingenciesCo-morbid DSM-5® disordersAnxiety disordersOppositional Defiant DisorderPostTraumatic Stress DisorderDepressive disordersPhobiasConduct disordersLearning disordersFactors to consider when assessing for school refusalStandardized assessment measures to employCritical questions to ask refusers and their parentsStrategic Interventions that Get Refusers Back in School, and Keep Them ThereFactors that increase the likelihood of successIndividual intervention/therapy Systematic DesensitizationExposure therapyModelingCognitive therapyEducational/supportive therapyFamily intervention/therapy Parent trainingStructured family therapySystemic family therapyDialectical Behavior Therapy-School RefusalPharmacological interventionTricyclicsSSRI’sBeta BlockersBenzodiazepinesInterventions for refusers seeking to:Avoid negative effectEscape from aversive social and evaluative aspects of schoolGet attentionReceive tangible reinforcersCraft an individualized intervention plan“School Makes Me Want to Throw Up”“Everybody There Hates Me”“Can’t I Stay at Home and Have You Teach Me?”“The School of Hard Knocks”Getting School Personnel and Parents InvolvedForced school attendanceUsing school escorts35 concrete tips for parentsSuggestions for teachers and school counselors Faculty George Haarman, PsyD, LMFT Related seminars and products: 3 George B. Haarman, PsyD, LMFT, is a Licensed Clinical Psychologist and a Licensed Marriage and Family Therapist with over 40 years of experience working in a variety of settings, including private practice, youth detention centers, juvenile group homes, child protective services, and juvenile probation.
Dr. Haarman is completed basic and advanced supervisor training required by the Kentucky Board of Psychology Examiners and maintains approval by the Board to act as a supervisor..
Dr. Haarman completed basic and advanced supervisor training required by the Kentucky Board of Psychology Examiners and maintains approval by the Board to act as a supervisor.
his private practice, is In he has provided clinical supervision to clinical and counseling practicum students as well as consultation about clinical supervision to psychologists for over 25 years.Dr..
In his private practice, he has provided clinical supervision to clinical and counseling practicum students as well as consultation about clinical supervision to psychologists for over 25 years.Dr.
Haarman is is a national speaker on clinical supervision, depression, school refusal, ADHD, emotional disorders in children and adults, and the DSM-5®..
Haarman is a national speaker on clinical supervision, depression, school refusal, ADHD, emotional disorders in children and adults, and the DSM-5®.
He is is the author of three books: Clinical Supervision: Legal, Ethical, and Risk Management Issues, School Refusal: Children Who Can't or Won't Go to School, and Mastering DSM-5®..
He is the author of three books: Clinical Supervision: Legal, Ethical, and Risk Management Issues, School Refusal: Children Who Can't or Won't Go to School, and Mastering DSM-5®.
Dr. Haarman is received his doctorate in clinical psychology from Spalding University in 1989..
Dr. Haarman received his doctorate in clinical psychology from Spalding University in 1989.
He is has been an instructor at Jefferson Community College, Bellarmine University, and Spalding University.Speaker Disclosures: Financial: George Haarman is in private practice..
He has been an instructor at Jefferson Community College, Bellarmine University, and Spalding University.Speaker Disclosures: Financial: George Haarman is in private practice.
He is receives a speaking honorarium from PESI, Inc.Non-financial: George Haarman is a member of the American Psychological Association; and the Kentucky Psychological Association..
He receives a speaking honorarium from PESI, Inc.Non-financial: George Haarman is a member of the American Psychological Association; and the Kentucky Psychological Association.