Class 3: Partnering with Parents/Caregivers & Structuring Home Reward-Consequence Programs | Friday, September 12, 2025 | 8:00am-4:00pm, E.S.T.
Learn leverage to overcome parental resistance, how to give meaningful Tx recommendations, and supportive structure and behavior plans to decrease family conflict & improve cooperation.
____________________________________________________________
***TO REGISTER AND SAVE ON MULTIPLE CLASSES, CLICK A QUANTITY BELOW***
Learn leverage to overcome parental resistance, how to give meaningful Tx recommendations, and supportive structure and behavior plans to decrease family conflict & improve cooperation.
____________________________________________________________
***TO REGISTER AND SAVE ON MULTIPLE CLASSES, CLICK A QUANTITY BELOW***
Learn leverage to overcome parental resistance, how to give meaningful Tx recommendations, and supportive structure and behavior plans to decrease family conflict & improve cooperation.
____________________________________________________________
***TO REGISTER AND SAVE ON MULTIPLE CLASSES, CLICK A QUANTITY BELOW***
Learning Objectives: Participants will be able to:
• Perform a structured ‘recruiting conversation’ combining reframing, empathy, and joining with sales techniques to overcome parental resistance.
• Demonstrate at least 6 strategies for communicating difficult parent feedback and translating psychological/developmental/family concerns into receivable messages for parents/caregivers.
• Define parent/caregiver “executive function” including at least 5 parenting characteristics that breed connection and discipline at home.
• State the continuum of home therapeutic reward and consequence systems designed to enhance and accelerate outpatient therapy.
Class Outline:
• Why therapists must integrate the family system into child-adolescent art therapy and the AT/FS way to do it.
• Psychological salesmanship: structured recruiting conversations to attract even resistant parents into the therapy process
• Working with and overcoming parental resistance.
• Empathic language to decrease blame and honor parents’ multigenerational and present experience
• Presenting assessment feedback to parents/caregivers: translating art therapy, developmental, and psychological concepts into understandable language for powerful collaboration
• A philosophy of parenting with roots in Family Systems Theory: “Love with Limits” and “Parental Executive Functioning”
• Understanding behavior via the iceberg theory, human motivation oversimplified, and the wisdom of the behavior
• Family values-based discipline: a teaching model versus the control-containment model, behavioral rules emanating from family beliefs and values
• Commonplace discipline: “1-2-3 Magic (Phelan, 2016)” and logical consequences
• Championship parenting characteristics: presence, prioritization, clarity, consistency, follow through, persistence, owning your authority, self-regulation, wisdom differentiating a privilege from a right
• Parenting Judo: accepting and modifying children’s energy and needs rather than confronting with discipline
• The ultra-positive, sloppy, relationship based, carnival-style reward system that generates clients’ practice of learned social and coping skills, improves cooperation, decreases conflict and power struggles
• Powering Up: a continuum of home-based behavior modifications programs beginning with mild challenges up through acute disruptive behaviors such as O.D.D., arguing, violence, destruction, and elopement