Participants in this workshop will be asked to be active participants in activities which can be used with groups (small and large) of clients and students in a therapeutic setting. Activities are designed to elicit a variety of emotions which can be observed, analyzed, and proactively used in developing skills for self-managing behavior outside of the therapeutic space (i.e. what happens when Student A develops the same frustration when their parent, teacher, BHP, LSCW, or etc. is not around to assist in processing?).
Participants will engage in dialog about the importance of the focus of empowering children, and how to identify what triggers us as facilitators to sway towards controlling spaces.
The workshop will culminate in participant-led activities followed by self and peer feedback regarding the application of learning.
Upon completion of this program, participants will be able to
- Develop new or enhance existing knowledge of ways to actively involve clients/students in their cognitive development and social and emotional learning.
- Engage in peer and leader driven dialog to discover ways to apply activities to diverse groups and settings.
- Self and peer evaluate the delivery of participant-led activities from the perspective of empowering clients/students and intentionally leaving behind the desire to control a space.
- Discover what triggers each of us to switch to the need to control a space and apply this analysis to the work being done with clients/students.
- Analyze the physical, emotional, and cognitive response to the activity(ies) being experienced by workshop participants and apply our process within the workshop to the spaces participants will be returning to when working with their own clients/students.
Sponsored by: MA Department of Public Health, Bureau of Substance Addiction Services, Office of Youth and Young Adult Services & AdCare Educational Institute, Inc