8:30 to 9:00 - Check in

9:00 to 10:00 - Karen Fried, Psy.D., M.F.T.: Effective Ways to Work with Parents Using the Oaklander Model

The Violet Oaklander Model includes parents as an integral part of therapy with children and adolescents. Simply put, parents live with their children, and are key factors in bringing children and adolescents to therapy, paying the fees and supporting the work outside of the sessions. A therapeutic alliance with parents and/or primary caregivers is critical to the therapy process. Supportive parents can enhance the therapy for their children and difficult or non-supportive parents can hinder progress. Using case examples, this presentation will demonstrate how to engage parents using the Oaklander Model.

Components of the Oaklander Model discussed include the how to form an I/Thou relationship with parents from the first session, include and inform them in the process while still maintaining boundaries and a therapeutic relationship with their child. Case examples will be presented in how parents can be fully engaged in the treatment process facilitating a successful outcome. Participants will have the opportunity to ground the theory of working with parents in an experiential exercise.

10:00 to 10:10 - Break

10:10 to 11:10 - Susana Millán, MA: Case presentation of therapeutic process with sexually abused 6-year-old girl using the Oaklander Model.

Presentation of the case of Constanza a 6-year-old girl who was sexually abused by a cousin.

The therapeutic process was carried out under the Oaklander model from beginning to end.

In the course of the therapeutic process I found myself with more difficulties, such as a low level in the language of the small Constanza and a male identity and impulsiveness.

The use of powerful projective techniques such as the sand tray, the narrative, and the drawing, helped Constance to discover her toxic introjects, heal the wound and achieve a healthy integration.

11:10 to 11:20 - Break

11:20 to 12:30 - Lynn Stadler, LMFT: The Dissociative Continuum: Treating Trauma with the Oaklander Model

Many children and adolescents come to therapy with varying degrees of trauma - sometimes a single traumatic event, often multiple traumas experienced over months or years. Many of our clients' parents have lived with trauma, as children, as adults. Whether it's a little or a lot, trauma tends to result in loss contact - our ability to stay present and aware of the body, senses, emotion, and/or cognitive process. This presentation and first-hand experience will provide participants with a better understanding of the Dissociative Continuum and how treating therapists can assess the impact trauma, determine diagnosis, and scale Gestalt experiments using the Oaklander Model to treat traumatized child and adolescent clients and their parents. In addition to Violet's work, we will also touch on contributions of John Briere, Nancy Napier, and other contemporary approaches to working with trauma.

12:30 to 1:30 - Lunch

1:30 to 2:45 - Panel Discussion with Violet Oaklander and Conference Presenters

Conference attendees will have a chance to meet Violet and ask her questions about her work, as well as to ask questions of the presenters regarding their talks.

2:45 to 3:00 - Break

3:00 to 4:15 - Jon Blend, MA: Musical Haiku: Stepping into the Relational Dance

Musical Haiku offers a relational way of extending Violet Oaklander's inclusive approach to group working with music. It involves many elements- embodied awareness, movement, writing without editing and voicing. The exercise draws on a simplified version of Oriental Haiku - a condensed form of poetry writing based on sensory awareness. After a short period of solo reflection undertaken indoors or outside the group will work together in threes, combining their efforts to make a single Haiku and embellishing this with music and movement. Each trio will receive brief coaching before they perform their Haiku to the wider group.

Haikus may be fun, surreal, evocative, poignant. This exercise involves relating and negotiating-eg deciding whose line starts/ ends/ is in the middle of the piece. It draws on awareness and fosters ability to make statements about the self and the world. Many children who feel despondent when faced with a writing task discover through this group exercise that they too have imagination and ability to express them creatively.

4:15 to 4:30 - Evaluations and CEU certificates