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LEARNING OBJECTIVES: 

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1. Review of information from Basic CRM class

2. Review of the importance of CRM conceptualization as learned in the CRM basic training

3. Introduction of how/where to begin when utilizing CRM with Children, Adolescents, and Caregivers

4. Introduction and overview of the importance of  utilizing CRM relevant to  developmental stages of working with children and adolescents

5. Review early childhood development and attachment through the lens of CRM conceptualization

6. Review psychoeducation of trauma and CRM healing processes within child and adolescent clients

7. Identify the role of caregivers in CRM therapy, relevant to factors such as developmental and chronological age of child, as well as the ability of the caregiver to maintain attunement

8. Evaluate the explicit needs of the caregiver relevant to doing their own trauma and attachment disruption work

9. Understand how to intertwine the language of children (expression through art, play, sand tray) with the CRM model

10. Learn developmentally appropriate terminology for effective use of CRM resourcing and process work with Children and Adolescents 

11. Learn clinical applications of internally sourced neurobiological resourced interventions in children (including but not limited to specific breathing exercises that provide resourcing for various needs such as pain, panic, flashbacks, racing thoughts, and nightmares) combined with expressive modalities such as play, sand tray, art, and music as a means to communicate with therapist throughout the interventions.

12. Learn clinical applications for preparing a child to process trauma utilizing CRM methods (body identification and awareness; child’s introduction to, understanding of, and ability to demonstrate CRM interventions prior to process work).

13. Learn how to find eye positions and retain eye positions when moving about the therapy office during play, for the anchoring of resources 

14. Formulate home-based work relevant to between session triggers, and work with both child and caregiver (when appropriate and possible) on implementation when outside of sessions.

15. Discuss working with obstacles to treatment and throughout healing

16. Understand how to facilitate attachment work with Children/Adolescents and their Caregivers from a CRM perspective; and, within Children/Adolescents when a Caregiver is not available. 

17. Operationalize the closing of sessions with brain-based safety and activation of positive neuroplasticity

18. Utilize methods of catalyzing brain neuroplasticity to maintain the gains made in the treatment session

19. Provide relevant case examples and video of CRM child session

20. Evaluate the explicit needs of the therapist relevant to doing their own trauma and attachment disruption work

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