The Self-Accepting Child and Adolescent: Tips for Parents, ...

The Self-Accepting Child and Adolescent: Tips for Parents, ...

The Self-Accepting Child and Adolescent: Tips for Parents, Teachers and Therapists

Presented By: Tim Worden, PhD and Laureen Turner Worden, PhD | Saturday, April 8, 2017 | 9 am – 1 pm

Location: CIP, 1330 Lincoln Avenue, Suite 201, San Rafael, CA 94901

Cost: $75 early registration fee up to 10 days prior to seminar, $85 after. 

CIP Member Discounts: $50 early registration, $60 after 

CEs: 4 CEs for LMFTs & LCSWs and 4 CEs for Psychologists

Tim Worden Bio:

Tim Worden, PhD, has been working as a neurologically oriented psychologist over the past 25 years, including positions as Clinical Director and Executive Director of residential programs in the areas of addictions and eating disorders. He has developed a unique Cognitive-Experiential psychotherapeutic approach which integrates emotional-motivational factors into the traditional insight and cognitively oriented psychotherapies. Dr. Worden has presented workshops throughout the country and abroad, and has co-authored several articles on anger, anxiety and health. He has developed and copyrighted the Life Satisfaction Questionnaire© and the Life Plan©, which are geared towards creating a deep sense of life satisfaction. Dr. Worden received his doctorate from the University of South Florida and his undergraduate Degree from the University of California at Santa Barbara. He is presently working at Reflections, a residential program for addictions in Novato, California.

Laureen Worden Bio:

Laureen Worden, PhD, specializes in the treatment of Emotional Dysregulation, particularly with addictions and eating disorders with both adults and adolescents. Dr. Worden is currently the Clinical Director of the Reflections Outpatient Program. Prior to this, she was a Primary Therapist at Alta Mira. She has also assumed leadership roles as a clinical director at two addictions facilities and was a lead clinical supervisor at an APA approved internship program for children and adolescents, teaching and training therapists. Her unique psychotherapeutic approach combines specialties in Dialectical Behavior Therapy, Emotion-Focused Therapy, Collaborative Problem Solving, Mindfulness, Interpersonal Psychotherapy and Speech and Language. Dr. Worden received a BA in Linguistics from McGill University, an MS in Speech-Language Pathology from the University of South Florida, and an MS and PhD in Psychology from the University of Oregon.

Course Description:

Research is establishing that shame and unresolved guilt remain among the most common and powerful core emotional issues that underlie a wide variety of mental health disorders (e.g., addictions, eating disorders, attachment/relationship issues, etc). Moreover, as noted by Adler and others, the development of shame begins in childhood and is commonly exacerbated in adolescence. Recent research has noted the limitations of self-esteem interventions and have demonstrated the stronger outcomes of utilizing concepts such as self-acceptance and self-compassion to combat prolonged guilt and shame. However, there is less being written on applying these principles to children and adolescent populations.  

This workshop attempts to fill this gap by describing specific treatment interventions that can be utilized in older children and adolescents. Additionally, the workshop will review tangible suggestions for training teachers and parents in communication skills that enhance self-acceptance and decrease prolonged guilt and shame.  

Source Material: 

The work in the field of self-acceptance had been hampered by the industry focusing on improving self-esteem.  The research is now growing on the limitations and specific negative impacts on the use of self-esteem to decrease guilt and shame.  As this literature has mounted, new approaches, often based on mindfulness, have begun to flourish that support the use of self-acceptance and self-compassion in combating guilt and shame.

A second area of research includes very divergent areas that address the proper environments that maximize children and adolescents capacity to be successful in life.  Each of these areas have introduced some suggestions on how to communicate to children to utilize specific language that enhances success in general, and a decrease in shame in particular.  This aspect of the workshop will draw from diverse areas, including, but not limited to Carol Dweck’s work on early motivation and theddr development of Self, Daniel Siegel and Tina Bryson’s work on No Drama Discipline, Linda Graham and others on Resiliency, Angela Duckworth’s research on Grit, and Martin Seligman’s work on the optimistic child.  

Specific areas of research influencing the interventions described in this workshop include:

Bernard, M.E., (2012),  The Strength of Self-Acceptance: Theory, Practice, and Research.  New York, NY: Springer

Brach, T, (2004) Radical Acceptance. New York, NY Bantam Dell.

Brooks, R. & Goldstein, S. (2004).  The Power of Resilience.  McGraw-Hill, New York, NY.

Crocker, J. (2002) The Costs of Seeking Self-Esteem, Journal of Social Issues (Vol. 58, No. 3), 597-615

Crocker, J., Park, L. (2004) The Costly Pursuit of Self-Esteem, Psychological Bulletin, Vol. 130, No. 3, 392-41

Crocker, J. & Carnevale, J. (2013) Self-Esteem can be an ego trap. Scientific American Mind, Vol 24 (4).

Duckworth, A. (2016). Grit: The power of passion and perseverance.  Harper-Collins, Toronto, Ontario Canada.

Germer, C.K. (2009). The mindful path to self-compassion: Freeing yourself from destructive thoughts and emotions. New York: Guilford. 

Graham, L. (2013). Bouncing Back: Rewiring your brain for maximum resilience and well-being.  New World Library, Novato CA.

Dweck, C. (2000).  Self Theories: Their role in motivation, personality and development.  Psychology Press, New York, NY.

Gilbert, P. (2010).  Compassion Focused Therapy.  New York, NY: Routledge Press.

Gilbert, P. & Choodin (2014).  Mindful Compassion.  New York, NY: Routledge Press.

Neff, K. (2011) Self-Compassion: Stop Beating Yourself Up and Leave Insecurity Behind.  New York, NY: William Morrow Press

Siegel, D. & Payne-Bryson, T., (2016).  No-Drama Discipline Workboook.  PESI Press, Eau Claire, WI.

Welford, M. & Gilbert, P.  (2013) The Power of Self-Compassion: Using Compassion-Focused Therapy to End Self-Criticism and Build Self-Confidence.  Oakland, CA: New Harbinger.

Suggested Websites

Center for Mindfulness in Medicine, Health Care, and Society

UCLA Mindful Awareness Research Center

The Center for Compassion and Altruism Research and Education 

Dr. Kristin Neff, University of Texas at Austin 


Learning Objectives:  

Upon completion of this workshop participants should be able to:

  1. View the prevention and resolution of shame and guilt from a self-acceptance prospective rather than a self-esteem or self-worth approach.
  2. Explain the research based criteria for forgiveness.
  3. Utilize experiential and mindfulness based methods for overcoming guilt.
  4. List specific ways that teachers and parents inadvertently communicate shame to children and adolescents
  5. List specific ways that teachers and parents can communicate to children that increase self-acceptance and decrease shame.
  6. Summarize basic Self-Acceptance techniques to overcoming shame in children and adolescents utilizing both cognitive-behavioral and experiential treatment interventions. 

Course Schedule/Outline:  

8:30 am – 9:00 am Registration

9:00 am – 10:15 am Overview of the self-acceptance approach to overcoming prolonged guilt and shame.

10:15 am – 11:00 am   Overview of specific cognitive-behavioral and experiential techniques to enhance self-acceptance and decreasing shame.  

11:00 am – 11:15 am Break

11:15 am – 12:00 pm  Preventing and resolving guilt and shame in children and adolescents.

12:00 pm – 1:00 pm  Techniques for teachers and parents in communication practices to enhance self-acceptance and decrease shame. 

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Price $85.00