Training for Clinicians
We believe that reflective thinking is at the foundation of positive relationships, healthy child development, and family functioning.
As mental health professionals and therapists, one of our main goals is to help parents understand their children better and adapt themselves to their needs. The ability to stop, think, and ponder on possible motives for behavior, provides an opportunity to better understand ourselves and others, thus reducing automatic (often negative) reactivity. Instead of immediately reacting without giving thought to the meanings of one’s actions, parents start adding occasional pauses to the flow of their interactions with their children, using them to stop, think, reflect— and only then—react.
We believe in the power of reflective thinking and see it as part of the foundations of healthy, kind, empowering and nurturing dialogues among family members. We offer training workshops for clinicians, which focuses on broadening therapists’ understanding of the importance of parents’ ability to adopt a reflective stance for children’s development, as well as the place of reflective capacities in the therapeutic stance. The training curriculum emphasizes the different ways in which parents’ and educators’ (teachers, daycare caregivers) reflective capacities can be enhanced and strengthened. The program enables clinicians to learn new methods for exploring the links between emotions, thoughts, and behaviors; that is, the ability to identify and understand what motivated the child’s behavior, the parent’s own behavior, and the interaction between them.
The program is based on an intervention model developed in the Center for Reflective Communities in Los Angeles, USA, and was adapted to suit the needs and realities of Israeli families.
We provide training for mental health professionals who wish to deliver intervention/ prevention reflective parenting groups, utilizing an evidence-based method grounded in theoretical models of socio-emotional development. The aim of the parenting groups is to enhance parents’ reflective capacities, sense of parenting efficacy, and the parent-child bond.
The training program is comprised of two levels (stages):
Level 1 training (the theoretical stage):
The first stage (“Level 1 training”) includes a two-day seminar, during which therapists study the theoretical basis of the intervention method, including key theories and research findings on the importance of reflective caregiving. A central part of the seminar focuses on introducing and practicing various techniques clinicians can use to enhance parents’ or educators’ reflective capacities; main topics and issues that are likely to arise during group meeting are discussed.
The Level 1 training can contribute to clinicians delivering both individual and group therapy.
Level 2 training (the practical stage):
Therapists who wish to continue training in order to deliver reflective caregiving groups will receive a detailed Duet manual on how to run group sessions. The training sessions will include thinking about group compositions and instructions for intakes including reflective functioning interviews (PDI). Levels 2 training will focus on observing and learning of the processes taking place within the group, while emphasizing the intervention techniques group facilitator can use to enhance participants’ abilities to adopt a reflective stance.
The Duet team will accompany the group’s formation across its various stages.
Requirements during Level 2 training:
1. Conducting an intake session and attending individual feedback sessions.
2. Delivering group sessions (12 sessions).
3. Bringing group records to training sessions.
4. Submission of a written summary that includes an observation of two participants’ development of reflective capacities throughout the intervention.
For Full List
24.3.2018 Courses in Shaar HaNegev For Full List 30.3.2018 Tel Aviv
4.5.2018 Northern Tel Aviv
11.6.2018 Pardes Hanna