Program Tuesday 17.06
ICART Conference 2008 (http://hjem.diakonhjemmeths.no/artk/)Program before lunch: Quality Hotel Residence
Program after lunch: the ART Center
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09.00 -10.00 |
Registration and coffee |
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10.00 - 10.30 |
Opening of the Conferance |
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10.30 - 11.45 |
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11.45 - 13.00 |
Lunch |
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B2: ART in Kindergartens Speakers: Karin Elise Arnesen & Aasta R. Øyen |
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Presentation of the Youth Alternative in Oslo |
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Plenary: The Anger
Management Component, by PhD Eva L. Feindler
The anger management component of ART includes various cognitive,
motoric, and physiological self-regulatory responses that can be
taught to explosive, acting-out children and their families.
Techniques of self-instruction, relaxation, coping skills,
appropriate assertion, and self-monitoring of anger and conflict
experiences will be reviewed. Participants will learn:
theory and conceptualization of aggressive behavior in
cognitive-behavioral terms; methods of assessment of the frequency
and severity of aggressive and impulsive behavior; self-control
techniques used to control impulsive anger; implementation of these
procedures with either individuals or groups of children and
adolescents; as well as with their families.
PhD Eva L. Feindler
Eva L. Feindler,
Ph.D. is currently a professor of psychology at the Long Island
University Doctoral program in Clinical Psychology. As a faculty
member of the Specialty Track in Family Violence and as Director of
the Psychological Services Clinic, she is directly involved in
programs to help children and families manage their anger and
resolve conflict. She received her undergraduate degree in
psychology from Mount Holyoke College and her masters and doctoral
degrees from West Virginia University. Her clinical internship
training was completed at the Children's Psychiatric Center in
Eatontown, New Jersey. Prior to her position at LIU, Dr. Feindler
was an associate Professor of Psychology at Adelphi University
where she also directed the Masters Degree program in Applied
Behavioral Technology. She has authored several books (Adolescent
Anger Control: Cognitive-Behavioral Strategies; Handbook of
Adolescent Behavior Therapy, Assessment of Family Violence),
numerous articles on parent and child anger, its assessment and
treatment and has conducted professional training workshops across
the United States and internationally. She is featured on a
training video (published by Research Press) which presents the
various components of Aggression Replacement Training. Currently
she is writing a book entitled The Comparative Treatment of Anger
Disorders.
Finally, she has served an appointed term on the New York State
Board for Psychology, a term on the Board of the Nassau County
Psychological Association and was the Program Coordinator for the
Association for the Advancement of Behavior Therapy Conference in
1995. She also served on the APA Commission on Violence and Youth
from 1992-1995 and on the APA Task Force on Violence and The
Family.
A1, B1 & C1: Assessment and treatment of violent forensic psychiatric patients in the Netherlands, by Ruud H.J. Hornsveld & Lotte Vermeulen
1.
Introduction
Information on the Dutch TBS-system for
forensic psychiatric inpatients and on obligatory treatment for
forensic psychiatric outpatients will be provided. Data on the
results of our work with the TBS-system, on the consequences for
treatment and on the course of patients' behavior on the ward
during admission will be presented.
2. Assessment and
consequences for treatment
The predictive properties
of a number of risk assessment instruments will be presented
(HKT-30, HCR-20, PCL-R). A discussion will be held on what
consequences the use of the SARA and the STATIC99 will have for the
treatment of domestic violent outpatients and sexually violent
outpatients, respectively.Then, advantages and disadvantages of
different measurement instruments for aggressive behavior
(self-report questionnaires, observation scales, and registration
of incidents) will be elaborated. Data on the psychometric
properties of the Aggression Questionnaire, the Novaco Anger Scale
and the Amsterdam Alexithymia Questionnaire will be
presented.
3. Chronic psychotic forensic psychiatric
patients
Information about the criminogenic needs of
chronic psychotic forensic psychiatric patients will be given. A
treatment program with an ART-module will be discussed.
Participants shall use the SOAS after a DVD-presentation of a
psychotic patient, to evaluate the aggressive behaviour of that
particular patient.
4.
Patients with a conduct or an antisocial personality
disorder
First, data on the criminogenic needs of
patients with a conduct disorder or an antisocial personality
disorder will be given and described. This will be followed by a
short presentation of the Aggression Control Therapy (Dutch version
of ART). After a comparison between completers and dropouts,
effects of ACT will be discussed. Individual differences between
patients must have consequences for the implementation of the
therapy. There will be a discussion about the development of the
therapy into a specific treatement program for patients with a
cluster B personality disorder. Recent data on a day treatment
program for violent juveniles with a conduct disorder will also be
presented.
Ruud H.J. Hornsveld (1946) finished his study
psychology in 1977 and worked then about eight years as
psychologist in general psychiatry. From 1985, he was head of the
outpatient facilities of a general psychiatric hospital and head of
the department for adults of a community mental health center. In
1997 he started his job as clinical psychologist and researcher in
forensic psychiatric center De Kijvelanden at Poortugaal.
Ruud has been almost twenty years member of the editorial board of
the Dutch journal for Behavior Therapy. He published about
compulsive hand washing, writer's cramp, assessment of aggressive
behavior and programs for violent forensic psychiatric patients. In
2006, he finished a project in which he developed and evaluated a
Dutch version of the Aggression Replacement Training for adolescent
and adult forensic psychiatric patients. This project was funded by
the Dutch Ministry of Justice during the period 2002-2005. Recently
he received his Ph.D. degree with a dissertation called "Assessment
and treatment of violent forensic patients with a conduct or an
antisocial personality disorder in the Netherlands."
Lotte Vermeulen (1984) finished her studies at the
Erasmus University Rotterdam (MSc in Psychology) in 2007. She wrote
her thesis on Moral Reasoning and started to work on a
questionnaire to measure moral judgement, with the intention of
eventually being able to evaluate moral reasoning as part of the
treatment programme for forensic psychiatric patients. She now
works as a psychologist at Forensic Psychiatric Center De
Kijvelanden at Poortugaal, Netherlands, and has further research
ambitions.
A2: The Whole School ART Model
(HART), by Eskil Domben & Geir Solli
The Whole School ART Model (HART) is standard ART with supporting
environment for creating a more predictable, safer and positive
learning environment. Besides that the schools make a social
learning curriculum. In HART the teachers are trained in
Classroom organization and management, the use of Reinforces,
recognition, rewards and motivators, Teaching social skills,
Instructional strategies, Communicating with
parents/caregivers. We where lucky having a two year
following up study based on a WEB version of SSRS (Social Skills
Rating System). This was done by the University of
Tromsø under the administration of Frode Svartdal. The
schools working with ART-Larvik for a minimum of 3 years.
The workshop will focus on how we are working with ART in
schools of Larvik as a main preventive factor regarding Drugs,
Psychiatrics and aggressiveness in the whole school
environment. Read more about ART and HART here (in
Norwegian):
www.larvik.kommune.no/art
Eskil Domben and Geir Sollid
Both are teachers
with a degree in the postgraduate education (2 years) Training of
Social Competencies Teaching Social Competence at the Diakonhjemmet
University College, Norway. They are responsible for educating and
follow up the ART-trainers in Larvik and for developing the method
into other arenas.
A3: Implementation of
Skillstreaming, by Dr.Ellen McGinnis-Smith
This workshop will focus on the implementation of Skillstreaming, a
process for teaching prosocial skills to children and
adolescents. The learning components of modeling, role
playing, feedback, and transfer of training will be described and
illustrated through a real life display of a Skillstreaming
group. Workshop participants will have the opportunity to
participate as main actors, role players or observers. Following
the display, using the Skillstreaming process with children and
adolescents will be discussed, including ways to implement the
procedures in a variety of settings to create lasting behavioral
change.
Ellen McGinnis earned her Ph.D. in Behavioral
Disorders from the University of Iowa. She holds degrees in
elementary education, special education and school
administration. She has been a teacher and an educational
consultant in both public schools and hospital-based
programs. Dr. McGinnis also served as principal of the
education program at Orchard Place, a residential and day treatment
program for children and youth with emotional and behavioral
disorders. She is currently Executive Director of Student and
Family Services for the Des Moines Public Schools and provides
support for implementing Aggression Replacement Training across the
school district. The author of numerous articles, Dr.
McGinnis is a coauthor with Dr. Arnold Goldstein of
Skillstreaming the Elementary School Child,
Skillstreaming the Adolescent and Skillstreaming in
Early Childhood.
A4: ART - an
introduction, by Tutte M. Olsen & Johannes Finne
This session will focus on the basic knowledge of ART. We will
present the theoretical base of ART, the connections between
the three components, the most important learning principles and
how to transfer the new skills to the real world. You can
read
more about ART at this site.
Tutte Mitchell Olsen is a special teacher with 60
credits post-graduate education in "Training in Social Competence".
Currently she is taking her master in child care. She has been
leading ART-programs for several years, both in schools and in
residential homes for adolescent with behavior problems. She
is now a lecturer at Diakonhjemmet University College and have been
both editor and author of book chapter in the aria of ART, and
is also co-author of the Norwegian ART-training manual. She
has developed the Junior ART trainer program and has been
responsible for a number of presentations, ART-trainer
seminars and supervisions around in the country and also
abroad.
Johannes Finne has a Bachelor of Social
Education with 60 credits post graduate education in "Training in
Social Competence". He has several years experience as leader
of the ART-program at the Lindoy Centre and is current working as a
lecturer at Diakonhjemmet University College. Johannes Finne
has been responsible for developing implementation systems
including ART and family ART, and is also a co-author for the
Norwegian ART training manual. Johannes is a master ART
trainer and has been responsible for a number of ART-trainer
seminars supervisions and workshops and also lecturing at the
post-graduate education. He is now responsible for organizing the
ICART-conference.
B1: Assessment and treatment of violent forensic psychiatric
patients in the Netherlands, by Ruud H.J. Hornsveld &
Lotte Vermeulen
Part II: Chronic psychotic forensic
psychiatric patients
Information about the
criminogenic needs of chronic psychotic forensic psychiatric
patients will be given. A treatment program with an ART-module will
be discussed. Participants shall use the SOAS after a
DVD-presentation of a psychotic patient, to evaluate the aggressive
behaviour of that particular patient.
Please read about the whole program at A1.
B2: ART in kindergartens, by
Karin Elise Arnesen & Aasta R. Øyen
In 2005 we started a study in kindergarten to find out if ART
was a usable method in kindergarten. We used standard ART as
described in the book Aggression Replacement Training (Goldstein,
Glick, and Gibbs). The results showed that ART had a positive
effect both on the children's Social competence and in some amount
on reducing negative behavior. It's the same findings as in a
two year study done by the University of Tromsø. In the
workshop we will present the project and show how it's possible to
work with standard ART in kindergarten.
Karin Elise Arnesen and Aasta R. Øyen are
both teachers in preschool and post graduated at the Diakonhjemmet
University College, Norway. They are responsible for ART in
kindergartens in Larvik.
B3: Problem Solving, "The Do It Yourself,
Component" by Kim Parker, Robert Calame and John
Choi
The development of higher levels of competence in problem solving
is a central goal of the PREPARE Curriculum(Goldstein 1999).
The conflict, confusion and difficult choices youth face daily
create additional stress in their lives. To have in place a useful
strategy for dealing with these ongoing stressors is essential for
problem resolution. The focus should be on interpersonal
problem-solving to avoid or resolve problems that occur in
relationships with others. The framework of problem-solving
training can be used as a means to consult and help others to
reflect on and find their own solutions in difficult situations.
This model provides an opportunity to go deeper into the
person's issues and helps in sorting out of larger, more complex
problems.
When training in groups and having exposure to a variety of problem situations, participants learn a problem-solving process that they can use when facing different problems in the future.
Problem-solving is a strategy to enhance social competency either as a program itself or as a component of a broader multi modal PREPARE Curriculum. It is a critical skill that integrates with the application of the other Prepare strategies. Problem solving training has proven to be successful for intervention with antisocial behavior both as a single modal program (Friendship, Blund, Erikson, Travers, & Thornton, 2003) and as a combination with anger control training (Sukhodolsky, Golub, Stone, & Orban, 2005) or with social skills training (Tsang, 2001).
In the PREPARE Curriculum chapter on Cooperation Training, Dr. Goldstein states that many of the youth we work with may accurately be described, in terms of optimal channels of accessibility, as action-oriented and relatively non-verbal. This premise holds true not just for learning cooperative behavior, but also as a hands-on experience in problem solving.
This presentation on will provide an overview of the Problem
Solving chapter in the new PREPARE Implementation Guide, including
teaching tips for the facilitator and interactive supplementary
activities for each session.
Robert Calame is the Coordinator of Aggression
Replacement Training Programming at Batshaw Youth and Family
Centres in Montreal, Canada. The agency has over 35 separate
applications of A.R.T and Family A.R.T. in action. Robert graduated
from McGill University's School of Social Work and has been working
in the youth care field for 26 years. Robert's interests relevant
to A.R.T. are: improving generalization of A.R.T. by working with
families of youth in training (Family A.R.T.), training and
consultation internationally in "Teaching Pro-social Behavior to
Troubled Youth", secretary of the Advisory Board for the
International Centre for Aggression Replacement Training (ICART),
and member of the Quebec Association of Educators. With the help of
co-author Kim Parker, Robert has had numerous articles and writings
published on the topic of Family A.R.T.
In October 2007 Robert received an award for "Meritorious
Achievement" in the field of child and youth care at the Ruth and
Manny Batshaw Award of Excellence ceremonies.
Kimberlee Parker
After graduating from Acadia University, Kim began a 30 year career
working with youth in Quebec, Canada. When A.R.T. was
introduced at Batshaw Youth and Family Centres, she began animating
Family groups at their inception, was instrumental in the creation
of an agency-wide A.R.T. Implementation plan. Kim provides
support for A.R.T. through animation, training and coaching, and
has been responsible for the collection of evaluation data.
At the elementary school level, she has developed a conflict
resolution program that incorporates A.R.T. into other established
programs. Kim acts as consultant to many A.R.T. programs and trains
A.R.T. and Family A.R.T. internationally. Along with Robert Calame,
Kim has had numerous articles and writing published on Family
A.R.T.
In 2006 Kim was honored as "Youth Care Worker of the year" by
the Quebec Association of Educators. In 2007, Kim was recipient of
the Ruth and Manny Batshaw Award of Excellence for her significant
contributions in the field of child and youth care.
John C. Choi. Upon graduating with a BA in Psychology from
McGill University, John continued working with youth and in the
community. From parks and recreation to community based group homes
to social services, he has worked with all ages, from the elderly
to preschool children. His relationship with Batshaw Youth and
Family Services now approaches its 14th year, with
Goldstein's Prepare Curriculum, in particular Problem Solving and
A.R.T. being an integral part of his practice since Intermittent
Custody Program was developed in January 1996. He uses these tools,
and others, as a practitioner, a trainer, in public schools, and in
his private practice as well as in Batshaw.
"We are all teachers, role models, mentors, regardless of what we say or do, people perceive the truth? so why not show it."
B4: ART - A CBT
intervention; Do we need a theory for behavioural
change? By Bengt Daleflod
"Aggression is primarily learned behaviour, learned by
observation, imitation, direct experience and rehearsal"
(Goldstein, 1998). This presentation emphasizes the theories that
are the foundation of ART. ART has it's origin in social learning
theory.
Cognitive-Behavioural Therapy (CBT) is an umbrella term for different kinds of evidence based psychotherapy, based on learning theory, cognitive theory and social psychology. The focus is on the interaction between the individual and the environment.
What do we mean by behaviour? The way that behaviour is defined in learning theory differs from the everyday use of the word. Behaviour is not only what we do and say, it also includes bodily reactions, cognitions and interpretations of external events that influences both the individual and the environment.
A vast amount of research has shown that CBT methods have been
successful in the treatment of a variety of disturbances and
problems in life. CBT approaches are also the treatment of choice
when working with children and youth with acting out behaviours.
The accumulated research has shown that ART can, properly
implemented, be an effective program.
Frequent methods in CBT are; exposure, cognitive restructuring in
combination with behavioural experiments, applied relaxation,
social skills training and problem solving, anger control, home
work assignments, contingency management, etc. A behaviour analysis
should be the starting point for all CBT treatment.
Lately, the third wave of behaviour therapy has emerged with theories and therapies like acceptance and commitment therapy (ACT), relational frame theory (RFT), dialectical behaviour therapy (DBT) and mindfulness.
Arnold Goldstein hoped that ART and Prepare should be in constant evolution. He pointed out that this is a continuous process without end. ART is the beginning, not the end of this search. This progress has to be thorough, meaning that we have to be careful with the integrity of the programme. What enhances the effect of treatment? With what can contemporary research in the field of CBT contribute and enrich ART?
Bengt Daleflod, is an authorized psychologist and
psychotherapist, specialized in Cognitive Behavioural Psychotherapy
(CBT). He started his clinical carrier in the psychiatric care for
children, adolescents and their families, and since 1986 he has
been working with juvenile delinquents. Daleflod is working within
SiS (The National Board of Institutional Care in Sweden) and is
engaged in implementing effective methods, based on scientific
evidence, for working with young offenders. Aggression Replacement
Training (ART) is one of the main interventions that have been
introduced. Daleflod is"Research Director" for the international
network - ICART (International Centre for Aggression Replacement
Training).
C1: Assessment and treatment of violent forensic
psychiatric patients in the Netherlands, by Ruud H.J.
Hornsveld & Lotte Vermeulen
Part III: Patients with a conduct or an antisocial personality
disorder
First, data on the criminogenic needs of
patients with a conduct disorder or an antisocial personality
disorder will be given and described. This will be followed by a
short presentation of the Aggression Control Therapy (Dutch version
of ART). After a comparison between completers and dropouts,
effects of ACT will be discussed. Individual differences between
patients must have consequences for the implementation of the
therapy. There will be a discussion about the development of the
therapy into a specific treatement program for patients with a
cluster B personality disorder. Recent data on a day treatment
program for violent juveniles with a conduct disorder will also be
presented.
Please read about the the whole program and
the speakers at A1.
C2: The Oasis Residential
Center,by Rune Nensen
The Oasis Residential Center is a group home for children 0-14 yers
of age, and their parents with 50 beds in the southern part of
Sweden. The purpose of The Oasis program is to be a resource for
the social services agencies when they need a residential treatment
program or a period of assessment within a residential program for
children age 0-13 or for parent/child together. This is at times
due to high-risk situations, and other times it is impossible to
assess the situation unless a 24 hour/day observation take
place.
The staff's work shall be founded on a holistic approach to each
individual, scientific theory and tested experience. Evaluation
shall be impartial, objective, and thorough, describing the
individual's needs in accordance with the holistic approach.
Observation and treatment shall be carried out in such a way that
the individual's own resources and initiative are put to use for
the description of the individual's need of help/support in
accordance with the Social Services law. Evaluation always involves
treatment, where ART has become a primary tool.
Rune Nensén is the founder of The Oasis
Residential Center in Sweden. Oasis is a group home with 50 beds in
the southern part of Sweden. He has a BSc in social work and has
many years of experience in the social services field as a
socialworker, Supervisor and program director in different cities
in southern Sweden.
Since 1990 he has primarily worked as the director and
Program Director for The Oasis which the past 17 years has served
more than 90 cities in Sweden with assesment and treatment of
families with young children.
In 1997 Nensén introduced ART at the Oasis
as a successful program for both families and children.
C2: Presentation of the Youth
Alternative in Oslo, by
Marius Eriksen & Kjetil Johnsen
We're presenting the model of our work in the community based upon
ART, Motivational Interviewing and our own developed Systemic
Family Therapy (based upon MST). Our main target in our work is to
focus on al aspects of the youth; the youth himself, his parents
and their entire network, both private and public. By doing this we
believe that they will get the best result for generalization and a
lasting change. Read more about our work at: www.ungdomsalternativet.no
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Marius Eriksen, manager, and Kjetil Johnsen, responsible for the
ART program at UngdomsAlternativet (Youth Alternative). Eriksen has
experience for working in school, youth clubs, outreachwork and
with gang members besides his work at UngdomsAlternativet. Johnsen
has experience from working in child care institutions, early
intervention and delinquent youth in school. They both are
working with adolescent youth in the community with a lot of
influence from ART. Eriksen is a teacher, project manager and
has 60 credits post-graduate education in "Training in Social
Competence", while Johnsen has a Bachelor of Social Educator
(vernepleier) with 60 credits post-graduate education in "Training
in Social Competence".
C3: Situational perception
training, by Knut Gundersen
A correct perception of various social situations is more
or less to be integrated in all the different PREPARE programs, but
Goldstein meant that the ability to recognize, understand and
interpret interpersonal cues is a key skill of social performance
and thus should be emphasized in a separate program. In fact,
Goldstein recommended social perception training in addition to
anger control training, social skills training and moral reasoning
training when working with individuals with behavior
problems. In the workshop I will suggest 3 methods for
working with situational perception training. The first
method, group discussion, refers to Goldstein`s program in
PREPARE where participants discuss / analyses a selection of 182
situations. The second method, role-play and group
discussion refers to a method where the groups are divided
into two and where one of the groups analyzes the other groups
performance. The third method, creation of
positive interactions between networks members involves a
method where group members forms a proper interaction between two
or more persons using techniques like the remote control
and train systematically on the new script using the technique
"triple dance". This method is very useful for persons with
persons with retardation but has also proved to be helpful also for
adolescent without cognitive handicaps.
Knut
Gundersen is associated professor and the leader of the
ART department at Rogaland University College. He has written
several books and articles in the area of social competence,
environmental therapy and networking. He has presented on
several national and international congresses and is one of the key
persons for implementing ART in Norway, Island and Russia.
Knut is also a member of the ICART board.
C4: How to increase motivation of ART training using activities, movies and reinforcement, by Morten Sigurdsen & Egil Stangeland
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Egil Stangeland and Morten Sigurdsen from Smart - Valg. They have long experience training ART. By using positive reinforcement they are able to increase positive behaviour for the members in the ART group. Egil and Morten use a lot of ice breakers, cooperative games and movies. This helps the youths to understand and establish their needs for better behaviour. And it is fun and popular! They have made a grate system who gives the members individual challenge and common interest of training ART skills. www.smart-valg.no
