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Live Webinar

Aligning with Gen Z: Challenges and Opportunities


Topic Areas:
Adolescent |  Brain Development |  College Students |  Emerging Adults
Categories:
Live Webinar
Course Levels:
Intermediate
Duration:
7 Hours 30 Minutes
License:
Never Expires.

Dates



Description

This seminar will consist of five talks centered on the treatment of emerging adults using a developmental neurobiological model, with a particular focus on the unique developmental challenges posed to and by Gen Z.  There will be a panel discussion to conclude the day.

Please note that partial credit will not be given for partial attendance--you must participate in the entire webinar.  Please arrange any other obligations you may have so that you can attend the entire webinar.

US Cultural Evolution and Gen Z’s Internalized Relationship to Power

The relationship between individuals and authority in the USA has undergone a radical evolution since the 1960’s, shaped by cultural, political and technological factors as well as world events.  This section will present a historical perspective regarding events within the United States which have shaped this relationship within the Gen Z generation.

Psychotherapy with Gen Z: The Impact of Being Digital Natives

This presentation explores the unique challenges and opportunities faced by Gen Z, the first generation of digital natives.  Constant access to information and communication through digital devices has significantly shaped Gen Z’s mental health, social interactions, and sense of purpose.  The greater presence of, and reliance on, technology has disrupted neurobiological processes critical for developing safety, trust, and healthy social connections, leading to issues such as anxiety, depression, disrupted sleep, loneliness, cyberbullying, reduced attention spans, and diminished face-to-face social skills.  The same digital environment, however, has also opened doors for better mental health support.  Gen Z's online experiences have increased mental health awareness and reduced stigma, making them more open to discussing mental health struggles.  Digital platforms have given them the language and space to express their experiences more effectively.  This section will delve into how being a digital native affects emerging adults' neurobiological and psychological development, using clinical examples from a community-based outpatient treatment center. It also explores how Gen Z is arriving in our treatment spaces and strategies for improving mental health treatment for this generation.

Neuroscience-Informed Treatment of Trauma

In this section, we will explore the understanding and treatment of trauma from a neurobiological developmental perspective, which incorporates the understanding that the experience of trauma is synesthetic, entailing an interaction between all elements of the human organism, including the brain, the body, and emotional/psychological experience. We will look at the key brain regions impacted by trauma and how that impact is translated into felt experience, particularly emotion regulation, self-experience and safety and trust. We will then turn to how these understandings translate into neuroscience-informed treatment, outlining an approach centered on helping emerging adults manage their trauma in a way that frees them to move into the world in a more autonomous and relationally connected fashion. We will briefly consider how we have attuned to gender and gender identity in creating a supportive and sensitive atmosphere that fosters trauma healing.

High on Illusions:  Cannabis Potency, Risk and Science

Cannabis and related products such as CBD, THC, delta-8, etc., and their more widespread legalization, have increasingly gained them public acceptance as “safe” recreational drugs.  This has contributed to a multi-billion-dollar legal cannabis industry which now has powerful and increasing influence on public perception.  Over the same time course, growers and developers of products that originate in the cannabis plant have, through hybridization and extraction, dramatically increased the available potency of intoxicants to users.  While there is robust and longstanding evidence that the increase in potency of THC alone is associated in regular users with a very significant increase in the sometimes-permanent emergence of psychotic symptoms and illnesses, there remain many dozens of compounds in the plant that still have not been studied.  The impact on genetically and environmentally vulnerable individuals is wildly out of sync with the popular impression that use of cannabis and related products is relatively risk-free.  This talk will attempt to expand on the details supporting a much more cautious approach, especially in anyone under the age of 25-30, given that current research doesn’t yet allow us to predict in advance who is most at risk.

Neurobiologically-Informed Family Therapy: Cooking on a Hot Stove

This section offers an original formulation of family therapy from a developmental-interpersonal neurobiological perspective.  Families can present with histories of trauma, loss, and disorganization, and in varying states of conflict, developmentally stalled and deregulated.  Treating these families requires an active, developmentally attuned approach, grounded in contemporary interpersonal neurobiology, and focused on enacted, right brain-mediated, affectively charged patterns of relating within the family that impede developmental progress.  This section will describe recent developments in the field of interpersonal neurobiology and their relevance for understanding the emergence and persistence of individual deregulation within the family.  A model for conceptualizing family process will be described, drawing upon recent neuropsychoanalytic understandings of enactment and their critical role in therapeutic change.  Therapeutic processes of disruption, repair, and reintegration in the context of family therapy will be described.

Credits


Vermont

6 CE Credits

Vermont Psychologists

The Vermont Psychological Association is approved by the American Psychological Association to sponsor continuing education for psychologists, and is also approved by the Vermont Board of Psychological Examiners to sponsor continuing education for psychologists licensed in Vermont.  This course is intended to qualify for specialty mandated credit types as follows:

Ethics:  0
Cultural Competency:  0

Vermont LICSW

Continuing education courses sponsored by the Vermont Psychological Association are pre-approved by the Vermont Office of Professional Regulation for continuing education credit for licensed independent clinical social workers in Vermont.  This course is intended to qualify for the following specialty mandated credit types;

Ethics:  0
Cultural Competency:  0

Vermont LCMHC/LMFT

Continuing education courses sponsored by the Vermont Psychological Association are pre-approved by the Vermont Board of Allied Mental Health for continuing education credit for licensed clinical mental health counselors and licensed marriage and family therapists in Vermont.  This course is intended to qualify for the following specialty mandated credit types:

Ethics:  0
Cultural Competency:  0


Connecticut

6 CE Credits

Connecticut Psychologists

The Vermont Psychological Association is approved by the American Psychological Association to sponsor continuing education for psychologists.  The Connecticut accepts these credits for continuing education for psychologists in Connecticut pursuant to Conn. Gen. Stat. § 20-191c(b).  This course is intended to qualify for specialty mandated credit types as follows:

Veterans' Mental Health: 0

Connecticut LPC

The Vermont Psychological Association is approved by the American Psychological Association to sponsor continuing educaiton for psychologists.  Based on this approval, this course is pre-approved for credit for Connecticut licensed professional counselors under Conn. Agencies Regs § 20-195cc-3(a)(1).  This course is intended to qualify for mandated credit types as follows:

Ethics: 0
Veterans' Mental Health:  0


Massachusetts

6 CE Credits for Psychologists & LMHCs
7.2 CE Credits for LCSWs
6CE Credits for LMHCs

Massachusetts Psychologists

The Massachusetts Board of Registration of Psychologists accepts credits earned from courses sponsored by APA-approved sponsors as indicated in 251 C.M.R. §§ 4.02, 4.03. 
 

Massachusetts LICSW/LCSW

As a course sponsored by an APA-approved CE sponsor, this course qualifies for credit for clinical social workers and certified social workers in Massachusetts under 258 CMR sec 31.04(2)(d).

Massachusetts LMHC

The Vermont Psychological Association (VPA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7610. Programs that do not qualify for NBCC credit are clearly identified.  VPA is solely responsible for all aspects of the programs.


New Hampshire

6 CE Credits

New Hampshire Psychologists

The Vermont Psychological Association is approved by the American Psychological Association to sponsor live continuing education for psychologists.  The New Hampshire Board of Psychologists accepts credits earned from courses sponsored by APA-approved sponsors as indicated in Psyc § 402.01(d)(11).  This course is intended to qualify for specialty mandated credit types as follows:

Ethics: 0

New Hampshire LICSW

The Vermont Psychological Association is approved by the American Psychological Association to offer continuing education to psychologists.  As a course sponosred by an organization with such approval, these credits are also accepted by the New Hampshire Board of Mental Health Practice for clinical social workers licensed in New Hampshire, as provided in Mhp 402.02(b)(1).  This course is intended to qualify for the following specialty mandated credits:

Ethics:  0
Suicide Prevention:  0

New Hampshire LCMHC

The Vermont Psychological Association is approved by the American Psychological Association to offer continuing education to psychologists.  As a course sponosred by an organization with such approval, these credits are also accepted by the New Hampshire Board of Mental Health Practice for clinical mental health counselors licensed in New Hampshire, as provided in Mhp 402.02(b)(1).  This course is intended to qualify for the following specialty mandated credits:

Ethics:  0
Suicide Prevention:  0

New Hampshire--Other Mental Health Practice

The Vermont Psychological Association is approved by the American Psychological Association to offer continuing education for psychologists. As a course sponosred by an organization with such approval, these credits are also accepted by the New Hampshire Board of Mental Health Practice for marriage and family therapists; pastoral psychotherapists; and school social workers licensed in New Hampshire, as provided in Mhp 402.02(b)(1).  The course is intended to qualify for the following specialty mandated credit types: 

Ethics:  0
Suicide Prevention:  0


New York

6 CE Contact Hours

New York Psychologists

The Vermont Psychological Association is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0210.  This course is intended to qualify for specialty mandated continuing education topics as follows:

Ethics:  0
Professional Boundaries:  0


Other States Accepting Credits from APA-Approved Sponsors

6 CE Credits

APA States

The Vermont Psychological Association is approved by the American Psychological Association to sponsor live continuing education for psychologists.  The Vermont Psychological Association maintains responsibility for its programs and their content.  Psychologists and other professionals licensed in states whose respective licensing boards approve continuing education offered by APA-approved sponsors may earn continuing education credits for this course.


Other States Accepting Credits from NBCC-Approved Sponsors

6 CE Credits

States Accepting Credit from NBCC-Approved Sponsors

The Vermont Psychological Association (VPA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7610. Programs that do not qualify for NBCC credit are clearly identified.  VPA is solely responsible for all aspects of the programs.



Course Objectives

Objective 1 Describe how the societal shifts in relationship to power and authority have been unconsciously internalized within Gen Z and how they affect the experience of, and relationship to, power and authority.
Objective 2 Explain the advantageous and disruptive presence of digital devices on the neurobiological and psychological development of the Gen Z cohort.
Objective 3 Analyze ways to evolve treatment approaches that align with digital natives' evolving life experience.
Objective 4 Describe a model for trauma treatment of the Gen Z cohort that is informed by neuroscience.
Objective 5 Assess the increase in potency of cannabis plants and products over the last several decades, and how the qualitative effects of THC and CBD are changed by this increase.
Objective 6 List three reasons why enactments can be a catalyst for therapeutic change and developmental growth in emerging adults and their family systems.
Objective 7 Recite three organizing principles of interpersonal neurobiology that can inform family therapy.
Objective 8 Describe the significance of implicit, right-brain processes for emotional regulation in family systems.