COURSE CATALOGUE

2013-2014

INSTITUTE FOR CARIBBEAN CHILDREN

AND FAMILIES (ICCF)

After the degree….then

what?

About the Cover The Mandala on the cover was chosen as a symbol of the work of JACAMH. It is a therapeutic tool used by psychotherapists which originated in the Mayan culture/society. It represents the world of an individual and is used for assessment/intervention purposes in psychotherapy as it is said to have a calming effect on the limbic system. JACAMH hopes that by using this symbol our organization will have the same effect on the delivery of mental health services to children and adolescents in Jamaica and by extension the Caribbean.

TABLE OF CONTENTS

OVERVIEW OF THE ACADEMY STEERING COMMITTEE OVERVIEW OF COURSE OFFERINGS BY LEVELS COURSE DESCRIPTIONS

PLAY THERAPY SERIES Foundations of Play Therapy I Foundations of Play Therapy II Play as Interventions and Activities for Children (Levels I & II)

CLINICAL INTERVENTION SERIES Treatment Planning for Caribbean Social Workers And Allied

Professionals

Clinical Intervention Skills and Strategies for the Caribbean Practitioner working with Children and Adolescents (Level II)

CREATING SAFE ZONES IN SCHOOLS Managing Chaos in Crises I – Schools, Communities &

Organizations

Managing Chaos in Crises II – Teachers and Caregivers VIOLENCE PREVENTION SERIES Anger Management in Children and Adolescent Assessment –

Level I

Disruptive Behaviours in Children and Adolescents: Assessment and Management

OUR FACULTY BY DISCIPLINE PROFILE OR OUR FACULTY MEMBERS

WHAT IS JACAMH?

he Jamaican Academy of Child and Adolescent Mental Health (JACAMH) is a new coalition of

professionals involved in caring for children with emotional and behavioural disorders. It is an

alliance of professionals, clinicians, academics and officials from various governmental

ministries, agencies, services, and universities, non-governmental, community-based and faith-

based organizations that serve children and adolescents. The members of the academy include

psychiatrists, psychologists, social workers, pediatricians, physicians, educators, guidance counselors,

probation officers, wardens at children’s homes/juvenile detention center, foster parents, advocacy

groups and students from these disciplines will have an opportunity of becoming full, associate, allied

and student members of the academy.

WHY ANOTHER ACADEMY? The potential long term impact of unidentified/untreated trauma and emotional and behavioral

disorders in an environment of poor parenting practices, poor school performance, and lack of

psychosocial support leads to a range of social problems including crime and violence, drug use,

depression, suicide, homicide, HIV infections and other psychosocial difficulties. These children are at

high risk for developing into dysfunctional adults and imposing significant medical/social costs on the

society. The Jamaican economy depends heavily on the productivity of its people and tourism which

will be adversely affected by the increased prevalence of these social ills. Thus, the future of these

children and consequently, Jamaica’s future are at risk. Media reports highlight these dangers daily, yet

policymakers do not seem to make the connection between our children’s present plight and Jamaica’s

economic future.

Motivating, empowering and training those in Jamaica and the Caribbean who could be a part of the

solution to this massive problem is absolutely essential in our environment where there are scarce

resources for social programmes and interventions.

JACAMH aims to touch base with the training needs of professionals at various stages of their careers:

Entry point in their careers (students)

During their careers

During and after studies

Up-to and after retirement

Help to upgrade training of social workers, psychiatrists, clinical psychologists and other allied

professionals

T

OUR HISTORY

he structure of the Jamaican Academy of Child and Adolescent Mental Health builds on the

foundation of a similar interdisciplinary group developed in the 1980’s known as the Children’s

Lobby which successfully pooled the human resources of various disciplines to advocate for

children’s issues in Jamaica. The Children’s Lobby was founded by Dr Claudette Crawford-

Brown, Lecturer in Clinical Psychology and Child Welfare Consultant of the University of the West

Indies, Mona Campus. The Jamaican Academy of Child and Adolescent Mental Health has also emerged out of

the work of Dr Ganesh Shetty, Child and Adolescent Psychiatrist at the Ministry of Health; Dr Steve

Weaver, Director, The UWI School of Nursing and Dr Pearnell Bell, Clinical Psychologist, Ministry of

Health’s Northeast Health Authority (NERHA) who were concerned about the wholistic interdisciplinary

culture as it relates to the delivery of mental health services to children and adolescents in Jamaica.

OUR MISSION

he mission of the Jamaican Academy of Child and Adolescent Mental Health is to promote and protect

the mental health of the Jamaican children in collaboration with all stakeholders – the

Government, groups/agencies, universities, NGOs, CBOs, FBOs and individuals, by the means

of training, net-working, monitoring and advocacy to ensure that comprehensive, effective and

cost-effective preventive, curative and rehabilitative mental health services are delivered by adequately

trained and motivated personnel.

OUR VISION

ur Vision is to help create a caring and compassionate environment in which all children can

enjoy total wellbeing and realize their potential and develop into healthy adults capable of

valuable contribution to the society.

T

T

O

HOW WE PLAN TO ACHIEVE IT?

Using strategies such as:

Provide training through the organization of interdisciplinary workshops, seminars and conferences

to produce mental health clinicians, general physicians children’s officers, teachers, guidance

counselors, mentors, wardens of children’s homes and juvenile detention centers, foster parents,

and parents, and community leaders with the state-of-the-art skills in mental health intervention

for children and adolescents

Facilitate the networking of all concerned persons, agencies, institutions and organizations.

Conduct a collaborative situation analyses of various aspects of child and adolescent mental health

enlisting all the existing resources, plans, projects and exploring gaps and needs in the service

delivery

Producing a comprehensive document from these situation analyses with practical and

implementable solutions and prescriptions to address all issues pertaining to the mental health of

children for distribution to stakeholders and policymakers.

Producing pamphlets, brochures, posters, cds, dvds, training kits and other counselling tools, as

well as advertisements and public service announcements to educate the public and sensitize

professionals

This would be both intra and inter-island training as well as individual consultation across borders in

the Diaspora and beyond:

o Through the use of websites and podcasts which would allow interface between the

virtual and face-to-face methodologies

o It is anticipated that online courses and face-to-face courses will be offered

simultaneously

The Academy will implement the above strategies through:

Interdisciplinary training

The provision of licensure and accreditation guidance for continuing education for all disciplines

Research and Documentation

Social Intervention

Advocacy and public education

WE BELIEVE IN…

Sustainable action to seek and implement evidence-based, culture-sensitive solutions mindful of

local realities

Partnership and team-work in a spirit of cooperation and collaboration.

Being proactive, responsible, objective, accountable and totally transparent.

“If we can’t live together we will die together; if we don’t work

together, we will fail altogether!”

ADVISORY BOARD OF JACAMH

Claudette Crawford-Brown, MSW, PhD, Co-Chair, JACAMH & Lecturer in Clinical Social Work, University of the West Indies, Mona

Ganesh Shetty, MBBS, DM, MPH, FCYP, Co-Chair, JACAMH; Child & Adolescent Psychiatrist, South East Regional Health Authority (SEHRA)

Steve Weaver, PhD, Director, School of Nursing, University of the West Indies, Mona

Pearnell Bell, PhD, Consultant Psychologist, North East Regional Health Authority (NERHA)

Keisha Tomlinson, MSW, Children’s Officer, Child Development Agency

Hermoine McKenzie, PhD

Wendy McLean Cooke, MSW

Dawn Webster

ASSOCIATE MEMBERS

Marcia Higgins, MSW, Social Worker & Activist

Judith Leiba, PhD, Director, Child & Adolescent Mental Health, Ministry of Health

Yvonne Bailey-Davidson, PhD , Consultant Psychiatrist, Bellevue Hospital

Donovan Thomas, PhD, Director, Choose Life International

ALLIED AND STUDENT MEMBERS

Allied and student members are invited to join the academy at an annual fee of J$500.00. These

members will receive all reports, newsletters and other JACAMH reports including annual discounts on

all workshops, online access to informational websites on child and adolescent issues.

Level I - BEGINNERS

Developmental Psychology of Caribbean Children and Adolescents

Psychology of Adulthood and the Aging Process in Caribbean Society

Abnormal Psychology in Caribbean Children and Adolescents

Basic Research Skills for Clinical Practitioners

Basic Mental Health Assessment Tools

Introduction to Alderian Therapy

Introduction to CBT in working with Traumatized Children

Level II - INTERMEDIATE

Skills and Strategies for Clinical Intervention with Children and Adolescents Level II

Single-Subject Design as a Research Tool in Evaluating Clinical Practice

Child Psychopathology: An Introduction

Introduction to Play Therapy I

Foundations of Play Therapy II

Disruptive Behaviours of Childhood and Adolescence

Adlerian Psychotherapy

Cognitive Behaviour Therapy

Psychodynamic Therapy

Level III – ADVANCED

Structured Listening Skills for Children and Adolescents

Overview of Course Offerings by Levels

+

FOUNDATIONS OF PLAY THERAPY I

CLAUDETTE CRAWFORD-BROWN, PHD

This course introduces advanced practitioners to the basic theories which have helped to shape the discipline of

Play Therapy. It traces the evolution of Play therapy from a theoretical perspective and helps participants to

understand how the theories have shaped contemporary play therapy practice.

Course participants will be helped to understand the differential application of the various strategies and

techniques used in Play therapy to specific disorders, through the use of case studies as well as via ” live” cases

brought into the training session from the various practice settings of Faculty members. Emphasis will be placed

on introducing participants to the basics of directive versus non-directive play therapy techniques and their

application and relevance to contemporary play therapy approaches in the Caribbean.

Participants will understand the basics of setting up a Play Therapy Room and will be helped to understand what

toys and other materials should be included and why.

Participants will spend some time on their own professional development in terms of the use of play through a

basic introduction to the use of mandalas, and other assessment tools, they will be introduced to sand play on the

third day of this course, and will explore the differences between sand play and sand tray techniques using

videotapes/DVDs as well as practical hands-on sessions.

FOUNDATIONS OF PLAY THERAPY II

CLAUDETTE CRAWFORD-BROWN, PHD; GANESH SHETTY, PHD; PEARNELL BELL, PHD; ANDREA BELNAVIS

This course builds on Play Therapy 1 and introduces the advanced practitioner to specific assessment and

treatment approaches. Participants will be exposed to the use of the House Tree Person Assessment test as well

as the Children’s Apperception Test (CAT).

The use of trauma focussed CBT will be explored using case studies and the experiences of faculty who have

worked with traumatized children and youth in inner city Jamaican communities. The use of the creative arts are

explored in this course and includes the use of drama and music as therapy a s well as the use of puppetry using

drama , narrative as well as poetry (dub and otherwise). Sand tray work will also be explored building on the

foundation of content in Foundations I the scoring and interpretation of art as well s live demonstrations using

clay and/or play-dough will also form an important part of this workshop.

A. Play Therapy Series

COURSE DESCRIPTIONS

PLAY AS INTERVENTIONS AND ACTIVITIES FOR CHILDREN (Levels I & II)

CLAUDETTE CRAWFORD-BROWN, PHD

This course is designed to teach paraprofessionals and interested practitioners how and what play activities can be

used differentially with children and adolescents of different age groups and diagnoses. This is not a course in play

Therapy and can be used by practitioners at all skill levels in the assessment or engagement phase of working with

children adolescent clients.

Students will learn how to use play-based activities to deal with specific themes such as understanding feelings,

anger management, conflict resolution, and large group trauma screening activities using over the counter toys

and supplies such as play dough a, paint and other simple equipment. Participants will be taught to use simple

screening processes and tools to determine which children may need referral and further intervention. Participants

will be able to access all course material and supplies which they can talk back other schools for ensure sustainable

utilization of the materials used and lessons taught.

Cost: $5,000 per day

Special rates are offered for in school training of 20 school personnel or more!

TREATMENT PLANNING FOR CARIBBEAN SOCIAL WORKERS AND

ALLIED PROFESSIONALS (Level II)

CLAUDETTE CRAWFORD-BROWN, PHD

This course is designed for the social worker or other clinical professional who has a basic understanding of the

principles and practices of social work, but desires to develop and/or strengthen his/her clinical skills in the area of

Treatment Planning or service plan development. This skill is normally required for court cases presentations, case

conferencing, efficient and effective referrals, case disposition, or treatment/decisions about client systems of

different sizes. Students are therefore taught to develop treatment plans for individuals, groups, families or

communities, and teaching is tailored to the needs of the students’ work environment.

Treatment planning is seen as an essential tool for the contemporary social work practitioner given the realities of

the global village in which the modern social service agency operates, and the technologies that accompany it.

(For example webinars, Skype and other case consultations that often take place across traditional borders of the

social service agency).

In this course social workers are taught how to use treatment plans to present case information across disciplines,

in keeping with international standards. At the end of this course students will be able to use treatment plans to

enable them to intervene effectively in improving the psycho-social functioning of micro and mezzo level client

systems.

CLINICAL INTERVENTION SKILLS AND STRATEGIES FOR THE

CARIBBEAN PRACTITIONER WORKING WITH CHILDREN AND

ADOLESCENTS (Level II)

CLAUDETTE CRAWFORD-BROWN, PHD

This course is designed for practitioners working with children and adolescents who need to understand the range

of practical skills and strategies that can be use d to interview and engage them for assessment and intervention

purposes in order to access services or to improve their psychosocial functioning as part of an

intervention/treatment plan.

B. Clinical Intervention Series

This course is structured to examine these strategies across the various developmental stages as well as across a

range of differential diagnoses and clinical issues. Through the use of a hands-on workshop format, students will

move through the various stages of the social work process form engagement to termination using live

demonstrations, as well as videotapes, DVDs, and other media.

The strategies that will be taught in this course include, but are not confined to the use of simple interview

techniques, observation techniques and the use of simple measurement scales for assessment. Outdoor play

therapy and large motor activities for adolescents and youth, the use of therapeutic board games, therapeutic

story books, as well as focused theme activities, such as anger management and conflict resolution will also be

introduced.

The cost of this course will include a component for resource materials which students will be able to take away

from this course into their work environment.

STRUCTURED LISTENING SKILLS FOR CHILDREN AND ADOLESCENTS

STEVE WEAVER, PHD

BASIC RESEARCH SKILLS FOR CLINICAL PRACTITIONERS

STEVE WEAVER, PHD

BASIC MENTAL HEALTH ASSESSMENT TOOLS

STEVE WEAVER, PHD

INTRODUCTION TO CBT IN WORKING WITH TRAUMATIZED CHILDREN

GANESH SHETTY, MD

MANAGING CHAOS IN CRISES I – SCHOOLS, COMMUNITIES & ORGANIZATIONS

CLAUDETTE CRAWFORD-BROWN, PHD

In this course, students are exposed to the process of crisis management at the administrative levels of

the organization, e.g. school system, children’s homes or other child care institutions. It is ideally suited

to school principals, senior staff, directors of children’s homes, as well as directors of Day Care Centres,

and can be tailored as a classroom course or can be structured as a training activity for an entire school

system within the school setting including security guards, cleaners, vendors etc. ideal for staff

meetings or orientation activities at the beginning of the school year.

The content of this course is designed to enable the entire school community to respond efficiently and

effectively in the management of crises as it relates to dealing with large groups of children and/or

adolescents who may experience traumatic event within the school system such as grief and loss due to

death of students through traffic accidents, natural disasters, suicide and loss, school related grief,

external harmful forces invading the school compound and/or other traumatic experiences which may

occur in the school system.

Participants are helped to make and operationalize decision trees, and are assisted using an

experiential methodology in the design of hypothetical and real occurrences within the school system

in the Jamaica and the Caribbean methodology to understand how to calmly execute pre-arranged

action plans, and how to develop these individualized plans for their school, based on the nature of the

crises and the resources available in their school community.

Participants will be taught how to set up crisis management teams in their schools and will understand

the different roles of the crisis management Team and how to operate drills of the crisis management

process to ensure effective and efficiently service delivery. This course has been taught across Jamaica

to selected schools as well as school systems in Trinidad and Tobago for the past decade as has been

very well received at home and abroad.

The faculty are available for direct long-term therapeutic intervention to help children and

adolescents deal with various crises that may occur in schools or other institutions.

C. Creating Safe Zones in Schools

MANAGING CHAOS IN CRISES II – TEACHERS & CAREGIVERS

MARCIA HIGGINS, MSW

This course is designed for the professional development of teachers and other caregivers who have

experienced or who work in violence-prone schools or who are preparing to work in these school

settings without prior experience of what to expect.

Teachers are helped to process their experiences and are provided with the necessary coping strategies

through the use of didactic lectures as well as through the use of the therapeutic group experience to

process the trauma and to enable participants to consider their own feelings and reactions to the

trauma their students may have experienced. Students are helped to understand the self in the process

and during the sessions are continuously helped to see areas in their own lives or life experiences which

may help them or hinder them in the coping with the trauma they may have experienced or may

experience in their individual settings. Wellness and self-care strategies are emphasized and

participants leave empowered with new skills to cope with the contemporary challenges facing many of

our childcare and educational institutions in Jamaica and the Caribbean. Materials in the form of

workbooks for teachers and adults as well as staff are made available to participants for sustainability of

lessons taught. This includes workbooks, textbooks, PowerPoint presentations, activity sheets for

children and other resource materials.

The faculty are available for direct long-term therapeutic intervention to help children and

adolescents deal with various crises that may occur in schools or other institutions.

ANGER MANAGEMENT IN CHILDREN AND ADOLESCENTS

ASSESSMENT (Level I)

CLAUDETTE CRAWFORD-BROWN, PHD

This course is designed to teach students some basic skills and strategies that can be used with

children and adolescents of all ages who may have problems in managing their anger. This

course is targeted to teachers who work with and parents of children who may have been

diagnosed as having disruptive behaviors such as ADHD, ODD and Conduct Disorder. Through

the use of a range of intervention modalities including puppetry, workbooks and the creative

arts such as clay/play dough, dance and the fine arts, students are taught how to use various

media to engage children and to intervene with children with anger management problems

that may arise as a result of their disorders. Students are encouraged to make use of a range of

locally available resources that they can take back to the classroom as resource material.

DISRUPTIVE BEHAVIOURS IN CHILDREN AND ADOLESCENTS:

ASSESSMENT AND MANAGEMENT (LEVEL II)

PEARNELL BELL, PHD

This course is designed as an introduction to the assessment and management of children and

adolescents who present with symptoms of what are often referred to as disruptive behaviors

which include Attention Deficit-hyperactivity Disorder, Oppositional Defiant Disorder, Conduct

Disorder, as well as other Behavioural Disorders that may present in association with the above.

INTRODUCTION TO ALDERIAN THERAPY

PEARNELL BELL, PHD

D. Violence Prevention Series

Our Faculty by Discipline

Faculty members are broadly assigned to the following disciplines, but will co-teach across

disciplines as is deemed appropriate.

SOCIAL WORK & SOCIOLOGY

Claudette Crawford-Brown, MSW, PhD

Marcia Higgins, MSW

Keisha Tomlinson, MSW

Mavis Ferguson, MSW, FSW

Wendy McLean Cooke MSW

CLINICAL PSYCHOLOGY

Pearnell Bell, MSc, PhD

PSYCHIATRIC NURSING

Steve Weaver, PhD

TEACHING & GUIDANCE COUNSELLING

Patrice Samuels, MSW

Geoffrey Fullerton, BSc, Guidance and Counselling

Profile of Our Faculty

GANESH SHETTY, MD, FRACP CLAUDETTE CRAWFORD-BROWN, MSW, PHD STEVE WEAVER, PHD PEARNEL BELL, PHD Assistant Professor

Dr. Bell is currently the Regional Psychologist for the Northeast Health Authority (NERHA) and has been a teacher both at the secondary and tertiary levels of education for the past 33 years. Dr. Bell received extensive professional and academic training in Jamaica and overseas. She has a Ph.D. in Clinical/General Psychology from Capella University in Minnesota. She holds a Master’s Degree in Human Resource Management from Nova Southeastern University, a Diploma in teaching from Moneague Teachers College and Post Graduate Certificate in Clinical Psychology from Walden University. Committed to life-long learning she regularly participates in professional development training courses. She is an Adjunct Faculty at the Adler Graduate School in Minnesota, USA and The University of the West Indies, Western Jamaica Campus.

KEISHA TOMLINSON, MSW MARCIA HIGGINS J.P., MSW Assistant Professor

After 40 years in the public sector is a retired auditor and vice president of the Jamaica Civil Service Association who has changed focus and is now a child, family and worker advocate, founder and CEO of Making Your Connections Holistic Services (MYCH) which is a Social Business under the “Investment in Children Initiative”. As a generalist social work practitioner and trade unionist with an accounting and auditing

background, she has made the connections between clinical, community and administrative social work and the social problems impacting negatively on workers in the workplace and in their homes. She has been involved in several research projects nationally and regionally on social issues relating to children, families, workers and gender socialization in communities and places of work from 1993 – present. She is a widow and mother of one son and two daughters.

WENDY MCLEAN COOKE

DONOVAN THOMAS, PHD

JAMAICAN ACADEMY OF CHILD AND ADOLESCENT MENTAL HEALTH

(JACAMH)

cordially invites you to the

Launch of the Book

to be held at

SYBIL FRANCIS ROOM

on

FRIDAY, OCTOBER 11, 2013

University of the West Indies Mona Campus

Social Welfare Training Centre

N E W R E L E A S E

Guest Speaker:

KAY OSBOURNE Communications Consultant

Starting at 3:00 p.m.

sharp

A TEACHER’S GUIDE TO

UNDERSTANDING THE

DISRUPTIVE BEHAVIOUR

DISORDERS

About the Book Dr Pearnel Bell, Regional Clinical Psychologist for the Northeast Regional Health Authority (NEHRA) has just

published her book “A Teacher’s Guide to Understanding the Disruptive Behaviour Disorders: Attention

Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and Conduct Disorder”.

The book, A Teacher’s Guide to Understanding the Disruptive Behaviour Disorders is a book that is designed to

help teachers who may be confronted with disruptive behaviours in their classroom. Teachers often complain of

being unprepared to deal with disruptive behaviours. They experience frustration when they are unable to carry

out the teaching/learning process in an effective manner as a result of disruptive behaviours. This book seeks to

provide a guide to teachers understanding and dealing effectively with disruptive behaviours in the classroom.

This knowledge will help to relieve their stress and frustration often experienced when they have to deal with

disruptive students.

The book has five chapters and examines mistakes teachers make in dealing with children who present with

disruptive behaviours. The book also provides helpful tips on how to deal with disruptive students and examine

the role of medication as a treatment modality. The final chapter looks at how teachers must practice self-care in

order to continue as effective teachers.

The Book, A Teacher’s Guide to Understanding the Disruptive Behaviour Disorders has attracted international

reviewers in the form of esteemed visiting Professor of the Adler Graduate School in Toronto, Canada, Dr. Daniel

Eckstein. Dr. Eckstein wrote:

“Dr. Bell has created a timely contribution relative to the challenges for teachers

regarding ADHD behavioural classroom disruptions. The book features a skillful blending

of her own clinical experiences with students, coupled with qualitative research based on

classroom teachers ‘experiences along with timely and relevant supportive research by

other experts in the field as well. There are specific helpful sections on such topics such as

the use of psychotropic medications, as well as concrete recommended strategies like

reframing and behaviour modification. The final chapter on self-care is also filled with

excellent suggestions for teachers in helping reduce the amount of stress relative to such

challenging students”.

Dr Bell will be having a book launch on October 11, 2013 to be held at The University of the West Indies Mona

Campus, Social Welfare Center. The room designated for the launch is Sybil Francis Room; you are cordially

invited to attend this launch on the 11th of October. The book can be purchase from major books stores in the

USA and can be bought online from the publishers at Author House. The books are being sold locally for –Two

Thousand Eight Hundred Jamaican Dollars (JA$2800.00).

For further information please contact Dr. Bell’s office at 453-5250. We look forward to your presence in

celebrating this important milestone.