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2019 CONFERENCE AT SEA INFORMATION

We put your CEs on a boat! Cruise through your professional development this summer while you nurture your mind, body & soul - surrounded by the majestic Adriatic and Mediterranean Seas. 

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The Royal Caribbean's Rhapsody of the Seas sails round trip from Venice, Italy on July 27, 2019 for the 8-Day trip stopping in 4 incredible European locations before returning to port on August 3. 

Courses are registered for ASHA CEUs to all attendees.

All CE's will also be applicable to Social Workers, PT, OT and Educators.

Conference at Sea 2019

Course Number

1727

 

Overview


This will be a Live Conference July 30 and August 2, 2019
Presenters:
Char Boshart, MS CCC-SLP, Allison Ewing LCSW, Mary Jutlia MS, CCC-SLP, Monte Torkelsen, MDiv.
At this conference, participants were provided learned about areas of leadership, ethical issues, oral-motor function and more.  Specific topics included components of speech production, aspects of oral motor function and strategies to become an effective SLP as well as explored why having healthy professional boundaries and self-care practices are not only a good choice are also ethically imperative for this work. 

Additional Information


 

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This course is offered for up to 1.2 ASHA CEUs (Intermediate Level, Professional Area)

Please note: in order to earn ASHA CEUs for a course, a participant must attend a course in its entirety.  No partial attendance of a course will be accepted. 
 

Time-Ordered Agenda:

 

Tuesday July 30, 2019

 

Session 1 (8:30-10:30am)

Personality and Leadership-Monte Torkelsen

By the conclusion of this course, participants will be able to:

1. Identify their personality type and tendencies

2. Identify their behaviors when they are living at their best and at their worst

3. Discuss the importance of understanding the motivations that drive others around them.

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Session 2 (10:45-12:15pm) choose 1

 

Is Oral-Motor Dead Yet? (1hour)-Char Boshart

By the conclusion of this course, participants will be able to:

1.  Explain the history of “oral motor” in the field of speech pathology.

2.  Explain and critique at least one research article about NSOMEs.

3.  Provide at least three research articles that support capability-based speech sound

therapy.

 

The Ethical Obligation of Boundaries and Self Care: Not just a healthy Choice-Allison Ewing

By the conclusion of this course, participants will be able to:

  • Explain why it is that professional boundaries and self-care are an ethical obligation in the helloing professions

  • Identify multiple reasons why healthy boundaries are especially important in the help field

  • Describe the difference between boundary crossings and boundary violations

  • Identify at least four of the most common boundary crossing in the helping professions

  • Describe ‘burn out’ and the common consequences of it

  • Explain the concept of and consequences of secondary traumatic stress

  • Explain the concepts of vicarious traumatization and compassion fatigue and how this looks in people

  • identify where they are on this continuum based on using the self-scored ProQUOL assessment

 

Session 3 (1:30-3:00pm) choose 1

Is Oral-Motor Dead Yet?  (1hour-Part 2)-Char Boshart

By the conclusion of this course, participants will be able to:

1.  Explain the history of “oral motor” in the field of speech pathology.

2.  Explain and critique at least one research article about NSOMEs.

3.  Provide at least three research articles that support capability-based speech sound

therapy.

 

The Ethical Obligation of Boundaries and Self Care: Not just a healthy Choice (Part 2) -Allison Ewing

By the conclusion of this course, participants will be able to:

  • Explain why it is that professional boundaries and self-care are an ethical obligation in the helloing professions

  • Identify multiple reasons why healthy boundaries are especially important in the help field

  • Describe the difference between boundary crossings and boundary violations

  • Identify at least four of the most common boundary crossing in the helping professions

  • Describe ‘burn out’ and the common consequences of it

  • Explain the concept of and consequences of secondary traumatic stress

  • Explain the concepts of vicarious traumatization and compassion fatigue and how this looks in people

  • identify where they are on this continuum based on using the self-scored ProQUOL assessment

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Session 4 (3:15-5:15pm) choose 1

7 Strategies for a Highly Effective and Indispensable School SLP -Mary Jutila

By the conclusion of this course, participants will be able to:

1. Create an effective therapy schedule for the year

2. List 5 helpful components of a parent friendly IEP

3. Establish meaningful routines in therapy that help connect relationally with students

 

Elevating Your Personal and Professional Life-Allison Ewing

By the conclusion of this course, participants will be able to:

  • Explain the basic process of intention setting and how to use neurolinguistic programming in the process

  • Describe how the brainwave state of humans until age 7 impacts subconscious beliefs

  • List the basic principles of epigenitics and how genes are signaled to turn on or not

  • Identify factors that keep subconscious beliefs in place

  • Explain the negativity bias and what is means for the human brain and learning

  • Describe the psychological phenomena of the  ‘upper limit problem’ and how it impacts thoughts, feelings and performance

  • List several methods for uncovering blocks

  • Use EFT to remove personal blocks

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Friday August 2, 2019

Session 5 (8:30-10:30am) choose 1

The Inside Story of Oral Functions: Capability-Based Analysis and Treatment-Char Boshart

By the conclusion of this course, participants will be able to:

1.  List the six critical components of speech production

2.  Provide details of at least one of the critical components

3.  Demonstrate how to do, and why, at least three therapy tasks

 

Elevating Your Personal and Professional Life (1 hour-Part 2) -Allison Ewing

By the conclusion of this course, participants will be able to:

  • Explain the basic process of intention setting and how to use neurolinguistic programming in the process

  • Describe how the brainwave state of humans until age 7 impacts subconscious beliefs

  • List the basic principles of epigenitics and how genes are signaled to turn on or not

  • Identify factors that keep subconscious beliefs in place

  • Explain the negativity bias and what is means for the human brain and learning

  • Describe the psychological phenomena of the  ‘upper limit problem’ and how it impacts thoughts, feelings and performance

  • List several methods for uncovering blocks

  • Use EFT to remove personal blocks

 

Session 6 (10:45-11:45am) choose 1

The Inside Story of Oral Functions: Capability-Based Analysis and Treatment (Part 2)-Char Boshart

By the conclusion of this course, participants will be able to:

1.  List the six critical components of speech production

2.  Provide details of at least one of the critical components

3.  Demonstrate how to do, and why, at least three therapy tasks

 

Elevating Your Personal and Professional Life (Part 3)-Allison Ewing

By the conclusion of this course, participants will be able to:

  • Explain the basic process of intention setting and how to use neurolinguistic programming in the process

  • Describe how the brainwave state of humans until age 7 impacts subconscious beliefs

  • List the basic principles of epigenitics and how genes are signaled to turn on or not

  • Identify factors that keep subconscious beliefs in place

  • Explain the negativity bias and what is means for the human brain and learning

  • Describe the psychological phenomena of the  ‘upper limit problem’ and how it impacts thoughts, feelings and performance

  • List several methods for uncovering blocks

  • Use EFT to remove personal blocks

 

Session 7 (1:15-2:15pm) choose 1

The Inside Story of Oral Functions: Capability-Based Analysis and Treatment (Part 3)-Char Boshart

By the conclusion of this course, participants will be able to:

1.  List the six critical components of speech production

2.  Provide details of at least one of the critical components

3.  Demonstrate how to do, and why, at least three therapy tasks

 

Elevating Your Personal and Professional Life (Part 4)-Allison Ewing

By the conclusion of this course, participants will be able to:

  • Explain the basic process of intention setting and how to use neurolinguistic programming in the process

  • Describe how the brainwave state of humans until age 7 impacts subconscious beliefs

  • List the basic principles of epigenitics and how genes are signaled to turn on or not

  • Identify factors that keep subconscious beliefs in place

  • Explain the negativity bias and what is means for the human brain and learning

  • Describe the psychological phenomena of the  ‘upper limit problem’ and how it impacts thoughts, feelings and performance

  • List several methods for uncovering blocks

  • Use EFT to remove personal blocks

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Session 8 (2:30-4:30pm)

Working with Resistance Clients-Allison Ewing

By the conclusion of this course, participants will be able to:

  • State at least 3 possible underlying reasons for resistant behavior

  • Identify when there is possible psychopathology behind the resistance

  • Explain the difference between positive reinforcement, negative reinforcement and punishment

  • Describe how to use intermittent reinforcers

  • Identify at least three common pitfalls professionals fall into when dealing with resistant clients

  • Explain the concept of secondary gain and how to avoid accidentally rewarding resistant behavior

  • Identify what a power struggle looks like and three possible reasons a professional can get caught in one

  • Describe what validation is and how/when to use it with a resistant client

  • Identify multiple behavior management strategies that are effective with a resistant client

 

Financial Disclosures:

 

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