continuing education for clinical settings

CLINICAL APPLICATIONS OF NEUROSCIENCE

Understanding our biology and how it relates to specific client populations and one’s ability to adapt through the behavioral health recovery process

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RATIONALE

One of the more unfortunate truths in research is the delay in applying evidenced-based techniques and practices to actual clinical practice. Typical estimates of this delay are upwards of fifteen (15) years, a delay seen in all branches of physical and behavioral health medicine. Translation research identifies three stages needed to apply research findings to clinical practice: awareness, acceptance and adoption. Some believe the first two stages are addressed within the translational process but adoption is left to happen “on its’ own.” Our hope with this series is to address all three stages within each part of the series. What is critical to remember is that many clinicians do not have a formal background in neuroscience. In fact, and more often than not, biological psychology is an optional course within many university and college programs. And even if a student does elect to take such a course, an introductory course does not cover, to any significant degree, clinical application. Again, we will address this lack of understanding and experience. Finally, over two decades of involvement in behavioral health adult education has taught us a valuable lesson as stated on numerous evaluations: “The information is great but how do I apply it?”

COURSE OBJECTIVES

Note that specific objectives are developed for each course within the series and will be modified based on audience need. Objectives presented here are sample objectives for the entire series:

  • Summarize the key components of the nervous system involved in the presentation of behavioral health symptomology

  • Describe the basic negative neural changes which can occur from at risk environments and how these changes can be minimized and even reversed.

  • Recommend clinical interventions and strategies based on neurological changes that occur as a result of genetics and/or environmental exposure e.g. traumatic events

  • Identify ways in which self-care can enhance the treatment process

DR. CRAIG STRICKLAND

Dr. Strickland graduated from Bryn Mawr College, Bryn Mawr, Pennsylvania in 1993 with a Doctorate in Psychology and a focus on experimental research. His dissertation research involved recording neural activity in order to observe the effects of benzodiazepine administration within animal models of anxiety. Past academic positions include a faculty position at the Medical College of Pennsylvania and adjunct faculty positions at Widener University and Springfield College. Dr. Strickland currently has guest lecturer privileges at Arcadia and the Bryn Mawr Graduate School of Social Work and Social Research as well as an Affiliate Professor position in the Community and Trauma Counseling program at Jefferson University's East Falls campus. Dr. Strickland is the owner of Biobehavioral Education and Consultation, LLC.

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