The 9th Patricia Van Horn Memorial Lecture
Monday, January 23, 7:00 – 9:00 AM (CST) on Zoom
CEUs available for LCSW and LPC: $20 for 2 credit hours
Students can attend for free, please email email@example.com
Greetings and presentation of prizes in the memory of Patricia Van Horn
Dr. Paula David, Director of Training Programs, Haruv Institute
Complex trauma, complex parents: The intergenerational transmission of trauma
In our work with traumatized children, we so often find that their parents, too, are traumatized and so struggle to see and hear the child. Yet they are our conduit to the child, and the relational field is our focus. This presentation will focus on the complexities of working in the interface between parent and child trauma, of creating safety and trust in the face of deep wounds and fear.
Arietta Slade, Ph.D.
Professor of Clinical Child Psychology at the Yale Child Study Center, and Professor Emerita of Clinical Psychology at the City University of New York. An internationally recognized theoretician, clinician, teacher, and researcher, she has written widely on reflective parenting, the development of parental reflective functioning, and the implications of attachment and metallization theory for child and adult psychotherapy. She is a Co-Founder and Co-Director of Minding the Baby ™, an evidence-based interdisciplinary reflective home visiting program for high-risk mothers, infants, and their families, at the Yale Child Study Center and School of Nursing. She has also been in private practice for over 40 years, working with individuals of all ages.
David Oppenheim, Ph.D.
Professor of Psychology and Vice Chair of the School of Psychological Sciences at the University of Haifa, Israel. He also heads the Center for the Study of Child Development in that University. Dr. Oppenheim’s studies include the role of parental insightfulness and parent-child open communication in dyadic and triadic parent-child relationships from infancy throughout childhood. Dr. Oppenheim’s studies these questions in longitudinal studies including typically developing children, children with atypical development, and children at high risk such as those in foster care and those whose parents experienced trauma.