Course curriculum

This course is FREE for Marin CAMFT members! Log on to your member profile at marincamft.org to find the sign-up code.

    1. Slides for course: Using the Existential-Humanistic Framework to De-Pathologize Forgetfulness and Dementia

    2. Using the Existential-Humanistic Framework to De-Pathologize Forgetfulness and Dementia: Part 2

    3. Using the Existential-Humanistic Framework to De-Pathologize Forgetfulness and Dementia: Part 3

    4. Using the Existential-Humanistic Framework to De-Pathologize Forgetfulness and Dementia Part 4

    1. Using the Existential-Humanistic Framework to De-Pathologize Forgetfulness and Dementia: Post-Test

    1. Using the Existential-Humanistic Framework to De-Pathologize Forgetfulness and Dementia: Course Eval

About this course

  • $22.50
  • 7 lessons
  • 1.5 hours of video content

Workshop Description

The mainstream conception of dementia – and often aging itself – is understood principally as a dreadful disease with little, if any, redeeming value. This understanding goes against the experiences many caregivers make in working with those showing signs of dementia or Alzheimer’s. In contrast to those speaking about a dreadful disease, they tell a different story reporting that people with dementia – given a loving environment and care – can be content and happy individuals who are spontaneous, funny and wise. It is a matter of perspective. From disease we shift to being taught another way of being in the world.

The Existential-Humanistic framework thus starts with an openness and curiosity about the person we are chartered to 'treat'. When we, as clinicians, meet with a client, this perspective provides an opportunity for humility given we learn from clients themselves. We are following the client and, in this way, are truly client-centered. The goal is to join clients and experience their world. Especially, if clients are forgetful, clinicians are more unfamiliar with the way they 'see' reality. This means that clinicians learn about the other as much as about themselves. In such a 'real' encounter, a certain 'healing' can take place, not just for the elder, but also the clinician or care provider.


Educational Goals

The goal of this training is to:

  1. Provide insight into the Existential-Humanistic framework.
  2.  Teach how to reframe the Western medical model’s perspective on elders and/or dementia.
  3.  Show how caring for elders can be mutually beneficial for care provider and
    client, thus benefitting both parties.

Learning Objectives

Upon completion of this workshop, participants should be able to:

  • Describe the non-pathologizing approach to dementia

  • Identify the difference between process and content statements in talking with demented clients

  • Describe the 3 different levels of reality that manifest in dementia clients

  • Name 3 components of the Existential-Humanistic Therapy Forgetfulness Model

  • Describe 3 ways to communicate with dementia clients and their families that reduce despair and anxiety

  • Share 3 cultural factors that influence a family's understanding of dementia

Presenter

Nader Shabahangi, Ph.D., MFTNader Shabahangi, PhD., MFT, Nader received his training as an existential-humanistic therapist from Jim Bugental, a pioneer in existential humanistic thought and practice. He co-founded the Existential Humanistic Institute in 1997 to train therapists in an existential-humanistic approach to helping clients. At the same time, he embarked on becoming a diplomate in ProcessWork and began an innovative humanistic training program for beginning therapists working in eldercare communities. In 2003, Nader founded Eldership Academy which further focused his interest in working with elders and explores the meaning of our aging process as an inward journey connecting us to our inner nature or soul.

His current project is to re-conceptualize eldercare from a custodial model to a spiritual approach he calls Elder Ashram. He is a licensed psychotherapist in California. His love for the humanities, philosophy and psychology, earned him his doctorate from Stanford University.