DESCRIPTION: Raising emotionally intelligent, well-adjusted children who are able to respond effectively to the demands of a complex world is no easy task. Determining whether one's child-rearing styles and goals are implicit or explicit and linking those to whose needs are being prioritized can be a delicate and tricky business because it's easy to unknowingly insert one's biases about what constitutes effective parenting into the process without adequately taking into account how one's early experiences, memories, and emotions helped shape those biases. Put simply, how one raises a child today has a lot to do with how they themselves were raised and how they were raised had a lot to do with what their own caregivers had in terms of resources and obstacles. Did their caregivers have the capacity to provide a safe, stable, and nourishing environment for them? If so, what were the factors that accounted for that experience. If not, why not? Was it related to individual or collective dimensions of their caregivers identity or both? This training investigates how the underlying capacity for caregivers (and by extension mental health professionals) to understand and manage the diverse and complex dimensions of their own personal identity - especially in terms of how they relate to institutional power and privilege - can serve as a protective factor or risk factor associated with the social and political determinants of health and mental health associated with their children (or clients). We use John Bowlby's Attachment Theory (AT) to provide important context as to what individual developmental needs children (or clients) have for a safe, stable, and nourishing emotional environment. At the same time, we draw from Jean Baker Miller's Relational-Cultural Theory (RCT) to offer a more nuanced perspective on understanding how the intersectional aspects of personal identity within the collective experience interface with institutional privilege in critical ways that shape the capacity of caregivers (or mental health professionals) to more effectively attend to these developmental needs. In particular, we unpack how secure attachment is a form of unearned privilege, known as "attachment privilege," that is affected by and simultaneously affects multiple variables in the caregiver and child dyad (and also the mental health professional and client dyad). Through the process of linking childhood attachment themes to the theme of access to institutional privilege, it is hoped that a greater capacity may be achieved for supporting caregivers of all types in understanding and managing the diverse and complex dimensions of their own personal identities for the benefit of all they serve. NOTE: This training can be taken independently and also as part of the Noeticus Relational and Systemic Approaches - Practice Endorsement™ (NRSA-PE); Save an additional 20% by purchasing the complete NRSA-PE Course Package. Learn more or register HERE.

• DATE: June 5 and 6, 2025 (Thursday & Friday).
• TIME: 9:00 am to 6:00 pm.
• CE CONTACT HOURS: 15.0 Contact Hours.
• CE APPROVALS: DORA, NAADAC, NBCC; Noeticus Relational and Systemic Approaches - Practice Endorsement™ (NRSA-PE).
• RECOMMENDED TEXT: Participants may find it helpful to read both this book by psychiatrist and AT theorist John Bowlby, MD, available HERE, and psychologist and RCT theorist, Judith V. Jordon, PhD, available HERE.
• PREREQUISITE(S): None.
• PAYMENT PLAN: A payment plan can be established through the online registration process.
• DISCOUNTS: Groups of 3+ = Save an Additional 10%; Military/Veterans = Save an Additional 15%; Graduate Students = Save an Additional 20%; BBIPOC/LGBTQIA+/Social Justice Rate = Save an Additional 25%; Noeticus Staff/Former Staff = Save an Additional 30% (Only One Category Available; Discount Provided Automatically at Check-Out).

DESCRIPTION: Creative Systems Theory (CST) is a deepening of contemporary systems theory that was developed by psychiatrist Charles Johnston at the Institute for Creative Development in Seattle, Washington, USA. Creative Systems Theory takes all of the basic premises of General Systems Theory (GST) and adds to it a discussion about how the formative process of inspiration, creation, manifestation, and integration affects all components in an organic, nonlinear, non-mechanistic way. As a strong believer in the need to see old problems in new ways, Johnston developed CST by integrating systems theory with much of the contemporary wisdom found in such diverse areas of study as physics, postmodern philosophy, biology, psychology, diversity studies, spirituality, economics, and the arts. Creative Systems Theory can be used as a powerful framework for assessing many dimensions of a client's therapeutic journey and is especially useful as tool for supporting and engaging clients in the creative process. It can also be a helpful resource for framing learning in diverse educational contexts and for encouraging skill acquisition and mastery at both the personal and professional levels. For this reason, it can serve as an excellent template for supporting graduate students and mental health professionals through various journeys such as writing papers and reports, completing internship and post-graduate training, completing certification programs, and even launching businesses. This experiential training acquaints participants with the CST arc of creative development and invites an appreciation for the gifts and challenges that are associated with each of the phases. As course participants explore each of the points in the creative cycle, they are invited to see the world through the different types of intelligences that are highlighted at each stage of development. They are also encouraged to recognize how all of the phases in creative process work are connected in intricate and potentially inexplicable ways, a phenomenon that Johnston described as creative causality. Creative causality is a fundamental force that guides living systems that is neither mechanistic nor mystical in nature. NOTE: This training can be taken independently and also as part of the Noeticus Organizational and Leadership Development: Level 2 - Practice Endorsement™ (NOLD-PE-2); Save an additional 20% by purchasing the complete NOLD-PE-2 Course Package. Learn more or register HERE.

• DATE: November 11 and 12, 2025 (Tuesday & Wednesday).
• TIME: 9:00 am to 6:00 pm.
• CE CONTACT HOURS: 15.0 Contact Hours.
• CE APPROVALS: DORA, NAADAC, NBCC; Noeticus Organizational and Leadership Development: Level 2 - Practice Endorsement™ (NOLD-PE-2).
• RECOMMENDED TEXT: Participants may find it helpful to read both this book by psychiatrist and futurist, Charles M. Johnston, MD, available HERE.
• PREREQUISITE(S): None.
• PAYMENT PLAN: A payment plan can be established through the online registration process.
• DISCOUNTS: Groups of 3+ = Save an Additional 10%; Military/Veterans = Save an Additional 15%; Graduate Students = Save an Additional 20%; BBIPOC/LGBTQIA+/Social Justice Rate = Save an Additional 25%; Noeticus Staff/Former Staff = Save an Additional 30% (Only One Category Available; Discount Provided Automatically at Check-Out).

DESCRIPTION: Raising emotionally intelligent, well-adjusted children who are able to respond effectively to the demands of a complex world is no easy task. Determining whether one's child-rearing styles and goals are implicit or explicit and linking those to whose needs are being prioritized can be a delicate and tricky business because it's easy to unknowingly insert one's biases about what constitutes effective parenting into the process without adequately taking into account how one's early experiences, memories, and emotions helped shape those biases. Put simply, how one raises a child today has a lot to do with how they themselves were raised and how they were raised had a lot to do with what their own caregivers had in terms of resources and obstacles. Did their caregivers have the capacity to provide a safe, stable, and nourishing environment for them? If so, what were the factors that accounted for that experience. If not, why not? Was it related to individual or collective dimensions of their caregivers identity or both? This training investigates how the underlying capacity for caregivers (and by extension mental health professionals) to understand and manage the diverse and complex dimensions of their own personal identity - especially in terms of how they relate to institutional power and privilege - can serve as a protective factor or risk factor associated with the social and political determinants of health and mental health associated with their children (or clients). We use John Bowlby's Attachment Theory (AT) to provide important context as to what individual developmental needs children (or clients) have for a safe, stable, and nourishing emotional environment. At the same time, we draw from Jean Baker Miller's Relational-Cultural Theory (RCT) to offer a more nuanced perspective on understanding how the intersectional aspects of personal identity within the collective experience interface with institutional privilege in critical ways that shape the capacity of caregivers (or mental health professionals) to more effectively attend to these developmental needs. In particular, we unpack how secure attachment is a form of unearned privilege, known as "attachment privilege," that is affected by and simultaneously affects multiple variables in the caregiver and child dyad (and also the mental health professional and client dyad). Through the process of linking childhood attachment themes to the theme of access to institutional privilege, it is hoped that a greater capacity may be achieved for supporting caregivers of all types in understanding and managing the diverse and complex dimensions of their own personal identities for the benefit of all they serve. NOTE: This training can be taken independently and also as part of the Noeticus Relational and Systemic Approaches - Practice Endorsement™ (NRSA-PE); Save an additional 20% by purchasing the complete NRSA-PE Course Package. Learn more or register HERE.

• DATE: December 4 and 5, 2025 (Thursday & Friday).
• TIME: 9:00 am to 6:00 pm.
• CE CONTACT HOURS: 15.0 Contact Hours.
• CE APPROVALS: DORA, NAADAC, NBCC; Noeticus Relational and Systemic Approaches - Practice Endorsement™ (NRSA-PE).
• RECOMMENDED TEXT: Participants may find it helpful to read both this book by psychiatrist and AT theorist John Bowlby, MD, available HERE, and psychologist and RCT theorist, Judith V. Jordon, PhD, available HERE.
• PREREQUISITE(S): None.
• PAYMENT PLAN: A payment plan can be established through the online registration process.
• DISCOUNTS: Groups of 3+ = Save an Additional 10%; Military/Veterans = Save an Additional 15%; Graduate Students = Save an Additional 20%; BBIPOC/LGBTQIA+/Social Justice Rate = Save an Additional 25%; Noeticus Staff/Former Staff = Save an Additional 30% (Only One Category Available; Discount Provided Automatically at Check-Out).