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"Yes, but... I tried that, and it didn't work. And I Hate That Idea": Working Through Therapeutic Impasses
Presenter: Reva Cook, LCSW, PMH-C, EMDRIA Consultant
Date: 9/17/2026 | 12:00 PM MST
Format: Live, synchronous webinar | 1 hour
Content Level: Intermediate
Target Audience: Clinical Mental Health Providers
CE Credits: 1 continuing education credit
Certificates Available: ASWB/ACE, AASECT, THGI
Course Description
This training validates and demystifies one of the most frustrating and isolating experiences in advanced clinical practice: the stuck treatment dynamic. Clinicians regularly encounter the “empty clinical hour”—sessions where a client consistently attends but claims to have nothing to talk about, while systematically dismantling every clinical intervention, resource, or solution offered. This training moves beyond basic theories of client resistance to examine the relational, linguistic, and systemic dynamics underlying therapeutic impasses.
Participants will review current empirical research on treatment non-response, identify therapist missteps that can inadvertently fuel a rejection cycle, and examine the countertransference loops that contribute to clinical burnout. Attendees will leave with practical, experiential, and structural tools to confidently shift entrenched patterns, dissolve unproductive power struggles, and transform paralyzing silence into a meaningful, active therapeutic process.
Learning Objectives
At the conclusion of this training, attendees will be able to:
Distinguish between a client who lacks motivation and one who is relying on deep safety mechanisms to block change, applying current research to understand client resistance to clinical intervention.
Apply direct, in-session communication techniques to interrupt repetitive “yes, but” patterns and redirect clients toward present-moment therapeutic process.
Develop a personal framework for avoiding rescuing behaviors with stuck clients, managing the self-doubt that accompanies silent or unproductive sessions, and pacing treatment to match client readiness.
Limitations, Risks, & Benefits
This training presents a limited amount of information and is not intended to be comprehensive; clinicians who desire additional depth are encouraged to seek out supplemental resources and peer-reviewed literature on this topic. Delivered via an online platform, this training carries no anticipated risks beyond those typically associated with online learning environments, though it may not fully replicate the interactivity of in-person instruction. Participants may encounter discomfort as they explore sensitive topics or are asked to challenge existing clinical beliefs and practices, and role-play and interactive discussion components could feel vulnerable for some attendees. The evidence base for this training's content may have limitations in generalizability across diverse populations, cultures, or practice settings, and the training addresses content related to potential risks of the interventions and assessment methods discussed, with the most severe and most common risks identified. Benefits include an increase in participants' ability to understand and apply this knowledge in professional practice; attendees will gain foundational knowledge and practical skills that build upon their existing training, and the course promotes compassionate, inclusive care while supporting participants in maintaining and developing the professional competencies needed to improve services to the public.
Cultural Sensitivity
This training explicitly addresses the influence of culture, race, ethnicity, national origin, religion, gender, gender identity, sexual orientation, age, disability, language, and socioeconomic status on the topics discussed, and includes content that helps participants recognize and examine their own unconscious biases related to these identity factors. The course addresses how systemic inequities and social determinants of health may impact the populations participants serve, and incorporates strategies for providing culturally responsive and affirming care, drawing on the NASW Standards and Indicators for Cultural Competence in Social Work Practice. Participants will examine how implicit bias may affect clinical decision-making, assessment, diagnosis, and treatment planning, and will consider how evidence-based interventions can be adapted to be culturally responsive and relevant. The training addresses the intersection of multiple identity factors and how they may compound experiences of discrimination, trauma, or barriers to care, and considers how language access, health literacy, and communication styles affect service delivery across cultures. Throughout, the training promotes the use of inclusive, affirming, and non-stigmatizing language, encourages participants to reflect on how their own cultural background and professional training may influence their clinical practice, supports the development of culturally humble and ongoing self-reflective practice, and addresses ethical responsibilities related to nondiscrimination and equitable service delivery as outlined in social work and mental health codes of ethics.
Course Content
This training presents intermediate to advanced-level content for practitioners with an established understanding of therapeutic impasses, delivered through lecture and didactic instruction, large group discussion and facilitated dialogue, case study review and analysis, role-play and skills practice activities, and live question-and-answer sessions with the presenter. The session covers evidence-based assessment and intervention methods relevant to treatment non-response, is grounded in current research and peer-reviewed literature, and incorporates a trauma-informed approach throughout.
Relevance
This training addresses content directly applicable to clinical practice, including assessment, intervention, and treatment planning for clients presenting with therapeutic impasses. It builds upon foundational knowledge gained through a completed graduate-level degree in social work, psychology, counseling, or a related mental health field, as well as knowledge gained through a completed doctoral program in psychology consistent with APA continuing education standards, and addresses ethical responsibilities and standards as outlined in the NASW Code of Ethics, the APA Ethical Principles of Psychologists and Code of Conduct, the AAMFT Code of Ethics, and the Utah Mental Health Counselors Association (UMHCA) Code of Ethics. The training addresses content related to psychological assessment and intervention methods supported by current peer-reviewed evidence, human behavior and the social environment, and research and evidence-based practice, and incorporates content related to diversity, equity, inclusion, and social justice as well as professional relationships, boundaries, and clinical consultation. It addresses trauma-informed care and reflects current peer-reviewed research and best practices within the field. This training is relevant to professionals across mental health disciplines, including licensed social workers, psychologists, licensed professional counselors, and marriage and family therapists.
About the Presenter
Reva Cook, LCSW, PMH-C, EMDRIA Consultant, is a licensed clinical social worker, EMDR-certified therapist, and EMDRIA Consultant who specializes in trauma recovery and helping individuals reconnect with safety, joy, and a strong sense of self. Her background as an ER crisis worker shaped her deep understanding of both human suffering and resilience. Reva's clinical work focuses on supporting women through trauma related to pregnancy, childbirth, parenting, family of origin dynamics, religion, and sexual abuse. As the Clinical Director of The Healing Group, she is dedicated to mentoring therapists and fostering high-quality, trauma-informed care. She also serves as a trainer, EMDRIA Consultant, and media contributor.
Course Details
Delivery method: Live webinar via the Institute learning platform
Course interactivity: Lecture and didactic instruction with live Q&A
Posttest/quiz: Because this is a live course, a standard posttest is not required. Participation will be monitored throughout the session.
Certificate issuance: Certificates of credit will be issued immediately after course completion to participants who attend the full session and complete the course evaluation.
Contact for questions: institute@thehealinggroup.com
Accessibility accommodations: To request accessibility accommodations, please contact institute@thehealinggroup.com prior to the event. We are committed to making our trainings accessible to all participants.
Registration
Register online at thehealinggroupinstitute.com. Refunds are not available. Full refund and cancellation policy is available on the website.
Commercial Support & Conflict of Interest Disclosure
No commercial entity has provided funding or support for this course. Reva Cook has no relevant conflicts of interest to disclose.
ASWB ACE Statement
The Healing Group Institute, provider number 2716, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 3/31/26 – 3/31/27. Social workers completing this course receive 1 continuing education credit.
AASECT CKA:
A. Ethics and ethical behavior.
C. Socio-cultural, familial factors (e.g., ethnicity, culture, religion, spirituality, socioeconomic status, family values) in relation to sexual values and behaviors.
O. Professional communication and personal reflection skills.
AASECT ST:
A. Theory and methods of sex-related psychotherapy, including several different models.
D. Theory and method of approach to medical intervention in the evaluation and treatment of psychosexual disorders.
F. Ethical decision-making and best practice.
This program meets the requirements of the American Association of Sexuality Educators, Counselors and Therapists (AASECT) and is approved for CE credits. These CE credits may be applied toward AASECT certification and renewal of certification. Completion of this program does not ensure or guarantee AASECT certification. For further information please contact info@aasect.org.
Presenter: Reva Cook, LCSW, PMH-C, EMDRIA Consultant
Date: 9/17/2026 | 12:00 PM MST
Format: Live, synchronous webinar | 1 hour
Content Level: Intermediate
Target Audience: Clinical Mental Health Providers
CE Credits: 1 continuing education credit
Certificates Available: ASWB/ACE, AASECT, THGI
Course Description
This training validates and demystifies one of the most frustrating and isolating experiences in advanced clinical practice: the stuck treatment dynamic. Clinicians regularly encounter the “empty clinical hour”—sessions where a client consistently attends but claims to have nothing to talk about, while systematically dismantling every clinical intervention, resource, or solution offered. This training moves beyond basic theories of client resistance to examine the relational, linguistic, and systemic dynamics underlying therapeutic impasses.
Participants will review current empirical research on treatment non-response, identify therapist missteps that can inadvertently fuel a rejection cycle, and examine the countertransference loops that contribute to clinical burnout. Attendees will leave with practical, experiential, and structural tools to confidently shift entrenched patterns, dissolve unproductive power struggles, and transform paralyzing silence into a meaningful, active therapeutic process.
Learning Objectives
At the conclusion of this training, attendees will be able to:
Distinguish between a client who lacks motivation and one who is relying on deep safety mechanisms to block change, applying current research to understand client resistance to clinical intervention.
Apply direct, in-session communication techniques to interrupt repetitive “yes, but” patterns and redirect clients toward present-moment therapeutic process.
Develop a personal framework for avoiding rescuing behaviors with stuck clients, managing the self-doubt that accompanies silent or unproductive sessions, and pacing treatment to match client readiness.
Limitations, Risks, & Benefits
This training presents a limited amount of information and is not intended to be comprehensive; clinicians who desire additional depth are encouraged to seek out supplemental resources and peer-reviewed literature on this topic. Delivered via an online platform, this training carries no anticipated risks beyond those typically associated with online learning environments, though it may not fully replicate the interactivity of in-person instruction. Participants may encounter discomfort as they explore sensitive topics or are asked to challenge existing clinical beliefs and practices, and role-play and interactive discussion components could feel vulnerable for some attendees. The evidence base for this training's content may have limitations in generalizability across diverse populations, cultures, or practice settings, and the training addresses content related to potential risks of the interventions and assessment methods discussed, with the most severe and most common risks identified. Benefits include an increase in participants' ability to understand and apply this knowledge in professional practice; attendees will gain foundational knowledge and practical skills that build upon their existing training, and the course promotes compassionate, inclusive care while supporting participants in maintaining and developing the professional competencies needed to improve services to the public.
Cultural Sensitivity
This training explicitly addresses the influence of culture, race, ethnicity, national origin, religion, gender, gender identity, sexual orientation, age, disability, language, and socioeconomic status on the topics discussed, and includes content that helps participants recognize and examine their own unconscious biases related to these identity factors. The course addresses how systemic inequities and social determinants of health may impact the populations participants serve, and incorporates strategies for providing culturally responsive and affirming care, drawing on the NASW Standards and Indicators for Cultural Competence in Social Work Practice. Participants will examine how implicit bias may affect clinical decision-making, assessment, diagnosis, and treatment planning, and will consider how evidence-based interventions can be adapted to be culturally responsive and relevant. The training addresses the intersection of multiple identity factors and how they may compound experiences of discrimination, trauma, or barriers to care, and considers how language access, health literacy, and communication styles affect service delivery across cultures. Throughout, the training promotes the use of inclusive, affirming, and non-stigmatizing language, encourages participants to reflect on how their own cultural background and professional training may influence their clinical practice, supports the development of culturally humble and ongoing self-reflective practice, and addresses ethical responsibilities related to nondiscrimination and equitable service delivery as outlined in social work and mental health codes of ethics.
Course Content
This training presents intermediate to advanced-level content for practitioners with an established understanding of therapeutic impasses, delivered through lecture and didactic instruction, large group discussion and facilitated dialogue, case study review and analysis, role-play and skills practice activities, and live question-and-answer sessions with the presenter. The session covers evidence-based assessment and intervention methods relevant to treatment non-response, is grounded in current research and peer-reviewed literature, and incorporates a trauma-informed approach throughout.
Relevance
This training addresses content directly applicable to clinical practice, including assessment, intervention, and treatment planning for clients presenting with therapeutic impasses. It builds upon foundational knowledge gained through a completed graduate-level degree in social work, psychology, counseling, or a related mental health field, as well as knowledge gained through a completed doctoral program in psychology consistent with APA continuing education standards, and addresses ethical responsibilities and standards as outlined in the NASW Code of Ethics, the APA Ethical Principles of Psychologists and Code of Conduct, the AAMFT Code of Ethics, and the Utah Mental Health Counselors Association (UMHCA) Code of Ethics. The training addresses content related to psychological assessment and intervention methods supported by current peer-reviewed evidence, human behavior and the social environment, and research and evidence-based practice, and incorporates content related to diversity, equity, inclusion, and social justice as well as professional relationships, boundaries, and clinical consultation. It addresses trauma-informed care and reflects current peer-reviewed research and best practices within the field. This training is relevant to professionals across mental health disciplines, including licensed social workers, psychologists, licensed professional counselors, and marriage and family therapists.
About the Presenter
Reva Cook, LCSW, PMH-C, EMDRIA Consultant, is a licensed clinical social worker, EMDR-certified therapist, and EMDRIA Consultant who specializes in trauma recovery and helping individuals reconnect with safety, joy, and a strong sense of self. Her background as an ER crisis worker shaped her deep understanding of both human suffering and resilience. Reva's clinical work focuses on supporting women through trauma related to pregnancy, childbirth, parenting, family of origin dynamics, religion, and sexual abuse. As the Clinical Director of The Healing Group, she is dedicated to mentoring therapists and fostering high-quality, trauma-informed care. She also serves as a trainer, EMDRIA Consultant, and media contributor.
Course Details
Delivery method: Live webinar via the Institute learning platform
Course interactivity: Lecture and didactic instruction with live Q&A
Posttest/quiz: Because this is a live course, a standard posttest is not required. Participation will be monitored throughout the session.
Certificate issuance: Certificates of credit will be issued immediately after course completion to participants who attend the full session and complete the course evaluation.
Contact for questions: institute@thehealinggroup.com
Accessibility accommodations: To request accessibility accommodations, please contact institute@thehealinggroup.com prior to the event. We are committed to making our trainings accessible to all participants.
Registration
Register online at thehealinggroupinstitute.com. Refunds are not available. Full refund and cancellation policy is available on the website.
Commercial Support & Conflict of Interest Disclosure
No commercial entity has provided funding or support for this course. Reva Cook has no relevant conflicts of interest to disclose.
ASWB ACE Statement
The Healing Group Institute, provider number 2716, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 3/31/26 – 3/31/27. Social workers completing this course receive 1 continuing education credit.
AASECT CKA:
A. Ethics and ethical behavior.
C. Socio-cultural, familial factors (e.g., ethnicity, culture, religion, spirituality, socioeconomic status, family values) in relation to sexual values and behaviors.
O. Professional communication and personal reflection skills.
AASECT ST:
A. Theory and methods of sex-related psychotherapy, including several different models.
D. Theory and method of approach to medical intervention in the evaluation and treatment of psychosexual disorders.
F. Ethical decision-making and best practice.
This program meets the requirements of the American Association of Sexuality Educators, Counselors and Therapists (AASECT) and is approved for CE credits. These CE credits may be applied toward AASECT certification and renewal of certification. Completion of this program does not ensure or guarantee AASECT certification. For further information please contact info@aasect.org.
