Seminar Detail

Trauma Informed Compassionate Classrooms: Strategies to Reduce Challenging Behavior, Improve Learning Outcomes and Increase Student Engagement
Trauma Informed Compassionate Classrooms: Strategies to Reduce Challenging Behavior, Improve Learning Outcomes and Increase Student Engagement

Where:   BUFFALO, NY

When:  Monday, October 28, 2019 at 8:00 AM - 4:00 PM

This event is not currently available for purchase.

For more information: Call (800) 844-8260
Course Description:

As an educator, you are faced with the challenge of meeting the social and emotional needs of all your students. This can be challenging enough with typical learners but it is even more difficult with those who have experienced trauma or have mental health challenges. Students who have experienced trauma often present as difficult to engage and display problematic behavior such as a low frustration tolerance, angry outbursts or difficult social relationships. These behaviors all get in the way of teaching and learning. When a student has experienced trauma, he/she often spends much of the day in fight/flight/freeze mode which limits their capacity to learn. Their outwardly aggressive and irritable behaviors also disrupt the flow in the classroom, requiring your time and attention. Despite the amount of time you invest in behavior charts or incentives for good behavior, traditional behavioral approaches to classroom management and a punitive approach to discipline simply are not effective.

Join Dr. Reese and learn how a trauma-informed approach will greatly reduce challenging behavior, improve student engagement and increase learning outcomes. Leave this seminar with new strategies, tools and resources to reduce students’ impulsiveness, aggressive behaviors and inattention and increase their focus, attention and compassion. While this positive approach is absolutely essential for students with trauma, it will also greatly benefit each and every student in your classroom. Return to your school with:
  • Research-based practices to establish a trauma-informed classroom
  • A plan to develop positive relationships and build trust with your hard-to-reach students
  • Prove techniques for communicating more effectively and collaboratively with challenging students
  • Cognitive skill-building strategies which incorporate the science of neuroplasticity and the strengths-based perspective of neurodiversity
Objectives:

Upon completion of this seminar, participants will be able to:
  1. Analyze the ways in which poverty and mental health contribute to trauma responses thus informing your approach to working with all students.
  2. Determine how trauma impacts a child’s development and develop strategies for meeting his or her needs.
  3. Explore how exposure to adverse childhood experiences determines the likelihood of developmental trauma and its impact on level of functioning across the lifespan.
  4. Establish a collaborative approach to discipline and demonstrate how this fosters intrinsic motivation for behavior change in the child.
  5. Practice techniques to establish positive relationships and build trust with hard-to-reach students thus increasing their social and academic success.
  6. Explore mindfulness activities that foster student self-awareness, self-regulation and the ability to focus as it relates to impulsive behavior and attention.
OUTLINE

Trauma in Students: What to Look For
  • Fight, flight or freeze responses: How it manifests in school
  • Wired for fear: Impact on the whole child
  • ACES – Adverse Childhood Experiences study and survey
  • The role of poverty and mental health challenges
Trauma Therapy
  • Benefits
  • Limitations of the Research
  • Potential Risks
Discipline in a Trauma-Informed Classroom
  • Changing your mindset: Punitive vs. collaborative
  • Strategies to foster intrinsic motivation
  • 3 steps to implement a collaborative approach
  • Case study: How you respond
Neuroplasticity: Activities to Establish & Strengthen Neural Pathways
  • Strategies to develop new ways of responding
    • Slow down, stop and think
    • Respond rather than react
    • Social stories
  • Techniques to incorporate the 4 R’s:
    • Rhythmic
    • Repetitive
    • Relational
    • Rewarding
Relationships as a Protective Factor
  • Techniques to form positive relationships and increase students’ likeliness to:
    • Stay in school longer
    • Work harder
    • Increase test scores & grades
    • Increase their self-confidence
  • Techniques to help students feel connected to school making them less likely to:
    • Smoke or drink
    • Have sexual intercourse
    • Develop emotional problems
    • Experience suicidal thoughts or attempts
    • Carry weapons
    • Be involved in violence or dangerous activities
    Case study: Strengths-based, solution focused approach
Mindfulness and Self-Awareness Activities to:
  • Help with transitions
  • Reduce impulsive behaviors
  • Strengthen empathy, kindness and compassion
  • Calm and focus attention
Social and Emotional Learning Techniques to Increase:
  • Focus and concentration
  • Impulse control
  • Conflict resolution skills
Mindful Communication Tools to Improve Student Engagement
  • Lead with presence
  • Attention
  • Intention
Mindful Strategies to Increase Connection, Empathy & Community
  • Gratitude
  • Heartfulness
Zones of Regulation to Teach Self-Awareness & Emotional Control
  • Red zone
  • Yellow zone
  • Green zone
  • Blue zone
Target Audience

  • General Educators
  • Special Educators
  • School Administrators
  • School Psychologists
  • Social Workers
  • Guidance Counselors
  • School Nurses
  • Directors of Special Education
  • Speech-Language Pathologists
  • Occupational Therapists
  • Paraprofessionals

CHRISTINA REESE, LCPC, PHD

Christina Reese, LCPC, Ph.D., has been working with children impacted by trauma for over 15 years. She helps children and their families impacted by a variety of traumas, providing both in-home and in-school therapy to these children. Over this time, Dr. Reese has partnered with schools in Baltimore County and Baltimore City to help teachers find interventions that get results in the classroom. A passionate advocate for children and their families, she has worked with children in court-ordered drug treatment at the Anne Arundel County Circuit Court, as well as in residential treatment centers and in the community. Dr. Reese, a recognized attachment and trauma professional, has created a comprehensive guide that explains attachment over a lifetime. Her book, Attachment: 60 Trauma-Informed Assessment and Treatment Interventions Across the Lifespan, released in October 2018, offers trauma-informed strategies to facilitate connection, rebuild trust and restore positive emotions.

Dr. Reese is a licensed clinical professional counselor in Maryland and Pennsylvania as well as a licensed clinical supervisor. She received her master’s degree in community counseling from McDaniel College in Westminster, MD and her Ph.D. in counselor education from George Washington University in Washington, D.C. Past work experiences include being director of a mental health clinic and the case manager of the Howard county Cold Weather Shelter, working with homeless individuals and families. Additionally, Dr. Reese is very passionate about her work focusing on attachment and has extensive experience with adoptive families and with children in foster care.



Speaker Disclosures:

Financial: Christina Rice has an employment relationship with Mosaic Community Services. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Christina Rice has no relevant nonfinancial relationship to disclose.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




Educators/Teachers
This course is designed to qualify toward your professional development requirement. The program is 6.25 clock hours in length.

New York Educators: PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This activity will qualify for 6.25 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.


Nurses, Nurse Practitioners, and Clinical Nurse Specialists
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PESI, Inc. is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

Nurses in full attendance will earn 6.3 contact hours. Partial contact hours will be awarded for partial attendance.


Occupational Therapists & Occupational Therapy Assistants
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PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 6.0 contact hours or .6 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 6.25 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.


Speech-Language Pathologists
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This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).


Social Workers
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PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.25 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

New York Social Workers: PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0008. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


Other Professions
This activity qualifies for 380 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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