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:   ALBUQUERQUE, NM

When:  Tuesday, December 10, 2019 at 8:00 AM - 4:00 PM

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Other ways to Register: Call (800) 844-8260 Monday-Friday, 7:00am-10:00pm CST |   Printable Form (fax or mail)
Details

$249.99
Single Registration
$219.99
Single Registration: Advance Price (ends 11/20/2019)
$219.99
2+ Group Rate: per person
*** All prices are shown in US Dollars ***
 
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Location

SHERATON ALBUQUERQUE AIRPORT HOTEL
2910 YALE BLVD SE
ALBUQUERQUE, NM 87106
Phone:  505-843-7000
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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.




Counselors
This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

New Mexico Counselors: We’re working to get you credit. Updates will be posted as they become available.

Texas Counselors: This activity consists of 6.0 clock hours of continuing education instruction. Texas State Board of Examiners of Professional Counselors no longer approves programs or providers. PESI activities meet the continuing education requirements as listed in Title 22 Texas Administrative Code, Chapter 681, Subchapter J, Section 681.142 Acceptable Continuing Education. Please retain the certificate of completion that you receive and use as proof of completion when required.


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

New Mexico Educators and Administrators: We’re working to get you credit. Updates will be posted as they become available.

Texas Educators: PESI, Inc., has been approved as a CPE Provider #500-981 for Texas Educators by the Texas State Board for Educator Certification (SBED). This course qualifies for 6.0 CPE clock hours.


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.

New Mexico Occupational Therapists: This course has been submitted to the State of New Mexico Board of Examiners for Occupational Therapists for review. Credit is pending.

Texas Psychologists: CE credit is available. This course consists of 6.25 professional development credit hours for Texas Psychologists.
Pursuant to Board rule 461.11, the Texas State Board of Examiners of Psychologists accepts programs by formally organized groups providing professional development that is directly related to the practice of psychology; and professional associations relating to other mental health professions. PESI is a formally organized group dedicated to providing professional development programs for psychologists, social workers and other mental health professions.

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).

** Please note that Speech-Language Pathologists must complete the post-test and evaluation within two weeks of attending the live event if they would like their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts section of the online program.


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.


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.

Credit Card Required for online registration | Contact us to redeem Gift Certificates