Workshops – Session 1 – Monday, Feb 18 – 9:30-10:45 am
Below are the workshops that will be available during Session 1 of the 2019 CTSS Conference. Descriptions and more information are available on our conference app at: https://creatingtssconference.pathable.com/
Last update: January 20, 2019
1A. Loving the kids who frustrate the heck out of you:
It’s not easy to hang in through the ups and downs of relationship with trauma-affected children. Attachment, trauma, issues with boundaries, developmental disruptions, and lack of trust can all contribute to challenging teacher-student relationships. Yet, it’s our responsibility to stick with it and be a consistent, caring presence in our students’ lives. This workshop will explore strategies for persisting in relationship with our most frustrating students, and how we can “hold the hope” even when it feels impossible.
Alex Shevrin Venet
Antioch University New England
1B. Trauma Informed Pedagogical Practices and Strategies.
Trauma Informed Pedagogical Practices and Strategies (TIPPS) is an initiative within the LBPSB in Montreal, Quebec that empowers teachers who work with students facing a multitude of adversities due to chronic stress and poverty. Our focus is to support teachers’ understanding of the effects of toxic stress on the brain, in order to understand and develop pedagogy to counter such stress and build resilience. Our interventions focus on the integration of executive function skill building activities and social emotional learning activities into daily classroom practices while maintaining academic integrity and high expectations for all students.
Tina Newton, MA & David Meloche, MA Ed Psych
Lester B. Pearson School Board
1C. A “Power With” Approach to Teaching and Learning
This workshop will introduce the trauma-informed teaching and learning practices at Futures Academy. The instructional team at Futures employs innovative and trauma-sensitive approaches to teaching and learning in order to address common characteristics of discouraged learners. Beyond academic instruction, we strive to help students learn to trust themselves and others, develop feelings of competence and belonging, and overcome cognitive dissonance. The Futures instructional team attempts to upset the traditional “Power Over” teacher-student relationship; rather, we embrace a “Power With” approach to teaching and learning so that we can capitalize on strong relationships and work together towards achieving common goals.
Heidi Beauregard Lavin, MA & Joy Smith, M.S
Colorado Youth for A Change & Futures Academy
1D. An Introduction to the Sanctuary Model: Creating a Trauma Sensitive School Culture
Studies now show that nearly every school has children who have been exposed to overwhelming experiences The Adverse Childhood Experiences (ACE) study found higher levels of traumatic experiences in the general population than previously imagined. This workshop will focus on how to create a trauma responsive school to disrupt the cycle of chronic stress that passes back and forth between the administrators, teachers, staff, students and families. We will work to shift the focus from the trauma that contribute to dysfunction and poor educational outcomes to building resiliency one block at a time. By addressing school culture, districts and private school systems can improve the overall educational environment and the wellbeing of the students in their care.
Joseph Benamati, Ed.D.
Sanctuary Institute at ANDRUS Children Center
1E. Teaching Students about Trauma and Brain Regulation
It is important to empower students with information and understanding about trauma along with interventions for brain regulation and healing. When information about the impact of trauma is shared with students without first establishing a solid foundation for hope and change, it can do more harm than good. In this presentation, we will share a framework for teaching these concepts along with principles and ideas to make the information clear and helpful.
This information can be taught to individuals and groups through a planned curriculum as well as through program norms and expectations. In this presentation, we will cover all three areas with a focus on teaching students through a planned curriculum. Feedback and lessons learned will be included.
Kathy Van Horn, M.Ed., licensed psychologist & Joshua MacNeill. M.Ed.
North Wales, PA
1F. Small School, Big Impact: How Our New, Small School Made a Purposeful Plan to be a True Trauma-Sensitive, Trauma-Informed School
Come learn about Middleton Elementary School in Middleton NH and how our staff made the conscious choice to be a true trauma-sensitive school. Hear from staff (principal, counselor, and teachers) about how our journey began, how we continue to grow, and how we are getting the whole community involved and on board. We will share about the systems we have created, the strategies we are using, and how we are all working together to support and help all students and families.
Kathleen Crosby, M.Ed., Nicole Doyle, Sarah Kirouac, Kayla Towle, Rebecca Thibeault, and Stephanie Allen
Middleton Elementary School
1G Regulate to De-Escalate
Helping children to regulate, requires being able to help ourselves get and stay regulated. With children always being first in mind, this workshop will help educational professionals identify their own triggers and understand the impact that those triggers have on their effectiveness with their students.
This workshop is designed to help professionals teach an array of self-regulation strategies, to include breaks, zones of regulation, mindfulness, safe spots, and intentional communication.
Julia Andrews, MA & Janice Owolabi
1H – The Redirection to Personalized Creative Learning.
Attendees will be introduced to a unique personalized creative approach supporting young lives that need rechanneling of feelings, ideas, and thoughts, not to mention expressing their own views in respect to their learning weaknesses, strengths, interests and aspirations. This model will show how the integration of art with traditional content material assists in one’s education and inspires change. Examples of original work will be shown with emphasis on the role of adults in being able to use this model.
Adriadne Gejvski, MA
Stress Less Art
Berkeley Springs, WV
1I. Self-Care is Self-Preservation
This workshop is guaranteed to have the attendee leaving with takeaways that they will immediately be able to apply to their lives at home, in the classroom and beyond. SavvyMe, the selfceare method that will be presented – is an acronym that is based on 4 years of collecting data from health care professionals in their respective fields. The customized approach to wellness is now being taught at 5 NYC High Schools. Self-care is a non-negotiable for the educators because the demands that are society is facing today require us to be at our best, but also lead by example.
Savvy Gems, Inc.
Valley Stream, NY