Workshops – Session 4 – Monday, Feb 18 – 4:15 – 5:30 pm
Below are the workshops that will be available during Session 4 of the 2019 CTSS Conference. Descriptions and more information are available on our conference app at: https://creatingtssconference.pathable.com/
Last update: January 29, 2019
4A- Student Panel
They’re back by popular demand! Come join this panel of youth and young adults who all have significant trauma-related impacts – many with developmental trauma. They’ll be discussing their educational challenges and successes, with an emphasis on what worked for them and why. Come be inspired and probably have some of your mindsets challenged. Bring your questions.
Moderator: Melissa Sadin, Ed.D.
4B. Professionals’ Hidden Biases and How They Affect Youth
Hidden Biases is a concept that is heard often, but what does it mean? How do hidden biases affect interactions between professionals and youth? What can one do to counter negative hidden biases? These questions will be answered through the exploration of hidden biases and the cognitive theory of why they occur. This includes the examination of how hidden biases directly and indirectly affect interactions with youth, the reflection of one’s own hidden biases, a discussion of how to changed negative ones, and how to create awareness of hidden biases in others.
Julie R. Alexandrin, Ph.D.
Sweet Briar College
4C. Six R’s of Healing Trauma in the Classroom (and Promoting Optimal Executive Functioning and School Success for all Students).
The impacts of stress and adversity interferes with learning and physical, mental, and behavioral health and wellness for an alarming number of students. Fortunately, there are proven (and fun!) ways for educators to reach all students by supporting well-regulated brains and unleashing the successful learning engines they naturally possess. Using Dr. Bruce Perry’s 6 R’s framework, we will explore the bottom-up process of brain development that makes these strategies essential for success. We also include a mixed pedagogical format incorporating presentation, discussion, and interactive activities to illustrate practical ways to incorporate each into regular classroom instruction and practices within. We conclude with a brief overview of how we have implemented this work in the ground-breaking practices that we’ve implemented in the Metro Nashville Public Schools.
Mary Crnobori, M.Ed., Ph.D., BCBA
Metro Nashville Public Schools
4D. Staying the Course: Keeping the Momentum Despite the Barriers
As the principal of a second year fully implementing Trauma Informed School, James Moffett remembers the challenges of communicating the WHY to staff, of building trauma-informed capacity, of establishing momentum, and of sustaining the change all too well. In this session, James will reflect on his school’s journey and work to help others avoid some of the mistakes he made along the way.
Derby Hills Elementary School
4E. What’s Voice Got To Do With It: WE HEARD THEIR VOICES LOUD AND CLEAR –
The TREE model has been extensively informed by conversations in schools throughout Maine. These conversations have made it clear that what’s most needed are tools and resources to assist schools in meeting mental health needs onsite. Furthermore schools must support student development empowerment through Social and Emotional Learning and Student Voice. With a focus on empowering all voices, TREE helps create socially and emotionally safe educational environments where students, teachers, and administrators are supported with the resources they need, improving the overall health of the community.
Brittany Ray, MA, Laura Thomas, BS and Ashley Cirone, TREE School Coach
TREE: Transforming Rural Experience in Education
4F. Trauma-Informed Literacy Practices for Homeless and Highly Mobile Students
This workshop details experiences common to homeless students, children in the foster care system, and other highly mobile children, then offers literacy teaching strategies tailored to their unique needs. We’ll explore why educators should not rely on children sharing the details of their trauma to design practices that support their learning. Instead educators should study the systems and processes that highly mobile students often experience, anticipate possible learning challenges that may manifest as students navigate these systems, and plan classroom and school structures to address these challenges. Participants will be invited to brainstorm possible learning challenges, as well as practices, structures and policies that could help highly mobile students to survive and thrive.
Dulce-Marie Flecha, MA
4G. Neurofeedback, brain-based interventions, and how to shift the nervous system from self-defense to socially engaged in an academic environment.
How does one create an enriched experience for our students to be able to calm their neurological self-defensive systems and becomes socially engages? Neurotherapy and other brain based interventions are designed to both guide the brain to switch out of self-defensiveness and activate socially engaged systems. NFB begins by assessing trauma sensitivity, or how reactive a student is to threat. NFB then tunes the brain towards less sensitivity. HRV helps to balance the autonomic nervous system, and create trauma informed mindfulness. All of these interventions are integrated and nestled into a relational academic model that balances the left & right hemisphere and creates the connections for integration and long-term success.
Scott Kuenneke MS, LPC, BCN & Abby Mayer, M.Ed.
Lake Ozark, MO
4H. Building Trauma-Sensitive Schools- One IEP At A Time
The Individual Education Plan (IEP) process is a perfect opportunity for parents to advocate for and educate about trauma-sensitive schooling. Taught from a parent’s perspective, this session is a great resource for parents, as well as educators and administrators, and will teach how the Individuals with Disabilities in Education Act (IDEA) applies to Developmental Trauma, as well as show how to successfully work within an IEP team and present easy to implement, trauma-sensitive, evidence-based interventions to include in a child’s IEP.
Erica Miller, BA
New Hope Academy
American Fork, UT