Workshops – Session 5 – Tuesday, Feb 19 – 9:00 – 10:15 am
Below are the workshops that will be available during Session 5 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
5B. Trauma Sensitive Practices for Early Childhood Educators
This workshop will help teachers and administrators create trauma-informed classrooms that are responsive to the unique needs of children under six. It will also help parents identify the kinds of facilities that are best suited for their struggling children. Attendees will ll leave with tools they can use to help identify children potentially impacted by trauma, and strategies for providing them the trauma-sensitive supports they need and deserve.
Colleen Wilkinson & Gari Lister, JD
Montessori Country Day School
5C – Implementing a Trauma Responsive School… key lessons learned through Lincoln High School’s Journey and Beyond.
Meet Jim Sporleder, retired principal who spent 25 years as a student focused teacher and administrator. In the Spring of 2010, Jim attended The Resilience to Hope Conference and was introduced to the impact of trauma and toxic stress on students through Dr. John Medina’s Keynote. Jim will share the transformation that Lincoln High School experienced immediately when they let go of their traditional approach to student discipline and implemented a trauma responsive approach. You will learn the lessons learned through this journey, the success and challenges, as well as key learnings for sustainability and continued growth. Jim continues his journey helping other schools become trauma responsive, and through his work developing an outreach program for his Lincoln alumni students, and they continue to transform his life today.
Walla Walla, WA
5D. Attachment Trauma in the Classroom: Safety in Relationship-Building Is the Key
We know that attachment trauma is at the heart of many of our students’ poor performance in the academic setting. Research shows that children who are securely attached in their families have higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation.
Conversely, children and teens with attachment trauma frequently view new relationships and new learning opportunities with deep currents of fear and mistrust. All students bring their “whole selves” to school, and in the case of children with poor or unhealthy attachment, we have some definite challenges in helping them reach the goal of academic achievement. Join us as we explore what we can do to create a safe, structured learning environment that helps us build healthy relationships and improve our students’ learning opportunities.
Lark Eshleman, Ph.D.
Tom Van Arsdale, M.Ed.
About Child Trauma Foundation
Mt. Joy, PA
5E. Cultivating Trauma-Sensitive Schools with Social Emotional Education in Diverse Settings (SEEDS)
Although many children navigate childhood with minimal disruptions, an unfortunate number suffer repeated and often serious traumas- from abuse and neglect to persistent community violence impaired by illness, alcohol or depression. (DeAngelis, 2007). Student behavior, relationships and learning are all impacted by these traumas. Trauma-sensitive schools requires a trauma-sensitive educational workforce and stakeholders. This presentation offers an innovative, re-conceptualized approach to the promotion, practice, and intervention of mental health services, utilizing the Cultivating SEEDS System (CSSTM). This framework addresses two most prevalent barriers – the stigma associated with accessing mental health care resources and the lack of mental health care professionals.
Yvonne Larrier, PhD, LPC, Global Center for School Counseling, Outcome, Research, Evaluation and Development
Geneva Fleming, PhD, LISW-CP, Trident Technical College
South Bend, IN
5F. Culturally & Linguistically Responsive, Trauma Sensitive Developmentally Appropriate Practice in Early Education
Participants will be guided to expand their lens for trauma-sensitive care in ECE through the thoughtful integration of the most current brain research, trauma-informed practices and cross-cultural developmentally-appropriate practice to support healthy stress response systems in children and adults. The presenters will use an Infant, Child, Family Mental Health (0 to5) framework to share ways to strengthen relational connections between children, families and teacher/providers. Practical bio-rhythmic applications for infusing social emotional supports into Early Education school learning experiences will be discussed. An opportunity for participants to discuss importance of honoring child and family natural cultural bio-rhythms in order to support the whole child, family and teacher/provider.
Cheri Reaves, MA.Ed.
POINTS of ACCESS, LLC
San Jose, CA
5G. Parents and Teachers: Collaborating to Build Resilient Students.
This workshop, presented by a former teacher who raised three boys through their own trauma, will help teachers and parents better understand the challenges each face while working with students effected by trauma. Practical strategies for both parents and teachers to better collaborate, communicate and create resiliency in students will be presented as well as what the effects of trauma look like in the home and classroom.
Suzanne Pease, M.Ed.
ACEs in Education, LLC
Virginia Beach, VA
5H Fetal Alcohol Spectrum Disorder: The Missing Diagnosis for Many Students.
There is little research on how FASD and early trauma can co-exist and compound the impacts on children’s ability to learn. That and a general lack of awareness and missing/missed diagnosis of FASD, contribute to why children with FASD and trauma struggle significantly at school, making classroom management difficult and impeding their academic and social progress, as well as impacting their classmates. This workshop will review information about the impact of alcohol on the developing brain to lay the groundwork to recognize the need for accurate diagnosis and the utilization of a different approach to working with these children in the classroom, home and therapies. By having knowledge of FASD, participants will expand their understanding of the successful treatment of trauma.
Kathy Hotelling, Ph.D. & Elizabeth Field, MS
NCFASD Informed, Inc.
5I. When Coffee’s Not Enough: 10 Strategies for Self-Care and Empowerment.
Working with children and families who have experienced trauma can take its toll on our own mental health. This interactive training will provide attendees with an understanding of trauma, and 10 strategies proven to promote positive mental health in ourselves.
Jen McNally, MA, LIMHP, CCTP
Self-Care Track and Beginner
5J. Trauma and the Healing Power of Empathy
Participants will learn about the difference between acute and chronic trauma, and the impact it is having on students, in classrooms, and in schools. By understanding some of the physiological and physical symptoms of trauma, educators will learn to transform their thinking from “what is wrong with him?” to “what happened to him?” and then listen with empathy to address the deeper issues that are impeding students’ learning capacities before they even enter the classroom.
Nicole Cecchini, MA