Workshops – Session 7 – Tuesday, Feb 19 – 1:30 – 2:45 pm
Below are the workshops that will be available during Session 7 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
7B. Assessing and Addressing Trauma and Resiliency in Low Incidence Special Education Populations
The Lincoln Intermediate Unit surveyed low incidence special education students in the areas of Adverse Childhood Experiences and Resiliency skills. The 441 students who completed the surveys were accessing special education programming in the areas of Neurological Impairment, Emotional Support, Alternative Education, Life Skills, Autistic Support, Blind/Visual Impairment, and Deaf/Hard of Hearing. In light of increased regulatory focus on mental wellness for all students, we will provide: information about altering assessments to meet the abilities of students, strategies and practices for supporting resiliency in special education students, and resources to develop and integrate trauma-informed approaches to special education classrooms.
Laura Sharp, Psy.D. & Robin Hamme, Ed.D.
Lincoln Intermediate Unit 12
7D – School Leaders’ Roundtable
Creating trauma-Informed schools requires school and district wide commitment. The most successful model for providing trauma informed education is in a trauma-informed district. District-wide roll out of any new program is complex and requires flexible and capable leadership. Participants of this panel presentation will hear from school leaders who are doing this work across the country. Panelists will share their successes and some of their failures. Participants will have opportunity for discussion, dialog, and questions.
Jim Sporleder, Dr. Mona Johnson, Kat Crosby, James Moffett, Ralph Rothacker. Moderated by Melissa Sadin, Ed.D.
7E How Positive Habits and Routines Support Successful Participation in School for Children that have Experienced Trauma
Children who have experienced trauma may be in a chronic state of emotional and physical dysregulation. This can preclude participation in critical habits and routines that support health, social, and academic success. This interactive workshop offers hands-on experiences with systematically assessing children’s habits and routines and how children’s sensory responses support or interfere with participation. A framework that guides identifying and coordinating strategies for promoting children’s attentional, sensory and emotional regulation with strategies for adapting task, environment, relationships and culture will be introduced. Participants will acquire a toolbox of problem-solving strategies from a strength-based approach to encourage adaptability.
Colleen Cameron Whiting, MS, OTR/L
The SPARK Sensory Clinic
Laurette Olson, PhD OTR/L FAOTA
School of Arts and Science Iona College
7F. Building SEAL Teams From The Ground Up –
See how Charlottesville City Schools is transforming classrooms by providing teachers, administrators, parents, students, and support staff the tools they need to bring Social, Emotional & Academic Learning into their lives.
Pat Cuomo & Jodie Murphy
Charlottesville City Schools
7G.Supporting Students Who Experience Trauma
Shift the paradigm, change the story, and alter a child’s life trajectory with trauma-informed practices. Far too many students experience trauma, yet not far too many schools lack understanding about how to best ensure positive educational outcomes for students with traumatic life experiences. This session explores ways to ensure safe learning environments that avoid blaming the child, and instead focus on healing.
Verjeana M Jacobs, Esq.
National School Board Association
Director of Learning
District of Columbia Public Schools
7H Behavior through the Lens of Attachment, Trauma, and Dissociation
In this session, author and educator, Janyne McConnaughey, Ph.D. will unravel the layers of healing required to process her experiences of early childhood trauma and attachment wounding. The behavioral implications of trauma and attachment will be explored through the lens of her personal story and professional expertise as a teacher educator. Specific topics will include dissociative behaviors, lying, uneven growth in learning, perceived manipulation, neediness/dependency, dysregulation, memory challenges, and challenging interpersonal relationships. Applicable to parents and teachers. Participation and discussion using case-study scenarios will be included.
Janyne McConnaughey, Ph.D.
Colorado Springs, CO
7I Recharge and Thrive in Trauma-Affected Workplaces
Ever get stressed at work? Join us for this proven 4-level approach to enhance individual and school-wide workplace satisfaction, productivity and wellness. Compassion fatigue, vicarious trauma and burnout are a reality for many staff working in schools, especially for those working in trauma-affected communities. Our occupational needs for a sense of safety, predictability, competence and mastery may not be met each day. In the face of daily unpredictable and illogical behaviors, it can be a struggle to maintain energy as we slowly accumulate and normalize high levels of workplace stress. This Recharge workshop gives you PRACTICAL and proven tools to minimize trauma-affected workplace stress and maximize compassion satisfaction and staff wellbeing.
Sarah Ralston, M. Arts, Grad Dip Psychology
Brisbane, Queensland, Australia
Self-Care and Advanced
7J. The Realities of Trauma Sensitive Practices in Schools: It’s Not for the Faint of Heart
Being a “Trauma-Sensitive School” is the new buzz phrase in education. Do we truly understand what will be asked of us when we commit to creating trauma-sensitive environments? Sitting with children in their trauma is hard, on-going, work. Our coaching approach explores our different, but complementary roles. It includes several elements that can be replicated in your school. Our focus has been on attunement, authentic expression, co-regulation, and, the parallel processes of working with children and adults. Come explore the “realities” of being trauma-sensitive.
Judith Norman, MA, MS, LPC, RPT-S & Michelle Malvey, Ed.S.
Thompson School District