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Seminar Detail

Trauma-Informed & Resilience-Focused Classrooms: Quick & Easy Strategies to Improve Classroom Climate and Reduce Disruptive Behavior

Thursday, December 5, 2019 at 8:00 AM - 4:00 PM

This event is no longer available for purchase.

For more information: Call (800) 844-8260
Course Description:

The new buzz in education is to be “trauma-informed.” The questions on all of our minds are: “How are we supposed to do this while meeting all of the other demands in education? How do I keep up with the curriculum while teaching my students these skills?” You may think “Let’s just add teaching kids how to behave to my already-impossible list of things to do”. Perhaps you’ve thought, “Here we go again … another excuse for kids to avoid consequences; schools care more about suspension rates than they do the sanity of their own teachers”.

Imagine adding strategies that take only a few minutes from your lesson plan and can benefit not only your entire class, but individual challenging students and, just as importantly, you as an educator? What if you could focus on teaching your curriculum while providing emotional safety and growth for ALL of your students instead of only one at a time? Imagine having a toolbox of strategies that you can use the next day without having to use your own money and time to find these activities.

Join Theresa Fry and learn how a trauma-informed, resilience-focused approach will provide emotional safety & growth for all your students. By addressing their basic needs, you will increase their ability to self-regulate, decrease challenging behaviors and simultaneously make your job notably easier. This positive approach will enable your students to learn to help themselves, leaving everyone feeling empowered, calm and ready to learn.

Upon completion of this seminar participants will be able to:
  1. Communicate the importance of emotional safety and relationships as it relates to students and the classroom.
  2. Explore the predictors of resilience using the brain science of trauma.
  3. Determine the zones of regulation and recommend strategies to empower individual students to use these on their own.
  4. Establish the difference between the in-class reset vs. the out-of-class reset and how consequences work in trauma-informed classrooms.
  5. Implement Mindfulness in the classroom in a quick, efficient, and effective way.
  6. Practice techniques to self-regulate & co-regulate.
  7. Explore the connection between the educator’s well-being and the student’s well-being and introduce strategies that work for both.

  • Trauma & the mind-body connection
  • Brain development
  • Polyvagal theory
  • The science of resilience
  • Reflection: the social discipline window & your approach to restoration
  • History, tradition and the four basic needs
  • Recognize if a student’s needs are distorted or absent

Targeting strategies to reduce your most challenging classroom misbehaviors:
  • Talking/blurting out
  • Refusal
  • Anger/rage
  • Panic/anxiety reactions
  • Lack of follow through
  • Disrespect
  • Student/student conflict
  • Disengagement
Practical tools to meet students’ basic needs and promote resilience:
  • Create emotional safety
  • Build a relationship in difficult times
  • Teach your students to accept feedback
  • Address shame responses from students
Classroom wide interventions to improve self-regulation, promote compassion & create a supportive classroom climate
  • Proactive strategies to build relationships
  • Build a community and discuss expectations with circles
  • Go slow to move fast: teach the skills that you want them to use
  • Two ways to teach about the brain to develop a common vocabulary
  • Zones of regulation for classroom management and self-regulation
  • Brain breaks and sensory tools
  • Mindfulness to help with transitions
Proven strategies to empower individual students
  • Affective statements for informal conferences
  • Whole classroom instruction on reset space, brain gym, and sensory tools
  • Setting up your reset/calm space and how to use it
When to involve the student support team and next steps
  • Universal Needs Assessment
  • Private Logic
  • Finding the appropriate interventions to meet specific needs
Target Audience

  • General Educators
  • Special Educators
  • School Administrators
  • Guidance Counselors
  • Social Workers
  • Behavior Interventionists
  • School Psychologists
  • Para-Professionals
  • Directors of Special Education
  • School Nurses
  • School Physical Therapists
  • Occupational Therapists
  • Speech-Language Pathologists


Theresa Fry, MA, LPC, NCC. CTP-CE, began her career in education after receiving a teaching degree from Eastern Michigan University in 1997. After teaching several years at the middle school and high school levels, she received her Master of Arts in counseling. Theresa worked with at-risk students providing guidance lessons in the classroom and counseling services both with groups and individuals. In 2006, she became a Licensed Professional Counselor.

Theresa found her true passion when pursuing her trauma practitioner certification. Soon after receiving her certification to practice trauma-informed strategies in schools, she also received her clinical certification for the same. Theresa then became a trainer licensed through the National Institute for Trauma and Loss in Children and has since sought out opportunities to train other educators and clinicians to use strategies that are beneficial for kids, that promote resilience and healing from the effects of childhood trauma.

With healing in mind, Theresa sought out training in Restorative Practices to be used in schools and as a lifestyle. She became passionate about this as well and became certified as a licensed trainer through the International Institute for Restorative Practices. Theresa currently works in a trauma-informed “reset” room in a high school where she utilizes mind/body skills, brain gym, and other strategies to empower students to self-regulate. She still provides individual and group counseling and acts as a Restorative Coach for her high school.

We encourage you to ask her about her vision for her “reset” room if you can’t tell how passionate she is from her presentation at the workshop.

Speaker Disclosures:

Financial: Theresa Fry has an employment relationship with Lincoln Park Public Schools. She receives a speaking honorarium from PESI, Inc.

Non-financial: Theresa Fry has no relevant non-financial 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 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.

The planning committee and staff who controlled the content of this activity have no relevant financial relationships to disclose. For speaker disclosures, please see speaker bios.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.

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.

Missouri Counselors: This intermediate level activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

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

Nurses, Nurse Practitioners, and Clinical Nurse Specialists
American Nurses Credentialing Center Logo
PESI, Inc. is accredited as a provider of nursing continuing professional development 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
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.

Physical Therapists & Physical Therapist Assistants
This activity consists of 6.25 clock hours of instruction that is applicable for physical therapists. CE requirements for physical therapists vary per state/jurisdiction. Please retain the certificate of completion that you receive and use as proof of completion when required.

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

This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).

Social Workers
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, 2020 - January 27, 2023. 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.

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