Seminar Detail

Developing Social-Emotional Skills & Self-Regulation in Students: Narrative Intervention for Long-Term Academic, Personal & Social Success!
Developing Social-Emotional Skills & Self-Regulation in Students: Narrative Intervention for Long-Term Academic, Personal & Social Success!

Where:   DENVER, CO

When:  Friday, December 13, 2019 at 8:00 AM - 4:00 PM

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Other ways to Register: Call (800) 844-8260 Monday-Friday, 6:30am-10:00pm CST |   Printable Form (fax or mail)
Details

$249.99
Single Registration
$219.99
2+ Group Rate: per person
*** All prices are shown in US Dollars ***
 
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Location

EMBASSY SUITES DENVER TECH CENTER NORTH
7525 EAST HAMPDEN AVE
DENVER, CO 80231
Phone:  303-696-6644
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Course Description:

The ability to understand the structure of a story and to use this knowledge to share stories benefit students in more ways than one: these skills are critical for long-term academic, personal and social success.

Don’t miss this chance to learn from internationally-renowned language and literacy expert and Board Certified Specialist in Child Language, Carol Westby, PhD, CCC-SLP, BCS-CL, on how the ability to tell a detailed and coherent personal and fictional story is critical for:
  • Engaging in conversations
  • Developing and maintaining relationships
  • Developing a sense of self and self-determination
  • Regulating one’s behavior
  • Making informed choices, goal setting, and logical problem solving
You will learn how personal narratives allow students to understand their own behavior and that of others, thereby developing emotional regulation. You’ll also learn how a student’s sense of self and early narrative emerge through reminiscing about shared experiences.

Carol will teach you techniques and procedures that will support your students’ social-emotional and self-regulation development while meeting the goals set out in the English Language Arts (ELA) Standards. You’ll learn:
  • The importance of storytelling to social-emotional development
  • The story grammar elements that build organized story retelling
  • Techniques to help children recognize mental states in characters, themselves, and others (Theory of Mind)
  • How to help students understand a character’s behavior to better predict the consequences of their own actions
  • The relationship of identifying setting, plot, and character traits to social-emotional skills, self-regulation, self-identity, and problem solving
  • Procedures to develop the language and vocabulary that express connections between emotions/mental states and actions/events
  • How to use scaffolding to support the ability to infer
  • Tools that will help you assess and document the development of your students’ narrative structure, coherence, vocabulary, linguistic elements, and progress in meeting state ELA standards
  • How to choose specific literature that will trigger reminiscing and reflecting
Elevate your support of students with a variety of language, literacy and behavioral disorders. Register today!
Objectives:

  1. Articulate the relevance of storytelling to the English Language Arts (ELA) state standards and how storytelling meets IEP and curriculum goals.
  2. Summarize the types of storytelling and their connection to social-emotional development in students.
  3. Employ tools to assess and document the development of students’ narrative structure, coherence, vocabulary, and linguistic elements.
  4. Connect the relationships between setting, plot, and character traits to social-emotional skills, self-regulation, self-identity, and problem solving.
  5. Utilize age-appropriate literature to help students connect emotions/behaviors/mental states of characters to self to promote self-regulation.
  6. Apply strategies to support inferential thinking by relating emotions and mental states to events.
  7. Facilitate students’ recognition of characterization, plot, and theme in fictional stories, autobiographical narratives, and life stories.
OUTLINE

The Relevance of Storytelling to ELA State Standards
  • The 4 related domains of state standards
  • Meet IEP goals and interventions while supporting curriculum goals
  • Instructional strategies to promote language and literacy skills
The Relevance of Storytelling to Social-Emotional Development
  • Support classroom curriculum while meeting students’ needs
  • Social-emotional skills
  • Self-regulation
  • Self-identity
  • Self-determination
  • Problem solving
Types of Storytelling and Connection to Social-Emotional Development
  • Fictional
  • Personal/autobiographical
  • Life stories
  • Cultural variations and impact on narratives
Stages of Narrative Development and Development of “Self”
  • Physical – Emotional attachment and shared emotions
  • Social – Attention, intention, and communication
  • Cognitive – I/You perspective, sense of self, reference to self
  • Representational – Talking about the past
  • Narrative – Stories of me/others, past/future, worlds outside this one
  • Cultural – Stories of us in the world
A Window into a Student’s Ability to Construct a Story
  • Rubrics to evaluate narrative structure, coherence, vocabulary, and linguistic elements
  • Existing assessment tools and level of scaffolding provided
  • Personal, fictional, and life story narratives: Case examples ages 8-20
Strategies to Develop Detailed and Coherent Stories
  • Story grammar that builds coherent narratives and elements that affect characters’ behavior and self-regulation
  • Ways to help student recognize mental states in characters, themselves, and others (Theory of Mind)
  • Connecting emotions/behaviors/mental states of characters to self to promote self-regulation
  • Vocabulary and syntax necessary to express connections between mental/emotional states and behaviors/events
  • Literature that triggers reminiscing
Strategies to Develop and Integrate Life Stories
  • Role of characterization in life stories
  • Using biographies/autobiographies to understand characterization
  • Identification and development of themes
  • Support inferential thinking for “why events occurred” and “why characters reacted”
Specifically Designed For:

  • Speech-Language Pathologists
  • Speech-Language Pathology Assistants
  • Special Education Teachers
  • Special Education Directors
  • General Education Teachers
  • Reading Specialists
  • Learning Disabilities Specialists
  • School-Based Personnel
  • School Psychologists
  • School Counselors
  • School Social Workers
  • Other helping professionals who work with elementary through high school students

CAROL WESTBY, PHD, CCC-SLP

Carol Westby, Ph.D., CCC-SLP, is an internationally-renowned expert on play assessment and development, language-literacy relationships, current play theories, and the development of the four dimensions of play in young children (birth-5 years).

She is a fellow of the American Speech-Language-Hearing Association and holds Specialty Recognition in Child Language. She received the Distinguished Alumnus Award from the University of Iowa’s Department of Speech Pathology and Audiology, and the ASHA Award for Contributions to Multicultural Affairs.

Dr. Westby began her career in New York where she developed her renowned Play Scale. She has written and implemented projects to support personnel preparation, clinical service, and research, including Project PLAY (Play and Language Attunement in Young Children), that trained caregivers to increase the development of play, theory of mind, and language. And she has consulted with the New Mexico Preschool for the Deaf, which employs a play-based curriculum.

Dr. Westby has been a visiting professor at Flinders University in South Australia where she worked on a language/literacy curriculum, and at Brigham Young University where she consulted on SEEL, a systematic and engaging emergent literacy program that employs playful practice.

Dr. Westby has published and presented nationally and internationally on play, language-literacy relationships, narrative/expository development and facilitation, theory of mind, assessment and facilitation of written language, metacognition/executive function, and issues in assessment and intervention with culturally/linguistically diverse populations.


Speaker Disclosures:

Financial: Carol Westby is a consultant for Bilingual Multicultural Services. Dr. Westby receives a speaking honorarium from PESI, Inc. She is the author of numerous chapters and articles; and is published by various publishers including Jones & Bartlett and Pearson.

Non-financial: Carol Westby is the developer of the Westby Play Scale. Dr. Westby is a fellow of the American-Speech-Language-Hearing Association.
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 cepesi@pesi.com 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.

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




Counselors
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.


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

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

** Please note that Speech-Language Pathologists must complete the post-test and evaluation within two weeks of attending the live event if they would like their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts section of the online program.


Social Workers
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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, 2017 - January 27, 2020. 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.

Colorado Social Workers: PESI, Inc. is an approved provider with the Colorado Chapter of the National Association of Social Workers. Provider #1413. This course has been approved for 6.3 continuing education hours.


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.

Credit Card Required for online registration | Contact us to redeem Gift Certificates