School Refusal, 3/18/2024 12:00:00 AM CDT, Digital Seminar More info »
School Refusal: Real Help for Children and Teens Who Can’t or Won’t Go to School, 3/18/2024 12:00:00 AM CDT, DVD More info »
School Refusal: Real Help for Children and Teens Who Can’t or Won’t Go to School
- Speaker:
- Susan Gibbs, MS, LPC
- Duration:
- Full Day
- Format:
- Audio and Video
- Product Code:
- LWC059513
- Brochure Code:
- PWZ92135
- Media Type:
- Live Webinar - Also available: Digital Seminar | DVD
Description
School refusal creates chaos in families and often becomes a vicious cycle in which students become trapped.
Often a symptom of anxiety and depression, school refusal creates an immediate short-term relief for kids seeking to escape aspects of the school day. But the result typically includes falling further behind academically, increased feelings of disconnection from peers, and lowered self-esteem.
Join Susan Gibbs, LPC, to learn from her extensive experience in addressing school refusal effectively. She will bridge the clinical and educational words and share approaches for both environments so you can help struggling students and families.
You will leave with the ability to:
- Identify the 4 functions of school refusal
- Anticipate and plan for 5 critical times of day
- Create student and family specific plans that focus on the student’s inner wealth and human connection
- Equip parents and educators with age-appropriate interventions to successfully handle school refusal in-the-moment
- Apply the Nurtured Heart Approach to school refusal
Register today to help students end the cycle of school refusal by changing the way they see themselves and the world around them.
Credit
Additional Info
Access Period for Live WebcastFor live CE credit, you must watch the live webcast in its entirety at its scheduled time and complete the CE quiz and evaluation within one week. You will have access for 90 days after the program for review.
Webcast Schedule
Please note: There will be a 70-minute lunch and two 15-minute breaks; one in the morning and one in the afternoon. Lunch and break times will be announced by the speaker and at their discretion. A more detailed schedule is available upon request.
Questions?
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Objectives
- Identify the four functions of school refusal.
- Determine five critical times of day when school refusal may be heightened.
- Choose effective interventions to increase class and school attendance.
- Identify three core elements of the Nurtured Heart Approach and its considerations for school refusal.
- Evaluate a treatment plan based on the identified function of the school refusal.
- Identify strategies for parents and educators to improve participation in education.
Outline
The What and the Why of School Refusal
Simple dislike, truancy, or something else entirely?
- Soft school refusal vs outright refusal
- Refusal vs truancy
- Co-morbid DSM-5® disorders
- Anxiety – the self-fulling prophecy
- ODD – can’t or won’t?
- Learning disorders – avoiding failure
- Depression – lacking a “why”
- PTSD – self-protection
- Conduct disorders – rethinking behavior
- Autism – sensory and social overload
- Tool to measure school refusal objectively
- Standardized assessment measures to employ
- Critical questions to ask refusers and their parents
School Avoidance: A Vicious Cycle
Short-term relief with long-term consequences
- Early morning pleas, somatic complaints, bargaining
- Common triggers for avoidance
- 5 critical times of day and how to handle each
- Ages and stages of avoidance and refusal
- 3 common parental responses to school refusal (that don’t work!) and approaches to recommend instead
- The role of peers, academic struggles, and home life
- Case conceptualization with integrated intervention plan
Grounding and Planning, Not Coping
Power through or enhance resilience?
- 5 tips for navigating the Distress Hill
- Tap into polyvagal theory techniques
- 8 powerful grounding techniques and when to use each
- Activate cognitive ability, motivation and values
- 5 critical time periods each day and intervention strategies for each
- The role of rewards and consequences and to how to use both effectively
The Nurtured Heart Approach®
Inspire behavior vs manage behavior
- 3 Stands: absolute no, absolute yes, clarity
- Starter ideas for the 4 Recognitions: Active, experiential, proactive, creative
- Interventions to expand the student’s reserve of inner wealth
- Channel intense energy in a positive direction
- Special considerations for ADHD, ASD, and other diagnoses
Engagement and Connectedness
Multi-tiered support and collaborative intervention
- Help parents trust their deepest instincts
- Relationship as an energetic exchange
- Medication considerations
- Practical strategies for home and school collaboration
Limitations of the Research and Potential Risks
Target Audience
- Educators
- School Administrators
- Counselors
- Social Workers
- Occupational Therapists
- Psychologists
- School Psychologists
Reviews
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