Trauma-Informed Compassionate Classrooms: Strategies to Reduce Challenging Behavior, Improve Learning Outcomes and Increase Student Engagement

Speaker:: Christina Reese, PhD, LCPC
Duration:: Full Day
Format:: Audio and Video
Product Code:: LWC053350
Brochure Code:: PWZ84109
Media Type:: Live Webinar

Dates

Event Dates

Fri, Dec 11, 2020 - 07:00am to 03:00pm CST

$219.99 - Standard

As an educator, you are faced with the challenge of meeting the social and emotional needs of all your students. This can be challenging enough with typical learners but it is even more difficult with those who have experienced trauma or have mental health challenges. Students who have experienced trauma often present as difficult to engage and display problematic behavior such as a low frustration tolerance, angry outbursts, or difficult social relationships. These behaviors all get in the way of teaching and learning. When a student has experienced trauma, he/she often spends much of the day in fight/flight/freeze mode which limits their capacity to learn. Their outwardly aggressive and irritable behaviors also disrupt the flow in the classroom, requiring your time and attention. Despite the amount of time you invest in behavior charts or incentives for good behavior, traditional behavioral approaches to classroom management and a punitive approach to discipline simply are not effective.

Join Dr. Reese for this live webcast and learn how a trauma-informed approach will greatly reduce challenging behavior, improve student engagement and increase learning outcomes. Finish this program with new strategies, tools, and resources to reduce students’ impulsiveness, aggressive behaviors, and inattention and increase their focus, attention, and compassion. While this positive approach is absolutely essential for students with trauma, it will also greatly benefit each and every student in your classroom. Return to your school with:

Research-based practices to establish a trauma-informed classroom
A plan to develop positive relationships and build trust with your hard-to-reach students
Prove techniques for communicating more effectively and collaboratively with challenging students
Cognitive skill-building strategies which incorporate the science of neuroplasticity and the strengths-based perspective of neurodiversity

Christina Reese, PhD, LCPC Related seminars and products

Christina Reese, PhD, LCPC, has been working with children impacted by trauma and their families for the last 20 years. She has provided attachment training to orphanages in Albania, trained school districts across the country on trauma-informed classrooms, and worked with adoptees and their families from childhood into adulthood. She is a licensed clinical counselor in Maine, Maryland, and Pennsylvania and is a licensed clinical supervisor. Dr. Reese is an internationally recognized trainer for mental health professionals in creating trauma-informed schools, working with mental health in the classroom and attachment and trauma in children. She is a TBRI (Trust-Based Relational Intervention) practitioner and owns Felicity Counseling Services. Dr. Reese authored the books Attachment, Puzzle Pieces, The Attachment Connection, Trauma and Attachment, The Socially Confident Teen, Leveling Up, God and Attachment and Hope for this Upside Down and Backwards Life.

Speaker Disclosures:
Financial: Dr. Christina Reese maintains a private practice and has an employment relationship with Sheppard Pratt Health System. She receives royalties as a published author. Dr. Reese receives a speaking honorarium, recording, and book royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. Christina Reese has no relevant non-financial relationships.

Access Period for Live Webcast

For 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 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.

Analyze the ways in which poverty and mental health contribute to trauma responses thus informing your approach to working with all students.
Determine how trauma impacts a child’s development and develop strategies for meeting his or her needs.
Explore how exposure to adverse childhood experiences determines the likelihood of developmental trauma and its impact on level of functioning across the lifespan.
Establish a collaborative approach to discipline and demonstrate how this fosters intrinsic motivation for behavior change in the child.
Practice techniques to establish positive relationships and build trust with hard-to-reach students thus increasing their social and academic success.
Explore mindfulness activities that foster student self-awareness, self-regulation, and the ability to focus as it relates to impulsive behaviors and attention.

Trauma in Students: What to Look For

Fight, flight, or freeze responses: How it manifests in school
Wired for fear: Impact on the whole child
ACES – Adverse Childhood Experiences study and survey
The role of poverty and mental health challenges

Trauma Therapy

Benefits
Limitations of the Research
Potential Risks

Discipline in a Trauma-Informed Classroom

Changing your mindset: Punitive vs. collaborative
Strategies to foster intrinsic motivation
3 steps to implement a collaborative approach
Case study: How you respond

Neuroplasticity: Activities to Establish & Strengthen Neural Pathways

Strategies to develop new ways of responding
- Slow down, stop, and think
- Respond rather than react
- Social stories
Techniques to incorporate the 4 R’s:
- Rhythmic
- Repetitive
- Relational
- Rewarding

Relationships as a Protective Factor

Techniques to form positive relationships and increase students’ likeliness to:
- Stay in school longer
- Work harder
- Increase test scores & grades
- Increase their self-confidence
Techniques to help students feel connected to school making them less likely to:
- Smoke or drink
- Have sexual intercourse
- Develop emotional problems
- Experience suicidal thoughts or attempts
- Carry weapons
- Be involved in violence or dangerous activities
Case study: Strengths-based, solution focused approach

Mindfulness and Self-Awareness Activities to:

Help with transitions
Reduce impulsive behaviors
Strengthen empathy, kindness, and compassion
Calm and focus attention

Social and Emotional Learning Techniques to Increase:

Focus and concentration
Impulse control
Conflict resolution skills

Mindful Communication Tools to Improve Student Engagement

Lead with presence
Attention
Intention

Mindful Strategies to Increase Connection, Empathy, & Community

Gratitude
Heartfulness

Zones of Regulation to Teach Self-Awareness & Emotional Control

Red zone
Yellow zone
Green zone
Blue zone

General Educators
Special Educators
School Administrators
School Psychologists
Social Workers
Guidance Counselors
School Nurses
Directors of Special Education
Speech-Language Pathologists
Occupational Therapists
Paraprofessionals

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Overall: 4.7

Total Reviews: 13

Comments

	Sherry B "excellent information, presenter was awesome!"
	Sandi C "AWESOME"
	SARA H "Love this course. As a first year special education teacher I learned a lot! "
	JENIFER P "Enjoyed this seminar very much! Thank you!!"
	Emily S "This was an excellent Webinar! I learned a great deal."
	CHRYSTAL D "Very Good and helpful presentation. Presenter kept it very interesting"
	Jaclyn D "It was excellent!"

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