- Digital Seminar
- Downloadable/Streaming MP4 Video and MP3 Audio with electronic manual and instructions.
- CHERYL CATRON, LPCC-S, RPT-S
- PESI Inc.
- CE Available:
- No, CE credit is not available
- Product Code:
- Differentiate between developmentally appropriate behavior and that which may be in response to a mental health condition.
- Apply de-escalation strategies with students who are behaving in an oppositional manner.
- Implement school-based strategies to effectively respond to behavioral issues that arise from mental health conditions.
- Develop skills to identify signs of anxiety and/or depression in young students.
- Apply the knowledge gained from the ACEs study to recognize and respond to students who may be experiencing traumatic stress.
- Utilize effective communication skills for discussing risk of suicide with students, staff, and parents.
K-5 Students with Mental Health Issues
Oppositional Defiant Disorder (ODD)
- When you know something’s going on, but you don’t know what it is
- Characteristics of at-risk students
- Why children are not small adults
- How skill deficits from mental health issues create behavioral difficulties
- The difference between “can’t” and “won’t”
- How maladaptive behavior serves as protection for the child
- Common myths and limitations about diagnoses
Attention Deficit/Hyperactivity Disorder (ADHD)
- What adults should never say (but usually do)
- How behavior reveals a need
- Are you (unintentionally) rewarding misbehavior?
- Kids who don’t feel bad
- Arguing with a defiant child – who is that about?
- De-escalation strategies that work
- The unique needs of children with ADHD
- More than a behavior problem: the neurobiology of ADHD
- How to increase confidence and leadership skills in kids with ADHD
- Decrease disruptions and impulsive behavior
- Improve transitions, social skills, and self-regulation
- ADHD medications: What do teachers need to know?
Depression & Mood Dysregulation
- What we know about kids who worry too much
- School anxiety – types, characteristics
- What to do about separation anxiety
- The perfectionistic student
- Drawing out the anxious student in a safe way
Trauma and Other Significant Life Events
- How depression shows up in young children
- Helping students overcome helplessness
- When is it more than moodiness?
- Helping depressed kids change their inner self-talk
Suicide, Self-Harm, and Bullying
- What the ACEs study has taught us about trauma
- The fight, flight, or freeze response in the classroom
- How to recognize and respond to traumatic stress
- What if you don’t know the child’s history?
- Incorporating trauma-informed practices into your day
Other School-Based Considerations
- How we talk about suicide is important
- Head banging, hitting, scratching, and other “self-punishment”
- Helping ostracized children feel connected
- Why traditional discipline doesn’t work for bullies
- Making your classroom an emotionally safe space
- Collaborating with student support staff and outside clinicians
- Working with non-cooperative/reluctant parents
- Identifying your own triggers, choosing your battles
- Discipline – IDEA, special education consideration
- Screen time in the classroom – why reward systems don’t work
- Limitations of research and potential risks
CHERYL CATRON, LPCC-S, RPT-S
Cheryl Catron, M.Ed., LPCC-S, RPT-S, is a long-time educator and mental health clinician who has over 19 years serving students with a wide variety of academic and mental health needs. In her most recent role as a school-based mental health clinician, she provided therapy and support services for K-5 students with differing clinical issues including depression, anxiety, social skills, ADHD, and Oppositional Defiant Disorder. In addition to this, Ms. Catron also served as a consultant for and collaborator with teachers, paraprofessionals, and other school staff members. Drawing on her experience as a teacher, school counselor, and mental health clinician, Ms. Catron provided insightful guidance to develop and implement effective classroom-based strategies that facilitate improved behavioral and academic performance for students with a variety of needs including giftedness, learning disabilities, and emotional and behavioral disturbances.
Cheryl is licensed as both a Professional Clinical Counselor and Supervisor in the state of Ohio and a Registered Play Therapist and Supervisor through The Association for Play Therapy. She earned her Bachelor of Arts degree in English and Secondary Education and her Master of Education degree in School Counseling & Professional Counseling from Ohio University.
She and her husband have recently founded a nonprofit organization, Foothold International, that serves indigenous communities in Kenya, East Africa. Ms. Catron is collaborating with the local government to develop community mental health response systems as well as trauma sensitivity to their outreach programs. She provides mental health training to teachers, health workers, and law enforcement personnel.
Financial: Cheryl Catron has an employment relationship with The Counseling Source. She receives a speaking honorarium from PESI, Inc.
Non-financial: Cheryl Catron has a family member who was diagnosed with juvenile bipolar disorder.
Continuing Education Credits
CE Credit is not available for this product.
- K-5 Classroom Teachers
- School Counselors, Social Workers, and Psychologists
- Instructional Specialists and Coaches
- School Occupational Therapists
- School Speech-Language Pathologists
- Special Education Staff
- Behavior Intervention Specialists
- Instructional Assistants/Paraprofessionals
- Administrators Serving Grades K-5
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