Product Detail

Trauma-Informed Schools and Adverse Childhood Experiences Training
Audio CD
$219.99 USD
$99.99 USD
Now Available For Preorder
This item is expected to ship 4-6 weeks after the event on December 18, 2019.
Product Details
Format:
Audio CD - 4+ hours   Instructions
Details:
Multi-disc audio recording with electronic manual and instructions.
Author:
CHRISTY W. BRYCE, ED.D.
Publisher:
PESI Inc.
Copyright:
12/18/2019 - Available Now for Pre-Order
CE Available:
Yes, See CE credit tab for complete continuing education details
Product Code:
RNA055330
Objectives
  1. Characterize the relationship between Adverse Childhood Experiences (ACEs) and childhood development.
  2. Examine the role of Adverse Childhood Experiences and toxic stress on the escalation cycle and emotional dysregulation.
  3. Establish how emotional check-ins and strategies that encourage choice can create a more psychologically safe classroom.
  4. Communicate how trauma-sensitive practices can be employed to more effectively establish behavioral expectations and build structure and accountability.
  5. Specify how culturally responsive strategies can increase engagement in both students and their families.
  6. Articulate how a trauma-sensitive approach to discipline and corrective action can increase equity and replace reactive “push out” practices.
Outline
Adverse Childhood Experiences (ACES): The Hidden Public Health Emergency Affecting Schools
  • The neurological and physiological impacts of toxic stress
  • Trauma’s impact on kids’ development and futures
  • Escalation cycle, toxic stress, and emotional dysregulation
Spot the Warning Signs of Trauma in Students
  • How trauma impairs learning and impacts behavior
  • How fight, flight, freeze looks in the classroom
  • Physical symptoms to watch for
  • Identify the “silent sufferer”
Trauma-Informed Practices for Schools and Classrooms: Establish Safety, Trust, Choice, Collaboration, and Empowerment
5 Ways to Build a Psychologically Safe Classroom
  • Create calming areas in the classroom
  • Build a classroom community
  • Emotional check-ins, worksheets and activities
  • How to offer choices so kids feel in control
  • Schedules and routines that establish safety and normalcy
Challenging Behaviors Intervention Toolbox: Better Outcomes for Overreactive, Aggressive, and Avoidant Students
  • What sets kids off? How to be a trigger detective
  • Check in/check out for structure and accountability
  • Better break interventions for avoidant students
  • Executive functioning skills training for overreactive students
  • Social stories to use when kids aren’t grasping expectations
Culturally Responsive Practices and Techniques: Support Sensitivity and Strengthen the School-Family Alliance
  • Recognize our biases to better support cultural sensitivity
  • Strategies for working with parents who’ve experienced trauma
  • Strengthen the school-family alliance – support with families instead of to families
Trauma-Sensitive Approaches to Discipline and Corrective Action
  • Building resilience – our kids can overcome!
  • Leadership jobs that built competence and connectedness
  • Discipline is a system: preventative, supportive, corrective
  • Alternatives to suspension – keep kids in school and learning
Supports for Educators and Staff Who Experience Secondary Traumatic Stress
  • Staff wellness – tap in/tap out
  • Restorative circles for educators
Author

CHRISTY W. BRYCE, ED.D.

Christy W. Bryce, Ed.D., the Director of Intervention for Warren County Public Schools in Bowling Green, KY has spent her career collaborating with educators, administrators and school staff to determine how best to intervene and support students who are demonstrating challenging behaviors.

Dr. Bryce has over 20 years of experience in education as a school psychologist and special education teacher and is highly experienced in consulting on trauma-informed practices, differentiated instruction, and academic and behavioral interventions for at-risk students and students with special needs.

A highly requested trainer, Dr. Bryce is experienced in establishing, coordinating, and sustaining large scale initiatives in the context of a linguistically and culturally diverse public school system. She earned her Ed.S. degree in School Psychology from Western Kentucky University and her Ed.D. degree in Education, Leadership and Policy from Vanderbilt University’s Peabody College.

Speaker Disclosures:

Financial: Christy Bryce has an employment relationship with Warren County Public Schools. She receives a speaking honorarium from PESI, Inc.

Non-financial: Christy Bryce has no relevant non-financial relationship to disclose.
Continuing Education Credits

CE Information Coming Soon
Continuing education credit information is coming soon for this non-interactive self-study package.

CEs may be available for select professions, as listed in the target audience. Hours will be dependent on the actual recording time. Please check with your state licensing board or organization for specific requirements.

There may be an additional fee for CE certificates. Please contact our Customer Service at 1-800-844-8260 for more details.

**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.

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