Trauma-Informed Schools and Adverse Childhood Experiences Training (Nov 22, 2019)

Trauma-Informed Schools and Adverse Childhood Experiences Training is organized by PESI HealthCare and will be held on Nov 22, 2019 at Hilton Burlington, Burlington, Vermont, United States of America. This Course has been approved for a maximum of 6.3 contact hours / 6.25 clock hours.

Target 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

Description:
When you entered education, you thought it would be about lesson plans, curriculum, and seating charts.

You weren’t expecting kids who curse, hit, kick, and scratch other students, and bang their heads on the table when they’re frustrated. Kids who are constantly “in trouble” at school and have difficulty grasping the material being taught.

But sometimes the trauma of physical and sexual abuse, hunger, violence, and suicide lie behind these behaviors. And when you hear the stories of your students pain you’re left feeling blindsided, unprepared, and desperate for guidance on how you can help.

Whether you’re a teacher, administrator, counselor, social worker or anyone who works with students, this program will provide you with the step-by-step direction, tools and techniques you need to work more capably and comfortably with kids who’ve experienced trauma. The strategies and comprehensive learning supports shared at this event will enable you to create a better school climate, boost academic achievement, and improve school safety while building critical skills in students like self-awareness, self-regulation, empathy, and an openness to teamwork and cooperation.

Objectives:
• Characterize the relationship between Adverse Childhood Experiences (ACEs) and childhood development.
• Examine the role of Adverse Childhood Experiences and toxic stress on the escalation cycle and emotional dysregulation.
• Establish how emotional check-ins and strategies that encourage choice can create a more psychologically safe classroom.
• Communicate how trauma-sensitive practices can be employed to more effectively establish behavioral expectations and build structure and accountability.
• Specify how culturally responsive strategies can increase engagement in both students and their families.
• Articulate how a trauma-sensitive approach to discipline and corrective action can increase equity and replace reactive “push out” practices.

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Deanna Vincent

Public Health