Course Credits: 3 NASP CPDs (3 hours)
This courses addresses the following professional domains: Consultation and Collaboration, Interventions and Instructional Support to Develop Academic Skills, Interventions and Mental Health Services to Develop Social and Life Skills, School-Wide Practices to Promote Learning, Preventive and Responsive Services
Stress and trauma in students is currently a topic of discussion as the emotional well-being of students and staff is a fundamental need for learning. All members of the multidisciplinary school team encounter children with stress and trauma and must be able to recognize its impact on learning and behavior. Tier I, II, and III evidence-based interventions become essential to support students and promote resiliency. Each member of the team plays a vital part in providing interventions and therapy that relates to social-emotional health. Educators will gain an understanding of the effects of stress and trauma on the brain, as well as strategies to help reduce stress and trauma. Additionally, mindfulness, self-care, and awareness of multicultural issues of students and staff is equally as important. This course will explore these topics of Stress and Trauma Informed Schools.
Dawn Callahan Dennis, Ed. D, CCC-SLP, is a Regional Director with EBS in the Kansas City area. Dawn has a long career that has spanned working in hospitals, private practice, schools and universities. She received her B.S. and M.S. from Boston University (‘90 and ‘91) and completed her doctoral degree in Educational Leadership at Baker University in Baldwin City, KS (2012). Her passion is empowering others, which she fulfills through providing mentorship, guidance, and collaboration with EBS staff. She currently resides in the Kansas City area.
Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Dawn has no other relevant financial relationships to disclose.
Non-Financial Disclosure: Dawn has no other non-financial information to disclose.
C. Brent Myers, Ed. D., NCSP, is a Nationally Certified School Psychologist who currently works as a Lead School Psychologist for EBS. Prior to working with EBS, Dr. Myers worked as a school psychologist for the Montgomery County Public Schools. He has also been a senior trainer for Dr. Howard Knoff’s nationally known Project ACHIEVE, a program that has been designated a National Model Prevention Program by the U.S. Department of Health & Human Service’s Substance Abuse and Mental Health Services Administration (SAMHSA). Dr. Myers has trained schools in New York City, Arkansas, Arizona, California, Maryland, North Dakota, Oklahoma, Texas, Virginia and Wyoming. He is often sought out for his in-service presentations and his on-site consultation in a variety of school psychology areas that include implementing Positive Behavior Support Systems, behavioral interventions for challenging students and preventing and responding to teasing and bullying. Because of his expertise in these areas, Dr. Myers has presented at numerous national and state conferences for teachers, administrators and school psychologists.
Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Dr. Myers has no other relevant financial relationships to disclose.
Non-Financial Disclosure: Dr. Myers has no other non-financial information to disclose.
Following instruction, participants will be able to:
- Explain ethical, cultural and overarching principles to be applied throughout this process
- Describe why stress informed schools must precede trauma-informed schools
- Identify strategies that will decrease student (and staff) stress and trauma if and when schools open.
- Define stress vs. trauma
- Define how stress looks in children
- Explain use of Assessment Adverse Childhood Experiences Assessment Tool (ACEs)
- Explain the effects of stress and trauma on the brain
- Define the roles of Collaborative School Teaming
- Describe the process of multidisciplinary teaming & identify Tier I, II, and III Interventions
- Discuss the importance of care for the caregiver
- Explain the main components of trauma sensitive session guide points.
- 15 minutes: Welcome and introduction of speakers
- 15 minutes: Ethical, Cultural and Overarching principles of stress and trauma sensitive sessions.
- 15 minutes: Why stress-informed schools must precede trauma-informed schools
- 15 minutes: Strategies that will decrease student (and staff) stress and trauma if and when schools open
- 15 minutes: Define stress vs. trauma
- 15 minutes: How stress looks in children
- 15 minutes: Explain the use of Assessment Adverse Childhood Experiences Assessment Tool (ACEs)
- 10 minutes: Explain the effects of stress and trauma on the brain
- 10 minutes: Define the roles of Collaborative School Teaming
- 20 minutes: Demonstrate use of Tier I, II, and III Interventions within the context of a multidisciplinary team
- 20 minutes: Explain the importance of care for the caregiver
- 20 minutes: Identify main concepts of trauma sensitive session guide points; Q&A
- 10 minutes: Post test