The breakout groups for the 2014 Summit are listed below in alphabetical order. Note that some are offered only in the morning, others only in the afternoon, and others during both times:
Collaborative & Proactive Solutions (CPS) I (AM only):
Ross W. Greene, Ph.D., Lives in the Balance
For those new to Dr. Greene's empirically-supported CPS model -- as described in The Explosive Child and Lost at School -- this is the perfect introduction to the basic themes, the Assessment of Lagging Skills and Unsolved Problems (ALSUP), and the three Plans (one in particular).
Collaborative & Proactive Solutions (CPS) II (PM only):
Ross W. Greene, Ph.D., Lives in the Balance
There have been a lot of updates to the CPS model over the past five years or so, and a lot of new research findings as well. There are more explicit guidelines for using the Assessment of Lagging Skills and Unsolved Problems (accompanied by the new ALSUP Cheat Sheet), new guideliness for drilling for information in the Empathy step of Plan B (accompanied by the new Drilling Cheat Sheet), and new guidelines for both the Define Adult Concerns step and the Invitation step. You'll get caught up on all the revisions and the most current data in this breakout group.
Conscious Discipline: Helping Kids Build Healthy Brains, Keeping Them in the Social Game (AM & PM):
Amy Speidel, Loving Guidance, Inc.
Adults lend skills of regulation to children so that they have a model on which to build. However, too often children’s behaviors cloud our wisdom, leaving us confused and frustrated, and children at risk for being kicked to the sidelines. Behaviorally challenging children provide us with opportunities to dig deeper by looking at life through their lenses. Learn ways to help children achieve balanced regulation by first building connective pathways that jumpstart the brain for maximum learning. When we know how to better manage ourselves during conflict, we are able give children the tools needed to solve problems and stay in the social game.
Creating and Sustaining Emotionally Safe Schools in a Socially Toxic Environment (AM only):
James Garbarino, Ph.D., Loyola University
Professionals and parents are paying increasing attention to the need for “anti-bullying programs” in American schools. Yet, the larger issue is creating and maintaining schools that are “emotionally safe.” This commits the school to creating a social climate in which bullying, harassment, and emotional violence are inconsistent with the day-to-day norms of students, faculty, staff, and parents. This is made all the more challenging because of the “social toxicity” of contemporary American life. This presentation outlines an ecological perspective on child development and mental health, and shows how this way of looking at child and adolescent development leads to a focus on character education, structures of adult influence, and habits of peer group behavior. All this can improve the social climate both on site in the school and on line in the virtual world of today’s youth.
Engagement Strategies for Effective Dropout Prevention (AM only):
Teri Dary, Rural Dropout Prevention, Manhattan Strategy
Participants in this interactive session will explore strategies for student engagement leading to positive student outcomes and increased graduation rates. National research to guide efforts in school climate, effective discipline practices, and creating more engaging schools will be shared. Participants will leave this session with concrete ideas to take back to their schools and classrooms.
The 4Rs: Fostering Social and Emotional Learning in the Classroom Through Evidence-Based Curriculum (AM & PM):
Tala Manassah, Morningside Center for Teaching Social Responsibility
In this interactive workshop, participants will learn about Morningside Center for Teaching Social Responsibility’s 4Rs (Reading, Writing, Respect & Resolution) program. The 4Rs Program integrates social and emotional learning (SEL) and the language arts for pre-kindergarten to middle school, and has been selected as one of the country's most effective programs at fostering students' social and emotional learning. The 4Rs build on an engaging, interactive curriculum that uses great children's literature as springboard. In weekly lessons, teachers engage students in reading, writing, discussion, and skills practice aimed at fostering caring, responsible behavior, including building community, understanding and handling feelings, listening, assertiveness, problem-solving, dealing well with diversity, and cooperation. By highlighting universal themes of conflict, feelings, relationships, and community, the 4Rs curriculum adds meaning and depth to literacy instruction. Since reading and writing are excellent tools for exploring conflict, feelings, and problem solving, the 4Rs approach enriches conflict resolution instruction as well.
Motivational Interviewing (AM & PM):
Stephen Andrew, LCPC, LADC, International Motivational Interviewing Network
This breakout session explores the fundamental principles of Motivational Interviewing, a collaborative, respectful approach to helping people change. Participants will gain an appreciation for this evidence-based process of helping people resolve their ambivalence about change. Participants will practice the core spirit of Motivational Interviewing and the skills of asking open-ended questions, offering affirmations, using empathetic reflections, and responding to change talk and eliciting a commitment to change.
Nonviolent Communication: Creating Safety, Trust and Respect in the Classroom (AM & PM):
Jesse Wiens and Catherine Cadden, Center for Nonviolent Communication
Learn practical tools for building a focused, harmonious, and empathic learning environment, including how to develop group agreements that include everyone.
Parent Effectiveness Training (PET) (AM only):
Stephen Emmons, Gordon Training International
How are Bulgaria, Spain, Denmark, Netherlands, Croatia, Kenya, Germany, Venezuela, Greece, Togo, Tunisia and a host of other countries different from the U.S.? All, unlike the U.S., ban spanking, corporal punishment, in the home. All of us who have children or work with them have reached a level of extreme frustration at one time or another when nothing seems to work. In the case of dealing with at-risk kids, that can be an almost daily occurrence. Parent Effectiveness Training is about recognizing that being a parent can be extremely challenging and hard work and that parents need all the support and help they can get, as mirrored directly in the Summit theme, “We're All in This Together”. This session will explore the basic concepts of P.E.T. including identifying the different types of problems in parent child relationships, the down to earth, practical skills of P.E.T. that can become a parent’s Tool Kit for day-to-day life, and dealing with the daily stresses of time pressures that parents face.
Restorative Practices: The Continuum (AM & PM):
Chesari Tempesta, Community Coordinator, Restorative Justice Institute of Maine, moderator; Chris Jones, Restorative Justice Court Diversion Coordinator; David Knightly, Spanish Teacher/District Restorative Practices Coach, Community Partner; Josh Ottow, Asst. Principal, Yarmouth High School, member of Maine Youth Court Advisory Council
This workshop will review the range of restorative practices: what they are, when they are used, and who might use them. Informal, formal, and integrated restorative practices will be described, along with the ways in which each of these types of practices helps build more restorative communities. The presenters will also describe how restorative practices are being implemented in a variety of settings in Maine, including schools and communities. This workshop is geared toward learners who are familiar with restorative justice philosophy and who would like to get a closer look at its applications.
Teacher Effectiveness Training (TET) (PM only):
Stephen Emmons, Gordon Training International
Teacher Effectiveness Training is a hands-on, learning-by-doing program designed by and for teachers to provide support and skills to navigate through the issues and problems of today’s schools. T.E.T. provides sound, tested ideas and skills that help teachers turn their teaching-learning “instants” into quality teaching learning time in their classrooms. This session will outline the philosophy and concepts of T.E.T. and present an overview of the concrete skills found in the program, including identifying “Student” Owned Problems” and how they need to be handled differently from “Teacher Owned Problems”; how to use the “Camel” concept to involve student in the learning process; the most valuable skills for dealing with upset parents (and students); changing the focus from external discipline to internal, self-discipline in at-risk students; and the importance of identifying needs instead of fighting over solutions. The session will involve a combination of information presentation, activities and group interaction.
Tuning in to Kids (Emotion Coaching) (AM & PM):
Dr. Julie C. Dunsmore, Ph.D., Department of Psychology, Virginia Tech
Tuning in to Kids, an empirically-supported parent training program developed by Dr. Sophie Havighurst and Ann Harley in Melbourne, Australia , will be described, along with its key component -- emotion coaching -- which is a style of parenting in which parents are aware of and validate children’s experience of emotions and actively teach children how to express and deal with their emotions in a socially appropriate way. When parents engage in emotion coaching, children show better response to treatment for behavior problems. Evidence for the effectiveness of emotion coaching in reducing behavior problems will be presented, and ways to combine emotion coaching with behavioral approaches will be illustrated.
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