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Thursday, November 14, 9:00 am – 12:00pm
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage. Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations.
Responsibility-Centered Discipline is designed to assist all educators with identifying and addressing challenging student behaviors that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.
Learning Objectives:
In this session, you will learn how to:
Thursday, November 14, 9:00 am – 12:00pm
You know those students who make your day super difficult? Those who exhibit an ongoing pattern of uncooperative or hostile actions – such as temper tantrums, fighting, cruelty and defiance? Typically educators slip into a pattern of coercion and punishment. Non-disruptive peers start to reject them – isolating them and driving them to associate with other disruptive students. This path can lead to academic difficulties, poor relationships, substance abuse, delinquency and crime. But, these students may actually have a Disruptive Behavior Disorder – Oppositional Defiant Disorder, Conduct Disorder and/or Intermittent Explosive Disorder.
In this session, author and behavioral consultant Mike Paget, M.Ed. will share effective practices for working with students challenged by these disorders in the classroom. He will examine each of the disorders – ODD, CD and IED – and connect the dots between the three. What does the student challenged by ODD think and feel about authority figures? Mike will share practical accommodations that will reduce confrontation with these students. Attendees will learn why getting tough and zero tolerance do not work with students challenged by CD and IED. Discover how educators can avoid power struggles and not take the behavior personally.
Learning objectives:
Know the risk factors for and symptoms of Oppositional Defiant Disorder, Conduct Disorder and Intermittent Explosive Disorder.
Discover classroom accommodations and strategies for dealing with Disruptive Behavior Disorders.
Gain strategies for de-escalating confrontational situations in your school or classroom.
Learn why it’s important to avoid lectures, interruption, yelling and arguing.
Learn to use more successful approaches including brevity, listening, neutral tone of voice, honesty and humor.
Discover how to build self-management through strength coaching, generosity and re-framing.
About the Presenter:
Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.
Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.
Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.
Mike is the co-author of several books including
Aggressive and Violent Students, Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD, High on the Spectrum:
Asperger’s, and High-Functioning Autism & Related Personalities.
Thursday, November 14, 9:00 am – 12:00pm
Technology and social media play an increasingly large role in the social development of students today. Studies show that the average student (ages 7-17) spends up to 10 hours a day in front of a screen — cell phone, computer or tv.
Social media platforms have become critical for students who want to stay connected to peers — especially girls. But as girls spend more time trying to stay “connected” online, they actually become more disconnected. Studies show a correlation between the amount of time spent on social media and personal life dissatisfaction. Girls often create elaborate identities and personas on-screen; but do you ever wonder what is going on behind the screen? As girls experience the turbulent times of childhood and adolescence they often turn to social media to hide their fears, confusion and anxiety from the outside world. As a result, girls are twice as likely as boys to develop an internalizing disorder such as depression or anxiety by mid-adolescence.
Author Stephanie Jensen, MS, LPC will help attendees better understand what is hidden behind the screen of “mean girls,” and gain tools and strategies for promoting the healthy development of confident, strong and happy girls.
Learning Objectives:
• Learn how social media affects brain development.
• Develop an understanding of how social media can impact mental health.
• Discover strategies to teach Netiquette: Send Means Said.
• Create a plan for effective communication in the digital and real world.
• Apply tools to address social media addiction
About the Presenter
Stephanie Jensen, MS, LPC is an award-winning author and international speaker recognized for her insight and understanding of relational aggression. She combines 15 years of practice in the fields of education and counseling with research, practical strategies and humor to address challenging behaviors and to build positive relationships with students. With experience as a classroom teacher, education consultant and international speaker, she holds a master’s degree in clinical counseling, focusing her efforts on adolescent and family issues.
In recent years, Stephanie has applied her passion for adolescents to focus on the dynamics of relational aggression, social-emotional learning, and positive behavior interventions. She is the author of Thrive in the Hive: Surviving the Girl’s World of Good and Bad Relationship Bee-haviors, Mom’s Choice Award-winning Princess Priscilla and the Bully-Bee Day, Princess Priscilla and the Mood Ring Rainbow and her latest Princess Priscilla and the Great Beezilla!
Thursday, November 14, 1:00 pm – 4:00pm
Boys are held back in school twice as often as girls. Boys also get expelled from preschool nearly five times more often than girls, and they are diagnosed with learning disorders and attention problems at nearly four times the rate of girls. Boys are more likely to dropout of school, and make up only 43 percent of college students. Millions of boys are being lost along the path to academic success and career achievement in today’s knowledge economy. Teacher bias regarding behavior, rather than academic performance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores, and those scores affect teachers’ overall perceptions of boys’ intelligence and achievement.
Rather than penalize boys’ high energy – as traditional classroom methods often do – successful teachers are learning to take advantage of male liveliness, curiosity and thirst for competition. Unless educators stop to consider whether traditional methods are working for both genders, boys will continue to get the short end of the educational stick.
This session will helps educators understand the structural, chemical and processing differences between boys’ and girls’ brains. It helps educators support boys’ developmental needs, while teaching them social /emotional competencies. Attendees will discover innovative strategies, as well as group and individual interventions, to help boys achieve their highest academic potential.
Learning Objectives:
In this session, you will learn how to:
About the Presenter:
Steph Jensen, MS, LPC is an award-winning author and international speaker recognized for her insight and understanding of relational aggression. She combines 15 years of practice in the fields of education and counseling with research, practical strategies and humor to address challenging behaviors and build positive relationships with kids. She has held positions as classroom teacher, education consultant and international speaker. She holds a master’s degree in clinical counseling, focusing her efforts on adolescent and family issues.
In recent years, Stephanie has applied her passion for adolescents to focus on the dynamics of relational aggression, social-emotional learning, and positive behavior interventions. She is the author of Thrive in the Hive: Surviving the Girl’s World of Good and Bad Relationship Bee-haviors, Mom’s Choice Award-winning Princess Priscilla and the Bully-Bee Day, Princess Priscilla and the Mood Ring Rainbowand her latest Princess Priscilla and the Great Beezilla!
Thursday, November 14, 1:00 pm – 4:00pm
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage. Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations.
Responsibility-Centered Discipline is designed to assist all educators with identifying and addressing challenging student behaviors that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.
Learning Objectives:
In this session, you will learn how to:
Thursday, November 14, 1:00 pm – 4:00pm
Between 2 and 16% of students have behaviors that disrupt their day, the efforts of their teachers, and the focus of their peers. This session will review where these patterns come from, what makes them worse, and strategies to provide a calmer, more productive school climate.
Learning Objectives:
In this session, you will learn how to:
About the Presenter
Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.
Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.
Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.
Mike is the co-author of several books including:
Aggressive and Violent Students, Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD, and High on the Spectrum: Asperger’s, High-Functioning Autism & Related Personalities
Friday, November 15, 8:00 am – 11:00am
Four high-energy, high-impact workshops in one! This session will help educators better understand the biology of the pre-adolescent and adolescent brains as well as the latest research behind motivation and grit. Additionally, participants will examine Adverse Childhood Experiences (ACEs) and the characteristics of the Trauma-Impacted Learner as a guide for building resilience in our kids while weaving a safety net for student success.
Friday, November 15, 8:00 am – 11:00am
Adolescents are more susceptible to adverse childhood experiences (psychological trauma) during what Erikson described as
the ”identity versus role confusion stage.” Pubescent brains are pruning; trauma or toxic stress can substantially disrupt brain
development, changing how they respond to perceived threats. In schools, students’ trigger reactions (fight, flight or freeze)
are categorized as disruptive, defiant and/or disrespectful (D-Codes) resulting in more punitive disciplinary consequences.
Learning Objectives:
• Develop an understanding of how trauma imprints on the brain
• Analyze how student responses can present as defiance/disrespect
• Gain research/evidence-based, non-punitive disciplinary responses to subjective behaviors.
Friday, November 15, 8:00 am – 11:00am
When a student can’t read, we teach him how. When a student struggles with algebra, we give her skills to help. When a student has trouble behaving, what do we do?
Self-Regulation skills can be taught. Not all students have the same ability to regulate emotions, behaviors and responses to difficulties. And those who have not mastered Self-Regulation can be very disruptive to instruction time. When educators include lessons on Self-Regulation as part of the curriculum, everyone can benefit from the training on how to recognize triggers and how to manage responses to them. Rather than trying to modify behavior and/or removing the stimuli that results in unacceptable behavior, Self-Regulation training gives students control over their responses.
During this insightful session Brad Chapin will share strategies that have helped students develop skills necessary for success in academic performance, relationships and overall wellness. Brad will demonstrate that personal responsibility for behaviors and self-discipline are stronger predictors of academic success than IQ.
Learning Objective:
About the Presenter
Brad Chapin is a leading authority on Self-Regulation and a masters level psychologist with a passion for helping others learn the skills necessary for success and happiness. He is a best-selling author and nationally-recognized speaker in the area of Self-Regulation. He has served as the Director of Child and Adult Community Services for a large community mental health center where he supervised 65 mental health field staff. Currently, Brad is Director of Clinical Services for Stormont-Vail Behavioral Health Services. Brad’s first book, Helping Young People Learn Self-Regulation, is in its second printing. He has since published Helping Teens Learn Self-Regulation, The Legend of the Regulators, Teaching Self-Regulation Smart Guidance DVDand the Self-Regulation Training Board. His latest book, Helping Pre-Schoolers Learn Self-Regulation, was released to critical acclaim in 2016.
Friday, November 15, 8:00 am – 11:00am
Failed female relationships – many educators see the drama play out on a sometimes daily basis in the form of bullying and relational aggression. Psychologically speaking, the female brain is hard-wired to try to identify others’ emotions and feelings, and to respond with appropriate emotions in the hope for a connection. With girls’ increased sensitivity to relationships, an increased understanding of “self” is vitally important.
Studies by leading researchers have shown that culturally relevant gender-specific groups can have a lasting impact on girls’ well-being. The evidence also reveals that girl-on-girl relational aggression often occurs as a result of low self-esteem, correlating with nationwide increases in discipline rates with minority girls due to negative media influences, environmental factors and low academic scores. A Dove Global Survey (2010) found that 6 out of 10 girls will stop doing something they love or something that will benefit them because they feel negatively about how they look. A World Association study (2013) of women and girls from 70 countries found that 45 percent of respondents think girls are held back from taking on leadership positions because of low body confidence. Girls need to realize society does not define them!
In the insightful professional development facilitated by SistaKeepers Founder and Family Therapist Tracie Berry-McGhee will disclose innovative restorative justice strategies for creating social emotional learning spaces(SEL), and gender specific mentoring wellness circles creating a society of young women who are able to make educated choices, be assertive, practice teamwork and be true to self – displaying self-discipline, increased self-confidence and improved relationships with others.
Ms. Berry-McGhee will use her 15 years as a consultant and facilitator within inner-city, charter, private and alternative schools to pinpoint the strong disconnect that occurs when caring professionals try to resolve this crisis. Using a biblio-therapy poetry model, this session will explore and identify negative educational/societal trends, provide fresh strategies and enhance facilitation skills to help girls to be their best selves.
LEARNING OBJECTIVES:
This session will help you:
Defiant, Manipulative & Attention-Seeking Students: Unlocking Their Potential & Serving the Process – Part 1 – Larry Thompson, M.Ed.
Mean Girls Behind the Screen: Addressing & Preventing Bullying, Cyberbullying & Relational Aggression – Steph Jensen, MS, LPC
Positive Behavioral Supports with Students Who Are Wired Differently – Mike Paget, M.Ed.
Lost Boys: Strategies to Help Educators Navigate the World of Boys for Academic Success! – Steph Jensen, MS, LPC:
Defiant, Manipulative & Attention-Seeking Students: Unlocking Their Potential & Serving the Process – Part 2 – Larry Thompson, M.Ed.
Disruptive Behavior Disorders: Oppositional Defiant Disorder, Conduct Disorder & Intermittent Explosive Disorder – Mike Paget, M.Ed.
*Note: An additional fee will be charged for each pre-conference session
Distraction, Disruption, Motivation and Grit: Our Brains on Adolescence – Dr. Tom Maglisceau
Self- Regulation Training: Framework for Success – Brad Chapin, MS, LCP, LMLP
Trauma, NOT a D-Code Drama – Catava Burton, Ed.S.
I Define Me! – Tracie Berry-McGhee, M.Ed., LPC
Session Description: Coming Soon!
Please Note: Pre-Conference Sessions for the At-Risk & Struggling Students Conference Atlanta will held June 24 & 25. The main Conference will begin on June 26, 2020 at 8:30 am.
Coming Soon!
Coming Soon!
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