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Pro-D: Trauma Informed Teaching

Justin deVries

Monday, 5 December 2016 from 8:15 AM to 2:45 PM (PST)

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Pro-D Trauma Informed Teaching Ended Free  

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This Pro-D conference is about understanding our students and the challenges they face.  Children that have undergone trauma don't behave or react as you might expect.  Come prepared to grow in empathy and understanding, all the while increasing the effectiveness of how we deal with these difficult situations.

The day schedule: 

Registration    8:15-8:45
Welcome and Keynote  8:45-10:00
Keynote Continued 10:20-11:30
Breakout Session One 12:15-1:15
Breakout Session Two 1:30-2:30
Wrapup and Conclusion 2:30-2:45

KEYNOTE DESCRIPTION:

The Impact of Trauma and Toxic Stress on the Developing Brain (Katherine Gulley and Jennie Egyed)

Over the last ten years, there has been a resurgence of interest and research in the relationship between toxic stress, parenting behaviour, childhood attachments, and neurological development. This emerging research in attachment, trauma, and neuropsychology is now significantly influencing the ways in which those who work with children, youth, and families practice.

Children and youth who have experienced trauma have brains that are “less integrated” than their peers. The amount of alarm or stress they feel determines what part of the brain “has control.” In order for children and youth to learn, they must be calm and their cerebral cortex must be in charge. Many of these children require assistance in remaining calm in order to perform in academic settings.

This keynote presentation will cover the basics of attachment and the impact of trauma and toxic stress on neurological development. Current research will be will be discussed and strategies to help disregulated children in the classroom will be provided.

Katherine Gulley earned her Master's degree in Counselling Psychology from the University of Victoria. She joined the Cariboo Child and Youth Mental Health team in 2007 and specialized in early childhood mental health and parent-child work. She has also served as a sessional lecturer for Thompson Rivers University in the Human Service Department. Currently, Katherine is the team leader for the Kamloops North Shore, Child and Youth Mental Health Team. Katherine has provided a number of presentations and workshops for MCFD staff, educators, local First Nation communities, and other community partners on autism, the importance of play, mental health, attachment theory, and neurodevelopment. She is a certified Modified Interaction Guidance instructor and is also a certified coder of the Adult Attachment Interview.

Jennie Egyed has a Bachelor’s Degree in Psychology from the University of British Columbia; and a Master’s Degree in Education, Counselling Psychology from the University of Victoria.  Jennie is a Registered Clinical Counsellor and is certified in Trauma-Focussed Cognitive Behavioural Therapy.  Throughout her career she has completed post-graduate training in attachment, trauma, neurodevelopment, play and expressive therapies.   Jennie began her career working as a therapist for children and youth who have experienced sexual abuse and currently works as an Integrated Practice Clinician on the Kamloops North Shore Child and Youth Mental Health Team.  Over the past fourteen years, Jennie has worked extensively with adolescents with high-risk behaviours and complex mental and emotional health issues as well as with their parents, caregivers and teachers.

 

BREAKOUT SESSION CHOICES:

Self-Regulation and Classroom Redesign (Toby Wendlund) - ROOM 26

Classroom redesign is a complex process and journey of deconstruction and reconstruction from a self-regulation lens - where educators are encouraged to reassess what matters most in their learning environment. Redesigning learning environments should reflect research from multiple fields that include education and child development. Learning to become selective and critical of both the visible and invisible dimensions of the classroom is key.

This one hour presentation provides inexpensive real life suggestions using commonly available materials to help teachers meet the biological self-regulation needs of their students.

Reconceptualizing Our Beliefs: A Relational Approach to Teaching (Betty Lapeyre) - ROOM 30

We have never been smarter about the best practices in our schools.  We have also never before seen such a time with more medical information about the brain available.  What's missing now?  Taking the two and putting them together in conjunction.  Best practices alone can only account for a certain amount of success.

Understanding the teenage brain, a bit about neuroscience, along with relational based teaching strategies, is a very effective way to manage a classroom.  Caring for the children and youth we teach has proven to increase their learning potential and also form healthy connections that allow children to develop properly. 

Understanding Youth Anxiety (Leilah Stella and Clarice Silva) - ROOM 11

According to the Canadian Mental Health Association, approximately 10 to 20% of Canadian youth are affected by a mental illness or disorder. In particular, anxiety in children and youth is on the rise. Unfortunately, only 1 out of 5 children who need mental health services actually receives them. The impact this reality has on student performance cannot be ignored. This session will provide staff with information on anxiety basics, anxiety and attachment, anxious alpha students, disciplining the anxious student and managing anxiety in the classroom. 

Substance Use and Young People (Patrick McDonald) - ROOM 6

Areas touched on in this presentation:
-My work history in the area of substance use and youth
-Phoenix centre Services, and treatment options for youth in B.C.
-The current state of substance use and young people, and why do they use.
-How to identify and support
-Impact of use ( home and at school).

Self-Care and the Practice of Reflective Teaching (Katherine Gulley) - ROOM 14

If you ask almost any teacher, he or she will confirm that teaching is harder than it has ever been. Larger classrooms, new curriculum, and more challenging children and youth with more complex needs is just the start. Teaching is stressful and, as a result, self-care is critical to survival. This session will focus on staff self-care with an emphasis on the importance of reflective practice in teaching.

Understanding the Adolescent Brain (Jennie Egyed) - ROOM 28

Everyone understands that something seems to "take hold" of our children during their adolescent years to turn them into beings that sometimes we hardly even recognize! Their emotions and behaviours can change from one day to the next and dealing with these changes in the classroom and education settings can be very challenging. In the past, best efforts to explain the changes we saw in adolescence used to focus primarily on hormones in puberty and peer influences. In this session, we will explore the work and research of the renowned Dr. Daniel Siegel as presented in his recent book, Brainstorm: The Power and Purpose of the Teenage Brain to better understand how the necessary and powerful drives in adolescence are a direct result of their current stage of brain development. We will also consider how to apply this new understanding in the classroom to help improve the lives of our adolescents and enhance the relationships and interactions we with have with them.

Have questions about Pro-D: Trauma Informed Teaching? Contact Justin deVries

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When & Where


Westsyde Secondary School
855 Bebek Road
Kamloops, BC V2B 6P1
Canada

Monday, 5 December 2016 from 8:15 AM to 2:45 PM (PST)


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