We find ourselves in a particularly stressful time in history. During a pandemic that profoundly impacts everyday life, the level of anxiety in children and teens’ has increased and the possibility of subsequent trauma has become greater. Without intervention, these students are at risk for poor performance, diminished learning, and social/behavior problems in school. Understanding the role anxiety plays in a student’s behavior is crucial and using preventive, trauma-sensitive strategies are key to successful intervention. Effective behavior interventions for these students must avoid the reward and punishment-based consequences from traditional behavior plans and focus instead on the use of preventive strategies that explicitly teach skills like problem-solving, flexibility, frustration tolerance, self-monitoring, and alternative responses.
Dr. Stuart Ablon and Jessica Minahan will combine their expertise in the areas to help participants learn the best ways to build skills in students 1) Through naturalistic opportunities to problem solve and 2) By using an analytic and prescriptive skill-building technique.
Through the use of case studies, humorous stories, and examples of common challenging situations, participants will learn easy to implement preventive tools, strategies, and interventions for reducing anxiety, increasing self-regulation, flexibility, accurate thinking, and self-monitoring in students.
Participants will be able to:
A. Identify why some common teacher practices and interventions may not always work for students with trauma histories and anxiety-related behavior
B. Identify common underdeveloped skills that contribute to the behavior challenges of many students with social/emotional needs.
C. Enumerate strategies for reducing negative/unproductive thinking in students
Jessica Minahan, MEd, BCBA, is a licensed and board-certified behavior analyst,
special educator, as well as a consultant to schools internationally (www.jessicaminahan.com). Jessica has over seventeen years of experience supporting students who exhibit challenging behavior in urban public school systems. She is the co-author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).
J. Stuart Ablon, Ph.D., is the Director of Think:Kids in the Department of Psychiatry at Massachusetts General Hospital. He is also Associate Professor and the Thomas G. Stemberg Endowed Chair in Child and Adolescent Psychiatry at Harvard Medical School. Dr. Ablon is author of the books Changeable: The Surprising Science Behind Helping Anyone Change, Treating Explosive Kids: The Collaborative Problem Solving Approach, and The School Discipline Fix. One of the world’s top-rated keynote speakers, Dr. Ablon trains parents, educators, and clinicians, and helps organizations throughout the world implement the Collaborative Problem Solving approach.
NO REFUND FOR CANCELLATION OF THIS TRAINING