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The Virtual Canadian School-Focused Mental Health Conference

Presented by Steven G. Feifer, D.Ed., ABSNP and Margaret Wehrenberg, Psy.D. and George McCloskey, Ph.D. and Eboni Webb, Psy.D., HSP and Steven T. Olivas, Ph.D., HSP and Meghan Barlow, Ph.D.

Wednesday, November 18, 2020 – Friday, November 20, 2020  |  Canada


 

Date & Location

Wednesday, November 18, 2020 – Friday, November 20, 2020

 

 

 

Virtual Conference

Learn From Home

Please note, due to this being a virtual conference the location is not correct, this is an online conference.

 Full map & directions


Topics Include:


Virtual Conference Format

  • 6 Internationally Renown Experts
  • 12, 3 Hour online courses
  • 3 CEU’s Per Course
  • Mix & Match to Create a Customized Virtual Conference Experience

IMPORTANT, PLEASE READ CAREFULLY

  • Each online course is 3 learning hours
  • Seat sharing is not allowed, only registrants who have paid the registration fees will be eligible to receive CEUs and a certificate. Each participant must have their own login information.
  • Groups do not need to attend the same workshop to qualify for the group rate, all group members must attend a minimum of 2 conference courses to receive a group rate
  • To receive a group rate please email webinars@jackhirose.com.
  • Please read the complete terms and conditions here
  • Please read the FAQ’s here

Pricing

Attend More and Save!

Attend 2, 3 Hours Courses and Save $21.00

Attend 4, 3 Hours Courses and Save $91.00

Attend 6, 3 Hours Courses and Save $171.00

Fees are per person, seat sharing is not allowed. Please respect this policy, failure to comply will result in termination of access without a refund. For group rates please contact webinars@jackhirose.com


Who Should Attend

Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.


Day 1 – November 18, 2020


Brain Based Strategies and Interventions to Help Children with Reading and Written Language Disorders
Presented by Steven G. Feifer, D.Ed., ABSNP

3 Hours | 3 CEU's   November 18, 2020

COURSE DESCRIPTION: 

This workshop will examine reading and written language disorders from a brain-based educational perspective, and classify both dyslexia and dysgraphia into distinct subtypes.  There will be a detailed discussion linking each learning disorder’s subtype with scores of evidence-based interventions.  Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction.   The role of phonological processing, orthographic processing, working memory, language and motor skill development, and executive functioning will be discussed as being crucial for effective literacy skills to emerge.  Lastly, the Feifer Assessment of Reading and Writing battery will be introduced as a more effective means to both identify and remediate language-based learning disabilities in children.

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COURSE OUTLINE:

  • Defining Developmental Dyslexia
  • Four Universal Truths of Reading
  • 4 Main Subtypes of Reading Disorders
  • Interventions for Reading Disorders
  • Assessment of Reading and Introduction to the FAR
  • Cognitive Constructs Involved with Written Language:
  • 3 Main Subtypes of Written Language Disorders
  • Interventions for Written Language Disorders
  • Assessment of Written Language and Introduction to the FAW

 

COURSE OBJECTIVES:

  1. Examine current literacy rates in Canada and trends in reading achievement.
  2. Differentiate “developmental dyslexia” from other learning disorders, and discuss how schools can best screen for early reading pitfalls in children.
  3. Discuss four universal truths with respect to teaching reading based upon brain-behavioural principles.
  4. Introduce a brain-based educational model of reading and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies linked to each subtype.
  5. Introduce the Feifer Assessment of Reading and Writing as a more viable means to both diagnose and remediate subtypes of learning disorders using a process oriented approach to assessment.
  6. Discuss five essential steps for effective written language instruction.
  7. Discuss five essential steps for effective written language instruction, and learn intervention strategies for written language disorder subtypes
Steven G. Feifer, D.Ed., ABSNP

Steven G. Feifer, D. Ed., NCSP, ABSNP  is an internationally renowned speaker and author in the field of learning disabilities, and has authored eight books on learning and emotional disorders in children.  He has more than 20 years of experience…

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How to Develop a Trauma Informed School: Brain Based Strategies for Teaching Social Emotional Learning Skills with Children and Adolescents
Presented by Steven G. Feifer, D.Ed., ABSNP

3 Hours | 3 CEU's   November 18, 2020

COURSE DESCRIPTION: 

This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its relative impact upon learning.   Environmental deprivation, poverty, childhood abuse, witnessing violence, and parental neglect can impact both cognitive and social-emotional development in children.  There will be a discussion on five steps that schools can take to become “trauma-informed”, in order to better meet the diverse needs of all learners.   Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth for all children.  Targeted assessment strategies, specific classroom accommodations, and key coping strategies will be presented for at-risk students.

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COURSE OUTLINE:

  • Define trauma and its prevalence rate
  • Polyvagal theory and self-regulation
  • Key brain regions impacted by trauma
  • The impact of COVID-19 upon students returning to school
  • Five pillars of a trauma informed school
  • Classroom strategies for students with trauma
  • Developing trauma informed assessments

 

COURSE OBJECTIVES:

  1. Discuss the prevalence of trauma and stress for school aged children, as well as the various sources from which trauma can occur.
  2. Explore key brain regions that are impacted when students experience trauma, and the subsequent effect on academic and social skills’ development.
  3. Review five essential steps toward the development of a “trauma informed” school.
  4. Review various trauma screening tools and specific assessment techniques in order to conduct a “trauma-informed” evaluation.
  5. Discuss specific classroom accommodations along with school-wide interventions, and key coping strategies to induce a more positive school climate for all students.

10 Best-Ever Proven and Effective Interventions for Reducing Anxiety in Children and Adolescents
Presented by Margaret Wehrenberg, Psy.D.

3 Hours | 3 CEU's   November 18, 2020

COURSE DESCRIPTION: 

You are never too young to be anxious and how we wish that were not true! Children and adolescents do not always display anxiety the way adults do. They may appear oppositional or always report stomach or headaches, but the interventions that help with anxiety will help resolve those issues. The 10 proven and effective techniques to reduce anxiety will help mental health clinicians, teachers, parents, school personnel to intervene in the moment when children are most anxious and offer them relief from panic and worry. When children have social anxiety challenges they will benefit from the process of memory reconsolidation – a way to re-enter situations that have been frightening with calm and confidence that changes the memories of negative experiences at their core. Dr. Margaret Wehrenberg will demonstrate this method and others through case examples and discussion, and we will take a look at correcting some of the ways the COVID-19 crisis has affected anxiety in our youth.

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COURSE OUTLINE:

  1. The contribution of brain activity to anxiety
    1. Over focus on threat
    2. Essential nature of reward for motivation
  2. The importance of stress management
    1. Default mode network
    2. Manage schedule and attitude
  • Panic relief
    1. Diaphragmatic breathing
    2. 3 P’s – predict, prepare and plan
    3. Catastrophic thinking
    4. Mindfulness
  1. High drive, overscheduling and perfectionism
    1. Diminishing perfectionism – distinguish between urgent and important
    2. Increase awareness of/correct for perfection-driven procrastination
    3. Decrease worry with cognitive methods
  2. Social Anxiety management
    1. Finding motivation at different ages
    2. Practice 3 C’s – Calm, competent and confident to prepare for exposures
    3. Identify and change cognitive errors
    4. Establish exposures that increase in duration or complexity and end on success

 

COURSE OBJECTIVES:

  1. Apply the Prevent Panic Protocol for all age children to eliminate panic and the need to escape from anxiety-provoking situations utilizing simple methods such as breathing and “The 3 P’s: Predict, prepare and Plan”
  2. Restructure negative experiences via memory reconsolidation techniques to ease social anxiety fears in children and adolescents.
  3. Reduce worry with 3 effective strategies such as “Contain Your Worry”
Margaret Wehrenberg, Psy.D.

Margaret Wehrenberg, Psy.D., is a clinical psychologist, author, and international trainer. She is a practicing psychotherapist and coaches professionals for anxiety management. Margaret has been a trainer of therapists for 25 years, and she is a sought-after speaker for continuing…

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More information: margaretwehrenberg.com



10 Best-Ever Proven and Effective Interventions for Reducing Depression with Children and Adolescents
Presented by Margaret Wehrenberg, Psy.D.

3 Hours | 3 CEU's   November 18, 2020

COURSE DESCRIPTION: 

There is no question that an epidemic of depression is affecting our youth – even before the current viral epidemic. Those children more at risk for depression by genetics, sexual identity concerns, neuroatypical conditions, or other mismatches between culture and themselves are more affected by the rising tide of social media. They face pressure to demonstrate their worth by being ‘relevant’ online and feel (legitimately) judged in the world that records and publishes their mistakes more than their successes. While typical signs of depression (worthlessness and inadequacy) are evident they may come disguised as anger, obsession with appearance or persistent boredom.

In this 3-hour session, Dr. Margaret Wehrenberg will outline 10 interventions that can lighten the burden of depression. The material is useful to clinicians, teachers or even any adult who can be available to the child or adolescent during those moments when their self-talk is dragging them down or their protective isolation prevents connecting with others who can encourage them. We will use case examples and discussion to identify ways to find the triggers for depression, stop the slide to despair, intervene in circular thinking and negative neural networks, and increase cognitive flexibility, among other aspects of reducing depression.

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COURSE OUTLINE:

  1. Risks for depression
    1. Social media and culture
    2. Aversive experiences
    3. Neuroatypical conditions
  2. Identifying depression at different ages
    1. Symptom presentation
    2. Masked by defiance, boredom, etc.
  3. The adolescent mind
    1. Increased need for peer engagement factors in
    2. Neural networks and impact of cognitive style
  4. The language of depression and recovery
    1. Learn emotion words for processing
    2. Change absolutist language
    3. Develop cognitive flexibility, especially in explanatory style
  5. Identify and utilize rewards to improve energy
    1. Limit time on tasks and intersperse rewards
    2. Change catastrophic interpretations
  6. Improve connection to positive emotions and experiences
    1. Learn to attend to positive experiences
    2. Focus on gratitude, visual and written reminders

 

COURSE OBJECTIVES:

  1. Apply immediate corrections for circular, negative or pessimistic thoughts
  2. Moderate emotional intensity with changes in explanatory style and use of catastrophic/absolutist language
  3. Utilize the principle of neural networking to reverse the downward spiral of depressive cognition

Day 2 – November 19, 2020


Interventions for Executive Function Difficulties: Changing the Brain to Change Behaviours
Presented by George McCloskey, Ph.D.

3 Hours | 3 CEU's   November 19, 2020

COURSE DESCRIPTION:

This course will help participants gain a deeper understanding of executive functions and how executive function deficits impact the behavior and academic production of children and adolescents. Participants will gain state-of-the-art knowledge of the most effective ways to help children and adolescents improve their use of executive functions, based on current research. Ways to discuss executive functions with children, parents and other school staff will be offered, as well as ways to help motivate adolescents to ensure their full participation in efforts to help them.  Special emphasis will be placed on how to orient students to intervention efforts and help them move from being externally controlled to internally self-regulated through the use of bridging strategies. Case study examples of assessment and intervention efforts and outcomes with children and adolescents will be discussed throughout the presentation. Participants will leave this workshop energized and with a renewed sense of purpose, a greater knowledge of how to improve executive functions, and a greater realization of how they can have a positive effect on the children, parents and professionals with whom they work.

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COURSE OUTLINE:

  • A comprehensive model of executive functions and skills for guiding assessment and intervention
  • Motivation and internally desired vs externally demanded use of executive functions
  • The executive function intervention continuum: Orienting, Externally Directing, Bridging, Fading to Internal Self-Regulation
  • Learning vs producing difficulties
  • Development of executive functions
  • Case studies of change

 

COURSE OBJECTIVES:

  1. Describe a comprehensive model of executive functions
  2. Describe and apply strategies that use external control to help a student function more effectively in school settings
  3. Describe and apply strategies that help students bridge the gap between being externally controlled and internally self-regulated
  4. Describe and apply strategies that enable students to improve their use of internally self-regulated capacities to improve their functioning in school settings
George McCloskey, Ph.D.

George McCloskey, Ph.D., is a Professor and Director of School Psychology Research in the Psychology Department of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology. He frequently presents at international and…

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More information: www.georgemccloskeyphd.com/



The Role of Executive Functions in Reading, Writing and Math: Assessment and Intervention Strategies
Presented by George McCloskey, Ph.D.

3 Hours | 3 CEU's   November 19, 2020

COURSE DESCRIPTION: 

This course will describe how executive functions are involved in learning to read, write and quantify, and how executive functions are used when applying reading, writing and math skills in a productive manner. The role of motivation in learning will be addressed, as well as the interplay between motivation and executive functions. Reading, writing and math difficulties related to executive function deficits will be discussed in detail. Interventions for helping students improve their use of executive functions when engaged with reading, writing, and/or quantifying will be discussed. Techniques for increasing students’ motivation for full engagement in intervention efforts also will be discussed. Special emphasis will be placed on intervention techniques that can be used with struggling students to help them overcome executive function difficulties and improve academic proficiency.

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COURSE OUTLINE:

  • How executive functions are used to cue, direct, and integrate the use of cognitive resources and regulate emotions while reading, writing and doing math.
  • The connection between motivation and executive functions and ways to maximize motivation to improve executive control
  • The effects of goal-setting and clear expectations on the use of executive functions
  • Assessment techniques for identifying when executive function difficulties are impacting reading, writing and math proficiency.
  • Interventions designed to strengthen the use of executive functions when reading, writing, or doing math.

 

COURSE OBJECTIVES:

  • Explain the role of executive functions in, and the impact of executive function difficulties on, reading, writing and math proficiency.
  • Describe techniques that can be used to determine the extent to which executive function difficulties are impacting reading, writing and/or math proficiency.
  • Describe instructional techniques that address executive function difficulties that affect reading, writing and/or math problem-solving.

Rescuing the Dysregulated: Effective Interventions & Strategies with Children, Adolescents, & Parents
Presented by Eboni Webb, Psy.D., HSP

3 Hours | 3 CEU's   November 19, 2020

COURSE DESCRIPTION: 

Working with emotionally dysregulated children is an often overwhelming and exhausting endeavour. Many teachers and counsellors feel the pull of being “saviours” for dysregulated children and their parents. How to intervene and steps that can be taken by teachers and administrators will be presented. This training will enable participants to employ strategies in which teachers and parents can experience success through learning to reestablish structure, create a validating and secure environment, and increase compassion for all family members and care providers.

Dr. Webb will additionally address key childhood disorders that left untreated can lead to maladaptive coping behaviours in adulthood. Dr. Webb will teach participants how to apply and adapt various skills training to reflect the language of children and how to establish a safe and supportive classroom in which children can learn and generalize these skills. Working with emotionally-dysregulated children in your classroom can be overwhelming and exhausting. You probably feel the pull of being the “saviour” for dysregulated children and their worried parents. Learn how to implement the skills you need to be more effective in the classroom, avoid burnout and achieve positive outcomes.

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COURSE OUTLINE:

  • Biosocial Model
  • Attachment style
  • Impact of trauma
  • Effects of inadequate validation in early emotional development
  • Symptoms of pervasive emotional dysregulation disorder

Adapt Dialectical Behaviour Skills Training to Key Childhood and Adolescent Disorders ADHD

  • Attachment Disorder
  • Oppositional Defiant Disorder (ODD)/Conduct Disorder (CD)

 

COURSE OBJECTIVES:

  1. Describe the biosocial model of pervasive emotional dysregulation disorders found in innately sensitive children.
  2. Utilize behaviour modification strategies at the earliest stage of dysregulation.
  3. Summarize the importance of structure in both skills training and home environments and how to teach parents or care providers to implement these strategies.
  4. Explain how to adapt each skills module to reflect the language of the child.
  5. Explain the role of educators, care providers, and parents and how to re-establish a safe and loving structure that enables the child to learn and generalize skills.
Eboni Webb, Psy.D., HSP

Eboni Webb, Psy.D., HSP is a licensed psychologist and serves as an advisor to the Dialectical Behavior Therapy National Certification and Accreditation Association (DBTNCAA). She has practiced in numerous community settings including clinics that treat underserved communities of color, clients with…

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Trauma and Attachment Across the Lifespan
Presented by Eboni Webb, Psy.D., HSP

3 Hours | 3 CEU's   November 19, 2020

COURSE DESCRIPTION: 

Many of the clients that we serve have such complex problems due to extensive trauma and attachment disturbances.  These early wounds have informed their adult presentations resulting in mental illness and personality disorders.  The poet William Wordsworth wrote in his poem, My Heart Leaps Up When I Behold (1802), “..the Child is father of the Man.”  Future pioneering psychologists would be inspired by this passage as they came to understand that both function and dysfunction are born in childhood and guide us in our adult lives.

In this course you will come to understand the impact of trauma on the developing mind and how attachment is formed or lost through traumatic events.  You will learn how the brain is organized through healthy attachment and the critical elements of healthy attachment.  We will examine the current neuroscience behind both trauma and attachment and the top evidence-based strategies to address key DSM-V disorder through the lens of trauma.

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COURSE OUTLINE:

Neurological Building Blocks

  • Neurotransmitters of connection
  • Cortisol vs. Oxytocin
  • The importance of touch
  • The Polyvagal system
  • Healthy attachment

 Defining trauma and attachment

  • Developmental vs. attachment trauma
  • Single-incident trauma
  • Common sources of trauma
  • Parenting Styles
  • Attachment Styles

Trauma and Brain Development

  • Biopsychosocial model
  • Biphasic arousal model
  • Core organizers of experience

Common survival resources

  • Survival resources
  • Somatic resources

Relational Character Strategies and the DSM-V

  • Sensitive Strategies
  • Oral Strategies
  • Psychopathic Strategies
  • Industrious/Organizational Strategies

Critical Interventions

  • Proximity maintenance: Restructuring boundaries
  • Prosody: Modulating vocal intensity
  • Creating a secure therapeutic base
  • Creating a safe therapeutic haven
  • Validation: Connection before Redirection

 

COURSE OBJECTIVES:

  • Learn the impact of trauma on the developing mind.
  • Identify the key features of healthy attachment and its impact neurologically.
  • Identify the key defensive survival strategies in trauma.
  • Learn how relational character strategies are formed that can be effective adaptations to relationship disturbances.
  • Develop strategies to address key disorders across the lifespan that are influenced by trauma and attachment disturbances (ADD/ADHD, Anxiety, Depression, PTSD, etc.)
  • Develop strategies to address key personality disorders across the adult lifespan that are influenced by trauma and attachment disturbances (Antisocial, Borderline, Obsessive Compulsive Personality, etc.)
  • Understand how to establish a safe therapeutic environment that re-establishes healthy boundaries, connected communication and validates a client’s survival journey.

Day 3 – November 20, 2020


Bullying and Aggressive Behaviours in Children and Adolescent
Presented by Steven T. Olivas, Ph.D., HSP

3 Hours | 3 CEU's   November 20, 2020

COURSE DESCRIPTION: 

The morning session will go fast – so hang on and learn about: 1) ways to recognize escalation 2) reasons for kids to act aggressively, and then 3) strategies to de-escalate. Methods to manage aggressive acting out and tips to stop bullying behaviour will be discussed in simple, concrete ways. You will leave armed with solutions to care for the most difficult children in your classrooms.

 

COURSE OBJECTIVES:

  1. Recognize Warning Signs of Aggressive Behaviour
  2. Understand the mechanisms that lead to aggressive behaviour
  3. Understand the mechanisms that lead to bullying behaviour (bully and victim)
  4. Learn useful methods to handle aggressive behaviour and outbursts
  5. Learn useful methods to reduce bullying behaviour in your school and classroom

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COURSE OUTLINE:

  1. Recognizing aggressive behaviour
    1. Warning signs:
      1. Behavioural
      2. Physical
  2. Causes of Aggression
      1. Psychological disorders
      2. Frustration
      3. Impulsivity
      4. In jury/trauma
  3. Managing Aggression
      1. Be Prepared
      2. Identify/Reduce Antecedents
      3. Teach Kids to recognize Internal Escalation
      4. Develop a Plan (“Fire Drill”)
      5. Stay Calm, Be the Adult
  4. Tips to Stop Bullying
      1. Characteristics of a Bully
      2. Teach Empathy
      3. Monitor Hot Spots
      4. Reinforce positive (random acts of kindness)
      5. Open Communication
      6. Empower Bystanders
      7. Self Esteem (bully/victim)
      8. Engage Parents
Steven T. Olivas, Ph.D., HSP

Steven T. Olivas, Ph.D., HSP, is a Licensed Psychologist in Private Practice in Middle Tennessee. He began his practice career in 1991 when ADHD was exploding onto the scene, and has enjoyed working with the energy and spontaneous creativity of children ever…

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15 Proven and Effective Strategies for Emotional and Behavioural Problems with Children and Adolescents
Presented by Steven T. Olivas, Ph.D., HSP

3 Hours | 3 CEU's   November 20, 2020

COURSE DESCRIPTION: 

Over 30 Proven and Effective Brief Interventions for Children and Adolescents with Emotional and Behavioural Problems will guide you through focused, clear and proven approaches to working with children and youth. Every professional who seeks to fill their toolbox with tested methods will leave this seminar with a wealth of fresh ideas and rejuvenated spirits. With nearly 30 years of clinical experience and a background in improvisational comedy, Dr. Steve is a strong proponent of “Edu-tainment”. He uses wit and humour to enhance your learning experience, improving the retention and utilization of the skills covered. You will leave this workshop with new strategies for success and techniques to revitalize your interactions with students.

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COURSE OBJECTIVES:

  1. Utilize effective techniques for the treatment of behaviour disorders in children
  2. Develop specific behavioural interventions that address the developmental stage of the child or adolescent
  3. Consider the efficacy of biologically-based interventions to address behavioural and emotional disorders in children
  4. Explore clinical manifestations among anxiety disorders, ADHD, mood disorders, ODD, and conduct disorder as they relate to diagnoses
  5. Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents
  6. Analyze the symptoms of behavioural and emotional disorders in children and adolescents and establish how this informs your intervention strategies

COURSE OUTLINE:

  1. Introduction
    1. Introduce speaker
    2. Daily agenda
    3. Defining Terms/Seminar Warm-ups
  2. Problem Solving Decision Tree
  3. Immediate Interventions: Physiological
    1. Neuropsychology
    2. Hormones
    3. Gender/Relationship to School
    4. Diagnosis/Terminology Primer
    5. Medication Primer
  4. Tools to Manage Anger
    1. Identify GOAL of misbehaviour
    2. Creating Common Language
    3. Expand Emotional Awareness/Vocabulary
    4. Standing 8 Count
    5. Tom McIntyre
    6. Empathy Building:
    7. Time-In/Restitution
  5. General Mental Health
    1. Physical Health
    2. Mental Health
  6. Siphoning Energy/Counterconditioning:
    1. Settle Mind
    2. Settle Body
  7. Rudolf Dreikurs’ Model
    1. Reasons for poor behaviour
    2. Strategies to deal with each/either
  8. Positive Reinforcement/Stabilization
    1. Home: Listening Jar
    2. School
  9. Hendrix Intentional Dialogue
  10. ADHD/ADD
    1. Noise to the system
    2. Anticipation
    3. Games with rules
    4. Red light/Green light
  11. Autism Spectrum
    1. Read & React
    2. Rules of Engagement
    3. Building a Broader Structure
    4. Temple Grandin
  12. Jay Haley – Prescribe the Symptom
    1. Classroom Examples
    2. Separate Behaviour from application
  13. Passive Aggressive Behaviour
    1. Definition
    2. Expressions/Signs
    3. Strategies for Handling/Responding
  14. Ways Teachers can reinforce negative behaviour
  15. Handling Aggressive behaviour by co-workers/At work

Practical Strategies for Reducing and Managing Anxiety Disorders
Presented by Meghan Barlow, Ph.D.

3 Hours | 3 CEU's   November 20, 2020

COURSE DESCRIPTION: 

Anxiety disorders are among the most common conditions diagnosed in children and adolescents and everyone feels anxious from time to time. Despite the prevalence of anxiety disorders, anxiety has been referred to as the “great masquerader” because it can present in surprising ways in and out of the classroom.

This workshop will provide educators with an understanding of anxiety as well as frequently co-occurring conditions including depression, autism, ADHD, and learning disorders. A review of specific types of anxiety disorders and how to distinguish these conditions from “healthy stress” and “anxious moments” will be presented. Participants will learn practical strategies for implementing changes within the classroom to support students with anxiety. Additionally, participants will learn tools for teaching coping skills and working with families to determine appropriate and effective school based supports.

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COURSE OUTLINE:

Anxiety Understood

  1. Differentiating between “healthy stress,” “anxious moments,” and interfering anxiety
  2. Causes of anxiety
  3. Core components of anxiety
  4. Specific types of anxiety disorders
  5. Related conditions (OCD, trichotillomania and other habit disorders, tics)
  6. Co-occuring conditions

Anxiety and the Classroom

  1. Classroom/Academic demands (i.e., tests, grades, behaviour) impacting anxiety
  2. Anxiety impacting school functioning
  3. How anxious students impact teachers and vice versa
  4. Create a culture

Interventions

  1. The full cup and self-regulation
  2. Changing thoughts
  3. Relaxation
  4. Mindfulness
  5. Changing behaviours

Creating Plans

  1. Communicating with families
  2. Assessing the problem
  3. Working together to determine short term and long term goals that make sense
  4. Managing specific/unique problems
    1. School refusal
    2. Separating from parents
    3. Selective mutism
    4. OCD
    5. Panic attacks

 

COURSE OBJECTIVES:

  1. Understand the nature and causes of anxiety.
  2. Be able to distinguish anxiety disorders from “healthy stress” and “anxious moments.”
  3. Recognize the many ways anxiety can present in and out of the classroom.
  4. Create a classroom culture (using simple practices) to reduce anxiety and build resilience for the general population of students.
  5. Be able to develop and implement effective strategies for helping students manage anxiety.
  6. Collaborate effectively with families and students to create impactful plans and agree on necessary supports.
Meghan Barlow, Ph.D.

Meghan Barlow, Ph.D., is a licensed pediatric psychologist specializing in the assessment and treatment of children, adolescents and young adults on the autism spectrum. She also has a wide range of experience working with children who have a variety of anxiety…

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High Functioning Autism: Proven & Practical Interventions for Challenging Behaviours in Children & Adolescents
Presented by Meghan Barlow, Ph.D.

3 Hours | 3 CEU's   November 20, 2020

COURSE DESCRIPTION: 

This intensive, 3 Hour seminar provides proven intervention strategies, essential treatment tools, and behavioural techniques to help you analyze behaviours and actions, identify consequences for behaviours, and teach new skills to children, adolescents and young adults with high-functioning autism (HFA). Walk away with practical intervention techniques for social success, behaviour changes and overcoming challenging co-occurring behaviours that deliver success through adulthood. The challenging co-occurring issues to be addressed are:

  • Social skills
  • Sensory
  • Depression
  • ADHD
  • Psychotropic medications
  • Communication
  • Anxiety/Rigidity
  • Meltdowns
  • OCD
  • Non-compliance

Gain valuable insight into common psychotropic medications, including both the helpful effects and potentially problematic side effects, that these individuals are prescribed. We will explore HFA and the new DSM-5® diagnosis of Social-Pragmatic Communication Disorder. You will receive the necessary tools to gain effective collaboration between clinicians, educators and parents. Through case studies, video clips and class participation you will leave this seminar with the confidence to identify actions that cause impediments in change, utilize more successful consequences for behaviours, and teach new skills to children, adolescents, and young adults with HFA. Don’t just manage these individuals; provide interventions that lead to successful independence into their adult years!

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COURSE OBJECTIVES:

  1. Explain how the DSM-5® updates impact service delivery.
  2. Utilize several social skill interventions to improve long-term success for children/adolescents with HFA.
  3. Employ specific coping and calming techniques for children/adolescents with HFA.
  4. Identify medication side effects that can mimic behavioural issues and may even cause behavioural issues.
  5. Design effective strategies for successful transitions for children/adolescents with HFA.
  6. Select specific behavioural interventions that target the most difficult behaviours in children/adolescents with HFA.
  7. Summarize the new DSM-5® diagnosis of Social-Pragmatic Communication Disorder and design treatment interventions.

 

COURSE OUTLINE:

DSM-5® and ICD-10 Updates

  • Social-Pragmatic Communication Disorder
  • Impact on service delivery (school/community) Successfully link home, school and therapy
  • IEP/504/Do they qualify for school services?
  • Co-morbid disorders: Why the difference is important

 

Social Skills Interventions

  • Improve social skill deficits
  • “Kid Cop” behaviours and why other kids get angry
  • How to get peers to recognize them in positive ways
  • Group activities that have a proven track record  Early intervention strategies that deliver long-term success

 

Communication Interventions

  • Conflict resolutions that are effective in multiple settings
  • Help peers and family members relate
  • Verbal interventions that overload processing Pragmatic language and other abstract issues

Sensory Interventions

  • Self-stimulation (appropriate & inappropriate) Sensory strategies to avoid
  • Coping/calming techniques that reduce meltdowns Sensory diet

 

Anxiety Interventions

  • Anxiety-reducing activities
  • How anxiety impacts rigidity
  • Help them “self-regulate”
  • Successful transitions

 

Depression Interventions

  • Impact on flexibility and change
  • Therapy that works for people with HFA Emergence in adolescence
  • Solitude vs. loneliness

ADHD Interventions

  • ADHD vs. hyper-focus
  • Commonly prescribed medications and possible benefits and side effects
  • Specific triggers and what fuels the rage
  • Reduce aggressive and disruptive behaviours Mistakes that escalate defiant behaviours
  • Overcome refusals to comply with even simple requests

 

Obsessive-Compulsive Disorder (OCD) Interventions

  • What to do when they become stuck on high
  • interest areas
  • Specific medication interventions
  • Impact on socialization and behaviours

 

Interventions for Specific Difficult Behaviours

  • Reduce Internet and electronic addictions
  • Changes in technology, school systems and mental health delivery
  • Cognitive-Behaviour Therapy (CBT) for mood and anxiety
  • Psychopharmacological Interventions Differentiate among common medications Medications that mimic difficult behaviours
  • Side effects and off label use

 

Case Studies, Demonstrations & Activities

  • Case studies that demonstrate specific interventions for aggressive and non-compliant behaviours
  • iPad® apps for social success, behavioural changes and speech and language
  • Staff training techniques to experience what an individual on the spectrum might

Registration & Fees

Registration Early bird Fee Regular Fee
Individual Enrollment
1 Course Enrollment $135.00 N/A
2 Course Enrollment $249.00 N/A
4 Course Enrollment $449.00 N/A
6 Course Enrollment $649.00 N/A
Full-Time Student Rates
2 Course Enrollment $199.00 N/A
4 Course Enrollment $359.00 N/A
6 Course Enrollment $519.00 N/A
Group 3 - 7 Rates
2 Course Enrollment $229.00 N/A
4 Course Enrollment $429.00 N/A
6 Course Enrollment $629.00 N/A
Group 8 - 14 Rates
2 Course Enrollment $209.00 N/A
4 Course Enrollment $409.00 N/A
6 Course Enrollment $609.00 N/A
Group 15+ Rates
2 Course Enrollment $189.00 N/A
4 Course Enrollment $389.00 N/A
6 Course Enrollment $589.00 N/A

All fees are in Canadian dollars ($CAD).

For group and/or student rates please view our Terms & Conditions and contact webinars@jackhirose.com for more information and registration.

Fees do not include applicable taxes (5% GST).

Early bird cutoff date: November 18, 2020
To receive the early bird rate, registration and payment must be received by Wednesday, November 18, 2020.


Please review our Registration Terms and Conditions for information on our cancellation policy, payment policies, rebates, and more. You must agree to our Terms and Conditions to register for a workshop or conference.


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Recommended Accommodation

Please check back closer to the conference date for more information.

Continuing Education Credits

This workshop has been formally approved by the following associations:
  • Canadian Psychological Association (CPA)

† The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved CEUs.

* Participants will receive a certificate of completion after every workshop. Workshops are pre-approved for 5.5 or 6 credits per day unless otherwise specified.


This workshop may be may be eligible for CEUs from the following associations:  Show more
  • Canadian Association of Social Workers (CASW)
  • Canadian Centre for Accreditation (CCA)
  • Canadian College of Professional Counsellor & Psychotherapists (CCPCP)
  • College of Registered Psychotherapists of Ontario (CRPO)
  • Ontario Association for Marriage and Family Therapy (OAMFT)
  • Ontario Association of Child and Youth Care (OACYC)
  • Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)
  • Ontario College of Social Workers and Social Service Workers (OCSWSSW)
  • Ontario Society of Psychotherapists (OSP)

* Please contact your accrediting body for more information on individual association requirements.