In-Service Workshops

Acknowledging someone’s experience is more important than we might think. Having one person to turn to that will believe and support them is the greatest indicator of healing. Educational professionals may be the person that their students look towards for support. In this session we will discuss the difference between responding and reacting and build confidence in our responses to disclosures. We will also talk about the many ways to develop a trauma sensitive classroom to help support students who have experienced trauma.

This workshop will address the social-emotional needs in the classroom, as well as a deeper look at what ACEs or Adverse Childhood Experiences are and how that stress can become toxic and its impact on learning. We will also explore some classroom techniques that can be used daily to help children with stress and trauma.

Traditional school discipline does not always help students take responsibility and be accountable for their behaviors or to realize how those behaviors reverberate through the school community. Restorative Justice helps to change behavior by allowing the victim to be heard and acknowledging that a harm has been done. This workshop will give participants the tools necessary to expand disciplinary alternatives. This presentation is only available to school staff and administrators.

Helping schools discuss, heal, and move forward after a harmful incident on campus.

Healthy relationships are ones where people can safely feel and express for themselves and others. This comes from mutual trust, honesty, good communication, being understanding and calm during arguments, and consent. This workshop will offer strategies for opening conversation and engaging teens and their friends in thinking critically about healthy and unhealthy relationships.

In this workshop, we will look and vicarious trauma and self-care. Vicarious trauma is “ a normal response to the ongoing exposure to other people's trauma.” Working to support people who have experienced trauma, and hearing, seeing and learning about their experiences, can have a cumulative effect on you and many aspects of your personal life. Self-care is important for people who have experienced vicarious trauma because it can help them cope with the emotional toll of being exposed to other people's trauma: Self-care includes meditation, mindfulness, breathwork, exercise such as yoga, journaling, massage, and practicing progressive muscle relaxation, as well as creating a work-life balance and learning to delegate.

Section 504 can be confusing for school staff and families alike. Yet its implementation is is essential to ensure that students with disabilities have equal access to educational opportunities. This Section 504 workshop is designed to equip student support staff with the necessary knowledge and skills to actively engage in the Section 504 process for students with disabilities.

The demands of educators today have faculty, administrators, and staff running in numerous directions with little time to pause and reflect, let alone allow for space to define what self-care at work (and at home) could/should look like. This interactive workshop provides participants with a "time out" to breathe (seriously), learn steps to craft an individualized self-care approach, understand how to protect oneself from emotional mugging, as well as an honest conversation on why asking your supervisor about "work-life balance" might set us up for disappointment. Participants will leave empowered and recharged--because when you feel good, you do good!

Providing 5-12 students with a cognitive behavioral approach to teach how to identify and to process feelings will result in developing strategies to cope with difficult situations. These skills will lead to improved self-regulation in students as well as increase increased ability to be actively engaged in learning.

Providing K-5 students with a cognitive behavioral approach to teach how to identify and to process feelings will result in developing strategies to cope with difficult situations. These skills will lead to improved self-regulation in students as well as increase increased ability to be actively engaged in learning.