School and Community Leaders

• Gain a deeper understanding about how ADHD and executive functioning impact children in school

• Understand executive functioning and ADHD’s impact on executive skills

• Learn how to identify the lagging executive skills in your students

• Develop interventions to support the specific lagging skills identified

Focus your literacy instruction.

This workshop with rave reviews covers the neuropsychology and cognitive psychology of language development and reading acquisition with implications for teaching and learning.

• Language Development

• Critical Components of Reading Acquisition

  • Phonological Awareness

  • Phonemic Awareness

  • Alphabetic Principle

  • Orthographic Knowledge

  • Fluency

  • Vocabulary

  • Comprehension

• Gain a deeper understanding about how anxiety, depression, and related behaviours impact classroom functioning

• Flight, Fight, or Freeze- Know the Difference

• Oppositional Defiance Disorder and Anxiety and how to tell them apart

  • Internalizing vs Externalizing, or the Flighter vs the Fighter

• Strategies for the classroom

• School-based interventions

• Types of Trauma

• Neurobiology of Trauma

• Universal Approaches to Trauma

• Social-Emotional Learning

• Classroom Strategies

Practical strategies for your staff to use to improve wellness and reduce absences

• Developing a culture of wellness

• Compassion fatigue and burnout

• Physical health and emotional health and why they are the same

• The myth of work-life balance for teachers

• Why your passion for kids is a burden and a blessing

Communication skills – Effective and efficient communication

• Collaboration

• Listening

  • Active listening

  • Paraphrasing

  • Perspective checking

• Verbal, vocal, and nonverbal communication, space

• Practice emotional intelligence

• Accentuate the positive

• Written communication

• Communicating about emotion

• Conflict: talking about hard things

Be prepared to support students and staff when the worst happens.

Respond appropriately when the worst happens. Two workshops focused on preventing serious incidents in your building, as well as preparing staff and students for such incidents. The PREPaRE workshops are facilitated by National Association of School Psychologists (NASP) approved trainers. PREPaRE training is targeted at schools looking to improve and strengthen safety and crisis management plans and emergency response using evidence-based approaches.

Our trainers have extensive experience responding to crisis events, including the death of students and school staff.

The PREPaRE model provides training for crisis teams and school mental health professionals in key hierarchical and sequential activities:

P—Prevent and PREPaRE for psychological trauma

R—Reaffirm physical health and perceptions of security and safety

E—Evaluate psychological trauma risk

P—Provide interventions

R—Respond to psychological needs

E—Examine the effectiveness of crisis prevention and intervention

Processes to ensure student safety and support accurately and diligently.

This workshop outlines a process for school staff to use when faced with a student who discloses suicidal thoughts. Aimed at School Administrators and Counsellors, the process includes steps to assess the seriousness of the thoughts, and respond appropriately.

This workshop is available free online through https://more.hmhc.ca/ .

Processes to ensure student safety and support accurately and diligently.

This workshop outlines a process for school staff to use when faced with a student who discloses non-suicidal self-injury (cutting, burning, etc.). Aimed at School Administrators and Counsellors, the process includes steps to assess the seriousness of the behaviours, and respond appropriately from the teachers or support staff, through to admin and school counsellors.

This workshop is available free online https://more.hmhc.ca/.

Evaluate safety concerns effectively and efficiently.

The Comprehensive Student Threat Assessment Guidelines (CSTAG) workshop is based on years of research by Dr. Dewey Cornell. This practical and effective set of guidelines provide a clear process for schools to use when responding to threats made by students. Over nearly two decades the CSTAG has been widely applied in Canada and the United States, and is the only threat assessment approach with demonstrated effectiveness published in peer-reviewed studies.

While schools are one of the safest places a child or youth can be, concerns about school shootings have resulted in an increase in ineffective and punitive zero tolerance discipline. CSTAG provides a more flexible and proactive approach that is used when a student  threatens to commit a violent act or engages in threatening behavior. CSTAG includes the identification, assessment, and management of threats with the goal of resolving conflicts or problems before they escalate into violence. This process supports school‐based teams in following a decision‐tree process to resolve less serious, transient threats quickly while focusing greater attention on more serious, substantive threats. The threat assessment documents are freely available here.

Our presenters (unfortunately) have extensive experience performing threat assessments, and providing threat assessment training for schools, health agencies, and law enforcement.

Gain a deeper understanding about how ADHD and executive functioning impact your child in school, the community, and in your house.

• Understand executive functioning and ADHD’s impact on executive skills

• Learn how to identify the lagging executive skills in your students

• Develop interventions to support the specific lagging skills identified

• Navigating the system and advocating for your child

Know the difference and learn strategies to parent your children through both.

Gain a deeper understanding about how anxiety, depression, and related behaviours impact classroom functioning

• Flight, fight, or freeze: know the difference

• Oppositional defiance disorder and anxiety and how to tell them apart

  • Internalizing vs externalizing, or the flighter vs the fighter

• Strategies for the classroom

• School-based interventions