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Product Detail

Child and Adolescent Mental Health in an Uncertain Time
Online Course
$1,769.77 USD
$249.99 USD
Product Details
Format:
Online Course
Authors:
LYNN LYONS, LICSW
CHERYL CATRON, LPCC-S, RPT-S
SOPHIA ANSARI, LPCC, RPT
TINASHE BLANCHET, M. ED, B.S.
WENDY DURANT, LPC-S, RPT-S, NCC, CSOTP, BC-TMH, LA
MARCUS STEIN, M.ED.
NICOLE WILLIAMS, M.ED.
TERRY CASEY, PHD
LYNNE KENNEY, PSYD
DAVID NOWELL, PH.D.
DAVID M. PRATT, MSW, PH.D.
JOSUE CARDONA
VICKI STEINE, DSC, LCSW
DAFNA LENDER, LCSW
CHRISTOPHER WILLARD, PSY.D.
NICHOLAS KARDARAS, PHD, LCSW-R
JENNIFER COHEN HARPER, MA, E-RYT, RCYT
MONA M DELAHOOKE, PH.D.
JANINE HALLORAN, LMHC
DAWN A. HUEBNER, PHD
BESSEL A VAN DER KOLK, M.D.
DANIEL A HUGHES, PH.D.
JENNIFER LEFEBRE, PSY.D., RPT-S
FRANK G. ANDERSON, M.D.
EBONI WEBB, PSYD
TONY L. SHEPPARD, PSY.D., CGP, FAGPA, CERTIFIED GROUP PSYCHOTHERAPIST
CHRISTINA REESE, LCPC, PHD
Publisher:
PESI Inc.
Copyright:
9/29/2020
CE Available:
Yes, See CE credit tab for complete continuing education details
Product Code:
CRS001382-EVG
Objectives
[+] [-] 056615 - Helping Parents Through Crises
  1. Devise two interventions that interrupt anxious routines in families.
  2. Compose three cognitive patterns to target in anxious families.
  3. Appraise the efficacy of utilizing a family-centered approach to working with children. 

[+] [-] 056665 - Telehealth Meets Play Therapy
  1. Determine the benefits of providing play therapy on a digital platform.  
  2. Apply directive and non-directive play therapy interventions to use in telehealth therapy sessions with children and adolescents. 
  3. Develop interventions for challenging clinical scenarios in telehealth, including resistance and crisis intervention.  

[+] [-] 056685 - Crisis Teaching Strategies for Teachers and Parents During COVID-19
  1. Educators will learn strategies to deliver relevant, engaging remote/digital instruction for their students.
  2. Parents will learn strategies to effectively support and facilitate remote/digital learning for their children.

[+] [-] 056755 - Ethics with Minors
  1. Assess select ethical and legal issues unique to working with minors. 
  2. Determine how to effectively navigate codes of ethics, laws, and licensing rules when working with minors. 
  3. Utilize recommended methods for reducing risk and avoiding problems. 

[+] [-] 056770 - Executive Function: Brain-Based Tools & Strategies to Help Kids and Families Cope with the Unexpected
  1. Appraise the impact of significant, unexpected life changes on kids’ brain function. 
  2. Implement brain-based interventions to reduce anxiety, depression, and dysregulation in kids. 

[+] [-] 056775 - CBT Strategies for Kids and Adolescents
  1. Determine the unique characteristics and challenges that students with anxiety or ADHD have with respect to coping with the academic and social demands of the school environment.
  2. Utilize evidence-based interventions to help the anxious or ADHD student make a positive adjustment to re-entering school subsequent to a prolonged absence due to COVID-19 quarantine. 
  3. Develop interventions for teaching executive functioning skills to children and adolescents with ADHD.

[+] [-] 056815 - LEGO®-Based Play Therapy Techniques: Unlocking Creativity to Strengthen Relationships, Encourage Flexible Thinking, and Promote Problem Solving
  1. Appraise the history, research, and rationale of incorporating LEGO® in play therapy and counseling.
  2. Utilize five play therapy interventions with individuals, groups, and families. 
  3. Differentiate when to utilize directive versus non-directive LEGO® based interventions. 

[+] [-] 056825 - Nutrition and Mental Health in Kids & Teens: What Every Mental Health Professional Needs to Know
  1. Appraise the impact of the common foods of the Standard America Diet on mental health.
  2. Integrate nutrition-specific questions into the initial intake/assessment. 
  3. Develop general nutritional recommendations for caregivers and families to support optimal mental health. 

[+] [-] 056830 - Attachment Centered Family Therapy: Interventions for Improving Parent-Child Connection and Attunement
  1. Describe the principles of Attachment Theory.
  2. Demonstrate the PACE model to engage caregivers in effectively responding to their child(ren).
  3. Determine the elements of the social engagement system as it pertains to the parent child relationship.

[+] [-] 056845 - Build Resilience and Post-Traumatic Growth in Kids & Community
  1. Measure the impact of stress on learning, mental health and behavior in kids.
  2. Implement techniques to boost resilience following isolation.
  3. Integrate playful mindfulness practices to rebuild social and emotional intelligence.

[+] [-] 056850 - Tech Addiction in Children & Adolescents
  1. Formulate the neurological, dopaminergic, and hormonal/adrenal impact of screen time on children, adolescents and young adults.
  2. Analyze the emerging research related to behavioral interventions for technology overuse.
  3. Designate how tech overuse can impact pre-existing mental health disorders.
  4. Utiltize strategies for parents/caregivers to work with problem screen usage within the home including boundaries, discipline and communication.

[+] [-] 056865 - Help Kids Foster Personal Power and Internal Safety
  1. Integrate yoga and mindfulness practices that interrupt intrusive thoughts and increase self-compassion
  2. Discover how increased self-awareness and embodiment can support anxiety reduction and change children’s relationship to stress.
  3. Implement practices that support increased sense of safety and reduce overwhelm.
  4. Apply simple practices that build students’ sense of personal power and agency.

[+] [-] 056870 - Oppositional Defiance or Faulty Neuroception
  1. Categorize specific behaviors as they relate to each of the three basic pathways of the autonomic nervous system (ANS).
  2. Utilize neuroception-informed interventions, including physiological co-regulation and interpersonal engagement, to treat oppositional behavior. 
  3. Appraise the efficacy of integrating the Polyvagal Theory into “behavior management” programs. 

[+] [-] 056875 - Coping Skills for Kids and Tweens
  1. Determine how the pandemic has impacted students socially and emotionally and integrate strategies for better focus.
  2. Apply coping skills for kids to try either at home or school to implement safe ways to express anger.
  3. Build relaxation skills into student’s lives to help them better cope with anxiety.

[+] [-] 056880 - When Worry Shows Up at School
  1. Distinguish the signs and symptoms of school related anxiety.
  2. Appraise the concept of the worry loop as is relates to children.
  3. Create effective accommodations for anxiety to ensure they are beneficial, dynamic and temporary.

[+] [-] 056885 - The Global Pandemic Through the Lens of Trauma
  1. Appraise the clinical benefits of creating connection for your trauma clients. 
  2. Utilize various strategies to help kids and adolescents experience emotional safety.
  3. Demonstrate activities to use in clinical practice that can help trauma clients from re-experiencing past traumas. 

[+] [-] 056890 - Creating Psychological Safety in the Face of Uncertainty
  1. Utilize three practical strategies to increase the sense of psychological safety for parents.
  2. Demonstrate the PACE model for developing connection with children and adolescents.
  3. Develop strategies for parents and children to reflect, regulate their affective states, and relate to one another. 

[+] [-] 056895 - Reframing Children’s Traumatic Experiences
  1. Develop effective ways to help children understand and process on what is happening in their body as a result of traumatic stress.
  2. Conclude how embodied interventions can reframe trauma experiences and connect to a mind-body awareness.
  3. Determine how sensorimotor processing can alleviate the re-experiencing of trauma.
  4. Apply specific movement, breathing, interoceptive, and mindfulness techniques that can help children and families gain mastery over their lives.

[+] [-] 056900 - IFS and Parenting
  1. Demonstrate how to help your parent clients use language that allows for distance and perspective from their own overwhelming feelings to successfully effectively communicate with their children from a calm, centered place.
  2. Instruct parents how to successfully help their children connect with, process and express their own feelings in a way that helps them be more self-aware, self-confident and more in control of their current day circumstances. 
  3. Create ways to engage parents in an exploration of their reactive moments with compassion and empathy instead of guilt and shame.

[+] [-] 056905 - Adolescence in Crisis
  1. Apply a racial trauma-informed treatment framework to existing and future clients.  
  2. Appraise how a DBT-informed approach can support clients who have experienced racial trauma. 
  3. Utilize DBT strategies to overcome resistance to discussion, racial identity exploration and formation among adolescent clients. 

[+] [-] 057050 - Suicide and Self-Harm in Children and Adolescents:
  1. Utilize screening and assessment tools to determine which clients or students present the highest risk for suicide.
  2. Appraise the efficacy of utilizing a multi-systemic approach for supporting suicidal and self-harming children and adolescents.
  3. Integrate alternative coping strategies to help self-injuring clients or students manage triggering situations without engaging in self-harm.

[+] [-] 057195 - Navigating Youth Mental Health in Today's Educational Setting
  1. Assess for achievement and determine educational placement for students. 
  2. Formulate how disruption to a child’s schedule impacts their mental health. 
  3. Apply emotion regulation interventions to increase focus and academic achievement. 
  4. Demonstrate cognitive behavioral interventions to decrease symptoms of anxiety, ADHD and depression. 
  5. Employ behavioral strategies to increase engagement with students in virtual learning settings. 

Outline
[+] [-] 056615 - Helping Parents Through Crises

The importance of a family-centered therapy approach to treating children. 

The patterns that are emerging in families during this societal crisis. 

The 3 cognitive patterns to target when working with parents in treatment and how to work with them. 


[+] [-] 056665 - Telehealth Meets Play Therapy

Optimizing Your Telehealth Sessions from the Start 

Setting up your space (and why it matters) 

Preparation for virtual sessions 

  • Games that require little-to-no material 
  • Planning ahead for connectivity disruption 
  • Boundaries and child-centered limit setting 

How to structure a teletherapy session 

Adjusting expectations and outcome

Creative Teleplay Interventions for your Virtual Toolbox 

Demonstrations and resources, including: 

  • Movement and regulation 
  • Creative and expressive arts 
  • Interactive choice boards, like PPT 
  • Sandtray  
  • Games, LEGO®, and other play techniques 
  • Child Parent Relationship Therapy (CPRT) 
  • Mindfulness techniques 
  • And more!

Troubleshooting Common Scenarios 

What to do when:  Resistance, hyperactivity, limit testing, crisis intervention, and more 

Teleplay with non-verbal children 

Clinician self-care (screen time is exhausting!) 


[+] [-] 056685 - Crisis Teaching Strategies for Teachers and Parents During COVID-19

Create a Productive, Virtual and At-Home Learning Environment 

Shift smoothly from parenting, teaching and working 

Coping strategies for stress, frustration and burnout 

Create engaging, authentic learning experiences 

Ways to support services that are still legally required 

Everything doesn’t have to happen on the computer 

What teachers want parents to know about home learning 

 

Adapt Instruction for Remote/Digital Learning 

Create and deliver asynchronous, online content 

Facilitate collaborative, synchronous lessons 

Learning plans to avoid frustration and burnout 

New ways to do familiar things, like grading homework 

Tackling the ‘Digital Divide’ 

 

Integrate Google Classroom/Meet/Hangout, Zoom, Skype, Screencastify, GoToMeeting 

Host live, synchronous online lesson plans 

Dispersing effective, high-quality video lessons 

Apps with features like grading, rubrics, private commenting 

Embedding synchronous moments


[+] [-] 056755 - Ethics with Minors

Navigate Challenging Situation with Minors: How to do it! 

  • The five key perspectives and how to use them 
  • Consultations: Two important types 
  • Essentials of how to document your decision

Boundaries and Multiple Relationships: “Thin Ice!” 

  • Social media & communication policies 
  • Power differentials and why they matter 
  • Virtual relationships 
  • Texting and messaging 
  • Vignette: Ashley’s Tweets: Social media hazards 
  • Vignette: Client in a Bind: Multiple Relationships

Legal Matters: Consent, Records and Reporting 

  • Consent vs assent 
  • Who can provide consent and when? 
  • Parents’ rights 
  • Special rules for older adolescents 
  • Informed consent process 
  • Mandatory reporting of abuse 
  • Vignette: Robert’s separated parents

Strategies for Avoiding Problems and Reducing Risk 

  • Establishing your role at intake 
  • Keep all involved on the same page 
  • Determine if HIPAA or FERPA applies 
  • Obtain the parenting plan before treatment 
  • Use psychotherapy notes when appropriate 
  • Know state laws about minors’ rights 
  • and more! 

[+] [-] 056770 - Executive Function: Brain-Based Tools & Strategies to Help Kids and Families Cope with the Unexpected

Cause to Pause:  When Kids’ Internal Compasses Have Been Shifted

  • Something has happened – and it has activated BIG feelings, including grief
  • Kids have experienced sudden, significant shifts in their lives
  • The body and brain are reacting and adapting constantly!
  • How does this affect the brain:  Default mode network, the stress response, and the corticostriatal loop

Brain Tools & Strategies:  Guiding Kids & Families Toward a New Normal

  • The Thinker and the Caveman
  • Don’t dominate – collaborate!
  • “Front of Mind” Goals
  • Journaling, drawing, painting, writing, and coloring
  • Establish new routines, rhythms, rituals, and schedules
  • Storyboardthat.com
  • HEDYDT? “how exactly did you do that?”
  • Increase BDNF and GDNF
  • Green time v. screen time
  • And more!

[+] [-] 056775 - CBT Strategies for Kids and Adolescents

School Anxiety:  Why Avoidance is not the Solution

  • A problem on a continuum:  From early morning pleas to stay home to chronic absences
  • Common triggers for avoidance
  • 4 functions of school refusal; CBT interventions designed to match each one 
  • Therapist – parent – school cooperation

ADHD:  More Than a “Behavior Problem”

  • 7 executive functioning (EF) skills deficits underlying ADHD
  • Guidance for teachers and parents to teach EF skills 
  • Interventions for motivation, time management, problem solving, emotional self-control, and more

[+] [-] 056815 - LEGO®-Based Play Therapy Techniques: Unlocking Creativity to Strengthen Relationships, Encourage Flexible Thinking, and Promote Problem Solving

LEGO®101:  The (Literal) Building Blocks of Play
History and empirical rationale of LEGO® based play therapy 
What makes building with bricks a therapeutic task?
Who may benefit from LEGO® based play therapy? 


Let’s Build!  Creative LEGO® Based Play Therapy Interventions 
Individual and group interventions for children and adolescents
Directive and non-directive interventions to improve:

  • Communication
  • Engagement
  • Problem solving
  • Social skills
  • Flexible thinking
  • Conflict resolution
  • And more!

Families who build together, stay together – how to use LEGO® with families


[+] [-] 056825 - Nutrition and Mental Health in Kids & Teens: What Every Mental Health Professional Needs to Know
Nutrition Today – and What It Means for Mental Health
  • The Standard American Diet (SAD) 
  • “Fake nutrition”
  • Sugar, sugar, sugar
  • Inflammation – causes and how to quiet it down
  • Leaky gut = leaky brain
Nutrition for Optimal Brain Function and Mood Management
  • Protein, fats, and pre/probiotics
  • Supplements 101
  • Guidance and resources to share with caregivers
  • Recommendations for common barriers to good nutrition

[+] [-] 056830 - Attachment Centered Family Therapy: Interventions for Improving Parent-Child Connection and Attunement

Attachment-Based Treatment:  Principles and Goals

  • Attachment Theory – and what it means for trauma-informed treatment
  • Elements of the social engagement system
  • Dyadic Developmental Psychotherapy
  • Theraplay: Structure, Engagement, Nurture & Challenge

Getting Started:  Assessment and Engagement

  • Discern underlying motives/feelings underneath a child’s behaviors
  • Facilitating a safe, active dialogue between parent and child
  • How to engage caregivers who are traumatized, too reduce defensiveness and increase empathy

Clinical Interventions to Create Connection, Regulation, and Attunement

  • PACE - Playfulness, Acceptance, Curiosity and Empathy
  • In-SENC based on individual child’s needs (Structure, Engagement, Nurture, Challenge)
  • How to gently redirect mis-attuned or critical caregivers
  • Facilitating face-to-face interactions between parent and child
  • Increase warm facial expressions, synchronized movement and rhythm
  • Calm a dysregulated child and engage a withdrawn child
  • Activities to increase warm facial expressions and synchronized, rhythmic movement      

[+] [-] 056845 - Build Resilience and Post-Traumatic Growth in Kids & Community
Strengthen physical, psychological and social functioning
Mindful movement and eating practices for physical health
Positive psychology techniques to boost cognitive clarity and functioning
Relational practices to set boundaries and reconnect with peers

Build resilience and post traumatic growth
Connect with existing personal and community strengths to build resilience
Discover ways to overcome feelings of helpless and loss of control
Capitalize on new strengths and skills learned in isolation
           
Foster self-regulation and cultivate connection through co-regulation
Basic co-regulation exercises for therapists, educators and families
The power of rituals and routines, games and play for co-regulation
Engaging mind and body based self-regulation skills for all ages

[+] [-] 056850 - Tech Addiction in Children & Adolescents

Screen Culture:  Origins and Impact on Mental Health

  • The origins of “indoor children”
  • From passive TV viewing to immersive and interactive screen experiences
  • What the research is telling us about technology and mental health
  • Limitations of the state of the research

  • Depression and social media
  • Screen time’s impact on ADHD, increased aggression, and thought disorders 

Neurological Impact of Screen Time and Tech Overuse

  • Dopamine’s role in addiction
  • How brains are impacted by the dopaminergic effects of screens 
  • The HPA Axis and adrenal “fight or flight” impact of screen stimulation
  • Brain imaging and the effects on the frontal cortex

Technology in the Classroom: Helping or Hurting Educational Outcomes?

  • Ed Tech: a $60 Billion annual industry
  • The latest research on technology and education 
  • Screens’ impact on reading and comprehension
  • Phones in the classroom and standardized test scores
Practical Solutions and Recommendations to Manage Screen Time
  • Classroom strategies for technology use
  • Treatment programs and interventions
  • Recommendations for every family

[+] [-] 056865 - Help Kids Foster Personal Power and Internal Safety

Reducing Overwhelm

  • Orienting practices to build safety: Layers of Sound, Sensory Check In
  • Increasing attuned connection without contact: Imaginary Ball Pass

Soothing the Nervous System

  • Grounding practices to manage escalating emotions: Hugging Breath
  • Building personal power to reduce anxiety and increase agency: Feeling my Strength

Managing Intrusive Thoughts

  • Reducing the intensity of intrusive thoughts and interrupting rumination: Naming My Thoughts
  • Replacing fear based thoughts with self-compassion: Kind Wishes

[+] [-] 056870 - Oppositional Defiance or Faulty Neuroception

Behavior Challenges:  Intentional Choice or Stress Response?

  • What the Polyvagal Theory brings to the “behavior management” table
  • The autonomic nervous system (ANS)
  • Neuroception:  How children’s brains perceive safety and stress (and what that means for behavior)
  • Is ODD a behavior disorder, or a nervous system looking for relational safety?

Clinical Strategies for Building Relational Safety and Security

  • Getting started:  Matching a given behavior to corresponding ANS pathway
  • Discerning between an intentional behavior and a stress response
  • Co-regulation, warmth and interpersonal engagement
  • How to reach the “unreachable” kids and teens
  • What about behavior contracts and incentive plans?

[+] [-] 056875 - Coping Skills for Kids and Tweens

Anxiety, Stress, and Anger in a Pandemic

  • Explore how the pandemic has impacted the social and emotional lives of our children
  • Why Social Emotional Learning is important now more than ever
  • How our needs and windows of tolerance have changed

Coping Skills for Anxiety

  • Deep Breathing Ideas
  • Mindfulness Strategies
  • Relaxation/Calming Activities for Kids 
Coping Skills for Stress
  • Scheduling to reduce stress
  • The importance of play and downtime
  • Using your senses to manage stress

Coping Skills for Anger/Frustration

  • Understand that anger is often just the tip of the iceberg - a lot of feelings hide beneath 
  • Safe ways to express anger with movement
  • Setting up individual calm down kits for kids

[+] [-] 056880 - When Worry Shows Up at School
Three Key Concepts About Anxiety
  • Anxiety is the normal byproduct of an internal alarm system
  • Sometimes the alarm is triggered by mistake
  • The goal is not to get rid of the alarm system but to learn to respond differently
Recognizing Anxiety at School
  • “Normal” versus “problematic” anxiety
  • Manifestations of fight, flight or freeze
  • The process of anxiety versus the content of anxiety
What is the Worry Loop and Why Does It Matter?
  • The “Worry Loop”
  • Safety Behaviors “feed” anxiety, keeping it going
  • School-based accommodations often inadvertently support Safety Behaviors
How to Create Effective Accommodations
  • Making supportive statements (acknowledging and encouraging)
  • The role of exposure
  • Ensuring that accommodations are beneficial, dynamic, and temporary

[+] [-] 056885 - The Global Pandemic Through the Lens of Trauma
  • A global pandemic through the lens of trauma
  • Helping kids and adolescents experience emotional safety
  • Ways of keeping traumatized children from re-living past trauma

[+] [-] 056890 - Creating Psychological Safety in the Face of Uncertainty

Psychological Safety in the Face of Uncertainty

  • Losses and challenges faced by parents today
    • Isolation
    • Lack of stabilizing routines
    • Dysregulated functioning in children
  • Reflection and affective regulation skills in parents
  • Why psychological safety is needed to develop new skills

Family-Based Interventions and Skills

  • Strategies for parents to talk to their children about stress and anxiety
  • Demonstrating PACE (playfulness, acceptance, curiosity, empathy)
  • Creating a schedule that meets the needs and desires of all family members
  • Skills for developing children’s’ resilience and readiness to turn to parents for support and comfort
  • Considerations for tele-mental health therapy

[+] [-] 056895 - Reframing Children’s Traumatic Experiences

Stress response patterns as survival strategies

  • Hyper- and hypo-arousal and the window of tolerance
  • The impact of trauma on somatic experiencing and the sensory system
  • Mirror neurons, empathy and connecting with others 
  • Importance of co-regulation 
  • Therapeutic powers of play

 

Applications Suitable for the Treatment of Recent Traumatic Events

 

Practice and adapt playful and embodied techniques for a variety of settings, abilities & age levels, in order to… 

  • Restore the capacity to play through games & creative movements
  • Increase trust & build healthy attachments through healthy touch 
  • Integrate dance and music with embodied play therapy principles to decrease dysregulation & improve distress tolerance skills
  • Select playful interventions to help children experience the present moment, reducing emotional numbing, depression, and dissociation 
  • Help children gain mastery over their lives with mindfulness techniques that can reduce intrusive images and “stuck” memories
  • Expand capacity for self-awareness with breathing exercises and interoceptive cues

[+] [-] 056900 - IFS and Parenting

What IFS Brings to Parenting

  • Incorporating parts language in the Family
  • Positive intentions of all parts

When Parents Are Not at Their Best

  • Reactive moments
  • The different triggering scenario’s
  • When parents overidentify with their children

Correct It, Don’t Perpetuate It

  • Direct access parenting
  • Getting to the root of the reactivity
  • Connecting with empathy

Improving the Co-Parenting Experience

  • When parents aren’t aligned
  • Creating a “Triggering Agreement”   
  • Reactive to Responsive

[+] [-] 056905 - Adolescence in Crisis

The Racial Trauma Survival Lens

  • The impact of racial trauma on the developing mind
  • Key features of healthy racial identity and its impact neurologically
  • Common defensive survival strategies in racial trauma
  • Historical traumatic wounds, hidden wounds, and microaggressions

Racial Trauma-Informed DBT Interventions

  • Looking through the racial identity “life worth living” lens
  • An ethnopolitical approach to racial trauma
  • Utilize DBT to overcome resistance to discussion, racial identity exploration and formation among youth
  • Learn how to balance validation, secure attachment, and DBT change strategies

[+] [-] 057050 - Suicide and Self-Harm in Children and Adolescents:
Suicide, Suicidality, and Non-Suicidal Self Injury (NSSI): Separate but Related Similar concepts but with crucial differences Why a multi-systemic approach is necessary 6 key components of treatment Non-Suicidal Self Injury (NSSI) Risk factors, course, and types of self-injury What motivates someone to self-injure? NSSI screening and assessment tools 4 factor model of NSSI The do’s and don’ts of NSSI intervention Suicide and Suicidality Risk factors and important terminology Individual and relational factors Ideation, Plan, Intent, Means Suicide assessment tools Safety planning do’s and don’ts

[+] [-] 057195 - Navigating Youth Mental Health in Today's Educational Setting

Integrating student mental health into virtual and/or physical classrooms 

  • Assessing for level of knowledge and catch up plans 
  • The impact of routine disruption on mental health 
  • Medication incompliance while away from the classroom 
  • Individual interventions for students struggling the most 
  • Connecting students and parents/caregivers with outside resources for counseling and support 

Virtual and Physical Classroom Strategies  

  • Student engagement strategies 
    • Tantrums and Attention Seeking 
    • Depression 
    • Anxiety 
    • ADHD 
  • Assessing symptoms of mental health challenges and providing support virtually 

Provider Self-care and Support 


Author

LYNN LYONS, LICSW

Lynn Lyons, LICSW, is an internationally recognized psychotherapist, author, and speaker with a special interest in interrupting the generational patterns of anxiety in families. Her skill-based approach to anxiety focuses on the need to teach families about HOW anxiety works and what families can do to pull members out of the powerful “anxiety cult” that demands obedience to its need for certainty and comfort. Lynn’s approach uses humor, playful connection, and a constant focus on DOING, an umbrella strategy she has taught to thousands of professionals and families.

Lynn is the co-author with Reid Wilson of Anxious Kids, Anxious Parents and the companion book for kids Playing with Anxiety: Casey’s Guide for Teens and Kids. She is the author of Using Hypnosis with Children: Creating and Delivering Effective Interventions and has two DVD programs for parents and children.

She maintains a private practice in Concord, New Hampshire where she sees families whenever she’s not on the road teaching.

Speaker Disclosures:

Financial: Lynn Lyons is in private practice. She receives royalties as an author for HCI; and Norton. Ms. Lyons receives a speaking honorarium from PESI, Inc.

Non-financial: Lynn Lyons has no non-financial relationship to disclose.

CHERYL CATRON, LPCC-S, RPT-S

Cheryl Catron, M.Ed., LPCC-S, RPT-S, is a long-time educator and mental health clinician who has over 19 years serving students with a wide variety of academic and mental health needs. In her most recent role as a school-based mental health clinician, she provided therapy and support services for K-5 students with differing clinical issues including depression, anxiety, social skills, ADHD, and Oppositional Defiant Disorder. In addition to this, Ms. Catron also served as a consultant for and collaborator with teachers, paraprofessionals and other school staff members. Drawing on her experience as a teacher, school counselor, and mental health clinician, Ms. Catron provided insightful guidance to develop and implement effective classroom-based strategies that facilitate improved behavioral and academic performance for students with a variety of needs including giftedness, learning disabilities, and emotional and behavioral disturbances.

Cheryl is licensed as both a Professional Clinical Counselor and Supervisor in the state of Ohio and a Registered Play Therapist and Supervisor through The Association for Play Therapy. She earned her Bachelor of Arts degree in English and Secondary Education and her Master of Education degree in School Counseling & Professional Counseling from Ohio University.

She and her husband have recently founded a nonprofit organization, Foothold International, that serves indigenous communities in Kenya, East Africa. Ms. Catron is collaborating with the local government to develop community mental health response systems as well as trauma sensitivity to their outreach programs. She provides mental health training to teachers, health workers, and law enforcement personnel.

Speaker Disclosures:

Financial: Cheryl Catron has an employment relationship with Foothold International. She receives a speaking honorarium from PESI, Inc.

Non-financial: Cheryl Catron has a family member who was diagnosed with juvenile bipolar disorder.

SOPHIA ANSARI, LPCC, RPT

Sophia Ansari, LPCC, RPT, is a Licensed Professional Clinical Counselor, Registered Play Therapist, author, educator, and co-founder of the Let’s Play Therapy Institute. She has worked with children, adolescents, adults, couples, and families. She provides workshops on play therapy to mental health professionals and educates parents and teachers on the importance of play as it relates to development and learning in the school setting.

She is a passionate research trainer who has bridged her knowledge of neuroscience and creative therapies to provide in-depth and highly experiential trainings.

Sophia co-hosts Hero Nation, a podcast on the Geek Therapy Network, which celebrates diversity in the media and explores how to use geek culture in therapy.

Sophia earned her Bachelor of Science degree in Biology from Wright State University and her Master of Arts in Mental Health Counseling from the University of Cincinnati.

Speaker Disclosures:

Financial: Sophia Ansari has an employment relationship with the Let’s Play Therapy Institute. She receives a speaking honorarium from PESI, Inc.

Non-financial: Sophia Ansari has no relevant non-financial relationship to disclose.

TINASHE BLANCHET, M. ED, B.S.

Tinashe Blanchet, M. ED, B.S., is a former high school math teacher with over 15 years of experience in education and teacher training. Tinashe has over 10 years of experience as a user and trainer of G Suite for Education. As a Google Certified Innovator and Trainer, Tinashe is uniquely equipped to help your school or district go one-to-one with Chromebooks. She can also support interactive whiteboards, mobile tablets, and laptop devices.

Tinashe travels around the United States to train hundreds of teachers to use technology to enhance their instruction each year. She has built a strong reputation as a skilled communicator and tech-savvy educator and has presented at local, state, national, and international education conferences and events. With a Master’s degree in Curriculum and Instruction, Tinashe has successfully taught pre-service and practicing elementary and secondary math courses at the undergraduate and post-graduate level at Tulane University and the University and the University of New Orleans. Additionally, she has led and participated in professional development with the National Council of Teachers of Mathematics, the Math Forum at Drexel University and the International Congress on Mathematics Education. Tinashe has also taught practicing and pre-service teachers.

In 2014, Tinashe founded The Learning Laboratory New Orleans, a non-profit organization that seeks to inspire and excite children and teens in ways that they may never experience in a traditional education environment with hands-on activities, projects, technology explorations, field trips and travel. The Learning Lab also empowers passionate adult learners who want to improve their quality of life and stay abreast of the latest trends in tech by offering free and low-cost professional development for community members.

Tinashe’s work as an educator, speaker and community leader has been recognized locally and nationally. Recently, Tinashe was selected as one of New Orleans’ ’40 under 40’, featured in the national Macaroni Kid newsletter as a ‘Mom Making Waves’, and chose to speak at TEDxTulane. You can learn more about Tinashe by visiting her website at msblanchet.net

Speaker Disclosures:

Financial: Tinashe Blanchet is a travelling keynote speaker and coach. She has taught at Tulane University and the University of New Orleans. She has worked with the National Council of Teachers and Mathematics, the Math Forum at Drexel University, and the International Congress on Mathematics Education. Ms. Blanchet founded The Learning Laboratory New Orleans and has spoken at TEDxTulane. Tinashe receives a speaking honorarium from PESI, Inc.

Non-financial: Tinashe Blanchet has no non-financial information to disclose.

WENDY DURANT, LPC-S, RPT-S, NCC, CSOTP, BC-TMH, LA

Wendy Durant, LPC-S, RPT-S, NCC, CSOTP, BC-TMH, a licensed professional counselor, LA Certified Teacher and Guidance Counselor who serves as CEO and executive director of DuraCARE Counseling & Consulting Services, an internationally accredited outpatient clinic that provides mental health, play therapy, and substance abuse services to children, adolescents, and adults.

Speaker Disclosures:

Financial: Wendy Durant is the CEO and executive director of DuraCARE Counseling & Consulting Services. She receives a speaking honorarium from PESI, Inc.

Non-financial: Wendy Durant is president of the Louisiana Mental Health Counseling Association. She is the conference planning chairperson for the Louisiana Association for Play Therapy.

MARCUS STEIN, M.ED.

Marcus Stein, M. Ed., a Google Certified Trainer who serves as the professional development director for AXI Education Solutions. Along with a team of expert educators and instructional technology coaches, he conducts ongoing on-site and virtual instructional technology professional development to Parishes and Counties across the states of Louisiana, Mississippi, and Alabama.

Speaker Disclosures:

Financial: Marcus Stein is the professional development director for AXI Education Solutions. He receives a speaking honorarium from PESI, Inc.

Non-financial: Marcus Stein has no non-financial information to disclose.

NICOLE WILLIAMS, M.ED.

Nicole Williams, M. Ed., a LA Certified Education Leader and Teacher and Google Certified Trainer. She founded the Luminescent Leader, a boutique leadership development consulting company, and works with organizations such as UnboundEd and the XQ Institute, who are equally committed to dismantling systems that benefit from the marginalization of our nation's children, to support schools and educators nationally. Nicole has also served a leadership coach, an elementary grade school leader, and a special education teacher.

Speaker Disclosures:

Financial: Nicole Williams founded the Luminescent Leader. She receives a speaking honorarium from PESI, Inc.

Non-financial: Nicole Williams has no non-financial information to disclose.

TERRY CASEY, PHD

Terry Casey, Ph.D., is a Licensed Psychologist, HSP health service provider with over 30 years of professional experience, including a 16-year tenure as the director of counseling & psychological services for a non-profit agency with over 30 counselors at over a dozen locations. He is in private practice in Franklin Tennessee, teaches ethics and professional issues in counseling at Lipscomb University’s graduate program in clinical mental health counseling, and guest lectures at Trevecca Nazarene University’s PhD program in Clinical counseling. Dr. Casey also served for several years as the chair of the ethics committee for the Tennessee Licensed Professional Counselors’ Association and in an advisory capacity for graduate counseling programs at two universities. He has presented frequently on ethics to organizations such as the American Counseling Association, the Tennessee Licensed Professional Counselors Association, the Nashville Area Association of Christian Counselors, and others. For more information visit his practice website at rencounselingtn.com

Speaker Disclosures:

Financial: Dr. Terry Casey maintains a private practice. He is an adjunct faculty member at Lipscomb University. Dr. Casey receives a speaking honorarium from PESI, Inc.

Non-financial: Dr. Terry Casey is a member of the American Psychological Association and the American Counseling Association.

LYNNE KENNEY, PSYD

Lynne Kenney, Psy.D., is the nation’s leading pediatric psychologist in the development of classroom cognitive-physical activity programs for students grades K-6. Dr. Kenney develops curriculum, programming, and activities to improve children’s cognition through coordinative cognitive-motor movement, executive function skill-building strategies, and social-emotional learning.

Dr. Kenney has advanced fellowship training in forensic psychology and developmental pediatric psychology from Massachusetts General Hospital/Harvard Medical School and Harbor-UCLA/UCLA Medical School. She holds a Master’s Degree in Physical Education from the University of Southern California and a Doctorate in Psychology from Pepperdine.

Dr. Kenney’s books include, 70 Play Activities for Better Thinking, Self-Regulation, Learning and Behavior with Rebecca Comizio (PESI, 2016), the Social-Emotional Literacy program, Bloom Your Room™ (Mrs. Beetle’s Books, 2017), Musical Thinking™ (Unhooked Books, 2016), and Bloom: 50 Things to Say, Think and Do with Anxious, Angry and Over-the-Top Kids with Wendy Young (Unhooked Books, 2015). Her professional development platform, The Kinetic Classroom, brings executive function education and cognitive-motor movement to educators and clinicians worldwide.

Since 1985, Dr. Kenney has worked as an educator in community service from the inner cities of Los Angeles to national organizations such as the Neurological Health Foundation, Understood.org, HandsOn Phoenix, and Points of Light (Generation On). She values closing the education gap in poverty and enjoys working with Title I schools.

Speaker Disclosures:

Financial: Dr. Lynne Kenney maintains a private practice. She is an author for St. Lynn’s Press, Better Life Media, Inc., and Move 2 Think, LLC. Dr. Kenney is the creator of The Family Coach Method. She receives a speaking honorarium from PESI, Inc.

Non-financial: Dr. Lynne Kenney has no relevant non-financial relationship to disclose.

DAVID NOWELL, PH.D.

David D. Nowell, Ph.D., is a clinical neuropsychologist in private practice in Northborough, Massachusetts. He offers consultations to patients on an inpatient rehabilitation unit and is an adjunct instructor in neuropsychology to graduate students in the Clark University psychology program. He serves as a physician advisor with the University of Massachusetts Medical School Disability Evaluation Service where he was the former clinical director of the Learning Disability Assessment Program. Dr. Nowell writes a popular blog at Psychology Today on motivation and time management, and speaks internationally to clinicians on such topics as executive functioning, non-medication management of ADHD, and applying findings from Positive Psychology.

Speaker Disclosure:

Financial: David Nowell maintains a private practice. He receives a speaking honorarium from PESI, Inc.

Non-financial: David Nowell has no relevant non-financial relationship to disclose.

DAVID M. PRATT, MSW, PH.D.

David M. Pratt, Ph.D., MSW, is in private practice and Director of the Mood Management Program at the Western New York Psychotherapy Services in Amherst, NY. He is presently on faculty with the University at Buffalo, School of Social Work, Office of Continuing Education and a member of New York State, Office of Mental Health Advisory Board on Evidence-Based Treatments for Youth. He was the Principal Psychologist at the Western New York Children’s Psychiatric Center, Clinical Assistant Professor of Psychiatry at the University at Buffalo and Adjunct Professor/Lecturer, University at Buffalo Counseling, School and Educational Psychology department.

Dr. Pratt has conducted numerous trainings/workshops in Cognitive Behavioral Therapy at local, state, national and international forums. He is well regarded as an engaging trainer who emphasizes practical skill development.

Speaker Disclosures:

Financial: David Pratt is in private practice. He receives a speaking honorarium from PESI, Inc.

Non-financial: David Pratt has no relevant non-financial relationship to disclose.

JOSUE CARDONA

Josué Cardona, MS, earned a master’s in mental health counseling and trained in Rational Emotional Behavior Therapy (REBT) at the Albert Ellis Institute in New York City. He has worked with clients ages 4 to 84 through in-home, community, and outpatient counseling. As an educator, Josué has designed curriculum for social-emotional skills, technology, and language learning for K-12. At the university level, he co-created the course Geek Culture in Psychotherapy, taught at the Chicago School of Professional Psychology and co-authored Gamification: A Pilot Study in a Community College. Josué also acts as a diversity and inclusion Design Researcher for the Office of the Provost at the University of Chicago. Josué is the founder of Geek Therapy, a therapeutic approach that believes the best way to understand people is through the things they care about. He created the Geek Therapy Network and community to educate parents, teachers, and helping professionals on how to use their favorite hobbies, pastimes, and interests to connect with others. Since 2011, Josué has presented on Geek Therapy through podcasts, blogs, book chapters, and presentations around the world. For more information on Geek Therapy, visit www.geektherapy.com

Speaker Disclosures:

Financial: Josué Cardona is the owner of Let’s Play Therapy Institute. He receives a speaking honorarium from PESI, Inc.

Non-financial: Josué Cardona has no relevant non-financial relationship to disclose.

VICKI STEINE, DSC, LCSW

Vicki Steine, DSC, LCSW, has been a social worker for 18 years, working in both inpatient and outpatient settings, and works with children and adults with ADHD, anxiety, depression, and Tourettes’ syndrome in her private practice in the Atlanta area. Dr. Steine received her Master’s in social work from the University of Georgia and her Doctorate of Science in holistic nutrition from Hawthorn University. She is Board Certified in Holistic Nutrition through the National Association of Nutrition Professionals, a Nutrition Certified Practitioner through the Integrated and Functional Nutrition Academy, and is a member of the National Association of Social Workers. Dr. Steine enjoys combining her skills as a social worker and nutrition educator to help her clients who struggle with staying organized, keeping focused at work or school, and overcoming the anxiety and depression that often prevents them from fully living their lives. She integrates nutrition, mind-body exercises, and traditional psychotherapy methods, like Cognitive Behavior Therapy, to help her clients get on with living their lives optimally. She has spoken at many conferences and delivered workshops providing education to professionals and lay people alike on the benefits of nutrition and improving mental health. Dr. Steine has had personal success using a holistic approach, including nutrition and supplements, to recover from a near death boating accident and debilitating depression.

Speaker Disclosures:

Financial: Vicki Steine maintains a private practice. She receives a speaking honorarium from PESI, Inc.

Non-financial: Vicki Steine is a member of the National Association of Social Workers; the National Association of Nutrition Practitioners; and the Southeastern Brainspotting Institute. She indicates she has a bias toward functional and integrative medicine in treating long term health care/issues.

DAFNA LENDER, LCSW

Dafna Lender, LCSW Serves as the program director at The Theraplay Institute in Evanston, IL and is certified as a practitioner, supervisor and trainer in both Theraplay and Dyadic Developmental Psychotherapy (DDP). Dafna trains psychotherapists internationally in these methods and trains in three languages. She is also a supervisor and author in the field of treating attachment and trauma issues in children.

Dafna has spent her career focusing children’s development of a secure attachment with their caregivers while resolving issues in their traumatic history. Early in her career, Dafna worked in treatment foster care and witnessed child after child “fail” out of foster placements due to difficult behavior. Children were disruptive, unsettled and unhappy, and their caregivers felt defeated. Dafna’s sense of discouragement went away after taking the Theraplay training and learning direct, concrete ideas and interactions that she could apply in home with her treatment families to promote healthier, more hopeful relationships. Dafna has successfully treated children with a variety of backgrounds, including children raised in orphanages, with Fetal Alcohol Spectrum Disorder, exposed to domestic violence and community violence and children of parents with chronic mental illness. Dafna has worked in the field of child welfare and child mental health for 20 + years.

Speaker Disclosures:

Financial: Dafna Lender has an employment relationship with The Theraplay Institute. She receives a speaking honorarium from PESI, Inc.

Non-financial: Dafna Lender has no relevant non-financial relationship to disclose.

CHRISTOPHER WILLARD, PSY.D.

Christopher Willard, Psy. D., is one of the world's leading experts on mindfulness with young people, having trained thousands of professionals and young people on the practice and benefits of mindfulness. He is a psychologist and consultant based in Boston, working individually as well as consulting to schools, hospitals and other organizations. Additionally, he is the author of multiple books on psychology, child development, contemplative practice and more. Dr. Willard is the president of the Mindfulness in Education Network and serves on the board of directors at the Institute for Meditation and Psychotherapy. In addition to serving on the faculty of Harvard Medical School, Dr. Willard leads courses and workshops around the world and online. Dr. Willard is the co-author of The Mindfulness Skills Activity Book for Children (PESI, 2018), and the author of Child's Mind (Parallax Press, 2010), Growing Up Mindful (Sounds True, 2016) and numerous others. He is also the co-author of the bestselling Growing Mindful (PESI, 2015), Growing Mindful 2nd Edition (PESI, 2019), Growing Mindful Spanish Edition (PESI, 2016), Growing Happy (PESI, 2016), Mindful Reminders (PESI, 2016), The Self-Compassion (PESI, 2016) and Anti-Burnout (PESI, 2017) card decks.

When not working, he enjoys time with his family, traveling, cooking, eating, hiking, writing and any combination of these he can manage.

Speaker Disclosures:

Financial: Christopher Willard maintains a private practice. He receives royalties as an author for New Harbinger Publishing, Guilford Press, and Parallax Press. Dr. Willard is the president of the Mindfulness in Education Network. He is on the board of directors at the Institute for Meditation and Psychotherapy and is faculty of Harvard Medical School. Dr. Willard receives a speaking honorarium from PESI, Inc.

Non-financial: Christopher Willard has no relevant non-financial relationship to disclose.

NICHOLAS KARDARAS, PHD, LCSW-R

Nicholas Kardaras, PhD, LCSW-R, is a psychologist, best-selling author, internationally renowned speaker and expert on mental health, addiction, and the impact of our digital age. He has developed clinical treatment programs all over the country and is the founder and chief clinical officer of Maui Recovery in Hawaii, Omega Recovery in Austin, and the Launch House in New York.

Dr. Kardaras is a former clinical professor at Stony Brook Medicine where he specialized in teaching the neurophysiology and treatment of addiction. He has also taught neuropsychology at the doctoral-level and has worked closely in developing clinical protocols with Dr. Howard Shaffer, associate professor at Harvard Medical School and the director of their Division of Addiction.

Dr. Kardaras has written for TIME magazine, Scientific American, Psychology Today, Salon, the NY Daily News, and FOX News, and has appeared on ABC’s 20/20, Good Morning America, the CBS Evening News, FOX & Friends, NPR, Good Day New York and in Esquire, New York magazine and Vanity Fair. He was featured on the 2019 A&E TV series Digital Addiction and his 2016 NY Post Op Ed “Digital Heroin” went viral with over six million views and shares.

Dr. Kardaras is the author of the best-selling Glow Kids (St. Martin’s Press, 2016, now translated into 10 languages), the seminal book on the clinical, neurological and sociological aspects of technology addiction. He is the author of How Plato and Pythagoras Can Save Your Life (Conari, 2011) and often uses philosophy to help work with and treat young people who are struggling with an existential crisis.

Considered a leading expert on young people and digital addiction, he has clinically worked with over 2,000 teens and young adults over the last 18 years and has been active in advocating that screen addiction be recognized as a clinical disorder akin to substance addiction. As a result of his clinical training and expertise working with tech addiction, Dr. Kardaras has developed the most comprehensive treatment protocols to treat this emerging global problem. Dr. Kardaras is also a founding charter member of the not-for-profit National Institute for Digital Health and Wellness (NIDHW), which is an affiliate organization of the National Institute for Science, Law and Public Policy (NISLAPP) in Washington, D.C.

Speaker Disclosures:

Financial: Nicholas Kardaras maintains a private practice. He is the CEO/Chief Clinical Officer for Omega Healthcare Group. Dr. Kardaras receives a speaking honorarium from PESI, Inc.

Non-financial: Nicholas Kardaras sits as a board member for the National Institute of Digital Health.

JENNIFER COHEN HARPER, MA, E-RYT, RCYT

Jennifer Cohen Harper, MA, E-RYT, RCYT, is an author and educator who works to support all children and teens in the development of strong inner resources through the tools of yoga and mindfulness. Her goal is to help kids, and those who care for them, thrive in the world regardless of circumstances, and navigate the many challenges they face with a sense of personal power and self-awareness.

As the founder and CEO of Little Flower Yoga, Jennifer brings embodied mindfulness programming and education to schools and community organizations nationwide, serving students, families, educators, and mental health providers. She is an active member of the International Association of Yoga Therapists, and the board president of the non-profit Yoga Service Council, which works to maximize the effectiveness and sustainability of those committed to sharing practices supporting healing, resilience, self-development, community building and positive social change.

Jennifer is the author and co-author of numerous titles and card decks, including Yoga and Mindfulness Practices for Children Card Deck (PESI, 2016), Little Flower Yoga (New Harbinger, 2013) and children’s books, Thank You Body, Thank You Heart (PESI, 2019) and Thank You Mind (PESI, 2020).

Jennifer’s work has been featured in prominent publications including NY Times, The International Journal of Yoga Therapy, Publishers Weekly, and Yoga Journal and endorsed by thought leaders including Dan Siegel, Sharon Salzberg, Rick Hanson and Congressman Tim Ryan. Jennifer is an engaging presenter committed to collective growth and learning. She offers powerful information in a practical, easy-to-implement format with warmth, humor and joy.

Speaker Disclosures:

Financial: Jennifer Cohen Harper is the founder/director of Little Flower Yoga and The School Yoga Project. She is a compensated author for New Harbinger Publications. Her work on yoga and mindfulness has been featured in numerous publications including The New York Times and the International Journal of Yoga Therapy. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Jennifer Cohen Harper is the vice president of the Yoga Service Council. She is a member of the International Association of Yoga Therapists.

MONA M DELAHOOKE, PH.D.

Mona Delahooke, Ph.D., is a licensed clinical psychologist with more than 25 years of experience caring for young children and their families. With a special focus on early childhood development, she is a senior faculty member and Mental Health Working Group Co-Chair of the Profectum Foundation, an organization dedicated to advancing the development of neurodiverse children, adolescents and adults.

She is also a faculty member of the Early Intervention Training Institute of the Los Angeles Child Guidance Clinic and trains clinicians in the Los Angeles Department of Mental Health (DMH) as an independent contractor. Dr. Delahooke holds the highest level of endorsement in the field of infant and toddler mental health in California, as a Reflective Practice Mentor (RPM). Currently in private practice in Arcadia, California, she consults with parents, preschools, regional centers, public agencies, and school districts in the areas of screening, assessment, intervention and support for families, infants, toddlers and young children. She is the author of Social and Emotional Development in Early Intervention (PESI, 2017), which describes a contemporary, neurodevelopmental approach useful for all childhood professionals.

Speaker Disclosure:

Financial: Mona Delahooke maintains a private practice. She is a senior faculty member and Mental Health Working Group Co-Chair of the Profectum Foundation. She is a faculty member of the Early Intervention Training Institute (EITI) of the Los Angeles Child Guidance Clinic. Dr. Delahooke receives a speaking honorarium from PESI, Inc.

Nonfinancial: Mona Delahooke has no relevant nonfinancial relationship to disclose.

JANINE HALLORAN, LMHC

Janine Halloran, is a Licensed Mental Health Counselor with over 17 years of experience working with children, teens and their families. She is the founder and CEO of Coping Skills for Kids, where she creates and curates tools & resources to help adults teach kids healthy ways to deal with stress, anxiety and anger. She is the author of the Coping Skills for Kids Workbook: Over 75 Coping Strategies to Help Kids Deal with Stress, Anxiety and Anger (PESI, 2018) and Social Skills for Kids: Over 75 Fun Games & Activities for Building Better Relationships, Problem Solving & Improving Communication (PESI, 2018). She is an NBC Parent Toolkit Expert and has written articles featured on their blog. In addition, she has written for several other publications, including Hey Sigmund, Confident Families Confident Kids and Bay State Parent Magazine. She’s worked in a variety of settings, including schools, residential programs and outpatient mental health facilities. She is in private practice and offers consultation.

Speaker Disclosures:

Financial: Janine Halloran is in private practice. She receives a speaking honorarium from PESI, Inc.

Non-financial: Janine Halloran has no relevant non-financial relationship to disclose.

DAWN A. HUEBNER, PHD

Dawn Huebner, Ph.D., is a Clinical Psychologist specializing in the treatment of anxious children and their parents. She is the author of 9 books, including the bestselling What to Do When You Worry Too Much, Outsmarting Worry, and most recently, Something Bad Happened.

Speaker Disclosures:

Financial: Dawn Huebner maintains a private practice. She receives a speaking honorarium from PESI, Inc.

Non-financial: Dawn Huebner is a member of the American Psychological Association; and the New Hampshire Psychological Association.

BESSEL A VAN DER KOLK, M.D.

Bessel A. Van der Kolk, M.D., is a clinician, researcher and teacher in the area of post-traumatic stress. His work integrates developmental, neurobiological, psychodynamic and interpersonal aspects of the impact of trauma and its treatment.

Dr. van der Kolk and his various collaborators have published extensively on the impact of trauma on development, such as dissociative problems, borderline personality and self-mutilation, cognitive development, memory, and the psychobiology of trauma. He has published over 150 peer reviewed scientific articles on such diverse topics as neuroimaging, self-injury, memory, neurofeedback, Developmental Trauma, yoga, theater and EMDR.

He is founder of the Trauma Center in Brookline, Massachusetts and president of the Trauma Research Foundation, which promotes clinical, scientific and educational projects.

His 2014 #1 New York Times best seller, The Body Keeps the Score: Brain, Mind, and Body in the Treatment of Trauma, transforms our understanding of traumatic stress, revealing how it literally rearranges the brain’s wiring – specifically areas dedicated to pleasure, engagement, control, and trust. He shows how these areas can be reactivated through innovative treatments including neurofeedback, somatically based therapies, EMDR, psychodrama, play, yoga, and other therapies.

Dr. van der Kolk is the past president of the International Society for Traumatic Stress Studies, and professor of psychiatry at Boston University Medical School. He regularly teaches at conferences, universities, and hospitals around the world.

Speaker Disclosures:

Financial: Bessel van der Kolk is a professor of psychiatry at the Boston University School of Medicine. He receives a speaking honorarium from PESI, Inc.

Nonfinancial: Bessel van der Kolk has no relevant nonfinancial relationship to disclose.

DANIEL A HUGHES, PH.D.

Daniel A. Hughes, Ph.D., is a clinical psychologist in the treatment of children and adolescents who have experienced abuse, neglect, trauma and attachment disorganization. He helped to develop Dyadic Developmental psychotherapy, an attachment-focused treatment model that relies on the theories and research of attachment and intersubjectivity. He is known for creating the PACE Model which facilitates play, acceptance, curiosity and empathy when working with children.

Dr. Hughes is the author of several books including, Building the Bonds of Attachment, 2nd edition (2006), Attachment-Focused Family Therapy Workbook (2011), and co-wrote Brain-Based Parenting: The Neuroscience of Caregiving for Healthy Attachment. He has provided training and consultations to therapists, social workers and parents throughout the U.S., Canada, UK, and Australia and provides regular trainings across the United States and Europe. Dr. Hughes received his Ph.D. in Clinical Psychology from Ohio University.

Speaker Disclosures:

Financial: Daniel Hughes maintains a private practice. He receives royalties as an author for multiple publishers. Dr. Hughes receives a speaking honorarium from PESI, Inc.

Non-financial: Daniel Hughes is President, Board of Directors for Dyadic Developmental Psychotherapy Institute.

JENNIFER LEFEBRE, PSY.D., RPT-S

Jennifer Lefebre, Psy.D., RPT-S, TCTSY-F, is a clinical psychologist, registered play therapist supervisor, and trauma-sensitive yoga facilitator. She is the president-elect for the New England Association for Play Therapy. Her clinical and research interests focus on the assessment and treatment of children, adolescents, adults and families whose lives have been impacted by complex trauma. Dr. Lefebre has extensive experience working with young children (0-5), adult survivors of severe childhood abuse and neglect, first responders, and combat veterans.

Dr. Lefebre is the clinical director at Healing the Child Within, a holistic trauma center in northwestern Connecticut which integrates psychotherapy, yoga, play, and expressive arts therapies into the treatment of complex trauma. She also provides clinical supervision and play therapy consultation throughout New England and online, and an adjunct faculty member at several universities, teaching both at the undergraduate and graduate level. In addition to being an experienced play therapist and professor, Dr. Lefebre is a sought-after expert for speaking engagements, podcasts and webinars on the topics of play therapy and complex childhood trauma.

Speaker Disclosures:

Financial: Jennifer Lefebre is in private practice. She receives a speaking honorarium from PESI, Inc.

Non-financial: Jennifer Lefebre is a member of the Association of Play Therapy.

FRANK G. ANDERSON, M.D.

Frank Anderson, MD, completed his residency and was a clinical instructor in psychiatry at Harvard Medical School. He is both a psychiatrist and psychotherapist and specializes in the treatment of trauma and dissociation. He is passionate about teaching brain-based psychotherapy and integrating current neuroscience knowledge with the IFS model of therapy.

Dr. Anderson is a lead trainer at the IFS Institute with Richard Schwartz and maintains a long affiliation with, and trains for, Bessel van der Kolk’s Trauma Center. He serves as an advisor to the International Association of Trauma Professionals (IATP) and was the former chair and director of the Foundation for Self-Leadership.

Dr. Anderson has lectured extensively on the Neurobiology of PTSD and Dissociation and wrote the chapter “Who’s Taking What” Connecting Neuroscience, Psychopharmacology and Internal Family Systems for Trauma in Internal Family Systems Therapy – New Dimensions. He co-authored a chapter on “What IFS Brings to Trauma Treatment in Innovations and Elaborations in Internal Family Systems Therapy” and recently co-authored Internal Family Systems Skills Training Manual.

Dr. Anderson maintains a private practice in Concord, MA.

Speaker Disclosures:

Financial: Frank Anderson maintains a private practice. He receives a consulting fee from the Center for Self Leadership. Dr. Anderson receives a speaking honorarium from PESI, Inc.

Non-financial: Frank Anderson is the President of the Foundation for Self Leadership.

EBONI WEBB, PSYD

Eboni Webb, Psy.D. opened the private practice Kairos in Middle Tennessee in July 2010. Kairos, now The Village of Kairos, offers diverse DBT specializations including DBT for trauma-based disorders and co-occurring disorders. The Village of Kairos has expanded therapy programs, better known as Restorative Services, to include individual and group therapy sessions for adolescents, parents, families, and adults including in-the-moment coaching for patients.

Dr. Webb earned her Doctorate of Clinical Psychology from the Minnesota School of Professional Psychology. Dr. Webb began her clinical work as assistant clinical director and program director at Mental Health Systems in Minnesota, a large clinic specializing in Dialectical Behavior Therapy (DBT). She has extensively practiced DBT developing two special treatment programs for clients with developmental disabilities and borderline-intellectual functioning.

Dr. Webb has completed Level II training and is currently in the process of completing her board certification in Sensorimotor Psychotherapy? as an Advanced Certified Practitioner which has become a prominent feature of therapy offerings in the Village.

TONY L. SHEPPARD, PSY.D., CGP, FAGPA, CERTIFIED GROUP PSYCHOTHERAPIST

Tony L. Sheppard, Psy.D., CGP, FAGPA, specializes in treating young people suffering from psychiatric issues including self-harm and suicide. A licensed psychologist and certified group psychotherapist, Tony brings over 15 years of experience working with children, adolescents, and young adults to his clinical practice. In addition to his private practice, Groupworks, he has trained hundreds of clinicians, educators, nurses and physicians across the country in the treatment of self-harm and suicide and is the author of a training curriculum in group psychotherapy. Tony’s clinical approach draws from interpersonal neurobiology, Dialectical Behavioral Therapy, solution-focused brief therapy, Cognitive Behavioral Therapy, and positive psychology. His creative and interactive delivery style will draw you into the dire nature of youth suicide and self-harm and have you leaving feeling confident and prepared to handle this most important work.

Speaker Disclosures:

Financial: Tony Sheppard is founder and director of Groupworks, Inc. He receives a speaking honorarium from PESI, Inc.

Non-financial: Tony Sheppard is a member of the American Group Psychotherapy Association; and the International Board for Certification of Group Psychotherapists.

CHRISTINA REESE, LCPC, PHD

Christina Reese, LCPC, Ph.D., has been working with children impacted by trauma for over 15 years, and has recently completed training as a TBRI Practitioner. She helps children and their families impacted by a variety of traumas, providing both in-home and in-school therapy to these children. Over this time, Dr. Reese has partnered with schools in Baltimore County and Baltimore City to help teachers find interventions that get results in the classroom. A passionate advocate for children and their families, she has worked with children in court-ordered drug treatment at the Anne Arundel County Circuit Court, as well as in residential treatment centers and in the community. Dr. Reese, a recognized attachment and trauma professional, has created a comprehensive guide that explains attachment over a lifetime. Her book, Attachment: 60 Trauma-Informed Assessment and Treatment Interventions Across the Lifespan, released in October 2018, offers trauma-informed strategies to facilitate connection, rebuild trust and restore positive emotions.

Dr. Reese is a licensed clinical professional counselor in Maryland and Pennsylvania as well as a licensed clinical supervisor. She received her master’s degree in community counseling from McDaniel College in Westminster, MD and her Ph.D. in counselor education from George Washington University in Washington, D.C. Past work experiences include being director of a mental health clinic and the case manager of the Howard county Cold Weather Shelter, working with homeless individuals and families. Additionally, Dr. Reese is very passionate about her work focusing on attachment and has extensive experience with adoptive families and with children in foster care.

Speaker Disclosures:

Financial: Christina Rice has an employment relationship with Mosaic Community Services. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Christina Rice has no relevant nonfinancial relationship to disclose.
Continuing Education Credits Awarded for Completion of Entire Package
[+] [-] Combined Continuing Education Credit From All Components
Breakdown of Continuing Education Credits by Components
[+] [-] 056615 - Helping Parents Through Crises
[+] [-] 056665 - Telehealth Meets Play Therapy
[+] [-] 056685 - Crisis Teaching Strategies for Teachers and Parents During COVID-19
[+] [-] 056755 - Ethics with Minors
[+] [-] 056770 - Executive Function: Brain-Based Tools & Strategies to Help Kids and Families Cope with the Unexpected
[+] [-] 056775 - CBT Strategies for Kids and Adolescents
[+] [-] 056815 - LEGO®-Based Play Therapy Techniques: Unlocking Creativity to Strengthen Relationships, Encourage Flexible Thinking, and Promote Problem Solving
[+] [-] 056825 - Nutrition and Mental Health in Kids & Teens: What Every Mental Health Professional Needs to Know
[+] [-] 056830 - Attachment Centered Family Therapy: Interventions for Improving Parent-Child Connection and Attunement
[+] [-] 056845 - Build Resilience and Post-Traumatic Growth in Kids & Community
[+] [-] 056850 - Tech Addiction in Children & Adolescents
[+] [-] 056865 - Help Kids Foster Personal Power and Internal Safety
[+] [-] 056870 - Oppositional Defiance or Faulty Neuroception
[+] [-] 056875 - Coping Skills for Kids and Tweens
[+] [-] 056880 - When Worry Shows Up at School
[+] [-] 056885 - The Global Pandemic Through the Lens of Trauma
[+] [-] 056890 - Creating Psychological Safety in the Face of Uncertainty
[+] [-] 056895 - Reframing Children’s Traumatic Experiences
[+] [-] 056900 - IFS and Parenting
[+] [-] 056905 - Adolescence in Crisis
[+] [-] 057050 - Suicide and Self-Harm in Children and Adolescents:
[+] [-] 057195 - Navigating Youth Mental Health in Today's Educational Setting
Audience
    ,
  • Counselors
  • ,
  • Social Workers
  • ,
  • Marriage and Family Therapists
  • ,
  • Psychologists
  • ,
  • Psychotherapists
  • ,
  • Therapists
  • ,
  • Addiction Counselors
  • ,
  • Case Managers
  • ,
  • Nurses
  • ,
,
  • Psychologists(For CE Credit)
  • ,
  • Teachers
  • ,
  • School Guidance Counselors
  • ,
  • School Administrators
  • ,
  • Educational Paraprofessionals
  • ,
  • Other Helping Professionals that work with children
  • ,
  • Counselors 
  • ,
  • Social Workers 
  • ,
  • Psychologists 
  • ,
  • Marriage and Family Therapists 
  • ,
  • Addiction Counselors 
  • ,
  • School Counselors 
  • ,
  • School Social Workers 
  • ,
  • School Psychologists 
  • ,
  • Other Mental Health Professionals who work with minors 
  • ,
  • Educators
  • ,
  • School Psychologists
  • ,
  • School Counselors
  • ,
  • School Social Workers
  • ,
  • Speech-Language Pathologists
  • ,
  • Occupational Therapists
  • ,
  • Occupational Therapy Assistants
  • ,
  • Other Helping Professionals Who Work with Children
  • ,

    Counselors

    ,

    Social Workers

    ,

    Psychologists

    ,

    Marriage and Family Therapists

    ,

    Educators

    ,

    School Psychologists

    ,

    School Counselors

    ,

    School Social Workers

    ,

    Educational Paraprofessionals

    ,

    School Administrators

    ,

    Speech-Language Pathologists

    ,

    Occupational Therapists

    ,

    Occupational Therapy Assistants

    ,

    Nurses

    ,

    Case Managers

    ,

    Other Helping Professionals Who Work with Children

    ,
  • Psychiatrists
  • ,
  • Registered Dieticians
  • ,
  • Nutritionists
  • ,
  • Speech Language Pathologists
  • ,
  • Marriage & Family Therapists
  • ,
  • Other Mental Health Professionals
  • ,
  • Psychiatriists
  • ,
  • Special Education Teachers
  • ,
  • School-based Clinicians
  • ,
  • Physicians
  • ,
  • Speech & Language Pathologists