Facilitating Self-Regulation in Children and Teens

March 27, 2018 - Manchester, NH       and        March 28, 2018 - Portland, ME

  
                                                    Schedule

7:30 REGISTRATION AND CONTINENTAL BREAKFAST
 
8:00 WELCOME
Self-Regulation
  • Components of self-regulation
  • Normal development and developmental hindrances
  • Self-regulation models and their application to therapy
  • Impact of self-regulation skills on academic performance, social skills, activities of daily living, emotions, and behavior
Neurology of Self-Regulation
  • Role of the prefrontal cortex, anterior frontal lobes, and the insular cortex
  • Neurotransmitters: impact on self-regulation
  • Brain-based differences in ASD, ADHD, ODD, PTSD, chronic stress or trauma, and more
  • Strategies to quickly change the neurochemistry in the brain
  • INTERACTIVE LAB: Change your own neurochemistry now!
10:00 – 10:15 BREAK
Assessment
  • The power of the interview: parent/teacher/client
  • Easily accessible checklists
  • Standardized tools
Intervention Plan
  • Linking strategies and resources to the assessment results (no more one-size-fits-all!)
  • Making follow-through easy
  • Getting the team on-board
  • Collaborative goal-setting
11:30 – 12:30 LUNCH
Intervention Process
  • “Before-During-Reflection” model for empowering change
  • Current trends and programs and their evidence-based results on self-regulation
  • The role of rewards and consequences
  • INTERACTIVE LAB: Strategies, strategies, strategies!!!
2:00 – 2:15 BREAK
Make-It, Take-It!
  • Create a visual support tool to facilitate self-regulation with your clients right away!
Case Studies
  • Video and narrative case-studies to see the process from start to finish
  • Recognize the complexities and prepare to change directions as indicated
3:30 DISMISS
                                                                     Learning Objectives
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  1. Assess self-regulation skills by selecting from a variety of easily obtainable tools and checklists.
  2. Identify the role of neurotransmitters in self-regulation and select strategies to balance brain chemistry to aid in self-regulation.
  3. Communicate effectively with parents and classroom-staff to ensure carry-over of intervention strategies through forms, hands-on teaching materials, visuals, and easy-to-understand language.
  4. Map out an intervention approach to facilitate self-regulation based on a child’s unique needs.
  5. Integrate a teaching model of “Before-During-Reflection” into intervention with students.
  6. Understand the role of commonly used intervention methods such as emotional regulation programs, listening programs, yoga, mindfulness, and sensory integration therapy and identify kids best served by these approaches as determined by your assessment.
  7. Create at least one visual support tool to facilitate self-regulation to use right away with your clients!
 
                                                                                Credits 
 
                                                   A Certificate of Attendance will be given to all  participants for 6.0 contact hours.