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According to webinar presenter Aaron Wiemeier, developmental trauma has the same effect on the brain as physical trauma. Additionally, the human brain is constantly analyzing the environment for threat — even if it has never experienced trauma before.
Because trauma affects the structures of the brain that we use to deal with stress, hurt or pain (emotional or otherwise), we resort to other less natural and more dysfunctional patterns of coping such as: anger, emotional withdrawal or numbing, distraction and sometimes a delayed ability to recognize feelings. This type of response is rooted in a negative cognitive message such as “I am powerless. I deserve bad things. I am not loveable, etc.” Wiemeier refers to this as “The Road Block to Healing.” A specialist in the area of attachment and trauma, with a particular emphasis on the neurophysiology of trauma, he uses a practical, and often experiential community-based approach to helping and empowering families and individuals to overcome the effects of trauma.
Author Aaron Wiemeier, MS, LPC will discuss the latest research on how trauma — including stress — can impact the developing brain and how this may translate into difficult behaviors seen in the school and at home.
Trauma in all its forms has a profound impact on the developing brain and body. Developmental trauma (such as chronic everyday stress) can have the same impact on the brain as a single episode of acute trauma, such as a car crash.
It is not just the conscious memory of a traumatic event that a child must deal with. Trauma is stored in the brain as primarily sensory memory — a muscle movement, a taste, a smell, a feeling, or a sound. To understand how difficult it is to overcome this type of trauma, think about how difficult it would be to “unlearn” riding a bike or playing a piano. It is essential that professionals who work with children understand the true dynamics of brain development and how it can be impacted by traumatic experiences. Practical application and creative interventions for students whose social, emotional &/or behavior difficulties may stem from trauma will be discussed; these interventions may also be applicable with young people with Asperger’s Syndrome or other forms of Autism. This insightful 90-minute webinar will:
- Provide participants with a base of explanation of structure, function and development of the nervous system
- Pinpoint the single-most inmportant aspect of all human functioning and provide key elements needed to cultivate a more positive outcome in this process.
- Debunk common myths about “trauma” and how it affects the brain and behavior.
- Enable participants to understand trauma and its impact on brain development and child behavior.
- Equip participants with the tools necessary to recognize some of the warning signs of a traumatized child and what they can do to create a context for healing in both the home and school.
- Understand how brain structure and development is connected to behavior and traumatic experience
- Develop new tools for professionals working with students on issues such as:
- Emotional Regulation
- Comprehend the single-most important aspect of all human functioning as it relates to children and yourself, along with key elements needed to cultivate a more positive outcome in this process.
- Unlearn common myths about what trauma actually is and its affects on the brain and behavior.
- Explore recommended tools to help professionals recognize warning signs of a traumatized child and what they can do to create a context for healing in both the home and school.
- Learn how to apply current insights from brain development & trauma to improve effectiveness in working with young people.
- Click here to register for the 11:30 am Eastern Time WEBINAR.
- Click here to register for the 11:30 am Eastern Time SITE LICENSE.
- Click here to register for the 2:00 pm Eastern Time WEBINAR.
- Click here to register for the 2:00 pm Eastern Time SITE LICENSE.
AVAILABLE BY AARON WIEMEIER, MS, LPC:
The following is a guest post by Dr. Deb Leach who will be presenting a 90-minute webinar entitled “ABA & Your Inclusive Classroom: Helping Students With Autism Spectrum Disorders Using Applied Behavior Analysis“ on 8/31/12 @ 11:30 am or 2:00pm ET.
I may upset a few parents with this post, but just know that I what I am about to say is the best interest of your children. Many, many, many (did I say many?) parents insist that their children with autism have “shadows” when they are included in general education classrooms. Parents tell one another things like, “Whatever you do, make sure the shadow is assigned to your child, not the classroom.” In my opinion, the worst thing you can do is to assign a non-certified staff person to a child. In fact, it is not just my opinion. Research has shown that having a shadow assigned to a student can have detrimental effects (Downing, Ryndak, & Clark, 2000); Giangreco & Broer, 2005). Some of the documented negative effects of having shadows assigned to students include:
- Interference with engagement with the teacher
- Interference with engagement with peers
- Decision making by under-qualified personnel
- Unnecessary dependence on the paraprofessional by the student
- Behavior problems
I can’t tell you how many times I stepped into classrooms in which a shadow is assigned to a student, and I wanted to grab a megaphone and shout out, “PLEASE STEP AWAY FROM THE CHILD!” This is not because paraprofessionals aren’t wonderful people, because they almost always are. This is because they are doing what they have been told to do: “keep the child on task,” “reduce problem behavior,” “help the child with academic work,” “help the child with organization,” etc. The problem is, these responsibilities need to be the teacher’s responsibilities. While I am well aware that a general education teacher certainly needs support to be able to meet the needs of a student with autism in the classroom, the support should not be a shadow. It could be a paraprofessional assigned to work under the guidance of the general education and special education teachers who are responsible for the student’s education. Or…it could be a special education teacher who co-teaches with the general education teacher all or some of the day. When paraprofessionals are in inclusive classrooms there are many ways they can be utilized to support all students including the student with autism such as:
- Providing small group instruction
- Monitoring students working independently
- Monitoring centers or stations
- Preparing materials to allow for differentiated instruction and assessment
- Provide 1:1 support as needed
When paraprofessionals are used in ways listed above, it allows the general education teacher to better meet the individual needs of the student with autism as well as other students in the classroom. Of course, general education teachers need training and support from special education teachers to know how to effectively teach students with autism. And, even more importantly, general and special education teachers need training on how to work collaboratively and how to effectively utilize paraprofessionals in the classroom.
Written by Deb Leach, Ed.D., BCBA
Dr. Leach will also be a featured speaker at the Students Who Are Wired Differently National Conference in June 2013 in Atlanta.
One Principal’s Mission: Improve attendance, lower latecomers to classes, increase scholarships and create a positive school climate.
Breakout speaker Dave Derpak caught our eye at the National Conference on School Discipline in June. While the session evaluations were certainly complimentary, it was the student ratings that we later found on ratemyteachers.com that stood out most. Principal Dave Derpak has used humor and a “no-nonsense” approach to build positive relationships with students over the years. Here are what some students have had to say about him:
“Mr. Derpak is the greatest human being I’ve met, and was the COOLEST principal ever. He interacted with the students all the time, and was totally down to earth.”
“He’s pretty much what I imagine as the perfect principal, he cares about his students, he’s proud of his school and he talks to you like he’s your friend, not your superior.”
Establishing a good rapport with students is one thing, getting results from those same students who are known to habitually pull prank fire alarms is quite another. Derpak has navigated this often tumultuous terrain masterfully and has managed to “bring order to a place of chaos.”
Read about Derpak’s strategy in this article from The Globe and Mail.
If you’d like to participate in a web-based training with Dave Derpak and his colleague Chris Parker on Tough Love Meets Zero Tolerance, please visit http://www.dev-resources.com/webinar?ID=35 to register.