AEDY Webinars: 2020-2021
This page includes all webinars hosted by the PaTTAN AEDY Team during the 2020-2021 school year. Webinars are sorted by most recent.
Each webinar is titled with a short description of the presentation and presenter's bio. A copy of the slides, if available, is linked above each video. Additional resources, if available, are linked below the corresponding video.
April 15, 2021: The Neuropsychology of Stress and Trauma: How to Develop a Trauma-Informed School (Part 2)
Steven G. Feifer, D. Ed., NCSP, ABSNP is an internationally renowned speaker and author in the field of learning disabilities, has authored eight books on learning and emotional disorders in children. He has more than 20 years of experience as a school psychologist, and is dually certified in school neuropsychology. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year by the National Association of School Psychologists. He was the recipient of the 2018 Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer currently assesses children at the Monocacy Neurodevelopmental Center in Frederick, MD, is a consultant to a variety of school districts across North America, and is a popular presenter at state and national conferences. He has authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.
This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its impact upon learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and pandemics can impact both cognitive and social-emotional development. There will be a discussion of key brain regions impacted by stress and trauma, as well as five steps that schools can take to become more "trauma-informed." Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth for all children.
Jan. 27, 2021: Brain Injury: Disrupting the Revolving Door of the Juvenile Justice System
Dr. Kim Gorgens is a Professor of Psychophysiology, Clinical Neuropsychology and Psychology of Criminal Behavior at the University of Denver. She manages a large portfolio of traumatic brain injury (TBI) related research and has lectured extensively on those issues (including a 2010 TED talk on youth sports concussion, a 2018 TED talk on brain injuries in criminal justice, several NRP spots, and an interview on CNN with Anderson Cooper). Her work has been featured in US News, Newsweek, Salon.com, and more. Her research studies the reported injury history, cognitive function and brain biomarkers of youth and college athletes, probationers, and inmates. Her mission is to better understand the short and long-term impacts of injuring our most vital organ.
This presentation will highlight data from adult and youth correctional, court and treatment facilities. This presentation will also highlight a novel model from Colorado that is designed to disrupt the trajectory of youth in the criminal justice system. The Colorado TBI Model is used to identify brain injury history, assess cognitive functioning and psychosocial vulnerabilities and to make recommendations and referrals that support the youth through (and out of) the system.
Jan. 13, 2021: HELP: A Charge to Become a "Drum Major" for Equity and Justice
This session will give a comprehensive overview of why valuing the cultural background and norms of students and communities is a critically important professional disposition for teachers and administrators. Specifically, this presentation utilizes the Critical HELP framework to explain:
A historical analysis of racism within an American context that still intersects in schools and classrooms.
The difference between equality and equity.
The importance of students experiencing a sense of belonging.
Exemplar practices techniques that teachers can utilize in the classroom, and administrators in the school community.
The aim of this session is to challenge teachers and administrators to increase their practical and theoretical capacities to engage all learners, in a manner that aligns with authentic practices pertaining to equity and social justice.
Dec. 15, 2020: The Neuropsychology of Stress and Trauma: How to Develop a Trauma-Informed School (Part 1)
Steven G. Feifer, D. Ed., NCSP, ABSNP is an internationally renowned speaker and author in the field of learning disabilities, has authored eight books on learning and emotional disorders in children. He has more than 20 years of experience as a school psychologist, and is dually certified in school neuropsychology. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year by the National Association of School Psychologists. He was the recipient of the 2018 Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer currently assesses children at the Monocacy Neurodevelopmental Center in Frederick, MD, is a consultant to a variety of school districts across North America, and is a popular presenter at state and national conferences. He has authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.
This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its impact upon learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and pandemics can impact both cognitive and social-emotional development. There will be a discussion of key brain regions impacted by stress and trauma, as well as five steps that schools can take to become more "trauma-informed." Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth for all children.
Nov. 19, 2020: Interconnecting Systems of Support: Schools and Community
This session will provide an overview of how LEAs and AEDY Programs can implement a multi-tiered system of support that promotes the social-emotional-behavioral and academic success of all students. A review of strategies, resources, tools, and examples will be shared. These materials will support LEAs and AEDY Programs with the integration of initiatives to support their efforts.
Kelly Perales is the Co-Director of the Midwest PBIS Network. As a Licensed Clinical Social Worker, Kelly has worked as both a school employed and community employed clinician and administrator. As a partner with the Center on PBIS, Kelly has supported states, districts and schools in the implementation and scale up of PBIS. Kelly has provided training, technical assistance, and coaching for school leaders and community mental health providers. In addition, has led local, regional and state level implementers in the early adoption of the Interconnected Systems Framework, focusing on the integration of mental health and PBIS. Kelly was the Implementation and Training Director for a National Institute of Justice, Random Control Trial Grant on Interconnected Systems Framework – a Project About Schools Safety. Currently, Kelly is the lead trainer for a NIMHD Violence Prevention Grant – Project RISE (Reducing Inequities in School Environments).
Oct. 15, 2020: Comprehensive School Mental Health Approaches
This presentation will overview the components of comprehensive school mental health, underscoring the rationale for utilizing a tiered approach to meeting the mental health needs of all students. Following an overview of trends in youth mental health nationally and in Pennsylvania, the presentation will highlight considerations for building comprehensive school mental health systems, identifying essential foundations, as well as key strategies and resources that may be utilized across tiers of intervention.
Dr. Perri Rosen is a consulting psychologist at the Pennsylvania Office of Mental Health and Substance Abuse Services (OMHSAS) at the Department of Human Services (DHS) in Harrisburg, Pennsylvania. She is also Nationally Certified School Psychologist (NCSP) and certified special educator. At OMHSAS, Dr. Rosen has helped lead several school and community-based mental health and suicide prevention initiatives, including the Garrett Lee Smith Youth Suicide Prevention grant and the Pennsylvania Network of Student Assistance Services.