Professional Development

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Trainings and Courses

The Center for the Promotion of Social and Emotional Learning offers a wide variety of specialized training, formal education and advanced professional learning intended to help administrators, teachers and other educators improve their professional knowledge, competence, skills and effectiveness. Most course offerings are eligible for continuing education credits.

Not sure what you need yet? Contact CPSEL and we will work with you to develop a professional development plan based on the needs of your district or organization.

Current Offerings

 

Social-Emotional Learning and Character Development Certificate Courses

The Rutgers Social-Emotional and Character Development (SECD) Lab in partnership with the Center for the Promotion of Social and Emotional Learning (CPSEL) is offering an opportunity for educators to obtain a Certificate in Instruction for Social-Emotional Learning and Character Development.

These unique, non-credit courses offer all educational staff, school mental health professionals and those working in afterschool programs the opportunity to:

  • Acquire a foundation of knowledge and research about the relationship between academic achievement and the development of social-emotional competencies.
  • Build the social-emotional and character development (SECD) skills and mindsets students need to be successful socially and academically.
  • Develop skill in pedagogical strategies to integrate SECD principles, skills and concepts into all aspects of teaching.

Course 101: SEL Foundations of Social-Emotional and Character Development

This first course lays the foundation and is designed for the person who will provide direct instruction of the SECD competencies in a classroom, small group or afterschool setting. The focus is on the theoretical underpinnings of SECD as well as the research behind it, specifically:

  • Defining social-emotional learning (SEL) skills
  • Defining character education and how it relates to SEL
  • Sharing the importance of social-emotional competence and character in school and in life
  • Exploring research that supports SEL and character education in schools

Course 102: SEL Pedagogy and Practice

This second course focuses on the actual methods and applications of best practices in the area of SECD. Regardless of the social-emotional and/or character development program currently being implemented (if at all), participants will become better equipped to implement a wide range of SECD instructional and implementation methods, specifically:

  • The role of emotions and emotion regulation in student success
  • What effective SECD instruction looks like
  • Creating an SECD-friendly classroom or group culture/climate
  • Evidence-based SECD practices
  • Integration of SECD into the curriculum

Upon successful completion of courses 101 and 102, participants will have the OPTION to register for the online, 18-week, SEL Alternate Practicum – course 003. Participants may choose to complete only courses 101 and 102. However, in order to receive the SECD Certificate, completion of the practicum is required. Additional information and registration for the practicum is available at the Rutgers SECD Lab (https://psych.rutgers.edu/sel/sel-certificate).

Who should take these courses?
Educators, school counselors, social workers, psychologists, bullying prevention specialists and afterschool program staff.

Would these courses be appropriate for me if I already have experience in the field of social and emotional learning?
An accelerated track program is available for those who have 5+ years of experience in the field and are successfully initiating and implementing SECD in their setting. The accelerated course is currently only available online through the Rutgers SECD Lab and combines course 101 and 102 into one.

Are these courses geared more towards elementary, middle or high school practitioners?
These courses are designed for practitioners working directly with students in preK-12.

Can I get college credit for these courses?
These courses are currently available as non-credit courses but continuing education credits are offered.

Can registrants just take one of the courses?
The courses are designed to be taken in tandem since discussion on day two is based on a solid foundation established on day one. If individuals have concerns that these courses may be too basic, encourage them to consider looking at the requirements for the accelerated online course that combines course 101 and 102.

Are these courses appropriate for administrators or other educational leaders?
This certificate is designed for professionals who will provide direct instruction of the SECD competencies in a classroom, small group or afterschool setting. Administrators or educational leaders should consider the Certificate in School Leadership for Social-Emotional Learning and Character Development, which is an online program. More information is available at Academy for Social-Emotional Learning in Schools (http://sel.cse.edu/).

How do I register to take these courses?
Check the Events page on our website for any upcoming trainings or email CPSEL@csc.csiu.org to let us know of your interest.

Consider hosting the Certificate courses at your facility at no cost to you!
Our staff will work with you to make sure the training is a success, bringing maximum benefit to your organization and to your community.

Hosting Benefits

Organizations that bring the SECD Certificate courses to their facility:

  • Are viewed as cutting edge change makers. By bringing these unique courses to your community, you demonstrate a commitment to building capacity in key stakeholders and improving the lives of young people.
  • Ensure high quality professional development. All of our trainers are SECD experts who have trained and consulted in this field for many years.
  • Generate additional revenue. After trainer fees and copyrighted material fees are deducted from the gross revenue, the hosting organization receives a portion of the remaining revenue.
  • Receive marketing support. Pre-designed and customizable marketing materials will be sent to you to make the marketing process simple, less time consuming and therefore, less expensive.
  • Have flexibility. Select dates that are most convenient for your staff and attendees to maximize attendance.

Hosting Responsibilities

  • Provide facility with ample space for attendees to move around and interact
  • Provide AV equipment to include projector, screen, speakers
  • Provide chart paper and markers
  • Market the event and recruit attendees
  • Establish a means of tracking registration and payment
  • Provide handouts and name badges for participants
  • Provide breakfast and lunch each day for attendees and trainer
  • Provide onsite assistance for signing in registrants and AV troubleshooting

Class Size: minimum 25 – maximum 40
Fee: $500 per person

 

SEL for Educators

 

Description

The ability to empathize is an important part of social and emotional development, affecting an individual's behavior toward others and the quality of social relationships. This training will challenge participants to examine their own empathy skills and will focus on practical and engaging activities and discussions that participants can have with their students to help develop empathy and perspective-taking in the classroom.

This training has been aligned with PA Core Standards, Academic Standards for Career Education and Work and Standards for Student Interpersonal Skills.

Objectives

Upon completion of this training participants will:

  • Be able to define empathy and how it differs from sympathy
  • Understand why empathy is important for healthy relationships
  • Understand the factors that contribute to diminished empathy
  • Become aware of their own strengths and opportunities for improvement as they relate to empathy
  • Understand the components of effective programming that cultivate empathy in students

Course Length

6.0 hours, half day, shorter workshop or series of workshops

Target Audience

This training is designed for educators and helping professionals but can be modified for parents or caregivers.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this training is the responsibility of the host organization.

Description

During this workshop, participants will engage in teambuilding activities and discuss a variety of diversity topics including worldview, culture and stereotypes. The change process as it relates to prejudice will be examined, following a continuum from tolerance to affirmation. Participants will be given opportunities to develop self-awareness and practice conducting courageous conversations about race relations.

Objectives

Upon completion of this workshop participants will be able to:

  • Discuss strategies for working with people from different cultural backgrounds
  • Learn to interpret common assumptions that may lead to unintended negative consequences by exploring worldview, examining bias, etc.
  • Identify and incorporate strategies for responding to bias statements, racial slurs, etc.

Course Length

Half to full day

Target Audience

The workshop is designed for all types of organizations and can be modified for various age groups as well.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Approved ICPS trainers can offer one- and two-day training models, with customized follow-up consultation built into training contracts.

Implementation Training

I Can Problem Solve recognizes the importance of administrators, student support personnel and parents to program success. As a result, non-implementing staff members should plan to attend the implementer training or one-day training designed specifically for administrators, counselors and psychologists.

Training of Trainers

The two-day training is designed for implementers and includes either onsite or off-site coaching.

Request a Training

Description

Working in education is both rewarding and stressful. The field faces obstacles that often seem outside of our control. When we find ways to support our own social and emotional well-being we discover opportunities for self-reflection, acceptance and compassion. In this session we will uncover research on the benefits of mindfulness as it relates to self-efficacy, classroom climate and student interaction. We will practice some simple strategies and talk about the ways this approach might fit into your own teaching philosophy so that you can build a happy healthy climate in your classroom.

Objectives

Upon completion of this training participants will:

  • Explore the research around social emotional learning and its impact on classroom behaviors and outcomes
  • Understand the practice of mindfulness and its benefits through discussion and video demonstrations as it relates to children as well as to teachers
  • Become familiar and comfortable with some simple mindful strategies through practice.
  • Discover ways in which educators can lower their stress and improve children's experiences in their classrooms

Course Length

6.0 hours, half day, shorter workshop or series of workshops

Target Audience

This training is designed for educators and direct staff working with children

Description

Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively (www.CASEL.org). During this workshop participants will learn strategies to assist young children with self-management, the ability to regulate emotions, control impulses, thoughts and behaviors successfully in different situations. They will also learn specific activities to foster self-management skills and be provided with resources to work with young children.

Objectives

Upon completion of this workshop participants will be able to:

  • List effective strategies that help young children recognize, label and manage emotions
  • Identify techniques to teach young children emotional vocabulary
  • Apply strategies to assist young children with perspective taking

Course Length

1.0 to 3.0 hours

Target Audience

The workshop is designed for all helping professionals who work with young children.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this training is the responsibility of the host school district or organization.

Description

Why is it that the smartest people are not necessarily the most successful? Research shows us time and time again that there are non-cognitive factors that can have a far greater impact than IQ on both academic and long-term success. These factors include mindset, students' beliefs about their intelligence and abilities, their habits of self-control and their reactions to everyday setbacks. This training will provide relatively simple educational and psychological interventions that target these factors and can transform students' experiences and achievements in school and in life.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand how a student's mindset affects academic achievement
  • Learn research based strategies for nurturing a growth mindset
  • Learn the importance of grit, self-control and deliberate practice for academic success
  • Become aware of goal-setting and planning techniques that are more likely to cultivate self-control and produce goal attainment
  • Understand the concepts of pessimism and optimism and how they affect resiliency
  • Learn basic cognitive techniques that can challenge negative thoughts and produce optimism over time

Course Length

6.0 hours, half day, shorter workshop or series of workshops

Target Audience

This training is designed for educators and helping professionals but can be modified for parents and caregivers.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

It is widely recognized that students are best able to focus on learning and academic success when they feel safe and respected. Therefore, positive school climate is a key factor in improving academic performance. This training will focus on the use of practical bullying prevention and intervention strategies to create an atmosphere of safety and respect for all students.

Objectives

Upon completion of this workshop participants will be able to:

  • Define bullying behaviors based on the U.S. Department of Education's definition of bullying
  • Understand the importance of bullying prevention and intervention from a school safety standpoint
  • Connect bullying prevention efforts to enhancing positive school climate

Course Length

2.0 hours

Target Audience

This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

When we read to children we have a wonderful opportunity to foster social and emotional learning. Shared reading allows children to connect with the reader and feel empowered by the contributions they are making to the story which stimulates their learning. Participants will learn approaches for dialoguing with children while reading which fosters oral language, vocabulary comprehension and emergent literacy skills. Participants will learn techniques for creating deeper social and emotional learning experiences for children and helping children make connections between the stories they are reading and real life events.

Objectives

Upon completion of this workshop participants will be able to:

  • Recognize the importance of developing children's social emotional learning skills
  • Identify techniques for engaging children in shared book reading
  • Identify approaches for encouraging children to gain deeper meaning from the stories they hear

Course Length

Half or full day

Target Audience

This training is designed for educators, helping professionals, parents and caregivers.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this training is the responsibility of the host organization.

Description

Afterschool programs have long supported skill-building and positive development in children and youth and can be an effective setting for supporting SEL because of the flexibility they have in their programming. By incorporating social emotional learning programs into afterschool programs, youth benefit from improved self-perception, positive social behaviors, reductions in student discipline, and increased achievement and attendance. SEL programming in afterschool programs can also contribute to increased employability skills and career readiness. This workshop will introduce SEL skills and highlight strategies that can be implemented specifically for the OST environment.

Objectives

Upon completion of this workshop participants will be able to:

  • Identify SEL competencies and curriculum features important for SEL skill development
  • Identify SEL strategies which can be implemented in the OST environment
  • List specific components of effective SEL practices in OST

Course Length

1.5 hrs or half day

Target Audience

This training is designed for educators and helping professionals who work in afterschool settings.

Pre-Requisites

None

Required Materials

None

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this training is the responsibility of the host school district or organization.

Description

Educators are becoming increasingly aware of the link between social and emotional competencies and academic achievement, healthy relationships and responsible decision-making. Social and emotional learning (SEL) benefits all students and yet the needs of newcomers and English learners (ELs) are different because they often experience additional stressors that add to the complexity of learning and adjusting to a new environment. As such, social and emotional learning is critically important to EL instruction. This workshop will present why and how schools can contribute to the development of newcomers and ELs’ social emotional well-being. Specific emphasis will be placed on practical strategies and skill-building activities that can be woven into everyday lessons to help build student confidence, lower anxiety and encourage healthy connections with others.

Objectives

Upon completion of this workshop participants will be able to:

  • Provide an overview of stressors specific to newcomers and EL students
  • Explain the five concepts central to social emotional development and the four types of social emotional supports
  • Describe the approaches to integrating social emotional and academic programs
  • Learn school-wide and classroom tools for implementation
  • Detail ideas for conflict resolution and problem solving

Course Length

Flexible (can be anywhere from 90 minutes to full day)

Target Audience

This workshop is designed for all school personnel including teachers, administrators, support staff and non-instructional school professionals.

Pre-Requisites

None

Required Materials

None

Facilities

Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration

Registration for this training is the responsibility of the host school district or organization.

Description

The career readiness of high school and college graduates is an important subject in higher education, in the labor market, and in the public arena. Schools and business communities must collaborate and align to ensure a workforce that is prepared to sustain economic growth and innovation. To be productive members of a globally competitive workforce, students not only need to thrive academically but they also need to develop social and emotional competencies, often referred to as “soft skills” or “emotional intelligence.” In fact, research suggests that emotional intelligence is the strongest predictor of work performance, accounting for 58% of success in all fields. This workshop will present the essential elements for employability. Participants will also explore a variety of tools that can be used in the classroom to help prepare our students for success beyond high school.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand global labor market and regional workforce needs
  • Define career readiness and identify key competencies
  • Detail social emotional proficiencies and soft skills essential for employability
  • Articulate the steps to a successful transition from school to career
  • Collaborate to align goals between schools and employers and to identify school-to-work partnerships
  • Learn a variety of research-based practices for developing career ready skills

Course Length

Flexible (half day or full day)

Target Audience

This workshop is designed for school personnel, business leaders and community members, higher education representatives

Pre-Requisites

None

Required Materials

None

Facilities

Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration

Registration for this training is the responsibility of the host school district or organization.

Description

Emotional intelligence is often overlooked in favor of traditional intelligence measures (IQ). However, your emotional intelligence (EQ) is a key part of well-rounded leadership and professionalism. Individuals who intentionally develop emotional skills and model emotionally intelligent behavior on a daily basis experience more success and satisfaction in their professional careers and personal lives. According to Harvard Business Review, emotional intelligence is “the key attribute that distinguishes outstanding performers,” and is the leading differentiator between employees whose IQ and technical skills are approximately the same. This workshop will help participants gain a greater understanding of emotional intelligence and its significance to workplace and life success. Participants will have the opportunity to discover their strengths and learn new ways to grow these skills.

Objectives

Upon completion of this workshop participants will be able to:

  • Define emotional intelligence (EQ versus IQ)
  • Provide characteristics of an emotionally intelligent individual
  • Gain awareness’ of strengths and opportunities for growth
  • Learn strategies that help build EQ skills
  • Develop an action plan for implementation within the participant’s context

Course Length

Flexible (half day or full day)

Target Audience

This workshop is designed for all working professionals.

Pre-Requisites

None

Required Materials

None

Facilities

Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration

Registration for this training is the responsibility of the host school district or organization.

 

SEL for Parents or Parent Educators

 

Description

Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations constructively (www.CASEL.org). This training will focus on engaging parents to become more active in their children's education and social emotional development. Parents will learn strategies to foster social emotional learning and increase youth resilience so they are prepared with skills to thrive academically and in life.

Objectives

Upon completion of this workshop participants will be able to:

  • Effective strategies to help young children recognize, label and manage emotions
  • Techniques for teaching young children emotional vocabulary
  • Strategies to assist young children with perspective taking

Course Length

1.5 hours to half day

Target Audience

This training is designed for parents or organizations who work with parents.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

I Can Problem Solve recognizes the importance of administrators, student support personnel and parents to program success. As a result, parent educators should plan to attend the one-day Raising a Thinking Child implementation training.

Request a Training

Description

Why is it that the smartest people are not necessarily the most successful? Research shows us time and time again that there are non-cognitive factors that can have a far greater impact than IQ on both academic and long-term success. These factors include mindset, students' beliefs about their intelligence and abilities, their habits of self-control and their reactions to everyday setbacks. This training will provide relatively simple educational and psychological interventions that target these factors and can transform students' experiences and achievements in school and in life.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand how a student's mindset affects academic achievement
  • Learn research based strategies for nurturing a growth mindset
  • Learn the importance of grit, self-control and deliberate practice for academic success
  • Become aware of goal-setting and planning techniques that are more likely to cultivate self-control and produce goal attainment
  • Understand the concepts of pessimism and optimism and how they affect resiliency
  • Learn basic cognitive techniques that can challenge negative thoughts and produce optimism over time

Course Length

6.0 hours, half day, shorter workshop or series of workshops

Target Audience

This training is designed for educators and helping professionals but can be modified for parents and caregivers.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations constructively. When we read to children we have a wonderful opportunity for fostering social emotional learning. Shared reading allows children to connect with the reader and feel empowered by the contributions they are making to the story, which stimulates their learning.

Participants will learn skills for engaging children in shared book reading; approaches for dialoguing with children while reading to foster oral language, vocabulary comprehension and emergent literacy skills. Techniques to create deeper social emotional learning experiences for children will also be covered, including: studying the story illustrations and asking children how characters might feel, discussing alternatives to how a character might feel, asking children how they might feel in a similar situation, asking open-ended questions which allow the child to do the thinking and questions that help children make connections between stories they are reading and real life events.

Objectives

Upon completion of this workshop participants will be able to:

  • Recognize the importance of developing children's social emotional learning skills
  • Identify techniques for engaging children in shared book reading
  • Identify approaches for encouraging children to gain deeper meaning from the stories they hear

Course Length

Half or full day

Target Audience

The training is designed for organizations, school counselors, parents, school districts faculty and staff.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this training is the responsibility of the host organization.

Description

Social and emotional learning is the way in which a child experiences, expresses and manages emotions. This workshop will familiarize participants with a social and emotional learning program called, I Can Problem Solve (ICPS), and the parent program, Raising a Thinking Child (RaTC), developed by Dr. Myrna Shure. The ICPS program teaches young children how to think, not what to think, so they are more capable of making responsible decisions.

Objectives

Upon completion of this workshop participants will be able to:

  • Explore how the Raising a Thinking Child (RaTC) program may enhance parenting skills and foster youth social and emotional development
  • Offer strategies that parents can use for dialoguing with children to teach them the skills necessary for problem solving

Course Length

1.5 to 3.0 hours

Target Audience

This training is designed for educators, helping professionals, parents and caregivers.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

 

SEL in the Workplace

 

Description

The majority of research on bullying focuses on its prevalence, causes and appropriate prevention and intervention responses for school-aged children. However, recent studies examine bullying behaviors that are exhibited by preschool-aged children. Preschool children, like older children, are capable of direct and indirect bullying behaviors. Young children who are victimized by their peers report being fearful of other children, are vulnerable to future episodes of victimization and are anxious about going to school. Participants in this workshop will learn bullying prevention strategies tailored for early childhood and will examine approaches to enhance their social and emotional learning.

Objectives

Upon completion of this workshop participants will be able to:

  • Identify 3 criteria that make up difficult conversations
  • Examine intent versus impact on communication
  • Reframe conversations, utilizing a third person learning approach and listening with curiosity
  • Identify strategies for problem-solving

Course Length

2 hours or half day

Target Audience

This training is designed for adults in any type of group setting or organization.

Pre-Requisites

None

Required Materials

None

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this training is the responsibility of the host school district or organization.

Description

Compassion fatigue is a state of physical and emotional exhaustion often coupled with increased cynicism and feelings of professional ineffectiveness. It happens slowly over time when professionals are exposed to the traumatic stories of their clients. Education about compassion fatigue is a protective factor and early detection can prevent symptoms from reaching incapacitating levels. Participants in this workshop will explore the signs and symptoms of the onset of compassion fatigue and will learn about prevention techniques and self-care strategies.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand the characteristics of compassion fatigue (CF), secondary traumatic stress (STS) and vicarious trauma
  • Understand how and why CF, STS and vicarious trauma develop
  • Be aware of who is most at risk for developing CF
  • Understand what happens to educator effectiveness if CF goes untreated
  • Be able to identify self-care practices and personal areas for growth

Course Length

3.0 hours, 2.0 hours or 90 minutes

Target Audience

It is designed for helping professionals and emergency responders.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Many people and organizations view conflict as something to be avoided. Yet conflict, differences and disagreements are natural results of people working together. Conflict can also be a catalyst that brings about necessary change: without it, teams can become complacent and not perform at optimum levels. This workshop explores the nature of conflict, the ways people handle it and new strategies that will help bring about stronger working relationships and better solutions and ideas.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand the impact of conflict in the workplace
  • Identify their conflict styles and learn the benefits and limitations of each style
  • Learn strategies for managing conflict effectively in the workplace

Course Length

6.0 hours, half day, shorter workshop or series of workshops

Target Audience

This workshop is designed for all working professionals.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

None

Description

Leading in education is both rewarding and stressful. The field faces obstacles that often seem outside of our control. When we find ways to support our own social and emotional well-being as well as that of our teachers and staff we find that morale and organizational climate can change for the better. In this session we will uncover research on the benefits of mindfulness as it relates to leadership, to teaching and to children. We will practice some simple strategies and talk about the ways this approach might fit into your own leadership philosophy so that you can build a happy healthy climate in your organization.

Objectives

Upon completion of this training participants will:

  • Become aware of the research around social emotional learning and its implications for staff and children
  • Understand strategies to lower stress and improve children's experiences in their classrooms and programs
  • Become familiar and comfortable with some simple mindful strategies through practice.
  • Develop steps and an action plan to implement mindful leadership in our own organizations

Course Length

6.0 hours, half day, shorter workshop or series of workshops

Target Audience

This training is designed for administrators and leaders who support educators and staff in their organization.

Description

When people engage in constructive activities and are provided with opportunities to practice decision making, to explore their sense of purpose and develop interpersonal competence, an individual's chances for a more functional life may increase. Participants will explore the sequential progression of interpersonal and collaborative skills developed through various teambuilding activities which are necessary to create a positive learning and working environment and develop an understanding of teambuilding initiatives via experiential activities.

Objectives

Upon completion of this workshop participants will be able to:

  • Define the sequential progression of interpersonal and collaborative skills developed through various teambuilding activities which are necessary to create a positive interpersonal environment
  • Comprehend the components of successful teambuilding practices
  • Develop an understanding of teambuilding initiatives via experiential activities
  • Design professional strategies for creating a positive relational environments

Course Length

Half to full day

Target Audience

The training is designed for all types of organizations and can be modified for various age groups as well.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Social emotional learning (SEL) is the process through which children and adults acquire the knowledge, attitudes, and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively. During this workshop, participants will examine how SEL skills impact the workplace and identify strategies for developing and maintaining healthy work and personal life balance. Growth mindset, learned optimism, perspective-taking and effective problem-solving strategies will be discussed with opportunity for group and personal reflection and applied learning.

Objectives

Upon completion of this workshop participants will be able to:

  • List strategies to build social and emotional competence and find balance in the workplace
  • Identify why positive relationships and effective problem-solving strategies at work increase job satisfaction, employee engagement and performance

Course Length

1.5hrs or half day

Target Audience

The training is designed for all types of organizations and schools.

Pre-Requisites

None

Required Materials:

None

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this training is the responsibility of the host school district or organization.

Description

Emotional intelligence is often overlooked in favor of traditional intelligence measures (IQ). However, your emotional intelligence (EQ) is a key part of well-rounded leadership and professionalism. Individuals who intentionally develop emotional skills and model emotionally intelligent behavior on a daily basis experience more success and satisfaction in their professional careers and personal lives. According to Harvard Business Review, emotional intelligence is “the key attribute that distinguishes outstanding performers,” and is the leading differentiator between employees whose IQ and technical skills are approximately the same. This workshop will help participants gain a greater understanding of emotional intelligence and its significance to workplace and life success. Participants will have the opportunity to discover their strengths and learn new ways to grow these skills.

Objectives

Upon completion of this workshop participants will be able to:

  • Define emotional intelligence (EQ versus IQ)
  • Provide characteristics of an emotionally intelligent individual
  • Gain awareness’ of strengths and opportunities for growth
  • Learn strategies that help build EQ skills
  • Develop an action plan for implementation within the participant’s context

Course Length

Flexible (half day or full day)

Target Audience

This workshop is designed for all working professionals.

Pre-Requisites

None

Required Materials

None

Facilities

Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration

Registration for this training is the responsibility of the host school district or organization.

 

Peer Abuse/Bullying Prevention

 

Description

This training will provide an introductory level overview of bullying behaviors, including cyberbullying, examine the roles individuals play in bullying situations and provide insight into the possible academic and health effects on all who participate in or observe bullying situations. Participants will be introduced to bullying prevention best practices designed to improve overall school climate.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand how bullying behavior impacts today's students and their school environment
  • Recognize possible academic and health effects for students involved in bullying
  • Identify the elements of an effective bullying prevention training

Course Length

3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience

This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

This training will provide in-depth examination of bullying prevention best practices designed to improve overall school climate with a focus on the vital role adults play in preventing and responding to school based acts of bullying – an overview of the Olweus Bullying Prevention Training will be provided as one example of a research based bullying prevention training designed to reduce bullying behaviors and improve school climate. The training will also focus on practical tools and strategies to engage parents and community partners in bullying prevention efforts.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand how effective bullying prevention training results in improved school climate
  • Recognize the elements of an effective bullying prevention training
  • Identify tools and strategies to engage parents and community partners in bullying prevention efforts

Course Length

3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience

This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

This training will focus on what parents and caregivers can do to help children understand the impact of bullying on bystanders, children who bully and children who are bullied. The training will examine the roles individuals play in bullying situations and provide insight into the possible academic and health effects on all who participate in or observe bullying situations. Specific information will be provided to give parents and caregivers tips to help children and youth understand their role in countering bullying.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand how bullying behavior impacts today's students and their school environment
  • Recognize possible academic and health effects for students involved in bullying
  • Identify effective tips to help children and youth respond to bullying

Course Length

3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience

This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement, juvenile probation officers, parents and caregivers. This training is not appropriate for students of any grade.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

It is widely recognized that students are best able to focus on learning and academic success when they feel safe and respected. Therefore, positive school climate is a key factor in improving academic performance. This training will focus on the use of practical bullying prevention and intervention strategies to create an atmosphere of safety and respect for all students.

Objectives

Upon completion of this workshop participants will be able to:

  • Define bullying behaviors based on the U.S. Department of Education's definition of bullying
  • Understand the importance of bullying prevention and intervention from a school safety standpoint
  • Connect bullying prevention efforts to enhancing positive school climate

Course Length

2.0 hours

Target Audience

This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Cyberbullying involves the use of digital communication devices, including cell phones and Internet, to send damaging words or images intended to harass, harm, embarrass and humiliate a victim. Relational aggression is manipulation intended to harm or control another person's ability to maintain healthy relationships with their peers. It is a more subtle form of bullying which includes exclusion, manipulation, rumors and gossip. Participants in this training will learn cyber lingo and common forms of bullying using technology such as computers and cell phones. Strategies to reduce both cyberbullying and relational aggression will be explored along with the legal ramifications of this type of bullying behavior.

Objectives

Upon completion of this workshop participants will be able to:

  • Understand the legal ramifications for people engaging in cyberbullying
  • Explore the ramifications of relational aggression and learn strategies for reducing this form of bullying

Course Length

1.5 hour to half day

Target Audience

This training is designed for educators and helping professionals but can be modified for parents and caregivers.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

The majority of research on bullying focuses on its prevalence, causes and appropriate prevention and intervention responses for school-aged children. However, recent studies examine bullying behaviors that are exhibited by preschool-aged children. Preschool children, like older children, are capable of direct and indirect bullying behaviors. Young children, who are victimized by their peers, report being fearful of other children, are vulnerable to future episodes of victimization and are anxious about going to school. Participants in this workshop will learn bullying prevention strategies tailored for early childhood and will examine approaches to enhance their social and emotional learning.

Objectives

Upon completion of this workshop participants will be able to:

  • Define aggressive behaviors in pre-school and young children that may be a form of bullying
  • List strategies for how adults should address aggression and bullying behavior in young children
  • List support strategies for bullying prevention in young children
  • Identify evidenced-based programs to enhance pro-social skills including empathy in young children

Course Length

1.5 to 3.0 hours

Target Audience

The workshop is designed for all helping professionals who work with young children.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

This training will provide an overview of concepts and pedagogical strategies involved in implementing the Safe Dates Program. Safe Dates is a research based program for preventing dating violence and promoting healthy relationships among teens. It is recognized as a model program on SAMHSA's National Registry of Evidence Based Programs and Practices (NREPP).

Objectives

Upon completion of this workshop participants will be able to:

  • Recognize characteristics of healthy peer and dating relationships
  • Discuss research on effective interventions for teen dating violence
  • Identify the elements of the Safe Dates Program
  • Implement the Safe Dates Program in a classroom or community context

Course Length

1.5 days or 1 day

Target Audience

The training is designed for teacher or community based organization personnel/implementers, supporting children in grades 8-12. Safe Dates lessons address educational standards for health education and school counseling.

Required Materials

The Safe Dates Curriculum must be purchased by the participants. Purchasing information is available at Hazelden Publishing at www.Hazelden.org

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Cyberbullying involves the use of digital communication devices, including cell phones and Internet, to send damaging words or images intended to harass, harm, embarrass and humiliate a victim. Sexting (the combination of sex and texting) is the act of sending sexually explicit messages or photos electronically, primarily between cell phones. In the United States, 85 percent of teens and young adults (13-29) send text messages and one in five teenage girls have sent or posted a nude or seminude photo (The National Campaign to Prevent Teen and Unplanned Pregnancy, 2008). Participants will explore the social and emotional consequences of sexting and cyberbullying and learn about common social media sites which may be risky for youth. Common forms of bullying using technology such as computers, gaming platforms and cell phones will also be explored. Participants will understand the legal ramifications for people engaging in sexting and cyberbullying and learn strategies to educate youth about the consequences of negative cyber behavior.

Objectives

Upon completion of this workshop participants will be able to:

  • Examine common forms of bullying using technology such as computers and cell phones
  • Use strategies to educate youth about the consequences of their cyber behavior

Course Length

1.5 hours to half day

Target Audience

This training is designed for educators, helping professionals, parents and caregivers. It can also be modified for youth.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

As educators, we have heard a great deal about the importance of bullying prevention and intervention during the school day and the out-of-school time (OST) setting. We know the detrimental effects that bullying can have on all those involved and yet, we are often left wondering how to put this research into practice. How do you empower bystanders who witness bullying? How do you cultivate empathy in children who bully others? And how do you support parents so that they can help keep their children safe? In this training, we will move beyond general guidelines and bullying statistics and provide actual tips, techniques and lesson plans that can be used in your school and/or OST program to cultivate a safe environment where students can learn, develop strong relationships and have fun.

Objectives

Upon completion of this workshop participants will be able to:

  • Use strategies to empower bystanders who witness bullying
  • Employ techniques to cultivate empathy in youth who engage in bullying behavior
  • Support parents
  • Put techniques and lesson plans into action in school and/or OST programs

Course Length

1.5 to 3.0 hours

Target Audience

The training is designed for OST program staff, and school district faculty and staff.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

When bullying happens the majority of youth are on the sidelines, not taking an active role in the bullying behavior but not actively stopping it either. Bystanders often feel unsafe, powerless to change things and remorseful if they do nothing to stop bullying behavior. Youth who participate in this workshop will learn strategies for reacting in positive and proactive ways when bullying is witnessed directly or indirectly. Bullying prevention initiatives are most successful when there is a focus on empowering bystanders to safely intervene and promote a safe and respectful environment.

Objectives

Upon completion of this workshop participants will be able to:

  • Explore the cycle of bullying and define bullying behavior
  • Examine social norms for pro social bystander behavior in bullying scenarios
  • Discuss strategies for proactively intervening when peer abuse occurs

Course Length

1.5 hour to half day

Target Audience

The workshop is designed for youth in grades 5-8.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Certificate

A participation/completion certificate will be available.

 

Suicide Prevention

 

Description

Lifelines Prevention program is a comprehensive school based approach to adolescent suicide prevention. The Lifelines prevention program consists of four components: administrative readiness consultation, training for school faculty and staff, a parent workshop and student curriculum. The Lifelines Prevention program targets the entire school community by providing suicide awareness materials for administrators, faculty and staff, parents and students. The main goal of the Lifelines Prevention programs is to assist everyone in the school community with recognizing when a student is at potential risk of suicide and helping them to understand how and where to access help.

Objectives

Upon completion of this training participants will be able to instruct faculty and staff on how to respond initially to potentially suicidal students and know how to obtain help rapidly for them to increase the likelihood that

  • Members of the school community can more readily identify potentially suicidal adolescents
  • Troubled adolescents are aware of and have immediate access to helping resources and seek such help as an alternative to suicidal actions

Course Length

Half to full day

Target Audience

The training is designed for faculty and staff.

Required Materials

The Lifelines Prevention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Lifelines Intervention is a school based three tiered intervention model to prevent suicide. The first tier involves early identification and assessment of at-risk students, the second tier includes referral to community resources for additional support services and the third tier enhances protective factors which increase resilience and provide defense against stressors.

Objectives

Upon completion of this workshop participants will be able to:

  • Provide context for contemporary societal values and attitudes about suicide by reviewing suicide from a historical perspective
  • Highlight the role of personal values and experiences in the assessment and intervention process
  • Present epidemiological information about suicide risk to facilitate early identification of at-risk students
  • Review a protocol for an assessment interview
  • Outline strategies for engaging students and parents in the assessment and referral process
  • Call attention to special categories of students who may be at an elevated suicide risk

Course Length

Full day

Target Audience

The training is designed for school counselors, school psychologists, school psychiatrists and mental health liaisons.

Required Materials

The Lifelines Prevention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Lifelines Postvention is a comprehensive program that helps school communities respond to adolescent suicide and other traumatic death. The Lifelines Postvention program focuses on school response with practical and specific guidelines, addresses the developmental needs of elementary, middle and high school students, targets identified needs of competent community members and aligns with best practices in comprehensive safe schools planning. Lifelines Postvention outlines a research based model to assist in the development of policies and procedures for structuring the school's response and presents a toolbox of practical response options that reflects the developmental needs of students.

Objectives

Upon completion of this workshop participants will be able to:

  • Describe the history and evaluation results of Lifelines Postvention
  • Review theoretical foundation of the Lifelines Postvention model
  • Clarify the roles of competent community members in postvention
  • Outline the roles and responsibilities of the crisis team
  • Identify situations that present postvention challenges
  • Use the Lifelines Postvention resources found in the manual and on the CD-ROM

Course Length

Half to full day

Target Audience

The training is designed for faculty and staff.

Required Materials

The Lifelines Prevention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

Description

Act 71 of 2014 requires school staff to receive four hours of suicide awareness and prevention training every five years, beginning with the 2015-16 school year. This training, conducted by certified Lifelines™ trainers, meets Act 71 requirements. Lifelines™ is a comprehensive program that helps school communities prevent and respond to adolescent suicide and other traumatic death. The Suicide Awareness and Prevention training focuses on school response with practical and specific guidelines, addresses the developmental needs of elementary, middle and high school students, targets identified needs of competent community members and aligns with best practices in comprehensive safe schools planning. This training will equip participants with the knowledge required by Act 71 of 2014.

Objectives

Upon completion of this workshop participants will be able to:

  • Provide suicide awareness for all staff
  • Recognize the risks associated with suicide for students
  • Provide best practices information on reporting and response
  • Review sample best practice suicide policy guidelines and best practices in age appropriate prevention for each grade level
  • Provide strategies for intervening, providing appropriate resources and referring for additional help from competent community members

Course Length

4.0 hours or two part series, each 2.0 hours

Target Audience

The training is designed for administrators, crisis team members, faculty and staff.

Facilities

Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration

Registration for this workshop is the responsibility of the host organization.

 

 

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