PRESENTED BY MaryAnn Brittingham, MS

AFTERNOON SESSION | 12:45pm - 4:00pm

COURSE DESCRIPTION:

This session is available for live stream.

THIS IS A REPEAT OF THE MORNING SESSION 

Research has since established resilience as essential for human thriving, and an ability necessary for the development of healthy, adaptable young people. It’s what enables students to emerge from challenging or traumatic experiences with a positive sense of themselves and their futures. Students who develop resilience are better able to face disappointment, learn from failure, cope with loss, and adapt to change. We recognize resilience in students when we observe their determination, and perseverance to tackle problems and cope with the emotional challenges of school and life. Resilience is not a genetic trait. It is derived from the ways that students learn to think and act when faced with obstacles large and small.

In this session, we will explore how to help students build the resilience they need to succeed in school and in life. We will review how trauma impacts students and their school experience and will provide concrete actions on the “how” to create support for all students and the school professionals who serve them.

COURSE OBJECTIVES:

• Understand the impact of trauma and chronic stress on learning

• Understand how to use the “Upside Down Triangle” to help students self-regulate

• Learn the four S’s to building resilience

• Identify triggers and alternative ways to respond

• Learn how to create resilient mindsets by noticing and reframing your self-talk and stories

• Review how to foster compassion to support ourselves and our students.

PRESENTED BY Lynne Kenney, Psy.D.

AFTERNOON SESSION | 12:45pm - 4:00pm

COURSE DESCRIPTION:

This session is available for live stream.

Music, art, and movement have been recognized as important elements in children’s cognitive development (Dumont et al., 2017; Americans for the Arts, 2023). Music, art, and movement provide various benefits that enhance cognitive abilities, including attention, language skills, spatial awareness, problem-solving, creativity, and social interaction.

Musical training has been linked to improved cognitive skills, such as enhanced verbal memory, mathematical abilities, and spatial-temporal skills (Forgeard et al., 2008; Miendlarzewska & Trost, 2018; Schellenberg, 2004). 

Learning to play an instrument has shown positive effects on executive functions, including attention, self-regulation, and working memory (Moreno et al., 2011). Children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions (Miendlarzewska & Trost, 2018).

Music engages multiple brain regions, stimulating neural connections and promoting neuroplasticity, which is crucial for cognitive development (Zatorre et al., 2007; Lippolis et al., 2023). 

Dance and rhythmic movements have been shown to improve executive functions and cognitive skills, such as attention, working memory, and inhibitory control (Kattenstroth et al., 2013; Buderath et al., 2008).

COURSE OBJECTIVES:

Learn about:

• The relationships between art, cognition, learning and academic achievement.

• How art education has been associated with improved academic performance, including higher achievement in reading and math.

• How engaging in visual arts encourages creativity and divergent thinking to foster problem-solving skills and the ability to think outside the box.

• How foundational cognitive skills such as self-regulation, attention and memory support higher-order skills including problem-solving, imagination and creativity.

Understand how to:

• Apply Musical Thinking to engage your students in learning self-regulation, motor pacing, previewing, planning, tempo, timing and rhythm.

• Use proprietary musical activities including “Watermelon, Unicorn and Tiger” to teach children how to transition from one activity to another and experience the “felt-sense” of slowing down.

• Use Procreate to improve your students imagination and creativity skills.

Develop skills to:

• Use art activities that involve fine motor skills and hand-eye coordination, which contribute to the development of spatial awareness and cognitive abilities.

• Apply active play and movement activities to stimulate brain development by improving neuroplasticity, neural connectivity, and cognitive flexibility.

• Teach precursor skills to reading, math and spelling including visual-spatial skills, patterning, sequencing, visual-tracking and vestibular strength.

Be ready to implement:

• Dance and rhythmic movements that have been shown to improve executive function and cognitive skills, such as attention, working memory, and inhibitory control.

• Attention, memory and self-regulation songs for students in grades K-4.

• Paradiddles, Cognitap Spots and Rhythmic Movement Phrases to engage cognition and self-regulation in students in grades 5-12.

Movement and cognition

• Physical activity and exercise have been linked to enhanced cognitive functions, including attention, memory, and academic achievement (Hillman et al., 2014; Tomporowski et al., 2011).

• Cognitively engaging physical activity programs have been shown to improve executive functions (Leisman, G. et al., 2016; Schmidt et al., 2016; Diamond & Ling, 2016; Ma, J., et al. 2014; van der Fels et al., 2015; Oberer et al., 2017; Egger et al., 2019; Williams et al., 2020).

• Cognitive-motor activity combines rhythmic physical activity with cognitive-visual and auditory stimuli. This simultaneously activates distinct regions in the brain.

PRESENTED BY Carissa Muth, BSW, MA, CCC, R.Psych

AFTERNOON SESSION | 12:45pm - 4:00pm

COURSE DESCRIPTION:

This session is NOT available for live stream.

THIS IS A CONTINUATION OF THE MORNING SESSION 

The field of addictions is muddled with a myriad of theories and treatments, yet little progress has been made over time to improve relapse rates.  Given the repetitive and persistent nature of addictions, mental health professions addressing such concerns are at increased risk for compassion fatigue and burnout.  In order to reduce this risk on treatment providers, the workshop will focus on empowering workers by providing techniques to effectively address a variety of client presentations. Often default recommendations of attending inpatient care are provided to clients as professionals lack the tools to know how they can make positive impacts on a clients care at various stages of the recovery journey.

In this workshop, you will also be provided with tools to understand the complexity involved in the development of substance use disorder and thus be able to make effective treatment recommendations.  Attendees will leave the workshop equipped with practical techniques for treating those struggling with addictions including basics of assessments, working with families, and providing post-treatment care.  Additionally, various invention methods will be overviewed including CBT and narrative therapy in order to provide the client with techniques to implement with a variety of client presentations.

COURSE OBJECTIVES:

• Develop the ability to guide clients and their families through the recovery process.

• Integrate a focus on the client’s relationship with substances into treatment.

• Obtain a roadmap for recovery and tools to increase client success at various stages.

• Gain an understanding of various treatment interventions for addictions.

PRESENTED BY Munira Jiwa, BScPT

Evening Session | 6:30 pm - 7:30 pm

EVENING SESSION:

Energize with Qigong

Join Qigong Master Teacher Munira Jiwa for an energizing, yet calming qigong moving meditation practice.
After a full day of sitting and listening to all the inspiring speakers, nourish your body, mind and spirit with gentle movement, breath awareness and a visualization practice to help balance your energy.
Put the Oxygen Mask on Yourself First!
In order to help others, it’s imperative that we prioritize our own health and well being so we can serve to the best of our ability.
Experience how qigong can help you optimize your energy so you can be the best that you can be.