Reacclimate and Regulate: Build Trust, Foster Safety, & Support Healthy Communication in Schools
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Archive : Reacclimate and Regulate: Build Trust, Foster Safety, & Support Healthy Communication in Schools Digital Download
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Laura Sibbald, MA, CCC-SLP, ACDCS, CYMHS | Lisa Weed Phifer, DED, NCSP, CYMHS
1 hour and 35 minutes
Video and audio
Aug 04, 2021
Type of Media:
Seminar on the Internet
As school-based professionals, we understand our children’ losses and feelings of social isolation this year. While we are eager for children to return to school, there are reasonable sentiments of apprehension and worry.
Will I be able to give adequate assistance?
How can I meet my pupils’ social-emotional needs in the aftermath of the COVID-19 pandemic?
You’ll follow a specific plan to learn to Reacclimate and Regulate, which will ultimately lead to student empowerment! The first step of the trip focuses on a 5-point check-in to raise student and school-based personnel understanding of the signs and symptoms of trauma. Reacclimating to the educational environment and developing our own self-awareness abilities are essential steps toward planning and action. The following part of the journey focuses on using evidence-based tools to develop a step-by-step strategy for resilience. Practical materials and strategies will facilitate student learning and progress by focusing on a foundation of safety, creating trust and healthy communication, and promoting resilience!
Lisa Weed Phifer, D.Ed., NCSP, CYMHS, is a nationally licensed school psychologist, certified Autism Spectrum Disorder Clinical Specialist, and author with a long history of helping children’s and adolescents’ school-based mental health and social emotional development. Phifer’s research has concentrated on incorporating cognitive-based therapy (CBT) and fundamental social emotional competences into practical, child-centered activities. She has given presentations to educators, clinicians, and parents across the United States and internationally on CBT, trauma-informed approaches, and social emotional development. She is the primary author of the CBT Toolbox for Children and Adolescents (PESI, 2017), Parenting Toolbox (PESI, 2018), and Trauma-Informed Social Emotional Toolbox for Children and Adolescents (PESI, 2018). (PESI, 2020). She has also been published in the School Mental Health Journal and contributed to the second and third editions of Supporting and Educating Traumatized Children (Rossen, 2020).
Disclosures for Speakers:
Dr. Lisa Weed Phifer has a financial relationship with Fairfax County Public Schools. PESI, Inc. pays her a speaking fee, recording royalties, and book royalties. She has no relevant financial links with groups that are ineligible.
Dr. Lisa Weed Phifer does not have any relevant non-financial ties.
Laura K. Sibbald, MA, CCC-SLP, ACDCS, CYMHS, is a nationally certified speech-language pathologist with considerable expertise addressing students’ and families’ social-emotional and pragmatic language needs in the Washington, DC, metropolitan area. She is an instructional specialist for kids with autism in the Prince George’s County Public Schools in Maryland, and she has created and executed a number of professional development opportunities centered on social-emotional competency at the state and national levels.
Laura is the coauthor of the Trauma-Informed Social-Emotional Toolbox for Children and Adolescents: 116 Worksheets and Skill-Building Exercises to Support Safety, Connection, and Empowerment (PESI, 2020) and the Parenting Toolbox: 125 Activities Therapies Use to Reduce Meltdowns, Increase Positive Behaviors, and Manage Emotions (PESI, 2020). (PESI, 2018). Both workbooks offer practical solutions that may be easily applied in clinical and educational professional settings. Laura was most recently a guest speaker and moderator at PESI’s 2021 Autism Symposium, where she spoke on Navigating Autism Through a Trauma Informed Lens. Laura also got the opportunity to interview Dr. Temple Grandin for the key note Different… Not Less. Laura served as an expert panelist at The Behavior Revolution, LLP’s 2020 Parenting Autism Summit, and she is qualified as an Autism Spectrum Disorder Clinical Specialist (ASDCS). She is a member of the Maryland Speech-Language and Hearing Association’s multicultural affairs committee, which promotes equity practices in diverse communicators. Laura obtained further qualifications as a Relationship Development Intervention (RDI) Certified Educator and in Educational Leadership and Supervision to better assist the growth and achievement of children with disabilities. She earned a Master’s degree in speech-language pathology from The George Washington University in 2011.
Laura Sibbald has a financial relationship with Prince George’s County Public Schools. She earns income as an author for PESI Publishing & Media. PESI, Inc. provides Ms. Sibbald with a speaking honorarium. She has no relevant financial links with groups that are ineligible.
Laura Sibbald is a member of the American Speech-Language-Pathology Association, the Maryland Speech Language Hearing Association, and the Maryland Department of Health and Mental Hygiene, Board of Speech-Language Pathologists.
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