Speakers and Sessions

THE SCIENCE OF STRESS AND RESILIENCE

Numerous studies are finding that stress, anxiety, and mental health issues are on the rise in children and adults. The American Psychological Association's (APA) 2017 Stress in America™ survey found that two-thirds of adults are stressed about the future. The survey also found that Millennials reported higher average stress than before and that teens are the most stressed people in America, with 27 percent reporting "extreme stress" during the school year. Additionally, a 2016 report by the Robert Wood Johnson Foundation found that 46 percent of American teachers feel high daily stress. Fortunately, new brain and psychological research is showing that meditation and social-emotional learning (SEL) programs can dramatically reduce stress and improve wellbeing and achievement.  Discover the benefits of mindfulness meditation, class management, and SEL in schools; strategies to reduce student stress and behavioral problems and raise resilience; and ways to reduce teacher burnout and boost retention.

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LEARNING OBJECTIVES

You will gain knowledge about:
  • The neuroscience of stress, resilience, and behavior
  • Ways to teach and train resilience and wellbeing in students
  • Strategies for challenging student behavior and class management
  • Long-lasting effects of SEL on attitudes, behaviors, and achievement
  • How mindfulness reduces teacher burnout and improves student behavior
  • The effects of technology on teen anxiety, depression, and mental health
  • Benefits of personality strengths and the role of introversion on resilience
  • Why teacher stress and burnout are rising and ways to improve retention
  • Ways to incorporate mindfulness, yoga, and SEL skills into schools
  • Applying mindfulness to executive deficits, ADHD, and autism
  • Strategies for anxiety in math, reading, and writing

Featured Speakers

Robert M. Sapolsky, PhD

Renowned Neuroscientist and Biologist; MacArthur "Genius" Fellow; John A. and Cynthia Fry Gunn Professor of Biological Sciences, Neurology, and Neurological Sciences, Stanford University; Research Associate, Institute of Primate Research, National Museum of Kenya; Author, Behave: The Biology of Humans at Our Best and Worse (2017), The Trouble With Testosterone (2012), Why Zebras Don't Get Ulcers, Third Edition (2004, 3rd Edition)

Christine L. Carter, PhD

Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)

Richard J. Davidson, PhD

William James and Vilas Research Professor of Psychology and Psychiatry and Founder & Director of the Center for Healthy Minds, University of Wisconsin-Madison.

Davidson’s research is broadly focused on the neural bases of emotion and emotional style and methods to promote human flourishing including meditation and related contemplative practices. He has published over 390 articles, numerous chapters and reviews and edited 14 books. He is the author (with Sharon Begley) of "The Emotional Life of Your Brain" published in 2012 and co-author with Daniel Goleman of “Altered Traits” published in 2017. In 2017 he was elected a member of the National Academy of Medicine, the premier authority dedicated to the health and medical sciences.

Angela P. Watson, MA

Owner/Founder, Due Season Press and Educational Services; Former Education Content Creator, BrainPOP; Former Classroom Teacher; Author, Unshakeable: 20 Ways to Enjoy Teaching Every Day...No Matter What (2015), Awakened: Change Your Mindset to Transform Your Teaching (2011) and The Cornerstone: Classroom Management That Makes Teaching More Effective, Efficient and Enjoyable (2009)

Rick Hanson, PhD

Senior Fellow, Greater Good Science Center, University of California, Berkeley; Founder, Wellspring Institute for Neuroscience and Contemplative Wisdom; Author, Resilient: Growing the 12 Strengths of Lasting Happiness, Fulfillment, and Calm (2018), Hardwiring Happiness: The New Brain Science of Contentment, Calm and Confidence (2013), and Buddha's Brain: The Practical Neuroscience of Happiness, Love and Wisdom (2009)

Joshua M. Aronson, PhD

Associate Professor of Applied Psychology; Co-Director, Mindful Education Lab; Director, the Metro Center For Achievement Research and Evaluation (Metro CARE); Founding Director of the Center for Research on Culture, Development and Education, Steinhardt School of Culture, Education and Human Development, New York University; Board of Advisors, Center for Mindfulness and Human Potential; Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)

Todd B. Kashdan, PhD

Professor of Psychology; Senior Scientist, Center for the Advancement of Wellbeing; Director, The Wellbeing Lab, George Mason University; Author, "What Erroneous Beliefs Do You Have About Resilience: New Research on Resilience Around the World" (2017, Psychology Today), "Personality Strengths as Resilience: A One-Year, Multiwave Study" (2016, Journal of Personality), and The Upside of Your Dark Side (2014)

Jonathan W. Schooler, PhD

Director, Center for Mindfulness and Human Potential; Professor, Psychological and Brain Sciences; Primary Investigator, Memory Emotion Thought Awareness (META) Lab, University of California, Santa Barbara; Co-Author, "Mindfulness in Education: Enhancing Academic Achievement and Student Well-Being by Reducing Mind-Wandering" (2017, Mindfulness in Social Psychology) and "Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering" (2013, Psychological Science)

THE NEUROSCIENCE OF STRESS: RAISING RESILIENCE & WELLBEING

The Resilient Brain: Epigenetics of Stress Over the Life Course

Bruce S. McEwen, PhD

Alfred E. Mirsky Professor, Neuroscience and Behavior; Head, Harold and Margaret Hatch Laboratory of Neuroendocrinology, Rockefeller University; Co-Author, The End of Stress as We Know It (2002)

Resilience Is a Skill: Perspectives from Affective and Contemplative Neuroscience

Richard J. Davidson, PhD

William James and Vilas Research Professor of Psychology and Psychiatry and Founder & Director of the Center for Healthy Minds, University of Wisconsin-Madison.

Davidson’s research is broadly focused on the neural bases of emotion and emotional style and methods to promote human flourishing including meditation and related contemplative practices. He has published over 390 articles, numerous chapters and reviews and edited 14 books. He is the author (with Sharon Begley) of "The Emotional Life of Your Brain" published in 2012 and co-author with Daniel Goleman of “Altered Traits” published in 2017. In 2017 he was elected a member of the National Academy of Medicine, the premier authority dedicated to the health and medical sciences.

The Science of Stress: Neuroflexibility, Stress Responses, and Resilience

Rajita Sinha, PhD

Foundations Fund Professor of Psychiatry; Professor of the Child Study Center and of Neuroscience; Director, Yale Interdisciplinary Stress Center; Chief, Psychology Section in Psychiatry; Co-Director of Education, Center of Clinical Investigation, Yale University School of Medicine; Co-Author, "Dynamic Neural Activity During Stress Signals Resilient Coping" (2016, PNAS)

Unshakable Core: Growing the Inner Strengths of Resilient Wellbeing

Rick Hanson, PhD

Senior Fellow, Greater Good Science Center, University of California, Berkeley; Founder, Wellspring Institute for Neuroscience and Contemplative Wisdom; Author, Resilient: Growing the 12 Strengths of Lasting Happiness, Fulfillment, and Calm (2018), Hardwiring Happiness: The New Brain Science of Contentment, Calm and Confidence (2013), and Buddha's Brain: The Practical Neuroscience of Happiness, Love and Wisdom (2009)

The Science of Resilience

Todd B. Kashdan, PhD

Professor of Psychology; Senior Scientist, Center for the Advancement of Wellbeing; Director, The Wellbeing Lab, George Mason University; Author, "What Erroneous Beliefs Do You Have About Resilience: New Research on Resilience Around the World" (2017, Psychology Today), "Personality Strengths as Resilience: A One-Year, Multiwave Study" (2016, Journal of Personality), and The Upside of Your Dark Side (2014)

How Children Thrive: The Practical Science of Raising Resilient Children in a High Pressure World

Mark Bertin, MD

Developmental Pediatrician; Assistant Professor of Pediatrics, New York Medical College; Author, How Children Thrive: The Practical Science of Raising Independent, Resilient, and Happy Kids (2018), Mindful Parenting for ADHD: A Guide to Cultivating Calm, Reducing Stress, and Helping Children Thrive (2015), and The Family ADHD Solution (2011)

THE BIOLOGY OF BEHAVIOR: BOOSTING SOCIAL-EMOTIONAL SKILLS

The Biology of Good and Evil

Robert M. Sapolsky, PhD

Renowned Neuroscientist and Biologist; MacArthur "Genius" Fellow; John A. and Cynthia Fry Gunn Professor of Biological Sciences, Neurology, and Neurological Sciences, Stanford University; Research Associate, Institute of Primate Research, National Museum of Kenya; Author, Behave: The Biology of Humans at Our Best and Worse (2017), The Trouble With Testosterone (2012), Why Zebras Don't Get Ulcers, Third Edition (2004, 3rd Edition)

The Behavior Code: Burnout and Teaching Challenging Students

Nancy A. Rappaport, MD

Associate Professor of Psychiatry, Harvard Medical School; Director of School-Based Programs, Cambridge Health Alliance; Co-Author, The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (2012)

Managing Challenging Behaviors and Student Emotions

MaryAnn Brittingham, MS

Professional Development Consultant; Graduate Course Instructor, State University of New York at New Paltz; Author, Motivating the Unmotivated (2008), Dealing with Difficult Parents: Powerful Strategies for Parent/Teacher Interactions (2005), and Respectful Discipline: Your Guide to Effective Classroom Management (2003)

Social-Emotional Learning: Building Lifelong Pathways of Resilience and Success for Students and Teachers

Eva Oberle, PhD

Assistant Professor, Human Early Learning Partnership, School of Population and Public Health, University of British Columbia; Co-Author, "Social and Emotional Learning: Recent Research and Practical Strategies to Promote Social and Emotional Competence in Schools" (2017, Handbook of Social Behavior and Skills in Children)

Supporting Student Success with Social-Emotional Learning

Kathy Perez, EdD

Professor, Teacher Leadership Program; Director of Outreach and Professional Development, Saint Mary’s College of California; Author, 200+ Proven Strategies for Teaching Reading, Grades K-8 (2016), New Inclusion: Differentiated Strategies to Engage ALL Students (2013) and More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction (2008)

Strength-Stretch-Restore: Setting the Stage So That Introverts Can Thrive

Heidi Kasevich, PhD

Director of Education, Quiet Revolution; Former Educator and History Department Chair at New York City schools and universities such as Nightingale-Bamford, Dalton, Berkeley-Carroll, NYU, and The Cooper Union

Work Stress and Teacher-Student Interactions: Implications for Managing Classroom Behaviors

Jason T. Downer, PhD

Associate Professor, Curry School of Education; Director, The Center for Advanced Study of Teaching and Learning, University of Virginia; Co-Author, "Understanding How Children's Engagement and Teachers' Interactions Combine to Predict School Readiness" (2013, Journal of Applied Development Psychology) and "Measuring Effective Teacher-Student Interactions from a Student Perspective" (2015, Journal of Early Adolescence)

MINDFUL STUDENTS: TEACHING MEDITATION FOR ACHIEVEMENT

A Mindful Education

Joshua M. Aronson, PhD

Associate Professor of Applied Psychology; Co-Director, Mindful Education Lab; Director, the Metro Center For Achievement Research and Evaluation (Metro CARE); Founding Director of the Center for Research on Culture, Development and Education, Steinhardt School of Culture, Education and Human Development, New York University; Board of Advisors, Center for Mindfulness and Human Potential; Co-Author, “Minding and Mending the Gap” (2015, Contemporary Educational Psychology); Editor, Improving Academic Achievement (2002)

Building the Stress-Proof, Mindful Brain

Melanie A. Greenberg, PhD

Clinical Psychologist; Former Professor of Psychology, Alliant International University; Blogger, "The Mindful Self-Express," Psychology Today; Author, The Stress-Proof Brain: Master Your Emotional Response to Stress Using Mindfulness and Neuroplasticity (2017)

The Five Literacies of Mindful Learning: Physical, Mental, Emotional, Social, and Global Intelligence

Daniel J. Rechtschaffen, MA

Marriage and Family Therapists; Founder, Mindful Education Institute; Author, The Mindful Education Workbook: Lessons for Teaching Mindfulness to Students (2016) and The Way for Mindful Education: Cultivating Well-Being in Teachers and Students (2014)

Mindful Minds in Schools: Enhancing Achievement and Wellbeing Through Mindfulness Training

Jonathan W. Schooler, PhD

Director, Center for Mindfulness and Human Potential; Professor, Psychological and Brain Sciences; Primary Investigator, Memory Emotion Thought Awareness (META) Lab, University of California, Santa Barbara; Co-Author, "Mindfulness in Education: Enhancing Academic Achievement and Student Well-Being by Reducing Mind-Wandering" (2017, Mindfulness in Social Psychology) and "Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering" (2013, Psychological Science)

Evidence-Based Practices for Developing Mindful, Self-Regulating Student Writers

Leslie E. Laud, EdD

Founding Director, thinkSRSD; Instructor, Bank Street College of Education; Former Learning Specialist, United Nations International School; Co-Author, Releasing Writers: Evidence-Based Strategies for Developing Self-Regulated Writers (Forthcoming) and Using Formative Assessment to Differentiate Middle School Literacy Instruction: Seven Practices to Maximize Learning (2012)

Mindful Thinking: Mindsets, Mindfulness, and Resilience

Jack A. Naglieri, PhD

Research Professor, Curry School of Education, University of Virginia; Senior Research Scientist, Devereux Center for Resilient Children; Author, Helping Children Learn (2011, 2nd Edition)

Kathleen M. Kryza, MA

Master Teacher; CIO, Infinite Horizons; Co-Author, Developing Growth Mindsets in the Inspiring Classroom (2011) and Differentiation for Real Classrooms (2009)

ANXIOUS MINDS: USING MEDITATION FOR TRAUMA, ADHD, & AUTISM

School Stress, Success, and ADHD

Mark Bertin, MD

Developmental Pediatrician; Assistant Professor of Pediatrics, New York Medical College; Author, How Children Thrive: The Practical Science of Raising Independent, Resilient, and Happy Kids (2018), Mindful Parenting for ADHD: A Guide to Cultivating Calm, Reducing Stress, and Helping Children Thrive (2015), and The Family ADHD Solution (2011)

Executive Functions and Mindfulness in the Classroom

Christina Young, MSEd, LPC

Licensed Professional Counselor; NYS-Certified School Counselor; Director of Student Life, Riverdale Country School; Co-Author, Executive Functions at Home and School: Six Skills Young Learners Need to Succeed (2017)

Teaching Self-Calming, Yoga, and Social Engagement to Children with Special Needs

Louise J. Goldberg, MA

Yoga Therapist, Relaxation Now; Registered Yoga Teacher and Massage Therapist; Co-Founder, S.T.O.P. and Relax; Author, Classroom Yoga Breaks: Brief Exercises to Create Calm (2016) and Yoga Therapy for Children with Autism and Special Needs (2013)

Debra A. Krodman-Collins, PhD, NCSP, RYT

School Psychologist, Broward County Schools, Florida; Co-Founder, S.T.O.P. and Relax

Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom

Peter Hall, MA

Executive Director, EducationHall; 2004 Winner of ASCD's "Outstanding Young Educator" Award; Author, Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom (2015) and The Principal Influence (2016); Co-Author, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016)

Kristin Souers, MA

Licensed Mental Health Counselor; Adjunct Faculty, Counselor Education Department, Gonzaga University School of Education; Assistant Director, Child and Family Research Unit, Washington State University; Co-Author, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016) and "Address Trauma with Calm, Consistant Care: Strategies to Help Educators Avoid Burnout While Keeping Students Learning-Ready" (2015, Principal Magazine

TEENAGE MINDS: TECHNOLOGY ON TEEN STRESS & MENTAL HEALTH

Educating the iGeneration: Why Kids Are Growing

Jean M. Twenge, PhD

Professor of Psychology, San Diego State University; Author, iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy -- and Completely Unprepared for Adulthood (2017), The Narcissim Epidemic (2009) and Generation Me (2006)

Chronic Stress, Coping, and Mindfulness: Insights from Late Adolescents and Emerging Adults

Noelle R. Leonard, PhD

Senior Research Scientist, Rory Meyers College of Nursing; Associate Director, Transdisciplinary Research Methods Core, Center for Drug Use and HIV Research (CDUHR), New York University; Co-Author, "A Multi-Method Exploratory Study of Stress, Coping, and Substance Use Among High School Youth in Private Schools" (2015, Frontiers in Psychology)

The Risks and Rewards of Being an Adolescent in the Digital Age: Daily Mobile Technology Use, Social Support, and Mental Health Symptoms

Madeleine J. George, PhD

Post-Doctoral Research Associate, School of Behavioral and Brain Sciences, The University of Texas, Dallas; Former Teacher; Former Lab Coordinator and Teaching Assistant, The Duke Endowment's Resilience Project, Davidson University; Co-Author, "Concurrent and Subsequent Associations Between Daily Digital Technology Use and High-Risk Adolescents' Mental Health Systems" (2017, Child Development) and "The Risks and Rewards of Being an Adolescent in the Digital Age" (2014, American Psychological Association)

Mindfulness and Teens with ADHD

Debra E. Burdick, LCSW, PhD

aka "The Brain Lady"; International Expert on ADHD and Mindfulness; Author, Mindfulness for Teens with ADHD: A Skill-Building Workbook to Help You Focus and Succeed (2017) and Mindfulness Skills for Kids and Teens (2014)

The Effects of Acute Stress on Performance and Optimizing Reappraising to Promote Resilience

Jeremy P. Jamieson, PhD

Associate Professor of Psychology, Department of Clinical and Social Sciences in Psychology; Principal Investigator, Social Stress Lab, University of Rochester; Co-Author, "Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations" (2016, Social Psychological and Personality Science)

Fostering Social and Emotional Learning and Resilience in Secondary Classrooms

Rachel A. Poliner, MAEd

Founder Partner, Leaders and Learners Consulting; Board Member, Social-Emotional Learning Alliance for Massachusetts; Co-Author, Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life (2016) and The Advisory Guide: Designing and Implementing Effective Advisory Programs for Secondary Schools (2004)

MINDFUL TEACHERS: MEDITATION ON STAFF BURNOUT & RETENTION

Overwhelmed: How to Accomplish More By Doing Less

Christine L. Carter, PhD

Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The Sweet Spot: How to Find Your Groove at Home and Work (2015) and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)

Mindfulness-Based Interventions to Reduce Teacher Stress and Burnout

Robert W. Roeser, PhD

Bennett Pierce Professor of Caring and Compassion; Professor of Human Development and Family Studies, College of Health and Human Development, Pennsylvania State University; Co-Author, "Examining Ways That a Mindfulness-Based Intervention Reduces Stress in Public School Teachers: A Mixed-Methods Study" (2016, Mindfulness); Co-Editor, Handbook of Mindfulness in Education (2016)

Mindfulness for Teachers

Patricia A. Jennings, MEd, PhD

Associate Professor of Education, Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia; Author, Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (2015)

How Teachers Can Do Fewer Things, Better

Angela P. Watson, MA

Owner/Founder, Due Season Press and Educational Services; Former Education Content Creator, BrainPOP; Former Classroom Teacher; Author, Unshakeable: 20 Ways to Enjoy Teaching Every Day...No Matter What (2015), Awakened: Change Your Mindset to Transform Your Teaching (2011) and The Cornerstone: Classroom Management That Makes Teaching More Effective, Efficient and Enjoyable (2009)

The Burnout Contagion: How School Context and Colleagues Might Affect Teacher Burnout

Jihyun Kim, PhD

Assistant Professor, Educational Leadership Program, Lehigh University; Co-Author, "Burnout Contagion: Is It Due to Early Career Teachers' Social Networks or Organizational Exposure?" (2017, Teaching and Teacher Education)

Developing the Mindset of Effective, Resilient Teachers

Sam J. Goldstein, PhD

Adjunct Assistant Professor, University of Utah Medical School; Staff Member, University Neuropsychiatric Insitute; Clinical Director, Neurology Learning and Behavior Center in Salt Lake City; Co-Author, Learning Disabilities and Challenging Behaviors (2015, 3rd Edition), The Handbook of Resilience in Children (2012, 2nd Edition), The Power of Resilience (2004), and Raising Resilient Children (2002)

The Stress Contagion in the Classroom: Understanding and Breaking the Vicious Cycle

Eva Oberle, PhD

Assistant Professor, Human Early Learning Partnership, School of Population and Public Health, University of British Columbia; Co-Author, "Social and Emotional Learning: Recent Research and Practical Strategies to Promote Social and Emotional Competence in Schools" (2017, Handbook of Social Behavior and Skills in Children)