Speakers and Sessions

HELPING KIDS FEEL CALM AND CONNECTED

Various reports have found that many children and teens are experiencing significant stress, anxiety, and mental health issues. More than 1 in 20 children ages 6-17 (and one in three teens) suffer from anxiety disorders, according to a June 2018 study in the Journal of Developmental and Behavioral Pediatrics. A new UC Berkeley study finds that college students have seen a sharp rise in anxiety over the past decade and an American College Health Association study reveals that sixty-two percent of college students report a significant level of anxiety. In addition, according to a 2016 National Survey of Children’s Health (NSCH), almost forty-five percent of all children in the US have experienced at least one Adverse Childhood Experience (ACE). Discover how toxic stress, anxiety, and trauma negatively affect developing brains, student behavior, and academic success. This conference will help you reduce anxiety and stress in your schools and practice; address teen depression and challenging classroom behaviors; foster coping, calming, mindful practices; create trauma-sensitive schools; and improve school success by promoting positive teacher-student relationships.


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LEARNING OBJECTIVES

You will gain knowledge about:
  • The brain science of anxiety, adversity, and toxic stress
  • Strategies for dealing with struggling and challenging students and behaviors
  • Fostering positive, secure connections and teacher-student relationships
  • Strategies and activities for coping, calming, and reducing stress
  • Teaching and parenting all children to thrive in a high-stress world
  • Creating trauma-sensitive schools where kids feel safe and supported
  • Reducing parental, grade, and math anxiety to improve school success
  • The importance of relationships, touch, and showing up for children
  • Addressing teen anxiety, school pressures, depression, and bullying
  • The science and practice of using mindful meditation in classrooms
  • Addressing the impact of trauma and adversity on learning
  • Strategies for close reading and struggling readers



WHO SHOULD ATTEND

This conference is applicable for K-12 teachers, administrators, curriculum and staff developers, learning specialists, school psychologists and guidance counselors, early childhood professionals, math, science, and reading teachers, superintendents, principals, assistant principals, and school heads, staff development trainers, behavior, school discipline, and school safety professionals, trauma, mental health and bullying prevention staff, social workers, school climate professionals, college and university professors, and other educators that support classroom instruction.

Featured Speakers

Bruce D. Perry, MD, PhD

Senior Fellow, The ChildTrauma Academy; Adjunct Professor, Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University; Co-Author, The Boy Who Was Raised As a Dog (2017), A Child's Loss: Helping Children Exposed to Traumatic Death (2013), and Born for Love: Why Empathy Is Essential -- and Endangered (2011); Author of the multimedia book, BRIEF: Reflections on Childhood, Trauma, and Society (2013)

Christine L. Carter, PhD

Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The New Adolescence: Raising Happy and Successful Teens in an Age of Anxiety and Distraction (Forthcoming, 2020), 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)

Daniel J. Siegel, MD

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired (Forthcoming, 2020), Aware: The Science and Practice of Presence-The Groundbreaking Meditation Practice (2018), Brainstorm: The Power and Purpose of the Teenage Brain (2015), and The Mindful Brain (2007); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018); Co-Editor, Healing Trauma (2003)

Jessica Minahan, MEd, BCBA

Licensed and Board-Certified Behavior Analyst; Special Educator; Author, “Helping Anxious Kids Move Forward” (2017, Educational Leadership), The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (2014), and “Building Positive Relationships with Students Struggling with Mental Health” (2019, Phi Delta Kappan); Co-Author, The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (2012)

Mary Helen Immordino-Yang, EdD

Professor of Education, Psychology, and Neuroscience, Brain and Creativity Institute and Rossier School of Education, University of Southern California; Co-Author, “Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education” (2019, Educational Psychologist), “Community Violence Exposure Correlates with Smaller Gray Matter Volume and Lower IQ in Urban Adolescents” (2018, Human Brain Mapping), and “Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development” (2017, American Educational Research Journal)

Pamela Cantor, MD

Child Psychiatrist; Trauma Specialist; Founder and Senior Science Advisor, Turnaround for Children; Visiting Scholar in Education, Harvard Graduate School of Education; Former Faculty Member, Cornell University Medical Center and the Yale Child Study Center, Yale University; Co-Author, “Drivers of Human Development: How Relationships and Context Shape Learning and Development” (2018, Applied Developmental Science) and “Trauma, Uncontrollable Events, and the Challenge of Meeting the Needs of Children and Families” (2003, International Journal of Mental Health); Contributor to the book, Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness (2019)

Madeline Levine, PhD

Psychologist; Clinician; Consultant; Educator; Co-Founder, Challenge Success, a project at the Stanford University School of Education; Author, Ready or Not: Preparing Our Kids to Thrive in an Uncertain World (Forthcoming), Teach Your Children Well: Parenting for Authentic Success (2012), and The Price of Privilege (2006)

Ross W. Greene, PhD

Psychologist; Adjunct Associate Professor, Department of Psychology, Virginia Tech; Adjunct Professor, Faculty of Science, University of Technology in Sydney, Australia; Former Faculty, Harvard Medical School; Founder/Director, Lives in the Balance; Collaborator on the documentary The Kids We Lose, Winner of the Best Feature Documentary Award at the 2018 New Hampshire Film Festival, the 2019 Women's Film Festival in Philadelphia, and the 2019 Los Angeles Women's International Film Festival; Author, Raising Human Beings: Creating a Collaborative Partnership With Your Child (2016), Lost and Found: Helping Behaviorally Challenging Students (and, While You're At It, All the Others) (2016), Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (2008), and The Explosive Child: A New Approach For Understanding And Parenting Easily Frustrated, Chronically Inflexible Children (1998)

1) ANXIOUS BRAINS: HELPINGS KIDS THRIVE IN A STRESSFUL WORLD

Ready or Not: Preparing Our Children to Thrive in an Anxious, Uncertain World

Madeline Levine, PhD

Psychologist; Clinician; Consultant; Educator; Co-Founder, Challenge Success, a project at the Stanford University School of Education; Author, Ready or Not: Preparing Our Kids to Thrive in an Uncertain World (Forthcoming), Teach Your Children Well: Parenting for Authentic Success (2012), and The Price of Privilege (2006)

Proactive Solutions for Challenging Children: Moving From Power and Control to Collaboration and Problem Solving

Ross W. Greene, PhD

Psychologist; Adjunct Associate Professor, Department of Psychology, Virginia Tech; Adjunct Professor, Faculty of Science, University of Technology in Sydney, Australia; Former Faculty, Harvard Medical School; Founder/Director, Lives in the Balance; Collaborator on the documentary The Kids We Lose, Winner of the Best Feature Documentary Award at the 2018 New Hampshire Film Festival, the 2019 Women's Film Festival in Philadelphia, and the 2019 Los Angeles Women's International Film Festival; Author, Raising Human Beings: Creating a Collaborative Partnership With Your Child (2016), Lost and Found: Helping Behaviorally Challenging Students (and, While You're At It, All the Others) (2016), Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (2008), and The Explosive Child: A New Approach For Understanding And Parenting Easily Frustrated, Chronically Inflexible Children (1998)

Raising Joyful Children in a Stressful World

Katie F. Hurley, LCSW

Child and Adolescent Psychotherapist; Parenting Expert; Founder of “Girls Can!”, an empowerment group for girls between ages 5-11; Author, The Depression Workbook for Teens: Tools to Improve Your Mood, Build Self-Esteem, and Stay Motivated (2019) and The Happy Kid Handbook: How to Raise Joyful Children in a Stressful World (2015)

The Power of Showing Up: How Teacher and Parental Presence Shape Who Our Children Become and How Their Brains Get Wired

Daniel J. Siegel, MD

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired (Forthcoming, 2020), Aware: The Science and Practice of Presence-The Groundbreaking Meditation Practice (2018), Brainstorm: The Power and Purpose of the Teenage Brain (2015), and The Mindful Brain (2007); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018); Co-Editor, Healing Trauma (2003)

Parenting the Stress-Resilient Child: Building Skills in the Era of Stress and Media Mess

Laura S. Kastner, PhD

Clinical Professor, Department of Psychology and Department of Psychiatry and Behavioral Sciences, University of Washington; Author, Getting to Calm: Cool-Headed Strategies for Parenting Tweens + Teens - Updated and Expanded (2018), Wise Minded Parenting: 7 Essentials for Raising Successful Tweens + Teens (2013), and The Launching Years: Strategies for Parenting from Senior Year to College Life (2002)

Risk and Resilience: Helping Children Thrive in a World Focused on Success

Suniya S. Luthar, PhD

Foundation Professor of Psychology, Arizona State University; Professor Emerita, Teachers College, Columbia University; Former Faculty, Yale Child Study Center, Yale University; Founder and Executive Director, Authentic Connections; Co-Author, “How Can You Help Children Thrive in a World Focused on Success?” (2019, Wealth of Wisdom), “Complexities in Adjustment Patterns Among ‘The Best and The Brightest’: Risk and Resilience in the Context of High-Achieving Schools” (2019, Research in Human Development), and “Youth in High-Achieving Schools: Challenges to Mental Health and Directions for Evidence-Based Interventions” (2018, Handbook of School-Based Mental Health Promotion)

Nina Kumar, BA

Chief Executive Officer, Authentic Connections; Co-Author, “How Can You Help Children Thrive in a World Focused on Success?” (2019, Wealth of Wisdom)

2) TRAUMATIZED BRAINS: CREATING TRAUMA-SENSITIVE SCHOOLS

The Deepest Well: Healing the Long-Term Effects of Childhood Adversity

Nadine Burke Harris, MD, MPH

Pediatrician; Surgeon General of California; Founder, Center for Youth Wellness; Member of the Advisory Committee for Project Resilience with the American Academy of Pediatrics; Former Member of the Post-Doctoral and Graduate Medical Education Committees, Stanford University Medical Center; Winner of the Heinz Award for the Human Condition from the Heinz Foundation; Author, The Deepest Well: Healing the Long-Term Effects of Childhood Adversity (2018)

The Impact of Trauma and Neglect on the Developing Child

Bruce D. Perry, MD, PhD

Senior Fellow, The ChildTrauma Academy; Adjunct Professor, Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University; Co-Author, The Boy Who Was Raised As a Dog (2017), A Child's Loss: Helping Children Exposed to Traumatic Death (2013), and Born for Love: Why Empathy Is Essential -- and Endangered (2011); Author of the multimedia book, BRIEF: Reflections on Childhood, Trauma, and Society (2013)

Whole Child Development: Dynamics of Trauma, Stress, and Complex Skill Development

Pamela Cantor, MD

Child Psychiatrist; Trauma Specialist; Founder and Senior Science Advisor, Turnaround for Children; Visiting Scholar in Education, Harvard Graduate School of Education; Former Faculty Member, Cornell University Medical Center and the Yale Child Study Center, Yale University; Co-Author, “Drivers of Human Development: How Relationships and Context Shape Learning and Development” (2018, Applied Developmental Science) and “Trauma, Uncontrollable Events, and the Challenge of Meeting the Needs of Children and Families” (2003, International Journal of Mental Health); Contributor to the book, Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness (2019)

The Neuroscience of Adversity and Achievement: Implications for Education

Katie A. McLaughlin, PhD

Clinical Psychologist; Assistant Professor of Psychology, Harvard University; Co-Author, “Altered Development of Hippocampus-Dependent Associative Learning Following Early-Life Adversity” (2019, Developmental Cognitive Neuroscience) and “Neurobiological Models of the Impact of Adversity on Education” (2016, Current Opinion in Behavioral Sciences)

Stress, Trauma, and Resiliency: Strategies for Classroom Success

Bryan K. Harris, EdD

Consultant; Former Principal, Instructional Specialist, and Teacher; Adjunct Faculty, Grand Canyon University; Author, Retraining New Teachers (2015), Creating a Classroom Culture That Supports the Common Core (2012), and Battling Boredom (2010); Co-Author, Battling Boredom, Part 2 (2018) and 75 Quick and Easy Solutions to Common Classroom Disruptions (2013)

Trauma-Informed Classroom Management: Succeeding with Challenging Students

Grace Dearborn, MA

Education Consultant; Instructional Coach; Award-Winning Teacher; Professional Development Coordinator; Executive Director, Conscious Teaching, LLC; Co-Author, Yeah, But What About This Kid? Tier 3 Behavior Interventions That Work (2019) and Conscious Classroom Management: Unlocking the Secrets of Great Teaching (2016, 2nd Edition)

3) CALM SCHOOLS: REDUCING ANXIETY, STRESS, & CHALLENGING BEHAVIOR

Rethinking Stress: Leveraging Mindset to Engage with Stress

Kari A. Leibowitz, PhD Candidate

Interdisciplinary Graduate Fellow, Mind, Brain, and Body Lab, Department of Psychology, Stanford University; Co-Author, "Mindsets Matter" (2018, International Review of Neurobiology)

Rewiring the Anxious Brain: Using Neuroscience to Reduce Fear, Anxiety, and Worry

Catherine M. Pittman, PhD

Licensed Clinical Psychologist; Chair, Psychology Deparment, Saint Mary's College; Co-Author, Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic, and Worry (2015)

Beyond Behavior: Using Brain Science to Reduce Anxiety, Toxic Stress, and Behavioral Challenges

Mona M. Delahooke, PhD

Pediatric Psychologist; Faculty Member for the Early Intervention Training Institute (EITI) of the Los Angeles Child Guidance Clinic; Senior Faculty Member and Mental Health Working Group Co-Chair of the Profectum Foundation; Trainer to the Los Angeles County Department of Mental Health; Author, Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children's Behavioral Challenges (2019) and Social and Emotional Development in Early Intervention (2017)

Practical Strategies for Reducing Anxiety and Defiant Behavior in the Classroom

Jessica Minahan, MEd, BCBA

Licensed and Board-Certified Behavior Analyst; Special Educator; Author, “Helping Anxious Kids Move Forward” (2017, Educational Leadership), The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (2014), and “Building Positive Relationships with Students Struggling with Mental Health” (2019, Phi Delta Kappan); Co-Author, The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (2012)

Coping Skills for Children: Dealing with Stress, Anxiety, and Anger

Janine Halloran, LMHC

Licensed Mental Health Counselor; Founder, Encourage Play LLC; Founder/CEO, Coping Skills for Kids; Former School Adjustment Counselor; Author, Social Skills for Kids: Over 75 Fun Games & Activities for Building Better Relationships, Problem Solving & Improving Communication (2018) and Coping Skills for Kids Workbook: Over 75 Coping Strategies to Help Kids Deal with Stress, Anxiety and Anger (2016)

Stress on the Rise and the Pivot: Stress Reduction, Empathy, and Problem-Solving

Laura S. Kastner, PhD

Clinical Professor, Department of Psychology and Department of Psychiatry and Behavioral Sciences, University of Washington; Author, Getting to Calm: Cool-Headed Strategies for Parenting Tweens + Teens - Updated and Expanded (2018), Wise Minded Parenting: 7 Essentials for Raising Successful Tweens + Teens (2013), and The Launching Years: Strategies for Parenting from Senior Year to College Life (2002)

The Science of Stress: Promoting Teacher's Stress Reduction and Wellbeing

Clayton R. Cook, PhD

John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing; Professor and Core Faculty, Institute of Translational Research in Children's Mental Health, Department of Educational Psychology, College of Education and Human Development, University of Minnesota; Affiliate Faculty, School of Mental Health Assessment, Research, and Training Center, University of Washington; Co-Author, “Cultivating Positive Teacher-Student Relationships: Evaluation of the Establish, Maintain, and Restore (EMR) Method” (2019, School Psychology Review), “Stressed Teachers Don't Make Good Implementers” (2018, School Mental Health), and “Positive Greetings at the Door: Evaluation of a Low-Cost, High Yield Proactive Classroom Management Strategy” (2018, Journal of Positive Behavior Interventions)

Things Resilient Teachers Do (and the Things They Hardly Ever Do)

Bryan K. Harris, EdD

Consultant; Former Principal, Instructional Specialist, and Teacher; Adjunct Faculty, Grand Canyon University; Author, Retraining New Teachers (2015), Creating a Classroom Culture That Supports the Common Core (2012), and Battling Boredom (2010); Co-Author, Battling Boredom, Part 2 (2018) and 75 Quick and Easy Solutions to Common Classroom Disruptions (2013)

Stress Management for Teachers

Colleen L. Eddy, MA

Counseling Psychology, College of Education, University of Missouri; Co-Author, “Single-Item Teacher Stress and Coping Measures: Concurrent and Predictive Validity and Sensitivity to Change” (2019, Journal of School Psychology), “Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?” (2019, Child Development), “Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes” (2017, Journal of Positive Behavior Interventions); and “The Role of the Perceptions of School Climate and Teacher Victimization by Students” (2017, Journal of Interpersonal Violence)

4) DISTRESSED TEENS: DECREASING ANXIETY, DEPRESSION, & BULLYING

Anxiety Disorders on College Campuses: The New Epidemic

Richard M. Scheffler, PhD

Distinguished Professor Emeritus of Health Economics and Public Policy, School of Public Health and Goldman School of Public Policy; Director, The Global Center for Health and Economic Policy Research; Professor of the Graduate School, University of California, Berkeley; Endowed Chair Emeritus in Health Care Markets and Consumer Welfare, Attorney General of the State of California

The New Adolescence: Raising Successful Teens in an Age of Anxiety and Distraction

Christine L. Carter, PhD

Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The New Adolescence: Raising Happy and Successful Teens in an Age of Anxiety and Distraction (Forthcoming, 2020), 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)

Brainstorm: Anxiety, Technology, and Mindfulness in the Teen Brain

Daniel J. Siegel, MD

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired (Forthcoming, 2020), Aware: The Science and Practice of Presence-The Groundbreaking Meditation Practice (2018), Brainstorm: The Power and Purpose of the Teenage Brain (2015), and The Mindful Brain (2007); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018); Co-Editor, Healing Trauma (2003)

Embodied Brains, Social Minds, and Cultural Meaning: The Effects of Community Violence Exposure on Urban Adolescents’ Brain Development

Mary Helen Immordino-Yang, EdD

Professor of Education, Psychology, and Neuroscience, Brain and Creativity Institute and Rossier School of Education, University of Southern California; Co-Author, “Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education” (2019, Educational Psychologist), “Community Violence Exposure Correlates with Smaller Gray Matter Volume and Lower IQ in Urban Adolescents” (2018, Human Brain Mapping), and “Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development” (2017, American Educational Research Journal)

Cultivating Youth Resilience to Adversity: Preventing Bullying (and Cyberbullying) and Improving School Climate

Justin W. Patchin, PhD

Co-Director, Cyberbullying Research Center; Professor of Criminal Justice, Department of Political Science, University of Wisconsin-Eau Claire; Co-Author, “Cultivating Youth Resilience to Prevent Bullying and Cyberbullying Victimization” (2017, Child Abuse and Neglect), Bullying Today: Bullet Points and Best Practices (2016), School Climate 2.0 (2012), and Bullying Beyond the Schoolyard (2009)

5) MINDFUL SCHOOLS: USING MEDITATION TO REDUCE STUDENT STRESS

Stressful Schools, Mindful Teachers

Amy L. Eva, PhD

Associate Education Director, Greater Good Science Center, University of California, Berkeley; Co-Author, “The Mindful Teacher: Translating Research into Daily Wellbeing” (2018, The Clearing House Journal)

Growing Up Mindful in a Stressed-Out World

Christopher Willard, PsyD

Psychotherapist; Educational Consultant; Lecturer in Psychiatry, Harvard Medical School; Board Member, The Institute for Meditation and Psychotherapy; Author, Raising Resilience, Growing Up Mindful: Essential Practices to Help Children, Teens, and Families Find Balance, Calm, and Resilience (2016) and Mindfulness for Teen Anxiety (2014); Co-Author, Breathing Makes It Better: A Book for Sad Days, Mad Days, Glad Days, and All the Feelings In-Between (2019) and The Mindfulness Matters Program for Children and Adolescents: Strategies, Activities, and Techniques for Therapists and Teachers (2019)

Trauma-Sensitive Mindfulness for Children

David A. Treleaven, PhD

Psychologist; Educator; Trauma Professional; Founder of the Trauma-Sensitive Mindfulness (TSM) Community; Visiting Scholar, Brown University; Lecturer on trauma-sensitive mindfulness at the University of California, Los Angeles (UCLA) and the Center for Mindfulness at the University of Massachusetts Medical School; Author, Trauma-Sensitive Mindfulness: Practices for Safe and Transformative Healing (2018)

A Biopsychosocial Perspective on Trauma, Learning, and Mindful Healing in Urban Populations

Sara King, PhD

Neuroscientist; Learning Scientist; Post-Doctoral Fellow, Neurology in Complimentary Alternative Medicine, Oregon Health Science University; Mindfulness and Yoga Instructor; Founder, MindHeart Consulting; Former Graduate Student/Researcher, David Geffen Medical School and the Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, where she examined the impact of mindfulness-based practices on the relationship between student behavior, wellbeing, and emotion regulation in low-SES K-12 settings

Taking Time to B.R.E.A.T.H.E.: Research-Based Practices to Strengthen Wellbeing and Resilience

Joelle Hood, EdD

Co-Founder and Chief Empowerment Officer, Thriving YOUniversity; Certified Life Coach; Consultant; Professional Learning Designer and Facilitator; awarded Teacher of the Year and Principal of the Year; passionately committed to empowering individuals and organizations to THRIVE

Janeen Antonelli, MA

Co-Founder and Chief Culture Coach, Thriving YOUniversity; Former Teacher, Principal, and County Office Administrator with expertise in reaching and teaching at-promise youth; Consultant; Professional Learning Designer and Facilitator; passionately committed to empowering individuals and organizations to THRIVE

Jessie Fuller, MA

Co-Founder and Lead Learner Coach, Thriving YOUniversity; A California League of Schools' Teacher of the Year

6) CONNECTED MINDS: BUILDING POSITIVE, SECURE RELATIONSHIPS AND HELPING STRUGGLING STUDENTS

Building Resilience and Executive Function in Adversity: The Role of Parents, Teachers, and Peers

Jelena Obradovic, PhD

Associate Professor, Developmental and Psychological Sciences Program; Director, Stanford Project for Adaptation and Resilience in Kids, Stanford Graduate School of Education; Co-Author, "Emotional Behavior Problems, Parent Emotion Socialization, and Gender as Determinants of Teacher-Child Closeness" (2017, Early Education and Development)

Establishing Classroom Greetings and Positive Teacher-Student Relationships

Clayton R. Cook, PhD

John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing; Professor and Core Faculty, Institute of Translational Research in Children's Mental Health, Department of Educational Psychology, College of Education and Human Development, University of Minnesota; Affiliate Faculty, School of Mental Health Assessment, Research, and Training Center, University of Washington; Co-Author, “Cultivating Positive Teacher-Student Relationships: Evaluation of the Establish, Maintain, and Restore (EMR) Method” (2019, School Psychology Review), “Stressed Teachers Don't Make Good Implementers” (2018, School Mental Health), and “Positive Greetings at the Door: Evaluation of a Low-Cost, High Yield Proactive Classroom Management Strategy” (2018, Journal of Positive Behavior Interventions)

Building Teacher Credibility, Collective Efficacy, and Authentic Relationships

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author,The On-Your-Feet Guide to Building Authentic Student-Teacher Relationships (2019), Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning (2019), All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond (2019), and The Teacher Clarity Playbook (2018)

Meeting Students in Brain Development with an Emphasis on Regulation and Connections

Lori L. Desautels, PhD

Assistant Professor, College of Education, Butler University; Former School Counselor who has taught emotionally troubled students in upper elementary grades; Founder, Indianapolis Counseling Center; Author, Eyes Are Never Quiet: Listening Beneath the Behaviors of Our Most Troubled Students (2019), Unwritten, The Story of a Living System: A Pathway to Enlivening and Transforming Education (2016), and How May I Serve You?: Revelations in Education (2012)

Connections: The Science of Human Interpersonal Touch

David J. Linden, PhD

Professor of Neuroscience, Johns Hopkins School of Medicine; Fellow, American Association for the Advancement of Science; Author, Think Tank: Forty Neuroscientists Explore the Biological Roots of Human Experience (2018), Touch: The Science of the Hand, Heart, and Mind (2015), and The Accidental Mind (2009)

Addressing Students' Needs Through the 3 Rs: Relationships, Responsibility, and Regulation

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, Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners (2018) and Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016)

Notice, Note, and Disrupting Thinking: Strategies for Close Reading and Struggling Readers

Kylene Beers, EdD

Former Senior Reading Researcher, Comer School Development Program, Yale University; Co-Author, Disrupting Thinking: Why How We Read Matters (2017), Notice & Note: Strategies for Close Reading (2012) and When Kids Can't Read: What Teachers Can Do (2002); Co-Editor, Adolescent Literacy: Turning Promise Into Practice (2007)

Robert E. Probst, PhD

Educational Consultant; Professor Emeritus of English Education, Georgia State University; Former Research Fellow, Florida International University; Co-Author, Disrupting Thinking: Why How We Read Matters (2017), Notice & Note: Strategies for Close Reading (2013), and When Kids Can't Read: What Teachers Can Do (2002); Co-Editor, Adolescent Literacy: Turning Promise into Practice (2007)