The data is clear. More than 2 out of 3 students have had to deal with at least one Adverse Childhood Experience (ACE) — such as the death of a parent, living with addiction or suffering abuse. Research shows that students who have endured two or more ACEs are far more likely to experience academic and behavioral issues.
The real question is what can educators do to reach these students and help them succeed? In this 90-minute webinar, Kim Johancen – a licensed professional counselor specializing in clients who have experienced trauma – will help educators identify and understand students who are struggling with traumatic events that have occurred in their young lives. She will also provide practical tools to help teachers, counselors, social workers, student services personnel and administrators address the needs of these students more effectively based on presenting symptoms.
The ACEs-Informed Schools webinar will examine the three primary trauma response states and share numerous skills and strategies educators can use with students depending on their specific trauma responses. Kim will share specific case examples in order to explore specific approaches to use with students based on the five primary stages of trauma recovery and she will reveal potential roadblocks that can occur at each stage.
Learn how Kim helped Karin – a 12-year old girl who was struggling in school because of post-abuse-trauma depression. Follow the steps taken to help Karin manage her depression with skills Kim will share with attendees. Kim and Karin worked together to build her resilience through strategies webinar attendees can use in their classrooms.
REGISTER HERE FOR THE LIVE EVENT OR WATCH AT YOUR CONVENIENCE. October 25th @ 11:30 am Eastern
LEARNING OBJECTIVES:
- Gain a working knowledge of ACEs based on a brief overview including history, application and current trends
- Understand the need and importance of early intervention using a model that highlights the need for connection, skills and how to connect students to additional resources
- Know the risk factors of compassion fatigue when working with a student who has experienced one or more traumatic events – including exposure to both traumatized individuals and traumatized systems
- Gain skills and strategies to deal with trauma and trauma impact in your classroom
- Discover details about trauma and trauma impact and how to identify students who may need to be referred to mental health professionals
- Learn specific skills to use with students experiencing a recent traumatic event including grounding and state change techniques using real-world examples
- Know the primary symptoms of trauma including the 5 stages of traumatic impact and gain numerous skills and strategies based on each stage using case studies to demonstrate the application of various skills discussed.
- Discover roadblocks for each trauma stage and know the specific mistakes to avoid when talking to students who have experienced a recent traumatic event
- Become fully aware of the importance of building resiliency and get specific protective factors that can be utilized and amplified by participants.
- Discuss case studies of students who have benefitted from a focus on resilience.
WHO SHOULD ATTEND:
- Social Workers
- School Psychologists
- Student Services Personnel
- Teachers
- Administrators
- Counselors
- School Nurse
- Health Educators
- School Resource Officers
- Support Staff
Kim Johancen is a licensed professional counselor with over twenty years of experience working with clients who have experienced trauma. Her career includes working with adolescent and adult survivors dealing with complicated grief and loss – including sexual trauma, relationship loss, individuals and families who have been impacted by suicide, and clients struggling with self-injury. In addition to seeing adolescents, adults, and families, Kim also has experience facilitating both small and large groups including crisis debriefings at local agencies in Durango, Colorado where she resided until recently. Kim has been invited to present at numerous conferences and seminars both locally and nationally and has presented her work on self-injury at Harvard University and her work with suicidal patients at Stony Brook University in New York. In addition to her clinical work Kim has also been asked to contribute a chapter to Matthew Selekman’s Adolescent and Young Adult Self-Harming Treatment Manual and has published over nine articles with the American Counseling Association. Kim currently has a column on the ACA website and continues to offer both counseling and consultation services to various agencies both nationally and locally.
