On-Site Training
Master trainers bring AccuTrain programs and seminars to your district or school for practical strategy-filled
one- or two-day workshops.
Topics include helping boys succeed academically, Self-Regulation, Responsibility-Centered Discipline, preventing girl drama, self-injury, preventing suicide, working with students who are Wired Differently and trauma-informed schools.
Lost Boys
Boys are held back in school twice as often as girls. Boys also get expelled from preschool nearly five times more often than girls, and they are diagnosed with learning disorders and attention problems at nearly four times the rate of girls.
Boys are more likely to drop out of school, and make up only 43 percent of college students. Millions of boys are being lost along the path to academic success and career achievement in today’s knowledge economy. Teacher bias regarding behavior, rather than academic performance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores, and those scores affect teachers’ overall perceptions of boys’ intelligence and achievement.
Rather than penalize boys’ high energy – as traditional classroom methods often do – successful teachers are learning to take advantage of male liveliness, curiosity and thirst for competition. Unless educators stop to consider whether traditional methods are working for both genders, boys will continue to get the short end of the educational stick.
This powerful one-day training helps educators understand the structural, chemical and processing differences between boys’ and girls’ brains. It helps educators support boys’ developmental needs, while teaching them social /emotional competencies. Attendees will discover innovative strategies, as well as group and individual interventions, to help boys achieve their highest academic potential.
Teachers, counselors, administrators and other educators will leave with practical tools to support developmental needs and specific activities to get boys learning while reducing their risk for academic failure, dropping out and underachievement.
Learning Objectives
In this on-site training you will learn to:
- Explain how boys’ brains work including the chemistry and structure.
- Identify the differences in the ways girls and boys focus.
- Recognize the role of hormones, specifically testosterone and dopamine
- Demonstrate classroom strategies to support boys’ developmental needs
- Contrast the difference between natural aggression and bullying.
Responsibility-Centered Discipline*
Over the past decade, the Responsibility-Centered Discipline program has produced remarkable results as it has been implemented across North America. To be certain, RCD schools have seen significant decreases in office referrals, detentions and suspensions. But RCD schools have also moved away from an obedience-based model to a model that is centered on students taking responsibility for their own behavior as well as their own academic success.
As schools drive toward improving academic results, educators have become far more purposeful in enhancing curriculum, refining assessment and enriching instruction. But without improving classroom management, all of these other efforts will ultimately fall short of expectations.
Educators understand that behavior and effort are often impacted by the relationships they have built with students. When emotions escalate, those relationships are tested — and often damaged. Responsibility- Centered Discipline helps educators to be prepared when situations come to a boil. By empowering educators to become masters of challenging moments, RCD schools typically see a significant improvement not only in behavior management, but also in school climate, student and teacher satisfaction – and ultimately academic success.
Wired Differently
In a single classroom, it is quite conceivable that a teacher might be dealing with 4 or 5 different disorders. Some of the most common challenges mainstreamed in the classroom tend to be: Anger Disorders, Bipolar Disorder, PTSD, ADHS, and Asperger’s Syndrome.
These issues are often undiagnosed and easily misunderstood — and may be responded to as simple discipline issues. Behaviors that tend to be common to students who are wired differently include:
- Disorganization
- Perfectionism
- Trouble dealing with change
- Performance and testing anxiety
- Social anxiety
- Over- and under-reacting to adults and peers
The goal of this on-site training is to provide you with key insights and approaches to help you prevent disruptions and distractions, while maximizing the abilities of students with these unique challenges.
LEARNING OBJECTIVES
In this information-packed training, you will learn to:
- Recognize common misunderstandings educators sometimes have about these students.
- Restructure traditional policies and practices that often fail with these students.
- Implement do’s and don’ts for supporting these students with dignity and respect through:
- Assisting with organizational challenges.
- Building an environment that minimizes perfectionism.
- Controlling change, while helping students deal with it.
- Creating a climate that strikes a balance between challenge and support.
- Helping smooth social interactions.
- Reduce stigma and to create a respectful climate with a particularly challenging classroom situation.
- Develop practical ways to prevent students from riding the mental health escalator.
- Integrate other successful approaches to reach students with emotional, mental and behavioral challenges.
Self-Regulation
Self-Regulation includes a set of insights and skills students need for academic success, emotional control and healthy social interaction. When a young person is lacking in his/her ability to self-regulate emotions and behavior, negative outcomes are easily observable.
Helping young people improve their Self-Regulation skills can help them to better handle anger issues, anxieties, impulsiveness, academic challenges, classroom behavior issues, self-esteem struggles, social troubles and more. Helping young people improve their Self-Regulation skills will enable teachers, counselors, social workers, administrators and other educators to see observable and sustained positive changes in young people.
In this one-day training, the presenter will provide recommendations and strategies that you will be able to use with all students, and in particular with students who have behavioral and/or emotional self-control issues. Included will be practical insights, recommendations and learning activities that are based upon the evidence-based approaches used in cognitive-behavior psychology. The content of this seminar is consistent with the principles underlying the RTI/MTSS and Positive Behavior Supports movements. The presenter will provide creative, fresh and engaging approaches for individual students, small groups, classrooms and the whole school.
LEARNING OBJECTIVES
In this information-packed training, you will learn to
- Develop a level of understanding of the Self-Regulation framework sufficient for teaching it to students and presenting it to parents.
- Apply step-by-step strategies/activities to teach young people how to increase self-regulation including: cooling the flame, my warning signs, melting freeze, you can’t make me laugh, free emotional expression, challenge software program, defiance trap.
- Organize and implement strategies in a way that is most effective for addressing many social/emotional, behavioral and academic problem areas including:
- Anger and Oppositional Behavior
- Depression & Anxiety
- Academic Performance
- Chronic Impulsiveness
- ADHD
- Motivation
- Learned Helplessness
- Bullying & other School Safety issues
- Access, monitor and report measurable outcomes from the application of self-regulation strategies presented in this seminar.
Critical Mental Health Challenges
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage.
2017’s vastly popular NetFlix series, 13 Reasons Why, served to increase the discussion about suicide but also increased online searches on how to commit suicide by 26 percent. At the same time, non-suicidal self-injury, including cutting, has increased at an alarming rate over the past decade. Many students experience emotional or mental health issues at some point in their academic careers.
For some students, these issues can escalate into severe behaviors – behaviors that are harmful to the student and/or to others. Educators are in a unique position to identify and potentially help struggling students.
This on-site training will help teachers, counselors, nurses, social workers, principals and other administrators identify, reach, teach and refer students with serious mental health concerns.
A daunting amount of information is now available about mental health issues. The complexity of much of this information sometimes leads to misunderstandings, tentativeness, and possible mistakes in handling mental health issues with students. Author, expert and acclaimed speaker Kaye Randall will address this very serious topic with straight-forward insights, appropriate humor, innovative prevention strategies and “how-to-handle”; tips for real cases in classrooms and schools. Interpreting mental health behaviors according to intensity, frequency, duration and impact will also be addressed – including what to do when a student has moved into a crisis phase.
LEARNING OBJECTIVES
- Distinguish Different Types of Critical Mental Health Disorders Facing Youth.
- Recognize Predictive and Contributing Factors Affecting Mental Health.
- Identify the Underlying Reasons for Self-Injurious Behavior.
- Interpret the Self-Injurious Cycle and Intervention Mapping.
- Integrate Best Practices for Suicide Prevention and Intervention
- Associate the Connections between Social Media, Mental Health and Our Youth.
- Apply School-Wide Strategies for Mental Health Protocol.
- Develop Strategies Designed to Empower Students to “Be the Difference!”
Girl Drama
The focus of this on-site training is to provide educators specific strategies, activities and insights that can be used to confront and avoid girl drama and relational aggression. Based upon the latest brain reseach, as well as current best practices, these interventions can be used to revive, launch or sustain efforts to prevent drama and emotional violence among girls.
Without help, girls who are targets often suffer lasting effects – including academic withdrawal, social withdrawal, depression, substance abuse, risky sexual behavior, delinquency, crime, dysfunctional relationships, self-injury and even suicide. Relational aggression among girls has intensified with the explosion of online communication/social media. While texting and Facebook are still widely used, Twitter, Instagram, Snapchat, Tumblr, Vine, Google+, Skype, Oovoo, Facetime, Omegle, Whisper, Yik Yak, Ask.FM, reddit, Digg, Pinterest, Polyvore, Kik and WhatsApp are growing fast and 92% of North American teens now own a smart phone, according to the latest Pew Research. With the exception of gaming, girls are far more likely than boys to access these online options. This seminar will help attendees understand the underlying neuroscience, as well as the latest research concerning drama and relational aggression among girls. Attendees will be provided tools for instilling social/emotional connections among girls that reduce relational aggression and improve academic outcomes.
Learning Objectives
In this information-packed seminar, you will learn to:
- Integrate the latest research-based insights into your bullying and relational aggression prevention program
- Identify online communication and social media trends affecting today’s girls
- Discover how to instill social/emotional connections among girls
- Implement individual, small group and classroom strategies and activities
- Design or revise your own action plan for addressing female relational aggression.
Autism & Trauma: Connections & Interactions
A recent CDC (Centers for Disease Control) report states that 1 in 68 children have autism, an alarming 30% increase since 2012. The number is far more prevalent in males (1 in 42). Individuals with traits on the autism spectrum are at a high statistical risk of developing PTSD as well as other comorbidities that negatively impact their functioning levels. These children are five times more likely to be bullied or abused than neurotypical individuals.
This on-site training will help professionals in a school setting increase their awareness of the often hidden vulnerabilities with this growing group of children with hyper-reactive brains living in, what can be considered, an aversive intense world.
Since the research conducted from the Adverse Childhood Experiences Study there has been a heightened awareness of focusing on treating trauma more assertively. In fact, there are significant legal efforts demanding that school systems apply Trauma-Informed practices. And with the increased prevalence of Autism Spectrum Disorder, schools are more challenged than ever to be autism spectrum-informed to best meet the needs of these students.
This information-packed training will cover:
- Exploring the etiology of trauma and the nervous system.
- Review of current research on the relation of trauma, the brain and autism.
- Types of traumatic exposure and impact to people with ASD.
- Effects and factors of bullying on students with ASD.
- Bridging the gap between autistic thinking and the neurotypical mind.
- The difference between psychosis and the autistic world.
- Examples of how these symptoms can play out in a school setting with sometimes tragic results but also with surprisingly positive outcomes.
- Interventions addressing the following:
- Transitions
- Sensory processing challenges
- Receptive and expressive delays
- Meltdowns
- Deep defense mode
- Over-consumption of gaming
LEARNING OBJECTIVES
- Identify connections between the effects of trauma and ASD.
- Create solutions and interventions for the traumatized autistic child addressing difficulties with transitions, sensory processing, and other environmental stressors.
- Provide improved linkage of schools with mental health and other agencies supporting the developmentally challenged.
Non-Suicidal Self-Injury
As many as 1 in 4 young people engage in some form of non-suicidal self-injury – with recent studies indicating that self-mutilation behavior (SMB) is increasing. Counselors, teachers and other educators often see the painful evidence or scars from this addictive behavior, but need to understand what they can or should do to help.
Presenter, Kaye Randall, MSW, LISW-CP (co-author of See My Pain! Creative Strategies & Activities for Helping Young People Who Self-Injure) will help educators understand contributing factors and recognize typical warning signs of SMB. In this on-site training, Kaye will focus primarily on evidence-based intervention strategies, tips and accommodations that can help students prone to self-injury – especially those dealing with anxiety and depression. She will also help attendees understand the SMB Cycle, the SMB Addiction Model and how Intervention Mapping can help.
LEARNING OBJECTIVES
In this information-packed training, you will learn to:
- Demonstrate the essential steps in intervention and prevention.
- Utilize critical “do’s and don’ts” when addressing suspected or observed self-injurious behaviors.
- Apply evidence-based, best-practice approaches to self-injury.
- Use art-based strategies and activities for helping students who self-injure.
- Understand the SMB Cycle and use Intervention Mapping.
Anxiety, Trauma, Apserpger's, Oppositional Defiant Disorder, Early Onset Bipolar and More
Studies show that approximately 20 percent of all students are diagnosable for a mental, emotional or behavioral health issue. This seminar will help counselors, teachers and other professionals understand how to support and teach this high-potential portion of the student population while avoiding an unmanageable classroom environment.
In a single classroom, it is quite conceivable that a teacher might be dealing with 4 or 5 different disorders. Some of the most common challenges mainstreamed in the classroom tend to be:
- Anger Disorders
- Bipolar Disorder
- Post-Traumatic Stress Disorder
- Oppositional Defiant Disorder
- Obsessive-Compulsive Disorder
- ADHD
- Anxiety Disorder
- Asperger’s Syndrome
- Borderline Personality Disorder
- Reactive Attachment Disorder
These issues are often undiagnosed and easily misunderstood — and may be responded to as simple discipline issues. Behaviors that tend to be common to students who are wired differently include:
- Disorganization
- Perfectionism
- Trouble dealing with change
- Performance and testing anxiety
- Social anxiety
- Over- and under-reacting to adults and peers
The goal of this on-site training is to provide you with key insights and approaches to help you prevent disruptions and distractions, while maximizing the abilities of students with these unique challenges.
Engaging the Traumatized Child
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage.
2017’s vastly popular NetFlix series, 13 Reasons Why, served to increase the discussion about suicide but also increased online searches on how to commit suicide by 26 percent. At the same time, non-suicidal self-injury, including cutting, has increased at an alarming rate over the past decade. Many students experience emotional or mental health issues at some point in their academic careers.
For some students, these issues can escalate into severe behaviors – behaviors that are harmful to the student and/or to others. Educators are in a unique position to identify and potentially help struggling students.
This on-site training will help teachers, counselors, nurses, social workers, principals and other administrators identify, reach, teach and refer students with serious mental health concerns.
A daunting amount of information is now available about mental health issues. The complexity of much of this information sometimes leads to misunderstandings, tentativeness, and possible mistakes in handling mental health issues with students. Author, expert and acclaimed speaker Kaye Randall will address this very serious topic with straight-forward insights, appropriate humor, innovative prevention strategies and “how-to-handle”; tips for real cases in classrooms and schools. Interpreting mental health behaviors according to intensity, frequency, duration and impact will also be addressed – including what to do when a student has moved into a crisis phase.
LEARNING OBJECTIVES
- Distinguish Different Types of Critical Mental Health Disorders Facing Youth
- Recognize Predictive and Contributing Factors Affecting Mental Health
- Identify the Underlying Reasons for Self-Injurious Behavior
- Interpret the Self-Injurious Cycle and Intervention Mapping
- Integrate Best Practices for Suicide Prevention and Intervention
- Associate the Connections between Social Media, Mental Health and Our Youth
- Apply School-Wide Strategies for Mental Health Protocol
- Develop Strategies Designed to Empower Students to “Be the Difference!
Defiant, Manipulative & Attention Seeking Students
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage.
Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations. Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage.
This on-site training is designed to assist all educators with identifying and addressing these and other issues that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.
LEARNING OBJECTIVES
- Identify the underlying causes of difficult behaviors in students
- Implement do’s and don’ts to address specific behaviors
- Integrate key strategies for migrating from an obedience-centered approach to a responsibility-centered approach
- Develop innovative ways to support positive behavior
- Apply strategies for preventing the escalation of difficult behavior
Want More Information?
Let us know!
Special Education Teacher -
St. Louis, MO
“I can use these strategies in my classroom tomorrow! I’m so glad I was able to attend this training.”
Middle School Teacher -
Omaha, NE
“This training covered so many challenging issues that I am dealing with right now. It’s great to have a strategy to deal with challenging moments.”
High School Counselor -
Philadelphia, PA
On-Site Training
- Brings AccuTrain programs and seminars to a school-wide audience for a fraction of the cost of public workshops
- Insures consistent training and implementation
- Allows presenters to speak to your audience’s unique concerns
- Brings nationally recognized speakers to your school or district