2019 Reclaiming Youth Seminars Presenters and Topics
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Karla Abbott, DNP, RN, Faculty of Nursing, Augustana University
Walking in Two Worlds: Exploring Stress and Resilience with Traditional Lakota Talking Circles
Talking circles, often associated with restorative justice and strength-based problem solving, was used by a group of researchers at Augustana University to study stress, prenatal care, and poor nutrition on pre-term birth on a Native American population in South Dakota. Native American pregnant mothers and tribal elders shared their thoughts about stress and experiences of pregnancy and motherhood using the talking circle as the primary way to gather information. In addition to providing an overview of this research, the workshop explores the process and benefits of the talking circles and how that approach might be used with youth of all backgrounds. Dr. Abbott is an enrolled member of the Cheyenne River Sioux tribe and teaches at Augustana in the area of behavioral health.
Randy Boardman, EdD
It’s About Time: Time to Teach! Time to Learn
Research suggests teachers leave education in their first 3-5 years because “Nobody told me I would have to deal with this foolishness!” Dr. Boardman will present examples of practical strategies to manage 80-90 % of low-level and off-task behaviors, decrease office referrals by up to 70 %., and make your classroom a healthier place for learning for each student. This presentation highlights a sampling of skills taught in the One-Day Time To Teach! training, from the Center for Teacher Effectiveness, for which Dr. Boardman is an approved National Trainer. He will examine the impact on learning of six core concepts such as pre-teaching to expectations, re-teaching skills to help students re-engage with learning, and unconditional positive regard. Randy has an inspirational presentation style that interfaces best practices supported in the literature, as well as his personal and professional experiences with troubled and troubling youth.
Doug Bolton, PhD
Through a Different Lens: How To Support Students With Mental Health Issues
The incidence of mental health issues in children continues to increase at alarming rates. Schools have a unique opportunity to provide the supports necessary to build student resilience so that they can not only cope effectively with the demands of school but build the foundation for a lifetime of improved health and mental health outcomes. Drawing upon research from brain science, social sciences, education, and 30 years of practice within therapeutic school settings, this session will describe how creating connected, regulated, and trauma-informed school communities can build resilience in students and reduce the impact of mental health issues in schools.
Adrienne Brant James, MSW, and Tammy Lunday, EdD candidate, Turtle Island Learning Circle
Moccasin Paths and Other Trails
Moccasin Paths and Other Trails draws together Indigenous knowledge and contemporary research to build strengths and foster cultural pride in Native American and First Nations youth, families, schools, and communities. A related goal is to foster a greater understanding of how blending Indigenous science with contemporary research can create positive environments for well-being and respect in any cultural group or setting. Presenters on this topic are Adrienne Brant James (Mohawk) and Tammy Lunday, Sisseton-Wahpeton Oyate (Dakota). This session will also include a talking circle.
Larry Brendtro, PhD, Reclaiming Youth at Risk; discussant Beate Kreisle, PPC Germany
Positive Peer Cultures and Inspired Staff Teams
Positive Peer Culture (PPC) offers a roadmap for creating positive climates in schools, treatment, juvenile justice, and child and youth care settings. PPC is not an isolated curriculum but a total system to build bonds of respect among youth and with adults in their lives. PPC is listed as a highly rated research-based practice by the California Evidence-Based Clearing House (CEBC) which provides this description: “PPC is a peer-helping model designed to improve social competence and cultivate strengths in youth. Care and concern for others is the defining element of PPC…. These norms not only extinguish antisocial conduct, but more importantly reinforce pro-social attitudes, beliefs, and behaviors.”
Martin Brokenleg, EdD, Professor Emeritus of Native American Studies, Augustana University
Transforming Cultural Trauma into Resilience
A major challenge facing Indigenous populations is cultural trauma which is perpetuated by the disruption of colonialization and the epigenetics of intergenerational transmission. Researchers have described three lenses through which Indigenous cultural trauma is being viewed: 1) the clinical model—treating a mental health disorder like PTSD, 2) the resilience model—developing strengths to cope with stressful life experiences, and 3) the decolonization model: recognizing and resisting ongoing traumatization by repressive systems such as structural racism embodied in coercive models of education, justice, and treatment. In tune with the positive psychology movement, Native people are reclaiming their cultural pride. Dr. Brokenleg combines his own experiences in a family who survived colonial boarding school oppression with the Circle of Courage model of wellness and resilience.
Robert Foltz, PsyD, The Chicago School of Professional Psychology
Medicating our Youth: Unpacking the Evidence & Discovering Myth-Information
This session will examine the research used to guide the practice of medicating our challenging youth. In reviewing the Practice Guidelines & current trends in care, concerns include weak or unavailable evidence to support this increasingly common practice. Discussion will include case examples and critical review of research across stimulant, antidepressant, ‘mood stabilizer’ and antipsychotic medications.
Mark Freado, MA, Growing Edge Training
The Art of Kid Whispering
The creators of Kid Whispering describe how understanding what is going on in the Inside Kid helps caregivers decode troubling behavior and begin to replace hostile, resistant encounters with respectful alliances.
Vikki Hennard, PhD, Char-Em ISD
The CLEAR™ Behavior Planning Process: Clarifying Needs and Solutions
This session describes a collaborative approach to providing positive behavior support for youth with challenging behavior. The CLEAR™ Behavior Planning Process identifies the student’s stressors, including how past trauma has impacted thoughts and emotions and brings stakeholders together to assist the youth in using strengths to overcome challenges. Professionals and families unite as understanding the young person’s perspective becomes the key to discovering solutions and developing well-being. The CLEAR™ process guides professionals and families to plans that are designed to meet the universal growth needs for Belonging, Mastery, Independence, and Generosity.
Susan Jones, MSEd, Trauma Informed Practices Coach, Broome-Tioga BOCES
Leaving an Imprint: One Student, One Family at a Time
This is about doing education differently, education on an imprint level–individualizing and personalizing the learning approach for each student given their abilities and life experiences. Considering, not just what our students need to be successful, but our families as well. Topics include an overview of The ACE (Adverse Childhood Experience) Study, Trauma & Impact on Brain Development, Building New Pathways,
The Conflict Cycle, Power of Home Visits, Circle of Courage (Reclaiming Youth at Risk) and Collaboration with Community Resources/Stakeholders.
Stacy Kelsey, MA, Wentzville School District
The Power of Moments
Defining moments shape our lives. Research shows that you learn best within moments and you have the power to redefine the meaning of your moments. This presentation will share how the value of teaching to moments can have transformative effects on children, and it will illustrate how successful this mindset has been in positively influencing the educational and personal journeys of some of our most complex children.
JR LaPlante, Director of Tribal Relations, Avera Health
From Risk to Resilience
Jenise Pischel, Our Home
Positive Peer Culture in Action: Voices of Youth
Our Home provides residential treatment for youth with emotional, behavioral, and substance abuse issues. Operating campuses in Huron and Parkston, SD, this is the longest running Positive Peer Culture (PPC) program in the country. Rather than demanding obedience to authority or peers, PPC demands responsibility, empowering youth to care for one another and discover their greatness. Young people from this program will share how the peer-helping process is creating a climate of respect and transforming lives. Assessment data show significant gains in child strengths, life domain functioning, cultural integration, healing trauma and meeting emotional needs.
Cheri Thurman, MS, Wentzville School District
Educational Support Counselors--A Teacher/Therapist Model
To be a Therapist is this model you need to have the willingness to and value the purpose of
* Removing barriers to learning in the child’s “life space”
* Blending two distinct and separate professional disciplines into one strong, cohesive partnership
* Working side-by-side with the teacher or Administrator using complementary skills and identical beliefs about the value of the child
* Continuing to have hope and work hard when the child does not
* Willing at times to invest more than the child in their recovery
* Being the other “23 hours” in the child’s actual life space
* Being a co-regulator
* Being the Calm in the chaos
* Believing with a strong heart in the value of All children
* Giving up is Never an Option
Larry Wilke and Darren Solomon, Little Red River School
The Little Red River School is working on engaging the whole school community. Although the major emphasis is on student engagement, the school is working on engagement with the parents/caregiver, the Elders, and the community. The Little Red River School has utilized training in The Art of Kid Whispering: Reaching the Inside Kid from J. C. Chambers, The Three Pillars of Transforming Care from Mark Freado, and are now adapting the Schools That Matter model of Dr. Steve Van Bockern. This workshop will highlight what has been taken place during the 2018-2019 school year and present plans for the future.
Steve Van Bockern, EdD, Augustana University
Schools that Matter: Teaching Minds, Reaching Hearts™
Many adults in school settings want to refocus their energy and efforts in ways that matter to their students. The race to the top of the academic mountain has done little to support our children in the right ways. Instead of seeing children as data points to be measured and sorted, Schools that Matter focus on the total well-being of the child and the adults who teach and care for children. This workshop will share the “road map” for building places that matter using ideas from Dr. Van Bockern’s recently published book, Schools That Matter: Teaching Minds, Reaching Hearts.
Jerica Widow, Meghan Tompkins, and students, Cheyenne River Sioux Tribe
Cheyenne River Youth Project
Founded in 1988, this grassroots, not-for-profit organization is dedicated to providing the youth of the Cheyenne River reservations with access to a vibrant and secure future through a wide variety of culturally sensitive and enduring programs, projects and facilities that ensure strong, self-sufficient families and communities. CRYP's ground-breaking teen internship program, which offers tracks in sustainable agriculture, social enterprise, wellness, Indigenous cooking, and the arts, gives young people a chance to learn vital job and life skills and gain significant hands-on-experience- that will serve them well all their lives. In this session, you will hear youth participants share their experience and describe how this has shaped their future plans. Also, view videos from CRYP's larger events held throughout the year for youth and the community.