Important Notice:
This conference will be rescheduled. More Information TBA once COVID-19 social isolation measures have been lifted.
School-Focused Mental Health Conference
Nurturing Resilience & Fostering Motivation in Children & Adolescents
Presented by Steven T. Olivas, Ph.D., HSP and Rebecca Moyes, M.Ed. and Eboni Webb, Psy.D., HSP and Meghan Barlow, Ph.D. and Kathy Morris, M.Ed. and Jay Berk, Ph.D.
Monday, April 27, 2020 – Wednesday, April 29, 2020 | Saskatoon, sk
Date & Location
Monday, April 27, 2020 – Wednesday, April 29, 2020
8:30am – 4:00pm
Hilton Garden Inn Saskatoon Downtown
90 22 St E, Saskatoon, SK S7K 3X6
phone: (306) 244-2311
Important Notice
This conference will be rescheduled. More Information TBA once COVID-19 social isolation measures have been lifted.
Many of the presenters in this conference now have online courses available. For more information please visit webinars.jackhirose.com.
If you are currently registered for this conference and would like to switch to an online course please email office@jackhirose.com to be transferred.
Who Should Attend
Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, and Early Childhood Educators.
Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.
Day 1 – April 27, 2020
Morning Keynote: Bullying or Working with Aggressive Children and Adolescents
Presented by
Steven T. Olivas, Ph.D., HSP
8:30am - 10:15am April 27, 2020
COURSE DESCRIPTION:
The morning session will go fast – so hang on and learn about: 1) ways to recognize escalation 2) reasons for kids to act aggressively, and then 3) strategies to de-escalate. Methods to manage aggressive acting out and tips to stop bullying behaviour will be discussed in simple, concrete ways. You will leave armed with solutions to care for the most difficult children in your classrooms.
COURSE OBJECTIVES:
- Recognize Warning Signs of Aggressive Behaviour
- Understand the mechanisms that lead to aggressive behaviour
- Understand the mechanisms that lead to bullying behaviour (bully and victim)
- Learn useful methods to handle aggressive behaviour and outbursts
- Learn useful methods to reduce bullying behaviour in your school and classroom
COURSE OUTLINE:
- Recognizing aggressive behaviour
- Warning signs:
- Behavioural
- Physical
- Warning signs:
- Causes of Aggression
- Psychological disorders
- Frustration
- Impulsivity
- In jury/trauma
- Managing Aggression
- Be Prepared
- Identify/Reduce Antecedents
- Teach Kids to recognize Internal Escalation
- Develop a Plan (“Fire Drill”)
- Stay Calm, Be the Adult
- Tips to Stop Bullying
- Characteristics of a Bully
- Teach Empathy
- Monitor Hot Spots
- Reinforce positive (random acts of kindness)
- Open Communication
- Empower Bystanders
- Self Esteem (bully/victim)
- Engage Parents
Steven T. Olivas, Ph.D., HSP, is a Licensed Psychologist in Private Practice in Middle Tennessee. He began his practice career in 1991 when ADHD was exploding onto the scene, and has enjoyed working with the energy and spontaneous creativity of children ever…
Morning Keynote: Visual Strategies for Teaching Social and Emotional Skills in the Classroom
Presented by
Rebecca Moyes, M.Ed.
10:30am - 12:00pm April 27, 2020
Letter from Rebecca Moyes, M.Ed.
Dear Colleagues –
I am excited to share with you information about my upcoming seminar with Jack Hirose and Associates, Inc. in Saskatoon!
As a behaviour specialist and former teacher, I work alongside educators in public and private schools every day. I can assure you I know your struggles and concerns for students K-12! The realization that your students now require more than just academic instruction is a concept that you often share with me in conversations. Many young learners are entering the school setting with no real foundation skills on how to build peer relationships. For some, their self-regulation skills are so poor they have little awareness as to how to be a student and what is expected of them in the classroom. They struggle with working appropriately in developing relationships and working and playing with peers collaboratively. As they get older, they often report having poor self-concepts, depression, and anxiety. But there is hope! Research shows that when academics are paired with social and emotional learning in the school setting, the results are amazing! Staff and children feel safer, they report being happier during the school day, and there is actually more time for learning because the incidence in the number of difficult behaviours decreases.
I know your time is limited, and you seek practical strategies to incorporate social and emotional learning in the school day without taking away from your academic instructional time. In my seminar, you’ll learn about the “layered approach” to teaching social skills so that skills are generalized faster. You’ll discover how effective evidenced-based strategies such as social narratives, visual strategies, and video-modeling can be for teaching social skills. You’ll discover new ways to establish social learning groups based on peer input. Since poor social skills often lead to problem behaviour, I’ll share with you my “go to” strategies to de-escalate the student who is over-the-top with anger and how to work with defiant children. We will also discuss ways for you to use the concepts of applied behaviour analysis in the development of appropriate social skills by helping you to focus on skill deficits and what exactly to teach to remedy them. In my key-note, I’ll be presenting actual case studies of students I have worked with to achieve social success in their classrooms K-12.
I’m excited to share with you this meaningful and practical information and hope to see you in Saskatoon!
Rebecca Moyes, M.Ed.
Grade Point Resources
Behaviour Specialist
COURSE DESCRIPTION:
Educators are increasingly aware of the need to teach social and emotional learning skills to an increasingly larger population of students K-12. This session will provide some proven multi-sensory strategies to teach replacement skills to students who demonstrate social/emotional deficits. The keynote will also include strategies for those students who struggle with personal space, bluntness, predicting/understanding consequences of their behaviours, and problems they demonstrate while working in groups with peers.
COURSE OBJECTIVES:
- Participants will be able to describe one reason for the need to provide direct instruction of social skills in the school setting.
- Attendees will be able to list several ways to teach a social skill in a multi-sensory format.
- Participants will be able to imbed a social learning activity within the classroom.
Rebecca Moyes, M.Ed., is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behaviour. She is the author…
Morning Keynote: Interventions for Executive Function Difficulties: Changing the Brain to Change Behaviours - CANCELLED
April 27, 2020
Afternoon Session #1: Over 30 Proven and Effective Interventions for Students with Emotional and Behavioural Problems
Presented by
Steven T. Olivas, Ph.D., HSP
1:00pm - 4:00pm April 27, 2020
COURSE DESCRIPTION:
Over 30 Proven and Effective Brief Interventions for Student with Emotional and Behavioural Problems will guide you through focused, clear and proven approaches to working with children and youth. Every professional who seeks to fill their toolbox with tested methods will leave this seminar with a wealth of fresh ideas and rejuvenated spirits. With nearly 30 years of clinical experience and a background in improvisational comedy, Dr. Steve is a strong proponent of “Edu-tainment”. He uses wit and humour to enhance your learning experience, improving the retention and utilization of the skills covered. You will leave this workshop with new strategies for success and techniques to revitalize your interactions with students.
COURSE OBJECTIVES:
- Utilize effective techniques for the treatment of behaviour disorders in children
- Develop specific behavioural interventions that address the developmental stage of the child or adolescent
- Consider the efficacy of biologically-based interventions to address behavioural and emotional disorders in children
- Explore clinical manifestations among anxiety disorders, ADHD, mood disorders, ODD, and conduct disorder as they relate to diagnoses
- Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents
- Analyze the symptoms of behavioural and emotional disorders in children and adolescents and establish how this informs your intervention strategies
COURSE OUTLINE:
- Introduction-
- Introduce speaker
- Daily agenda
- Defining Terms/Seminar Warm-ups
- Immediate Interventions: Physiological
- Neuropsychology
- Hormones
- Gender/Relationship to School
- Medication Primer
- Tools to Manage Anger
- Creating Common Language
- Expand Emotional Awareness/Vocabulary
- Standing 8 Count
- Tom McIntyre
- Empathy Building:
- Time-In/Restitution
- General Mental Health
- Physical Health
- Mental Health
- Siphoning Energy/Counterconditioning:
- Settle Mind
- Settle Body
- Positive Reinforcement/Stabilization
- Home: Listening Jar
- School
- Hendrix Intentional Dialogue
- Autism Spectrum
- Read & React
- Rules of Engagement
- Building a Broader Structure
- Temple Grandin
- Jay Haley – Prescribe the Symptom
- Classroom Examples
- Separate Behaviour from application
Afternoon Session #2: Proven Strategies for Teaching Social and Emotional Learning Skills
Presented by
Rebecca Moyes, M.Ed.
1:00pm - 4:00pm April 27, 2020
COURSE DESCRIPTION:
In today’s schools, many educators recognize that students struggle with both social skills deficits and self-regulation skills. Many learners also exhibit mental health conditions such as anxiety, depression, and various behavioural disorders. Due to the emphasis on rigor in academic instruction, little, if any time, is currently devoted to teaching social/emotional replacement skills in school settings. When social skills instruction is provided, it is often done in a “lecture” style fashion, with little consideration for the student with mental health problems or an inability to process language. Many times, instruction is delivered in 1:1 settings, or with students who lack similar skills. Thus, the student either does not generalize the learning to the classroom, or he/she has no peers with whom to practice the new-found skills.
This seminar will discuss proven ways to teach social/emotional behaviour skills to address specific classroom difficulties such as stress and anger management, motivation, melt-downs, defiance, self-control, and more. Ways to write measurable IEP goals will also be presented. The training will emphasize delivering social instruction to students in multi-sensory formats to be able to reach and teach all students.
COURSE OBJECTIVES:
- Participants will be able to list some executive function deficits that may contribute to inappropriate social skills or self-regulation difficulties.
- Attendees will be able to describe an evidenced-based intervention for teaching social skills.
- Participants will be able to detail the cycle of escalation and de-escalation with specific strategies to keep a student calm.
- Attendees will be able to develop social and emotional skill goals that are measurable and backed by assessment data.
- Participants will be able to describe the process for “layering” social and emotional skill teaching to encourage generalization of learning.
- Participants will be able to list some “Maslow before Bloom” strategies.
- Attendees will be able to describe at least two strategies to address a lack of motivation and defiance.
Afternoon Session #3: Interventions for Executive Function Difficulties: Changing the Brain to Change Behaviours - CANCELLED
April 27, 2020
Day 2 – April 28, 2020
Morning Keynote: Working with Traumatized Children and Adolescents Building Healthy Attachments
Presented by
Eboni Webb, Psy.D., HSP
8:30am - 10:15am April 28, 2020
COURSE DESCRIPTION:
Many of our students that we work with experience complex problems due to extensive trauma and attachment disturbances. When these disturbances are not carefully addressed and treated during childhood and adolescent, these early wounds often lead to mental health issues and other dysfunctional patterns of behaviour later on in life.
In this course you will come to understand the impact of trauma on the developing mind and how attachment is formed or lost through traumatic events. You will learn how the brain is organized through healthy attachment and the critical elements of healthy attachment. We will examine the current neuroscience behind both trauma and attachment and the top evidence-based strategies to address key DSM-V disorder through the lens of trauma.
Eboni Webb, PsyD, HSP, earned her Doctorate in Clinical Psychology from the Minnesota School of Professional Psychology (MSPP). She began her clinical work as assistant clinical director and program director at Mental Health Systems, PC (MHS), one of the largest providers…
Morning Keynote: Practical Management of Tough Kids: An Evidence-Based Approach - CANCELLED
April 28, 2020
Morning Keynote: Practical Strategies for Reducing and Managing Anxiety
Presented by
Meghan Barlow, Ph.D.
10:30am - 12:00pm April 28, 2020
COURSE DESCRIPTION:
Anxiety disorders are among the most common conditions diagnosed in children and adolescents and everyone feels anxious from time to time. Despite the prevalence of anxiety disorders, anxiety has been referred to as the “great masquerader” because it can present in surprising ways in and out of the classroom.
This workshop will provide educators with an understanding of anxiety as well as frequently co-occurring conditions including depression, autism, ADHD, and learning disorders. A review of specific types of anxiety disorders and how to distinguish these conditions from “healthy stress” and “anxious moments” will be presented. Participants will learn practical strategies for implementing changes within the classroom to support students with anxiety. Additionally, participants will learn tools for teaching coping skills and working with families to determine appropriate and effective school based supports.
Meghan Barlow, Ph.D., is a licensed pediatric psychologist specializing in the assessment and treatment of children, adolescents and young adults on the autism spectrum. She also has a wide range of experience working with children who have a variety of anxiety…
Afternoon Session #4: Practical Management of Tough Kids: An Evidence-Based Approach - CANCELLED
Presented by
William R. Jenson, Ph.D.
April 28, 2020
William R. Jenson, Ph.D. graduated from Utah State University in 1976 with a degree in Applied Behaviour Analysis/School Psychology. He completed a clinical internship at Las Vegas Mental Health Centre and later directed their Adolescent Residential Centre. He then assumed…
Afternoon Session #5: Working with Traumatized Children and Adolescents Building Healthy Attachments (Continuation of morning keynote)
Presented by
Eboni Webb, Psy.D., HSP
1:00pm - 4:00pm April 28, 2020
COURSE DESCRIPTION:
Many of our students that we work with experience complex problems due to extensive trauma and attachment disturbances. When these disturbances are not carefully addressed and treated during childhood and adolescent, these early wounds often lead to mental health issues and other dysfunctional patterns of behaviour later on in life.
In this course you will come to understand the impact of trauma on the developing mind and how attachment is formed or lost through traumatic events. You will learn how the brain is organized through healthy attachment and the critical elements of healthy attachment. We will examine the current neuroscience behind both trauma and attachment and the top evidence-based strategies to address key DSM-V disorder through the lens of trauma.
COURSE OBJECTIVES:
- Learn the impact of trauma on the developing mind.
- Identify the key features of healthy attachment and its impact neurologically.
- Identify the key defensive survival strategies in trauma.
- Learn how relational character strategies are formed that can be effective adaptations to relationship disturbances.
- Develop strategies to address key disorders across the lifespan that are influenced by trauma and attachment disturbances (ADD/ADHD, Anxiety, Depression, PTSD, etc.)
- Develop strategies to address key personality disorders across the adult lifespan that are influenced by trauma and attachment disturbances (Antisocial, Borderline, Obsessive Compulsive Personality, etc.)
- Understand how to establish a safe therapeutic environment that reestablishes healthy boundaries, connected communication and validates a client’s survival journey.
COURSE OUTLINE:
Neurological Building Blocks
- Neurotransmitters of connection
- Cortisol vs. Oxytocin
- The importance of touch
- The Polyvagal system
- Healthy attachment
Defining trauma and attachment
- Developmental vs. attachment trauma
- Single-incident trauma
- Common sources of trauma
- Parenting Styles
- Attachment Styles
Trauma and Brain Development
- Biopsychosocial model
- Biphasic arousal model
- Core organizers of experience
Common survival resources
- Survival resources
- Somatic resources
Relational Character Strategies and the DSM-V
- Sensitive Strategies
- Oral Strategies
- Psychopathic Strategies
- Industrious/Organizational Strategies
Critical Interventions
- Proximity maintenance: Restructuring boundaries
- Prosody: Modulating vocal intensity
- Creating a secure therapeutic base
- Creating a safe therapeutic haven
- Validation: Connection before Redirection
Afternoon Session #6: Practical Strategies for Reducing and Managing Anxiety (Continuation of morning keynote)
Presented by
Meghan Barlow, Ph.D.
1:00pm - 4:00pm April 28, 2020
COURSE DESCRIPTION:
Anxiety disorders are among the most common conditions diagnosed in children and adolescents and everyone feels anxious from time to time. Despite the prevalence of anxiety disorders, anxiety has been referred to as the “great masquerader” because it can present in surprising ways in and out of the classroom.
This workshop will provide educators with an understanding of anxiety as well as frequently co-occurring conditions including depression, autism, ADHD, and learning disorders. A review of specific types of anxiety disorders and how to distinguish these conditions from “healthy stress” and “anxious moments” will be presented. Participants will learn practical strategies for implementing changes within the classroom to support students with anxiety. Additionally, participants will learn tools for teaching coping skills and working with families to determine appropriate and effective school based supports.
COURSE OBJECTIVES:
1. Understand the nature and causes of anxiety.
2. Be able to distinguish anxiety disorders from “healthy stress” and “anxious moments.”
3. Recognize the many ways anxiety can present in and out of the classroom.
4. Create a classroom culture (using simple practices) to reduce anxiety and build resilience for the general population of students.
5. Be able to develop and implement effective strategies for helping students manage anxiety.
6. Collaborate effectively with families and students to create impactful plans and agree on necessary supports.
COURSE OUTLINE:
Anxiety Understood
- Differentiating between “healthy stress,” “anxious moments,” and interfering anxiety
- Causes of anxiety
- Core components of anxiety
- Specific types of anxiety disorders
- Related conditions (OCD, trichotillomania and other habit disorders, tics)
- Co-occuring conditions
Anxiety and the Classroom
- Classroom/Academic demands (i.e., tests, grades, behaviour) impacting anxiety
- Anxiety impacting school functioning
- How anxious students impact teachers and vice versa
- Create a culture
Interventions
- The full cup and self-regulation
- Changing thoughts
- Relaxation
- Mindfulness
- Changing behaviours
Creating Plans
- Communicating with families
- Assessing the problem
- Working together to determine short term and long term goals that make sense
- Managing specific/unique problems
- School refusal
- Separating from parents
- Selective mutism
- OCD
- Panic attacks
Day 3 – April 29, 2020
Morning Keynote: 20 Proven and Effective Self-Regulation Strategies with Children and Adolescents
Presented by
Kathy Morris, M.Ed.
8:30am - 10:15am April 29, 2020
COURSE DESCRIPTION:
Children and adolescents who struggle with self -regulation often look like those who just aren’t paying attention, have difficulty with emotional control, blurting out answers, have difficulty making transitions and/or purposely not controlling themselves. They may be unaware of the connections of their behaviour and the consequences of the behaviour. If you don’t have self-regulation, you may act out, get placed in timeout, sent to the principal’s office, then miss important learning time. A downward spiral occurs as the student gets more upset and continues to act out when given punitive consequences.
Executive functioning changes radically over the first few years, continues to improve quickly throughout adolescent years and, finally, during early adulthood years, the frontal lobes and prefrontal lobes are activated and connected to other regions of the brain. Executive function skills can be trained. It’s just like going to the gym. The more one practices these strategies for metacognition and self-regulation, the neural connections will be strengthened.
The beginnings of executive function and self-regulation skills appear in the neurotypical brain around 4 years of age. However, what happens when the prefrontal lobe and frontal cortex are compromised due to faulty brain wiring and sensory traffic jams, such as seen in autism spectrum disorders, attention deficit disorders, anxiety disorders, mood disturbances, behaviour disorders, post-traumatic disorders, poverty, attachment disorders?
This keynote will address practical strategies that meet the needs of those children and adolescents who are impacted by these differences in their brain maturation. However, the participant will realize that these strategies apply to ALL students! The purpose is to provide practical tools for those clinicians, educators, therapists or parents who are directly involved in working with children and adolescents. This seminar is designed for those who are “working in the trenches.”
Kathy Morris, M.Ed., has been a speech therapist, teacher for self-contained programs (including students with autism, severe behavioural difficulties, and cerebral palsy), resource teacher and first grade teacher. She was also a diagnostician/supervisor for all grade levels. She was a LIFE…
Morning Keynote: Gaming Addiction
Presented by
Jay Berk, Ph.D.
10:30am - 12:00pm April 29, 2020
COURSE DESCRIPTION:
This keynote presentation will emphasize practical information from clinician Jay Berk, Ph.D., Psychologist, with over 20 years experience working with children, adolescents and young adults. Dr. Berk has become fully aware that over the years there has been a growing area of concern for individuals and was pleased to see that recently the World Health Organization announced a diagnosis of electronic gaming addiction as a formalized diagnostic tool.
With Dr. Berk’s over 20 years of experience, he will guide individuals through the deficits that lead to electronic addiction, the susceptibility factors, interventions and treatment modalities that school professionals, and mental health professionals can apply with their students and/or clients.
Jay Berk, Ph.D., is a licensed clinical psychologist and an internationally recognized expert in the child/adolescent behavioural field who brings both a clinical and education perspective to his work with children, adolescents and their families. For over 25 years, Dr. Berk…
Afternoon Session #7: 20 Proven and Effective Self-Regulation Strategies with Children and Adolescents (Continuation of morning keynote)
Presented by
Kathy Morris, M.Ed.
1:00pm - 4:00pm April 29, 2020
COURSE DESCRIPTION:
Children and adolescents who struggle with self -regulation often look like those who just aren’t paying attention, have difficulty with emotional control, blurting out answers, have difficulty making transitions and/or purposely not controlling themselves. They may be unaware of the connections of their behaviour and the consequences of the behaviour. If you don’t have self-regulation, you may act out, get placed in timeout, sent to the principal’s office, then miss important learning time. A downward spiral occurs as the student gets more upset and continues to act out when given punitive consequences.
Executive functioning changes radically over the first few years, continues to improve quickly throughout adolescent years and, finally, during early adulthood years, the frontal lobes and prefrontal lobes are activated and connected to other regions of the brain. Executive function skills can be trained. It’s just like going to the gym. The more one practices these strategies for metacognition and self-regulation, the neural connections will be strengthened.
The beginnings of executive function and self-regulation skills appear in the neurotypical brain around 4 years of age. However, what happens when the prefrontal lobe and frontal cortex are compromised due to faulty brain wiring and sensory traffic jams, such as seen in autism spectrum disorders, attention deficit disorders, anxiety disorders, mood disturbances, behaviour disorders, post-traumatic disorders, poverty, attachment disorders?
This keynote will address practical strategies that meet the needs of those children and adolescents who are impacted by these differences in their brain maturation. However, the participant will realize that these strategies apply to ALL students! The purpose is to provide practical tools for those clinicians, educators, therapists or parents who are directly involved in working with children and adolescents. This seminar is designed for those who are “working in the trenches.”
Afternoon Session #8: Mental Health Issues in the Classroom
Presented by
Jay Berk, Ph.D.
1:00pm - 4:00pm April 29, 2020
COURSE DESCRIPTION:
Join child/adolescent behavioural expert, Jay Berk, Ph.D., and learn how to best manage the students at your school diagnosed with Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), mood disorders, anxiety and depression. You will walk away with concrete, yet practical, strategies to successfully intervene with their serious behavioural issues, such as:
- Anger and outbursts
- Meltdowns and tantrums
- Cutting and self-injury
- Obsessive compulsive
- Defiance
- Truancy
- Impulsivity
- Rigidity
- Sensory issues
- Electronic addiction
Through case studies, video clips and dynamic class discussion you will learn:
- 30 second teacher strategies to manage challenging and disruptive behaviours
- New ways to reduce the costs of out-of-district placements
- How to engage students in class, increase productivity and reduce truancy
- Behavioural assessments and strategies for the IEP team
- Side-effects of common psychotropic medications
- How skill deficits from mental health conditions create behavioural difficulties
- Characteristics of at-risk students’ mental health problems
- Strategies to gain collaboration with clinicians
Leave the day with the “magic dust” you have been looking for to expedite rapid and effective changes in these children and adolescents!
COURSE OBJECTIVES:
- Differentiate behavioural choices and mental health-driven behaviours.
- Explain the effective uses of medications and potential side effects that can appear as misbehaviours.
- Describe how to implement various school-based strategies, used in collaboration with community clinicians, to intervene when behavioural issues arise from mental health conditions.
- Discuss how the multidisciplinary team can successfully discipline the special needs child using positive behaviour support.
- Describe how IDEA relates to mental health issues and discipline.
- List communication techniques that create a climate for success inside and outside the classroom.
COURSE OUTLINE:
Students with Mental Health Issues
- Characteristics of at-risk students’ mental health problems
- Mental health issues vs. intentionally disruptive behaviours
- How skill deficits from mental health issues create behavioural difficulties
Strategies for ODD and Conduct Disorder Behaviours
- Choices everyone can live with
- What adults should never say, but usually do
- Arguments with defiant kids
- Getting to the core issues of ODD
- Kids who don’t feel bad
- School-wide management program
Strategies for ADHD
- Decrease impulsive behaviours with what YOU do
- Drawing out the behaviours you want
- Decrease disruption to other students
- Know the accompanying behaviours
- Techniques to self-regulate
Strategies for ASD
- It’s all about social skills growth
- Sensory solutions
- Self-regulation techniques for ASD
- Most misinterpreted behaviours
- Manage high interest areas
- Move them past “kid cop” behaviours
Strategies for Anxiety
- What to do about separation anxiety
- Help their panic attack pass quickly
- School phobia…not always a fear of school
- Compromises that work
- Deep breathing and relaxation techniques
Strategies for Depression
- School-wide program to promote compassions and a supportive culture
- Getting them past their sense of helplessness
- When they think they have nothing to live for
- Goal oriented plans for schoolwork and school day
Strategies for Other Challenging Behaviours
- Cutting and self-injury: What you really need to know to effectively intervene
- Electronic addiction: Which kids are most susceptible and why
- Psychotropic medication side-effects vs. behavioural issues
- Electronic bullying: What adults tell kids that fuels the problem
Disciplining the Special Needs Child/Adolescent
- How IDEA relates to discipline
- Rules for disciplining special education students
- Techniques for positive behaviour support
- “Pro-social” punishments
Strategies for the IEP Team
- Functional behavioural assessment simplified
- Facts and data to make tactical decisions
- Effective collaboration among educators and clinicians
- What most administrators do that burn out their staff
- What to do about non cooperative/reluctant parents
Registration & Fees
| Registration | Early bird Fee | Regular Fee |
|---|---|---|
| Individual 1 Day Enrollment | $249 | $269 |
| Individual 2 Day Enrollment | $449 | $469 |
| Individual 3 Day Enrollment | $639 | $659 |
| Group 3-7 | $619 | $639 |
| Group 8-14 | $599 | $619 |
| Group 15+ | $579 | $599 |
| Full-Time Student | $579 | $599 |
All fees are in Canadian dollars ($CAD).
Fees do not include applicable taxes (5% GST).
Early bird cutoff date: April 13, 2020
The early bird date has passed. Regular rates apply.
Please review our Registration Terms and Conditions for information on our cancellation policy, payment policies, rebates, and more. You must agree to our Terms and Conditions to register for a workshop or conference.
Register Online Download Registration Form (.PDF) Register your Group
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Exhibitors are welcome at this event. We are pleased to offer sponsorship opportunities to businesses and organizations that provide services related to nursing, psychotherapy, addictions treatment, counselling, marriage & family therapy, psychology and other related fields.
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Recommended Accommodation
Hilton Garden Inn Saskatoon Downtown
90 22 St E, Saskatoon, SK S7K 3X6
phone: (306) 244-2311
Our rates:
Call: Please contact the hotel directly for current group rates, when booking please reference “Jack Hirose & Associates”. To make a reservation over the phone, please call 306 244-2311.
Email: Email your reservation request to hgisaskatoon@gmail.com
Double Queen & King Rooms: $159.00 plus tax per night
Parking: $15.95 plus tax
*please note, room reservations are subject to availability*
Please keep in mind when booking Jack Hirose and Associates corporate guest rooms, reservations booked for most hotels can be cancelled within 48 hours. If you are booking guest rooms through third-party websites in many instances the reservations booked cannot be cancelled.
When booking hotel rooms, ask for the Jack Hirose and Associates corporate rate. To receive our corporate rate, rooms must be booked one month prior to the workshop date. Please keep in mind hotel rates may fluctuate.
Continuing Education Credits
This workshop has been formally approved by the following associations:
- Canadian Addiction Counsellors Certification Federation (CACCF)
CACCF is only pre-approved for the workshop Navigating Addictions by Carissa Muth, Psy.D., CCC, R.Psych - Canadian College of Professional Counsellors and Psychotherapists (CCPCP)
- Canadian Counselling and Psychotherapy Association (CCPA)
- Canadian Professional Counsellors Association (CPCA)
- Canadian Psychological Association (CPA)
Jack Hirose & Associates is approved by the Canadian Psychological Association to offer continuing education for psychologists. Jack Hirose & Associates maintains responsibility for the program.
- Indigenous Certification Board of Canada (ICBOC)
- Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)
- Ontario Expressive Arts Therapy Association (OEATA)
† The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved CEUs.
* Participants will receive a certificate of completion after every workshop. Workshops are pre-approved for 5.5 or 6 credits per day unless otherwise specified.
This workshop may be may be eligible for CEUs from the following associations: Show more
- Canadian Association of Social Workers (CASW)
- Canadian Centre for Accreditation (CCA)
- Canadian College of Professional Counsellor & Psychotherapists (CCPCP)
- College of Registered Psychotherapists of Ontario (CRPO)
- Ontario Association for Marriage and Family Therapy (OAMFT)
- Ontario Association of Child and Youth Care (OACYC)
- Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)
- Ontario College of Social Workers and Social Service Workers (OCSWSSW)
- Ontario Society of Psychotherapists (OSP)
* Please contact your accrediting body for more information on individual association requirements.
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