Avoiding Retraumatization in a COVID-19 World: Making Schools A Place of Reflection Instead of Reaction

Friday, June 5, 2020
9:00 AM - 12:00 PM

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Avoiding Retraumatization in a COVID-19 World: Making Schools A Place of Reflection Instead of Reaction

Avoiding Retraumatization in a COVID-19 World: Making Schools A Place of Reflection Instead of Reaction

Live Webinar

Date & Time: Friday, June 5th,  9 am-12 pm

Instructional Level: Intermediate

Instructor: Alexander Alperin, PsyD

3 CE credits for Psychologists and School Psychologists

3  Clinical CE hours for NJ, NY, & PA Social Workers, Marriage and Family Therapists, & Teachers

Price: $55

This workshop is co-sponsored by the Rutgers School of Social Work. Click HERE for their CE Provider Details.

*Please note that this workshop does not provide CEH for LPCs*

Description

 As many as 68% of children and adolescents have experienced some form of trauma (Pappano, 2014). With the COVID-19 pandemic, this statistic is probably higher. The American Psychological Association (APA; 2015) has concluded that trauma can lead to emotional dysregulation, social and interpersonal difficulties, and somatic symptoms in children and adolescents. Since schools are often the primary provider of mental health services for students, it is important for school systems to become trauma-informed (Evans, Stephan, & Sugai, 2014). By adopting a trauma-informed approach, the school can potentially diminish the impact that the trauma has had on a child or adolescent.

The goal of this webinar, designed for mental health professionals and educators, is to help participants understand how to incorporate trauma-informed approaches in the schools where they work. First trauma will be defined and its effect on children and adolescents will be summarized. The discussion will then focus on its neurobiological impact, the principles of trauma-informed schools, multitiered systems of support, and compassion fatigue among educators and support staff. Using clinical examples, research/evidence-based interventions, and how to implement them will be presented, as well as possible barriers to their success. Participants will also be introduced to professional development methods and strategies to educate school personnel on how to best work with traumatized students. Finally, COVID-19 will be discussed in regard to fears, preventative measures, and its impact on students and educators.  This webinar will be research-based, interactive, illustrative, and practical.

Learning Objectives:

After taking this webinar, you will be able to:

Describe the research (e.g., prevalence, consequences) surrounding children and adolescents who have experienced trauma

Describe the potential effects that COVID-19 will have on the school system

Analyze methods to overcome potential barriers to the successful implementation of interventions

List the principles of trauma-informed schools

Explain the best methods for the professional development of educators in trauma-informed care

Agenda

The presentation will be 3 hours:

45 minutes: Research and Consequences of Childhood and Adolescent Trauma.

30 minutes.: Assessment of Students in Need of Intervention.

30 minutes: Interventions and Implementation.

Intermission: 5 minutes.

15 minutes: Working with Educators to Become Trauma-Informed: Dealing with Educators’ Resistances, Compassion Fatigue, and Their Professional Development (Job-Embedded Coaching).

40 minutes: Case Examples.

15 minutes: Questions and Answers/Discussion. 

Presenter

Alexander Alperin is a Lead Behavior Consultant in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University, where he teaches “Human Development.” He is a licensed psychologist in New York and New Jersey. Dr. Alperin received his B.A. from Rutgers College and his Masters (Psy.M.) and Doctorate (Psy.D.) from GSAPP. In 2017, he received the Robert D. Weitz Award for demonstrating substantial leadership as an “outstanding” doctoral candidate, and in 2015, the Michael Fowlin Fellowship for his exceptional work with adolescents. He is a nationally registered health service psychologist and certified school psychologist. At GSAPP, Dr. Alperin is a member of a research team for the Rutgers Paraprofessional Coaching Project, whose primary focus is the professional development of paraprofessionals in elementary schools in their work with students with behavioral needs. He has published in Psychology in the Schools and Educational Assessment, Evaluation, and Accountability. His research interests include examining the emotional experiences of students diagnosed with learning disabilities, systems-level consultation for programs serving students with or at risk for behavioral disorders, coaching of classroom management skills and behavioral interventions, and the application of positive behavioral support to improve student performance. In addition, he practices psychotherapy with adolescents, adults, and couples at his private practice in Teaneck, New Jersey. He has received a Certificate in Psychoanalytically Oriented Psychotherapy from the New Jersey Institute for Training in Psychoanalysis and a Certificate in Evidence-Based Approaches to Addiction Treatment from the Center for Motivation and Behavior Change.

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Last Updated: 05/11/20