2012 Assembly Schedule

Assembly check-in begins at 7:30 am. Classes begin promptly at 8:30 am and end at 3:45 pm. If registering for a workshop, please choose BOTH a morning and afternoon workshop. A buffet lunch is included with some vegetarian selections, but we are unable to accommodate any special dietary requests.

Assembly brochure | Register online | Registration form

Monday, July 9

5:30 pm to 8:30 pm
Pre-Assembly Supervision with William Steele (Limit 30 participants). For directions on how to submit your case for review go to www.starrtraining.org/pre-assembly. For your convenience, this course will be held at the Holiday Inn Express.

Tuesday, July 10

8:30 am to 3:45 pm
Level-1 Children of Trauma (required course for all certification levels)
Level-2 Neurodevelopment Lens into Play-Based Self Regulation Trauma Intervention

Friday, July 13

8:30 am to 3:45 pm
Level-1 Trauma-Informed Assessment - Day 2 (Clinical & Assessment)
Level-1 After the Crisis: Traumatic Event Crisis Intervention Plan (TECIP) - Day 2 (School)

Friday Morning Workshops

8:30 am to 11:45 am
1G Who Let the Dog In?
2G The Impact of Trauma-Informed Schools on Behavior & Achievement

Friday Afternoon Workshops

12:30 am to 3:45 pm
1H Animal & Other Sensory Supports for Children on the Autism Spectrum
2H What Really Gets Worked out in Sandtray? (Limit 30 participants)

Mon, July 9 - 5:30 pm to 8:30 pm

Pre-Assembly Supervision with William Steele, Founder TLC Institute

Group supervision is an opportunity to learn from the collective expertise of everyone participating. Sharing our ideas, practices and raising additional considerations benefits everyone attending especially the child’s case that is being reviewed. Dr. Steele has said many times that he is most grateful to the TLC members who continually teach him so much and help shape TLC’s evidence-based intervention programs and Tools to Help the Helper. If you would like your case considered complete our brief case outline (go to www.starrtraining.org/pre-assembly). You need not submit a case to attend. However, having multiple cases to discuss enriches the learning experience. If you have a treatment question only, Dr. Steele encourages you to submit your question for the same reason. Send all case outlines and questions by May 30th This session will be conducted at the Holiday Inn Select for the convenience of those staying at the hotels we recommended which are just a few steps apart. 3 CEs are included. Limit 30 participants.

William Steele is the Founder of the National Institute for Trauma and Loss in Children (TLC) established in 1990. In 2009, TLC joined Starr Commonwealth where Dr. Steele continues to oversee TLC while in the position of Senior Vice President of Training for this international leader in transformational programs for children, families, schools and communities established in 1913. Dr. Steele began his work in the field of trauma by taking the lead in helping schools across the country develop crisis response teams in response to the epidemic of suicide among young people in the early 1980’s followed by the epidemic of violence in the late 80’s thereafter leading to the formation of TLC. He has assisted professionals over the years following such tragedies as the bombing of the Federal Building in Oklahoma, 9/11 in New York and Washington D.C., Hurricanes Katrina and Rita and the 2009 killings (while in school in the presence of students) of a coach in Iowa and a teacher in Texas to name but a few. He was one of the first Americans selected by the Kuwait government to assist them in the aftermath of the Gulf War and continues to consult with agencies related to childhood trauma such as Center for Military Relationships and Families as well as schools across the country.

Dr. Steele has had numerous publications in such journals as the School Social Work Journal, Children and Schools, Residential Treatment for Children and Youth, National Social Sciences Associations, Reclaiming Children and Youth, and publications with Guilford Press, American Counseling Association, Allyn and Bacon.

Today there are over 5,000 TLC Certified Trauma and Loss School and Clinical Specialists Dr. Steele has personally trained. Insistent that intervention for traumatized children be outcome driven, he developed and conducted evidenced based research on TLC trauma specific programs for schools and communities. With its focus on early intervention, TLC’s I Feel Better Now Program for children 6-12 years is, for example, the only school based, evidence based program of its kind in the country. Of the numerous honors Dr. Steele has received over the years, he is most proud of the 5,000 Certified Trauma Specialists who are providing TLC interventions and resources to thousands of children daily, who’s exposure never receive national media attention.

Since 1990 Dr. Steele has consistently trained professionals to relate to childhood trauma not as a diagnostic category (PTSD), which is deficit focused as well as inadequate, but as a series of sensory experiences, the elements of which are experienced by traumatized children regardless of their culture. “Terror is terror”, he explains. “Symptoms only define the ways the child’s neurological biological, emotional and behavioral systems are struggling to survive. “Provide new experiences”, he states, “and symptoms diminish as TLC’s research documents”. The 2009 Developmental Trauma Disorder (DTD) being proposed now supports TLC’s long standing approach to trauma intervention as detailed in the 2001 publication in Structural Sensory Interventions for Children, Adolescents and Parents (SITCAP) authored by Dr. Steele.

At a time when funding and services are shrinking for traumatized children, Dr. Steele has significantly enhanced TLC’s future by joining the now collective expertise TLC and Starr Commonwealth have to offer schools, communities, children, families and those in the position to bring out the best in every child

Tue, July 10, 2012 - 8:30 am to 3:45 pm

Level-1 Children of Trauma with William Steele PsyD, MSW, Founder TLC Institute

Learn the differences between grief and trauma and the value of focusing on the experience not the symptoms. Video segments demonstrate TLC’s evidence-based, sensory interventions with children, adolescents and adults/parents. Used in schools and agencies across the country, this course sets the framework for using TLC’s structured sensory interventions.

Tue, July 10 - 8:30 am to 3:45 pm

Level-2 Neurodevelopment Lens into Play-Based Self-Regulation Trauma Interventions with Pamela Lemerand, PhD, Instructor, Eastern Michigan University

Focus on neurodevelopmental sensory processing in the experience of trauma and the mechanisms that internally perpetuate the trauma once the threat has passed. Play-based sensori-motor strategies are demonstrated that help the nervous system re-regulate internal states versus being activated and aroused by triggered trauma memories and sensations. Learn how to help children with self-regulation through sensory processing and increase success of resolving the trauma.

Pamela Lemerand is an Assistant Professor of Occupational Therapy at Eastern Michigan University and the Director of the Autism Collaborative Center. She has been an instructor at Western Michigan, Wayne State and Michigan State Universities and held positions as Supervisor of Early Childhood/Preschool Programs and Director of Student Services: Special Education Early Childhood Education, At-Risk Programs. Dr. Lemerand has numerous honors from Outstanding Occupational Therapist of the Year to Outstanding Faculty Classroom Instructor of the Year. “Understanding the Developmental Issues of Traumatized Children,” “Sensori-motor Interventions for Children with Trauma History,” and “Children With Traumatic Brain Injuries: What Teachers Need to Know,” are just a few of the presentations she has provided for such groups as the National Council for Exceptional Children and International Learning Disability Association. The role of sensory processing has always been a lens through which she examines children’s behaviors. Her combined experiences as a school psychologist and occupational therapist provide a unique understanding and expertise in the application of interventions addressing the psychosocial developmental and sensory needs of traumatized children.

Tue, July 10 - 8:30 am to 11:45 am

1A Project Limelight: Digital Media & Creative Therapy with Robert Lyles, JD, CTS, Director, Dream Publishing Company

Project Limelight is a pilot study exploring a new innovative strategy using digital media with children. The focus is completely on the child as producer, creator, writer, illustrator, and director of a self-published book and a 3-5 min. movie clip. Completed over a short period of time, this free unstructured methodology (though in a safe setting) focuses on the innate resiliency of the client. Highlighting this pure creative act improves the client's experience as a result of this fun, interactive and interdisciplinary activity. The goal is for the child to gain a further sense of mastery and control, increased self-confidence and self-esteem, and hope. The workshop will unveil to attendees the application of a modern day model of creativity that can be applied with the client in individual or group settings at school or community based, like hospitals. Utilizing the universal language of this Generation M (Media) while developing a renewed healing spirit and empowerment for the future, Limelight shows how inherently therapeutic (promoting mindfulness) this free self-expression can be. In the end, this effort helps build a platform to engage the child on their level, experiencing their perceptions and reactions that make their reality.

G. Robert Lyles is a self-published author and Director of Dream Publishing Company in Grosse Pointe Park, Michigan. He has written and published a Children’s Picture Book series on Health, and created a website. He produces fun interactive (emotionally appealing) programs and gives presentations to early childhood & elem. schools, hospitals, and non-profit associations on health, acceptance, self-esteem, and empowerment. He has established and implemented marketing strategies and developed accountability systems. Robert also facilitates liaison among contractors, distributors and end user clients, assesses customized school projects and identify quality assurance measures. He also consults and advises on self-publishing projects, involving digital media and facilitates child enrichment workshops and direct evaluations.

He received his Juris Doctorate, The Catholic University of America, Columbus School of Law, Washington D.C., in 1989.

Tue, July 10 - 8:30 am to 11:45 am

2A Trauma Reactions: Voices from Children Diagnosed with Aspergers with Sarah Slamer, MA, CTC-S, Assistant Director for the National Institute for Trauma and Loss in Children & Dana Richards, MA, LLP Starr Commonwealth Senior Clinician for Montcalm's Outside In Program

Provides examples of what Aspergers children tell us about their experiences. Hear how the specific aspects of the disorder such as increased anxiety, social difficulties and misperceptions, and exaggerated responses become their private logic. The use of SITCAP®model programs with traumatized children with Aspergers through case examples are included.

Sarah Slamer is the Assistant Director for the National Institute for Trauma and Loss in Children, a program of the Starr Institute for Training. Sarah earned her Master’s Degree from Western Michigan University in Community Counseling and is a Certified Trauma Consultant Supervisor with TLC. Prior to joining TLC, Sarah served as Senior Clinician at The Montcalm School, a program of Starr Commonwealth working with both girls and boys groups. Now with TLC, Sarah conducts trainings both nationally and internationally to schools, agencies, and to the staff of Starr Commonwealth. Sarah also provides case consultation and supervision of Starr Commonwealth staff implementation of TLC trauma intervention programs to Starr students. Sarah also assists with community outreach for trauma related incidents, evidence-based research projects and with the development of evidence-based, age specific, sensory-based trauma intervention programs and online curriculums.

Dana Richards is the Senior Clinician for The Montcalm School's Outside In program that focuses on students diagnosed with Autism Spectrum Disorders or other social challenges. His main responsibilities include developing the treatment direction for each student and providing leadership to the treatment team. He has presented at several national conferences on topics including Asperger's Syndrome, assessment of youth, treatment techniques and teamwork. He received his Bachelor of Science degree in Criminal Justice and his Master's degree in Counseling Psychology, both from Western Michigan University and is licensed with the State of Michigan as a Limited Licensed Psychologist. Mr. Richards has also co-authored an article entitled "From the Outside In: Meeting the Needs of Children with Autistic Spectrum Disorders."

Tue, July 10 - 8:30 am to 11:45 am

3A Cycles of Deployment with Chris Sullins, MSW, Military & Family Life Consultant, NHN Government Services & Maritza Rodriguez-Arseneau, MS, LPC

This workshop provides critical information and strategies for helping military families and children. Four areas will be covered: the emotional cycles of deployment, combat-related stress reactions, children and separation issues of deployment and tips for teachers working with children during deployment (also applicable to mental health professionals.)

Chris Sullins is a Military and Family Life Consultant with the Joint Family Support and Assistance Program (JFSAP) in Michigan. He provides counseling to service members and their families. He deployed to Iraq as a combat stress control prevention team officer and supported military, federal and contract personnel in various locations throughout central Iraq.

Maritza Rodriguez-Arseneau is also a Military and Family Life Consultant with JFSAP. She provides counseling to service members, families, children and couples in the military. She worked for three years on active duty installations, served in the Army Reserves and was the spouse of an active duty soldier.

Tue, July 10 - 8:30 am to 11:45 am

4A PTSD & Eating Disorders with Caelan Kuban, LMSW, CTC-S, Director TLC Institute

Discusses the relationship between eating disorders and posttraumatic stress disorder. Learn how unresolved trauma can drive eating disorder behaviors such as extreme food restriction, excessive exercise, binge eating and purging. Examples of activities to incorporate into trauma intervention programs specific for youth with eating disorder behaviors are presented.

Caelan Kuban is Director of The National Institute for Trauma and Loss in Children (TLC), a program of the Starr Institute for Training. As a Certified Trauma Consultant-Supervisor, she provides trauma assessment and short-term trauma intervention for students utilizing trauma informed and evidence based practices including TLC’s SITCAP® model Caelan also provides training across the country to professionals working with traumatized children and families and has numerous publications in such journals as the School Social Work Journal, Children and Schools, Residential Treatment for Children and Youth, Caelan is currently pursuing her doctorate in clinical psychology at Cal Southern University.

Tue, July 10 - 12:30 pm to 3:45 pm

1B Finding a Safe Place: Creating Safety for Domestic Violence through Art with Gretchen M. Miller, MA, ATR-BC, CTC, Registered Board Certified Art Therapist

This workshop will present important themes and considerations when addressing safety issues through art expression with child and adult survivors of domestic violence. Appropriate material and media use to help decrease fear, worry, and strengthen coping will be introduced from a trauma informed perspective. Participants will also engage in an art experiential to enhance their awareness and insight about the benefits of using creative interventions when helping survivors of domestic violence establish a sense of safety.

Gretchen M. Miller is a Registered Board Certified Art Therapist and Certified Trauma Consultant specializing in youth and families impacted by trauma, domestic violence, and grief & loss. Gretchen is an Art Therapist at the Domestic Violence and Child Advocacy Center in Cleveland, Ohio, an Adjunct Professor for Ursuline College’s Master of Arts in Art Therapy Program and was the recipient of TLC’s 2011 Trauma Consultant Supervisor of the Year Award.

Tue, July 10 - 12:30 pm to 3:45 pm

2B Using Projective Drawings for Special Education Evaluations with Thomas McHenry, MA, School Psychologist

The presentation will explore projective techniques that can become part of the Special Education eligibility decision-making process. As an icebreaker, I will ask the participants to draw a picture of their school experience (Kinetic School Drawing) and demonstrate the power that a drawing can have in the evaluation process by offering my impressions that are volunteered for review. I will then review some of the pictures that have been drawn for me over the past 15 years that have led to the revelation of sexual trauma, physical abuse and other emotional issues that have emerged as learning and behavioral problems at school. I would also like to offer ways in working with parents who have their own unresolved trauma and the impact that it can have on a student.

Thomas McHenry has been a school psychologist for almost 20 years, currently for the Grosse Ile Township Schools. He received his B.A. University of Michigan (Graduate with High Distinction) in 1984 and his MA from Wayne State University (School Psychology) in 1989.

He worked for the Beacon Day Treatment Center for 8 years, initially as an aide for the Emotionally Impaired PPI student population, then as a crisis counselor and, finally, as the head of the crisis team.

Since 1984 he has produced several of his own albums, cassettes and CDs and have gone on to specialize in children’s music under the moniker of Happy Tom’s Learning Jamboree. He has performed many times at the Healthy Downriver Expo and has been chosen for a Detroit compilation called the Family Hootenanny.

Tue, July 10 - 12:30 pm to 3:45 pm

3B Write Out Loud with Linda Peterson-St. Pierre, PhD, Private Practice and Margaret DeLillo-Storey

Write Out Loud: Reconnecting Families of Deployed Military will give you the tools to conduct a six week writing/art/music workshop for families of those living the challenging life with multiple military deployments. Our warriors are returning with record high traumatic brain injuries and disabilities. Those families who were left behind are reporting increased child abuse and domestic violence with reunification. Family intervention is essential but needs a specific skill set. Margaret DeLillo-Storey will discuss the unique culture of the Military Family and how to intervene! Linda Peterson St. Pierre will show some tried and true writing, art, and martial arts activities that connect families (including children) and increase communication. You will see an Operation Homecoming video of soldiers and families writing; a video of the British Military Wives Choir; and clips from Good Will Hunting that capture the philosophy of the Warrior experience as Initiation and PTSD as an Identity Disorder. Trauma intervention tools will include an introduction to Emotional Freedom techniques with data that shows sensory integration efficacy.

Linda Peterson-St. Pierre is an emeritus professor of Pediatrics and Family Medicine at the University of Nevada School of Medicine where she taught medical students at all levels (four years) as well as interns and residents from 1978-2004. She now conducts a clinical practice as a marriage and family counselor in Reno NV. Dr. Peterson works primarily with children and families in the chaos of divorce or other posttraumatic stress situations. She has had a forensic practice for 30 years and is certified in mediation, collaborative divorce and custody evaluation. She has been associated with the National Trauma and Loss Center since the publication of her book: Children in Distress: An Art Screening Tool (1996). She considers the TLC faculty her most potent inspiration. In 2009-2010, she completed an online course called Clear Vision: The Power of Story to Heal for therapists and teachers; and Write Out Loud! A writing workshop for those who live and work in war and war-like situations. As an aside, she is putting her court experiences in a booklet called, Forensic Cases. The first line reads: “I am sitting in a leather chair that is too big for me and I feel as small as the young child I am here to defend!” Linda has given numerous workshops nationally and internationally, but considers those for TLC the most fun!

Margaret DeLillo-Storey is a retired Major from the U.S. Army, where she served from 1982-2003. She was a deployed mom and held such positions as Field Combat Officer, Field Combat Medic among others. She also served in Operation Desert Shield, Desert Storm and currently works for Perry Schools in Ohio.

Tue, July 10 - 12:30 pm to 3:45 pm

4B Confronting Death in the School with Dave Opalewski, MA, Instructor, Central Michigan University

Unfortunately, thousands of school age children die each year in the United States. In addition, thousands more experience the trauma of expected or unexpected death of a parent, sibling, classmate, teacher, or other significant person in their lives. This presentation is designed to assist school and community personnel develop appropriate and helpful procedures and policies in dealing with tragedy, and an understanding of grief from a child and adolescent's perspective.

Dave Opalewski has been a classroom teacher for twenty-five years and an at-risk counselor for 8 years. Dave has taught at the elementary, middle, high school, and college levels. He has recently retired from the Bridgeport/Spaulding Community Schools and is presently a full-time instructor and Advocate for Freshmen at Central Michigan University in the Teacher Education and Professional Development Department. He has a Bachelor of Science Degree and a Masters of Arts Degree from Central Michigan University. Dave's Masters Degree is in Secondary Education with a Health Education emphasis. His Masters Thesis is titled "Death Education: Guidelines For The Classroom Teacher." Dave has taught Death Education for Delta College and Death and Dying and Suicide Prevention for Central Michigan University. He is the author of 5 books titled "Confronting Death in the School Family," "Suicide Prevention for Schools and Communities." “Adolescent Grief Issues: Help for the Caring Adult,” “Guiding the Grieving Child,” and “Root Issues of Student Behavior Problems.” Dave also has three years experience working in a funeral home helping the family and friends of the deceased cope with their loss. He has been a member and has led crisis teams for schools who have lost students and staff due to illness, accidents, and suicide. His experiences of what works and what doesn't work, plus a desire to share this information, has encouraged him to help create "Crises Response to Tragedy," and "Suicide Prevention Programs.” He has also coached interscholastic athletics for twenty-two years and has developed many quality relationships with students and parents in the communities he has worked. Although teams he has coached have won numerous honors, he is more fulfilled by the quality of relationships that has developed between players, coaches, parents, and the community.

Wed, July 11 - 8:30 am to 3:45 pm

Level-1 Structured Sensory Interventions with William Steele, PsyD, MSW, Founder TLC Institute

This is a practice day. Participants will be engaged in the evidence-based, grief and trauma psycho-educational intervention processes used in schools and community settings across the country. Cases - including the mother of a 7-year-old who died of cancer at home; a 12-year-old exposed to repeated domestic violence; a 15-year-old, raped multiple times at a drug house; and a spouse whose husband was tortured and killed - will be presented along with the remarkable evidence-based reduction of their PTSD and other mental health and cognitive related reactions. Participants in schools or agency settings will feel comfortable using any of TLC’s structured manualized psycho-educational trauma intervention programs and tools at the end of this practice-directed training.

Wed, July 11 - 8:30 am to 3:45 pm

Level-2 Trauma-Informed Expressive Arts Therapy: A Sensory-Based Approach to Treatment with Carmen Richardson, MSW, RSW, RCAT, REAT, Founder of Prairie Institute of Expressive Arts Therapy

Provides participants with an overview of a creative and comprehensive framework for the treatment of traumatized youth using trauma-informed expressive arts. A special emphasis is placed on sexual abuse. Includes lecture, viewing client art and several hands on experientials.

Carmen Richardson is founder and director of Prairie Institute of Expressive Arts Therapy (PIEAT) in Calgary, AB where she offers supervision and training to professionals and community agencies across the prairies. Carmen is a Certified Trauma Consultant and Certified Trainer with the National Institute for Trauma and Loss in Children. She is a Registered Clinical Social Worker, Registered Canadian Art Therapist, and Registered Expressive Arts Therapist. Carmen brings over 20 years experience to her private practice working with a range of issues with both adults and children/teens. She has specialized in the assessment and treatment of child sexual abuse of children and teens offering individual, family and group therapy. Carmen is also one of TLC’s rotating bloggers.

Wed, July 11 - 8:30 am to 11:45 am

1C ADHD & PTSD Differential Diagnosis with Caelan Kuban, LMSW, CTC-S, Director TLC Institute

This course, ADHD and Trauma will address trauma assessment and the differential diagnosis between ADHD and PTSD. Even for the most seasoned clinician, determining whether or not a child is experiencing symptoms and reactions related to a trauma experiences or ADHD comes with many challenges. This course explores many of the obstacles such as overlapping symptoms and common etiology of the two disorders. ADHD is one of the most commonly diagnosed and unfortunately one of the most misdiagnosed disorders today. The course begins with overviews of typical PTSD and ADHD diagnoses. However, since we know that very few children will present with “typical” or easy to diagnose disorders the course will then discuss etiology of both ADHD and PTSD in children. In addition, the course will present extensive research that has been conducted on the relationship between maltreatment and ADHD. Lastly, specific assessment recommendations and a case example support the importance of being trauma informed and providing comprehensive assessments to all children.

Wed, July 11 - 8:30 am to 11:45 am

2C Tools for Bereaved Teens with Connie Manning, RPN, Coordinator Child Bereavement Program St. Joseph’s Hospice

This course describes how to implement high school bereavement groups. Engage in activities to learn practical strategies to use with grieving teens.

Connie Manning has been a Nurse for 28 years, 17 of those years working on a Palliative Care Unit. She is currently the coordinator of the Children’s Bereavement Program at St. Joseph’s Hospice in Sarnia, Ontario.Manning has a certificate in Bereavement Education and has studied with Dr. Alan Wolfelt. She is an author and continues to teach Hospice Palliative Care courses to Health Care Professionals. She also travels with her presentation, Children: the Forgotten Mourners. She has won best oral presentation at Humber College Toronto Palliative Care Conference. Manning feels one of her greatest accomplishments is being asked to speak at The 4th International Conference on Children and Death at the University of Bristol in England. Connie has worked with grieving children for the last 15 years. She states, “they have been her greatest teacher.”

Wed, July 11 - 8:30 am to 11:45 am

3C Best Practices for Improving the School Climate with Jennifer Haddow, COPES Consulting

Today’s schools are increasingly diverse and under constant pressure to meet academic markers demonstrated through standardized testing/assessment. Bullying issues, discipline incidents and the behavior of at-risk and vulnerable students challenge these academic markers. Participants will learn about programs used in various schools including anti-bullying programs, school-wide behavior plans, teaching replacement skills, values education, lunch bunch groups and attendance programs. Simple strategies will be demonstrated that can be used by all school staff and data shared that links the increase in school’s academic scores with a decrease in behavior incidents.

Jennifer Haddow is a co-founder of Crisis Oriented Planning and Educational Services, LLC, is a quarterly guest presenter at the Ohio State University’s School of Education, discussing best practices. Jennifer works with schools on ways to improve the overall school climate and continues to work with emotionally and behaviorally challenged students. She earned her Masters in Educational Leadership from the University of Dayton and in 2009 was recognized as one of TLC’s Trauma and Loss School Specialists of the Year. In 2010 and 2011 she received Certificates of Excellence and an Ambassador’s Award for her work with South-Western City Schools (Columbus, Ohio). Jennifer is an adjunct professor for Ashland University (instructing classes on anti-bullying strategies, classroom management, social skills and TECIP) and presents for the Society for Prevention of Violence in Warrensville Heights, Ohio.

Wed, July 11 - 8:30 am to 11:45 am & 12:30 pm to 3:45 pm

4C & 4D Glasswing® Healing the Wounds of Diversity Part 1 & 2 with Ken Ponds, MDiv, BS, Chaplain Starr Commonwealth & Tony Cox, Senior Clinician, Starr Commonwealth

Focuses on the societal trauma of racism, its roots, pathology, and a methodology for healing. The presenters, lead facilitators of Glasswing® Racial Healing, provide participants with an understanding of how racism wounds and infects people of all hues, how racism came into this country and how it has persisted and lastly, a look at how racism and other isms can be addressed through use of the “Five Shifts of Human Interaction” and “transformation of the heart.”

Ken Ponds is the Chaplain for Starr Commonwealth. In his role as Chaplain, Ken provides a ministry of Word and Sacrament to both students and staff. Through the ministry, weekly worship services are provided as well as pastoral counseling, and education in the areas of comparative religions, religious instruction, spirituality, human sexuality values clarification and the resolution of grief. In addition, over the years he has provided leadership and direction for Starr's highly successful "Working With Children of Color" Institutes. Previously, Ken held the position of Director/Supervisor of the Outdoor Adventure Education Program; the Fine Arts Program; and the on-campus Health Services/Clinic. Ken received an Associate of Arts Degree from St. John's College, Winfield, Kansas. His Bachelor of Science Degree is from Concordia Senior College, Ft. Wayne, Indiana, and a combined Masters of Divinity Degree from Christ Seminary, St. Louis, Mo., St. Louis University, Edens Theological Seminary, Webster Groves, Mo., and the Lutheran School of Theology, Chicago. In addition he has received additional training and, or, certification in various aspects of Human Services including Specialized Foster Care; Childhood Sexual Victimization; Personal Identity and the Black Experience; Adolescent Suicide; Family Systems; Life Space Crisis Intervention; the Healing of Racism; Antiracism Training; and Outdoor Adventure Education facilitation.

Anthony Cox is a Youth Specialist at Starr Commonwealth. He has been serving children and families for more than 17 years. Though his educational background is in managerial marketing and economics, his love for children and helping others redirected his business aspirations. Tony taught for many years and encouraged his students and colleagues in the importance of diversity and sensitivity to those of different ethnic backgrounds. He was never shy about speaking openly about racism and how it tears at the fabric of our imperfectly woven society. For years he studied American History and African American History and was of the belief that the two couldn’t be separated. In 1997, Starr Commonwealth welcomed the Healing of Racism Institute to its organization, and Tony embarked upon a journey that provided him with the opportunity to become one of the facilitators for the Healing of Racism.

Wed, July 11 - 12:30 pm to 3:45 pm

1D Implementing a Trauma Group for Adults with Mary Hayek, MEd, Private Practice

Learn how to implement a trauma intervention group for adults using TLC’s new SITCAP® model program, Adults in Trauma Group Program. Case examples presented.

Mary Hayek is a parent, social worker and educator supporting children and families for over 30 years. Since 1998, she has provided parenting education for parents, including those with children who have been adjudicated. The experience of losing many family members, including her spouse, in a very short period of time, led her to understand the need to not only incorporate effective parenting strategies that provide a sense of safety and healthy control for children experiencing loss, but also to seek out effective ways in which to assist herself and others to move past the pain and uncertainty created by losses of any kind. Training provided by the Grief Recovery Institute in Sherman Oaks, CA, resulting in her own recovery from loss, has allowed her to assist others. In recent years, Mary expanded her expertise to include training in trauma and trauma intervention from the TLC Institute. The incidence of trauma was extremely concerning to her. Mary’s knowledge of grief, trauma, and effective interventions have combined with her expertise in parent education to provide supports to families that address a variety of problems emanating from trauma and loss experiences.

Wed, July 11 - 12:30 pm to 3:45 pm

2D Trauma-Informed Care with Youth At-Risk for Gang Involvement with Elizabeth Davis, MS, LCAT, Art Therapist & Duncan Bethel, MSEd, BSW, Community Connections of New York

This presentation will examine the impact that untreated trauma may have upon individuals at high risk for gang affiliation and the systemic disparities and risk factors related to gang membership. Facilitator will also employ the use of targeted self-disclosure regarding his own challenges with systemic racism, PTSD and gang affiliation/associations during his youth and early adulthood. This workshop will then outline a collaborative intervention strategy for treating gang and at risk youth, acknowledging the special expertise of families and community residents, resources, and schools. Specific artwork will be presented from youth to illustrate attitudes, private logic, and personal experiences of youth associated with gangs.

Elizabeth Davis is a board certified and state licensed art therapist with over 14 years experience working with at risk youth with various disabilities and challenges from the Buffalo area communities. In addition to art therapy she has extensive experience and training utilizing play therapy and mindfulness techniques. Elizabeth is EMDR trained and a candidate for Level One trauma certification through the National Institute for Trauma and Loss in Children. Her primary focus is on children and families affected by trauma. Elizabeth is also an Advanced Gang Specialist as per certification from the New York Gang Investigator's Association. In conjunction with Community Connections of Western New York she lectures on trauma informed practice as it relates to the treatment of youth affected by gangs. Elizabeth also has given numerous lectures and workshops on Art Therapy.

In addition to Elizabeth’s specialties she has a history of providing individual and group art therapy for persons diagnosed with HIV and AIDS, outpatient drug and alcohol, special education students, developmentally delayed children, and the dementia adult population. She currently is a full time employee of Gateway-Longview Lynde School as well as a vender for The Families 25, Inc. and Gateway-Longview Vender Services.

Duncan N. Bethel is a lifelong resident of Buffalo, New York. He was born in 1964 and began working with children and youth in his teenage years, primarily as an Art Instructor at the Molly Olga Neighborhood Art Classes Inc. (Now known as The Locust Street Neighborhood Art Classes Inc.) In the Harvard University Safe Havens Project, this organization received the distinction of being identified as one of the top 10 National Safe Havens for youth in high-risk communities. After completing his BSW in 1988, he began working at Gateway, a large human services organization in the Buffalo/Niagara region of NYS. During his career at Gateway, Mr. Bethel worked directly with youth and families involved with special education, residential foster care, and community based independent living, children’s mental health and juvenile justice. In 2008, he joined Community Connections of New York and is currently the Director of Training and Development. He is part of a team that provides training, evaluation, program development and other QI support to agencies contracted to provide services in the Erie County New York Children’s System of Care. Mr. Bethel also has direct personal life experience related to gang association, racism, addiction and the mental health challenges of PTSD and depression. Mr. Bethel has conducted Casey Life Skills training nationally since 2005; and has been involved in diversity, cultural competency and disparity reduction related efforts since the mid 1990’s. He is a 2010 Alumni of The Georgetown University Leadership Academy to Address Disparities in Mental Health Care and has recent workshop presentations that include “Impact of Trauma, Racism and Disparities on Gang and Delinquency Risk Factors” at the Multiethnic Advocates for Cultural Competency/ National Leadership Council on African American Health “ Informing Cultural Competence through Research and Best Practices. Eliminating Disparities across Systems” Conference (September 30^th 2011 Columbus Ohio).

Wed, July 11 - 12:30 pm to 3:45 pm

3D Navigating Grief: From Survival Bay to the Sea of Reconciliation with Glen Carlton, COPES Consulting

Have you ever found yourself adrift in a storm, helpless and hopelessly lost, struggling to find a safe harbor?

For staff members who have experienced the death of a child, this is their reality. Unfortunately, school district and building aftermath plans typically provide little support for grieving adults (e.g., teachers, administrators or support staff). As a consequence, the grief reconciliation process is prolonged and the ability to address student needs often compromised. For the staff member who has experienced the death of his or her own child, the death of a student can be especially overwhelming.

Fortunately, there are a number of commonalities that can serve as a guide to help impacted staff members navigate these troubling waters. More specifically, knowledge of the dimensions, misconceptions, needs and societal influences attendant to one’s grief struggles offers important navigational markers that serve to direct the reconciliation voyage.

Through lecture and shared experience this presentation navigates the agonizing grief journey of significantly bereaved staff members as they struggle to reconcile a student’s, or their own child’s, death. Finally, suggestions for grief reconciliation will be introduced that embrace the basic tenets for companioning the bereaved and highlight the supportive qualities of compassionate colleagues.

Glenn Carlton received his degrees from David Lipscomb University (BA, 1970) and The Ohio State University (MA, 1975; Ph.D., 1983). He is a retired school psychologist and co-founder of Crisis Oriented Planning And Educational Services (COPES Consulting). Presently Dr. Carlton is employed as a part-time Chaplain for Willow Brook Christian Communities. He serves on the The Compassionate Friends Site Steering Committee (Columbus Chapter) and frequently facilitates monthly parent and sibling support meetings. Dr. Carlton is licensed as a School Psychologist by the State Board of Psychology and the Ohio Department of Education. He maintains specialized certification through National Association of School Psychologists (NASP), The International Critical Incident Stress Foundation (ICISF) and The National Institute For Trauma And Loss (TLC). Finally, while Dr. Carlton’s primary focus is Grief Reconciliation and Spiritual Care, he maintains strong professional interests in Crisis Aftermath Response, Total Quality Leadership and Solution Focused Interventions.

Wed, July 11 - 8:30 am to 11:45 am & 12:30 pm to 3:45 pm

4D Glasswing® Healing the Wounds of Diversity Part 2 (See 4C Workshop description)

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Thur, July 12 - 8:30 am to 3:45 pm

Level-1 (Clinical & Assessment) Trauma-Informed Assessment (2-days) with Jim Henry, PhD, and Mark Sloane, DO, Western Michigan University Assessment Center

Upon completion of this two-day training participants will be able to: 1) administer and interpret the Ethnographic Interview (EI) which incorporates a culturally sensitive approach to developing a case history, 2) administer and interpret findings from the SW Michigan Child Trauma Screening Protocol and Kaufman Brief Intelligence Test (K-BIT) which includes a comprehensive screening of language and social communication, sensory processing, cognitive and psychosocial functioning, and 3) integrate brain behavior concepts and the EI, K-BIT and Child Trauma Screening Protocol outcomes into treatment recommendations.

Jim Henry is the co-founder and project director of the Child Trauma Assessment Center (CTAC) and co-developer of CTACs comprehensive neurodevelopmental trauma assessment protocol. He has received the 2003 Michigan Child Advocate of the Year, (Ray Helfer Award), Michigan Professional Society on the Abuse of Children (MiPSAC), 1991 Child Advocate of the Year, and the 1990 Exemplary Child Welfare Worker of the Year. He is the principal investigator in two SAMHSA National Child Traumatic Stress Initiative grants and the principal investigator in two federal SAFE START Initiatives for children exposed to violence. He has served on several national committees of the National Child Traumatic Stress Network and is currently co-chair of the NCTSN Child Welfare Committee. He has been instrumental in the development of trauma-informed curriculi for child welfare workers and resource parents. He is a coauthor of a book, Seeking Justice, which explores best models of system intervention in child sexual abuse. He has trained over 25,000 professionals and is a professor at Western Michigan University’s (WMU) School of Social Work. A Practitioner at heart, he served as child protective services worker and supervisor for 17 years, prior to his WMU appointment in 1997.

Mark Sloane has been a board-certified practicing pediatrician for more than 29 years. He has been interested in behavioral/developmental pediatrics for 27 years, and is now considered an expert in the diagnosis and treatment of pediatric disorders of mood, behavior, learning, and attention. He has evaluated and treated more than 9,000 children with these disorders, and in 2003 opened a specialty practice, The Center for Behavioral Pediatrics, limited to neurobehavioral/neurodevelopmental pediatrics. Dr. Sloane co-authored numerous publications involving topics such as Neurobiology and Neurodevelopmental Impact of Childhood Traumatic Stress and Prenatal Alcohol Exposure. In addition, he has been extensively involved in teaching and has given over 700 presentations across the country on these subjects. He is a founding member of the trans-disciplinary team at SW Michigan Children’s Trauma Assessment Center (CTAC) at Western Michigan University and he provides consultation regarding the treatment and medication management of children and adolescents exposed to traumatic stress and/or prenatal drugs and alcohol.

Thu, July 12 - 8:30 am to 3:45 pm

Level-1 (School) After the Crisis: Trauma Event Crisis Plan (TECIP) (2-days) with Michael Markowitz, MS, Ed, CTS, Glenn Carlton, PhD, CTC, and Jennifer Haddow, MS, Ed, CTS,Copes Consulting

Participants will be introduced to TECIP, which provides the tools necessary to initiate protocols that offer crisis team members a proven structure to stabilize all involved in recovering from the crisis, mobilize resources, accelerate normalization of routine, and minimize the adverse impact on students and staff by restoring adaptive functioning. Lecture, demonstrations, small and large group discussion, and practice make this a “must attend” for school crisis response members.

Glenn R. Carlton received best practice awards from the Ohio School Psychologists Association and School Psychologists of Central Ohio. Over the past 20 years, he has been intimately involved with the design, implementation and evaluation of Traumatic Event Crisis Intervention Plan (TECIP). He maintains certification through TLC and the International Critical Incident Stress Foundation and also serves on the Site Steering Committee of The Compassionate Friends, Inc., Columbus Chapter and facilitates monthly parent and sibling support meetings.

Jennifer Haddow co-chairs South-Western City Schools district wide Crisis Response Team (Flight Team) and is a quarterly guest presenter at the Ohio State University’s School of Education, discussing best practices. Jennifer works with schools on ways to improve the overall school climate and continues to work with emotionally and behaviorally challenged students. She earned her Masters in Educational Leadership from the University of Dayton.

Michael R. Markowitz has been a school psychologist for 13 years and the co-developer of the framework, After the Crisis: Traumatic Event Crisis Intervention Plan (TECIP) and has been the coordinator of South-Western City Schools district wide Crisis Response Team (Flight Team) since 2002. He received the School Psychologist of the Year Award in 2006. Mike is licensed through the Ohio Board of Education as a School Psychologist and is an accredited member and certified trainer with the TLC Institute.

Glenn, Jennifer and Mike are co-founders of Crisis Oriented Planning and Educational Services (COPES) and shared the honor of being named TLC’s “School Specialists of the Year” in 2009.

Thu, July 12 - 8:30 am to 3:45 pm

FEI FEI Crisis Training with Dan Potterton, MSW, FEI Behavioral Health Trainer.

Obtain certification to provide psychological first aide to survivors of catastrophic events throughout the world. Only FEI trained professionals will be deployed to assist survivors. FEI covers all travel expenses and pays $75/hour per 12-hour shift. The number of day’s onsite is determined by availability and the scope and nature of the situation. Required: Masters degree and three years post-graduate experience

Dan Potterton is the CEO of FEI Behavioral Health. Dan is responsible for the oversight and strategic direction of the company’s Crisis Management Services, EAP and Work-Life Services. Dan has over 25 years experience in the healthcare and EAP/managed care industry. Prior to his appointment at FEI, Mr. Potterton worked as an independent healthcare business consultant providing consultation service to complex health care systems and advising venture capital firms. Before this, Mr. Potterton was executive vice president with CareAdvantage where he managed the company’s multistate operations and consulting services. Dan also served as president of Cigna Behavioral Health, one of the largest behavioral care management and employee assistance programs (EAP). Before joining Cigna, he served in a number of senior management positions at Value Behavioral Health (VBH) and Preferred Health Care (PHC). Most notably, Dan was the executive vice president for new business technology strategy and Medicaid Programs for VBH and the founding chief operating officer for the behavioral healthcare division of Empire Blue Cross and Blue Shield under contract with PHC. Dan’s career in behavioral healthcare began working in public service with the State of Connecticut as a psychiatric social worker in the Department of Mental Health and he progressed to become a Clinical Director of a residential facility with the Department of Children and Youth before leaving to work in the private sector.

Dan has a BA degree from Providence College and a Masters of Social Work degree from Boston University.

Thu, July 12 - 8:30 am to 11:45 am

1E Multiculturalism and Trauma: Healing Work with Indigenous Communities with Kathy Mohr-Almeida, PhD, Holistic Healing Arts

This presentation will provide attendees with a holistic framework for treating traumatized individuals from North America and Mesoamerica. This model includes contemporary psychotherapeutic techniques, including the TLC protocol, in combination with traditional paradigms of healing.

Kathy Mohr-Almeida, Ph.D., recognizes that traumatic stress and Post-Traumatic Stress Disorder (PTSD) are rampant in American culture, and that this has grave and dramatic social consequence. Childhood exposure to traumatic stimuli may cause disorganization of attachment bonds, diminish concentration and learning, and increase the likelihood of PTSD when exposed to future traumatic events.

Involved in Traumatology services for children and their families in Arizona for more than a decade, Dr. Mohr-Almeida is Eye Movement Desensitization and Reprocessing (EMDR) Level I Certified, Trauma and Loss in Children Certified, and is a Nationally Certified Counselor. Additionally, Dr. Mohr-Almeida is Spanish-English bilingual in all modalities of communication and taught English as a Second Language in Mesa Public Schools, and Spanish in Osborn School District. Dr. Mohr-Almeida has extensive experience in curriculum design and direct instruction. Dr. Mohr-Almeida has taught at South Mountain Community College and is currently teaching Multiculturalism and Integrative Healing at Prescott College.

Dr. Mohr-Almeida studied with traditional healers in rural, urban and jungle settings in Mexico and Guatemala as part of her doctoral research. Dr. Mohr-Almeida completed an apprenticeship in Curanderismo, a traditional Mesoamerican healing modality, with Nahuatl, Apache and Lakota elders, and is a released “maestra” (teacher) in her tradition. Dr. Mohr-Almeida assessed the similarities and differences among psychotherapeutic treatment modalities employed in the United States, Cognitive Behavioral Therapy (CBT); Eye Movement Desensitization and Reprocessing (EMDR); Structured Intervention for Trauma for Children, Adolescents and Parents (SITCAP); Hypnosis; and finally Curanderismo, a Mesoamerican traditional treatment modality with similar practices to those found in Transpersonal Psychology for the treatment of PTSD. Dr. Mohr-Almeida presents her integrative healing model, based on her studies, in her book An Integration of Mesoamerican Traditional Healing and Contemporary Psychotherapy.

Dr. Mohr-Almeida holds a doctoral degree in Interdisciplinary Studies with a Concentration in Psychology, a Master's Degree in Psychology including Guidance Counseling, and undergraduate degrees in English, Journalism, Elementary Education including a bilingual endorsement.

Thu, July 12 - 8:30 am to 11:45 am

2E Effects of Grief & Non Traumatic Grief on Children’s Human Figure Drawings with Cynthia O’Flynn, PhD, ATR-BC, Med, CTC-S, Beaumont Hospice

This was my doctoral dissertation research, which was a quantitative, quasi-experimental, correclational design to determine if there were significant differences in 50 archival HFD drawings of children who had experienced traumatic grief and 50 children who had experienced non-traumatic grief. Children 6-12 years were matched by age and gender and three independent raters reached 100% agreement. One way ANOVA's were utilized to find differences in amount and type of emotional indicators using the Koppitz Scale of Emotional Indicators. Of the thirty emotional indicators, nine were found to be significantly greater in the traumatically grieving children 6-12 years, three were specific to traumatic grief, and five emotional indicators differentiated traumatically grieving males and females from one another. These findings expand the ability of art therapists to utilize the HFD and the Koppitz tool to identify and differentiate non-traumatic and traumatic grief in children 6-12 years. I would like to explain the research and use pictures to show differences in the drawings.

Cynthia D. O’Flynn is a Bereavement Counselor/Art Therapist/Trauma Supervisor at Beaumont Hospice in Southfield, Michigan since 1999. She has facilitated a sexual abuse survivors group for teens as well as a group for adult women with ovarian cancer. She has given presentations on PTSD, sexual abuse, incest, trauma, grief, eating disorders, autism/aspergers, PDD’s, and antisocial behavior disorders. She has also held the position of Art Therapist for Angela Hospice, Common Ground and Keller Middle School.

Cindy received her Bachelor of Arts, Oakland University, Rochester Hills, MI., Magna Cum Laude, Masters of Education/Art Therapy, Wayne State University, Summa Cum Laude, and Doctorate of Philosophy in Psychology, Northcentral University, AZ., Magna Cum Laude.

Thu, July 12 - 8:30 am to 11:45 am

3E Trauma Work with Children Exposed to Domestic Violence with Tina Bryant, Detroit Medical Center

Children are the victims, survivors, bystanders, observers, witnesses, sufferers, heroes and wounded as they live in homes of domestic violence. Advocates, practitioners and therapists can easily access the statistics, the symptoms and the impact on children living or having lived in the homes where family violence occur. However, there is very little available on specifically addressing the posttraumatic stress symptoms of exposed children in the therapeutic hour focusing on domestic violence. Often these are very complex situations where domestic violence is coupled with child abuse; sexual assault; homicide-suicide or other traumatic incidences. In order to effectively work with this population professionals must not just be aware or informed but one must develop evidence-based skills to efficiently address the needs of these children.

Tina Bryant completed her undergraduate and graduate studies at The University of Michigan. She is a licensed Master Social Worker in the state of Michigan. Tina has been with the Detroit Medical Center (DMC) her entire professional career. She began with the Sinai-Grace Hospital Child Protection Program (now defunct) where she facilitated the “Trauma Counseling Services” that included sexual abuse and domestic violence therapy and foster parent training. During this time Tina became the first individual to achieve the recognition of a Certified Trauma Consultant Supervisor by the National Institute of Trauma and Loss in Children (TLC). She now serves as a Certified Trainer for TLC with an emphasis on intimate partner violence.

Upon transferring to the Children’s Hospital of Michigan in the DMC Tina worked on a three-year research project training medical staff to screen for intimate partner violence in the pediatric clinical setting. This was followed by the implementation of the Children’s Hospital Child Witness to Violence Project, which focused on trauma-specific therapy for children exposed to intimate violence. The project proved to have a significant impact on those serviced; results have been presented at national conferences. Due to administrative and organization shifts Tina now serves as a clinical social worker in Children’s Hospital’s Division of Hematology/Oncology where she continues to use her trauma skills to enhance the lives of children and their families.

Tina’s heart remains with children exposed to domestic violence; she recently completed her 6-year term on the board of the Michigan Coalition of Domestic and Sexual Violence the fall of 2011. Tina was a recipient of the Spirit Award from the Wayne County Council on Family Violence. Tina has now set up her own organization Trauma Counseling Services, PLLC; the scope of services includes professional training; master-level supervision and program consultation services and eventually child psychotherapy.

Thu, July 12 - 12:30 pm to 3:45 pm

1F Healing the Helper: Preventing Compassion Fatigue & Self Care with Lori Gill, MA, CTS, Certified Counselor and Trauma Specialist Creative Counseling

Raises awareness about compassion fatigue and its symptoms as well as prevention techniques through professional and personal self-care. Unique issues to counseling such as working with at risk youth and hard to serve populations will be discussed.

Lori Gill is a Certified Trauma Specialist who has been working with children, youth, and their families since 1999. She has experience working within various professional organizations that specialize in child and youth counseling. Lori’s more recent experience includes counseling in the post-secondary and adult populations focusing on mental health, addictions, and eating disorder treatment. In addition to maintaining a private practice, offering art and play-focused counseling, Lori also presents at public speaking events and workshops and teaches psychology at a local college. You can reach Lori at [email protected].

Thu, July 12 - 12:30 pm to 3:45 pm

2F Equine Assisted Therapy: Reducing PTSD in Females Following Medical Trauma with Tricia Weldon, MA, President and Founder Ananda Ranch Organization

Pediatric hospitalization can be a traumatic experience for both the child and their parents, and research has shown that a vital medical event can have extremely adverse effects (e.g., acute stress disorder, anxiety, depression, post-traumatic stress disorder, and developmental problems) on the child as well as their family members. There are roughly 7 million young adults each year who will encounter a medical related hospital admission. While, the 1-17 age groups may signify the lowest overall national percentage of hospitalized stays; they do however, represent a population at much higher risk, about 13%, for developing functional disabilities due to their medical stay. Considerable research studies involving the effects of childhood traumatic events, report staggering outcomes that signify the female gender as critical risk factors associated with the development of functional disabilities – often more than double the rate of their male counterparts. Therefore, it is the purpose of this presentation to show that the utilization of an equine assisted sensory intervention (EASI) program during the acute, rehabilitative, and reintegration processes of critical childhood injury or illness would assist in reducing the enhanced rate of susceptibility of post traumatic stress disorder (PTSD) and depression symptoms in female patients and their family members

Tricia D. Weldon has over 30 years of equine experience and holds special certification under the Equine Assisted Growth and Learning Association (EAGALA) as an Equine Specialist and Facilitator, under Girls Circle she is a Certified Facilitator, and is Certified as a Trauma Specialist by The National Institute for Trauma and Loss in Children (TLC). She founded Ananda Ranch, an equine assisted awareness program where horses help girls and women to heal the scars time can’t take away. She is currently working on her PhD in Philosophy in psychology with a medical and health emphasis. Her doctoral dissertation involves the use of horses in sensory intervention to assist in reducing the enhanced rate of susceptibility of functional disabilities in female patients and their family members.

She received her BA from Arizona State University and her MA from Humboldt State University.

Thu, July 12 - 12:30 pm to 3:45 pm

3F Trauma-Focused Day Treatment Program with Mary M. Kreitz, MA, Sharon Nunn & Alexander, MSW, Lisa Levering, MA, Child and Adolescent Behavioral Health

This presentation describes an intensive day treatment program for youth grades K-12 who are experiencing severe behavioral and emotional disturbance related to their traumatic life experiences. Their behaviors are too severe for them to be maintained in a public school setting and therefore they have been referred by their school districts for treatment. Essential components of this program include individual therapy, family therapy, experiential group therapy, milieu therapy, and behavioral activation in an academic setting. All staff, including teachers, have received trauma training and provide, at minimum, trauma informed care. The program uses experiential and sensory interventions, as well as structure, consistency, and a safe environment to help client’s access and address their traumatic experiences so that they can become more successful and productive at home, at school, and in their communities. Other interventions used to increase calming and decrease arousal include: drumming, yoga, physical exercise, and artistic activities. This unique combination of components addresses and integrates most of the neural processes identified by neuroscience (Cozolino, 2010) for optimal cognitive, emotional and social functioning.

Lisa M. Levering has been a Trauma-Focused Day Treatment Therapist at Child and Adolescent Behavioral Health in Canton, Ohio since 2007, where she provides intensive individual, family and group therapy to youth who have a history of trauma and are experiencing severe impairment in their emotional and/or behavioral functioning. She also performs complete diagnostic assessments, treatment plans, and behavior plans and participates in multidisciplinary consultation and collaboration with other professionals.

She received her B.A. in Psychology in 1993 from Kent State University, and her M.A. in Clinical Psychology in 1996 from Morehead State University. In 2009 she received her Clinical Trauma Specialist Certification through The National Institute For Trauma and Loss in Children.

She has over 10 years of experience working in community mental health and is an experienced provider of Structured Sensory Intervention for Traumatized Children, Adolescents, and Parents (SITCAP®) and Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT).

Mary M. Kreitz has been a Trauma-Focused Day Treatment Therapist at Child and Adolescent Behavioral Health in Canton, Ohio since 2007, where she provides intensive individual, family and group therapy to youth who have a history of trauma and are experiencing severe impairment in their emotional and/or behavioral functioning. She also performs complete diagnostic assessments, treatment plans, and behavior plans and participates in multidisciplinary consultation and collaboration with other professionals.

She received her B.A. in Psychology in 1995 and her M.A. in Community Counseling in 1997 and her PhD in Counseling Psychology from The University of Akron. In 2005 she completed training through The Childhood Trust and the Mayerson Center for Safe and Healthy Children and she received her Clinical Trauma Specialist Certification through The National Institute For Trauma and Loss in Children in 2009.

Mary has over nine years of experience working in community mental health. Areas of expertise include Early Childhood (ages birth through 8 years) and Trauma. She is an experienced provider of Parent-Child Interaction Therapy (PCIT), Structured Sensory Intervention for Traumatized Children, Adolescents, and Parents (SITCAP®), Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT), I Can Problem Solve (ICPS), and experiential group therapy.

Sharon Nunn-Alexander has been a Trauma-Focused Day Treatment Therapist at Child and Adolescent Behavioral Health in Canton, Ohio since 2007, where she provides intensive individual, family and group therapy to youth who have a history of trauma and are experiencing severe impairment in their emotional and/or behavioral functioning. She also performs complete diagnostic assessments, treatment plans, and behavior plans and participates in multidisciplinary consultation and collaboration with other professionals.

She received her B.A. in Psychology in 2001 and her M.SW in Social Work in 2007 from The University of Akron. She completed her Trauma and Loss Clinical Specialist Certification through The National Institute For Trauma and Loss in Children in 2010.

Sharon has over 20 years of experience working in community mental health and is an experienced provider of children and family service delivery, Structured Sensory Intervention for Traumatized Children, Adolescents, and Parents (SITCAP®), Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT), and experiential group therapy.

Fri, July 13 - 8:30 am to 3:45 pm

Level-1 (Clinical & Assessment) Trauma-Informed Assessment (see Thursday’s description)

Fri, July 13 - 8:30 am to 3:45 pm

Level-1 (School) After the Crisis: Trauma Event Crisis Plan (TECIP) (see Thursday’s description)

Fri, July 13 - 8:30 am to 11:45 am

1G Who Let the Dog In? with Amber Lange, PhD & Christie Jenkins, PhD, Bedford Behavioral Health, Shelley Wanner, MEd, Jackie Boyd, MED, Suzanne Reinhart, MEd, School Counselors, Jenny Barlos, Client Services Director, Assistance Dogs of America, Inc., Gracie and Magic, School Therapy Dogs

Children bring to school many traumatic issues that have a negative impact on learning and social/emotional health. Presenters will discuss Animal-Assisted Therapy (AAT) and Animal-Assisted Activities (AAA) that are successfully used with full-time school-based therapy dogs and how these animals are helping children who have experienced trauma, grief, and loss. Documentation of the social, emotional, and academic benefits children realized through their interactions with school therapy dogs will be provided. Presenters will give many examples of how school therapy dogs, such as Allie and Magic, have been instrumental in transforming the lives of children on a daily basis in Bryan City and Tiffin City Schools (OH). Helping traumatized children by using Animal-Assisted Therapy and Animal-Assisted Activities in settings other than schools also will be discussed.

Amber Lange is a licensed professional counselor who currently teaches ethics and professional issues courses at Spring Arbor University in Spring Arbor, Michigan. She is a Doctoral Candidate at University of Toledo.

Christie Jenkins is the Program Director or Mom’s House of Toledo, Inc., a non-profit organization where she provides individual and group counseling for moms and children, crisis intervention, assessing social service needs of current clients, facilitating weekly parent education sessions, organizing events and donation drives for clients, and maintaining client schedules. She received both her Bachelors and Masters Degree in Clinical Counseling from Spring Arbor University

Shelley Wanner retired in June of 2007 as a School Counselor at Bryan Middle School where she enjoyed working with middle school students since 1990. Previously, she was an English teacher and counselor at Archbold High School for 19 years. She is also a Licensed Professional Counselor, a National Certified Counselor, and a National Certified School Counselor. She received both her Bachelor’s and Master’s degrees from Bowling Green State University. She also is a volunteer with Assistance Dogs of America, Inc. in Swanton, OH.

Jackie Boyd has been teaching elementary school for 17 years and now works as a school counselor, with special responsibilities for students in Emotionally Disturbed classes. The newest and most exciting part of Jackie’s job is working with Allie, a therapy dog placed at school with the counseling department

Suzanne Reinhart a school counselor and in 2006 received placement of a certified, school-based therapy dog named Magic. Her goal with Magic is to provide excellent services for the social and emotional development of students.

Jenny Barlos is the Client Services Director at Assistance Dogs of America where she provides educational presentations for schools, professionals and community groups using school therapy and other assistance dogs.

Gracie and Magic are Golden Retrievers donated by Assistance Dogs of America, Inc for use in the schools.

Fri, July 13 - 8:30 am to 11:45 am

2G The Impact of Trauma Informed Schools on Behavior & Achievement with Barbara Oehlberg, MA, Education and Trauma Consultant

As America addresses the decline of achievement resulting from status quo education, focusing on trauma-informed schools is essential for the future of our nation. Through school social workers, counselors, and TLC participants, reaching policy makers within the insular educational system, the critical opportunity for changing the field is possible.

Introducing recent neuroscience research on brain alterations resulting from weak attachments and early childhood insecurities affords educators the knowledge and insights into the root causes of learning and behavioral issues necessary for successful interventions. Louis Cozolino offers the neuroscience and Heather Geddes provides classroom suggestions for strengthening self-regulation and stress-coping classroom activities in addition to the presenter's books.

School discipline policies have a direct, negative correlation to explosive behaviors presented by distressed students. The ultimate impact of standard discipline on learning issues is profound. This session will include the description and results from an educational project in Canton, OH, serviced by the presenter.

Trauma informed schools and teachers have a significant opportunity to improve the results of public education for urban and poor rural students. This is especially true for students who have experienced chronic trauma but rarely receive clinical interventions because families do not carry through on referrals.

Barbara Oehlberg is an education and child development consultant in Ohio. She has been a presenter and keynoter for the Harvard School of Public Health, New York State University and a long list of organizations throughout the country. She received the 1997 Humanitarian Award from the Center for Prevention of Domestic Violence and 1997 Volunteer Award from the N.W. Ohio Chapter, National Social Workers Association. Barb has authored several books, including Making It Better: Activities for Children in a Stressful World.

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Fri, July 13 - 12:30 pm to 3:45 pm

1H Animal & Other Sensory Supports for Children on the Autism Spectrum with Lori Danenberg, PhD, LCSW Private Practice

Atypical sensory experiences and neurocognitive functioning result in trauma induced reactions to exposure to the environment for many individuals with Autism Spectrum Disorders. This presentation will provide an introduction to Autism Spectrum Disorders and the Sensory Processing issues that often accompany them with a more in depth focus on sensory based therapeutic interventions that can be utilized with this population. Lily, a therapy dog will accompany this presenter as they demonstrate how pets provide a unique intervention component.

Lori Danenberg is a Board Certified Diplomat in private practices in White Plains, New York. Dr. Danenberg is a Certified Clinical Trauma Consultant and Specialist with The National Institute of Trauma and Loss in Children, a Certified Clinical Traumatologist with the Traumatology Institute of Canada, a Certified Traumatologist with Certified Compassion Fatigue Therapist, and Certified Field Traumatologist through The Green Cross Academy of Traumatology. She is also a Diplomat with American Academy of Experts in Traumatic Stress and has her Certification in Crisis Intervention with the National Center for Crisis Management. Dr. Danenberg uses psychodynamic and cognitive based approaches working with children, adolescents, and adults. She specializes in treatment and advocacy for children with developmental disabilities and their families as well as survivors of trauma.

Dr. Danenberg received her Bachelor’s Degree from Boston University in Special Education and Elementary Education in 1988. In 1998 she received her Ph.D. in Clinical Social Work from New York University.

Fri, July 13 - 12:30 pm to 3:45 pm

2H What Really Gets Worked Out in the Sandtray? with Theresa Fraser and Elizabeth Sawyer-Danowski, Private Practice

Sand, images and the sandtray help create a safe and protected space for the builder. As a witness to the builder’s journey we are commissioned to hold the experience. When the builder is ready he will transfer his experience into his life journey of play, growth, change and resiliency. This psychodynamic process can be part of a nondirective or directive experience.

Elizabeth Danowski owns and operates Play. Build. Grow. PLC and is a Licensed Clinical Social Worker. She trained and practiced in Los Angeles and Detroit before spending 2 years in Oxford, England where she served as the Executive Director at an Infant Mental Health Organization. She has almost 15 years of experience working with children and families. She is part of a small group of professionals in Michigan that are Registered at the Supervisor level as Play Therapists. She has over 200 hours of specialized training in sandtray and play therapy. Danowski offers a range of therapy for adults, children and families in addition to services for other professionals including supervision, consultation and training.

Theresa Fraser is currently the Owner/Lead Therapist at Changing Steps is a Canadian Agency that provides Play Therapy, Therapeutic Groups, Behavioral Assessments, Staff Training, Trauma Assessments and Trauma Debriefing. Fraser has been blessed to work with Dr. Gisela Schubach De Domenico as a Sandplay Worldplay Intern and uses this expressive modality in her work with children, teens, families and also in staff training. She is a certified Canadian Play Therapist and President of the Canadian Association for Child and Play Therapy.

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Founded in 1913, Starr Commonwealth is an internationally recognized non-profit children’s charity
Montcalm School is a Private Therapeutic Treatment Program offering a broad spectrum of real-world solutions for families with struggling teens. Montcalm School is a private program of Starr.
The National Institute for Trauma and Loss in Children is a nonprofit program of the Starr Commonwealth Institute for Training.
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2012 Assembly Schedule

Monday, July 9

Tuesday, July 10

Tuesday Morning Workshops

Tuesday Afternoon Workshops

Wednesday, July 11

Wednesday Morning Workshops

Wednesday Afternoon Workshops

Thursday, July 12

Thursday Morning Workshops

Thursday Afternoon Workshops

Friday, July 13

Friday Morning Workshops

Friday Afternoon Workshops

Mon, July 9 - 5:30 pm to 8:30 pm

Tue, July 10, 2012 - 8:30 am to 3:45 pm

Tue, July 10 - 8:30 am to 3:45 pm

Tue, July 10 - 8:30 am to 11:45 am

Tue, July 10 - 8:30 am to 11:45 am

Tue, July 10 - 8:30 am to 11:45 am

Tue, July 10 - 8:30 am to 11:45 am

Tue, July 10 - 12:30 pm to 3:45 pm

Tue, July 10 - 12:30 pm to 3:45 pm

Tue, July 10 - 12:30 pm to 3:45 pm

Tue, July 10 - 12:30 pm to 3:45 pm

Wed, July 11 - 8:30 am to 3:45 pm

Wed, July 11 - 8:30 am to 3:45 pm

Wed, July 11 - 8:30 am to 11:45 am

Wed, July 11 - 8:30 am to 11:45 am

Wed, July 11 - 8:30 am to 11:45 am

Wed, July 11 - 8:30 am to 11:45 am & 12:30 pm to 3:45 pm

Wed, July 11 - 12:30 pm to 3:45 pm

Wed, July 11 - 12:30 pm to 3:45 pm

Wed, July 11 - 12:30 pm to 3:45 pm

Wed, July 11 - 8:30 am to 11:45 am & 12:30 pm to 3:45 pm

Thur, July 12 - 8:30 am to 3:45 pm

Thu, July 12 - 8:30 am to 3:45 pm

Thu, July 12 - 8:30 am to 3:45 pm

Thu, July 12 - 8:30 am to 11:45 am

Thu, July 12 - 8:30 am to 11:45 am

Thu, July 12 - 8:30 am to 11:45 am

Thu, July 12 - 12:30 pm to 3:45 pm

Thu, July 12 - 12:30 pm to 3:45 pm

Thu, July 12 - 12:30 pm to 3:45 pm

Fri, July 13 - 8:30 am to 3:45 pm

Fri, July 13 - 8:30 am to 3:45 pm

Fri, July 13 - 8:30 am to 11:45 am

Fri, July 13 - 8:30 am to 11:45 am

Fri, July 13 - 12:30 pm to 3:45 pm

Fri, July 13 - 12:30 pm to 3:45 pm

Assembly Information

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