Engaging Self and Student: Practical Strategies for Supporting Vulnerable Youth and Fostering Healthy Community
Date: 8:30am - 4:30pm PDT March 17, 2018 Location: York Graduate Center, Room 116
York Graduate Center, Room 116
Many teachers, school counselors, and administrators—both experienced and new to the field—are not fully prepared for the variety of non-academic needs that impact a student’s performance in the classroom. This includes previous or current traumas, mental health issues, substance abuse, homelessness and poverty, and the impact of racism and other forms of bias on an institutional or person level.
Frequently, these issues lead to behaviors that result in disciplinary action for the student. Furthermore, they can create a stressful and demanding environment for the educator or counselor, wherein they are uncertain about how to proceed in the best interest of the student and school, while keeping their own self-care needs in mind.
Upon completion of this course, participants will have the ability to:
- Increase awareness of bias and self-care methods to be a healthy professional
- Shift from classroom management to relationship-based community
- Learn to use specific Trauma Informed Care methods
- Understand fixed vs. growth mindset
- Become aware of current drug and alcohol trends and signs of abuse/addiction
- Practice equity-based school culture such as Restorative Justice
- Become educated on common adolescent mental health issues
- Gain tools and skills to deal with trauma and conflict
This course will provide educators, school counselors, and administrators with awareness and practical strategies that empower them to recognize bias. Participants will be challenged to look deeper at the cause and affect of problematic behavior, in an effort to help meet the needs of students from marginalized communities and create a healthier community at large—both inside and outside of the classroom.
Participants in this course will examine the social, emotional, and economic issues that middle and high school students are increasingly bringing to the classroom, and ways that they can minimize further harm to vulnerable students.
Focus will be placed on: Ways that adults can make better relationships with students; How educators can recognize when and how to intervene in response to non-academic needs; Methods to supportively address trauma in and out of the classroom, avoid burnout, and learn a variety of self-care options.
Topics covered will include: Current drugs and signs of use; Common mental health disorders seen in students; Trauma and the impact of ACE (adverse childhood experiences), brain development, relationship building, equity and restorative justice practices, self-care, recognizing burn-out/vicarious trauma, and personal bias.
Course Details & Registration
Date and Time: Saturdays, March 17 and April 7, 2018, 8:30 a.m.-4:30 p.m.
Instructors: Alycia A. O’Connell, LCSW, CADC III, C-SSW and Maureen Geraghty, MAGraduate Continuing Education credit: CEED 866, 1 semester hour, $350
*Please note: Completed registration forms containing social security numbers and/or credit card information should not be submitted via email. If you choose to pay by credit card, please mail or fax your registration to the Center for Community Engagement, using the contact information on the right-hand side of this webpage.
Noncredit: $250, includes 14 CEUs or PDUs. Lewis & Clark Alumni save 20%.
Student rate: $100
About the Instructors
Maureen Geraghty, MA is a high school teacher in Reynold’s School District in Fairview, Oregon. She has over 26 years of experience working with and developing programs for students from a wide variety of backgrounds, cultures, and skills, with an emphasis on alternative education. She holds her both a bachelor of arts and master of arts from the University of Wisconsin, and a teaching certificate in advanced writing and documentary studies from Lewis & Clark Graduate School of Education and Counseling.
Alycia A. O’Connell, LCSW, CADC III, C-SSW is a Licensed Clinical Social Worker, School Social Worker and a Masters level drug and alcohol counselor. She first started working in schools in 2000 as a case manager on a suicide prevention/drop out prevention project and continued this work in various roles such as Prevention Specialist, Therapist, and School Social Worker. She has also worked in both in and outpatient drug and alcohol and dual diagnosis treatment centers for adolescents and adults. She currently works part time as a school social worker and part time in private practice. She holds a bachelors of science in Psychology from Oregon State University and a Masters of Social Work from the University of Washington.