I participated in this session as part of PSD Resiliency Project. This workshop was offered by the Promoting Relationships and Eliminating Violence Network (PREVNet) to fill a training gap their research has identifed with adults who work with youth in regard to their capacity to develop healthy climates and prevent bullying. This session provides the information and to go forward and provide a one day training session for adults and older youth to learn about what comprises a healthy relationship, how to promote them, and using relationship solutions to address bullying problems and unhealthy relationship patterns.
Again, it’s been years since I’ve done this training and needed an update. Part of my reason for attending was to consider how to roll out the training for schools in PSD. It was a good update and nice to know that some of my skills are still there and haven’t rusted away. 🙂
I attended this session because it’s been a long time since I have done any PD on addictions and needed an update. There was plenty of good information and I feel that I’m “back up to speed.” One update that I noted was the term “process addiction” has been added to cover off the variety of activities that could become addictive – gambling, shopping, pornography, etc. Nice to have that umbrella term.
This session was one in a series offered by the Canadian Foundation for Trauma Research and Education. I am pleased to see that like education, the field of therapy is utilizing neuroscience to inform practice. Part of this session touched on the Self-Regulation Therapy training that they offer. Through skilled therapeutic technique, the therapist can access particular parts of the brain to tap into the function of neurotransmitters to lay the foundation for self-regulating strategies to alter addictive behaviors. Interesting stuff.
This is a training update. I completed this training in 2009 and 2010 (see PD Page for more info.), but this time I am doing it from a leadership perspective. As the Division facilitator for this process, I lead an inter-agency team to further investigate along with the school and parents to gain a deeper understanding of the child who has engaged in violent or threat making behaviors. Initially the school has done an assessment and found enough indicators to determine an elevated level of risk therefore warranting a more significant level of intervention. The multi-disciplinary approach provides that.
Following this update of training across PSD, another part of my role is now to mentor administrators who are learning to use this training. I’ve worked with several administrators now and it has been wonderful to see them feeling empowered in working through these most difficult behavioral incidents. They are now looking at the incident and the student through the eyes of intervention rather than discipline/consequences. The comprehensive nature of the process helps them to ensure that ‘no stone has gone unturned’ when following their usual investigation work by bringing the parents in as allies to support their child rather than from potentially adversarial positition to answer for their child’s behavior.
I have participated in this training several times over my career. The difference this time was that I attended with 20+ people from Parkland School Division. As coordinator of the PSD Trauma Follow Up Team, it became apparent that there were several schools who did not have anyone with this training. I encouraged and organized a group to participate. Along with the trained school based people, the division-level Trauma Follow Up Team is made up of a group of counselors and administrators available to respond to a school tragedy. All members of the Trauma Follow Up Team meet annually to review the plan that is in place in preparation for the unfortunate event of a death in our school community.
Working in an alternative education setting brings a variety of students requiring specialized placements for a variety of reasons. As we have a number of students identified with behavioral issues, I need to be able to meaningfully support the front line staff who work with these students. In crisis situations that might just mean that I am getting physically involved with the staff to manage the students at their most challenging times.
This training was a great reminder of seven strategies to live a fuller life. I’ve taken this training before and have integrated the habits into my life fairly well. It’s good to check back on some of the foundational ideas that you come across to re-examine your progress and adjust your course if needed to ensure that you are achieving what you want in the way that you want. Again, I’m reminded to “keep my saw sharp” and make sure that I spend more time in quadrant two. My motivation in taking this training again, besides the gift of refocus on myself and my priorities, was to prepare to assist in the implementation of The Leader In Me at our school. This looks like a very promising program that translates the 7 Habits to language that is more student friendly. Teaching these concepts at a young age, I think has the potential to develop very competent and self-directed young people. I’m excited for the possibilities!
I loved this training! Working with the underlying assumption that teachers have the capacity to improve their own professional practice, I now have some very powerful tools to help teachers draw out and identify their areas of growth and determine their own next steps in developing their practice to achieve high performance. I enrolled in this training with the express purpose of improving my instructional leadership skills and I am stoked to start implementing this process in a variety of scenarios within the school. I’ve created a tool for myself to help me along so my coaching sessions become more fluent, Cognitive Coaching Session Guide. Please check into training opportunities if you are interested through the Center for Cognitive Coaching. It was eight very intense and worthwhile days.
I really like the Covey “stuff”. I don’t really believe that this organization has invented anything particularly new but they are very good at packaging common sense. With this particular Covey session, I liked the trust angle as I do believe that for students and staff to perform to their best, they need to feel the security of having a leader who can be trusted to do the right thing and support them in their work. Are you congruent? What’s your agenda? Are you relevant? What’s your track record? These are very deep questions that do require me, as a leader, to take time from the daily harried rush to think and formulate my own leadership identity. I was very appreciative the this learning opportunity.
Alberta Education updated the Off Campus Guide to Education for September 2011. I spent many years as a School Counselor and did much work in the areas of career development before moving into administration. Through that work I became very much aware of the relevance of a solid off campus program as well as the potential liabilities and concerns. For me, this update was critical to stay current with both in terms of being able to offer varied and meaningful programming for high school students as well as to ensure that risks are accounted and addressed.
This was a leadership session that focused on building effective teams – Great Leaders, Great Teams, Great Results. At a time when I was still a fairly new administrator in this role/school division, it was a great opportunity to get some feedback and clarify my own directions for developing our school and staff into a more effective team.