MENTAL HEALTH – SOCIAL AND EMOTIONAL LEARNING
Location: Virtual and In Person at Robert Morris University
Virtual sign in begins at 8:20 AM; program will start at 8:30 AM
Hosted by Robert Morris University
NO REGISTRATION FEE/ Act 48 credit awarded to those who request it
Please tell me if you are attending in person or virtually. When you register write on the registration form under Special Needs or Requests how you intend to participate. If you have difficulty registering online simply answer the questions and email them to hhevents@zoominternet.net or call Herb Hunt at 724.494.0968. Register early the number of participants may be limited. You will be notified that your registration has been received.
This event is supported by the generosity of:
- Robert Morris University
- Milton Hershey School
- Magellan Healthcare
- Clarion Psychiatric Center
At this event, four accomplished speakers will share their insights into the ever-changing dynamic of working with and managing mental health issues in our schools. The program is designed to meet the needs of Counselors, Administrators, Teachers, Students, College Professors, and anyone who is interested in students being successful. This is a timely topic and is designed to be participant friendly. One of the goals of all HH Education Events is to “Build Partnerships for Student Success.”
EVENT SPEAKERS
Patrick Turnpaugh
Social, Emotional and Character Development: A Fundamental Foundation
About the topic:
“How can we help students deal effectively and ethically with daily tasks and challenges?”
Social, Emotional and Character Development (SECD) is critical to creating a safe and strong school climate. Research has proven that effective integration of SECD into school curriculum helps reduce behavior incidents, increases academic success, and enhances college and career-readiness skills in students. This introductory workshop addresses the importance of SECD, CASEL 5 components of SEL and some simple implementations for educators.
Participants will learn the efficacy of SECD in the school helping students identify feelings, regulate emotions, set goals, and problem-solve. Ultimately, students are more emphatic and tolerant of others, engage in healthier relationships and life-choices, and are better prepared for the 21st Century workplace.
Objectives:
- Understand the significance of SECD in positive school climate and culture.
- Identify key components of effective SECD.
- Analyze current SECD strengths and challenges within the school setting.
About the speaker:
Patrick is an Admissions Counselor at Milton Hershey School, where he has serviced since 2004. His past experience includes administering family counseling, child welfare, and juvenile justice programs through the Boys & Girls Club of Lancaster County. He provides SEL and Character Development Skill training for professionals, students and families. He has served on the Healthy Parenting Coalition, Community Development Block Grant Committee, and Youth Violence Council. Patrick holds a BS in Psychology from University of Pittsburgh.
John Siegler, PsyD Licensed Psychologist
Social Emotional Learning: Building Resilience and Behavioral Health Outcomes
About the topic:
When students receive instruction in Self-awareness, Self-Management, Social Awareness, Social Skills, and Problem Solving they are more likely to cope with stress and peer conflict independently with academic, social, and behavioral expectations and ask for help when they need it. Social Emotional Learning (SEL) is a key prevention practice that pays dividends both in academical outcomes and in student resilience during stressful times. This presentation will highlight why SEL should be part of every school based mental health program. Basic concepts and components of Evidence based SEL programs will be reviewed, along with methods of implementation, and barriers to implementing and sustaining SEL programs. Traditional “one size fits all” approach to SEL instruction and teacher driven integrated approaches to SEL instruction will be compared, highlighting the central concepts of teacher driven integrated SEL instructional strategies. The requirement for teachers to “own” a commitment to SEL instructional fluency will be discussed. Reports of teacher reactions to using the integrated instructional strategies will be shared. A list of available (free) teacher trainings through PaTTAN in SEL and classroom management will be shared.
About the Speaker:
In his role as the Psychologist Advisor for Magellan Behavioral Health of PA, Dr. Siegler provides consultation to the care management team reviews of community-based service requests and supports children’s service providers striving to provide effective and accountable treatment services to the individuals and families they serve. Dr. Siegler has extensive experience providing consultation services in educational, psychiatric, and forensic settings. He has provided staff training to behavioral health providers on a variety of topics related to clinical excellence and clinical accountability. Prior to joining Magellan, Dr. Siegler has held clinical leadership positions in psychiatric inpatient, psychiatric residential treatment, extended acute care, intensive behavioral health services, and outpatient settings.
David Delvaux
“Trauma-informed Care SEL in the Classroom”
About the topic:
Kids who experience trauma can be silent sufferers. That’s partly because trauma is stored in the nonverbal part of the brain so it’s not something easily identified, talked about, or expressed verbally. It may only show up through behaviors. Trauma is also in the perspective of the person experiencing it, so an experience may be traumatic for one person but not for another. Because we cannot typically know which children have experienced trauma, it’s important to use trauma-informed practices with all children and provide universal, trauma-informed supports throughout schools and classrooms. Social-emotional learning (SEL) is key for ensuring this happens, and making kids successful in all areas of life
Objectives:
- Understanding of Trauma Informed SEL
- Understand how trauma impacts the brain
- Discuss practical strategies for applying trauma-informed knowledge and care.
- Understand the importance of relationships.
- Supporting students reliance through trauma Informed SEL Practices
About the speaker:
David began his career at The Watson Institute for 12 years as the coordinator of Community Based Instruction/Education consultant. He then went to Paoletta Counseling Services for 14 years providing counseling to kid, adolescents and adults. Currently David has spent the last six years at the Clarion Psychiatric Center as their Clinical Liaison. He has provided 14 different Mental Health Trainings throughout the state of PA and cover over 21 counties in pa in helping our patients and providers understand the services provided by the Clarion psychiatric Center. David holds a BS in Psychology/Sociology and a MS in Counseling from Clarion University.
Patricia Kardambikis Ph.D.
Integrating Social, Emotional, and Academic Learning in your Classroom
About the topic:
Social Emotional Learning (SEL) is the process through which students learn and then apply skills to understand and manage emotions, set goals, foster positive relationships and practice making good decisions. A strong SEL implementation develop student’s skills with targeted instruction and structured supports. Efforts to support SEL skills happen in conjunction with academic support. SEL programs are grounded in five interrelated competencies that impact relationship and achievement, as identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). These specific SEL skills are important for student growth and academic success.
Adding SEL to the curriculum equips children with skills that help them advance beyond the classroom. The MTSS framework will be explored in relation of additional supports associated with social, emotional, and behavioral wellness. Social and emotional learning promotes social awareness, problem-solving, and critical thinking, so students learn to understand themselves and others. Participants will discover that SEL need not be separate from academics or an instructional add-on, but an integral part of quality teaching and learning.
Objectives:
- Describe the features of a Multi-tiered System of Support framework to support social, emotional, and behavioral wellness.
- Develop an understanding of how to apply social-emotional leaning into instruction.
- Discuss what current practices are occurring in your building that intentionally support SEL
About the speaker:
Dr. Kardambikis is the Coordinator for both the Principal Certification Program and the Supervision of Curriculum and Instruction Certification at Robert Morris University. She began her administrative journey as the Director of e-CADEMY (now Waterfront Learning) at the Allegheny Intermediate Unit #3. She then journeyed to Aliquippa School District as the Director of Curriculum and Student Achievement. The changing economy brought her to Peters Township School District as the Assistant Superintendent. Her last stop in her public education journey was Slippery Rock School District where she was the Assistant Superintendent in the District. Dr. Kardambikis began her undergraduate work at Carlow University where she earned a Bachelor of Nursing degree. Dr. Kardambikis utilized this career to springboard her counseling degree. Dr. Kardambikis has another master’s degree in Health Education as well as being a Certified Health Educator Specialist (CHES). Her doctorate is from Kent State University in Curriculum and Instruction and she received her Principal’s and Superintendent’s Letter of Eligibility from Westminster College.
