CAFO2018 Educators One-Day Experience

Educators One-Day Summit 2018

You are already aware that there are children in your classroom and school who have experienced trauma. What you may not realize is that there may be far more than you think. Challenging behaviors in the educational setting are very often a result of traumatic events that have happened in a child’s past. Modern brain science has revealed much about the source of these behaviors, and has also produced incredibly effective ways of responding. Come join national experts in childhood trauma and behavior to learn how some simple adjustments can make a world of difference for your classroom, your school, and the children you care about most.

Details

WHEN: May 10, 2018 | 10:30AM – 4:45PM
WHO: Educators
WHERE: Stonebriar Community Church, Frisco TX
COST: $59/Participant

Schedule

10:30AM-12:00PM – “Trauma and Traumawise Care” – Daren Jones and Amanda Purvis, Karen Purvis Institute of Child Development, TCU

12:00PM-1:00PM – Lunch (provided)

1:15PM-3:30PM – “Regulation to Reason” – Paris Goodyear-Brown, Play Therapist, Speaker, Author, & LCSW; Lipscomb University, Nurture House

3:45PM-4:45PM – “Trauma in the Classroom” – Dr. Mandy R. Hiles Howard, Professor, Samford University

Presenters

Daren Jones and Amanda Purvis, Texas Christian University

Amanda Purvis is a Training Specialist with the Karyn Purvis Institute of Child Development
(KP ICD) at TCU. As training specialist, Amanda’s main focus is instructing professionals
working with children who have experienced trauma, in Trust-Based Relational Intervention®
(TBRI®). TBRI, a holistic, attachment-based, and trauma-informed intervention designed to
meet the complex needs of vulnerable children, offers practical tools for caregivers to help those
in their care reach their highest potential.

Amanda earned her Bachelor’s Degree in Social Work from Metropolitan State University in
Denver, CO. She began her career working in Child Protective Services as an intake worker. She
then transitioned to foster care and post-adoption support, where she spent a decade of her career
before beginning her work with the Purvis Institute in December 2017.
Amanda lives in Castle Rock, CO with her husband and five children, and their dog, Scout.

—

Daren Jones is a Training Specialist with the Karyn Purvis Institute of Child Development (KP ICD) at TCU. As training specialist, Daren’s main focus is instructing professionals working with children who have experienced trauma, in Trust-Based Relational Intervention® (TBRI®). Since Daren joined the Purvis Institute in 2014, he has been an integral part of teaching and spreading TBRI® across the
U.S. and throughout the world. Daren earned his Bachelor’s Degree in Social Work from the University of Arkansas at Fayetteville. He began his career as a behavior instructor of a therapeutic day treatment program serving children and youth who could no longer function in a regular academic school setting.

After serving as a behavior instructor, Daren decided to obtain his Master’s in Social Work from
Spalding University in Louisville, Kentucky. Daren spent 12 years serving youth and families
within residential and foster care settings as a direct-care worker, residential group home
supervisor and trainer, before beginning his work with the KP ICD.
Daren is currently pursuing a Ph.D. in Counseling & Counselor Education at Texas Christian
University in Fort Worth, TX, where he resides with his wife Katie Jones, daughter Ruby, and son Finn.

Paris Goodyear-Brown, LCSW, RPT-S, Nurture House

Paris Goodyear–Brown, the founder and director of Nurture House, is a Licensed Clinical Social Worker and a Registered Play Therapist-Supervisor with 20 years of experience in treating families in need. While she specializes in treating trauma (sexual abuse, physical abuse, maltreatment and neglect) and attachment disturbances, she often provides help for anxious, angry or depressed children and teens. A child development expert, she frequently provides parent consultation, dyadic assessment and parent coaching to help parents manage and resolve their children’s behavior problems.

She is an Adjunct Instructor of Psychiatric Mental Health at Vanderbilt University, guest lecturer for several universities in middle Tennessee, and has an international reputation as a dynamic speaker and innovative clinician. She provides play therapy and licensure supervision and consults with various school districts, agencies and mental health organizations to help develop play therapy programs and create more developmentally sensitive programming. With trainings in Morocco, Australia, and Sweden, as well as frequent domestic presentations, she is best known for developing clinically sound, played-based interventions that are used to treat a variety of childhood problems. She has received the APT award for Play Therapy Promotion and Education. She is the author of multiple books, chapters and articles related to child therapy. Her newest books include Tackling Touchy Subjects, the Handbook of Child Sexual Abuse: Identification, Assessment, and Treatment, Play Therapy with Traumatized Children: A Prescriptive Approach and The Worry Wars: An Anxiety Workbook for Kids and their Helpful Adults. For the whole of her career, she has carried a vision of a place – a home – in which the space itself would help children and parents feel safe, nurtured and ready to do the deep work of healing.

Dr. Mandy R. Hiles Howard, Samford University

Mandy Hiles Howard is an Assistant Professor of Psychology at Samford University.
She came to Samford after serving as the Assistant Director of the TCU Institute of
Child Development. She worked closely with Drs. Karyn Purvis and David Cross in
the development of Trust-Based Relational Interventions, which is a trauma-
informed evidence-based approach to working with children who have a history of
trauma. Mandy’s professional interest integrates theory, research and practice to
increase understanding of the interpersonal processes underlying mental health and
quality of life for youth in non-traditional care. During the summer, she volunteers
at a therapeutic summer camp.

Workshop Descriptions

Trauma and Traumawise Care: Daren Jones + Amanda Purvis, Karen Purvis Institute of Child Development, TCU

Trust-Based Relational Intervention®, or TBRI®, is a holistic, attachment-based, and trauma-informed intervention designed to meet the complex needs of vulnerable children. TBRI® offers practical tools for caregivers and professionals to help children from hard places reach their highest potential. Join us as we explore strategies to support felt safety, connection and regulation in our children.

Regulation to Reason: Paris Goodyear-Brown, Nurture House

The primary premise of the workshop is that children’s thinking brains cannot be accessed for learning until they are regulated and connected. Empowering, connecting and correcting strategies will be shared as well as how we provide a combination of high structure and high nurture while creating connections and a culture of kindness in our classrooms. While many teachers have had exposure to behavior management methods for the classroom, these tend to have limited effectiveness with children who lose their self-control easily, which includes many of the vulnerable children we serve. Come and learn some new ways to help.

Trauma in the Classroom: Dr. Mandy R. Hiles Howard, Professor, Samford University

This workshop will focus on reframing students’ behaviors and recognizing that developmental factors contribute to behaviors. It will also identify concrete ways to empower, connect, and correct students in educational settings including how to teach self-regulation, proactively
practice social skills, and meet physiological needs.

1. Participants will be able to reframe students’ behaviors as survival strategies instead of willful disobedience and recognizing that developmental factors contribute to
behaviors.

2. Participants will be able to identify three concrete ways to empower, connect, and correct students in educational settings including how to teach self-regulation, proactively
practice social skills, and meet physiological needs.