Hope and relationship-focused practices are critical components of resilience and recovery in response to childhood trauma. This conference will inform participants about the current science of hope to build resilience in the face of adverse experiences, vicarious trauma and self-care and trauma sensitive schools.
8:00-8:20 a.m. - Registration & Coffee
8:20-8:30 a.m. - Welcome
8:30-10:00 a.m. - Keynote Speaker:
10:15 a.m.-12:00 noon - 4 Breakout Sessions
12:00–1:00 p.m. - Lunch
1:00–2:45 p.m. - 4 Breakout Sessions
Keynote: The Science of Hope
During the last few decades, there has been a flurry of research on the role of hope in recovery from medical and psychological adversity, including traumatic exposure. It is becoming clear that the hope and relationship-focused practices are critical components of resilience and recovery. This presentation will inform participants about the current science of hope as it relates to the use of relationships to build resiliency in the face of adverse experiences.
Cassie Yackley, Psy.D.
Choose one in the morning and one in the afternoon at the time of registration.
Creating Trauma Sensitive Schools
Trauma-sensitive schools (TSSs) recognize the prevalence of ACEs amongst students and staff: realize the potential impact of exposure to adversity on learning development, and mental/behavioral health problem and respond to these circumstances by creating a coordinated approach to improve the safety and well-being for students and staff. Implementation encompasses a trauma-informed organizational and self-assessment, staff professional development, policy and practice transformation, and program evaluation. Schools that routinely screen for adverse events and posttraumatic symptoms, link students with evidence-based practices for trauma intervention, and develop approaches to increase safety and minimize critical incidents. Participants will understand the key elements in the development of trauma-sensitive school environment and will have immediate action steps to take in their own districts.
Cassie Yackley, Psy.D.
Mental Health & First Aid for Educators
Mental health training is typically not included in most formal teacher preparation programs, even though mental health challenges can negatively impact a student’s ability to learn. With an estimated one in five of the 50 million U.S. public school students showing signs of a mental health disorder, it is imperative to provide educators with training about trends and warning signs. As children spend much of their days in the classroom, schools have become the place where they are most likely to receive mental health interventions. In order for teachers to give effective academic guidance for students, they need to feel empowered in their crucial role on the front line of the mental health continuum. This workshop, facilitated by veteran school mental health personnel, offers basic mental health first aid information to increase a teacher’s ability to recognize and identify emerging problems. Opportunities to strengthen communication/collaboration with families, school professionals, and outside resource agencies will also be explored.
Hannah Mariotti and Sarah Wagner
Vicarious Trauma and Self-Care
Working with survivors of trauma can greatly impact those who provide services along with the organizations within which they work. It can also have a significant impact on the families of professionals. This workshop will discuss the various levels of impact of trauma and ways to reduce the effects of self, family, and organizations. Participants will be able to explain how the stress response occurs in the brain, identify personal or professional factors contributing to vicarious trauma, and understand how trauma influences one’s worldview.
Linda Douglas, M.Ed., CTSS
Trauma-Sensitive Schools Training Package: A Resource for Leaders
Growing awareness of the prevalence and impact of childhood trauma has galvanized a movement to create trauma-sensitive schools in which all aspects of the educational environment — from workforce training to procedures and policies adopted — are grounded in an understanding of trauma and its impact and designed to promote resilience for all. Creating a solid foundation for school-wide trauma sensitivity ensures a culture of support for all students, enhances identification of students who need more intensive services, and fosters an environment where Tier 2 and Tier 3 interventions for trauma are more likely to be successful. A trauma-sensitive approach also addresses the effects of trauma on families and school staff.
This session introduces educators to the Trauma-Sensitive Schools Training Package, a new resource from the U.S. Department of Education that offers district and school administrators and staff a roadmap and tools for adopting a trauma-sensitive approach school- or districtwide. Package materials to be reviewed during the session include an online module, e-resource, slide presentation and handouts for training instructional and non-instructional staff on trauma and its impact and trauma-sensitive practices in schools and an online module and action guide for school leaders that includes planning and assessment tools for implementing a whole school trauma-sensitive approach. Participants will have access to all of the training package materials to bring back to their schools and districts to support trauma sensitivity.
Kathleen Guarino, LMHC
Radisson Hotel Manchester Downtown
700 Elm Street
Manchester, NH, 03101
Complimentary parking will be available at the Center of New Hampshire Parking Garage, located directly next to the Radisson. Just remember to bring your parking stub into the conference to be validated by PD&T staff:
Center of New Hampshire Parking Garage
65 Granite Street
Manchester, NH 03101
Cassie Yackley, Psy.D., has spent more than 25 years committed to understanding and effectively addressing the impact of societal oppression (and poverty) and adverse childhood experiences (including trauma) on children, caregivers/families, and systems. She believes that people are more than their symptoms, which are our body's (and mind's) way of dealing with overwhelming adversity. People do the best they can, given their circumstances. Relational safety, compassion, opportunities for reflection, and empowerment allow us to transcend traumatic experiences. Cassie has collaborated with individuals, providers, and agencies across the child-serving systems to employ this approach.
Cassie brings together recent discoveries from developmental neuroscience, attachment, and reflective practice to help audiences learn how a focus on our relationships and awareness of our reactions leads to better working environments and outcomes for both staff and the consumers they serve. Cassie’s projects have included: Partners for Change, working with NH Child Protective Services and Juvenile Justice to both actualize their commitment to trauma-informed care and more effectively coordinating efforts across systems; Safe Schools, Healthy Students, providing training in trauma-informed practices for five major NH school systems; Growing Healthy Families, developing sustainable capacity for ongoing training of NH mental health providers in Child Parent Psychotherapy one of the few evidenced-based treatments for children six and under and their caregivers; Trauma-Informed Early Childhood Services, Pre-school Technical Assistance Network, & State Systemic Improvement Plan, where she is developing a sustainable network of training and support for early-childhood care providers and pre-school teachers and staff. She has developed training and provided consultation with organizations and systems making the shift to a reflective, trauma-informed stance including NH DCYF, NH Hospital, Crotched Mountain Rehabilitative Center, and several schools and school districts. Yackley served 10 years as Director and Chief Psychologist for an APA-accredited doctoral intern program and continues to tremendously enjoy teaching and supervising growth-minded professionals.
Hannah Mariotti is a licensed mental health counselor with over 20 years of experience in education and mental health care. As a counselor, she has held positions in hospitals, health services and private practice. Hannah has worked in both traditional independent and therapeutic schools with students from kindergarten to 12th grade. Her areas of expertise include: learning and the brain, anxiety/depression, attachment and trauma, autism spectrum issues, social/emotional learning and mindfulness. Currently, Hannah works as a school counselor on the New Hamphire seacoast, teaches at Granite State College and is a co-owner and practitioner at Beacon Coaching & Consulting. She has a master’s degree in counseling.
Sarah Wagner is a school psychologist with 20 years of experience as an educator. She has worked in therapeutic and traditional public schools with students experiencing social, emotional, and/or learning challenges. Sarah taught 6-12th grade and held positions including; teacher, behavior specialist, director of academic support, learning specialist and college counselor. She specializes in school psychology, parent education and coaching children and teens with ADHD. Sarah is an educator at a local New Hampshire public school and is a co-owner/practitioner at Beacon Coaching & Consulting. She has a master’s degree in educational leadership and is a Certificate of Advanced Graduate Study candidate.
Linda Douglas is the Trauma Informed Services Specialist at the Coalition Against Domestic & Sexual Violence. In this role, she works to enhance the capacity of member programs of the Coalition, and local communities, to address the effects of trauma and the complex needs of victims with mental health and substance abuse problems. In addition to providing training and consultation to domestic violence programs, Linda has also provided training to DCYF and the Department of Homeless Services.
She is an experienced and much sought after presenter who speaks often on the topics of children and trauma, resiliency and attachment, substance abuse and trauma, and mental health issues and the effects of trauma.
In addition to Op Eds in both the Concord Monitor and the NH Union Leader, Linda has authored a chapter in the book Perspectives on Coping and Resilience (2013) edited by Venkat Pulla, Andrew Shatte, and Shane Warren. The chapter is titled “Resiliency and Recovery from Intimate Partner Violence.” Her blog, which covers topics regarding the effects of trauma and other issues related to advocacy and interpersonal violence can be found at here.
In 2016, she received the La Femme award the Zonta Club of Concord, NH Inc., a part of ZONTA INTERNATIONAL, a leading global organization of professionals empowering women worldwide through service and advocacy. This award is given to persons who have worked to improve the lives of women and girls in New Hampshire. Most recently, Linda provided expert witness testimony on a case that was the impetus for SB 166, relative to termination of the parent-child relationship in cases of sexual assault.
Kathleen Guarino, LMHC, is a Senior Technical Assistance Consultant at American Institutes for Research, where she directs AIR’s national training and technical assistance efforts to support trauma-informed systems change across child and youth serving systems. Ms. Guarino serves as Technical Assistance Specialist for the Department of Education’s National Center for Safe and Supportive Learning Environments, where she developed the Trauma-Sensitive Schools Training Package, a comprehensive resource that offers schools and districts a roadmap for adopting a universal, trauma-sensitive approach. Ms. Guarino brings over 15 years of experience developing and implementing trauma-informed interventions for individuals and organizations. She is a licensed mental health clinician with experience providing therapeutic services to children and families in residential and outpatient settings. She holds a Master’s degree in Counseling Psychology from Boston College and a certificate in Traumatic Stress Studies from the Trauma Center in Brookline, MA.