Current Trainings

Bullying Prevention

Emergency Response and Crisis Management

Managing Workplace Stress and Conflict

Positive School Climate

Social Emotional Learning

Suicide Prevention

Youth Crime and Violence Prevention

Youth Development

Beyond Bullying: Civil and Criminal Law Implications

Purpose
Is sexting a crime? Is it illegal to post lies and rumors? Can schools discipline students for off-campus activities? Can bullying be criminal activity? Can bullying be a hate crime? This training will identify the pitfalls that await students who engage in bullying exchanges that cross the line into illegal activity, as well as helping school administrators and staffs understand potential areas of liability with regard to these incidents.

Objectives
Upon completion of this training participants will be able to:

  • Understand how bullying behavior impacts today’s students and their school environment
  • Provide examples of bullying behaviors that cross the line into criminal activity
  • Explore the issues of “protected class” and “deliberate indifference” as it relates to bullying

Course Length
2.0 hours

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
2.0 hours of Act 48

Bullying Prevention 101

Purpose
This training will provide an introductory level overview of bullying behaviors, including cyberbullying, examine the roles individuals play in bullying situations and provide insight into the possible academic and health effects on all who participate in or observe bullying situations. Participants will be introduced to bullying prevention best practices designed to improve overall school climate.

Objectives
Upon completion of this training participants will be able to:

  • Understand how bullying behavior impacts today’s students and their school environment
  • Recognize possible academic and health effects for students involved in bullying
  • Identify the elements of an effective bullying prevention training

Course Length
3.0 hours (full training) or 60-90 minutes (overview only) Target Audience This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Bullying Prevention 201

Purpose
This training will provide in-depth examination of bullying prevention best practices designed to improve overall school climate with a focus on the vital role adults play in preventing and responding to school based acts of bullying – an overview of the Olweus Bullying Prevention Training will be provided as one example of a research based bullying prevention training designed to reduce bullying behaviors and improve school climate. The training will also focus on practical tools and strategies to engage parents and community partners in bullying prevention efforts.

Objectives
Upon completion of this training participants will be able to:

  • Understand how effective bullying prevention training results in improved school climate
  • Recognize the elements of an effective bullying prevention training
  • Identify tools and strategies to engage parents and community partners in bullying prevention efforts

Course Length
3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Bullying Prevention for Parents: What Can You Do to Help?

Purpose
This training will focus on what parents and caregivers can do to help children understand the impact of bullying on bystanders, children who bully and children who are bullied. The training will examine the roles individuals play in bullying situations and provide insight into the possible academic and health effects on all who participate in or observe bullying situations. Specific information will be provided to give parents and caregivers tips to help children and youth understand their role in countering bullying.

Objectives
Upon completion of this training participants will be able to:

  • Understand how bullying behavior impacts today’s students and their school environment
  • Recognize possible academic and health effects for students involved in bullying
  • Identify effective tips to help children and youth respond to bullying

Course Length
3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement, juvenile probation officers, parents and caregivers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Olweus Bullying Prevention Program (OBPP) Training

Purpose
OBPP is a comprehensive approach to bullying prevention that is focused on long term change that creates a safe and positive school climate. It is designed and evaluated for use in K-12. The program’s goals are to reduce and prevent bullying problems among school aged children, and to improve peer relations and school climate (adapted from Clemson University website).

Objectives
Upon completion of this training participants will be able to:

  • Understand what bullying is, the impacts of bullying and strategies for support of students involved; the child bullied, the child that bullies and bystanders
  • Understand the strategies and methods to effectively support the implementation and sustainability of the Olweus program
  • Learn effective methods in recognizing, intervening and preventing bullying
  • Begin the implementation of OBPP to include staff training, policy and practice reviews and re-structuring, and informed decision making based on student data gathered through Olweus student surveys
  • Kick-off the program with the student population
  • Develop relationships with community based representatives and parents to extend bullying prevention education and efforts beyond the school

Course Length
2-day training 18-40 hours technical assistance support each month for a minimum of 18 months following the training

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
None

Turning Bullying Prevention Research Into Action: Bullying Prevention in Out-of-School Time

Purpose
As educators, we have heard a great deal about the importance of bullying prevention and intervention during the school day and the out-of-school time (OST) setting. We know the detrimental effects that bullying can have on all those involved and yet, we are often left wondering how to put this research into practice. How do you empower bystanders who witness bullying? How do you cultivate empathy in bullies? And how do you support parents so that they can help keep their children safe? In this training, we will move beyond general guidelines and bullying statistics and provide actual tips, techniques and lesson plans that can be used in your school and/or OST program to cultivate a safe environment where students can learn, develop strong relationships and have fun.

Objectives
Upon completion of this training participants will be able to:

  • Use strategies to empower bystanders who witness bullying
  • Employ techniques to cultivate empathy in youth who engage in bullying behavior
  • Support parents
  • Put techniques and lesson plans into action in school and/or OST programs

Course Length
1.5 to 3.0 hours

Target Audience
The training is designed for OST program staff, and school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

What Will You Do? Empowering Bystanders (Youth Workshop)

Purpose
When bullying happens the majority of youth are on the sidelines, not taking an active role in the bullying behavior but not actively stopping it either. Bystanders often feel unsafe, powerless to change things and remorseful if they do nothing to stop bullying behavior. Youth who participate in this workshop will learn strategies for reacting in positive and proactive ways when bullying is witnessed directly or indirectly. Bullying prevention initiatives are most successful when there is a focus on empowering bystanders to safely intervene and promote a safe and respectful environment.

Objectives
Upon completion of this workshop participants will be able to:

  • Explore the cycle of bullying and define bullying behavior
  • Examine social norms for pro social bystander behavior in bullying scenarios
  • Discuss strategies for proactively intervening when peer abuse occurs

Course Length
1.5 hour to half day

Target Audience
The workshop is designed for youth in grades 5-8.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this workshop is the responsibility of the host organization.

Certificate
A participation/completion certificate will be available.

Crisis Communications for Schools

Purpose
To provide schools and school districts with the essential tools to successfully manage heightened media interest during and immediately after critical events.

Objectives
Upon completion of this training participants will be able to:

  • Define the roles and responsibilities of a school based Public Information Officer (PIO)
  • Identify the placement of the PIO within the Incident Command System
  • Describe differences between emergency communications and “day-to-day” communication
  • List types of communications most commonly used in emergencies
  • List essential elements of a crisis media “toolbox”
  • List essential components of a media response plan
  • Implement practices, procedures and job aids to improve their capacity for crisis media communications

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, counselors, student assistance team members, coaches and other school staff members. Parents may be invited to this training. This training is not appropriate for students of any grade. Pre-Requisites A working knowledge of the participant’s current all-hazards plan and media policy is recommended. Additionally, the successful completion of the FEMA course, “Introduction to the Incident Command System for Schools (ICS – 100.SCa)” is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

Evacuation Decision-Making for School Officials

Purpose
To provide school officials with a logic model to facilitate evacuation decision-making during school emergencies or threats of violence. NOTE: This training is not specific to bomb threats.

Objectives
Upon completion of this training participants will be able to:

  • Recognize the need for the creation of a core emergency team prior to an emergency
  • List the circumstances when evacuation is mandated
  • Understand the multiple components involved in sound decision-making regarding evacuations
  • Be able to develop strategies for the effective management of school evacuations

Course Length
2.0 hours

Target Audience
This training is designed for school nurses, emergency response team members, athletic trainers, school administrators, other school staff members and approved volunteers who may respond to school medical needs. Parents may be invited to this training. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current all-hazards plan and evacuation processes is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
2.0 hours of Act 48

Hazard and Vulnerability Assessments for Schools

Purpose
To better prepare schools for self-assessments of the hazards and vulnerabilities that affect school safety and security.

Objectives
Upon completion of this training participants will be able to:

  • Define “situational awareness”
  • Explain reasons for developing a hazards vulnerability baseline
  • List steps for conducting a hazard vulnerability analysis
  • List types of natural and human made hazards that can affect communities and schools
  • Explain how hazards become risks
  • Describe the cascading “ripple impact” of disasters
  • Describe how demographics affect vulnerability to hazards
  • List examples of key resources, tools and job aids used to conduct vulnerability analysis
  • Conduct a hazard vulnerability self-assessment within their own school or district

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, school facilities personnel, emergency team members and other school staff members. Parents may be invited to this training. Schools are encouraged to invite local fire, police, EMS and emergency management personnel to this training. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current school situation and local area is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

ICS Boot Camp for School Officials

Purpose
To assist schools in complying with Homeland Security Presidential Directive #5 requiring the use
of the Incident Command System (ICS) in emergencies and disasters.

Objectives
Upon completion of this training participants will be able to:

  • Explain how to obtain NIMS compliance and why it is necessary
  • Describe the application of ICS to school based incidents
  • Explain the ICS organizational principles and elements
  • Describe ICS positions and responsibilities as they relate to school incidents
  • List ICS facilities and functions as they relate to school incidents
  • Explain the difference between span of control, unity of command and chain of command
  • Participate in class activities designed to enhance personal knowledge and application of ICS principles

Course Length
7.0 hours

Target Audience
This training is designed for school administrators, school emergency response team members and other interested school staff members. Parents may be invited to this training. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of local school emergency procedures is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
7.0 hours of Act 48

Introduction to School Safety Planning

Purpose
To familiarize school personnel involved in school emergency planning with the all-hazards approach to writing or updating school emergency plans.

Objectives
Upon completion of this training participants will be able to:

  • Identify legal and societal requirements for safe schools planning
  • Identify the four phases of safe schools planning
  • Define “all-hazards planning”
  • Identify common physical hazards or vulnerabilities present in schools
  • Identify mitigation processes for many common school hazards or vulnerabilities
  • List the five levels of emergency exercises
  • Facilitate a PowerPoint™ driven tabletop exercise for their school

Course Length
6.5 hours

Target Audience
This training is designed for school staff, school crisis team members, community advisory committee members and community responders. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current school emergency plan is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.5 hours of Act 48

Orientation to School Safety Planning

Purpose
To familiarize school personnel who are involved in school emergency planning with the all- hazards approach to writing or updating school emergency plans.

Objectives
Upon completion of this training participants will be able to:

  • Identify legal and societal requirements for safe schools planning
  • Identify the four phases of safe schools planning
  • Define “all-hazards planning”
  • Identify ways to increase personal emergency preparedness
  • Identify action steps to improve school safety planning

Course Length
3.0 hours

Target Audience
This training is designed for school staff, school crisis team members, community advisory committee members and community responders. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current school emergency plan is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
3.0 hours of Act 48

Planning for Parent-Child Reunification After a Crisis

Purpose
To improve the capacity of schools to conduct efficient parent-child reunification after a school based emergency.

Objectives
Upon completion of this training participants will be able to:

  • Identify methods for visitor and volunteer accountability in schools
  • Identify the key areas of a parent-child reunification plan
  • List forms and other resources necessary to conduct parent-child reunification
  • List equipment and supplies beneficial to an effective parent-child reunification
  • Participate in class activities designed to prepare for parent-child reunifications in local schools or districts

Course Length
5.0 hours

Target Audience
This training is designed for school administrators, school police and security, department leaders, school response team members and community responders. Parents may be invited to the training. While this training is not intended for delivery to students, senior high school leaders or students response team volunteers may be admitted on a space available basis.

Pre-Requisites
A working knowledge of the participant’s current all-hazards plan and parent-child reunification process is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
5.0 hours of Act 48

Practice Makes Perfect: Building Effective Safety Drills and Exercises

Purpose
To support the creation of effective school safety drill and exercise trainings for schools and local education agencies.

Objectives
Upon completion of this training participants will be able to:

  • Identify the two broad categories of exercises
  • Appropriately match school needs with specific exercise types
  • Explain the process, or building blocks, necessary before full scale exercises should take place
  • Write expected/anticipated actions of key personnel in a school exercise
  • Identify reasons why an evaluation component is critical to a successful school emergency exercise training

Course Length
7.0 hours

Target Audience
This training is designed for school administrators, student support personnel, teachers, school nurses, safety team members, SAP team members, school resource officers, local law enforcement and other community partners. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of local school emergency procedures is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
7.0 hours of Act 48

Preparing School Safety Memorandums of Understanding

Purpose
To enable school officials to compose Memorandums of Understanding (MOUs) to enhance their ability to respond to school related emergencies and disasters.

Objectives
Upon completion of this training participants will be able to:

  • Define the term “Memorandum of Understanding”
  • Identify two reasons for having MOUs
  • Explain the importance of having written MOUs in place prior to emergency situations
  • Identify the suggested components of an MOU
  • Compare an MOU to the five parts of an investigative report
  • Complete a basic MOU

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, school response team members and other school staff members and community partners. While this training is not intended for delivery to students, senior high school students with an interest in emergency management or school administration may be admitted on a space available basis.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

Safe Schools: A Closer Look

Purpose
To provide school officials with a logical framework to assess their current school safety plans. This training will also highlight the all-hazards concept of school safety planning which incorporates the four phases of prevention/mitigation, preparedness, response and recovery.

Objectives
Upon completion of this training participants will be able to:

  • Understand the need to have a multi-disciplined planning team
  • Evaluate current school plans against best practice information
  • Develop a strategy or action plan to improve school safety plans

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, school police and security, department leaders, school response team members and community responders. A team of two to five people is recommended, but not required. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current all-hazards plan and evacuation processes is helpful, but not required.

Required Materials
Participants are expected to bring their current school safety plans.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

School All-Hazards Planning: Complying With Chapter 10 and Other Legal Requirements

Purpose
To provide Pennsylvania school officials with information regarding the current and proposed legal requirements that pertain to school emergency (all-hazards) planning.

Objectives
Upon completion of this training participants will be able to:

  • Understand the legal requirements for schools to have comprehensive, all-hazards school safety plans
  • List common weaknesses in school all-hazards as identified by current Pennsylvania Department of the Auditor General auditors
  • Understand the nature and scope of the updates to Chapter 10 of the Pennsylvania School Code
  • Amend existing school all-hazards plan to comply with Chapter 10 and other legal requirements

Course Length
3.5 hours

Target Audience
This training is designed for school administrators, school facility directors, business managers and other staff members responsible for all-hazards school safety planning. This training is not appropriate for students of any grade.

Required Materials
Participants are expected to bring their current school safety plans.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
3.5 hours of Act 48

Compassion Fatigue: When the Distress of Others Becomes Contagious

Purpose
Compassion fatigue is a state of physical and emotional exhaustion often coupled with increased cynicism and feelings of professional ineffectiveness. It happens slowly over time when professionals are exposed to the traumatic stories of their clients. Education about compassion fatigue is a protective factor and early detection can prevent symptoms from reaching incapacitating levels. Participants in this workshop will explore the signs and symptoms of the onset of compassion fatigue and will learn about prevention techniques and self-care strategies.

Objectives
Upon completion of this workshop participants will be able to:

  • Understand the characteristics of compassion fatigue (CF), secondary traumatic stress (STS) and vicarious trauma
  • Understand how and why CF, STS and vicarious trauma develop
  • Be aware of who is most at risk for developing CF
  • Understand what happens to educator effectiveness if CF goes untreated
  • Be able to identify self-care practices and personal areas for growth

Course Length
3.0 hours, 2.0 hours or 90 minutes

Target Audience
It is designed for helping professionals and emergency responders.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this workshop.

Continuing Education Credit
Up to 3.0 hours Act 48

Effectively Managing Conflict in the Workplace

Purpose
Many people and organizations view conflict as something to be avoided. Yet conflict, differences and disagreements are natural results of people working together. Conflict can also be a catalyst that brings about necessary change: without it, teams can become complacent and not perform at optimum levels. This workshop explores the nature of conflict, the ways people handle it and new strategies that will help bring about stronger working relationships and better solutions and ideas.

Objectives
Upon completion of this workshop participants will be able to:

  • Understand the impact of conflict in the workplace
  • Identify their conflict styles and learn the benefits and limitations of each style
  • Learn strategies for managing conflict effectively in the workplace

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This workshop is designed for all working professionals.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this workshop.

Continuing Education Credit
None

Enhancing Positive School Climate Through Effective Bullying Prevention

Purpose
It is widely recognized that students are best able to focus on learning and academic success when they feel safe and respected. Therefore, positive school climate is a key factor in improving academic performance. This training will focus on the use of practical bullying prevention and intervention strategies to create an atmosphere of safety and respect for all students.

Objectives
Upon completion of this training participants will be able to:

  • Define bullying behaviors based on the U.S. Department of Education’s definition of bullying
  • Understand the importance of bullying prevention and intervention from a school safety standpoint
  • Connect bullying prevention efforts to enhancing positive school climate

Course Length
2.0 hours

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
2.0 hours of Act 48

Moving From Diversity to Inclusion

Purpose
During this workshop, participants will engage in teambuilding activities and discuss a variety of diversity topics including worldview, culture and stereotypes. The change process as it relates to prejudice will be examined, following a continuum from tolerance to affirmation. Participants will be given opportunities to develop self-awareness and engage and gain practice conducting courageous conversations about race relations.

Objectives
Upon completion of this workshop participants will be able to:

  • Discuss strategies for working with people from different cultural backgrounds
  • Learn to interpret common assumptions that may lead to unintended negative consequences by exploring worldview, examining bias, etc.
  • Identify and incorporate strategies for responding to bias statements, racial slurs, etc.

Course Length
Half to full day

Target Audience
The workshop is designed for organizations, school faculty, staff and SAP teams.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this workshop is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Return to Learn

Purpose
To provide school administrators, coaches, counselors, teachers and other school staff members with a protocol to provide any student returning to the classroom following a traumatic brain injury with appropriate academic accommodations.

Objectives
Upon completion of this training participants will be able to:

  • Identify mechanism of injury
  • Identify members of the concussion management team and their responsibilities
  • Define key components that would be found in the concussion management protocol and return to learn guideline
  • Identify academic accommodations that could be implemented upon return to the classroom

Course Length
3.0 hours

Target Audience
This training is designed for school administrators, counselors, teachers, coaches and other school staff members. Parents and students may be invited to a separate training.

Facilities
Classroom or lecture seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district.

Continuing Education Credit
3.0 hours of Act 48

The Art of Difficult Conversations

Purpose
The majority of research on bullying focuses on its prevalence, causes and appropriate prevention and intervention responses for school-aged children. However, recent studies examine bullying behaviors that are exhibited by preschool-aged children. Preschool children, like older children, are capable of direct and indirect bullying behaviors. Young children who are victimized by their peers report being fearful of other children, are vulnerable to future episodes of victimization and are anxious about going to school. Participants in this workshop will learn bullying prevention strategies tailored for early childhood and will examine approaches to enhance their social and emotional learning.

Objectives
Upon completion of this workshop participants will be able to:

  • Identify 3 criteria that make up difficult conversations
  • Examine intent versus impact on communication
  • Reframe conversations, utilizing a third person learning approach and listening with curiosity
  • Identify strategies for problem-solving

Course Length
2 hours or half day

Target Audience
This training is designed for adults in any type of group setting or organization.

Facilities
Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
None

Career Readiness: Balancing Employability and 21st Century Skills

Purpose
The career readiness of high school and college graduates is an important subject in higher education, in the labor market, and in the public arena. Schools and business communities must collaborate and align to ensure a workforce that is prepared to sustain economic growth and innovation. To be productive members of a globally competitive workforce, students not only need to thrive academically but they also need to develop social and emotional competencies, often referred to as “soft skills” or “emotional intelligence.” In fact, research suggests that emotional intelligence is the strongest predictor of work performance, accounting for 58% of success in all fields. This workshop will present the essential elements for employability. Participants will also explore a variety of tools that can be used in the classroom to help prepare our students for success beyond high school.

Objectives
Upon completion of this training participants will:

  • Understand global labor market and regional workforce needs
  • Define career readiness and identify key competencies
  • Detail social emotional proficiencies and soft skills essential for employability
  • Articulate the steps to a successful transition from school to career
  • Collaborate to align goals between schools and employers and to identify school-to-work partnerships
  • Learn a variety of research-based practices for developing career ready skills

Course Length
Flexible (half day or full day)

Target Audience
This workshop is designed for school personnel, business leaders and community members, higher education representatives

Facilities
Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Cultivating Empathy for Healthy Relationships and Collaborative Classrooms

Purpose
The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. This training will challenge participants to examine their own empathy skills and will focus on practical and engaging activities and discussions that participants can have with their students to help develop empathy and perspective-taking in the classroom.

This training has been aligned with PA Core Standards, Academic Standards for Career Education and Work and Standards for Student Interpersonal Skills.

Objectives
Upon completion of this training participants will:

  • Be able to define empathy and how it differs from sympathy
  • Understand why empathy is important for healthy relationships
  • Understand the factors that contribute to diminished empathy
  • Become aware of their own strengths and opportunities for improvement as they relate to empathy
  • Understand the components of effective programming that cultivate empathy in students

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for educators and helping professionals but can be modified for parents or caregivers.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 6.0 hours of Act 48 and NASW

Enhancing Social Emotional Learning Through Parent Involvement

Purpose
Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations constructively (www.CASEL.org). This training will focus on engaging parents to become more active in their children’s education and social emotional development. Parents will learn strategies to foster social emotional learning and increase youth resilience so they are prepared with skills to thrive academically and in life.

Objectives
Upon completion of this training participants will be able to:

  • Effective strategies to help young children recognize, label and manage emotions
  • Techniques for teaching young children emotional vocabulary
  • Strategies to assist young children with perspective taking

Course Length
1.5 hours to half day

Target Audience
The training is designed for parents, organizations, school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 4.0 hours of Act 48

I Can Problem Solve Implementation Training – Raising a Thinking Child

I Can Problem Solve recognizes the importance of administrators, student support personnel and parents to program success. As a result, parent educators should plan to attend the one-day Raising a Thinking Child implementation training.

Request a Training

I Can Problem Solve Implementation Training and Training of Trainers

Approved ICPS trainers can offer one- and two-day training models, with customized follow-up consultation built into training contracts.

Implementation Training
I Can Problem Solve recognizes the importance of administrators, student support personnel and parents to program success. As a result, non-implementing staff members should plan to attend the implementer training or one-day training designed specifically for administrators, counselors and psychologists.

Training of Trainers
The two-day training is designed for implementers and includes either onsite or off-site coaching.

Request a Training

IQ or EQ: Which One Matters Most?

Purpose
Emotional intelligence is often overlooked in favor of traditional intelligence measures (IQ). However, your emotional quotient (EQ) is a key part of well-rounded leadership and professionalism. Individuals who intentionally develop emotional skills and model emotionally intelligent behavior on a daily basis experience more success and satisfaction in their professional careers and personal lives. According to Harvard Business Review, emotional intelligence is “the key attribute that distinguishes outstanding performers,” and is the leading differentiator between employees whose IQ and technical skills are approximately the same. This workshop will help participants gain a greater understanding of emotional intelligence and its significance to workplace and life success. Participants will have the opportunity to discover their strengths and learn new ways to grow these skills.

Objectives
Upon completion of this training participants will:

  • Define emotional intelligence (EQ versus IQ)
  • Provide characteristics of an emotionally intelligent individual
  • Gain awareness’ of strengths and opportunities for growth
  • Learn strategies that help build EQ skills
  • Develop an action plan for implementation within the participant’s context

Course Length
Flexible (half day or full day)

Target Audience
This workshop is designed for all working professionals.

Facilities
Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Leveraging Empathy in Educational Settings: A Mindful Approach

Purpose
Working in education is both rewarding and stressful. The field faces obstacles that often seem outside of our control. When we find ways to support our own social and emotional well-being we discover opportunities for self-reflection, acceptance and compassion. In this session we will uncover research on the benefits of mindfulness as it relates to self-efficacy, classroom climate and student interaction. We will practice some simple strategies and talk about the ways this approach might fit into your own teaching philosophy so that you can build a happy healthy climate in your classroom.

Objectives
Upon completion of this training participants will:

  • Explore the research around social emotional learning and its impact on classroom behaviors and outcomes
  • Understand the practice of mindfulness and its benefits through discussion and video demonstrations as it relates to children as well as to teachers
  • Become familiar and comfortable with some simple mindful strategies through practice
  • Discover ways in which educators can lower their stress and improve children’s experiences in their classrooms

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for educators and direct staff working with children

Mindful Leadership: Leveraging Empathy and Compassion in Your Organization

Purpose
Leading in education is both rewarding and stressful. The field faces obstacles that often seem outside of our control. When we find ways to support our own social and emotional well-being as well as that of our teachers and staff we find that morale and organizational climate can change for the better. In this session we will uncover research on the benefits of mindfulness as it relates to leadership, to teaching and to children. We will practice some simple strategies and talk about the ways this approach might fit into your own leadership philosophy so that you can build a happy healthy climate in your organization.

Objectives
Upon completion of this training participants will:

  • Become aware of the research around social emotional learning and its implications for staff and children
  • Understand strategies to lower stress and improve children’s experiences in their classrooms and programs
  • Become familiar and comfortable with some simple mindful strategies through practice.
  • Develop steps and an action plan to implement mindful leadership in our own organizations

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for administrators and leaders who support educators and staff in their organization.

Mindset, Grit and Optimism: Promoting Skills That Lead to Academic Tenacity

Purpose
This training is intended to bring about awareness of noncognitive factors that affect success and to provide very practical techniques that can easily be incorporated into any educational setting in order to help bolster academic tenacity and perseverance for long term goals.

Objectives
Upon completion of this training participants will be able to:

  • Understand how a student’s mindset affects academic achievement
  • Learn research based strategies for nurturing a growth mindset
  • Learn the importance of grit, self-control and deliberate practice for academic success
  • Become aware of goal-setting and planning techniques that are more likely to cultivate self-control and produce goal attainment
  • Understand the concepts of pessimism and optimism and how they affect resiliency
  • Learn basic cognitive techniques that can challenge negative thoughts and produce optimism over time

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for educators and helping professionals but can be modified for parents and caregivers.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 6.0 hours of Act 48 and NASW

Motivating Youth and Building Skills for Life: Implementing Social Emotional Learning in Out-of-School Time

Purpose
Afterschool programs have long supported skill-building and positive development in children and youth and can be an effective setting for supporting SEL because of the flexibility they have in their programming. By incorporating social emotional learning programs into afterschool programs, youth benefit from improved self-perception, positive social behaviors, reductions in student discipline, and increased achievement and attendance. SEL programming in afterschool programs can also contribute to increased employability skills and career readiness. This workshop will introduce SEL skills and highlight strategies that can be implemented specifically for the OST environment.

Objectives
Upon completion of this workshop participants will be able to:

  • Identify SEL competencies and curriculum features important for SEL skill development
  • Identify SEL strategies which can be implemented in the OST environment
  • List specific components of effective SEL practices in OST

Course Length
1.5 hrs or half day

Target Audience
This training is designed for educators and helping professionals who work in afterschool settings.

Facilities
Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
None

SEL Self-Management Skills: Helping Young Children Regulate Emotions

Purpose
Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively (www.CASEL.org). During this workshop participants will learn strategies to assist young children with self-management, the ability to regulate emotions, control impulses, thoughts and behaviors successfully in different situations. They will also learn specific activities to foster self-management skills and be provided with resources to work with young children.

Objectives
Upon completion of this workshop participants will be able to:

  • List effective strategies that help young children recognize, label and manage emotions
  • Identify techniques to teach young children emotional vocabulary
  • Apply strategies to assist young children with perspective taking

Course Length
1.0 to 3.0 hours

Target Audience
The workshop is designed for organizations, preschools, school districts faculty and staff.

Facilities
Flexible classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration 
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

A Story to Share: Fostering Social Emotional Learning and Inspiring Children Through Shared Reading

Purpose
Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations constructively. When we read to children we have a wonderful opportunity for fostering social emotional learning. Shared reading allows children to connect with the reader and feel empowered by the contributions they are making to the story, which stimulates their learning.

Participants will learn skills for engaging children in shared book reading; approaches for dialoguing with children while reading to foster oral language, vocabulary comprehension and emergent literacy skills. Techniques to create deeper social emotional learning experiences for children will also be covered, including: studying the story illustrations and asking children how characters might feel, discussing alternatives to how a character might feel, asking children how they might feel in a similar situation, asking open-ended questions which allow the child to do the thinking and questions that help children make connections between stories they are reading and real life events.

Objectives
Upon completion of this training participants will be able to:

  • Recognize the importance of developing children’s social emotional learning skills
  • Identify techniques for engaging children in shared book reading
  • Identify approaches for encouraging children to gain deeper meaning from the stories they hear

Course Length
Half or full day

Target Audience
The training is designed for organizations, school counselors, parents, school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Supporting the Social and Emotional Needs of Newcomers and English Learners

Purpose
Educators are becoming increasingly aware of the link between social and emotional competencies and academic achievement, healthy relationships and responsible decision-making. Social and emotional learning (SEL) benefits all students and yet the needs of newcomers and English learners (ELs) are different because they often experience additional stressors that add to the complexity of learning and adjusting to a new environment. As such, social and emotional learning is critically important to EL instruction. This workshop will present why and how schools can contribute to the development of newcomers and ELs’ social emotional well-being. Specific emphasis will be placed on practical strategies and skill-building activities that can be woven into everyday lessons to help build student confidence, lower anxiety and encourage healthy connections with others.

Objectives
Upon completion of this training participants will be able to:

  • Provide an overview of stressors specific to newcomers and EL students
  • Explain the five concepts central to social emotional development and the four types of social emotional supports
  • Describe the approaches to integrating social emotional and academic programs
  • Learn school-wide and classroom tools for implementation
  • Detail ideas for conflict resolution and problem solving

Course Length
Flexible (can be anywhere from 90 minutes to full day)

Target Audience
This workshop is designed for all school personnel including teachers, administrators, support staff and non-instructional school professionals

Facilities
Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Teach Me How to Think: Assisting Parents to Foster Their Child’s Social Emotional Learning Development

Purpose
Social emotional learning is the way in which a child experiences, expresses and manages emotions. This workshop will familiarize participants with a social emotional learning program called, I Can Problem Solve (ICPS) and the parent program, Raising a Thinking Child (RaTC) developed by Dr. Myrna Shure. The ICPS program teaches young children how to think not what to think so they are more able to make responsible decisions.

Objectives
Upon completion of this workshop participants will be able to:

  • Explore how the Raising a Thinking Child (RaTC) program may enhance parenting skills and foster youth social emotional development
  • Offer strategies that parents can use for dialoguing with children to teach them the skills necessary for problem solving

Course Length
1.5 to 3.0 hours

Target Audience
The workshop is designed for organizations, parents, school counselors, school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this workshop is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Lifelines™ Prevention: A Suicide Prevention Program

Purpose
Lifelines Prevention program is a comprehensive school based approach to adolescent suicide prevention. The Lifelines prevention program consists of four components: administrative readiness consultation, training for school faculty and staff, a parent workshop and student curriculum. The Lifelines Prevention program targets the entire school community by providing suicide awareness materials for administrators, faculty and staff, parents and students. The main goal of the Lifelines Prevention programs is to assist everyone in the school community with recognizing when a student is at potential risk of suicide and helping them to understand how and where to access help.

Objectives
Upon completion of this training participants will be able to instruct faculty and staff on how to respond initially to potentially suicidal students and know how to obtain help rapidly for them to increase the likelihood that:

  • Members of the school community can more readily identify potentially suicidal adolescents
  • Troubled adolescents are aware of and have immediate access to helping resources and seek such help as an alternative to suicidal actions

Course Length
Half to full day

Target Audience
The training is designed for faculty and staff.

Required Materials
The Lifelines Prevention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Lifelines™ Intervention: Helping Students At Risk for Suicide

Purpose
Lifelines Intervention is a school based three tiered intervention model to prevent suicide. The first tier involves early identification and assessment of at-risk students, the second tier includes referral to community resources for additional support services and the third tier enhances protective factors which increase resilience and provide defense against stressors.

Objectives
Upon completion of this training participants will be able to:

  • Provide context for contemporary societal values and attitudes about suicide by reviewing suicide from a historical perspective
  • Highlight the role of personal values and experiences in the assessment and intervention process
  • Present epidemiological information about suicide risk to facilitate early identification of at-risk students
  • Review a protocol for an assessment interview
  • Outline strategies for engaging students and parents in the assessment and referral process
  • Call attention to special categories of students who may be at an elevated suicide risk

Course Length
Full day

Target Audience
The training is designed for school counselors, school psychologists, school psychiatrists and mental health liaisons.

Required Materials
The Lifelines Intervention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
8.0 hours of Act 48

Lifelines™ Postvention: Responding to Suicide and Other Traumatic Death

Purpose
Lifelines Postvention is a comprehensive program that helps school communities respond to adolescent suicide and other traumatic death. The Lifelines Postvention program focuses on school response with practical and specific guidelines, addresses the developmental needs of elementary, middle and high school students, targets identified needs of competent community members and aligns with best practices in comprehensive safe schools planning. Lifelines Postvention outlines a research based model to assist in the development of policies and procedures for structuring the school’s response and presents a toolbox of practical response options that reflects the developmental needs of students.

Objectives
Upon completion of this training participants will be able to:

  • Describe the history and evaluation results of Lifelines Postvention
  • Review theoretical foundation of the Lifelines Postvention model
  • Clarify the roles of competent community members in postvention
  • Outline the roles and responsibilities of the crisis team
  • Identify situations that present postvention challenges
  • Use the Lifelines Postvention resources found in the manual and on the CD-ROM

Course Length
Half or full day

Target Audience
The training is designed for administrators and crisis team members.

Required Materials
The Lifelines Postvention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Suicide Awareness and Prevention Training

Purpose
Act 71 of 2014 requires school staff to receive four hours of suicide awareness and prevention training every five years, beginning with the 2015-16 school year. This training, conducted by certified Lifelines™ trainers, meets Act 71 requirements. Lifelines™ is a comprehensive program that helps school communities prevent and respond to adolescent suicide and other traumatic death. The Suicide Awareness and Prevention training focuses on school response with practical and specific guidelines, addresses the developmental needs of elementary, middle and high school students, targets identified needs of competent community members and aligns with best practices in comprehensive safe schools planning. This training will equip participants with the knowledge required by Act 71 of 2014.

Objectives
Upon completion of this training participants will be able to:

  • Provide suicide awareness for all staff
  • Recognize the risks associated with suicide for students
  • Provide best practices information on reporting and response
  • Review sample best practice suicide policy guidelines and best practices in age appropriate prevention for each grade level
  • Provide strategies for intervening, providing appropriate resources and referring for additional help from competent community members

Course Length
4.0 hours or two part series, each 2.0 hours

Target Audience
The training is designed for administrators, crisis team members, faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 4.0 hours of Act 48

Drug Awareness and Concealment for Educators

Purpose
To provide school administrators, coaches, counselors, teachers and other school staff members with an insight into the methods students use to conceal drugs and drug paraphernalia.

Objectives
Upon completion of this training participants will be able to:

  • Identify drug paraphernalia as defined by the Pennsylvania Controlled Substance Act
  • Identify three areas students use to conceal drugs or drug paraphernalia
  • Define “dusting,” “skittling” and “robo-ing” as they pertain to drug usage
  • Summarize the plateau levels sought by drug users
  • Identify drug and alcohol treatment and prevention resources in the surrounding community

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, counselors, student assistance team members, coaches, school nurses and other school staff members. Parents may be invited to this training. This training is not appropriate for students of any grade.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

Juvenile Participation in Hate Groups and Hate Crimes

Purpose
This training will investigate the increasingly sophisticated use of technology by hate groups to lure youth into this violent, racist subculture. Hate groups are one specific type of gang and are present throughout the United States, including Pennsylvania. Specific information will be provided on the insignia, symbols, philosophies and recruitment tools of groups operating in Pennsylvania. The strategies used by these groups to target disenfranchised youth and offer them a sense of belonging, power, responsibility and family will be presented. How mainstream adults can recognize at-risk youth and offer them positive connections and role models will also be discussed. Finally, the alarming trend of juvenile participation in hate crime activities will be examined, as crime data collected by the Federal Bureau of Investigation clearly shows a disturbing image of the youthful hate crime offender. This training will analyze data at the state and national level to learn: what is a hate crime; the characteristics of hate crime victims and offenders; and what can schools do to prevent and respond to bias incidents and hate crimes.

Objectives
Upon completion of this training participants will be able to:

  • Recognize hate groups/extremist groups as security threat groups which target disenfranchised youth
  • Identify recruitment techniques used by these groups to target at risk youth
  • Define “ethnic intimidation” according to the Pennsylvania Crimes Code
  • Identify best practice resources to prevent and respond to bias incidents and hate crimes

Course Length
3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to three 3.0 hours of Act 48

Safe Dates

Purpose
This training will provide an overview of concepts and pedagogical strategies involved in implementing the Safe Dates Program. Safe Dates is a research based program for preventing dating violence and promoting healthy relationships among teens. It is recognized as a model program on SAMHSA’s National Registry of Evidence Based Programs and Practices (NREPP).

Objectives
Upon completion of this training participants will be able to:

  • Recognize characteristics of healthy peer and dating relationships
  • Discuss research on effective interventions for teen dating violence
  • Identify the elements of the Safe Dates Program
  • Implement the Safe Dates Program in a classroom or community context

Course Length
1.5 days or 1 day

Target Audience
The training is designed for teacher or community based organization personnel/implementers, supporting children in grades 8-12. Safe Dates lessons address educational standards for health education and school counseling.

Required Materials
The Safe Dates Curriculum must be purchased by the participants. Purchasing information is available at Hazelden Publishing at www.Hazelden.org.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 12.0 hours of Act 48

Dynamic Youth Mentoring

Purpose
Participants of the this training will understand the youth mentoring role within the Student Assistance Program (SAP) process or as part of the services provided through the school districts counseling department. Participants will comprehend laws relevant to educators and mentors, identify strength based approaches for working with students to foster resiliency and recognize characteristics of dysfunctional/struggling families.

Objectives
Upon completion of this training participants will be able to:

  • Discuss strategies to enhance youth protective factors
  • Examine effective youth mentoring techniques within a school or agency setting with an understanding of confidentiality and mandated reporting requirements
  • Engage in varied learning methods including role-play, didactic and applied learning techniques

Course Length
Half to full day

Target Audience
The training is designed for SAP team members, faculty and staff.

Facilities
Flexible classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Youth Leadership Institute

Purpose
During this institute, participants explore leadership traits, examine the seven types of power and learn the difference between power, influence and authority. They will examine the Dangerous Systematic Process beginning with negative assumptions and potentially leading to prejudice. Participants will identify communication and conflict styles and explore strategies for peaceful conflict resolution and engage in teambuilding activities to reflect the team approach to leadership development.

Objectives
Upon completion of this institute participants will be able to:

  • Recognize negative assumptions to illustrate the importance of confronting negative assumptions before they can lead to negative forms of stereotyping, prejudice, discrimination, racism/homophobia, scapegoating and genocide
  • Examine leadership qualities and explore variations of power, influence and authority
  • Participate in hands-on activities to facilitate critical thinking, leadership and proactive communication strategies

Course Length
Half to full day

Target Audience
The institute is designed for youth in grades 6-12.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this institute.

Registration
Registration for this institute is the responsibility of the host organization.

Certificate
A certificate of participation/completion will be available.

Current Trainings

Bullying Prevention

Beyond Bullying: Civil and Criminal Law Implications

Purpose
Is sexting a crime? Is it illegal to post lies and rumors? Can schools discipline students for off-campus activities? Can bullying be criminal activity? Can bullying be a hate crime? This training will identify the pitfalls that await students who engage in bullying exchanges that cross the line into illegal activity, as well as helping school administrators and staffs understand potential areas of liability with regard to these incidents.

Objectives
Upon completion of this training participants will be able to:

  • Understand how bullying behavior impacts today’s students and their school environment
  • Provide examples of bullying behaviors that cross the line into criminal activity
  • Explore the issues of “protected class” and “deliberate indifference” as it relates to bullying

Course Length
2.0 hours

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
2.0 hours of Act 48

Bullying Prevention 101

Purpose
This training will provide an introductory level overview of bullying behaviors, including cyberbullying, examine the roles individuals play in bullying situations and provide insight into the possible academic and health effects on all who participate in or observe bullying situations. Participants will be introduced to bullying prevention best practices designed to improve overall school climate.

Objectives
Upon completion of this training participants will be able to:

  • Understand how bullying behavior impacts today’s students and their school environment
  • Recognize possible academic and health effects for students involved in bullying
  • Identify the elements of an effective bullying prevention training

Course Length
3.0 hours (full training) or 60-90 minutes (overview only) Target Audience This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Bullying Prevention 201

Purpose
This training will provide in-depth examination of bullying prevention best practices designed to improve overall school climate with a focus on the vital role adults play in preventing and responding to school based acts of bullying – an overview of the Olweus Bullying Prevention Training will be provided as one example of a research based bullying prevention training designed to reduce bullying behaviors and improve school climate. The training will also focus on practical tools and strategies to engage parents and community partners in bullying prevention efforts.

Objectives
Upon completion of this training participants will be able to:

  • Understand how effective bullying prevention training results in improved school climate
  • Recognize the elements of an effective bullying prevention training
  • Identify tools and strategies to engage parents and community partners in bullying prevention efforts

Course Length
3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Bullying Prevention for Parents: What Can You Do to Help?

Purpose
This training will focus on what parents and caregivers can do to help children understand the impact of bullying on bystanders, children who bully and children who are bullied. The training will examine the roles individuals play in bullying situations and provide insight into the possible academic and health effects on all who participate in or observe bullying situations. Specific information will be provided to give parents and caregivers tips to help children and youth understand their role in countering bullying.

Objectives
Upon completion of this training participants will be able to:

  • Understand how bullying behavior impacts today’s students and their school environment
  • Recognize possible academic and health effects for students involved in bullying
  • Identify effective tips to help children and youth respond to bullying

Course Length
3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement, juvenile probation officers, parents and caregivers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Olweus Bullying Prevention Program (OBPP) Training

Purpose
OBPP is a comprehensive approach to bullying prevention that is focused on long term change that creates a safe and positive school climate. It is designed and evaluated for use in K-12. The program’s goals are to reduce and prevent bullying problems among school aged children, and to improve peer relations and school climate (adapted from Clemson University website).

Objectives
Upon completion of this training participants will be able to:

  • Understand what bullying is, the impacts of bullying and strategies for support of students involved; the child bullied, the child that bullies and bystanders
  • Understand the strategies and methods to effectively support the implementation and sustainability of the Olweus program
  • Learn effective methods in recognizing, intervening and preventing bullying
  • Begin the implementation of OBPP to include staff training, policy and practice reviews and re-structuring, and informed decision making based on student data gathered through Olweus student surveys
  • Kick-off the program with the student population
  • Develop relationships with community based representatives and parents to extend bullying prevention education and efforts beyond the school

Course Length
2-day training 18-40 hours technical assistance support each month for a minimum of 18 months following the training

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
None

Turning Bullying Prevention Research Into Action: Bullying Prevention in Out-of-School Time

Purpose
As educators, we have heard a great deal about the importance of bullying prevention and intervention during the school day and the out-of-school time (OST) setting. We know the detrimental effects that bullying can have on all those involved and yet, we are often left wondering how to put this research into practice. How do you empower bystanders who witness bullying? How do you cultivate empathy in bullies? And how do you support parents so that they can help keep their children safe? In this training, we will move beyond general guidelines and bullying statistics and provide actual tips, techniques and lesson plans that can be used in your school and/or OST program to cultivate a safe environment where students can learn, develop strong relationships and have fun.

Objectives
Upon completion of this training participants will be able to:

  • Use strategies to empower bystanders who witness bullying
  • Employ techniques to cultivate empathy in youth who engage in bullying behavior
  • Support parents
  • Put techniques and lesson plans into action in school and/or OST programs

Course Length
1.5 to 3.0 hours

Target Audience
The training is designed for OST program staff, and school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

What Will You Do? Empowering Bystanders (Youth Workshop)

Purpose
When bullying happens the majority of youth are on the sidelines, not taking an active role in the bullying behavior but not actively stopping it either. Bystanders often feel unsafe, powerless to change things and remorseful if they do nothing to stop bullying behavior. Youth who participate in this workshop will learn strategies for reacting in positive and proactive ways when bullying is witnessed directly or indirectly. Bullying prevention initiatives are most successful when there is a focus on empowering bystanders to safely intervene and promote a safe and respectful environment.

Objectives
Upon completion of this workshop participants will be able to:

  • Explore the cycle of bullying and define bullying behavior
  • Examine social norms for pro social bystander behavior in bullying scenarios
  • Discuss strategies for proactively intervening when peer abuse occurs

Course Length
1.5 hour to half day

Target Audience
The workshop is designed for youth in grades 5-8.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this workshop is the responsibility of the host organization.

Certificate
A participation/completion certificate will be available.

Emergency Response and Crisis Management

Crisis Communications for Schools

Purpose
To provide schools and school districts with the essential tools to successfully manage heightened media interest during and immediately after critical events.

Objectives
Upon completion of this training participants will be able to:

  • Define the roles and responsibilities of a school based Public Information Officer (PIO)
  • Identify the placement of the PIO within the Incident Command System
  • Describe differences between emergency communications and “day-to-day” communication
  • List types of communications most commonly used in emergencies
  • List essential elements of a crisis media “toolbox”
  • List essential components of a media response plan
  • Implement practices, procedures and job aids to improve their capacity for crisis media communications

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, counselors, student assistance team members, coaches and other school staff members. Parents may be invited to this training. This training is not appropriate for students of any grade. Pre-Requisites A working knowledge of the participant’s current all-hazards plan and media policy is recommended. Additionally, the successful completion of the FEMA course, “Introduction to the Incident Command System for Schools (ICS – 100.SCa)” is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

Evacuation Decision-Making for School Officials

Purpose
To provide school officials with a logic model to facilitate evacuation decision-making during school emergencies or threats of violence. NOTE: This training is not specific to bomb threats.

Objectives
Upon completion of this training participants will be able to:

  • Recognize the need for the creation of a core emergency team prior to an emergency
  • List the circumstances when evacuation is mandated
  • Understand the multiple components involved in sound decision-making regarding evacuations
  • Be able to develop strategies for the effective management of school evacuations

Course Length
2.0 hours

Target Audience
This training is designed for school nurses, emergency response team members, athletic trainers, school administrators, other school staff members and approved volunteers who may respond to school medical needs. Parents may be invited to this training. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current all-hazards plan and evacuation processes is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
2.0 hours of Act 48

Hazard and Vulnerability Assessments for Schools

Purpose
To better prepare schools for self-assessments of the hazards and vulnerabilities that affect school safety and security.

Objectives
Upon completion of this training participants will be able to:

  • Define “situational awareness”
  • Explain reasons for developing a hazards vulnerability baseline
  • List steps for conducting a hazard vulnerability analysis
  • List types of natural and human made hazards that can affect communities and schools
  • Explain how hazards become risks
  • Describe the cascading “ripple impact” of disasters
  • Describe how demographics affect vulnerability to hazards
  • List examples of key resources, tools and job aids used to conduct vulnerability analysis
  • Conduct a hazard vulnerability self-assessment within their own school or district

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, school facilities personnel, emergency team members and other school staff members. Parents may be invited to this training. Schools are encouraged to invite local fire, police, EMS and emergency management personnel to this training. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current school situation and local area is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

ICS Boot Camp for School Officials

Purpose
To assist schools in complying with Homeland Security Presidential Directive #5 requiring the use
of the Incident Command System (ICS) in emergencies and disasters.

Objectives
Upon completion of this training participants will be able to:

  • Explain how to obtain NIMS compliance and why it is necessary
  • Describe the application of ICS to school based incidents
  • Explain the ICS organizational principles and elements
  • Describe ICS positions and responsibilities as they relate to school incidents
  • List ICS facilities and functions as they relate to school incidents
  • Explain the difference between span of control, unity of command and chain of command
  • Participate in class activities designed to enhance personal knowledge and application of ICS principles

Course Length
7.0 hours

Target Audience
This training is designed for school administrators, school emergency response team members and other interested school staff members. Parents may be invited to this training. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of local school emergency procedures is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
7.0 hours of Act 48

Introduction to School Safety Planning

Purpose
To familiarize school personnel involved in school emergency planning with the all-hazards approach to writing or updating school emergency plans.

Objectives
Upon completion of this training participants will be able to:

  • Identify legal and societal requirements for safe schools planning
  • Identify the four phases of safe schools planning
  • Define “all-hazards planning”
  • Identify common physical hazards or vulnerabilities present in schools
  • Identify mitigation processes for many common school hazards or vulnerabilities
  • List the five levels of emergency exercises
  • Facilitate a PowerPoint™ driven tabletop exercise for their school

Course Length
6.5 hours

Target Audience
This training is designed for school staff, school crisis team members, community advisory committee members and community responders. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current school emergency plan is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.5 hours of Act 48

Orientation to School Safety Planning

Purpose
To familiarize school personnel who are involved in school emergency planning with the all- hazards approach to writing or updating school emergency plans.

Objectives
Upon completion of this training participants will be able to:

  • Identify legal and societal requirements for safe schools planning
  • Identify the four phases of safe schools planning
  • Define “all-hazards planning”
  • Identify ways to increase personal emergency preparedness
  • Identify action steps to improve school safety planning

Course Length
3.0 hours

Target Audience
This training is designed for school staff, school crisis team members, community advisory committee members and community responders. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current school emergency plan is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
3.0 hours of Act 48

Planning for Parent-Child Reunification After a Crisis

Purpose
To improve the capacity of schools to conduct efficient parent-child reunification after a school based emergency.

Objectives
Upon completion of this training participants will be able to:

  • Identify methods for visitor and volunteer accountability in schools
  • Identify the key areas of a parent-child reunification plan
  • List forms and other resources necessary to conduct parent-child reunification
  • List equipment and supplies beneficial to an effective parent-child reunification
  • Participate in class activities designed to prepare for parent-child reunifications in local schools or districts

Course Length
5.0 hours

Target Audience
This training is designed for school administrators, school police and security, department leaders, school response team members and community responders. Parents may be invited to the training. While this training is not intended for delivery to students, senior high school leaders or students response team volunteers may be admitted on a space available basis.

Pre-Requisites
A working knowledge of the participant’s current all-hazards plan and parent-child reunification process is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
5.0 hours of Act 48

Practice Makes Perfect: Building Effective Safety Drills and Exercises

Purpose
To support the creation of effective school safety drill and exercise trainings for schools and local education agencies.

Objectives
Upon completion of this training participants will be able to:

  • Identify the two broad categories of exercises
  • Appropriately match school needs with specific exercise types
  • Explain the process, or building blocks, necessary before full scale exercises should take place
  • Write expected/anticipated actions of key personnel in a school exercise
  • Identify reasons why an evaluation component is critical to a successful school emergency exercise training

Course Length
7.0 hours

Target Audience
This training is designed for school administrators, student support personnel, teachers, school nurses, safety team members, SAP team members, school resource officers, local law enforcement and other community partners. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of local school emergency procedures is helpful, but not required.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
7.0 hours of Act 48

Preparing School Safety Memorandums of Understanding

Purpose
To enable school officials to compose Memorandums of Understanding (MOUs) to enhance their ability to respond to school related emergencies and disasters.

Objectives
Upon completion of this training participants will be able to:

  • Define the term “Memorandum of Understanding”
  • Identify two reasons for having MOUs
  • Explain the importance of having written MOUs in place prior to emergency situations
  • Identify the suggested components of an MOU
  • Compare an MOU to the five parts of an investigative report
  • Complete a basic MOU

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, school response team members and other school staff members and community partners. While this training is not intended for delivery to students, senior high school students with an interest in emergency management or school administration may be admitted on a space available basis.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

Safe Schools: A Closer Look

Purpose
To provide school officials with a logical framework to assess their current school safety plans. This training will also highlight the all-hazards concept of school safety planning which incorporates the four phases of prevention/mitigation, preparedness, response and recovery.

Objectives
Upon completion of this training participants will be able to:

  • Understand the need to have a multi-disciplined planning team
  • Evaluate current school plans against best practice information
  • Develop a strategy or action plan to improve school safety plans

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, school police and security, department leaders, school response team members and community responders. A team of two to five people is recommended, but not required. This training is not appropriate for students of any grade.

Pre-Requisites
A working knowledge of the participant’s current all-hazards plan and evacuation processes is helpful, but not required.

Required Materials
Participants are expected to bring their current school safety plans.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

School All-Hazards Planning: Complying With Chapter 10 and Other Legal Requirements

Purpose
To provide Pennsylvania school officials with information regarding the current and proposed legal requirements that pertain to school emergency (all-hazards) planning.

Objectives
Upon completion of this training participants will be able to:

  • Understand the legal requirements for schools to have comprehensive, all-hazards school safety plans
  • List common weaknesses in school all-hazards as identified by current Pennsylvania Department of the Auditor General auditors
  • Understand the nature and scope of the updates to Chapter 10 of the Pennsylvania School Code
  • Amend existing school all-hazards plan to comply with Chapter 10 and other legal requirements

Course Length
3.5 hours

Target Audience
This training is designed for school administrators, school facility directors, business managers and other staff members responsible for all-hazards school safety planning. This training is not appropriate for students of any grade.

Required Materials
Participants are expected to bring their current school safety plans.

Facilities
Classroom (or lecture) seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
3.5 hours of Act 48

Managing Workplace Stress and Conflict

Compassion Fatigue: When the Distress of Others Becomes Contagious

Purpose
Compassion fatigue is a state of physical and emotional exhaustion often coupled with increased cynicism and feelings of professional ineffectiveness. It happens slowly over time when professionals are exposed to the traumatic stories of their clients. Education about compassion fatigue is a protective factor and early detection can prevent symptoms from reaching incapacitating levels. Participants in this workshop will explore the signs and symptoms of the onset of compassion fatigue and will learn about prevention techniques and self-care strategies.

Objectives
Upon completion of this workshop participants will be able to:

  • Understand the characteristics of compassion fatigue (CF), secondary traumatic stress (STS) and vicarious trauma
  • Understand how and why CF, STS and vicarious trauma develop
  • Be aware of who is most at risk for developing CF
  • Understand what happens to educator effectiveness if CF goes untreated
  • Be able to identify self-care practices and personal areas for growth

Course Length
3.0 hours, 2.0 hours or 90 minutes

Target Audience
It is designed for helping professionals and emergency responders.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this workshop.

Continuing Education Credit
Up to 3.0 hours Act 48

Effectively Managing Conflict in the Workplace

Purpose
Many people and organizations view conflict as something to be avoided. Yet conflict, differences and disagreements are natural results of people working together. Conflict can also be a catalyst that brings about necessary change: without it, teams can become complacent and not perform at optimum levels. This workshop explores the nature of conflict, the ways people handle it and new strategies that will help bring about stronger working relationships and better solutions and ideas.

Objectives
Upon completion of this workshop participants will be able to:

  • Understand the impact of conflict in the workplace
  • Identify their conflict styles and learn the benefits and limitations of each style
  • Learn strategies for managing conflict effectively in the workplace

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This workshop is designed for all working professionals.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this workshop.

Continuing Education Credit
None

Positive School Climate

Enhancing Positive School Climate Through Effective Bullying Prevention

Purpose
It is widely recognized that students are best able to focus on learning and academic success when they feel safe and respected. Therefore, positive school climate is a key factor in improving academic performance. This training will focus on the use of practical bullying prevention and intervention strategies to create an atmosphere of safety and respect for all students.

Objectives
Upon completion of this training participants will be able to:

  • Define bullying behaviors based on the U.S. Department of Education’s definition of bullying
  • Understand the importance of bullying prevention and intervention from a school safety standpoint
  • Connect bullying prevention efforts to enhancing positive school climate

Course Length
2.0 hours

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Classroom (or lecture) seating along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
2.0 hours of Act 48

Moving From Diversity to Inclusion

Purpose
During this workshop, participants will engage in teambuilding activities and discuss a variety of diversity topics including worldview, culture and stereotypes. The change process as it relates to prejudice will be examined, following a continuum from tolerance to affirmation. Participants will be given opportunities to develop self-awareness and engage and gain practice conducting courageous conversations about race relations.

Objectives
Upon completion of this workshop participants will be able to:

  • Discuss strategies for working with people from different cultural backgrounds
  • Learn to interpret common assumptions that may lead to unintended negative consequences by exploring worldview, examining bias, etc.
  • Identify and incorporate strategies for responding to bias statements, racial slurs, etc.

Course Length
Half to full day

Target Audience
The workshop is designed for organizations, school faculty, staff and SAP teams.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this workshop is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Return to Learn

Purpose
To provide school administrators, coaches, counselors, teachers and other school staff members with a protocol to provide any student returning to the classroom following a traumatic brain injury with appropriate academic accommodations.

Objectives
Upon completion of this training participants will be able to:

  • Identify mechanism of injury
  • Identify members of the concussion management team and their responsibilities
  • Define key components that would be found in the concussion management protocol and return to learn guideline
  • Identify academic accommodations that could be implemented upon return to the classroom

Course Length
3.0 hours

Target Audience
This training is designed for school administrators, counselors, teachers, coaches and other school staff members. Parents and students may be invited to a separate training.

Facilities
Classroom or lecture seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district.

Continuing Education Credit
3.0 hours of Act 48

Social Emotional Learning

The Art of Difficult Conversations

Purpose
The majority of research on bullying focuses on its prevalence, causes and appropriate prevention and intervention responses for school-aged children. However, recent studies examine bullying behaviors that are exhibited by preschool-aged children. Preschool children, like older children, are capable of direct and indirect bullying behaviors. Young children who are victimized by their peers report being fearful of other children, are vulnerable to future episodes of victimization and are anxious about going to school. Participants in this workshop will learn bullying prevention strategies tailored for early childhood and will examine approaches to enhance their social and emotional learning.

Objectives
Upon completion of this workshop participants will be able to:

  • Identify 3 criteria that make up difficult conversations
  • Examine intent versus impact on communication
  • Reframe conversations, utilizing a third person learning approach and listening with curiosity
  • Identify strategies for problem-solving

Course Length
2 hours or half day

Target Audience
This training is designed for adults in any type of group setting or organization.

Facilities
Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
None

Career Readiness: Balancing Employability and 21st Century Skills

Purpose
The career readiness of high school and college graduates is an important subject in higher education, in the labor market, and in the public arena. Schools and business communities must collaborate and align to ensure a workforce that is prepared to sustain economic growth and innovation. To be productive members of a globally competitive workforce, students not only need to thrive academically but they also need to develop social and emotional competencies, often referred to as “soft skills” or “emotional intelligence.” In fact, research suggests that emotional intelligence is the strongest predictor of work performance, accounting for 58% of success in all fields. This workshop will present the essential elements for employability. Participants will also explore a variety of tools that can be used in the classroom to help prepare our students for success beyond high school.

Objectives
Upon completion of this training participants will:

  • Understand global labor market and regional workforce needs
  • Define career readiness and identify key competencies
  • Detail social emotional proficiencies and soft skills essential for employability
  • Articulate the steps to a successful transition from school to career
  • Collaborate to align goals between schools and employers and to identify school-to-work partnerships
  • Learn a variety of research-based practices for developing career ready skills

Course Length
Flexible (half day or full day)

Target Audience
This workshop is designed for school personnel, business leaders and community members, higher education representatives

Facilities
Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Cultivating Empathy for Healthy Relationships and Collaborative Classrooms

Purpose
The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. This training will challenge participants to examine their own empathy skills and will focus on practical and engaging activities and discussions that participants can have with their students to help develop empathy and perspective-taking in the classroom.

This training has been aligned with PA Core Standards, Academic Standards for Career Education and Work and Standards for Student Interpersonal Skills.

Objectives
Upon completion of this training participants will:

  • Be able to define empathy and how it differs from sympathy
  • Understand why empathy is important for healthy relationships
  • Understand the factors that contribute to diminished empathy
  • Become aware of their own strengths and opportunities for improvement as they relate to empathy
  • Understand the components of effective programming that cultivate empathy in students

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for educators and helping professionals but can be modified for parents or caregivers.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 6.0 hours of Act 48 and NASW

Enhancing Social Emotional Learning Through Parent Involvement

Purpose
Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations constructively (www.CASEL.org). This training will focus on engaging parents to become more active in their children’s education and social emotional development. Parents will learn strategies to foster social emotional learning and increase youth resilience so they are prepared with skills to thrive academically and in life.

Objectives
Upon completion of this training participants will be able to:

  • Effective strategies to help young children recognize, label and manage emotions
  • Techniques for teaching young children emotional vocabulary
  • Strategies to assist young children with perspective taking

Course Length
1.5 hours to half day

Target Audience
The training is designed for parents, organizations, school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 4.0 hours of Act 48

I Can Problem Solve Implementation Training – Raising a Thinking Child

I Can Problem Solve recognizes the importance of administrators, student support personnel and parents to program success. As a result, parent educators should plan to attend the one-day Raising a Thinking Child implementation training.

Request a Training

I Can Problem Solve Implementation Training and Training of Trainers

Approved ICPS trainers can offer one- and two-day training models, with customized follow-up consultation built into training contracts.

Implementation Training
I Can Problem Solve recognizes the importance of administrators, student support personnel and parents to program success. As a result, non-implementing staff members should plan to attend the implementer training or one-day training designed specifically for administrators, counselors and psychologists.

Training of Trainers
The two-day training is designed for implementers and includes either onsite or off-site coaching.

Request a Training

IQ or EQ: Which One Matters Most?

Purpose
Emotional intelligence is often overlooked in favor of traditional intelligence measures (IQ). However, your emotional quotient (EQ) is a key part of well-rounded leadership and professionalism. Individuals who intentionally develop emotional skills and model emotionally intelligent behavior on a daily basis experience more success and satisfaction in their professional careers and personal lives. According to Harvard Business Review, emotional intelligence is “the key attribute that distinguishes outstanding performers,” and is the leading differentiator between employees whose IQ and technical skills are approximately the same. This workshop will help participants gain a greater understanding of emotional intelligence and its significance to workplace and life success. Participants will have the opportunity to discover their strengths and learn new ways to grow these skills.

Objectives
Upon completion of this training participants will:

  • Define emotional intelligence (EQ versus IQ)
  • Provide characteristics of an emotionally intelligent individual
  • Gain awareness’ of strengths and opportunities for growth
  • Learn strategies that help build EQ skills
  • Develop an action plan for implementation within the participant’s context

Course Length
Flexible (half day or full day)

Target Audience
This workshop is designed for all working professionals.

Facilities
Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Leveraging Empathy in Educational Settings: A Mindful Approach

Purpose
Working in education is both rewarding and stressful. The field faces obstacles that often seem outside of our control. When we find ways to support our own social and emotional well-being we discover opportunities for self-reflection, acceptance and compassion. In this session we will uncover research on the benefits of mindfulness as it relates to self-efficacy, classroom climate and student interaction. We will practice some simple strategies and talk about the ways this approach might fit into your own teaching philosophy so that you can build a happy healthy climate in your classroom.

Objectives
Upon completion of this training participants will:

  • Explore the research around social emotional learning and its impact on classroom behaviors and outcomes
  • Understand the practice of mindfulness and its benefits through discussion and video demonstrations as it relates to children as well as to teachers
  • Become familiar and comfortable with some simple mindful strategies through practice
  • Discover ways in which educators can lower their stress and improve children’s experiences in their classrooms

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for educators and direct staff working with children

Mindful Leadership: Leveraging Empathy and Compassion in Your Organization

Purpose
Leading in education is both rewarding and stressful. The field faces obstacles that often seem outside of our control. When we find ways to support our own social and emotional well-being as well as that of our teachers and staff we find that morale and organizational climate can change for the better. In this session we will uncover research on the benefits of mindfulness as it relates to leadership, to teaching and to children. We will practice some simple strategies and talk about the ways this approach might fit into your own leadership philosophy so that you can build a happy healthy climate in your organization.

Objectives
Upon completion of this training participants will:

  • Become aware of the research around social emotional learning and its implications for staff and children
  • Understand strategies to lower stress and improve children’s experiences in their classrooms and programs
  • Become familiar and comfortable with some simple mindful strategies through practice.
  • Develop steps and an action plan to implement mindful leadership in our own organizations

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for administrators and leaders who support educators and staff in their organization.

Mindset, Grit and Optimism: Promoting Skills That Lead to Academic Tenacity

Purpose
This training is intended to bring about awareness of noncognitive factors that affect success and to provide very practical techniques that can easily be incorporated into any educational setting in order to help bolster academic tenacity and perseverance for long term goals.

Objectives
Upon completion of this training participants will be able to:

  • Understand how a student’s mindset affects academic achievement
  • Learn research based strategies for nurturing a growth mindset
  • Learn the importance of grit, self-control and deliberate practice for academic success
  • Become aware of goal-setting and planning techniques that are more likely to cultivate self-control and produce goal attainment
  • Understand the concepts of pessimism and optimism and how they affect resiliency
  • Learn basic cognitive techniques that can challenge negative thoughts and produce optimism over time

Course Length
6.0 hours, half day, shorter workshop or series of workshops

Target Audience
This training is designed for educators and helping professionals but can be modified for parents and caregivers.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 6.0 hours of Act 48 and NASW

Motivating Youth and Building Skills for Life: Implementing Social Emotional Learning in Out-of-School Time

Purpose
Afterschool programs have long supported skill-building and positive development in children and youth and can be an effective setting for supporting SEL because of the flexibility they have in their programming. By incorporating social emotional learning programs into afterschool programs, youth benefit from improved self-perception, positive social behaviors, reductions in student discipline, and increased achievement and attendance. SEL programming in afterschool programs can also contribute to increased employability skills and career readiness. This workshop will introduce SEL skills and highlight strategies that can be implemented specifically for the OST environment.

Objectives
Upon completion of this workshop participants will be able to:

  • Identify SEL competencies and curriculum features important for SEL skill development
  • Identify SEL strategies which can be implemented in the OST environment
  • List specific components of effective SEL practices in OST

Course Length
1.5 hrs or half day

Target Audience
This training is designed for educators and helping professionals who work in afterschool settings.

Facilities
Flexible or small group seating is preferred along with room for activities, microphone for large groups, screen, LCD projector, laptop, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
None

SEL Self-Management Skills: Helping Young Children Regulate Emotions

Purpose
Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively (www.CASEL.org). During this workshop participants will learn strategies to assist young children with self-management, the ability to regulate emotions, control impulses, thoughts and behaviors successfully in different situations. They will also learn specific activities to foster self-management skills and be provided with resources to work with young children.

Objectives
Upon completion of this workshop participants will be able to:

  • List effective strategies that help young children recognize, label and manage emotions
  • Identify techniques to teach young children emotional vocabulary
  • Apply strategies to assist young children with perspective taking

Course Length
1.0 to 3.0 hours

Target Audience
The workshop is designed for organizations, preschools, school districts faculty and staff.

Facilities
Flexible classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration 
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

A Story to Share: Fostering Social Emotional Learning and Inspiring Children Through Shared Reading

Purpose
Social emotional learning is the process through which children and adults acquire the knowledge, attitudes and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and handle challenging situations constructively. When we read to children we have a wonderful opportunity for fostering social emotional learning. Shared reading allows children to connect with the reader and feel empowered by the contributions they are making to the story, which stimulates their learning.

Participants will learn skills for engaging children in shared book reading; approaches for dialoguing with children while reading to foster oral language, vocabulary comprehension and emergent literacy skills. Techniques to create deeper social emotional learning experiences for children will also be covered, including: studying the story illustrations and asking children how characters might feel, discussing alternatives to how a character might feel, asking children how they might feel in a similar situation, asking open-ended questions which allow the child to do the thinking and questions that help children make connections between stories they are reading and real life events.

Objectives
Upon completion of this training participants will be able to:

  • Recognize the importance of developing children’s social emotional learning skills
  • Identify techniques for engaging children in shared book reading
  • Identify approaches for encouraging children to gain deeper meaning from the stories they hear

Course Length
Half or full day

Target Audience
The training is designed for organizations, school counselors, parents, school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Supporting the Social and Emotional Needs of Newcomers and English Learners

Purpose
Educators are becoming increasingly aware of the link between social and emotional competencies and academic achievement, healthy relationships and responsible decision-making. Social and emotional learning (SEL) benefits all students and yet the needs of newcomers and English learners (ELs) are different because they often experience additional stressors that add to the complexity of learning and adjusting to a new environment. As such, social and emotional learning is critically important to EL instruction. This workshop will present why and how schools can contribute to the development of newcomers and ELs’ social emotional well-being. Specific emphasis will be placed on practical strategies and skill-building activities that can be woven into everyday lessons to help build student confidence, lower anxiety and encourage healthy connections with others.

Objectives
Upon completion of this training participants will be able to:

  • Provide an overview of stressors specific to newcomers and EL students
  • Explain the five concepts central to social emotional development and the four types of social emotional supports
  • Describe the approaches to integrating social emotional and academic programs
  • Learn school-wide and classroom tools for implementation
  • Detail ideas for conflict resolution and problem solving

Course Length
Flexible (can be anywhere from 90 minutes to full day)

Target Audience
This workshop is designed for all school personnel including teachers, administrators, support staff and non-instructional school professionals

Facilities
Classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Teach Me How to Think: Assisting Parents to Foster Their Child’s Social Emotional Learning Development

Purpose
Social emotional learning is the way in which a child experiences, expresses and manages emotions. This workshop will familiarize participants with a social emotional learning program called, I Can Problem Solve (ICPS) and the parent program, Raising a Thinking Child (RaTC) developed by Dr. Myrna Shure. The ICPS program teaches young children how to think not what to think so they are more able to make responsible decisions.

Objectives
Upon completion of this workshop participants will be able to:

  • Explore how the Raising a Thinking Child (RaTC) program may enhance parenting skills and foster youth social emotional development
  • Offer strategies that parents can use for dialoguing with children to teach them the skills necessary for problem solving

Course Length
1.5 to 3.0 hours

Target Audience
The workshop is designed for organizations, parents, school counselors, school districts faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this workshop.

Registration
Registration for this workshop is the responsibility of the host organization.

Continuing Education Credit
Up to 3.0 hours of Act 48

Suicide Prevention

Lifelines™ Prevention: A Suicide Prevention Program

Purpose
Lifelines Prevention program is a comprehensive school based approach to adolescent suicide prevention. The Lifelines prevention program consists of four components: administrative readiness consultation, training for school faculty and staff, a parent workshop and student curriculum. The Lifelines Prevention program targets the entire school community by providing suicide awareness materials for administrators, faculty and staff, parents and students. The main goal of the Lifelines Prevention programs is to assist everyone in the school community with recognizing when a student is at potential risk of suicide and helping them to understand how and where to access help.

Objectives
Upon completion of this training participants will be able to instruct faculty and staff on how to respond initially to potentially suicidal students and know how to obtain help rapidly for them to increase the likelihood that:

  • Members of the school community can more readily identify potentially suicidal adolescents
  • Troubled adolescents are aware of and have immediate access to helping resources and seek such help as an alternative to suicidal actions

Course Length
Half to full day

Target Audience
The training is designed for faculty and staff.

Required Materials
The Lifelines Prevention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Lifelines™ Intervention: Helping Students At Risk for Suicide

Purpose
Lifelines Intervention is a school based three tiered intervention model to prevent suicide. The first tier involves early identification and assessment of at-risk students, the second tier includes referral to community resources for additional support services and the third tier enhances protective factors which increase resilience and provide defense against stressors.

Objectives
Upon completion of this training participants will be able to:

  • Provide context for contemporary societal values and attitudes about suicide by reviewing suicide from a historical perspective
  • Highlight the role of personal values and experiences in the assessment and intervention process
  • Present epidemiological information about suicide risk to facilitate early identification of at-risk students
  • Review a protocol for an assessment interview
  • Outline strategies for engaging students and parents in the assessment and referral process
  • Call attention to special categories of students who may be at an elevated suicide risk

Course Length
Full day

Target Audience
The training is designed for school counselors, school psychologists, school psychiatrists and mental health liaisons.

Required Materials
The Lifelines Intervention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
8.0 hours of Act 48

Lifelines™ Postvention: Responding to Suicide and Other Traumatic Death

Purpose
Lifelines Postvention is a comprehensive program that helps school communities respond to adolescent suicide and other traumatic death. The Lifelines Postvention program focuses on school response with practical and specific guidelines, addresses the developmental needs of elementary, middle and high school students, targets identified needs of competent community members and aligns with best practices in comprehensive safe schools planning. Lifelines Postvention outlines a research based model to assist in the development of policies and procedures for structuring the school’s response and presents a toolbox of practical response options that reflects the developmental needs of students.

Objectives
Upon completion of this training participants will be able to:

  • Describe the history and evaluation results of Lifelines Postvention
  • Review theoretical foundation of the Lifelines Postvention model
  • Clarify the roles of competent community members in postvention
  • Outline the roles and responsibilities of the crisis team
  • Identify situations that present postvention challenges
  • Use the Lifelines Postvention resources found in the manual and on the CD-ROM

Course Length
Half or full day

Target Audience
The training is designed for administrators and crisis team members.

Required Materials
The Lifelines Postvention Curriculum must be purchased by the participants. Purchasing information is available at the Society for the Prevention of Teen Suicide website.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Suicide Awareness and Prevention Training

Purpose
Act 71 of 2014 requires school staff to receive four hours of suicide awareness and prevention training every five years, beginning with the 2015-16 school year. This training, conducted by certified Lifelines™ trainers, meets Act 71 requirements. Lifelines™ is a comprehensive program that helps school communities prevent and respond to adolescent suicide and other traumatic death. The Suicide Awareness and Prevention training focuses on school response with practical and specific guidelines, addresses the developmental needs of elementary, middle and high school students, targets identified needs of competent community members and aligns with best practices in comprehensive safe schools planning. This training will equip participants with the knowledge required by Act 71 of 2014.

Objectives
Upon completion of this training participants will be able to:

  • Provide suicide awareness for all staff
  • Recognize the risks associated with suicide for students
  • Provide best practices information on reporting and response
  • Review sample best practice suicide policy guidelines and best practices in age appropriate prevention for each grade level
  • Provide strategies for intervening, providing appropriate resources and referring for additional help from competent community members

Course Length
4.0 hours or two part series, each 2.0 hours

Target Audience
The training is designed for administrators, crisis team members, faculty and staff.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 4.0 hours of Act 48

Youth Crime and Violence Prevention

Drug Awareness and Concealment for Educators

Purpose
To provide school administrators, coaches, counselors, teachers and other school staff members with an insight into the methods students use to conceal drugs and drug paraphernalia.

Objectives
Upon completion of this training participants will be able to:

  • Identify drug paraphernalia as defined by the Pennsylvania Controlled Substance Act
  • Identify three areas students use to conceal drugs or drug paraphernalia
  • Define “dusting,” “skittling” and “robo-ing” as they pertain to drug usage
  • Summarize the plateau levels sought by drug users
  • Identify drug and alcohol treatment and prevention resources in the surrounding community

Course Length
6.0 hours

Target Audience
This training is designed for school administrators, counselors, student assistance team members, coaches, school nurses and other school staff members. Parents may be invited to this training. This training is not appropriate for students of any grade.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
6.0 hours of Act 48

Juvenile Participation in Hate Groups and Hate Crimes

Purpose
This training will investigate the increasingly sophisticated use of technology by hate groups to lure youth into this violent, racist subculture. Hate groups are one specific type of gang and are present throughout the United States, including Pennsylvania. Specific information will be provided on the insignia, symbols, philosophies and recruitment tools of groups operating in Pennsylvania. The strategies used by these groups to target disenfranchised youth and offer them a sense of belonging, power, responsibility and family will be presented. How mainstream adults can recognize at-risk youth and offer them positive connections and role models will also be discussed. Finally, the alarming trend of juvenile participation in hate crime activities will be examined, as crime data collected by the Federal Bureau of Investigation clearly shows a disturbing image of the youthful hate crime offender. This training will analyze data at the state and national level to learn: what is a hate crime; the characteristics of hate crime victims and offenders; and what can schools do to prevent and respond to bias incidents and hate crimes.

Objectives
Upon completion of this training participants will be able to:

  • Recognize hate groups/extremist groups as security threat groups which target disenfranchised youth
  • Identify recruitment techniques used by these groups to target at risk youth
  • Define “ethnic intimidation” according to the Pennsylvania Crimes Code
  • Identify best practice resources to prevent and respond to bias incidents and hate crimes

Course Length
3.0 hours (full training) or 60-90 minutes (overview only)

Target Audience
This training is designed for school administrators, student services personnel, certified and noncertified school staff, community based school partner organizations, law enforcement and juvenile probation officers. This training is not appropriate for students of any grade.

Facilities
Pod seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers, wireless Internet access and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to three 3.0 hours of Act 48

Safe Dates

Purpose
This training will provide an overview of concepts and pedagogical strategies involved in implementing the Safe Dates Program. Safe Dates is a research based program for preventing dating violence and promoting healthy relationships among teens. It is recognized as a model program on SAMHSA’s National Registry of Evidence Based Programs and Practices (NREPP).

Objectives
Upon completion of this training participants will be able to:

  • Recognize characteristics of healthy peer and dating relationships
  • Discuss research on effective interventions for teen dating violence
  • Identify the elements of the Safe Dates Program
  • Implement the Safe Dates Program in a classroom or community context

Course Length
1.5 days or 1 day

Target Audience
The training is designed for teacher or community based organization personnel/implementers, supporting children in grades 8-12. Safe Dates lessons address educational standards for health education and school counseling.

Required Materials
The Safe Dates Curriculum must be purchased by the participants. Purchasing information is available at Hazelden Publishing at www.Hazelden.org.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host organization.

Continuing Education Credit
Up to 12.0 hours of Act 48

Youth Development

Dynamic Youth Mentoring

Purpose
Participants of the this training will understand the youth mentoring role within the Student Assistance Program (SAP) process or as part of the services provided through the school districts counseling department. Participants will comprehend laws relevant to educators and mentors, identify strength based approaches for working with students to foster resiliency and recognize characteristics of dysfunctional/struggling families.

Objectives
Upon completion of this training participants will be able to:

  • Discuss strategies to enhance youth protective factors
  • Examine effective youth mentoring techniques within a school or agency setting with an understanding of confidentiality and mandated reporting requirements
  • Engage in varied learning methods including role-play, didactic and applied learning techniques

Course Length
Half to full day

Target Audience
The training is designed for SAP team members, faculty and staff.

Facilities
Flexible classroom seating must be available along with a podium, microphone for large groups, screen and electrical outlets for the effective delivery of this training.

Registration
Registration for this training is the responsibility of the host school district or organization.

Continuing Education Credit
Up to 8.0 hours of Act 48

Youth Leadership Institute

Purpose
During this institute, participants explore leadership traits, examine the seven types of power and learn the difference between power, influence and authority. They will examine the Dangerous Systematic Process beginning with negative assumptions and potentially leading to prejudice. Participants will identify communication and conflict styles and explore strategies for peaceful conflict resolution and engage in teambuilding activities to reflect the team approach to leadership development.

Objectives
Upon completion of this institute participants will be able to:

  • Recognize negative assumptions to illustrate the importance of confronting negative assumptions before they can lead to negative forms of stereotyping, prejudice, discrimination, racism/homophobia, scapegoating and genocide
  • Examine leadership qualities and explore variations of power, influence and authority
  • Participate in hands-on activities to facilitate critical thinking, leadership and proactive communication strategies

Course Length
Half to full day

Target Audience
The institute is designed for youth in grades 6-12.

Facilities
Classroom seating must be available along with room for activities, podium, microphone for large groups, LCD screen, speakers and electrical outlets for the effective delivery of this institute.

Registration
Registration for this institute is the responsibility of the host organization.

Certificate
A certificate of participation/completion will be available.

Training Fees

For scheduling and pricing, contact David Marshall, (717) 763-1661

$400-$500
90-120 Minute Trainings
$600-$800
Half Day Trainings
$1,000-$1,500
Full Day Trainings