27th Annual A View from All Sides Conference

A1 - A12: 10:30 a.m. - 12:30 p.m.

IMPORTANT NOTE:
The Massachusetts Association for the Education of Young Children (MassAEYC) Continuing Education Unit (CEU) Guidelines:

In order to earn .5 CEUs, participants must attend the keynote presentation, a morning and an afternoon workshop. Workshop selections must meet the same EEC Core Competencies Area as the keynote presentation.

Update: The keynote presentation addresses the following EEC Core Competency Area: 3: Partnering with Families and Communities. This is the only category that CEUs are being offered through MassAEYC.

** The following three workshops do not meet the EEC Core Competencies Continuing Education Units (CEUs) Criteria. If you select these workshops, you are not eligible to apply and receive the Early Education Credit CEUs.

A4: Confronting Cyber Addiction: Unplugging Teens from Their Screens
A6/B6: Youth Mental Health First Aid
A11/B11: Facilitative Leadership: Creating Quality Results from Positive Environments and Relationships

A1 - RECOGNIZING AND HEALING THE TRAUMA OF FATHER ABSENCE

Children have real adverse childhood experiences of traumatic loss when their Dad is absent from their life. The workshop will be multi-sensory, using research, music, photos, video, and interactive conversation. We will examine the complexity of father absence for family workers and children, and its impact on a child’s brain function, social-emotional development, and behavior. We will explore ways to begin a process of healing, along with the soft skills necessary to make it happen.

Track: Complex Family Situations, Fatherhood and Trauma
Learning Level: Intermediate, Advanced
Who should attend: Family Support Staff, Supervisors and Administrators, Social Workers, Early Childhood Professionals, Home-based Family Support and Coaching Programs.
Protective Factors addressed: Parental Resilience, Knowledge of Parenting and Child Development, Social Connections, Children’s Social and Emotional Development
EEC Core Competency Areas: 3: Partnering with Families and Communities
Handouts:
Recognizing and Healing the Trauma of Father Absence 2019

Doug Edwards, Director, Real Dads Forever, Manchester, CT

A2 - RESILIENCE! THE KEY TO EVERY CHILD’S SUCCESS

According to Jeanine Fitzgerald, owner of the Fitzgerald Institute of Lifelong Learning and creator of the “Honoring Children” movement, research shows an alarming trend in the decline of resiliency and the incline of anxiety, entitlement and narcissistic tendencies in our youth. In this workshop we will explore the connection between the decline in resiliency and the increase of anxiety. We explore what changes have occurred that are causing resiliency to be on the decline and how we can use simple, everyday moments and events to turn this trend around and begin building resilience in our children.

Track: Strengthening Families
Learning Level: Introductory
Who should attend: Family Support Staff
Protective Factors addressed: Parental Resilience, Knowledge of Parenting and Child Development, Children’s Social and Emotional Development
EEC Core Competency Areas: 3: Partnering with Families and Communities

Peggy Hoime, B.S., Family Coach and Teacher and Parenting Educator, Cooperative Kids of Agawam, Agawam, MA

A3 - THINKING OUTSIDE OF THE BOX: ENHANCING PARENTS’ SKILLS THROUGH FUN AND ENGAGING ACTIVITIES

Using a popular, established curriculum like Positive Discipline coupled with experiential learning techniques, this workshop will help family support professionals gain new ideas and skills they can share with families in a home visiting or group setting. The hands-on, fun techniques presented in this workshop will create an environment where participants learn by doing. Participants will be introduced to new ways of sharing parenting information topics such as brain development, effective communication, and setting limits by problem solving. Many of these skills, when practiced and utilized on a regular basis, can have a positive impact on everyday parenting.

Track: Innovative Parenting Curricula
Learning Level: Introductory, Intermediate
Who should attend: Family Support Staff, Home-based Family Support and Coaching Programs, Parent Education and Groups
Protective Factors addressed: Parental Resilience, Knowledge of Parenting and Child Development, Children’s Social and Emotional Development
EEC Core Competency Areas: 3: Partnering with Families and Communities

Erin Morris, B.A., Program Coordinator and Group Facilitator and Johna Lemoine, B.A., Parent Education Specialist and Group Facilitator, Child Care of the Berkshires, North Adams, MA

A4 - CONFRONTING CYBERADDICTION: UNPLUGGING TEENS FROM THEIR SCREENS

This workshop will include exercises, discussion, and lecture to define and examine cyber-addiction and the overuse of digital media and screens. We will discuss the impact that social media, gaming, screens and technology have on adolescent development, mental health, communication, social skills, learning and attention. The workshop will conclude with providing strategies and interventions designed to help you educate and empower teens to set healthy limits on their digital media consumption and to maintain a balanced digital diet.

Track: Child Development/Adolescent and Health and Wellness
Learning Level: Introductory
Who should attend: Family Support Staff, Supervisors and Administrators, Social Workers, Early Childhood Professionals, Home-based Family Support and Coaching Programs, Researchers, Health and Wellness Professionals and Early Intervention Professionals
Protective Factors addressed: Parental Resilience, Knowledge of Parenting and Child Development, Children’s Social and Emotional Development
EEC Core Competency Areas: 3: Partnering with Families and Communities (Not Approved by MassAEYC for Early Ed. CEU)

Dr. Jessica Fortunato, Psy.D., Fortunato Psychology Services, LLC, Providence, RI

A5 - FATHERHOOD ENGAGEMENT CAFÉ

The workshop will include a brief presentation on the Children’s Trust Fathers and Family Network Model, poster-style presentations from organizations working with fathers, and a Community Café-style activity focused on three aspects of fatherhood practice in programs. Discussions will provide participants an opportunity to consider how to apply concepts, frameworks, and information to use to engage dads in community-based services.

Track: Fatherhood, Parenting, Co-parenting, Blended Families
Learning Level: Introductory
Who should attend: Family Support Staff, Mental Health Professionals, Supervisors and Administrators, Social Workers, Child Abuse Prevention Professionals, Early Childhood Professionals, Home-based Family Support and Coaching Programs, Researchers
Protective Factors addressed: All
EEC Core Competency Areas: 3: Partnering with Families and Communities

Steven Pascal, M.U.A., Director of Home Visiting, Children’s Trust, Boston, MA and Michael Ramos, Fatherhood Initiative Coordinator, The Children’s Trust, Boston, MA

A6/b6 - YOUTH MENTAL HEALTH FIRST AID
(Full Day Six Hour Certification. This certification training time is 8:00am to 4:00pm. You must attend the entire training to become certified.)

Why Youth Mental Health First Aid? Youth Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illnesses and substance use disorders. This six hour training gives adults who work with youth the skills they need to reach out and provide initial support to adolescents (ages 12-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care. Click on the link to the www.mentalhealthfirstaid.org website for more information.

Track: Complex Family Situations: Mental Health
Learning Level: All levels
Who should attend: Family Support Staff, Mental Health Professionals, Supervisors and Administrators, Social Workers, Home-based Family Support and Coaching Programs, Health and Wellness Professionals
Protective Factors addressed: Social Connections, Concrete Support in Times of Need
EEC Core Competency Areas: 3: Partnering with Families and Communities (Not Approved by MassAEYC for Early Ed. CEU)

Stephanie Sunderland-Ramsey, BA, Certified Mental Health First Aid Instructor, Prevention Program Coordinator and Nicole Rogers, BA, Certified Mental Health First Aid Instructor, Youth Support Worker, Wayside Youth & Family Support Network, Watertown, MA

A7 - HOLISTIC PROGRAMMING – TRAUMA-INFORMED APPROACH & SOCIAL-EMOTIONAL DEVELOPMENT

As parents are their children’s’ first academic, social and emotional teachers, the workforce must acquire skills to engage parents in learning how to promote their children’s social and emotional growth. Many reports have been added to the literature to help parents, schools, communities, and providers understand how children learn, and the impact social emotional learning (SEL) can have on children, family dynamics, communities and the nation. This workshop will introduce Collaborative for Academic, Social and Emotional Learning’s (CASEL) Five Core Competencies Framework. Participants will learn strategies for creating trauma-sensitive homes, schools and other environments that can be used to support children’s overall social and emotional development.

Track: Strengthening Families
Learning Level: Introductory
Who should attend: Family Support Staff, Mental Health Professionals, Supervisors and Administrators, Social Workers, Child Abuse Prevention Professionals, Early Childhood Professionals, Home-based Family Support and Coaching Programs, Health and Wellness Professionals, Education Providers
Protective Factors addressed: Parental Resilience, Knowledge of Parenting and Child Development, Social Connections, Children’s Social and Emotional Development
EEC Core Competency Areas: 3: Partnering with Families and Communities

Alice Farrell, JD, LCSW, MSW, President & CEO, Olive Branch Clinical and Consulting Services, LLC, Springfield, MA

A8 - PARTNERING WITH YOUNG CHILDREN TO DEVELOP SOCIAL AND EMOTIONAL SKILLS

Healthy social-emotional development for young children provides a solid foundation for school readiness and other positive long-term outcomes. This interactive workshop will define social-emotional literacy and explore strategies to support and increase social-emotional skill building in classrooms with children from birth to age five. Since young children develop and learn in the context of relationships, we will explore what the adults, as well as the children, bring to the relationship. You will leave this workshop with multiple, practical strategies to use in your work with young children.

Track: Early Childhood Development
Learning Level: Introductory
Who should attend: Early Childhood Professionals, Home-based Family Support and Coaching Programs
Protective Factors addressed: Knowledge of Parenting and Child Development, Social Connections, Children’s Social and Emotional Development
EEC Core Competency Areas: 3: Partnering with Families and Communities
Handouts:
Partnering with Young Children to Develop Social Emotional Skills
Glitter Jar Directions
Partnering with Young Children to Develop Social Emotional Skills coversheet
Strategies for Supporting Emotional Literacy
Breathing Star
Tips for helping children manage emotions

Terri B. Chebot, M.Ed., Early Childhood Mental Health Consultant, Jewish Family & Children’s Service, Waltham, MA

A9 - “LIONS AND TIGERS AND TRAUMA! OH MY!” HELPING CAREGIVERS TO UNDERSTAND AND ADDRESS TRAUMA REACTIVE BEHAVIORS

We hope to provide you with some courage to pull back the curtain and illuminate the impacts of child trauma! The goal of this workshop is to engage caregivers and professionals in a conversation regarding the impact of trauma on children. This workshop will explore the neurobiological impacts of trauma on the developing brain and identify common trauma reactive behaviors in children. Participants will take part in a discussion on ways to formulate strategies and practical skills to address and respond to these behaviors.

Track: Complex Family Situation: Trauma
Learning Level: Introductory
Who should attend: Family Support Staff, Mental Health Professionals, Supervisors and Administrators, Social Workers, Child Abuse Prevention Professionals, Early Childhood Professionals, Home-based Family Support and Coaching Programs, Health and Wellness Professionals, Education Providers
Protective Factors addressed: Knowledge of Parenting and Child Development, Children’s Social and Emotional Development
EEC Core Competency Areas: 3: Partnering with Families and Communities

Sasha Svendsen, MD, Child Abuse Pediatrician and Yosstina Saadallah, LCSW, Trauma Educator, UMass Memorial Children’s Medical Center, Worcester, MA

A10 - THE ROLE OF CULTURE: UNDERSTANDING CULTURAL CHILD REARING DIFFERENCES IN ORDER TO BETTER NEGOTIATE CULTURAL CONFLICT (PART 1)

Cultural values and beliefs influence both child-rearing practices by families, as well as modes of caring for children in organized childcare settings. This means that everyone has a culture. In this workshop, we will explore general patterns of behavior informed by culture and reflect on ways to partner with individual parents and families. This process will help us understand child rearing practices and solve conflicts around "best practices”. In negotiating cultural conflict, we’ll focus on the significance of relationship-building, dialoguing, and reflective thinking to build understanding and find practical solutions to differences between families’ preferences and practices of the program.

Track: Culture and Diversity
Learning Level: Introductory
Who should attend: Family Support Staff, Mental Health Professionals, Supervisors and Administrators, Social Workers, Child Abuse Prevention Professionals, Early Childhood Professionals, Home-based Family Support and Coaching Programs, Health and Wellness Professionals
Protective Factors addressed: All
EEC Core Competency Areas: 3: Partnering with Families and Communities

Anastasia Galanopoulos, Ph.D., Founder, Consultant and Coach, Galanopoulos Education & Training, Lexington, MA

A11/b11 - FACILITATIVE LEADERSHIP: CREATING QUALITY RESULTS FROM POSITIVE ENVIRONMENTS AND RELATIONSHIPS
(Full Day - You must attend both the morning and afternoon sessions.)

Facilitative Leadership is a people centered process of developing and supporting quality results through effective relationships. The facilitative leader creates a positive environment that gets results now and the team is more productive in the future. The morning session will be on the foundational tools of facilitative leadership. You’ll complete five steps to creating and using your professional leadership brand. In the afternoon we’ll use your brand to review facilitation best practices including positive interrupting. We’ll end with an exercise based on coaching to help you create and ask powerful and transformational questions.

Track: Administration and Management
Learning Level: Advanced
Who should attend: Supervisors and Administrators
Protective Factors addressed: All
EEC Core Competency Areas: 3: Partnering with Families and Communities (Not Approved by MassAEYC for Early Ed. CEU)
Handouts:
Team Roles Table Top Tri Fold
ChildrensTrustFL

Star Dargin, PCC, CPCC, CEO, Star Leadership LLC, Manchester, NH

A12 - HOW CHILD AND YOUTH SERVING ORGANIZATIONS CAN PREVENT CHILD SEXUAL ABUSE - CANCELLED

You would not be surprised if you found a drunk in a bar, so why are we surprised to find pedophiles in youth serving organizations? Child sexual abuse is a pervasive and unspoken problem in society. In this workshop, the participants will become familiar with tools needed to prevent child sexual abuse based on the recommendations by the Massachusetts Legislative Task Force On the Prevention of Child Sexual Abuse. This skill building workshop will equip youth serving organizations with the ability to modify policies, procedures, introduce training and codes of conducts to prevent future occurrences and to promote safety.

Track: Prevent Child Abuse
Learning Level: Introductory
Who should attend: All
Protective Factors addressed: All
EEC Core Competency Areas: 3: Partnering with Families and Communities

Suzin Bartley, LICSW, Executive Director. The Children’s Trust, Boston, MA and Maria Mossaides, ESQ., Child Advocate, Office of the Child Advocate, Boston, MA

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