Faculty:Cheryl CatronDuration:5 HoursFormat:Audio and VideoCopyright:Apr 20, is Archive: 2020 Description As the leader of a K-5 classroom, you know more about your students throughout the year than anyone in the building (and sometimes even the parents)..
Archive: Faculty:Cheryl CatronDuration:5 HoursFormat:Audio and VideoCopyright:Apr 20, 2020 Description As the leader of a K-5 classroom, you know more about your students throughout the year than anyone in the building (and sometimes even the parents).
Your careful eye is is crucial to the academic, social, and emotional development of your students – and you know when something is “off.”Students who are struggling with mental health issues are often first identified through their behavior, which, while developmentally appropriate, makes it hard to know how to respond effectively.Join child/adolescent behavioral expert and former educator Cheryl Catron, M.Ed., LPCC-S, RPT-S, in this compelling recording that will transform your perception of and response to emotional and behavior problems in your classroom, including:Tantrums and meltdownsImpulsivityRunning out of the roomPerfectionism and rigiditySuicidal ideation and behaviorSensory issuesRefusal to do workDifficulty with transitionsDisrupting othersIrritability, lashing out, aggressive behaviorOvert self-harm (head banging, hitting self)School avoidanceDon’t miss this unique training that’s sure to have you furiously writing down notes, ideas, and plans to transform your approach with the students who need you the most..
Your careful eye is crucial to the academic, social, and emotional development of your students – and you know when something is “off.”Students who are struggling with mental health issues are often first identified through their behavior, which, while developmentally appropriate, makes it hard to know how to respond effectively.Join child/adolescent behavioral expert and former educator Cheryl Catron, M.Ed., LPCC-S, RPT-S, in this compelling recording that will transform your perception of and response to emotional and behavior problems in your classroom, including:Tantrums and meltdownsImpulsivityRunning out of the roomPerfectionism and rigiditySuicidal ideation and behaviorSensory issuesRefusal to do workDifficulty with transitionsDisrupting othersIrritability, lashing out, aggressive behaviorOvert self-harm (head banging, hitting self)School avoidanceDon’t miss this unique training that’s sure to have you furiously writing down notes, ideas, and plans to transform your approach with the students who need you the most.
Handouts Manual - is Mental Health Issues in the K-5 Classroom (59.5 MB) 112 Pages Available after Purchase Illinois Educators Self-study Instructions (28.5 KB) Available after Purchase Illinois Educators Evaluation Form (1.2 MB) Available after Purchase Outline K-5 Students with Mental Health Issues When you know something’s going on, but you don’t know what it isCharacteristics of at-risk studentsWhy children are not small adultsHow skill deficits from mental health issues create behavioral difficultiesThe difference between “can’t” and “won’t”How maladaptive behavior serves as protection for the childCommon myths and limitations about diagnosesOppositional Defiant Disorder (ODD) What adults should never say (but usually do)How behavior reveals a needAre you (unintentionally) rewarding misbehavior?Kids who don’t feel badArguing with a defiant child – who is that about?De-escalation strategies that workAttention Deficit/Hyperactivity Disorder (ADHD) The unique needs of children with ADHDMore than a behavior problem: the neurobiology of ADHDHow to increase confidence and leadership skills in kids with ADHDDecrease disruptions and impulsive behaviorImprove transitions, social skills, and self-regulationADHD medications: What do teachers need to know?Anxiety What we know about kids who worry too muchSchool anxiety – types, characteristicsWhat to do about separation anxietyThe perfectionistic studentDrawing out the anxious student in a safe wayDepression & Mood Dysregulation How depression shows up in young childrenHelping students overcome helplessnessWhen is it more than moodiness?Helping depressed kids change their inner self-talkTrauma and Other Significant Life Events What the ACEs study has taught us about traumaThe fight, flight, or freeze response in the classroomHow to recognize and respond to traumatic stressWhat if you don’t know the child’s history?Incorporating trauma-informed practices into your daySuicide, Self-Harm, and Bullying How we talk about suicide is importantHead banging, hitting, scratching, and other “self-punishment”Helping ostracized children feel connectedWhy traditional discipline doesn’t work for bulliesMaking your classroom an emotionally safe spaceOther School-Based Considerations Collaborating with student support staff and outside cliniciansWorking with non-cooperative/reluctant parentsIdentifying your own triggers, choosing your battlesDiscipline – IDEA, special education considerationScreen time in the classroom – why reward systems don’t workLimitations of research and potential risks Faculty Cheryl Catron, M.Ed., LPCC-S, RPT-S Related seminars and products: 4 Cheryl Catron, M.Ed., LPCC-S, RPT-S, is a long-time educator and mental health clinician who has over 19 years serving students with a wide variety of academic and mental health needs..
Handouts Manual - Mental Health Issues in the K-5 Classroom (59.5 MB) 112 Pages Available after Purchase Illinois Educators Self-study Instructions (28.5 KB) Available after Purchase Illinois Educators Evaluation Form (1.2 MB) Available after Purchase Outline K-5 Students with Mental Health Issues When you know something’s going on, but you don’t know what it isCharacteristics of at-risk studentsWhy children are not small adultsHow skill deficits from mental health issues create behavioral difficultiesThe difference between “can’t” and “won’t”How maladaptive behavior serves as protection for the childCommon myths and limitations about diagnosesOppositional Defiant Disorder (ODD) What adults should never say (but usually do)How behavior reveals a needAre you (unintentionally) rewarding misbehavior?Kids who don’t feel badArguing with a defiant child – who is that about?De-escalation strategies that workAttention Deficit/Hyperactivity Disorder (ADHD) The unique needs of children with ADHDMore than a behavior problem: the neurobiology of ADHDHow to increase confidence and leadership skills in kids with ADHDDecrease disruptions and impulsive behaviorImprove transitions, social skills, and self-regulationADHD medications: What do teachers need to know?Anxiety What we know about kids who worry too muchSchool anxiety – types, characteristicsWhat to do about separation anxietyThe perfectionistic studentDrawing out the anxious student in a safe wayDepression & Mood Dysregulation How depression shows up in young childrenHelping students overcome helplessnessWhen is it more than moodiness?Helping depressed kids change their inner self-talkTrauma and Other Significant Life Events What the ACEs study has taught us about traumaThe fight, flight, or freeze response in the classroomHow to recognize and respond to traumatic stressWhat if you don’t know the child’s history?Incorporating trauma-informed practices into your daySuicide, Self-Harm, and Bullying How we talk about suicide is importantHead banging, hitting, scratching, and other “self-punishment”Helping ostracized children feel connectedWhy traditional discipline doesn’t work for bulliesMaking your classroom an emotionally safe spaceOther School-Based Considerations Collaborating with student support staff and outside cliniciansWorking with non-cooperative/reluctant parentsIdentifying your own triggers, choosing your battlesDiscipline – IDEA, special education considerationScreen time in the classroom – why reward systems don’t workLimitations of research and potential risks Faculty Cheryl Catron, M.Ed., LPCC-S, RPT-S Related seminars and products: 4 Cheryl Catron, M.Ed., LPCC-S, RPT-S, is a long-time educator and mental health clinician who has over 19 years serving students with a wide variety of academic and mental health needs.
her is In most recent role as a school-based mental health clinician, she provided therapy and support services for K-5 students with differing clinical issues including depression, anxiety, social skills, ADHD, and Oppositional Defiant Disorder..
In her most recent role as a school-based mental health clinician, she provided therapy and support services for K-5 students with differing clinical issues including depression, anxiety, social skills, ADHD, and Oppositional Defiant Disorder.
addition is In to this, Ms. Catron also served as a consultant for and collaborator with teachers, paraprofessionals, and other school staff members..
In addition to this, Ms. Catron also served as a consultant for and collaborator with teachers, paraprofessionals, and other school staff members.
her experience is Drawing on as a teacher, school counselor, and mental health clinician, Ms. Catron provided insightful guidance to develop and implement effective classroom-based strategies that facilitate improved behavioral and academic performance for students with a variety of needs including giftedness, learning disabilities, and emotional and behavioral disturbances.Cheryl is licensed as both a Professional Clinical Counselor and Supervisor in the state of Ohio and a Registered Play Therapist and Supervisor through The Association for Play Therapy..
Drawing on her experience as a teacher, school counselor, and mental health clinician, Ms. Catron provided insightful guidance to develop and implement effective classroom-based strategies that facilitate improved behavioral and academic performance for students with a variety of needs including giftedness, learning disabilities, and emotional and behavioral disturbances.Cheryl is licensed as both a Professional Clinical Counselor and Supervisor in the state of Ohio and a Registered Play Therapist and Supervisor through The Association for Play Therapy.
She is earned her Bachelor of Arts degree in English and Secondary Education and her Master of Education degree in School Counseling & Professional Counseling from Ohio University.She and her husband have recently founded a nonprofit organization, Foothold International, that serves indigenous communities in Kenya, East Africa..
She earned her Bachelor of Arts degree in English and Secondary Education and her Master of Education degree in School Counseling & Professional Counseling from Ohio University.She and her husband have recently founded a nonprofit organization, Foothold International, that serves indigenous communities in Kenya, East Africa.
Ms. Catron is is collaborating with the local government to develop community mental health response systems as well as trauma sensitivity to their outreach programs..
Ms. Catron is collaborating with the local government to develop community mental health response systems as well as trauma sensitivity to their outreach programs.
She is provides mental health training to teachers, health workers, and law enforcement personnel.Speaker Disclosures:Financial: Cheryl Catron has an employment relationship with The Counseling Source..
She provides mental health training to teachers, health workers, and law enforcement personnel.Speaker Disclosures:Financial: Cheryl Catron has an employment relationship with The Counseling Source.
She is receives a speaking honorarium from PESI, Inc.Non-financial: Cheryl Catron has a family member who was diagnosed with juvenile bipolar disorder..
She receives a speaking honorarium from PESI, Inc.Non-financial: Cheryl Catron has a family member who was diagnosed with juvenile bipolar disorder.