CPRI Professional Education Catalogue

Transcription

2016-2017
CPRI Professional
Education Catalogue
Supporting evidence-informed learning for individuals and organizations
working in child and youth mental health and developmental services
1
Our Goal
CPRI’s Education & Learning Services
endeavours to improve the lives of children
and youth with mental health and intellectual
disabilities across Ontario through excellence
in education and training.
3
Our Principles
Collaborative | Responsive | Accountable
Innovative | Evidence-Informed
We Strive to
4
1
Provide educational resources in a variety
of mediums to kids, families, and agencies
to support children’s mental health and
intellectual disabilities in Ontario
4
Collaborate with agencies across the
province to understand local context,
leverage community strengths, and be
responsive to area needs
2
Assess the needs of the service
system and address knowledge gaps
by providing responsive training
5
Engage researchers to ensure
offerings are evidence informed
3
Measure the efficacy of education
initiatives to ensure we are meeting
learning objectives and continually
improving
Offerings
Workshops & Training Courses
CPRI Clinical Presentations
CPRI provides evidence-informed learning to
support professional development. Internal, national
and international expert speakers are hosted to
facilitate professional learning and skill development.
Workshops are held onsite at CPRI at Zarfas Hall
(London, Ontario).
Education and community capacity building is a
significant component of CPRI’s strategic direction.
We provide a comprehensive list of topics available
for presentation by CPRI staff. Advance notice is required and presentations are subject to availability.
Webinars
CPRI Clinical Series
Webinars are provided by CPRI staff on a variety of
topics. Webinars are short online presentations that require you to have a computer and Internet connection
to participate.
Each year, our clinical teams offer intensive educational series in an area of speciality taking place over
several weeks. These series are offered (in person,
and/or via OTN) as indicated in the listing.
Registration
Videoconferencing
Registration Information
Workshops and training courses may be available
using videoconference technology through the
Ontario Telemedicine Network (OTN). https://otn.ca/en
All of our events require registration, and some
require payment. All registration information is
found on page 43.
Join Our Mailing List
Sign up to receive CPRI education event information at
http://bit.do/educationsignup
5
Table of Contents
Anxiety
Selective Mutism and Anxiety Disorders in Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Anxiety in Young People with Intellectual Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Attachment
Looking Beneath Behaviour: Early Relational Trauma & Attachment Disturbance Intervention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Looking for Connection: A User Friendly Framework to Promote Secure Attachment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Negative Life Events, Trauma, and Posttraumatic Stress Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Autism Spectrum Disorders
Diagnosis and Pharmaceutical Treatment for ASD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Language and Social Communication of ASD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Sensory Integration and ASD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The Link Between ASD and Problem Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Understanding ASD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Bullying and Suicide Prevention
S
E
S
C
Y
.
E
R
S
R
A
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Disinhibition Disorders
Leaky Brakes 101 - Fall Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Collaborative and Proactive Solutions Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
“Leaky Brakes-What They Are. What They AREN’T” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Tic, Tic, Tic….BOOM!: Understanding Reactive Rage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Cognitive-Behavioural “Brake-Jobs”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Infant Development
Infant Development: The Trans disciplinary Model of Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Motor Development in Children with Down Syndrome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Prelinguistic Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Development of Fine Motor Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Paediatric Feeding Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Intellectual Disabilities & Dual Diagnosis
A Residential Approach to Dual-Diagnosis (Assessment and Intervention). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Behavioural Strategies - Behaviour as Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
F-words, Participation and Transitions: Exploring Current Themes in Childhood Disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Increasing Play, Leisure and Communication in Dual Diagnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Management & Organizational Leadership
Creating Trauma Informed Environments: For Decision Makers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6
Medication & Psychiatry
Improving Safety with Psychotropic Medications: MedWise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Mood
Mood Assessment and Diagnosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
School Support for Children and Adolescents with a Mood Disorder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Sexual Behaviours
Concerning Sexual Behaviours in Children and Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Children With Concerning Sexual Behaviours and the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Sexual Behaviour Issues in Youth with Developmental Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Trauma and Concerning Sexual Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Creating a Healthy Sexual Environment Within a Residential Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Diversity
Shared Experiences: Cultural Considerations in Service Delivery to Amish Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Shared Experiences: Blending Aboriginal Traditions with Mainstream Services on a young person’s journey to healing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Substance Use & Addictions
Highs and Lows: Getting off the Rollercoaster Ride of Adolescent Addictions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Supporting Families
Alternative Family Placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Trauma-Informed Care
Paper Tigers Inspirational Video Screening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
The Bridge from Being Trauma-Informed to Being Trauma-Responsive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Trauma-Informed Care in a Residential Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Treatment Approaches, Therapies & Clinical Tools
36
.
37
The interRAI Child and Youth Suite of Tools: Assessment, Family Engagement, and Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
. . . . . . . . . . . . . . . 37
Workshops & Training
Webinar
Clinical Presentation CPRI Clinical Series
Family/Caregiver
Professionals
Everyone
7
Anxiety
October 12, 2016
10:30 AM - 12:00 PM
Cost: FREE
TO REGISTER OR FOR MORE INFO GO TO:
http://conta.cc/29P8X85
Selective Mutism and Anxiety Disorders in Children
Presented by: Dr. Jeff St. Pierre, C. Psych
Child & Parent Resource Institute
Anxiety disorders are a common mental health concern in children.
Some socially anxious children, who are able to speak well, will not
speak at school or are selectively mute with certain people. This
webinar will offer school based strategies to shape speech in
socially anxious children. Basic principles of school based
cognitive behaviour therapy strategies and parenting tips will also
be outlined.
8
Anxiety in Young People with Intellectual Disabilities
Presented by: IDEAS Program (Intellectual Disabilities and Emotional Disorders Adaptive
Strategies) Child & Parent Resource Institute
This presentation will assist the participants to understand what anxiety looks like in children and youth
with Intellectual Disabilities. Strategies that have been designed or adapted to be effective with this
population will be introduced to increase participants’ ability to successfully support children and youth.
*Due to high demand, presentation is subject to availability.
REQUEST PRESENTATION:
https://www.surveymonkey.com/s/CPRIspeakerrequest
Cost: FREE
Webinar
Family/Caregiver
Professionals
Everyone
9
Attachment
February 8, 2017
10:30 AM - 12:00 PM
Cost: FREE
http://conta.cc/2adTTXi
Looking Beneath Behaviour: Early Relational
Trauma & Attachment Disturbance Intervention
Presented by: Erin Watkins, CYW Child & Parent Resource Institute
Individuals who present with early negative life events may have learned not to seek support and comfort from
their caregivers. Instead, they may be more likely to “go it alone,” resulting in difficult to manage behaviour. This
webinar will discuss how to respond to challenging behaviour utilizing an attachment/trauma lens. 10
Looking for Connection: A User Friendly
Framework to Promote Secure Attachment
Negative Life Events, Trauma, and
Post-traumatic Stress Responses
Presented by: Attachment Consultation
Presented by: Attachment Consultation
and Education Service (ACES)
and Education Service (ACES)
This two hour presentation will provide a general
This presentation is designed to help professionals,
overview of attachment theory and research findings
schools, and/or families have a better understanding
to help take the guess work out of knowing what our
of trauma. The focus of the presentation is flexible
children need.
and will address learning objectives in depth or
more broadly based on audience needs.
*Due to high demand, presentation is subject to
availability.
availability.
Cost: FREE
Cost: FREE
Webinar
Family/Caregiver
Professionals
Everyone
11
Autism Spectrum
Disorders
Diagnosis and Pharmaceutical Treatment for ASD
Presented by: Child & Parent Resource Institute
The first part of this presentation will explain the clinical assessment for the diagnosis of Autism Spectrum Disorder
(ASD), including a review of symptoms present in children. The second part of the presentation will describe
medications commonly used to treat interfering behaviours associated with ASD, and will include information about
current evidence-based treatments.
Cost: FREE
12
availability.
The Language and Social
Communication of ASD
Cost: FREE
This presentation is intended to provide information
about how some of the characteristics of ASD
influence communication. Issues reviewed will include
what skills are needed for effective communication
and why, when these are impaired for children/
youth with ASD, difficulties may occur. General
information about intervention approaches to support
communication development will also be presented.
availability.
Sensory Integration and ASD
This presentation will include information about
Cost: FREE
sensory differences that may be present in children
with ASD. It will include a review of behaviours
that may be related to over-responsiveness/
under-responsiveness to sensory input as well as
sensorimotor integration issues that may impact motor
planning and coordination. General information and
strategies to support improved participation will be
discussed.
availability.
Webinar
Family/Caregiver
Professionals
Everyone
13
The Link Between ASD & Problem Behaviour
Understanding ASD
This presentation begins by exploring basic principles of
This presentation will include information about how
human behaviour, including the nature of reinforcement,
all of the symptoms associated with ASD create the
behaviour function, and how behaviour is strengthened
profile of skills and challenges for children/youth
to increase the likelihood that it will happen again. This
with this diagnosis. The presentation is intended to
is followed by an examination of problem behaviour and
support a better understanding of the diagnosis of
how the symptoms associated with an ASD diagnosis
ASD.
can contribute to problem behaviour. Finally, a fivestep plan for behavioural change is described with
ways to improve care providers’ overall well-being
availability.
along with the well-being of the person with ASD;
strategies for preventing problem behaviour; ways to
teach alternative behaviour; and lastly, what to do when
problem behaviour occurs , to reduce the likelihood of
strengthening it.
availability.
Cost: FREE
14
Cost: FREE
Bullying & Suicide
Prevention
October 26, 2016
9 AM - 4 PM
Standard: $115
Early Bird: $105
Group: $95
Location: CPRI, Zarfas Hall
600 Sanatorium Rd., London ON
Student: $75
$249/camera
Strategies to Build Social and Emotional
Skills in Children and Youth and to Reduce
the R isk of Adolescent Suicide: Assessing
the Evidence
http://conta.cc/2aeg3sy
John C. LeBlanc
READ MORE ABOUT JOHN PG. 40
Presented by: John C. LeBlanc, MD, MSc, FRCPC, FAAP
Dalhousie University
Using both presentations and interactive discussions, we will explore what is known about building assets in
children and youth, using the Social and Emotional Learning (SEL) framework, reducing bullying and cyberbullying
and the relationship of cyberbullying and suicide. Two perspectives will be discussed: 1) that of a clinician who
wishes to critically appraise the available evidence in order to better inform his or her own practice, 2) that of
a policymaker who must decide whether or not to implement particular interventions that claim to enhance
social and emotional skills and/or reduce aggression and bullying. By the end of the day, participants will have
knowledge of the various repositories of evidence such as CASEL, Blueprints for Violence Prevention, and the
Public Health Association of Canada. They will review how to analyse the strengths and weaknesses of studies of
interventions that claim to help children and youth and to distinguish between high and low quality evidence by
using a standardized critical appraisal tools such as GRADE. Finally, they will discuss how to inform their clinical
and policy practices based on the evidence just reviewed.
Webinar
Family/Caregiver
Professionals
Everyone
15
Disinhibition
Disorders
7 Weekly Sessions, Wednesdays 6:30-8:30 PM
September 14, 21, 28 October 5, 12, 19, 26
Optional: Video Viewing at 6pm
Cost: FREE
http://vocpri.ca/education-events/clinical-series
Leaky Brakes 101 - Fall Series
Presented by: Brake Shop
Clinic Child & Parent Resource Institute
This annual series offers 7 evening sessions, once
weekly, every Fall. Each week is devoted to a
different topic including; “Leaky Brake” disorders and
their misperceptions, pharmaceutical management,
sensory issues, home support, cognitive-behavioural
management, school interventions, review, and expert
panel discussion.
(Leaky Brakes: Tic Disorder (TS), Attention-Deficit/
Hyperactivity Disorder (ADHD), Obsessive-Compulsive
Disorder (OCD), Sensory Processing Dysfunction,
Oppositional Defiant Disorder (ODD), Intermittent
Explosive Disorder (IED) or ‘rage’)
16
Collaborative and Proactive Solutions
Workshop
“Leaky Brakes-What They Are. What They AREN’T
Presented by: Brake Shop Clinic
This is an overview presentation for school staff,
This 3 hour workshop demonstrates use of the
parents, mental health professionals intended
Skill Deficit Model based on Dr. Ross Greene’s
to improve understanding of Tourette Syndrome
Collaborative and Proactive Solutions (CPS) and Dr. B.
and associated disorders*, how to recognize and
Duncan McKinlay’s Leaky Brakes* Model. Learn how to
understand them, and how not to misinterpret them.
apply the concepts and practice Mapping Basket B, to
*(Tic Disorder (TS), Attention-Deficit/Hyperactivity
help children and youth with rage driven behavioural
Disorder (ADHD), Obsessive-Compulsive
challenges.
Disorder (OCD), Sensory Processing Dysfunction,
Oppositional Defiant Disorder (ODD), Intermittent
availability.
Explosive Disorder (IED) or ‘rage’).
availability.
Cost: FREE
Cost: FREE
Webinar
Family/Caregiver
Professionals
Everyone
17
Cognitive-Behavioural “Brake-Jobs”
Cost: FREE
This session provides an overview of non-medicinal
treatments for OCD, tics, and “rage”. This presentation
overviews two non-pharmaceutical (i.e. drug-free)
treatments, Comprehensive Behavioural Intervention
for Tics/Tourette Syndrome, and/or Exposure and
Response Prevention for Obsessive-Compulsive
Disorder.
availability.
Tic, Tic, Tic….BOOM!:
Understanding Reactive Rage
Presented by: Becky Richards, CYW
In this session you will learn how Tourette Syndrome,
Obsessive Compulsive Disorder, Anxiety, and Attention
Deficit Hyperactivity Disorder (“Leaky Brakes”), rather
than intentional choice, contribute to meltdowns. We
will also introduce you to an evidence-based model for
solving problems created by Dr. Ross Greene. Focus is
skill development to predict, prevent and/or decrease
rage episodes related to skill deficits which will help
calm the seas of your child’s neurological storms and an
introduction to some accommodations, modifications for
practical use.
18
January 18, 2017
10:30 AM - 12:00 PM
Cost: FREE
http://conta.cc/29S2nh9
Infant
Development
Cost: FREE
Infant Development: The Trans
Disciplinary Model of Service
Presented by: Home Visiting Program for Infants
This presentation provides an overview of issues associated with a trans disciplinary model of service delivery,
including the composition and maintenance of the trans disciplinary team, and the benefits and challenges
associated with this approach to provision of service.
Webinar
Family/Caregiver
Professionals
Everyone
19
Motor Development
Cost: FREE
This presentation provides an overview of gross and
fine motor milestones for young children, common
impairments, and how therapists can work with parents
in working towards developmental milestones/goals.
Motor Development in Children with
Down Syndrome
availability.
Cost: FREE
This presentation will provide an overview of the
differences in the neurological/musculoskeletal
availability.
makeup of infants with Down Syndrome, and how these
differences impact their gross motor development.
Strategies for promototing optimal gross motor
development will presented.
Prelinguistic Communication
Cost: FREE
This presentation will provide an overview of the
building blocks of communication. Typical progression
of communication skills in infants and toddlers will be
presented.
availability.
20
Development of Fine Motor Skills
Paediatric Feeding Issues
This presentation will provide an overview of fine
This presentation has two parts. Part 1 will provide an
motor skills, what the important stages are in fine
overview of the progression of feeding skills in typically
motor skill development, and what terms are used.
developing children, and how different diagnoses
Activity ideas to promote fine motor skills, and how
(e.g., premature infants, Down Syndrome, Cerebral
to identify “red flags” of fine motor development will
Palsy) may impact feeding skills. Part 2 will provide an
also be presented.
overview of assessment methods for feeding issues,
other factors in feeding, Gastroesophageal Reflux
Disease (GERD), and the basics of tube feeding.
availability.
availability.
Cost: FREE
Cost: FREE
Webinar
Family/Caregiver
Professionals
Everyone
21
Intellectual Disabilities
& Dual Diagnosis
November 23, 2016
10:30 AM - 12:00 PM
Cost: FREE
http://conta.cc/2adHH8S
A Residential Approach to Dual-Diagnosis
(Assessment and Intervention)
Presented by: Dr. Craig Ross, C. Psych
Children and youth with a “dual-diagnosis” (i.e., an Intellectual Disability and another diagnosis) can present with
forms of problem behaviour that are very difficult to manage in the community, at home, and at school. Although
the factors leading to a residential admission typically involving behavioural severity, there is frequently an
inaccurate understanding regarding the reasons for problem behaviour, as well as what can be reasonably
expected from the child or youth. This presentation will discuss the dual-diagnosis population from a skills
perspective and conceptualize (problem) behaviour in terms of ABA principles. The importance of accurate
assessment and considerations for intervention will be highlighted through case example.
22
Behavioural Strategies - Behaviour as
Communication
Presented by: Dual Diagnosis Program
Cost: FREE
This presentation will provide a framework for shifting
understanding about behaviour. It will provide an
overview of the forms of communicative behaviour and
availability.
what possible functions and communicative messages
of behaviours may be. Prevention and contingency
management strategies will also be presented.
Presentation is a 1/2 day interactive session for parents,
teachers, education assistants and community workers.
Session is limited to 25 people to allow for scenario
feedback, questions and answers.
F-words, Participation and Transitions:
Exploring Current Themes in Childhood
Disability
February 21, 2017
9 AM - 4 PM
Standard: $105
Presented by: Jan Willem Gorter, MD, PhD, FRCP(C);
Early Bird: $95
Group: $85
Rachel Teplicky, OT
Student: $65
$199/camera
CanChild Centre for Childhood Disability Research
http://conta.cc/2aegbYQ
McMaster University
In this presentation, we will introduce the F-Words
in childhood disability – function, family, fitness,
fun, friends and future. The F-words will provide a
framework for our discussion about participation and
transitions. Practical strategies for measuring and
facilitating child and youth participation, as well as
Jan Willem Gorter Rachel Teplicky
successful transitions , will be a focus of this
READ MORE ABOUT RACHEL & JAN PG. 40
workshop.
Webinar
Family/Caregiver
Professionals
Everyone
23
Increasing Play, Leisure and Communication in Dual Diagnosis
Presented by: Dina Barnes, O.T.; Ellyn Sleightholme, SLP; Susy Edwards, O.T. Child & Parent Resource Institute
Engaging children with a Dual Diagnosis (Intellectual Disability + behaviour or mental health diagnosis) in play and
leisure activities may be challenging due to many factors including but not limited to communication, motor and/
or sensory deficits. This half day interactive session introduces concepts on what is developmentally appropriate,
and provides insight into the challenges and strategies when working with this population. Participants will leave
with practical strategies for how to promote play and leisure skills including how to structure “unstructured time”
and increase quality and length of activities.
June 13, 2017
9 AM - 12:00 PM
Standard: $65
Early Bird: $55
Group: $45
Student: $25
$99/camera
http://conta.cc/2aeh43O
24
Management &
Organizational Leadership
April 6, 2017
9 AM - 4 PM
Standard: $145 Early Bird: $135 Group: $125 Student: $105
$269/camera
Creating Trauma Informed Environments:
For Decision Makers
http://conta.cc/29Sq4pG
Dr. Maggie Bennington-Davis
Presented by: Dr. Maggie Bennington-Davis, MD, MMM
Health Share of Oregon
READ MORE ABOUT MAGGIE PG. 41
Appropriate for decision makers in education, youth justice,
child welfare, and children’s mental health, this day-long
program will begin by describing the impact of trauma and violence on the developing brain, and teaching
about the Adverse Childhood Experiences study; then linking this information to the work we do. There will
be time for reflection on how this information pertains to us as we attempt to deliver services and on the
cultures in which we work. Later on in the day there will be specific examples of trauma informed practices
and an opportunity to reflect on how these and others may be helpful to those we serve, our organizations,
and ourselves.
Webinar
Family/Caregiver
Professionals
Everyone
25
Medication &
Psychiatry
March 8, 2017
10:30 AM - 12:00 PM
Cost: FREE
http://conta.cc/29S30HE
Improving Safety with Psychotropic
Medications: MedWise
Presented by: Dr. Ajit Ninan, MD, FRCPC, Medical Director; Ross Evans, RPh., BScPhm, MAJourn
The risk–benefit ratio of a particular medication is an ongoing evaluation that is specific to each individual. Effective monitoring and communication of medication effects by the individual and the treatment team can
increase medication benefits by identifying adverse effects if/when they occur. This information impacts
the risk-benefit ratio and plays an important role in making therapeutic decisions to optimize medication
therapy. This presentation will demonstrate how “MedWise ,” a virtual tool for monitoring side effects, can
make this process easier and more effective. 26
Mood
School Support for Children and
Adolescents with a Mood Disorder
Mood Assessment and Diagnosis
Presented by: Mood Disorders Clinic
Presented by: Mood Disorders Clinic
This presentation is designed to facilitate
understanding the complexity of assessment
Mood disorders can significantly impact the school
and treatment recommendations of children and
performance of children and adolescents. This
adolescents with a query of Mood Disorder.
presentation provides an overview of school related
difficulties that may occur with a Mood Disorder, with
the aim of increasing understanding of symptom
availability.
management within the school setting as well as
identifying resources to increase school success for
children and adolescents with this diagnosis.
availability.
Cost: FREE
Cost: FREE
Webinar
Family/Caregiver
Professionals
Everyone
27
Cost: FREE
Sexual Behaviour
Concerning Sexual Behaviours in
Children and Youth
Presented by: Sexual Behaviours Clinic
This presentation provides an overview of children and youth that present with concerning sexual behaviours
and factors that contribute to why behaviours occur. Interventions and strategies that can support positive
change will also be explored. Presentation designed for social workers, teachers, probation officers, and
students.
28
Children With Concerning Sexual
Behaviours and the Family
Sexual Behaviour Issues in Youth with
Developmental Disabilities
In this presentation participates will learn about
This presentation highlights the importance of
contributing factors which can result in the
understanding the purpose and meaning of sexual
development of inappropriate sexual behaviours
behaviour in youth with developmental disabilities for
in children and youth. Participants will also learn
those directly working with the youth (front line staff,
of the significant emotional impact to families and
clinicians and students). While some of the behaviour
the particular difficulties when sibling incest has
is typical for age and developmental functioning, many
occurred. Strategies to decrease the sexualized
behaviours could be considered high risk or problematic.
behaviour and safety planning within the home will
Effective management requires consideration of the
be discussed.
functioning level, strengths and skills of the individual.
availability.
availability.
Cost: FREE
Cost: FREE
Webinar
Family/Caregiver
Professionals
Everyone
29
Trauma and Concerning
Sexual Behaviour
Creating a Healthy Sexual Environment
Within a Residential Setting
In this presentation participants will learn about
This presentation will provide an overview of children and
contributing factors which can result in the
youth that present with inappropriate sexual behaviours
development of inappropriate sexual behaviours
with a focus on residential settings. Participants will
in children and youth. In particular, participants
explore how problematic behaviours can be addressed
will explore the impact of trauma as a significant
using strategies, interventions, safety planning and
contributor and how to support the child to address
supervision, and discusses the positive impact of a
experiences of trauma. Strategies to decrease
healthy sexual environment. This presentation is designed
sexualized behaviour and safety planning will also
for Child and Youth Workers and clinicians working within
be discussed.
a residential, group home or treatment setting.
availability.
availability.
Cost: FREE
30
Cost: FREE
Diversity
Shared Experiences: Cultural Considerations
in Service Delivery to Amish Populations
Presented by: Bindu Cherian, O.T., Parent Infant
Therapist Child & Parent Resource Institute
Shared Experiences: Blending Aboriginal
Traditions with Mainstream Services on a
Young Person’s Journey to Healing
Presented by: Lisa Martin, MSW, RSW
In this webinar, family centred, flexibility, culture, and
collaboration are four aspects of care that will be
explored in the context of working with Old Order
Amish and Mennonite families in Huron and Perth
counties. This webinar will include:
Being mindful and respectful of a child or youth’s
cultural connections gives them a personal voice in
their journey to healing. This presentation will provide
introductory examples and strategies for blending
1. Historical review of the Old Order Amish and
aboriginal traditions and healing practices with
Mennonite origins
mainstream treatment in the context of mental health
care service delivery for children and youth.
2. Description of four aspects of care – family
centred, flexibility, culture and collaboration – and
examples from this distinct community
3. Sharing of personal insights of the experience
of relationship building in a rural community with
families and agencies
June 7, 2017
10:30 AM - 12:00 PM
Cost: FREE
April 19, 2017
10:30 AM - 12:00 PM
http://conta.cc/2adTQuF
Cost: FREE
http://conta.cc/2adTXXa
Webinar
Family/Caregiver
Professionals
Everyone
31
Substance Use
& Addictions
Highs and Lows: Getting off the
Rollercoaster Ride of Adolescent Addictions
Presented by: Dr. Peter Selby, MBBS, CCFP, FCFP,
MHSc, Dip ABAM, FASAM
Centre for Addiction and Mental Health
May 25, 2017
9 AM - 4 PM
Standard: $105
Early Bird: $95
Group: $85
Student: $65
$199/camera
http://conta.cc/2aegxyK
Peter Selby
READ MORE ABOUT PETER PG. 41
Addiction is an equal opportunity developmental brain
disorder affecting people from all walks of life. It begins in
adolescence and can progressively worsen over time if left
untreated. For a substantial minority substance use becomes a major problem interfering with functioning at
home, school, work and/ or play. It can even lead to premature death from accidents and overdose. Moreover,
addiction is a family disease. The suffering and pain is experience by the user and their family and friends.
However, with appropriate treatment people do recover and can lead very productive lives. This interactive
workshop will help attendees understand why people get addicted, how to tell when use is becoming an
addiction, how to talk so the person can hear and will take action and finally review what treatment is available
from early interventions to intensive treatment especially when there are concurrent disorders.
32
Supporting
Families
Cost: FREE
Alternative Family Placements
Presented by: Homeshare Program Child & Parent Resource Institute
This presentation is intended for organizations interested in gathering further information about this unique
program at CPRI and/or developing their own alternate family placement program. This session will provide an
instructive overview of the implementation of the Homeshare Program at CPRI, which is a specialized family
placement program for children & youth who have multiple disabilities. Homeshare offers the possibility of a
full-time and long-term option for families who still want their child to be part of a family but are unable to provide
this care in their own home. Topics will include: structure of the Homeshare program at CPRI; the recruitment,
screening, training, and ongoing support of potential Homeshare Families; using an individualized funding model;
providing a seamless transition to adult years; coordinating and facilitating the involvement of Natural Families,
including trips home, visits, and participation in treatment and care planning.
*Due to high demand, presentation is
subject to availability.
Webinar
Family/Caregiver
Professionals
Everyone
33
Trauma-Informed
Care
http://conta.cc/2aefVt9
September 27, 2016
9:00 AM - 12:00 PM
Standard: $15 Student: $10
Paper Tigers Inspirational Video Screening
Panel Discussion following the screening
Licenced by KPJR Films
Armed with their own cameras and their own voices, the teens of Paper Tigers offer raw but valuable
insight into the hearts and minds of teens pushing back against the specter of a hard childhood.
Against the harsh reality of truancy, poor grades, emotional pain, and physical violence, answers begin
to emerge. The answers do not come easily. Nor can one simply deduce a one-size-fits-all solution
to a trauma-informed education. But there is no denying something both subtle and powerful at work
between teacher and student alike: the quiet persistence of love.
34
The Bridge from Being TraumaInformed to Being Trauma-Responsive
November 9, 2016
10:30 AM - 12:00 PM
Cost: FREE
Presented by: Tom Ketelaars, CYW Child & Parent
Resource Institute
http://conta.cc/2adHH96
Trauma is a widespread, harmful and costly public
health issue. Increasingly the literature identifies the
need to address trauma as an important component
of quality service delivery for children, youth and
families. This webinar will help participants develop
a better understanding of how to incorporate trauma
theory in the delivery of trauma responsive programs
and services to improve quality outcomes. Trauma-Informed Care in a
Residential Setting
May 3, 2017
10:30 AM - 12:00 PM
Cost: FREE
Presented by: Dr. Jared Berman, C.Psych
http://conta.cc/2adUbgS
Learn through a case example how to apply a
trauma-informed care approach in a residential
setting for youth with complex mental health
concerns, and often traumatic histories. The focus
will be on working directly with youth, caregivers,
families as well as frontline staff and other mental
health professionals, to develop individualized
assessment and treatment plans.
Webinar
Family/Caregiver
Professionals
Everyone
35
Treatment Approaches,
Therapies & Clinical Tools
November 15 , 2016
9:00 AM - 12:00 PM
Standard: $65
Early Bird: $55
Group: $45
Student: $25
$99/camera
http://conta.cc/2aegfba
Principles and Practices of Art Therapy
with Children and Youth
Presented by: Jennifer Stan, B.A. ATR
Learn about the difference between Art as Therapy and
Art Therapy in this interactive workshop deliverd by an Art
Therapist with expertise in working with vulnerable and special
needs populations. Art Therapy often relies on an individualized
approach that is flexible to fit the needs of a child or youth,
and aims to identify and address the emotional issues that may
be contributing to their behaviour. Participants will learn how
Art Therapy can help give a different kind of voice to children
and youth who may be experiencing trauma or challenging life
events, and introduce healthy coping and expression strategies
such as emotion cards. Participants will also experience a
hands-on interactive activity; art tools will be supplied.
36
Jennifer Stan
READ MORE ABOUT JENNIFER PG. 41
The interRAI Child and Youth Suite of Tools:
Assessment, Family Engagement, and Data
When Problem Behaviour Happens for Children
& Youth with Special Needs – the Role of the
Board Certified Behaviour Analyst (BCBA)
Presented by: Dr. Kim Arbeau, Ph. D; Maggie
Presented by: Patty Petersen, BCBA; Monique
McKnight, BA Child & Parent Resource Institute
Nagtegaal, BCBA Child & Parent Resource Institute
Understandably, families can get extremely frustrated
This presentation begins by describing what a Board
telling their story multiple times to service providers.
Certified Behaviour Analyst (BCBA) does then explores
The interRAI Child and Youth Suite of Tools was
basic principles of human behaviour, including the
designed to support seamless transitions across
nature of reinforcement, behaviour function, and how
agencies and sectors to ultimately reduce burden
behaviour is strengthened to increase the likelihood
on clients and families. This webinar will provide a
that it will happen again. This is followed by an
brief introduction to the tools in the interRAI Child
examination of how some of the symptoms associated
and Youth Suite, demonstrate how the tools support
with special needs diagnoses can contribute to
transitions (including to adult services) and family
problem behaviour then, finally, a five-step plan for
engagement, and highlight how the information
behaviour change is offered.
collected can be used to report outcomes at the
client/family and agency levels.
January 25, 2017
10:00 AM - 12:00 PM
Cost: FREE
December 7, 2016
10:30 AM - 12:00 PM
Cost: FREE
http://conta.cc/29S1ghu
http://conta.cc/29S2dq9
Webinar
Family/Caregiver
Professionals
Everyone
37
Index of Webinars, Workshops & Training
September
27
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Leaky Brakes 101 - Fall Series SEPTEMBER 14, 21, 28, 2016. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
October
8
.
Strategies to Build Social and E motional Skills in Children and Youth and
to Reduce the Risk of Adolescent Suicide: Assessing the Evidence
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Leaky Brakes 101 - Fall Series (Continued) OCTOBER 5, 12, 19, 26, 2016 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
November
The Bridge from Being Trauma-Informed to Being Trauma-Responsive NOVEMBER 9, 2016 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Principles and Practices of Art Therapy with Children and Youth NOVEMBER 15, 2016. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
A Residential Approach to Dual-Diagnosis (Assessment and Intervention) NOVEMBER 23, 2016 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
December
The interRAI Child and Youth Suite of Tools: Assessment, Family Engagement, and Data DECEMBER 7, 2016 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
January
Tic, Tic, Tic….BOOM!: Understanding Reactive Rage JANUARY 18, 2017 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
When Problem Behaviour Happens for Children & Youth with Special Needs – the Role of the Board Certified Behaviour Analyst (BCBA) JANUARY 25, 2017 . . . . . . . 37
February
Looking Beneath Behaviour: Early Relational Trauma & Attachment Disturbance Intervention FEBRUARY 8, 2017 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
F-words, Participation and Transitions: Exploring Current Themes in Childhood Disability FEBRUARY 21, 2017. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
March
Improving Safety with Psychotropic Medications: MedWise MARCH 8, 2017 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
April
Creating Trauma Informed Environments: For Decision Makers APRIL 6, 2017. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Shared Experiences: Cultural Considerations in Service Delivery to Amish Populations APRIL 19, 2017 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
May
Trauma-Informed Care in a Residential Setting MAY 3, 2017 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Highs and Lows: Getting off the Rollercoaster Ride of Adolescent Addictions MAY 25, 2017 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
June
Shared Experiences: Blending Aboriginal Traditions with Mainstream Services on a Young Person’s Journey to Healing JUNE 7, 2017. . . . . . . . . . . . . . . . . .31
Increasing Play, Leisure and Comunication in Dual Diagnosis JUNE 13, 2017. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
38
Index of Clinical Presentations
Anxiety
Anxiety in Young People with Intellectual Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Attachment
Looking for Connection: A User Friendly Framework to Promote Secure Attachment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Negative Life Events, Trauma, and Posttraumatic Stress Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Autism Spectrum Disorders
Diagnosis and Pharmaceutical Treatment for ASD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Language and Social Communication of ASD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Sensory Integration and ASD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The Link Between ASD and Problem Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Understanding ASD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Disinhibition Disorders
Collaborative and Proactive Solutions Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
“Leaky Brakes-What They Are. What They AREN’T” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Cognitive-Behavioural “Brake-Jobs”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Infant Development
Infant Development: The Trans disciplinary Model of Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Motor Development in Children with Down Syndrome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Prelinguistic Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Development of Fine Motor Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Paediatric Feeding Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Intellectual Disabilities & Dual Diagnosis
Behavioural Strategies - Behaviour as Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Mood
Mood Assessment and Diagnosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
School Support for Children and Adolescents with a Mood Disorder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Sexual Behaviours
Concerning Sexual Behaviours in Children and Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Children With Concerning Sexual Behaviours and the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Sexual Behaviour Issues in Youth with Developmental Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Trauma and Concerning Sexual Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Creating a Healthy Sexual Environment Within a Residential Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Supporting Families
Alternative Family Placements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Webinar
Family/Caregiver
Professionals
Everyone
39
Presenter Biographies
Dr. Jan Willem Gorter, MD, PhD, FRCP(C) CanChild Centre for Childhood Disability Research McMaster
University
SEE PAGE 23
Dr. Jan Willem Gorter is the Director of CanChild, and Professor in the Department of Pediatrics
and an associate member in the School of Rehabilitation Science at McMaster University. He has
been an investigator at CanChild since 2008. Jan Willem has training in rehabilitation medicine
(physiatry) with a special clinical and research interest in transition services for youth with
developmental disabilities. He completed his post doctoral training at CanChild in 2002 and was
co-founder of NetChild Network for Childhood Disability Research in the Netherlands (January
2003). Jan Willem’s research at CanChild focuses on the themes of family, function and fitness and
includes clinical studies and health services research.
Rachel Teplicky, OT CanChild Centre for Childhood Disability Research McMaster University
Rachel Teplicky is a Research Coordinator who works on projects related to child and youth
participation, family-centred service and the MPOC Measurement and Analysis Service. She is an
occupational therapist and has worked with preschool-aged children with special needs and their
families. Rachel has a Master’s degree in Rehabilitation Science.
SEE PAGE 23
John C. LeBlanc, MD, MSc, FRCPC, FAAP Dalhousie University
SEE PAGE 15
40
Dr. John LeBlanc is a pediatrician and epidemiologist at the IWK Health Centre and an Associate
Professor at Dalhousie University in the Departments of Pediatrics, Psychiatry, and Community
Health & Epidemiology. He is the President of the Atlantic Pediatric Society and a member of the
Early Years Task Force of the Canadian Paediatric Society and is very active in the promotion of
early childhood development and social and emotional learning (or SEL) in children and youth. He
advises the Nova Scotia Department of Health and works closely with one Nova Scotia school
board to assess the level of social and emotional skills in its students. He has published two
toolkits designed to help organizations that work closely with children and youth choose effective
and affordable programs that actually improve social/emotional skills and reduce aggression and
bullying.
Jennifer Stan, B.A. ATR Child & Parent Resource Institute
SEE PAGE 36
Jennifer Stan has been employed at CPRI as an Art Therapist since 1988. Prior to that, Jennifer
was a Child and Youth Worker at CPRI, where her exploration of art and creative expression
with vulnerable children and youth combined with her B.A. in Visual Arts, eventually led to the
development of a recognized Art Therapy practice at CPRI. Jennifer’s work with inpatient and
outpatient youth at CPRI has helped many young clients identify emotions, and use their creative
voice in overcoming negative life events or challenging experiences. Jennifer was among the
pioneering Art Therapists in London, Ontario, and has mentored Art Therapy students throughout
her career.
Dr. Peter Selby MBBS, CCFP, FCFP, MHSc, Dip ABAM, FASAM
SEE PAGE 32
Peter Selby MD is the Director of Medical Education and a Clinician Scientist at the Centre
for Addiction and Mental Health (CAMH). He is a Professor in the Departments of Family and
Community Medicine, Psychiatry, and the Dalla Lana School of Public Health at the University of
Toronto. He is also a Clinician Scientist in the Department of Family and Community Medicine. Dr. Selby is the executive director and creator of the TEACH project - a continuing education
certificate program in Applied Counselling for Health and the Principal Investigator of the STOP
study, an implementation model within health systems with a focus on tobacco and alcohol
addiction.
Dr. Maggie Bennington-Davis MD, MMM, Health Share of Oregon
SEE PAGE 25
Dr. Bennington-Davis is currently the Chief Medical Officer at the Health Share of Oregon,
and has worked previously in numerous leadership roles including Chief Medical Officer and
Chief Operating Officer at Cascadia Behavioral Healthcare and Medical Director of Psychiatry
at Salem Hospital. Maggie is also an Associate Clinical professor at Oregon Health Sciences
University since 1994, and has helped develop training and education for cultural change
through the Evolutions in Healthcare program which she co-founded. She is also Co-creator of
The Engagement Model, based on Dr. Sandra Bloom’s Sanctuary Model. Dr. Bennington-Davis
has helped Oregon’s largest coordinated care organization (Cascadia) stabilize its finances and
operations while improving quality, and remains closely engaged in Oregon’s health transformation
process.
Webinar
Family/Caregiver
Professionals
Everyone
41
Presenter Biographies
Susy Edwards Child & Parent Resource Institute
Susy Edwards is a registered Occupational Therapist with 17 years of experience working with children and adolescents with
developmental and behavioral concerns who are receiving services through CPRI’s intensive services program. Susy has a
Masters of Clinical Science degree in Occupational Therapy and has achieved her Sensory Integration Certification through
the University of Southern California/Western Psychological Services. Susy has been at CPRI for 17 years and has also
worked previously in the autism spectrum disorders program and with mental health residential units. SEE PAGE 24
Dina Barnes Child & Parent Resource Institute
Dina Barnes is a registered Occupational Therapist with 17 years of experience working with children with physical,
developmental and mental health difficulties. Dina has a Bachelor of Arts Degree in Psychology and a Bachelor of
Science Degree in Occupational Therapy. Dina has achieved her Sensory Integration Certification through the University
of Southern California/Western Psychological Services and has completed specialized training in Neurodevelopmental
Treatment (NDT). Dina has been at CPRI for 11 years and currently works with the Dual Diagnosis Program, IDEAS Program
and Residential Services.
SEE PAGE 24
Ellyn Sleightholm Child & Parent Resource Institute
Ellyn Sleightholm is a Speech Language Pathologist with 12 years of experience working with paediatric clients. Ellyn
has a Masters of Clinical Science degree in Communication Sciences and Disorders. For the last 10 years, Ellyn has
worked as part of an interdisciplinary team participating in assessment and consultation for children and adolescents with
developmental and behavioral concerns who are receiving services through CPRI’s intensive services program.
SEE PAGE 24
42
How to Register & Pay
Registration Information for Workshops & Training
CPRI workshops are expected to fill quickly
and many sell out. Register early to avoid
disappointment. Pre-registration with payment
is required to secure a space. Cost varies with
event, as indicated. Lunch is not provided
unless otherwise specified.
A $10.00 Early Bird discount will be applied at
checkout for registrations completed a minimum
of two weeks prior to the event.
Groups of two or more registrants for the same
course will receive a group rate. Students in a
university or college program will also receive a
discount. Copy of Student ID must accompany
registration.
Registration Information for Webinars
Register online using the links on event listing.
There is no cost for webinars. Webinars use an
online platform called Adobe Connect, which
requires you to have a computer, internet
connection, and access to a phone line. Adobe
Connect works best in updated browsers such
as Google Chrome or FireFox. To test your
connection, please visit the Adobe Connect
diagnostic page http://admin.adobeconnect.com/
common/help/en/support/meeting_test.htm
CPRI webinars have limited capacity and are
expected to fill quickly. Webinars that are in
high demand may be offered again in the future.
Waiting lists are kept for webinars that are filled.
If you have registered and for any reason you
cannot attend, please contact CPRI’s Education
& Learning Services CPRI.Educate@ontario.ca to
cancel your registration.
CPRI Clinical Presentations
To request a CPRI Clinical Presentation at your
agency or school, please complete the request
form at https://www.surveymonkey.com/s/
CPRIspeaker/request. Due to high demand
presentations are subject to availablity.
There is no fee for CPRI Clinical Presentations.
Should you wish to express your appreciation
for this educational service, you may do so
by making a donation to VOCPRI, Volunteer
Organization of CPRI (Registered Charitable
Organization License #89249 7249 RR0001),
600 Sanatorium Road, London, Ontario, N6H
3W7, Attention: Volunteer Services. For further
information, please contact Volunteer Services at
(519) 858-2774, ext. 5558
Registration Information for CPRI Clinical Series
Register online using the links on event listing.
Leaky Brakes is held at CPRI and is available via
OTN.
Webinar
Family/Caregiver
Professionals
Everyone
43
Use this form when registering for
Workshops & Training ONLY.
MINISTRY OF CHILDREN
AND YOUTH SERVICES
REGISTRATION FORM
To register and pay offline, fill out this form
and submit by E-mail, fax, or mail (You can also
download a copy).
EDUCATION EVENT REGISTRATION FORM
Title of Workshop:
Date:
Location: Zarfas Hall, 600 Sanatorium Rd,
London, ON N6H 3W7
FOR OTN REGISTRANTS: To register your
camera, check this box and provide your
camera number
*Name:
Address:
*Organization:
City:
*Phone:
*Email Address:
*Required Fields
Credit Card Number:
Cost of Registration:
Method of Payment:
Cheque Payable to VOCPRI
Expiration Date:
Credit Card
Name of Cardholder:
Mail completed registration form to:
Volunteer Organization of CPRI
600 Sanatorium Rd, London, Ontario
N6H 3W7
Cardholder
Signature:
Fax completed registration form to:
519-858-3913
Attn: VOCPRI
Email completed registration form to:
cpri.education@ontario.ca
FOR REGISTRATION INFORMATION CALL: 519-858-2774 ext.5554
Register early to avoid disappointment. Pre-registration with payment is required to secure a space. Notice of cancellation
must be received two weeks prior to the event in order to obtain a refund. An administration fee of $10 will be charged
for all cancellations. Substitutions are permitted. The views and opinions expressed by presenters do not necessarily state
or reflect those of the Ministry of Children and Youth Services or Child and Parent Resource Institute. No endorsement by
MCYS or CPRI is intended or should be inferred.
44
www.cpri.ca
Policies & Disclaimers
Registration Cancellation
Photo Disclaimer for In Person Events
Notice of cancellation must be received two weeks
VOCPRI/CPRI reserves the right to use any photograph/
prior to the event in order to obtain a refund. An
video taken at any VOCPRI/CPRI-sponsored
administration fee of $10 will be charged for all
event. VOCPRI/CPRI may use photograph/video in
cancellations. Substitutions are permitted.
educational/promotional materials, used or contracted
by VOCPRI/CPRI including but not limited to: brochures,
invitations, books, newspapers, magazines, television,
Cancellation Policy
CPRI reserves the right to cancel workshops,
training, webinars and presentations due to under
enrollment, work stoppages, presenter illness or
inclement weather. Refunds will be provided if an
event is cancelled by CPRI.
websites, etc. To ensure the privacy of individuals,
images will not be identified using names or personal
identifying information without written approval from
the subject, parent, or legal guardian. A person
attending an event who does not wish to have their
image recorded should make their wishes known to the
photographer.
Risk Disclaimer
The views and opinions expressed by presenters do
not necessarily state or reflect those of the Ministry
of Children and Youth Services or Child and Parent
Resource Institute. No endorsement by MCYS or
CPRI is intended or should be inferred.
The 2016-17 Professional Education Catalogue is made possible
through a partnership between CPRI and the Volunteer
Organization of CPRI (VOCPRI – Registered Charity #89249 7249
RR0001). For more information about VOCPRI, please visit http://
www.vocpri.ca.
45
Notes
46
Webinar
Family/Caregiver
Professionals
Everyone
47
OUR MISSION IS TO support children and youth
with complex mental health or developmental
challenges in reaching their full potential and
enhancing their quality of life.
WE PROVIDE HIGHLY SPECIALIZED,
TRAUMA-INFORMED MENTAL HEALTH
AND DEVELOPMENTAL SERVICES:
Assessment
Consultation
Treatment
Research
Education
OUR SERVICES ARE:
Accessible
Evidence-informed
Individualized
Culturally sensitive
Inclusive
MINISTRY OF CHILDREN
AND YOUTH SERVICES
www.cpri.ca

CPRI Professional Education Catalogue

Transcription

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