Introduction

Dr. Yancy Ford

Joelle Hood, EdD, Chief Empowerment Officer, Thriving YOUniversity, Murrieta, CA 

Strong social connections strengthen our immune system, lower anxiety and depression, and even help us live longer. Additionally, people who feel connected are more empathetic, trusting, and cooperative. This engaging and interactive session will provide participants with research, strategies, and structures for building belonging and cultivating connection in the classroom, the staff room, at home, and in the community. 

Phylicia Anderson, MSW, LCSW, Director of Child and Adolescent Programs, Director of Outreach Gateway Community Service Board, Savannah, GA
“Black Girl Magic” is a popular phrase that celebrates the beauty, power, and resiliency of black womanhood. Just like magic, black girls are often misunderstood and feared. Through implicit biases, stereotypes, and discrimination, many black girls are unable to reach their full potential. As change agents, it is our responsibility to break barriers and build therapeutic relationships to tap into black girl magic! 

Tom Harris, MS, Director, Therapeutic Drumming Interventions, Douglasville, GA
Tatiana Rolles
Group drumming has been used to promote community and healing for millennia. This workshop will explore the use of traditional West African drumming with challenging youth. Participants will learn how to use simple warmup activities with drums to work with groups. A traditional West African rhythm will be taught and played.

Tammy Pawloski, PhD, Professor of Education, Director, Center of Excellence to Prepare Teachers of Children of Poverty, Francis Marion University, Florence, SC
Life with limited resources can negatively impact achievement and life success, but the good news is that schools and teachers can matter more! The latest research from neuroscience provides direction for intentional school and teacher moves that can dramatically and positively shift the trajectory for all students. Learn how to reframe challenges as opportunities for uncovering often-hidden potential. Take away strategies that engage the brain, empower the learner, and change the outcomes for under-resourced (and ALL!) students. 

TM. Christopher Pugh, EdD, Professional Speaker/Consultant, Georgia Southern University
How serious is the situation? How heavy is the mental weight? Do you know what to do when you are confused? Caseload Management at any level can be influenced by the lack of space, opportunity, and knowledge of emotions associated with being under internal and/or external pressure. Social Emotional Learning is influenced by the comprehension level of the reason or reasons one has for responding, acting, or behaving in a certain manner when faced with adversity. Participants will be well-versed in the strategic application of effective communication skills and will know the value of both Intrinsic and Extrinsic Social Emotional Learning (SEL) and Wellness. Dr. Pugh will lead a workshop on how to identify how caseload management responds emotional wellness, and how to address concerns that affect the mind, home, and workplace of educators.  

Rajni Shankar-Brown, PhD, Professor and the Jessie Ball duPont Endowed Chair of Social Justice Education, Stetson University, DeLand, FL
As poverty and homelessness continue to increase in the United States, educational stakeholders must collectively work to address growing disparities and support the well-being of diverse learners. This interactive session will illuminate social and educational inequalities from global, national, and local contexts, and provide high-impact practices to tackle the challenges of poverty and homelessness. Strategies to address systemic oppression and actively build equitable learning environments for diverse students will be shared through multimodal research, including narrative storytelling. Participants will explore intersectional factors to enhance learning and support the social-emotional well-being of children, youth, and families through meaningful connection-making and critical reflection.  

Amie Myrick, LCPC, Licensed Clinician, Consultant, Trainer, Facilitator, New Phase Counseling and Consulting, LLC, Lutherville, MD
Although many are familiar with adverse childhood experiences (ACEs) and their impacts on development, fewer are familiar with research on positive childhood experiences (PCEs) or incorporate it into daily work with students and parents. Session attendees will review research surrounding childhood experiences, discuss ways in which a trauma- and assets-informed approach benefits students, parents, and professionals, and learn skills to incorporate this approach into their work. 

Jamie Like, BS, Evaluation Analyst Senior, University of Kentucky, Brunswick, GA
The presentation will follow one child’s journey who experienced multiple instances of complex trauma. Despite a very high ACE score, she was positively connected to multiple adults, was able to develop resilience, find recovery, hope, and purpose. A high ACE score doesn’t have to “doom” a child to lifelong issues because there are things we can do to mitigate that damage. 

David Bill, MPA, MS, Director of Recruiting and Outreach, Georgia Youth ChalleNGe Program, Milledgeville, GA
The Georgia Youth ChalleNGe Program is a voluntary alternative education program open to 16 to 18-year olds who are behind academically or have already left school and who are looking for a way to change their lives through education, service to the community, physical fitness and life skills training. This 22-week residential military style, tuition-free program helps young people earn their GED, or High School diploma and offers pathways to enroll in college, enter the workforce or join the military. 

Ashley Hinch, MAT, Instructional Coach, Conway High School, Horry County Schools, Conway, SC
Lindy Williams, MEd, Assistant Principal, Conway High School, Horry County Schools, Conway, SC
Learn how to STIR up your Advisory or SEL program at your school. Our self-created advisory program is StudentCentered, Timely, Intentional, and Rewards based. This session will equip participants with the tools to implement a similar program that can be customizable to meet the needs of their students and the school as a whole. 

Garrett Zajac, Front Porch ACTS, Savannah, GA
Vira Salzburn, MSM, CAPM, Director, Chatham County Safety Net Planning Council, Savannah, GA
This presentation will discuss the development, implementation, and techniques of the unique Savannah-based Front Porch ACTS program that uses empirically-supported, theater-based, and trauma-responsive Trauma Drama intervention providing an effective therapeutic alternative to serving children and adolescents affected by Adverse Childhood Experiences (ACEs) and complex trauma. 

Indya Walker, MS, Graduate Student / Research Assistant, University of North Carolina at Greensboro, Greensboro, NC
This presentation will discuss findings from a qualitative study that was part of the HealingGSO project that explored the thoughts and perceptions of 29 community stakeholders about resilience in Black boys and young men and the resources and barriers that exist for fostering resilience in community violence-impacted Black male youth and young men in the city of Greensboro, NC.  

David Watson, Director, School District 49, Falcon, CO
Fletcher Louis, PhD, Executive Director, Facilities and Operations, School District 49, Falcon, CO
The Executive Director of Facilities and Operations and the Director of Safety and Security for a Colorado School district with 27,000 students will share tools, techniques, and experiences, which have cultivated restorative practices (RP) in their district. The presenters will discuss the effectiveness of proactive techniques for training SROs and school security officers to provide successful restorative alternatives to traditional discipline approaches with the goal of helping participants evaluate whether getting rid of SROs versus retraining their approach to student discipline is the best alternative. 

Thomas Peterson, EdD, Professor, University of West Georgia, Carrollton, GA
Stephanie Love, MS, Case Expeditor, University of West Georgia, Carrollton, GA
Jo O’Donnell Tyesha Harrison, Undergraduate student at the University of West Georgia
Tom Parmer, Carroll County Juvenile Judge
Trauma in our at-risk youth community is a growing concern and must be addressed if we are to expect positive transformations. We have developed a mentoring program that is specifically designed to bring healing that is transforming our at-risk youth that are on probation with the justice system here in Georgia. The outcomes are humbling and remarkable. 

Chris Jackson, EdS, Assistant Principal, Cobb County School District, Marietta, GA
Courtney Johns, EdS, Teacher, Cobb Horizon High School, Atlanta, GA
Cynthia Simpson, EdS, Teacher, Cobb Horizon High School, Marietta, GA
Jeanne Walker, PhD, Principal, Cobb Horizon High School, Atlanta, GA
Tammy Maclean, EdS, Teacher, Cobb Horizon High School, Marietta, GA
In education today, “alternative programs” are many times looked at as the ugly stepchild and simply an afterthought as a “second chance” for students and educators when the traditional high school experience is not successful. In this session, we will present how the Cobb County School District took the leap of faith to create an academic alternative school, Cobb Horizon High School. Cobb Horizon High School is a non-traditional, academic alternative high school that was established to meet the needs of a growing population of non-traditional, at-risk, and credit deficient students. In this session, we will highlight the process of developing an academic alternative high school, share tools and strategies that have been an integral part of building our school culture and program, as well as our first-year successes and struggles. 

Chasity Tompkins, MEd, MAEE, Agricultural Education Teacher/Doctoral Candidate, University of Georgia, Clarke County School District
This session will introduce the Culturally Responsive Education Model (CREM) and its importance in educational spaces. The presenter will review the model and culturally responsive teaching theories that can be used in classrooms. Research on this model in middle school agricultural education programming will be used to guide the session. Participants should be prepared for self-reflection during the session. 

Joe Hendershott, EdD, Co-Founder/President, Hope 4 The Wounded, LLC, Gahanna, OH
Understanding trauma and the social-emotional needs of students enables us to better position them for academic success, but what motivates them? How do we integrate the head and the heart in a doable way in our already overcomplicated workload? HOPE is foundational…it’s a belief or trust that something good is possible, which makes everything students do relevant, including showing up for school and learning…or maybe the lack of HOPE is why they’re not. Join Dr. Joe as he discusses practitioner-developed strategies from his books, research, and 30+ years in education to position students for Hope, Outlook, Purpose, and Empathic connections. 

Kathy Van Horn, Licensed Psychologist, MEd, Executive Vice President, Lakeside, North Wales
All students are impacted by stress and can improve learning through understanding the brain and regulation. For students who have experienced trauma, this information will be critical to their success. Therefore, it is important to empower all students with an understanding of trauma as well as concepts and interventions for regulation and healing. In this presentation, you will learn principles and ideas for teaching key trauma-informed strategies for physical, emotional, and cortical regulation. These principles and strategies can be taught individually, to groups, or in classroom settings. Feedback and lessons learned from students will be included. 

Jim Taylor, MEd, BCBA, Board Certified Behavior Analyst, Advanced Behavioral Counselors, Statesboro, GA
A presentation aimed at educators and community supporters that looks at the results of trauma within the education system. This is a real look at how trauma affects children’s mental health and, in turn, affects classroom behavior and learning. With discussions on what can be done at the street level and in the classroom to maximize the opportunity for successful education for our most at-risk children. 

Kaylin Coody, EdD, Associate Director, Coody Consulting, Bixby, OK
We know our students come to school with more stress and trauma than ever before. To support all students, we must understand trauma and its impact on the brain. And establish support at school, from critical services to the classroom. Strategies for skills such as self-awareness and self-regulation are crucial in recovering from the stress our students currently demonstrate. These essential skills, and more, will be discussed in this session. 

Jeff Rader, LCSW, Director of Social Work, Henry County Schools
If you are looking for a fun session with takeaways to help you work with kids and families, then you are coming to the right place. We will laugh, learn new skills, review skills that work, and learn from each other. There also may be prizes involved. Come on, it is a conference, let’s have some fun!  

Joelle Hood, EdD, Chief Empowerment Officer, Thriving YOUniversity, Murrieta, CA
Janeen Antonelli, MEd, Cheif Culture Coach, Thriving YOUniversity
A recent poll showed that 80% of parents and teachers worry that the world is becoming too unkind for their children. Imagine implementing strategies in your classroom that research has proven can reduce stress, increase happiness, decrease depression and anxiety, and increase student engagement and academic learning. Regularly practicing kindness, empathy, and gratitude with your students can result in these positive outcomes and more. In this interactive session, participants will learn the scientific benefits of kindness, empathy, and gratitude practices and discover strategies that they can implement immediately to strengthening these important skills in themselves and their students. 

Christian Moore, MSW, LCSW, Founder, WhyTry Organization, Provo, UT
How do you help students bounce back from what they have been through? From trauma, isolation, and poverty to mental health challenges, our students have faced many obstacles over the last two years. Come see a formula to help you guide students through the challenges that destroy motivation and make it difficult to find success. 

Summer Pannell, PhD, Assistant Professor, Stephen F. Austin State University, Nacogdoches, TX
Juliann McBrayer, EdD, Associate Professor, Georgia Southern University Brian Uriegas, EdD, Assistant Professor,
Stephen F. Austin State University
This session will examine implicit bias and its impact on decision-making in schools and classroom settings. Participants will participate in cultural awareness activities, understand implicit bias and microaggressions that affect teaching and learning and explore the facilitation of culturally inclusive school environments. 

Lorenza Pharrams, EdD, CEO and Former Director of At-Risk, Attendance, and Alternative Learning Programs, LJP Educational Consulting, Deatsville, AL
In the quest to ensure that data-driven instruction occurs, many have lost sight of the importance of positive teacher-student connections to achieve that goal. Dr. Pharrams will provide attendees with best practices for reaching at-risk and traumatized students based on theory, research, and practice. His presentation is motivational, inspirational, and informational as he shares his life story of finding clothes in garbage dumpsters as a child. Additionally, he will share strategies he utilized as an educator to reach at-risk students for the past 25 years. 

Tanglea Brice, LCSW, Project AWARE Coordinator, Houston County School District, Perry, GA
Monica Smith, Coordinator of Student Services, Houston County School District, Perry, GA
Steven Hornyak, EdD, Director of District and School Effectiveness, Houston County School District, Perry, GA
Alicia Campbell, EdD, Coordinator, Houston County School District, Perry, GA
Explore how the Houston County School District is taking a proactive approach to behavioral interventions using the Student Risk Screening Scale- Internalizing/Externalizing. The school setting has become a primary screening source for the overall well-being of children. Schools screen for various health conditions, hearing and vision concerns, and academic needs. Behavioral screening offers the same early intervention resources and foundations for the behavioral needs of our children. 

Douglas Rife, Publisher, Solution Tree, Bloomington, IN
Learn tips and processes for writing a book to share your research, experience and solutions to ensure the happiness and success of ALL students. This session will provide clarity for any professional who aspires to share their research and experience on “what works with at-risk students” with others. 

Kristin Kennedy, MS, MPH, CPH, Program Manager, ETR, Jacksonville, FL
Pam Drake, PhD, Senior Research Scientist, ETR, Glendale, CA
The Youth Engagement Network (YEN) is an OPA-funded network of youth and youth-serving adults who work together to add to the knowledge base on how to meaningfully engage youth in programs that seek to improve the sexual and reproductive health outcomes of young people. This session will introduce the use of a group concept mapping process to create a conceptual model for engaging youth in sexual and reproductive health programming – particularly BIPOC LGBTQ+ youth and young men of color. We will walk through the g.c.m. process, present the model, and explore ways to apply the model in various situations. 

Irma Gibson, PhD, Associate Professor of Social Work, Florida Agricultural and Mechanical University, Tallahassee, FL
This presentation will address IPV, bullying, youth, families, and the impact of COVID. Discussion will include an update of relevant COVID data, an examination of theoretical frameworks, the precursors and dynamics of IPV specific to at-risk and aggressive childhood behaviors and evidence-based micro, mezzo and macro interventions that can be implemented within the K-12 educational environment by faculty, staff, administrators, child advocates and other stakeholders. 

Gwendolyn Martin, EdD, LPC, CEO, Dr. Gwen’s Counselor Cafe, Savannah, GA
Do you routinely take brain breaks throughout the day to reenergize and recharge your brain? Teaching children to take brain breaks that provide opportunities for physical activity, collaboration, mindfulness, and sensory activities helps them concentrate, minimize disruptive behavior, and reduce anxiety. Brain Breaks can help improve your stress level too! 

Pamela Rich-Mack, MEd, Special Education Resource Teacher, William J Clark Middle School, Orangeburg, SC
This presentation will outline how to implement and the need for classroom accommodations for students with a disability. The participants will be given different strategies to implement with students while in the classroom and/or the school environment. The participants will also have a better understanding of the law and how it pertains to classroom accommodations being mandatory. 

Brooke Wheeldon-Reece, MBA, President and CEO, The SPARK Initiative, Valrico, FL
Ashley Hunt, AA, Director of Programs and Development, SPARK Mentoring, Brandon, FL
Regardless of their circumstances, there is a SPARK within every human being that cannot be damaged. This SPARK is the birthplace of resilience, well-being, commonsense, intelligence, solutions, creativity, and innovation. This presentation will explore how innate resilience is uncovered through a simple understanding of the mind and the stress resistance needed to overcome trauma is naturally formed. 

Lindsay Thompson, MScEd, Principal, Henderson County Schools, Henderson, KY
Ryan Maher, MEd, Assistant Principal, Henderson County Schools, Henderson, KY
Cassie Crowder, MAEd, School Counselor, Central Academy, Henderson, KY
It is our goal to change the perceptions of alternative schools as a placement for “bad kids”, to a place where students gain the support needed to become successful in their home schools by looking through the lens of the effects of trauma and its impact on students.  

Deadra Faulkner, MS, Ed, Director of Guidance, Westbury Public Schools, Old Westbury, NY
David Zimbler, MS, Principal, Westbury High School, Old Westbury, NY
How do you build a school-wide culture that supports students and motivates staff on a social/emotional and instructional level? This workshop will include strategies on Leadership, Culture/Social Emotional State, and Data/ Results that will assist in obtaining this achievable goal! Work with a Director of Guidance and Principal that have accomplished this important goal. 

Kerri Ashurst, PhD, Senior Extension Specialist for Family and Relationship Development, University of Kentucky, Lexington, KY Sarah Yuan, PhD, Specialist, University of Hawaii, Honolulu, HI
Tyrone Atkinson, BS, Program Coordinator, University of Kentucky, Lexington, KY
There are many youths and families living in poverty and unstably housed who can benefit from the programming we provide as educators, but they can be difficult to reach and retain. A multi-state team of Extension professionals came together because of the work we were doing to reach children and families in poverty or who were at risk of becoming homeless. We will share how we dealt with barriers, strategies for recruiting and retaining, and spotlight programs we are doing in multiple states. 

Mark Harrington, PhD, Security Specialist/ School Court Probation Counselor, Fairfax, VA
Joe Thompson, Executive Director, Fairfax County Public Schools, Fairfax, VA
Kimberly Witeck, MEd, Assistant Principal, Mountain View Alternative High School, Centreville VA
Moving from trauma-informed practices to trauma-responsive practices allows staff to address student behaviors in a non-punitive way, break the conflict cycle and restore the student’s relationships with adults. This presentation will inform the audience on how to develop and inform staff about the impact of trauma and toxic stress on the brain, and uses a data-driven approach to support concepts that can empower staff to form resiliency in students with at-risk characteristics. 

TeShaunda Hannor-Walker, PhD, LPC, NCC, CPCS, Assistant Professor/ LPC, Liberty University/ Walker and Hannor-Walker, LLC, Albany, GA
Sarah Kitchens, PhD, LPC, NCC, Associate Professor, Liberty University, Lynchburg, NC
Lacey Ricks, PhD, NCC, NCSC, Associate Professor, Liberty University, Lynchburg, NC
With Georgia becoming a hotspot for human trafficking, school professionals have a better understanding of the trauma that surrounds victims of the commercial sexual exploitation of children. Schools learn how to identify victims, provide the appropriate evidence-based approaches, and implement a school-based model that help provide support to survivors while in school. 

Tracey Keim, MS, Drop-Out Prevention Teacher and Founder, St Pete High Green Devils Closet and Pantry, St Petersburg, FL
Using tactile, auditory, visual, and emotional materials, participants will see how 54 square feet can change a student’s (and family’s) life. With low cost and easy growth and maintenance, participants can mirror the Green Devils Closet mission statement: To provide food, household and school supplies, uniforms and undergarments, and other needed items to any member of the Green Devil family without question or judgment to promote success in school, job placement, and in the community. 

Katherine Fallon, MS, Doctoral Student, Georgia Southern University, Statesboro, GA
Juliann McBrayer, EdD, Associate Professor, Educational Leadership, Georgia Southern University, Statesboro, GA
Dawn Tysinger, PhD, NCSP, Professor and Program Director, Georgia Southern University, Statesboro, GA
Chad Posick, Associate Professor and Interim Dept Chair, Department is Criminal Justice and Criminology, Georgia Southern University
Mary Carney, Graduate Student, Georgia Southern University, Statesboro, GA
As incidents of school violence have hit the news media, school safety is of increasing interest to scholars and practitioners. Unfortunately, schools are ill-equipped to prevent violence and intervene when it occurs. This presentation will discuss how research can inform school readiness and public policy to prevent and intervene in violence. 

LaTasha Langdon, PMP, Owner, Divine Destinies Life Skills and Educational Training, llc., Milwaukee, WI
Our company motto is “Change your thinking. Change your path”. Our On The Edge Game —provides a fun and interactive experience that will help youth with problem-solving and decision-making by using scenario based situations, involving but not limited to: bullying, peer pressure, drugs, and alcohol, to evaluate risk and consequences, in order to make better choices. In our workshop, participants will use their devices to log on to the game to experience how the game works. They will experience how they can create an open and transparent environment to help youth they work with. 

Amy Onofre, MEd, LPC, Program Director, Texas Tech University, Lubbock, TX
Research and our lived experiences exemplify the positive impact a caring adult relationship can provide for youth. However, the turbulence inherent within adolescence and contextual factors often create barriers to building the trust necessary for relationship development. This presentation will outline the role of advocacy in developing and maintaining connectedness at an individual, school, and community level to support youth during trying times of transition. 

Krystal Banks, BS, President and CEO/ Founder, Banks Services, Detroit, MI
Law and life go hand in hand. Understanding the law and how it connects to life can be an effective tool in teaching youth and adults the value of making good decisions when it comes to life and the law. Sticky Situations place real world situations in the context of learning how to apply the law and effectively respond to life and sticky situations. 

Francie Livingston, EdS, LPC, CPCS, School Counselor, Pine Log Elementary, Rydal, GA
Most educators have been trained in the prevention of mental health emergencies, but what do we do following a crisis? Participants will learn strategies for assisting students to return to school safely, meeting their emotional needs, providing support for classmates, and involving their families in the process. 

Rita Williams, PhD, CEO, F1NE-TUNE, Smyrna, GA
Students need ongoing practice and scaffolds to solve problems and complete constructed responses proficiently. F1NE-TUNE’s RACE is a graphic organizer that will help this effort. Additionally, RACE challenges spaces of marginality because it:
• Advocates culturally-relevant word problems
• Promotes discussion
• Encourages multiple representations
• Requires reasoning to communicate solutions.