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As school-based professionals, we understand the losses and feelings of social isolation that our students have experienced this year. And while we’re excited for students to return to the school building, there are understandable feelings of trepidation and anxiety.
Will I be able to provide enough support?
How can I help my students' social-emotional needs post COVID-19 pandemic?
You’ll engage in a targeted roadmap to learn to Reacclimate and Regulate, which ultimately leads to student empowerment! The first stage of the journey focuses on a 5-point check-in to build awareness of the signs and symptoms of trauma across students as well as school-based personnel. Reacclimating to the school environment and fostering our own self-awareness skills are critical to moving forward into planning and action. The next stage of the journey focuses on the utilization of evidence-based strategies to create a step-by-step plan for resilience. Practical resources and tools will create an effortless environment of student learning and growth through targeting a foundation of safety, building trust and healthy communication, and empowering resilience!
| File type | File name | Number of pages | |
|---|---|---|---|
| Manual - Reacclimate and Regulate (1.5 MB) | 41 Pages | Available after Purchase | |
| Instructions for ASHA credit - Self-Study Only (64.4 KB) | Available after Purchase |
Lisa Weed Phifer, DEd, NCSP, is a nationally certified school psychologist, certified Autism Spectrum Disorder Clinical Specialist, and author who has a well-established career supporting school-based mental health and social emotional learning for children and adolescents. Phifer's work has focused on integrating cognitive-based therapy (CBT) and core social emotional competencies into practical, child-focused activities. She has presented across the U.S. and internationally to educators, clinicians, and parents on topics of CBT, trauma-informed practices, and social emotional learning. She is the lead author of the CBT Toolbox for Children & Adolescents (PESI, 2017), Parenting Toolbox (PESI, 2018 and the Trauma-Informed Social Emotional Toolbox for Children & Adolescents (PESI, 2020). Additionally, she is published in the School Mental Health Journal and contributed to both editions of Supporting and Educating Traumatized Children (Rossen, 2020).
Speaker Disclosures:
Financial: Dr. Lisa Weed Phifer receives royalties as a published author and has an employment relationship with Fairfax County Public Schools. She receives a speaking honorarium, recording royalties, and book royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. Lisa Weed Phifer has no relevant non-financial relationships.
Laura K. Sibbald, MA, CCC-SLP, ASDCS, CYMHS, is a nationally-certified speech-language pathologist who has extensive experience supporting the social-emotional and pragmatic language needs of students and families within the Washington, DC, metropolitan region. She works as an instructional specialist for students with autism in Prince George's County Public Schools, Maryland and has developed and implemented a variety of professional learning opportunities surrounding social-emotional competence at the state and national level.
Laura is a coauthor of the Trauma-Informed Social-Emotional Toolbox for Children & Adolescents: 116 Worksheets & Skill-Building Exercises to Support Safety, Connection & Empowerment (PESI, 2020) and the Parenting Toolbox: 125 Activities Therapies Use to Reduce Meltdowns, Increase Positive Behaviors & Manage Emotions (PESI, 2018). Both workbooks provide practical strategies that can easily transfer into clinical and educational professional practices. Most recently, Laura was a guest speaker and moderator at PESI's 2021 Autism Symposium, where she discussed Navigating Autism through a Trauma Informed Lens. Laura also had the privilege of interviewing Dr. Temple Grandin in the key note Different... Not Less. Laura was an expert panelist for the 2020 Parenting Autism Summit, sponsored by The Behavior Revolution, LLP., and is certified as an Autism Spectrum disorder Clinical Specialist (ASDCS). She is a member of the multicultural affairs committee of the Maryland Speech-Language and Hearing Association, focusing on the promotion of equity practices n diverse communicators. To further support growth and achievement of children with disabilities, Laura earned additional certifications as a Relationship Development Intervention (RDI) Certified Educator and in Educational Leadership and supervision. She graduated from The George Washington University in 2011 with a Master's in speech-language pathology.
Speaker Disclosures:
Financial: Laura Sibbald has an employment relationship with Chestnut Hill College and is a consultant with Shrub Oak International School. She receives royalties as a published author. Laura Sibbald receives a speaking honorarium, recording, and book royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Laura Sibbald serves on the advisory board for Shrub Oak International School.
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