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5 Workshops
REGISTER ONLINE: jackhirose.com
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Y E A R S O F WO R K S H O P S
Quality Workshops in Mental Health & Education
• JAY BERK Working with Oppositional, Defiant & Angry Children • Steven Olivas Emotional & Behavioural Problems • Lynne Kenney Self-Regulation Executive Function Strategies • Gordon Neufeld Making Sense of Aggression • Gordon Neufeld Bullies: Their Making & Unmaking
2 CONFERENCES • School-Focused Mental Health Conference with Dr. Robert Brooks in Calgary • School-Focused Mental Health Conference in Saskatoon
Spring/Summer 2020 EAStern Canada Edition
Child & Youth Mental Health Events Catalogue 4 cities OAKVILLE OTTAWA Thunder Bay Halifax
child & Youth FOCUSED WORKSHOPS Jay Berk, Ph.D., is a licensed clinical psychologist and an internationally recognized expert in the child/ adolescent behavioural field who brings both a clinical and education perspective to his work with children, adolescents and their families. For over 25 years, Dr. Berk has been treating clients with ODD, ADHD, autism, anxiety and stress, depression, learning disabilities, Tourette’s Syndrome and individuals who have Autism Spectrum Disorder. He conducts 15 social skills/mental health groups for children and adolescents and works daily with school and community professionals, families and parents. Dr. Berk continually consults for several school districts. In his private practice, in Beachwood, Ohio, he provides therapy for children, adolescents, families, testing and evaluation, school consultation as well as designed and facilitates alternative educational program.
Thunder Bay, ONtario
thunder bay, ontario
Working with Oppositional, Defiant, & Anger Issues with Children & Adolescents JAY BERK, Ph.D. Children diagnosed with Oppositional Defiant Disorder (ODD) can present a monumental challenge to therapists, teachers, parents and siblings. ODD and other conduct problems are the single greatest reasons for referrals to outpatient and inpatient mental health settings for children, accounting for at least half of all referrals. Complicating the success of therapeutic interventions is the high rate of comorbidity with anxiety and depressive disorders or ADHD. Current research also correlates a variety of cognitive skill deficits including executive function, emotional regulation, language processing, and social processing. These complicating comorbidities and correlations mean that ODD often requires multidisciplinary assessment and components of mental health care, case management, and educational intervention for students and clients to improve. This dynamic two day workshop will address a full range of behavioural disturbances, from mild to severe, in order to identify the therapeutic techniques that have proven effective. Participants will review and discuss strategies which can be immediately applied across a variety of settings including home, community, social groups, classrooms, or therapeutic. Participants will examine the intersection of ODD with a variety of issues such as trauma, ADD, learning disabilities, bipolar disorder, and depression and discuss how these affect and alter treatment decisions. Participants will leave this workshop with a much improved diagnostic and treatment approach to ODD and other behavioural disorders.
Benefits to Attending • Beyond behaviour charts – Truly intervene with difficult behaviours • Disruptive Mood Dysregulation Disorder & important DSM-5 updates • The #1 reason families inadvertently fuel defiant behaviours • How educators and clinicians may be fuelling exactly what they are trying to stop • Why child/adolescent “terrorist behaviours” work
“Excellent speaker, knowledgeable, kept audiences interest and gave practical usable suggestions. I have never been at a session in which I was so engaged for the entire 2 days”
Date & LOCATION
12 CEUS
THUNDER BAY, ONTARIO April 23–24, 2020 8:30am – 4:00pm Best Western Plus NorWester Hotel & Conference Centre 2080 Highway 61
Learning Objectives • Identify oppositional behaviour and causes • Implement strategies with the child/adolescent who refuses to talk • Describe why “regular” strategies (rewards, punishments) don’t work and ways to improve • Differentiate oppositional behaviours caused by ASD and ADHD • Design and implement intervention strategies to reduce passive aggressive, disruptive and violent behaviours • Write and implement effective behaviour plans for the classroom • Reduce the disruptive impact and risk to other children or adolescents in the classroom, family or group
Agenda & Key Topics Today’s Impact on Behaviour in Children/ Adolescents • DSM-5 updates • Diagnosis of disruptive mood dysregulation disorder • Impact of technology on behaviours • Changes in schools systems and mental health delivery • Non-verbal problem solving Why Children Become Oppositional & Defiant • Splitting issues • Problem solving errors • Rage cycles
Registration FEES Fee Type
Early Bird
Regular
Individual
$449
$469
Group: 3-7
$429
$449
Group: 8-14
$409
$429
Group: 15+
$389
$409
Ft Student
$389
$409
Early Bird Deadline: April 9, 2020 REGistration CODE: BER-YQT 2 REgister online: jackhirose.com
The Diagnosis of Oppositional Defiant Disorder • Impact on service delivery • The important difference between ODD and conduct disorder Related Issues/Disorders that Impact Oppositional Behaviours • ASD, Sensory processing disorder • ADHD, OCD • Learning disabilities, Tourette’s • Poverty and others
The Impact of Medications • Efficacy • Medication trends • Essential considerations regarding side effects • Is there a medication for oppositional behaviours? Intervention Strategies to Reduce Passive Aggressive, Disruptive & Violent Behaviours • Individual/group/classroom • Create immediate changes in behaviour • Strategies for aggressive behaviours without restraints • Ways to recognize and recover Intervention Strategies That Do Not Work & How to Fix Them • Pitfalls in behaviour plans and how to effectively revise • Effective strategies with minimal staff time Intervention Options in a Variety of Settings • Creative problem solving techniques • Methods to reduce maladaptive problem solving Strategies to Work with Parents & Staff Members • Resistant and non-disciplining parents • Keeping your team effective
Oakville, Ontario | Halifax, Nova Scotia Steven T. Olivas, Ph.D., HSP, is a Licensed Psychologist in Private Practice in Middle Tennessee. He began his practice career in 1991 when ADHD was exploding onto the scene, and has enjoyed working with the energy and spontaneous creativity of children ever since. Throughout his career, he has taught courses at nine colleges and universities, been a national public speaker, a regular columnist for a local newspaper, and co-host of a popular radio show. For nearly twenty years, he has been helping parents, clinicians, and school systems. Date & LOCATION
12 CEUS
OAKVILLE, ONTARIO May 4–5, 2020 8:30am – 4:00pm
child & Youth FOCUSED WORKSHOPS
oakville, ontario | halifax, nova scotia
Over 30 Proven & Effective Brief Interventions for Children & Adolescents with Emotional & Behavioural Problems Steven Olivas, Ph.D., hsp Over 30 Proven and Effective Brief Interventions for Children and Adolescents with Emotional and Behavioural Problems will guide you through focused, clear and proven approaches to working with children and youth. Every professional who seeks to fill their toolbox with tested methods will leave this seminar with a wealth of fresh ideas and rejuvenated spirits. With nearly 30 years of clinical experience and a background in improvisational comedy, Dr. Steve is a strong proponent of “Edu-tainment”. He uses wit and humour to enhance your learning experience, improving the retention and utilization of the skills covered. You will leave this workshop with new strategies for success and techniques to revitalize your interactions with students.
Learning Objectives • Utilize effective techniques for the treatment of behaviour disorders in children • Develop specific behavioural interventions that address the developmental stage of the child or adolescent • Consider the efficacy of biologically-based interventions to address behavioural and emotional disorders in children
Oakville Conference Centre 2515 Wyecroft Rd REGistration CODE: OLI-YTZ HALIFAX, NOVA SCOTIA June 4–5, 2020 8:30am – 4:00pm Dalhousie University 6135 University Ave, Marion McCain Arts & Science Bldg, Scotiabank Auditorium REGistration CODE: OLI-YHZ Registration FEES Fee Type
Early Bird
Regular
Individual
$449
$469
Group: 3-7
$429
$449
Group: 8-14
$409
$429
Group: 15+
$389
$409
Ft Student
$389
$409
Early Bird Deadlines Oakville: April 20, 2020 Halifax: May 21, 2020
Attend BOTH, Dr. Olivas & Dr. Kenney’s Workshops in OAKVILLE & SAVE! Fee Type
Early Bird
Regular
Individual
$619
$639
Group: 3-7
$599
$619
Group: 8-14
$579
$599
Group: 15+
$559
$579
Ft Student
$559
$579
Early Bird Deadline: April 20, 2020 REGistration CODE: KEo-YTZ
• Explore clinical manifestations among anxiety disorders, ADHD, mood disorders, ODD, and conduct disorder as they relate to diagnoses • Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents • Analyze the symptoms of behavioural and emotional disorders in children and adolescents and establish how this informs your intervention strategies
Agenda & Key Topics Introduction • Introduce speaker • Daily agenda • Defining Terms/Seminar Warm-ups Problem Solving Decision Tree Immediate Interventions: Physiological • Neuropsychology • Hormones • Gender/Relationship to School • Diagnosis/Terminology Primer • Medication Primer Tools to Manage Anger • Identify GOAL of misbehaviour • Creating Common Language • Expand Emotional Awareness/Vocabulary • Standing 8 Count • Tom McIntyre • Empathy Building • Time-In/Restitution General Mental Health • Physical Health • Mental Health • Privacy/Security Siphoning Energy/Counterconditioning • Settle Mind --Self-talk --Cognitive Reprogramming --Mental Imagery/Visualization • Settle Body --Progressive Muscle --Parasympathetic Engagement Rudolf Dreikurs’ Model • Reasons for poor behaviour
--Attention --Power --Revenge --Inadequacy • Strategies to deal with each/either Positive Reinforcement/Stabilization • Home: Listening Jar • School --Token Economies --Response Cost Hendrix Intentional Dialogue ADHD/ADD • • • •
Noise to the system Anticipation Games with rules Red light/Green light
Autism Spectrum • Read & React • Rules of Engagement • Building a Broader Structure • Temple Grandin Jay Haley – Prescribe the Symptom • Classroom Examples • Separate Behaviour from application Passive Aggressive Behaviour • Definition • Expressions/Signs • Strategies for Handling/Responding Ways Teachers Can Reinforce Negative Behaviour Handling Aggressive Behaviour By Co-Workers/At Work
FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE 3
child & Youth FOCUSED WORKSHOPS Lynne Kenney, Psy.D., is the nation’s leading pediatric psychologist in the development of classroom cognitive-physical activity programs for students grades K-6. Dr. Kenney develops curriculum, programming, and activities to improve children’s cognition through coordinative cognitive-motor movement, executive function skill-building strategies, and social-emotional learning. Dr. Kenney has advanced fellowship training in forensic psychology and developmental pediatric psychology from Massachusetts General Hospital/Harvard Medical School and HarborUCLA/UCLA Medical School. She holds a master’s degree in Physical Education from the University of Southern California and a Doctorate in Psychology from Pepperdine University. educational program.
Date & LOCATION
6 CEUS
OAKVILLE, ONTARIO May 6, 2020 8:30am – 4:00pm Oakville Conference Centre 2515 Wyecroft Rd Registration FEES Fee Type
Early Bird
Individual
$249
Regular $269
Group: 3-7
$234
$254
Group: 8-14
$219
$239
Group: 15+
$204
$224
Ft Student
$204
$224
Oakville, Ontario
OAKVILLE, ontario
30 Proven and Effective Self-Regulation & Executive Function Strategies: For Children with Sensory Disorders, Learning Disabilities, Anxiety & ADHD lynne Kenney, Psy.D. This one-day workshop will give you 30 Proven and Effective Self-Regulation and Executive Function Strategies to better understand and intervene with children who have challenges with sensory processing, dysregulation, anxiety and executive function. Dr. Kenney will integrate research from neuroscience, kinesiology, occupational therapy, music and speech/language therapy. We will explore cognitive and movement activities to improve learning and behaviour. With improvements in research utilizing fMRI to measure brain activation, we are quickly learning that the learning and behaviour management techniques commonly used in the past are not only ineffective but may increase stress which decrease both thinking skills and self-regulation in children and adolescents. Establishing secure connections with kids, partnering with them in problem solving and using neurobiologically rooted strategies are more effective ways to improve both learning and behaviour. Importantly, in the past 10 years we have learned that thinking skills in the brain are supported by cognitive-motor movement, rhythm-based learning, music, beat perception and cognitive skills coaching. Where we used to believe that IQ was stable, we now know that students from low-stimulation environments, students with ADHD, learning differences, trauma and concussion may improve their learning skills with coaching, cognitive-exercise and lifestyle improvements. This workshop will give you 30+ effective cognitive-motor, executive function and self-regulation strategies to better understand and intervene with children who have challenges with executive function, learning, anxiety, sensory processing and dysregulation. Integrating research from neuroscience, kinesiology, occupational therapy, music and speech/language therapy, we will explore cutting edge cognitive-movement activities to improve learning and behaviour. Teaching students how they think, learn and behave empowers them to play an active role in their own learning. When children with ADHD, anxiety, learning differences, oppositional tendencies and disinterest in school are taught how to be “Cognitive Scientists” coaching their own brains to plan, prioritize, attend and remember, they become more invested in school and motivated to learn. Taking the mystery out of executive functions by showing students how to learn more efficiently while calming their defensive brains leads to better concentration, improved attention, higher academic achievement and competent social-emotional skills. In this workshop, Lynne Kenney, Psy,D., pediatric psychologist, author and international educator, will show you how to integrate the newest research in neuroscience, kinesiology and cognitive education for students to learn more efficiently. You will discover over 30 developmentally progressive cognitiveexercises, worksheets and activities to enliven your classroom, office and clinic. Learn how to improve cognition, enhance learning and empower children to be better thinkers with motor movement, sequencing, attending, self-regulation and memory activities. Dress comfortably, as we will be moving to think and calming to learn with balls, body percussion, rhythm activities, yoga and music.
Early Bird Deadline: April 20, 2020 REGistration CODE: KEN-YTZ
Attend BOTH, Dr. Olivas & Dr. Kenney’s Workshops in OAKVILLE & SAVE! Fee Type
Early Bird
Regular
Individual
$619
$639
Group: 3-7
$599
$619
Group: 8-14
$579
$599
Group: 15+
$559
$579
Ft Student
$559
$579
Early Bird Deadline: April 20, 2020 REGistration CODE: KEo-YTZ 4 REgister online: jackhirose.com
LEARNING OBJECTIVES
Agenda & Key Topics
• Implement research-based activities educators, teachers and clinicians can use to improve thinking, self-regulation, learning and behaviour. • Learn the relationship between cognition and motor movement. • Explore bringing physical activity back to the classroom with coordinative cognitive-motor activities. • Practice over 30 activities you can do to help children with ADHD, dyslexia, ODD, sensory processing challenges, dyspraxia, anxiety and behavioural issues. • Learn how to enhance collaboration and cooperation in your classroom by teaching children applied neuroscience research.
• Learn the biological precursors to executive functions and learning • Learn how coordinated rhythmic beat-based motor movement engages executive function • Practice strategies to help children move out of the stress response into an alert state of calm • Experience proven cognitive-motor activities to enhance thinking and self-regulation • Improve how children learn by teaching them how their brains work • Close the education gap in poverty with movement and cognition
“This was a great balance of knowledgeconcepts and strategies. This was one of the best workshops I have been to. Thank you!”
Oakville, ONtario | Ottawa, Ontario Gordon Neufeld, Ph.D., is a Vancouver-based developmental psychologist with over 45 years of experience with children and youth and those responsible for them. A foremost authority on child development, Dr. Neufeld is an international speaker, a bestselling author (Hold On To Your Kids) and a leading interpreter of the developmental paradigm. Dr. Neufeld has a widespread reputation for making sense of complex problems and for opening doors for change. Date & LOCATION
12 CEUS
OAKVILLE, ONTARIO May 27–28, 2020 8:30am – 4:00pm Oakville Conference Centre 2515 Wyecroft Rd REGistration CODE: NE2-YTZ OTTAWA, ONTARIO June 1–2, 2020 8:30am – 4:00pm Holiday Inn – Ottawa East 1199 Joseph Cyr Street REGistration CODE: NE2-YOW Registration FEES Fee Type
Early Bird
Regular
Individual
$449
$469
Group: 3-7
$429
$449
Group: 8-14
$409
$429
Group: 15+
$389
$409
Ft Student
$389
$409
Early Bird Deadlines Oakville: May 13, 2020 Ottawa: May 18, 2020
3 day option: Attend BOTH, Dr. NEUFELD Workshops & SAVE! Fee Type
Early Bird
Regular
Individual
$619
$639
Group: 3-7
$599
$619
Group: 8-14
$579
$599
Group: 15+
$559
$579
Ft Student
$559
$579
OAKVILLE, May 27–29, 2020 REGistration CODE: NE3-YTZ OTTAWA, June 1–3, 2020 REGistration CODE: NE3-Yow
child & Youth FOCUSED WORKSHOPS
oakville, ontario | Ottawa, ontario
Making Sense of Aggression Gordon Neufeld, ph.d. One of the foremost interpreters of the developmental approach tackles one of the oldest and most perplexing of human problems, exposing its deep developmental roots and revealing why conventional approaches to the problem are so ineffective. There are many indications that this problem is escalating among our children and youth. What tends to grab our attention is the more violating acts of aggression but what is truly alarming is the ground swell of attacking energy within and between our kids that erupts in their interaction, music, language, play, games and fantasies. This attacking energy is also fueling an alarming increase in suicide and suicidal ideation among children. Dr. Neufeld provides a way of understanding that not only explains what is happening around us but also provides insight into the individuals – both children and adults – who present with these problems. His approach is refreshingly sensible, historically accountable, and congruent with today’s science of the brain. His conceptual model has clear implications for practice and treatment and is applicable in any arena: home, school or in treatment. The key to making sense of aggression is to get past the violating behaviour to the emotional experience of the child and to what is missing in the child’s processing or functioning. The underlying experience is one of frustration, not anger as is commonly supposed. What is missing are vulnerable feelings as well as a consciousness of anything that would counter the impulses to attack. Such children are inclined to attack when up against things they cannot change. Such children are also unable to benefit from traditional means of discipline such as correction, confrontation, consequences and isolation. It is only as the roots of the problem are addressed that aggression can be effectively cured. Aggression is one of the oldest and most challenging of human problems and indications are, that in children at least, it is on the rise. What tends to grab our attention is the more violating acts of aggression but what is truly alarming is the ground swell of attacking energy within and between our kids that erupts in their interaction, their music, their language, their play, their games and their fantasies. It is the rare parent or teacher that does not encounter aggression in one form or another, be it tantrums, tempers, fits, abrasiveness, abusive language, rude gestures, hostility, racism, taunts, putdowns, bullying, fighting, shaming, belittling, name calling, vicarious enjoyment of violence or the selfattacking forms of self-deprecation, death wishes and self-harm. It is a sobering reality that the kids who fail to grow out of aggression by school age will most likely bring their problem into adulthood, unless the underlying dynamics are addressed.
Agenda & Key Topics
Learning Objectives
Frustration, Attachment & Aggression • A working definition of aggression • The many faces of aggression, including suicide • Recognizing the nonviolent forms of aggression • The role of frustration in aggression • The role of attachment in aggression
• Uncover the psychological roots of the aggression problem
Tears, Temper and Attack • Aggression as problem of adaptation • Impulsiveness, integration and the aggression problem • The displacement effect in aggression • The flight from vulnerability and the temper problem • The role of the prefrontal cortex in aggression Handling and Reducing Incidents & Violence • Why conventional approaches backfires with aggression • Why consequences and time-outs are counterindicated in the treatment of aggression • How to differentiate between aggressive behaviour and an aggression problem • Differentiating between incident management and addressing the aggression problem • Guidelines for incident management Facilitating Alternate Outcomes to Aggression • How to shift the focus from aggression to frustration • How to foster a relationship with frustration • How to uncover frustration from the camouflage of behaviour and emotion • How to help children form nonviolent intentions
• Recognize aggression in its many forms • Provide a working model of aggression for purposes of assessment and intervention • Appreciate the roots of the gender differences in aggression • Learn to `read` aggression effectively • Reveal the role of the limbic system and the prefrontal cortex in aggression • Differentiate between incident management and developmental progress • Outline three basic steps towards addressing any aggression problem • Provide an appreciation of the inverse relationship between adaptation and aggression • Provide an understanding of why aggression is increasing among children and why aggression is a part of so many syndromes and disorders • Outline six pivotal points of intervention in the aggression problem • Provide an appreciation of why the conventional methods of behaviour management don`t work with aggression • Equip participants to handle personal attacks • Equip with strategies to help the immature grow out of their aggression problem
FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE 5
child & Youth FOCUSED WORKSHOPS Gordon Neufeld, Ph.D., is a Vancouver-based developmental psychologist with over 45 years of experience with children and youth and those responsible for them. A foremost authority on child development, Dr. Neufeld is an international speaker, a bestselling author (Hold On To Your Kids) and a leading interpreter of the developmental paradigm. Dr. Neufeld has a widespread reputation for making sense of complex problems and for opening doors for change. Date & LOCATION
oakville, ontario | Ottawa, ontario
Bullies: Their Making & Unmaking Gordon Neufeld, ph.d. Once we understand how bullies are made, our attempts to unmake them can be truly effective and longlasting. Most prevailing approaches to this problem assume that bullying is either learned behaviour or the result of failure to acquire social skills. In contrast, Dr. Neufeld dissects the bully syndrome to reveal its deep instinctive roots in the dynamics of attachment and vulnerability. Most attempts to change bullies, or even to teach them a lesson, are not only futile but counterproductive. The reason for this is that most interventions are blind, devoid of an understanding of what makes a bully in the first place. Part of the problem is that the bully is an enigma. There are at least three reasons for this. First of all, very few bullies would identify themselves as such or confess to the act. Secondly, bullies lack self-reflection and so cannot tell us about themselves. Thirdly, the violating nature of the bully’s behaviour distracts from the salient issues and underlying dynamics. The symptoms are social but the dysfunction is psychological. The arena of violation is in children`s relating to each other but the genesis of the problem is in relationship to adults. The demeanour is one of toughness yet the sensitivity to slight is acute. The behaviour is pushy and demanding yet the personality is highly dependent and immature. Unless we can shed some light into the internal workings of the bully, our interventions will inevitably be off base.
6 CEUS
OAKVILLE, ONTARIO May 29, 2020 8:30am – 4:00pm
The key to making sense of the bully is not in what the bully does, but rather in what is missing in the bully. When one gets past the violating behaviour to the underlying functioning, gaping holes become apparent. Firstly, the bully lacks a sense of responsibility. There are usually two reasons for this deficiency: a) a lack of an underlying sense of agency or b) the child is too defended against vulnerability to feel responsible. Both appear to be true in the bully. To spend effort trying to make the bully accountable does little to change this state of affairs and only convinces the bully that adults are against him or her, which hardens the bully even further. If the bully was capable of feeling responsible, he or she would not be a bully in the first place.
Oakville Conference Centre 2515 Wyecroft Rd REGistration CODE: NE1-YTZ
Secondly, the bully lacks adaptive functioning. The bully cannot deal with change and therefore seeks the familiar. The bully does not learn from mistakes, benefit from negative experience, or change as a result of failure. Bullies are neither resourceful nor resilient. Adults who are unaware of this dysfunction will inevitably insist on upping the ante: applying more consequences, teaching a lesson they hope the bully will never forget. If the child was adaptive, he or she would not be a bully in first place. Consequences work wonders for those who can feel the futility of a course of action. On the other hand, consequences only enrage and provoke those who cannot.
OTTAWA, ONTARIO June 3, 2020 8:30am – 4:00pm Holiday Inn – Ottawa East 1199 Joseph Cyr Street REGistration CODE: NE1-YOW Registration FEES Fee Type
Early Bird
Individual
$249
$269
Group: 3-7
$234
$254
Regular
Group: 8-14
$219
$239
Group: 15+
$204
$224
Ft Student
$204
$224
Early Bird
Regular
$619
$639
Group: 3-7
$599
$619
Group: 8-14
$579
$599
Group: 15+
$559
$579
Ft Student
$559
$579
OAKVILLE, May 27–29, 2020 REGistration CODE: NE3-YTZ OTTAWA, June 1–3, 2020 REGistration CODE: NE3-Yow
Learning Objectives
Introduction • How bullies are begotten: the overview • Bullying rooted in instinct and emotion • Bullying as alpha instincts gone awry • The modus operandi of the bully
The primary objective of this course is to make sense of the bully from inside out, and from this foundation of insight, prepare the way for change.
The Bully’s Attachment Problem • The making of the bully’s attachment problems • The traits deriving from the attachment problems • The union of the two problems – attachment and vulnerability • Peer orientation and bullying
3 day option: Attend BOTH, Dr. NEUFELD Workshops & SAVE!
Individual
Agenda & Key Topics
The Bully’s Vulnerability Problem • The making of the bully’s vulnerability problem • The traits deriving from the vulnerability problem • The bully and immaturity
Early Bird Deadlines Oakville: May 13, 2020 Ottawa: May 18, 2020
Fee Type
Oakville, ONtario | Ottawa, Ontario
Challenges In The Unmaking Of Bullies • Bully behaviour – the tip of the iceberg • What doesn’t work • The unmaking of bullies • Best prevention
“I have no words to express my appreciation to Gordon Neufeld and to Hirose for bringing this valuable, life-changing information. The material taught resonates professionally and personally too. Thank you!”
6 REgister online: jackhirose.com
• Provide a working definition of bullying that will enable participants to recognize the bully dynamic in its myriad manifestations and across a multitude of settings • Make sense of the bully from inside out and from a foundation of understanding, to outline the steps required for lasting change • Create an understanding of the role of escalating peer orientation and of current parenting practices in fostering the bullying dynamic • Convey why conventional discipline and social learning approaches can make matters worse • Provide the conceptual tools – specifically attachment theory and vulnerability theory – to dissect the bully syndrome and uncover its instinctive roots • Provide basic guidelines for addressing the bully problem that can be employed in a variety of venues and settings • Outline the most significant factors in keeping students safe • 12 traits of the bully syndrome traced to their roots • Role of the limbic system (emotional brain) in bully making
Dr. Robert Brooks is one of today’s leading speakers and authors on the themes of resilience, motivation, school climate, a positive work environment, and family relationships. During the past 35 years, Dr. Brooks has presented nationally and internationally to thousands of parents, educators, mental health professionals, and business people. His talks are filled with practical, realistic suggestions.
School-Focused
Mental Health Conference
with Dr. Robert Brooks
Nurturing Resilience & Fostering Motivation in Children & Adolescents Calgary, Alberta May 11–13, 2020 Mon–Wed | 830am – 4pm
Visit Our Website for Full Workshop Descriptions & to Register. JACKHIROSE.COM or jackhirose.com/workshop/brooks
REGISTRATION CODE: SFCONF-YYC
Sam Goldstein ph . d.
Leah Kuypers otr /l, m . a . ed
Best Western Premier Calgary Plaza Hotel & Conference Centre 1316 33rd Street N
William R. Jenson ph . d.
Steven T. Olivas ph . d., hsp
Monique Gray Smith
Eboni Webb psy. d., hsp
Who Should Attend • Education & Clinical Professionals • K–12 Classroom Teachers • School Counsellors • Psychologists • Learning Assistance • School Administrators • Childcare Workers • And More...
School-Focused
Mental Health Conference
Saskatoon, Saskatchewan April 27–29, 2020 Mon–Wed | 830am – 4pm
REGISTRATION CODE: SFCONF-YXE
Jay Berk ph . d.
Meghan Barlow ph . d.
George McCloskey ph . d.
Hilton Garden Inn Saskatoon Downtown 90 22nd Street E
Visit Our Website for Full Workshop Descriptions & to Register. JACKHIROSE.COM or jackhirose.com/workshop/school
Kathy Morris m . ed.
Rebecca Moyes m . ed.
William R. Jenson ph . d.
Steven T. Olivas ph . d., hsp
Eboni Webb psy. d., hsp
REGISTRATION WEBSITE: JACKHIROSE.COM | PHONE: 1.800.456.5424 | EMAIL: REGISTRATION@JACKHIROSE.COM | MAIL: 208-197 FORESTER ST, NORTH VANCOUVER, BC V7H 0A6 DISCOUNT RATES
CONTACT INFO
Groups registering by email, phone, fax or mail, must submit all registration forms at once. Please note, a $10 manual registration fee will apply for groups not registering online. Full time students (3+ classes per semester) must provide proof of enrolment. Please contact: registration@jackhirose.com for more info.
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REGISTRATION FEE INCLUDES Reference notes, certificate of completion, coffee, muffins and refreshment breaks. Lunches are not included.
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CONTINUING EDUCATION CREDITS Canadian Psychological Association (recognized by the Alberta College of Social Workers), Canadian Counselling & Psychotherapy Association, Canadian Addiction Counsellors Certification Federation, Canadian Vocational Rehabilitation Association, Canadian Professional Counselling Association, Employee Assistance Certification Commission (EAPA), Indigenous Certification Board of Canada (ICBOC).
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Our liability is limited to refunds for conference fees only. Jack Hirose & Associates Inc. reserves the right to cancel a event; please make hotel & travel arrangements with this in mind. In the event of a cancelled conference, we will issue a full refund for conference fees only. Jack Hirose & Associates Inc. is not responsible for any statements, acts, materials, or omissions by our presenters or participants. The use of audio and video taping devices, beepers, and cell phones by conference participants is not permitted at any session. Children and unregistered guests are not permitted in the meeting rooms. Seats cannot be shared between individuals.
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Day 3 9
Fee: $
Day 3 8
Conference Fees
Individual 1 Day
Individual 2 Days
Early Bird
$249
$449
$639
$619
$599
$579
$579
Regular
$269
$469
$659
$639
$619
$599
$599
Individual Group: 3–7 Group: 8–14 Group: 15+ 3 Days
Group 15+
Student
Subtotal: $ Add Tax: $ TOTAL: $
Early Bird Deadlines: Registration and payment must be received by this date. Saskatoon School Focused: April 13, 2020 | Calgary School Focused: April 27, 2020 Group Rate: Individuals must attend all 3 days to be eligible for group discounts. Please note, a $10 manual registration fee will apply for groups not registering online. Full-Time Student Rate: Please contact registration@jackrhiose.com for more information on our full-time student rates. Registrants must provide proof of full-time enrolment at a minimum of three courses (e.g., transcript or confirmation letter of enrolment) Multi-day registrations can NOT be shared. All registration fees are per person. Different individuals cannot be sent on different days under one registration fee. Name badges will be checked at the door. Payment INFO
CANCELLATION POLICY: All cancellations must be submitted by email to registration@jackhirose.com. Non-attendance at a conference will not be grounds for any or partial refund/credit under any circumstances. Refunds will be available minus a $40 administration fee for cancellations made 14 business days or more prior to the event. For cancellations less than 14 business days prior to the event, credit minus a $40 administration fee will be available. No refund or credit under any circumstances will be available for cancellations less than one full business day prior to the event. Exceptions to this will not be granted. If you are unable to attend, you are invited to send an alternate in your place. Please note, replacements are subject to a $25 administrative fee. For a printed out name badge, certificate, and to minimize confusion at check-in, please contact the office 14 business days prior to the event to notify us of this replacement. Please include the original registrant’s full name, the replacement’s full name, and the replacement’s contact information (including an email address). Please double check your spelling. Alternatively, please have your replacement notify the on-site coordinator at check-in if you are unable to contact the office prior to the start of the event. CERTIFICATES: Provided for pre-registered attendees only. Those who register at the door, or want additional copies can download their certificate, free of charge, at certificates. jackhirose.com. Certificates are intended for continuing education credit purposes. Your name will appear exactly as provided during registration. Please double check your spelling and include your professional name. RECEIPTS: Sent by email once you’re registration has been processed. Please be aware spam filters can block email receipts. Participants who register at the door will be emailed their receipt once the payment has been processed (please allow up to two weeks for processing). Additional copies can downloaded from certificates.jackhirose.com. PLEASE REVIEW OUR PRIVACY POLICY: jackhirose.com
COMPLETE & RETURN WITH PAYMENT Jack Hirose & Associates Inc. 208-197 Forester Street North Vancouver, BC, Canada V7H 0A6 t e
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604 924 0296 f 604 924 0239 registration@jackhirose.com
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1 800 456 5424
www. jackhirose.com