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Free Adolescent Neuroscience Training Opportunity, April 3
“Developmental Approach: Simple Explanations of the Scientific Underpinnings” – Karen Williams, MSSW
A free training for School Board Representatives
April 3, 2015
9:00 am to 12:00 am
The REAL School, Mackworth Island
Participants will be able to:
Explain the rationale behind the “Developmental Approach”
Explain the power and purpose of Adolescence
Name three reasons adolescents are at risk for self-defeating and dangerous behaviors
Name three reasons why the “Trauma-Informed Approach:, “Restorative Practices” and “Collaborative Problem-Solving” work to change adolescents’ self-defeating and dangerous behaviors
Explain why educators are only second to and often more important than parents in building young brains and personhoods.
Limited seating is available. To register, click here.
Goals – Increased Awareness of:
The Purpose of the Developmental Approach – OJJDP and the National Academy of Sciences
Adolescent Brain Development – NIH Brain Scans
Needs, Risks and Behavior – NIH and National Academy of Sciences
The Behavior “Switch” – NIH and National Academy of Sciences
This training is brought to you by the Juvenile Justice Advisory Group (mainejjag.org).
The “Developmental Approach” changes our aims.
Our new aims are:
1) To be “brain-friendly”, i.e., “to work in concert with how young people’s brains operate and develop”, and
2) To be “trauma-informed”, i.e., to “understand – and intervene to mitigate – that which interferes with healthy behavior and development”.
Sources of TTA Presentation Information – Selected Content Varies by Participant Groupings:
Reforming Juvenile Justice: A Developmental Approach, 2013, OJJDP and the National Academy of Sciences
NIH Longitudinal Brain Scan Study, Ages 5 to 21, 2004, National Institutes of Health (NIH), National Institute of Mental Health (NIMH) and University of California Los Angeles (UCLA)
Preventing Mental, Emotional and Behavioral Disorders Among Young People, 2009, National Academy of Sciences
Defending Childhood: Report on the Attorney General’s National Task Force on Children Exposed to Violence, 2012.
The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom.
Louis Cozolino, Ph.D., (W. W. Norton & Co. 2013).
The Neuroscience of Human Relationships: Attachment and The Developing Social Brain.
Louis Cozolino, Ph. D. (W. W. Norton & Co. 2006).
Brainstorm: The Power and Purpose of the Teenage Brain. Daniel J. Siegl, M. D. (Penguin Group, 2013).
The Developing Mind, Second Edition: How Relationships and the Brain Interact to Shape Who We Are. Daniel Siegel, M.D. (Guilford Press 2012).
Mindset: The New Psychology of Success. Carol S. Dweck, Ph.D. (Ballentine, 2006).
The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. Norman Doidge M.D. (Penguin Group, 2007).
The Connected Child. Karyn B. Purvis, Ph.D., David R. Cross, Ph.D. and Wendy L. Synshine. (McGraw Hill, 2007).
Helping Traumatized Children Learn, Volumes 1 and 2. Trauma and Learning Policy Initiative, a partnership of Massachusetts Advocates for Children and Harvard Law School. 2005 and 2013.
Creating Sanctuary in the School, Sandra L. Bloom, M. D., 1995.
Trauma-Informed Organizational Toolkit. Guarino, K., Soares, P., Konnath, K., Clervil, R., and Bassuk, E., 2009, Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.
Researchers whose works are represented: Drs. Jay Giedd, Paul Thompson, Louis Cozolino, Daniel Siegel, Carol Dweck, Bruce Perry, Karyn Purvis, Sandra L. Bloom, David Cross, Vincent Felitti, Robert Anda, H. Scott Swartzwelder, Aaron White, Michael De Bellis, Susan Tapert, Sandra Brown, Linda Chang, Nora Volkow, Mickey Collins, Mark Lovell and other leaders in the field of brain and youth studies.