Developing Safe School Communities

Professional Development

Creating a Safe School Plan Creating Positive School & Classroom Culture Developing Early Identification Programs Implementing a Continuum of School-Wide Behaviour Support Implementing Violence Prevention Curricula Responding to Students with Behaviour Problems Developing Crisis Response Plans Involving Parents and the Community

Developing Safe School Communities Committee 2006-2007

Online Version: www.wsd1.org/safecommunities The purpose of the professional development program is to provide school staffs and parents with practical strategies for the development of a climate which fosters positive behaviour within the classroom and throughout the entire school. This guide is designed to assist in the selection of professional skill training options currently available.

Online: www.wsd1.org/safecommunities

An online version of this document is available, as are registration forms. A copy of the full-length handbook is sent to schools in the fall.

Registration forms must be faxed or sent by courier to:

Mala Carrière P.D. Clerk Prince Charles ERC Fax # 772-3911

Workshops are offered to employees of the Winnipeg School Division ONLY, unless otherwise specified.

Direct inquiries to:

Developing Safe School Communities Committee c/o Sandra McCaig Director of Student Support Services Prince Charles ERC Phone: 788-0203 Scheduled Workshops 2006-2007 August 31-September 1, 2006 Non-Violent Crisis Intervention 51

September 21-22, 2006 Non-Violent Crisis Intervention 51

October 6, 2006 Non-Violent Crisis Intervention Refresher 51

October 6, 2006 Working with Children Affected by War and Trauma 29

October 13, 2006 Child Anxiety Disorders Workshop 28

October 18, 2006 Keeping Kids Safe on the Internet 41

October 19 & 20, 2006 Beyond The Hurt Training: Preventing Peer Harass- 13 ment and Bullying October 20, 2006 Non-Violent Crisis Intervention Refresher 51 (Lac Staff Only) October 23, 2006 Mental Health Promotion in Secondary Schools 30

October 26, 2006 Cyberbullying: The Emerging Face of Bullying for 12 the “Always On” Generation October 26, 2006 Cyberbullying: Session for Parents 63

November 1, 2006 Creating a Peaceful Classroom 14

November 2, 2006 Talking About Touching (Grades N-3) 31

November 2, 2006 Dealing with Difficult People, Crucial Conversations, 14 Tools for Talking When Stakes are High (For Administrators) November 8, 2006 Hope and Potential: Fetal Alcohol Spectrum 32 Disorders with Diane Malbin November 9, 2006 Safety on the Internet: Train the Trainer 16

November 14 & 15, 2006 Non-Violent Crisis Intervention 51

November 16 & 17, 2006 Crisis Negotiation Techniques 57

November 16, 2006 Everything You Wanted to Know About Drugs But 42 Were Afraid to Ask November 22, 2006 Working with the Media in Good Times and 57 Crisis Situations November 23 & 24, 2006 Lions-Quest/Skills for Adolescence 43

November 24, 2006 Sensory Strategies for Classroom Use 49 (How Does Your Engine Run?) November 28 & 29, 2006 Secondary Family Life Teacher Training 17 November 30, 2006 (a.m. only) December 7, 2006 Bully-Proofing Your Elementary School 18

December 8, 2006 Kids in the Know (Grades 4-8) 34

December 8, 2006 Non-Violent Crisis Intervention Refresher 51

December 13-14, 2006 Applied Suicide Intervention Skills Training (ASIST) 58 Scheduled Workshops 2006-2007 Continued

January 15, 2007 Talking About Touching (Grades N-3) Repeat Session 31 January 17, 2007 Safety on the Internet: Train the Trainer 16 Repeat Session January 24 & 25, 2007 Elementary Family Life Teacher Training 19 January 25 & 26, 2007 Non-Violent Crisis Intervention 51 January 25 & 26, 2007 Learning Together Conference 66 January 26, 2007 Towards Inclusion: Fetal Alcohol Spectrum Disorders 49 January 29, 2007 Operation Respect: Don’t Laugh At Me 20 February 8, 2007 Discipline with Dignity 20 February 9, 2007 Non-Violent Crisis Intervention Refresher 51 February 9, 2007 Understanding Problematic Sexualized 35 Behaviour in Children Under 12 February 15, 2007 Elementary Drug Education Inservice 44 for Kindergarten-Grade 6 Teachers February 16, 2007 Gentle Teaching 50 February 21, 2007 Secondary Drug Education Inservice for 45 Grades 7-S2 Teachers February 22, 2007 Kids in the Know (Grades 4-8) Repeat Session 34 February 26, 2007 Effective Behaviour Support 11 March 1 & 2, 2007 Non-Violent Crisis Intervention 51 March 2, 2007 Gangs: Information Session 46 March 6, 2007 Body Image/Weight Preoccupation Workshop 35 March 7 & 8, 2007 Mediation Skills: Level I 21 March 9, 2007 Non-Violent Crisis Intervention Refresher 51 March 9, 2007 Helping Children and Teens Deal with Death and 59 Dying March 12, 2007 What Works for Students with Developmental 49 Disabilities and Severe Behaviour Disorders March 16, 2007 Using Data to Develop Behaviour Plans 49 April 12, 2007 Friends: Anxiety Prevention for Secondary Students 36 April 26, 2007 Peer Orientation: Why Children are Stressed, Why 67 Parents are Disempowered and How to Restore a Healthy Balance in Adult-Child Relationships with Dr. Gabor Maté (Parent Session) April 27, 2007 Peer Orientation: Why Children are Stressed, Why 22 Parents and Teachers are Disempowered and How to Restore a Healthy Balance in Adult-Child Relationships with Dr. Gabor Maté May 11, 2007 Helping Boys Succeed 24 Table of Contents

...... Page Developing Safe School Communities ...... 7 Continuum of School-Wide Instructional & Positive Behaviour Support .... 7

Creating Positive School & Classroom Culture ...... 9 Steps in Developing Safe School Communities ...... 10 Effective Behaviour Support ...... 11 Cyberbullying: The Emerging Face of Bullying for the “Always On” Generation ...... 12 Beyond The Hurt Training: Preventing Peer Harassment & Bullying ...... 13 Creating a Peaceful Classroom ...... 14 Dealing with Difficult People, Crucial Conversations, Tools for Talking When Stakes are High (For Administrators) ...... 14 No-Name Calling Initiative ...... 15 Safety on the Internet: Train the Trainer ...... 16 Secondary Family Life Teacher Training ...... 17 Bully-Proofing Your Elementary School ...... 18 Elementary Family Life Teacher Training ...... 19 Operation Respect: Don’t Laugh At Me ...... 20 Discipline with Dignity ...... 20 Mediation Skills: Level 1 ...... 21 Peer Orientation: Why Children are Stressed, Why Parents and Teachers are Disempowered and How to Restore a Healthy Balance in Adult-Child Relationships with Dr. Gabor Maté ...... 22 Helping Boys Succeed ...... 24 Registration Form ...... 25

Developing Early Identification Programs ...... 26 First Step to Success ...... 27 Child Anxiety Disorders Workshop ...... 28 Working with Children Affected by War and Trauma ...... 29 Mental Health Promotion in Secondary Schools ...... 30 Talking About Touching (Grades N-3) ...... 31 Hope and Potential: Fetal Alcohol Spectrum Disorders with Diane Malbin ...... 32 Kids in the Know (Grades 4-8) ...... 34 Understanding Problematic Sexualized Behaviour in Children Under 12 ...... 35 Body Image/Weight Preoccupation Workshop ...... 35 Friends: Anxiety Prevention for Secondary Students ...... 36 Registration Form ...... 37

Implementing Violence Prevention Curricula ...... 38 I’m Thumbody ...... 39 Second Step: A Violence Prevention Curriculum ...... 40 Keeping Kids Safe on the Internet ...... 41 Everything You Wanted to Know About Drugs But Were Afraid to Ask .... 42 Lions-Quest ...... 43 Elementary Drug Education Inservice ...... 44 Secondary Drug Education Inservice ...... 45 Gangs: Information Session ...... 46 Registration Form ...... 47

Table of Contents……………………………………………....continued

...... Page

Responding to Students With Behaviour Problems ...... 48 Feel Safe At School Again: The Art of Setting Limits ...... 49 Sensory Strategies for Classroom Use (How Does Your Engine Run?) ...... 49 Towards Inclusion: Fetal Alcohol Spectrum Disorders ...... 49 What Works for Students with Developmental Disabilities and Severe Behaviour Disorders ...... 49 Using Data to Develop Behaviour Plans ...... 49 Gentle Teaching ...... 50 Non-Violent Crisis Intervention ...... 51 Refreshers - Non-Violent Crisis Intervention ...... 51 Registration Form (Non-Violent Crisis Intervention Workshops) ...... 52 Registration Form ...... 53

Crisis Response Planning ...... 54 Threat Assessment Training: Level 1 ...... 56 Crisis Negotiation Techniques ...... 57 Working with the Media in Good Times and Crisis Situations ...... 57 Applied Suicide Intervention Skills Training (ASIST) ...... 58 Helping Children and Teens Deal with Death and Dying ...... 59 Developing a School Crisis Response Plan ...... 59 Registration Form ...... 60

Involving Parents and the Community ...... 61 Nobody’s Perfect ...... 62 Ready or Not ...... 62 Cyberbullying: Session for Parents ...... 63 Street Gang Awareness for Parents ...... 64 Addiction Awareness ...... 64 ADHD Information Session for Parents ...... 66 Learning Together Conference ...... 66 Peer Orientation: Why Children are Stressed, Why Parents are Disempowered and How to Restore a Healthy Balance in Adult-Child Relationships with Dr. Gabor Maté (Sessions for Parents) ...... 67 Page 7

Continuum of School-Wide Instructional & Positive Behaviour Support

The Winnipeg School Division is promoting the Continuum of School-Wide Instructional & Positive Behaviour Support developed by the Institute of Violence and Destructive Behaviour at the University of Oregon.

The multi-level system of positive behavioural support includes:

School-wide or primary prevention support involves procedures and processes that are intended for all students, all staff and all settings. School-wide or primary prevention efforts clarify expectations, simplify rules for student behaviour, and build in a continuum of procedures to encourage students to display expected behaviours and discourage students from violating rules. Despite ongoing and structured encouragement of appropriate behaviour, at-risk students may continue to commit infractions or exhibit disruptive behaviours. These students will require secondary prevention strategies which include a team-based mechanism to monitor behaviours and develop intervention strategies. Key strategies may include individual or small group instruction, involvement of specialist and key teachers, increased prompts and cues. The third level of response or tertiary prevention involves specialized, individualized systems for students exhibiting high-risk behaviour. The intensive prevention and intervention component provides immediate and effective intervention to students whose behaviour presents the most significant or chronic challenge to staff. For these students, typically 1-7% of the school population, strategies include crisis management plans, special education placements, alternative community placements and wrap-around planning.

Did you know...

Safe and Responsive Schools http://www.unl.edu/srs/ http://www.indiana.edu/~safeschl

The Safe and Responsive Schools site is designed to provide assistance to schools on assessing, planning and implementing efforts to address school violence prevention, discipline reform and behaviour improvement. It provides intensive information on developing a comprehensive framework of assessment tools to evaluate programs and activities, and identification of promising practices and programs.

The Safe and Responsive Schools websites are interlinked websites housed at Indiana University, and at the University of Nebraska-Lincoln. Visitors may jump between them when viewing materials. Page 8

To optimize the capacity of schools to address a continuum of positive behaviour support, the Developing Safe School Communities Professional Development handbook reflects the behavioural framework and offers a variety of workshops to assist school staffs in implementing the model.

Continuum ofContinuum Effective of BehaviorEffective Behaviour Support Support

Students with SpecializedIntensive Individual Individual Interventions Tertiary Prevention Interventions StudentsChronic/Intense with Individual Students (Individual Student Chronic/IntenseProblem Assessment Based Problem Behavior System) Intense, Durable Procedures (1Behaviour - 7%) (1-7%) Secondary Prevention TargetedSpecialized Group Group Interventions Students At-Risk InterventionsClassroom and Small Group (At-Risk System) forStudents Problem At-Risk Students BehaviorAt-Risk for High Efficiency (5-15%) Problem Rapid Response Behaviour (5-15%)

StudentsStudents Universal Interventions without without Serious Primary Prevention School/Classroom-Wide Systems for All Serious Universal Interventions ProblemProblem (School-WideStudents, Staff Systemand Settings BehaviorsBehaviours (80- ClassroomPreventive, System)Proactive (8090%) -90%)

All Students in School Steps in Developing Safe School Communities (School-Based)

October 26, 2006 Cyberbullying: The Emerging Face of Bullying for the 1:00-3:30 p.m. “Always On” Generation Workshops/ October 19 & 20, 2006 Beyond The Hurt Training: Preventing Peer Harassment and Bullying 9:00 a.m.-3:30 p.m. Programs

November 1, 2006 Creating a Peaceful Classroom At A 9:00-11:45 a.m. Glance November 2, 2006 Dealing with Difficult People, Crucial Conversations, Tools for Talking 1:00-3:30 p.m. When Stakes are High (For Administrators)

November 9, 2006 Safety on the Internet: Train the Trainer 9:00-11:45 a.m.

No-Name Calling Initiative

November 28 & 29, 2006 Secondary Family Life Teacher Training 9:00 a.m.-3:30 p.m. November 30, 2006 9:00 a.m.-12:00 noon

December 7, 2006 Bully-Proofing Your Elementary School 9:00 a.m.-3:30 p.m.

January 17, 2007 Safety on the Internet: Train the Trainer (Repeat Session) 9:00-11:45 a.m.

January 24 & 25, 2007 Elementary Family Life Teacher Training 9:00 a.m.-3:30 p.m.

January 29, 2007 Operation Respect: Don’t Laugh At Me 9:00 a.m.-12:00 noon

February 8, 2007 Discipline with Dignity 1:00-3:30 p.m.

February 26, 2007 Effective Behaviour Support 9:00 a.m.-3:30 p.m.

March 7-8, 2007 Mediation Skills: Level 1 9:00 a.m.-3:30 p.m.

April 27, 2007 Peer Orientation: Why Children are Stressed, Why Parents and Teachers 9:00 a.m.-3:30 p.m. are Disempowered and How to Restore a Healthy Balance in Adult-Child Relationships with Dr. Gabor Maté

May 11, 2007 Helping Boys Succeed 9:00 a.m.-12:00 noon

Continuum of Effective Behavior Support Continuum of Effective Behaviour Stu- Specialized Individual Tertiary Prevention Studentsdents with with Interventions Chronic/IntenseChronic/ (Individual Student ProblemIntense ProblemBehavior System) (1 - 7%) Behaviour Secondary Prevention Specialized Group Students(1-7%) At-Risk Interventions for Problem (At-Risk System) BehaviorStudents (5-15%)At-Risk for Problem Behaviour (5-15%)

Students without Primary Prevention Universal Interventions SeriousStudents Universal Interventions (School-WideSchool/Classroom-Wide System Systems for All Problemwithout Behaviors ClassroomStudents, System) Staff and Settings (80Serious -90%) Problem Preventive, Proactive Behaviours (80-90%)

All Students in School Page 10

Steps in Developing Safe School Communities

Target Audience: Administrators and Teachers, Nursery-Senior 4

This workshop is designed to be a concise guide for school-based planning related to developing positive behaviour within the entire school.

You will learn:

the comprehensive nature of safe school planning, and to appreciate the importance of incorporating all components of the model; the development of a comprehensive school safety plan through a systematic planning process; the integration of other resources and programs with the planning process; the detection of early warning signs of school violence; the components of crisis response planning; the assessment of progress in developing a safe school.

Steps in Developing Safe School Did you know... Communities

Steps in Developing Safe School Communities was distributed to schools in To arrange a September 2005. District or school- based workshop The resource manual based on the School-Wide Instructional and Positive Behaviour or for further Support framework will help all schools, working in collaboration with parents and information please community members, plan and implement effective programs and strategies for contact: developing safe school communities. Olga Wyshnowsky A copy of the document can be found in the administrator’s office. Pupil Services Consultant 788-0203 ext. 117

[email protected] Page 11

Effective Behaviour Support Effective Behaviour Target Audience: Administrators and Teachers, Nursery-Senior 4 Support

Participants in this session will be presented with an overview of the current challenges February 26, 2007 facing schools and what the research says about effective prevention. An overview of school-wide effective behaviour support systems and procedures designed to create 9:00 a.m.-3:30 p.m. positive learning environments for all students will be presented. Location: Room “A” You will learn: Prince Charles ERC how to engage staff in implementing EBS; how to develop a decision-making and communication model which sustains the Facilitator: EBS initiative in a school; Olga Wyshnowsky how to develop strategies for gathering data as the basis for EBS plans; Pupil Services how to assess school-wide EBS impact through monitoring school-based indica- Consultant tors. And Janine Henson The Winnipeg School Division has personnel who are certified coaches in Effective Support Teacher Behaviour Support and are able to provide school-based teams with assistance. The Special Education Department coaches are able to provide training and consultation with universal, targeted and intensive tiers of Effective Behaviour Support. In addition, they are able to assist schools with data collection and analysis, and guide schools through the process and over the inevitable hurdles associated with implementation of systems change.

To arrange for a coach or for further Did you know... information please contact:

Positive Behavioural Interventions and Supports or Effective Behaviour Support Olga Wyshnowsky website is found at http://www.pbis.org Pupil Services Consultant The website is designed to give schools capacity-building information and technical 788-0203, ext. 117 assistance for identifying, adapting, and sustaining effective school-wide disciplinary [email protected] practices. Page 12

Cyberbullying: The Emerging Face of Bullying for the Cyberbullying: “Always On” Generation The Emerging Face of Bullying

for the “Always Target Audience: Nursery-Senior 4 Teachers and Administrators On” Generation

This multimedia presentation offers a formal definition of cyberbullying, information October 26, 2006 about how cyberbullying might be prevented, strategies and resources for those who are currently dealing with cyberbullying in their lives, facts and related news about today’s 1:00-3:30 p.m. “Always On” society. Location: TBA The workshop initiated by noted Canadian educator Bill Belsey, was created because he observed that cyberbullying has become a huge problem in other parts of the world, Facilitator: where mobile phones and other telecommunications tools are more deeply embedded in Bill Belsey youth culture. www. cyberbullying.ca is the very first website in the world to address the issue of cyberbullying specifically.

In addition to creating www.bullying.org and www.cyberbullying.ca, Mr. Belsey conceived of, and worked with Family Channel to create and launch the world’s first “Bullying Awareness and Prevention Week”. He is also the driving force behind his community of Cochrane, Alberta to be the world’s first community to officially proclaim itself as “Striving to be Bully-free”. He is often cited as the first person to use the word and define the behaviour “cyberbullying”.

Mr. Belsey has been a consultant to the Dr. Phil show, ABC News 20/20, the CTV and CBC National News and other media across Canada and around the world. Mr. Belsey was also asked to travel to Bangkok, Thailand to share his knowledge about cyberbullying and youth with the United Nations International Research Study on Violence and Children. Page 13

Beyond the Hurt Beyond The Hurt Training: Preventing Peer Harassment Training: and Bullying Preventing Peer Harassment and

Bullying Target Audience: Secondary Teachers/Counsellors and Students (Grades 7-Senior 4)

October 19 & 20, 2006 Bullying is an old problem that is finally garnering the attention it deserves as a significant issue in young people’s lives. This awareness has helped spur this innovative work- 9:00 a.m.-3:30 p.m. shop. Prince Charles ERC Beyond the Hurt involves a youth facilitator training, which brings together teachers/ counsellors and youth to learn over a two-day period. The team then creates and delivers Meeting Room “A” a workshop to their peers, and has an opportunity to take the bullying prevention mes- sage to students within their school community. Facilitator: Marian Hijkopp Canadian Red Cross It is the responsibility of the participating schools to select appropriate and willing youth facilitators.

The training will provide participants with an understanding of the following topics:

Power and group dynamics; Bullying and harassment definitions; Human rights, legal issues, community policies; Impact, intervention and response to bullying and harassment; Prevention strategies. Please note:

Each school team will receive a video, training resource manual, tool kit, classroom con- Registration tent guide, handouts and evaluation forms. information will be distributed in the After the training, facilitators will be able to offer presentations in their schools called fall. “Beyond the Hurt”. These presentations discuss:

All types of harassment and bullying; Interpersonal power issues; Rights and responsibilities of individuals; Intervention and prevention issues-including the law and school policies.

Videos, contact information, posters, and stickers are used to support the presentation.

FOLLOW-UP MENTORSHIP:

The Beyond the Hurt trainer will meet with each school team to provide ongoing assistance and mentorship. Successful completion of two school presentations will result in certification. Page 14

Creating a Creating a Peaceful Classroom Peaceful Classroom Target Audience: Grades 4-6 Elementary Classroom Teachers November 1, 2006 “No matter what our attempts to inform, It is our ability to inspire 9:00-11:45 a.m. That will turn the tides.” Syracuse Cultural Workers Prince Charles ERC

In today’s ever changing world, it is more important than ever to establish an under- Room “A” standing of peace within the classroom and to help students carry that understanding Facilitator: and knowledge to the larger school community and beyond. It is with this sense of re- James Gray spect and personal responsibility for peace within a community that will inspire positive English Language change. Arts Consultant (Elementary) Teachers are always looking for engaging and meaningful topics to help motivate students while also creating a positive learning environment. This workshop will focus on [email protected] strategies and learning experiences to promote peace education through the use of a wide variety of rich children’s literature.

Dealing with Difficult People, Crucial Conversations, Dealing with Tools for Talking When Stakes are High Difficult People, Crucial Target Audience: Administrators Conversations, Tools for Talking This half-day workshop will provide you an opportunity to receive/read an engaging book When Stakes are by Kerry Patterson, Joseph Grenny, Ron McMillan and Al Switzler and interact with others High around the topic of ‘Crucial Conversations’. The dialogue will provide you with a quick update/review of strategies as outlined in the book, to better manage daily conversations November 2, 2006 that often are crucial. 1:00-3:30 p.m.

Prince Charles ERC

Meeting Room “A”

Facilitators:

Sandy Intrater, Principal Inkster School & Gary Comack Principal R.B. Russell School Page 15

No-Name Calling Initiative No-Name Calling Target Audience: Grade 7 Teachers/Counsellors Initiative

For further The No-Name Calling Initiative is designed to create safer schools by making bullying, information please harassment, and name-calling unacceptable through public education campaigns that contact: motivate youth to change their behaviour and mobilize students and educators to take school-based action around the problem of name-calling and verbal harassment. Olga Wyshnowsky No Name-Calling Week was inspired by a young adult novel entitled “The Misfits” by Pupil Services popular author, James Howe. The book tells the story of four best friends trying to sur- Consultant 788-0203, ext. 117 vive the seventh grade in the face of all too frequent taunts based on their weight, height, intelligence, and sexual orientation/gender expression. Motivated by the inequi- [email protected] ties they see around them, the “Gang of Five” (as they are known) creates a new politi- cal party during student council elections and run on a platform aimed at wiping out name-calling of all kinds. Though they lose the election, they win the support of the school’s principal for their cause and their idea for a “No-Name-Calling Day” at school. Motivated by this simple, yet powerful, idea, the No-Name Calling Week Coalition, created by GLSEN and Simon & Schuster Children’s Publishing, and consisting of over 40 national organizations, has organized an actual No Name-Calling Week in schools. The project seeks to focus national attention on the problem of name-calling in schools, and to provide students and educators with the tools and inspiration to launch an on-going dialogue about ways to eliminate name-calling in their communities.

The kit includes the following components:

Resource Kit: The guide will provide an overview of the campaign, instructions for organizing and publicizing No Name-Calling Week in individual schools, lesson plans and other curricular material, and further resources for those interested in extending the experience.

Video: The 27-minute video about name-calling is targeted at grade 7. The video is accompanied by a Teacher Resource Book that includes teaching ideas and fact sheets.

Page 16 Safety on the Safety on the Internet: Train the Trainer Internet: Train the Trainer Target Audience: Nursery-Senior 4 Staff November 9, 2006 The Internet has introduced a new litany of issues and concerns. Cyberbullying, identity theft, and predators are all terms that have taken new dimensions within this cyber 9:00-11:45 a.m. world and given rise to questions and concerns. Unfortunately, the ease with which stu- or Repeat Session dents handle computers and their level of expertise is often not matched by parents. This imbalance adds another element of risk, and creates a greater need for parent edu- January 17, 2007 cation. 9:00-11:45 a.m. This train the trainer workshop will prepare participants to return to their home schools and deliver Internet safety education to parents in their school community. The parent Administration presentation covers a range of topics important to Internet safety education including Building #2 cyberbullying, cyber security and eluding predators. Participants will receive a Pro- gram Leader’s CD with PowerPoint and accompanying script. The materials provided Meeting Room “106” are based on the I-Parent Campaign developed by I-Safe America, the leader in Internet Facilitators: safety education in the world. This training is a standardized means to empower parents in the Division on Internet safety. Educational Technology Support Services

Student Support Services

Did you know... Child Find Manitoba

One in four children have had a stranger ask to meet them in person. 15 per cent of all young Internet users have met in person with at least one individual whom they first contacted on the Internet; of those users, only six per cent were accompanied by an adult. 38 per cent of young people say their parents know nothing or very little about their online activities. One in four youth have been sent pornography on the Internet by a stranger; 40 per cent have been asked by a stranger to give personal information. Sexual offences are among the crimes least likely to be reported to the police.

Source: Environics Research Group, www. cybertip.ca Page 17

Secondary Family Secondary Family Life Teacher Training Life Teacher Training Target Audience: Grades 7, 8, S1 & S2 Teachers This is a According to Health Canada’s Canadian Guidelines for Sexual Health Education, mandatory training “sexual health education should be available to all Canadians as an important compo- for teachers nent of health promotion programs and services.” responsible for implementing Sexual Health/Family Life Education aims to enhance positive self-image and self Family Life and worth, physical and reproductive health and prevent unintended pregnancy, sexually who have not transmitted infections, exploitation, and abuse. previously attended training. This 2 1/2 day training prepares the teacher to successfully implement the Family Life Program at the grades 7-S2 level. Tuesday, November 28, 2006 The following is a list of the content areas included in the teacher training. 9:00 a.m.-3:30 p.m.

Wednesday, Family Dynamics November 29, 2006 Sex Role Stereotyping 9:00 a.m.-3:30 p.m. Human Growth and Development Dating and Peer Relationships Thursday, Decision Making November 30, 2006 Sexually Transmitted Infections 9:00 a.m.-12:00 noon Contraception Teen Pregnancy Prince Charles ERC

At this workshop teachers will: Meeting Room “A”

Facilitator: become familiar with the Winnipeg School Division Secondary Nori Korsunsky Family Life Curriculum; Health Education explore issues adolescents face in today’s society; Consultant learn a variety of effective teaching strategies and be prepared to implement a successful Family Life Education Program for grades 7-S2. [email protected]

Did you know...

In a series of surveys of Canadians, 85% of adolescents agreed that sexual health education should be provided in the schools. Canadian Journal of Human Sexuality, Vol. 9(1), 2000, revised 2001. Page 18

Bully-Proofing Bully-Proofing Your Elementary School Your Elementary School Target Audience: Kindergarten-Grade 6 Teachers December 7, 2006

To tackle the old but growing problem of bullying, this workshop presents information 9:00 a.m.-3:30 p.m. and a process for the adoption of a school-wide program against bullying. Prince Charles ERC You will learn about: Meeting Room “A” the incidence of in-school bullying; the characteristics of victims and bullies; Facilitator: specific strategies to reduce the incidence of bullying; Olga Wyshnowsky the importance of school organizational factors, intervention programs and Pupil Services curriculum approaches. Consultant [email protected] Did you know...

Bullying Prevention Website http://www.bullying.org

This is a multiple award-winning website that was created to help people address the issue of bullying within a safe, positive international community. www.bullying.org is a supportive online community where people can learn that they are NOT alone in being bullied and teased, that being bullied and teased is NOT their fault and that they CAN do something positive about it. People can contribute their personal stories, Bully-Proofing poems, images, oral stories (audio files), music and even animations and movies. Your Elementary www.bullying.org also has a “Helpful Resources” section that features a huge listing School of articles, books, legislation and policies, research and multimedia resources. www. bullying.org also has the world’s first and largest online moderated support groups To arrange a for adults and youth. The website receives nearly one million visitors and school-based workshop or for contributors from around the world each month and is often listed as the number one further information “bullying” referenced website in the world by www.google.com and many other please contact:

Olga Wyshnowsky Pupil Services Consultant 788-0203, ext. 117

[email protected] Page 19

Elementary Family Elementary Family Life Teacher Training Life Teacher Training Target Audience: Grades 4, 5 and 6 Teachers This is a Access to an effective Family Life Education program is one of the contributing factors mandatory training to the overall health and well-being of students. for teachers responsible for The Family Life program aims to develop decision making and problem solving skills in implementing students. This enhances their health, promotes positive self-image and self-worth, main- Family Life and who tains physical/reproductive health and prevents sexual health problems now and in the have not previously future. The knowledge and skills needed to make and act upon decisions that promote attended training. positive healthy lifestyle practices are part of an effective Family Life Education program. January 24 & 25, 2007

With these principles in mind, the following are some of the content areas included in 9:00 a.m.-3:30 p.m. the two-day teacher training: Prince Charles ERC

Family Relationships Meeting Room “A” Puberty Human Growth and Development Facilitator: Decision Making Nori Korsunsky Self-Esteem Health Education HIV/AIDS [email protected]

Teachers will:

become familiar with the Winnipeg School Division (2002) Elementary Family Life Curriculum; learn the aims and objectives of the Elementary Family Life Education program and specific content areas for each grade; learn a variety of teaching strategies and be prepared for successful implementation of Family Life Education.

Did you know...

Research shows that effective sexuality education programs share a number of common characteristics. These curriculum-based programs:

Provide basic accurate information; Allow students to practice communication, negotiation and refusal skills; Led by teachers who are genuinely interested in the topic and who receive adequate training.

Adapted from: Emerging Answers, Douglas Kirby, 2001 and Science Says, Number 4, September 2003, National Campaign to Prevent Teen Pregnancy. Page 20

Operation Respect: Don’t Laugh At Me Operation Respect: Target Audience: Elementary Teachers and Administrators Don’t Laugh At Me Don’t Laugh At Me is intended to serve as an introduction to, and enrichment of, ongoing efforts that nurture children’s emotional, social and ethical development, such as January 29, 2007 character education, conflict resolution, and teaching tolerance programs. Using the tools and activities from the program and guided by teachers, children become sensi- 9:00 a.m.-12:00 noon tized to the harmful effects of ridicule, scorn, name-calling, bullying, intolerance and other forms of disrespect they encounter in the school. Prince Charles ERC

A free curriculum set will be provided for each participant. Room “A”

Did you know... Facilitator: Olga Wyshnowsky Pupil Services The website www.dontlaugh.org has curriculum updates and ideas for integrating Consultant “Don’t Laugh At Me” into existing programs. This website allows educators to [email protected] download the teacher guide and music.

Discipline with Dignity Discipline with Dignity Target Audience: Elementary Teachers and Administrators February 8, 2007 Discipline with Dignity is a flexible program for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect, and shared de- 1:00-3:30 p.m. cision-making. Drs. Richard Curwin and Allen Mendler, the internationally acclaimed Prince Charles ERC authors of Discipline with Dignity (ASCD, 1988, reprinted 1999) developed this approach. Room “C”

Discipline with Dignity presents teachers with the framework, tools, and skills for car- Facilitator: rying out their own effective classroom management, and furnishes administrators with Garth German information and a basis for setting school-wide policy. Designed to allow teachers Principal more time for instruction in a classroom environment conducive to learning, this ap- Greenway School proach also helps children develop a sense of self-esteem and gives them the encouragement and tools necessary for making responsible decisions in their lives, both inside and outside of the classroom.

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Mediation Skills: Level 1 Mediation Skills: Level 1 Target Audience: Nursery-Senior 4 Teachers and Administrators March 7 & 8, 2007 In this intensive two-day workshop, participants will be introduced to the basic frame- works of casework (preparation for mediation) and mediation skills and the basic Me- 9:00 a.m.-3:30 p.m. diation Services incident-based conflict model. Interactive exercises enable participants to practice case development and mediation skills while developing empathy and confi- Prince Charles ERC dence as they role-play both the case developer/mediator and the mediation participant. Meeting Room “A” Group discussions, case studies, demonstrations, practice sessions and the manual provide a broad array of learning pathways. Facilitator: Mediation Services Participants attending this workshop will:

Explore restorative justice, a key underlying philosophy of Mediation Services’ This workshop approach to mediation. will be accepted Gain awareness of the issues involved in deciding the appropriateness of a case for credit towards for mediation, preparing the parties to mediate, and dealing with dynamics during School the mediation. Administrator’s Be introduced to the Mediation Services’ case development model. Certificate Levels Be introduced to the Mediation Services’ incident-based mediation model. I and II and Begin to better understand the role of the mediator in incident-based situations of toward a Special conflict. Education Develop enhanced communication skills in the role of a mediator. Certificate.

Did you know...

Working Together: A Guide to Positive Problem Solving for Schools, Families and Communities provides information for parents and educators to take part in the co-operative, creative problem solving process of informal dispute resolution.

Appropriate Education Programming in Manitoba: A Formal Dispute Resolu- tion Process provides information for parents and educators involved in disputes regarding educational programming and placement of students with exceptional learning needs.

Both documents can be viewed at: http://www.edu.gov.mb.ca/ks4/specedu Page 22

Peer Orientation: Why Children are Stressed, Why Parents and Teachers are Disempowered and How to Restore a Peer Orientation: Why Children Healthy Balance in Adult-Child Relationships with Dr. Gabor are Stressed, Maté Why Parents and Teachers are This talk is based on Gabor Maté's third bestselling book, Hold On To Your Kids: Why Disempowered Parents Need to Matter More Than Peers. The concept of peer orientation refers to the and How to tendency of children and youth to look to their peers for direction: for a sense of right Restore a and wrong, for values, identity and codes of behaviour. Peer orientation undermines Healthy Balance family cohesion, sabotages healthy development, erodes the teacher-student relationship in Adult-Child and fosters an aggressive and prematurely sexualized youth culture. It robs adults of their Relationships natural authority and invites authoritarian or, on the other hand, laissez-faire modes of April 27, 2007 parenting and teaching, neither of them appropriate to rearing young human beings.

9:00 a.m.-3:30 p.m. Children were never meant to be in a position where they are so dominant in influencing one another. This state of affairs may be the norm today, but it’s neither natural nor Location: healthy. It is historically a new development, due to economic and social influences Victoria Inn prevalent since World War II that have undermined adult-child connections. Peer orientation provides a powerful explanation for schoolyard bullying and youth violence; Facilitator: its effects are painfully evident in rampant drug use, teenage gangs and, at its most Dr. Gabor Maté extreme, in tragedies such as occurred in Littleton, Colorado, Tabor, Alberta and Victoria, British Columbia. It is an escalating trend that has never been adequately described or challenged until Hold On to Your Kids. Once understood, it becomes self- evident-as do the solutions. Registration forms This talk aims at helping to restore parenting and teaching to its natural intuitive basis will be sent to and the adult-child relationship to its rightful preeminence. The concepts, principles and schools practical advice articulated will empower parents, teachers and the other adults who play in the fall. a nurturing role to be for children what nature intended: the true source of contact, security and warmth. Parents and teachers must regain their natural authority, without A registration fee coercion, punishment and artificial consequences. Children need to be protected from will be charged. becoming lost in the emotionally barren and culturally sterile world of peer orientation.

Topics covered:

1. The basis of healthy child development: the attachment relationship with parents, teachers and other adults.

2. Why the traditional relationship has become undermined, leaving parents frustrated, teachers stressed and children immature.

3. What peer orientation is and how it competes with children’s adult attachments. How to recognize its signs.

4. How peer orientation leads to boredom, aggression, bullying, precocious sexuality and “unteachability”-- how peer orientation erodes the natural basis of learning, and of teaching.

5. How to restore the healthy adult orientation of our children in the home and in the classroom, including methods of discipline that do not alienate children but bring them closer.

Page 23

Gabor Maté M.D. is a physician, writer, speaker and seminar leader in Vancouver, British Columbia. He was born in Budapest, Hungary and came to Canada with his family-brother and parents-in 1957. He has worked in family practice, palliative medicine, and addiction medicine. Before entering medical school, he taught high school for three years. Currently he is a staff physician at a facility for drug addicted persons in Vancouver’s Downtown East Side, many of them with HIV. He has written three nationally bestselling books in Canada, also published in the U.S., and is currently at work on his fourth book: I Need A Fix: Living in a Culture of Addiction. As a speaker and seminar leader, Dr. Maté is in great demand, receiving many invitations in Canada and the U.S. as well as in Europe and, most recently, Japan.

He was a long-time medical columnist for the Vancouver Sun and the Globe and Mail, Canada’s national newspaper, where his byline continues to be seen frequently on issues of health and of parenting and child development.

When The Body Says No: The Cost of Hidden Stress, his book on the mind/body unity in health and illness, has been published in eight languages on five continents. Hold On To Your Kids: Why Parents Need to Matter More Than Peers, his most recent book, has garnered enthusiastic praise on its U.S. publication. It is also being published in Brazil, France, Israel and Germany. His first book, Scattered Mind, on attention deficit disorder, provides a groundbreaking analysis of this puzzling condition, based on the latest neuroscientific research.

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Helping Boys Succeed Helping Boys Succeed Target Audience: Nursery-Senior 4 Teachers and Administrators May 11, 2007 In the 80’s and 90’s concerted efforts were made to address girls’ academic lags, result- 9:00 a.m.-12:00 noon. ing in girls demonstrating higher achievement in many curricular areas. These findings are hopeful for girls, but mask the statistics regarding boys. Boys are failing at school Prince Charles ERC and leaving school at disturbing rates. How can we address the academic and psychosocial needs of boys within our schools? This workshop will focus on the latest find- Room “A” ings regarding boys’ experiences at school. Possible causes for this problem will be ex- amined, and the results of practical programs aimed at addressing boys’ learning needs Facilitator: will be discussed. Participants will bring their own strategies and expertise to share Dr. Laura Sokal with others at the session. University of Winnipeg This session has been repeated due to popular demand.

Dr. Sokal has worked in a variety of settings teaching children and adults. Apart from working in schools, Laura has worked as a child life therapist at Children’s Hospital, as director of an inner-city program for children “at risk”, and as an instructor at Red River College and the University of Manitoba. Her research interests include risk and resilience in children, teacher education, as well as gender development in boys and girls and its implications for school outcomes. Recent projects include a study exam- ining the development of student teachers’ control ideology and a project focused on the development of computer software to measure school children’s gender schematic processing. Dr. Sokal’s current research is supported by a grant from the Winnipeg Inner-City Research Alliance held jointly with Dr. Herb Katz. Their study examines how deconstructing feminized views of reading affects young boys’ reading perform- ance.

Laura has been nominated by her students for the University of Winnipeg Award of Excellence in Teaching in each of the last two years. In 2003, she was awarded the President’s Award of Merit. The Winnipeg School Division Page 25

DEVELOPING SAFE SCHOOL COMMUNITIES PROFESSIONAL DEVELOPMENT

REGISTRATION FORM

Please return completed registration form to: P.D. Clerk - Room 130

Name:______School:______Fax # 772-3911 Deadline Date: this registration form must be submitted two weeks prior to date of inservice. You will be notified if your registration is confirmed or the activity is cancelled because of insufficient registration.

Please check the workshops you would like to register for. 1. Cyberbullying: The Emerging Face of Bullying for the “Always On’ Generation October 26, 2006 1:00-3:30 p.m.

2. Beyond The Hurt Training: Preventing Peer Harassment and Bullying October 19 & 20, 2006 9:00 a.m.-3:30 p.m.

3. Creating a Peaceful Classroom November 1, 2006 9:00-11:45 a.m.

4. Dealing with Difficult People, Crucial Conversations, Tools for Talking When Stakes are High (For Administrators) November 2, 2006 1:00-3:30 p.m.

5. Safety on the Internet: Train the Trainer November 9, 2006 9:00-11:45 a.m.

6. Secondary Family Life Teacher Training November 28-29, 2006 9:00 a.m.-3:30 p.m. November 30, 2006 9:00 a.m.-12:00 noon Please Note: 7. Bully-Proofing Your Elementary School Workshops December 7, 2006 9:00 a.m.-3:30 p.m. are offered to 8. Safety on the Internet: Train the Trainers employees of January 17, 2007 9:00-11:45 a.m. the

9. Elementary Family Life Teacher Training Winnipeg January 24 & 25, 2007 9:00 a.m.-3:30 p.m. School

10. Operation Respect: Don’t Laugh At Me Division ONLY, unless January 29, 2007 9:00 a.m.-12:00 noon otherwise 11. Discipline with Dignity specified. February 8, 2007 1:00-3:30 p.m.

12. Effective Behaviour Support February 26, 2007 9:00 a.m.-3:30 p.m.

13. Mediation Skills: Level 1 March 7-8, 2007 9:00 a.m.-3:30 p.m.

14. Peer Orientation: Why Children are Stressed, Why Parents are Teachers are Disempowered and How to Restore a Healthy Balance in Adult-Child Relationships with Dr. Gabor Maté April 27, 2007 9:00 a.m.-3:30 p.m.

15. Helping Boys Succeed May 11, 2007 9:00 a.m.-12:00 noon First Step to Success (School-Based) Workshops/ October 6, 2006 Working with Children Affected by War and Trauma 9:00 a.m.-3:30 p.m. Programs October 13, 2006 Child Anxiety Disorders Workshop At A 9:00-11:30 a.m. Glance October 23, 2006 Mental Health Promotion in Secondary Schools 9:00 a.m.-3:30 p.m.

November 2, 2006 Talking About Touching (Grades N-3) 9:00-11:45 a.m.

November 8, 2006 Hope and Potential: Fetal Alcohol Spectrum Disorder with Diane Malbin 9:00 - 3:30 p.m.

December 8, 2006 Kids in the Know (Grades 4-8) 9:00-11:45 a.m.

January 15, 2007 Talking About Touching (Grades N-3) 9:00-11:45 a.m. Repeat Session

February 9, 2007 Understanding Problematic Sexualized Behaviour in Children Under 12 9:00 a.m.-3:30 p.m.

February 22, 2007 Kids in the Know (Grades 4-8) 9:00-11:45 a.m. Repeat Session

March 6, 2007 Body Image/Weight Preoccupation Workshop 9:00-11:45 a.m.

April 12, 2007 Friends: Anxiety Prevention for Secondary Students 9:00 a.m.-3:30 p.m.

Continuum of Effective Behavior Support Continuum of Effective Behaviour Support

Specialized Individual Tertiary Prevention StudentsStudents withwith Interventions Chronic/IntenseChronic/Intense (Individual Student System) ProblemProblem Behavior (1 - 7% ) Secondary Prevention Behaviour Specialized Group Students(1-7%) At-Risk Interventions for Problem (A t-Risk S ystem ) Behavior (5-15% ) Students At-Risk for Problem Behaviour (5-15%) Students Universal Interventions without School/Classroom-Wide Systems Primary Prevention Serious Universalfor All Students, Interventions Staff and Settings Problem (School-WPreventive, ideProactive System BehaviorsStudents with- Classroom System) (80out -90%)Serious Problem Behaviours (80-90%)

All Students in School Page 27

First Step to rompt and early intervention should be available for students Success who are at risk for academic failure, being abused or acting aggressively. To arrange a school-based workshop First Step to Success or for further information Target Audience: Nursery-Grade 1 Teachers please contact:

First Step to Success is an early intervention program for preventing antisocial Olga Wyshnowsky behaviour among at-risk kindergartners and grade one students. This early Pupil Services intervention program was designed to cope with the increasing number of young Consultant children who, at the point of school entry, show the early signs of emerging 788-0203, ext. 117 antisocial behaviour patterns. [email protected]

First Step to Success is a collaborative home and school intervention in which parents are enlisted as partners with the teacher(s) and school in helping young at- risk children get off to the best possible start in school. Clear lines of communication and cooperation are established between home and school as part of the intervention process.

Did you know...

First Step to Success has proven to be an effective and popular intervention with early childhood educators. Since the First Step program was developed, the authors have successfully extended its use to children in primary grades one and two without the need for program adaptations. Perhaps the program’s greatest strengths are: (1) its ability to provide early detection of children whose problems, if left unattended, will likely severely impair their later school adjustment and quality of life; and (2) its collaborative focus on forging partnerships between parents and teachers in helping children get off to the best possible start in school. The earlier intervention occurs, the more likely it is to be effective and long-lasting. To solve the problems so many children are bringing to the schoolhouse door, it is essential that early detection and intervention resources are concentrated at the point of school entry.

Page 28

Child Anxiety Disorders Workshop Child Anxiety Disorders Target Audience: Teachers, Guidance Counsellors and Administrators (N-Senior 4) Workshop

This half-day workshop will provide an overview of the various anxiety disorders in October 13, 2006 children and youth as well as provide information about the associated features of these 9:00-11:30 a.m. disorders. Information will also be provided regarding ways to identify highly anxious children especially within the classroom setting. Treatment approaches will also be Prince Charles ERC reviewed. Meeting Room “A”

Facilitator: A major focus of this workshop will also be on providing those in attendance with Anxiety Disorders practical suggestions and strategies that they may use in the classroom to assist children Services Staff and youth with anxiety disorders. St. Boniface General Hospital A question and answer period will be included and attendees will have the opportunity to participate in several hands-on activities.

Did you know...

Anxiety disorders are one of the primary mental health problems affecting children and adolescents today. Given the wide range of stressors associated with growing up, it is important that our children have appropriate skills for coping with anxiety and other difficult emotions.

The Child Anxiety Network http://www.childanxiety.net

The Child Anxiety Network is designed to provide thorough, user-friendly information about child anxiety. It is also designed to provide direction for those who are not sure where to turn when they think their child or a child they know may need professional help to cope with anxiety.

Anxiety Disorders Association of Manitoba http://www.adam.mb.ca

This website has information on anxiety, as well as information on services for children and adolescents in Manitoba and how to access these services. Page 29

Working with Working with Children Affected by War and Trauma Children Affected by War Target Audience: Nursery-Senior 4 Teachers, Counsellors and Administrators and Trauma

“There is a growing need to increase public awareness of child exposure to atrocities, to October 6, 2006 understand the impact of such atrocities on mental health and development, and most 9:00 a.m.-3:30 p.m. importantly, to develop programs to curb and heal the effects of war experiences on children and youth.” Prince Charles ERC Barenbaum, J. Ruchkin, V. & Schwab-Stone, M., Meeting Room “A” Journal of Child Psychology and Psychiatry 45 1, 41-62., (2004) Facilitator: Jan Stewart This one day seminar will provide essential information for teachers, counsellors and University of administrators who work with war-affected children and youth. Particular attention will Winnipeg be focused on mental health issues, working with families, and building connections with community agencies. Participants will learn about the psychosocial effects of war and trauma on children and how to work with children within the school context. Participants will be introduced to practical teaching and counselling resources that can be used to help with the rehabilitation and integration of these students in our schools.

Jan Stewart has over 15 years experience working as a teacher and school counsellor at all educational levels, from kindergarten to grade 12. She is currently completing her PhD in Educational Administration at The University of Manitoba, and has recently been awarded the University of Manitoba Duff Roblin Scholarship and The University of Manitoba Students’ Union Scholarship. She is presently teaching in The Faculty of Education at The University of Winnipeg and she is the president of The Manitoba School Counsellors’ Association. Jan has conducted numerous seminars at national and international conferences, specializing in the development of creative and interactive counselling tools that are easily implemented in any classroom or counselling program. Jan has taught courses for The University of Winnipeg, as well as graduate courses in counselling at The University of Manitoba for several years. She is the author of three well known programs: The STARS Program (1998), a series of interactive workbooks to teach specific skills to middle-years students; The Tough Stuff Series (2000), an activity-based approach to help adolescents cope with real-life problems and issues; and the Canadian and US bestselling book entitled The Anger Workout Book for Teens (2002). Page 30

Mental Health Mental Health Promotion in Secondary Schools Promotion in Secondary Target Audience: Grades 7-Senior 4, Teachers and Counsellors Schools

Mental health is increasingly recognized as a concern for schools and teachers. This October 23, 2006 workshop will provide an introduction to mental health, mental illness and mental 9:00 a.m.-3:30 p.m. health promotion covering the following topics: Prince Charles ERC Creating an environment that promotes mental health and well-being. Meeting Room “A” Understanding risk and protective factors potentially influencing the development of mental health problems. Facilitator: Marion Cooper Exploring the social context and its impact on well-being and mental health. Winnipeg Regional Developing strategies that enhance resilience. Health Authority Recognizing if someone needs extra support. Responding to a troubled student.

Did you know...

http://education.indiana.edu/cas/adol/adol.html

ADOL: Adolescence Directory Online

Adolescence Directory Online (ADOL) is an electronic guide to information on adolescent issues. It is a service of the Center for Adolescent Studies at Indiana University. Educators, counsellors, parents, researchers and teens can use ADOL to find Web resources on the social and emotional growth and development needs of adolescents. Page 31

Talking About Touching (Grades N-3) Talking About Touching Target Audience: (Grades N-3) Grades Nursery-Grade 3 teachers who will be teaching Talking About Touching November 2, 2006 Talking About Touching: A Personal Safety Curriculum teaches students basic skills to 9:00-11:45 a.m. help them keep themselves safe from dangerous or abusive situations. The Talking Or About Touching curriculum helps teachers and parents address this difficult subject Repeat Session more easily. The lesson format includes activities for skill practice and transfer of January 15, 2007 9:00-11:45 a.m. learning. Photo cards with fully scripted lessons on the reverse side serve as the basis for classroom discussion. Prince Charles ERC Meeting Room “A” This is a mandatory half-day inservice for teachers/counsellors who will be involved with Talking About Touching (Grades N-3). Facilitator: Olga Wyshnowsky You will learn: Pupil Services Consultant child abuse myths and facts; [email protected] identifying children in need of protection; reporting and handling disclosures; the role of school personnel in child abuse prevention; teaching strategies related to personal safety and sexual abuse prevention instruction.

Did you know...

The Talking About Touching program rests on a solid foundation of more than 25 years of research. Evidence shows that children who participate in prevention programs have better knowledge of personal safety skills and that early elementary and preschool children learn the most about these skills from prevention programs.

Davis, M.K. and Gidycz, C.A. (2000). “Child Sexual Abuse Prevention Programs: A Meta-Analysis.” Journal of Clinical Child Psychology. 29(2), 257-265. Page 32

Hope and Potential: Fetal Alcohol Spectrum Disorders Hope and with Diane Malbin Potential: Fetal Alcohol Spectrum

Disorders with Target Audience: Administrators and Teachers, Nursery-Senior 4 Diane Malbin

Thirty years of research on Fetal Alcohol/Drug Spectrum Disorders has confirmed that November 8, 2006 the most serious effects of prenatal exposure to alcohol/drugs are on the developing brain and central nervous system. FASD is, therefore, by definition, an invisible 9:00 a.m.-3:30 p.m. physical disability whose symptoms are primarily behavioural. This session introduces a neurocognitive model that links the idea of brain dysfunction with behaviours in order Victoria Inn: to rethink the meaning of behavioural symptoms of this disability and develop Polo Park appropriate and effective interventions. Facilitator: The goal of this workshop is to provide a framework to support development and Diane Malbin implementation of practical, appropriate and effective techniques that recognize FASD as a brain-based disorder.

It is expected that at the conclusion of this workshop participants will be able to:

Identify examples of positive outcomes for people with FASD and recognize elements of environments that support these outcomes. Know the diagnostic criteria for FAS, recognize possible paternal effects, discuss a working definition for FASD and become familiar with the definitions of Registration forms primary and secondary learning and behavioural characteristics commonly will be sent to associated with FASD. schools Understand a conceptual framework for rethinking behaviours commonly in the fall. associated with FASD, and begin to integrate this into professional and personal repertoires. A registration fee will be charged. Recognize common overlapping diagnoses, the limits of the DSM, and discuss the implications of the ‘fit’ between standard interventions and FASD. Begin to develop effective strategies and appropriate accommodations based on understanding FASD as a brain-based condition. Identify specific ‘next steps’ for integrating information about FASD into parenting, teaching and other work with this population. Page 33

Diane V. Malbin, MSW, is Executive Director of FASCETS, a private non-profit organization in Portland, Oregon. FASCETS services include a Neurodevelopmental Di- agnostic and Training Center, direct services, consultation, training and program development on FASD and related issues for parents and professionals locally, nationally, throughout Canada and Europe. Ms. Malbin is an Oregon State representative for the SAMHSA Fetal Alcohol Spectrum Disorders Center for Excellence Building FASD State Systems, is a charter member of the Oregon FASD Task Force and has developed and taught courses on FASD through the Universities of Oregon, University of British Columbia, University of Wisconsin-Madison, and other institutions. She was principal investigator for the successful interventive study on Fetal Alcohol that was funded by the State of Oregon Services for Children and Families and was based on the FAS- CETS model. Her work has included development and consultation on video projects, and she is a published author. The Oregon chapter of the National Association of So- cial Workers named Ms. Malbin Social Worker of the Year, 2005. She is a parent of two young adults with FASD. Page 34

Kids in the Know (Grades 4-8) Kids in the Know (Grades 4 - 8) Target Audience: Grades 4-8 teachers who will be teaching the Kids in the Know program and have not attended any type of personal safety program workshop in the December 8, 2006 past. 9:00 - 11: 45 a.m.

OR This is a mandatory half-day workshop for the target audience. Repeat Session Kids in the Know is a safety curriculum designed to empower children and reduce their February 22, 2007 risk of victimization. It focuses on building self-esteem through teaching critical prob- 9:00—11:45 a.m. lem-solving skills. The program uses an inclusive, community-based approach to heighten safety awareness. The core premise of the curriculum is based on the key root Prince Charles ERC safety strategies and environments, which are reinforced and practiced throughout grades 4-8. Meeting Room “A”

Kids in the Know is an innovative curriculum that also identifies risks as it relates to the Facilitator: sexual exploitation of children. Using techniques to help children and youth identify Olga Wyshnowsky Pupil Services high risk behaviours and practicing assertiveness techniques skills, separates the Kids in Consultant the Know curriculum from other traditional teaching methods. Additionally, this educa- And tion program corresponds with the safety education guidelines provided by the National Noni Classen Center for Missing and Exploited Children. Child Find Manitoba You will learn: child abuse myths and facts; identifying children in need of protection; reporting and handling disclosures; role of school personnel in child abuse prevention; teaching strategies related to personal safety and sexual abuse prevention instruction.

Did you know...

Cybertip.ca http://www.cybertip.ca

Cybertip.ca is Canada’s national tipline for reporting the online sexual exploitation of children. It is a centralized web portal for receiving and addressing reports from the public regarding child pornography, luring, child sex tourism, and children who are exploited through prostitution. Cybertip.ca also provides the public with information, referrals and other resources to help Canadians keep their children safe while on the Internet. Page 35

Understanding Problematic Sexualized Behaviour in Understanding Children Under 12 Problematic Sexualized Target Audience: Elementary Administrators, Teachers, Counsellors Behaviour in Children This workshop will provide information and understanding to school system personnel Under 12 about children with problematic sexualized behaviour. Included in this workshop is: February 9, 2007 9:00 a.m.-3:30 p.m. Information about natural and expected sexual behaviour and development tasks. Understanding the continuum of sexualized behaviour. Prince Charles ERC General assessment methods including, what needs to happen, assessment goals, Meeting Room “A” how to plan treatment and treatment goals. The workshop is designed to assist school system personnel in the understanding, Facilitator: assessment and treatment of children who have problematic sexualized behaviour. FASA Staff New Directions The Families Affected by Sexual Assault Program, New Directions for Children, Youth, Adults, and Families, provides assessment and therapy services to families whose children have been sexually assaulted. Additionally, the FASA program provides assessment and treatment for children under 12 years of age who have been involved in inap- propriate sexualized behaviour.

Body Image/Weight Preoccupation Workshop Body Image/ Weight Target Audience: Staff Working with Nursery-S4 Students Preoccupation Workshop Many girls and women today are concerned with their weight and body image. Often this concern can lead to a preoccupation with weight, including frequent dieting, bing- March 6, 2007 ing, starving, excessive exercise or even an eating disorder such as bulimia or anorexia 9:00 –11:45 a.m. nervosa. This workshop will assist participants to: Prince Charles ERC

Meeting Room “A” Examine attitudes toward body image; Raise awareness of the pressures girls and young women face; Facilitator: Examine ways to help girls challenge the social and cultural factors which per- Nori Korsunsky petuate the current ideal of a thin body; Health Education Provide strategies for dealing with body image issues; Consultant Make connections to outcomes in the new K-S4 Physical Education/Health Edu- [email protected] cation curriculum.

There will be an opportunity to preview resources.

Did you know...

Eating disorders are the third most common chronic illness in adolescent girls. 81% of 10 year olds and 46% of 9 year olds restrict eating (diet). Dieting is often the beginning of an eating disorder. Page 36

Friends: Anxiety Prevention for Secondary Students Friends: Anxiety Prevention for Target Audience: Grade 7-Senior 4 Teachers/Counsellors Secondary Students Anxiety is the most common mental health problem in the community affecting up to 15% of children and adolescents. Anxiety significantly interferes with a child’s ability April 12, 2007 to confidently handle everyday situations including relationships with peers, adults and 9:00 a.m.-3:30 p.m. family. Anxiety may have a negative impact on school achievement. If left unattended, Prince Charles ERC anxiety difficulties may continue into young adulthood. Problems with anxiety are also Meeting Room “A” risk factors for depression and substance misuse in adolescence and adulthood. The FRIENDS program combats anxiety by fostering emotional resilience in children and Facilitator: teenagers. Dr. Michelle Warren FRIENDS helps children cope with feelings of fear, worry, and depression, and builds resilience and self-esteem by teaching cognitive and emotional skills in a simple structured format. It has proven effective for up to 6 years after initial exposure. Used in schools and clinics throughout the world, FRIENDS is the only childhood anxiety prevention program acknowledged by the World Health Organization for its eight years of comprehensive evaluation and practice. The program is currently used in schools and clinics throughout Australia, New Zealand, Canada, the United Kingdom, Germany, the Netherlands, the United States, Sweden and Portugal.

This workshop will review use of the FRIENDS program in a large group format, specifically its use in the classroom. The workshop focus is on the Youth Friends for Life program for prevention and treatment of anxiety in adolescents ages 12 to 16.

Participants wishing to implement the program will need to purchase the manual for an approximate cost of $60.00. Ordering information will be distributed at the workshop.

Michelle Warren, Ph.D., C. Psych. is a clinical psychologist and former school psychologist with a special interest in anxiety disorders. She has a wide range of experience in treatment of anxiety problems and has used the FRIENDS program in group, individual, and family treatment of children and youth.

Dr. Warren has facilitated workshops for mental health professionals on the application of cognitive behaviour therapy to children’s mental health problems and routinely provides consultation and supervision in this area. Her presentation will emphasize practical skills for clinicians, counsellors, and teachers. Page 37 The Winnipeg School Division PRINCE CHARLES EDUCATION RESOURCE CENTRE

DEVELOPING SAFE SCHOOL COMMUNITIES PROFESSIONAL DEVELOPMENT

REGISTRATION FORM

Please return completed registration form to: P.D. Clerk - Room 130 Fax # 772-3911

Name:______School:______

Deadline Date: this registration form must be submitted two weeks prior to date of inservice. You will be notified if your registration is confirmed or the activity is cancelled because of insufficient registration.

Please check the workshops you would like to register for.

1. Working with Children Affected by War and Trauma October 6, 2006 9:00-3:30 p.m.

2. Child Anxiety Disorders Workshop October 13, 2006 9:00 a.m.-11:30 a.m.

3. Mental Health Promotion in Secondary Schools October 23, 2006 9:00 a.m.-3:30 p.m.

4. Talking About Touching (Grades N-3) November 2, 2006 9:00-11:45 a.m.

5. Hope and Potential: Fetal Alcohol Spectrum Disorders with Diane Malbin November 8, 2006 9:00 - 3:30 p.m.

6. Kids in the Know (Grades 4-8) December 8, 2006 9:00-11:45 a.m.

7. Talking About Touching (Grades N-3) Repeat Session January 15, 2007 9:00-11:45 a.m.

8. Understanding Problematic Sexualized Behaviour in Children Under 12 February 9, 2007 9:00 a.m.-3:30 p.m.

9. Kids in the Know (Grades 4-8) Repeat Session February 22, 2007 9:00 a.m.-11:45 a.m.

10. Body Image/Weight Preoccupation Workshop March 6, 2007 9:00-11:45 a.m.

11. Friends: Anxiety Prevention for Secondary Students April 12, 2007 9:00 a.m.-3:30 p.m.

I’m Thumbody (School-Based) Workshops/ Second Step: A Violence Prevention Curriculum (School-Based) Programs At A October 18, 2006 Keeping Kids Safe on the Internet 9:00 a.m.-3:30 p.m. Glance November 16, 2006 Everything You Wanted to Know about Drugs But Were Afraid to Ask 9:00 a.m.-12:00 noon

November 23 & 24, 2006 Lions-Quest 8:30 a.m.-3:30 p.m.

February 15, 2007 Elementary Drug Education (Inservice for Kindergarten-Grade 6 9:00-11:45 a.m. Teachers)

February 21, 2007 Secondary Drug Education (Inservice for Grades 7-S2 Teachers) 9:00 –11:45 a.m.

March 2, 2007 Gangs: Information Session 9:00 a.m.-12:00 noon

Continuum of Effective Behavior ContinuumSupport of Effective Behaviour Support

Specialized Individual Students with Tertiary Prevention Students with Interventions Chronic/IntenseChronic/Intense (Individual Student ProblemProblem Behavior System) (1Behaviour - 7% ) Secondary Prevention Specialized Group Students(1-7%) At-Risk Interventions for Problem (A t-Risk S ystem ) BehaviorStudents (5-15%At-Risk ) for Problem Behaviour (5-15%)

Students without Universal Interventions Primary Prevention SeriousStudents with- UniversalSchool/Classroom-Wide Interventions Systems for All Students, Staff Problem (School-Wand Settings ide System out Serious Classroom System ) Behaviors Preventive, Proactive (80Problem -90%) Behaviours (80-90%)

All Students in School Page 39

eplacing a culture of violence with a culture of non-violence is an integral component of violence prevention.

I’m Thumbody I’m Thumbody

Target Audience: Parent Volunteers For further information please “I’m Thumbody” is a self-esteem program for Grade 3 students that helps to: contact:

build healthy self concepts; Linda Palmer stimulate the development of self-confidence; Coordinator of instill feelings of self-worth, individuality and responsibility; Volunteer Services enhance self-awareness; 474-1513 develop an understanding of each person’s unique skills and interests and the value of these differences, strengths, and individuality. [email protected]

Originally developed by the Canadian Mental Health Association, the program is unique in that it is presented by trained parent/community volunteers to the Grade 3 children in their home school. “I’m Thumbody” is delivered in two one-hour classroom sessions, the first of which deals with children’s individuality and uniqueness, and the second lesson deals with feelings. A film, as well as specially designed activities that enhance self-concept are used during the lessons.

The program has proven to be a wonderful opportunity for both children and parents to gain a greater awareness and understanding of the importance of healthy self-esteem in children. Page 40

Second Step: A Violence Prevention Curriculum Second Step: A Violence Target Audience: Nursery/Kindergarten-Senior 1 Teachers Prevention Curriculum Children who are socially competent do better academically. Second Step kits at the early childhood, elementary and middle school levels provide teachers with tools to help For further children become socially competent, form healthy relationships, and develop strong information please bonds with school. Students learn how to respond empathically to others and practice contact: skill steps for calming down, reducing anger, and solving problems. Olga Wyshnowsky

Pupil Services Administrator’s and Teacher’s Guides are designed to help promote social and emotional Consultant learning throughout the school and integrate Second Step lessons into a variety of 788-0203, ext. 117 academic subject areas. [email protected]

Did you know...

The March-April 2005 issue of the Journal of Applied Developmental Psychology includes a study that tested both Second Step effectiveness and the theory the program is based on. The Second Step program was found to reduce aggression and the need for adult intervention during conflicts. After one year of participation, children were more likely to set positive, socially responsible goals, and their teachers found them to be more cooperative. This study shows that Second Step classroom lessons can affect children’s motivation to cooperate and underlines the importance of setting positive goals in working to resolve conflicts.

Frey, K.S., Bobbit-Nelen, S., Van Schojack-Edstrom, L., and Hirschstein, M.K. (2005). “Effects of a School-Based Social Emotional Competence Program: Linking Children’s Goals, Attributions, and Behaviour.” Journal of Applied Developmental Psychology, 26(2). Page 41

Keeping Kids Safe on the Internet Keeping Kids Safe on the Internet Target Audience: Nursery-Senior 4 Staff October 18, 2006

When it comes to safe-guarding children and youth against the perils of the Internet, par- 9:00 a.m.-3:30 p.m. ents and educators alike must keep in step with the constant march of technology. Administration Attend the Division’s annual Internet Safety workshop to learn how to safeguard young Building #2 people against Internet hazards. Presenters at the workshop will include representatives from Child Find, law enforcement, and divisional consultants. Participants will be up- Meeting Room “106” dated on several different communication tools such as instant messaging, chat rooms, free teen posting websites, securing a wireless connection, and Internet surveys. Facilitators: Educational Technology Support Services Did you know... Child Find Manitoba Student Support Services Use the Internet to your Advantage!

Here is a list of cybersafety websites. All web addresses should be preceded by http:// prefix (no spaces-web addresses are all one word).

GetNetWise-online safety resources: www.getnet-wise.org Cybertip.ca-a Canadian Internet tipline run by Child Find Manitoba-a place where you can report Internet activity that exploits and endangers children: www.cybertip.ca Safe Passage-teaching kids to be safe and responsible online: www.mediaawareness.ca/english/parents/internet/safe_passage_parents/ WiredKids-online safety for kids and teens: www.wirekids.org NetSmartz: www.netsmartz.org FBI Library: A Parent’s Guide to Internet Safety: www.fbi.gov/publications/pguide/pguidee.htm Be Safe Online Using Chat and Internet messaging: www.besafeonlinef.org

Source: Winnipeg School Division brochure: “Internet Chat Rooms and Instant Messaging” Sept. 2004. Page 42

Everything You Wanted to Know About Drugs But Were Everything You Wanted to Know Afraid to Ask About Drugs But

Were Afraid to Target Audience: Staff working with Nursery-S4 students Ask

November 16, 2006 Participants in this session will learn: 9:00 a.m.-12:00 about the common street drugs, including solvents; noon trends in drug use among adolescents in Manitoba; how to recognize the signs of drug use; Prince Charles ERC how to talk to kids about their drug use. Meeting Room “A”

Facilitators: Did you know... Winnipeg Police Service

and Almost 60% of students rated alcohol and drug use as the biggest Addictions problems that students face at school and second only to school Foundation failure. Manitoba

Student Survey, Addictions Foundation of Manitoba

Did you know...

Centre for Addiction and Mental Health http://www.camh.net/ Features a wide range of information, in English and French, on addiction and related mental health issues. Presents news and events, sections on health promotion, resources geared to the general public, resources directed to health professionals, multilingual resources on addiction, and various electronic publications.

Canadian Centre on Substance Abuse http://www.ccsa.ca/ Offers recent news, trends, research, statistics, and publications on addictions. Covers topics on intervention (enforcement, harm reduction, prevention and treatment), policy and legislation in Canada, alcohol and drugs as they relate to specific populations, and information on substances and addictions such as, alcohol, amphetamines, cannabis, cocaine, gambling and opioids.

Page 43

Lions-Quest

Lions-Quest programs promote positive social attitudes and prevent a variety of Lions-Quest negative behaviours, including alienation, violence and other common problems of Skills For today’s youth. The Lions-Quest mission is… “To empower and support adults Growing throughout the world to nurture responsibility and caring in young people where they (K-5) live, learn, work and play.” Skills For

Lions-Quest programs seek to: Adolescence -develop positive social behaviours, such as self discipline, Grades 6-8 responsibility, good judgement, and the ability to get along with others; and Combined -help young people develop strong commitments to their families, schools, positive Workshop peers and communities, including a commitment to lead healthy drug free lives. (K-8)

Learning Outcomes: As a result of successful implementation, students will... -feel comfortable and valued as members of the classroom and the school community; -be able to manage conflict constructively; November 23, 2006 -learn to use interpersonal skills in relating to others and learn to communicate & effectively; November 24, 2006 -be able to make positive and responsible decisions and say “No” to harmful ones; -approach potentially negative situations as positive challenges; 8:30 a.m.-3:30 p.m. -gain knowledge of the harmful effects of tobacco, alcohol, and other drugs; -value and respect themselves and others; Prince Charles ERC -apply academic knowledge and interactive skills to address important school and community needs, actively practicing good citizenship skills. Meeting Room “A”

Individuals who complete an entire Skills for Growing (SFG)/Adolescence (SFA) or a Facilitators: combination of Skills for Growing/Adolescence are certified to deliver both To Be Announced programs. Please Note: Skills for Growing is a comprehensive program that brings together parents, Workshop educators and community leaders to teach children the important life and citizenship registration will be skills of self discipline, good judgement, responsibility and getting along with others. sent to schools in There are 6 manuals, one for each grade level K-5. the fall.

Skills for Adolescence (grades 6-8) helps young people deal with the challenges of our changing world. The program works to establish a supportive partnership Lions-Quest between parents, school and members of the community. The program emphasizes a strong “no use” philosophy for the use of drugs and teaches young people specific To arrange a strategies for saying “No” to negative influences and “Yes” to healthy living. school-based workshop or for further information, please contact: Nori Korsunsky Health Education Consultant 788-0203, ext. 112

[email protected]

Up to 60% of program cost will be subsidized-thanks to the generosity of Lions Club International Page 44

Elementary Drug Education Inservice for Kindergarten- Elementary Grade 6 Teachers Drug Education Inservice for Target Audience: Kindergarten-Grade 6 Teachers Kindergarten - Grade 6 Teachers This mandatory inservice is for teachers who will be responsible for implementing drug education programs for students in Kindergarten to Grade 6 and have not attended a drug Mandatory education inservice. Those who have been trained in the Lions-Quest program are not workshop for K-6 required to attend. teachers who are responsible for You will learn: implementing substance key concepts in childhood and adolescent substance abuse; prevention current patterns and trends in drug use; education. best practices in drug education; how to utilize the resources available. February 15, 2007

9:00-11:45 a.m.

Prince Charles ERC

Meeting Room “A”

Facilitator: Nori Korsunsky Did you know... Health Education Consultant [email protected] Addictions Foundation of Manitoba (AFM) http://www.afm.mb.ca Describes the intervention, rehabilitation, prevention, education and research services, in the area of addictions, offered by AFM to Manitobans. Provides educational and curricular material, in English and French, on facets of drug and alcohol abuse, compulsive gambling, fetal alcohol spectrum disorder, and related issues. Manitoba Addictions Awareness Week Kit (MAAW) http://www.afm.mb.ca/maaw/Resource_Kit/resource_kit.html The MAAW kit is a school resource which provides ready to use activities on substance use, gambling and related issues. Each school in Manitoba receives one copy. Fact sheets and activities are available for downloading.

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Secondary Drug Education Inservice for Grades 7-S2 Secondary Teachers Drug Education Inservice for Target Audience: Grades 7-Senior 2 Teachers Grades 7-S2

This mandatory half-day workshop will focus on current trends in drug use and best Teachers practices in substance abuse education. It will highlight the Comprehensive Drug Edu- cation Kit that contains all the necessary resources to implement substance use preven- Mandatory tion education for students in Kindergarten to Senior 2. Those trained in the Lions- workshop for Quest program are not required to attend. Grades 7-Senior 2 teachers who are This workshop will fulfill all requirements for the mandatory drug education training responsible for for grades 7-Senior 2 teachers not previously trained. implementing substance prevention education.

February 21, 2007 Did You Know... 9:00–11:45 a.m.

There is an excellent Drug Education Resource located in a school library near you! Prince Charles ERC

All schools received The Comprehensive Drug Education Kit in September 2002. The Meeting Room “A” large clear plastic bin is full of the resources you will need to successfully implement an effective drug education program for students in Kindergarten-Senior 2. There is Facilitator: also a Senior 3 and Senior 4 module for those schools wishing to provide drug Nori Korsunsky education activities for those students no longer required to take formal health Health Education Consultant education programming. There is an elementary and a secondary kit. [email protected]

Each kit contains numerous teaching resources reflecting best practices in drug education, and a facilitator’s guide that describes the resources, attitudes and values and curricular connections. A curricula matrix is included and provides teachers with a variety of student activities to meet learning outcomes in the Health/Physical Education curriculum. This kit is the result of a collaborative work group, which included Addictions Foundation and Division staff. The goal of the group was to develop a user-friendly resource kit which teachers could utilize successfully to meet the outcomes of the substance use and abuse prevention strand of the new curriculum. Within the kit there are student activities including games, reflective pieces, interactive activities, strategies for decision making, problem solving and resistance skill training...all of which are life skills. Page 46

Gangs: Information Session Gangs: Information Target Audience: Elementary & Secondary Staff and Administrators Session

Members of the Winnipeg Police Service Organized Crime Unit will present current in- March 2, 2007 formation regarding trends in outlaw motorcycle gangs, street gangs and Asian crime activities within the City of Winnipeg. This session will include the background and 9:00-12:00 noon current status of the gangs and the individuals who are prolific within them as well as the impact of these groups on police, citizens and youth in our community. Prince Charles ERC

This workshop was held last year (March 2, 2006) and is being repeated due to popular Meeting Room “A” demand. Facilitators: Winnipeg Police Service Organized Crime Unit Page 47 The Winnipeg School Division PRINCE CHARLES EDUCATION RESOURCE CENTRE

DEVELOPING SAFE SCHOOL COMMUNITIES PROFESSIONAL DEVELOPMENT

REGISTRATION FORM Please return completed registration form to: P.D. Clerk - Room 130 Fax # 772-3911 Name:______School:______

Please check the workshops you would like to register for.

1. Keeping Kids Safe on the Internet October 18, 2006 9:00 a.m.-3:30 p.m.

2. Everything You Wanted to Know About Drugs But Were Afraid to Ask November 16, 2006 9:00 a.m.-12:00 noon

3. Lions-Quest November 23 & 24, 2006 8:30 a.m.-3:30 p.m.

4. Elementary Drug Education Inservice for Kindergarten-Grade 6 Teachers February 15, 2007 9:00-11:45 a.m.

5. Secondary Drug Education Inservice for Grade 7-S2 Teachers February 21, 2007 9:00-11:45 a.m. Please Note:

6. Gangs: Information Session Workshops March 2, 2007 9:00 a.m.-12:00 noon are offered to employees of the Winnipeg School Division ONLY, unless otherwise specified. Feel Safe At School Again: The Art of Setting Limits (School-Based) Workshops/ November 24, 2006 Sensory Strategies for Classroom Use Programs 9:00 a.m.-3:30 p.m. (How Does Your Engine Run?) At A January 26, 2007 Towards Inclusion: Fetal Alcohol Spectrum Disorders 9:00 a.m.-3:30 p.m. Glance

February 16, 2007 Gentle Teaching 1:00-3:30 p.m.

March 12, 2007 What Works for Students with Developmental Disabilities and Severe 1:00-3:30 p.m. Behaviour Disorders.

March 16, 2007 Using Data to Develop Behaviour Plans 1:00-3:30 p.m.

August 31-September 1, 2006 Non-Violent Crisis Intervention September 21-22, 2006 November 14-15, 2006 January 25-26, 2007 March 1-2, 2007 9:00 a.m.-3:30 p.m. (all)

October 6, 2006 Non-Violent Crisis Intervention Refreshers October 20, 2006 (LAC Staff Only) December 8, 2006 February 9, 2007 March 9, 2007 9:00 a.m.-12:00 noon (all)

Continuum of Effective Behaviour Support Students with Chronic/Intense Problem Targeted Group Interventions Behaviour Secondary Prevention Classroom and Small Group (1-7%) At-Risk Students High Efficiency Rapid Response Students At-Risk for Problem Behaviour (5-15%)

Students without Serious Problem Behaviours (80-90%) Page 49

Feel Safe At School Again: The Art of Setting Limits Feel Safe at School Again: The Art of Setting Target Audience: School Staff Limits

Non-Violent Crisis Intervention training can be provided for schools with groups of 20 To arrange for a participants on request. workshop or for further Participants will learn: information please contact: to recognize the levels of disruptive behaviour and appropriate reactions to them; non-verbal techniques for controlling disruptive behaviour; Bob McDill Service Director do’s and don’ts of verbal interventions; Special Education how to set and enforce clear limits; Department basic personal safety techniques. 774-4525

[email protected] Special Education Department Behaviour Workshops

Sensory Strategies for Classroom Use (How Does Your Engine Run?) To register November 24, 2006 (SAG) please contact: 9:00 a.m.-3:30 p.m. Administration Building #2 Mike LaBella Meeting Room 106 Special Education Department Facilitator: School Therapy Services 774-4525 Towards Inclusion: Fetal Alcohol Spectrum Disorders January 26, 2007 [email protected] 9:00 a.m.-3:30 p.m. Prince Charles ERC Meeting Room “A” Facilitator: Janet Thompson, Special Education Support Teacher & Dorothy Schwab, Occupational Therapist

What Works for Students with Developmental Disabilities and Severe Behaviour Disorders March 12, 2007 1:00-3:30 p.m. Prince Charles ERC Meeting Room “A” Facilitator: Alice Czarnecki, Child Guidance Clinic

Using Data to Develop Behaviour Plans March 16, 2007 1:00-3:30 p.m. Prince Charles ERC Meeting Room “A” Facilitator: Jeanine Henson, Support Teacher Page 50

Gentle Teaching Gentle Teaching

Target Audience: Elementary and secondary teachers working with behaviourally February 16, 2007 challenged or developmentally delayed students. 1:00-3:30 p.m.

Gentle teaching is for those who want to consider a psychology of interdependence and Meeting Room “A” to uncover ways to express and practice companionship instead of control. It is a Prince Charles ERC non-violent way to teach individuals with significant behaviour problems to feel safe with others, and to sense a feeling of being valued. Facilitator: Janet Thompson You will learn: Special Education

the theory of gentle teaching; practical application; Dr. John McGee’s techniques with clients via a video.

Did You Know...

Gentle Teaching http://www.gentleteaching.nl

This website provides information about Gentle Teaching, resources, answers basic questions and provides information regarding conferences/training. Support is also available through a discussion board.

TO REGISTER FOR “GENTLE TEACHING” REGISTRATION FORM FOUND ON PAGE 53.

Page 51

Training-Non-Violent Crisis Intervention Non-Violent Crisis Intervention Target Audience: Staff who are assigned to work with students with severe behaviour August 31- disorders or at Learning Assistance Centres, Life Skills or Adaptive Skills September 1, 2006 Programs are expected to have training and to take a refresher course at least every September 21-22, 2006 two years. November 14-15, 2006 January 25-26, 2007 March 1-2, 2007 The Winnipeg School Division has personnel who are certified instructors in Non- Violent Crisis Intervention. The program provides training for school personnel working with severely disruptive students. Workshops teach response to behavioural crisis 9:00 a.m.-3:30 p.m. through analysis, verbal defusing, and, as a last resort, physical, therapeutic restraint. Call: Successful participants receive certification which is recognized for two years. Mike LaBella 774-4525

[email protected]

Refreshers - Non-Violent Crisis Intervention Refreshers Non-Violent Crisis Recertification is available to staff who have previously completed the two-day work- Intervention shop. This workshop is mandatory every two years if certification is to be October 6, 2006 maintained. October 20, 2006 (LAC Staff Only) Workshops can also be arranged whenever numbers warrant. Interested schools, groups, December 8, 2006 or individual staff should contact the Special Education Department at 774-4525. February 9, 2007 March 9, 2007

9:00 a.m.-12:00 noon

Call: Mike LaBella 774-4525 [email protected]

*TO REGISTER FOR NON-VIOLENT CRISIS INTERVENTION OR REFRESHERS, PLEASE PRINT AND FILL OUT THE “NON-VIOLENT CRISIS INTERVENTION” REGISTRATION FORM FOUND ON PAGE 52.

Page 52

Winnipeg School Division Non-Violent Crisis Intervention Workshops 2006-2007

PLEASE NOTE:

1. Complete a REQUEST FOR SHORT LEAVE OF ABSENCE FORM, indicating on the Fax # 775-6245 form if a substitute is required. 2. Attach the “Short Leave of Absence” form to this page and send to Mike LaBella, Special Education Department, at least two weeks prior to the workshop date. 3. Any questions regarding registration should be directed to the Special Education Department at 774-4525. 4. Sessions are limited to 20 participants - FIRST REGISTERED (with short leave signed by your principal) - FIRST SERVED. 5. These workshops are provided for staff who work with students who have severe behaviour disorders or severe/multiple disabilities. 6. The workshops are not open to Teacher Assistants, Level I.

======

NAME:______SCHOOL:______POSITION/Level:______EMPLOYEE NO.______

1. Non-Violent Crisis Intervention August 31-September 1, 2006 9:00 a.m.-3:30 p.m.

2. Non-Violent Crisis Intervention September 21-22, 2006 9:00 a.m.-3:30 p.m.

3. Non-Violent Crisis Intervention Refresher October 6, 2006 9:00 a.m.-12:00 noon

4. Non-Violent Crisis Intervention Refresher (LAC Staff ONLY) October 20, 2006 9:00 a.m.-12:00 noon PLEASE 5. Non-Violent Crisis Intervention November 14-15, 2006 9:00 a.m.-3:30 p.m. NOTE:

6. Non-Violent Crisis Intervention Refresher December 8, 2006 9:00 a.m.-12:00 noon Refresher Workshops are 7. Non-Violent Crisis Intervention A.M. ONLY January 25-26, 2007 9:00 a.m.-3:30 p.m.

8. Non-Violent Crisis Intervention Refresher February 9, 2007 9:00 a.m.-12:00 noon

9. Non-Violent Crisis Intervention March 1-2, 2007 9:00 a.m.-3:30 p.m.

10. Non-Violent Crisis Intervention Refresher March 9, 2007 9:00 a.m.-12:00 noon Page 53 The Winnipeg School Division SPECIAL EDUCATION DEPARTMENT

DEVELOPING SAFE SCHOOL COMMUNITIES PROFESSIONAL DEVELOPMENT

REGISTRATION FORM Fax # 775-6245 Please return completed registration form to: Mike LaBella, Special Education Department

Name:______School:______

Please check the workshops you would like to register for.

1. Sensory Strategies for Classroom Use (How Does Your Engine Run?) Facilitator: School Therapy Services November 24, 2006 9:00 a.m.-3:30 p.m.

2. Towards Inclusion: Fetal Alcohol Spectrum Disorders Facilitator Janet Thompson, Special Education Support Teacher January 26, 2007 9:00 a.m.-3:30 p.m.

3. Gentle Teaching Please Note: Facilitator: Janet Thompson, Special Education Support Teacher Workshops are February 16, 2007 1:00-3:30 p.m. offered to employees of 4. What Works for Students with Developmental Disabilities and Severe Behaviour the Disorders Winnipeg Facilitator: Alice Czarnecki, Child Guidance Clinic School March 12, 2007 1:00-3:30 p.m. Division ONLY, unless 5. Using Data to Develop Behaviour Plans otherwise Facilitator: Behaviour Support Teacher specified. March 16, 2007 1:00 - 3:30 p.m.

Threat Assessment Training: Level I Workshops/ November 16-17, 2006 Crisis Negotiation Techniques Programs 9:00 a.m.-3:30 p.m. At A November 22, 2006 Working with the Media in Good Times and Crisis Situations 9:00 a.m.-12:00 noon Glance

December 13-14, 2006 Applied Suicide Intervention Skills Training (ASIST) 9:00 a.m.-3:30 p.m.

March 9, 2007 Helping Children and Teens Deal with Death and Dying 9:00 a.m.-3:30 p.m.

Developing a School Crisis Response Plan (School-Based)

Continuum of Effective Behaviour Support Students with Chronic/Intense Problem Targeted Group Interventions Behaviour Classroom and Small Group Secondary Prevention (1-7%) At-Risk Students High Efficiency Rapid Response Students At-Risk for Problem Behaviour (5-15%)

Students without Serious Problem Behaviours (80-90%) Page 55

t has been said that there are two types of schools: those that have faced a crisis and those who are about to. Being prepared is essential for today’s school communities. Crisis response planning can make a life-saving difference in an emergency.

There is much that schools can do to improve their management of school crisis situations through advance planning and constantly evolving crisis plans. The process begins with a well-prepared staff, specifically assigned roles, student participation and a well-defined inter-agency agreement with local community resources. When these comprehensive components are in place, it allows school personnel to more responsibly and effectively protect the young people they serve.

Did you know...

Guidelines For the Development Of A School Crisis Response Plan was distributed to schools in April 2003.

The binder serves as a resource that will enable school-based crisis teams to go into action quickly and competently when a crisis occurs. It also serves as a quick reference for the many details that must be looked after during and after a crisis.

A copy of the binder can be found in the school’s office.

Page 56

Threat Threat Assessment Training: Level I Assessment Training: Level I Target Audience: School-Based Teams at the Junior/Senior High Schools Information will be The two-day threat assessment training developed by Kevin Cameron will assist school- distributed in the based teams to apply the most current assessment and intervention models in student fall. threat assessment. Participants will be trained in the theory and practice of threat assessment, including procedures, protocols and interventions.

The training is designed to be practical, interactive with a variety of presenters, case studies, videos, and time scheduled for school-based planning.

Did you know...

The Secret Service and FBI findings have concluded that: This workshop

will be accepted • School violence is not an epidemic. for credit towards • All school shooters are not alike, and there is no single profile of the violent School offender. Administrator’s • School shooters often have social difficulties, but are not always loners. Certificate Levels • Although revenge is a common factor, it is not the only motivation of school I and II and shooters. toward a Special • Most attackers have previously used guns and have had access to them, but Education access to weapons is not the most significant risk factor. Certificate. • Unusual or aberrant behaviours or interests are not necessarily the hallmarks of a student destined to become violent. • Incidents of targeted violence at school are rarely impulsive. • Prior to most incidents, the attacker has told someone about his or her ideas or plans. • Most shooting incidents are not resolved by law enforcement. • In many cases, other students are involved in some capacity. • In a number of cases, bullying plays a key role in and can be a predictor of the attack. • Prior to the incident, most attackers have engaged in behaviour that has raised concern among either other students or faculty. Page 57

Crisis Negotiation Techniques Crisis Negotiation Techniques

Target Audience: Members of the School-Based Crisis Response Team November 16-17, 2006 People in crisis are emotional thinkers; they cannot see things outside their world at that moment. To communicate with people in crisis we need to walk in their shoes, and use 9:00 a.m. - 3:30 p.m. specific interpersonal skills to bring down their emotions and make them rational thinkers. The course provided by the Winnipeg Police Service Crisis Negotiation Unit will Prince Charles ERC provide you with the skills to deal with the irate parent or student, or the student who is disgruntled over school or personal issues. Meeting Room “A”

You will learn: Facilitators: the stages of crisis; Winnipeg Police Service Crisis the behaviour continuum; Negotiation Unit barriers to communications; active listening skills; how to gauge if you are doing the right thing; what to avoid saying or doing; This workshop how to deal with a person who is suicidal. will be accepted for credit towards You will also be given the opportunity to demonstrate the skills you have learned dur- School Administrator’s ing practical incidents involving situations that can be found in the school environment. Certificate Levels I and II and toward a Special Education Certificate.

Working with the Media in Good Times and Working with the Media in Good Crisis Situations Times and Crisis Situations Target Audience: All Administrators November 22, 2006 Dealing with the media for good news stories will help to raise the profile of your school and may enhance your school’s reputation. When a crisis strikes your school, 9:00 a.m.- the media will come calling, sometimes even before emergency crews arrive. As a 12:00 noon school administrator, what should you do? What should you say? What shouldn’t you do and say? This one-half day workshop will help you become more prepared to deal Administration with the media for both good news and crisis situations. Building No. 2

Room 106

Facilitator: Linda Wilson Information Officer Page 58

Applied Suicide Applied Suicide Intervention Skills Training (ASIST) Intervention Skills Training Target Audience: All Administrators, Teachers, Counsellors (ASIST)

ASIST is the most widely used and recognized suicide intervention program in the December 13-14, world. 2006

The vast majority of those thinking about suicide will find some way to signal their in- 9:00 a.m.-3:30 p.m. tent. Most suicidal people are looking for another option. They don’t want to die. Preventing suicide takes two people– a helper and the person at risk. Prince Charles ERC

Meeting Room “A” Just as “CPR” skills make physical first aid possible, training in suicide intervention de- velops the skills used in suicide first aid. ASIST is a two-day intensive, interactive and Facilitators: practice-dominated course designed to help educators recognize risk and learn how to Mental Health intervene to prevent the immediate risk of suicide. Clinicians Winnipeg Regional ASIST has five learning sessions: Health Authority

1. Preparing - sets the tone, norms, and expectations of the learning experience. Registration forms 2. Connecting - sensitizes participants to their own attitudes toward suicide. Cre- will be sent to ates an understanding of the impact which attitudes have on the intervention schools in the fall. process. A $30.00 registration 3. Understanding - overviews the intervention needs of the person at risk. It fo- fee will be charged to cuses on providing participants with the knowledge and skills to recognize risk cover the cost of the and develop safe plans to reduce the risk of suicide. manual. 4. Assisting - presents a model for effective suicide intervention. Participants develop their skills through observation and supervised simulation experiences in large and small groups. 5. Networking - generates information about resources in the local community. Promotes a commitment by participants to transform local resources into helping networks.

This workshop Did you know... will be accepted

for credit towards Manitoba’s chief medical examiner’s office reported 25 suicides committed by youth School under the age of 18 in 2005-the highest number of Manitoba children killing Administrator’s themselves since 2000. Certificate Levels I and II and

toward a Special Suicide is not differentiated based on gender with 13 boys and 12 girls ending their Education lives. Certificate.

Four of the suicides were committed by children aged eight to 11, while nine were 12 to 14 , and 12 were aged 15 to 17. Page 59

Helping Children and Teens Deal with Death and Dying Helping Children and Teens Deal Target Audience: All Administrators, Teachers, Counsellors with Death and Dying This workshop will address the issues that arise for students and their teachers when a child or teen is dealing with a life limiting illness of a family member or death in the March 9, 2007 family. It will focus on helping teachers deal with many of the uncertainties that arise 9:00 a.m.-3:30 p.m. when a student is in this situation, and will include theories of children’s grief. What kind of behaviour changes should you expect? What is grief related, and what is Prince Charles ERC “acting out”? Is it better to approach the child and talk about what is happening, or is it better to take your lead from what the child appears to want? What about addressing Meeting Room “A” the child’s situation with the rest of your class? Are there ways to ease the re-entry of the child into the classroom after a funeral related absence? What kind of interventions Facilitators: or practical activities might help? Jill Taylor-Brown and The workshop will be run by two oncology social workers with several decades of Bunty Anderson experience working with people facing life-threatening illness. They have a long Cancer Care history of experience as facilitators in the Kids Grief Group, a joint project of the Manitoba Psychosocial Oncology Unit at CancerCare Manitoba and the Department of Social Work at St. Boniface Hospital.

Developing a School Crisis Response Plan Developing a School Crisis Target Audience: Staff Serving on a School-Based Crisis Response Team Response Plan

It has been said that there are two types of schools: Those that have faced a crisis and To arrange a those who are about to. Will your school be prepared? The workshop is based on school-based Guidelines For The Development of a School Crisis Response Plan. workshop or for further information You will learn: please contact:

how to establish a crisis response team; Olga Wyshnowsky how to develop a plan for prevention, intervention, and postvention; Pupil Services strategies for communicating the plan; Consultant how to assess threats; 788-0203, ext. 117 how to deal with death and suicide; guidelines for conducting classroom debriefing after a critical incident; [email protected] guidelines for conducting critical incident stress debriefing for the crisis team. Page 60 The Winnipeg School Division PRINCE CHARLES EDUCATION RESOURCE CENTRE

DEVELOPING SAFE SCHOOL COMMUNITIES PROFESSIONAL DEVELOPMENT

REGISTRATION FORM Please return completed registration form to: P.D. Clerk - Room 130 Fax # 772-3911 Name:______School:______

Please check the workshop you would like to register for.

1. Crisis Negotiation Techniques November 16-17, 2006 9:00 a.m.-3:30 p.m.

2. Working with the Media in Good Times and Crisis Situations November 22, 2006 9:00 a.m.-12:00 noon

3. Applied Suicide Intervention Skills Training (ASIST) December 13-14, 2006 9:00 a.m.-3:30 p.m.

4. Helping Children and Teens Deal with Death and Dying March 9, 2007 9:00 a.m.-3:30 p.m.

Please Note: Workshops are offered to employees of the Winnipeg School Division ONLY, unless otherwise specified. Nobody’s Perfect Workshops/ Ready or Not Programs October 26, 2006 *Cyberbullying: Session for Parents with Bill Besley 7:00-9:00 p.m. At A

Street Gang Awareness for Parents Glance

Addiction Awareness

ADHD Information Session *Please January 25-26, 2007 *Learning Together Conference Note:

April 26, 2007 *Peer Orientation: Why Children are Stressed, Why Parents are Disempowered and How to Restore a Healthy Balance in Adult-Child Registration Relationships with Dr. Gabor Maté information will be sent to schools.

Continuum of Effective Behavior ContinuumSupport of Effective Behaviour Support

Students without Universal Interventions Primary Prevention SeriousStudents with- UniversalSchool/Classroom-Wide Interventions Systems for All Stu- Problem (School-Wdents, Staff ideand SettingsSystem out Serious Classroom System ) Behaviors Preventive, Proactive (80Problem -90%) Behaviours (80-90%)

All Students in School Page 62

iolence can be addressed by schools working in conjunction with parents, young people, and community organizations. We all need to work together to make communities and schools safer places to live and learn.

The goals of these programs are:

to involve parents in intervention programming; to empower parents in raising their children; to connect families to community support systems.

Nobody’s Perfect

Developed and sponsored by Health and Welfare Canada, Nobody’s Perfect is an education program designed for parents with children up to five years old. It is based on the understanding To arrange for that parents want to be good parents, and that group learning experiences and mutual support either of these activities can help parents recognize, understand and deal with their own parenting needs. It programs please meets the needs of parents who may have one or more of the following characteristics: young, contact your single parent, low income, limited formal education, and isolated geographically or socially. Public Health Materials are provided at no cost to participants, and the program is presented in school by Nurse or Child trained facilitators. Guidance Clinic

Team. Nobody’s Perfect will enable parents to:

learn more about the physical health and safety of their children; examine the emotional health and behaviour of their children; utilize problem solving as a way to understand and handle a child’s behaviour; feel more confident in their ability to be good parents; acquire five core books for home use.

Ready or Not

Developed and sponsored by Health and Welfare Canada, Ready or Not is a primary prevention parenting program which includes a drug and alcohol abuse prevention focus. This six week program is directed at parents whose children are between the ages of 8 to 12, who want to improve their parenting skills. The program provides information on “gateway” drugs (alcohol, tobacco, inhalants and marijuana) and on developing positive parent-child communication. The material is written in clear, easy-to-understand language and is designed for parents who have difficulty getting this kind of information due to limited resources, education, or through geographic and/or social isolation. Parents meet in an informal group to share ideas and solve problems together. The materials are provided at no cost to participants, and the program is presented in school by trained facilitators.

Ready or Not will enable parents to:

learn new parenting and communication skills to enhance parent/child communication; increase their self-esteem and confidence as parents; develop self-help and mutual support; acquire basic information about gateway drugs and drug use by children. Page 63

Cyberbullying: Session for Parents Cyberbullying: This multimedia presentation offers a formal definition of cyberbullying, information Session for about how cyberbullying might be prevented, strategies and resources for those who Parents are currently dealing with cyberbullying in their lives, facts and related news about today’s “Always On” society. October 26, 2006

The workshop initiated by noted Canadian educator Bill Belsey, was created because 7:00-8:30 p.m. he observed that cyberbullying has become a huge problem in other parts of the world, Sargent Park School where mobile phones and other telecommunications tools are more deeply embedded

in youth culture. www. cyberbullying.ca is the very first website in the world to Facilitator: address the issue of cyberbullying specifically. Bill Belsey

Registration forms will be sent to schools in the fall. In addition to creating www.bullying.org and www.cyberbullying.ca, Mr. Belsey conceived of, and worked with Family Channel to create and launch the world’s first “Bullying Awareness and Prevention Week”. He is also the driving force behind his community of Cochrane, Alberta to be the world’s first community to officially proclaim itself as “Striving to be Bully-free”. He is often cited as the first person to use the word and define the behaviour “cyberbullying”.

Street Gang Street Gang Awareness for Parents Awareness for Parents Keeping children from joining gangs takes time. It requires both individual and group efforts. Parents empowered to fight youth gang involvement help their children to resist To arrange a the lure of gangs as well as other unhealthy and dangerous activities. workshop with the Winnipeg Police Parents will learn: Service please contact: signs of gang activity - such as graffiti, handsigns, colours; why youth join gangs and how to counter those influences; Olga Wyshnowsky communication and supervisory skills; Pupil Services how to work with law enforcement and other agencies to organize against gangs. Consultant 788-0203, ext. 117

[email protected]

Addiction Awareness Addiction Awareness To support their children and teens, parents must be aware of the various risks associated with all addictions in today’s society. To arrange a workshop please contact the Parents will learn: Addictions Foundation of current trends in adolescent alcohol/drug use; Manitoba factors that increase the risk of teens becoming harmfully involved with Youth Services substances; 944-6235 steps to take to assist children in making healthy decisions around alcohol and drug use; issues related to gambling and youth. Page 65

Did you know...

The Parent Education Committee publishes a comprehensive Parent Resource package each year, containing:

the Home-School Connection, which outlines various parent-involvement projects in Division schools; lists of available books and audio-visual resources; websites and help-lines; brochures, which include a list and samples of Winnipeg School Division brochures of interest to parents.

All resources listed in the Parent Resource package are available on loan through Library Media Services at Prince Charles ERC.

Four copies of the Parent Resource package are sent out to each school in the Division in September. Additional copies are available by contacting:

Linda Palmer or Dianne Blewett Volunteer Services c/o Earl Grey School Phone: 474-1513

Did you know...

Children learn to read naturally as a result of positive experiences with reading and writing in their early years. They also learn that reading and writing are fun and are useful activities. This early experience is important because children learn more during the first five years of life than at any other time. The years before school are peak learning years for every child, and what children learn during this time of their lives makes a big difference to their success in school later on.

The following early literacy programs are offered in schools throughout the Winnipeg School Division.

The Parent-Child Mother Goose Program This program is a group experience for parents and their children, from infancy to kindergarten age, focusing on the pleasure and power of using rhymes, songs and stories to encourage a love of language and early literacy in their children. Snacks and storytime also form part of the Parent-Child Mother Goose experience. The Rock and Read Program A hands-on experience for parents and children focusing on book sharing and book-making techniques. Storysacks A storysack includes a good children’s book and lots of activities to bring reading to life. It is a wonderful way for children and adults to read together. Storysacks are not bought in stores; they are made by the community.

For more information about these programs and about leadership training opportunities, contact: Diane Blewett or Linda Palmer at 474-1513 Page 66

ADHD Information Session for Parents ADHD Informa- tion Session for

Parents For parents who are parenting children with ADHD this session will provide valuable information. To arrange a workshop with a Parents will learn: clinician please contact the to understand ADHD; Child Guidance the guiding principles for raising a child with ADHD; Clinic how to take charge at home; 786-7841 how to manage your child’s education; how to plan for a successful future.

Learning Together Conference

The annual Learning Together Conference was held at Lord Roberts School on January 26 and 27, 2006 providing participants with new ideas and strategies to give programs Learning a mid-year lift. Together

Conference The conference is sponsored by the Winnipeg School Division and was supported with

donations from groups in the community. The conference will be held at Lord January 25-26, 2007 Roberts, a South District school, for the 2006/2007 school year and is scheduled for January 25 and 26, 2007. For further information please contact: Registration brochures will arrive in schools at the end of November 2006. Penny Morka Early Years Consultant 788-0203 Ext. 109

[email protected] Page 67

Peer Orientation: Why Children are Stressed, Why Parents are Disempowered and How to Restore a Healthy Balance in Peer Orientation: Why Children Adult-Child Relationships with Dr. Gabor Maté are Stressed, Why Parents are This talk is based on Gabor Maté's third bestselling book, Hold On To Your Kids: Why Disempowered Parents Need to Matter More Than Peers. The concept of peer orientation refers to the and How to tendency of children and youth to look to their peers for direction: for a sense of right Restore a and wrong, for values, identity and codes of behaviour. Peer orientation undermines Healthy Balance family cohesion, sabotages healthy development, erodes the teacher-student relationship in Adult-Child and fosters an aggressive and prematurely sexualized youth culture. It robs adults of their Relationships natural authority and invites authoritarian or, on the other hand, laissez-faire modes of parenting and teaching, neither of them appropriate to rearing young human beings. April 26, 2007

Children were never meant to be in a position where they are so dominant in influencing 7:00-8:30 p.m. one another. This state of affairs may be the norm today, but it’s neither natural nor Sargent Park School healthy. It is historically a new development, due to economic and social influences prevalent since World War II that have undermined adult-child connections. Peer Facilitator: orientation provides a powerful explanation for schoolyard bullying and youth violence; Dr. Gabor Maté its effects are painfully evident in rampant drug use, teenage gangs and, at its most extreme, in tragedies such as occurred in Littleton, Colorado, Tabor, Alberta and Victoria, British Columbia. It is an escalating trend that has never been adequately described or challenged until Hold On to Your Kids. Once understood, it becomes self- evident-as do the solutions. Registration information will be This talk aims at helping to restore parenting and teaching to its natural intuitive basis sent to schools in and the adult-child relationship to its rightful preeminence. The concepts, principles and the spring. practical advice articulated will empower parents, teachers and the other adults who play a nurturing role to be for children what nature intended: the true source of contact, security and warmth. Parents and teachers must regain their natural authority, without coercion, punishment and artificial consequences. Children need to be protected from becoming lost in the emotionally barren and culturally sterile world of peer orientation.

Topics covered:

1. The basis of healthy child development: the attachment relationship with parents, teachers and other adults.

2. Why the traditional relationship has become undermined, leaving parents frustrated, teachers stressed and children immature.

3. What peer orientation is and how it competes with children’s adult attachments. How to recognize its signs.

4. How peer orientation leads to boredom, aggression, bullying, precocious sexuality and “unteachability”-- how peer orientation erodes the natural basis of learning, and of teaching.

5. How to restore the healthy adult orientation of our children in the home and in the classroom, including methods of discipline that do not alienate children but bring them closer.

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