Among child welfare service and program goals is the achievement of children and youth’s educational progress to match their potential and needs. Educational success of children and youth in the child welfare system depends, in part, on the collective efforts and collaboration of caregivers (foster, adoptive, and kinship), social workers, and agency management to address challenges and strategies for success.
CWLA is pleased to invite you to join us for this engaging skill-building opportunity that will share how to improve school experiences and long-term outcomes for children who have experienced trauma. Participants in this training will:
- Develop an understanding of common barriers to educational access and engagement for youth who have experienced trauma.
- Learn practical strategies for cultivating resilience at home that will lead to improved school performance.
- Advance their knowledge of the education system and supports available to children with special needs and circumstances.
- Expand their collaboration and advocacy toolkits to ensure children and youth have access to high quality schooling.
This training is appropriate for caregivers (foster, adoptive, and kinship) and social workers who have an interest and responsibility to better support children and youth in school as well as their educational achievement.
Using case examples, discussion, skill-building exercises, and opportunities for Q&A, this training draws on the latest research in trauma and learning. The following topics will be covered during the (4) four two-hour individual training sessions:
- Session 1: Common School Challenges for Learners Who Have Experienced Trauma and Best Practice in Trauma-Informed Education
- Session 2: Cultivating the Skills Children Need to be Successful in School
- Session 3: Understanding the Educational Process
- Session 4: Advocating for Youth in Schools
Trainer: Gwen Bass, PhD
Dr. Bass focuses on engaging teachers, families, and the community of support professionals around children to improve school experiences and long-term outcomes. She uses her research and expertise to enhance opportunities for students who are marginalized and improve educational access and outcomes for children with learning differences. Dedicated to training teachers, social workers, and parents so they can collaborate to support children in schools, she is particularly interested in serving children who are the most vulnerable, including youth with disabilities and youth in foster care. As an education consultant, she frequently presents on inclusive classroom practices, behavior management, child development, child welfare systems, parent education, measurement and evaluation of social emotional skills in schools, and trauma-sensitive teaching. Dr. Bass is the former Director of the Teacher Leadership Division, Professional and Graduate Education at Mount Holyoke College. She spent nearly 10 years in pre-K-12 schools as an early childhood educator, special education teacher, and school counselor. She is the author of the recently released publication titled, Immaculate Misconception: A Story of Biology and Belonging.