Days 1 and 2 of the Conference

Wednesday July 19, 2017, and Thursday July 20, 2017

Morning Sessions: 8:30 a.m. – 12:00 p.m. EST

Participants will engage in 3-hour discipline-specific trauma training workshops alongside peers and experts in their professional discipline / domain. Participants will choose from one of the following discipline-specific learning tracks:

  1. Young Child (0-5)*
  2. K-12 Education (K12)
  3. Medicine/Health (MED)
  4. Clinical Mental Health (MH; registration for this track has closed)
  5. Juvenile Justice (JJ)
  6. Philanthropy (PHIL)

***Mental Health Track Registration Closed – interested registrants are encouraged to choose from the Juvenile Justice track (where you will get to experience Think Trauma from Dr. Monique Marrow) or the Young Child (0-5) track. Please note that the learning objectives for all tracks are identical so registrants will gain similar knowledge upon completion of the morning sessions, regardless of track. Earning continuing education credits for mental health professionals is not contingent upon track.

*The Young Child (0-5) track is appropriate for providers invested in the social-emotional health of children ages 0-5, including early interventionists, child care providers, infant mental health clinicians, and pediatricians.
**Child welfare providers will have the opportunity to indicate which of the above learning tracks best align with their professional duties.

Lunch (to be provided): 12:00 p.m. – 1:30 p.m. EST

Optional self-care sessions are available from 12:00-12:30 pm. Details TBA.

Afternoon Sessions: 1:30 p.m. – 3:30 p.m. EST

Participants will engage in 2-hour interdisciplinary sessions where they will be exposed to innovative trauma practice models, applications, and special topics / populations. The afternoon sessions will allow participants the opportunity to engage with peers from across various disciplines and domains.
Please see the full program for a list of afternoon sessions.

Keynote Speakers: 4:00 p.m. – 5:30 p.m. EST

(Location: Penn Charter School’s Kurtz Center, a short walk from main conference location)

Wednesday, July 19 / Frank Meeink

Thursday, July 20 / John Rich, MD, MPH

 

Learning Outcomes for Day 1 and 2 of the Conference
  1. Acquire trauma knowledge and concepts, which serve as the requisite foundation for discipline-specific trauma-focused intervention.
    a. Cite statistics of the prevalence rates of trauma in children
    b. Differentiate and discuss common types of trauma and adversity experienced by children
    c. Identify and discuss potential impact (neurobiological, social, psychological, physical) of trauma/adversity on the developing child
    d. Define vicarious trauma and compassion fatigue, and discuss the potential cost of caring on the helping professional
  1. Demonstrate enhanced clinical reasoning through discipline-specific case conceptualization
    a. Conceptualize trauma sensitive practice.
    b. Compare and contrast traditional versus trauma sensitive discipline-specific approaches
    c. Self-reflect upon own practice and articulate a rationale for trauma-sensitive approaches with children and families
    d. Critically appraise and discuss ways to modify current practices to reflect enhanced trauma sensitivity

Day 3 of the Conference

Friday, July 21, 2017

Interprofessional Case Application Sessions: 8:30 a.m. – 11:30 a.m. EST

Participants will engage in interprofessional case conceptualization and practice. Participants will emerge with enhanced trauma knowledge and skills, with a greater understanding of the role of other professions in integrated care, and with increased motivation and capacity to apply learning in practice.

Lunch(to be provided): 11:30 a.m. – 1:00 p.m. EST

Optional self-care sessions are available from 11:30 a.m. – 12:00 pm. Details TBA.

Keynote Speaker: 1:00 p.m. – 3:00 p.m. EST

(Location: Downs Auditorium)

Friday, July 21 / Sandra Bloom, MD

 

Learning Outcomes for Day 3 of the Conference
  1. Examine the role of other professionals and paraprofessionals in helping children heal
  2. Articulate an enhanced understanding of different child-serving systems
  3. Examine own role in healing, resulting in a strengthened professional identity
  4. Demonstrate skills related to advocacy, consultation, and comprehensive treatment planning
  5. Demonstrate cross-sector collaboration
Continuing Education credits/hours will be offered.