Speaker Highlights

Educational Therapy in a Complex World:
The Interface Between Brain Function, Learning Challenges and Clinical Intervention

Joseph Palombo, M.A., LCSW and Andrew Suth, Ph.D.

This workshop will delve into the complex connection between learning challenges and the social-emotional experiences of students. The presenters offer an understanding of how the emotional and the cognitive are inextricably connected. The first part of the workshop will focus on how professionals can identify and assess when and how learning issues are affected by and influence the psychological self. The next part will present clinical interventions that educational therapists may use to ameliorate students' learning problems. Interventions will focus on a complexity model that moves away from a linear understanding of brain and behavior and embraces a modern, non-linear dynamic view of the self.

LEARNING OBJECTIVES

Participants will be able to:

  1. Summarize the psychodynamics involved in students with learning challenges.
  2. Describe new tools for assessing the effects of those challenges on social-emotional functioning.
  3. Identify the red flags for when a client may need further psychotherapeutic support and intervention.
  4. Outline possible interventions that will help clients heal from the sources of difficulty related to learning and processing challenges.

Joseph Palombo is a Clinical Social Worker who is the Founding Dean and current member of the Faculty of the Institute for Clinical Social Work, Chicago. Mr Palombo has served as the Director of the Joseph Palombo Center for Neuroscience and Psychoanalytic Social Work and works within the Child & Adolescent Psychoanalytic Therapy Program of the Chicago Institute for Psychoanalysis. He also maintains a private practice. His publications include numerous papers and two books: Learning Disorders and Disorders of the Self in Children and Adolescents, and Nonverbal Learning Disabilities: A clinical perspective. He is co-author with H. Bendicsen and B. Koch of Guide to Psychoanalytic Developmental Theories. Disclosure: Financial - Mr. Palombo receives honoraria from AET; receives royalties from Springer and W.W. Norton & Company. Nonfinancial - No relevant relationships to disclose.

Andrew Suth is an Associate Professor at Illinois School of Professional Psychology, and the associate director of the Palombo Center for the study of Neuroscience and Psychoanalytic Social Work at the Institute for Clinical Social Work. He also has a private practice for therapy and assessment. Dr. Suth earned his doctorate in the Department of Comparative Human Development at the University of Chicago. He has a post-doctoral certificate in Clinical Neuropsychology and previously served as a national co-chair for APA’s division 39 (Psychoanalytic Psychology) 2010 annual conference in Chicago. Disclosure: Financial - Dr. Suth receives honoraria from AET. Nonfinancial - No relevant relationships to disclose.

Calendar

Save the Date!

Friday, March 11, 2016
Time: 8:30 am – 4:00 pm
(Registration and Continental breakfast at 8:00 AM)

Location of Workshop:
Access Living
115 West Chicago Avenue, Chicago, IL 60654
Fourth Floor Gallery
http://www.accessliving.org/

ASHA
This program is offered for .55 ASHA CEUs
(Intermediate level, Professional area).

This program is offered for:
AET: 5.5 CE Hours
ASHA: 0.55 CEUs (Intermediate level, Professional area)
NASP: 5.5 hours of CPD

Breakout Sessions 1:15 p.m. – 2:15 p.m.

Kari Jo Bank Wagner, M.Ed., ET/P

Using Educational Therapy to Meet Reading Goals for Elementary Students:Classroom and Individual Strategies

Kari Jo will describe reading assessments and intervention strategies that address educational therapy goals in one-on-one sessions and in small elementary classroom groups.

LEARNING OBJECTIVES

Participants will be able to:

  1. Summarize three essential educational therapy goals related to reading.
  2. Define how informative feedback can shape student reading behaviors and goals.
  3. Apply at least four new phonics and reading activities to support struggling readers.

Ms. Wagner has over 14 years of experience as an educator in elementary classrooms. She continues to be a classroom teacher and maintains a private practice in Educational Therapy in Chicago. A current AET Director, Kari Jo also co-chairs the AET National Conference. Disclosure: No relevant financial or nonfinancial relationships to disclose.

Henry Davis, M.Ed., BCET

A Practical Guide to Empowering Adolescent Students Experiencing Math Challenges

Through illustrative case studies, Henry will discuss the relationship between diagnostics, error analysis, and remediation and provide methods for reducing math and test anxiety.

LEARNING OBJECTIVES

Participants will be able to:

  1. Describe the interactive nature of emotions and math performance.
  2. Apply technology to enhance math development.
  3. List three common mathematical errors and multisensory strategies for overcoming them.

Mr. Davis is a school psychologist and a Board Certified Educational Therapist with over 30 years of experience with math intervention in his private practice. He currently teaches math and learning strategies at the Wolcott School in Chicago. Disclosure: No relevant financial or nonfinancial relationships to disclose.

Plenary Session 2:30 p.m. - 4:00 p.m.

Chrisna Perry, Ph.D., Educational Psychologist, Founder Comprehensive Learning Services Strategies to Support Students’ Self-Regulated Learning

Some children experience difficulty performing to their potential due to challenges with self-regulation. Dr. Perry will discuss practical, uncomplicated strategies linked to academic and behavioral success for classroom groups or with individual educational therapy students.

LEARNING OBJECTIVES

Participants will be able to:

  1. List and define self regulated learning strategies that support reading comprehension, written expression and math word problem solving.
  2. Describe how self regulated learning strategies impact students’ ability to effectively organize and manage their time.
  3. Apply techniques to increase students’ strategies for self-monitoring and reducing anxiety

Dr. Perry is a learning specialist and educational psychologist with nearly 20 years of experience working with children who require academic, social, and emotional support. Dr. Perry was the Director of Student Affairs at The Ancona School independent school in Hyde Park, Chicago. She is the founder of Comprehensive Learning Services in Chicago, her private practice. Currently, she works to understand children’s various developmental needs and learning styles, supporting each child to build strengths, address difficulties and pursue interests. In addition to offering individual remediation for school-age children, Dr. Perry also uses language enrichment as a means to promote social development, thinking, communication, literacy, numeracy, and imagination with children 1-3 years old in her Learning Out Loud Language Program. Disclosure: No relevant financial or nonfinancial relationships to disclose.

WHO SHOULD ATTEND?

This daylong series of sessions has been designed for professionals who are interested in exploring supports and interventions that must be consider for effective practice.

  • Educational Therapists
  • Learning Specialists
  • Classroom Teachers
  • Developmental Therapists
  • Psychotherapists
  • School Psychologists
  • Social Workers
  • Speech/Language Therapists

WHAT IS AET?

The Association of Educational Therapists (AET) is the national professional association for educational therapists. AET defines and sets standards for the professional practice of educational therapy. Educational therapists provide a broad range of individualized educational interventions for children and adults with learning disabilities and other learning challenges.

AET Advisory Board

Dorothy Ungerleider, M.A., BCET, FAET - AET Founder
Joan Axelrod, ME.d.
Jane Holmes Bernstein, Ph.D.
Mary Byrne, Ph.D., LICSW
Edwin Ellis, Ph.D.
Edward M. Hallowell, M.D.
Stephen P. Hinshaw, Ph.D
Doris J. Johnson, Ph.D.
Barbara Keogh, Ph.D.
Phyllis Maslow, Ph.D., FAET
New Frontiers for ADHD
George McCloskey, Ph.D.
Louisa C. Moats, Ed.D.
Betty Osman, Ph.D.
Patricia Quinn, M.D.
Marshall H. Raskind, Ph.D.
Michael Spagna, Ph.D.
Maryanne Wolf, Ph.D.