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Click here for more information! (PDF)Cost: $15.00 non refundable - Includes lunch buffetWhat:Increasingly faced with students who present very challenging behavioral issues, most school staff have not be trained as treatment providers, but as educators. Punitive and reactive strategies are often the response of choice, in spite of the frequent negative side effects and drawbacks of such approaches. We will take a look at another approach to classroom management of oppositional and defiant students. A montana licensed psychologist in private practice in Billings, Dr. House was a school psychologist in Bozeman for a dozen years before returning to graduate school in Oregon to earn a Masters and Doctorate in Clinical Psychology. He practiced a couple of years in a private psychology clinic and a year in a psychiatric hospital for children and adolescents, and then shifted to a psychiatric residential treatment facility, where he filled several professional roles during his twenty one years of service, resigning from there this past summer to pursue his private practice. He is still licensed as a school psychologist and is a NCSP.When:March 14, 201211:30 am - 1:30 pmWhere:Student Union Building, Lewis and Clark RoomMSU-Billings, Billings, MTContact:Debra Miller Phone: (406)657-2312Email: dmiller@msubillings.edu

When: May 20-21, 2010 Day Two : May 21, 2010 Who Should Attend: Social Workers Counselors Teachers Juvenile Court and Probation Staff Residential Treatment Staff Daycare Staff Parents and More! Objectives: Describe how different explanations for and interpretations of challenging behavior in kids can lead to dramatically different approaches to intervention, and why conventional reward and punishment procedures may not be effective for many challenging kids Identify and assess the various cognitive skills that are central to handling life’s social, emotional, and behavioral challenges • Identify and prioritize unsolved problems precipitating challenging behavior The three basic mechanisms by which adults handle problems and unmet expectations in kids (Plans A, B, and C) and what is accomplished by each, and the three steps or “ingredients” of Plan B How to effectively implement Plan B to develop a helping relationship, solve problems, teach lagging cognitive skills, and reduce the frequency and intensity of challenging behavior in schools, homes, and restrictive therapeutic facilities