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Bi-Polar Disorder: What is it and what do you need to know about it?

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Registration Closed.
Last Date to Register: 2/20/2010 12:01 AM
Last Date to Cancel: 2/20/2010 12:01 AM
Agency: CESA 3
Location: CESA 3
1300 Industrial Drive
Fennimore, WI 53809
Facility: Conference Room A
Date/Time:
2/22/2010 09:00 AM - 03:30 PM Registration: 8:30-9:00 a.m.
Attachments:


BI-POLAR DISORDER:  WHAT IS IT AND WHAT DO YOU NEED TO KNOW ABOUT IT?

Monday, February 22, 2010
9:00 a.m. - 3:30 p.m.
CESA #3 – Conference Room A

Workshop Description:

Schools are being asked to deal with ever increasing challenges each day. A most recent challenge for educators has been how to deal with students in their schools and classrooms who have a mental illness. One of the newest mental health diagnoses to surface is Bi-polar. The number of students being diagnosed with Bi-polar disorder continues to increase. This workshop is designed for teachers (K-12), school administrators, guidance counselors, social workers, school nurses, support staff and parents. Bi-polar is frequently misdiagnosed because of its similarities to other mental health disorders. Participants will learn about the diagnostic characteristics of the various types of bi-polar disorders and the other types of co-morbid conditions that can accompany this disorder. Another complicating problem with this disorder is the academic and behavioral problems that students struggle with. Participants will learn strategies to prevent and/or reduce behavioral issues and power struggles when working with these students. The role of medications will be discussed as well as the current methods of treatment.

Workshop Objectives:

1. Participants will learn about the diagnostic characteristics of the various types of bi-polar disorders found in children and adolescents.
2. Introduce the concept of co-morbidity and outline other diagnoses common to children with this diagnosis.
3. Provide methods for avoiding power struggles and behavioral defiance that often accompanies this disorder.
4. Discuss the various types of medications frequently prescribed for this diagnosis.
5. Provide strategies for assisting these students academically in the classroom.
6. Methods for developing and maintaining healthy, cooperative relationships with these students.
7. Help parents to cope with the emotional and psychological “heartbreaks” that can result when trying to parent children with bi-polar disorders.

Presenter: Paul Gasser MS/LMFT, Marriage and Family Therapist, Mile Bluff Medical Center

Audience: All Educators, Parents, School Psychologists, Guidance Counselors, Related Service Personnel, Principals and Administrators

When: Monday, February 22, 2010
8:30 a.m. - 9:00 a.m. Check in/Networking
9:00 a.m. - 3:30 p.m. Workshop

Location: CESA #3

Cost:
$50.00/Per Person - CESA #3 Special Education Consortium School Districts:
Barneveld, Benton, Cassville, Ithaca, Potosi, Shullsburg, Southwestern, Weston

$75.00/Per Person - CESA #3 Non-consortium Districts & Community Based Agencies & School Districts Outside of CESA #3

For further information, contact Jim Nelson at CESA #3, 1-800-261-0000, (608) 822-3276, Ext 211, via E-mail: jnelson@cesa3.k12.wi.us
 

Teacher Standards
WES2The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
WES9The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
WES10The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Administrator Standards
WAS3The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
WAS5The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
WAS7The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
Pupil Services
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS3The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
WPS6The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
WPS7The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support system such as juvenile justice, public health, human services and adult education.
Special Education
Graduation Ratespercent comparison of youth with and without IEP's graduating with a regular diploma
Dropout Ratespercent comparison of youth with and without IEP's dropping out of high school
Participation and Performance on statewide assess.for students with disabilities
Suspension/Expulsion Ratesdiscrepancy between the rate of students with disabilities being suspended or expelled from school more than 10 days
EnvironmentPercent of children with IEP's removed from regular class
Parent Involvementpercent of parents of children with IEPs reporting satisfaction with parent involvement
Secondary Transition GoalsPercent of youth aged 16 and older whose IEP includes coordinated, measureable annual goals and transition services
Post High School Outcomespercent of youth who had IEPs and no longer in school who are competitively employed and /or attending postsecondary school
Resolved Complaintspercent of written complaints resolved within 60 days
Participant Cancellation Policy: You must contact CESA #3 at least one week prior to the scheduled event to cancel and receive a full refund of your registration fee. Cancellations not received at least one week prior to the registered event will be charged the full registration fee. CESA #3 reserves the right to cancel any workshop due to insufficient enrollment. Participants will be notified by e-mail or phone if a workshop is cancelled. If a participant is a 'no show' the school will be billed for the registration fee, or loss of the 'free' attendance slot. Accommodations: If you need an accommodation to participate including interpreter services (sign language or other spoken language) please email the workshop contact to set up these services. A two-week notice is appreciated. CESA #3 is handicapped accessible.