Supporting Alternative Learners in Hybrid/Remote Education

 

 

ONLINE COURSE | Instructor: Sharon Saline, Psy.D.
CEs: 1.5 | Level: Intermediate

Date of original webinar: December 3, 2020, noon - 1:30 p.m. ET

In this “new normal,” parents, students and educators are once again navigating the task of balancing online learning with daily routines, screen management and disengagement. Students who are considered “alternative learners”—those with ADHD, Autism and learning disabilities—face unprecedented challenges in their lives and need additional support from parents, educators and mental health providers.  As these children and teens cope with daily ups-and-downs of hybrid or remote learning, many of them are struggling with avoidance, procrastination, loneliness and frustration as well as increased anxiety and depression. In this webinar, Dr. Sharon Saline, veteran psychologist and author of What your ADHD child wishes you knew: Working together to empower kids for success in school and life and The ADHD Solution Card Deck, offers practical, collaborative tools for addressing the concerns of these students and their families and improving motivation and resilience. You’ll learn how to help them create effective daily routines, reduce procrastination, manage challenges with online learning, maintain social connections, balance screen time and improve family connections. 

Target Audience: 

Social workers and other social service providers.

Course Delivery Method and Format:

Recorded webinar, self study. All courses are hosted on SmithOnline. Login information will be emailed immediately after registration to the email address entered during registration.

System Requirements:

Attendees will need access to a computer with internet and the capability to play recorded videos.

Registration Fee and Deadline:

$35 (one time registration fee of $5) | Ongoing 

Learning Objectives:

  1. Articulate how to assist alternative learners and their families in navigating online learning more effectively 
  2. Explain how to increase motivation, goal-directed persistence and organizational skill
  3. Identify and address mental health issues for alternative learners in this educational environment 
  4. List at least four interventions to address mental health issues for alternative learners in this educational environment
  5. Describe how to support students and families in developing effective daily routines, reducing stress and improving cooperation

Outline:

  • Introduction
  • Identification of alternative learners: academic, social and mental health issues
  • Exploration and assessment of family strengths and challenges
  • Explanation of clinical approaches with alternative learners and their families
  • Addressing procrastination, time management and other executive functioning skills related to motivation
  • Review of potential obstacles and tools for overcoming them.
  • Q&A

Instructor Biography:

Sharon Saline, Psy.D., clinical psychologist and author of the award-winning book, What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life, specializes in how ADHD, learning disabilities and mental health issues affect children, teens, young adults and families. Her unique perspective, namely growing up in a household with a sibling who wrestled with untreated ADHD, combined with decades of clinical experience, assists her in guiding families as they navigate the confusing maze of information, emotions, stress and conflict related to ADHD. She helps them appreciate the positive aspect of living with ADHD and create successful dialogues, interventions and connections. Saline has also worked extensively with schools on mental health issues in the classroom, interpreting psychological evaluations and improving teacher/parent communication. As an internationally sought-after lecturer and workshop facilitator known for combining her expertise in psychology with a background in theater, she addresses a variety of topics such as understanding ADHD and executive functioning, new tools for managing anxiety, making sense of the teen brain and working with different kinds of learners. Saline is a regular columnist for ADDitudemag.com and Psychologytoday.com. She is a part-time lecturer for Smith College School for Social Work Professional Education. A magna cum laude graduate of Brown University, she received her master’s degree in psychology from New College of California and her doctorate in psychology from the California School of Professional Psychology at Alliant University.

Completion Requirements for Recorded webinars and online courses.

To receive a CE certificate, you must complete the entirety of the recorded webinar or recorded video presentation. Partial credit will not be awarded to those who attend only a portion of the class. For recorded webinars and online courses, participants must complete an evaluation and a post test, noting the length of time to complete the course. Participants must earn a minimum score of 80 percent on the post test in order to earn CEs. Retesting is allowed up to five (5) times. If a passing score is not achieved, CEs will not be awarded. Links to the evaluation and post test are available in SmithOnline. Participants must also complete an attestation of completion for each fully completed course. A copy of the attestation is available in SmithOnline. It is attendee’s responsibility to contact their state licensing board/certification boards to determine eligibility to meet continuing education requirements.

How Will a CE Certificate Be Awarded?

Upon completing the course evaluation and successfully passing the post test, participants will be emailed their online certificate​ within 30 days of course completion​. ​Participants should save and/or print ​the certificate upon receipt for ​their records. Receiving the CE certificate is contingent on submitting attestion, completion of the evaluation and passing the post test.

Continuing Education Credits and Accreditation

Social Work CE Credit: The Smith College School for Social Work, provider #1755, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The Smith College School for Social Work maintains responsibility for this course. ACE provider approval period: 11/19/2020-11/19-2021. Social workers completing this course receive 1.5 continuing education credits. 

The Smith College School for Social Work is accredited by the Council on Social Work Education and is therefore authorized to provide CEs as a postsecondary institution accredited by CSWE in many states. Courses offered through the School's Program of Professional Education are awarded continuing education credits in accordance with Continuing Education Regulation 258, CMR, 31.00 in the Commonwealth of Massachusetts. Smith College School for Social Work, Office of Professional Education SW OPE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #0169. If outside these states, please contact your licensing board for accreditation information regarding your state. Association of Social Work Boards database of social work licensure requirements.

Psychology CE Credit: Co-sponsored training events for psychology CE credit with Smith College School for Social Work. Amego Prepare​ is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content. Due to changes in continuing education requirements for NY licensed psychologists, APA CE Sponsor credits may not be accepted for re-licensure at this time. Please check the NY Psychology Board regulations for CE requirements currently in effect.