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Live Webinar on September 17: Proactive and Reactive Strategies for Managing Students’ Emotional Dysregulation in Class

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Not available September 17? Don’t worry. Register now and we’ll send you the replay link to watch at your convenience.Navigating students’ emotional dysregulation can be one of the most challenging aspects of classroom management.

In this one-hour webinar, educators will learn how to engage both proactive and reactive strategies for effectively managing emotional dysregulation in students.Proactive Strategies Include:Reactive Strategies Include:This webinar is designed for educators, school counselors, and administrators who are seeking to enhance their skills in managing emotional challenges in the classroom.

Through interactive discussion, real-life examples, and actionable strategies, participants will leave with a toolkit of techniques to better support their students’ emotional needs and foster a positive, productive learning environment.Have a question for our expert? There will be an opportunity to post questions for the presenter during the live webinar.Cheryl Chase, Ph.D., is a licensed clinical psychologist in private practice in Independence, a suburb of Cleveland, Ohio.

She specializes in the diagnostic and neuropsychological assessment of various conditions impacting children, adolescents, and young adults including ADHD, Learning Disorders, and emotional concerns.

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Peer Support, Positive Mindset Predict Resilience in ADHD Teens: Study
August 28, 2024Peer acceptance, a sense of self-efficacy, and a stress-is-enhancing mindset are strong predictors of resilience in older teens with ADHD, according to a small longitudinal study published in Child Psychiatry & Human Development.1The study, which followed 113 adolescents with ADHD from 10th to 12th grade, found that higher levels of peer acceptance, self-efficacy, and a growth mindset in 10th or 11th grade predicted higher levels of resilience 1.5 to 2 years later.Participants from the present study were assessed at three points:Peer acceptance at the start of the study explained 24% of the variance in resilience at follow-up. Teens with less severe ADHD symptoms were significantly more likely to report feelings of peer acceptance.Resilience was measured using the Brief Resilience Scale (BRS), which asked teens to measure their agreement with statements such as “I tend to bounce back quickly after hard times” and “I take a long time to get over setbacks in my life.”Self-efficacy mediated the relationship between peer acceptance and resilience, accounting for 39% of the variance in resilience at follow-up.“Greater self-efficacy has been associated with positive outcomes for children and adolescents with ADHD, including lower levels of depression and internalizing symptoms, and reported higher quality of life,” wrote Elizabeth Chan, lead author of the study.Though ADHD symptom severity did not change the positive effect of self-efficacy on resilience, existing research shows that ADHD symptoms can negatively impact self-esteem.A stress-is-enhancing mindset accounted for 31% of the variance in resilience.
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