The focus on teaching youth about managing their emotions has never been more prominent in our schools. While acknowledging emotions in an educational setting is a commendable start, there is still much to uncover about the core of emotional health and maturity, as well as how to cultivate the conditions necessary for their development. This presentation will delve into the principles of social-emotional learning (SEL) and assess whether this framework effectively aligns with the essence and purpose of emotions. Drawing on Dr. Neufeld's synthesis of the Science of Emotion, we will explore the five indispensable steps essential to nurturing emotional health and maturity. Throughout the session, we will examine the conducive conditions required for this journey, empowering educators to identify and address impediments to emotional maturation while providing invaluable support to students as they ascend towards emotional maturity.

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To download the handout

The focus on teaching youth about managing their emotions has never been more prominent in our schools. While acknowledging emotions in an educational setting is a commendable start, there is still much to uncover about the core of emotional health and maturity, as well as how to cultivate the conditions necessary for their development. This presentation will delve into the principles of social-emotional learning (SEL) and assess whether this framework effectively aligns with the essence and purpose of emotions. Drawing on Dr. Neufeld's synthesis of the Science of Emotion, we will explore the five indispensable steps essential to nurturing emotional health and maturity. Throughout the session, we will examine the conducive conditions required for this journey, empowering educators to identify and address impediments to emotional maturation while providing invaluable support to students as they ascend towards emotional maturity.

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To download the handout

We know how much resistance and opposition in students can make teaching challenging. By shedding light on the developmental science behind this behaviour, we will make sense of the role of counterwill and its dynamic, which in turn will help us make the shift necessary. We will also offer you practical suggestions which can be used in your classroom.

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To download the handout

We know how much resistance and opposition in students can make teaching challenging. By shedding light on the developmental science behind this behaviour, we will make sense of the role of counterwill and its dynamic, which in turn will help us make the shift necessary. We will also offer you practical suggestions which can be used in your classroom.

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To download the handout

After fidget spinners came on the scene, teachers began banning self-regulation tools from the classroom, as students were misusing them and those fidgets were more disruptive than helpful. It is true that some fidgets given their level of distractibility are really just toys, but we cannot overlook the overall use of these effective tools in the classroom. Fidgets, and other supportive tools, can help students improve their focus and decrease their anxiety during learning. During this session we will talk about the science behind the use of these tools and we will explore what works and what doesn’t to better grasp the difference between toys and tools. When understanding the benefits and challenges that arise from the use of classroom fidgets, flexible seating, games and other support tools, it will help us in knowing which tools to offer when to our students. We will also look at best practices and how to set parameters around the use of these tools in order to increase their proper usage.

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To download the handout

To download the resources guide

The Pyramid of Interventions is a 3-tiered approach designed to help school staff create an environment, both in the classroom and in the school, which provide a range of support measures (universal, targeted and individualized) for those students who have difficulty managing their behaviour. In collaboration with ALDI, CEBM has been working on a new version of the Pyramid of Interventions along with accompanying documents, such as the list of considerations per tier and the explanatory document on how to use this tool. During this webinar, we will be presenting these new documents and we will also address the numerous questions we receive around the application of this tool, such as which practices are suitable when? When a support measure doesn't work, how do we know it's time to tweak this intervention or use different one all together? How do we know when to move from one tier of interventions to the next? When is it time to look into setting up a Behaviour Action Plan  or an IEP? When does a student require services beyond what a regular classroom can provide? Etc.

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To download the handout

Elementary Pyramid of Interventions

Secondary Pyramid of Interventions

Through the lens of neuroscience and attachment theory, this presentation will explore the intricacies of neurodiversity, including Hypersensitivity, Autism Spectrum Disorder, Giftedness, and Tourette Syndrome, and its implication within a classroom setting. Behavior, often regarded as a form of communication, can manifest in challenging ways, potentially disrupting the learning environment. A universal concern among educators revolves around navigating the "what to do when" scenarios associated with such behaviors. Gaining insight is key in helping educators foster an inclusive educational environment that supports the needs of neurodiverse learners, promoting positive outcomes for both students and staff.

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To download the handout

Aggression is one of the oldest and most challenging of human problems. The key to making sense of aggression is to get past the violating behaviour to the emotional experience of the teen and to what is missing in their processing.  What is missing are vulnerable feelings as well as a consciousness of anything that would counter the impulses to attack. Battling against symptoms is futile; the roots of the problem need to be addressed for any significant change to occur. This presentation will offer concrete measures to school staff to support students at the secondary level.

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To download the handout

Aggression is one of the oldest and most challenging of human problems. The key to making sense of aggression is to get past the violating behaviour to the emotional experience of the teen and to what is missing in their processing.  What is missing are vulnerable feelings as well as a consciousness of anything that would counter the impulses to attack. Battling against symptoms is futile; the roots of the problem need to be addressed for any significant change to occur. This presentation will offer concrete measures to school staff to support students at the secondary level.

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To download the handout

In part 1 of this two-part series, we explored the root of anxiety in adolescence and how to support teens in building their resilience in an education setting. To watch video: https://www.youtube.com/watch?v=4iwrRHOuyW0 

In part 2, we will look at how trauma and neurodiversity can have an impact on anxiety and what educators can do in their day-to-day practices to help.

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To download the handout

At CEBM our understanding of challenging behaviours is deeply influenced by the Neufeld developmental paradigm. Dr. Neufeld’s a comprehensive model has evolved from years of synthesis and distillation. The result is an integrated developmental approach rooted in depth psychology, grounded in the developmental paradigm, saturated in attachment theory, congruent with current neurological research, and honed by over 40 years of professional practice, parenting, and personal reflection. This presentation will provide an overview of Dr. Neufeld’s paradigm which we hope will help those visiting our website understand the reasons for the interventions that we recommend.

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To download the handout

Upon popular request, the Centres of Excellence for ASD and for Behaviour Management have joined forces to provide participants with the opportunity to develop a comprehensive approach to behavioural support for students with ASD. Behaviour is a form of communication that can present in challenging ways and may disrupt learning in a classroom setting. "What to do when" tends to be the universal concern for teachers and other school staff when dealing with these behaviours. This presentation will utilize trauma/neuroscience-informed practices to shed light on how to best support students with ASD in the classroom and within the school community.

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To download the handout

Humans have a built-in survival kit, which is meant to respond to perceived threats and keep us safe. Generally speaking, this response serves us quite well, especially when the threat is obvious and occasional. When our alarm system is working as it should it can be incredibly helpful to keep us safe, but what happens when that overall feeling of threat does not go away? Anxiety in teens is reaching epidemic proportions, as one of the most common diagnoses. The occurence of anxiety begs for an explanation in order to arrive at a solution that addresses the roots, not just manages the symptoms. This session will explore the source of anxiety and offer practical suggestions for how we can support teens to find emotional rest. 

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To download the handout

The objective of this series is to take our most famous CEBM webinars one step further from theory to practice. We would like to accompany you in exploring what CEBM has to offer in terms of resources and practical materials to help support the Child Who Acts Bossy. 

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To download the handout

To download the Challenges Placemat

The objective of this series is to take our most famous CEBM webinars one step further from theory to practice. We would like to accompany you in exploring what CEBM has to offer in terms of resources and practical materials to help support the Child Who is Anxious. 

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To download the handout

To download the Challenges Placemat

Adolescence literally means ‘growing into maturity’. An adolescent is neither child nor adult and therein lies much of the challenge. Our role as adults is to help our teens embrace their developmental destiny; However, we are faced with the day-to-day duty of teaching, guiding and directing them. The aim of this presentation is to make sense of the adolescent from inside out. Although each teen is an individual, there are some common dynamics that affect all adolescents. Understanding what these dynamics are can provide the keys for knowing how to deal with the problems that may arise.

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To download the handout

The objective of this series is to take our most famous CEBM webinars one step further from theory to practice. We would like to accompany you in exploring what CEBM has to offer in terms of resources and practical materials to help support the Child Who is Resistant. We strongly recommend that you view the Child Who is Resistant webinar recording prior to attending the session: https://www.youtube.com/watch?v=fSKiOvLTAeA&t=1s

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To download the handout

To download the Challenges Placemat

This presentation focuses on the Tier 3 level of the RTI model and looks at:

- considerations around addressing highly challenging students

- reflection questions to help guide decisions around interventions

- an interactive activity along with practical resources

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To download the handout

To download the infographic

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The objective of this series is to take our most famous CEBM webinars one step further from theory to practice. We would like to accompany you in exploring what CEBM has to offer in terms of resources and practical materials to help support the Child Who Acts Aggressively. We strongly recommend that you view the Child Who Acts Aggressively webinar recording prior to attending the session: https://www.youtube.com/watch?v=rd5NTrml0Bs&t=16s  

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To download the handout

To download the Challenges Placemat

 To download the Frustration Build-Up document 

Do you wonder how the adults in the school can collaborate to support students who are struggling with behavioural challenges? Join us for this 1-hour session on collaborative approaches to address behavioural challenges. This session will also include team approaches to align the level of support with the behavioural needs of the student. You will leave with research-based practical strategies and resources to implement and share with your team.

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To download the handout

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The objective of this series is to take our most famous CEBM webinars one step further from theory to practice. We would like to accompany you in exploring what CEBM has to offer in terms of resources and practical materials to help support elementary students with TIERS 1 and 2 interventions. We strongly recommend that you view the CEBM Pyramid of Intervention webinar recording prior to watching this session: https://www.youtube.com/watch?v=Rm8X395MmqY

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To download the handout

At CEBM our understanding of challenging behaviours is deeply influenced by the Neufeld developmental paradigm. Dr. Neufeld’s a comprehensive model has evolved from years of synthesis and distillation. The result is an integrated developmental approach rooted in depth psychology, grounded in the developmental paradigm, saturated in attachment theory, congruent with current neurological research, and honed by over 40 years of professional practice, parenting, and personal reflection. This presentation will provide an overview of Dr. Neufeld’s paradigm which we hope will help those visiting our website understand the reasons for the interventions that we recommend. 

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To download the handout

This presentation will provide a brief overview of how play is essential to emotional expression and development, especially in young children. Research is showing that when children are deprived of play, the long-term effects result in multiple mental health challenges, including anxiety, ADHD and depression. The material that will be presented is at the cutting edge of developmental science as well as the brand-new science of play. When children are given ample time to play, emotions can surface and be dealt with in this most natural context. As adults, our role is to provide a safe and bounded space so that nature can do its job through the medium of play.

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To download the handout

Chris Colley from LEARN had the opportunity to talk with Eva de Gosztonyi & Catherine Korah from CEBM about how our youngest learners crucial brain development. This childhood development is paramount in their growth into fully realized adults. We discussed the ideal conditions for such growth to occur, as well as key neurological milestones along this journey and the importance of free-play in early childhood. A must listen for parents and teachers interested in knowing how our children’s brains develop. 

Some students in our schools are found to be highly sensitive in nature. Researchers such as Thomas Boyce have studied these children and had found that they have an enhanced receptivity to environmental stimuli and as a result, are more affected by it. Activation of the senses can be more provocative with touch, taste, smell, or hearing for example, being heightened in reaction. This session will explore the nature of these students, how it may affect their behaviour and learning in the classroom. Then we will look at some practical ways in which a classroom teacher and school team can help to provide and environment in which these students can thrive and learn.

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To download the handout

What effect does play have on the brain? How does it all work? Play is being given serious study by researchers all over the world. Play promotes development in all parts of the brain particularly in the areas of the brain responsible for problem solving, getting along with others and, very importantly, emotional well-being. This session will look more deeply into the neuroscience of play to better understand its importance in the development of the whole child. Perhaps then we will relax and let our children and ourselves experience play not as a luxury but as an essential part of our human experience.

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To download the handout

Students who are defended can give the impression that they do not want to be in connection with others. It is important to understand that this a defense that is created by their brain to protect them from all that is too much to bear in their world. They need to be secured, invited into connection with adults and interventions need to proceed ever so gently. Otherwise their brain will maintain the defenses and the student will become even harder to reach. These students crave attention and connection, it needs to be provided indirectly, generously, and without coercion. Our defended and hard to reach students need to be able to rely on and trust their adults. Understanding that this is highly challenging and vulnerable for them, establishing key adults and targeted interventions are what is recommended.

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To download the handout

Priming attachments when working with multiply challenged students can be difficult. However, this is a key entry point when we want students to follow our cues. When they are not in connection with us, we can see increased counterwill and defenses. How we approach counterwill can have a great impact on how long and how difficult a situation can become. This session will provide insight into the counterwill instinct and look at intervention strategies to help reduce its challenging impact.

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To download the handout

Students with disruptive behaviors can often be perplexing to the adults who try to care for them. It is important to understand that a range of precipitating factors are at play and directly impact their capacity to manage their big emotions throughout the day. Interventions within the classroom, in the school and on the playground can help contain their outbursts, provide safe outlets for expression and support them in managing themselves. A team effort will be required to best support these Tier 2 and Tier 3 students with their challenging needs. 

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To download the handout

Working with students who have multiple challenges can be difficult as their behaviour is sometimes unpredictable. Add to that a limited ability to use language to communicate and situations can quickly go over the top. This session will help participants to understand the role of emotions in behaviour. Then we will look at three primary emotions that are most often experienced and how they are expressed behaviourally. This will help in interpreting what a student may be trying to communicate non-verbally. Finally, we will look at ways to intervene both in the moment and also proactively. When we can recognize and acknowledge how a student is feeling or when we can provide opportunities for emotional release, both learning and behaving will improve. 

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To download the handout

The CEBM is launching another project! The LEGO RESOURCE PACKAGE can have great potential in supporting students both in the classroom and in Nurturing Support Centres (NSC)/Intervention Rooms with teachers and support staff. LEGO is often undervalued and minimally used both in working through emotions and in learning contexts.   Our students with emotional and behavioral challenges often gravitate towards building & creating, how can we increase the value of our intervention and support?

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To download the handout

If a student hits someone, or isn’t listening to us or is screaming at the top of their lungs, the developmental approach recognizes that the behaviour is connected to something. It’s there for a reason. The student’s behaviour is telling us that they have a need that is not being met. By seeking to understand the underlying emotions and/or environmental conditions that lead to challenging behaviours we have the opportunity to create real change. This approach may take more time, but it addresses the roots of the problem, and in this way, leads to profound and long-lasting change, not just stopping the behaviour for ten minutes, or while we are watching!

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To download the handout

This presentation is for professionals who are called upon to support teachers with a challenging student or a challenging group. Teachers are the leaders in their group, how they set-up their classrooms physically, the structures & routines which they implement and how they build attachments with their students are all key factors in establishing a safe, caring, and predictable learning environment.  Groups can be challenging for different reasons. This presentation comes with an accompanying document that will provide guiding questions to help gather pertinent information, insight and determine targeted interventions to help students in Tier 1, 2 and 3. Each level has its different needs, implications, and intervention suggestions.

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To download the document

Once we understand the origins of the dynamic and the resulting behaviours, we are in a better position to intervene effectively so that the behaviour does not go “underground” and become even more difficult to deal with. Interventions will be suggested that support the victim as well as helping the student caught in the bully dynamic to act differently. 

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To download handout

Students who display challenging behaviours are a concern in the classroom as they can and do affect the learning environment. This session will highlight some of the reasons for these behaviours. In the past we were told that behaviour is a result of its consequences but neuroscience, including an understanding of brain development and the role of emotions, now reveals that behaviours are just a symptom of something deeper. Helping students means compensating for their immaturity and understanding their emotional world. Then, based on our understanding of these, we can work together to choose interventions that can make a real difference whether the student is a preschooler or in high school. 

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Click here to download handout

Most prevailing approaches assume that bullying is either a learned behaviour or the result of a failure to understand that certain behaviours are hurtful. Others propose that it can be stopped as long as the consequences are severe enough. Dr. Gordon Neufeld proposes instead that the bully syndrome has deep instinctive roots in the dynamics of attachment and vulnerability. When a student is frequently mean or hurtful to other students, whether physically, verbally, non- verbally, relationally or emotionally, they are caught in an instinctive dynamic of self-protection.

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To download handout

Students who display challenging behaviours are a concern in the classroom as they can and do affect the learning environment. This session will highlight some of the reasons for these behaviours. In the past we were told that behaviour is a result of its consequences but neuroscience, including an understanding of brain development and the role of emotions, now reveals that behaviours are just a symptom of something deeper. Helping students means compensating for their immaturity and understanding their emotional world. Then, based on our understanding of these, we can work together to choose interventions that can make a real difference whether the student is a preschooler or in high school. 

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Click here to download handout

When students have difficulty managing their behaviours in the classroom our thoughts often turn to a reward system. What more could we ask for, other than for help in finding the best system to use and tips on how to make it work? However, developmental science and trauma research beg to differ. This presentation will provide an analysis of what works and does not work, and why. Then effective alternatives to help manage behaviour in the classroom will be proposed. These include how to increase the students’ desire to please their teacher, simple classroom modifications that can make behaving appropriately easier and suggestions for how to respond when behaviour is challenging.

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To download handout

When a student has a difficult time settling down, staying still as long as other children, or paying attention to the task at hand, adults become concerned. Should this student be assessed for ADHD (Attention Deficit Hyperactivity Disorder)? This session will uncover the underlying dynamic of an over-activated alarm system that contributes to these symptoms. While a diagnosis may help, ultimately it is how we “see” the student, as one who is facing too much alarm and usually too much separation, that will lead us to find interventions that will help in the long term.

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To download handout

LAUNCH: Welcome to the New CEBM Members Section Website! We will bring you on a ‘guided tour’ of this conglomeration of resources designed and gathered for the English School Boards of Quebec. This is our ‘HUB’ where you’ll find resources to help you with your challenging students. 

We will examine the emotion behind bossy behaviour and how we can help to alleviate the weight these children carry. By trying to better understand the reason’s behind why a student is bossy, it will pave the way to help us see how to take the lead.

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Click here to download handout

We recommend listening to the following recording prior the the Q&A:

- Part I: Trauma and the Brain

- Part II: Trauma-Informed Interventions

Once we understand how profoundly complex trauma and adverse childhood experiences, especially facing separation too much to bear, affect certain students then we will consider how best to intervene. We will look at why some interventions, while successful with other students, are rarely successful with these students. We will examine why some interventions should be avoided, especially as these students, once traumatised, are more likely to be re-traumatised. Then we will look at interventions that are more likely to be effective. While not a quick fix, these suggested ways of intervening are being used successfully in both Elementary and Secondary schools. 

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To download handout

We have students in our schools who have great difficulty behaving. Sometimes they have meltdowns that come “out of the blue”. These students are unpredictable and as a result also have difficulty with social interactions. It seems to take very little to provoke them into acting in ways that hurt other students. Some of these students also have academic difficulties. We have long sought reasons for such behaviour and learning difficulties. In Part I of this two part series, I will review what the neuroscience of complex trauma tells us about these students. We will delve into how the brain is directly affected by adverse childhood experiences. We will then look at the source of most adverse childhood experiences: experiencing too much separation, and how this too affects their behaviour.

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To download handout

In Spring 2020 the pandemic, and its subsequent school closures, triggered a need to 'think outside the box' to create a way of being in contact with our students with challenging needs. Zarina Fernandes created a Virtual Bloom Room to model Cedar Street's Nurturing Support Centre (NSC). She has been instrumental in 'growing' this project in order that it can be available to all Riverside schools. Please come and see this innovative intervention platform, we know you'll be inspired and will want to visit with your students!

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Click here to download handout

There are so many things which school staff need to plan, structure and organize that indoor recess is often left to its own devices. However, this is often when issues arise which end up taking away more teaching time than we would like. Having a structure and procedures that are taught, explained and supported can help challenging indoor recesses become more manageable and enjoyable for all. We have prepared tools that will make it easier to organize and orchestrate indoor recesses so that they are no longer dreaded. During this presentation we will share suggestions and templates that are ready-to-use for elementary teachers at each cycle level.  Be prepared to be inspired as we share ideas, some of which we hope you will adopt and make your own!

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To download handout

Brain Breaks have become an integral way of helping students to transition from one type of learning activity to another.  It might be easy to dismiss Brain Breaks as being non-essential to classroom learning and student progress, but there is now a wealth of research that informs us that Brain Breaks make a difference for students academically, behaviourally and emotionally. There are numerous ways of facilitating Brain Breaks. They can be active or quiet and reflective. This session will describe how you can use Brain Breaks with the students in your care both in the classroom or daycare and, if necessary, online.

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To download handout

The Targeted Intervention Continuum is designed to help schools to create an environment, both in the classroom and in the school, that will provide options for those students who have difficulty managing their behaviour. We will start by describing basic classroom practices and organization that will help all students to engage productively during class time. 

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To know more, visit https://www.cebm.ca/intervention-continuum

This fall we will start a new school year that will indeed be new – one never seen before. This presentation will provide a framework and some guiding principles for how best to take the lead with students to encourage them to follow all of the new in-school procedures meant to keep us all safe. 

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Click here to download handout

In changing times emotions come to the fore. Children and adults alike will experience many emotions as this new school year unfolds. There will be repeated waves of emotions, we need to expect them and be prepared to support the students through them. This presentation will help the adults to understand some of the key emotions that children will be living and the effect these will have on their behaviour and their learning. 

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Click here to download handout

This presentation cannot take away the array of challenges you are all facing. It will help in the understanding of the fundamental human emotions and needs that are being evoked by this “new world”. Once you have been made aware of the underlying dynamics and how human emotions are manifested in behaviour, particularly in times of high stress, you will have further insight into understanding and supporting your staff.

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Click here to download handout

A child’s behaviour tells us something about their inner world. What’s the emotion behind aggression? What can we do to address aggression at its root instead of getting caught up in the cycle of managing symptoms? Lets explore what is behind the challenging behaviours that we see in our students as well as look to ways we can reduce outbursts in our classrooms.

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To download handout

We know how much resistance and opposition in students can make teaching challenging. By shedding light on the developmental science behind this behaviour, we will make sense of the role of counterwill and its dynamic, which in turn will help us make the shift necessary. We will also offer you practical suggestions which can be used in your classroom.

​

To download handout

Humans have a built-in survival kit, which is meant to respond to perceived threats and keep us safe. Generally speaking, this response serves us quite well, especially when the threat is obvious and occasional. When our alarm system is working as it should it can be incredibly helpful to keep us safe, but what happens when the threat does not go away? Our children are often entering our classrooms in survival mode and bringing with them the behaviours that make it challenging for us to take the lead and build relationships with them. This session will explore the roots of anxiety and offer practical suggestions for how we can support children to find emotional rest.

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To download handout​

When the world is full of alarm and our children show signs of anxiety, what are we to do? After briefly looking at how the alarm system is meant to work, we will then explore what happens when it gets overworked. Finally, we will look at interventions and practices that can help our children who come to us and need help managing in a restless world.

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Click here to download handout

When things are not going as we want them to, emotions rise and things can go over the top leading to tantrums and attack. This presentation will introduce the underlying emotion of frustration, and then explain why some children have a hard time managing their frustration. We will look at ways of intervening that have proven to be the most effective for helping these children.

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Click here to download handout

Covid19 has changed our world dramatically and we are all working hard at coping with this new reality, particularly those of us who are parents and/or educators. This session will focus on how we can remain the strong attachment figures our children need as we lead them along this uncharted path. Even in these uncertain times, we can provide the conditions that will help our children to become adaptative and resilient.

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Click here to download handout

Why do children play and why do they need to play? We are now learning that play is more important than we ever thought both in terms of brain development and also for emotional well-being. Join us to find out about why play is so important, about different kinds of play and about how you can support your playful child.

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Click here to download handout