Dr. Amy Lansing is Director of the Cognitive and Neurobehavioral Studies in Aggression, Coping, Trauma and Stress (CNS-Acts), University of California, San Diego.
Dr. Lansing is dedicated to understanding the neurobehavioral underpinnings of high-risk behaviors and functional impairment in underserved and vulnerable populations, such as juvenile delinquents and maltreated youth.
This program integrates neuroscience technologies, cognitive rehabilitation, mental health services, neuropsychology, criminology, social justice and public policy issues. How should schools serving at-promise youth address this issue? Engage in a dialogue with Dr. Amy Lansing who researches neurobehavioral underpinnings of high-risk behaviors in underserved and vulnerable youth. Support for her research comes from the National Institute of Child and Human Development and the National Institute on Minority Health and Health Disparities.
Dr. Lansing is a licensed clinical psychologist who provides direct mental health and cognitive rehabilitation service delivery to incarcerated youth in San Diego County. Her work includes a focus on academic issues, cognitive deficits, and unmet mental health needs of youth who are Wards of the Juvenile Court (Child Welfare and Delinquency). Dr. Lansing is also a founding member of Humane Smarts, a non-profit organization that seeks to enrich the minds of young people in San Diego County through a variety of community engagement, artistic, and academic experiences. Dr. Lansing was awarded the CANCER inCYTES Scholar Spotlight Award specifically for her contribution to public health and social justice.
Training for Trauma Informed Systems A range of stressful situations impact our students’ school readiness and academic functioning (e.g., homelessness, parental incarceration, teen pregnancy, truancy). Data from education systems and government commissions illustrate that insufficient support for principals; professional development for all staff; and rewards for skills are core issues underlying professional attrition, with students’ stress-related needs and behaviors posing challenges to the resources available to education systems. Trauma Informed Systems have the potential to address many of these student, teacher and staff needs but may also be perceived as burdensome or met with resistance. This presentation will address: 1) the key elements required to develop and maintain a Trauma Informed System; 2) why “soft skills” matter as much for educators as students; and 3) what types of knowledge transfer are most beneficial for professional development. There will be time for small group brainstorming on key challenges identified by the audience as facing Alternative Education providers.
Training for Trauma Informed Care Join the conversation about providing sufficient support and professional development for all staff to address trauma among at promise youth. Learn how Trauma Informed Systems training can address professional attrition and support resources available to education systems.
