Guided Growth Learning Center
Go beyond the text into the world of prevention, intervention, strategy, and technique for working with children and teens with FASDs and early trauma.
Unlimited access to eight, 60-minute videos hosted by the authors. streamable from any device, anytime.
Earn professional development units (PDUs) for watching the videos and reading the book. Learn more!
One-time payment, no subscription. Scroll down for a complete list of topics and learning objectives.
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Join the authors as they present in-depth information and strategies
Chapter-by-chapter discussions by the authors provide participants with a whole child approach to addressing the reality of multiple risk factors affecting children’s learning and behavior.
Each video consists of a 60-minute presentation by the authors on the respective chapter(s), followed by a 30-minute pre-recorded Q&A.
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Guided growth learning center: WHAT’s it all about?
Guided Growth focuses on the collaboration between the school and the home with the recognition that such a partnership is essential if we are to effectively address the multiple needs of children who have been prenatally exposed to substances of abuse or early childhood adversities. As the primary caring adults in a child’s life, the school and home constitute the principal safety net for children with unique learning and behavioral needs. For that reason, it is imperative that adults work together toward the mutual objective of increasing the opportunity for these children to live happy and healthy lives.
Guided Growth was written with parents, caregivers, and professionals in mind. This online series is for anyone who touches the life of a child who has a history of prenatal alcohol exposure or early trauma – parents, caregivers, teachers, and mental health, social service, and child welfare professionals, among others.
Topics
The brain processes new information through four well-defined stages: problem identification, pattern matching, strategy selection, and performance monitoring and feedback. Neurodevelopmental deficits induced by prenatal alcohol exposure and trauma disrupt this four-step process.
Learning Objectives:
1. Describe the typical learning process.
2. Discuss how FASD and trauma disrupt the learning process.
Learning is dependent on attention. A critical task for teachers and parents is to intervene before the dysregulated child emotionally collapses into survival mode.
Learning Objectives:
1. Describe how brain chemistry affects learning and attention.
2. Discuss the environmental factors that can impede learning.
Children prenatally exposed to alcohol face increasing neurodevelopmental challenges as they grow and develop. Strategies for teaching and behavior management can be grounded in a conceptual framework that considers three primary domains of functioning.
Learning Objectives:
1. Describe the structural and functional changes in the fetal brain that occur with prenatal alcohol exposure.
2. Discuss prenatal alcohol exposure's impact on the three neurodevelopmental domains that drive learning and behavior.
If children do not feel safe and do not feel that they belong, it is impossible for them to self-regulate and, hence, to learn. Self-regulation is achieved only through relationships with caring and supportive adults.
Learning Objectives:
1. Discuss the importance of emotional regulation in the learning process.
2. Describe child-centered interventions to enhance emotional regulation and behavior.
There are many factors that affect student learning, and a simple cook-book approach to developing effective schools will likely result in too simplified an answer. A coherent, cohesive curriculum depends on accomodating individual child differences. However, these accommodations for an individual enhance the learning of all children in the classroom.
Learning Objectives:
1. Identify the school and classroom structures that can support academic success.
2. Create a proactive classroom that enhances learning for all students.
Studies show that 10% to 15% of all typically developing preschool children exhibit chronic behavior problems that significantly impact their ability to participate in an early education curriculum. But acting out behavior often is more related to an inability to manage feelings of frustration or disappointment than to a desire to misbehave.
Learning Objectives:
1. Discuss how social factors influence emotional and behavioral health.
2. Describe how prenatal alcohol exposure and trauma affect social-emotional development.
Parents identify a lack of communication as the primary barrier to parental involvement in their child's education and as one of the biggest impediments to their child's academic success.
Learning Objectives:
1. Analyze barriers to communication that may occur between parents and the school and between parents and professionals caring for their child.
2. Describe strategies for enhancing communication between parents and the school and parents and professionals caring for their child.
Q&A hosted by the authors. Dr. Chasnoff and Dr. Powell answer frequently asked questions from readers. Hear their perspectives on why they thought this was an important book to write.