Registration 1:00-1:30; workshop 1:30-3:30
Mawhinney Hall m345
Park in lots 1 or 19
Presenter bio: Alana Russotti, LCSW, IMH-E © has been working with children and families impacted by trauma in the Greater Rochester community for over 10 years. Alana holds a Bachelor’s degree from St. John Fisher College in Psychology and Women & Gender Studies and a Master’s Degree from Fordham University in Social Work with a Clinical Concentration. Fueled by a core belief that the most meaningful way to support children is through their relationships with their caregivers, she began her career at SPCC in the Supervised Visitation Program. In 2014, after identifying a need for more intensive treatment options for children in foster care and high-conflict custody situations, Alana co-created Rochester’s first Therapeutic Visitation Program; she currently works as the Clinical Supervisor of this program. Relationships are at the core of who Alana is and she deeply values the impact of healthy relationships between clients and clinicians, in the supervisory relationship, and between multi-disciplinary systems alike. Alana holds particular expertise in providing and consulting and training in areas of Infant Mental Health, Reflective Supervision, parent-child Emotional Availability®, child-centered high-conflict custody, Child-Centered Play Therapy, the impacts of trauma on children, and crisis intervention for children.
Heavily rooted in trauma theory and child development, this 2 hour training provides professionals and caregivers with theoretical foundation and tools to support children in crisis. The training specifically addresses the nuances of traumainformed care and expressed symptomology in children that have experienced foster care placement, multiple caregiving transitions, grief & loss.
Participants will increase their ability to:
1. Identify a child’s crisis behavior as a symptom
2. Effectively intervene and support children in crisis through a trauma-informed and culturally sensitive lens
3. Hold the trauma-informed belief that an adult’s ‘way of being’ is just as, if not more important than what they ‘do’ when helping children through crisis
