Thursday 20th June 2019


Setting the scene & opening address

Dr Judith Howard, Queensland University of Technology

Keynote Address

The Neuroscience of Trauma Responsive Relational Practice in Education

Dr Joe Tucci, Australian Childhood Foundation

Keynote Address

Creating a Trauma-Sensitive School Culture: Why we need it, what it looks like, how we get there

Professor Susan Cole, Harvard Law School, Trauma and Learning Policy Initiative

Session 1.1

Restorative Practice and Trauma

Margaret Thorsborne, Margaret Thorsborne and Associates

Session 1.2

Practical Trauma Sensitive Strategies That Work – A Teacher’s Perspective

Elizabeth Nottingham, Terri Barker & Jo French, Metropolitan Behaviour Support Service

Session 1.3

Emotion Coaching in Education Settings – shifting focus from behaviour to experience in traumatised students

Deborah Costa, New South Wales Department of Education

Session 1.4

Integration – the key to well-being

Alexa Duke, Australian Childhood Foundation

Session 1.5

Working Collaboratively: A Stakeholder Approach to Supporting Students with Complex Trauma

Gayle Sutcliffe-Rausch & Vicky King, Education Queensland

Session 1.6

Workshop: Non-Negotiables for the Trauma-Aware Classroom

Tom Brunzell, Berry Street

Session 1.7

Learning and Thriving in an Intensive English School Classroom

Julie Peel, Milpera State High School

Session 1.8

From Trauma Organised to Trauma Informed: The complexities of realising a vision for inclusion and responsiveness across the Townsville school district

Shannon Baker, Evolve Therapeutic Services

Session 2.1

Birdie’s Tree: Disaster Resilience in Early Childhood

Sharleen Keleher, CQUniversity

Filial Therapy: a whole school intervention model providing teachers with practical skills to address trauma

Courtney Weir, WRISC Family Violence Van Go Moorabool

Session 2.2

Trauma informed pedagogies emerging through teacher reflection on practice

Anne Southall, La Trobe University

The Trauma-informed And Restorative Schools Collaboration (TARSC); Working Together Towards Trauma-Informed Western Australian Schools

Karen Martin, The University of Western Australia

Session 2.3

Integrating Trauma with PBL

Joanne Wilkins & Ann Bartlam, Metropolitan Behaviour Support Service

Session 2.4

Share our journey: A trauma aware new-arrivals classroom within a trauma aware school

Jennifer Bampton, Woodridge State School – Intensive Language Centre

Session 2.5

Trauma-informed practice with pre-service teachers

Carmel Hobbs & Dane Paulsen, La Trobe University

Risky business: developing a Trauma Informed Pedagogy for teacher education

Neil Harrison Macquarie University

Session 2.6

A Multi-Disciplinary Approach: Working with Intention to Transform Lives

Callie Black, Anson Street School

Session 2.7

Tired, Worn-out and Overwhelmed? You CAN thrive in high demand and trauma-impacted workplaces with compassion resilience

Sarah Ralston, Reboot

Session 2.8

Strategies for managing abuse related trauma (SMART) –15 years of evolution in South Australian schools

Leanne Cornell-March, Department for Education – Engagement and Wellbeing

A systems approach to building capacity for trauma-informed practice in South Australian schools

Deidre Lockley, Department for Education – Engagement and Wellbeing

Session 3.1

Workshop: Getting ready to create a trauma-sensitive school

Susan Cole, Harvard Law School

Session 3.2

Education as a Protective Factor for Young Offenders: Disruptive Behaviour or Disrupted Development?

Luke Blackwood, Life Without Barriers

Session 3.3

Childhood Trauma: How Teachers Saved Me!

Beck Thompson, Beck Thompson

Grief, Loss and Trauma

Megan Clerke, Metropolitan Behaviour Support Service & Zoe Elwell, Wilsonton State School

Session 3.4

Classroom Creativity Skills Enrich Learning

Samantha Jane Griffin, Friends Of Heal Foundation

Session 3.5

Trauma Informed School-Wide Approaches: Insights from a Systematic Review

Julie Avery, Monash University/ Monash Centre for Health Research and Implementation

Current Research: How Trauma Aware are Teachers and School Leaders in NSW Government Primary Schools?

Celeste Musgrave, University of Tasmania

Session 3.6 

Emotionally resilient children engage with life and learning: the Thrive Approach helps build this resilience

Elessa Impey, Thrive Approach Pty Ltd

Is an Intensive Family Support Program really required in our mainstream schools?

Simone Collier, Act For Kids

Session 3.7

A panel discussion of how to create and sustain a school-based creative-arts-therapy (CAT) intervention

Tania Balil, Justine Wake & John Rohrig, Woodridge State School

Session 3.8

Creating Calmer Classrooms: A model for teaching Trauma-Informed Pedagogy to high school teachers

Jessica Walker, Yeronga State High School

The intersection between Domestic and Family Violence, Refuges, trauma and education

Justin Elstob, Save The Children

Session 4.1

Safe and confident: Reflections from a whole school approach to trauma-informed practice in education

Tania Plueckhahn, Department For Education, South Australia

Session 4.3

Step Up Planning: A tool for schools to support Aboriginal and Torres Strait Islander students

Cathy Adams, Transition Support Services

Session 4.4

Take a break! Brain and body breaks to keep students in their Window of Tolerance

Carolyn Grace, Australian Childhood Foundation

Session 4.5

The Role of the TFCO Teacher – Collaborative Pathways to Student Success

Caitlin Longmire & Libby De Kok, Ozchild

Humanity of Developmental Trauma: What makes an effective therapeutic relationship with children with disrupted attachment?

Nathan Gallagher, Journey And Connection

Session 4.6

Having a pathway makes a difference!

Madelaine Winstanley, Pathways to Resilience

I’ll be happy and smiling all the time – safety and relational learning for children

Geoff Bridgman, Unitec/Violence Free Communities

Session 4.7

How to make connections with students through art in a trauma aware school

Jane O’Sullivan, Burrowes State School & UQ

Session 4.8

Taking schools and education systems beyond trauma awareness: ReLATE – Rethinking Learning and Teaching Environments

Brendan Murray, Mackillop