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Dr. Stephen Greene

Stephen Greene, Ph.D. is a clinical psychologist licensed in both Maine and South Dakota. He has extensive training and experience evaluating and treating complex trauma, PTSD, and attachment disorders. He is fluent in American Sign Language and for more than 35 years he has served Deaf and Hard-of-Hearing children, their families, and service providers. He has provided a range of services through his private therapy practice as well as in his role as consultant for public school deaf education programs as well as state schools for the deaf. He has also provided services supporting deaf and hard-of-hearing individuals in social service agencies, group homes, treatment/foster care programs, hospitals, and correctional facilities. He has presented on a variety of topics including deafness, attachment disorders, trauma, problems of self-regulation, and brain development.

Topic 1: BRAIN SCIENCE FOR PEOPLE WHO SERVE DEAF/HARD-OF-HEARING CHILDREN


Advances in brain science have given us a deeper understanding of how children develop and what is necessary to help bring to life their unique nature and abilities. Deaf and Hard-of-hearing children face complex challenges affecting their development unlike their hearing peers. A working knowledge of typical and atypical brain development can make the difference between a well regulated child capable of learning and an out of control child. This workshop will include: Structure and development of the brain, typical and atypical; Learning and the brain; Executive Function, Regulation and Dysregulation; Attachment and the development of self regulation; Deafness and learning.

Topic 2: APPLICATION OF BRAIN SCIENCE TO THE CLASSROOM


In this workshop we will apply the brain science information to issues impacting teaching and learning for deaf and hard-of-hearing children and their educators. This workshop will include: Challenges in public education teaching deaf/hard-of-hearing children; The use of attachment relationships in regulating dysregulated states; Integrated curriculum, Scaffolding, and Bridging to the child’s experiences;
developing learning activities for relevance, applicability, and high context; and
activities for developing executive function and self-regulation.