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CO-SPONSORS

School of Education
Stanford University

Cognitive Control & Developmental Lab.
University of California, Berkeley

The Neuroscience Research Institute
University of California, Santa Barbara

A. Martinos Center for Biomedical Imaging
Massachusetts Institute of Technology

Mind, Brain & Education Program
Harvard Graduate School of Education

School of Education
The Johns Hopkins University

Comer School Development Program
Yale University School of Medicine

The Dana Alliance for Brain Initiatives
The Dana Foundation

National Association of Secondary
School Principals (NASSP)

Dept. of Speech, Language, Hearing Sciences
Boston University

>>Download conference brochure (pdf)

>> Download conference brochure for speech-language pathologists (pdf)

LEARNING OBJECTIVES
You will gain knowledge about:

1. Enhancing social skills to improve cognition, intelligence and achievement
2. Brain-based strategies to improve social, emotional and academic learning
3. Insights into how relationships and empathy shape the brain and learning
4. Social consequences of, and interventions for, ADHD, LD and addiction
5. New research and interventions for dyslexia, reading and math skills
6. Improving emotional control, competence and self-regulation
7. Adult and adolescent brains and social development

EXPLORE THE LATEST RESEARCH ON:

• How Relationships Shape the Brain
• Promoting Social & Emotional Skills
• Mirror Neurons, Language &Autism
• Adolescent Brains & Autonomy
• Managing ADHD, LD & Addiction
• Navigating the Social World
• Emotional Awareness & Regulation
• Brain-Based Teaching Strategies
• Connecting Art, Reading & Math
• Improving Learning & Achievement
• Social Intelligence & Cognition
• Adult Brains, Memory & Wisdom

 

FEATURED SPEAKERS
	Michael S. Gazzaniga, PhD, Professor of Psychology; Director of Sage Center for the Study of Mind, University of California, Santa Barbara; author of Human: The Science Behind What Makes Us Unique (2008), The Ethical Brain (2005), The Mind’s Past (2000), Nature's Mind (1994), and Social Brain (1985)
	Paul Ekman, PhD, Social Psychologist; Director, Paul Ekman Group LLC; Professor Emeritus of Psychology, Department of Psychiatry, University of California Medical School, San Francisco; co-author with the Dalai Lama of Emotional Awareness: Overcoming Obstacles to Psychological Compassion (2008); author, Emotions Revealed (2007, 2nd edition); considered one of the most influential psychologists of the 20th century by the American Psychological Association
	Marco Iacoboni, MD, PhD, Associate Professor of Psychiatry and Biobehavioral Sciences, Neuropsychiatric Institute; Director, Transcranial Magnetic Stimulation Lab., Ahmanson Lovelace Brain Mapping Center, David Geffen School of Medicine, University of California Los Angeles; author of the new book, Mirror People: The Science of How We Connect with Others (2008)
DEVELOPING SOCIAL BRAINS, COGNITION & EMPATHY
The Science Behind What Makes Us Unique: Navigating the Social World Michael S. Gazzaniga, PhD, Professor of Psychology; Director of Sage Center for the Study of Mind, University of California, Santa Barbara; author of Human: The Science Behind What Makes Us Unique (2008), The Ethical Brain (2005), The Mind’s Past (2000), Nature's Mind (1994), and Social Brain (1985)
The Neuroscience of Human Relationships: Developing Social Brains Louis J. Cozolino, PhD, Professor of Psychology, Graduate School of Education and Psychology, Pepperdine University; author of The Neuroscience of Human Relationships: Attachment and the Developing Social Brain (2006), The Healthy Aging Brain: Sustaining Attachment, Attaining Wisdom (2008), and Neuroscience of Psychotherapy (2002)
Emotional Awareness: Across Cultures & Social Context Paul Ekman, PhD, Social Psychologist; Director, Paul Ekman Group LLC; Professor Emeritus of Psychology, Department of Psychiatry, University of California Medical School, San Francisco; co-author with the Dalai Lama of Emotional Awareness: Overcoming Obstacles to Psychological Compassion (2008); author, Emotions Revealed (2007, 2nd edition); considered one of the most influential psychologists of the 20th century by the American Psychological Association
How Social Interaction Promotes Cognitive Abilities, Memory & Intelligence Oscar Ybarra, PhD, Associate Professor, Department of Psychology, University of Michigan; co-author of “Mental exercising through simple socializing: Social interaction promotes general cognitive functioning” (2008, Personality and Social Psychology Bulletin)
Childhood Roots of Adult Happiness: Raising Happy, Emotionally-Intelligent Children Christine Carter McLaughlin, PhD, Sociologists; Executive Director, Greater Good Science Center, University of California, Berkeley; creator of the "Science for Raising Happy Kids" website; author of the book, The Other Side of Silence (1995)
The Science of How We Connect with Others: Empathy, Language & Autism Marco Iacoboni, MD, PhD, Associate Professor of Psychiatry and Biobehavioral Sciences, Neuropsychiatric Institute; Director, Transcranial Magnetic Stimulation Lab., Ahmanson Lovelace Brain Mapping Center, David Geffen School of Medicine, University of California Los Angeles; author of the new book, Mirror People: The Science of How We Connect with Others (2008)
Cognitive Emotional Regulation & Social Functioning: Implications for Learning James J. Gross, PhD, Associate Professor of Psychology; Director, Psychophysiology Laboratory, Stanford University; co-author, “Cognitive emotion regulation: insights from social cognitive and affective neuroscience (2008)
TEACHING SOCIAL-EMOTIONAL SKILLS
Cultivating Social-emotional Balance in Teachers and in the Classroom Patricia A. Jennings, MEd, PhD, Director of Initiative on Contemplation and Education, Garrison Institute; Director, Cultivating Emotional Balance in the Classroom Project; Adjunct Assistant Professor, Department of Child and Adolescent Development, San Francisco State University; Research Associate, Prevention Research Center for the Promotion of Human Development, Pennsylvania State University
Promoting Social, Emotional & Academic Learning Roger P. Weissberg, PhD, Professor of Psychology and Education, Department of Psychology, University of Illinois at Chicago; President, Collaborative for Academic, Social, and Emotional Learning (CASEL); author of Sustainable Schoolwide Social & Emotional Learning (2006), School-Family Partnerships for Children's Success (2005), and Building Academic Success on Social and Emotional Learning: What Does the Research Say? (2004)
Hardwired to Connect: Creating Classrooms that Nurture Social Minds Sam Goldstein, PhD, Faculty Member, University of Utah Medical School; Neuropsychologist, Neurology, Learning and Behavior Center in Salt Lake City; co-author of Raising a Self-Disciplined Child (2007) and Seven Steps to Improve Your Child’s Social Skills (2006)
Weaving Social Skills into Collaborative Tasks in the Classroom Martha Kaufeldt, MA, Educational Consultant; Former teacher; author of Teachers, Change Your Bait! Brain Compatible Differentiated Instruction (2005) and Begin With the Brain: Orchestrating the Learner-Centered Classroom (1999)
The Relevance of Mirror Neurons, Social & Affective Science for Education Mary Helen Immordino-Yang, EdD, Assistant Professor, Rossier School of Education; Research Assistant Professor, Brain and Creativity Institute for the Neurological Study of Emotion, Decision-Making, and Creativity, University of Southern California; author of “Making Sense of Brain Research in the Classroom” (2001), Council for Basic Education Journal
Educational Implications of Mirror Neurons Robert Sylwester, EdD, Professor Emeritus of Education, University of Oregon; author of The Adolescent Brain: Reaching for Autonomy (January 2007), How to Explain a Brain: An Educator's Handbook of Brain Terms and Cognitive Processes (2005), and A Biological Brain in a Cultural Classroom (2003, second edition)
MANAGING STRESS, SOCIAL & EMOTIONAL PROBLEMS
Children’s Socialization Skills & ADHD Stephen P. Hinshaw, PhD, Professor and Chair, Psychology Department, University of California, Berkeley; author, Breaking the Silence: Mental Health Professionals Disclose Their Personal and Family Experiences of Mental Illness (2008) and Attention Deficits and Hyperactivity in Children (1993)
BRAIN RULES: Principles for Surviving & Thriving in School and Work John J. Medina, PhD, Developmental Molecular Biologist; Research Consultant; Professor of Bioengineering, University of Washington School of Medicine; Director, Brain Center for Applied Learning Research, Seattle Pacific University; Founding Director, Talaris Research Group; author of Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (2008) and “Mirroring in the brain" (2007), Psychiatric Times
Risk and Resilience with ADHD & Learning Disabilities Sam Goldstein, PhD, Faculty Member, University of Utah Medical School; Neuropsychologist, Neurology, Learning and Behavior Center, Salt Lake City; co-author of Raising a Self-Disciplined Child (2007) and Seven Steps to Improve Your Child’s Social Skills (2006)
The Addictive Brain: School & Social Consequences Patricia Wolfe, EdD, President, Brain Matters; Educational Consultant: former teacher, author of Building the Reading Brain, PreK-3 (2004) and Brain Matters: Translating Research into Classroom Practice (2001)
Superflex: A Superhero Social Thinking Curriculum for ADHD, LD & Autism Stephanie Madrigal, CCC-SLP, Speech-Language Pathologist; Director of Therapy, Michelle G. Winner’s Center for Social Thinking, CA; co-author of Superflex: A Superhero Social Thinking Curriculum (2008)
APPLYING READING & MATH INTERVENTION
Neuroanatomy of Reading: Connections Between Art, Reading & Math Skills Robert F. Dougherty, PhD, Senior Research Scientist, Department of Psychology, Institute for Reading and Learning, Stanford University; co-author of "Training in the arts, reading and brain imaging" (2008, Dana Report on Arts and Cognition), and "White matter pathways in reading" (2007, Current Opinion in Neurobiology)
Wiring the Brain for Reading Marilee B. Sprenger, MA, Adjunct Professor, Aurora University; former teacher; author, The Developing Brain: Birth to Age Eight (2008), and Becoming a Wiz at Brain-Based Teaching (2006)
Neuroeducation: Implications for Learning, Reading & Social-emotional Development Kurt W. Fischer, PhD, Charles Bigelow Professor; Director, Mind, Brain & Education Program (MBE), Harvard University Graduate School of Education; Director, International Mind, Brain and Education Society (IMBES); Editor, Mind, Brain & Education Journal; co-editor of Mind, Brain and Education in Reading Disorders (2007) and The Educated Brain (2008)
GUIDING ADOLESCENT & ADULT DEVELOPMENT
How the Teen Brain Matures: Cognitive Control & Pre-frontal Cortex Silvia A. Bunge, PhD, Assistant Professor, Department of Psychology and Helen Wills Neuroscience Institute, University of California, Berkeley; co-author of “Neurodevelopmental changes in working memory and cognitive control” (2007), Current Opinions in Neurobiology
The Adolescent Brains: Reaching for Autonomy Robert Sylwester, EdD, Professor Emeritus of Education, University of Oregon; author of The Adolescent Brain: Reaching for Autonomy (January 2007) and How to Explain a Brain: An Educator's Handbook of Brain Terms and Cognitive Processes (2005)
The Healthy Aging Brain: Attachment, Wisdom & Learning Louis J. Cozolino, PhD, Professor of Psychology, Graduate School of Education and Psychology, Pepperdine University; author of The Healthy Aging Brain: Sustaining Attachment, Attaining Wisdom (2008) and Neuroscience of Psychotherapy (2002)
The Adult Brain & Memory: How Social Interaction & Learning Protects the Brain from Alzheimer’s Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Chair and Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; co-author of When Someone You Love Has Alzheimer’s (1997)
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