An Evening with Ross Greene, Ph.D. on March 20th, 2015 at Glenelg Country School


Individual Differences in Learning, with Glenelg Country School, and Howard County Public Schools presents:

Understanding and Helping Students with Social, Emotional, and Behavioral Challenges

Collaborative & Proactive Solutions (CPS)



Mulitz Theater, Glenelg Country School

Friday, March 20th

6-7:30 pm

12793 Folly Quarter Road

Ellicott City, Maryland, 21042

Come learn about Dr. Greene’s empirically-supported Collaborative & Proactive Solutions (CPS) model that transformed thinking and practices in countless schools, inpatient psychiatry units, and residential and juvenile detention facilities. It has been associated with dramatic reductions in disciplinary referrals, detentions, suspensions, seclusions, and restraints. No longer discipline-as-usual, the CPS model focuses on solving problems rather than on modifying behavior, emphasizes collaborative rather than unilateral solutions, and encourages proactive rather than reactive intervention. Discover what makes challenging kids challenging and how to identify and develop lagging skills, while building empathy and constructive, problem-solving communication with your children. Ross W. Greene, Ph.D. is the originator of the model of intervention now known as Collaborative & Proactive Solutions (CPS) and author of the influential books The Explosive Child and Lost at School. He is also the Founding Director of the non-profit Lives in the Balance (, which aims to disseminate his model through no-cost web-based programming and provide support to and advocacy on behalf of behaviorally challenging kids and their parents, teachers, and other caregivers. Dr. Greene served on the faculty at Harvard Medical School for over 20 years, and is now on the faculty of the Department of Psychology at Virginia Tech and he lectures widely throughout the world.




Join IDL for Understanding and Managing Emotional Intensity in 2E Students: Mon. Feb 9th, 2015

Understanding and Managing the Emotional Intensity of Twice Exceptional Children and Teens

with Dr. Julie Morrison

February, 9th, 2015 at Miller Library

Parents and those who work with bright students with learning differences, ADHD, and/or emotional disorders can find themselves caught off guard or demoralized by the emotional and behavioral challenges they are faced with. Understanding the emotional intensity and related behaviors of the twice exceptional student, from a neurobiological perspective, fosters empathy, paving the way for more effective interventions. When adults adopt a supporting and guiding role, power struggles become less frequent, and children or teens are able to draw on available resources to increase coping. This provides a sense of ownership, which is crucial for development of a healthy sense of self, on which to build the self-regulation skills that they need as they move into adulthood. This talk will discuss specific strategies that adults working with these children can employ, many of which are derived from cognitive behavioral therapy approaches, to facilitate emotion regulation and build problem-solving skills.

Dr. Julie Morrison, Vice President of IDL, is a licensed psychologist and mother of two children with ADHD and language-based learning differences, one of whom is a twice exceptional learner. A Fellow of the Maryland Psychological Association, she has a private practice in Columbia, where she specializes in working with gifted individuals who have challenges that affect learning, including the regulation of attention and emotion. She also works with children who difficulty navigating relationships, including those with reactive attachment disorder, secondary to a history of trauma or international adoption. Dr. Morrison conducts comprehensive neuropsychologically-styled evaluations and offers consultation. She has co-organized national conferences and she has been invited to present at national and regional conferences addressing the needs of twice exceptional students, as well as the treatment of childhood trauma. She has published peer-reviewed articles focusing on identification, assessment, and intervention with gifted children with challenges to learning, as well as professional articles and a book chapter on therapeutic intervention and the emotional and relational impact of child maltreatment.