The Edmonton Educator’s Workshop Series

Attend More and SAVE! The more days you attend the more you save

Presented by Peg Dawson, Ed.D., NCSP, Caroline Buzanko, Ph.D., R. Psych and Eboni Webb, Psy.D., HSP

Live Streaming on May 6 - 8, 2024


Up To 18 Hours  |   Pre-approved for CEU’s



This virtual conference will be a live stream of a live in-person conference being held in Edmonton, AB. If you would like to attend live in-person please register here:

This conference will be live streaming from Edmonton, Alberta to online participants on May 6 – 8, 2024 from 8:00am – 3:30pm MDT
This course is streaming live out of Edmonton, AB beginning at 8:00am MDT (Edmonton, AB). Please adjust your start time according to your specific time zone. 

Recorded footage and all course content (certificate, videos, quiz) will be available until June 10, 2024. Extensions cannot be granted under any circumstances.
Please allow 3 – 5 business days after the course airs for recorded footage to become available.

Registration will close on May 5, 2024. 


Attend More and Save! 1 Day enrollment $269.00, 2 day enrollment $469.00, 3 day enrollement $669.00 + tax

Fees are per person, seat sharing is not allowed. Please respect this policy, failure to comply will result in termination of access without a refund. For group rates please contact


Day One (8:00am – 3:30pm   May 6, 2024)

Workshop #1: Proven and Effective Interventions to Enhance Executive Skills in Children & Adolescents | PRESENTED BY Peg Dawson, Ed.D., NCSP

Executive function is a neuropsychological concept referring to the cognitive processes required to plan and direct activities, including task initiation and follow through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goal-directed persistence. While the groundwork for development of these skills occurs before birth, they develop gradually and  in a clear progression through the first two decades of life. But from the moment that children begin to interact with their environment, adults have expectations for how they will use executive skills to negotiate many of the demands of childhood—from the self-regulation of behavior required to act responsibly, to the planning and initiation skills required to complete chores and homework. Parents and teachers expect children to use executive skills even though they may little understand what these skills are and how they impact behavior and school performance.

The importance of executive skills to overall cognitive functioning first became apparent in work with children and teenagers who had sustained traumatic brain injuries. Problems involving planning and organization, time management, and memory as well as weaknesses with inhibition and regulation of emotions have long described a significant component of traumatic brain injury. Executive skills have also assumed an increasingly important role in the explanation of Attention Deficit/Hyperactivity Disorder.  While executive skills are clearly a factor in the problems that youngsters with disabilities face in school, it is becoming apparent that there is a significant number of youngsters who seem to struggle in school because of weaknesses in executive skills even when they don’t meet the diagnostic criteria for ADHD or another disorder. These students will benefit from interventions designed to improve executive functioning. To do so, however, requires an understanding of what executive skills are, how they develop in children, and how they impact school performance.

This workshop will begin by providing an overview of executive skills, including definitions and a description of the developmental progression of these skills in the first two decades of life. The approach to understanding executive skills presented in this workshop is structured around two key concepts: 1) that most individuals have an executive skills profile that includes both strengths and weaknesses; and 2) by defining executive skills discretely rather than grouping them in broader categories, it is possible to design interventions to address specific deficits that lend themselves to data-based decision making. By completing a self-assessment, workshop participants will gain a deeper understanding both of the model being presented and of their own executive skills profile.

The heart of the workshop will address how to assess executive skills and develop interventions designed to address specific executive skill weaknesses.

  • Know what executive skills are and be able to identify how they impact school performance and daily living.
  • Be familiar with assessment tools used to identify executive dysfunction, including parent/teacher interviews, behavior rating scales, behavior observations, and both informal and formal assessment procedures.
  • Have access to a repertoire of strategies to improve executive skills in students. These will include strategies to modify the environment to reduce the impact of weak executive skills and procedures such as coaching that can be used to teach children how to improve specific executive skill deficits in the context of home or school performance expectations.
  • Be able to design their own intervention strategies tailored to the needs of individual students. Be introduced to classroom-wide interventions to improve executive skills.

Day Two (8:00am – 3:00pm   May 7, 2024)

Workshop #2: Optimizing Self-Regulation and Managing Big Emotions | PRESENTED BY Caroline Buzanko, Ph.D., R. Psych

In today’s world, our children and youth face an unprecedented level of stress and pressure, making it hard to effectively self-regulate and manage day-to-day stressors. As parents, educators, and mental health professionals, it’s essential that we equip ourselves with effective strategies to help children and teens develop the skills they need to navigate life’s challenges. When they don’t know how to manage those emotions, problem behaviours often result and can negatively affect their physical, psychological, academic, and social well-being. For many, they struggle to meet even the most basic expectations. It is essential they receive the right support.

Join us for a transformative workshop designed for mental health professionals, educators, parents, and caregivers to build self-regulation and emotional management skills in children and teens. During this workshop, you’ll learn evidence-based interventions and practical tools to promote healthy self-regulation and emotional management skills in children and youth. This workshop will provide you with the knowledge and skills you need to make a meaningful difference in the lives of the children and teens you work with. Join us in this engaging and practical workshop, where you will leave with the skills and knowledge to empower children and youth to manage their emotions, overcome challenges, and build resilience.

  • Explain self-regulation and emotional management in children and teens.
  • Identify the role of emotions and how they show up.
  • Differentiate misbehaviour from stress behaviour.
  • Address the sensory, language and executive functioning processing deficits that get in the way of self-regulation.
  • Discuss the importance of co-regulation and how to best support children and teens.
  • Teach children and teens what they need to know boost their emotional literacy.
  • Apply practical evidenced-based tools and techniques to promote healthy emotional regulation and coping skills in children and teens.
  • Implement techniques to help children and teens cope with challenging situations.
  • Develop an increased capacity to support children and teens in their emotional needs.

Day Three (8:00am – 3:30pm   May 8, 2024)

Workshop #3: Working with Highly Emotionally Dysregulated Children & Adolescence | PRESENTED BY Eboni Webb, Psy.D., HSP

Working with emotionally dysregulated children is an often overwhelming and exhausting endeavour. Many teachers and counsellors feel the pull of being “saviours” for dysregulated children and their parents. How to intervene and steps that can be taken by teachers and administrators will be presented. This training will enable participants to employ strategies in which teachers and parents can experience success through learning to reestablish structure, create a validating and secure environment, and increase compassion for all family members and care providers.

Dr. Webb will additionally address key childhood disorders that left untreated can lead to maladaptive coping behaviours in adulthood. Dr. Webb will teach participants how to apply and adapt various skills training to reflect the language of children and how to establish a safe and supportive classroom in which children can learn and generalize these skills. Working with emotionally-dysregulated children in your classroom can be overwhelming and exhausting. You probably feel the pull of being the “saviour” for dysregulated children and their worried parents. Learn how to implement the skills you need to be more effective in the classroom, avoid burnout and achieve positive outcomes.

Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Dr. Peg Dawson: In over 40 years of clinical practice, Dr. Peg Dawson has worked with thousands of children who struggle at home and in school. At the center of their struggles are often weak executive skills. Along with her colleague, Dr. Richard Guare, she has written numerous books on this topic for educators, mental health professionals, and parents, among them Smart but Scattered, Smart but Scattered Teens, Executive Skills in Children and Adolescents, and Coaching Students with Executive Skills Deficits. Peg is also a past president of the National Association of School Psychologists, and the International School Psychology Association, and is a recipient of NASP’s Lifetime Achievement Award.

Caroline Buzanko, Ph.D., R. Psych, is a Psychologist. Mother. International Speaker. Yoda of Anxiety. Neurodivergent Superhero. Changer of Lives. She is a dynamic force in the field of psychology, dedicating nearly three decades to transforming the lives of children, teens, and their families. With a dedicated commitment to fostering deep connections, instilling unwavering confidence, igniting motivation, and building resilience in the face of challenges, Dr. Buzanko’s mission is clear: to ensure that every child and teenager receive the understanding and support they deserve.

Renowned for her expertise in the assessment and support of anxiety, ADHD, ASD, learning, and behavioural challenges, Dr. Buzanko stands as a trusted ally, advocate, and go-to authority. Dr. Buzanko’s research pursuits delve into the realms of resilience and growth, directly informing her clinical approach and resulting in innovative training programs and workshops that have transformed the practices of countless educators, caregivers, allied mental health professionals, and medical doctors.

Dr. Caroline Buzanko is a captivating speaker and anyone who attends her workshops can expect to be enlightened, inspired, and equipped with practical strategies to empower the children and teens they work with. Together, let’s create a world where every child thrives and embraces their full potential.

Eboni Webb, Psy.D., HSP is a licensed psychologist and serves as an advisor to the Dialectical Behavior Therapy National Certification and Accreditation Association (DBTNCAA).

She has practiced in numerous community settings including clinics that treat underserved communities of color, clients with developmental disabilities, and clients suffering from severe and persistent mental illness. She worked at the largest mental health clinic at the time in the Minneapolis/St. Paul area that specialized in treating clients diagnosed with Borderline Personality Disorder (BPD) with Dialectical Behavior Therapy (DBT). She has practiced DBT in community mental health centers and developed two special DBT-oriented treatment programs for clients with developmental disabilities and borderline-intellectual functioning.

Dr. Webb currently resides in Nashville, TN where she has been serving clients in her private practice, Kairos. She continues to specialize in individual and group DBT as well as cognitive-behavior strategies that address a myriad of clinical issues. She also offers special group therapies for adults and a dual-track of teen skills training that includes their parents.

She is currently working to adapt DBT for clients with severe and persistent mental illness (e.g. psychotic-based disorders).

RegistrationEarly bird FeeRegular Fee
Individual 1 Day Enrollment$269.00N/A
Individual 2 Day Enrollment$469.00N/A
Individual 3 Day Enrollment$669.00N/A
Full-Time Student$609.00N/A

All fees are in Canadian dollars ($CAD).

Group rates are available. Please contact for more information.

  • Canadian Psychological Association
    The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved continuing education credits