Presented by Lisa Porter, DCP, CCC, CCS

This workshop explores the intersection of artificial intelligence, digital wellness, education, and mental health. Drawing on current research, real-world examples, and hands-on demonstrations, participants will examine how emerging technologies are reshaping learning, wellbeing, communication, and professional practice across educational and clinical settings.

Participants will explore practical applications of AI that can enhance accessibility, support individualized learning and intervention, streamline administrative tasks, and foster creativity and engagement. At the same time, the workshop will examine the broader impacts of technology on mental health and human development, including concerns related to attention, anxiety, social comparison, sleep, emotional regulation, online relationships, and digital dependency.

The workshop will also address emerging issues that are increasingly relevant to educators and clinicians, including AI companionship, changing help-seeking behaviours, academic integrity in the age of generative AI, privacy and data security, and the ethical implications of integrating AI into educational and therapeutic environments. Participants will critically examine both the promises and limitations of these technologies while considering how to maintain professional judgment, ethical practice, and meaningful human connection.

Rather than framing technology as something to embrace uncritically or resist entirely, this workshop encourages a balanced and thoughtful approach. Participants will explore strategies for helping children, adolescents, and adults engage with digital technologies in healthy, purposeful, and responsible ways while leveraging the benefits these tools can offer.

Through case studies, discussion, and practical applications, attendees will leave with concrete strategies, useful resources, and a deeper understanding of how AI and digital technologies are shaping the future of education, mental health, and human connection.

Presented by Jenny Demark, Ph.D., C. Psych.

Whether the student has a diagnosis of ADHD, ASD, DMDD, ODD, or is just giving teachers a good run for their money, there are solutions.  This workshop will explain how three fundamental ideas apply to almost any situation teachers may encounter, from the mundane to the meltdown, and how they are especially useful when working with dysregulated kids.

The first fundamental is to Prepare. Prepare yourself and prepare your student. Plan ahead and be strategic. Pick the right battles upfront. Set the stage for success. One of the single best proactive strategies available to teachers is to spend Quality Time building and maintaining a strong connection with their student.

The second fundamental is to directly Teach students the skills they are lacking. Shifting away from a ‘bad behaviour’ paradigm, this approach refocuses teachers to understand misbehaviour in terms of missing skills. Many challenges arise because a child does not have a specific skill, be it co-operation, accepting being told no, or waiting their turn.

Finally, the third fundamental is to Motivate. Motivation can be used to improve skills such as using manners, remaining in their seat, and co-operating with requests. It can also be used to decrease unwanted behaviours such as tantrums and defiance. Spoiler alert: this approach promotes the use of rewards over punishments to motivate children.