Amy Ballin Consulting
Amy Ballin Consulting
Description A sense of belonging is crucial for all students to achieve academic success. When students are asked to leave the classroom, see the counselor, or even just “take a walk” the student gets the message that they are not welcome in the classroom. A Calming Corner is a designated space in the classroom with materials to aid students in self-regulation. The presence of the Calming Corner allows students to stay in the classroom and take a short break to refocus in order to participate fully in academic instruction. Keeping students in the classroom increases the sense of belonging which decreases school absenteeism. For teachers concerned about educational equity, a Calming Corner is one strategy to support this goal. This workshop gives teachers the tools to set up and maintain a high-quality calming corner that works.
Goals The Calming Corners professional development workshops are designed with these goals in mind:
ResearchBased on the research from one school system that implemented Calming Corners, teachers reported that:
Time FrameThe recommended workshop design is four meetings spread over 4 months. This allows participants to not only set up the Calming Corners but also have time to adjust their practice, as necessary, with support and feedback from their colleagues and Dr. Ballin.
ContactPlease contact me and we can discuss how we can adapt and adjust this workshop to meet the needs of your school.
Amy’s training on calming corners has been not only effective in my counseling office but I’ve seen it work wonders in my teachers classrooms. Giving students a space to work alongside their emotions and tools to help with regulation has proven to be invaluable for having students recognize what their needs are and what steps they need to take to meet them. Utilizing calming corners has my students spending less time out of the classroom, I had students that would usually spend 15-20-25 minutes in my office, and after having them use the calming corner, they only needed 10-15 minutes and others even less. Calming corners is something I have used at every school I’ve worked at and I would consider it one of my most successful practices.
Amy’s instruction was crucial in my understanding of emotional regulation and how to use calming tools and relaxing spaces in ways that help students connect to their own emotional needs. She provided engaging, fun, and realistic lessons that I genuinely enjoyed and that really helped me to understand how behaviors are a form of communication.Cami Buba, Counselor, Cambridge Friends School
DescriptionIncorporating mindfulness into school classrooms has become common for good reason. Research shows that regular mindfulness practice in school can increase student self-regulation, academic performance, focus, and cooperation while decreasing stress, anxiety, and inappropriate behavior. 75% of American high schoolers and half of middle schoolers describe themselves as ‘often or always’ feeling stressed by schoolwork. One way to address this is for teachers to use mindfulness techniques in the classroom.
Research:Research on mindfulness practice also supports positive changes for teachers. Teachers reported an increase in enjoyment in their job, ability to manage stress, and compassion and understanding. Yet many teachers who try mindfulness in the classroom report, “It does not work,” “It takes too much time,” “I can not get my students to do it” and other reasons that make it challenging to create a consistent mindfulness practice.
Goals The Mindfulness professional development workshops are designed with these goals in mind:
Time Frame This evidence-based workshop series is presented in four 90-minute sessions. In between sessions, participants receive individual support and guidance from Dr. Ballin.
ContactPlease contact me and we can discuss how we can adapt and adjust this workshop to meet the needs of your school.
Dr. Ballin was a valuable resource to teachers and administrators in building sustainable routines of classroom management, differentiation, and cooperative learning in our classrooms. Due to her calm and reassuring manner and her effective classroom strategies; teachers quickly trusted Dr. Ballin and could take risks, allowing them to grow in best practices.Kristen Nemekal, Elementary Network Chair/Instructional Coach, Pioneer Charter School of Science
Description“Kids with challenging behavior are tragically misunderstood. It’s time for a more compassionate and effective approach” (Mass General, https://thinkkids.org/). As we learn more about trauma, it is possible to understand some of the challenging student behaviors that we previously did not know how to manage. Through this workshop, participants analyze the many components of trauma and how that impacts student learning and behavior. We review strategies to support all students that also assist students who have experienced trauma. The goal of this professional development is for teachers to both analyze their actions that may be triggering and develop new methods that support all students.
Research: Through the seminal Felitti study about Adverse Childhood Experiences (ACE) it is clear that childhood trauma is both prevalent and impactful into adulthood. Exposure to trauma affects one in four children, and it may adversely impact their schooling (Crosby, 2015). Student exposed to trauma are at a disadvantage in a traditional school, defined here as a school that does not embrace trauma informed practices. They do not do as well as their non-trauma peers in almost every measure (Thomas, Crosby, & Vanderhaar, 2019). Impacts of trauma on schooling includes behavorial and academic challenges such as lethargy, aggression, irritablity, and cognifitve struggles. Adopting trauma informed practices is one way to bring more equity to educational outcomes.
Goals The Trauma-informed professional development workshops are designed with these goals in mind:
Time Frame The recommended workshop design is four meetings spread over 4 months. This allows participants to analyze their practices and design new ones to become fully trauma-informed. In between sessions, participants have the opportunity to get support and feedback from their colleagues and Dr. Ballin.
ContactPlease contact me and we can discuss how we can adapt and adjust this workshop to meet the needs of your school.
I worked with Amy to facilitate a series of staff sessions to implement Calm Corners in our PreK-12 district. Amy is masterful in balancing professional development sessions with multiple modes of learning to engage teachers in the midst of their busy days. Both her direct instruction to teachers and her consultation to my work district-wide have been invaluable to building a common practice that meets the needs of all students.Jessica Durling, M.Ed., MTSS Tier I Coordinator, PreK-12, Groton-Dunstable Regional School District
Description Anxiety has been identified as one of the most problematic issues with students in school today. It is often mistaken for problematic behavior. In this workshop, Dr. Ballin explores the many ways that anxiety can show up in a classroom and what teachers can do to support students who struggle with anxiety. The emphasis is to help teachers design practices in their classrooms to support all students inclusive of those with anxiety.
Research Anciety is the most common mental health problem in children. One in eight children has been diagnosed with an anxiety disorder. Separation anxiety is the most common anxiety seen in schools. Anxious children are at a higher risk for poor grades, social problems, substance absue and cigarette smoking. Anxious students are often misdiagnosed as having Attendion Deficient Disorder (Wagner, 2006). Strategies used in school and after school can be helpful in mitigating the impact of anxiety on schooling.
Goals The Impact of Anxiety professional development workshops are designed with these goals in mind:
Time Frame The recommended workshop design is four meetings spread over 4 months. This allows participants to experiment with new strategies and to adjust their practice, as necessary, with support and feedback from their colleagues and Dr. Ballin.
ContactPlease contact me and we can discuss how we can adapt and adjust this workshop to meet the needs of your school.
Dr. Ballin has transformed a strategy that was typically used to support higher needs students and made it a highly effective Tier I intervention available to students in all grades, kindergarten through grade 12. Dr. Ballin’s Calming Corners model has been one of the most impactful Tier one interventions in our district.Brian R. Wallace, Ed.D.,Director of Social Emotional Learning,Everett Public Schools
Description: In this workshop, school staff will evaluate the mindsets and processes that impact particular school activities, such as parent conferences, back-to-school nights, family nights, and homework, and redesign those practices or create avenues to strengthen family-school partnerships. As part of this workshop, participants will receive a family partnership planner to guide their school community in practices over two years to create a true partnership.
Research Research on strong school and family partnerships shows impact on the student, the family, and the educators. Students have higher grades, better engagement and attendance, greater self-esteem, and higher rates of graduation. Families have stronger relationships with their children, better rapport with educators, greater ability to navigate their school systems and feel less isolated. Educators have increased job satisfaction, greater success in motivating and engaging with students, more support from families and improved mindset about students and families (Mapp, 2007).
Goals The Family Partnerships workshops are designed with these goals in mind:
Time Frame The workshop is conducted over 4 sessions typically over 4 months, so that participants can redesign one current practice and try it out, coming back for an evaluation session.
ContactPlease contact me and we can discuss how we can adapt and adjust this workshop to meet the needs of your school.
Amy is the best! When I was feeling deflated by the endless parenting advice that didn’t seem to apply to my kid, Amy was able to step in and help me see what was important: loving and appreciated the kid I had, and doing whatever I could to nurture and preserve that relationship. She helped me step back from the endless power struggles, to better understand what made him tick, and to let go just a bit of what other people thought. Amy is a rockstar!A Mother form North Hampton, MA
Information
Dr. Ballin provides coaching support for both school counselors and teachers in their roles to support students' social-emotional development. This is done through observations, discussions, and practice. As a LICSW, Dr. Ballin is also certified to provide individual supervision for Social Workers seeking licensure. As a college professor teaching pre-service teachers, Dr. Ballin has experience coaching and supervising teachers to enhance their practice. Dr. Ballin works with the school to establish a time frame for these consulting services. All consulting services are aligned with the school goals and the goals for individual teachers and counselors.
ContactPlease contact me and we can discuss how we can adapt and adjust this workshop to meet the needs of your school.
I worked with Amy to facilitate a series of staff sessions to implement Calm Corners in our PreK-12 district. Amy is masterful in balancing professional development sessions with multiple modes of learning to engage teachers in the midst of their busy days. Both her direct instruction to teachers and her consultation to my work district-wide have been invaluable to building a common practice that meets the needs of all students.Jessica Durling, M.Ed., MTSS Tier I Coordinator, PreK-12, Groton-Dunstable Regional School District
Every parent wants to be the best parent for their child. Yet, children do not come with directions and often it is challenging to find ways to best support our children both at home and in school. Dr. Ballin offers coaching to bring harmony to your home, whether the issues are school-related or conflict within the home. She also provides strategies to navigate the complexities of schooling to maximize your child’s educational journey.
Each session is 50 minutes long. A free 20 minute phone consultation is available for all new clients.
Clients who cancel within 24 hours prior to their appointment or do not show for their appointment are charged the full fee.
ABC is a self-pay out-of-network practice. As such, we do not accept health insurance.
ContactPlease contact me and we can discuss how we can adapt and adjust this workshop to meet the needs of your school.
As a parent of both boys and girls, I’ve had the pleasure of seeking advice and coaching from Amy for over 20 years as my children have grown, from ages 5 to 25. As a parent herself, she brings both personal experience and professional knowledge to her advice. I’ve consulted her on a wide range of issues, from maintaining family harmony to navigating school challenges and peer relationships. She is incredibly easy to talk to, always non-judgmental, and truly listens with empathy. Her advice is trustworthy, practical, and grounded in real-world solutions. What I appreciate most is the flexibility to reach out for short consultations whenever I need guidance, without the commitment of an ongoing therapeutic arrangement. I highly recommend Amy to any parent looking for sound advice and support!A mother of three from Cape Ann, MA
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