Tue, March 11, 2025
9:00 am - 11:00 am

OST Registry

It was a great experience, I learned a lot. It gave me the opportunity to see some areas where I need to work to better my leadership and my program!

Lorena D
Afterschool Professional

Disclosure of Proprietary Interest Policy

Prime Time Palm Beach County, Inc.’s Training Instructors

All facilitators of Prime Time’s Professional Development trainings are full-time staff working for the organization. Prime Time does not currently, but may in the future, employ independent contractors to design or deliver continuing education or trainings.

Prime Time Palm Beach County, Inc. Materials

All products, instruments, devices or materials used in Prime Time’s Professional Development trainings are the property of Prime Time Palm Beach County, Inc., therefore there are no product promotions or endorsements during learning events. Prime Time does not sell products or services and therefore there are no royalties or profits gained.

Disclosure of Proprietary Interest

If in the future, any of Prime Time’s facilitators have a proprietary interest in products, instruments, devices or materials used in training, these interests must be divulged in writing and proof of this disclosure must be evident in marketing and learning materials for the specific training event. No instructor may receive any share of the royalties or profits from the product promotion or endorsement. Prime Time Palm Beach County does not support, condone, or encourage working with instructors who may have a commercial interest in any products or services mentioned during the course of a training event.

The director of Professional Development is responsible for approving all training content and materials. Should the training reference a specific product, material, instrument, or service, the director or Professional Development is accountable for ensuring that the instructor either has no proprietary interest or makes a full disclosure. Prime Time Palm Beach County, Inc. reserves the right to dismiss any trainer who fails to make a full disclosure regarding proprietary interest with regards to any aspect of a training event.

In the unlikely event that a trainer does have proprietary interests and is still contracted to conduct a training or workshop, this information will be communicated to prospective participants prior to the start of the program through Prime Time’s website and registration forms.

Well-being and Life Skills Initiative: Part 5 – VIRTUAL

Participants are REQUIRED TO ATTEND ALL TRAININGS in the series and complete two modeling sessions at their program site and assignments in between trainings.

By registering for this training, you are committing to all training session dates.

Well-being has become fundamental to learning, thriving and succeeding in life. Well-being is cultivated through the strengthening of resiliency and life skills. Studies show that when youth name, notice and reflect on their experiences, thought and emotion processes, behaviors and social interactions in a positive and inclusive environment, they are better equipped to proactively respond to challenging life situations, more ready to learn and better able to perform in educational and work settings.

Prime Time Palm Beach County’s Well-being and Life Skills Initiative is an innovative professional learning opportunity designed to build resiliency and life skills among children and youth in afterschool based on best practices in the field and in alignment with national and state health and resiliency standards.  This new initiative is focused on building an afterschool climate and culture whereby youth thrive physically, mentally, emotionally, and socially, succeed in academic and extracurricular endeavors, build more positive and productive relationships, and engage in acts of kindness and service to others.

To this end, enrolled staff will undergo resiliency and life skills professional learning journey comprised of eight trainings supported by coaching. In each training session, participants incrementally practice and build crucial skills, from self-awareness and self-management to empathy and compassion as well as gratitude and service to others. Learning happens through simulations of afternoon meeting components, behind-the-scenes analysis on how to build community and teach resiliency and life skills to youth in creative and fun ways, real-time peer facilitation of afternoon meeting using sample lessons, and planning time with templates to build customized afternoon meeting lessons.

Upon successful completion of this training series and follow up assignment(s) will earn 21 clock hours (2.1 CEUs) of training.

The following is a schedule of the professional development trainings for the Well-being and Life Skills Spring cohort.

PRE-REQUISITE – If you have already completed this training, you do not need to take it again. Resiliency and Life Skills Basics Onboarding Self-Paced Training (one-hour pre-requisite)

A self-paced one-hour training module is available on a monthly rotation on the Prime Time training calendar for completion at your convenience. You will be automatically enrolled to attend only ONE of the monthly offerings.

Training Schedule is hybrid with two in-person sessions.

Well-being and Life Skills Series

Part 1 – Introduction to Well-being: February 4, 2025
Part 2 – Growing into My Best Self: February 11, 2025
Part 3 – The Art of Social Connection: February 18, 2025 **IN PERSON**
Part 4 – Responding to Stress Trauma and Uncertainty: February 25, 2025
Part 5 – Making Resiliency a Habit: March 11, 2025
Part 6 – Empathetic Communication, Strong Relationships: March 18, 2025
Part 7 – Building a Culture of Compassion and Inclusion: April 1, 2025
Part 8 – Expressing Gratitude and Serving the Community: April 8, 2025 **IN-PERSON**

Resilient Leadership Academy (Directors and Assistant Directors only)

Session 1 – January 30, 2025
Session 2 – April 15, 2025

Training Objectives

Participants will:

Cultivate foundational understanding of resiliency and life skills and the science-based benefits for adults and youth.
Practice and reflect on adult-focused well-being practices in intrapersonal and interpersonal contexts.
Learn, apply, and plan lessons and strategies of the responsive classroom approach to afternoon meeting and best practice for resiliency and life skills instruction to youth in afterschool settings.
Explore innovative ways to create a positive and inclusive climate and culture through integration of well-being, resiliency and life strategies in staff interactions and youth activities.

Core Knowledge, Skills and Competencies Addressed (CKSCs):

Child/Youth Growth and Development

Identify – F. Identifies physical, cognitive, language and communication, social and emotional, and creative development benchmarks.

Apply – C. Communicates about physical, cognitive, language and communication, social and emotional, cultural and creative differences among children and youth.

Learning Environments and Curriculum

Physical, Social/Emotional, and Cognitive Development

Identify – A. Recognizes that change, stress, and transition affect social and emotional development and behavior.

Apply – B. Implements strategies to develop young people’s self-awareness, social awareness, self-management, relationship-building and responsible decision-making skills, C. Models healthy interactions and guides children and youth in self-awareness, social awareness, relationships, and responsible decision making, D. Incorporates activities promoting cognitive, social, emotional, and physical development, E. Is responsive and encourages learning through questions, active listening, problem-solving activities, and conversations, F. Adapts cognitive and physical activities and interactions to support diverse needs, abilities, and interests, G. Supports children and youth in developing a sense of self, H. Facilitates learning and other opportunities that reflect the cultures and values represented in the local community.

Relationships and Interactions with Children and Youth

Individual Child / Youth Guidance

A. Provides a supportive environment in which children and youth can learn and practice pro-social behaviors, B. Guides child/youth behavior in positive, developmentally, and culturally responsive ways, C. Shows self-respect and respect for others, D. Practices positive, healthy interactions and guides children and youth in self-awareness, social awareness, relationship building, and responsible decision making.

Enhancing Group Experiences

Apply – D Identifies child/youth abilities and corresponding positive guidance techniques to support successful group experiences.

Youth Engagement Voice and Choice

Apply – E. Develops the capacity for self-reflection, communication, empathy, and appreciation of the various cultures and diverse opinions of children and youth.

Primary QIS Scales Addressed:

I. Safe Environment

I-E. Creating Safe Spaces: I-E-1. Foster positive climate, I-E-2. Convey warmth and respect, I-E-3. Provide support for safe space, I-E-4. Demonstrate positive group management style, I-E-5. Demonstrate mutual accountability, I-E-6. Show active inclusion.

II. Supportive Environment

II.G. Emotion Coaching: II.G.1. Acknowledge emotions, II.G.2. Support young people to name emotions, II.G.3. Discuss constructive handling.

II.H. Scaffolding Learning: II.H.2. Model skills.

II.I. Fostering Growth Mindset: II.I.1. Guide young people to self-correct, II.I.2. Use non-evaluative language, II.I.3. Attribute achievement to effort.

II.J. Active Engagement : II.J.1. Staff actively involved with young people.

III. Interactive Environment

III-K. Sense of Belonging : III-K.1. Young people get to know each other, III-K.2. Inclusive relationships

III-L. Fostering Teamwork: III.L.1. Promote active collaboration. III.L.2. Establish shared goals.

III-M. Promoting Responsibility and Leadership: III.M.1. Assign responsibility for tasks, III.M.2. Support carrying out responsibilities independently, III.M.3. Provide mentoring opportunities, III.M.4. Provide leadership opportunities

III-N. Cultivating Empathy: III.N.1. Structure activity for sharing and listening, III.N.2. Encourage understanding other’s emotions. III.N.3. Structure activities for showing kindness, III.N.4. Support valuing of differences.

IV. Engaging Environment

IV.P. Supporting Young People’s Interests: IV.P.1. Provide open-ended choice, IV.P.2. Provide multiple opportunities for choice, IV.P.3. Support creativity.

IV.R. Reflection: IV.R.1. Intentional reflection, IV.R.2. Multiple reflection strategies, IV.R.3. Young people make presentations. IV.R.4. Structured opportunities to provide feedback