Creating Community - Student to Student through PBIS Student Ambassadors
Brief Biography
Chris has led workshops and presented at a variety of state, national and international professional conferences throughout her career. When not working, she enjoys traveling, swimming, cooking, gardening, drawing and making pottery.
After graduating with a double major from the University of Georgia, Chris took a job with GNETS as a self-contained EBD teacher. Two years later, she completed her MFA at the University of Houston while working full time as a High School Art Teacher. Chris returned to GNETS after entering Vermont College of Norwich University's Masters program in Art Therapy. She completed her clinical practicum work with Mainstay Academy, and earned her MAT. Chris became a Board Certified Registered Art Therapist, and she has worked with Mainstay Academy ever since - twelve years as an Art Therapist, seven years as an Adolescent Coordinator and 11 years as the Program Director.
Highest Degree of Presenter(s)
Chris Briggs, Ed.S., ATR
Lauren Flanagan (working toward BA)
Presentation Abstract
This presentation will illustrate how Mainstay Academy, a member of the Georgia Network for Educational and Therapeutic Supports (GNETS), implemented and uses a Student PBIS Ambassadors Program to promote student involvement in School Wide PBIS and to initiate student to student PBIS mentoring. The Student PBIS Ambassador selection and training processes will be discussed. The Student PBIS Ambassadors will discuss some of their duties and responsibilities.
Mainstay Academy has embraced PBIS as a process - something we do in community as a community. When engaged in this positive proactive process, our students with severe emotional behavior disorders, autism spectrum disorders and mental illness are provided with opportunities to collaboratively identify and solve problems, to evaluate and learn about human behavior, and to master and teach proactive, positive social skills. Student involvement promotes the concept and experience of shared positive culture and assists in building a more tolerant and supportive community within and beyond the school.
Recommended Citation
Briggs, Chris and Flanagan, Lauren Ms., "Creating Community - Student to Student through PBIS Student Ambassadors" (2015). Georgia Association for Positive Behavior Support Conference. 49.
https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/49
Creating Community - Student to Student through PBIS Student Ambassadors
This presentation will illustrate how Mainstay Academy, a member of the Georgia Network for Educational and Therapeutic Supports (GNETS), implemented and uses a Student PBIS Ambassadors Program to promote student involvement in School Wide PBIS and to initiate student to student PBIS mentoring. The Student PBIS Ambassador selection and training processes will be discussed. The Student PBIS Ambassadors will discuss some of their duties and responsibilities.
Mainstay Academy has embraced PBIS as a process - something we do in community as a community. When engaged in this positive proactive process, our students with severe emotional behavior disorders, autism spectrum disorders and mental illness are provided with opportunities to collaboratively identify and solve problems, to evaluate and learn about human behavior, and to master and teach proactive, positive social skills. Student involvement promotes the concept and experience of shared positive culture and assists in building a more tolerant and supportive community within and beyond the school.
