Greg Bateson is an experienced educator specializing in communication, leadership, health, and wellness. He has over 15 years of experience teaching these topics and coordinating prevention programs. His skills include needs assessment, strategic planning, public speaking, workshop facilitation, curriculum development, and conflict resolution. He aims to build rapport with students, parents, faculty and administration. Previously he worked as a communication and leadership teacher, student development specialist, and public health educator. He holds relevant teaching certificates and a bachelor's degree in communications, education, and theatre.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
This session will begin by describing a typical experience for a student struggling with multiple health and mental health challenges as they navigate the Central Valley’s complex and siloed adolescent healthcare system. Drawing on their experiences working in integrated healthcare settings, the presenters will share their vision for a local system that incorporates psychosocial screenings with a referral network that includes medical providers, social workers, therapists, nutritionists, reproductive health services, and more. By facilitating relationships between clinical and non-clinical providers, and integrating physical and mental health services, an integrated system can shift providers’ thinking from a focus on health to a focus on overall well-being for Central Valley youth.
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
This workshop will introduce Fathers and Families of San Joaquin’s Trauma Recovery Center and their partnership with Stockton Unified School District and AmeriCorps to implement a comprehensive Transformative Healing Initiative in seven South Stockton schools. Participants will learn how the program is creating healthier school climates and reductions in student discipline while promoting student leadership and empowerment. This session will include an overview of the initiative and practical organizing strategies that provide the foundation for the partnership.
This session will begin by describing a typical experience for a student struggling with multiple health and mental health challenges as they navigate the Central Valley’s complex and siloed adolescent healthcare system. Drawing on their experiences working in integrated healthcare settings, the presenters will share their vision for a local system that incorporates psychosocial screenings with a referral network that includes medical providers, social workers, therapists, nutritionists, reproductive health services, and more. By facilitating relationships between clinical and non-clinical providers, and integrating physical and mental health services, an integrated system can shift providers’ thinking from a focus on health to a focus on overall well-being for Central Valley youth.
Peer educator group is a group comprising of people belonging to a group from a specific environment, such as a school, work place, the army, prison, youth or sports clubs who are trained to educate other members of the same group.
NJ Tiered System of Supports: Strategies for ALL Students to SucceedMicheleTyler
In this powerpoint, the key note speaker shares outcomes of her experience with inclusion. Peggy McDonald, NJDOE Deputy Chief Learning Supports and Specialized Services Officer, provides an overview of NJ Tiered System of Supports and members of the Old Bridge School District share key strategy for the successful inclusion of students with disabilities and learning differences.
Peer educator group is a group comprising of people belonging to a group from a specific environment, such as a school, work place, the army, prison, youth or sports clubs who are trained to educate other members of the same group.
NJ Tiered System of Supports: Strategies for ALL Students to SucceedMicheleTyler
In this powerpoint, the key note speaker shares outcomes of her experience with inclusion. Peggy McDonald, NJDOE Deputy Chief Learning Supports and Specialized Services Officer, provides an overview of NJ Tiered System of Supports and members of the Old Bridge School District share key strategy for the successful inclusion of students with disabilities and learning differences.
The Response Ability initiative, developed by the Hunter Institute of Mental Health and funded by the Australian Government Department of Health, provides specialised resources and practical support to assist in the preparation of teachers and educators.
www.responseability.org
Greg K. Bateson - Communications - Health Education Educator
1. GREG KEITH BATESON
New York ∙ New York ∙ 10034
gregbateson2@gmail.com (817) 233-0123 www.linkedin.com/pub/greg-
bateson/93/502/29a
EXPERIENCED EDUCATOR, with extensive experience as an Communication ∙ Leadership ∙ Health ∙
Wellness Teacher who has ability to uses creativity and energy for building rapport with students, parents, faculty
and administration
HEALTH ∙ WELLNESS EDUCATOR
Innovative Needs Assessment Strategic Planning
Public Speaking Training ∙ Development Classroom Education
Workshop Facilitator Community Outreach ∙ Prevention Program Coordination
Curriculums ∙ SMART Boards Conflict Resolution ∙Troubleshooting Collaboration ∙ Leadership
COMMUNICATION ∙ LEADERSHIP INSTRUCTOR
Supervises students; assists them individually or in small groups helping them to master assignments and to
reinforce learning concepts presented; develops methods for improvement and/or reinforcing classroom goals in
the home environment.
Maintains their attention throughout the entirety of class; creates lessons that are fun, fresh, and energetic;
provides career guidance information and materials to teachers and students; works with postsecondary
institutions, community organizations and businesses to promote career awareness and exploration;
Works with students to help reinforce learning objectives; adheres to all academic and organization policies and
procedures; uses appropriate judgment to act in the best interest of students at all times; responds to emergency
situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for
resolution;
HEALTH EDUCATION AWARENESS ∙ PREVENTION
Planning, implementing, and maintaining health initiatives; evaluating and providing recommendations
regarding health and wellness related initiatives; activities and student education efforts; maintain records,
database and documentation, complete program reports and participate in program related training and
networking.
Facilitates the planning and delivery of training sessions viz. Peer Education, STI ∙ STD Pregnancy
Prevention, HIV ∙ AIDS Awareness, Developing Healthy Eating Habits and Disability, Sleep Hygiene,
Violence and Suicide Prevention, Safe School Ambassadors, and additional topics coordinating with
appropriate outside agencies and presenters.
2. Provides consultation, program development and implementation, community education, and advisory
services brings, hope, and dignity, to empower audiences regardless of background, provides a welcoming
reception; both care and practical support in order to enhance their quality of life; supports students of all
ages, to develop their personal and social skills;
Coordinates and develops peer education component; establishes and maintain relationships with staff from
school and community partners, provides technical consultation and program planning services to community
partners as requested.
EMPLOYERS
Fort Worth Independent School District - Communication ∙ Leadership Teacher 08/2007 – 06/2015
University of Texas at Arlington - Student Development Spec ∙ Health Ed Coordinator 09/2001 – 06/2007
Planned Parenthood of New Texas - Public Health Educator ∙ HIV ∙ STD Prevention 08/2000 – 07/2001
EDUCATION ∙ TRAINING
Texas ∙ State Board of Education - Secondary Education ∙ Speech ∙ Health Standard CERTIFICATE
Texas Department of State Health Svcs - Preventions Specialist CERTIFICATE
Cooper Institute - Health Promotions Director CERTIFICATE
University of Texas of Arlington - Communications ∙ Education ∙ Theatre BACHELORS
DEGREE