Our Instructors

Rosie Mann and Maria McComsey met 12 years ago at Schrieber Pediatric Rehab Center, they have been friends and colleagues ever since. After years of being involved in the mental health and educational systems, Rosie and Maria have partnered to share their knowledge about children and adolescents that have experienced adverse childhood experiences. They are advocates for the whole child. They specialize in educating students, parents, school personnel and districts about the neurosequential model of education and explain trauma in a way that makes the learner understand how the brain works and how we can overcome adversities.

Rosie Mann, RN, CCTP, CTS

Rosie Mann is an experienced trainer of families and professionals regarding neurosequential interventions for behavior. She is a certified trainer in the Neurosequential Model of Education and a Certified Clinical Trauma Professional through the International Association of Trauma Professionals. She has testified before the Pennsylvania State Senate Education Committee on the need for more individualized and cost-effective approaches for students with complex needs. Some of Rosemarie’s other credentials include:

The First Steps On a Journey of Advocacy

Rosie’s experience in trauma-informed services began while providing direct advocacy and support to families with children with special needs, specifically focused on those with the most challenging behaviors. After several years of advocacy and support work, she saw a pattern. The behaviors of these children were following the same predictable pattern as those of her son. The behaviors were severe and seemingly unrelenting and the typically prescribed behavioral treatments were not working.

So the mission began. What was causing these severe, aggressive, and defiant behaviors in children, including her son, and why was a typical treatment not working? The answer soon became clear. The answer was because their brains were organized differently than most children. Their brains were exposed to toxic stress at some point in their young lives. Stress so toxic that it changed the way their brains functioned.

Relentlessly she worked directly with her son, day in and day out. Her son was no longer being exposed to the behavioral treatments that were causing more harm than healing. Slowly the shield of hurt and anger began to melt. Slowly he gained control of his emotions and his behavior. Her son began to speak, engage, learn, and love like he never had before. What was the treatment that organized and changed her son’s brain? A neurosequential model of interventions and her present, attuned, no-matter-what relationship with him.

Rosie continues the neurosequential interventions with her son in a homeschool setting. She educates her son, along with his two brothers. All three boys have intellectual disabilities as well as gross and fine motor delays. She individualizes neurosequential interventions for each boy and targets their current neurodevelopmental needs. She has seen significant academic progress along with social-emotional skill development in all of the boys utilizing the neurosequential interventions for the past 8 years.



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