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Profiles

Building Trauma Informed Schools
AT135926 -- ST10124714


Event Description

By the end of Trauma Modules 1, 2, & 3 participants will understand how trauma impacts the functionality and learning capacity of the brain. Participants will also consider Trauma Informed Practices as best practices, recognize that everyone has to play a role, identify understand indicators of trauma, and learn how to respond in ways that won't re-traumatize individuals.


Sessions / Training Location Info

Participants will understand how trauma impacts the functionality and learning capacity of the brain. Participants will also consider Trauma Informed Practices as best practices, recognize that everyone has to play a role, identify understand indicators of trauma, and learn how to respond in ways that won't re-traumatize individuals.

Session Being Hosted At:
- 6393 Oak Tree Blvd Independence 44131 Cuyahoga (directions)

Instructor(s)

Kyra Hall

Event Information

Contact Hours 6.00
Training approved for OA-L3
Registration deadline Nov 17, 2022
Number of open seats 48
Event Contact Kyra Hall
Contact Email khall@pepcleve.org
Contact Phone 2163614400

Topic Areas

Target Audience Classroom Staff / Teacher,Instructors / TA Specialists,Program Administrator,Staff working with children with special needs,Child Welfare Specialist
Age Groups related to content Infants (birth to 18 months),Toddlers (18 months to 36 months),Preschoolers (3 years to 5 years),Schoolagers (5 years to 18 years)
Core Knowledge Area Child Growth and Development, Child Growth and Development, Child Growth and Development, Child Growth and Development, Family and Community Relations, Learning Environments and Experiences, Child Growth and Development, Learning Environments and Experiences,
Child Development Associate Area To support social and emotional development and to provide positive guidance
Early Learning and Development Standards Social-Emotional Development
Cognitive Development and General Knowledge
Approaches Toward Learning
Assessment Type None

Objectives

Objective: Define Trauma
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.5 Understands that challenging behavior has environmental and developmental causes and uses this information to modify environment, activities and expectations to improve behavioral outcomes
Objective: Identify indicators and prevalence of Trauma
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 3.2 Analyzes, evaluates and applies current theory, research, and policy on child growth and development to general practice and the development of a personal teaching philosophy.
Objective: Indentify the developmental impacts of Trauma on the brain and learning.
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 3.2 Analyzes, evaluates and applies current theory, research, and policy on child growth and development to general practice and the development of a personal teaching philosophy.
Objective: Identify how to build resiliency against the impacts of Trauma and apply those practices in daily teaching practices.
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 3.2 Analyzes, evaluates and applies current theory, research, and policy on child growth and development to general practice and the development of a personal teaching philosophy.
Objective: Identify the origins of Trauma (Adverse Childhood Experiences) and how they impact the brain and how it functions.
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Family and Community Relations
 
Subgroup: Impact of Culture, Community and Family Systems
 
Competency: 3.1 Critically examines own cultural experience and its impact on engagement with families and communities and removes any barriers or biases that might hinder development of mutually respectful relationships.
Objective: Identify traditional ways of responding to Trauma-Related behavior and Trauma Informed ways of responding to those behaviors.
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Learning Environments and Experiences
 
Subgroup: Interactions and Relationships
 
Competency: 3.9 Recognizes and responds to individual behavioral problems related to developmental or emotional stress.
Objective: Learn and identify the Brain Basics: The Neurosequential Model
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 3.2 Analyzes, evaluates and applies current theory, research, and policy on child growth and development to general practice and the development of a personal teaching philosophy.
Objective: Identify the Sequence of Engagement and how to apply effective engagement strategies to daily teaching practices to maximize repair of the traumatized brain.
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Learning Environments and Experiences
 
Subgroup: Interactions and Relationships
 
Competency: 3.7 Applies theory and current research to create a community* that fosters social and emotional development.
Objective: Identify the definitions of trauma
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 1.5 Understands that challenging behavior has environmental and developmental causes and uses this information to modify environment, activities and expectations to improve behavioral outcomes
Objective: Examine components of Trauma Informed Care Practices and how to apply them to daily teaching practices.
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Learning Environments and Experiences
 
Subgroup: Interactions and Relationships
 
Competency: 3.9 Recognizes and responds to individual behavioral problems related to developmental or emotional stress.
Objective: Identify Neuroplasticity & The 6 R's
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Nurturing Relationships
 
Competency: 2.2 Provides support and guidance in consistent, non-threatening and positive ways that reinforce children's feelings of confidence and competence.
Objective: Identify components of the Brain Mini-Maps & what to do with it's findings.
 
Core Knowledge Document: CKC Field Guide for Social and Emotional Development
 
Area: Child Growth and Development
 
Subgroup: Developmental Process
 
Competency: 3.2 Analyzes, evaluates and applies current theory, research, and policy on child growth and development to general practice and the development of a personal teaching philosophy.

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