Understanding Trauma and Trauma Responsive Educational Practices

Understanding Trauma and Trauma Responsive Educational Practices

Course Curriculum

  • 1

    Course Overview

    • Course Goals And Objectives

  • 2

    Lesson 1: Why paying attention to trauma among our students matters so much

    • We know that our schools provide more than learning

    • 1.1a: "If everything is trauma, then nothing is trauma."

    • 1.1b: A Silent Epidemic

    • 1.1c: Self-Reflection Question

    • 1.2a: Some Children Have a Higher Prevalence of Exposure to Adverse and Traumatic Life Events

    • 1.2b: Further reading on Prevalence of Exposure to Adverse and Traumatic Life Events

    • 1.3a: Attending to Trauma Among Our Students Advances Educational Equity

    • 1.3b: Collective Reflection Question

    • 1.4a: All Behavior is Communication. Are You Open to Hearing What Your Students Are Saying?

    • 1.4b: Challenging behaviors began as functional behaviors

    • 1.4c: Coping Responses

    • 1.4d: The Heart of Learning...

    • 1.4e: Adaptive and Maladaptive Coping

    • 1.4f: Collective Reflection Question

    • 1.5a: Attending to Trauma Will Improve the Outcomes for Which You Are Held Accountable.

    • 1.5b: Falls Hamilton Elementary (Edutopia)

    • Closing Reflection

  • 3

    Lesson 2: Why educators matter so much to the life outcomes of students coping with trauma

    • 2.1a: Trauma Responsive Educational Practices Requires Your Head, Your Heart, And Your Hands

    • 2.1b: Bringing Trauma to School

    • 2.1c: The Educational Experience of Three Youths

    • 2.1d: Self-Reflection On Motivations To Do This Work

    • 2.2a: The Educator-Student Relationship Is A Developmental Relationship

    • 2.2b: The Developmental Relationships Framework

    • 2.2c: Developmental Relationships From The Perspective Of Children And Youth

    • 2.2d: Every Kid Needs A Champion

    • 2.3a: Not Asking Educators To become Counselors, we are asking...

    • 2.4a: Educators Have The Opportunity To Utilize Their Pedagogical Skills Toward Advancing An Instructional Approach To Behavior Management

    • 2.4b: Pendulum Swings Of Education Reform

    • 2.4c: Educator Response To Academic vs. Behavioral Errors

    • 2.4d: Self-Reflection On Students In Your Class

  • 4

    A Moment of Nature's Mindfulness

    • Check in with and take care of yourself; www.trepeducator.org/mindfulness-in-nature

  • 5

    Lesson 3: What educators need to know about the neurobiology of trauma and how it shows up in students’ behaviors at school

    • 3.1a: Positive, Tolerable, And Toxic Stress

    • 3.1b: Effects Of Stress

    • 3.1c: Collective Reflection: A Moment For Positive Thinking

    • 3.2a: Trauma And The Developing Brain

    • 3.2b: The Biology Of Stress & Trauma

    • 3.2c: The Neurobiology Of Trauma & Dysregulation

    • 3.2d: Understanding PTSD's Effects On Brain, Body, And Emotions

    • 3.2e: Self-Reflection: 3-2-1

    • 3.3a. Individual Differences In Response To Traumatic Events

    • 3.3b: Variation In Intensity Of Response To Potentially Traumatic Events

    • 3.4a: Consequences Of Traumatic Stress

    • 3.4b: Self-Reflection: Who Are The Students Coping With Trauma?

    • 3.5a: Triggers At School And In The Classroom

    • 3.5b: Emotions Begin Driving Behavior Before Rational Decision-Making Begins Processing

    • 3.5c: Identifying Triggers Among Your Students

    • 3.5d: What About Educator Triggers?

    • 3.5e: Identifying Your Personal Triggers

    • 3.5f: Collective Reflection: What's Your Trigger

    • 3.6a: Educator Self-Care

    • 3.6b: Self-Care Alternate Ideas While Sheltering-in-Place

    • 3.6c: Start NOW, With Mindfulness In Nature

    • 3.7a: Creating Safety At School

    • 3.7b: A Closer Look At Maslow's Hierarchy Of Needs

    • 3.7c: Three Types of Safety

    • 3.7d: Classroom Strategies For Students Experiencing Challenges With Behavioral And Emotional Self-Regulation

    • 3.7e: Collective Reflection: Ideas For Creating Safety At School

  • 6

    Lesson 4: Strategies for universal precautions for your classroom

    • 4.1a: Embedding Universal Precautions Into The Culture Of The Classroom

    • 4.1b: Enhance Your Expertise With Providing Corrective Feedback

    • 4.1c: TREP Matched To Domains of Impairment

    • 4.2a: Domain 1: Neurobiological Dysregulation

    • 4.2b: What Educators And Students Say About Mindfulness

    • 4.2c: Strategy: Integrating Mindfulness In Your Classroom Schedule

    • 4.3a: Domain 2: Attachment

    • 4.3b: Strategy: Be A Relationship Coach

    • 4.4a: Domain 3: Behavioral Regulation

    • 4.4b: Strategy: Reinforce, Remind, Redirect

    • 4.5a: Domain 4: Emotional Regulation

    • 4.5b: Strategy: Regular Emotional Check-Ins

    • 4.6a: Domain 5: Self-Image

    • 4.6b: Strategy: Maximize Use Of Supportive Language During Disciplinary Corrections

    • 4.7a: Domain 6: Dissociation

    • 4.7b: Strategy: Grounding

    • 4.8a: Domain 7: Thinking & Learning

    • 4.8b: Strategy: Mini-Lessons

    • 4.9a: Prevention And Management Of Educator Stress

    • 4.9b: Are You At Risk For Secondary Traumatic Stress?

    • 4.9c: Attending To Your Well-Being

    • 4.9d: Attending To Collective Well-Being

  • 7

    Brief Feedback Survey

    • Brief Feedback Survey