Course Goals And Objectives
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
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
Check in with and take care of yourself; www.trepeducator.org/mindfulness-in-nature
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
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
