8-Hour Module 100: Trauma-Responsive and Resilience Building Strategies for K-12 Educators (Module 100)

Learn about the neurobiology of trauma and the key trauma-responsive and resilience building strategies that you can use right away in your environment. You will have access to view one 1-hour module and ten 30-40-minute modules in sequential order. Walk away with several recommended resources, handouts and all the PowerPoint slide decks.

One 1-hour Module: An Overview of the Neurobiology of Trauma and the Science of Resilience

This 1-hour module provides an overview on the neurobiology of trauma, the impact of toxic stress on a child and adult and the science of neuroplasticity and resilience. Participants will walk away understanding the difference between a challenging behavior and trauma reminder/trigger. The training will guide educators to understand trauma as well as its impact on young children’s brains, behavior, learning, and development.

Ten 30-minute Modules: Trauma-Responsive and Resilience Building Strategies for Educators to Support Children

Adult Self-Care and Self-Awareness to Prevent Burnout and Buffer Toxic Stress Part 1

Adult Self-Care and Self -Awareness to Prevent Burnout and Buffer Toxic Stress Part 2

Training Description of Segment #1 and #2: Participants will be introduced to the concepts of using self-care to prevent burnout and promote the energy reserves to buffer the daily impacts of stress. They will learn about the Zones of Self-Awareness to detect when their stress response systems have been activated. Several strategies will be explored for strengthening or building self-regulation and grounding in times of stress.

Nurturing and Responsive Relationships Part 1

Nurturing and Responsive Relationships Part 2

Training Description of Segment #3 and #4: This module will support the cultivation and understanding of relationships as the foundational trauma-responsive strategy to support youth. Cultivating intentional practice of relationship building, attunement and responsive adult-child interactions will promote safety, reduce dysregulation, buffer the impacts of trauma, promote rewiring of the brain to feel safe and allow children to be in the “window of tolerance” where they can engage, focus and learn.

Safe and Predictable Environments Part 1

Safe and Predictable Environments Part 2

Training Description of Segment #5 and #6: Learn ways to intentionally promote environments that implement trauma-responsive strategies that regulate the activated stress response system, reduce triggering events and that create predictability, routine and safety.

Teaching Sensory and Emotional Literacy Part 1

Teaching Sensory and Emotional Literacy Part 2

Training Description of Segment #7 and #8: Most children are raised to cast the spotlight of their attention outward on tasks, performance, academics. Rarely do we cast the spotlight of their attention inward to the universe of emotions and sensations that swirl around inside of them. The ability to identify sensations and emotions, recognize the size of sensations and emotions and then communicate how one feels is an important part of cultivating self-awareness and then being able to manage big emotions. It is an essential ingredient to cultivate resilience and promote a future of adults who can do the same as they go to college, manage a job and navigate relationships.

Managing Big Emotions and Self-Regulation

Training Description: Once children can identify sensations and emotions (including the size), they need to learn and practice strategies to calm their “big” emotions so that they don’t hurt others, themselves or property. This 30-minute module will explore strategies to teach and promote building a self-regulation toolkit for children. In school we do fire and/or earthquake drills but now is the time to practice “emotional emergency” drills so children have the tools to identify and manage big emotions.

Looking at Trauma through the Lens of an Individual Child

Training Description: This brief module will introduce you to an observation tool you can use to observe dysregulated behaviors over time. With the data gathered from the observation tool, participants will develop an entry level understanding of how to think through developing trauma-responsive individualized support plans for one child in your classroom environment.