Trauma Informed School Practice
  • Type Learning
  • Level Foundational
  • Time Weeks

Trauma Informed School Practice

Issued by University of New England

Learners will increase their knowledge base and responsiveness to student trauma as a result of adverse childhood experiences. They will research the neuroscience behind trauma, learn to recognize signs of trauma in the classroom, analyze student behavior through a trauma-sensitive lens, evaluate the characteristics of a safe learning environment, design a self-care plan to combat secondary traumatic stress when working in a school-based setting, and present their findings in a final project.

  • Type Learning
  • Level Foundational
  • Time Weeks

Skills

Earning Criteria

  • Participants will engage in in individual and cohort based scholarship to answer the essential questions aligned to the competencies listed above.
  • Evaluate the characteristics of a safe learning environment by analyzing an approved program, considering academic, social, emotional, behavioral, and physical safety in the evaluation.
  • Earners create a plan for establishing a relationship-based approach to your school-based practice by meeting with their cohort to share approaches for relationship-based practices within the school setting
  • Meet with cohort to reflect upon ideas for and create a basic self-care plan to build resiliency to ensure effectiveness and presence in a school-based setting.
  • For additional information contact:  Krysten Gorrivan, Assistant Teaching Professor Education, kgorrivan@une.edu or Kris Winston, Associate Professor Occupational Therapy (OT), kwinston@une.edu.