Trauma-Informed Practices for Educators
Learn how to recognize the signs of trauma, enact interventions to repair internal harm, and create effective strategies to communicate, resolve conflicts and build relationships.
Learn how to identify hyper-aroused and dissociated students using Trauma-Informed Practices (TIP). Create trauma-informed lesson plans, apply effective interventions, and execute de-escalation strategies. This course will cover the fundamental theory of Trauma-Informed Practices including brain development and organization, schools as buffers to trauma, positive development, dosing stress, heterogeneous stress response, Neurosequential Model in Education (NME), relational sensitivity, sequence of engagement, and NME Mini-Maps. You will use these concepts to create a variety of new systems, structures, protocols, and procedures for your own classroom or organizational setting.
Approximately 30 hoursUp to 6 months to complete coursework
Ways to Learn
2 PDUsGraduate Level Professional Development Credit
Online and self-paced | Dedicated mentor | Interactive assignments
Real-world case studies | Earn graduate level professional development credits
Upon successful mastery of this course, you will be able to:
- Demonstrate knowledge of the introductory TIP including brain development and organization, 6-R’s of positive development, developing student/teacher relationships, classroom management, Trauma-Informed lesson design and the Neurosequential Model in Education (NME) in your classroom or organizational setting.
- Apply concepts of the stress response system in your classroom or organizational setting, including dosing stress, heterogeneous stress response, state-dependent functioning, and regulating behavior.
- Create new systems, structures, protocols and procedures in your classroom or organizational setting that apply the concepts of memory, attachment, and co-regulation, including mirror neurons and relational sensitivity.
- Summarize state-dependent functioning behaviors and interventions, including sequence of engagement, optimal learning environments, Adverse Childhood Experiences (ACEs), interventions and de-escalation strategies.
- Apply the concepts of rhythm, relationship and regulation as related to schools as buffers to trauma, the importance of positive, consistent relationships, and the use of NME Mini-Maps.
- Basics of Brain Development, Brain Organization, and the 6-R's of Positive Development
- Developing Student-Teacher Relationships and Classroom Management
- Trauma-Informed Lesson Design and Neurosequential Model in Education (NME)
- Dosing Stress, Heterogeneous Stress Response, and Dissociation/Hyperarousal at School
- State-Dependent Functioning and Regulating Behavior at School and Creating “Associations” Between Neural Activity Patterns
- Memory, Attachment, and the Intimacy Barrier
- Co-Regulation, Mirror Neurons, and Relational Sensitivity
- State-Dependent Functioning and the Sequence of Engagement
- Optimal Learning Environments and Adverse Childhood Experiences (ACEs)
- Behaviors, Interventions, and De-Escalation Strategies
- Schools as Buffers to Trauma
- The Importance of Positive, Consistent Relationships
- NME Mini-Maps
Earn your credit in 3 simple steps
Complete the course.
Receive credits and obtain an official transcript.
This course is offered through University of Massachusetts Global’s School of Extended Education in partnership with "With Heart Project"
What are Graduate-level Professional Development Credits?
Graduate-level professional development credits are not part of a degree program but instead are primarily used for professional advancement such as salary increment steps and recertification. Students should seek approval from appropriate district officials before enrolling in these courses.