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Fusing Trauma-Informed Practice Into School Settings

Course #: 02-1080

Price: $18.00

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Please Note: This course has varying hours depending on the type of credit you need. See Below.

  • IACET: 0.1 CEUs
  • All Other Organizations: 2.00 Hours
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How to Take This Course:

  • 1 View Course Worksheet -  View the course worksheet or print it out to review later
  • 2 Read the Course Material -  As you read through, mark your answers on the course worksheet to be prepared for the exam
  • 3 Take Exam -  You must achieve a score of 75% or higher in order to earn credit for the course.
  • You don't need to pay for an exam until AFTER you pass it. If you have any questions or need more information, please click here.

Couse Description

Children who experience trauma face numerous difficulties, including negative impact on brain development and struggles with their educational experiences and their ability to learn, and school professionals play a vital role in protecting these young people and helping them overcome the obstacles they have faced. This continuing education course, developed using information from the State of Tasmania Department of Education, was developed to equip schools and other educational settings to better meet the needs of all learners who have experienced trauma and the significant disruption and disadvantage that it creates.  Key messages and pointers for classroom practice, actions for leaders, teachers, professional support staff and external services, and conversation starters to initiate rich discussion in staff meetings for those who work with trauma survivors are presented.

Course Objectives

1. Define trauma, describe the body’s reaction to it, and differentiate between simple, complex, and developmental trauma.

2. Identify key messages and actions for leaders, teachers, professional support staff and external services as they work to understand trauma and help students.

3. Discuss educators’ primary role in reducing potential harm to learners experiencing ongoing trauma and how they can advocate for the learners’ developmental needs, growth and learning success.

4. Describe specific trauma informed strategies and potential barriers to student engagement.

5. Evaluate ways that community members can come together to ensure the safety and protection of children and young people and support children who are in out-of-home care.

6. Outline the components of Positive Behavior Support (PBS) and how it can be used as a framework for organizing evidence-based behavioral interventions for enhanced student academic and well-being outcomes.

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Course Date: 2019-12-02

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Proprietary Interest Policy

We will disclose, in advance, any proprietary interest in any product, instrument, device, service, or material to be discussed during the learning event, as well as the source of any third-party compensation related to the presentation. This policy applies to both our organization and contractors. If such proprietary/financial interests exist, we will publish a disclaimer in marketing or instructional materials for a course.

No conflict of interest or relevant financial relationship was identified for this learning activity for individuals in a position to control content.

System Requirements

In order to view this course, you will need to be able to view a PDF document for the course material. If your device doesn't have the capability to view a PDF, you can click here to download Adobe Acrobat for free.

Special Needs

If you require ADA or other special needs accommodations, please contact us by email: support@teachmeceus.com or by phone 1-800-413-5262, so arrangements can be made.

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