building trauma sensitive schools sample syllabus .pdf

{ "course": "Classroom management", "department": "Teacher education", "audience": "Undergraduate or graduate", "description": "How can teachers build a safe, supportive, trauma-sensitive school environment that helps all students learn and thrive? This course focuses on the mind shift changes necessary for approaching all students in trauma-sensitive ways, so that teachers are better equipped to:", "learningObjectives": [ "realize the widespread impact of childhood trauma", "recognize signs and symptoms indicative of possible trauma histories", "respond in ways that not only prevent re-traumatization, but also help youth feel safe, build healthy relationships, self-regulate, and learn" ], "courseContent": "This course shows teachers how to create a trauma-sensitive classroom by establishing a positive environment and school culture, prioritizing relationships, using trauma-informed RTI, relying on trauma-sensitive discipline techniques, and paying active attention to educator self-care.", "courseSchedule": [ { "week": 1, "topicQuestions": "What is your Why?", "chapters": "Intro" }, { "week": 2, "topicQuestions": "What are trauma and attachment, and how do they affect the stress response system?", "chapters": "Chapters 1,2" }, { "week": 3, "topicQuestions": "What are the possible biological, emotional, behavioral, cognitive, self-concept, and relationship effects at school for youth who have been traumatized? How can educators better understand common triggers and avoid discipline techniques that could re-traumatize students?", "chapters": "Chapter 3" }, { "week": 4, "topicQuestions": "What is a trauma-sensitive school, and what paradigm shifts are required to become a trauma-sensitive educator?", "chapters": "Chapters 4,5" }, { "week": 5, "topicQuestions": "What are the four essentials of the trauma-sensitive school? What does tier 1 for helping students be and feel safe look like?", "chapters": "Chapter 6,7" }, { "week": 6, "topicQuestions": "What do tier 2 and tier 3 interventions for helping students be and feel safe look like?", "chapters": "Chapter 8" }, { "week": 7, "topicQuestions": "What are the four essentials of the trauma-sensitive school? What does tier 1 for helping students be connected look like?", "chapters": "Chapters 6,7" }, { "week": 8, "topicQuestions": "What do tier 2 and tier 3 interventions for helping students be connected look like?", "chapters": "Chapter 8" }, { "week": 9, "topicQuestions": "What are the four essentials of the trauma-sensitive school? What does tier 1 for helping students get regulated look like? Specifically, how do you incorporate the use of the River of Feelings?", "chapters": "Chapter 6,7" }, { "week": 10, "topicQuestions": "What do tier 2 and tier 3 interventions for helping students get regulated look like? Specifically, how do you incorporate the use of the River of Feelings?", "chapters": "Chapter 8" }, { "week": 11, "topicQuestions": "What are the four essentials of the trauma-sensitive school? What does tier 1 for helping students learn look like? Specifically, how do you help students develop executive function skills?", "chapters": "Chapter 6,7" }, { "week": 12, "topicQuestions": "What do tier 2 and tier 3 interventions for helping students learn look like? Specifically, how do you help students develop executive function skills?", "chapters": "Chapter 8" }, { "week": 13, "topicQuestions": "How do we design individual plans or programs for students with complex needs in relation to histories of trauma?", "chapters": "Chapters 2,8" }, { "week": 14, "topicQuestions": "How do we use the PACE approach when responding to individual students?", "chapters": "Chapter 9" }, { "week": 15, "topicQuestions": "What are trauma-sensitive discipline practices?", "chapters": "Chapter 10" }, { "week": 16, "topicQuestions": "What is educator self-care and why is it important? What goes into a personal self-care plan?", "chapters": "Chapter 11" } ] }