Along with my colleague Robert Black at Antioch University, I’m pleased to continue offering this rigorous microcredential in Trauma-Conscious Teaching. The goal of this program is to help teachers build a strong foundation from which to create trauma-informed learning environments. Each experience is designed to deepen your understanding and also give you practical tools for your classroom and your own reflective practice.
We’re pleased to now be offering all of the pieces of this microcredential online! See below for spring/summer dates, and click through for descriptions. Get in touch if you have any questions!
Let’s take some time this fall to dig into trauma-informed education. I would love for you to join me in these workshops and classes – click on the titles below for more information and registrations. Please reach out with any questions!
This is a hybrid online/in-person class (two on-the-ground meetings in Castleton, VT). The course is organized around your own self-reflection as well as an in-depth case study of one of your challenging students. This is an in-depth opportunity to experience a mindset shift and learn alongside a supportive cohort of classmates. Texts include Lost at School and Fostering Resilient Learners. Please note the dates of this course have changed. They are accurate at the link.
In this workshop, you’ll get a crash course on how trauma impacts children in school and what we can do about it. Equal parts theory and practice, our day will include discussion, reflection, and information that you can use to jumpstart your trauma-informed work in schools.
Kristin Souers and Pete Hall’s book Fostering Resilient Learners is an accessible, engaging read that will help spark new ideas for trauma-informed implementation. Our book group takes place asynchronously for three weeks with a “live” group video call at the end so we can discuss, problem-solve, and share ideas.
Working with trauma-affected youth can take its toll on educators. Participants will learn about the differences between trauma, vicarious trauma, and burnout, and about the individual and systemic changes we can make to stay healthy and well in our work with students.
This four-week online mini-course provides you with the opportunity to reflect on how you might align your learning design with trauma-informed practices. This course takes place toward the end of your winter semester; this is a great opportunity to reflect and make changes as you head into the second half of the year.
Personalized professional development, consulting or coaching
Didn’t see something that would meet your needs? Get in touch to schedule customized professional development for your school or organization!
This fantastic read, by Kristin Souers and Pete Hall, succinctly and compellingly outlines the basic information and approaches for creating a trauma-informed classroom. Each chapter has concrete examples and great reflection questions. This book is a “quick read,” which is good because you’ll want to read it two or three more times! I highly encourage this book for anyone who’s just getting started with trauma-informed teaching, or for anyone who’s looking to better communicate some of these concepts out to your staff. There are several great activities, metaphors and examples that you’ll immediately want to share with others.
This book group is three weeks long and each week you’ll read about 50 to 70 pages.
Bruce Perry is one of the leading researchers on child trauma. You may recognize his name from his recent segment with Oprah on 60 Minutes. In this book, Perry shares case examples from his career to illustrate how early trauma
impacts children, and how adults can help in the healing process. This book is for you if you’re looking for more in-depth knowledge on how trauma affects the brain and the body.
This book group is five weeks long and each week you’ll read about 50-60 pages. Please be aware that, because this book uses real and specific examples of abuse and neglect, it can be quite triggering and/or hard to read. In our discussions we’ll build in time and space to process the emotions that come up while reading this book, and I encourage folks reading it to take breaks or skip sections as needed.
Book group structure
Each book group will take place in an online forum through Antioch University. I will be posting the chapters to read for that week along with some suggested discussion questions. Throughout the week, participants are encouraged to respond to discussion questions or post any thoughts, questions or reflections of their own while reading. I’ll also be posting some additional resources
connected to the theme of the week’s reading.
At the end of each book group, I’ll be hosting a live video chat for participants to discuss our learning, ask questions, and brainstorm next steps in our work. When completed, you’ll receive a certificate for professional development hours, and you can also use your learning for this course toward the Trauma-Conscious Teaching Microcredential.
Please feel free to get in touch, or simply sign up! Click the title of the books above for the link to the registration pages. I hope to learn with you this summer!
Whenever I run a training, share a blog post, or have a conversation with educators about how trauma affects student learning, I hear the same things: “I want more resources,” “I wish I had learned about this sooner,” “How can I learn more?” Teachers are hungry for information about how to better support our students whose lives and learning are impacted by trauma. Whenever I hear these comments, I’m further inspired to get training and reflection opportunities to more teachers so we can all get on the same page about how our schools can foster change and resilience.
I’m really excited to share that we are launching a micro-credential program for Trauma-Conscious Teaching through Antioch University. This collaboration is taught by myself and mindfulness specialist Robert Black, and open to all as a non-credit-bearing opportunity (you don’t have to be an Antioch student to enroll).
For those new to the concept, micro-credentials are intended to offer personalized, competency-based experiences for teachers, recognizing formal and informal learning. Many places define and structure micro-credentials differently. For our experience through Antioch, the micro-credential involves participation in a series of online and face-to-face workshops, webinars, mini-courses, book studies, and reflection. There are six to seven options; completing five of these plus a capstone reflective project comprises the micro-credential, all centering around increasing our support of trauma-affected students.
The micro-credential is for you if:
Small, “bite sized” course opportunities fit your schedule (the longest experience is a 5-week book study)
You want to dig into the content, skills, and reflective practice necessary to better support trauma-affected students
You are in the vicinity of, or can travel to, Keene, New Hampshire (for now, the in-person opportunities take place there. We hope to eventually offer everything online)
I’ll update this post once we get a full information page up on the Antioch website, but in the meantime you can register for several of the experiences coming up this spring:
These dates are just for the first round of the micro-credential – I’ll be updating soon with dates for Fall 2018 and more information about putting the pieces together with a capstone project. You are also more than welcome to take any of the piece “a la carte” without taking the entire micro-credential. Stay tuned and please let me know if you have any question! I hope I’ll see you in one of these experiences to learn together.