Course Title | The Essentials of Trauma Informed Care Practices in School |
Course Number | ISCA 403 |
Course Overview | Adverse life experiences (trauma) have an impact on students and the entire school system. When school counselors and administrators understand the multiple ways trauma can impact all stakeholders, they are empowered to tailor their leadership and school counseling program to accurately meet the needs of students and staff. We know that we are in unprecedented times and our delivery of school counseling services must change. It is vital that we understand the long and short term impact adversity and trauma has on human behavior so that we can assess and implement a program that meets the needs of our students. Upon completion of this course, school counselors and leaders will understand the impact of trauma on the human nervous system. They will know the multiple ways humans respond to the threat of their sense of safety at all ages, and gain tools for implementing responsive services. This training will provide PDF takeaways to implement in staff meetings, group counseling sessions, advisory, or individual sessions with students. This course is designed to be highly informative and practical in application. |
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ASCA Ethical Standards (2016) B.2. Responsibilities to the School counselors: a. Develop and maintain professional relationships and systems of communication with faculty, staff and administrators to support students. b. Design and deliver comprehensive school counseling programs that are integral to the school’s academic mission; driven by student data; based on standards for academic, career and social/emotional development; and promote and enhance the learning process for all students. ASCA Professional Standards and Competencies B-PF 6. Demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities a. Demonstrate basic knowledge and respect of differences in customs, communications, traditions, values and other traits among students based on race, religion, ethnicity, nationality, sexual orientation, gender identity, physical or intellectual ability and other factors b. Explain how students’ cultural, social and economic background may affect their academic achievement, behavior, relationships and overall performance in school academic achievement, behavior, relationships and overall performance in school |
Intended Audience | This course is suitable for all teachers, school counselors and administrators |
Essential Questions | How have the adverse experiences of my students impacted their social and emotional development? How have the adverse experiences of the adults on staff impacted their ability to perform at work and connect with students in meaningful ways? |
Knowledge | Skills |
Participants will have knowledge about: | Participants will be able to: |
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About the Facilitator |
Janice Holland is a Licensed Professional Counselor Supervisor in the state of Texas, and a certified Trauma Model Therapist through The Ross Institute. She currently resides in Shanghai, China and runs a private practice specializing in treating trauma. Prior to moving overseas, Janice owned a private practice in Dallas, Texas, where she specialized in the emotional impact and subsequent treatment of Trauma. While she enjoyed helping those who have experienced extreme childhood trauma receive healing and freedom, her greatest interest was in training other therapists in understanding how adverse life experiences impacts us as humans and how we, as mental health professionals, can help. Janice traveled throughout Texas and several surrounding states to train therapists on this topic. Janice has had the privilege of presenting for ISCA on trauma on three separate occasions . |
Dates and times of offerings | Cohort 1: November 14th @9AM GMT Cohort 2: November 16th @9AM GMT |
Contact hours | 3-Hours |
Time commitment between sessions | NA |
Required Resource(s) |
References | Anodea, J. (2011). Eastern body, western mind. Ten Speed Press. Judith, A. (1993). The sevenfold journey. Crossing Press. Levine, P. (1997). Waking the tiger. North Atlantic Books. Matsakis, A. (1998). Trust after trauma. New Harbinger Publications. Souers, K., & Hall, P. (2016). Fostering resilient learners (1st ed.). ASCD. |