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*Click on any underlined text to learn more!*

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Core Trauma-Responsive and Resilience Building Training Modules (Foundations of Reducing Stress in Schools)

Content: Participants learn the foundation for reducing stress, increasing regulation, understanding the neurobiology of trauma/toxic stress and the science of hope through concrete, practical strategies that promote healing and resilience.

Prerequisite: None.

Length: Hours can be adapted based on program need and may be 6-10 hours in length. Content can be delivered in a sequence of shorter segments.

Languages: Request modules in English, Spanish, Arabic, Chinese, Japanese, Vietnamese, Russian and Hindi, Marathi, Gujarathi 

  • 100: Overview: (Reducing Stress in Schools) Trauma-Responsive and Resilience Building Practices for Educators

  • 100: Overview: (Reducing Stress in Schools) Trauma-Responsive and Resilience Building Practices for Parents and Families

  • 100: Overview: (Reducing Stress in Schools) Trauma-Responsive and Resilience Building Practices for Leaders and Supervisors

  • 100: Overview: (Reducing Stress in Schools) Trauma-Responsive and Resilience Building Practices for Clinicians, Therapists and Social Service Providers

  • 100: Overview: (Reducing Stress in Schools) Trauma-Responsive and Resilience Building Practices for Young Children with Disabilities and Special Needs

  • 100: Overview: (Reducing Stress in Schools) Trauma-Responsive and Resilience Building Practices for First Responders

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Going Deeper in Reducing Stress in Schools: Trauma-Responsive and Resilience Building Training Modules (Practicing the Foundations)

Content: Participants are guided through a range of interactive activities to practice how to implement the content and strategies learned in the Core Training Module 100.

Prerequisite: Must have attended a Core Training Module.

Length: Hours can be adapted based on program need and may be 6-10 hours in length. Content can be delivered in a sequence of shorter segments.

Languages: Request modules in English, Spanish, Chinese, Japanese, Arabic and/or Russian.

  • 200: Practicing Reducing Stress in Schools: Trauma-Responsive and Resilience-Building Strategies Learned in the Core Module 100

  • 201: Looking at Reducing Stress in Schools: Trauma-Responsive and Resilience Building Practices Through the Lens of an Individual Child and Developing Trauma-Responsive and Individualized Support Plans for Trauma-Impacted Children

  • 300: Strengthening Self Awareness and Self-Care to Reduce Burnout in Times of Stress

  • 301: Culturally Responsive Self-Care Practices

  • 400: Trauma-Responsive Family Engagement (Reducing Stress for Families): Practices for Equity and Resilience

  • 500: Reducing Stress in Supervision Practices: Trauma-Responsive, Strength Based and Reflective Leadership and Supervision

  • 600: Reducing Stress in Systems of Care: Trauma-Responsive Practices for Leaders: Creating and Sustaining Healing Engaged Organizations

  • 700: Supporting Young Children to Cope, Build Resilience and Heal from Toxic Stress, Trauma through Play: A Practical Guide for Early Childhood Educators

* Most popular series to start are Modules 100, 200, 300 

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Spotlight Trainings for Adults Working with Children (Category A)

Content: Participants learn about one key concept or strategy for children and/or adults that support building resilience, regulation, and relational skills. The following are examples of possible Spotlight Topics. We can design a Spotlight training based on your program’s specific needs.

Prerequisite: None.

Length: 1-2 hours.​

Languages: Request spotlight trainings in English, Spanish, Chinese, Japanese, and Russian. 

  • 4 Steps to Grow Human(E) Beings (A1)

  • Relationship Strategies that Promote Attachment, Regulation and Resilience (A2)

  • Be Your Own Emergency First Responder in Times of Stress (A3)

  • Being a Brain Architect vs Behavior Manager for Children (A4)

  • Books and Activities that Promote Social and Emotional Awareness, Skills, and Intelligence for Teens (A5)

  • Books and Activities that Promote Social and Emotional Awareness for Elementary Age Youth (A6)

  • Books and Activities that Promote Social and Emotional Awareness for Early Childhood (A7)

  • Learning About ACES (Adverse Childhood Experiences) (A8)

  • Building a Healthy Internal Dialogue for Adults and/or Children (A9)

  • Building a Self-Regulation Toolkit (A10)

  • Preventing Burnout and Compassion Fatigue (A11)

  • Coaching Strategies to Support Trauma Responsive Care (A12)

  • Creating Grounding and Safety for Adults and/or Children (A13)

  • Create Safe Spaces, Places and/or Bins for Children to Promote Regulation (A14)

  • Create Trauma Responsive Policies and Procedures (A15)

  • Cultivating Self-Awareness: Adult Temperament (A16)

  • Cultivating Self-Awareness: Child Temperament (A17)

  • Cultivating the “Me and the We” on the Journey of Healing and Building Resilience (A18)

  • Culturally Responsive Self-Care Practices (A19)

  • Teaching Children about their Brain, Behavior and Resilience (A20)

  • Difference Between a Trauma Trigger and a Typical Challenging Behavior and how to Support All Dysregulated Behavior (A21)

  • Environment Triggers and Regulators that Affect Nervous System Arousal States (A22)

  • Environment Strategies that Support Regulation (A23)

  • Examining Transitions to Promote Safety and Prevent Challenging Behavior (A24)

  • Trauma-Responsive Family Engagement Strategies that Promote Resilience (A25)

  • Growing Human(E) Beings: A Job of Superheroes! (A26)

  • Healing the Brain from the Bottom Up to Promote Optimal Brain Integration (A27)

  • Helping Children in Times of Stress, Transition, Loss or Change (A28)

  • Exploring Children's Brain Development and How it Impacts Behavior (A29)

  • Learning How to Keep Children in the "Window of Tolerance or Optimal Regulation" (A30)

  • How to Determine the Meaning Behind a Child’s Challenging Behavior (A31)

  • Mindfulness Strategies to Use with Children to Support Regulation (A32)

  • Neurobiology of a Trauma Trigger and What to Do To Support Regulation and Safety (A33)

  • Neuroplasticity and the Power to Rewire the Brain (The Science of Building New Habits) (A34)

  • Neurobiology of Stress and Trauma on the Brain and Behavior and Strategies to Support Healing (A35)

  • People, Places, Objects and Activities that Calm the Activated Sensory Response System (A36)

  • Out of Synch Child: Sensory Integration Strategies (A37)

  • The Intersection of Trauma and Play and How to Support Children to Heal through Play (Ages 3-8) (A38)

  • Play and Trauma: Supporting Children Through Play to Heal (A39)

  • Play: Somatosensory (Movement) Strategies to Promote Regulation in the Classroom (A40)

  • Preventing Challenging Behavior and Promoting Resilience (A41)

  • Predictable Routines that Create Safety and Predictability (A42)

  • Resilience and Factors that Buffer Stress (A43)

  • Resilient Strong! A curriculum that builds self-awareness and resilience for Elementary, Middle and High School Students (A44)

  • Promoting Emotional Literacy (A45)

  • Promoting Body Awareness, Sensory and Emotional Literacy that Lead to Regulation (A46)

  • Storybooks for Children who have Gone Through Stressful or Traumatic Events (A47)

  • Storybooks that Promote Social-Emotional Skills (A48)

  • Strategies that Calm the Activated Stress Response System (A49)

  • Strategies to Support Children’s Emotional Regulation (A50)

  • Strategies for Building Resilience: Engaging Executive Functioning Skills and Problem-Solving Steps (A51)

  • Strategies for Building Resilience: Children with Sensory Processing Challenges (A52)

  • Strategies for Building Resilience: Strengthening Self-Regulation and Managing Big Emotions (A53)

  • Strategies for Building Resilience: Teaching Sensory and Emotional Literacy (A54)

  • Strategies for Breathing with Children (A55)

  • Strategies to use When a Child is in their Survival/Hindbrain, Emotion/Limbic Brain and/or Thinking/Executive/Cortex Brain (A56)

  • Strategies for Teaching Children about their Brain and Cultivating Self-Awareness to Promote Resilience Socially and Emotionally (A57)

  • Supporting Children Who Have Experienced Toxic or Traumatic Stress (A58)

  • The Impact of Toxic Stress on the Brain, Body and Behavior (A59)

  • The Importance of Play for Youth Children to Buffer Stress (A60)

  • The Power of Mirror Neurons and Adult Co-Regulatory Support (A61)

  • Top T.I.P.S to Support Children in Times of Uncertainty and Stress (A62)

  • Top 5 Trauma-Responsive Strategies for Educators (A63)

  • Using Storybooks to Support Children who Have Gone through Stressful or Traumatic Experiences (A64)

  • Using Present Moment Attunement and Co-Regulation to Support Children (A65)

  • Using the Trigger Stop APP to Promote Sensory and Emotional Literacy (A66)

  • Visual Schedules that Promote Regulation (A67)

  • Supporting Trauma Impacted Children by Moving My Voice from What is Wrong with You to What is Strong with You? (A68)

  • Promoting Sensory Literacy and Body Awareness that Leads to Emotional Literacy for Children (A69)

  • Trauma-Informed Practices and Resilience Building: A 90-Minute Onboarding Series for New Early Childhood Providers (A70)

  • The Intersection of Trauma and Intellectual Disabilities and Developmental Delays (A71)

  • Trauma-Responsive and Resilience Building Practices for Educators: An Overview (A72)

  • Supporting Young Children to Cope, Build Resilience and Heal from Trauma through Play (A73)

  • Designing Trauma-Responsive Spaces to Support Students’ Optimal Learning (A74)

  • Early Childhood Mental Health Consultant/Therapist Training Series (may be offered in a series or as individual spotlights):

    • ​Introduction to Early Childhood Mental Health (A75)

    • Introduction to Reflective Practice (A76)

    • Introduction to Early Childhood Mental Health Consultation (A77)

    • Practical Application of ECMH Work (A78)

  • Understanding My Brain, Behavior and the Adverse Impacts of Technology and Social Media on Youth (A79; this course is intended for adults working/interacting with children in any capacity, including parents/caregivers, etc.)

  • Emotional Emergency Drills: Proactively Teaching Students What to Do in an Emotional Emergency to Stay Safe and Re-Regulate (Being Your Own Emergency First Responder in Times of Stress) (A80)

  • Supporting Children's Regulation through Responsive Relational Practices (A81)

  • Intentionally Teaching Social-Emotional Skills that Build Resilience and Grow Humane Beings (A82)

  • Helping Children Cope in the Aftermath of a Crisis: A 90-minute session focused on practical strategies to support young children and caregivers in the aftermath of a crisis (A83)

  • The Three R’s: Reducing Stress, Regulating Others and Myself and Reducing Escalation (A84)

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Spotlight Trainings for Leaders (Category B)

  • 3 Rs of Reflective Supervision (B1)

  • Asset-Based Reflective Leadership (B2)

  • Building Effective Trauma-Responsive Partnerships with Parents and Families (B3)

  • Creating Environments that Reinforce Messages of Safety and Predictability (B4)

  • Creating Trauma-Informed Schools, Districts and/or Organizations (B5)

  • Creating Trauma-Responsive Environments: Decreasing the Power Differential During Supervisory Interactions (B6)

  • Cultivating Self-Awareness/Body Awareness as a Foundation for Effective Leadership in Trauma-Responsive Environments (B7)

  • Effectively Responding to Stressful and Triggering Events in Organizations (B8)

  • Embedding Mindfulness into Leadership and Supervision (B9)

  • Intentionally Integrating Organizational Care Strategies (B10)

  • Intentionally Promoting Coping, Resilience and Healing: Strategies to Support Self and Organization Care Routines (B11)

  • Leading Organizations through a Trauma Responsive Lens (B12)

  • State Dependent Functioning and Pathways to Regulation (B13)

  • Supporting Agency, Voice and Choice in Our Work with Children, Families, and the Workforce (B14)

  • Top 5 Trauma-Responsive Strategies for Supervisors/Leaders (B15)

  • Trauma-Responsive Supervision and Leadership (B16)

  • Trauma Responsive and Healing Engaged Leaders, Systems and Organizations (B17)

  • Pathways to Regulation to Cultivate Safe and Predictable Environments (B18)

  • Understanding the Triggering Event Cycle in Order to Effectively Navigate Triggering Events (B19)

  • Trauma-Responsive Practices for Early Childhood Leaders: Creating and Sustaining Healing Engaged Organizations (B20)

  • Micro-Professional Development: Leaders Building a Trauma-Responsive and Relationship-Based Organization (B21)

  • Leaders Providing Relational and Nervous System Attunement (B22)

  • Trauma-Responsive Foundational Principles for Leaders and Organizations (B23)

  • Core Principles for Trauma-Responsive Programs, Schools and Systems (may be offered in a series or as individual spotlights):

    • ​Build Mutually Respectful and Trusting Relationships (B24)

    • Understand Stress and Trauma (B25)

    • Establish Safety and Predictability (B26)

    • Focus on Strengths and Assets (B27)

    • Promote Coping, Resilience, Healing and Wellness (B28)

    • Provide Opportunities for Agency and Control (B29)

    • Create Power-Sharing Partnerships and Community-Centered Solutions (B30)

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Spotlight Trainings for Adult Well-Being (Category C)

  • Adult Triggers and Emotional Buttons (C1)

  • Breathing for Life: Learning Breathing Techniques for Adult Well-Being (C2)

  • Building Sensory and Body Awareness that Lead to Adult Self-Regulation (C3)

  • Cultivating Self-Awareness and Self-Care to Prevent Burnout (C4)

  • Culturally Responsive Self-Care (C5)

  • Health and Wellness Toolkit (C6)

  • Mindfulness for Adults (C7)

  • Moving Organizations from Trauma Inducing to Trauma Responsive and Resilience Building (C8)

  • Pathways to Regulation (C9)

  • S.T.O.P. Tool: Cultivating the Art of the Pause so that Adults can Co-Regulate Children, Families, and Clients (C10)

  • The Science of Building a New Habit (C11)

  • Zones of Self-Awareness Tool and Creating Grounders to Buffer Stress (C12)

  • Strengthening Adult Self-Awareness and Self-Care to Better Co-Regulate Children (C13)

  • Building Respectful and Trusting Relationships: Choosing Kindness as an Act of Resistance (C14)

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Spotlight Trainings for Parents/Caregivers (Category D)

Positive Parenting Module: A Social Emotional Learning Series on How to Support Children to Build Social-Emotional Skills that Last a Lifetime:

  • Positive Parenting Strategies: Predictable and Safe Environments (D1)

  • Positive Parenting Strategies: Sensory and Emotional Literacy (D2)

  • Positive Parenting Strategies: Managing Big Emotions and Self-Regulation Strategies (D3)

  • Positive Parenting Strategies: Teaching Children Problem Solving Skills (D4)

  • Positive Parenting Strategies: Raising Human(E) Beings (D5)

  • Social-Emotional Training Series for Families of Children Ages 3-8 (D6)

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Spotlight Trainings for Social-Emotional and Resilience Building (Category E)

  • Infant and Toddler (E1)

  • Early Childhood (PreK-2) (E2)

  • Elementary School (E3)

  • Middle and High School (E4)

  • Creating Caring and Inclusive Classroom Communities for Early Childhood Programs (E5)

COBI

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