Onsite Training

At the Center for Optimal Brain Integration™ (COBI), we conduct training ONSITE and in your community.  Onsite training can be designed to meet the unique needs of your organization, small or large. We value offering services that provide multiple pathways to co-create a unique and individualized plan for you and/or your system of care.  At COBI™ we deliver our online trauma-responsive, resilience and social-emotional training following guiding principles.

 

GUIDING PRINCIPLES for ONSITE TRAINING:

 

“Understand the realities of trauma. Intentionally promote healing and wellness.”

 

“Together, strengthening connections, resilience and hope.” 

 

“Every door leads to learning in community.” 

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Core ONSITE Training Modules

Content: Participants learn about foundational content and strategies for understanding trauma and resilience.

Pre-requisite: None

Length: Each core training includes 6 hours of content which can be delivered in a sequence of shorter segments.

  • 100: Overview of Trauma for Educators

  • 200: Overview of Trauma for Parents and Families

  • 300: Overview of Trauma for Leaders and Supervisors

  • 400: Overview of Trauma for Family Engagement Providers

  • 500: Overview of Trauma for Clinicians, Therapists and Social Service Providers

  • 600: Overview of Trauma for Emergency First Responders

  • 700: Promoting Self-Care and Self-Awareness to Prevent Burnout

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Going Deeper ONSITE Training Modules

Content: Participants are guided through a range of interactive activities to practice how to implement the content and strategies learned in one or more Core trainings.

Prerequisite: Must have attended a CORE Module Overview.

Length: Hours can be adapted based on program need. Content can be delivered in a sequence of shorter segments.

  • Application and Practice of Trauma-Responsive and Resilience-Building Strategies Learned in Module 100

  • Attunement and Building Relationships

  • Creating Safe and Predictable Environments

  • Developing Curriculum to Teach Children about their Brain

  • Looking at Trauma-Responsive Care through the Lens of an Individual Child

  • Mindfulness Strategies for Children

  • Parenting Children and Building Resilience Through Social-Emotional Skills - A 10-part series for caregiver, parents and families.

  • Trauma and Young Children with Disabilities and Special Needs

  • Trauma-Responsive Leadership and Supervision

  • Trauma-Responsive Programs, Schools and Systems of Care

  • Self-Care and Mindfulness Strategies for Adults

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

  • Strategies for Building Resilience: Children with Sensory Processing Challenges

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

  • Strategies for Building Resilience: Teaching Sensory and Emotional Literacy

  • 4 Steps to Growing Human(E) Beings: 1. Sensory and Emotional Literacy, 2. Identifying Size of Sensations and Emotions, 3. Self-Regulation Skills and 4. Strategies and Problem-Solving and Engaging My Executive Brain

 

Spotlight ONSITE Training Modules

Content: Participants learn about one key concept or strategy included in one of the Core trainings. The following are several examples of possible Spotlight Topics. We can also create a Spotlight based on your program’s specific interests and needs.

Pre-Requisite: None

Length: 60-90 minutes

  • 3 R’s of Inquiry and Reflective Leadership/Supervision

  • 4 Steps to Grow Human(E) Beings

  • AAA™ model of Family Responsive Engagement

  • ACES: Understanding Adverse Childhood Experiences

  • Adult Sensory Emotion and Body Awareness

  • Adult Triggers and Emotional Buttons

  • Be Your Own Emergency First Responder in Times of Stress

  • Being a Brain Architect vs Behavior Manager for Children

  • Bridging ACES Aware to Educators (Bridging the CA Surgeon General ACES Aware Initiative to Educators)

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

  • Building a Self-Regulation Toolkit

  • Burnout and Compassion Fatigue

  • Coaching Strategies to Support Trauma Responsive Care

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

  • Create Trauma Responsive Policies and Procedures

  • Creating Grounding and Safety for Adults and/or Children

  • Culturally Responsive Self-Care Practices

  • Defining Trauma Responsive Care for your Program

  • Difference Between a Trauma Trigger and a Challenging Behavior

  • Embedding Mindfulness in to Leadership and Supervision

  • Emotional Literacy

  • Environment Triggers that Affect Arousal States

  • Environments that Support Regulation

  • Family Engagement Strategies for Educators

  • Understanding the 6 F Words: Fight, Flight, Freeze, Fawn, Faint and Flipped Lid

  • What Does It Mean to Give Every Child a Voice

  • Healing the Brain from the Bottom Up

  • Health and Wellness Toolkit

  • Leading Organizations with a Trauma Responsive Lens

  • Make and Takes: Breathing

  • Make and Takes: Glitter Jars

  • Make and Takes: Sensory Bins

  • Make and Takes: Visuals

  • Meaning Behind Challenging Behavior

  • Mindfulness for Adults

  • The Power of Mirror Neurons

  • Moving Organizations from Trauma Inducing to Trauma Responsive and Resilience Building

  • Neurobiology of a Trauma Trigger and Using Present Moment Regulation to Support Children

  • Neurobiology of Stress on the Brain and Behavior

  • Adult Self-Awareness and Self-Care and Resilience Part 1

  • Adult Self-Awareness, Self-Care and Resilience Part 2

  • Positive Parenting Strategies: Nurturing and Responsive Relationships

  • Positive Parenting Strategies: Predictable and Safe Environments

  • Positive Parenting Strategies: Sensory and Emotional Literacy Positive Parenting Strategies: Managing Big Emotions and Self-Regulation Strategies

  • Positive Parenting Strategies: Teaching Children Problem Solving Skills

  • Positive Parenting Strategies: The Meaning Behind Challenging Behavior: What is this a Case of?

  • Supporting Children Who Have Experienced Toxic or Traumatic Stress

  • Neuroplasticity

  • Objects and Activities that Calm the Sensory System

  • Parenting and Strategies to Support Social-Emotional Development (10-part menu/series)

  • Practicing Strategies for Breathing with Children

  • Predictable Routines

  • Predicting Burnout

  • Reflective Supervision

  • Relationship and Strength-Based Leadership

  • Resilience and Factors that Buffer Stress

  • Sensory Literacy

  • Strategies that Calm the Sensory System

  • Strategies to Support Children’s Emotional Regulation

  • Stress and the Body

  • Teaching Children about their Brain

  • The Difference Between a Trauma Trigger and a Challenging Behavior

  • The Impact of Toxic Stress

  • The Meaning Behind a Child’s Behavior

  • The Science of Building a New Habit

  • Learning About the Different Parts of the Brain and How it Impacts Behavior

  • Top 5 Trauma-Responsive Strategies for Educators

  • Top 5 Trauma-Responsive Strategies for Supervisors/Leaders

  • Examining Transitions to Promote Safety and Prevent Challenging Behavior

  • Trauma-Responsive Core Principles

  • Using Storybooks to Support Children who Have Gone through Stressful and Traumatic Experiences

  • Using the Trigger Stop APP

  • Visual Schedules that Promote Regulation

  • What does a Trauma Responsive School look like?

  • What to do when a child is in their reptile, mammal or CEO brain?

  • Learning to Keep Children in the "Window of Tolerance"

  • Zones of Self-Awareness

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Do No Harm Online Training Guidelines at COBI™

  • We only offer training with skilled and master level trainers who can engage participants toward windows of tolerance, not lead them to dysregulation. 

  • We create a space of safety, engaging interactions and skilled facilitation using adult learning principles.

  • We promote nurturing and attuned connections.

  • We strive to build a training environment that is safe and predictable. 

  • We foster a community with safety to express feelings and to invite others to share their experiences, stories and narratives.

  • We use protocols where we learn to listen to stories with different perspectives and begin to make visible values, perceptions, beliefs, assumptions and bias.  

  • We believe that top down and adult lead lecture does not offer guidance to challenge world views. 

  • We won’t use technology that perpetuates the banking model of learning (one directional sharing of knowledge).  

  • We co-construct meaning and thinking partnerships during our training and apply to practice.  

  • We strive to build capacity for people to learn, to cope, thrive, build resilience, heal in community, cultivate leadership skills.  

  • We scaffold next steps to build capacity and practices that lead to healing and resilience for adults and children.

 

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