Ask About Modules Conducted in Multiple Languages
Ask about our Self-Paced Asynchronous Learning Platform

* Click on any underlined text to learn more! *

​

Core Trauma-Responsive and Resilience Building Training Modules (Foundations)

Content: Participants learn the foundation for 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, Chinese, Japanese, and Russian. 

• 100: Overview: Trauma-Responsive and Resilience Building Practices for Educators

• 100: Overview: Trauma-Responsive and Resilience Building Practices for Parents and Families

• 100: Overview: Trauma-Responsive and Resilience Building Practices for Leaders and Supervisors

• 100: Overview: Trauma-Responsive and Resilience Building Practices for Clinicians, Therapists and Social Service Providers

• 100: Overview: Trauma-Responsive and Resilience Building Practices for Young Children with Disabilities and Special Needs

• 100: Overview: Trauma-Responsive and Resilience Building Practices for First Responders

​​

Going Deeper 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, and Russian.

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

• 201: Looking at 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 in Early Childhood: Practices for Equity and Resilience

• 500: Trauma-Responsive, Strength Based and Reflective Leadership and Supervision

• 600: Trauma-Responsive Practices for Leaders: Creating and Sustaining Healing Engaged Organizations

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

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

​

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)

• Attachment and Strategies that Heal (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)

• 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)

• Developing Curriculum to Teach Children about their Brain (A20)

• Difference Between a Trauma Trigger and a Challenging Behavior (A21)

• Environment Triggers that Affect Arousal States (A22)

• Environments 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 (A27)

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

• Learning About the Different Parts of the Brain and How it Impacts Behavior (A29)

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

• Meaning Behind Challenging Behavior (A31)

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

• Neurobiology of a Trauma Trigger (A33)

• Neuroplasticity and the Power to Rewire the Brain (A34)

• Neurobiology of Stress on the Brain and Behavior (A35)

• Objects and Activities that Calm the Sensory System (A36)

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

• Play to Learn and Learn to Play (Ages 0-3) (A38)

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

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

• Preventing Challenging Behavior (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 (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)

• What Does it Mean and How Do I Give Every Child a Voice Impacted by Trauma or Toxic Stress? (A68)

• Promoting Sensory Literacy and Body Awareness for Young 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 Early Childhood Educators (A72)

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

​

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)

​

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)

​

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)

​

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)