Use holistic communication strategies to promote healing and empower youth, families, and staff to express their needs and aspirations.
Full Course Description
Elevate your professional interactions with our High-Impact Communication Online Course. This 2-hour training empowers educators, youth workers, and counselors to master trauma-informed and healing-centered communication. Learn reflective listening, empathetic engagement, and strategies to de-escalate tense situations while enhancing clarity in written and verbal interactions. By the end, you’ll be equipped to foster understanding and build stronger, more supportive relationships in youth-focused settings. Enroll today to transform your communication skills and create lasting impact.
Course Outcomes
By the end of this course, you will be able to:
Discuss the difference between trauma-informed and healing-centered.
Understand the steps to creating healing-centered engagement.
Practice de-escalation techniques.
Facilitate communication that centers healing.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
Early Childhood Education and Care Department
1. Child growth, development, and learning
3. Family and community collaboration
5. Learning environment and curriculum implementation
7. Professionalism
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
4. Family and Community Partnerships
7. Administration and Organizational Development
8. Staffing and Professional Development
B-3 Continuum
1. Community Partnerships
3. Family Engagement & Parent Leadership
5. Joint Professional Development
Statewide Afterschool Quality Standards
3. Administration
4. Professional Development and Qualifications
5. Family and Community Partnerships
Afterschool Network Quality Standards
1. Environment
2. Relationships
3. Community Involvement
6. Administration
Early Childhood Professional Learning Categories
1. Learning Communities
2. Leadership
3. Resources
5. Learning Designs
6. Implementation
Career Development
1. Ethics and professionalism in child care
6. Strategic leadership and planning
8. Marketing
9. Business practices
Family/Community Relations
1. Working with parents and families
6. Community needs assessment
Child Growth and Development
2. Interpersonal Relationships
3. Professionalism
6. Administrative Practices
6. Social/emotional development
7. Challenging behaviors
10. Family/Community Relations
Child Growth and Development
2. Interpersonal Relationships
3. Professionalism
6. Administrative Practices
6. Social/emotional development
7. Challenging behaviors
10. Family/Community Relations
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Career Development
Child Growth and Development
Family/Community Relations
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
4. Promote high levels of student engagement
Early Childhood: Child Care Center Training Topics
6. Prevention, signs, and symptoms of child abuse and neglect, including child sexual abuse, and legal reporting requirements
7. Principles of child growth and development, including brain development
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
3. Building Relationships with Families
4. Preparing for and Including Young Children in the Child Care Setting
c. Building Relationships with Families
d. Preparing for and Including Young Children in the Child Care Setting
Building Blocks for Out-of-School Time Quality
5. Community, School and Family Engagement
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer Development
NYC DYCD Core Competencies for Youth Work Professionals
1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
4. Ability to foster academic and non-academic skills and broaden participant horizons.
Network for Youth Success Quality Self-Assessment (QSA) Tool
2. Administration & Organization
4. Staffing & Professional Development
6. Establishes Strong Links to the School Day
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth
10. Measuring Outcomes & Evaluation
School Age Child Care
5. Business Record Maintenance and Management
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
West Virginia Afterschool Program Quality Standards
3. Family, School and Community Connection
6. Intentional Relationships
7. Leadership and Professionalism
Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment
3. Positive ways to support children’s social and emotional development
4. Strategies to establish productive relationships with families
5. Strategies to manage an effective program operation
6. Maintaining a commitment to professionalism
Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition)
3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
5. Strategies to manage an effective program operation (includes business practices)
6. Maintaining a commitment to professionalism
Afterschool Alliance Best Practices
1. Prepared Staff
5. Development of Strong Community Partners
All Staff Annual Training
2. Social and Emotional Development
3. Child Guidance
6. Professional Development
7. Program Administration
Director Annual Training
4. Child Guidance
5. Professional Development
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
4. Youth Leadership and Engagement
5. Family, School, and Community
6. Cultural Competency, Responsiveness, and Inclusion
8. Staff and Professional Development
9. Administration and Program Management
Child Care Training Regulations
4. Positive behavior management
10. Emergency Response Plan and emergency procedures
13. Recordkeeping, including daily attendance procedures
17. Respectful engagement of families, including daily communication with parents about their child’s activities
18. Preventing, recognizing, and reporting child abuse and neglect
After School Network
1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
3. Environment
6. Staffing/Professional Development
8. Sustainability and Evaluation
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
1: Structure and Management
2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 2: Family-Teacher Partnerships and Community Connections
Standard 3: Child Observation, Documentation, and Assessment
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standard 6: Professionalism as an Early Childhood Educator
Hawaii OST Quality Guidelines
1a. Pilina (Relationships) between Staff and Youth
1b. Pilina (Relationships) between Youth and their Peers
1d. Pilina (Relationships) between Program and Families
1e. Pilina (Relationships) between Programs and Schools
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
3a. Program Administration for Staff
3b. Policies and Procedures
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
2. Behavioral guidance practices
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
5. Family Engagement (FE)Â
8. Professionalism and Leadership (PL)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
5. Community Partnerships
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
6. Family and community
7. Professionalism
8. Management and administration
Early Care & Education Professional Development Content Areas
2. Families - Teacher Partnerships and Community Connections
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
6. Professionalism as an Early Childhood Educator
8. Professional Development and Leadership
Program Content
2. Interpersonal Relations
Afterschool Program Standards
Program Content
Department of Early Learning and Care: Training
2. Family and Community Systems
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership Development
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
National Afterschool Association Competencies
2. Learning Environment and Curriculum
4. Interactions with Children and Youth
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
4. Curriculum
7. Building Family and Community Relationships
9. Program Management, Operation and Evaluation
10. Professionalism and Advocacy
12. Personal Development and Self-Care
Afterschool Program Quality Guidelines
2. Programming
4. Family Involvement
After School Program Quality Standards and Indicators
2. Relationships
4. Staffing and Professional Development
Afterschool Program Quality Institute
2. Relationships and Connections
Early Childhood - Continuing Education
3. Child Abuse Prevention
6. Learning Activities
11. Management/Administrative Education
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
2. Staff and Volunteer Management
5. Family Engagement and Community Partnerships
6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
Annual Training (2) Guidance and discipline
Annual Training (3) Age-appropriate curriculum
Annual Training (4) Teacher-child interaction
Pre-Service 2. Age-appropriate activities for children
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 5. Supervision and safety practices in the care of children
Pre-Service 6. Positive interaction with children
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
Quality Standards for OST Programs
2: Relationships and Interactions
4: Leadership and Management
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
3. Family and community collaboration
4. Program management
5. Teaching and learning
7. Interactions and guidance
8. Child care center administrative rules
MOST (Michigan Out-of-School Time) Standards of Quality
3. Program Staffing
6. Administration
Competencies for Early Childhood Educators and Administrators
3. Family and community partnership
4. Guidance
6. Professional development and leadership
7. Program planning and development
8. Teaching practices
OST Quality Guidelines
3. Human Relationships
4. Partnerships
5. Staff Qualifications and Training
6. Youth Development and Engagement
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
8. Program management and regulation
9. Communication and relations with staff
11. Learning environments
13. Professionalism
14. Partnerships with parents
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
ii. Positive guidance and discipline
iv. Family involvement and communication with families
v. Program planning and development
vi. Creating a classroom environment
Program Quality Practices
3. Relationships
4. Child and Youth Engagement
5. Families and Communities
7. Leadership and Administration
8. Professional Development
ECE Competencies
3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
8. Learning Environments and Curriculum
10. Leadership in Early Childhood Education
11. Professionalism
12. Administration and Supervision
Quality Standards for Expanded Learning
3. Skill Building
4. Youth Voice and Leadership
7. Quality Staff
8. Clear Vision, Mission and Purpose
9. Collaborative Partnerships
10. Continuous Quality Improvement
Afterschool Quality Standards
3. Youth Participation, Learning, and Engagement
4. Family and Community Partnerships
6. Administration and Organizational Development
Standards of Early Learning and Development
4. The Child Care Professional and the Family
Early Care and Education Professional Competency Goals for Staff
4. Business related topics, including parental communication, recordkeeping, etc.
Afterschool & Youth Development Standards
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
8. Evaluation & Outcomes
9. Family & Community Partnerships
Early Care and Education Professional Competency Goals for Directors
b. Business management
c. Communication
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff
Core Knowledge and Competencies
4. Learning Environment and Curriculum
5. Family and Community Engagement
6. Leadership and Professionalism
Afterschool Standards
5. Administration
Core Competencies for Early Childhood Professionals
6. Communication
8. Self-Esteem
9. Social Development
10. Guidance
11. Family Relationships
12. Program Management
13. Professionalism
Child Care Core of Knowledge
6. Community
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Administrative Quality Standards
II. Youth Program Leadership and Sustainability
IV. Youth Program Staffing and Professional Development
Childcare Program: Continuing Education
7. Behavior guidance
8. Leadership, child care administration, or mentoring
10. Working with families
Department of Early Education & Care Standards
9. Family and Community
10. Supervision or Staff Development in Early Childhood Education
12. Child Care Administration
Quality Standards for Out-of-School Time Programs
C. Intentional Programming and Activities
E. Family, School and Community Engagement
F. Program Management
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
Child Care Facilities: Staff Development Topics
c. Positive ways to support children's social and emotional development
d. Strategies to establish productive relationships with families
e. Strategies to manage an effective program operation
f. Maintaining a commitment to professionalism
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
Department of Education: Standards for Professional Development
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
Division of Early Care and Education: Staff Development
