
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.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
West Virginia Afterschool Program Quality Standards
- 1. Administration
- 3. Family, School and Community Connection
- 6. Intentional Relationships
- 7. Leadership and Professionalism
Core Knowledge and Competencies for Early Childhood Professionals
- 1. Management
National Afterschool Association Competencies
- 1. Child and Youth Growth and Development
- 2. Learning Environment and Curriculum
- 4. Interactions with Children and Youth
Early Care and Education Knowledge Base
- 1. Child Development
- 2. Family and community partnerships
- 3. Observation, documentation and assessment
- 4. Teaching and engagement
- 5. Curriculum and learning environment
- 6. Professionalism
Guiding Principles for Quality OST Programs
- 3. Skill Building
- 5. Youth Voice & Leadership
- 9. Quality Staff
- 10. Clear Vision, Mission & Purpose
- 11. Collaborative Relationships
- 13. Program Management
- 14. Sustainability
Childcare Program: Continuing Education
- 1. Child development
- 7. Behavior guidance
- 8. Leadership, child care administration, or mentoring
- 10. Working with families
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
- 1. Child development and learning
- 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
Teachers of Early Childhood Education Subject Matter Standards
- 1. Child Development and Learning
- 3. Relationships with families
- 6. Professionalism
Ignite Afterschool
- 3. Youth Voice and Leadership
- 5. Community Family and Engagement
- 6. Organizational Management, Staff Support and Youth Safety
Early Care & Education Professional Development Content Areas
- 1. Child Development and Learning in Context
- 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
Early Care and Education Professional Competency Goals for Staff
- 1. Child development, including discipline, guidance, nutrition, injury control and safety
- 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
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
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 Network Best Practices
- 1. Prepared Staff
Core Competencies for Early Childhood Practitioners
- 4. Family and community partnerships
- 5. Learning environments and curriculum
- 6. Interactions with children
- 7. Program planning, development and evaluation
- 8. Professionalism and leadership
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
Quality Afterschool Guidelines
- 3. Engaging Families
- 5. Commitment to Quality
- 6. Quality Staff
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)
- 3. Positive Interactions (PI)
- 4. Family Engagement (FE)
- 7. Professionalism and Leadership (PL)
Standards for Quality Afterschool Programs
- 2. Ongoing Training and Staff Development
- 5. Community Partnerships
The National Association for the Education of Young Children (NAEYC) Training
- 2. Child growth and development
- 6. Linkages with community services
- 7. Communications and relations with families
- 9. Advocacy for early childhood programs
- 10. Professional issues
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
Department of Early Learning and Care: Training
- 2. Family and Community Systems
- 5. Learning Environments and Curriculum
- 7. Personal, Professional & Leadership Development
School's Out Washington Quality Improvement Standards
- 2. Having positive, meaningful relationships with program staff and youth
- 4. Engaging in learning opportunities that build academic, life, and career skills
- 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
- 6. Identifying their own strengths and recognizing areas for growth
Department of Children, Youth & Families: Child Care Provider Training Requirements
- 2. Learning environment and curriculum
- 4. Families, communities, and schools
- 6. Interactions with children/youth
- 7. Program planning and development
- 8. Professional development and leadership
- 9. Cultural competency and responsiveness
Standards for Quality Afterschool Programs
- 2. Program Management and Staff
- 3. Communication and Interaction
Department of Children and Families (Annual In-Service Training)
- 7. Behavior management
- 8. Working with families
- 16. Guidance and discipline
- 18. Leadership development/program management and child care personnel supervision
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
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
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
Afterschool Network
- 9. Connecting with families, schools, and communities
- 10. Professionalism
Child Care Training & Education
- Standard 4: Administration and Business Practices
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
- r. Business operations
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard II: Creates/Maintains Environments
- Standard III: Implements Instruction
- Standard IV: Assesses & Communicates Learning Results
- Standard V: Reflects/Evaluates Teaching/Learning
- Standard VI: Collaborates with Colleagues/Families/Others
- Standard VII: Engages in Professional Development
- Standard VIII: Supports Families
- Standard X: Provides Leadership Within School/Community/Profession
Course Content
Module 1: Course Overview

Course Includes
- 29 Lessons
- 3 Topics
- 5 Check-ins
- Course Certificate