Using Trauma-Informed and Healing-Centered Practices
Understand the impact of trauma on youth and apply asset-first strategies to support their healthy development.
Full Course Description
Support youth development with compassion through our Using Trauma-Informed and Healing-Centered Practices Online Course. This 2-hour course equips educators and youth workers with strategies to create nurturing environments for healing and growth. Learn trauma-informed practices, social-emotional learning (SEL), and asset-based approaches to help youth thrive. Enroll today to enhance your ability to support traumatized youth and foster a healing-centered environment.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
School's Out Washington Quality Improvement Standards
- 1. Being welcomed into safe spaces that center their own cultures and communities
- 2. Having positive, meaningful relationships with program staff and youth
- 3. Participating in activities that encourage self-expression and inspire them to discover their passions
- 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
- 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
- 8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served
Department of Children, Youth & Families: Child Care Provider Training Requirements
- 1. Child/adolescent growth and development
- 2. Learning environment and curriculum
- 4. Families, communities, and schools
- 5. Safety and wellness
- 6. Interactions with children/youth
- 8. Professional development and leadership
- 9. Cultural competency and responsiveness
- 11. Other training as appropriate
Child Care Core of Knowledge
- 1. Child Development
Out-of-School Time Program Quality Standards
- Administrative Quality Standards
- Program Quality Standards
Program Quality Standards
- I. Youth Program Climate
Administrative Quality Standards
- I. Youth Program Design and Accountability
- III. Health, Safety and Program Space
- IV. Youth Program Staffing and Professional Development
Early Childhood - Continuing Education
- 1. Child Development
- 2. Child Guidance
- 3. Child Abuse Prevention
- 6. Learning Activities
Afterschool Program Quality Institute
- 2. Relationships and Connections
- 3. Programming
- 4. Youth Participation and Engagement
Early Care and Education Knowledge Base
- 1. Child Development
- 2. Family and community partnerships
- 4. Teaching and engagement
- 5. Curriculum and learning environment
- 6. Professionalism
Guiding Principles for Quality OST Programs
- 1. Safe & Supportive Environment
- 3. Skill Building
- 4. Positive & Empowering Relationships
- 5. Youth Voice & Leadership
- 7. Inclusion & Access
- 8. Cultural Responsiveness
- 11. Collaborative Relationships
Childcare Program: Continuing Education
- 1. Child development
- 3. Caring for children with exceptionalities
- 7. Behavior guidance
- 8. Leadership, child care administration, or mentoring
- 10. Working with families
- 11. Legal issues in child care
- 12. Child abuse and neglect
Child Care Training Regulations
- 1. Child Development
- 4. Positive behavior management
- 6. Supervision of children
- 18. Preventing, recognizing, and reporting child abuse and neglect
- 21. Providing developmentally appropriate activities and experiences for children
- 22. Inclusion of children with special needs
Guidelines for Afterschool, Summer, and Youth Development Programs
- 1. Relationships
- 3. Programming and Activities
- 4. Youth Leadership and Engagement
- 6. Cultural Competency, Responsiveness, and Inclusion
- 7. Assessment, Planning, and Program Improvement
- 8. Staff and Professional Development
ECE Competencies
- 1. Child Development and Learning
- 3. Relationships, Interactions, and Guidance
- 7. Special Needs and Inclusion
- 8. Learning Environments and Curriculum
Quality Standards for Expanded Learning
- 1. Safe and Supportive Environment
- 3. Skill Building
- 4. Youth Voice and Leadership
- 5. Healthy Choices and Behaviors
- 6. Diversity, Access and Equity
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
- 5. Teaching and learning
- 7. Interactions and guidance
MOST (Michigan Out-of-School Time) Standards of Quality
- 1. Health, Safety
- 2. Human Relationships
- 5. Program Activities
Teachers of Early Childhood Education Subject Matter Standards
- 1. Child Development and Learning
- 2. Developmentally appropriate learning experiences
- 4. Assessment, evaluation, and individualization
- 5. Historical and contemporary development of early childhood education
Ignite Afterschool
- 1. Intentional Program Design
- 2. Supportive Relationships and Environments
- 3. Youth Voice and Leadership
- 4. Responsiveness to Culture and Identity
Early Care & Education Professional Development Content Areas
- 1. Child Development and Learning in Context
- 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
- 8. Professional Development and Leadership
Early Care and Education Professional Competency Goals for Staff
- 1. Child development, including discipline, guidance, nutrition, injury control and safety
Afterschool & Youth Development Standards
- 1. Programming & Youth Development
- 3. Environment & Climate
- 4. Relationships
- 6. Staffing & Professional Development
- 7. Organizational Practices
Early Care and Education Professional Competency Goals for Directors
- d. Developmentally appropriate practices
Core Competencies for Early Childhood Practitioners
- 1. Child growth and development
- 4. Family and community partnerships
- 5. Learning environments and curriculum
- 6. Interactions with children
- 8. Professionalism and leadership
Afterschool Network Best Practices
- 1. Prepared Staff
- 4. Promotion of Varied Youth Engagement
- 7. Sustained Student Attendance and Access
All Staff Annual Training
- 1. Child growth and development
- 2. Social and Emotional Development
- 3. Child Guidance
- 5. Special Needs
- 6. Professional Development
Afterschool Alliance Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 4. Promotion of Varied Youth Engagement
- 6. Promotion of Safety, Health and Wellness
- 7. Sustained Student Attendance and Access
Director Annual Training
- 4. Child Guidance
- 5. Professional Development
Early Learning Staff Professional Development Areas
- All Staff Annual Training
- Director Annual Training
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
- 1. Child growth and development
- 3. Guidance and behavior management
- 9. Communication and relations with staff
- 10. Cultural diversity
- 11. Learning environments
- 12. Age-appropriate activities and planning
- 13. Professionalism
- 14. Partnerships with parents
- 15. Inclusion of all children
Competencies for Early Childhood Educators and Administrators
- 1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
- 2. Child observation and assessment
- 6. Professional development and leadership
- 8. Teaching practices
OST Quality Guidelines
- 1. Diverstiy, Equity, and Inclusion
- 3. Human Relationships
- 5. Staff Qualifications and Training
- 6. Youth Development and Engagement
Academic Standards: Essential Skills
- 2. Personal Skills
- 3. Civic/Interpersonal Skills
Early Childhood Education and Care Department
- 1. Child growth, development, and learning
- 3. Family and community collaboration
- 4. Developmentally appropriate content
- 5. Learning environment and curriculum implementation
- 7. Professionalism
Out-of-School Time (NMOST) Guiding Principles
- 3. Relationships
- 4. Family and Community Partnerships
- 6. Programming
- 8. Staffing and Professional Development
Department of Early Learning and Care: Training
- 1. Diversity
- 2. Family and Community Systems
- 3. Human Growth and Development
- 5. Learning Environments and Curriculum
- 7. Personal, Professional & Leadership Development
- 8. Program Management
- 9. Special Needs
- 10. Understanding and Guiding Behavior
Afterschool Network Quality Standards
- 1. Environment
- 2. Relationships
- 4. Programming
Early Childhood Professional Learning Categories
- 1. Learning Communities
- 2. Leadership
- 5. Learning Designs
- 6. Implementation
- 7. Outcomes
Network for Youth Success Quality Self-Assessment (QSA) Tool
- 1. Environment & Climate
- 3. Relationships
- 4. Staffing & Professional Development
- 5. Programming & Activities
- 7. Youth Participation & Engagement to Care
- 8. Parent, Family, & Community Partnerships
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.
- 6. Ability to promote responsible and healthy decision-making among all participants.
School Age Child Care
- 1. Principles of Childhood Development
- 2. Nutrition and Health Needs of Infants and Children
- 6. Child Abuse and Maltreatment Identification and Prevention
- 10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
Afterschool Quality Standards
- 1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
- 2. Staff and Youth Relationships
- 3. Youth Participation, Learning, and Engagement
- 7. Staffing and Professional Development
Standards of Early Learning and Development
- 3. Quality Child Care and Licensing
- 4. The Child Care Professional and the Family
- 6. Positive Discipline and Guidance
Afterschool Network Quality Standards
- 1. Foster positive relationships between program participants and staff
- 4. Promote high levels of student engagement
- 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Early Childhood: Child Care Center Training Topics
- 7. Principles of child growth and development, including brain development
- 8. Prevention of shaken baby syndrome and abusive head trauma, and coping with crying babies
Afterschool Network
- 1. Guidance toward healthy relationships
- 3. Health, wellness, and safety
- 6. Learning environment
- 7. Program planning and evaluation
Child Care Training & Education
- Standard 1: Learning Environment/Developmentally Appropriate Practice
- Standard 3: Staff Qualifications and Professional Development
After School Program Quality Standards and Indicators
- 1. Health, Safety and the Environment
- 2. Relationships
- 3. Programming and Activities
- 4. Staffing and Professional Development
Early Learning and Development Standards
- 2. Social and Emotional Development
- 5. Cognitive Development
Afterschool Standards
- 1. Human Relationships
- 3. Programming and Activities
Core Knowledge and Competencies
- 3. Observation and Assessment
- 4. Learning Environment and Curriculum
Building Blocks for Out-of-School Time Quality
- 1. Intentional Program Design
- 2. Supportive Relationships & Environments
- 3. Youth Voice, Leadership, and Engagement
- 4. Responsiveness to Culture & Identity
- 7. Ongoing Staff Support and Volunteer Development
- 8. Youth Safety and Wellness
Early Learning eGuidelines Competencies
- 1. Introduction to Inclusive Child Care
- 4. Preparing for and Including Young Children in the Child Care Setting
- a. Introduction to Inclusive Child Care
- d. Preparing for and Including Young Children in the Child Care Setting
Core Knowledge and Competencies for Early Childhood Professionals
- 1. Management
- 2. Child and youth development
- 3. Child safety, abuse, and neglect
West Virginia Afterschool Program Quality Standards
- 2. Diversity, Equity and Inclusion
- 4. Health, Safety and Nutrition
- 5. Indoor and Outdoor Environments
- 6. Intentional Relationships
- 8. Activities
Program Quality Practices
- 1. Physical Environment, Curriculum, and Program Activities
- 2. Assessment, Planning, and Improvement
- 3. Relationships
- 4. Child and Youth Engagement
- 5. Families and Communities
- 6. Safety, Health, and Wellness
- 7. Leadership and Administration
- 8. Professional Development
Afterschool Alliance's Quality Standards
- 1. Planning a safe, healthy learning environment
- 2. Steps to advance children’s physical and intellectual development
- 3. Positive ways to support children’s social and emotional development
- 8. Principles of child growth and development
Child Care Centers Professional Growth and Development Training Requirements
- 1. Planning a safe, healthy learning environment (includes nutrition)
- 2. Steps to advance children’s physical and intellectual development
- 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
- 8. Principles of child growth and development
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
- 1. Proper supervision of children
- 2. Behavioral guidance practices
Standards for Quality Afterschool Programs
- 1. Safe and Appropriate Program Environments and Facilities
- 4. Positive Youth Development
Workforce Knowledge and Competencies
- 2. Alignment with CDELS
- 2. Learning Environment and Curriculum (LEC)
- 3. Positive Interactions (PI)
- 5. Child Observation and Assessment (COA)Â
Quality Afterschool Guidelines
- 1. Quality Environments
- 2. Supporting Children and Youth
- 4. Safe Environments
- 6. Quality Staff
Hawaii OST Quality Guidelines
- 2a. Youth Learning and Development
- 2b. Staff Professional Development and Leadership
- 3c. Health, Safety, and Emergencies
After School Network
- 1. Relationships — Interactions and Engagement
- 3. Environment
- 5. Safety
Virginia Partnership for Out-of-School Time Quality Standards
- 1. Relationships, Culture & Diversity
- 2. Staffing, Volunteers & Professional Development
- 5. Active & Engaged Learning
- 8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
- 10. Inclusion of All Children
- 12. Recognition and Reporting of Child Abuse and Neglect
- 13. Foundations of Child Development and Approaches to Learning
Core Competencies for Early Childhood Professionals
- 1. Safe Environments
- 2. Healthy Environments
- 3. Learning Environments
- 5. Cognitive Learning
- 6. Communication
- 8. Self-Esteem
- 9. Social Development
- 10. Guidance
- 11. Family Relationships
- 13. Professionalism
Goals for Program Management and Delivery
- 1. Safe, Healthy, and Orderly Environment
- 2. Qualified and Diverse Staff
- 3. Opportunities to Learn in Diverse Environments
Goals for Program Connections
- 4. Positive Participant and Staff Interactions
- 6. Consistent Participant Attendance
Goals for Program Participants
- 9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
- a. Planning a safe, healthy learning environment
- c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
- Goals for Program Connections
- Goals for Program Management and Delivery
- Goals for Program Participants
The National Association for the Education of Young Children (NAEYC) Training
- 2. Child growth and development
- 4. Planning learning activities
- 5. Guidance and discipline techniques
- 10. Professional issues
Child Growth and Development
- 2. Children with special needs
- 2. Interpersonal Relationships
- 4. Program Environment
- 5. Health and Safety
- 6. Social/emotional development
- 7. Challenging behaviors
- 8. Cognitive development
- 9. Health and wellness
Child Growth and Development
- 2. Children with special needs
- 2. Interpersonal Relationships
- 4. Program Environment
- 5. Health and Safety
- 6. Social/emotional development
- 7. Challenging behaviors
- 8. Cognitive development
- 9. Health and wellness
Family/Community Relations
- 3. Transitioning
Career Development
- 4. Using child care tools
- 6. Strategic leadership and planning
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
Early Childhood Educator Requirements: Birth to Second Grade
- 2. Developmental curriculum planning/ environment and curriculum
- 4. Positive behavior management/social-emotional development
Department of Early Education & Care Standards
- 2. Planning Programs and Environments for Young Children
- 10. Supervision or Staff Development in Early Childhood Education
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
- 2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
- Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standards for Quality Afterschool Programs
- 2. Program Management and Staff
- 3. Communication and Interaction
- 4. Program Structure and Activities
- 6. Program Environment
Department of Children and Families (Annual In-Service Training)
- 7. Behavior management
- 16. Guidance and discipline
- 22. Developing special interest centers/spaces and environments
Afterschool Program Quality Guidelines
- 2. Programming
- 3. Relationships
- 5. Professional Development
Quality Standards for OST Programs
- 2: Relationships and Interactions
- 3: Youth-Centered Program Design
- 4: Leadership and Management
Afterschool & Out-of-School Time Professional Network
- 3. Human Relationships
- 5. Programming and Activities
- 6. Safety and Environmental Health
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
- vi. Creating a classroom environment
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
- 3. Programming and Activities
- 4. Diversity and Inclusion in Programming
- 6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
- Annual Training (1) Child growth and development
- Annual Training (2) Guidance and discipline
- Annual Training (3) Age-appropriate curriculum
- Annual Training (4) Teacher-child interaction
- Pre-Service 1. Developmental stages of children
- Pre-Service 2. Age-appropriate activities for children
- Pre-Service 3. Positive guidance and discipline of children
- Pre-Service 4. Fostering children’s self-esteem
- Pre-Service 6. Positive interaction with children
Statewide Afterschool Quality Standards
- 4. Professional Development and Qualifications
- 6. Youth Development, Programming, and Activities
B-3 Continuum
- 5. Joint Professional Development
National Afterschool Association Competencies
- 6. Cultural Competency and Responsiveness
Quality Standards for Out-of-School Time Programs
- A. Safe and Healthy Environments
- B. Positive Relationships
- C. Intentional Programming and Activities
- D. Equity and Inclusion
Early Childhood Education Professional Learning Standards
- C. Program administration, planning, development, or management
Quality Standards for Nevada OST Programs
- a. Youth Development & Social Emotional Learning
- b. Health, Safety and Security of the Physical Environment
- c. Program Management & Professional Development
- d. Program Structure, Curriculum & Activities
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
Department of Education and Early Development (DEED)
- Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Division of Early Care and Education: Staff Development
- i. Child growth and development
- k. Guiding children’s behavior
- r. Business operations
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard II: Creates/Maintains Environments
- 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
