Content:

Conducting a trauma-informed care training is a good start, but how can schools continue the journey of meeting the needs of children with trauma histories, and how do we measure that progress?

What does it mean for schools to not only create awareness, but continue to grow in all areas of trauma-informed core principles to become fully Trauma-Invested in practices and processes?

When we create systems and processes that meet the needs of students with impacts of trauma, we can be assured that our systems meet the needs of ALL students to achieve.

What will I learn?

• PRINCIPLES that clearly define what it means for a system or an individual classroom to be trauma-informed
• COMPARISONS of how traditional systems align to trauma-informed principles as compared to trauma-informed systems
• PROCESSES to assess where your classroom, school or agency is currently at on the journey to becoming trauma-informed
• ACTIVITIES to plan actionable steps and strategies to continue down the road to becoming more trauma-informed
• APPLICATION of how to take the information learned and create successful and effective systems, routines and approaches

This workshop-style training is intended for educators - administrators, classroom teachers, school counselors, educational assistants, etc. Participants will experience a combination of didactic instruction, visuals, and examples, followed by hands-on creation of a plan to take back to their particular setting to implement with students who struggle due to trauma impacts or other causes of chronic challenging behavior.

Trainers:

Rick Bowman, M.A., Clinical Psychology is a Certified Trauma Practitioner - Clinical (CTP-C®), a Think:Kids Certified Collaborative Problem Solving Trainer, and holds an Oregon K-12 Administrative license. His training and consultation background has included mental health and human service agencies, non-profits, and corporations, as well as speaking/consulting internationally in Russia, Cuba, and Jamaica.

Rick has been employed as a Clinical Psychologist, Community College Professor, Assistant Principal, Alternative School Director, Student Services Director, and non-profit Assistant Executive Director. His recent implementations of CPS have been:

-- With children in a non-profit alternative middle school and high school setting in the David Douglas School District in Southeast Portland where students face significant barriers to their social, emotional and educational progress such as homelessness, severe poverty, drug & gang involvement, and disengagement from school.

-- With teens in a Long Term Care and Treatment school for students in Level 5 residential foster care who have experienced significant trauma.

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Doris Bowman, M.S.Ed. is a Certified Trauma Practitioner of Education® (CTP-E), a Certified Trauma Practitioner - Clinical (CTP-C®), a certified special educator and certified administrator in the state of Oregon. She is a Think:Kids Certified CPS Trainer, and a Parent Coaching Institute Certified Parent Coach®. She has co-authored Going to Bed is Easy Now, and Going to School is Easy Now, the first two in a series of children's' books designed to support children with challenging behavior (www.easynowbooks.com). She has a broad background in special education and behavior consultation with over 20 years experience working with and supporting children with challenging behaviors and their families.