Early Education Learning Outcomes

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Closed Private Trial Module - Stage 4 and 5: Trauma Informed Education - A Lens into the Classroom

Cognitive Behavioural Education's professional learning modules offer teachers a trauma informed lens into the classroom. Empowering teachers to develop strategies and resource to support the emotional, cognitive and psychological development of students.

Age/Grade Range

Stages 4 and 5




3.5.2; 4.1.2; 4.3.2; 4.4.2;

Trauma Informed Education - A Lens into the Classroom - Stage 4 and 5

Learning outcomes and understandings for participants by completing the 4 modules including:

Module 1: What do we know?  [Neurobiology]

a.    Understand the reptilian, mammalian and thinking brain

  • Hand model of the brain

b.    Understanding ideal neurosequential development 

  • Effect of Attachment and attunement
  • Input of the neurobiology and sensory processing
  • The four lobes of the cerebral cortex

c.    Defining Trauma

  • Evaluating the impact of trauma on the developing brain
  • Adverse Childhood Experience (ACES) and impacts of trauma across the lifespan

Module 2: What do we see? [Behaviour]

a.    Trauma related behaviours in ages 12-15 years

  • Case study – Zoe 14 yrs old
  • Trauma trigger recognition
  • Behavioural presentation of Zoe’s trauma [Case study]

b.    Using the B.E.S.T model for Analytical evaluation of Behaviour

  • Behaviour – what do we see/experience the child doing?
  • Emotions – What is the child feeling?
  • Safety – What are the presenting safety issues?
  • Thoughts – What is the child thinking?

c.   Child’s world view

  • View of self – Who am I?
  • View of others – Who can I trust?
  • View of the world/environment – Where do I fit/belong?

d.   Symptoms of pathological diagnosis or trauma related behaviours 

  • Analysis of diagnostic criteria of trauma and learning or social difficulties for children aged 12-15 years

Module 3: What do we do? [Intervention]   

a.    Neuroplasticity – What is neuroplasticity?

  • How appropriate interventions can rewire the brain
  • Youtube Video link

b.    Behaviour related interventions for early childhood

  • What intervention shouldn’t look like? …restrictive practices
  • What are the practices that we need to replace it with?
  • Using the B.E.S.T model of behaviour analysis to develop individual therapeutic interventions
  • Behavioural interventions – Case Study (Zoe)

c.    Child specific behavioural Interventions

  • How do we use Socratic questioning – engaging with the child to build curiosity or information
  • Interventions to support social skills

d.    Teacher based interventions

  • Emotional regulation and some tools of emotional regulation.
  • The use of PACE in the classroom
  • Co regulation and interactive repair

Module 4: What do we change? [Building Resources – Well-being / Safety]

a.    Tools and resources

In the classroom    

  • Development of classroom rating scale
  • Progressive muscle relaxation for children.
  • In the child-teacher relationship- Building resilience through relationship

In the child-teacher relationship

  • Building resilience through relationship

b.    Ethics in working with Traumatised children.

  • Mandatory reporter responsibilities
  • Mandatory Reporter process
  • Supervision

c.    Vicarious Trauma

  • What is vicarious trauma?
  • How can Vicarious Trauma effect care givers
  • Strategies for managing vicarious trauma.

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