Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Course Materials

    4. Course Catalog

    1. Understanding Adversity and the Emotional, Psychological, and Physiological Impacts of a Trauma Response (1:15:37)

    1. Chapter 1 Quiz

    1. Mental Toughness and Self-Care (1:16:02)

    1. Chapter 2 Quiz

    1. Creating Positive Learning Environments That Build Connectedness, Belonging and Contribution (1:05:34)

About this course

  • $189.00
  • 6.0 Contact Hours

Learning Objectives

  • Define adversity and articulate the variables that influence
    our stress response
  • Describe the emotional, psychological, and physiological
    impact of trauma responses
  • Describe how self-awareness and self-care contribute to
    stress reduction
  • Describe how to create predictable, safe, and positive
    learning environments
  • Describe how to build community and connectedness in the
    classroom
  • Describe how to increase students’ sense of self, belonging,
    and contribution to the learning community
  • Describe how to increase emotional intelligence, social
    competencies, and intrapersonal skills
  • Examine ways to engage positively with families

Meet Your Instructor

Lynne DeSousa

Lynne DeSousa, MS, School Psychologist is a Multi-Tiered System of Supports (MTSS) Specialist and the Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) Integration Coordinator for the Colorado Department of Education (CDE). In more than 26 years in education, she has served as a CDE Regional Implementation Consultant, a district PBIS/Mental Health coordinator, school-based PBIS Facilitator, a school psychologist, and a counselor. She brings a unique perspective to the work of alignment and integration within a multi-tiered framework and how to effectively and efficiently layer a continuum of evidence-based practices that matches supports to student need. Lynne has an M.S. in School Psychology from California State University, Fresno. Financial disclosure: Ms. DeSousa is employed by the Colorado Department of Education, and she receives speaking and consulting fees. There are no non-financial relationships to disclose.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, School Counselors, Speech-Language Pathologists, Occupational Therapists, Physical Therapists, Math Specialists, Title 1 Teachers, Clinical Psychologists, School Psychologists, Social Workers, Resource Room Teachers, Behavior Specialists, Autism Specialists, Instructional Assistants, Paraprofessionals, Instructional Coaches, Reading Specialists, ELL Teachers

Target Age Range: preK- Grade 12

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.6

  • NASP credit hours: 6

  • NASW hours: 6

  • AOTA CEUs: 0.6

  • Graduate Credit

  • Clock Hours

Learn More About Credits

Click here for details about available credit programs.

 

Articles Related to This Course

Atkins, M. S., McKay, M. M., Arvanitis, P., London, L., Madison, S., Costigan, C., Bennett, D. (1998). An ecological model for school-based mental health services for urban low-income aggressive children. Journal of Behavioral Health Services & Research, 25, 64–75.

Cook, C. R., Grady, E. A., Long, A. C., Renshaw, T., Codding, R.S., Fiat, A., Larson, M. (2016). Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior. Journal of Positive Behavior Interventions 1–11.

Horner, R. H., Sugai, G., Smolkowski, S. K., Eber, L., Jean, L. P., Todd, A. W., Esperanza, J., (2009) A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions, Volume 11 Number 3.

Pas ET, Bradshaw CP, Hershfeldt PA, Leaf PJ. A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly. 2010;25:13–27.

Bradshaw CP, Waasdorp TE, Leaf PJ. Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. 2012;130:e1136–e1145.

Horner RH, Sugai G, Anderson CM. Examining the evidence base for schoolwide positive behavior support. Focus on Exceptional Children. 2010;42:1–14.

Bradshaw CP, Bottiani J, Osher D, Sugai G. Integrating Positive Behavioral Interventions and Supports (PBIS) and social emotional learning. In: Weist MD, Lever NA, Bradshaw CP, Owens J, editors. Handbook of School Mental Health: Advancing Practice and Research. 2nd ed. New York, NY: Springer; 2014.

Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111-124.

Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24(4), 448-479.

Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., Pfenninger Saint Gillle, M. (2016). School- Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students: A Systematic Review of Research from 1990 to 2015. School Mental Health, 8:7–43.

Porche, M. V., Costello, D. M.,Rosen-Reynoso, M., (2016). Adverse Family Experiences, Child Mental Health,and Educational Outcomes for a National Sample of Students. School Mental Health, 8:44–60.

Chafouleas, S, M., Austin H. Johnson, A. H., Stacy Overstreet, S., Natascha M. Santos, N. M. (2016). Toward a Blueprint for Trauma-Informed Service Delivery in Schools. School Mental Health, 8:144–162.