Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Course Materials

    4. Course Catalog

    1. The ED paradox for schools; Defining sources of stress and trauma on children; How anxiety impacts learning and social emotional development

    1. Chapter 1 Quiz

    1. Six key brain regions involved with emotional dysregulation; The impact of the pandemic on cognition and social-emotional regulation

    1. Chapter 2 Quiz

    1. How to develop a trauma-informed school; Collaborative problem solving and fostering emotional resiliency

About this course

  • $200.00
  • 6.5 Contact Hours

Learning Objectives

Articulate the prevalence of trauma and stress for school-aged children and the various sources from which trauma can occur

Describe the neural architecture of emotional functioning by examining six key brain regions responsible for behavioral self-regulation

Identify five essential steps toward the development of a “trauma-informed” school

Explain the merits of utilizing a collaborative problem-solving approach to develop greater emotional resiliency for all children

Implement effective assessment strategies, screening tools, and classroom interventions for children with emotional self-regulation and behavioral disorders

Meet Your Instructor

Steven Feifer

Steven G. Feifer, DEd, ABSNP is an internationally renowned speaker and author in the field of learning disabilities and has authored eight books on learning and emotional disorders in children. He has nearly 20 years of experience as a school psychologist and is dually certified in school neuropsychology. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008 and awarded the 2009 National School Psychologist of the Year. He was the recipient of the 2018 Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer serves as a consultant to a variety of school districts and is a popular presenter at state and national conferences. He has authored two tests on diagnosing learning disabilities in children; the FAR and FAM, both published by PAR. Financial disclosure: Dr. Feifer is in private practice and receives royalties from his publisher, PAR. He receives speaking and consulting fees. There are no non-financial disclosures.

Target Audience

Target Audience: General Education Teachers, Special Education Teachers, Resource Room Teachers, Title 1 Teachers, Psychologists, School Psychologists, School Counselors, Social Workers, Case Managers, Behavior Specialists, Occupational Therapists, Speech-Language Pathologists, Principals/Administrators, Professional Support Staff

Target Age Range: Pre-kindergarten - 21 years

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.65

  • NASP credit hours: 6.5

  • NASW hours: 6.5

  • AOTA CEUs: 0.65

  • Graduate Credit

  • Clock Hours

  • APA credit: 6.5 hours

Learn More About Credits

Click here for details about available credit programs.

 

Articles Related to This Course

Feifer, S. G. (2019). The neuropsychology of stress and trauma: How to develop a trauma informed school. School Neuropsych Press: Middletown, MD.

Immordino-Yang, M. H. (2016). Emotion, sociality, and the brain’s default mode network. Policy Insights from the Behavioral and Brain Sciences, 3(2), 211-219.

LeDoux, J. (2012). Rethinking the emotional brain. Neuron, 73(4), 653-676.

Marshall, D. F., Passarotti, A. M., Ryan, K. A., Kamali, M., Saunders, E. F., Pester, B.,. . .& Langenecker,

S. A. (2016). Deficient inhibitory control as an outcome of childhood trauma. Psychiatry Research, 235, 7–12.

Patriquin, M. A., & Mathew, S. J. (2017). The neurobiological mechanisms of generalized anxiety disorder and chronic stress. Chronic Stress. doi.org/10.1177/2470547017703993

Pine, D. S. (2007). Research review: A neuroscience framework for pediatric anxiety disorders. The Journal of Child Psychology and Psychiatry, 48(7), 631-648.

Porges, S., & Dana, D. (Eds.). (2018). Clinical applications of the Polyvagal Theory: The emergence of polyvagal informed therapies. New York: W.W. Norton.

Wycoff, K., & Franzese, B. (2019). Essentials of trauma-informed assessment and intervention in school and community settings. Hoboken, NJ: John Wiley and Sons.