Trainings and ProgramsCalendar

This six-module curriculum developed by the National Child Traumatic Stress Network explores the complexities of parenting a child with Intellectual or Developmental Disabilities (IDD) with the view toward recovery from trauma for this population. Using knowledge learned through this offering, foster parents can better advocate for a child’s safety, well-being, happiness, and recovery through trauma-informed practice and move away from the strict behavior containment and compliance often used with the IDD population.

Children with histories of abuse and neglect tend to exhibit challenging behaviors such as chronic lying, stealing, aggression, difficulties with eating and/or sleeping. Trauma-focused parenting is discussed, emphasizing the impact of trauma on brain development. Ensuring a child’s physical, emotional and psychological safety is paramount to decreasing behavioral issues and changing the brain’s default for appropriate behavioral responses. The National Child Traumatic Stress Network curriculum is utilized and supported with additional material/videos from professionals in developmental trauma. 18 hours of class time is
covered in six consecutive weeks.

Children with histories of abuse and neglect tend to exhibit challenging behaviors such as chronic lying, stealing, aggression, difficulties with eating and/or sleeping. Trauma-focused parenting is discussed, emphasizing the impact of trauma on brain development. Ensuring a child’s physical, emotional and psychological safety is paramount to decreasing behavioral issues and changing the brain’s default for appropriate behavioral responses. The National Child Traumatic Stress Network curriculum is utilized and supported with additional material/videos from professionals in developmental trauma. 18 hours of class time is
covered in six consecutive weeks.

Children with histories of abuse and neglect tend to exhibit challenging behaviors such as chronic lying, stealing, aggression, difficulties with eating and/or sleeping. Trauma-focused parenting is discussed, emphasizing the impact of trauma on brain development. Ensuring a child’s physical, emotional and psychological safety is paramount to decreasing behavioral issues and changing the brain’s default for appropriate behavioral responses. The National Child Traumatic Stress Network curriculum is utilized and supported with additional material/videos from professionals in developmental trauma. 18 hours of class time is
covered in six consecutive weeks.

Children with histories of abuse and neglect tend to exhibit challenging behaviors such as chronic lying, stealing, aggression, difficulties with eating and/or sleeping. Trauma-focused parenting is discussed, emphasizing the impact of trauma on brain development. Ensuring a child’s physical, emotional and psychological safety is paramount to decreasing behavioral issues and changing the brain’s default for appropriate behavioral responses. The National Child Traumatic Stress Network curriculum is utilized and supported with additional material/videos from professionals in developmental trauma. 18 hours of class time is
covered in six consecutive weeks.

Children with histories of abuse and neglect tend to exhibit challenging behaviors such as chronic lying, stealing, aggression, difficulties with eating and/or sleeping. Trauma-focused parenting is discussed, emphasizing the impact of trauma on brain development. Ensuring a child’s physical, emotional and psychological safety is paramount to decreasing behavioral issues and changing the brain’s default for appropriate behavioral responses. The National Child Traumatic Stress Network curriculum is utilized and supported with additional material/videos from professionals in developmental trauma. 18 hours of class time is
covered in six consecutive weeks.

This seven-hour training was developed by the National Center for Child Welfare Excellence at the Silberman School of Social Work to increase the competency of those caring for children who identify with the LGBTQ community. The first half is designed to have participants assess their own values and beliefs and learn the basic information about this sector’s risks and needs, specifically within foster care. The second class is devoted to skill development through a series of fast past scenarios entitled, “What to Do, What to Say.”