Active Outline

General Information

Course ID (CB01A and CB01B)
C DD079.
Course Title (CB02)
Implementation of Trauma Informed Care and Field Experience
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
An introduction to trauma informed care, approaches for implementation including the assessments of the program. This course will focus on trauma informed practices for administrators, teachers and parents. Students will use field placement to practice and develop skills.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is a stand-alone course. It is also considered specialization units in Infant/toddler/preschool development under the California Child Development Permit. The course provides students the opportunity to learn about the implementation of trauma-informed practices within systems. This course is aligned with California Early Childhood Educator Competencies 1, 2, 3, 4, 11 & 12. This course is aligned with California Center for Infant-Family and Early Childhood Mental Health - Reflective Practice Facilitator I.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
4.5
Maximum Credit Units
4.5

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours1.50.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
18.0
Total
66.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Collaborative learning and small group exercises

In-class exploration of Internet sites

Quiz and examination review performed in class

Discussion of assigned reading

Discussion and problem solving performed in class

Laboratory discussion sessions and quizzes that evaluate the proceedings weekly laboratory exercises

Other:Video-recording, Self-assessment tool, Self-reflection journal with key assigned topics

Assignments

  1. Weekly reading from text, syllabus, articles and supplemental books.
  2. Organization’s self-assessment to develop a trauma-informed and healing program.
  3. Completion of all lab hours and placement paperwork including: placement form, attendance log, supervisor’s mid-quarter and checklist evaluations, and completion of organizational activities.
  4. Videotaping of yourself on reflective inquiry and reflective supervision, to review practices, implement new strategies, and evaluate the organization’s development.
  5. Self-scoring of Adverse Childhood Experiences (ACES), Adverse Childhood Experiences Adapted, and Adverse Childhood Experiences International and Resiliency Scale

Methods of Evaluation

  1. Exams and final exams including essays demonstrating reasoning skills and understanding and implementation of concepts from class content.
  2. A written organizational self-assessment and plan of action to demonstrate the application of class content.
  3. Participation in a weekly lab hours during which the student will demonstrate understanding of trauma informed current topics and issues and organizational practices. Written self-evaluation at mid-quarter and final for analysis of performance.
  4. Video tape critique narrative with an assessment checklist, and an improvement plan aligned with the early childhood competencies.
  5. Written self-reflection journal on class content and lab experiences to evaluate ability to analyze critically and synthesize course content and experiences, including adverse childhood experiences, to formulate personal and professional goals.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • An early childhood education facility

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Sorrels, Barbara. (2015) Reaching and Teaching Children Exposed to Trauma. Gryphon House Inc. : MC

Examples of Supporting Texts and References

AuthorTitlePublisher
Bernard, Bonnie. (2004) Resiliency: What we have learned. West Ed: SF.
Cervantes, W. Ullrich, R. & Matthews, H. Our Children's Fear: Immigration Policy's Effect on Young Children. March 2018: CLASP.
ACES Connection: Trauma Informed Systems http://www.acesconnection.com/blog/models-training-for-developing-trauma-informed-systems-of-care-tisc-1
Child Trends https://www.childtrends.org/child-trends-5/5-ways-trauma-informed-care-supports-childrens-development
The National Traumatic Training Stress Center http://www.nctsn.org/
The National Child Traumatic Stress Network, Training and Technical Assistance Toolkit http://www.nctsn.org
Center of the Study of Social Policy https://www.cssp.org/young-children-their-families/strengtheningfamilies/about
The Language of Trauma and Loss http://westernreservepublicmedia.org/trauma
Healing the Hurt: Trauma-Informed Approaches to the Health of Boys and Young Men of Color, http://www.calendow.org/uploadedFiles/Publications/BMOC/Drexel%20-%20Healing%20the%20Hurt%20-%20Full%20Report.pdf
Healing the Invisible Wounds: Children's Exposure to Violence - A Guide for Families, http://www.safestartcenter.org/pdf/caregiver.pdf

Learning Outcomes and Objectives

Course Objectives

  • Identify early childhood trauma
  • Explain how to maximize physical and psychological safety for children and families
  • Establish trauma-informed practices in Early Learning environments
  • Apply trauma informed screening and assessment tools for programs
  • Create a culture of care and resiliency
  • Apply key elements for implementing trauma-informed care practices within systems of care
  • Develop trauma-informed systems and organizations
  • Apply restorative practices
  • Employ professional attitudes and practices
  • Use self-care strategies to prevent burnout and compassion fatigue
  • Identify trauma informed systems of care within the community
  • Investigate early childhood trauma policy issues

CSLOs

  • Demonstrate the application of trauma-informed practices in working with children and families and within the organization.

Outline

  1. Identify early childhood trauma
    1. What is trauma
    2. How does trauma affect children
    3. Long terms effects of trauma
    4. Impact of trauma in the body and the brain
    5. The influence of culture on trauma
      1. Cultural humility and responsiveness
      2. Trauma and Immigration
      3. Cultural trauma
      4. Historical Trauma
  2. Explain how to maximize physical and psychological safety for children and families
    1. Safety and trauma
    2. Maximizing safety
    3. Promoting safety
  3. Establish trauma-informed practices in Early Learning environments
    1. Adverse Childhood Experiences (ACES) and a provider’s role in responding with a trauma-informed strategy
    2. Harmful effects of exclusionary discipline practices in early childhood settings
      1. Implicit and explicit bias
      2. ssues of racial, ethnic and gender disparities
      3. Negative effects on children with high Adverse Childhood Experiences (ACES) scores
      4. Pre-school expulsion rates
    3. Strategies to leverage and build resilience and protective factors
  4. Apply trauma informed screening and assessment tools for programs
    1. Trauma identification and assessment for organizations
    2. Action planning and monitoring
  5. Create a culture of care and resiliency
    1. Factors that enhance resiliency
    2. Protective factors
    3. Support and promote positive and stable relationships
    4. Promising practices on reliance and protective factors
    5. Identify and building child and family well-being and resiliency
  6. Apply key elements for implementing trauma-informed care practices within systems of care
    1. Organizational practices
    2. Classroom practices
    3. Trauma approaches
    4. Working with parents and systems partners
    5. Enhance the well-being and resilience of those working in the system
    6. Partnering with systems that interact with children and families
    7. Principles of the National Association of Young Children (NAEYC) Code of Ethics
  7. Develop trauma-informed systems and organizations
    1. Strategies for gaining input from all levels of an organization
    2. Organization’s self-assessment
      1. Self-assessment tools
      2. Planning protocols
    3. Comprehensive next steps and action plan
  8. Apply restorative practices
    1. Strategies for communication and self-regulation
      1. Identify emotions
      2. Self-regulation
      3. Problem solving
    2. Conflict management and resolution: Escalation, de-escalation and recovery
  9. Employ professional attitudes and practices
    1. Understanding the principles of the National Association for the Education of the Young Children Code of Ethics
      1. Values
      2. Responsibilities to children, families, colleagues, program and community
    2. Reflective inquiry and reflective supervision
      1. Components of reflective inquiry and supervision
      2. Key skills associated with reflective inquiry and supervision
      3. Strategies for responding versus reacting
      4. Self-awareness and self-reflection as necessary components of on-going professional development
      5. How reflection is trauma informed
      6. Understanding the parallel process amongst providers
  10. Use self-care strategies to prevent burnout and compassion fatigue
    1. Preserving and Nurturing Yourself
    2. The Adverse Childhood Experiences(ACES) study and provider ‘s self-awareness
    3. Mindfulness practices
  11. Identify trauma informed systems of care within the community
    1. Navigating and working with Children, Families and Service Providers in the Early Education and Early Intervention systems
    2. Navigating and working with Children, Families and Service Providers in Child Welfare and Mental Health systems
  12. Investigate early childhood trauma policy issues
    1. Develop a trauma informed workforce
    2. Recruit and train diverse workforce
    3. Increase funding to address childhood adversity
    4. Promote early identification of childhood adversity
    5. Immigration policy and effects on children
    6. Raise public awareness and cultivate trauma-informed systems

Lab Topics

  1. Recruitment of families/children
  2. The network to support and help children
  3. Navigating the system and communication
  4. Access to resources
  5. Referrals
  6. Outreach to serve foster children
  7. Circles of Support
  8. Understanding the systems
  9. Consent at different levels and confidentiality
  10. Legal and visitation rights
  11. Cultural implications
  12. Reflective inquiry and reflective supervision
Back to Top