To receive graduate credit, you must complete the following assignments outside of class time:

Textbooks:

For educators: School and Classroom Perspectives

  • Desautels, Lori (2020) Connections Over Compliance: Rewiring Our Perceptions of Discipline.

For school-based mental health professionals: Mental health Perspective

  • Dion, Lisa (2018). Aggression in Play Therapy: A Neurobiological Approach for Integrating Intensity.

General Assignment Overview: (For information on specific assignments scroll down page)

  • Section 1 post on forum.
  • Developmental perspective research & write up – OPTION 1*
  • Brain and Body State research & write up – OPTION 2*
  • Listen to the 20 minute podcast called “How Trying to be Calm Gets in the Way of Regulation” and write a one page reflection paper.
  • Section 2 post on forum.
  • Section 3 post of forum.
  • Complete a regulatory focused social-emotional behavior plan.

*Professionals working with other adults can chose one of these two assignments.
*Educators complete Option 2

The course is Pass/Fail

Points Activity
10 Posts and responses on learning platform forum
25 Developmental perspective research & write up
Brain and Body State research & write up
20 Listen to podcast & write reflection paper
25 Complete Regulatory focused social-emotional behavior plan
20 Class attendance and participation with completed quizzes for each class
Total  100 To receive credit you must receive 75 points

 

If you have not yet registered for credit with CSU, you must do that. You can do so by clicking on the two following documents:

Evolution of a Trauma-Informed Educator Registration Information

Additional Information

 

Specific Assignments and Materials 

To turn in assignments, please upload to your goggle drive folder. The link was provided by your instructor.

SECTION 1:

Assignments

  • Post: As you have looked at your own, and others’ behaviors through a brain state and stress response lens, what have you noticed? How has using this lens impacted your thinking and/or behaviors? Post Due 9/12/22
  • Developmental perspective research & write up PROFESSIONALS WORKING WITH OTHER ADULTS Paper Due 9/26/22
  • Brain and Body State research & write up EDUCATORS OR PROFESSIONALS WORKING WITH OTHER ADULTS Paper Due 9/26/22

Materials

SECTION 2:

Assignments

  • Listen to the 20-minute podcast called “How Trying to be Calm Gets in the Way of Regulation” and write a one page reflection paper.  Due 10/17/22
  • Posts: As you think about using the concepts of Braindrops, Learning Tools and somatosensory regulation, what challenges and benefits do you perceive Understanding that co-regulation starts with us, also has challenges and benefits. What do you see as the biggest challenges, and what are your thoughts for addressing them? Due 11/7/2022

Materials

SECTION 3:

Assignments

  • Post: Understanding that relationship dynamics are complicated and based on past associations and patterns can help us recognize that how a student is behaving is “not about us.” How does seeing behavior and dynamics through this lens impact your own thinking and behavior? Due 11/28/22
  • Complete a regulatory focused social-emotional behavior plan. Instructions and forms are below. Please have a specific student in mind and create a plan that you will be able to implement. Layered Social-Emotional Behavior Plans will be discussed in our final two classes. Due 12/12/22

Materials