Description
What: This self-paced, 10-part video training (15 contact hours) provides the neuroscience, trauma-informed strategies, and legal clarity needed to understand federal requirements while transforming your understanding of behavior, belonging, and learning. It bridges legal compliance with practical transformation.
Where: Online, anytime, anywhere.
When: Self-paced you have up to year to complete it.
Why: Aside from gaining valuable skills you will also be receiving continuing education and professional development credit that you can use for relicensure as well as having the option of recieve graduate credit from Colorado State University. Click here for more information.
What You’ll Learn: Each module offers a deep dive into both the science and the practical “how” of transforming your educational environment.
Module 1: Introduction to Behavioral Health in the Educational System
- Participants will define behavioral health and examine its scope in education.
- Participants will identify their core responsibilities in the implementation of behavioral health in education.
Module 2: The Neurobiology of Preparing Brains and Bodies to Learn in the Classroom
- Participants will recognize how stress and anxiety impact learning abilities and behavior.
- Participants will learn 3 questions to help identify brain and body states which can be utilized to implement effective behavioral interventions.
Module 3: Creating a Felt Sense of Safety and Belonging in School Starts with the Brain
- Participants will examine how to create safe learning environments by understanding how the brain perceives safety and threats and how this impacts behavior.
- Participants will identify trauma-informed approaches that shift students’ perceptions to increase their confidence in managing challenging experiences.
Module 4: The Classroom is a Nervous System: Working with Daily Regulation and Dysregulation Cycles
- Participants will learn that dysregulation is necessary for growth and learning and that it’s a key aspect to expanding students’ windows of tolerance.
- Participants will learn strategies to support students in navigating dysregulation, helping them make effective choices that don’t disrupt learning.
Module 5: The Process of Developing Self-Regulation: Understanding the Missing Pieces
- Participants will identify essential skills and components often missing from universal programming and how to shift daily routines to include these elements.
- Participants will learn how to scaffold the development of self-regulation skills at each student’s level of readiness, helping them apply strategies independently and supporting long-term behavior change.
Module 6:Brain-aligned Strategies for Re-wiring Brains and Re-patterning Nervous Systems
- Participants will identify approaches that correspond to individual students’ arousal states and needs by applying evidence-informed strategies to support student behavioral health, utilizing trauma-informed and community responsive practices.
- Participants will utilize a framework for creating inclusive environments that incorporates practical tools for meeting students where they are and supporting a return to regulated states where learning is possible.
Module 7: Creating Environments with all Learners in Mind: Ensuring no Student is an Afterthought
- Participants will identify actionable strategies that support students in recognizing and navigating their own experiences, with a focus on fostering self-advocacy across learning environments.
- Participants will apply a framework for reframing conflict through intentional, regulation-promoting choices that disrupt power struggles in interactions.
Module 8: Working Within Special Education and General Education Paradigms: Understanding Educational Acronyms and Pathways to Support and Success
- Participants will analyze how the Individuals with Disabilities Education Act (IDEA) ensures free appropriate public education (FAPE) in the least restrictive environment (FRE) via its administration as outlined in the Exceptional Children’s Education Act (ECEA).
- Participants will explain the Child Find process, including MTSS and Special Education identification and support.
Module 9: School-Based Prevention: Suicide Awareness and Resources
- Participants will examine suicide prevention strategies, including recognizing warning signs, risks and protective factors.
- Participants will identify available resources for support and further training in suicide awareness and prevention.
Module 10: Tying it Together: Neurotype-Responsive Constructs and Practices in Action
- Participants will examine the interplay between medical and social models of disability, and the systemic tension this creates in educational contexts.
- Participants will explore three essential tenets of neurotype-responsive education and align previously learned strategies within this framework and identify new opportunities to adapt current classroom and systemic practices to affirm and support neurodivergent learners.
Cost: $149
CE Credit Hours: 15 CE Credit Hours, NBCC Content Areas: Human Growth and Development
Synergetic Education Institute has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7907. Programs that do not qualify for NBCC credit are clearly identified. Synergetic Education Institute is solely responsible for all aspects of the programs.
Presenter: Judith Norman, MA, MS, LPC-S, LSC, RPT-S*
*Judith is a co-founder and the lead trainer at the Synergetic Education® Institute. Licensed as both a School and Professional Counselor, she has spent 25 years working at the intersection of education and mental health. As a teacher, mental health professional, consultant, and the creator of the Learning Tools™ and Braindrops™ frameworks and the Developmental Mindsets Paradigm™ Judith collaborates internationally with school communities.
Refund Policy: This course is non-refundable. Should an extenuating circumstance limit your ability to complete this course, you may contact the Synergetic Education Institute to discuss your options, info@synergeticeducation.com.
