Continuing Professional Development (CPD) in Trauma-informed Practice in Education Cert
Program Overview
The Trauma-Informed Practice in Education program introduces educators to the theoretical and practical aspects of implementing trauma-informed practices in educational settings across early years, primary, and secondary levels. Led by experts in social work and education, the program focuses on understanding trauma's effects on child and youth development and provides educators with tools to create supportive and inclusive learning environments that promote resilience. Participants will gain a comprehensive understanding of trauma-informed practice and its implications for their professional and personal experience.
Program Outline
Degree Overview:
This program introduces students to trauma-informed practice in education across early years, primary and secondary education contexts. The program focuses on both developing understanding of the theoretical principles of the approach and its application to the educator’s specific role. The program examines the theoretical base of trauma-informed practice in an accessible and applicable way with attention to the stress response system, attachment trauma, mentalising and resiliency theories. The program also introduces students to implementing trauma-informed practice in the educational context. Students are supported in developing a toolkit of resources to implement the approach in their specific role. The program also explores students’ critical thinking on the current debates about the implementation of trauma-informed practice in education settings and the impact of vicarious trauma on the educator. This program is not a counselling or therapy training. It supports upskilling and career development by developing educators’ capacity to provide trauma-informed practice in their role.
Outline:
- Year 1 Module (with link to ED6079)
- ED6079 Trauma-informed Practice in Education: An Introduction
- The program will be delivered in a series of weekly 2-hour lectures over 12 weeks, 6 lecturers will be on campus and 6 lecturers will be delivered online via Microsoft Teams.
- Live lectures will take place for two hours (5-7 pm) on consecutive Tuesday evenings during the 12-week January-March/April 2024 semester beginning on 9 January 2024 until 2 April. [Mid-Term//Research & Writing Week – Week of 13 February 2024 (no lectures)] as follows:
- 9 and 16 January 2024- on-campus
- 23 January- online
- 30 January 2024- on campus
- 6 February 2024- online
- 12th - 16th February 2024: School Mid-term break - Reading Week
- 20 February - online
- 27 February -on campus
- 5 March 2024- online
- 12 March 2024- on campus
- 19 March 2024- online
- 25th March – 5th April 2024: Easter Recess – Reading Weeks
- 9 April 2024 – online
- 12 April 2024- on campus
Teaching:
- The program is taught by Dr Maria Lotty and Ms. Orna Giblin.
- Maria has over 20 years of professional social work experience that reflects a comprehensive experience of working with children and families in assessment, therapeutic and project management roles. She is the author of the Fostering Connections: The Trauma-informed Foster Care Programme.
- Orna has worked in Deis schools for the past 25 years. Her roles have included Principal of a Traveller Centre, Head of Centre for a second level transition programme which she designed herself and SEN Coordinator. She is currently a Guidance Counsellor in Cabinteely Community School where she contributes to the culture of care, courage and support for all students. It explores the implementation of trauma-informed practice, supporting educators to build a toolkit of resources to implement trauma-informed practice in their specific role. It also gives educators an opportunity to reflect on these concepts and how they impact on their professional and personal experience.
Entry Requirements:
Applicants applying for the CPD (Continuing Professional Development) Certificate should hold:
- a primary degree and the Professional Master of Education (formerly the Postgraduate/Higher Diploma in Education) with a Second-Class Honours in one (or its' equivalent)
- or have a Second-Class Honours B.Ed. degree, (or its' equivalent)
- or have a Second-Class Honours BSc (Education in Physical Sciences), (or its' equivalent)
- or have a Second-Class Honours Grade I in a primary honours degree (NFQ, Level 8) BA (Hons) Degree in Early Years & Childhood Studies (or its' equivalent) Professional teaching experience, equivalent to five full years (excluding initial teacher education), will be considered as an honours equivalent. Furthermore, applicants must also possess a minimum of one year’s post teacher education professional teaching experience, or certified equivalent (e.g., research in schools, voluntary work with schools, working with school teams).
Language Proficiency Requirements:
All applicants whose first language is not English must have attained IELTS (International English Language Testing System) Level 6.5 or the equivalent TOEFL (Test of English as a Foreign Language) (Test of English as a Foreign Language) score with no individual section lower than 6.0.