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Trauma-sensitive schools recognize that trauma affects students, families, communities, and schools. Many children experience trauma amidst ongoing exposure throughout their early development, such as abuse, neglect, homelessness, or violence. Although not all exposure to trauma leads to difficulty in functioning, research tells us that exposure to trauma and toxic stress can lead to difficulties with learning and behavior. Schools are uniquely positioned to prevent and mitigate the impacts of traumatic exposure on students. Promoting trauma-informed school practices has the greatest potential to positively impact student outcomes, regardless of trauma history. By becoming a trauma-sensitive school, schools can become a protective factor for students’ and increase their social, emotional, and academic skills, while safeguarding the well-being of school personnel who strive to meet the unique needs of all learners.
Through online coursework via Canvas, the Trauma-Sensitive Schools Professional Development follows a Trauma-Skilled Schools Model (National Dropout Prevention Center, 2018) and is delivered in the following three phases:
Participants have the option to earn 0.5 USBE Professional Learning Credit for each phase completed. In accordance with the Utah Office of Administrative Rules R277-519-4: USBE Professional Learning Credit, attendees requesting professional learning credit will need to complete all coursework, including 2 hours of an independent learning assignment. If you choose not to complete all coursework, you will be ineligible to earn USBE Professional Learning Credit. Please also note that you cannot receive USBE credit if you do not have a Utah Educator Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS) Identification number and Massively Integrated Data Analytics System (MIDAS) account.
The Trauma-Informed Learning Modules are intended to:
At the completion of this training, participants will understand the impact of trauma and toxic stress as well as the short and long-term effects on student learning.
There will be three sections of the course offered throughout the year (Fall, Spring, and Summer). Each semester is a repeat, so participants will only need to register for one of the three semesters offered.
This course is designed for you to work at your own pace. However, you must have everything submitted by the last day of the month for the section in which you are enrolled (December 31, 2021, April 30, 2022, or August 31, 2022). If this coursework is not completed by the deadline, you will be required to enroll in a later course. Course registration for each section will close 30 days prior to the deadline.
To begin the Trauma-Informed Learning Modules, you must self-enroll into the course by completing the following steps.
Information coming soon.
The Trauma-Responsive Learning Modules are a continuation of the Trauma-Informed Learning Modules (Phase 1) and are designed to move participants from a trauma-informed to a trauma-responsive approach.
The Trauma-Responsive Learning Modules are intended to:
At the completion of this training, participants will recognize the importance of schools as a sanctuary space that is rooted in trusting relationships between students and educators, prioritize proactive behavioral supports over-reactive disciplinary consequences, anticipate and respond to challenging student behaviors with de-escalation techniques, and align trauma-informed practices with other schoolwide initiatives.
There will be three sections of the course offered throughout the year (Fall, Spring, and Summer). Each semester is a repeat, so participants will only need to register for one of the three semesters offered.
This course is designed for you to work at your own pace. However, you must have everything submitted by the last day of the month for the section in which you are enrolled (December 31, 2021, April 30, 2022, or August 31, 2022). If this coursework is not completed by the deadline, you will be required to re-enroll in a later course. Course registration for each section will close 30 days prior to the deadline.
To begin the Trauma-Responsive Learning Modules, you must self-enroll into the course by completing the following steps. Note, Phase 1: Trauma-Informed Learning Modules is the prerequisite to Phase 2: Trauma-Responsive Learning Modules. Successful completion of Phase 1 is required before enrolling in Phase 2.
Information coming soon.
Phase 3 is designed specifically for local education agency (LEA) leaders and building administrators. The purpose of this training is to assist administrators who want to move towards implementing practices that foster a trauma-sensitive school environment. This training is designed to give administrators the tools, knowledge, and framework necessary to move towards a sustainable, systemic approach for trauma-sensitive school practices.
To begin the Trauma-Sensitive Schools Implementation and Maintenance Learning Modules, you must self-enroll into the course by completing the following steps. Note, this training is for local education agency (LEA) leaders and building administrators.
For technical assistance, please contact Tina Morandy, Course Facilitator, at tina.morandy@schools.utah.gov.
The Utah State Board of Education (USBE) TRP is an online tool for Local Education Agencies (LEAs) to request specific Professional Learning (PL) and Technical Assistance (TA) support from the USBE. The information submitted is used to help coordinate PL and TA across the state to ensure that LEA needs are addressed and met in an efficient manner.
This webinar series runs from March to June, 2022 and is a collaboration between the Utah State Board of Education (USBE), Utah Department of Health (UDOH), SafeUT at the Huntsman Mental Health Institute, Utah Department of Public Safety (DPS), and the Utah Division of Substance Abuse and Mental Health (DSAMH).
The USBE Safe and Healthy Schools Team is excited to host the Mountain Plains Mental Health Technology Transfer Center (MHTTC) for a webinar teaching five essential steps for selecting and implementing mental health curriculum.
Presenter: Erin Briley, Nationally Certified School Psychologist (NCSP) from Mountain Plains MHTTC
Target Audience: District Administrators, School Administrators, School-based Mental Health Providers (School Counselors, School Psychologists, School Social Workers).
Selecting and Implementing Mental Health Curriculum in Schools | Selecting and Implementing Mental Health Curriculum in Schools
YouTube
Note: The questionnaire and PDF of the presentation will be available until April 29, 2022
For questions, contact Shaleece Oldroyd.
This training provides tangible strategies for helping youth develop healthy coping strategies for regulating emotions. The training reviews four categories of coping strategies: calming, distracting, physical movement, and processing. Participants will have the opportunity to personally practice/experience several of these coping strategies throughout the training. They will have an opportunity to learn ways to incorporate these coping strategies in the support they currently give to youth.
Presenter: Tiana McCall, School Social Work/ School-based Mental Health Specialist, USBE
Target Audience: School Administrators, School-based Mental Health Providers (School Counselors, School Psychologists, School Social Workers), Classroom Teachers, anyone else working with students.
Emotion Regulation Strategies
YouTube
Check-in / Question and Answer Session: May 16, 2022 from Noon - 1 p.m.
Safe and Healthy Schools Webinar Series Questionnaire: Emotion Regulation Strategies for Educators
Google Docs
Note: The questionnaire and PDF of the presentation will be available until May 23, 2022.
For questions, contact Shaleece Oldroyd.
The Mandt System® is a comprehensive, integrated approach to preventing, de-escalating, and if necessary, intervening when the behavior of an individual poses a threat of harm to themselves and/or others. The focus of the Mandt System® is on building healthy relationships between all the stakeholders in human service settings in order to facilitate the development of an organizational culture that provides the emotional, psychological, and physical safety needed in order to teach new behaviors to replace the behaviors that are labeled “challenging”.
Mandt De-escalation Training Spring 2022 Flyer
Structure: Each training section has a maximum of 20 participants. Masks may be required depending on local guidelines.
Target Audience: Special Education Teachers, School Psychologists, School Social Workers, School Counselors, School-based Mental Health Providers, General Education Teachers, Paraprofessionals, School Administrators, and more.
Registration is required to attend the new certification or recertification course. Registration information below.
Mandt De-escalation Training Spring 2022
Massively Integrated Data Analytics System (MIDAS)
Location: Entheos Academy - Magna Campus
Type: New Certification
Location: Utah Schools for the Deaf and Blind (USBE) - Ogden Campus
Type: New Certification
Location: Utah Schools for the Deaf and Blind (USDB) - Ogden Campus
Type: Recertification
Location: Sevier School District
Type: New Certification
Location: Sevier School District
Type: Recertification
Location: Logan City School District
Type: New Certification
For content questions, contact Ashley Lower at ashley.lower@schools.utah.gov.
For registration questions, contact Tina Morandy.
The CSTAG training is the foundation to assist LEAs with the creation and implementation of threat assessment and a multi-disciplinary threat assessment team in accordance with the Utah State Legislature's Title 53G-8-802: State Safety and Support Program - State Board Duties and the USBE Administrative Rules R277-400: School Facility Emergency and Safety.
Structure: This training is offered as a 6-8 hour training for 80 individuals that consists of in person instruction and peer-to-peer collaboration.
Target Audience: School officials who serve on the school’s threat assessment multidisciplinary team such as School Administrators, School Resource Officers, School-based Mental Health Providers (School Counselors, School Psychologists, School Social Workers).
Time: 8 a.m. - 4 p.m.
Location: Hillcrest High School, Canyons School District, 7350 South 900 East, Midvale, Utah 84047
Registration
Eventbrite
Note: To schedule a CSTAG training with the USBE School Safety Center, submit a request through the Student Support Training Request Portal.
For questions, contact Shaleece Oldroyd.
Additional dates will be posted once available.
This course teaches DBT Skills through experiential learning. Participants will then be able to teach these skills to the students they work with. DBT Skills taught in this course include: Mindfulness, Distress Tolerance, Emotion Regulation, and Interpersonal Effectiveness.
Participants in this course will not be trained as DBT providers. This is a skills-based course and only teaches DBT skills, not the full DBT treatment protocol.
Structure: This training is offered as a 10-week cohort of 25 individuals. Participation in weekly, 60-minute, live Zoom sessions with homework after each session is required. Completion of seat time and homework can result in 0.5 USBE Professional Learning Credits and 10 hours of Continuing Education (CE) for DOPL licensed participants.
Target Audience: School-based Mental Health Providers (School Counselors, School Psychologists, and School Social Workers).
For more information, contact Tiana McCall at tiana.mccall@schools.utah.gov.
Tina Morandy
Executive Secretary | tina.morandy@schools.utah.gov
Shaleece Oldroyd
Executive Secretary | shaleece.oldroyd@schools.utah.gov
Training Requirements for Schools
Connect: Training Professionals and Communities in Suicide Prevention and Response
National Alliance on Mental Illness (NAMI)
PREPaRE Training Curriculum
National Association of School Psychologists (NASP)
The Virginia Student Threat Assessment Guidelines
University of Virginia
Youth Mental Health First Aid
Mental Health First Aid