| Course Number: | EDX 5710 S36 |
| Instructor: | Erin Mears, M.S. |
| Location: | Online |
| Dates and Times: | The first synchronous meeting will be June 10th at 3:30pm. If this date does not work for the full group, we will identify an alternate date. The remainder of the course takes place asychronously using Canvas. |
| Credits: | 3 Graduate Credits |
| Tuition: | $1,195 |
Students will learn how adverse childhood experiences and toxic stress effect students, teaching, learning, and the profession. Students will understand the stress continuum and how this affects many aspects of teaching and learning. Students will gain knowledge on how to think about student behavior and the language we use to define the behavior. Lastly, students will learn about secondary traumatic stress, how stress effects our health and wellbeing, the impact our stress has on our students and instruction, and simple everyday strategies to help reduce stress. Students will leave this course understanding how trauma informed practices can combat toxic stress and change the trajectory of a child’s life.
Audience: All educators with a Bachelor's Degree
Course Goals:
Students will leave this class with a deeper understanding of how adverse childhood experiences and toxic stress can affect a person over a lifetime, they will understand what toxic stress can look like in the classroom and in their personal lives, and finally, they will learn stress reduction strategies and self-reflection in order to mitigate stress and heal.
Course Objectives:
Erin Mears, M.S.
This year is Erin's 16th year in education, mostly working in programs for kids with social/emotional needs, both as a special education teacher and a counselor. Erin completed her Trauma and Resilience Certificate through Wilmington University. She began teaching adults in her district through workshops and wants to share her passion about trauma informed practices that will support all children, especially students who struggle with emotional regulation due to trauma and/or chronic stress. At the same time, she sees the constant stress staff in this profession are going through on a daily basis and believes it's so important to learn how to take care of yourself so you can provide the most support to your students.
Weekly Assignments
Costs for required resources, if any, are not included in the course cost.
Baicker , K. (2020). The Impact of Secondary Trauma on Educators [Review of The Impact of Secondary Trauma on Educators]. 15(13).
Engle , J. (2020, March 11). Stress, Worry and Anxiety Are All Different. How Do You Cope With Each? [Review of Stress, Worry and Anxiety Are All Different. How Do You Cope With Each?]. New York Times. https://www.nytimes.com/2020/03/11/learning/stress-worry-and-
anxiety-are-all-different-how-do-you-cope-with-each.html
Hopkins, S., &; Shepherd, E. (2023). Masking Stress with Misbehaviour: A Shanker Self-Reg®
Perry, B., &; Winfrey, O. (2021). WHAT HAPPENED TO YOU?: conversations on trauma, resilience and healing. Bluebird.
(2019). Best Practices for Trauma-Informed Instruction [Review of Best Practices for Trauma-Informed Instruction]. Hanover Research. https://wasa-oly.org/WASA/images/WASA/6.0%20Resources/Hanover/BEST%20PRACTICES%20FOR%20TRAUMA-INFORMED%20INSTRUCTION%20.pdf
Lens. Reframed - a Journal of Self-Reg, 1(1), 40–57. https://doi.org/10.26690/sri20170704
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