Trauma & Learning: Tips for Elementary, Middle & High School

Thursday, January 30, 2025, 12:00 PM - Sunday, January 30, 2028, 1:00 PM

AMA PRA Category 1 Credits™ (1.00 hours), ASWB Social Work Credit(s) (1.00 hours), CME-Designated Participation Credit (1.00 hours)

In this one hour video, educators will learn about ACEs and traumatic stress and hear about what disrupted learning looks like at various ages and developmental levels. Dr. Jason Fogler will share concrete suggestions for educators to use with their team. This training will have a focus on recognizing emotion dysregulation and restoring equilibrium.

Presenter

Jason Fogler, PhD

Assistant Professor of Pediatrics and Psychology at Harvard Medical School

Senior Psychologist Boston Children’s Hospital, Developmental Medicine

1. Describe how traumatic stress including adverse childhood experiences affect learning and executive functioning.
2. Discuss what disrupted learning and executive functioning looks like at different ages and developmental levels.
3. Define three techniques for recognizing emotional dysregulation and restoring equilibrium.

In support of improving patient care, Dartmouth Health is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

American Medical Association (AMA)

Dartmouth Health designates this Enduring Material for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Association of Social Work Boards (ASWB)

As a Jointly Accredited Organization, Dartmouth Health is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 1.0 general continuing education credits.

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Bibliographic Material

• Fogler JM, Phelps RA, editors. Trauma, Autism, and Neurodevelopmental Disorders: Integrating Research, Practice, and Policy.  Switzerland: Springer Nature. 2018.

• Fogler J, Van Scoyoc A, Marquardt M, Phelps R. Chapter 56: Posttraumatic Stress Disorder and Acute Stress Disorder in Youth.  In: Developmental-Behavioral Pediatrics, Fifth Edition.  Feldman HM, Elias E, Blum NJ, Jimenez ME, Stancin T, eds. Philadelphia PA: Elsevier. 2023. p. 594-608.

• Ford JD. Why We Need a Developmentally Appropriate Trauma Diagnosis for Children: a 10-Year Update on Developmental Trauma Disorder. J Child Adolesc Trauma. 2021; 16(2):403-418.

• Hauptman AJ, Acar D, Hammerness P, Fogler JM, Stafford D. A Case of Emotional Trauma in the Setting of Neurodevelopmental Disability. Harvard Review of Psychiatry. 2018; 26(6):384-391.

• Lipton LR, Prock L, Camarata S, Fogler J, Nyp SS. Developmental Delay and Behavior Challenges in an Internationally Adopted Child. Challenging Case for Journal of Developmental & Behavioral Pediatrics. 2024;45(1): e88-e91. doi: 10.1097/DBP.0000000000001235

• Maté, G. Scattered Minds: The Origins and Healing of Attention Deficit Disorder (1999). New York: Avery, an imprint of Penguin Random House.

• Szarkowski A, Fogler J. Supporting students with disabilities in trauma-sensitive schools.  Educational Leadership.  2020;78(2): 64-68.

Websites we recommend:

• National Child Traumatic Stress Network (NCTSN): https://www.nctsn.org

• School Based Resources: https://www.nctsn.org/audiences/school-personnel

• Center on the Developing Child: https://developingchild.harvard.edu/

• Substance Abuse & Mental Health Services Administration (SAMHSA):

  https://www.samhsa.gov/find-help/atod

  https://www.samhsa.gov/nctic/trauma-interventions

• Trauma Sensitive Schools: https://traumasensitiveschools.org/

• Association for Autism and Neurodiversity: https://aane.org/

• ADDitude Magazine online: https://www.additudemag.com/

• Understood https://www.understood.org/

• Stop Bullying https://www.stopbullying.gov/

• ECHO Training Infographics: https://www.echotraining.org/infographics/

• Trauma Informed Classroom Graphic: https://www.echoparenting.org/dev/wp-content/uploads/2018/07/Echo_TIC_Web-8x11.pdf

• National Educators Association: https://www.nea.org/professional-excellence/student-engagement/trauma-informed-schools

• US Department of Education Resources for Schools: https://rems.ed.gov/docs/Trauma-Informed_Care_for_Schools_Resources_508C.pdf

• SchoolSafety.Gov Resources for Trauma-Informed Schools: https://www.schoolsafety.gov/sites/default/files/2024-05/SchoolSafety%20Issue%20Brief_Strategies%20and%20Resources%20to%20Support%20Trauma-Informed%20Schools_508c.pdf

• Trauma-Informed Resilience-Oriented Schools Toolkit: https://www.nc2s.org/resource/trauma-informed-resilience-oriented-schools-toolkit/

• Resilient Educator, Trauma-Informed Practices: https://resilienteducator.com/collections/trauma-informed-school-practices/

Provider Contact Information
Provider contact information for questions regarding accreditation of the activity:

Center for Learning and Professional Development
ACE Office
Dartmouth Health
[email protected]

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Dartmouth Health adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education.  Any individuals in a position to control the content of a CE activity, including planners, faculty, authors, or others are required to disclose all financial relationships with ineligible companies^.  All relevant financial relationships have been mitigated prior to the commencement of the activity.

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