Certificate of Achievement (Transcripted): Trauma Informed Practices in Education

Below is a sample academic plan that shows you how you can complete your Certificate in a timely manner. Your path may look different depending on your circumstances?for example, if you attend part-time, choose to take Intersession or Summer courses, or have earned prior credit (Credit for Prior Learning, Dual Enrollment, Transfer Credit). You are required to meet with a counselor to set up a comprehensive education plan that is tailored to your individual circumstances and goals.

The Trauma Informed Practices in Education is designed to prepare students to support and promote social-emotional competence in young children. Students acquire knowledge to integrate developmentally appropriate cognitive and social-emotional support strategies and skills to meet children's diverse mental health needs. They are taught culturally responsive behavior and discipline techniques, practical prevention and intervention strategies, and brain-appropriate curriculum. Students will identify mental health community resources to help create and build respectful, reciprocal relationships that support children’s mental health and the families they serve.

Apply developmentally appropriate cognitive and social-emotional support strategies to promote social and emotional competence in young children within educational settings.

Analyze the impact of discipline, stress, child abuse, culture, ability, self-concept, and life experiences on brain development and mental health in early childhood.

Examine the integration of child development theory, research, and best practices in early education and mental health to support children, families, and educators.

Program Map

GE General Education Course
M Major Course
E Elective Course
SI Summer/Intersession Course *
* Course is appropriate for Summer and Intersession, which are accelerated terms.

Getting Started

Comprehensive Education Plan: You are required to meet with a counselor for a comprehensive educational plan that is tailored to your individual circumstances and goals. Please schedule an appointment with a counselor in your first semester.

First Semester

9 units
CDEV 220
Understanding Child Abuse and Maltreatment
Exploration of child maltreatment; this course is designed to address the correlation and potential effects from various forms of child maltreatment. Students will learn some of the possible identifying indicators of a child being maltreatment or potential factors that may be putting the child at risk. Factors such as the historical treatment of children, societal perspectives on children, family responsibilities, family dynamics and generational family dysfunction. Additionally, this course is intended to help students gain better understanding of child maltreatment and trauma in order to best support children. (same as Counseling 220).
    CDEV 229
    Brain Development and Learning
    This class explores the development of the brain for children from birth through adolescence, and how behavior and learning are affected. Brain-based learning strategies will be used to teach new ways of approaching learning, including how to understand diverse learning styles. This course is designed for educators, parents, and students who are interested in knowing more about how the brain operates and how the environment affects the brain.
      CDEV 297
      Analyzing and Applying Teacher Strategies in the Classroom
      This course prepares pre-service early childhood and early elementary education teachers to effectively use formative and summative assessments to understand and support the developmental, academic, and social-emotional progress of young children in Preschool-Third Grade classrooms. Candidates will learn to use assessment data to inform instruction that is developmentally appropriate, intentional, and aligned with content standards. The course emphasizes the design of inclusive learning environments that integrate Universal Design for Learning (UDL) principles and apply a Multi-Tiered System of Support (MTSS) framework to address diverse learner needs. Special attention will be given to culturally and linguistically responsive teaching practices, strategies for supporting English learners, and building strong partnerships with families. Students are required to complete 25 hours of structured observation and fieldwork experience in an approved early childhood and/or elementary school classroom setting.
      *Fall only
      • Prerequisite: Prerequisite: By the 1st week of the class, verification of the state-mandated Tdap vaccination, MMR immunization, flu vaccine, negative TB test, and statement of good health will be required.
      • Recommended Preparation: Recommended Preparation: 6 units of child development coursework

      Second Semester

      5 units
      CDEV 221
      Teaching in a Diverse Society
      Examines the historical and current perspectives on diversity and inclusion and the impact of systemic societal influences on children’s development, learning, and school experiences. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored as well as approaches to promote inclusive and anti-racist classroom communities. Includes self-reflection on the influence of teachers’ own culture and life experiences on teaching and interactions with children and families. (Same As APCD 221)
        Plan 1: 4B. Social Science
        CDEV 230
        Child Guidance and Classroom Management
        This course will define and explore developmentally appropriate expectations about young children's behavior. Students will learn the importance of the educator’s knowledge about discipline strategies, effective communication skills, high-quality teacher and child interactions and the development of a skill set to address behavior issues and implement discipline strategies which are in alignment with the undesirable classroom behaviors. Behavior expectations will be defined and research-based behavioral observation skills, strategies, and assessments will be explored that best support children's various behaviors. Each student will create a community resource file of service agencies to include accessible behavior management resource materials that support teachers and students challenged with behavioral issues in the classroom. It is advised that students take this course in conjunction with working in a classroom setting.