The neurobiology of stress and trauma, and how it applies to family engagement practices in early childhood, is described in this course. Strategies that support relationship building and reducing the power differential with parents/family members - especially adults impacted by toxic stress and trauma - are discussed.
Course created on August 25, 2020
Course Type: Audio, Video
CEUs/Hours Offered: ASHA/0.1 Intermediate, Related; IACET/0.1; IL EITP/1.0; Kansas LTS-S1370/1.0; SAC/1.0
- After this course, participants will be able to describe the difference between family involvement and family engagement.
- After this course, participants will be able to identify at least one trauma-responsive strategy for family engagement that helps to buffer stress and promote coping and resilience
- After this course, participants will be able to name one way to reduce the power differential between parents/families and teachers/clinicians.
|0-5 Minutes||Introduction and Goals|
|5-10 Minutes||Family Involvement|
|10-15 Minutes||Family Engagement|
|15-20 Minutes||All Behavior has Meaning; Neurobiology of Stress and Trauma|
|20-25 Minutes||Overview: Strategies to support relationship-building, communication and interactions with families that buffer their stress and promote coping and resilience|
|25-30 Minutes||Mirror Neurons|
|30-35 Minutes||What is strong with you?|
|35-40 Minutes||Dr. Daniel Siegel's Connect then Redirect|
|40-45 Minutes||Name it to Tame It|
|45-50 Minutes||Power Differentials|
|50-55 Minutes||Analyzing a vignette|
|55-60 Minutes||Summary, Resources, COBI Website|
Julie Nicholson is Professor of Practice in the School of Education at Mills College where she has been a faculty member since 2005 and directed several innovative programs including the Leadership Program in Early Childhood, a Joint MBA/MA Educational Leadership Program and the Center for Play Research. She is Co-Founder of the Center for Equity in Early Childhood Education, Chief Strategy Officer for the Center for Optimal Brain Integration and Lead Evaluator for the Oakland Starting Smart and Strong Resilient Oakland Children and Kids (ROCK) project. She has published over 30 peer-revised journal articles and is lead author of 7 books and co-author of 2 more, all addressing issues of social justice and equity in early childhood.
Sponsor Disclosure: This Course is presented by SpeechPathology.com, a Continued site.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
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American Speech-Language-Hearing Assn.
0.1 ASHA CEUs
International Association for Continuing Education and Training
Continued, LLC, DBA SpeechPathology.com, is accredited by the International Association for Continuing Education and Training (IACET). Continued complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, Continued is authorized to issue the IACET CEU. continued, LLC, is authorized by IACET to offer 0.1 CEUs for this program.
Illinois Early Intervention Training Program
The Illinois Early Intervention Training Program has approved this event for 1.0 hours of EI credential credit. See http://www.illinoiseitraining.org/page.aspx?module=15 for information about credit areas.
Kansas Dept for Aging and Disability Services
Approved for 1 continuing education clock hour(s) for Kansas licensed Speech Pathologists by the Kansas Department for Aging and Disability Services. Long-Term Sponsorship number: LTS-S1370.
California Speech-Language Pathology and Audiology Board: SpeechPathology.com is approved by the California Speech-Language Pathology and Audiology Board as a Continuing Professional Development Provider, approval number PDP 268. This course may meet the requirements for 1 hours of continuing education credit for SLPs as required by the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board. The responsibility for determining whether or not this specific course counts toward an individual's requirements for license renewal is up to the individual. Please refer to the CA state board rules regarding allowable topics and self-study limits: http://www.speechandhearing.ca.gov/licensees/ce_req.shtml. Live webinars on SpeechPathology.com do not count as self-study courses toward California professional development requirements.
Speech-Language and Audiology Canada
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