Traumatized
Child:
The Effects of Stress, Trauma &
Violence on Student Learning
Instructor
Name: Dr. Pamela
Bernards, Ed.D.
Facilitator
Name: Joan S. Halverstadt
Phone: 509-891-7219
Office
Hours: 8
a.m. to 5 p.m. PST Monday - Friday
Email: joanh@virtualeduc.com
Address: Virtual
Education Software
23403 E Mission Avenue, Suite 220F
Liberty Lake,
WA 99019
Technical
Support: support@virtualeduc.com
Welcome to Traumatized Child: The Effects of Stress, Trauma & Violence on
Student Learning, an interactive, computer-based instruction course
designed to help you identify and effectively teach students affected by
stress, trauma, and/or violence. This
course teaches you to recognize the signs of stress, trauma, or violence in
students. It also discusses the specific
factors that tend to be present in families and communities where stress and
violence are common, as well as the long-term effects on children. A major emphasis of this course is on helping
the participant understand the special learning needs of the student who is
experiencing stress, trauma, or violence in his/her life and how to meet
his/her needs in the regular classroom.
Working with parents and community agencies is also emphasized.
This computer-based instruction course is
a self-supporting program that provides instruction, structured practice, and evaluation
all on your home or school computer.
Technical support information can be found in the Help section of your
course.
Course
Materials (Online)
Title: Traumatized
Child: The Effects of Stress, Trauma
& Violence on Student Learning
Instructor: Dr. Pamela Bernards, Ed.D.
Facilitator: Joan S. Halverstadt, M.Ed., School
Counselor
Publisher:
Virtual Education Software, inc. 2004,
Revised 2010, Revised 2013, Revised 2016, Revised 2019
Academic
Work
Academic work submitted by the individual
(such as papers, assignments, reports, tests) shall be the student’s own work
or appropriately attributed, in part or in whole, to its correct source.
Submission of commercially prepared (or group prepared) materials as if they
are one’s own work is unacceptable.
Aiding
Honesty in Others
The individual will encourage honesty in
others by refraining from providing materials or information to another person
with knowledge that these materials or information will be used improperly.
Violations of these academic standards will result in
the assignment of a failing grade and subsequent loss of credit for the course.
This course is
designed to be an informational course with application to educational
settings. The intervention strategies are designed to be used for the
remediation of students experiencing stress, trauma, or exposure to violence,
ranging in age from approximately three to eighteen years. Some alterations may
be needed if working with specific populations such as gifted, ESL or special
education.
At the conclusion of this course students will:
1) Understand the educator’s role
in supporting and accommodating students who have special learning needs arising
from exposure to stress, trauma, or violence in their lives
2) Understand the educator’s role
in protecting and supporting vulnerable students
3) Recognize the symptoms of
stress, trauma, and violence
4) Understand how stress, trauma,
or violence affects brain development and learning
5) Understand the causes of stress,
trauma, and violence in families and society
6) Understand the special
learning needs these students bring to the classroom
7) Gain techniques for supporting
students and families affected by stress, trauma, or violence
8) Learn intervention techniques
applicable to the classroom setting
9) Gain a wider knowledge of
available outside resources and support systems
10) Understand the educator’s role in
the intervention and prevention of violence
11) Be able to research, list, and
discuss state and/or district reporting mandates and the requirements and
limitations on determining suspected child abuse.
12) Know how to explore violence prevention resources and
curricula
This course is designed to help classroom
teachers, school counselors and other educational personnel gain strategies to
reach and teach students who have been affected by stress, trauma and/or
violence. Participants will learn the
signs and symptoms of stress and trauma.
Participants will explore how stress, violence and trauma affect a student’s
learning, cognitive brain development and social-emotional development. The
short- and long-term consequences of being exposed to stress, trauma or
violence, as well as the social and family causes, will be reviewed.
Participants will learn the dynamics of domestic violence and community
violence. The educator’s role in the
intervention and prevention of violence will be discussed.
The course is
divided into four chapters. Each chapter
discusses a particular topic of stress, trauma or
violence. There will be numerous “checkpoint”
questions inserted throughout the reading, which are designed to help students
review the content and apply it to their own educational setting. The chapters are sequential and should be
completed in the order in which they are presented. At the completion of each chapter, there will
be an examination covering the material. Students must complete the examination
before proceeding to the next chapter.
In some of the chapter examinations, questions will involve case studies
to provide further practice in the application of knowledge. This sequential
approach to learning will help all participants gain a better understanding of
what they have learned as they proceed through the course. This course is appropriate for educators
seeking training in working with toddlers through adolescents, as well as those
who work directly with families.
Although this
course is not a comprehensive presentation of the educational issues
surrounding stress, trauma and violence, it certainly includes a wealth of research
covering many topics which are not covered in the scope of this course. The instructor highly recommends that you
augment your readings from this course with further research to gain a fuller
understanding of the complexities of this subject. However, the material presented in this
course will give you a broader understanding of the topics of stress, violence
and trauma. It will also give you
information to apply directly to your work with students in the classroom and community.
As a student you will be
expected to:
·
Complete all four information sections showing a
competent understanding of the material presented in each section.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You
must obtain an overall score of 70%
or higher, with no individual exam score below 50%, and successfully
complete ALL writing assignments to pass this course. *Please note: Minimum exam score requirements may vary by college or
university; therefore, you should refer to your course addendum to determine
what your minimum exam score requirements are.
·
Complete a review
of any section on which your examination score was below 50%.
·
Retake any
examination, after completing an information review, to increase that
examination score to a minimum of 50%, making sure to also be achieving an
overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college
or university; therefore, you should refer to your course addendum to determine
what your minimum exam score requirements are.
·
Complete all
course journal article and essay writing assignments with the minimum word
count shown for each writing assignment.
·
Complete a course
evaluation form at the end of the course.
Chapter 2 - The Effects of Trauma on Student
Learning
This chapter will discuss the effects of
trauma on student learning. The way in
which childhood trauma affects the brain development of young children will be
a special focus. Post Traumatic Stress
Syndrome in children will be discussed, as will strategies educators can use in
the classroom to accommodate students who have special learning needs due to
exposure to trauma.
The focus of this chapter will be the
dynamics of family violence, especially domestic violence, in terms of its
causes and repercussions. The ways in
which children react to family violence and how exposure to family violence
influences a child’s overall development are discussed.
Chapter 4 – The School’s Response to Violence in
the Community
This chapter discusses
bullying and the physical and emotional violence that can occur in the school
setting, as well as in the school, community, and media. In addition, a discussion of strategies for
how educators can include violence prevention curricula in their program and
plans for dealing with school violence is included.
At the end of each course chapter, you
will be expected to complete an examination designed to assess your knowledge.
You may take these exams a total of three times. Your last score will save, not the highest
score. After your third attempt, each examination will lock and not allow
further access. The average from
your exam scores will be printed on your certificate. However, this is not your final grade since
your required writing assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy in
the course syllabus, will affect your grade.
As this is a self-paced computerized
instruction program, you may review course information as often as necessary. You will not be able to exit any examinations
until you have answered all questions. If you try to exit the exam before you
complete all questions, your information will be lost. You are expected to
complete the entire exam in one sitting.
Writing Assignments
All
assignments are reviewed and may impact your final grade. Exceptionally or
poorly written assignments, or violation of the Academic Integrity Policy (see
course syllabus for policy), will affect your grade. Fifty percent of your
grade is determined by your writing assignments, and your overall exam score
determines the other fifty percent. Refer
to the Essay Grading Guidelines which
were sent as an attachment with your original course link. You should also refer to the Course Syllabus
Addendum which was sent as an attachment with your original course link, to
determine if you have any writing assignments in addition to the Critical Thinking
Questions (CTQ) and Journal Article Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your
writing assignments must meet the minimum word count and are not to include the
question or your final citations as part of your word count. In other words, the question and citations
are not to be used as a means to meet the minimum word
count.
Critical Thinking
Questions
There are four CTQs that you are required to complete.
You will need to write a minimum of 500
words (maximum 1,000) per essay. You
should explain how the information that you gained from the course will
be applied and clearly convey a strong understanding of the course content as
it relates to each CTQ. To view the
questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back
at any point to edit your essay, but you must be certain to click SAVE once you
are done with your edits.
You must click SAVE
before you write another essay or move on to another part of the course.
Journal Article
Summations
You are required to write, in your own words, a
summary on a total of three peer-reviewed or scholarly journal articles (one
article per JAS), written by an author with a Ph.D., Ed.D. or similar, on the
topic outlined within each JAS section in the “Required Essays” portion of the
course (blogs, abstracts, news articles or similar are not acceptable).
Your article choice must relate specifically to the discussion topic listed in
each individual JAS. You will choose a total of three relevant articles
(one article per JAS) and write a thorough
summary of the information presented in each article (you must write a minimum
of 200 words with a 400 word maximum per
JAS). Be sure to provide the URL or the journal name, volume, date, and any
other critical information to allow the facilitator to access and review each
article.
To write your summary, click on REQUIRED ESSAYS and choose
the JAS that you would like to complete. A writing
program will automatically launch where you can write your summary. When you
are ready to stop, click SAVE. Prior to course submission you may go back at
any point to edit your summaries but you must be certain to click SAVE once you
are done with your edits. For more information on the features of this
assignment, please consult the HELP menu.
You
must click SAVE before you write another summary or move on to another part of
the course.
Joan Halverstadt is a retired
Special Services Director, School Psychologist, and School Counselor. She has 15 years’ experience as a school
counselor, working with at-risk preschool and elementary-aged students. Ms. Halverstadt has
over 45 years of experience working in early childhood education with children
and families, including working with children affected by family issues, abuse,
or trauma. She also teaches graduate-level
education counseling, early childhood, and special education courses for
teachers and counselors. She received
her National Certification and School Psychology Educational Specialist degree
from Seattle University, her School Counseling Educational Staff Associate
Degree from City University, her Master’s in Education from George Mason
University, and her BA in Psychology and Elementary Education from Whitman
College. Please
contact Professor Halverstadt if you have course
content or examination questions.
Pamela Bernards has 30 years
of combined experience in diverse PK-8 and high school settings as a teacher
and an administrator. In addition to these responsibilities, she was the
founding director of a K-8 after school care program and founder of a pre-school
program for infants to 4-year-olds to address all early childhood issues.
When she was a principal, her school was named a U.S. Department of Education
Blue Ribbon School of Excellence. More recently, the school in which she
serves as curriculum coordinator was named a 2010 Blue Ribbon School.
Areas of interest include curriculum, research-based teaching practices, staff
development, assessment, data-driven instruction, and instructional
intervention with exceptional populations. She received a doctorate in
Leadership and Professional Practice from Trevecca Nazarene University.
Please contact Professor Halverstadt if you have course content or
examination questions.
You may contact
the facilitator by emailing Professor Halverstadt at joanh@virtualeduc.com or calling her at
509-891-7219, Monday through Friday, 8:00 a.m. - 5:00 p.m. PST. Phone messages
will be answered within 24 hours.
Phone conferences will be limited to ten minutes per student, per day, given
that this is a self-paced instructional program. Please do not contact the
instructor about technical problems, course glitches or other issues that
involve the operation of the course.
If you have questions or problems related to
the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known
issues at www.virtualeduc.com and also
the Help section of your course.
If you need personal assistance
then email support@virtualeduc.com
or call (509) 891-7219. When contacting
technical support, please know your course version number (it is located at the
bottom left side of the Welcome Screen) and your operating
system, and be seated in front of the computer at the time of your
call.
Minimum Computer
Requirements
Please
refer to VESi’s website: www.virtualeduc.com or contact VESi if you
have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course Completion
Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
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American Academy for Children and
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human brain. Neuroscience, 342, 55–67.
U.S. Dept. of Agriculture: Safety, Health,
and Employee Welfare Division. (n.d.). Domestic
violence awareness handbook. Retrieved from http://www.dm.usda.gov/shmd/handbook.htm
U.S. Dept. of Veterans Affairs: National
Center for PTSD. (2016). Common reactions to trauma. Retrieved from https://www.ptsd.va.gov/understand/isitptsd/common_reactions.asp
Van der Kolk, Bessel. (2015). The body keeps the score: brain, mind, and
body in the healing of trauma. New York, NY: Viking Penguin.
Additional Publishers and Social Skills Curriculum Programs
Bureau for At-Risk Youth
Variety of drug prevention, bullying
and violence prevention, social skills, character ed., conflict resolution,
etc. resources
The Guidance Group 1-800-99-YOUTH www.at-risk.com
Character Counts (K–8) (character education)
Committee for Children
Second Step (PreK–K, Grades 1–3, Grades 4–6, & Grades
7–8)
(conflict resolution, problem solving, feelings, & impulse control)
Talking About Touching (personal safety)
Toll Free: 1-800-634-4449
Community Intervention Inc.: Tools To Help Youth
Working It Out At
Madison High (13 videos for HS violence
prevention)
In Search of Character (6th–12th)
1-800-328-0417
communityintervention.org
Discovery Education (digital textbooks)
Get Real About Violence (K–1st, 2–4, & 6–8) (violence prevention)
1-800-323-9084
Educational Media Corp
Prevent Violence With Groark (5
violence prev. videos- 1st-3rd)
Ready To Use Social Skills
& Activities (PK–K, 1–3,4–6,7–12)
The Power of Choice (12 videos for teens)
In Search of Character (10 videos for Jr. High & High School)
You Can Choose (10 videos for K–5)
Big Changes, Big Choices (12 videos for 5th–9th)
1-800-966-3382
James Stanfield Pub. Corp. (specialists in special
ed)
Be Cool (K–12)
6 levels
1-800-421-6534
Sopris West/Cambium Learning
Assist Program (Grades 1–3 & 4–6) (friendship skills, anger, etc.)
Stop and Think Social Skills Program (PK–8)
Tough Choices & Right Choices (5-12)
Bully Proofing series (PK–12)
RIDE (Responding to Individual Differences in
Education (PK–8)
Phone: 1-303-651-2829/1-800-547-6747
Teaching Tolerance
a program of the Southern Poverty Law
Center; provides grants of up to $2,000 to purchase violence prevention
curriculum
Young Peoples Press
Building Character
Toll Free: 1-800-231-9774
Resources for Parenting Classes
How to Listen So Kids Will Talk &
Talk So Kids Will Listen
By Adele Faber & Elaine Mazlish
Simon & Schuster Pub.
Love & Logic
Toll Free: 1-800-338-4065
Active Parenting Publishers
Toll Free: 1-800-825-0060
Parenting Difficult Adolescents or Guidance Club for Parents of Teens
Bureau for At Risk Youth
Toll Free: 1-800-99-YOUTH
Systematic Training for Effective
Parenting (STEP)
AGS
Toll Free: 1-800-720-1286
Resources on Domestic Violence
Center for the Study of Prevention of
Violence
National Center on Domestic and
Sexual Violence (includes section on stalking)
National Coalition Against Domestic Violence
“The Problem” and “Getting Help”
National Domestic Violence Hotline
1-800-799-SAFE (7233)
National Network to End Domestic
Violence
National Resource Center on Domestic
Violence
Course content is updated every three years. Due to this update timeline,
some URL links may no longer be active or may have changed. Please type the
title of the organization into the command line of any Internet browser search
window and you will be able to find whether the URL link is still active or any
new link to the corresponding organization's web home page.
3/8/19
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