Trauma Informed Early Childhood Services

The goal of this curriculum is to build New Hampshire’s capacity to provide trauma-informed early childhood services, including childcare, home visiting, early education, and health and mental health services. In doing so, we hope that you engage in trauma-informed care in your own setting and spread the message of trauma-informed care to cross-system partners. This curriculum is divided into four units which include an introduction to Trauma-Informed Early Childhood Services, and then cover the impact of trauma on young children in terms of their neurobiology and development, the screening and interventions used with traumatized children, and reflective practices used to work with caregivers and traumatized young children. Each of these units will help to build your capacity to provide trauma-informed early childhood care. As you complete each unit of the tutorial, you will be asked to submit an online assessment. At the end of Unit 4, you will be able to download a certificate of completion.

Unit 1: Introduction to Trauma-Informed Early Childhood Services

By the end of the unit, learners will be able to:

  1. Define a “traumatic event” for young children
  2. Explain 4 types of trauma
  3. Know the prevalence of trauma in young children
  4. Define trauma-informed care within the context of early childhood services
  5. Understand and value your role in helping young children impacted by trauma
  6. Explore your fears and your concerns about addressing trauma

Unit 2: The Impact of Trauma on Young Children: Neurobiology and Development

By the end of the unit, learners will be able to:

  1. Understand the basic structure and development of the brain as it relates to trauma in young children
  2. Recognize the behavioral signs of an overused fear or stress response system in young children
  3. Understand how sensitization and desensitization of the human stress response system may manifest in the behavior of a young child
  4. Explain the impact of deprivation and neglect on young children and how they may be represented in behavior
  5. Know the primary criteria for diagnoses frequently given to traumatized children
  6. Know the functional impairments often observed in traumatized children
  7. Understand the long-term impact of exposure to trauma on behavior and health outcomes
  8. Understand the role of implicit and explicit memory in trauma and relationships
  9. Understand the concept of neuroplasticity and resilience as it pertains to recovery from trauma

Unit 3: Screening and Intervention with Traumatized Young Children

By the end of the unit, learners will be able to:

  1. Understand the purpose of screening young children for traumatic exposure and symptoms
  2. Understand the limitations of screening measures
  3. Identify opportunities for screening
  4. Identify 2 screening measures for trauma in young children
  5. Know how to introduce screening measures to families
  6. Identify when a referral for mental health treatment is merited
  7. Describe 3 key intervention strategies for traumatized young children
  8. Understand the parallel arousal cycle and know strategies to manage arousal
  9. Appreciate and deploy strength-based approaches to avoid an over-focus on problems
  10. Explain trauma concepts to caregivers

Unit 4: Working with Caregivers and Traumatized Young Children Using Reflective Practice

By the end of the unit, learners will be able to:

  1. Understand the conditions necessary to engage in a reflective relationship
  2. Describe the reasons why reflective practice is important when working with traumatized young children and their caregivers
  3. Intervene in conversation in a way that demonstrates reflective practice skills
  4. Explain the importance of reflection to a caregiver, colleague, or supervisor

Case Management/Care Coordination EBP Implementation Home Visiting Parenting Education Socio-emotional Development for Children

Positive Parenting Tips

This component of the Child Development section of the CDC website provides information for parents on developmental milestones and positive parenting tips by age group, covering children 0-17 years of age. Age-specific injury prevention and safety advice as well as guidelines for promoting healthy bodies are also given. Parents or service providers for parents can download Positive Parenting Tip Sheets for use as take-home handouts.

Parenting Education Partner Involvement Socio-emotional Development for Children

Healthy Start Regional Meeting (PA)

Meeting Materials:

Common Agenda Father/Partner Involvement Participant Recruitment and Retention Socio-emotional Development for Children

Parents’ Evaluation of Developmental Status: Developmental Milestones (PEDS:DM)

Parents’ Evaluation of Developmental Status: Developmental Milestones (PEDS:DM) is a validated screening and surveillance tool that elicits parents’ report on a child’s skills and behavior. Six to eight questions per visit are used to assess fine motor, gross motor, expressive language, receptive language, self-help, and socio-emotional skills. The survey is designed for children at any age from 0 to 8 and takes about 5 minutes to complete and one minute to score.

Parenting Education Risk Assessment Socio-emotional Development for Children

Parents’ Evaluation of Developmental Status (PEDS)

Parents’ Evaluation of Developmental Status (PEDS) is a ten-question validated surveillance and screening tool designed to elicit parents’ concerns about their child’s development, behavior, and mental health. It takes about 5 minutes for parents to complete and 1-2 minutes to score. The screen can be used to indicate whether reassurance, advice, watchful waiting, further screening, or referral are called for in a child between ages 0 and 8.

Parenting Education Risk Assessment Socio-emotional Development for Children

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