Training opportunities for Clackamas ESD substitutes

Learn about personal and professional boundaries and staying within your role when you work with students.

These six needs are often the underlying motive behind challenging behavior.

In the mid-1990s, Dr. Vincent Felitti and Dr. Robert Anda studied over 17,000 adults in an effort to understand more about stressful or traumatic childhood experiences such as neglect, abuse and family turmoil. They called these types of events “Adverse Childhood Experiences” or “ACEs.”

The Crisis Cycle is a well-documented pattern of behavior people go through when they are experiencing an immediate emotional and behavioral crisis. Understanding the nature of crisis and the specific phases of escalation within the crisis cycle is important in developing trauma-informed practices.

Managing behavior isn’t about winning battles with kids; it’s about avoiding battles and working with students, not against them, to change behavior.

Learn how to help students develop their own social emotional and regulation skills.

Regulation is the way people manage their thinking, emotions, attention, and physical reactions. Understanding regulation is critical to creating a trauma-informed school environment.

What are strong relationships, why are building strong relationships with students so important, and how you can build strong relationships with your students?

Learn how self-awareness, self-regulation and resilience contribute to educator wellness, why emotional wellness is so important for educators, and how you can use self-awareness and self-regulation strategies to support wellness throughout the school day.

Explore key factors that affect the success of diverse learners.