Course curriculum

    1. How to use this course

    1. Module One: Course Description and Learning Objectives

    2. Module One: About the Instructor

    3. Module Two: Course Description and Learning Objective

    4. Module Two: About the Instructor (s)

    5. Continuing Education (CE) Information

    6. Course FAQ

    7. Disclaimer and Course Requirements

    1. Prep Quiz

    2. Slide Deck

    3. Understanding the Neurobiology of Childhood Trauma

    4. References

    5. Directions for Quiz and Certificate

    6. Quiz

    1. Prep Quiz

    2. Slide deck

    3. Introduction

    4. Background on Traumatized Teens

    5. The Impact of Trauma on the Teen

    6. Understanding Family Systems Approach & Family System Solutions

    7. Teen Connect Model: Importance of Teaming

    8. Teen Connect Model: Meetings & Activities

    9. Johari Window Model

    10. Case Study One

    11. Case Study Two

    12. Closing

    13. References

    14. ETT_Worksheets

    15. Directions for Quiz and Certificate

    16. Quiz

    1. Evaluation

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About this course

  • 32 lessons

Course Description

This comprehensive course provides an in-depth understanding of the neurobiological mechanisms and psychological impacts of childhood trauma, with a focus on both early childhood and adolescent experiences. Participants will explore the evolutionary functions of homeostasis, allostasis, and the HPA-axis stress response, and how these mechanisms relate to trauma exposure. The course delves into the concept of Adverse Childhood Experiences (ACEs) and their long-term effects on mental and physical health, supported by current research findings.

A significant portion of the course is dedicated to understanding trauma in adolescents within the child protective services system, where trauma incidence rates are alarmingly high. This training examines advances in our understanding of adolescent brain development and epigenetics, alongside the Family Systems Approach from a social work perspective. Emphasizing the Person-in-Environment framework, the course highlights the interconnectedness of micro, mezzo, and macro systems in the lives of traumatized teens.

Participants will learn about the detrimental effects of non-trauma-informed care and gain strategies for implementing trauma-informed practices. Clinical case studies will illustrate real-world applications and the benefits of trauma-informed approaches in various settings.

Participants will gain a basic understanding of the neurobiological mechanisms that impact the symptoms that traumatized individuals present with. 

There are no prerequisites for this course. No prior coursework in neurobiology is needed to understand this course as the instructor presents the material in an understandable manner. This course is open to mental health professionals and individuals interested in gaining a basic understanding of the neurobiology of trauma and skills for healing trauma.

Module One: Learning Objectives & Agenda


To define and explain the neurobiology of trauma.

To examine how trauma dysregulates the nervous system and leads to symptoms of PTSD.

To explore the role of the HPA-axis in stress response and regulation

To analyze Adverse Childhood Experiences (ACEs) and its impact on mental and physical health, later in life.

To discuss the detriment of non-trauma informed care and its impact on traumatized individual’s.

To equip participants with the knowledge and skills to begin working from a trauma informed lens.


Module Learning Objective: 


Learning Objectives:

  • Learning Objectives 
    Session One, 1.5 hours: Learners will be able to do the following: 
  • Analyze the latest research regarding adolescent brain development
  • Evaluate the implications of ACEs on teens
  • Recognize and evaluate the historical and current disparities within adolescent case practice and the impact on adolescent trauma 
  • Discuss family systems approach (FSA) and how it applies to child protective services and child welfare 
  • Distinguish how FSA can inform case practice when Teaming with Teens 
  • Discuss how family systems solutions (FSA) can be implemented in case practice with teens in child welfare 
  • Differentiate between the needs of teens in child welfare and other age groups 
  • Identify the reasons why it is important that teens are seen as leaders of the team 
  • Appraise the It Takes a Village tools needed, including the interactive takeaway worksheets 
  • Recognize the steps required to develop and facilitate teen team meetings 




Lead Trainer

Executive Director Sharea Farmer, LCSW

Sharea Farmer is the Founder and Executive Director of RS Counseling & Wellness with over 20 years of experience as a licensed clinical social worker. Her expertise in both clinical and administration has allowed her to work in the private and public sectors as an advocate for employee wellness, Diversity & Inclusion, Race Equity, and Trauma-Informed Practices. Her unique practice that focuses on empowerment and education creates transformative wellness for her clients that range from executive leadership teams to supervisors to staff. RS Wellness has developed employee resilience plans and trauma-informed care programs for state and public health agencies, as well as educational groups, both locally and nationally. Sharea received a BA in Sociology from Rider University and a Master’s of Social Work from Rutgers. She is an adjunct professor at Rutgers where she’s been teaching since 2014. She is on the World Childhood Foundation Advisory Board for a two-year term from 2021-2023. On the board, she’ll have the chance to use the Equity & Inclusion lens to determine program eligibility for funding in the area of preventing sexual exploitation and abuse of children. Sharea lives in New Jersey with her husband. She enjoys all things basketball, live NBA games, traveling, coloring, and spending time with family and friends. Licensed Clinical Social Worker in the States of New Jersey #44SC05650200

Trainer Phoenix J Cooper, PsyD MS

Dr. Phoenix Cooper is a Pediatric Psychologist who specializes in childhood trauma. Dr. Cooper also has a Master of Science degree in Clinical Psychology and a medical degree from the Philadelphia College of Osteopathic Medicine. Dr. Cooper trained at some of the country’s leading academic institutions including the University of Pennsylvania, the Children’s Hospital of Philadelphia (CHOP), New York University, NYU’s Child Student Center, Montefiore Medicine Center, and the Einstein School of Medicine. Dr. Cooper has been working in the healthcare field for over 11 years, where she worked through both a medical and mental health framework. Dr. Cooper is currently a tenure-track assistant professor at Widener University where she trains doctoral students in delivering trauma-informed care. Outside of academia, Dr. Cooper is a mother, ordained minister, holistic healthcare proprietor, and bakery owner. Dr. Cooper practices holistic health care that creates space for physical, psychological, and spiritual healing.

Trainer Michele Rodriguez

Michele Rodriguez has worked within child welfare in several roles over the last two decades. Her work began within a non-profit program that she founded that created care packs for youth in foster care, but it didn't take long for Michele to realize that care packs weren't able to create the impact needed within child protective services. Michele then served two-years as an AmeriCorps volunteer at her local Court Appointed Special Advocates (CASA) and was also a direct CASA volunteer, advocating for the best-interest of children involved with the New Jersey Division of Youth & Family Services (currently Division of Child Protection & Permanency) in New Jersey. During this work, Michele began to help the local CASA implement a youth transitions program for adolescents while also beginning work towards her Bachelor's in social work at Rutgers University. While at Rutgers, she participated in the competitive Baccalaureate Child Welfare Education Program (BCWEP). Upon graduation, Michele worked at the Division of Child Protection & Permanency (DCP&P) as a caseworker and became a Family Team Meeting Facilitator while in this role. Michele is currently working at embrella where she regularly presents trainings to resource and kinship parents across New Jersey, provides direct advocacy for caregivers involved with DCP&P, and develops trainings as part of the embrella family support department. Co-concurrent to her role at embrella, Michele is attaining her Master of Social Work and interning at RS Counseling & Wellness Center in a training and consultation role.

Certificates will be awarded after completion of the full Webinar and course evaluation.

Radiant Sunshine, #1403, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Radiant Sunshine maintains responsibility for this course. ACE provider approval period: 2/28/23 to 2/28/2026  Social workers completing this course receive 3-clinical continuing education credits. 

Find out whether your state or province accepts ACE approval.

Approved Continuing Education Provider (ACEP):

Radiant Sunshine has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7371. Programs that do not qualify for NBCC credit are clearly identified.

Select your state to find continuing education requirements.

REQUIREMENTS BY STATE 

STATE BOARD INFORMATION

Refund Policy:   No refund will be given for the purchase of any course or webinar. 

 We accommodate persons with disabilities. Please email [email protected] for more information if disability accommodations are needed.

For more information contact: [email protected]

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