Graduate Certificate in Trauma Informed Policy and Practice University of New Hampshire

A new graduate certificate has been developed for Spring 2020.

The UNH Trauma Informed Policy and Practice Graduate Certificate Program will prepare scholars enrolled in social work and/or education graduate programs, or current professionals in the field, in research-based practices and systems change strategies to improve outcomes for children and youth with significant support needs, including those with emotional and behavioral challenges (EBC), developmental and intellectual disabilities, autism, sensory, and other learning disabilities. The NH DOE identified school-based personnel shortages in school social workers and special educators trained in emotional and behavioral disabilities, intellectual disabilities, and other learning disabilities. The TIPP Program will respond to these challenges as the only advanced graduate certificate in the country addressing the need for trauma informed professionals supporting the needs of school age children, youth, and their families.

CURRICULAR REQUIREMENTS

There will be two required courses and a two-credit year-long seminar:

1) EDUC 750/850 Introduction to Exceptionality: Exploring Equity-based Inclusive Education for All Students
2) SW 897 Core Concepts in Trauma Informed Welfare Practice
3) EDUC 998 - Special Topics in Trauma Informed Policy and Practice. This is a year-long two-credit seminar for students in the TIPP program. The seminar will be held at the UNH Manchester campus with an online option. Students will learn about cutting-edge research and practice focused on trauma and its impact on child and adolescent development, with a particular focus on equity in the context of educational structures will use reflective practice, case study, and research activities to enhance cross- disciplinary learning. The seminar will include instruction on school behavioral health frameworks, mindfulness practices for children, youth and staff, cognitive behavioral therapy practices in schools, evidence-based screening and assessments, small group interventions, collaboration with community treatment providers, social justice and cultural and linguistic competency, equity-based inclusive education, and universal design for learning. The seminar will be taught by Drs. Schuh and Malloy and will also include guest speakers, student-initiated case studies, and problem-solving.