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Trauma-Informed Practice Programs

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Why pursue graduate-level training in Trauma-Informed Practices at North Central College?

People who have experienced trauma events may be more prone to physical and behavioral health challenges. In addition, they may experience significant stress related to family, school, and work. The trauma-informed education received in North Central College's Master of Arts in Trauma-Informed Practice degree and Trauma-Informed Educational Practices Certificate programs will help you impact individuals and communities by creating responsive systems focused on strengths and healing.

The program's mission is to prepare theoretically and practically equipped, caring, committed, and competent trauma-informed educators, leaders, and service providers who create equity-based policies, procedures, and practices for our workplaces and communities. In addition, it builds knowledge and skills for those working with individuals in which complex trauma events may be a part of their stories. Centered on the foundation of public health concepts, it provides concrete understandings of the influence of stress on brain and body development, learning, and health.

Program Overview

  • Master's Degree and Certificate options
  • 100% online
  • Cohort model

"Since the mid-1990s…. there has been a call for service systems to implement Trauma-Informed Care, including educational, human services, health care, child welfare, law enforcement, and adults and juvenile corrections systems."  As cited in Baker et al., School Mental Health Journal, 2016

Upcoming Virtual Information Sessions

December 10,  2024 8:00pm-8:30pm CST

Feel free to reach out directly to the Program Director, Tammy Wynard at tswynard@noctrl.edu for immediate information and assistance.

Growing Need for Trauma-Informed Practice Across Professions

Childhood trauma is more common than people realize. According to the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA), two-thirds of children reported at least one traumatic event by age sixteen. The National Child Traumatic Stress Network confers that "Each year, more than 10 million children in the United States endure the trauma of abuse, violence, natural disasters, and other adverse events."

Gaps among professional practices related to traumatic childhood experiences and trauma-informed care are ample. Our trauma programs will propel your skillset if you desire to advance systemic change for schools and organizations. You will dive deep into trauma theories and practices. You will become primed to serve your workplace and community by creating sustainable change with a trauma-informed lens responsive to challenging the structure and intentions of programs, policies, and procedures that impact youth, adults and communities. 

Through this program, you will be part of the solution to create positive change. You will have the ability to advocate for creating communities that embody equity, trust, and health-promoting services. You will also experience the personal satisfaction of learning how to be a trauma-informed change-maker in an area that affects most of the population in the U.S.

Cohort & Train-the-Trainer Focus

Our reach has been diverse, extending across the nation and internationally. Students who have enrolled in the NCC Trauma-Informed Programs thus far have come from:

  • Alaska
  • Illinois
  • Georgia
  • Michigan
  • Missouri
  • North Carolina
  • Ohio
  • Oregon
  • Pennsylvania
  • Tennessee
  • Texas
  • Washington
  • Canada
  • Vietnam

Our cohort focus is steeped in developing strong relationships between instructors and students. The readings, discussions, and reflections are intended to educate and challenge misperceptions and biases, so personal and professional growth can occur. Collaborative learning through purposeful course design, assignments, and assessments lends itself to meaningful interpersonal connections with classmates and professors.

The curriculum follows a train-the-trainer model in which students will be equipped to provide education to others related to childhood and developmental trauma. You will learn how to create systemic change, develop strategies for small and large groups, and more.

It will also enhance your professional credentials and recognize you as a specialist in the subject matter as you advocate and provide leadership to schools and organizations. As a practitioner, you will create programming that educates your colleagues on the latest trauma research and trauma-informed practices.

The trauma-informed programs at NCC are offered to enhance initial or advanced credentials, and craft specialized expertise in understanding trauma-informed approaches across disciplines with different populations. The programs are theoretical and practical as it builds knowledge and skills for working with individuals and communities to meet the demands for trauma-informed settings. Leadership courses provide a broad range of tools for professionals and community members to use to educate and advocate for trauma-informed micro, mezzo, and macro-level changes. The intended student population for our programs are employees and leaders of organizations in education, health care, not-for-profit, public health, child welfare, and mental health settings who want to experience public health, equity-based trauma-informed training.

Hear From Our Students!

“If someone asks me about my time in this program, I will 100% recommend that they consider signing up for it. I think the concepts we have learned are so important for creating change. Trauma has always been around, and thankfully, research and transparency are starting to bring more awareness to the frequency with which it occurs. Thank you for making this investment of time, money, and energy so fulfilling.” 

“This program was excellent in giving merit, language, and research to back the Trauma-Informed work to be done. What I didn’t expect was how much I would learn about myself. During this program, I grew so much, not only as a teacher but as a husband and father, as well.” 

“I reflect on my experience so fondly as something that came along in my 17th year of working and truly changed me. It renewed me, energized me, and opened my eyes. I will whole-heartedly recommend the program to the person who asks me about it... and then I will offer to take them to coffee and talk about all the things once they begin their journey and want to expand their circle of influence.” 

“I have been reminded that there are SO MANY passionate, dedicated, and conscientious adults who are willing to try new things, consider new research, and push back on old school policies to better support our students and families. It was refreshing to see different types of educators all wrestling with what is working and what is not working within our current systems.”

“After this program, I do not look at people or their experiences in the same way. Instead, now I find that I am more understanding, compassionate, and things that used to be confusing about human behavior, suddenly make a lot of sense! Thanks to this program, my lens is forever changed for the better. I would tell someone six months from now that this program changed my life, made me a better human, and gave me the tools to be a better educator.”

"This certificate program fundamentally changed how I see and deal with students whose behaviors are considered troublesome, annoying, manipulative, etc. All behavior is a form of communication. Instead of asking what is wrong with these kids, I now know to ask what happened to them." - Adolescent Hospital Educator

Master of Arts in Trauma-Informed Practice

The Master of Arts in Trauma-Informed Practice is 11 courses (33 credit hours):

  • 15 credit hours of Trauma-Informed courses
  • 12 credit hours of core Leadership courses
  • 6 credit hours of electives
  • 100% online
  • Cohort model
  • Enrolling for Spring 2025 cohort

Courses are offered in primarily asynchronous, seven-week sessions allowing you to learn on your own schedule. Take one course every session and complete your degree in two years.

This program is designed to fit into your life but will require a significant time commitment in your weekly schedule. You need to be prepared to possibly spend as much as 9-12 hours each week, depending on the course.

Three Saturday morning synchronous online sessions from 8am-11am CST are required for MHTS/MEDU 501, 502, 503, and 694/684 courses. 

Trauma Informed Practice, M.A.

Program Director: Tammy Wynard

The Master of Arts in Trauma-Informed Practice mission is to prepare theoretically and practically equipped, caring, committed, and competent trauma-informed educators, leaders, and service providers who create equity-based policies, procedures, and practices for our workplaces and communities. The degree is designed to enhance initial and advanced credentials, and craft specialized expertise in understanding trauma-informed approaches across disciplines with different populations. The program is theoretical and practical as it builds knowledge and skills for working with individuals and communities to meet the demands of trauma-informed settings. Leadership courses provide a broad range of tools for professionals and community members to use to educate and advocate for trauma-informed micro, mezzo, and macro-level changes.

Program Learning Outcomes

  • Differentiate the impacts of childhood trauma on the physical, social, emotional and neurological development of youth and on the broader community.

  • Assess an individual's regulatory state through a trauma-informed lens and respond with appropriate evidence-based strategies.

  • Synthesize program knowledge and skills to design an effective trauma-informed practices seminar.

  • Design evidence-based trauma-informed projects demonstrating the application of knowledge to professional practice.

A minimum of 33 credit hours are required: fifteen credit hours in Trauma-Informed content courses, twelve credit hours of Leadership courses and six credit hours of Elective courses. Students in this program must register for and successfully complete the three core Trauma-Informed courses before beginning any of the Leadership or Elective coursework. Capstone courses are taken after the completion of the core Trauma-Informed courses and all Elective courses are completed

Trauma-Informed Required Courses

Required Core:

Capstones

Leadership Courses

Elective Courses

Choose two to six credit hours from:

Program Notes

  • Online work will start on the first day of the semester and conclude on the last day of each course cycle.

  • Three online synchronous Saturday morning sessions are required for each of the MEDU/MHTS courses.

Trauma-Informed Educational Practices Certificate

Trauma-Informed Educational Practices Certificate is three courses (9 credit hours):

  • 100% online
  • Cohort Model
  • Enrolling for Spring 2025 cohort

Courses are offered in primarily asynchronous, seven-week sessions allowing you to learn on your own schedule.

This program is designed to fit into your life but will require a significant time commitment in your weekly schedule. You need to be prepared to possibly spend as much as 9-12 hours each week, depending on the course.

Three Saturday morning synchronous online sessions from 8am-11am CST are required for MHTS/MEDU 501, 502, and 503.

Curriculum

MHTS/MEDU 501 - Trauma and Its Effects on Health and Learning

MHTS/MEDU 502 - Building a Trauma-Informed Environment with Strategy

MHTS/MEDU 503 -Systemic Change through Research and Trauma-Informed Practice

How to apply

Master's Degree Application Steps

Please complete the following steps to apply to the Master of Arts in Trauma-Informed Practice. 

1. Start Your Application

A username and password will be generated and sent to the email you provide. You will have 30 days to complete the online application. In order to submit the online application, you will be required to upload the following:

  • Statement of purpose that discusses long-range goals, interest in the chosen discipline, and the reason(s) for applying to this program.
  • A current resume that includes educational and employment history, college extracurricular activities, community activities, honors and leadership roles, hobbies and nonacademic interests.

2. Submit Official Transcripts

Official transcripts from all undergraduate and graduate institutions showing an earned bachelor's degree from a regionally accredited college or university. Official transcripts must be submitted to the School of Graduate and Professional Studies directly from the institution attended. Official transcripts can be sent by mail or electronically from verified services. Hard copy transcripts hand-delivered by students will be accepted if received in an official sealed envelope from the institution. 

  • Minimum GPA of a 3.0 on a 4.0 scale during the last 60 credit hours of coursework is required. 
    • The School of Graduate and Professional Studies uses a holistic approach giving careful consideration to all credentials in an application. Applicants who do not meet the minimum grade point average of a 3.0 on a 4.0 scale may be considered for conditional admission which could require frequent contact by advisors.
  • Official transcripts can be sent by mail or electronically from verified services at grad@noctrl.edu or 

School of Graduate and Professional Studies

30 N. Brainard St.

Naperville, IL  60540

3. Submit Letter of Recommendation

One professional or academic letter of recommendation from an employer, professor, or another person who is able to judge your potential for graduate study. Letters can be emailed to grad@noctrl.edu. 

 

Admissions Interview

Applicants may be invited to an admissions interview by the School of Graduate & Professional Studies if deemed necessary.

 

Certificate Application Steps

Please complete the following steps to apply to the Trauma-Informed Practices Certificate. 

1. Start Your Application

A username and password will be generated and sent to the email you provide. You will have 30 days to complete the online application. In order to submit the online application, you will be required to upload the following:

  • Statement of purpose that discusses long-range goals, interest in the chosen discipline, and the reason(s) for applying to this program.
  • A current resume that includes educational and employment history, college extracurricular activities, community activities, honors and leadership roles, hobbies and nonacademic interests.

2. Submit Official Transcripts

Official transcripts from all undergraduate and graduate institutions showing an earned bachelor's degree from a regionally accredited college or university. Official transcripts must be submitted to the School of Graduate and Professional Studies directly from the institution attended. Official transcripts can be sent by mail or electronically from verified services. Hard copy transcripts hand-delivered by students will be accepted if received in an official sealed envelope from the institution. 

  • Minimum GPA of a 2.5 on a 4.0 scale during the last 60 credit hours of coursework is required. 
  • Official transcripts can be sent by mail or electronically from verified services at grad@noctrl.edu or 

School of Graduate and Professional Studies

30 N. Brainard St.

Naperville, IL  60540

Trauma-Informed Practice Programs Faculty

Our programs are born out of work that North Central faculty have completed, both individually and collaboratively, locally and at the state and national levels. Through these events, the need for knowledge and skills related to childhood adversity and trauma-informed practices has been evident. North Central faculty involved have developed unique insights and expertise. Faculty have experience with research and implementation of trauma-informed practices across settings and can provide mentorship to you throughout your program. Please follow the link for the faculty to learn more about their professional experiences, teaching areas, and scholarship.

For more information, contact Tammy Wynard, Director – Trauma-Informed Practice Programs, at tswynard@noctrl.edu.

Trauma-Informed Educational Practices Certificate Co-Founders

Tammy Wynard, Certificate Program Director, Dr. Bruce Spitzer, and Dr. Janis Fitzsimmons began collaborating to create the certificate in the fall of 2018. Their work as co-founders focused on seeking external input from advisory board members representing the health care, nonprofit, and education sectors to determine the design and scope of the curriculum.  The certificate program was approved by the college and began with the first cohort in the fall of 2020.