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Trauma 101 Training Evaluation

 

Trauma 101: Understanding the Impact of Trauma on Children for School Professionals.

Thank you for participating in this training. Your feedback will help improve the quality of training offered through the Department of Education and NAMI Georgia and delivered by the Child Welfare Training Collaborative.

All responses are confidential and will be reported only in summary form.

  • Please enter the course code provided by your instructor.
  • Self-Assessment of Learning

    Instructions: Please review the following list of knowledge and skills statements. Select the choice that best represents what you knew BEFORE this training.
  • I have no knowledge of this topicI have some knowledge of this topic but not sure how to apply this knowledgeI have sufficient knowledge of this topic to apply it in routine situationsI have advanced knowledge of this topic and can apply it in the majority of situationsI have expert knowledge of this topic and can apply it in complex situations
    Identify the types of experiences and situations that can be traumatic for children.
    Describe the three different types of traumatic experiences
    Identify three types of stress that result from traumatic experiences
    Explain the relationship between a child's lifetime trauma history and his or her behaviors and responses
    Explain how traumatic experiences affect brain development
    Explain how traumatic experiences affect child development
    Define psychological safety and its importance to children's well-being
    Identify strengths and protective factors that promote resilience among children who have been impacted by trauma
    Identify potential strategies to support children and families who have been impacted by trauma
  • Self-Assessment of Learning

    Instructions: Please review the following list of knowledge and skills statements. Select the choice that best represents what you knew AFTER this training.
  • I have no knowledge of this topicI have some knowledge of this topic but not sure how to apply this knowledgeI have sufficient knowledge of this topic to apply it in routine situationsI have advanced knowledge of this topic and can apply it in the majority of situationsI have expert knowledge of this topic and can apply it in complex situations
    Identify the types of experiences and situations that can be traumatic for children.
    Describe the three different types of traumatic experiences
    Identify three types of stress that result from traumatic experiences
    Explain the relationship between a child's lifetime trauma history and his or her behaviors and responses
    Explain how traumatic experiences affect brain development
    Explain how traumatic experiences affect child development
    Define psychological safety and its importance to children's well-being
    Identify strengths and protective factors that promote resilience among children who have been impacted by trauma
    Identify potential strategies to support children and families who have been impacted by trauma
  • Training Evaluation

    Instructions: Select the description that represents how much you agree or disagree with each statement.
  • Strongly disagreeDisagreeAgreeStrongly agree
    The training was appropriate for my level of experience.
    The training content will be useful in my daily work.
    The training content was presented in a way that was helpful in the learning process.
    The trainer encouraged participation.
    The materials distributed were helpful in the learning process.
    The activities were helpful in the learning process.
    The trainer used illustrative examples to support the training content.
    The trainer responded effectively to participant questions.
    I gained new knowledge about the subject matter from this training.
    The time allotted for the training was sufficient.
    The training venue supported the learning process.
    I would recommend this training to a colleague.
  • Please check your email for a link to the certificate clicking 'Continue'.

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