This is just the training. If you’re seeking certification, that’s a separate product that can be purchased with, or up to a year after, the training. We’ve done it this way to make TIC training as accessible, affordable, and far-reaching as possible.
About This Course:
This course was created from a live, three-day conference in Colorado Springs, conducted by the Colorado Professional Development Center. CPDC has certified over two hundred people as Trauma-Informed Practitioners, from therapists to soldiers, and everything in between.
For this event, fifty three people took time away from work and traveled to Colorado in planes, trains and automobiles, stayed at a conference center, and experienced three very intense days of training.
In addition to the digital version of the live training, we’ve also included study sections on traumatology, developmental psychology, and more. Even if those terms are new to you, it will all make sense with this solid grounding in developmental and childhood trauma.
CPDC’s reputation as TIC trainers is impeccable. Due to their thoughtful and experienced teaching, many of their students have altered the course of their lives, careers and/or personal relationships.
What sets CPDC’s training apart is their focus on more than merely identifying trauma and treating symptoms. You’ll learn that it’s possible to actually HEAL trauma through engagement, empathy and compassion.
You Will Learn:
What Trauma-Informed Care is:
- Foundational theory, information, practices and protocols
- The role of trauma in the human nervous system
- The correlation between trauma and addictions
- The long-term impact of trauma and physical and mental health
- Attachment theory and its role as an organizing force in humans and human systems
- The importance of personal development for service providers to prevent countertransference and burn-out
- Ethics, safety and cultural sensitivity
How to Identify Trauma:
- The research (and shortcomings) of the ACEs Study
- The four categories of trauma, and why that matters
- The “trauma continuum” of shock, trauma and stress
- The long-term effects of developmental and childhood trauma
- How styles of attachment influence behaviors and relationships for a lifetime
How to Heal Trauma:
- A holistic, relational/somatic/biochemical approach to healing trauma
- The critical role of the therapeutic relationship in healing traumas
- Simple interventions to create safety and trust with clients
- Treating shock, trauma and stress states
- A developmental approach to psychopathology
- An attachment-based model of psychotherapy
- How to help traumatized individuals learn emotional self-regulation skills
- How to help traumatized individuals develop resiliency
Why Train in Trauma-Informed Care?
- Enhance your professional knowledge, skills, and career potential
- Apply a Trauma-Responsive paradigm to your personal and professional life
- Cultivate a transformative understanding of how Adverse Childhood Experiences can affect the developing brain and influence health and behavior
- Increase self-awareness with a new perspective on personal development, reducing the risk of secondary traumatization
- Lead your agency, unit, or team toward becoming a trauma-informed organization
Why Learn Online?
- FLEXIBILITY Access your course any time you want. Like to study from 2-4 am? No problem.
- PORTABILITY Learn anywhere you have an internet connection. On your coffee break, on your commute, on your phone, tablet, whatever, whenever.
- AFFORDABILITY No need to take time off from your job, travel to a conference center, rent a hotel, etc.
- COMMUNITY You will have access to a group of trainers and trainees, all eager to support your learning and implementation.
- RETENTION The rich, interactive nature of online training has been shown to improve the retention of information far better than endless lectures.
- LIFETIME ACCESS Forgot a particular point you had hoped to remember? Come back at any time and review it.
- ONLINE SUPPORT Have a problem? Need help? Have a question? We’re here for you.
Who Can Benefit From This Course?
- Social Services Providers, Victim Advocates, Child Welfare Staff, Guardians ad Litem
- Victim Advocates, Sexual Harassment Counselors, Domestic Violence Center Staff
- Counselors, Psychologists, Social Workers
- Law Enforcement Officers, Firefighters, EMS
- Physicians, Nurses, ER Staff
- Lawyers, Judges, Legal Assistants
- Clergy & Church Staff
- Criminal Justice Officers and Administrators
- Teachers & Higher Education Administrators, School Counselors
- City Government Workers, Immigration Workers, Military Officers
- Course Overview
- Who are we?
A History of Trauma (9)
- PTSD: A Social and Political Game Changer
- The Origins of the Field of Traumatology
- Our Discovery of Developmental Trauma
- Sharing From Our Relational Laboratory
- Defining Developmental Trauma
- Developmental Trauma Symptoms
- Working Hypothesis
- Standards of Practice
- History of Trauma Quiz
Traditional TIC (5)
- Types of TIC Training
- TIC Leadership
- What is Trauma?
- Traditional TIC Model
- Traditional TIC Quiz
Enhanced TIC (8)
- Expanded Paradigm
- Relational & Integrative
- Trauma Categories
- Trauma Continuum
- Focus On Healing
- Unifying Theories & Practices
- Comparing Diagnostic Criteria
- Enhanced TIC Quiz
Ethics and Safety (9)
- Counselor Responsibilities
- Transference and Countertransference
- Compassion Fatigue
- — Jin Shin Jyutsu
- — Butterfly Hug
- — TET Pose
- Compassion Fatigue (conclusion)
- Ethics & Safety Quiz
- Cultural Sensitivity
- Learning Styles & Social Context
- Reframing the Cultural View of Trauma
- Rest & restore
- Culture Quiz
ACEs Research (11)
- Introduction to ACEs Research
- The Original ACEs
- The Study Results
- More about the ACEs Results
- More about the Health & Well-Being Outcomes
- Case Study
- How ACE Impact Happens
- What’s Been Happening Since the Study?
- More Categories of ACEs
- ACES Research Quiz
OVERVIEW OF DEVELOPMENTAL PSYCHOLOGY
Intro to Developmental Psychology (9)
- Foundational Theories
- All Development is Continuous
- John Bowlby — Founder of Attachment Theory
- Mary Ainsworth — Strange Situation + Attachment Styles
- Mary Main / Erik Hesse — More on Attachment Styles
- Allan Schore — How Attachment Happens
- Jung, Mahler, Kaplan — Separation
- Barry & Janae Weinhold
- Intro to Developmental Psychology Quiz
Optimal Track of Development (8)
- Model Based on Mother-Infant Attachment
- Mirror Neurons & Attachment
- Bonding Cycle & Biochemistry
- The Four Stages of Development
- Optimal Development Model Outcomes
- Bonding & Heart Intelligence
- Where Attachment Takes Us
- Optimal Track of Development Quiz
Becoming Developmental Trauma-Informed (9)
- Trauma as Defined in the Traumatology Literature
- What Causes Developmental Trauma?
- Trauma and Brain Function
- The Biochemistry of Trauma
- Cortisol: The Fear Hormone
- Research on the Long-Term Effects of Childhood Trauma
- The Impact of Developmental Trauma on Young Children
- Janae’s Experiences Working with Childcare Providers
- Becoming Developmental Trauma-Informed Quiz
Pioneers in Childhood Trauma (8)
- Allan Schore — Affect Regulation Theory
- Dan Siegel — Mindsight
- Bessel van der Kolk — Developmental Trauma Disorder
- Bruce Perry — Community & Political
- Stephen Porges — Polyvagal Theory
- Karlen Lyons-Ruth — Attachment/Immune System Connection
- Barry & Janae Weinhold — Tracks, Stages, Developmental Systems
- Pioneers in Childhood Trauma Quiz
Trauma Continuum (7)
- Brain & Nervous System Basics
- Introducing the Trauma Continuum
- Developmental Stress
- Developmental Shock
- Developmental Trauma
- Trauma Specific Interventions
- Trauma Continuum Quiz
Attachment Trauma (10)
- Where Does Attachment Trauma Start?
- Trauma & Addiction
- Activity: Trauma & Addiction Inventories
- Disorganized Attachment
- Activity: Disorganized Attachment Inventory
- The Impact of Rapid Changes
- Coping Mechanisms
- Reframing Disorganized Attachment
- Attachment Trauma Quiz
Epigenetics & Biochemistry of Trauma (8)
- Issue #1 – Too much cortisol
- Issue #2 – Rapid fluctuations
- Issue #3 – Intergenerational & epigenetic influences
- Rest & restore
- Epigenetics & Biochemistry of Trauma Quiz
Separation & Individuation (7)
- Healthy Narcissism
- What it Takes to Separate
- Effect of Trauma
- Developmental Replay as Teens
- Special Role of Men
- Some Questions and Answers
- Separation & Individuation Quiz
Drama Triangle (7)
- The Drama Triangle
- The Roles
- How to Break Free
- Some Questions & Answers
- Drama Triangle
HEALING DEVELOPMENTAL TRAUMA
Screening & Assessment Tools (13)
- Introduction to Screening & Assessment
- Treating vs. Healing Models of Healthcare
- Three Minute Therapist
- Endogenous vs. Exogenous Opiods
- Sample Client Contract
- Epigenetic Questions
- Crumpled Heart Exercise
- Two Lists
- Two Lists Activity
- Trauma Elimination Technique
- School Handouts
- Screening & Assessment Tools Quiz
Making Meaning of Trauma (4)
- Making Meaning
- Making Personal Meaning
- Making Professional Meaning
- Making Meaning of Trauma Quiz
- Presence and its Role in a Healing Paradigm
- Presence and Epigenetics
- Presence Quiz
Three-Pronged Approach (8)
- Orienting Principles
- Begin by Healing Yourself
- Intro to the Three Prongs
- Prong 1: Developmental Psychotherapy
- Prong 2: Somatic Support
- Prong 3: Biochemichal Support
- Some Self-Healing
- Three-Pronged Approach Quiz
Implementing TIC (4)
- Are You Crazy Enough to Change the World?
- Implementing TIC Quiz
On Continuing Education Credit
When your mission is to bring TIC to as many people, fields, and systems as possible, CEUs become a tricky thing.
There are literally thousands of governing boards for the hundreds of fields we’re trying to reach, in every specialty, in every state. Each of those boards requires submission, review, approval, etc.
In order to jump through all those hoops we’d need a full time staff member – whose sole job is pleading for board approval. That, in turn, would drive up the cost of the training.
Instead, we’ve found that asking your governing board to consider approving your training prior to registering has proven successful for many, many learners.
If your board gives the official OK, the training is good for 20 contact hours.
Frequently Asked Questions (FAQ)
Kind of yes, kind of no.
CEUs are a tricky thing. There are thousands of governing boards for the hundreds of fields we're trying to reach with TIC. Every one of those boards requires submission, review, approval, etc.
In order to jump through all those hoops we'd need a full time staff member - whose sole job is pleading for board approval. That, in turn, would drive up the cost of the training.
Instead, we've found that asking your governing board to consider approving your training prior to registering has proven successful for many, many learners.
If your board gives the official OK, the training is good for 20 contact hours.
Our mission is to spread the concepts and practices of TIC to as many people as possible - to get it off the therapist’s couch, if you will.
While TIC has been widely adopted in behavioral health, we feel that anyone who interacts with other humans, be they soldiers, teachers, bus drivers, clergy, administrators, literally anyone, can make the world a better place by employing an understanding of developmental and relational trauma in their work.
All are welcome!
Our training is not a single, specific practice.
Instead, it presents a systematic, eclectic framework for healing developmental trauma.
Developed over thirty years of clinical research, this framework's theoretical and clinical components are drawn from a variety of trauma-informed, evidence-based practices including but not limited to:
- Gestalt Therapy
- Somatic Experiencing
- Polyvagal Theory
- Internal Family Systems Model
- Nonviolent Communication
- Somatic Trauma Therapies
Absolutely not. You're certified for life.
You can do it either way.
You can purchase the training now and the certification later, spacing out the expense, or buy them both right now.
Just be sure to put the training in your shopping cart first because the checkout process won't allow you to add the certification to your cart unless the training has been added first (or purchased within the last year).
As long as you want! There are no time limits or restrictions.
Presently, the total cost for training and certification is $516.
Upon completion of the training, you have up-to-one year to return and purchase and/or finish the certification process.
We do indeed. Contact us for a custom quote.
No, there are no Power Points with the course, it's all online content delivered via a Learning Management System.
The course is roughly twenty contact hours of instruction.
The training is entirely self-paced. That said, we usually suggest eight weeks as a reasonable time frame.
We want you to be happy with your online learning purchase. If, for whatever reason, you’re not 100% satisfied, simply ask for a refund within 14 days of your purchase and we’ll promptly issue you an almost-full refund.
Stripe, our payment processor, recently changed their policy on refunds and no longer returns the 3% they charge us to facilitate the transaction.
Therefore, you will receive a 97% refund if you request it within 14 days of purchase.
Note: No refunds will be issued if you’ve completed the training you purchased or received a certificate of any kind.
Meet the Instructors:
Barry K. Weinhold received his Ph. D. in Counseling Psychology (an A.P.A. Approved Program) in 1968 from the University of Minnesota. He taught at Ohio University and the University of Wisconsin at Green Bay before founding the Counseling and Human Services Program at the University of Colorado at Colorado Springs. After teaching for over 30 years at UCCS, he retired as Professor Emeritus in 2001. He currently serves as CPDC’s Continuing Education Director, and also co-directs the Colorado Institute For Conflict Resolution & Creative Leadership (CICRCL), which he and Janae co-founded in 1986. Barry has been a licensed psychologist in the state of Colorado since 1976 and has a small private practice specializing in working with men.
Barry is the author or co-author of over 65 books and he has made over 100 presentations at professional conferences. His latest books are The Wise Elder, and the co-authored, Conflict Resolution: The Partnership Way. Both books are available from Amazon in e-book and print formats. The Wise Elder book is the third in the Real Men Series. This series offers support to men wishing to develop the often-ignored feminine side of their personality. His previous books are about developmental trauma, conflict resolution, family counseling, codependency, counterdependency, and Twisted Beliefs, about how people form their values and beliefs and what causes them to become twisted.
Barry also served as a consultant to the United Nation’s 1994 International Year of the Family. Operating out of the UN Centre in Vienna, Austria, he helped to found the Bratislava International Family Training Centre, in Bratislava, Slovakia in 1992-93.
He also founded the highly successful Kindness Campaign, a community-based violence prevention program that started in Colorado Springs and was implemented in 12 other US cities. The Kind and Safe Schools Initiative (KASSI), a school-based peer violence prevention program grew out of the Kindness Campaign. Parts of KASSI have been implemented in over 700 schools in the U. S. and Canada. Barry also helped found the First Visitor Program, a child abuse and neglect prevention program operating in the Pikes Peak region.
Barry has been meditating daily since 1978 and he also practices yoga. He is an avid fly fisherman. He also enjoys hiking in the mountains and eating good food.
Janae Weinhold has her doctorate in Developmental Psychology from the Union Institute, is a Licensed Professional Counselor in private practice, and a clinical specialist in attachment and developmental trauma. For fourteen years, she also served as Adjunct Faculty in the Counseling and Human Services Program at CU-Colorado Springs where she taught advanced clinical courses in Developmental Process Work. She served for six months as the Mental Health Coordinator for the Child Care Response Project in Colorado Springs and has been providing mental health training for early childhood and childcare professionals since 1997. Since 1994 she has been conducting ongoing training in practical psychology, and providing social and psychological consultation services for Ukrainian psychotherapists through partnerships with organizations in Kiev, Ukraine.
Janae co-directs CPDC and the Colorado Institute for Conflict Resolution & Creative Leadership (CICRCL) in Colorado Springs, CO. At CPDC she provides professional supervision and consultation to mental health practitioners, and co-leads CPDC’s Trauma-Informed Care Certificate Trainings. She also presents at conferences on various topics related to developmental trauma. The theoretical and practical model that she and Barry created identifies the Disorganized Attachment Style and its associated developmental shock, trauma and stress as a major cause of intractable relational conflicts, delayed development, and human suffering.
Janae has authored or co-authored ten print books, twelve e-books, and numerous professional journal articles in developmental psychology, counseling and conflict resolution, and has presented on these topics at many national and international conferences. In 1992 and 1993, Janae spent a year on assignment as a Family Life Consultant, volunteering at the United Nations Centre in Vienna, Austria during the International Year of the Family. Here she co-authored papers on family life education, served as a delegate to numerous UN conferences and meetings and served as UN liaison representative with the Ministry of Labor, Social Affairs and Family in the Slovak Republic.
Janae’s passion for developmental psychology and children’s mental health issues is fueled by her love and concern for the future of her three grandchildren and the challenging social conditions that they and other youth face in their young lives. She is also a swimmer and loves roaming the mountains of Colorado and the Southwest.
Have a question or concern about this course?
Overall, I would describe this course as mostly worthwhile. The beginning section discusses trauma and the history of the way trauma has been approached, understood, and treated (or not) in a much more comprehensive, methodical, and logical way than I have ever encountered. I especially appreciated the discussion of the history of trauma from being thought of solely as event trauma and PTSD, as well as the history of its inclusion (or not) in the various iterations of the DSM. I also greatly appreciated the discussion of Developmental Trauma and the implications and limitations of the fact that it is not included in the DSM. Another great nugget from the course was their assertion that the ACEs study likely failed/fails to capture a significant amount of neglect trauma because neglect is harder to recall, especially since it is something NOT done. In my opinion, the informational section of this course is where it shines brightest; there is a wealth of information presented with sources and areas for further education. Once the course moves beyond that and Trauma Informed Care, things felt very hit or miss to me. It seemed that many sections of the back half of this course were just what the presenters think, believe, or feel to be true, as there was very little mention of any specific research or articles supporting the claims. There were many times when the presenters made assertions about things, which they stated as fact, without either tempering them as opinion or backing them up with evdience. One example of this was the section where they discussed addictions/substances and claimed that they could identify very specific one-to-one neuroscientific deficiencies based on the specific substance a person was drawn to. This is a very big claim that, for me at least, requires an equal amount of science to support it. It very well may be the case that the presenters based these assertions on science, but since they were not presented in the course, I am not able to know that for a fact, and thus, remain skeptical. Another thing that kept me from really being able to accept a lot of what was presented in this course is the conflation of metaphor and science. During the section titled “Optimal Track of Development” > “Bonding and Heart Intelligence”, they discuss the process of attunement between two people who are engaging with each other. This is a very real process that science and research have upheld wherein people who are giving each other their undivided attention begin to mirror each others body language, speech cadence, and energy levels. The presenters continuously describe this process as being the result of a “heart energy field” which the heart allegedly radiates outward from the body. Their “evidence” for this is a youtube video from Joseph Chilton Pearce, a man who wrote several books but seemingly did not conduct any research for his claims; according to Wikipedia Pearce earned a BA from the College of William and Mary and “did post-graduate studies at Geneva Theological College.” During this video, Pearce claims that the heart projects a wave which generates the equivalent of a magnetic field for attunement and that this is how attunement happens. For me, this continuous use of metaphor coupled with the lack of scientific citation for the at times outlandish claims of this course, make it hard to take the whole thing seriously. What’s more, Psychology and Counseling already has a bit of a reputation as a “soft science” and in my opinion, it is precisely this type of presentation that contributes to that perception. In sum, I feel that I learned a lot of information about trauma, in particular the history, depth, breadth, and prevalence of trauma. However, there are many parts of this course that need to be taken with a grain of salt until the course is updated with supporting evidence.
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