Trauma Informed Resources
Jase Williams (Ngāti Tamaterā) is a TEDx Speaker and keynote Speaker who has spoken at events internationally and all over
New Zealand.
He is one of the leading voices in Compassionate, Equity-Centered, Relational Neuroscience Practice in Education and has shared his knowledge through an Indigenous te ao Māori lens with hundreds of ECEs, Schools and Support Agencies, and with
thousands of educators.
Jase is a certified trainer in the Neurosequential Model in Education (NME) facilitated by Dr. Bruce Perry, regarded as one of the world’s leading experts in childhood trauma.
He has 25 years experience working as an educator and is the former Principal of Henry Hill School, Napier – winners of the most recent Prime Minister’s Education Excellence Awards – Wellbeing category.
Trauma Makes the Invisible, Visible
Nathan’s presentations explore how neuroscience can improve interactions with children and young people. Advances in brain research over the past 20 years, particularly since the 1990s, highlight the critical role of early development in shaping future outcomes. This research challenges traditional parenting and teaching practices. Nathan focuses on the practical applications of these findings to improve outcomes for children.
Trauma Informed Care for the children’s workforce
This online course is about understanding a trauma-informed system and recognising the indicators and impacts of trauma. It has been developed for the children’s | tamariki workforce (e.g. social workers, police officers, school-based workers such as counsellors, teachers, teacher-aides, RTLBs; people working in children’s teams, people working in public health roles, people working in community support roles, mental health workers).
You will get an understanding of the role of the children’s workforce in a trauma-informed system, and an introduction to the impacts of trauma on children | tamariki and approaches to trauma-informed care to help address these impacts.
The different roles of the children’s | tamariki workforce mean that the relationships with children | tamariki will vary depending on the work involved. Some roles will include direct care with children | tamariki; others may work primarily with caregivers. While your direct contact with tamariki may vary, the aim is for the children’s | tamariki workforce to be ‘trauma-informed’ and use this knowledge to ensure the best care for children |tamariki and support for caregivers and whānau.
Childhood Trauma| Impact on development and behaviour
Nearly all children | tamariki express some kind of distress or behavioural change following a traumatic event, and their responses can be very different, even when they’ve experienced the same event.
This online course reviews childhood trauma from biological as well as cultural perspectives.
Self-care in trauma-informed organisations
It is common for people working with vulnerable children | tamariki to experience stress and at times secondary trauma, vicarious trauma, compassion fatigue or burnout. This online course is about how to safeguard your wellbeing.
It aims to help you understand how trauma can affect people who support, protect and serve vulnerable children | tamariki and families | whānau. It offers you, your families/whānau, leadership teams and organisations practical steps to manage the impact of trauma and improve wellbeing.
Trauma-informed for caregivers
Many children | tamariki who come into care have experienced trauma and every child | tamariki can benefit from your ability to recognise the signs and symptoms of trauma.
And so this online course is about helping you to recognise trauma, its impact on children | tamariki and give you an understanding of what it means to be trauma-informed. It has been developed for caregivers (foster parents and whānau carers) of children | tamariki.
Welcome to Beacon House
Beacon House is a specialist, innovative and creative therapeutic service for young people, families and adults. On their website, there are an expansive amount of resources that will support your journey to become more trauma informed.
Dr. Ross Greene’s Collaborative & Proactive Solutions (CPS) model is an evidence-based approach to addressing challenging behaviours in children by focusing on identifying and collaboratively solving the underlying problems causing those behaviours, rather than solely modifying the behaviour itself; it emphasizes that “kids do well if they can” and encourages proactive solutions through open communication between adults and children to find long-lasting solutions to issues they face, instead of relying on traditional disciplinary methods.
Parents & Families Educators & Schools What it Looks Like Book List
Dr. Bruce Perry is the Principal of the Neurosequential Network and an Adjunct Professor at La Trobe University in Australia. For over 30 years, he has worked as a teacher, clinician, and researcher in children’s mental health and neuroscience. His research on trauma, neglect, and abuse has influenced clinical practice, programs, and policies worldwide. Dr. Perry has studied the effects of prenatal drug exposure, trauma, and adversity on brain development, as well as the role of relationships in building resilience. His work highlights how childhood experiences shape brain biology and overall health.
