ALL COURSES

SEL – Educator PD

Professional Development for Educators

This course covers topics in education that makeup what we define as social-emotional learning. The course breaks these topics down, and it begins to ask educators to interpret these terms through their own lens. Best practice implementation recommendation:This course works well for individual educator learning followed by a 30-60min discussion to integrate knowledge and reflect on questions in your setting
This course is a follow-up to Understanding your Backpack and helps educators put what they have learned about themselves into practice in order to lead a classroom environment that is inclusive and empowering. In this course, you will continue in self-reflection as you identify your trauma responses and learn how to harness them in order to model empathic,strengths-based, respectful communication for your students. Best practice implementation recommendation:This course works best in a small full / large group setting .It should be followed by a 30 min report back for SG implementation and, ideally, to support school SEL culture building, a 30-60 min learning in action session.
This comprehensive course helps educators to understand the complexities of suicide. With special attention paid to data, risk factors, protective factors, trauma, depression, and proper support, educators are armed with resources and knowledge. The goal of this course is to empower adults to find the right words, actions, and processes in the face of prevention, intervention, and postvention. When supportive adults feel confident, the impact on those around them can be profound. Continuing education credits may be awarded by your district. Best practice implementation recommendation:This course works well for individual educator learning followed by a 30-60min discussion to integrate knowledge and reflect on questions in your setting.Best practice implementation recommendation:This course works best in a small full / large group setting .It should be followed by a 30 min report back for SG implementation and, ideally, to support school SEL culture building, a 30-60 min learning in action session.
This course asks you to reflect on sometimes challenging things that in fluency our own lens, such as bias, trauma, anger, and beliefs, and will help support you in identifying trigger sand places for growth without shame or guilt. By identifying your core values and personal beliefs, you can beg to put the pieces together for effective and empowered leadership that feels southern tic to you. Best practice implementation recommendation:This course works be Stina a small full group setting, to supports are sharing. It should be followed by a 30min report back and, ideally, to support school SEL culture building, a 30-60 min learning in action session.Best practice implementation recommendation:This course works well for individual educator learning followed by a 30-60min discussion to integrate knowledge and reflect on questions in your setting.Best practice implementation recommendation:This course works best in a small full / large group setting .It should be followed by a 30 min report back for SG implementation and, ideally, to support school SEL culture building, a 30-60 min learning in action session.
This course gives an overview of what SEL is, its history, and the importance of SEL in how we learn. Best practice implementation recommendation: This course works well for individual educator learning followed by a 20-40min discussion to integrate knowledge and reflect on questions in your setting.Best practice implementation recommendation:This course works be Stina a small full group setting, to supports are sharing. It should be followed by a 30min report back and, ideally, to support school SEL culture building, a 30-60 min learning in action session.Best practice implementation recommendation:This course works well for individual educator learning followed by a 30-60min discussion to integrate knowledge and reflect on questions in your setting.Best practice implementation recommendation:This course works best in a small full / large group setting .It should be followed by a 30 min report back for SG implementation and, ideally, to support school SEL culture building, a 30-60 min learning in action session.
This course gives an overview of what SEL is, its history, and the importance of SEL in how we learn. Best practice implementation recommendation: This course works well for individual educator learning followed by a 20-40min discussion to integrate knowledge and reflect on questions in your setting.Best practice implementation recommendation:This course works be Stina a small full group setting, to supports are sharing. It should be followed by a 30min report back and, ideally, to support school SEL culture building, a 30-60 min learning in action session.Best practice implementation recommendation:This course works well for individual educator learning followed by a 30-60min discussion to integrate knowledge and reflect on questions in your setting.Best practice implementation recommendation:This course works best in a small full / large group setting .It should be followed by a 30 min report back for SG implementation and, ideally, to support school SEL culture building, a 30-60 min learning in action session.

SEL – Video-Based

Responsible Decision Making

In this course, students will learn to identify anger, they will learn to catch it before it becomes too big, and they will develop ways to calm down. Anger is a healthy feeling that helps to protect us when we feel someone has harmed us or done something wrong to us. It canal so occur when we are learning something hard or trying to wait, often that kind of anger is frustration. Learning different ways to control anger is important because we don’t want to make a situation worse, hurt anyone or give up on something we care about. It can be hard, but there are good ways to handle our anger.
  • Prevention
    • In this course, students will begin to learn about what boundaries are, how having boundaries can feel, and how to communicate their boundaries.
  • Prevention
    • In this course, students will learn those coping strategies are things they can think about or do to get through hard times. Coping strategies can be thoughts to help them feel better or things they can do to solve problems. Developmentally, your youngest learners are learning how to make decisions about how they calm down and they are figuring out what works for them. Through this course, students will come up with the crown coping skills and learn about what works for their peers as well as for themselves.
  • Prevention
    • In this course, students will learn those coping strategies are things they can think about or do to get through hard times. Coping strategies can be thoughts to help them feel better or things they can do to solve problems. Developmentally, your youngest learners are learning how to make decisions about how they calm down and they are figuring out what works for them. Through this course, students will come up with the crown coping skills and learn about what works for their peers as well as for themselves.
  • Prevention
    • In this course, students will begin to learn about what diversity is, why diversity is important, and how we experience diversity. Students will discuss what makes them diverse and that it is okay to feel different from others.
  • Prevention
    • In this course, students will begin to learn about emotions. Students will learn what emotions are, why they are healthy, and how to begin to identify and accept them. Students will also learn the importance of controlling their emotions to act the mountain in a healthy manner.
  • Prevention
    • In this course, students will learn about empathy: how to identify emotions in themselves and others and practice appropriate responses to other people’s feelings. We will look at three different kinds of empathy: cognitive, emotional, and behavioral. When we have empathy for someone, we understand how they feel because we know what it is like to have those same feelings.
    In this course, students will learn about what equity is and how it differs from equality. Equity is fair. By learning about equity, students can learn that they have the power to make someone else’s life better. Knowing what is fair or unfair is important in helping people get along with each other and form positive relationships at all life stages.
  • Prevention
    • In this course, students will begin to learn about families and about how families can look different from their own. Students will talk about how their family makes them feel as well as why family is important to the mand who they consider part of their family. This course centers around the idea that all families are unique and different and will provide an opportunity to have important, complex conversations about welcoming all families. Teachers should be prepared to openly talk about differences while interrupting bias and stereotypes.
  • Prevention
    • In this course, students will begin to learn about the regular practice of gratitude and how it can help students become more aware of the gifts that surround them. This lesson includes defining what gratitude is, why it’s important, offers practice on identifying things for which we should show gratitude.
  • Prevention
    • In this lesson, students will learn about growth mindsets. Students will learn what a growth mindset is, why having a growth mindset is important, and how having a growth mindset can feel. Students will have an opportunity to practice their growth mindsets.
  • Prevention
    • In this course, students will begin to learn about healthy communication. Healthy communication is when we listen to others to hear what they have to say. It is when we speak about what is on our minds in a respectful way. Following this course, your students will know why it’s important to use healthy communication and they will learn the fundamentals for getting started. Students will learn about the impact of their words. They will learn to recognize why and how to use different messages, tone of voice, and how to listen attentively and with respect.
  • Prevention
    • In this course, students will learn to identify healthy versus unhealthy relationships. They will learn the traits of healthy relationships, including being able to work through challenges together. They will also learn about the signs of an unhealthy relationship.
  • Prevention
    • In this course, students will learn how to slow down in such a fast-paced world by practicing mindfulness. Mindfulness can help children calm their minds and focus on the present. Students will learn the definition of mindfulness, what mindfulness feels like, why mindfulness is important, and even practice mindfulness techniques.
  • Prevention
    • In this course, students will begin to learn about peer pressure. Peer pressure can be a good thing and present a challenge. When it is negative, it can be difficult for kids to stand up to. Students will learn the differences between positive and negative peer pressure, big or small, and do what they know is right or simply what is important to them.
  • Prevention

    • In this course, students will begin to learn about resilience and why resilience is important. Resilience is an important skill for coping with the ups and downs of life. Many things can impact a child’s resilience, including their resources, previous experiences, their sense of self, and the coping strategies they have developed over time. By discovering that success takes perseverance, persistence, students become more equipped to face challenges, learn from them, and develop ways to live a healthy life.

    • Prevention
    In this course, students will begin to explore what respect looks like and how it helps to build caring connections in different environments. Respect is being aware of other people’s feelings, their thoughts, and their property. It means that you care about people, even if you do not agree with them. Respect is at the foundation of creating healthy environments where we all thrive and the value of respect in all of these areas will be explored throughout this course.
  • Prevention
    • In this course,students will begin to learn about the definition of responsibility and why responsibility is important.This course also includes student guidance on naming ways that they can show responsibility.
  • Prevention
    • In this course, students will learn about self-esteem. Self-esteem is a word we use to describe how much we like ourselves. People can have high levels of self-esteem, meaning they really like themselves and feel proud. People canal so have low levels of self-esteem, meaning that they do not feel very good about themselves. Through this course, students will come to understand that the rear areas of themselves that they like and that no one is good at everything, and that is okay—we all have value.
    In this course, students will learn about self-regulation. Self-regulation is being able to stay in control over our emotions or the way we show our feelings in ways that are acceptable, safe, and that do not hurt yourself or others. When we regulate, or control and balance our behavior, we can have calmer lives with healthy relationships; we can reach our goals and we can learn things easier. Through this lesson, students will explore how to balance their feelings.
  • Prevention
    • In this course, students will begin to learn about setting goals and that they can guide their own growth with determination and effort. This course will explore setting the right goals for themselves and achieving them, even when difficult. Students will walk away with guidance on how to set strategic, measurable, realistic goals with an action plan and time limit in developmentally appropriate ways.
  • Prevention
    • In this course, students will begin to learn about teasing. Students will learn that although teasing can start as something small and might even feel funny or playful to the person doing the teasing, it is hurtful to the person being teased. Students will acquire kill to combat teasing such as seeking support from a trusted adult, ignoring the teaser, walking away, or using a strong voice.
  • Prevention
    • In this course, students will get to know themselves better. They will begin a process of forward-thinking as they shape who they are and who they want to become. As we change and grow, we also get to know ourselves more by deciding what is important to us. Through this course, students will learn to appreciate what makes them different and how to appreciate the differences in others around them.
  • Prevention
    • In this course, students will get to know themselves better. They will begin a process of forward-thinking as they shape who they are and who they want to become. As we change and grow, we also get to know ourselves more by deciding what is important to us. Through this course, students will learn to appreciate what makes them different and how to appreciate the differences in others around them.
  • Prevention

    • SEL – Interactive

    Responsible Decision Making

    Everyone was impacted by the events of last year and all students continue to feel the impact in various ways. This course will help towel come them back and normalize their feelings about the past and the present year. They will receive validation of loneliness, depression, loss, academic insecurity, and isolation through the stories of other students. They will tap into their coping strategies and create a path for successful reintegration and resilience as the new year unfolds. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
  • Prevention
  • Categories
    • Defines adrenaline,distingu is he’s between fight and flight, discusses teenage thrill-seeking, highlights the impact adrenaline has on the body, defines alternatives, explores barriers to success, and provides tools to overcome challenges. Teaches healthy replacements and reviews a plan for the future. Approximate Completion Time: 20 minutes – 1hour This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Anger/Fighting
  • Substance Issues
  • Poor Choices
  • Prevention
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management

    • Responsible Decision Making

    Defines extreme thinking patterns, discusses the drawbacks and tendencies of such patterns,describes healthy alternatives todys functional habits, highlights the impact of limited thinking,and explores barriers to success.Provides tools to over come challenges.Approximate CompletionTime:20 minutes – 1hour. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class. Categories
  • Self-Defeating Behaviors
  • Gang Affiliation
  • Unhealthy Relationships/Exploitation/Trafficking
  • Prevention
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • Defines extreme thinking patterns, discusses the drawbacks and tendencies of such patterns,describes healthy alternatives todys functional habits, highlights the impact of limited thinking,and explores barriers to success.Provides tools to over come challenges.Approximate CompletionTime:20 minutes – 1hour. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class. Categories
    • Self-Defeating Behaviors
    • Gang Affiliation
    • Unhealthy Relationships/Exploitation/Trafficking
    • Prevention
    Core SEL Competencies
    • Relationship Skills
    • Social Awareness
    • Self-Awareness
    • Self-Management
    • Responsible Decision Making
    This course will help you to understand anxiety, recognize the signs, and develop coping strategies as well as help-seeking behaviors. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Depression and Anxiety
  • Stress
  • School Disengagement Prevention
  • Prevention
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • Defines exploitation, outlines safety, and highlights spit falls for potentially dangerous relationships. Defines the various“disguises” that harmful people wear and teaches students how to uncover those traits. Teaches students to identify the healthy traits in safe people, and home in on how to tell the difference. Helps students to let go of any self-blame for past harmful relationships and allows them more focus and grow through empowerment. Explores barriers to success and provides tools to overcome challenges. Approximate Completion Time: 45 minutes – 2 hours 15 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Prevention
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • This course will help you to understand bullying and will help you to stay strong, safe, and healthy. This course contains several sections that take about 30 minutes each to complete. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class. Categories
  • Prevention
  • Bullying/Relational Aggression/Cyberbullying/Technology Issues
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • Defines positive character traits such as empathy, honesty, integrity, accountability, and respect. Highlights importance of strong character explores barriers to success, provides tools to overcome challenges, and helps implement healthy traits. Reviews a plan for the future. Approximate Completion Time: 45 minutes – 2 hours 15minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Disruptive Behavior
  • Substance Issues
  • Truancy
  • Tardy/ChronicAbsenteeism
  • InappropriatePeerBehavior
  • Self-DefeatingBehaviors
  • Bullying/Relational Aggression/Cyberbullying/Technology Issues
  • School Disengagement
  • Gang Affiliation
  • Unhealthy Relationships/Exploitation/Trafficking
  • Cultural Issues
  • Poor Choices LGBTQ
  • Prevention
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • Defines coping strategies highlight the importance provides examples, helps to individually define kills that work for each student. Explores barriers to success and provides tools to overcome challenges. Teaches appropriate implementation, reviews a plan for the future. Approximate Completion Time: 40 minutes – 2hours This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Anger/Fighting
  • Disruptive Behavior
  • Inappropriate Peer Behavior
  • Domestic Issues
  • Self-Defeating Behaviors
  • Stress
  • Depression and Anxiety
  • Bullying/Relational Aggression/Cyberbullying/Technology Issues
    • School Disengagement
  • Cultural Issues
  • Poor Choices
  • LGBTQ
  • Prevention
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • This course will teach the basic facts about the Coronavirus, including how to protect yourself. In addition, this course will answer many questions that students are asking. Estimated time 10-15minutes. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • Defines“family”, and helps students identify those traits learned from being a part of that“family” unit. Helps expand the student’s an of family and understand the impact of one’s household on their belief systems, norms, values, and personality. Helps students to embrace their differently held beliefs, and to resist conforming for the sake of fitting in. Explores barriers to success and provides tools to overcome challenges. Approximate Completion Time: 30 minutes – 1 hour 30minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Domestic Issues
  • Cultural Issues
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • In this course, students will learn to identify their emotions and read their physical cues, to cope with depressive symptoms. They will learn the difference between depressive symptoms and depression, and the factors that have a role in risk. Finally, they will learn why, when, and how to get help. Approximate completion time: 30 – 60minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Depression and Anxiety
  • Prevention
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • This course will create safety in the use of technology and outline appropriate behavior in the digital world. Includes cellphone use, texting, social media, and all facets of cyber behavior.ApproximateCompletionTime:45minutes-2hours This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Prevention
  • Bullying/Relational Aggression/Cyberbullying/Technology Issues
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • This course will teach you how to be safe and kind online. This course contains several sections that take about 30 minutes each to complete. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • Defines what it means to have goals and highlights the benefit of being focused. Helps the student to create a vision for one’s themself and discusses strategies to stay on task. Explores barriers to success and provides tools to overcome challenges.Approximate Completion Time:1hour-2hours30 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Truancy
  • Tardy/Chronic Absenteeism
  • Depression and Anxiety
  • School Disengagement
  • Poor Choices
  • LGBTQ
  • Getting to Know Student/IEP Transition Questions
    • Core SEL Competencies
  • Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • This course will help educators to get to know their students at the beginning of a relationship, whether it’s the start of a term, or a newer connection, educators will learn about their student’s thoughts, abilities, and interests. This assists with engagement and retention and ultimately, student well-being. This course canal so helps administrators gather IEP information regarding students and their transition plans. Information can be directly filled out by students and used for Department of Education Requirements. Approximate Completion Time:20minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Prevention
    • Core SEL Competencies Relationship Skills
  • Social Awareness
  • Self-Awareness
  • Self-Management
  • Responsible Decision Making
    • This course defines healthy communication, discusses the importance of communicating well, teaches the different types of communication such as verbal, non-verbal, body language, and tone. This explores barriers to success and provides tools to overcome challenges. This discusses ways to implement more effective approaches and reviews a plan for the future.Approximate CompletionTime:35minutes-1hour45minutes This course is interactive, and users will be asked to respond to a set 0f questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Categories
  • Anger/Fighting
  • Disruptive Behavior
  • Tardy/ChronicAbsenteeism
  • InappropriatePeerBehavior
  • DomesticIssues
  • Depression and Anxiety
  • Bullying/Relational Aggression/Cyberbullying/Technology Issues
  • Unhealthy Relationships/Exploitation/Trafficking
  • Poor Choices
  • LGBTQ
  • Prevention
    • A module about evaluating and building healthy peer relations. Approximate Completion Time: 30 – 45 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course defines impulsivity, discussed repercussions of dangerous behavior, discusses teenage tendencies, defines alternative behaviors, explores barriers to success, provides tools to overcome challenges, teaches healthy replacements, and reviews a plan for the future.ApproximateCompletion Time: 20 minutes – 1hour This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course defines irrational thinking, demonstrates how irrational thinking may be harmful, identifies how to overcome negative patterns, teaches about teenage tendencies to think irrationally. This Explores barriers to success and provides tools to overcome challenges.ApproximateCompletion Time: 20 minutes – 1hour This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course will help students to recognize their feelings, develop coping strategies, and ultimately aid in controlling emotions. Approximate Completion Time: 45minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course defines learned helplessness, uncovers the origins of such beliefs, demonstrates how overcoming helplessness lends itself to empowerment. This explores barriers to success and provides tools to overcome challenges.Approximate CompletionTime:35minutes – 1hour 45minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course will help students to say”no thanks” to uncomfortable or risky situations. This course will also assist students in learning about their personal boundaries and preferences, as they discover who they are.Approximate Completion Time:45 minutes – 1 hour 35minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course focuses on exon inclusion, acceptance of self and others. It educates the learner on biology, terminology, and opens the conversation to lean on compassion. Approximate completion time: 1 – 1.5hours This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Life Changes and Adjustments are designed to help students to process the biggest of life changes to the smallest. By normalizing change as an inherent part of life, students are encouraged to understand the importance of personalized adaptability and coping strategies. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course will help to manage stress, handle big (and small) feelings, and will provide you with tools to stay clear, calm, and focused. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course defines motivation, outlines the various types, explores barriers to success, and provides tools to overcome challenges. This discusses ways to improve motivation, highlights the importance, reviews a plan for the future. Approximate Completion Time:40 minutes – 2hours This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course defines impacts of behavior, outlines the types of impacts, discusses the importance of understanding in gone’s effect on of their world, and highlights drawbacks of negative impacts. This explores barriers to success and provides tools to overcome challenges. This Provides suggestions for improving one’s personal impact on their world, reviews a plan for the future. Approximate Completion Time: 30minutes – 1hour 30minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Reviews and collaborates all skills used in modules for a successful return to school and life. Reviews the importance of implementation, and bolsters student confidence for maximized reintegration. Approximate Completion Time:30minutes – 1hour 15minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    In an effort to raise awareness about heroin and opiate dangers, BASE recommends that every student in all schools view the the’ChasingtheDragon’ video and respond to the accompanying questions. Approximate Completion Time:55 minutes-1 hour10 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course is intended for in-the-moment disruptive behaviors. Students may process their feelings and learn to regulate their emotions and behavior prior to returning to the mainstream environment.ApproximateCompletionTime:30minutes-1hourand15minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Defines restorative practices, outlines types of harm, discusses the importance of creating safety in one’s environment, specifies ways in which to establish safety and trust. Teaches ways to handle negative situations, explore barriers to success, and provide tools to overcome challenges. Reviews a plan for the future.Approximate CompletionTime:30 minutes-1 hour 20 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Defines self-esteem, outlines types discusses how to develop a stronger sense of self-esteem. Explores barriers to success, provides tools to overcome challenges and reviews a plan for the future.ApproximateCompletionTime:30minutes-1hour20minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course will begin the student’s journey through the fundamentals of social justice. Students will develop a deep understanding of equity as they explore their own sense of privilege, challenges, and responsibility in society. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Defines successful reintegration. Highlights potential pitfalls after having been out of school and provides strategies to cope with such patterns in order to remain on track. Explores barriers to success and provides tools to overcome challenges.Approximate CompletionTime:30minutes – 1hour 30minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course.This course can be presented to a class and the questions can be answered as a class.
    This course will help students to understand the definition of stress and learn how it manifests itself in their minds, bodies, and actions. It will also help them to understand the importance of normalizing stress as a part of life and prepare them to roll with the impacts. Students will create a personalized plan for controlling and managing stressful events for successful coping and healthy thriving. Approximate Completion Time: 30 minutes
    Substance Use and Misuse: Drug Facts – Alcohol
    Discusses Alcohol, properties, effects on users, poisoning, tolerance, common myths and perceptions, driving, warning signs. Approximate Completion Time: 10 – 30 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses Bath Salts, properties, effects on users, warning signs. Approximate Completion Time: 5 – 15 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses Cocaine, properties, the effect on users, warning signs. Approximate Completion Time: 10 – 25 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses types of Hallucinogens and Dissociative, properties, their effect on users, warning signs. Approximate Completion Time: 15 – 40 minutes. This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses Heroin, properties, the effect on users, warning signs. Approximate Completion Time: 15 minutes – 1 hour This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses the effects of Inhalants and the Choking Game on the teen body and brain. Addresses the social implications and warning signs. Approximate Completion Time: 10 – 20minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses Marijuana properties, concentrates, edibles, strains, the effect on users, synthesizing, common myths and perceptions, driving, medicinal debate. Approximate Completion Time: 35 minutes – 1 hour 45 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses MDMA, properties, the effect on users, warning signs. Approximate Completion Time: 10 – 30 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses Methamphetamine, properties, the effects on users, warning signs. Approximate Completion Time: 15 – 40 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses Prescription Drugs, properties, classes, effects on users, mixing, combination overdoses, and warning signs. Approximate Completion Time: 15 minutes – 1 hour This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses Synthetic Marijuana, properties, effects on users, warning signs. Approximate Completion Time: 5 – 15 minutes
    This course is intended to teach students the basics of vaping and JUULing. It was written by a 23-year-old who struggles with a JUUL addiction and covers the basic facts along with a dialogue about making good decisions. Approximate Completion Time: 20 – 45 minutes
    Introduction to the course and mandatory disclosure statement. Approximate Completion Time: 5 – 15 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Assesses student knowledge pre-course. Approximate Completion Time: 5 – 20 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Assesses student attitude pre-course. Approximate Completion Time: 5 – 20 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses the emotional turmoil created by drugs and explains how the body/brain connection contribute to the peaks and valleys. Approximate Completion Time: 15 – 40 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses mood changes, swings, and dependency caused by drug use. Approximate Completion Time: 5 – 20 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses mood changes, swings, and dependency caused by drug use. Approximate Completion Time: 5 – 20 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Substance Use and Misuse: Section 08 – Drugs and the Body – Route Variance
    Teaches the different ways drugs are brought in to the body as well as ways in which these different methods affect the body. Approximate Completion Time: 10 – 25 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses the effects of combining drugs/drug interactions. Approximate Completion Time: 5 – 15 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Defines overdose. Approximate Completion Time: 1 – 5 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Addresses the cycle of abuse and pitfalls that trap the user into continued abuse. Approximate Completion Time: 10 – 25 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Discusses social aspect of drugs, the lures, the stigma, and loneliness. Approximate Completion Time: 20 minutes – 1 hour This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can beans were as a class.
    Discusses social aspect of drugs, the lures, the stigma, and loneliness. Approximate Completion Time: 20 minutes – 1 hour This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can beans were as a class.
    Identifies student responsibilities, separates important responsibilities, and helps students to understand what is important in the moment. Approximate Completion Time: 15 – 45 minutes
    Student recalls life events (good/bad) that have brought them to their current point. Approximate Completion Time: 15 – 45 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Identifies the moment in the student’s life in which they decided to stop pleasing, break boundaries, and dismiss authority. Approximate Completion Time: 35 minutes – 1 hour 45 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Helps the student to formulate a vision for the future and instills a sense of hopefulness. Approximate Completion Time: 15 – 45 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Helps students develop confidence in turning down drug opportunities and develop effective and clear communication skills. Approximate Completion Time: 30 minutes – 1 hour 20 minutes
    Helps student to identify triggers: social, emotional, environmental, and to develop goals and support systems. Approximate Completion Time: 15 – 45 minutes
    Helps student to identify triggers: social, emotional, environmental, and to develop goals and support systems. Approximate Completion Time: 15 – 45 minutes
    Identifies the reasons that kids used rugs – helps kids to understand that the reason is far from, “It’s just fun”. Approximate Completion Time: 2 – 10 minutes This course is interactive, and users will be asked to respond to a set of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    This course is interactive, and users will be asked to respond to asset of questions directly within the course. This course can be presented to a class and the questions can be answered as a class.
    Helps describe common teen tendencies and introduces ways to control urges and unsafe behavior. Approximate Completion Time: 5 – 15 minutes
    Assesses student attitude post-course. Approximate Completion Time: 5 – 10 minutes
    Assesses student knowledge post-course. Approximate Completion Time: 10 – 30 minutes Categories Substance Issues
    Ties together all material and marks the end of course work. Approximate Completion Time: 5 – 15 minutes
    Ties together all material and marks the end of course work. Approximate Completion Time: 5 – 15 minutes
    Ties together all material and marks the end of course work. Approximate Completion Time: 5 – 15 minutes

    Helping to keep kids in school by exploring challenges, barriers to attending, personal pitfalls, and providing ways to overcome these challenges to return, and stay in school. Approximate Completion Time: 1 hour 40 minutes – 5 hours

    Defines vision of self, discusses, healthy versus unhealthy perspectives, teaches how to implement healthy viewpoints, and discusses personal vision, outlines tools for growth. Explores barriers to success and provides tools to overcome challenges. Approximate Completion Time: 25 minutes – 1 hour 15 minutes
    In this course, students will provide information to school staff that allows them to develop rapport, gather classroom dynamics, and understand student self-perceptions. This course can be taken independently, as part of a group activity, as part of a classroom conversation. Best suggestion: Have students complete independently before any group discussions. It is recommended that this course is taken in 15-minute
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