Principals, Vice Principals, Heads of Schools, School Teachers & Instructors, Education Project Steering Committee Members, Education Project Implementation Unit Members, O›fficers in Universal Basic Education Commission & Boards (UBEC/SUBEB), O›fficers from Federal and State Ministry of Education, Managers, Heads and Administrators of Education Programmes and Projects, School Registrars, Deputy Registrars, Schedule O›fficers,  Education Programme Investment Project Teams, Partnership for Education Project Teams etc.


The world faces increasing challenges every day. People are continually being exposed to violence, disaster, loss of, or separation from, family members and friends, deterioration in living conditions, inability to provide for one’s self and family, and lack of access to services. All these social e›ffects are not without immediate and long-term  consequences for children, families and communities with considerable impact on their ability to function and be fulfilled. They often leave emotional wounds which are less visible than the destruction of homes, but it often takes far longer to recover from emotional impact than to overcome material losses.

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Trauma can undermine children’s ability to learn, form meaningful relationships and function appropriately in the classroom. More often than not, traumatic experience results in feelings of helplessness and alters one’s expectation, perception and understanding of the world. If not promptly dealt with, trauma could have negative impact on a child’s mental development and lead to acute stress reaction, post-traumatic stress disorder, adjustment disorder, or to the development of neurotic disorders.
In the wake of the recent socio-economic rehabilitation, schools can become environments that enable traumatized children to focus, behave appropriately, and learn. To reach this important goal, there is a great need to build the capacities of teachers to enable them adopt a framework and implement formulated action plan(s) that will weave trauma-sensitive approaches and provide individual supports to communities, parents, and students. This will in turn fast-track the realisation of the very laudable goals of education reforms. This training is therefore designed to equip participants with core techniques and methods in psychosocial support practices combined with basic pedagogical tools that will enhance the e›ffectiveness of teachers in handling traumatized children.

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At the end of the training, participants will be able to:

  •  identify and understand the concepts of trauma; apply the best approaches & methods for understanding
    trauma in children
  •  give prompt and sustainable psychosocial support to children and parents before, during and after emergencies; apply psychological tools and techniques to help children in trauma
  • apply pedagogical steps in handling and teaching traumatized children
  • design and implement outcome-driven curriculums and lessons that will aid the handling of children in
  • implement psychological and pedagogical therapies to help children in trauma
  • relate with traumatized children through an understanding of their situation and help them come out of it
  • recognize the di›fferent causes of trauma
  •  use tools and techniques for planning, implementing & managing trauma-sensitive educational programmes
  • identify the role of schools in the lives of traumatized children
  • apply strategies & approaches for safe & e›ffective schools’ legislation
  • embrace strategies and approaches that ensure mentoring, motivation & coaching of traumatised children & teachers 
  • use strategies & approaches for community involvement, engagement, partnership in trauma- related programmes
  •  establish and maintain relationships, and facilitate constructive interactions with individuals and groups for e›ffective communication flow amongst diverse components & stakeholders
  • explore creative ways to help children (either individually or in the classroom) to reduce stress  foster resilience and coping and help children handle stigmatization and shame
  • Promote peace building and life skills-based education
  • adopt student-centred and content-specific teaching and assessment simulation techniques
  • inculcate recreational play, drama and arts activities, and sports into school curriculum 
  • implement policies and promote eff›ective classroom management and child friendly disciplinary measure; and
  • facilitate disabled and children a›ected by conflict’s access to education.
  • The concept of well-being: understanding how disasters aff›ect communities
  • Timely & Sustainable Psychosocial Support to Children and Parents in Emergencies
  • Handling Children in Trauma
  • Mainstreaming PSS Issues in Child and Adolescent Care
  • Planning, Implementing & Managing Trauma- Sensitive Educational Programmes
  • Self-care and Stress Management
  • Curriculum Development and Classroom Management for E›ffective support
  • Case Study and Experience Sharing

1st Run: 26th FEB – 2nd MAR, 2018 (ONE WEEK) | 26th FEB – 9th MAR, 2018 (TWO WEEKS)

2nd Run: 7th – 11th MAY, 2018 (ONE WEEK) | 7th – 18th MAY, 2018 (TWO WEEKS)

3rd Run: 9th – 13th JUL, 2018 (ONE WEEK) | 9th – 20th JUL, 2018 (TWO WEEKS)

4th Run: 13th – 17th SEPT, 2018 (ONE WEEK) | 13th – 24th SEPT, 2018 (TWO WEEKS)

5th Run: 19th – 23rd NOV, 2018 (ONE WEEK) | 19th – 30th NOV, 2018 (TWO WEEKS)

6th Run: 10th – 14th DEC, 2018 (ONE WEEK) | 10th – 21st DEC, 2018 (TWO WEEKS)

| IBADAN (ONE WEEK) | 150,000 Naira Per Participant

| IBADAN (TWO WEEKS) | 300,000 Naira Per Participant

| OUTSIDE IBADAN (ONE WEEK) | 200,000 Naira Per Participant

| OUTSIDE IBADAN (TWO WEEKS) | 400,000 Naira Per Participant