[semester equivalent = 4.00 credits]



Michael Sedler



Trauma and loss are constant companions for many of today’s children.  Whether it is divorce, death of a loved one, abandonment, abuse, rejection, or a multitude of other difficult scenarios, many of our students must process emotions at a deeper level than in years past.  This class will help each educator to understand the depth of loss and strategies to assist the child that is processing this grief.  We will explore interventions to help the child find the school as a support system as well as encourage their academic progress.  Participants will learn several different formats for the stages of grief, interventions to support students who are struggling with anxiety, grief and depression as well as understanding the characteristics and stages of emotional and moral development in students. This course will share ideas to increase motivation and attention for these children while "coming alongside them" in encouragement and compassion.  

This course is appropriate for all students and educators (P-12) including administrators, counselors, psychologists, social workers, nurses, and other support services.

Course workbook is free and downloadable from the instructorʼs website after registration. Cost of text will vary depending upon your choice and bookseller selected.


LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. The skills to identify various moods and emotions for children.
  2. The understanding to prepare an action plan for each child that will increase his/her success within the school system.
  3. The knowledge on how to approach children who are suffering from trauma and loss and provide support and encouragement.
  4. The ability to identify necessary resources for children and develop a strong community referral system.
  5. The knowledge to develop lessons that are emotionally supportive to children as well as cognitively challenging.
  6. The understanding to assist a child in his/her personal decision making process and develop effective alternatives for life.

Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 


Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



You may choose a book from the bibliography or select a relevant book on your own, with my prior approval. The bibliography is located at the end of the syllabus.

None. All reading is online.


A course manual may be downloaded, from the instructor’s website at without charge, once you have registered for this course. Click on classes, from there scroll down the page and click on the orange lettering ‘Manual’ next to the class “Trauma and Loss”. It will download as a PDF. While there is no fee for the manual, you may have to pay in order to order a book from the bibliography. Or, you may borrow one from a friend or check one out at the public library for free.


Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.  

He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses.  He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years. 

He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8).  His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.

Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual.  His heart for people and emphasis on positive communication are found throughout his seminars and classes.

All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.



Burns, Donna.  When Kids Are Grieving.  Skyhorse Publishing, 2014.   212-643-6816.  This book helps educator to effectively respond to students that are challenged by trauma and loss. 

Craig, Susan.  Trauma Sensitive Schools.  Teachers College Press, 2015.    1-800-575-6566.  This book provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them. 

De Thierry, Betsy.  Teaching The Child on The Trauma Continuum.  Grosvenor House Publishing, 2015  This excellent book explains the continuum of trauma clearly in all its complexity in succinct and straightforward terms, drawing on the latest thinking and research in neuroscience.

Devine, Megan.  It’s OK That You’re Not OK.  Sounds True Publishing, 2017.    800-333-9185.  A first hand account and guidelines for facing your grief.

Goldman, Lind and Kyle Schwartz.  Creating Inclusion and Well-being for Marginalized Students.  Jessica Kingsley Publishers, 2017.   215 922 1161.  Through case studies, the author presents strategies to assist children through shame, trauma, and exclusion.

Howard, Judith.  Distressed and Deliberately Defiant?  Australian Academic Press, 2013.   The study of attachment theory as it impacts behavior and compliance. 

Keck, Gregory.  Parenting the Hurt Child.  Nav Press Publishing, 2009.  800 366 7788.  Recognizing emotional pain and how to support children.

Malone, Pamela.  Counseling Adolescents Through Loss, Grief, and Trauma.  Routledge Press, 2016.   800-634-7064.  Useful book for anyone helping adolescents deal with trauma and loss. 

Rossen, Eric and Robert Hull.  Supporting and Educating Traumatized Students.   Oxford University Press, 2012.  800-445-9714.  A book providing guidance to school, youth and families as they adjust to life from trauma.

Sabatini, Luciano.  Bereavement Counseling n the School Setting.  Boutique of Quality Books, 2012  Or   Strategies to assist people as they process their grief.

Salloum, Alison.  Grief and Trauma in Children: An Evidence Based Treatment Manual. Routledge Press, 2015.  800-634-7064.  A easy to use manual for counseling children through grief and loss. 

Sorrels, Barbara.  Reaching and Teaching Children Exposed to Trauma. Gryphon House Publishers, 2015.   1-800-638-0928.   This book aims to inform the reader on how to identify specific behavior patterns of development that may be unhealthy for the child.  

Thomas, Bonnie.  More Creative Coping Skills For Children: Activities, Games, Stories, and Handouts to Help Children Self-Regulate. Jessica Kingsley Publishers, 2016.   215-922-1161.  Concrete and creative tools to help children monitor their own behavior.

Zacarian, Debbie and Lourdes Alvarez-Ortiz.  Teaching To Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. ASCD, 2017.   1-800-933-2723.  A comprehensive, collaborative approach to teaching that focuses on students' strengths and resiliency.