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Portobello Certificate

CPD Certificate in Trauma Informed Practice

CPD Certificate in Trauma Informed Practice

Course Overview

This short online course is a Continuing Professional Development (CPD) Certificate in Trauma Informed Practice supporting children’s wellbeing and resilience as an early intervention. It is suitable and highly recommended for upskilling for teachers, preschool educators, practitioners, social workers, nurses, therapists, inclusive education organisations, speech therapists, occupational therapists, parents and anyone working with or engaging with children.

CPD Certificate in Trauma Informed Practice

Level Professional Short Course Qualification Portobello Certificate
Online with live lectures
Duration 12 weeks
Start date
1st Year Fees €650.00

This course equips you with foundational knowledge and practical strategies to support children affected by trauma. It covers trauma informed approaches, adverse childhood experiences (ACEs) awareness, and strategies for creating supportive environments.

The course is designed as a CPD course to upskill in respective areas, rather than providing recognised training as a therapist or counsellor.

It is designed to empower those working with children in any capacity with an understanding of the impact of ACEs on children and families.

Participants will develop strategies to integrate trauma informed approaches in their roles, fostering environments that support healing and growth.

Upon completion, you will be awarded a Portobello Institute Certificate in Trauma Informed Practice.

The objectives of this CPD Certificate in Trauma Informed Practice are:

  • Understanding ACEs and Trauma Impact: Develop a deep comprehension of adverse childhood experiences (ACEs) and the profound impact of trauma on children and families.
  • Introduction to Trauma Informed Practice: Introduce the principles and core concepts of trauma informed practice.
  • Recognising Triggers and Responses: Equip participants to recognise trauma triggers and understand how trauma affects development and behaviour.
  • Implementing Trauma Informed Approaches: Cultivate a repertoire of strategies to integrate trauma informed approaches in all settings engaging children, fostering healing and growth.
  • Creating Supportive Environments: Enable participants to create environments conducive to healing and resilience for children impacted by trauma.
  • Reflective Practice: Facilitate reflective exercises to evaluate the application of trauma informed principles in both professional and personal contexts.
  • Enhancing Professional Development: Support individuals in enhancing their skills and knowledge to effectively support children and families affected by trauma.
  • Promoting Holistic Well-being: Empower educators to promote holistic well-being and resilience in educational, health, care and all settings through trauma informed practice.

Marguerita Magennis

Position: Course Coordinator Masters in Early Childhood Studies & Lead Lecturer BA Hons degree Early Childhood Studies About Marguerita “Education is not the filling of a pail, but the lighting of a fire,” – William Butler Yeats My early career started in law, but after having my own children, I…...

Position: Course Coordinator Masters in Early Childhood Studies & Lead Lecturer BA Hons degree Early Childhood Studies

About Marguerita

“Education is not the filling of a pail, but the lighting of a fire,” – William Butler Yeats

My early career started in law, but after having my own children, I decided to leave this sector and move into early education and special needs. Having worked and managed my own pre-school for some years, I embarked on the road of educational psychology, and I work for several years in the primary education sector with children who needed that little bit more support.

I have over 20 years’ experience of working in education and higher education as a lecturer and researcher, and work as an International External Authenticator/Standards Verifier for numerous awarding bodies in Ireland and the UK.  I am a registered member of the British Psychological Society (BPS) and have a small psychology service, which in recent years I have extended to offer counselling and psychotherapy to younger members of society on a voluntary basis.

There are lots of experiences and students who will always stand out, students who continue to contact you after they have completed their degree to ask advice and students who will email you a draft of a personal statement to have a read of, as they apply for their master’s qualification, students sending you photos of their baby which they delivered days after submitting an assignment on time; or students who send a video of their wedding day after they graduate. These are the moments which stand out and make it all worthwhile.  Knowing you have helped these people become the person they strive to be.

I started working for Portobello over nine years ago and it is like a home from home, the support and comradery that is shared within the college. It was throughout this role that I felt I had found my niche, working with adults who had come back to education bringing with them a wealth of knowledge and experience, but needing the certification to go with that. I think this resonates with me most, having come a similar route myself, and after leaving law; embarking on my academic career with Queen’s University, subsequently completing Bachelor of Arts Honours, Master’s and PhD level education, for which I was awarded the Post Grad award for Doctoral Research.

Throughout my career I have had the pleasure of meeting and working with some fantastic and renowned authors and researchers in the field of early education.

Dr Barbara McConnell my supervisor at master’s level, and a good friend since that time; Dr Colette Gray, Mary Maloney a good friend, and past colleague, Professor Jim Deegan, the most intellectual gentleman I have had the pleasure to chat with on numerous occasions, and whose most memorable saying is “go for it!”, a sentiment which has driven my own research career for some years.  David Whitebread, who I met while studying my PhD, and who has since then shared some insightful thinking’s about Vygotsky and play.  Dr. Zsuzsa Millei, a friend and mentor and editor of our book, Childhood and Nation.  John Siraj Blatchford and Prof Bob Stake, both helped me refine my research throughout the years; and Prof Judith Green, California who I met at a conference many years ago, the most enlightening person I have ever had the pleasure to encounter, and at the ripe age of 79 was still deeply engrossed in research and teaching.  She has become a very good friend, and mentor.  All of whom have greatly influenced me in my career and research.

Marguerita’s Teaching Philosophy 

As a lecturer it is important to make conscious decisions around the module content and pedagogy with the students experience in mind, as I believe our students possess knowledge skills, values and experiences which help them deal with their different employment opportunities.

I believe part of my role is to help them understand through the engagement with these courses, who they are and what they can contribute to the heterogeneity that they will encounter in their vocation to work with and educate young children. They are the advocates for the sector, ambassadors for early education in Ireland. And as such I think it is vital that we more than anything else help them develop skills like critical thinking, intellectual curiosity, analytical reasoning, reflexivity and communication skills, becoming leaders in their field, involved in research to further and benefit the sector in it’s entirety. I don’t believe it is my role to teach my students the practical aspects of early education, as it is they who bring that knowledge and experience with them; but rather it is my role to encourage them to apply the theoretical underpinnings to those practical skills.

As a philosophical stance on adult education, it is important to realise that understanding is not something that is transferrable from one person to another; rather understanding is constructed by each student, based on their prior knowledge and experiences; it is my philosophical stance that the role of the lecturer is to nurture, challenge and extend that knowledge.

As a lecturer it is vital to listen to the student’s voice, engage with them and support them, scaffolding the pathways to further learning. In order to achieve this it is important to encourage the students to engage and interact during tutorial sessions, as we all learn from each other, and in adult education the student is as vital to that learning experience as the lecturer. Discussion and debate are key, therefore I expect my students to respond, contribute and critique so that the understanding becomes deeply rooted.

It is also important to keep abreast of changes in the sector and up to date with up and coming research. I try to achieve this by engaging in research topics every 12/18 months if possible, and have had some of these contributions published to date. Attendance at conferences is a beneficial means of networking, raising awareness of current debates and issues in the sector, which are vital to ensuring the learning experience for the student is relevant and reflective of their own experiences.

As a reviewer for several journals, SAGE, Contemporary Issues, Global Childhood Studies and Early Childhood studies, I help to ensure that publications are peer reviewed and of the highest standard, and subscribing to these journals ensure that I always have access to suitable reading materials to supplement the course materials for my students.

Research Interests and contributions:

  • Special Educational Needs
  • Autism
  • ICT in Early Education
  • Wellbeing in Early Education
  • Curriculum Design and Leadership
  • Conceptual Development
  • Innovation and Diversities in Early Edcuation
  • Outdoor environments
  • Forest Schools
  • Risky Play in Early Education

Research / Industry Participation

  • SELB (2008) Autism Awareness Report
  • SELB (2010) Autism Intervention Support
  • Queens University Belfast (2010) Workshop Presentation: Research in the early years (Sole presenter)
  • Mary Immaculate College (2013) Workshop Presentation: Observation in Research: complementary methods (Co-presenter)
  • University of Limerick (2013) Workshop Presentation: Developmental Psychology; theory to practice (Sole Presenter)
  • Magennis, M. (2013) Digital Natives and Cultural Tools, Paper presented at Diversities in Literacy, Maynooth: Ireland (Conference Paper)
  • IRMSS – International Research Methods Conference (2014) MIC – Presented paper – June 2014.
  • Magennis, M. (2014) “Developing Leadership for a sustainable future: Enhancing ICT in the Curriculum” (conference paper)
  • OMEP International Conference (2014) UCC “Cross-border perspectives on digital technologies as a catalyst for creative learning and innovative teaching in early education”
  • Magennis, M. (2015) “National Symbols and Practices in the Everyday of Irish Education”, in Millei, Z. & Imre, R. (2015)
  • Magennis, M. (2015) Enhancing Literacy Concepts: Digital Natives and Cultural Tools.
  • BORDERS V111 Conference on Cultural Studies, Oulu Finland, 3-4 December 2015, Book Launch  – Virtual Presentation and Workshop.
  • Magennis, M. (forthcoming) “outdoor environments and Risky Play – Early educational strategies”
  • Dr. M’s Thoughts blog:
This 12 week course will be delivered online as a blended learning programme, which includes three scheduled online lectures/tutorials and, one online feedback session in the evenings.
Continuous online support and guidance from an experienced lecturer in the area of trauma informed practice.
Throughout the course views will be shared from several relevant disciplines, to provide insights into specific aspects of trauma informed practice. Online sessions will include interactive activities, breakout rooms, and group discussions to facilitate deep learning and application of theoretical concepts to real world and practical experiences.
This introductory CPD course spans over 12 weeks – with an assignment due in week 12 of the course, and 3hrs of study anticipated each week, including self-directed study and assessment preparation.
No prior knowledge or experience is required, this course is designed as an introductory CPD or personal development course, for those working with children, people in any discipline, and parents who wish to gain knowledge in the area.
  1. 1
    Complete the online application form.
  2. 2
    Confirmation of a place will be given to applicants upon successful completion of the online booking form and payment of course fees.
Online with live lectures

Course: €650

€650.00 Year 1 total fee

Speak to an expert

Jennifer Matteazzi

I love the interaction with students.  Every day I get to meet different individuals and learners who are looking to change their lives and I get to be the person who advises them on the best programme to take. It is a fantastic feeling to be part of their journey.  For many learners this is a huge decision and I get to be the person who supports them in making that decision.  There is an incredible sense of pride when I see our learners graduate and achieve their education goals.

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