# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 1575273202

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe signs and symptoms of child trauma.


Description should include
  • definition of trauma and trauma-informed care
  • recognition of signs and symptoms of child trauma
  • sources of trauma (e.g., ACES, opioid crisis, generational impact)
  • effects of trauma (e.g., brain development, social and emotional impact)
  • benefits of trauma-informed care.

Process/Skill Questions

  • How might a child’s development and performance in school be affected by trauma?
  • Why should early childhood professionals be trained in trauma informed care?
  • What strategies should be used to communicate with parents to enable teachers/care givers to provide a safe environment for a child who was been the victim of trauma?
  • Why is confidentiality important when handling cases of child trauma?
  • What skills and knowledge are needed to recognize signs and symptoms of child trauma?
  • How might specific strategies help and/or harm children dealing with trauma?
  • What resources are available for those involved in child trauma?
  • What strategies might be effective to help prevent cases of child trauma?

Related Standards of Learning



The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).


The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

Other Related Standards

FCCLA National Programs

Power of One: A Better You


Power of One: Family Ties


Power of One: Working on Working


Student Body: The Real You


Student Body: The Resilient You


FCCLA: STAR Events (2019)

Career Investigation


Event Management


Interpersonal Communications


Job Interview


National Programs in Action


Professional Presentation


Public Policy Advocate


National Standards for Family and Consumer Sciences Education


Implement basic health practices and prevention procedures for workers and learners regarding illness, communicable diseases, accidents and trauma.