The first module is dedicated to a basic introduction to the central concepts of psychotraumatology and trauma pedagogy. Participants will learn about the history of the development of the still relatively young discipline of trauma pedagogy and receive an overview of the history of psychotraumatology, which dates back to the 19th century. In addition, the questions of what trauma actually is and how it develops are at the centre of the module. In this context, the limits of clinical-psychiatric diagnostics and the insights of psychoanalytical trauma theory are also examined.

The second module deals on the one hand with attachment theory, which includes psychoanalytical aspects of early experiences and precarious life circumstances and focuses on transitional situations. The question of what it means for children and young people to grow up in a traumatising environment will be explored. It will also look at resilience, which plays a key role in protecting against psychological trauma. On the other hand, this module is dedicated to the professional handling of highly stressed people. What characterises a trauma-sensitive attitude and how do psychotherapy and education differ from one another? The development of a sensitive professional attitude is closely linked to the action concepts of trauma pedagogy. These are at the centre of this unit.

This module is dedicated to the necessity, approach and opportunities of self-reflective individual and institutional practice. Professional action always takes place in the context of one's own biographical experiences and determines the professional self-image as well as the organisation of relationships. Especially when professionals are confronted with behaviour that is causally linked to psychological traumatisation, it is helpful to be able to make themselves an instrument of understanding in the context of transference and countertransference, which requires good self-knowledge. In order to master this challenging task, a supportive structural framework is also required.

Being able to act in a trauma-sensitive manner as a professional requires taking into account important premises of self-care and mental hygiene. The importance and strategies of self-care in everyday practice and measures to protect against secondary traumatisation are therefore a focus of the module.

At the same time, the focus is on the different requirements and methods of stabilisation and psychoeducation for the addressees: How do I deal with self-harming behaviour? How do I react to dissociative states, avoidance behaviour or flashbacks? What structural conditions are needed to be able to act professionally and, finally, where are the limits of trauma education work?

This module discusses different professional fields that work with traumatised people. The focus is on outpatient child and youth welfare, voluntary work, work with refugees, daycare centres, schools and school social work as well as counselling fields that deal with experiences of violence. The experience of the participants plays a major role here, which may broaden the view of other professional fields. In addition, the instrument of counselling is considered as a resource in the network, e.g. in the context of educational support or the training of professionals.

In the final colloquium, the participants present the practical cases they have worked on and summarise their newly acquired perspectives and skills.

Supervision takes place during the individual modules as well as at the end of the training programme in an additional compact course unit. 14 hours of supervision offer the opportunity to evaluate your own work and development processes.