An evidence-based suicide prevention training designed to increase awareness, confidence, and preparedness in recognizing and responding to individuals experiencing suicidal thoughts or distress. Faculty will learn to recognize warning signs, ask questions about suicide, offer hope, and connect students or others to appropriate support and resources. Emphasis will be placed on practical strategies for responding to student concerns, reducing stigma, and fostering a campus culture where seeking help is encouraged.

An evidence-informed training exploring how adverse childhood experiences (ACEs) and toxic stress can influence brain development, health, behavior, and long-term well-being. Faculty will develop a better understanding of the impact of childhood adversity across the lifespan, recognize how trauma and stress may present in students, and explore strategies to foster resilience, strengthen connections, and create supportive, trauma-informed learning environments. Emphasis will be placed on practical approaches to building protective factors and promoting well-being within the Earlham community.

Exploring how stress impacts the nervous system, influences our reactions, and affects our ability to stay connected with ourselves and others during challenging moments. Incorporating nervous system regulation strategies, Internal Family Systems (IFS), and the 8 C’s of Self-leadership—calmness, curiosity, clarity, compassion, confidence, courage, creativity, and connectedness—participants will learn to recognize their stress responses and better understand the parts of themselves that emerge under pressure. Faculty will practice practical up-regulation and down-regulation techniques to support emotional regulation, increase self-awareness, and strengthen their ability to respond thoughtfully rather than react automatically. Emphasis will be placed on applying these tools to challenging conversations, classroom dynamics, and everyday interactions with students and colleagues.

Examining components of professional burnout for persons in helping professions using the evidence-based ProQOL. Discussing specific strategies (personal and organizational) to address your burnout score as measured by the ProQOL assessment.

Overview of the process of addiction from a medical model, as well as examination of treatment models. Better understand how substances can influence the presentation and behavior of students and others, as well as available resources.

Learn core elements and skills of Motivational Interviewing to help drive behavior change in students and others. MI is an evidenced-based protocol that focuses on exploring and addressing ambivalence to change, using the individual’s own reasons and motivations. Highly effective in addressing repetitive ‘problematic’ behaviors (i.e. smoking cessation, excessive absenteeism, failure to follow through with tasks, negative coping behaviors, etc.). Ideal for individual working in all divisions of Student Life (including Athletics), and Public Safety.