The CORE Academy training library is the full catalog of certifications, workshops, and development programs we deliver in Wilkes-Barre and across Northeast Pennsylvania. This page helps you find what you need by category. Some categories are designed for individuals. Others are designed for teams and organizations. Professional development from a Pennsylvania Quality Assurance System (PQAS) Approved Organization and a Pennsylvania Department of Education Act 48 Approved Provider. Applications are in process for CEU and CPE credits. The CORE Academy provides opportunities for professional and personal growth in the following areas:
American Red Cross CPR, First Aid, AED, and BLS certifications are The CORE Academy’s foundational training offerings. CPR and AED certification fits non-clinical workplace roles, school staff, coaches, and childcare providers. First Aid covers injury response and sudden illness. The combined First Aid + CPR class is the most common workplace request because it covers the broadest range of emergencies in a single session.
BLS is the advanced certification built for nurses, medical assistants, EMS roles, and clinical staff. All certifications run as standalone classes for individuals and as group certifications for organizations that need multiple staff certified at once. The CORE Academy is an American Red Cross Licensed Training Provider (LTP), independently licensed to teach and certify.
Mental Health First Aid is a national certification program offered by The CORE Academy through certified instructor Andrew Miller. This is not a mental health clinical credential – it is a practical training program that teaches individuals how to recognize the signs of mental health challenges and substance use issues, and how to provide initial help and connect people with appropriate care.
The 5-hour training results in a 3-year certification from the National Council for Mental Wellbeing. The CORE Academy delivers MHFA nationally, and also brings on-site Mental Health First Aid training directly to your school, business, or daycare anywhere in Pennsylvania and across Northeast Pennsylvania including Luzerne, Lackawanna, Wyoming, Wayne, Columbia, Montour, Lycoming, and Sullivan counties. Mental Health First Aid is one of the most impactful development investments an organization can make for staff who interact with the public, work in schools, or operate in high-stress human services environments.
Training for supervisors, emerging managers, and senior leadership teams across Northeast Pennsylvania. The work centers on the practical daily skills that turn job titles into actual leadership: decision making under pressure, communication that lands with different audiences, holding people accountable without breaking trust, and managing change without exhausting the team. Most leadership engagements at The CORE Academy work with first-time supervisors who were promoted because they were good at the work, mid-level managers stretched between competing priorities, and senior teams trying to lead through a transition.
We run leadership training as standalone workshop series and as a core component of larger organizational engagements. Most clients find that leadership development is where the visible problems start, and so we often start the broader work here.
Development training for the broader staff layer of an organization. Where leadership development focuses on the people running the team, employee development focuses on the people doing the work. The topics cover communication, conflict resolution, accountability practices, team dynamics, and the everyday skills that determine whether staff function as a team or just a group of individuals sharing a workspace.
Useful as standalone training sessions for individual professional growth and as components of broader organizational engagements where leadership and employee work happen in parallel. We build employee development around the actual situations your staff encounter, not abstract scenarios.
Focused programs for HR teams, leadership groups, and organizations rethinking how they handle the people side of the business. The work covers workplace culture, communication systems, retention practices, conflict and feedback, onboarding, and the soft infrastructure that determines whether staff want to stay. This is HR consulting and training, not HR certification and not legal compliance instruction.
We are not interpreting labor law and we are not preparing your team for an SHRM exam. We are helping leadership see the systems underneath the symptoms, so you can build a workplace where the right people stay and the right work gets done. For organizations whose HR function has grown without intentional structure, this is often where the consulting engagement starts.
Training for schools, care teams, agencies, and any organization whose staff face high-stress, complex behavioral situations as part of their day. The work is grounded in trauma-informed care and built around the actual situations your staff encounter, from de-escalation to behavioral response to managing teams through repeat incidents.
Behavioral management is professional staff education, not clinical training, therapy, or diagnosis; we are clear about that boundary because it matters. Common clients include private and charter schools, behavioral health programs, residential care teams, and community service organizations. Training is delivered as a focused engagement when an organization needs a specific intervention or as a longer-term partnership tied to broader leadership and staff development.
Educational workshops for professionals and organizations whose staff need familiarity with diagnostic categories and the language clinicians use. These workshops are common for school staff working with students who have mental health diagnoses, residential care staff, behavioral health support staff, case managers, and educators in roles adjacent to clinical care.
Content reflects the DSM-5-TR (text revision) to stay current with best-practice guidelines. Importantly, these are educational sessions, not clinical training. We do not credential anyone to diagnose, treat, or provide therapy. The workshops give your staff a shared vocabulary so they can recognize what they are seeing, communicate with families and clinicians more effectively, and respond within their scope. Delivered as standalone workshop series or as a focused component within a larger behavioral or organizational engagement.
Workshops for individuals and small groups focused on the durable skills that carry across roles, organizations, and careers. Topics include self-awareness, communication style, emotional regulation, professional presence, conflict navigation, and the practices that separate steady professionals from reactive ones.
We run personal development courses as an open workshop series for individuals registering on their own, as small-team sessions when an organization wants to invest in specific staff, and as a component within larger engagements where individual growth supports the broader team work. Common participants include emerging professionals, mid-career staff in transition, and team members whose role requires high-trust interpersonal work.
For organizations whose situation does not fit a standard catalog category, The CORE Academy builds custom engagements scoped to your specific operating reality. Most custom engagements begin with an organizational assessment, often including a SWOT analysis and staff interviews, that gives leadership a written read of what is actually happening before any training gets recommended. From that assessment we build a strategic plan with the training and development work sequenced over weeks or months if nothing in the training library fits as-is.
Engagements range from a single multi-session workshop tailored to one team to a year-long partnership that combines leadership development, staff training, behavioral work, and certifications across the whole organization. This is the kind of work The CORE Academy does best, and it is where most of our long-term client relationships start. The consulting page walks through how engagements are structured in detail.
For individuals, the library is organized by what you need. Find the category that matches your goal, click into the dedicated page for class details, scheduling, and registration. Most individual training paths run through Certifications (for compliance-required credentials), Leadership Development (for new supervisors or career growth), or Personal Development (for the durable skills any role benefits from).
The library doubles as a planning tool. Browse the categories most relevant to your team to get a sense of what is possible, then talk to us about scoping the actual work. Most organizations end up combining categories rather than ordering from one, because real workplace problems rarely fit a single training area. A school dealing with staff retention will often need leadership development, behavioral management, and employee training braided together. A nonprofit growing into a new operating scale will often need HR and workplace culture work alongside leadership development. The library shows you what we can deliver; the consulting conversation is where we figure out the right combination for your situation after selecting course in the training library.
For longer guides on certifications, workplace training, and behavioral topics, read The CORE Academy blog.
The CORE Academy is based in Wilkes-Barre and delivers across Northeast Pennsylvania, including the Wyoming Valley, Scranton, Hazleton, Pocono region, and the smaller communities in between. For individual certifications, classes happen at our Wilkes-Barre training space. For organizational engagements, on-site delivery at your location is the norm because that is what consulting actually looks like when the goal is changing how a team operates. The practical difference between a local training catalog and a national LMS subscription shows up in the responsiveness; when you reach out, you get the same person who will deliver the work, not a sales pipeline. That is the model we built for.
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Leadership changes more than a job title; it changes how your decisions, communication, and actions affect the people around you. This foundational course introduces participants to the role of a leader and explores the shift from individual responsibility to responsibility for guiding, supporting, and developing others. Participants will examine how expectations, consistency, decision-making, communication, and everyday leadership behaviors contribute to trust, team effectiveness, and workplace culture.
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Leadership is communicated through more than words. The way a leader responds, communicates, follows through, and carries themselves shapes how others experience their leadership. This course explores the everyday behaviors that contribute to leadership presence and credibility, with an emphasis on consistency, communication, self-awareness, and the difference between intention and impact. Participants will examine how they show up in routine and challenging situations and develop strategies to build trust through intentional leadership behavior.
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Effective leadership requires recognizing what is happening within us before deciding how to respond to others. This course explores emotional intelligence as a practical leadership skill, helping participants strengthen self-awareness, emotional regulation, empathy, and intentional decision-making. Participants will examine how emotions influence communication, relationships, and leadership behavior while developing strategies for responding thoughtfully—even when situations are challenging, stressful, or emotionally charged.
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Every leader brings a unique behavioral style to the way they communicate, make decisions, approach challenges, and interact with others. Using the DiSC® framework, this course helps participants better understand their own behavioral tendencies while recognizing and appreciating differences in others. Participants will explore how adapting their leadership approach can strengthen communication, reduce misunderstandings, and support more effective working relationships across diverse teams.
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Leadership rarely happens under perfect conditions. Leaders are expected to communicate clearly, address concerns, support employees, navigate disagreement, and respond to change—often while managing competing priorities and unexpected challenges. This course gives participants a practical set of leadership tools to approach common workplace situations with greater confidence and intention. Through real-world application, participants will explore strategies for communication, coaching, problem-solving, conflict management, and navigating change while maintaining stability and direction for their teams.
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Leadership is not only about directing work, it is also about helping people grow. This course explores the leader’s role in recognizing individual strengths, identifying development opportunities, and creating conditions that support both employee and team growth. Participants will learn practical approaches to coaching, feedback, delegation, and ongoing development while considering how individual growth contributes to stronger, more capable teams.
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Accountability begins long before a performance concern arises. Leaders create the foundation for accountability by establishing clear expectations, communicating consistently, and following through on what has been established. This course helps participants shift from viewing accountability as correction or discipline to understanding it as an ongoing leadership practice. Participants will explore practical strategies for creating clarity, addressing performance gaps, having accountability conversations, and balancing support with responsibility.
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Strong performance is influenced by more than individual effort. Leaders play an important role in creating the conditions that help employees stay engaged, understand their purpose, and perform effectively. This course explores how leadership behaviors, communication, recognition, autonomy, role clarity, and access to support can influence motivation and performance. Participants will examine practical ways to strengthen engagement while creating an environment where employees are equipped and encouraged to contribute their best work.
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Moving from teammate to supervisor can be one of the most challenging leadership transitions. Relationships, expectations, responsibilities, and boundaries shift—sometimes before a new leader has had time to adjust to their new role. This course helps emerging supervisors navigate that transition with confidence and intention. Participants will explore how to establish credibility, redefine former peer relationships, maintain appropriate boundaries, and balance approachability with leadership responsibility while developing their own supervisory identity.
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Sustainable leadership requires balancing organizational performance with the capacity of the people responsible for achieving it. This course explores how leadership practices, workplace expectations, workload, communication, and team culture can contribute to either sustainable performance or chronic strain. Participants will examine their role in recognizing signs of depletion, addressing factors within their influence, and creating workplace conditions that support both employee well-being and organizational effectiveness.
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Professional ethics serve as the foundation for responsible decision-making, professional accountability, and maintaining trust in the workplace. This training explores the core principles of professional ethics and their application to everyday workplace situations. Participants will examine ethical decision-making, professional boundaries, confidentiality, conflicts of interest, cultural responsiveness, and accountability. Through practical examples and real-world dilemmas, participants will develop strategies to recognize ethical concerns, navigate competing responsibilities, and make informed decisions that promote integrity and professionalism.
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Ethical practice is essential to providing responsible, effective, and person-centered behavioral and mental health services. This training examines the ethical principles, professional standards, and responsibilities guiding clinical and nonclinical practice. Participants will explore professional boundaries, confidentiality, informed consent, dual relationships, cultural responsiveness, and professional competence. Through practical case examples and ethical dilemmas, participants will strengthen their ability to recognize ethical concerns, navigate competing responsibilities, and apply professional ethical standards to complex situations.
Intended audience: LBSW, LSW, LCSW, LMFT, LPC
Credit: 3 Pennsylvania Professional Ethics CE Hours
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Professionals working in addiction prevention, treatment, and recovery encounter complex ethical situations involving confidentiality, professional boundaries, client autonomy, and competing responsibilities. This training examines the ethical principles and professional standards guiding addiction services, emphasizing responsible decision-making and accountability. Participants will explore ethical challenges involving informed consent, dual relationships, conflicts of interest, professional competence, and protecting sensitive information. Practical scenarios will support applying ethical standards in substance use treatment and prevention settings.
Intended audience: Addiction counselors, prevention specialists, and related professionals
Credit: 3 PCB Ethics Hours
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Peer support is grounded in lived experience, mutual respect, and recovery-oriented values. Maintaining ethical relationships requires professionals to balance authentic connection with appropriate boundaries, confidentiality, and role clarity. This training explores ethical principles specific to peer support services, emphasizing self-disclosure, self-determination, professional responsibilities, and the ethical use of lived experience. Participants will examine common ethical dilemmas and develop practical strategies for navigating challenging situations while preserving trust, dignity, and recovery-oriented practice.
Intended audience: Certified Peer Specialists (CPS) and peer support professionals
Credit: 3 PCB Ethics Hours
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Recovery support professionals play an essential role in helping individuals and families navigate recovery through advocacy, lived experience, and person-centered support. This training examines the ethical principles and professional standards guiding recovery support services, emphasizing boundaries, confidentiality, role clarity, self-disclosure, and accountability. Participants will explore ethical challenges involving dual relationships, conflicts of interest, cultural responsiveness, and client autonomy. Through realistic scenarios, participants will strengthen their ability to recognize ethical concerns, navigate complex situations, and maintain professional relationships that support dignity, trust, and recovery.
Intended audience: Certified Recovery Specialists (CRS) and Certified Family Recovery Specialists (CFRS)
Credit: 6 PCB Ethics Hours
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Ethical behavior-analytic practice requires professionals to balance evidence-based interventions, client rights, and professional responsibilities. This training examines the ethical standards guiding behavior analysis, emphasizing the application of the BACB Ethics Code for Behavior Analysts. Participants will explore ethical considerations involving informed consent, professional competence, supervision, confidentiality, treatment decisions, and professional boundaries. Through applied scenarios, participants will strengthen their ability to recognize ethical concerns and make informed decisions that protect client dignity and promote responsible behavior-analytic practice.
Intended audience: BCBAs, BCaBAs, and behavior-analytic professionals
Credit: BACB Ethics CEUs
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Educators hold positions of trust and responsibility that require thoughtful decision-making, professional accountability, and a commitment to student well-being. This training examines ethical principles and professional expectations guiding educational practice, with an emphasis on Pennsylvania’s professional ethics framework for educators. Participants will explore ethical challenges involving student relationships, confidentiality, professional boundaries, equitable treatment, communication, and competing responsibilities. Practical scenarios will support the application of ethical decision-making strategies that promote safe, respectful, and inclusive learning environments.
Intended audience: Teachers, administrators, educational specialists, and school professionals
Credit: 3 Pennsylvania Act 48 Hours
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Early childhood professionals play an essential role in supporting children’s development, safety, and well-being while maintaining trusting relationships with families and colleagues. This training introduces ethical principles and professional responsibilities specific to early childhood education, emphasizing confidentiality, professional boundaries, family communication, child advocacy, and equitable practice. Participants will explore common ethical dilemmas and develop strategies for making informed decisions that support children, strengthen family relationships, and promote professional accountability.
Intended audience: Childcare professionals, early childhood educators, and program directors
Credit: 2 PQAS/PD Registry Professional Development Hours
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Ethical leadership extends beyond following organizational policies and meeting professional expectations. Leaders influence workplace culture through their decisions, communication, accountability, and treatment of others. This training explores the principles of ethical leadership and their impact on organizational trust, employee relationships, and workplace culture. Participants will examine ethical challenges involving conflicts of interest, confidentiality, fairness, power dynamics, professional boundaries, and competing organizational priorities. Practical scenarios will strengthen participants’ ability to make informed decisions and promote integrity, transparency, and accountability within their teams.
Intended audience: supervisors, managers, HR professionals, and organizational leaders
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Crisis situations can arise in any professional environment, making effective prevention, recognition, and intervention essential skills across disciplines. This foundational training introduces participants to the principles of crisis prevention and intervention, emphasizing early identification of warning signs, trauma-informed responses, effective communication, and verbal de-escalation techniques.
Participants will explore how stress, trauma, environmental factors, and emotional dysregulation influence crisis behaviors while developing practical strategies to promote safety, maintain professional boundaries, and respond appropriately to individuals experiencing distress. The training emphasizes person-centered approaches that preserve dignity, encourage collaboration, and support positive outcomes.
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Behavioral and mental health professionals frequently encounter individuals experiencing acute emotional distress, psychiatric emergencies, and complex psychosocial crises. This training expands upon foundational crisis intervention principles by examining clinical considerations, risk assessment, therapeutic communication, and coordinated responses within behavioral and mental health settings.
Participants will explore strategies for recognizing elevated risk, assessing immediate safety concerns, applying trauma-informed interventions, and supporting individuals experiencing psychiatric or behavioral crises. The course emphasizes professional scope of practice, ethical decision-making, collaborative safety planning, and appropriate referral and emergency response procedures.
Intended audience:
Licensed Social Workers (LSW), Licensed Clinical Social Workers (LCSW), Licensed Professional Counselors (LPC), Licensed Marriage and Family Therapists (LMFT), behavioral health professionals, case managers, and clinical staff
Credit: 3 Pennsylvania Social Work Board CE
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Professionals working in addiction treatment and recovery services encounter crises influenced by substance use, withdrawal, relapse, co-occurring mental health conditions, and environmental stressors. This training examines crisis prevention and intervention strategies tailored to substance use treatment settings, emphasizing early recognition, harm reduction, trauma-informed communication, and coordinated support.
Participants will explore approaches to identifying escalating risk, responding to individuals experiencing substance-related distress, maintaining professional boundaries, and connecting individuals with appropriate clinical and emergency resources. This session emphasizes nonjudgmental communication, recovery-oriented practices, and supporting continued engagement in treatment.
Intended audience:
Certified Alcohol and Drug Counselors (CADC), Certified Advanced Alcohol and Drug Counselors (CAADC), addiction counselors, substance use disorder professionals, recovery support staff, and behavioral health professionals.
Credit: 3 PCB Hours; 3 PA Social Work Board CEs
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Peer support professionals play an important role in recognizing distress, promoting connection, and supporting individuals navigating challenging circumstances. This training explores crisis prevention and response through a recovery-oriented, person-centered approach that emphasizes mutual respect, self-determination, and the appropriate use of lived experience.
Participants will examine strategies for recognizing crisis indicators, providing supportive communication, maintaining professional boundaries, and connecting individuals with appropriate resources. The course emphasizes understanding the peer support role during crisis situations, promoting individual autonomy, and recognizing when additional professional or emergency intervention is necessary.
Intended audience: Certified Peer Specialists (CPS), peer support workers, mental health recovery professionals, and individuals providing peer-based support services.
Credit: 2 PCB Hours; PA Social Work Board CEs
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Recovery support professionals frequently assist individuals navigating substance use recovery, emotional distress, and challenging life circumstances. This training introduces practical crisis prevention and response strategies that promote safety, strengthen supportive relationships, and encourage continued engagement in recovery.
Participants will explore common crisis triggers, warning signs of escalation, supportive communication techniques, and strategies for responding to individuals experiencing recovery-related distress. Emphasis is placed on recovery-oriented principles, maintaining professional boundaries, respecting individual autonomy, and recognizing situations requiring clinical or emergency intervention.
Intended audience: Certified Recovery Specialists (CRS), recovery coaches, substance use disorder support professionals, and individuals providing recovery-oriented services.
Credit: 2 PCB Hours; PA Social Work Board CEs
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Professionals working in behavior analysis encounter situations involving behavioral escalation, emotional dysregulation, and potential safety concerns. This training explores crisis prevention and intervention through a behavior-analytic, person-centered approach that emphasizes proactive environmental supports, functional understanding of behavior, and the use of individualized intervention strategies.
Participants will examine factors contributing to behavioral crises, recognize early indicators of escalation, and explore strategies for promoting regulation and reducing risk. The course emphasizes reinforcement-based approaches, individualized behavior support plans, professional scope of practice, client dignity, and ethical considerations in crisis response.
Intended audience: Board Certified Behavior Analysts (BCBA), Board Certified Assistant Behavior Analysts (BCaBA), Registered Behavior Technicians (RBT), behavior technicians, and applied behavior analysis professionals.
Credit: 3 BACB CEUs
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Educational professionals play a critical role in recognizing and responding to student distress, behavioral escalation, and crisis situations within school environments. This training provides practical strategies for preventing crises, promoting emotional safety, and responding effectively to challenging situations while maintaining a supportive learning environment.
Participants will explore the influence of trauma, stress, developmental factors, and environmental conditions on student behavior. The course emphasizes proactive classroom strategies, relationship-centered communication, verbal de-escalation, collaborative response procedures, and supporting students after crisis events.
Intended audience: Teachers, school counselors, school administrators, paraprofessionals, school social workers, and educational support personnel
Credit: 3 Pennsylvania Act 48 Credits
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Young children often communicate distress through behavior as they develop the emotional regulation and communication skills necessary to navigate challenging experiences. This training explores developmentally appropriate crisis-prevention strategies for early childhood professionals, emphasizing responsive caregiving, co-regulation, and supportive learning environments.
Participants will examine how developmental stages, sensory experiences, environmental stressors, and unmet needs influence behavioral escalation. Through a trauma-informed and relationship-centered approach, participants will explore strategies for recognizing early signs of distress, supporting emotional regulation, and responding to challenging behaviors while maintaining safety and preserving children’s dignity.
Intended audience: Early childhood educators, childcare providers, daycare staff, preschool teachers, early intervention professionals, and early childhood program administrators.
Credit: 2 PQAS Professional Development Hours; 2 Pennsylvania Act 48 Credits
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Effective crisis management requires leadership that prioritizes safety, communication, accountability, and coordinated decision-making. This training examines the responsibilities of supervisors, managers, and organizational leaders in preventing, responding to, and recovering from crisis situations within professional environments.
Participants will explore strategies to identify organizational risk factors, establish clear response procedures, support employees during high-stress situations, and promote trauma-informed leadership practices. The course emphasizes coordinated communication, ethical decision-making, organizational preparedness, and post-crisis evaluation to strengthen workplace safety and resilience.
Intended audience: Supervisors, managers, human resources professionals, organizational leaders, program directors, school administrators, and human service leadership teams.
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Suicide prevention is a shared responsibility across professional settings, making awareness, early recognition, and appropriate intervention essential skills for individuals working with diverse populations. This foundational training provides participants with an understanding of suicide risk factors, warning signs, protective factors, and practical strategies for responding to individuals experiencing suicidal thoughts or emotional distress.
Through a trauma-informed, person-centered approach, participants will explore effective communication techniques, supportive intervention strategies, and the importance of connecting individuals with appropriate mental health and crisis resources. Emphasis is placed on reducing stigma, promoting safety, respecting professional boundaries, and recognizing when immediate intervention or additional professional assistance is necessary.
Intended audience: All professionals, including Licensed Social Workers (LSW), Licensed Clinical Social Workers (LCSW), Licensed Professional Counselors (LPC), Licensed Marriage and Family Therapists (LMFT), educators, healthcare professionals, Certified Peer Specialists (CPS), Certified Recovery Specialists (CRS), behavioral health professionals, and human service staff.
Credit: 1 PA Social Work Board CE; Act 48; PQAS Professional Development; Pennsylvania Certification Board (PCB) CE
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Intended audience: Educators, school administrators, school counselors, school social workers, youth service professionals, childcare providers, coaches, parents, caregivers, behavioral health professionals, healthcare professionals, and individuals who work with or support adolescents.
Credit: 6.5 Pennsylvania Act 48 Hours; PQAS Professional Development Hours; PA Social Work Board CEs
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Professionalism is more than following policies, completing tasks, or meeting the basic expectations of a job. This course explores how everyday choices, communication, self-awareness, and workplace behavior shape professional relationships and organizational culture. Participants will examine the difference between personal preferences and professional expectations, consider the gap between intent and impact, and develop practical strategies for responding to workplace situations with greater awareness and intention. Through reflection and real-world application, participants will consider not only what they do at work, but how they choose to show up while doing it.
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Success is more than simply making it through the day. This course challenges participants to move beyond survival mode by examining mindset, purpose, resilience, and personal growth. Through self-reflection and practical application, participants will learn strategies for cultivating fulfillment, increasing engagement, and achieving sustainable success both personally and professionally.
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Effective workplace communication is not simply about delivering a message; it is about creating shared understanding. This course explores the everyday communication habits that influence teamwork, trust, productivity, and workplace relationships. Participants will examine common barriers to effective communication, including assumptions, unclear expectations, differences in communication styles, and breakdowns between what is said and what is understood. Through practical strategies and real-world application, participants will strengthen their ability to listen, communicate clearly, clarify misunderstandings, and adapt their approach to different workplace situations.
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Trauma influences how people think, communicate, respond to stress, and engage with others. This course introduces participants to trauma-informed principles that promote safety, trust, empowerment, and compassionate interactions across workplace settings. Participants will learn practical strategies for recognizing trauma responses while fostering environments that support healing, collaboration, and positive outcomes.
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Feedback is an essential part of professional growth, but giving and receiving it can sometimes feel uncomfortable. This course helps participants develop a healthier, more productive approach to workplace feedback by viewing it as an ongoing exchange rather than a one-time correction. Participants will explore how to communicate feedback respectfully, receive input with curiosity rather than defensiveness, ask for clarification, and translate feedback into meaningful action. The emphasis is on creating conversations that support growth, accountability, and stronger working relationships.
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Change is a constant part of the workplace, but adapting to it is not always easy. New expectations, shifting priorities, changing roles, and unexpected challenges can create uncertainty and frustration. This course explores adaptability as a practical professional skill and helps participants understand how they respond to change. Participants will develop strategies to maintain effectiveness, manage uncertainty, and focus their energy on productive actions even when circumstances are outside their control.
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Conflict is a natural part of working with others, but disagreement does not have to damage workplace relationships. This course explores how differences in perspectives, communication, expectations, and emotional responses can contribute to workplace conflict. Participants will develop practical strategies for addressing concerns directly, managing their own reactions, listening to understand different perspectives, and working toward productive resolution. The emphasis is on approaching conflict as an opportunity for clarity, problem-solving, and stronger working relationships rather than something to avoid or win.
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Strong teams are built through more than simply working alongside one another. Effective teamwork requires communication, trust, shared responsibility, and an understanding of how individual contributions affect the larger group. This course explores the everyday behaviors that strengthen—or weaken—team functioning and helps participants examine their own role in creating a collaborative workplace. Participants will develop practical strategies for supporting colleagues, navigating differences, sharing responsibility, and contributing to a team culture where people can work effectively toward common goals.
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Workplace challenges often require employees to make decisions before every detail is known or a perfect solution is available. This course helps participants develop a more intentional approach to everyday problem-solving by slowing down reactive thinking, identifying the actual problem, considering relevant information, and evaluating possible next steps. Participants will practice strategies for making thoughtful decisions, knowing when to act independently, and recognizing when additional information, support, or collaboration is needed.
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The employee experience begins before a person’s first day and continues throughout every stage of their relationship with an organization. This course explores how recruitment, onboarding, workplace culture, communication, development opportunities, recognition, and everyday organizational practices shape how employees experience their work. Participants will examine key points across the employee lifecycle and identify opportunities for HR to create experiences that strengthen engagement, connection, and long-term retention.
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Organizational culture is shaped by more than mission statements and stated values—it is reinforced through everyday decisions, behaviors, expectations, and employee experiences. This course explores HR’s role in helping organizations intentionally translate their values into workplace practices. Participants will examine where gaps can develop between what an organization says it values and what employees actually experience, while identifying practical strategies for creating greater alignment across policies, communication, leadership practices, and organizational systems.
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Workplace policies provide essential structure and consistency, but applying them effectively often requires thoughtful communication and consideration of context. This course explores HR’s role in maintaining organizational standards while recognizing the human factors that can influence workplace situations. Participants will examine how consistency, fairness, individual circumstances, communication, and professional judgment intersect when policies are applied, helping HR professionals navigate complex situations without losing sight of either organizational expectations or the people affected by them.
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Employees are more likely to contribute ideas, ask questions, acknowledge mistakes, and raise concerns when they believe they can do so without fear of embarrassment, dismissal, or retaliation. This course explores psychological safety as an organizational condition influenced by communication, leadership behaviors, workplace practices, and how organizations respond when employees use their voice. Participants will examine HR’s role in identifying barriers to speaking up and strengthening workplace conditions that encourage respectful dialogue, learning, participation, and trust.
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Exit interviews can provide useful information, but they represent only one moment in a much larger employee experience. This course explores how HR professionals can gather and connect information throughout the employee lifecycle to better understand workforce strengths, challenges, and patterns. Participants will examine opportunities to learn from onboarding experiences, employee feedback, engagement, retention patterns, stay conversations, and employee departures. Emphasis is placed on moving beyond collecting information to identifying meaningful themes and using those insights to inform organizational improvement.
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Organizational change can create uncertainty even when the change itself is necessary or positive. Shifts in leadership, structure, policies, technology, responsibilities, or workplace expectations can affect employee trust, engagement, and sense of stability. This course explores HR’s role in supporting employees through periods of transition by strengthening communication, acknowledging the human response to change, and helping create clarity when not every answer is available. Participants will develop practical strategies for supporting employees while helping the organization move forward effectively.
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Workplace well-being is often framed as an individual responsibility, but employee wellness is also influenced by the environment in which people work. Workload, role clarity, staffing, communication, leadership practices, resources, autonomy, and organizational culture can all affect an employee’s ability to remain engaged and effective. This course helps HR professionals move beyond wellness initiatives focused solely on individual coping and examine the organizational conditions that contribute to workforce well-being. Participants will explore opportunities to identify systemic stressors and develop practical, organization-level strategies that support sustainable performance.
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Course Description: Before we can help others regulate their emotions, we must first understand our own. This course explores the science of co-regulation and how a professional’s emotional presence directly influences the behavior, safety, and emotional stability of those they support. Participants will learn practical techniques for managing their own responses, reducing escalation, and fostering calm, therapeutic interactions that strengthen relationships and improve outcomes.
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Behavior does not happen in isolation. Actions are often influenced by needs, emotions, experiences, environmental conditions, communication abilities, relationships, and what is happening in the moment. This course helps participants move beyond labeling behavior as simply “good,” “bad,” “compliant,” or “difficult” and instead approach behavior with curiosity and purpose. Participants will learn to examine what may be contributing to a behavior, consider what the behavior may be communicating, and use that understanding to guide more intentional and effective responses.
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Behavioral escalation rarely happens without warning. Changes in communication, body language, emotional state, engagement, environment, or routine can provide important clues that a person is becoming overwhelmed or distressed. This course helps participants recognize early indicators of escalation and respond proactively before a situation intensifies. Participants will explore how triggers, patterns, environmental factors, and their own responses can influence behavior while developing practical strategies for reducing stress, increasing predictability, and supporting safer, more effective interactions.
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Behavior can be shaped by experiences that are not immediately visible. Trauma, chronic stress, fear, loss of control, and previous experiences can influence how individuals perceive situations and respond to people, expectations, and their environment. This course introduces a trauma-informed approach to understanding and supporting behavior without assuming that every challenging behavior is the result of trauma. Participants will examine how perceived safety, choice, predictability, relationships, and past experiences can influence behavioral responses and develop strategies for responding in ways that reduce the risk of further distress while maintaining appropriate expectations and boundaries.
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Understanding behavior requires looking beyond what happened in a single moment. Behavioral patterns can be influenced by people, environments, expectations, transitions, routines, sensory experiences, communication challenges, and other contextual factors. This course helps participants develop a broader approach to observing and understanding behavior by examining what happens before, during, and after behavioral responses. Participants will learn to identify recurring patterns, separate observation from assumption, and use contextual information to make more informed decisions about behavioral support.
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Transitions can be some of the most challenging moments for individuals receiving services. This course explores why transitions often trigger behavioral difficulties and provides practical strategies for increasing predictability, reducing anxiety, and supporting successful movement between activities, environments, and routines. Participants will develop techniques that improve consistency while minimizing disruption and escalation.
Learning Objectives
Course Description:
High-quality documentation is an essential component of ethical practice, effective communication, and quality care. This course introduces participants to the fundamentals of objective, accurate, and legally sound documentation while emphasizing the importance of professionalism, person-centered language, and clinical relevance. Participants will leave with greater confidence in documenting services that support continuity of care and organizational compliance.
Learning Objectives
Course Description:
Meaningful behavior change begins with connection rather than punishment. This course introduces restorative practices that emphasize relationships, accountability, empathy, and repairing harm while fostering emotional growth and community. Participants will learn practical strategies for addressing conflict and challenging behavior in ways that preserve dignity, strengthen relationships, and encourage long-term positive change.
Learning Objectives
Course Description:
Communication can either reduce tension or unintentionally add to it during high-stress interactions. When a person is overwhelmed or escalating, lengthy explanations, repeated demands, confrontational language, or an overly authoritative approach may make it more difficult for them to process information and respond effectively. This course focuses on practical verbal and nonverbal communication strategies that support de-escalation while maintaining appropriate expectations and safety. Participants will learn how to adjust their communication, reduce unnecessary power struggles, offer meaningful choices, and maintain connection while helping an interaction move toward greater stability.
Learning Objectives
Course Description:
Setting boundaries and maintaining expectations are necessary parts of behavioral support, but how those limits are communicated can significantly influence what happens next. When interactions become focused on control, compliance, or “winning,” even reasonable expectations can develop into unnecessary power struggles. This course explores how professionals can maintain clear and consistent boundaries while preserving dignity, choice, and connection. Participants will develop practical strategies for communicating limits, responding to resistance, and remaining flexible about how expectations are met without losing sight of what truly needs to be maintained.
Learning Objectives
Course Description:
What happens after a behavioral incident can be just as important as what happens during it. Once safety and regulation have been restored, there is an opportunity to understand what occurred, repair relationships, identify contributing factors, and strengthen future support. This course explores a thoughtful approach to post-incident response that moves beyond blame or punishment and instead focuses on reflection, accountability, learning, and prevention. Participants will develop strategies for processing incidents with the individuals involved, examining staff and environmental factors, identifying patterns, and translating lessons learned into more effective behavioral support.
Learning Objectives
Course Description:
Self-awareness is the ability to recognize how our thoughts, emotions, values, habits, and behavioral patterns influence the way we experience and respond to the world around us. This course invites participants to better understand their own strengths, tendencies, triggers, and areas for growth. Through reflection and practical application, participants will explore how greater self-awareness can support more intentional decision-making, healthier relationships, emotional regulation, and continued personal and professional development.
Learning Objectives
Course Description:
Resilience is often described as the ability to “bounce back,” but real resilience is not about ignoring difficulty, staying positive, or pushing through at all costs. This course explores resilience as the ongoing capacity to respond, recover, adapt, and continue moving forward through stress, setbacks, and change. Participants will examine the internal and external factors that influence resilience, recognize their existing strengths and supports, and develop practical strategies for navigating challenges without equating resilience with endless endurance.
Learning Objectives
Course Description:
Boundaries help define what we are responsible for, what we have capacity for, and how we want to engage in our relationships with others. Yet setting them can bring discomfort, guilt, or fear of disappointing people. This course explores boundaries as a tool for maintaining healthy relationships and protecting personal capacity rather than as a way of shutting others out. Participants will examine patterns that make boundaries difficult to establish, recognize signs of overextension, and develop practical strategies for communicating limits clearly, respectfully, and without unnecessary explanation or apology.
Learning Objectives
Course Description:
Productivity can be rewarding, but when achievement becomes closely tied to identity or self-worth, slowing down can feel uncomfortable, unproductive, or even undeserved. This course explores the messages and expectations that shape how people think about productivity, accomplishment, rest, and personal value. Participants will examine their own relationship with achievement, recognize patterns of overextension and productivity-based self-worth, and develop a more sustainable approach to accomplishing meaningful goals without measuring personal value solely by how much they produce.
Learning Objectives
Course Description:
Comparison is a natural part of how people understand themselves, but constantly measuring progress, success, appearance, relationships, or accomplishments against others can distort how we view our own growth. Social media, workplace environments, and personal expectations can make it especially easy to focus on where others appear to be rather than recognizing our own circumstances and progress. This course explores how comparison can influence confidence, satisfaction, decision-making, and self-worth. Participants will develop strategies for recognizing unhelpful comparison patterns, reconnecting with their own values and goals, and measuring growth in ways that are personally meaningful.
Learning Objectives
Course Description:
Difficult emotions are a normal part of life, but they can become harder to navigate when they feel overwhelming, uncomfortable, or difficult to understand. This course helps participants build practical skills for recognizing, tolerating, expressing, and responding to emotions in healthier and more intentional ways. Rather than focusing on eliminating uncomfortable feelings, participants will explore what emotions may be communicating and develop strategies for managing emotional intensity while making choices that support their well-being, relationships, and everyday functioning.
Learning Objectives
Course Description:
Rest is often treated as something to earn after everything is finished—but for many people, everything is never truly finished. This course explores the role of rest and recovery in maintaining emotional, physical, and mental well-being. Participants will examine personal beliefs about slowing down, recognize signs that their capacity may be depleted, and consider how ongoing demands without adequate recovery can affect everyday functioning. Rather than viewing rest as inactivity or a reward, participants will develop practical ways to incorporate meaningful recovery into their lives before exhaustion becomes the signal to stop.
Learning Objectives
Every course in the series is titled ‘Understanding’ followed by the diagnosis. Each session provides an overview of one diagnosis: its defining characteristics, common signs and symptoms, contributing factors, and potential impact on daily functioning. Participants explore evidence-informed information about how the diagnosis may affect thoughts, emotions, behaviors, relationships, and overall well-being across the lifespan, with emphasis on reducing stigma and promoting compassionate, person-centered interactions.
By the end of any course in the series, participants can describe the defining features of the diagnosis, recognize how it may influence emotions, behavior, communication, and daily functioning, identify common misconceptions, apply person-centered support strategies, and understand where professional assessment and treatment fit alongside their own supporting role.
Courses available in the series include:
The CORE Academy is actively pursuing accreditation through multiple professional boards and credentialing organizations to offer continuing education credits for select courses in the training library. Applications have been submitted, and additional approvals are being added as they become available. Approved courses will clearly identify the continuing education credits offered and the applicable licensing or credentialing boards.
