Note: The Trauma Informed Care (TIC) Certificate is a stackable credential available exclusively to students currently enrolled in the Doctor of Behavioral Health (DBH) program at CGI. This certificate is not open for independent enrollment outside of the DBH program.

Lead your agency, unit, or team toward becoming a trauma-informed organization.

The Trauma Informed Care graduate certificate provides an in-depth exploration of the impact of trauma on health outcomes. Students will identify clinical and operational practices that may re-traumatize patients and lead to provider burnout, and develop realistic strategies for mitigating or resolving trauma history and compassion fatigue.

Included in this certificate is EMDRIA-authorized coursework and supervision leading to the Basic Eye Movement Desensitization and Reprocessing (EMDR) Certificate.

Benefits

Benefits of this certificate include:

Implement a Trauma-Informed Care (TIC) model in an organization
Apply a Trauma-Responsive paradigm to your life
Cultivate a transformative understanding of how Adverse Childhood Experiences can affect and influence health and behavior
Learn from national experts in the field and network with peers

Request Information

12

Total number of credit hours

100%

Online program, no internship required

6

Number of courses

15 months

Average time to complete certificate

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About the Certificate

Trauma Informed Care Certificate Purpose

The Trauma Informed Healthcare certificate provides an in-depth exploration of the impact of trauma on health outcomes. Students will identify clinical and operational practices that may re-traumatize patients and lead to provider burnout, and develop realistic strategies for mitigating or resolving trauma history and compassion fatigue. Included in this certificate is EMDRIA-authorized coursework and supervision leading to the Basic Eye Movement Desensitization and Reprocessing (EMDR) Certificate. Each student will develop and implement a comprehensive trauma-informed treatment plan for a patient case. Because patients are often unaware of the nature or degree of stresses that are responsible for their illness, this certificate will prepare students to detect and use clues that the patient provides to develop a more complete understanding of the patient’s struggles than they are able to perceive for themselves.

Trauma Informed Care Certificate Program Outcomes

Certificate graduates will consult effectively with the medical team as a behavioral health expert using knowledge of medical culture and acute, chronic, and comorbid conditions.
Certificate graduates will deliver evidence-based screening, assessment, and behavioral interventions appropriate for primary care and specialty medical settings.
Certificate graduates will design cost-effective population health approaches to treating chronic and comorbid conditions while addressing social determinants of health.

Marketplace Demand

The U.S. healthcare system is the most costly in the world, placing increasing pressure on organizations to redesign care delivery models that improve outcomes while controlling costs. Healthcare leaders are seeking professionals who can bridge clinical insight, behavioral health expertise, and systems-level strategy.

As healthcare systems continue to prioritize integrated, value-based, and whole-person care, professionals with DBH-level training are increasingly sought after in the healthcare marketplace.

CGI does not assure employment or job placement upon completion of any program, course, or degree.

Skills/Jobs to be learned in the Trauma Informed Healthcare Certificate Program

Students will be trained as experts in trauma informed healthcare. Graduates will be prepared to work as behavioral health consultants, providers, and managers in primary healthcare settings, including hospitals, Primary Care Medical Homes, Federally Qualified Health Centers, and specialty medical settings.

Graduate Employment Opportunities

The Cummings Institute cannot assure employment or job placement upon graduation, however our graduates will be prepared to work as behavioral health consultants, providers, and/or managers in primary healthcare settings, including hospitals and emergency departments, Primary Care Medical Homes, Federally Qualified Health Centers, Accountable Care Organizations, managed behavioral healthcare organizations, specialty mental health and substance abuse treatment settings, preventative care and disease management programs, and/or new business start-ups.

Curriculum

Subjects

Required Course offerings are designed to prepare certificate graduates to successfully lead cultural change in healthcare according to CJ Peek’s (2009) “Three World View,” while addressing the Institute for Healthcare Improvement’s Triple Aim, and Bodenheimer & Sinksy’s (2014) Fourth Aim, improving the work life of clinicians and staff.

This non-degree certificate program incorporates courses from the Doctor of Behavioral Health degree program.

Credit Hours/Units

Students will earn one (1) to three (3) credit hours for each course as listed and described in the Course List and Descriptions below. Course units (credit hours) are clearly delineated in each course syllabus.

Number of clock and/or credit hours for the Trauma Informed Healthcare Certificate Program

A total of twelve (12) credit hours will be required for completion.

Maximum Timeframe

The Maximum Time frame to complete the certificate program is measured in calendar years for the Trauma Informed Healthcare Certificate program. Students must complete the program within two (2) years and are only permitted to attempt 12 credits before program termination. However, if exceptions are granted by the Program Director, students may complete their certificate program within three (3) years of enrollment.

Minimum Timeframe

The Minimum Timeframe to complete the program is measured in calendar years for the Trauma Informed Care certificate program. Students enrolling with no transfer credits must participate in the program for a minimum of one (1) year.

Course List and Descriptions

Trauma Informed Healthcare

Foundations Of Doctoral Study – 1 Credit Hour – Required

Course Number: DBH 1000
Course Title: Foundations of the Biodyne Model
Credit Hours: 1
Course Description: The focus of this course is on the Biodyne (Greek for “life change”) Model of brief, focused interventions across the lifespan developed by the renowned psychologist Dr. Nicholas A. Cummings and his daughter, psychologist Dr. Janet Cummings. Emphasis will be placed on the Biodyne assessment and intervention model rather than one-size-fits-all approaches to psychotherapy. This course will focus on use of the Biodyne Model of assessment and intervention for the DBH working in fast-paced primary care settings as well as other models of integrated healthcare delivery. Assessment tools for common chief mental health complaints and comorbid health conditions will be covered, and limitations of these assessment tools will be discussed.
Co-requisite: DBH 9901

Core Courses – 11 Credit Hours – Required

Course Number: DBH 9901
Course Title: Biodyne Model I: The Biodyne Model in Integrated Care Settings
Credit Hours: 3
Course Description: This course is an orientation to the program and to the essential skills needed to pursue a Doctor of Behavioral Health degree. Doctoral level skills, such as academic integrity, time management, effective use of the library, comprehending complex scholarly texts and research articles, and APA form and style in professional communication are also introduced. Students will learn to formulate ideas, search for and appraise text and online resources, and critically analyze and thoughtfully synthesize research findings. The student will become familiar with various writing and communication formats, and practice those appropriate to their degree and career goals. Special attention will be paid to the skill set needed to enter integrated care settings, the use of the Biodyne Model in these environments, and how to market oneself effectively as a new Behavioral Health Consultant.
Co-requisite: DBH 1000

Course Number: DBH 9017
Course Title: Solving Medical Mysteries
Credit Hours: 1
Course Description: The purpose of this course is to learn how to successfully diagnose and treat physical illness caused by various forms of psychosocial stress. Because patients are often unaware of the nature or degree of stresses that are responsible for their illness, emphasis will be placed on learning how to detect and use clues that the patient provides to develop a more complete understanding of the patient’s struggles than they are able to perceive for themselves. A major part of the course will be selecting, assessing and treating a patient known to you who has medically unexplained physical symptoms.
Pre-requisites: DBH 1000, DBH 9901

Course Number: DBH 9024
Course Title: Leading Edge Trauma Therapies for Integrated Care
Credit Hours: 3
Course Description: This course will familiarize students with a spectrum of innovative trauma therapies that neurophysiological studies have documented to accelerate the treatment of pathologies related to traumatic stress. Course content provides an introduction to the following interventions: EMDR; somatic therapies, including sensorimotor psychotherapy (SP) and somatic experiencing (SE); Internal Family Systems (IFS), Applied Neurofeedback; and Psychedelic Assisted Psychotherapy (PAP).
Pre-requisites: DBH 1000, DBH 9901

Course Number: DBH 9026
Course Title: Trauma-Informed Care
Credit Hours: 3
Course Description: This course provides an in-depth exploration of the impact of trauma on health outcomes. Students will identify operational practices that may re-traumatize patients and lead to provider burnout, and develop realistic strategies for mitigating or resolving trauma history and compassion fatigue. Students will pitch ideas for healthcare systems who’ve set out to meet Triple Aim requirements as well as reduce provider burnout and compassion fatigue.
Pre-requisites: DBH 1000, DBH 9901

Course Number: DBH 9028
Course Title: Intergenerational Trauma
Credit Hours: 1
Course Description: This course provides an introduction to intergenerational and racialized trauma. Research in the field of epigenetics illustrates that the untreated effects of trauma suffered by one generation, whether individual or collective, are passed on to up to four subsequent generations. We will explore historical and current research on the transmission of trauma among specific oppressed populations including select ethnic groups and BIPOC. This course will teach DBH-Cs to recognize intergenerational transmission of trauma, understand the mechanisms of transmission as well as implications for integrated care, along with effective treatment strategies.
Pre-requisites: DBH 1000, DBH 9901

Testimonials

“As a member of the AAPI community, I’m very familiar with the barriers to mental health services and the need to break through the glass wall of cultural stigma that prevents many from receiving potentially life–saving treatment. I was the only Asian American person in my master’s cohort, the only Asian American person in many of my clinical work settings, the only Asian American person to walk into many of the professional settings that I pushed myself to show up to. In my current practice, I’m constantly reminded by my patients of how difficult it is to find an Asian American mental health provider, though this reminder constantly informs me that more needs to be done for my community. Day after day, I read stories of Asian American people who die by suicide as a consequence of our culture’s avoidance of mental health topics. As a DBH, my biggest goal is to use my expertise in whole–person care to amplify the conversation around mental health and help my community understand that mental healthcare is not a privilege that we are not entitled to, it is a crucial part of our healthcare that will manifest differently in us than what many Western psychology or psychiatry textbooks will describe, and that our unique experience of mental health issues are valid, important, and is time to be part of the larger conversation.”
Willam Chum, LMHCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

“The Doctor in Behavioral Health (DBH) program has changed my understanding of the subject and career path. Before this academic journey, my knowledge of behavioral health was primarily theoretical, including essential ideas and methods. However, the DBH curriculum combined intense academic research with practical application, helping me understand behavioral health from multiple angles. Recognizing mental health as part of total health changed my perspective. The biopsychosocial model, which showed how biological, psychological, and social variables affect mental health, was stressed in the DBH curriculum. This comprehensive approach made me realize how complex human behavior is and how important it is to address mental health issues. Effective interventions must target the individual’s surroundings, relationships, and life experiences, not just symptoms. The curriculum also gave me enhanced evidence-based practice training to execute successful solutions. Studies methods and data analysis classes improved my critical thinking and allowed me to evaluate and apply behavioral health studies. This gave me the confidence to contribute to the field’s knowledge base through practice and research.”
Dr. Rhea Hill, DBH, LPCDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - February 17, 2025

“This program will change how you present to the world, not just as a professional but as an individual. Understand this is work but the work is worth it and the journey is undeniably transformative. If you are seeking a doctorate for the title, this is not the program for you. If you are seeking a doctorate to interrupt and disrupt the course of healthcare, then this is the program for you. You won’t find a more supportive program with professors who are dedicated to your success and your education. This program is not about the regurgitation of information. It is about the appropriate applied application of knowledge and information to push forward and become an advocate for equitable and quality care for all.”
Brandy K. Biglow LMHC, CCTP, QSDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 5, 2024

“The Doctor of Behavioral Health (DBH) program has definitely transformed my understanding of behavioral health. Understanding the links between physical and mental health has taught how to make better treatment decisions. The DBH program has also given me insights that otherwise would not be possible and allows me to view individuals through a lens that I was previously ignorant of. This program has helped me grow into a more confident individual, provider, and parent.”
Cory H. Cannady, BCBA, LBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 13, 2024

“The DBH program has reinforced my vision of viewing behavioral health (BH) as an integrated component of the healthcare system rather than a siloed service. As a practitioner in the focused BH realm of substance use disorder (SUD) treatment, I observe on a regular basis how identifying and serving SUD patients is often missed, ignored and stigmatized in primary healthcare, despite the fact that early intervention at these check-points often has the potential to intervene earlier and lessen the negative SUD outcomes frequently seen by the time a patient reaches specialty SUD services. Reinforcement received in my DBH program has motivated me to promote integration as a leader in my workplace and is a primary factor in considering the long-term trajectory of my individual career path.”
Kenneth L. Roberts, MPS, LPCC, LADCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 5, 2024

“Graduating from the DBH program has influenced and enhanced my approach to addressing behavioral health challenges and making a difference in the field by preparing me to become a serious business owner. Through the DBH program, I understand now that becoming a business owner not only assists me in reaping the financial benefits of working for myself, but the program also offers me a sense of freedom to make a difference in an individual’s life.”
Dr. Rebecca K. Wright, DBH, LBA, BCBA, QBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - December 18, 2024

“I have always wanted to pursue a higher degree but never found a program that met my needs. When I investigated the DBH program, I can honestly say I was excited. It was a program that would expand my knowledge in behavioral health but also how it relates to physical health. The philosophy of treating the whole person was exactly what I was looking for.”
Elizabeth Nekoloff, M.Ed., LPCC-S, NCCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 16, 2025

“Prior to obtaining my DBH, I practiced behavioral health within the boundaries of behavior analysis. The DBH degree has given me the ability to broaden my scope of competence allowing me to provide a higher quality of care to my clients through a person-centered approach, while still staying within my scope of practice. I was in the beginning stages of opening my business when I enrolled in the DBH program which set my trajectory towards being a stronger leader. The program equipped me with essential healthcare leadership and entrepreneurial skills, allowing me to ensure high-quality services for my clients and foster a supportive work environment for our staff. It has also given me the confidence to expand my business and pursue other healthcare ventures, reaching a broader range of patients in need.”
Dr. Pauline Tolentino Pablo, DBH, BCBA, IBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - January 21, 2025

“Although I have worked with many patients who have mental health diagnoses, or behaviors which make managing their medical diagnoses and day to day life difficult, the DBH program at CGI is broadening that knowledge and providing a deeper understanding of behavioral health and how best to help these individuals manage their health and improve their quality of life. This will allow me to provide and advocate for more meaningful and seamless integrated care, providing new tools for my intervention toolbox, and the confidence and skills to collaborate within and lead whole person focused interdisciplinary teams. I also anticipate building upon my knowledge as a nurse case manager and long time caregiver, as well as my personal passions and professional vision, learning about processes and operations, to be in position to start up and lead my own company one day, offering the services and care I know every person should have access to.”
Hollie Wilson, MSN, RN, CCMDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 11, 2025

“The DBH program will open opportunities for me to contribute to healthcare system innovation, particularly through trauma-informed care and integrated behavioral health settings. I will be better positioned to advocate for and implement holistic care models that improve health outcomes for underserved populations. Ultimately, this program will help me transition into higher-level roles, such as a director or consultant in behavioral health, where I can influence broader system changes and contribute to the future of healthcare delivery.”
DeKyn Rashad Peters, MPH-CHES,BSW/BA,APCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 4, 2025

Trauma Informed Care Certificate