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- oObjectives
- Discuss the federal legislation for Part C and references made to teams therein. (FDOH A3, A4)
- Define the differences between
- Multidisciplinary teams
- Interdisciplinary teams
- Transdisciplinary teams (FDOH C2, D1, E4)
- Describe the roles of team members, including family members. (FDOH D2)
- Describe teaming as it relates to
- Intake and screening
- Evaluation and assessment in natural environments
- Providing feedback to families following evaluation/assessment
- Report writing
- Developing the IFSP
- Intervention planning in natural environments
- Service delivery (ongoing) in natural environments
- IFSP updates
- Reassessment
- Transition planning
(FDOH C3, C4, C9-11, E2, E3, E4, E6, G1-3, F1-3, 6)
- Give reasons for and benefits of teaming when considering
- Benefits for children
- Benefits for families
- Benefits for providers (FDOH D3)
- Describe procedures for conducting effective team meetings
- Ground rules and roles
- Clear goals and objectives
- Decision making process (FDOH E6)
- Describe the major functions of the professional disciplines and related personnel who may be involved in teaming during the early intervention process, for example: nurse, ITDS, parent, physical therapist, speech/language pathologist, psychologist. (FDOH D4)
- Discuss attributes of successful team members, such as:
- Accepting differences in skills and approaches
- Ability to work toward consensus
- Interest in teaching, learning and working across disciplines
- Willingness to invest time and energy for the benefit of all
- Commitment to working in full partnership with families
- Openness to diversity in learning styles
- Role release and the ability to let go of control
- Ability to brainstorm and problem-solve
- Demonstration of personal and professional maturity (FDOH D5)
- Discuss the stages of team development
- Forming
- Storming
- Norming
- Performing
- Transforming (FDOH D6)
- Understand the principles of collaborative consultation and discuss methods and strategies when using a consultative model in providing early intervention services to:
- Increase provider knowledge and skills
- Improve quality of early intervention services
- Promote teaming (FDOH D7)
- Discuss components of effective communication as well as behaviors that interfere with effective communication. (FDOH E1)
- Discuss adult learning principles that promote maximum involvement of family members and child care personnel. (FDOH C12)
$54.00 for 90 days - Objectives
- Describe formal and informal assessments including observation techniques during free and structured play as a part of daily routines and use of assessment information for developing and evaluating Individualized Family Support Plans (IFSP). (FDOH C7, C8, E5, E7, E9, E10)
- Demonstrate an understanding of assessment terminology (e.g. mean, reliability, validity). (FDOH C5, E3)
- Demonstrate an understanding of the diagnostic process and assessment model/approaches, including strength-based and family-driven assessment principles (FDOH C1, C2, C3)
- Describe typical norm-referenced, criterion referenced and informal measures utilized in early intervention settings for various functions (screening, diagnosis, instructional planning). (FDOH C5)
- Describe the functions of various assessment activities in early intervention including child find, screening, eligibility determination, ongoing assessment, and monitoring progress in intervention. (FDOH A5, E5)
- Demonstrate an understanding of the following influences on assessment and identify resources to meet the unique needs of families. (FDOH C4)
- Identify the use of open and focused observation, curriculum and norm-referenced tests, criterion-referenced checklists, interviews and parent report for data collection appropriate to different assessment functions and eligibility/program planning. (FDOH C5, E5, E9)
- Describe the uses and abuses of assessment instruments and the limitations to administration and interpretation of assessments as applied to young children with special needs. (FDOH C5)
- Identify alternative approaches to designing data collection systems to collect developmental and behavioral information on young children, including family-based assessment and transdisciplinary assessment. (FDOH C2, C3)
- Describe approaches for observing child/environment interactions, including play environments daily routines, parent/infant and child/child interactions. (FDOH C2, E5)
- Identify at least one instrument in each of several types of approaches to data collection (screening instrument, developmental assessment, informational interview, behavior rating, parent-child interaction scale, play observation). (FDOH C5, C6)
- Identify and discuss the development of an IFSP and its importance in partnership with family members, incorporating both family goals and approaches, appropriate to the cognitive, affective, language and motor needs of the child. (FDOH C9, F1, F2, F5, G1, G12)
- Discuss knowledge of assessment strategies to determine family concerns, priorities, and resources (FDOH C9)
$45.00 for 90 days - Objectives
- Describe Normal Development
- Discuss Theories of Development
- Explain the Development and Impact of Temperament
- Review Developmental Psychopathology
- Learn About Current Developmental Theory Applied to Child Mental Health and Illness
- Review Risk Factors and Prevention
- Review Assessment, Diagnosis and Treatment Strategies with Children
- Identify Various Major Categories of Mental Disorders in Children
- Review Factors Impacting Service Utilization
- Discuss New Roles for Families in Systems of Care
$30.00 for 90 days Objectives:
- Core Mindfulness
- Walking the Middle Path
- Distress Tolerance
- Emotion Regulation
- Interpersonal Effectiveness
- Mindfulness Exercises
- DBT Games and Activities
$9.00 for 90 daysObjectives:
- Differentiate between supportive and solution-focused interventions
- Identify the function of each
- Explore interventions to facilitate transition into problem solving
$6.00 for 90 days- Differentiate between supportive and solution-focused interventions
Objectives:
- Identify 25 ways parents, school counselors and teachers can help nurture children's mental health
$6.00 for 90 daysObjectives:
Prematurity
- Explore the causes and consequences of prematurity on the entire family
- Review medical issues for preemies that the family may have to cope with
- Discuss life in the NICU
- Explore the range of feelings in NICU families
- Identify strategies to help bond with baby
- Explore parenting under the microscope (in the NICU)
- Identify methods for easing discharge anxieties
Postpartum Depression
- Learn about maternal depression and child development
- Review postpartum depression effects on early interactions
- Review postpartum psychosis literature
- Identify treatment approaches for postnatal depression
- Review the scary thoughts handout
- Review the mental health disorders guideline for postpartum depression
- Review the Edinburgh postnatal depression scale
- Explore antidepressant medication use during breastfeeding
- Learn about prescribing guidelines pregnant patients using opiates
- Review interventions for postpartum depression
- Learn about community based treatments for postpartum depression
$48.00 for 90 daysObjectives
- Participants will be able to describe the importance of building relationships with children, families, and colleagues.
- Participants will be able to describe the relationship between children’s social emotional development and challenging behavior.
- Participants will be able to describe how challenging behavior serves a function for children.
- Participants will be able to describe the relationship between environmental variables, children’s challenging behaviors, and social emotional development
- Participants will be able to identify strategies that can be used to (1) build positive relationships with children, families and colleagues; (2) design environments, schedules, and routines; (3) structure transitions; (4) help children learn rules and routines; and (5) plan activities that promote engagement.
- Participants will be able to use descriptive acknowledgment and encouragement to support children’s positive social behaviors.
- Participants will evaluate their work with children related to building relationships and the structure and design of their environment.
$18.00 for 90 days- Objectives
- Evaluate the strengths, basic objectives, and the delivery of Psychological First Aid, including when and for whom the interventions would be appropriate.
- Review the methods used to contact and engage disaster survivors, enhance immediate and ongoing safety, to provide physical and emotional comfort, and to offer practical help to survivors.
- Examine ways to help establish brief or ongoing contacts with primary support persons or other sources of support, including family members, friends, and community helping resources, and determine methods to link survivors with available collaborative services needed at the time or in the future.
- Identify common psychological reactions to traumatic experiences and losses, particularly the differences in how children, adolescents, adults, and older adults react and cope
$21.00 for 90 days Objectives
- The Nature of Self-Esteem
- Understand what self esteem is, why it is important and how to develop it
- Explore how physical sensations give clues to what is important and whether you are living in harmony with our values (Gut)
- Identify and address thinking errors that keep you stuck (Head)
- Evaluate how emotions and the heart contribute to the development of self-esteem (Heart)
- Examine how the environment impacts your self-esteem
- Identifying and Disarming the Critic
- Creating an Accurate Self Assessment
- Identifying Cognitive Distortions
- Developing Compassion
- Shaking the Shoulds
- Handling Mistakes
- Responding to Criticism
- Goal Setting
- Core Beliefs
- Building Self Esteem in Children
$18.00 for 90 days