Foundations of School Mental and Behavioral Health

The School Mental and Behavioral Health micro-credential equips K-12 classroom assistants and classified staff to provide universal behavioral supports in a culturally appropriate and trauma-informed manner. Offered in collaboration with K-12 districts and community mental health agencies, the credential is the first rung of a regional School Mental and Behavioral Health Career Ladder that stretches from training for unlicensed school paraprofessionals to advanced degrees and specializations for licensed mental health professionals. Credits earned through the micro-credential can be applied towards degrees in Education, Psychology or Counseling and prepare candidates for career advancement in high-need roles such as Skills Trainers, Graduation Coaches, Attendance Coaches, Student Advocates, Qualified Mental Health Associates, Behavior Technicians, or Assistant Behavior Analysts.

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Required Courses

Candidates will complete 12 credits of ED 207 professional development coursework through a series of 1-credit workshops offered online or on-site in K-12 schools or district offices (note: some ED 207 offerings will be replaced by PSY 207 once that new course is approved for the 2021-22 catalog). Workshops will be facilitated by licensed K-12 staff, mental health professionals, or SOU faculty from the Psychology, Education, or Clinical Mental Health Counseling programs. Each workshop will consist of 3 hours of direct instruction, fourteen hours of practical application within a classroom or school-based setting, and a written reflection or analysis of how the classroom application demonstrates key skills and concepts addressed in the workshop.

Workshops offered by K-12 districts and SOESD:

• ED 207: ACEs, Self-Regulation and Resilience
• ED 207: Positive Behavior Teaching/Sound Discipline
• ED 207: PAX Good Behavior Game
• ED 207: Collaborative Problem Solving
• ED 207: Reaching Teens
• ED 207: Strengthening Families

Workshops offered by community mental health agencies:

• ED 207: Mental Health First Aid
• ED 207: Crisis Prevention and Intervention
• ED 207: Therapeutic Boundaries
• ED 207: Positive Behavior Support

Workshops offered by SOU:

• ED 207: Behavioral supports for the classroom
• ED 207: Building resilience in children
• ED 207: Communicating effectively with children
• ED 207: Compassionate teaching
• ED 207: Helping children learn persistence/grit
• ED 207: Identifying children’s assets and strengths
• ED 207: Increasing children’s emotional intelligence
• ED 207: Teaching emotional regulation skills
• ED 207: The art of helping: Characteristics of effective helpers
• ED 207: Working effectively with families
• ED 207: Working with angry and aggressive students
• ED 207: Working with shy, withdrawn, and anxious kids

Additional Requirements

Candidates must complete at least one workshop aligned with each of the core competencies identified in section 4 below (see appendix two for a crosswalk listing competencies addressed by each workshop) and submit a culminating portfolio of reflective/analytic papers associated with each workshop completed.

Learning Outcomes/Competencies

Behavioral support competencies:

• Understand mental health assessment, treatment, and service terminology
• Implement skills development strategies and identify, implement, and coordinate the services and supports identified in a service plan
• Identify and implement essential components of a written behavior reduction plan
• Mentor and promote the development of life skills such as emotional self-regulation, interpersonal skills, and self-advocacy

Culturally responsive and trauma-informed care competencies:

• Demonstrate care, respect and cultural sensitivity
• Establish trust by communicating directly, demonstrating flexibility, and maintaining appropriate boundaries
• Employ strengths-based approaches to develop confidence and competence
• Promote self-efficacy and resilience by prioritizing skill-building and collaborative problem solving
• Facilitate co-regulation while practicing and promoting self-compassion, self-regulation, and professional self-care