Graduate Faculty Committee Doc. No Approved January 23, 2012

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1 Graduate Faculty Committee Doc. No Approved January 23, 2012 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM, THE SCHOOL OF EDUCATION FACULTY ASSEMBLY, THE SCHOOL OF EDUCATION CURRICULUM COMMITTEE, AND THE FACULTY OF THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY TO ESTABLISH A GRADUATE CERTIFICATE IN CHILDREN S MENTAL HEALTH FOR SCHOOL PROFESSIONALS Program Introduction The purpose of this document is to describe the distance education plan for the development of the online certificate in children s mental health for school professionals offered by the School Psychology and Counseling Psychology areas within the Department of Educational Psychology at the University of Wisconsin-Milwaukee (UWM). Included in this document is the following information: 1) program rationale and need, target audience, program description, program curriculum, and implementation plan. This certificate program should not be considered equivalent to licensure or certification as a mental health professional (e.g., school psychologist or school counselor). Recipients of this certificate do not have qualifications to provide mental health services to children. The purpose of the program is to provide education professionals with a knowledge base. Program Rationale According to the Substance Abuse and Mental Health Services Administration (SAMHSA), at least one in five children and adolescents has a mental disorder. These disorders include depression, conduct disorders, anxiety, and autism. Factors such as genetic predisposition, environmental toxins, abuse, violence, stress, chronic poverty, and discrimination can play a role in the development of these conditions. The effects of these disorders can be devastating for children because they can thwart healthy development. For this reason, intervening as early as possible to prevent and/or reduce the impact of mental health disorders among children is a high priority. Despite this high need, only a small percent of children with mental health needs actually receives services. Therefore, equipping more school professionals with knowledge and understanding of mental needs among children can serve to improve the prevention, identification, and treatment of mental health needs among children. Program Need Schools are oftentimes the only source of mental health services for children, especially in urban environments given the social and economic challenges to gaining access to mental health services. In school contexts, school psychologists and counselors often provide mental health services in schools. However, in most cases, the needs of these children are first reported by classroom teachers or other school personnel who may observe the child experiencing some academic, behavioral, and/or emotional difficulty. The problem with this process is that many school personnel do not have any training to understand the mental health symptoms and/or needs among the children they serve. Therefore, the purpose of this certificate is threefold: 1) to

2 Graduate Faculty Committee Doc. No p. 2 Approved January 23, 2012 develop knowledge and awareness of the types of mental health disorders children can experience, 2) to foster an understanding of the impact cultural and environmental factors can have on the mental health of children, and 3) to cultivate an understanding of how mental health difficulties can impact academic and behavioral performance in school. Equipped with this knowledge, school professionals will better understand the mental needs of children; the impact of mental health on learning and development; and the difficulties children with mental health needs experience so that appropriate referrals can be made. Program Description The Children's Mental Health Certificate for School Professionals is a 15 credit hour program designed to increase the understanding of mental health disorders and treatment among children and adolescents in school-based settings. This program emphasizes a preventative approach to meeting the mental health needs of children by using a collaborative, problem-solving process that is inclusive of the diverse skills of school-based professionals (e.g. teachers, school social workers, school nurses, school counselors, and administrators). It is geared towards students who are currently in graduate programs or at the post-baccalaureate s level, and are interested in additional training in this area. Courses in the certificate program are focused on the epidemiology of mental health disorders among children, multicultural issues in the development and treatment of children s mental health disorders, influence of stressors in urban environments on mental health, cultivation of collaboration among school professionals to address mental needs of children, and the impact of mental health difficulties on academic achievement. Students will be required to take 15 credit hours for completion of this certificate. Each class is a 3-credit graduate course. Learning Objectives and Competencies 1. Students will understand the causes of and contributors to children s mental health difficulties. 2. Students will understand the types of mental health disorders that are unique to children and adolescents. 3. Students will learn how mental disorders can influence children s academic, behavioral, social, and emotional functioning. 4. Students will understand the role of cultural and urban context play in buffering against as well as contributing to children s mental health difficulties. 5. Students will learn how to collaborate with other school-based and mental health professionals regarding children s mental health. 6. Students will understand how to create socially and emotionally healthy classroom and school environments.

3 Graduate Faculty Committee Doc. No p. 3 Approved January 23, 2012 Program Curricula Child and Adolescent Mental Health Issues in Schools The purpose of this course is to increase the understanding of mental health disorders and treatment among children and adolescents in school-based settings. The course will describe the role of developmental factors as well as the risk factors associated with behavioral and emotional health problems in school populations. Many mental health concerns will be defined and discussed, and effective counseling interventions will be identified. The overarching goal is to assist school-based professionals in increasing their knowledge of behavioral problems and psychiatric concerns their students may be facing, and understand how best to serve them. Mental Health Needs in Urban Environments This course is designed to introduce educators to the unique context and characteristics of urban environments in order to cultivate an understanding of the risk as well as protective factors that can shape the mental health of developing children. Course content will focus on how issues such as urban sprawl, community violence, poverty, and limited community resources impact the mental health of children. In addition, elements that support and promote good mental health in urban environments will also be discussed. Cultural Context of Children s Mental Health This course is designed to explain and demonstrate how culture can influence the mental health of children. Topics will range from discussing the topography of cultural differences in the United States and the influence of cultural variables on mental health to culture-bound syndromes. Emphasis will be placed on the role of educators in understanding these issues and how they can take a proactive, preventative role in children s mental health. Mentally Healthy Classroom and School Environments This course is designed to help professionals who work with children in an educational setting to become more familiar with issues pertaining to socio-emotional learning. The main focus of this course will be on socio-emotional learning, including how social skills can impact a child s behavior and their ability to learn. Students in this course will become familiar with theories that value socio-emotional learning as an important concept in the school setting. Techniques for fostering emotionally healthy school environments will also be discussed along with leadership skills necessary for creating and supporting collaboration between school personnel and families to further support the socio-emotional learning of students. Collaborative Consultation among School Professionals This course is designed to provide an overview of consultation theory, research, and practice in the school and community. In this seminar we will examine the major models of consultation that are most relevant for school psychologists and counselors, including mental health, organizational development, program evaluation, behavioral, and problem solving approaches. We also will consider consultative collaborative teaming models of service delivery. Relevant readings and research will be reviewed and examined throughout the seminar. In addition, seminar participants will be expected to acquire practice in applied consultation skill and competence. In particular, participants will learn step-by-step procedures for conducting

4 Graduate Faculty Committee Doc. No p. 4 Approved January 23, 2012 consultation sessions, as well as for conducting functional assessments leading to interventions, effectively and efficiently. Implementation Plan Our intention is to plan to offer the first and second courses in the Fall 2012, the third and fourth courses in Spring 2013, and the final course in Summer If the core course is not offered, alternative courses that students can take for those credits have also been identified. However, it is important to note that there was significant difficulty identifying courses that aligned perfectly with the courses in the certificate, nevertheless, there were some courses that had significant overlap. Those courses are listed as alternative courses below. Course Ed Psy 710, Child and Adolescent Mental Health Issues in Schools (Offered Fall 2012) Ed Psy 711, Cultural Context of Children s Mental Health (Offered Fall 2012) Ed Psy 712, Mentally Healthy Classroom and School Environments (Offered Spring 2013) Ed Psy 713, Mental Health Needs in Urban Environments (Offered Spring 2013) Couns 805, Consultation Strategies for Counselors and School Psychologists (Offered Summer 2013) Alternative Course PH 732, Youth Mental Health Practice for the Non-Mental Health Professionals Couns 705, Multicultural Practice: Awareness and Knowledge of Others OR Ed Psy 833, Psychology of Race and Ethnicity No equivalent Urb Std 841, Health Policy in Urban Society ExcEduc 662, (731) Collaborative Strategies Classes will be taught using Desire2Learn, a Web-based course management tool available at UWM. Using D2L will facilitate meeting the course objectives online. Faculty will assess student knowledge through the use of exams, self-assessments, and discussion of a case study in the population-specific courses to demonstrate synthesis of ideas applied to that group. In the distance education system approach, technology is transparent, a tool for connecting the learning, teaching, and program/course design components. Learners are part of the learning component; faculty members and ad hoc instructors are part of the teaching component. Both components interconnect with each other. Program/course design component is linked to the teaching and management component of the system. Subcomponents of the program/course design include the Instructional Designer/Graduate Assistant, Content Experts/Faculty, and the Staff in the Learning Technology Center (LTC) at UWM. The LTC provides faculty development activities.

5 Graduate Faculty Committee Doc. No p. 5 Approved January 23, 2012 The management component of the system involves the administration of the distance education courses and program. This aspect combines the work of the Program Coordinator, Education Outreach staff, SOE Marketing, Graduate School Admissions, Financial Aid, PAWS, Help Desk, and Library. The distance education system model is based on a team approach. This means that all members of the design and management team work together under the administration of the Program Coordinator. The team approach makes the system cost-effective, mainly when it takes advantage of economies of scale. Faculty Administration of the program will be on a rotating basis amongst the School Psychology and Counseling Psychology Area faculty. Faculty in the School Psychology and Counseling Psychology Area are responsible for deciding what content will be taught in each course, course objectives, content structure, content expert person is responsible for structuring the course syllabus, selecting instructional strategies, and determining learning technologies. This person must also have knowledge of the learning technologies. This person will also be teaching courses, advising students, and working as part of a team to design the program. Anthony Hains, PhD Anthony Hains is a licensed psychologist in Wisconsin and teaches courses in counseling psychology, essentials of counseling, advanced counseling strategies, and counseling children and adolescents. His research interests include cognitive behavioral therapy with children and adolescents; pediatric psychology; interventions with chronically ill youth; interventions to improve adherence in adolescents with complex medical regimens; and cognitive factors related to medical adherence. Hains writes about pediatric psychology, stress inoculation training, and cognitive behavioral interventions. He earned M.A. and Ph.D. degrees from the University of Notre Dame. Contact Information aahains@uwm.edu phone: Enderis Hall 723, 2400 E. Hartford Ave Karen Stoiber, PhD Karen Stoiber teaches courses in consultation and collaboration practices; advanced therapeutic and classroom interventions; and internship and practicum for school psychologists. She directs a model demonstration grant called Innovative Model of Problem-solving Assessment and collaborative Teaming (IMPACT Project) and co-directs two federal grants on functional assessment, collaborative teaming, and evidence-based practices.

6 Graduate Faculty Committee Doc. No p. 6 Approved January 23, 2012 Stoiber's research interests focus on adolescent risk-taking behavior and resiliency; collaborative teams; social competency; school reform; and evidence-based practices. She is associate editor of School Psychology Review and served as the evidence-based interventions section editor for School Psychology Quarterly. She also co-directs the American Psychological Association Division of School Psychology Task Force on Women and Task Force on Evidence-based Practices. She earned an M.S. at University of Wisconsin-Milwaukee and a Ph.D. in educational psychology at University of Wisconsin-Madison. Contact Information kstoiber@uwm.edu phone: Enderis Hall 753, 2400 E. Hartford Ave. Markeda Newell, PhD Markeda Newell teaches courses in historical and professional issues in school psychology, developmental psychopathology, social and emotional assessment, and multicultural context of schooling. Her research interests include the use of computer-simulated environments to examine discursive practices within multiracial contexts. Newell has been awarded a grant from the Institute for Excellence in Urban Education as well as the Institute on Race and Ethnicity to study problem-solving consultation skills among school psychologists. In addition, she conducts research on multicultural training for the provision of psychological services in schools. Newell earned her Ph.D. in Educational Psychology from the University of Wisconsin-Madison in Contact Information: newell@uwm.edu phone: Enderis Hall 789, 2400 E. Hartford Ave Other Faculty TBD OUTREACH STAFF. The outreach staff performs administrative duties related to registration, class scheduling, publicity, and funding. CAMPUS SOLUTIONS CENTER HELP DESK PERSONNEL. Campus Solutions Center Help Desk personnel provides functional and technical assistance. Functional assistance involves directing individuals to appropriate department or division areas within campus for help. Technical assistance involves helping students to problem solve technology issues. LEARNING TECHNOLOGY CENTER PERSONNEL. The LTC staff provides training to faculty on Desire2Learn and other educational software programs. SOE COMMUNICATIONS AND COMMUNITY OUTREACH. This unit is responsible for marketing materials, websites, communications planning and evaluation, coordination of internal and external communications, media relations, advertising, and publications. MARKETING PLAN. The following marketing strategies will be used for the start of the online program: Website, campus and off campus publications, print mailing, and listservs.

7 Graduate Faculty Committee Doc. No p. 7 Approved January 23, 2012 WEBSITE. Key words for search engines: mental health, children and schools, training, training and development, counseling, continuing education, continuing professional education, distance learning, distance education, online education, online learning, mental health, multicultural mental health. Website should cross list in School of Education and Education Outreach websites. Website is located on the Educational Psychology Department directory within the School of Education Website and managed by Program Assistant under the supervision of the Program Coordinator. CAMPUS PUBLICATIONS. Kathy Quirk will send out press releases to UWM website, Alumni Magazine, EdLine, ETC, etc. OFF CAMPUS PUBLICATIONS. Distance Education Clearinghouse, Distance Educator.com, University of Wisconsin-Extension: etc. Certificate Conferral The certificate will be conferred upon students at the completion of the 15 credit program. Transfer Credits Transfer credits will not be accepted. Continuation and Exit Requirements Students must successfully complete all course requirements with a B or better. Admission Requirements and Procedures Students will be admitted on an annual basis. Post baccalaureate and post graduate students will be admitted as non-degree candidates (NDC) at the graduate level. Current graduate students will submit a transcript and letter of intent. Students currently in a graduate program will submit a transcript, letter of intent and must demonstrate a minimum of 3.0 cumulative GPA. Postgraduate: submit graduate transcript and letter of intent. Program Administration The program will be administered by the School Psychology and Counseling Psychology Area. The Program Coordinator role will be assigned on a rotating basis among the faculty, with consultation and involvement by the entire counseling area faculty. Program Budget This program will be administered as part of faculty load. However, when faculty are not able to teach the courses, ad hocs will be requested in cases where the student enrollment meets requirements to pay for the ad hoc. Student Support Systems

8 Graduate Faculty Committee Doc. No p. 8 Approved January 23, 2012 The UWM Libraries provides support for the University of Wisconsin-Milwaukee Distance Learning Students. All students pursuing an education through distance learning methods are entitled to access to library resources and services equivalent to those provided for students in traditional campus settings. Complete information about these services is available on the Libraries Distance Education Services web site: This web site may be accessed at any time without a password or ID number. PAWS. PAWS Help website: To provide students with the following information application deadlines, registration information, tuition/fee deadlines and payment information, financial aid, grades, and graduation. To access web site type in the following link: PAWS website: Students Login to access account CAMPUS SOLUTIONS CENTER HELP DESK. To provide support to faculty, teaching staff, and students to all products an services Contact Information: Telephone: or (Continental U.S.) help@uwm.edu FINANCIAL AID. To provide assistance to students and their families in meeting the financial costs of attaining a degree in higher education. WRITING CENTER. The UWM Writing Center provides one-on-one assistance in a friendly, impartial atmosphere. We welcome undergraduate and graduate students in any course and with any type of writing assignment. We also help with graduate school and scholarship essays, resumes, cover letters and essay exams. STUDENT ACCESIBILITY CENTER. To create an accessible university community for students with disabilities. SAC works with students, faculty and staff to promote an increased awareness of the abilities of all students and to ensure they are regarded on the basis of ability, not disability.

9 Graduate Faculty Committee Doc. No p. 9 Approved January 23, 2012 Proposed Graduate School Bulletin Copy Children's Mental Health Certificate for School Professionals Online The Children's Mental Health Certificate for School Professionals is designed to give education professionals an understanding of mental health disorders and treatment among children and adolescents in school-based settings, particularly in urban areas. It emphasizes a preventative approach to meeting the mental health needs of children by using a collaborative, problemsolving process that is inclusive of the diverse skills of school-based professionals (e.g. teachers, school social workers, school nurses, school counselors, and administrators). It is not intended to provide preparation for licensure as a mental health professional. Courses in the certificate program are focused on the epidemiology of mental health disorders among children, multicultural issues in the development and treatment of children s mental health disorders, influence of stressors in urban environments on mental health, cultivation of collaboration among school professionals to address mental needs of children, and the impact of mental health difficulties on academic achievement. This is a 15 credit, online certificate program at the post-baccalaureate, graduate, and postgraduate levels. Students will be admitted on an annual basis. Current UWM graduate students will complete the certificate in concurrence with their graduate programs. Post baccalaureate and post graduate students will be admitted as non-degree candidates (NDC) at the graduate level. Admission Requirements Post baccalaureate: minimum 2.75 undergraduate GPA, submit undergraduate transcripts and letter of intent Current graduate students: minimum 3.0 cumulative GPA; submit current transcript and letter of intent. Post graduate: submit graduate transcript and letter of intent. Those not already admitted to a UWM graduate program must complete the UW System online admission application. Select Graduate courses for personal/professional enrichment as your reason for applying. Certificate Requirements 15 graduate credits as follows: Ed Psy 710 Child and Adolescent Mental Health Issues in Schools 3 cr Ed Psy 711 Cultural Context of Children s Mental Health 3 cr Ed Psy 712 Mentally Healthy Classroom and School Environments 3 cr Ed Psy 713 Mental Health Needs in Urban Environments 3 cr Couns 805 Consultation Strategies for Counselors and School Psychologists, 3 cr (or approved alternative)

10 Graduate Faculty Committee Doc. No p. 10 Approved January 23, 2012 The certificate is conferred on completion all courses with a grade of B or better. Transfer Credits Transfer credits will not be accepted. Articulation with UWM graduate degree programs No more than 50% of the credits required for the certificate may count toward meeting UWM graduate degree requirements. Time Limit Students must complete all courses for the certificate within 3 years from the date of initial enrollment in the certificate program. For information, contact: Markeda Newell, PhD, Assistant Professor Educational Psychology Enderis Hall Room 789 University of Wisconsin-Milwaukee Office Phone: or newell@uwm.edu Recommendations for Action: 1. The Children's Mental Health Certificate for School Professionals is approved as described above. 2. Following appropriate administrative approval, the certificate will become effective as of Fall 2012.