COURSE TITLE:
MENTAL HEALTH ISSUES & STUDENTS
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
MIKE SEDLER, M.S.W.
mike@communicationplus.net
509/443-1605
50
50
COURSE DESCRIPTION:
Understanding the variety of disorders and diagnoses found within the student population is very confusing.
Most educators are trained to understand basic behavioral approaches, but little about “mental health”
issues. Today, our schools are filled with students who show characteristics of many complex disorders and
educators are asked to effectively work with these children. The Harvard Medical Center has found that
between 3% and 10% of girls and boys, prior to the age of 18, exhibit serious behavioral issues that fall
within the Conduct Disorder range. Another study shows that 3% to 5% of our school age children suffer
from serious behavioral/emotional disorders. This class will simplify and explain many common disorders as
well as intervention approaches.
Participants will learn about a myriad of disorders, signs and recognition aspects as well as effective
strategies for helping children be successful within our school settings. Topics such as Oppositional Defiant
Disorder, Conduct Disorder, Anxiety Disorder, Attention Deficit/Hyperactivity Disorder, Obsessive
Compulsive Disorder, Attachment Disorders, and Self Injurious Behaviors will be explored. Definitions,
explanations, and educational interventions will be discussed.
This is a course designed for all educators working within the school setting, Preschool through High School.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. The skills to identify various disorders and their significant characteristics.
2. Studied key interventions for disorders that will help each child become effective within our school
setting.
3. Developed an effective behavior plan for students.
4. Identified resources within a community to help people in each disorder category.
5. Developed plans for educational interventions for students.
6. Explored ways to be a resource to parents and other educators in regards to disorder topics.
7. Reviewed and designed their own assessment of a child case study.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute is
an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or
better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level (PostBaccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No Credit
basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a “C” or
better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may not be accepted into degree programs. Prior to registering determine with your
district, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
REQUIRED TEXT:
You may choose one from the bibliography or select a relevant book on your own, with my prior approval.
The bibliography is located at the end of the syllabus.
MATERIAL FEE:
• Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes,
then scroll down and click on Mental Health Issues manual. The manual will download as a PDF file
to your computer.
• Text books may be ordered directly from the publisher (see the list/phone numbers at the back of
your manual), on-line, or through bookstores.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
To gain a background in the subject matter, please complete the first eight (8) assignments.
• Send all assignments as one packet. The instructor is Michael Sedler,
mike@communicationplus.net or Box 30310, Spokane, WA. 99223. Email attachments must be in
Microsoft Word format.
• Participants registered for the 400 & 500 Level Options will be asked to synthesize and implement
strategies in your classroom, home, or community. Use this course as an opportunity for guidance
and support to those around you.
Assignment #1:
Read all the materials within the manual.
Assignment #2:
Complete all worksheets in packet and send designated ones to instructor. (You may electronically scan
and then email them to mike@communicationplus.net, subject line to read ʻMental #2ʼ, or photocopy
them and send postal mail.)
Assignment #3:
Read a chosen book (from the bibliography at end of manual or a book of your own choosing) and write a 2-3
page paper about something you learned that you didnʼt know before.
Assignment #4:
After reading the article Understanding Mental Health Issues in Children, write a 2-page response.
Assignment #5:
Discuss two specific disorders with a colleague. Write a 2-3 page paper on the discussion.
Assignment #6:
Review a minimum of three (3) websites on mental health issues. Write a 1-2 page response paper to one of
the websites, or a summary of your impressions of all sites.
Send to instructor: mike@communicationplus.net. Subject line to read ʻMental #6ʼ.
Assignment #7:
Select a specific student to evaluate based on the information in the manual. Choose one particular area of
focus and share characteristics, behavior signs, interventions and approaches. Write a 2-3 page summary.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from your
neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #8: (Required for 400 and 500 Level)
Develop a learning model for continuing to gain knowledge in the areas presented in course. Be specific and
list resources to be used (books, articles, websites, people). (1-2 pages).
Assignment #9: (Required for 400 and 500 Level)
Keep a journal for one week (7 days, minimum one paragraph per day) of behaviors you notice in the
community that fall within the disorders discussed in the manual. Be specific in the behaviors, characteristics,
and impact on others. Copy and Send to instructor: mike@communicationplus.net. Subject line to read
ʻMental #9ʼ.
Assignment #10: (Required for 400 and 500 Level)
Which type of mental health issue you see most often seen in your professional setting? How does this
impact the child and those around him/her? How do others (adults and children) respond to this person?
Discuss this in a 2-page paper.
500 LEVEL ASSIGNMENT
Assignment #11: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
• Choose one mental health area not discussed in this manual and investigate its impact upon children
in our society. Your paper should include where you obtained your information, a summary of the
disorder, the impact upon children, and intervention ideas for educators. Write 2-3 pages.
OR
• Create a PowerPoint presentation for your staff based on this course and focused on perspectives or
strategies you feel would be beneficial for your school. Save this as a pdf.
OR
• Another assignment of your own design, with the instructorʼs prior approval.
Send to instructor: mike@communicationplus.net. Subject line to read ʻMental #11ʼ.
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C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #12:
Write a 2-3 page Integration Paper answering these:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when, and where will you use what you have learned?
5. How and with what other school or community members might you share what you have
learned?
Send to instructor: mike@communicationplus.net. Subject line to read ʻMental #12ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
If you send your work via postal mail, please include a self-addressed, stamped envelope if you would like
instructor comments on your written assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mike Sedler, M.S.W., brings over 30 year of educational experience as an administrator, social worker,
behavior specialist and teacher to each of his classes. He provides consultation and seminars throughout
the United States and Canada for schools, agencies and businesses. He has a graduate degree in Social
Work, a Doctor degree in Ministry, a Counseling license, as well as his teaching certification. All of Mikeʼs
classes are practical and “field tested” in schools and classrooms. Educators have found success in
implementing Mikeʼs clear and concise approaches. All of his course material may be immediately
implemented into a school or a home.
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MENTAL HEALTH ISSUES & STUDENTS
BIBLIOGRAPHY
Amen, Daniel. Change Your Brain, Change Your Life. Three Rivers Press, 2008. K-12.
www.randomhouse.com 800-793-2665.
The breakthrough program for conquering anxiety, depression, obsessiveness, anger, and impulsiveness.
Bernstein, Jeffrey. 10 Days to a Less Defiant Child. Da Capo Press, 2006. K – 6. www.dacapo.com 800343-4499.
How to overcome a childʼs difficult behavior.
Chansky, Tamar. Freeing Your Child From Anxiety. Broadway Press, 2004. K-8. www.broadwaypress.com
800-869-6372.
Solutions to overcome a childʼs fears, worries, and phobias.
Chansky, Tamar. Freeing Your Child From Obsessive Compulsive Disorder. Three Rivers Press, 2001.
12. www.randomhouse.com 800-793-2665.
A powerful practical program for parents of children and adolescents.
K-
Doll, Elizabeth and Cummings, Jack. Transforming School Mental Health Services. Corwin Press, 2007. K12. www.corwinpress.com 800-233-9936.
Provides a comprehensive ten-step approach to wellness and academic success.
Green, Ross. The Explosive Child. Harper Paperbacks, 2005. K- 6. www.harpercollins.com
A new approach for understanding and parenting easily frustrated, chronically inflexible children.
Harper, Peter and Kedar, Nath. Promoting The Emotional Well-Being of Children and Adolescents and
Preventing Their Mental ill Health. Jessica Kingsley Publishers, 2004. K-12. www.jkp.com 866-4161078.
This comprehensive guide provides overviews of the key psychological processes affecting mental health
such as development, attachment, and emotional well being.
Parkin, Andrew and Dogra, Nisha. A Multidisciplinary Handbook of Child and Adolescent Mental Health for
Front-Line Professionals. Jessica Kingsley Publishers, 2009. K-12. www.jkp.com 866-416-1078.
An introduction to mental health covering the nature, prevalence, treatment, and management of mental
health problems.
Silva, Raul. Post traumatic Stress Disorders in Children and Adolescents Handbook. W.W. Norton, 2004.
K-12. www.wwnorton.com 800-233-4830.
Practical strategies for helping children and adolescents with PTSD.
Thomas, Nancy. When Love Is Not Enough: A Guide to Parenting Children with RAD (reactive attachment
disorder). Families by Design, 2005. K – 8. www.helponechild.org 970-984-2222. A strong book
discussing ways to work with attachment disorders in children.
Wagner, Aureen Pinto. What to do when your Child has Obsessive Compulsive Disorder. Lighthouse Press,
2002. K-12 www.lighthouse-press.com 888-749-8768.
A book that focuses on strategies and solutions for this difficult disorder.
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