Challenging Behavior in Early Childhood: Bridging Educational and Mental Health Strategies for Child-specific Interventions

(Formerly titled Bridging Education and Mental Health)

Find the common ground between behavioral and therapeutic approaches to help professionals support the healthy social-emotional development of children while addressing challenging behaviors. Course material expands upon both functional behavioral assessments and relationship-based teaching. It explores the causes of maladaptive behavioral patterns in children’s actions and interactions and provides strategies to address them.

Register

Earn 42 clock hours

Cost: $475 registration fee

  • Spring 2020 (March 16 to May 18, 2020). Register by March 9, 2020. Registration opens soon.

Learning objectives

Students will:

  • compare and contrast the different philosophies explaining why children engage in challenging
    behavior and the origins of intervention
  • overview typical social/emotional development
  • describe the philosophies and theories associated with the BEAM module
  • explore relationships between teachers and their colleagues and the families with which they
    work
  • explore tools to support emotional literacy
  • examine functional behavioral assessment, including specific definitions of terminology and
    process for gathering and summarizing the information

Who should register

  • Early childhood professionals

This online course is approved by the Minnesota Center for Professional Development to count toward career lattice steps. It also is approved by the International Childbirth Education Association (ICEA) for their members (ICEA accepts a maximum of 24 clock hours per course).

What to expect

  • The course is instructor-led with feedback and interactions provided.
  • All activities and assignments for this course are asynchronous and online. Nothing takes place in real time.
  • You have access to the course site 24/7 and can fit your work on the course into your schedule.
  • Activities and assignments include readings, videos, discussion board, recording videos using an online tool called FlipGrid, and reflection papers.
  • You are expected to participate fully and abide by weekly submission due dates for assignments and activities.

Knowledge and competency framework areas

The early childhood competencies are those used by MN – ACHIEVE’s knowledge and competencies framework.

  • Child development and learning
  • Creating positive learning experiences
  • Promoting cognitive development
  • Observing, recording, and assessing development
  • Assessing and using information to plan

Meet the instructors

Headshot of Cynthia CroftCynthia Croft

Cynthia Croft is director of the Center for Inclusive Child Care at Concordia University, St. Paul, Minnesota, where she also serves as faculty in the College of Education. She is adjunct faculty at the Minneapolis Community and Technical College and teaches for the Minnesota online Eager To Learn program. She has her M.A. in education with an early childhood emphasis. She has authored The Six Keys: Strategies for Promoting Children’s Mental Health in Early Childhood Programs and co-authored Children and Challenging Behavior: Making Inclusion Work with Deborah Hewitt. In addition, she has edited two children’s books series, Helping Youth with Mental, Physical, & Social Challenges for Mason Crest Publishers.

Sally HansenSally Hansen

Sally Hansen, MA, LMFT, is an Early Childhood Special Education Professional Development Facilitator with the Minnesota Centers of Excellence for Young Children with Disabilities (MNCoE). She has been working in the field of early childhood education and children’s mental health since 2001. Sally has worked as a teacher in a therapeutic preschool program, a play and family therapist, an early childhood education consultant at St. David’s Center for Child and Family Development in Minnetonka, Minnesota, and as an early childhood program administrator. Sally holds both a BS degree in Psychology and Communication Studies and a MA in Marriage and Family Therapy.

Christopher Watson Head shotChristopher Watson

Christopher Watson, PhD, IMH-E®(IV), focuses on professional development, particularly reflective supervision, to support practitioners working with young children and their families. Dr. Watson was director of the Minnesota Infant Mental Health Project and conducted the Minnesota Infant Mental Health Feasibility Study, interagency initiatives funded by the Minnesota Departments of Education, Health, and Human Services. Dr. Watson holds Level 4 Endorsement in Infant Mental Health (IMH-E®[IV]) from the Minnesota Association for Infant and Early Childhood Mental Health and is a certified Program for Infant Toddler Care (PITC) trainer.

Suggested books

These books are not a required purchase for this course and are suggested as additional resources you may want to consider.

  • Dunlap, G., Wilson, K., Strain, P., & Lee, J.K. (2013). Prevent-teach-reinforce for young children: The early childhood model of individualized positive behavior support. Brookes Publishing.
  • Koplow, L. (Ed.)(2007)(second edition). Unsmiling faces: How preschools can heal. New York: Teachers College Press.

Cancellation Policy

  • Cancellation before Day 1 of the session: Full refund less $35 administrative fee
  • Cancellation Day 1 Week 1 through Day 1 Week 2: 75% refund less $35 administrative fee
  • Cancellation Day 2 Week 2 forward: No refund will be provided.

To cancel, send an email to Karen Anderson at ander352@umn.edu.

CEED reserves the right to refuse/cancel a registration due to low enrollment, a prerequisite not completed, or other circumstances making the registration nonviable. In the event of a course cancellation, registrants have the option to receive a full refund OR to transfer the registration to the same course held in a future session. CEED will accept substitutions for attendees.