Social, Emotional and Behavioral Wellness of P-12 Students Certificate

Student Learning Outcomes

Social Emotional Wellness Learning and Youth Development Candidates will demonstrate their ability to:

• Describe and define what social emotional learning is and how it relates to resiliency, including the research linking SEL to positive and negative developmental outcomes
• Explain how research grounded in different theoretical traditions frame social and emotional wellness, and the relevance of this prevention science to educators
• Discuss how a multi-tiered system/Positive Behavior Intervention and Supports (PBIS) approach is used to guide the selection and implementation of evidence-based SEL programs and practices
• Evaluate research on social and emotional wellness programs and practices to identify those that are likely to address the needs of a specific student population and students with targeted needs
• Demonstrate an understanding of typical child, adolescent, and young adult development

Characteristics and Impact of Adverse Childhood Experiences, Trauma, and Mental Illness on PK-12 Students

• Describe and define Adverse Childhood Experiences (ACEs), Trauma, and Mental Illness, including how such experiences and conditions can impact growth, development, and learning of children and adolescents
• Discuss the relevance as an educator of understanding ACEs, Trauma, and Mental Illness, and the role of schools in reducing risk factors and increasing protective factors
• Describe the relevant history of stigmatization and stereotyping associated with ACEs, Trauma, and Mental Illness, and their relationship to educational services
• Identify and describe examples of ACEs, Trauma, and Mental Illness that will predictably be part of some of their PK-12 students’ life experiences; and
• Describe the cultural implications associated with ACEs, Trauma, and Mental Illness.

Behavioral and Mental Health Literacy

• Describe the most common types of Mental Illness that PK-12 students may experience, including both internalizing and externalizing conditions
• Explain the processes and general relationship between diagnosis via the Diagnostic and Statistical Manual V (DSM-V) and the classification system under the Individuals with Disabilities Education Act (IDEA)
• Identify and describe the roles of other relevant child-serving systems within communities that can be supportive to addressing matters associated with social, emotional, and behavioral wellness of PK-12 students (e.g., children’s mental health and juvenile justice); and,
• Identify and describe the requirements for schools (e.g., Student Assistance Program and Act 71) to support a youth who appears in emotional distress.

Prevention and Intervention to Support Social, Emotional, and Behavioral Wellness across PK-12 Educational Environments

• Describe the features of a Multi-Tiered System of Support (MTSS) framework to support social, emotional, and behavioral wellness
• Plan and implement universal prevention strategies associated with the MTSS framework that are culturally responsive and address students’ developmental social and emotional learning needs and are reflective of trauma-informed practices in the classroom with all students;
• Plan and implement (when necessary) approaches to de-escalate non- crisis and crisis situations in the instance when the safety of students or others may be in jeopardy that reflect trauma-informed principles;
• Demonstrate an understanding of how to use academic and behavioral progress monitoring data (e.g., individual, classroom, school-wide) to support educational practice;
• Participate in suicide prevention activities in alignment with the requirements of Act 71.

Collaboration with Families, Agencies, and the Community

• Demonstrate authentic collaboration with youth, families, school, and community partners regarding student social, emotional, or behavioral needs in simulated or actual contexts;
• Demonstrate culturally responsive approaches when communicating with family, school, and community partners regarding student social, emotional, or behavioral needs in simulated or actual contexts;
• Demonstrate the skills necessary to authentically engage youth in decision-making processes;
• Describe and comply with protections associated with confidentiality, including release of information;
• Communicating and advocating for the social, emotional, and behavioral wellness of students PK-12 with police, initial responders, and other groups within the community.

Admission Requirements

• Complete the online application and pay the application fee
• Must have a bachelor’s degree in related field (e.g., psychology, social work, education, etc.)
• Provide official transcript verifying an earned degree from a regionally accredited institution of higher education with a GPA of 3.00 or higher (students with a GPA below 3.00 may apply for conditional admission)
• Provide copy of PDE professional certificate (required to submit during application process if candidate plans to apply for the PDE Endorsement upon completion of the certificate program)

Core

• SPSY 7702 - Psychopathology in Educational Settings Credit Hours: 3
• SPSY 7715 - Trauma-Informed Care in Schools: Foundations and Interventions Credit Hours: 3
• SPSY 7756 - Collaborative Consultation in Education Settings Credit Hours: 3
• SPSY 7796 - Crisis Management and Violence Prevention in Educational Settings Credit Hours: 3

Total Number of Credits to Complete the Program: 12