Therapist For St. Joseph’s
For Office Use Only:LRGrad Approval:MSDRVT1. Course Title: Strategies for Helping Teachers Deal with the Emotional and BehavioralNeeds of Students2. Instructor: Paul GasserThis workshop will be presented by Paul Gasser. Paul is a Marriage and FamilyTherapist for St. Joseph’s Healthcare-Gundersen/Lutheran, as well as an instructor for theUniversity of Wisconsin-Platteville. He regularly works with clients diagnosed withanxiety disorders and teaches course work on this topic. His experience with children andtheir families comes as a result of working for over 30 years as a therapist and educatorboth in the United States, North Vietnam and Russia. Paul is also a former principal andclassroom teacher. Paul’s workshops are lighthearted and filled with practical ideas to usewith your students. His information, ideas, and strategies will help you to immediatelyfeel more in control in your classroom.3.4.5.6.Address:Phone:E-mail:Credit: 1 credit recertificationa. Total Contact Hours: 15b. Number of Students: Maximum: no limitMinimum: 10c. Credit Type: Graduate x Licensure Renewal Bothd. Number of Credit hours:e. Graduate Credit through: Drake Morningside Viterbo7. Semester: Winter x Summer FallYear: 20168. Dates and Times:Monday – August 1st - 8:00 pm to 4:00 pm (7 ½ hours – ½ hour for lunch)Tuesday – August 2nd - 8:00 am to 4:00 pm (7 ½ hours – ½ hour for lunch)9. Location of Course: Dubuque, IA10. Participants: x Open to All District only (checkbox - only one answer)11. Additional Fees: None – handout will be provideda.b.c.d.Lab Cost:Materials:Description:Printing Costs:
For Office Use Only:LRGrad Approval:MSDRVTe. A.V. Equipment Needed12. Required Text/Other Materials:Instructional MaterialsInstructors and learners use instructor-generated materials, learner-generatedmaterials, print resources, web-based resources and related technologies to facilitatelearning.13. Vita: Will submit onlineX On File14. Syllabus: X Continues below On File15. Course DescriptionIncreasing the achievement for all students is the primary goal of teachers andadministrators. More and more the students we serve are dealing with emotional andsocial problems that disrupt the learning environment and academic achievement.Current trends indicate 20% of a student population will experience a mental healthcondition, with many of them not receiving medical treatment for the condition(s).This leaves many students in the hands of educators to try and address the mentalhealth needs of students with little to no prior training. No matter the diagnosis of thestudent, or lack of diagnosis, educators are currently being held accountable forimproving the outcomes for learners. This course will focus on the current researchregarding diagnoses of childhood psychiatric conditions as well as the evidence basedpractices that can be reasonably and efficiently applied in the school environment toimprove the achievement and build resiliency of each student. Strategies will also betaught to promote the health and well-being of you, the educator, so that you can starteach day ready and confident to teach.Methods of Instruction: Course lecture and discussion Readings Structured group exercises and discussions Videos demonstrations16. Rationale: Current trends indicate 20% of a student population will experience amental health condition, with many of them not receiving medical treatment for thecondition(s). This leaves many students in the hands of educators to try and address themental health needs of students with little to no prior training. No matter the diagnosis ofthe student, or lack of diagnosis, educators are currently being held accountable forimproving the outcomes for learners.
For Office Use Only:LRGrad Approval:MSDRVT17.Iowa Teaching Standards Addressed:x Content knowledgex Planning and preparation for instructionx Multiple learning needs of studentsx Monitoring of student learningx Classroom managementx Fulfills professional responsibilities of school districtx Engages in professional growthx District's student achievement goals18. Course Objectives: At the conclusion of this course, participants will be able to:1. Learn the diagnostic characteristics of Depression, Disruptive Mood DysregulationDisorder, Anxiety, Attention Deficit Disorder and Autism Spectrum Disorder.2. Identify characteristics of the behavioral disorders that often present together with thesetypes of mental health disorders in children and adolescents.3. Identify methods for behavioral management. Participants will learn and applybehavioral management methods to assist classroom teachers in structuring the learningenvironment so that all students have an opportunity to learn.4. Utilize simple data collection strategies, including Goal Attainment Scaling, to supportimproving the student’s emotional and behavioral regulation skills.5. Understand and use effective teaching tools to support behavioral and emotionalregulation for students. Teaching tools covered include:a.b.c.d.Social Thinking CurriculumZones of RegulationMindfulness/RelaxationEmotional regulation6. Demonstrate strategies for assisting students academically: Participants will be able todesign strategies to improve the academic performances of these students.
For Office Use Only:LRGrad Approval:MSDRVT7. Learn methods to access the developmental needs of students. You will be able toexplain and demonstrate strategies for creating a safe classroom climate and moreeffectively motivate students who are struggle academically and behaviorally based onresearch methods.8. Offer methods for keeping themselves emotionally and psychologically healthy bydeveloping and maintaining better boundaries with work and overbearing/abusiveparents. This discussion will be designed support individuals and address feelings andemotions that may have result this past year as you dealt with the new demands andexpectations placed upon you.19. Outline of Course:Day 1,Review: Depression, Disruptive Mood Dysregulation Disorder, Anxiety, Attention DeficitDisorder and Autism Spectrum Disorder. (Obj. #1)Participants will learn in this module will be presented information regarding the diagnosticcharacteristics of depression, disruptive mood dysregulation disorder, anxiety disorders, attentiondeficit disorder and autism spectrum disorder. 4 hours of instruction will be devoted to thismodule.View Power Point regarding: Mental health possible etiology.Characteristics of the various types of mental health disorders.Activity: In small groups, participants will demonstrate their understanding of the materialspresented by completing a role-play with a peer playing the part of a parent explaining at leastthree characteristics of any one of these following diagnosis: Depression, Disruptive MoodDysregulation Disorder, Anxiety/Trauma, Attention Deficit Disorder and Autism SpectrumDisorder and reasons for needing a correct diagnosis. Characteristics of mental health disorders that affect a child’s ability to learn social skillsand coping strategies, and common behavior issues that occur in the home and at school. Characteristics of the various types of mental health disorders that are often confusingand frequently overlap.Activity:
For Office Use Only:LRGrad Approval:MSDRVT View: Tonier Cain and/or Manny Scott video “Paper Tigers” - DPI MentalHealth/Trauma/ResiliencyView You tube clips regarding these mental health disordersCo-morbidity, Effects on Leaning and Behavior(Obj. #1, #2 and #3)Participants will learn in this module the issue of co-morbidity and how it can be confusing inmaking a diagnosis and complicates treatment for both educators and medical providers. 3 hoursof instruction will be devoted to this topic in this module.View Power Point: Co-morbidity and other disorders common with children and adolescents. Co-existing characteristics that affect behavior and learning.Activity: Using the content from the videos presented earlier, in small group, compare andcontrast other diagnoses commonly found in children and adolescents. Within this discussion,explain how the issue of co-morbidity will affect student behavior and learning.Discuss various assessments and screening instruments Assessment instruments used by mental health providers to screen for mental illness Identify ways that schools and parents can assist medical providers in making an accuratediagnosis.30 minutes: Review and address questions from the day’s instruction.
For Office Use Only:LRGrad Approval:MSDRVTDay Two:Behavioral Management and Improving Academic Achievement(Obj. #3, #4, #5, #6, #7, and #8)Participants will learn in this module will be presented strategies for improving student academicachievement and classroom management. 4 hours of instruction will be devoted to this topic inthis module.View Power Point: Methods for avoiding power struggles and behavioral defiance that often accompaniesthis disorder. Methods for building and maintaining healthy relationships. Helping parents and school personnel develop and implement strategies for developingskills for emotional regulation. Strategies for assisting staff in being able to disengage in arguing and control battles Set better boundaries with work and overbearing/abusive parents Developing strategies for dealing chronic behavioral problemsActivity: In small groups, participants will role play with a peer at least three methods thatparents and teachers could use to avoid power struggles, neutralize behavioral defiance and buildand maintain healthy relationships.View Power Point: Assisting students diagnosed with mental illness to learn more about their disorder andhow to monitor and manage their mood swings along with their self-defeating thoughtsMethods for assisting students to be academically successful in the classroom.Characteristics of successful inclusion and educational modifications in theclassroom.Activity: Participants will be able to design at least three strategies for assisting their studentswith a mental illness both behaviorally and academically in the classroom. These strategiesshould identify what educational modifications you will be suggesting and how you willfacilitate their inclusion (e.g. Identify how you might use both parents and school personnel inthis process.).
For Office Use Only:LRGrad Approval:MSDRVTObjectives #4 and #5: Practical Data Collection Strategies and Interventions to support thesocial and emotional needs of students. 2 hrs.Participants in this module will:1. Learn how to utilize simple data collection strategies, such as Goal Attainment Scaling,to support improving the student’s emotional and behavioral regulation skills.2. Learn effective teaching tools to support behavioral and emotional regulation forstudents. Teaching tools covered include:a. Social Thinking Curriculumb. Zones of Regulationc. Mindfulness/Relaxationd. Emotional regulationApplication (Obj. #6, #7 and #8)Activity: Complete “Peer-to-Peer evaluationsDevelop “Action Plan” to be presented in the second segment of the courseComplete course evaluations20. Course Requirements and Evaluation:50 - 18 Points: PassLower than 17 Points: Fail
For Office Use Only:LRGrad Approval:MSDRVTPeer to Peer Review Rubric 50 Possible Points Grading GuidelinesApplication Rubric50 Possible PointsAdvanc Proficie Developi Emergi Missin PointCriteriaedntngngg s10-87-65-32-10Identify at least 4 diagnosticcharacteristics of one mental healthdisorders discussed in class.Identify at least five methods learnedfrom class for improving the climate inthe classroom environment and your ownmental health. Please identify thestrategies that you will use (e.g. reducingcontrol battles by using enforceablestatements, neutralizing arguments,offering choices, setting boundaries,strategic interventions for chronicproblems, etc.).Include project application that will beshared with a peer for: a. facilitatingacademic achievement, b. students to ownand solving problems, c. increasingstudent accountability (e.g.a. Social ThinkingCurriculumb. Zones of Regulationc. Mindfulness/Relaxationd. Emotional regulation)A reaction indicating agreement/disagreement with peer feedback.Organized and clear, easily understood.Comments
For Office Use Only:LRGrad Approval:MSDRVTWritten AssignmentsAll written assignments should be in APA format with appropriate grammar, sentence structureand formatting. Consult your APA Manual (6th edition) for details. Assignments should have atitle page.Grading Criteria for AssessmentsAdvancedThe assignment demonstrates a complete and thorough understanding of the material covered.Ideas are fully and coherently developed with clearly connected points, evidence, examples,details, and/or other appropriate elaboration. Style is clear and direct, and language is usedaccurately. There are very few (if any) mechanical problems and only minor ones present in theassignment. The assignment exhibits originality in conception and execution and is not merelythe fulfillment of a directed mechanical task.ProficientThe assignment has a clearly recognizable purpose. Ideas are substantially developed withevidence, examples, detail, and/or other elaboration. The essay demonstrates an awareness of areader’s need for logical and coherent presentation. The assignment covers its topic adequatelybut perhaps not fully. Ideas may not be fully integrated into the overriding purpose of theassignment, or there may be occasional problems with coherence. The assignment may leave outan important aspect of its subject or fail to follow through on the implications of its own ideaseven though the rest of the effort itself is excellent. The assignment has few mechanical andstylistic problems. The assignment approaches the subject material in an appropriate but perhapsconventional or predictable way.DevelopingThe assignment accomplishes the assigned task adequately. It may do so, however, in anawkward, unoriginal, superficial, or simplistic way. The ideas and approach may beconventional, unimaginative, superficial, or perfunctory. The assignment may lack a discernible,
For Office Use Only:LRGrad Approval:MSDRVTcontrolling purpose or focus, or its focus may change as it goes along. The assignment may bepresented without an awareness of the needs of its audience. The assignment’s important ideasmay be buried under details or facts of lesser importance or consequence.Important themes or ideas may not be sufficiently announced and differentiated from subordinatematerial. Connections between ideas may be unclear. The assignment may simply beunderdeveloped, leaving the grader with questions and a desire for more explanation orelaboration. The assignment’s style may include awkwardness or inaccurate use of language,and it may contain numerous grammatical and mechanical errors.EmergingAn assignment is poor if it has not fulfilled the minimum of the developing criteria.Missing assignments 0 pointsFinal Grade: Peer-to-peer review – 50 points50 - 18 Points: PassLower than 17 Points: Fail21. Attendance Policy:Participates are expected to attend class, participate in communication sessions, postprogress of your Action Plan and provide feedback to at least three peers. In case offamily emergency or illness, participants will meet with the instructor to determine makeup work.22. Follow-up: Email instructor http://paul.gasser@stjhealthcare.org23. Materials for the course will be provided.BibliographyAlvord, M.K., Zucker, B. & Grados, J.J. (2011). Resilience builder program for children andadolescents. Champaign, IL: Research Press
For Office Use Only:LRGrad Approval:MSDRVTAndrews, G., Crino, R., M. Hunt, C., Lampe. L., & Page, A. (2002). The treatment of anxietydisorders: Clinician’s guide and patient manuals, second edition, New York, NY: CambridgeUniversity Press.Antony, M.M. & Barlow, D.H. (Eds.) (2002). Handbook of assessment and treatment planningfor psychological disorders. New York, NY: Guliford Publications.Antony, M.M., Orsillo, S.M., & Roemer, L. (Eds.) (2001). Practitioner’s guide to empiricallybased measures of anxiety. New York, NY: Kluwer Academic/Plenum.Antony, M.M. & Swinson, R.P. (2000). The shyness and social anxiety workbook: Proven, stepby-step techniques for overcoming your fear. Oakland, CA: New Harbinger PublicationsBeidel, D.C., & Turner, S.M. (1998). Shy children, phobic adults: Nature and treatment of socialphobia. Washington, D.C: American Psychological Association.Briere, J. and Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluationand treatment. Thousand Oaks, CA: Sage Publications.Brom, D. , Pat-Horencyzk, R. & Ford, J.D. (Eds.). (2009). Treating traumatized children: Risk,resilience and recovery. New York: Routledge.Fay, J. (1992) Helicopters, Drill Sergeants, and Consultants: Parenting Styles and the MessagesThey Send. Golden, CO: The Love and Logic Press.Finn, J. (1989). Withdrawing from school. Review of Educational Research 59, 117-142.Garmezy, N. (1994). Reflections and commentary on risk, resilience, and development. In R. J.Haggerty, L. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, Risk, and Resilience in Childrenand Adolescents: Processes, Mechanisms, and Interventions (pp. 1 – 19). New York: CambridgeUniversity Press.Jolivette, K., Wehby, J., Canale, J., & Massey, G. (2001). Effects of choice making opportunitieson the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26,131-145.
For Office Use Only:LRGrad Approval:MSDRVTKounin, J. (1970). Discipline and Group Management in the Classroom. New York: Holt,Rinehart and Winston.Nay, R. (2003). Taking charge of anger: how to resolve conflict, sustain relationships, andexpress yourself without losing control. New York: Guilford Press.Patterson, G. (1976). The aggressive child: Victim and architect of a coercive system. Mash, L.Hamerlynck, & L. Handy (Eds.), Behavior Modification and Families (pp. 267 - 316). NewYork: Brunner/Mazel.Pianta, R. C., Steinberg, M., & Rollins, K. (1995).The first two years of school:Teacher-child relationships and deflections in children’s classroom adjustment.Development and Psychopathology 7, 297-312.Rogers, C. (1957). The necessary and sufficient conditions of therapeutic personality change.Journal of Consulting Psychology, 21, 95-103.Selye, H (1976) The Stress of Life (2nd edition). New York: McGraw – Hill.Webster-Stratton, C. (1988). Mothers’ and fathers’ perceptions of child deviance: Roles ofparent and child behaviors and parent adjustment. Journal of Consulting and ClinicalPsychology, 56, 909-915.
Disorder and Autism Spectrum Disorder. (Obj. #1) Participants will learn in this module will be presented information regarding the diagnostic characteristics of depression, disruptive mood dysregulation disorder, anxiety disorders, attention deficit disorder and autism spectrum disorder
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