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Section 1: Introduction A. About this Course B. Learning Objectives Section 2: Growth and Development A. Meet Sophie B. Differentiating Growth and Development C. Growth, Nutrition, and Exercise Section 3: School-Age Physical Development A. School-Aged Children: Development B. School-Aged Children: Motor Skills C. School-Aged Children: Puberty D. School-Aged Children: The Onset of Common Signs of Puberty E. School-Aged Children: Common Signs of Puberty F. School-Aged Children: Sleep G. School-Aged Children: Vital Signs H. Let’s Review I. Summary Section 4: Adolescent Physical Development A. Meet Tyler B. Adolescents and Physical Appearance C. Adolescents: Puberty D. Adolescents: Sleep E. Adolescents: Vital Signs F. Let’s Review G. Summary Section 5: Cognitive and Language Development A. Cognitive Development B. Meet Angie C. School-Age Developmental Theories D. School-Aged Children: Cognitive and Language Development E. Cognitive and Language Development in Children 6 to 8 Years of Age F. Cognitive and Language Development in Children 8 to 12 Years of Age G. Meet Nick H. Adolescent Developmental Theories I. Cognitive and Language Development in Adolescence J. Cognitive and Language Facts for Adolescents K. Following Up with Nick L. Summary Section 6: Psychosocial Development A. Psychosocial Theories of Development B. School-Age Developmental Theories C. Psychosocial Development in School-Aged Children D. Psychosocial Development in Children 6 to 8 Years of Age E. Psychosocial Development in Children 8 to 12 Years of Age F. Adolescent Developmental Theories G. Psychosocial Development in Adolescence H. Key Changes in Adolescent Psychosocial Development I. Meet Stephie J. Summary Section 7: Safety Concerns A. Where are the Dangers? B. Safety Concerns for School-Age Children C. Safety Concerns for Adolescents D. Shelia’s Time Alone E. Summary Section 8: Client Care Strategies and Considerations A. Importance of Collaboration B. Client Care for School-Age Children: Behaviors C. Client Care for School-Age Children: Communication D. Client Care for Adolescents: Behaviors E. Client Care for Adolescents: Communication F. General Recommendations for Providing Individualized Care G. Working with Kent H. Summary Section 7: Conclusion A. Summary B. Congratulations! C. Course Contributor D. References
This course was written by Suzanne Gaetjens-Oleson, MACP, LCMHC. Mrs. Gaetjens-Oleson has worked as a mental health practitioner with children and families for approximately eighteen years. She was the Director of Children's Services at a Community Mental Health Center in Northern New Hampshire for ten years. In her job as a Children's Program Director, she provided both clinical and administrative supervision, was responsible for ensuring the integrity of the clinical records, and provided treatment to children and families. Mrs. Gaetjens-Oleson currently works as the Regional Director of Quality Improvement and Compliance for a network of five mental health centers. She earned her Master's Degree in Counseling Psychology at Antioch New England University. She has received extensive training in attachment theory, trauma-focused cognitive behavioral therapy, and is trained to provide evidence-based treatment to children with behavioral disorders. Disclosure: Suzanne Gaetjens-Oleson, MACP, LCMHC has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.Instructor: Corinne Fennelly, MA, LPC
Corinne Fennelly has a Master’s Degree in Clinical Psychology, specializing in children and families. She is a Licensed Professional Counselor and a Certified School Counselor in Georgia. She has worked with children and families in traditional mental health settings for years. She also designed and coordinated a county-wide mental health early intervention program for children in child care centers and family day care homes. During her time as Early Intervention Coordinator, she specialized in child evaluation, teacher and parent workshops and working with children with special needs. Corinne then served as an Assistant Project Director at Georgia State University’s Best Practices Training Office where she developed on-line and face-to-face trainings to support birth- five teachers. Corinne is currently a Birth-Five Facilitator at the Atlanta Speech School’s Rollins Center for Language and Literacy where she provides live and on-line coaching and support for teachers and curriculum specialists. Disclosure: Corinne Fennelly, MA, LPC has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.