Developmental Stages: School-Age through Adolescence


When parents have concerns about their child’s development, practitioners must be able to give them accurate information to make informed decisions. Armed with knowledge, parents, educators, and practitioners alike can promote healthy development in their day-to-day interactions with children and adolescents. Unfortunately, a limited understanding and knowledge base for what constitutes typical development could result in an inaccurate diagnosis, as well as inadequate treatment. Understanding typical development is critical for early detection of emotional, behavioral, or learning challenges. This course is designed for entry- and intermediate-level healthcare practitioners who work with children, adolescents, and their families. The information in this training will provide you with an overview of the human developmental stages from school-age (6-12) through adolescence (13-18). You will gain a firm understanding of the various aspects of development, from physical and cognitive development to psychosocial development. The information presented in this training is based on what research considers “typical” development. Keep in mind, however, that there is a wide range of developmental milestones and a range of when children are expected to reach them. It is common for children to struggle with one or more areas of development at some point during middle childhood or adolescence. In addition, it is critical to always interpret a child’s development in the context of their environment and culture. This course will equip you with knowledge and practical strategies that will inform the best practices you use with the individuals you serve.


Hours: 1.25


Certificates provided by accrediting body (2 Match)

Georgia Paraprofessionals

1.25 HOURS

Pennsylvania Quality Assurance System

1.25 HOURS

Enter your Registry ID in the License Number area to ensure credits are updated in the PD Registry.

Course Details

Course Code: REL-HHS-0-DSSAS
Hours: 1.25
Type: Online Course
Content Expiration Date: 5/31/2019
Learning Objectives:
Recognize the difference between typical and atypical development in school-age children and adolescents.
Identify common safety concerns associated with school-age children and adolescents.
List several considerations for working with school-age children and adolescents.
Identify effective communication strategies to use according to the childs developmental needs.

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

Instructor: Suzanne Gaetjens-Oleson, MACP, LCMHC
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.
Target Audience:
The target audience for this course is: entry and intermediate level Nurses; entry and intermediate level Social Workers; entry level Marriage and Family Therapists; entry level Professional Counselors; in the following settings: Health and Human Services.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form ( or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.