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.

$19.95

Hours: 1.00 - 1.50
REL-HHS-0-DSSAS

Certificates

Certificates provided by accrediting body (18 Match)

California Board of Registered Nursing

1.25 HOURS


Provider approved by the California Board of Registered Nursing, CEP# 13791

Nurses will receive 1.25 contact hours for participating in this course.

District of Columbia Board of Nursing

1.2 HOURS


DC-RN -- District of Columbia Board of Nursing Approved Continuing Education program (CE Provider #50-290).

Nurses will receive 1.20 contact hours for participating in this course.

Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling

1.25 HOURS


Provider #50-290 This activity is approved for 1.25 contact hours.

Illinois Professional Counselor/Clinical Counselor

1.25 HOURS


This activity is approved for 1.25 contact hours.

National Board for Certified Counselors

1.5 HOURS







Relias, LLC has been approved by NBCC as an Approved Continuing Education Provider, ACEP No.6110. Programs that do not qualify for NBCC credit are clearly identified. Relias , LLC is solely responsible for all aspects of the programs. This activity is approved for 1.50 contact hours

Ohio Professional Counselor Board

1.25 HOURS


Provider # RCX100502 290
This activity is approved for 1.25 contact hours.

Texas State Board of Professional Counselors

1.25 HOURS


This activity is approved for 1.25 contact hours.

Florida Board of Nursing CE

1.0 HOURS


Florida Board of Nursing CE Provider #: 50-290

Nurses will receive 1.00 contact hours for participating in this course.

American Nurses Credentialing Center

1.25 HOURS


Relias, LLC is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

Nurses will receive 1.25 contact hours for participating in this course.

Association of Social Work Boards

1.25 HOURS


Relias, LLC, #1273, is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org, through the Approved Continuing Education (ACE) program. Relias, LLC maintains responsibility for the program. ASWB Approval Period: 2/10/2018-2/10/2021. Social workers should contact their regulatory board to determine course approval for continuing education credits.

Course Delivery Format: Asynchronous Distance Learning-interaction includes quizzes with questions and answers, posttests. This module is Text-based.

Social workers participating in this course will receive 1.25 Clinical continuing education clock hours.

New York State Education Department, Office of the Professions, Division of Professional Licensing Services, Social Work Unit

1.25 HOURS


Relias, LLC is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0009.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules.

As a provider of online, asynchronous education, some courses offered by Relias Learning are considered “self-study” under section 74.10(c)(2)(ii)(b)(4) of the Commissioner’s Regulations. The regulations limit self-study activities taken from a provider approved by the Education Department to no more than 12 hours in the 36-month registration period or one-third of the hours in a registration period other than 36 months.

Social workers will receive 1.25 continuing education hours for participating in this course. This activity is approved for 1.25 contact hours.

Georgia Board of Nursing

1.25 HOURS


Georgia Board of Nursing CE Provider #: 50-290

Nurses will receive 1.25 contact hours for participating in this course.

Georgia Paraprofessionals

1.25 HOURS


Connecticut Certification Board

1.25 HOURS


This activity is approved for 1.25 contact hours.

Ohio Marriage and Family Therapist Board

1.25 HOURS


Provider # RTX050401 290
This activity is approved for 1.25 contact hours.

New York State Education Department, Office of the Professions, State Board for Mental Health Practitioners, Mental Health Counselors (MHC)

1.25 HOURS


Relias, LLC, is recognized by New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0011

As a provider of online, asynchronous education, some courses offered by Relias, LLC are considered "self-study". The regulations limit self-study activities taken from a provider approved by the Education Department to no more than 12 hours in the 36-month registration period or one-third of the hours in a registration period other than 36 months.

This activity is approved for 1.25 contact hours.

New York State Education Department, Office of the Professions, State Board for Mental Health Practitioners, Marriage and Family Therapists (MFT)

1.25 HOURS


Relias, LLC, is recognized by New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Marriage and Family Therapists. #MFT-0009

As a provider of online, asynchronous education, some courses offered by Relias are considered "self-study". The regulations limit self-study activities taken from a provider approved by the Education Department to no more than 12 hours in the 36-month registration period or one-third of the hours in a registration period other than 36 months.

This activity is approved for 1.25 contact 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: 12/31/2018
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.

Outline:
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; and the following practice categories: General Nursing.
Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.
All courses offered by Relias Learning, 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.
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.
Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support by calling (800) 381-2321 or emailing support@relias.com