||This course will provide students with resources to enter practice as a Mental Health Behavioral Aide II with a focus on children with mental illnesses. Students will achieve entry-level competencies in providing skill-building in peer-to-peer or parent-child interactions, performing as a role-play partner, reinforcing children's accomplishments, generalizing skill-building activities in children's multiple natural settings, and developing redirection and de-escalation skills. The aide will perform these duties under the supervision of a mental health practitioner.
- Identify and understand the purpose of pharmacological interventions in children with mental illnesses.
- Identify and understand the purpose of treatment interventions in children with mental illnesses.
- Describe basic data practices and privacy issues as they relate to children with mental illnesses.
- Practice therapeutic communication techniques for children with mental illnesses.
- Identify personal biases related to children and families with mental illnesses.
- Demonstrate increased self-awareness in working with children with mental illnesses.
- Demonstrate knowledge of suicidal ideation and prevention in children with mental illnesses.
- Demonstrate an understanding of the aide's impact in working with a child in his or her home.
- Demonstrate knowledge of skill-building in peer-to-peer and parent-child interactions.
- Perform as a practice partner or role-play partner.
- Reinforce the accomplishments of children.
- Generalize skill-building activities in the child's multiple natural settings.
- Intervene as necessary to redirect a child's target behavior and de-escalate behavior that puts a child or other person at risk.
- Identify and explain the basic principles of behavior, behavior responses and consequences.
- Define and give examples of negative and positive reinforcement.
- Define and give examples of escape, avoidance, and discriminated and undiscriminated avoidance.
- Identify and define causes of behavior.
- Identify and define the correlation between environment and stimuli.
- Identify and give examples of how similar environmental stimuli may have multiple functions including operant and respondent functions.
|MnTC goal areas:
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