-
The Pyramid Model is a conceptual framework ofevidence-based
practices for promoting social emotionaldevelopment and all
children’s ability to experience warmand responsive relationships
with caregivers, createrelationships with others, explore and
learn, communicatein play, and express and regulate emotion. The
PyramidModel utilizes a tiered public health approach to
providinguniversal supports to all children to promote
wellness,targeted supports for children at risk, and
intensiveinterventions for those who need individualized
supports—all supported by an effective workforce. The Pyramid
Modeluses systems-thinking and implementation science topromote
evidence-based practices and supports adultsinteracting with
children in a range of settings anddisciplines (including early
intervention providers, mentalhealth consultants, early educators,
families, and otherprofessionals). To date, 31 states have
developedStatewide Pyramid Model Leadership teams that
aredeveloping cross-sector systems to build infrastructure
thatsupports high-fidelity implementation of the Pyramid
Model.Local, national, and global support exists to promote
thedissemination, sustainability, scale-up and high fidelity useof
the Pyramid Model for Supporting Social EmotionalCompetence in
Infants and Young Children.
The Alliance for the Advancement of Infant MentalHealth
(Alliance) partners with the associations for infantmental health
(AIMHs) who have licensed the use of theworkforce development
initiative that includes theCompetency Guidelines® and the
Endorsement forCulturally Sensitive, Relationship-Focused
Practice
Promoting Infant and Early Childhood Mental Health®. Asof
January 2020, there are 30 US states and 2 internationalAIMHs who
are members of the Alliance. Over 3,000professionals have earned
Endorsement® and over 2,500are in the process of applying.
Meant to raise the professional standards for the infantand
early childhood mental health (IECMH) field, theCompetency
Guidelines® define the knowledge, skills, andreflective practice
experiences across disciplines andservice sectors that touch the
lives of infants, youngchildren, and families. IECMH-informed
professionalsinclude those who work in behavioral health, child
welfare,early care & education, early intervention, health,
homevisiting, and mental health consultation. Endorsement® is
acredential that demonstrates an individual has specializedin IECMH
by meeting the defined competencies throughrequired experiences.
Individuals can earn Infant MentalHealth Endorsement® (IMH-E®) or
Early Childhood MentalHealth Endorsement (ECMH-E®)1 in the category
that is thebest fit for one’s scope of practice: • Promotion:
Infant Family Associate (IFA) & EarlyChildhood Family Associate
(ECFA)
• Prevention/Early Intervention: Infant Family Specialist(IFS)
& Early Childhood Family Specialist (ECFS)
• Treatment/Intervention: Infant Mental Health Specialist(IMHS)
& Early Childhood Mental Health Specialist(ECMHS)
• Leadership: Infant Mental Health Mentor (IMHM) &
EarlyChildhood Mental Health Mentor (ECMHM)—Clinical,Policy, &
Research/Faculty
Crosswalk Between Pyramid Model Training Modules and Competency
Guidelines for Culturally Sensitive, Relationship-Focused Practice
Promoting Infant & Early Childhood Mental Health®
I N T R O D U C T I O N
-
The Pyramid Consortium and the Alliance agree topromote their
mutual commitment to workforcedevelopment across the infant-early
childhood and familyfield through competency informed training. To
do this,the two organizations partnered to develop a
co-brandedcrosswalk across the Pyramid Model training modulesand
the Competency Guidelines®.
The crosswalk serves as a valuable resource forPyramid Model
coaches, consultants, supervisors,program administrators, and
others who wish toapply for and earn Endorsement® or as they
supportothers in the Endorsement® process. Additionally,
thecrosswalk serves as a valuable resource for AIMHs whobalance
using both the Pyramid Model and CompetencyGuidelines® frameworks
in their states’ systems. Thecrosswalk highlights both
commonalities and differencesto illuminate the ways these two
systems complementone another. Specifically, both frameworks
highlight theimportance of the following:• Relationship-based
support for infants/young childrenand their families is crucial
• Utilization of self-awareness can inform one’s workwith
infants/young children and families
• Understanding family relationships and dynamics canprovide
integral information to infant’s/young children’sdevelopment and
functioning
• The adult(s) in the lives of infants and young childrenare
incredibly important
• The work of supporting infants, young children, andfamilies
necessitates specific professionaldevelopment support and
initiatives
• Knowledge about infant/young child developmentinforms direct
practice with young children
The Pyramid Consortium and the Alliance eachappointed an infant
mental health (IMH) endorsedrepresentative to develop and complete
the official co-branded crosswalk followed by review from
endorsedand non-endorsed mentors that have expertise in thefield of
IMH and the application Pyramid Model. The
overall process included a thorough review of PyramidModel
training materials, including the Infant/Toddlermodules, Preschool
modules, Parents Interacting withInfants (PIWI) module, Positive
Solutions for Families,and the Trauma Informed Care and the Pyramid
Modelemodules, and the Competency Guidelines®. Asnumerous topic
areas comprise each Pyramid Modeltraining module, the
representatives first examined eachcomponent individually. They
then looked closely at themodule as a whole. This approach resulted
in acomprehensive understanding of how the modulescomplement the
Competency Guidelines®.
The crosswalk identifies the knowledge/skill areas,as identified
in the Competency Guidelines®, that areaddressed or met for each
category of Endorsement®,across each of the Pyramid Model training
modules.
One knowledge/skill area is listed per clock hour oftraining.
For members of the Alliance: this crosswalk hasbeen approved as a
Tier 4 co-branded crosswalk inaccordance with the Alliance
Crosswalk Policy.
The Pyramid training modules were reviewed specificallyfor the
purpose of addressing competencies thatprofessionals applying for
or renewing Endorsement®would require in their training record.
Please see theNotes columns of the crosswalk for information
aboutwhether the identified knowledge/skill areas were met
orpartially met and for which Endorsement® categories.Recommended
supplemental training for Infant MentalHealth Specialist (IMHS),
Infant Mental Health Mentor(IMHM), Early Childhood Family
Specialist (ECMHS),and Early Childhood Mental Health Mentor
(ECMHM)applicants are also listed in Notes.
ALLIANCE FOR THE ADVANCEMENT OF INFANT MENTAL HEALTH THE PYRMAID
MODEL CONSORTIUM
I N T R O D U C T I O N
-
Throughout the entirety of the Pyramid Model trainingmodules,
the following tenets are foundational to thecontent:
relationship-based practice, self-awareness,cultural
responsiveness, and reflection. While support andongoing efforts
connected to Pyramid Model implementation(state, community, and
program-levels) extend beyondcontent training to include systems
building, connection toworkforce policies and practices, and
community servicesand resources, based on the modules reviewed for
thepurposes of this crosswalk, it should be noted that thefollowing
knowledge/skill areas are not covered in enoughspecificity to allow
for competency being met as defined inthe Competency Guidelines®: •
Disorders of Infancy/Early Childhood• Ethical Practice• Government,
Law & Regulation• Agency Policy• Community Resources• Screening
& Assessment• Responding with Empathy• Advocacy• Life Skills•
Safety• Listening• Speaking• Writing• Empathy & CompassionWe
recommend that programs and staff utilizing thePyramid Model
training modules, and looking for furthertraining, reach out to
their local AIMHs to discuss theirneeds and explore additional
possible training opportunitiesthat may address the topics on this
list. That said, for someprofessionals, many IECMH knowledge/skill
areas will becovered by higher education coursework. In addition,
ourhope is to expand upon this first level crosswalk to
furtherenhance understanding and connectedness to infant andearly
childhood mental health-informed work acrosssystems and scopes of
practice. Lastly, we acknowledgethat this crosswalk is a dynamic
document, and will likely berevised as training materials in
Pyramid Model practices arerevised and expanded as well as when
future versions ofthe Competency Guidelines® are released.
For Pyramid Module Trainers:Pyramid Model Trainers are
encouraged to customizethe Pyramid Model foundational module
trainings andsupplement content based on the existing trainer
scriptsacross modules. If you add training content to any of
thetraining modules included in this crosswalk, you are ableto
select additional knowledge/skill area(s) from theCompetency
Guidelines® that best align with the addedcontent. When selecting
the knowledge/skill areas,please keep in mind that the guideline
through theAlliance is one knowledge/skill area for each hour
oftraining, e.g., a 4-hour training would have no more than4
knowledge/skill areas selected. If you are unsure
whichknowledge/skills ares should be assigned to the addedcontent,
we recommend you reach out to your localAIMH. If you shorten any of
the training modulesincluded in this crosswalk, it is your
responsibility toinform training participants about which segments
of themodule were covered along with the
correspondingknowledge/skill areas.
For Endorsement® Applicants:Within the final column of the
crosswalk, you will use anX to indicate the segments of the
training module(s) youattended. Once you have completed the
necessaryPyramid Model training modules as expected for yourrole
and you are ready to apply for Endorsement®, youcan submit a copy
of your crosswalk to your AIMH’sEndorsement Coordinator. This will
be uploaded to yourEndorsement® application.
It is important to note that the knowledge/skill areas thatmake
up the Competency Guidelines® are the same forboth IMH-E® and
ECMH-E®; the competenciesencompass a range of knowledge and skill
areas thatdrive best practice with or on behalf of pregnant
moms,children ages 0 up to 6 years old, and
theircaregivers/families. IMH-E® applicants are required to
demonstrate competency from prenatal up to 36-months of age.
Training experience specific to 3 upto 6-years old can be added to
an IMH-E® application,however, the bulk of the training experience
must bespecific to prenatal up to 36-months of age.
ECMH-E®applicants are required to demonstrate competencyprenatal up
to 6-years of age. This supports our coreunderstanding that the
first three years of life are thefoundation for all subsequent
development. Additionally,we believe that we come to understand
better the needsof older children when we more fully understand
infancyand toddlerhood.
1 All member AIMHs of the Alliance have licensed the use of the
IMH-E®.The ECMH-E® is relatively new and only a small number of
AIMHshave licensed it as of 2019. Please contact your local AIMH to
find outwhether the AIMH has licensed the ECMH-E®
2 Member AIMHs of the Alliance have access to the Crosswalk
Policywhich outlines the crosswalk tiers.
3 This list represents knowledge/skill areas for IFA, IFS, ECFA,
andECFS. There are other knowledge/skill areas for IMHS,
IMHM,ECMHS, and ECMHM that are not included here and can be found
inthe Competency Guidelines®.
I N T R O D U C T I O N
ALLIANCE FOR THE ADVANCEMENT OF INFANT MENTAL HEALTH THE PYRMAID
MODEL CONSORTIUM
-
Infant Toddler Modules
Setting the Stage
Understanding SocialEmotional Development
Understanding Behavior:Making Sense of What youSee &
Hear
Forming & SustainingRelationships with Children &
Families
Essential PositiveMessages
Wrap-up, Reflection, & Action Planning
Maintaining perspective
Infant/young childdevelopment & behavior
Observation & listening
Family relationships &dynamics
Attachment, separation,trauma, grief, & loss
Supporting others
Contemplation
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA & IFS. Skill area partiallymet for
IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices ofIMH. In
addition to typical/atypical cognitive andphysical development of 0
- 36 month olds.
Skill area met for IFA & IFS. Skill area partiallymet for
IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM
The skill area attachment is met for IFA. Skill area partially
met for IFS, IMHS, & IMHM.For IFA: Recommend additional
training relatedto trauma, separation, grief, & loss.
ForIFS/IMHS/IMHM: Recommend additionaltraining related to
relationship-based principlesand practices of IMH specific to the
otherknowledge/skill areas.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
Skill area partially met for ECFA, ECFS,ECMHS, & ECMHM.
Recommend additionaltraining related to relationship-based
principlesand practices of IECMH. In addition totypical/atypical
development of preschoolers.
Skill area met for ECFA & ECFS. Skill areapartially met for
ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining
related to relationship-based principlesand practices of IECMH.
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
The skill area attachment is met for ECFA. Skill area partially
met for ECFS, ECMHS, &ECMHM. For ECFA: Recommend
additionaltraining related to trauma, separation, grief, &loss.
For ECFS/ECMHS/ECMHM: Recommendadditional training related to
relationship-basedprinciples and practices of IECMH specific to
theother knowledge/skill areas.
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
Training Module andTraining Outline
Knowledge/SkillAreas Addressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Module 1: Social Emotional Development Within the Context of
Relationships
APPLICANT
-
Infant Toddler Modules
Setting the Stage
Social Emotional Climatein Infant Toddler CareSettings
High Quality SupportiveEnvironments
Forming & SustainingRelationships with Children and
Families
Targeted Strategies toBuild Social EmotionalSkills
Maintaining perspective
Relationship-focusedtherapeutic practice
Infant/young childdevelopment & behavior
Developmental guidance*
Supporting others
Infant/young child &family-centered practice
Family relationships &dynamics
Observation & listening
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA & IFS. Skill area partially met for
IMHS & IMHM. For IMHS/IMHM: Recommendadditional training
related to relationship-based principles and practices of IMH.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH. In
addition to typical/atypical cognitiveand physical development of 0
- 36 month olds.
Skill area is not required for IFA or IFS. Skill area paritally
met for IMHS & IMHM. For IMHS/IMHM:Reccomend additional
training related to relationship-based principles and practices of
IMH.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA & IFS. Skill area partially metfor
IMHS & IMHM. For IMHS/IMHM: Recommendadditional training
related to relationship-based principles and practices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA & IFS. Skill area partially metfor
IMHS & IMHM. For IMHS/IMHM: Recommendadditional training
related to relationship-based principles and practices of IMH.
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
Skill areas met for ECFA & ECFS. Skill areapartially met for
ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining
related to relationship-based principlesand practices of IECMH.
Skill area partially met for ECFA, ECFS,ECMHS, & ECMHM.
Recommend additionaltraining related to relationship-based
principlesand practices of IECMH. In addition totypical/atypical
development of preschoolers.
Skill area is not required for ECFA or ECFS. Skillarea partially
met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend
additionaltraining related to relationship-based principlesand
practices of IECMH.
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
Skill area met for ECFA & ECFS. Skill areapartially met for
ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining
related to relationship-based principlesand practices of IECMH.
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
Skill area met for ECFA & ECFS. Skill areapartially met for
ECMHS & ECHM. Recommendadditional training related to
relationship-basedprinciples and practices of IECMH.
Training Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Module 2: Responsive Routines, Environments, & Targeted
Strategies to Support Social Emotional Development in Infants &
Toddlers
* indicates competency areas specific to IMHS, IMHM, ECMHS,
& ECMHM.
APPLICANT
-
Infant Toddler Modules
Wrap-up, Reflection, & Action Planning
Infant/young child development & behavior
Self-awareness
Skill area met for IFA & IFS. Skill area partiallymet for
IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices ofIMH. In
addition to typical/atypical cognitive andphysical development of 0
- 36 month olds.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area is partially met for ECFA, ECFS, ECMHS,& ECMHM.
Recommend additional training relatedto relationship-based
principles and practices ofIECMH. In addition to typical/atypical
developmentof preschoolers.
Skill area met for ECFA, ECFS, ECMHS, &ECMHM
Training Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Setting the Stage
What is ChallengingBehavior
A Relationship BasedApproach to Challenging Behavior
Developing an Individual Support Plan
Wrap-up, Reflection, &Action Planning
Maintaining perspective
Infant/young childdevelopment & behavior
Infant/young childdevelopment & behavior
Building & maintainingrelationships
Maintaining perspective
Planning & organizing andanalyzing information
Curiosity
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA & IFS. Skill area partiallymet for
IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices ofIMH. In
addition to typical/atypical cognitive andphysical development of 0
- 36 month olds.
Skill area met for IFA & IFS. Skill area partiallymet for
IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices ofIMH. In
addition to typical/atypical cognitive andphysical development of 0
- 36 month olds.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area partially met for ECFA, ECFS, ECMHS, & ECMHM.
Recommend additional training relatedto relationship-based
principles and practices ofIECMH. In addition to typical/atypical
developmentof preschoolers.
Skill area partially met for ECFA, ECFS, ECMHS, & ECMHM. For
ECMHS/ECMHM: Recommendadditional training related to
relationship-basedprinciples and practices of IECMH. In addition
totypical/atypical development of preschoolers.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Check alltrainingmodulesegmentsyou haveattended
Module 2 (continued)
Module 3: Individualized Intervention with Infants &
Toddlers
APPLICANT
-
Infant Toddler Modules
Introduction to Topic
Evidence-Based Practice& Resources
The Pyramid Approach
Inventory to Practices & Activity
What is ChallengingBehavior?
Role of ProgramAdministrators
Evidence-BasedLeadership Strategies
Three Levels of Change:Child, Program, System
Summary
Contemplation
Maintaining perspective
Maintaining perspective
Service delivery systems
Analyzing information
Exercising sound judgement
Supporting others/ mentoring
Service delivery systems
Solving problems
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Training Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Module 4: Leadership Strategies for Supporting Children's Social
Emotional Development & Addressing Challenging Behavior
APPLICANT
-
Preschool Modules
Introduction to Logistics
Creating Environments inwhich Children Can beSuccessful: The
Pyramid
Understanding theRelationship betweenChallenging Behavior
&Social EmotionalDevelopment
Relationships: TheFoundation of the PyramidModel
Examining Our Attitudesabout ChallengingBehaviors
Building PositiveRelationships
Designing the PhysicalEnvironment
Schedules, Routines, &Transitions
Planning Activities thatPromote Engagement:Large & Small
Group Time
Giving Directions &Teaching ClassroomRules
Maintaining perspective
Maintaining perspective
Developmental guidance*
Building & maintainingrelationships
Contemplation
Building & maintainingrelationships
Planning & organizing
Planning & organizing
Planning & organizing
Maintaining perspective
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area not required for IFA or IFS. Skill areapartially met
for IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area not required for ECFA or ECFS. Skill areapartially
met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional
training related torelationship-based principles and practices of
IECMH.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Training Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Module 1: Building Relationships & Creating Supportive
Environments
* indicates competency areas specific to IMHS, IMHM, ECMHS,
& ECMHM.
APPLICANT
-
Preschool ModulesTraining Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Module 1 (continued)
Check alltrainingmodulesegmentsyou haveattended
Ongoing Monitoring &Positive Attention
Summary & Completionof Action Plan
Maintaining perspective
Planning & organizing
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Module 2: Social Emotional Teaching Strategies
Introduction
Identifying theImportance of TeachingSocial Emotional Skills
Developing FriendshipSkills
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area not required for IFA or IFS. Skill areapartially met
for IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices of IMH.
Skill area met for IFA & IFS. Skill area partially metfor
IMHS & IMHM. For IMHS/IMHM: Recommendadditional training
related to relationship-basedprinciples and practices of IMH.
Skill area partially met for IFA, IFS, IMHS, & IMHM.Because
the IMH-E® is focused on young childrenaged 0-36 months, a majority
of the trainings forthat credential must be specific to that age
group inorder for competency to be met. Trainings specificto 3 - 5
year olds strengthen an IMH-E® applicationa great deal, but cannot
make up the foundation ofit. Recommend additional training related
torelationship-based principles and practices of IMHspecific to the
other knowledge/skill areas. Inaddition to typical/atypical
cognitive and physicaldevelopment of 0 - 36 month olds.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area not required for ECFA or ECFS. Skill areapartially
met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional
training related torelationship-based principles and practices of
IECMH.
Skill area met for ECFA and ECFS. Skill area partiallymet for
ECMHS & ECMHM. Recommend additionaltraining related to
relationship-based principles andpractices of IECMH.
Skill area partially met for ECFA, ECFS, ECMHS &ECMHM.
Recommend additional training related torelationship-based
principles and practices of IECMH.In addition to typical/atypical
development of 0 - 36month olds.
Maintaining perspective
Developmental guidance*
Observation & listening
Infant/young childdevelopment & behavior
* indicates competency areas specific to IMHS, IMHM, ECMHS,
& ECMHM.
APPLICANT
-
Preschool ModulesTraining Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Enhancing EmotionalLiteracy
Controlling Anger &Impulse
Developing Problem-Solving Skills
IndividualizingInstruction
Skill area partially met for IFA, IFS, IMHS, & IMHM.Because
the IMH-E® is focused on young children aged0-36 months, a majority
of the trainings for that credentialmust be specific to that age
group in order forcompetency to be met. Trainings specific to 3 - 5
yearolds strengthen an IMH-E® application a great deal, butcannot
make up the foundation of it. Recommendadditional training related
to relationship-based principlesand practices of IMH specific to
the other knowledge/skillareas. In addition to typical/ atypical
cognitive andphysical development of 0 - 36 month olds.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH
specific to the other knowledge/skillareas. In addition to
typical/atypical cognitive andphysical development of 0 - 36 month
olds.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH
specific to the other knowledge/skillareas. In addition to
typical/atypical cognitive andphysical development of 0 - 36 month
olds.
Skill area partially met for IFA, IFS, IMHS, & IMHM.Because
the IMH-E® is focused on young children aged0 - 36 months, a
majority of the trainings for thatcredential must be specific to
that age group in order forcompetency to be met. Trainings specific
to 3 - 5 yearolds strengthen an IMH-E® application a great deal,
butcannot make up the foundation of it. Recommendadditional
training related to relationship-based principlesand practices of
IMH specific to the other knowledge/skillareas. In addition to
typical/atypical cognitive andphysical development of 0 - 36 month
olds.
Skill area partially met for ECFA, ECFS, ECMHS& ECMHM.
Recommend additional trainingrelated to relationship-based
principles andpractices of IECMH. In addition to typical/atypical
development of 0 - 36 month olds.
Skill area partially met for ECFA, ECFS, ECMHS& ECMHM.
Recommend additional trainingrelated to relationship-based
principles andpractices of IECMH. In addition to typical/atypical
development of 0 - 36 month olds.
Skill area partially met for ECFA, ECFS, ECMHS& ECMHM.
Recommend additional trainingrelated to relationship-based
principles andpractices of IECMH. In addition to typical/atypical
development of 0 - 36 month olds.
Skill area partially met for ECFA, ECFS, ECMHS& ECMHM.
Recommend additional trainingrelated to relationship-based
principles andpractices of IECMH. In addition to typical/atypical
development of 0 - 36 month olds.
Infant/young childdevelopment &behavior
Infant/young childdevelopment &behavior
Infant/young childdevelopment &behavior
Infant/young childdevelopment &behavior
Module 2 (continued)
APPLICANT
-
Preschool Modules
Partnering with Families
Action Planning
Developmental guidance*
Planning & organizing
Building & maintainingrelationships
Maintaining perspective
Skill area not required for IFA or IFS. Skill areapartially met
for IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area not required for ECFA or ECFS. Skill areapartially
met for ECMHS & ECMHM. For IMHS/IMHM:Recommend additional
training related to relationship-based principles and practices of
IECMH.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Training Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Introduction to the topic
Group Discussion:Challenging BehaviorChallenges
Overview of PositiveBehavior Support
Dimensions ofCommunication: Form& Function
Maintaining perspective
Maintaining perspective
Collaborating
Infant young childdevelopment & behavior
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area partially met for IFA, IFS, IMHS, &IMHM. Because
the IMH-E® is focused on youngchildren aged 0-36 months, a majority
of thetrainings for that credential must be specific to thatage
group in order for competency to be met.Trainings specific to 3 - 5
year olds strengthen anIMH-E® application a great deal, but cannot
makeup the foundation of it. Recommend additionaltraining related
to relationship-based principlesand practices of IMH specific to
the otherknowledge/skill areas. In addition to typical/atypical
cognitive and physical development of 0 - 36 month olds.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area partially met for ECFA, ECFS, ECMHS &ECMHM.
Recommend additional training related torelationship-based
principles and practices of IECMH.In addition to typical/atypical
development of 0 - 36month olds.
Module 2 (continued)
Module 3a: Individualized Intensive Interventions: Determining
the Meaning of Challenging Behavior
* indicates competency areas specific to IMHS, IMHM, ECMHS,
& ECMHM.
APPLICANT
-
Preschool ModulesTraining Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Activity: Behavior isCommunication
Process of PBS: Building a Team
Introduction to FunctionalAssessment
Functional AssessmentObservation
Activity: Observing theFunction of Behavior
Conducting Observations,Data to Collect
Functional AssessmentInterview
Hypothesis Development
Case Study Activity:Hypothesis Development
Summary
Infant young childdevelopment & behavior
Collaborating
Analyzing information
Analyzing information
Observation & listening
Observation & listening
Collaborating
Maintaining perspective
Maintaining perspective
Maintaining perspective
Skill area partially met for IFA, IFS, IMHS, & IMHM.Because
the IMH-E® is focused on young childrenaged 0-36 months, a majority
of the trainings for thatcredential must be specific to that age
group in orderfor competency to be met. Trainings specific to 3 - 5
year olds strengthen an IMH-E® application agreat deal, but cannot
make up the foundation of it.Recommend additional training related
torelationship-based principles and practices of IMHspecific to the
other knowledge/skill areas. Inaddition to typical/atypical
cognitive and physicaldevelopment of 0 - 36 month olds.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area partially met for ECFA, ECFS, ECMHS, &ECMHM.
Recommend additional training related torelationship-based
principles and practices of IECMH.In addition to typical/atypical
development of 0 - 36month olds.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Module 3a: (continued)
APPLICANT
-
Preschool ModulesTraining Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Introduction to the topic
Process of PBS overview
Activity: Think Outsidethe Box
Components of aBehavior Support Plan
Activity: Preventing &Addressing ChallengingBehavior
Building the Plan:Prevention Strategies
Building the Plan:Teaching NewReplacement Skills
Skill InstructionThroughout the Day
Responding toChallenging Behavior
Maintaining perspective
Analyzing information
Analyzing information
Collaborating
Collaborating
Intervention/treatmentplanning*
Intervention/treatmentplanning*
Planning & organizing
Infant/young childdevelopment & behavior
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area not required for IFA or IFS. Skill areapartially met
for IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices of IMH.
Skill area not required for IFA or IFS. Skill areapartially met
for IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area partially met for IFA, IFS, IMHS, & IMHM.Because
the IMH-E® is focused on young childrenaged 0-36 months, a majority
of the trainings for thatcredential must be specific to that age
group in orderfor competency to be met. Trainings specific to 3 -
5year olds strengthen an IMH-E® application a greatdeal, but cannot
make up the foundation of it.Recommend additional training related
torelationship-based principles and practices of IMHspecific to the
other knowledge/skill areas. Inaddition to typical/atypical
cognitive and physicaldevelopment of 0 - 36 month olds.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area not required for ECFA or ECFS. Skill areapartially
met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional
training related torelationship-based principles and practices of
IECMH.
Skill area not required for ECFA or ECFS. Skill areapartially
met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional
training related torelationship-based principles and practices of
IECMH.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area partially met for ECFA, ECFS, ECMHS &ECMHM.
Recommend additional training related torelationship-based
principles and practices ofIECMH. In addition to typical/atypical
development of0 - 36 month olds.
Module 3b: Individualized Intensive Interventions: Developing a
Behavior Support Plan
* indicates competency areas specific to IMHS, IMHM, ECMHS,
& ECMHM.
APPLICANT
-
Preschool ModulesTraining Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Developing a BehaviorSupport Plan as a Team
Case Study Activity:Developing a Support Plan
Monitoring Outcomes
If Challenging BehaviorReturns
Summary
Optional Activity: PBS Game
Intervention/treatmentplanning*
Planning & organizing
Analyzing information
Maintaining perspective
Maintaining perspective
Collaborating
Skill area not required for IFA or IFS. Skill areapartially met
for IMHS & IMHM. For IMHS/IMHM:Recommend additional training
related torelationship-based principles and practices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area not required for ECFA or ECFS. Skill areapartially
met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional
training related torelationship-based principles and practices of
IECMH.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Introduction to Topic
Evidence based Practice &Resources
The Pyramid Approach
Inventory to Practices &Activity
What is ChallengingBehavior?
Role of Program Administrators
Contemplation
Maintaining perspective
Maintaining perspective
Service deliverysystems
Analyzing information
Exercising sound judgement
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Module 3b (continued)
Module 4: Leadership Strategies for Supporting Children's Social
Emotional Development & Addressing Challenging Behavior
* indicates competency areas specific to IMHS, IMHM, ECMHS,
& ECMHM.
APPLICANT
-
Preschool ModulesTraining Module andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Evidence-Based LeadershipStrategies
Three Levels of Change:Child, Program, System
Summary
Supportingothers/mentoring
Service delivery systems
Solving problems
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for IFA, IFS, IMHS, & IMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Module 4 (continued)
APPLICANT
-
Parents Interacting with Infants (PIWI)Training Module
andTraining Outline
Knowledge/Skill AreasAddressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Introduction to thePIWI Model
Dyadic Interaction & Strategies
Triadic Interactions & Strategies
Parents as Observers: CreatingResponsive PIWIEnvironments
Parents as Observers: CreatingResponsive PIWIEnvironments
Home Visiting & thePIWI Model
Infant/young child & family-centered practice
Relationship-focusedtherapeutic practice
Infant/young child development& behavior
Relationship-focusedtherapeutic practice
Infant/young child development& behavior
Observation & listening
Family relationships & dynamics
Observation & listening
Family relationships & dynamics
Building & maintainingrelationships
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH. In
addition to typical/atypical cognitiveand physical development of 0
- 36 month olds.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH. In
addition to typical/atypical cognitiveand physical development of 0
- 36 month olds.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM.
Skill area met for IFA & IFS. Skill area partially met
forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining
related to relationship-based principles andpractices of IMH.
Skill area met for IFA, IFS, IMHS, & IMHM.
Skill area met for IFA, IFS, IMHS, & IMHM.
Skill area met for ECFA & ECFS. Skill area partiallymet for
ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training
related to relationship-based principles and practices of
IECMH.
Skill areas met for ECFA & ECFS. Skill area partiallymet for
ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training
related to relationship-based principles and practices of
IECMH.
Skill area partially met for ECFA, ECFS, ECMHS &ECMHM.
Recommend additional training related torelationship-based
principles and practices of IECMH.In addition to typical/atypical
development of 0 - 36month olds.
Skill areas met for ECFA & ECFS. Skill area partiallymet for
ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training
related to relationship-based principles and practices of
IECMH.
Skill area partially met for ECFA, ECFS, ECMHS &ECMHM.
Recommend additional training related torelationship-based
principles and practices of IECMH.In addition to typical/atypical
development of 0 - 36month olds.
Skill area met for ECFA & ECFS. Skill area partiallymet for
ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training
related to relationship-based principles and practices of
IECMH.
Skill area met for ECFA, ECFS, ECMHS, & ECMM.
Skill area met for ECFA & ECFS. Skill area partiallymet for
ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training
related to relationship-based principles and practices of
IECMH.
Skill area met for ECFA, ECFS, ECMHS, & ECMHM
Skill area met for ECFA, ECFS, ECMHS, & ECMM.
APPLICANT
-
Positive Solutions for Families SessionsTraining Module and
Training Outline Knowledge/Skill
Areas AddressedNotes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Introductions and Parent Goals; GroundRules; Relationships and
Quality Time;Positive Comments and Encouragement as aParenting
Tool; and Things to Try at HomeActivities
TOTAL TIME: 1 hour
Pregnancy & earlyparenthood
The skill area early parenthood is met forIFA & IFS. Skill
area partially met forIMHS/IMHM. For IFA/IFS: Recommendadditional
training related to pregnancy.For IMHS/IMHM: Recommend
additionaltraining related to relationship-basedprinciples and
practices of IMH specificto the other knowledge/skill areas.
The skill area early parenthood is met for ECFA& ECFS. Skill
area partially met for ECMHS/ECMHM. For ECFA/ECFS:
Recommendadditional training related to pregnancy. ForECMHS/ECMHM:
Recommend additionaltraining related to relationship-based
principlesand practices of IECMH specific to the
otherknowledge/skill areas.
Review Things to Try at Home activities;Discuss the Use of Play
as a PowerfulParenting Practice; Discuss Ideas forHelping Children
Develop Friendship Skills;Link Positive Comments, Encouragement,and
Play to Children’s Behavior; andDiscuss Things to Try at Home
Activities
TOTAL TIME: 1 hour
Family relationships& dynamics
Skill area met for IFA, IFS, IMHS, &IMHM.
Skill area met for ECFA, ECFS, ECMHS, &ECMM.
Share What Happened When you Played withyour child using the
Powerful Parenting Tips;Share the Behaviors you Would Like to
SeeLess of, More of and How You Might EncourageYour Child; Discuss
How We Can Try toDetermine the Meaning of our Child’s Behavior;When
behaviors are Attention Seeking; Discuss“Being clear about our
expectations”; DiscussHow to Develop and Teach Household Rules;and
Talk about Things to Try at Home activities
TOTAL TIME: 1 hour
Infant/young childdevelopment &behavior
Skill area met for IFA & IFS. Skill areapartially met for
IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related
to relationship-basedprinciples and practices of IMH. Inaddition to
typical/atypical cognitive andphysical development of 0 - 36
montholds.
Skill area partially met for ECFA, ECFS,ECMHS & ECMHM.
Recommend additionaltraining related to relationship-based
principlesand practices of IECMH. In addition totypical/atypical
development of 0 - 36 montholds.
Session Three: Positive Solutions for Families: Why Do They Do
What They Do?
Session Two: Positive Solutions for Families: Making it
Happen!
Session One: Positive Solutions for Families: Making a
Connection!
APPLICANT
-
Positive Solutions for Families SessionsTraining Module and
Training Outline Knowledge/Skill
Areas AddressedNotes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Review Things to Try at Home; Teach Me WhatTo Do! (Emotional
Vocabulary, ControllingAnger and Handling Disappointment,
ProblemSolving); and Things to Try at Home activities
TOTAL TIME: 1 hour
Infant/young childdevelopment &behavior
Skill area met for IFA & IFS. Skill areapartially met for
IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related
to relationship-basedprinciples and practices of IMH specific tothe
other knowledge/skill areas. Inaddition to typical/atypical
cognitive andphysical development of 0 - 36 month olds.
Skill area met for ECFA & ECFS. Skill areapartially met for
ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining
related to relationship-basedprinciples and practices of IECMH
specific tothe other knowledge/skill areas. In addition
totypical/atypical development of preschoolers.
Review Things to Try at Home activities;Strategies That Help;
Logical Consequencesactivity; and Things to Try at Home
TOTAL TIME: 1 hour
Analyzing information Skill area met for IFA, IFS, IMHS,
&IMHM.
Skill area met for ECFA, ECFS, ECMHS, &ECMM.
Introduction; Behavior Has Meaning; Be aDetective; Developing a
Plan; Using the Support Plan; and Making Your Own Plan
TOTAL TIME: 1 hour
Intervention/treatment planning*
Skill area not required for IFA or IFS. Skillarea partially met
for IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining
related to relationship-basedprinciples and practices of IMH
specific tothe other knowledge/skill areas.
Skill area not required for ECFA or ECFS.Skill area partially
met for ECMHS &ECMHM. For ECMHS/ECMHM:Recommend additional
training related torelationship-based principles and practicesof
IECMH specific to the otherknowledge/skill areas.
Session Four: Positive Solutions for Families: Teach Me What to
Do!
Session Four: Positive Solutions for Families: Teach Me What to
Do!
Session Four: Positive Solutions for Families: Teach Me What to
Do!
APPLICANT
-
Training Module and Training Outline Knowledge/SkillAreas
Addressed
Notes for IMH-E® Notes for ECMH-E®
Check alltrainingmodulesegmentsyou haveattended
Welcome to Trauma Informed Care; Your Well-being is Important;
What is Trauma?;Shaken Baby Syndrome; What Is Toxic Stress?;How the
Stress Response System AffectsDevelopment; The Signs and Symptoms
ofTrauma; Signs and Symptoms Within theContext of a Child's
History; Trauma Triggers;Shifting to a Trauma-Informed
Approach;Trauma-Informed Care
TOTAL TIME: 1.5 hours
Attachment,separation, trauma,grief, & loss
The skill area trauma is met for IFA &IFS. Skill area
partially met forIMHS/IMHM. For IFA/IFS: Recommendadditional
training related to attachment,separation, grief, & loss.
ForIMHS/IMHM: Recommend additionaltraining related to
relationship-basedprinciples and practices of IMH specificto the
other knowledge/skill areas.
The skill area trauma is met for ECFA &ECFS. Skill area
partially met forECMHS/ECMHM. For ECFA/ECFS:Recommend additional
training related toattachment, separation, grief, & loss.
ForECMHS/ECMHM: Recommend additionaltraining related to
relationship-basedprinciples and practices of IECMH specific tothe
other knowledge/skill areas.
What Is Trauma Informed Care?; Principlesof Trauma-Informed
Care; Why Use Trauma-Informed Care?; The Trauma InformedPyramid
Model; Applying a Trauma InformedCare Lens - Paying Attention to
Our OwnReactions; Resilience; Enhancing ProtectiveFactors to
Support Resilience
TOTAL TIME: 1.5 hours
Infant/young childdevelopment &behavior
Skill area met for IFA & IFS. Skill areapartially met for
IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related
to relationship-basedprinciples and practices of IMH. In additionto
typical/atypical cognitive and physicaldevelopment of 0 - 36 month
olds.
Skill area met for ECFA & ECFS. Skill areapartially met for
ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining
related to relationship-basedprinciples and practices of IECMH
specific tothe other knowledge/skill areas.
Review Modules 1 and 2; Introduce PracticeAreas; Create a Safe
Learning EnvironmentUsing Positive Directions and Rules;
CreateCalm, Predictable Routines and Transitions;Help Children
Regulate Their Emotions andExpress Feelings Appropriately;
IntensiveInterventions that Consider the Child'sExperiences;
Introduce the Checklist and ActionPlan; Trauma-Informed Care
Summary
TOTAL TIME: 1.5 hours
Relationship-focused,therapeutic practice
Skill area met for IFA & IFS. Skill areapartially met for
IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related
to relationship-basedprinciples and practices of IMH specificto the
other knowledge/skill areas.
Skill area met for ECFA & ECFS. Skill areapartially met for
ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining
related to relationship-basedprinciples and practices of IECMH
specificto the other knowledge/skill areas.
Module One
Module Three
Module Two
Trauma Informed Care and the Pyramid Model(ePyramid Modules)
APPLICANT