Children's Mental Health

Description

This program will offer professionals with current related experience an opportunity to gain valuable professional development in a convenient and flexible online format. Participants in this program will gain knowledge to assist their work with infants, children or adolescents with mental health challenges. Courses will focus on the developmental process, understanding mental health and associated behaviors, risk factors and triggers, the identification of behaviors and symptoms, family relationships, and intervention and prevention strategies.

Career Opportunities

This program is designed to assist professionals and parents who are currently working with infant, child and adolescent populations who present with potential mental health challenges. Graduates of this program may enhance career opportunities in fields such as Care Givers, Early Childhood Educators, Educational Assistants, Social Service Workers, Therapeutic Recreation Workers, Youth and Justice Professionals, Recreation and Leisure Workers, Occupational Therapy Assistants and Physiotherapist Assistants, Personal Support Workers, Registered Practical Nurses and Registered Nurses.

Program Learning Outcomes

The graduate has reliably demonstrated the ability to:

1. explain cognitive and behavioural signs and symptoms and their continuous effect and influence on the behaviour and mental health of the infant, child and adolescent;
2. develop and implement basic strategies to effectively manage the common symptoms of mental health conditions seen in infant, child and adolescent populations;
3. prepare a basic needs’ assessment of trauma, grief, loss and/or psychiatric disorder for an infant, child or youth in crisis;
4. identify the stages of growth and development as well as basic needs for infants, children and adolescents with an emphasis on the critical periods in personality development;
5. identify social role structure issues and their potential positive and negative influence on growth and development;
6. explain preventative measures that promote the mental health and well-being of children and youth in their communities.

Admission Requirements

OSSD or equivalent with

• Grade 12 English (C or U)

Mature students, non-secondary school applicants (19 years or older), and home school applicants may also be considered for admission. Eligibility may be met by applicants who have taken equivalent courses, upgrading, completed their GED, and equivalency testing. For complete details refer to: www.georgiancollege.ca/admissions/academic-regulations/

Applicants who have taken courses from a recognized and accredited post-secondary institution and/or have relevant life/learning experience may also be considered for admission; refer to the Credit for Prior Learning website for details:
www.georgiancollege.ca/admissions/credit-transfer/

Graduation Requirements

6 Program Courses

Graduation Eligibility

The passing weighted average to graduate is 60%. Additionally, a student must attain a minimum of 50% or a letter grade of P (Pass) or S (Satisfactory) in each course.

Program Tracking

Plan of Study Grid

Program Courses		Hours
CHMH 1000	Psychiatric Disorders: Infant, Child and Adolescent (ODE)	42
CHMH 1001	Cognitive Development, Trauma, and Loss (ODE)	42
CHMH 1002	Risk Factors of Common Psychiatric Disorders (ODE)	42
CHMH 1003	Family Relationships and Psychiatric Disorders (ODE)	42
CHMH 1004	Prevention and Intervention Strategies in Children's Mental Health (ODE)	42
PSYL 1010	Developmental Psychology (ODE)	42
	Hours	252
	Total Hours	252

Graduation Window

Students registered in part-time studies programs must maintain continuous registration in order to complete the program according to the curriculum in place at the time they were admitted. Students who do not remain continuously registered must be readmitted to the program and follow the new curriculum.

Disclaimer: The information in this document is correct at the time of publication. Academic content of programs and courses is revised on an ongoing basis to ensure relevance to changing educational objectives and employment market needs. 

Program outlines may be subject to change in response to emerging situations, in order to facilitate student achievement of the learning outcomes required for graduation. Components such as courses, progression, coop work terms, placements, internships and other requirements may be delivered differently than published.