introduction crosswalk between pyramid model training ... · co-branded crosswalk followed by...

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


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®.


ALLIANCE FOR THE ADVANCEMENT OF INFANT MENTAL HEALTH THE PYRMAID MODEL CONSORTIUM

Infant Toddler Modules

Setting the Stage; UnderstandingSocial Emotional Development;Understanding Behavior: MakingSense of What you See & Hear;Forming & SustainingRelationships with Children &Families; Essential PositiveMessages; and Wrap-up,Reflection, & Action Planning

Maintaining perspective,infant/young child development& behavior, attachment,trauma, separation, grief &loss, observation & listening,self awareness, familyrelationships & dynamics,building & maintainingrelationships, and supportingothers

If training is completed, all skill areas in the previouscolumn are met for IFA & IFS, with the exceptionbeing attachment, trauma, sepration, grief, & lossbeing partially met for IFS. Maintaining perspective,family relationships & dynamics, building &maintaining relationships, supporting others andcontemplation are met for IMHS & IMHM. Infant/young child development & behavior is partially metfor IMHS & IMHM. For IFS/IMHS/IMHM: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.

If training is completed, all skill areas in the previouscolumn are met for ECFA. Maintaining perspective,observation & listening, self awareness, familyrelationships & dynamics, building & maintainingrelationships, supporting others, and contemplationare met for ECFS, ECMHS, & ECMHM. Infant/young child development & behavior andattachment, trauma, separation, grief, & loss ispartially met for ECFS, ECMHS, & ECMHM. ForECS/ECMHS/ECMHM: Recommend additionaltraining related to relationship-based principles andpractices of IECMH specific to the other knowledge/skill areas. In addition to typical/atypicaldevelopment of preschoolers.

Training Module andTraining Outline

Knowledge/Skill AreasAddressed

Notes for IMH-E® Notes for ECMH-E®

Module 1: Social Emotional Development Within the Context of Relationships

Module 2: Responsive Routines, Environments, & Targeted Strategies to Support Social Emotional Development in Infants & Toddlers

Setting the Stage; SocialEmotional Climate in InfantToddler Care Settings; High Quality SupportiveEnvironments; Forming &Sustaining Relationships withChildren & Families; TargetedStrategies to Build SocialEmotional Skills; and Wrap-up,Reflection, & Action Planning

Maintaining perspective,relationship-focused therapeuticpractice, infant/young childdevelopment & behavior,supporting others, infant/youngchild family-centered practice,family relationships & dynamics,observation & listening, selfawareness, emotional response,and developmental guidance*

If training is completed, all skill areas in theprevious column are met for IFA & IFS.Maintaining perspective, family relationships &dynamics, supporting others, emotional response,and self awareness met for IMHS & IMHM.Relationship-focused therapeutic practice,observation & listening, infant/young childdevelopment & behavior, infant/young child family-centered practice and developmental guidance*are partially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additional trainingrelated to relationship-based principles andpractices of IMH specific to the other knowledge/skill areas. In addition to typical/atypical cognitiveand physical development of 0 - 36 month olds.

If training is completed, all skill areas in the previouscolumn are met for ECFA. Maintaining perspective,family relationships & dynamics, supporting others,emotional response, and self awareness are met forECFS, ECMHS, & ECMHM. Relationship-focusedtherapeutic practice, observation & listening,infant/young child development & behavior,infant/young child family-centered practice anddevelopmental guidance* are partially met forECFS, ECMHS, & ECMHM. For ECFS/ECMHS/ECMHM: Recommend additional training related torelationship-based principles and practices ofIECMH specific to the other knowledge/skill areas.In addition to typical/atypical development ofpreschoolers.

TOTAL TIME: 8 hours

TOTAL TIME: 9 hours* indicates competency areas specific to IMHS, IMHM, ECMHS, & ECMHM.

SYSTEM

Infant Toddler Modules

Setting the Stage; What isChallenging Behavior?; ARelationship-Based Approach toChallenging Behavior; Developingan Individual Support Plan; andWrap-up, Reflection, & ActionPlanning

Maintaining perspective,infant/young child development& behavior, building &maintaining relationships,planning & organizing,analyzing information, andcuriosity

If training is completed, all skill areas in the previouscolumn are met for IFA & IFS. Maintainingperspective, building & maintaining relationships,planning & organizing, analyzing information, andcuriosity are met for IMHS & IMHM. Infant/youngchild development & behavior is partially met forIMHS/IMHM. For IMHS/IMHM: Recommendadditional training related to relationship-basedprinciples and practices of IMH specific to the otherknowledge/skill areas. In addition to typical/atypicalcognitive and physical development of 0 - 36 montholds.

If training is completed, all skill areas in the previouscolumn are met for ECFA. Skill areas maintainingperspective, building & maintaining relationships,planning & organizing, analyzing information, andcuriosity are met for ECFS, ECMHS, & ECMHM.Infant/young child development & behavior ispartially met for ECFS, ECMHS, & ECMHM. ForECS/ECMHS/ECMHM: Recommend additionaltraining related to relationship-based principles and practices of IECMH specific to the otherknowledge/skill areas. In addition to typical/atypicalcognitive and physical development of 0 - 36 montholds.

Training Module andTraining Outline



Module 3: Individualized Intervention with Infants & Toddlers: Determining the Meaning of Behavior & Developing Appropriate

Module 4: Leadership Strategies for Supporting Children's Social Emotional Development & Addressing Challenging Behavior

Introduction to Topic; Evidence-Based Practice & Resources;The Pyramid Approach;Inventory to Practice Activity;What is Challenging Behavior?;Role of Program Administrators;Evidence-Based LeadershipStrategies; Three Levels ofChange: Child, Program,System; and Summary

Maintaining perspective, servicedelivery systems, analyzinginformation, solving problems,exercising sound judgment, andsupporting others/mentoring

If training is completed, all skill areas in theprevious column are met for IFA, IFS, IMHS, &IMHM.

If training is completed, all skill areas in the previouscolumn are met for ECFA, ECFS, ECMHS, &ECMHM.

TOTAL TIME: 7 hours

TOTAL TIME: 6.5 hours* indicates competency areas specific to IMHS, IMHM, ECMHS, & ECMHM.

SYSTEM

Preschool Modules

Introduction to Logistics; CreatingEnvironments in Which Children can beSuccessful: The Pyramid; Understanding theRelationship Between Challenging Behavior &Social Emotional Development; Relationships:The Foundation of the Pyramid Model;Examining our Attitudes About ChallengingBehaviors; Building Positive Relationships;Designing the Physical Environment;Schedules, Routines, & Transitions; PlanningActivities that Promote Engagement: Large &Small Group Time; Giving Directions &Teaching Classroom Rules; OngoingMonitoring & Positive Attention; and Summary& Completion of Action Plan

Contemplation,maintaining perspective,building and maintainingrelationships, planning & organizing, anddevelopmental guidance*

If training is completed, the skill areas in theprevious column are partially met for IFA,IFS, IMHS, & IMHM. Because the IMH-E® isfocused on young children aged 0-36months, a majority of the trainings for thatcredential must be specific to that age groupin order for competency to be met. Trainingsspecific to 3 - 5 year olds strengthen an IMH-E® application a great deal, but cannotmake up the foundation of it.

If training is completed, all skill areas in the previouscolumn are met for ECFA & ECFS. Contemplation,maintaining perspective, building & maintainingrelationships, and planning & organizing are met for ECMHS & ECMHM. Developmental guidance*is partially met for ECMHS & ECMHM. ForECS/ECMHS/ECMHM: Recommend additionaltraining related to relationship-based principles and practices of IECMH specific to the otherknowledge/skill areas..

Training Module and Training Outline



Module 1: Building Relationships & Creating Supportive EnvironmentsResponses

Module 2: Social Emotional Teaching Strategies

Introduction; Identifying the Importance ofTeaching Social Emotional Skills; DevelopingFriendship Skills; Enhancing EmotionalLiteracy; Controlling Anger & Impulse;Developing Problem-Solving Skills;Individualizing Instructions; Partnering withFamilies; and Action Planning

Infant/young childdevelopment & behavior,observation & listening,building & maintainingrelationships,maintaining perspective,planning & organizing,and developmentalguidance*


If training is completed, all skill areas in the previouscolumn are met for ECFA. Building & maintainingrelationships, maintaining perspective, and planning& organizing are met for ECFS, ECMHS & ECMHM.Infant/young child development & behavior,observation & listening, and developmentalguidance* are partially met for ECFS, ECMHS, &ECMHM. For ECS/ECMHS/ECMHM: Recommendadditional training related to relationship-basedprinciples and practices of IECMH specific to theother knowledge/skill areas. In addition totypical/atypical cognitive and physical developmentof 0 - 36 month olds.

TOTAL TIME: 5.5 hours

TOTAL TIME: 6 hours* indicates competency areas specific to IMHS, IMHM, ECMHS, & ECMHM.

SYSTEM

Preschool Modules

Introduction to the Topic; Group Discussion:Challenging Behavior Challenges; Overview ofPositive Behavior Support; Dimensions ofCommunication: Form & Function; Activity:Behavior is Communication; Process of PBS:Building a Team; Introduction to FunctionalAssessment; Functional AssessmentObservation; Activity: Observing the Functionof Behavior; Conducting Observations, Data toCollect; Functional Assessment Interview;Hypothesis Development; Case Study Activity:Hypothesis Development; and Summary

Infant/young childdevelopment & behavior,observation & listening,collaborating, analyzinginformation, resolvingconflict, maintainingperspective, andintervention/treatmentplanning*


If training is completed, all skill areas in theprevious column are met for ECFA. Collaborating,analyzing information, resolving conflict, andmaintaining perspective are met for ECFS,ECMHS, & ECMHM. The skill areas infant/youngchild development & behavior, observation &listening, and intervention/treatment planning* arepartially met for ECFS, ECMHS, & ECMHM. ForECS/ECMHS/ECMHM: Recommend additionaltraining related to relationship-based principles andpractices of IECMH specific to the otherknowledge/skill areas. In addition to typical/atypicalcognitive and physical development of 0 - 36month olds.




Module 3a: Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior

Module 3b: Individualized Intensive Interventions: Developing a Behavior Support Plan

Introduction to Topic; Process of PBSOverview; Activity: Think Outside the Box;Components of a Behavior Support Plan;Activity: Preventing & Addressing ChallengingBehavior; Building the Plan: PreventionStrategies; Building the Plan: Teaching NewReplacement Skills; Skill InstructionThroughout the Day; Responding toChallenging Behavior; Developing a BehaviorSupport Plan as a Team; Case Study Activity:Developing a Support Plan; MonitoringOutcomes; If Challenging Behavior Returns;and Summary; Optional Activity: PBS Game.

Infant/young childdevelopment & behavior,observation & listening,collaborating, analyzinginformation, planning &organizing, resolvingconflict, andintervention/treatmentplanning*

If training is completed, the skill areas in theprevious column are partially met for IFA,IFS, IMHS, & IMHM. Because the IMH-E®

is focused on young children aged 0-36months, a majority of the trainings for thatcredential must be specific to that age groupin order for competency to be met. Trainingsspecific to 3 - 5 year olds strengthen an IMH-E® application a great deal, but cannotmake up the foundation of it.

If training is completed, all skill areas in the previouscolumn are met for ECFA. Collaborating, analyzinginformation, planning & organizing, and resolvingconflict are met for ECFS, ECMHS, & ECMHM. The skill areas infant/young child development &behavior, observation & listening, and intervention/treatment planning* are partially met for ECFS,ECMHS, & ECMHM.For ECS/ECMHS/ECMHM:Recommend additional training related torelationship-based principles and practices ofIECMH specific to the other knowledge/skill areas.In addition to typical/atypical cognitive and physicaldevelopment of 0 - 36 month olds.

TOTAL TIME: 5 hours

TOTAL TIME: 5.5 hours* indicates competency areas specific to IMHS, IMHM, ECMHS, & ECMHM.

SYSTEM

Preschool Modules

Introduction to Topic; Evidence-Based Practice& Resources; The Pyramid Approach;Inventory to Practice Activity; What isChallenging Behavior?; Role of ProgramAdministrators; Evidence-Based LeadershipStrategies; Three Levels of Change: Child,Program, System; and Summary

Maintaining perspective,service delivery systems,analyzing information,solving problems,exercising soundjudgment, andsupportingothers/mentoring

If training is completed, all skill areas in theprevious column are met for IFA, IFS, IMHS,& IMHM.

If training is completed, all skill areas in the previouscolumn are met for ECFA, ECFS, ECMHS, &ECMHM.




Module 4: Leadership Strategies for Supporting Children's Social Emotional Development & Addressing Challenging Behavior

* indicates competency areas specific to IMHS, IMHM, ECMHS, & ECMHM.


SYSTEM

Parents Interacting with Infants (PIWI)

Introduction to the PIWI Model; DyadicInteraction & Strategies; Triadic Interactions& Strategies; Parents as Observers:Developmental Observation Topics; Parentsas Observers: Creating Responsive PIWIEnvironments; and Home Visiting & the PIWIModel

Infant/young childdevelopment & behavior,infant/young child &family-centered practice,relationship-focusedtherapeutic practice,family relationships &dynamics, observations& listening, and building& maintainingrelationships

If training is completed, all skill areas in theprevious column are met for IFA and IFS.Building & maintaining relationships and familyrelationships & dynamics are met for IMHSand IMHM. Infant/young child development &behavior, infant/young child & family-centeredpractice, relationship-focused therapeuticpractice, and observation & listening arepartially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additional trainingrelated to relationship-based principles andpractices of IMH specific to the otherknowledge/skill areas.

If training is completed, all skill areas in the previouscolumn are met for ECFA. Infant/young child &family-centered practice, relationship-focusedtherapeutic practice, family relationships &dynamics, and observation & listening are met forECFS. Building & maintaining relationships andfamily relationships & dynamics are met for ECMHS& ECMHM. Infant/young child development &behavior, infant/young child & family-centeredpractice, relationship-focused therapeutic practice,and observation & listening are partially met forECMHS & ECMHM.For ECMHS/ECMHM:Recommend additional training related torelationship-based principles and practices of IMHspecific to the other knowledge/skill areas. Inaddition to typical/atypical development ofpreschoolers.




Infant Toddler Parent Module: Parents Interacting with Infants


TOTAL TIME: 6 hours

SYSTEM

Positive Solutions for Families Sessions

Introductions and Parent Goals; Ground Rules;Relationships and Quality Time; PositiveComments and Encouragement as a ParentingTool; and Things to Try at Home Activities

Pregnancy & earlyparenthood

If training is completed, the skill area earlyparenthood in the previous column is met forIFA & IFS. Skill area partially met for IMHS/IMHM. For IFA/IFS: Recommend additionaltraining related to pregnancy. For IMHS/IMHM:Recommend additional training related torelationship-based principles and practices ofIMH specific to the other knowledge/skill areas.

If training is completed, the skill area earlyparenthood in the previous column is met for ECFA& ECFS. Skill area partially met for ECMHS/ECMHM. For ECFA/ECFS: Recommend additionaltraining related to pregnancy. For ECMHS/ECMHM:Recommend additional training related torelationship-based principles and practices ofIECMH specific to the other knowledge/skill areas.

Training Module and Training Outline Knowledge/Skill AreasAddressed


Session One: Positive Solutions for Families: Making a Connection!

TOTAL TIME: 1 hour* indicates competency areas specific to IMHS, IMHM, ECMHS, & ECMHM.

Review Things to Try at Home activities;Discuss the Use of Play as a PowerfulParenting Practice; Discuss Ideas for HelpingChildren Develop Friendship Skills; LinkPositive Comments, Encouragement, and Playto Children’s Behavior; and Discuss Things toTry at Home Activities

Family relationships &dynamics

If training is completed, all skill areas in theprevious column are met for IFA, IFS, IMHS,& IMHM.

If training is completed, all skill areas are met forECFA, ECFS, ECMHS, & ECMM.

Session Two: Positive Solutions for Families: Making it Happen!

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 MightEncourage Your Child; Discuss How We CanTry to Determine the Meaning of our Child’sBehavior; When behaviors are AttentionSeeking; Discuss “Being clear about ourexpectations”; Discuss How to Develop andTeach Household Rules; and Talk aboutThings to Try at Home activities

Infant/young childdevelopment & behavior

If training is completed, all skill areas in theprevious column are met for IFA & IFS. Skillarea partially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additional trainingrelated to relationship-based principles andpractices of IMH specific to the otherknowledge/skill areas. In addition totypical/atypical cognitive and physicaldevelopment of 0 - 36 month olds.

If training is completed, all skill areas in the previouscolumn are met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional training related torelationship-based principles and practices ofIECMH specific to the other knowledge/skill areas.In addition to typical/atypical development ofpreschoolers.

Session Three: Positive Solutions for Families: Why Do They Do What They Do?

TOTAL TIME: 1 hour

TOTAL TIME: 1 hour

SYSTEM

Positive Solutions for Families Sessions

Review Things to Try at Home; Teach Me WhatTo Do! (Emotional Vocabulary, ControllingAnger and Handling Disappointment, ProblemSolving); and Things to Try at Home activities

Infant/young childdevelopment & behavior

If training is completed, all skill areas in theprevious column are met for IFA & IFS. Skillarea partially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additional trainingrelated to relationship-based principles andpractices of IMH specific to the otherknowledge/skill areas. In addition totypical/atypical cognitive and physicaldevelopment of 0 - 36 month olds.

If training is completed, all skill areas in the previouscolumn are met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional training related torelationship-based principles and practices ofIECMH specific to the other knowledge/skill areas.In addition to typical/atypical development ofpreschoolers.




Session Four: Positive Solutions for Families: Teach Me What to Do!

TOTAL TIME: 1 hour


Review Things to Try at Home activities;Strategies That Help; Logical Consequencesactivity; and Things to Try at Home

Analyzing information If training is completed, all skill areas in theprevious column are met for IFA, IFS, IMHS,& IMHM.

If training is completed, all skill areas in the previouscolumn are met for ECFA, ECFS, ECMHS, &ECMM.

Session Five: Positive Solutions for Families: Facing the Challenge, Part One

Introduction; Behavior Has Meaning; Be aDetective; Developing a Plan; Using theSupport Plan; and Making Your Own Plan

Intervention/treatmentplanning*

Skill area not required for IFA or IFS. Iftraining is completed, all skill areas in theprevious column are partially met for IMHS &IMHM. For IMHS/IMHM: Recommendadditional training related to relationship-based principles and practices of IMH specificto the other knowledge/skill areas.

Skill area not required for ECFA or ECFS. If trainingis completed, all skill areas in the previous columnare partially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additional trainingrelated to relationship-based principles andpractices of IECMH specific to the otherknowledge/skill areas.

Session Six: Positive Solutions for Families: Facing the Challenge, Part Two

TOTAL TIME: 1 hour

TOTAL TIME: 1 hour

SYSTEM

Training Module and Training Outline Knowledge/SkillAreas Addressed


Welcome to Trauma Informed Care; Your Well-being is Important; What is Trauma?; ShakenBaby Syndrome; What Is Toxic Stress?; Howthe 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


Attachment,separation, trauma,grief, & loss

If training is completed, the skill area traumain the previous column is met for IFA & IFS.Skill area partially met for IMHS/IMHM. ForIFA/IFS: Recommend additional trainingrelated to attachment, separation, grief, &loss. For IMHS/IMHM: Recommendadditional training related to relationship-based principles and practices of IMHspecific to the other knowledge/skill areas.

If training is completed, the skill area trauma in theprevious column is met for ECFA & ECFS. Skill areapartially met for ECMHS/ECMHM. For ECFA/ECFS:Recommend additional training related to attachment,separation, grief, & loss. For ECMHS/ECMHM:Recommend additional training related to relationship-based principles 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


Infant/young childdevelopment &behavior

If training is completed, all skill areas in theprevious column are met for IFA & IFS. Skillarea partially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additional trainingrelated to relationship-based principles andpractices of IMH specific to the otherknowledge/skill areas.

If training is completed, all skill areas in the previouscolumn are 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 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


Relationship-focused,therapeuticpractice

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.

Skill area met for ECFA & ECFS. Skill area partially metfor ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training related to relationship-based principles and practices of IECMH specific to theother knowledge/skill areas.

Module One

Module Three

Module Two

Trauma Informed Care and the Pyramid Model(ePyramid Modules)

SYSTEM

introduction crosswalk between pyramid model training ... · co-branded crosswalk followed by...

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