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About This Course
What you will learn - Effectively work with children with special educational needs
  • Definitions and key principles of special educational needs (SEN)
  • Moderate learning disabilities
  • Autism
  • Supporting children and young people to achieve their learning potential
  • Behavioural, social, and emotional difficulties
  • Specific learning difficulties
  • Child and young person’s development
  • The support of disabled children and young people and those with specific requirements
Get BIG Savings with our Special Education Needs and Disabilities Online Bundle, 10 Certificate Courses
  1. Special Educational Needs (SEN) Advanced
  2. Special Educational Needs (SEN)
  3. Autism Awareness
  4. Caring for People with Learning Disabilities
  5. Child Behaviour
  6. Child Development
  7. Child Psychology
  8. Counselling Children and Adolescents
  9. Counselling Skills
  10. Counselling Skills Advanced
1. Special Educational Needs (SEN) Advanced: Learn how to effectively work with children with special educational needs

This Special Educational Needs Advanced course is a progression from our Special Educational Needs course. The advanced course delves deeper into the theoretical foundation and prepares students even further to effectively work with children with special educational needs.

Students will learn the definitions and key principles of special educational needs, as well as the fundamental aspects of specific difficulties and disorders, from moderate learning disabilities to autism.

This course is ideal for those who have completed our teaching assistant courses and our Special Educational Needs (SEN) course. It is also suitable for those who simply have general interest in the topic and would like to deepen their understanding of working with SEN children.

2. Special Educational Needs (SEN): Learn To Work With People With Special Education Needs

Special Educational Needs’ refers to learning difficulties or disabilities that make learning, communication or behavior more challenging for a child with these special needs than for others of a similar age. Our Special Educational Needs Online Courses addresses learning outcomes related to aspects of working with children who have specific special educational needs and requirements.
 If you want to work with children and/or young people with special educational needs, then this course is for you.

3. Autism Awareness: Develop your understanding of the diverse condition of autism

The Autism Awareness course aims to develop your understanding of the diverse condition of autism and gives practical suggestions when working with autistic individuals.

Autism refers to a whole range of social, language and communication problems. Severity ranges from mild and often undiagnosed to severe, where it is almost impossible for people to successfully engage in society.

The aim of this course is to provide a better awareness of the term “autism” and “autistic spectrum disorder” (ASD) and how to support individuals with autism.

4. Caring for People with Learning Disabilities: Learn how to care for and manage people with learning difficulties

This Caring for People with Learning Disabilities Online Courses will guide you through the social dimensions of learning disabilities, while examining methods of teaching, caring for and managing people with learning difficulties. The support needed to provide people with a better life from the first stage of disability until they gain some independence in daily activities, despite their disabled condition, can be expected to be in even greater demand in the future.

Thanks to advances in medical technology, we are living in an era when more people with learning disabilities can now live functional lives. The Caring for People with Learning Disabilities Courses will discuss why more of the learning disabled are at home rather than in hospital situations or institutions, and why it has become necessary for a wider base of the population to be educated in assisting to care for them.

5. Child Behaviour: Discover the secrets on how to identify and deal with different child behaviours

This Child Behaviour Course covers the theory behind why children behave the way they do, and looks at events and triggers that can create behaviour patterns in children. The course is over 9 modules and will build your knowledge to enable you to identify and deal with different behaviours.
You will learn about how well-being, self-esteem and emotional intelligence can affect a child’s temperament, attachment and self-control.
You will also learn about the relationship between psychological disabilities and aggression and violence, including bullying and how to manage challenging behaviour, like conduct disorder (CD) and oppositional defiant disorder (ODD).

6. Child Development: Learn how to examine the social learning of a child

This course examines areas of communication, language, play and social learning, whilst exploring the physical, mental and emotional development of the child. Formulated to cater to the needs and requirements of those engaged, or contemplating careers in child care, nursing or social care.

It will also have great appeal to the parent who is seeking to enhance his or her awareness and knowledge of child development.

7. Child Psychology: Gain fundamental knowledge of the development of children

This in-depth Child Psychology Certificate Online Course will provide you with a fundamental knowledge of the development of children and will give you an integral insight into why children behave the way they do.

Child psychology is the study of the mental, social and emotional development of children from birth through to adolescence. It examines changes in motor skills, cognitive development, language acquisition, and identity formation.

8. Counselling Children and Adolescents: Learn How Counselling Children and Adolescents Work

Counsellors help individuals to find their own answers and make their own choices. They help clients to reduce confusion and gain a different perspective to cope with life’s challenges and make positive changes where necessary.

Counselling children and adolescents is often different from counselling adults, though the objective is the same. Methods used in counselling children and adolescents often depend on the clients’ age, development stage and individual challenges. Your role as the counsellor is to help the client, no matter the age, to make their own decisions rather than making decisions for them.

From the counselling relationship through child development, as well as the information you need to establish a successful practice, our online counselling course will prepare you with the knowledge needed to be an effective child and adolescent counsellor.

With educational establishments looking to provide professional, in-house counselling for their students, there are ever increasing opportunities for counsellors who are able to relate to young people in an understanding and appropriate therapeutic environment.

9. Counselling Skills: Learn How To Help Individuals Find Their Own Answers

Counselling can enable a person to clarify their thoughts and feelings in order that they might arrive at their own decisions and even comfortably initiate major changes in their lives."

There is a real danger that counselling is losing touch with its roots as, on an ever increasing level, counsellors are working on a long-term basis with clients who are severely disturbed. Counselling was never intended for such a field but was originally developed for those persons who had vocational or educational problems, those with life crises and those who wished to explore and develop further.

10. Counselling Skills Advanced: Teach A Person How To Clarify Their Thoughts And Feelings

Counselling is essentially a lively, human and personal experience between two people. Therefore, it is a process which requires commitment of time and effort from both parties.

The aim is for the counsellor to help the client find their own answers and to become more in charge of their lives rather than less so; to be able to live their own life rather than be lived by it.

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Recognition & Accreditation

Upon successful completion of this course and achieving a passing score for the assessment, you will be issued with an international continuing education credit (CEU) certificate.

This Certificate is applicable worldwide, which demonstrates your commitment to learning new skills. You can share the certificate with your friends, relatives, co-workers, and potential employers. Also, include it in your resume/CV, professional social media profiles and job applications.

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The Ultimate Special Educational Needs (SEN) Advanced 10 Course Bundle includes the following courses, below is a summary of each course: 

Course 1 - Special Educational Needs (SEN) Advanced

Module One: Definitions and key principles of special educational needs (SEN)

At the end of this module, students will be able to:

  1. Outline a working definition of special educational needs referring to the law and what this means in practice
  2. Provide a brief explanation of the main theories of learning development
  3. Explain what personalisation is, how it is different from differentiation in learning, and how it may be beneficial to children with SEN
  4. Understand key principles of coaching and mentoring for children with SEN and how parents can assist, and be assisted, with supporting the learning process.
  5. Understand the different ways in which children with SEN can be monitored and assessed for outcome achievement.

Module Two: Moderate learning disabilities

At the end of this module, students will be able to:

  1. Outline the main ‘events’ throughout education history that have informed our current working knowledge defining moderate learning disabilities, and of educating children with these.
  2. Provide a brief explanation of the two models of disability, and explain ‘false opposition’ and its implications on the ways in which we educate children with moderate learning disabilities.
  3. Understand perceptions of, and attitudes to children with moderate learning disabilities, and how to make these more positive in the classroom.
  4. Understand the effects moderate learning disabilities can have on a child’s abilities to  form long-term social relationships.
  5. Understand effective processes of assessing and identifying moderate learning disabilities.

Module Three: Autism

At the end of this module, students will be able to:

  1. Outline the condition of autism according to the triad of impairments and sensory problems, and understand how these might affect a young person’s learning.
  2. Explain some of the key psychological theories about autism.
  3. Provide a brief overview of a variety of interventions, including TEACCH that can be used at school to assist a child with autism in learning
  4. Help to assist with identifying the needs of a child with autism (strengths & weaknesses profile, SCERTS assessment process, self-assessment, pupil involvement)
  5. Discuss how teachers and assistants at school can assist parents and families with educational support of their child.

Module Four: Behavioural, social, and emotional difficulties

At the end of this module, students will be able to:

  1. Understand the difficulties a child may have around social skills and emotional competencies, and how this may affect them at school.
  2. Understand the government ‘social and emotional aspects of learning’ (SEAL) programme.
  3. Understand the principles of the five main psychological approaches to understanding behaviour
  4. Understand the ways in which genetic factors are understood to link with environmental factors and influence behaviour in children.
  5. Describe some of the therapeutic approaches that can be used to help children with behavioural, social, and emotional problems.

Module Five: Specific learning difficulties

At the end of this module, students will be able to:

  1. Understand the core features of the four main specific learning difficulties, dyslexia, dysgraphia, dyspraxia and dyscalculia.
  2. Explain the principles of good practice associated with teaching reading and writing
  3. Describe good practice approaches for teaching children with dyscalculia.
  4. Describe the ways in which dyspraxia can affect a child’s learning, and how certain teaching practices can assist the learning process.

Module Six: Speech and language, and global communication issues

At the end of this module, students will be able to:

  1. Describe the different aspects of speech, language, and communication issues that may be experienced by pupils, and which pupils may be more at risk of these problems.
  2. Describe typical speech and language development milestones.
  3. Understand the principles of Wave 3 interventions for SLCN, and how these can be made effective.
  4. Understand the principle of provision mapping, and how it can help children with SLCN
  5. Understand how to set targets and measure the progress of pupils with SLCN.

Course 2 -  Special Educational Needs (SEN)

Unit 1: Child and young person’s development
This unit  will be divided into a set of activities to guide your studies. In this unit you will explore the expected pattern of children and young people’s development from birth to 19 years and how the different areas of development can affect one another.

Unit 2: The support of disabled children and young people and those with specific requirements
This unit will be divided into a set of activities to guide your studies. In this unit you will research how you as a practitioner can support disabled children or young people and those with specific needs in partnership with their parents/carers. You will also research partnership working with other agencies and professionals.

Unit 3: Supporting children and young people to achieve their learning potential
This unit will be divided into a set of activities to guide your studies. In this unit you will learn how to support children and young people to ensure that they take every possible opportunity to make the most of learning and achieve their learning potential.

Unit 4: Working with children and young people with speech, language and communication needs.
This unit will be divided into a set of activities to guide your studies. In this unit you will research how practitioners can and should work with children and young people at the centre of their practice, basing their work on the strengths of the children and young people rather than focussing on their difficulties. You will explore the way in which behaviour, social and emotional difficulties are linked with speech, language and communication development and research effective ways to support the speech, language and communication development of children and young people with behaviour, emotional and social difficulties.

Course 3 -  Autism Awareness

Module 1

Outline of Learning Disabilities

  • Introduction (to include the myths, what is and what is not)
  • How Learning disabilities can affect social and emotional development of children and young people.
  • Outline and understand the different Learning disabilities

Module 2

  • The definition of Autism
  • The difference between autism and Asperger’s syndrome
  • The three different conditions within the autistic spectrum
  • The difficulties encompassed with social interaction, communication and imagination which affect the learning of a young person with ASD

Module 3

Causes of Autism

  • Genetic & environmental causes of autism.
  • Diagnosing Autism in Children
  • Diagnosing Autism in Adults
  • The gender differences

Module 4

Explaining Autistic Behaviour

  • Understanding the concept of challenging behaviour
  • Recognising characteristics of autism through childrens behaviour
  • The ‘theory of mind’, and of how lack of this this affects young people with ASD

Module 5

Communication and Language

  • Process involved in receptive language
  • Process of expressive language
  •  Strengths and weaknesses of the speech, language and communication skills of a young person with autism Spectrum Disorder

Module 6

Approaches to Autism

  • Person centred approach
  • Planning to meet individual needs
  • Planning for social inclusion

Module 7

Practical suggestions when working with Autism

  • Practical considerations
  • Suggestions to create a safe environment
  • Visual Strategies
  • Aspects of non-verbal communication and their role in supporting someone with Autism

Module 8

Ethical, Legal and Organisational Issues

  • Outline possible challenges for
    • Worker
    • Family
  • Outline avenues for support and helpful resources

Course 4 -  Caring for People with Learning Disabilities

The Social Dimension of Learning Disability

  • Causes of Learning Disabilities and Associated Conditions
  • Associated Conditions
  • Stigma and Condition Visibility
  • The Impact of Learning Disability Upon the Family
  • The Power of Language
  • Life Chances and Learning Disability

The History and Development of Services for People With a Learning Disability

  • The Historical Antecedents to Present Day Care
  • The Modern Institution
  • Institutionalisation
  • Looking Forward
  • Community Care and the Mixed Economy

Normalisation

  • Defining Normalisation
  • Key Writers in the Literature of Normalisation
  • Defining Normalisation
  • Quality Audit - Measuring the Impact of Normalisation Theory on Practice

Teaching Skills

  • Your Role as Teacher
  • Factors That Influence the Teaching/Learning Process
  • Writing a Teaching Plan
  • Planning Your Teaching
  • Assessing Learning Needs

Sexuality

  • Exploring the Term ‘Sexuality’
  • Sexuality Through the Life Cycle
  • Attitudes Toward Sexuality and Learning Disability
  • Analysing and Supporting Sex Education Needs
  • Human Rights and Adulthood

Management of Challenging Behaviour

  • Defining Challenging Behaviour
  • Causes of Challenging Behaviour
  • A Framework For Integrated Functioning
  • A Therapeutic Approach to Challenging Behaviour

Course 5 -  Child Behaviour

Module 1: Introduction to Children’s Behaviour

  •     Awareness of societal differences in attitude to children’s behaviour
  •     Understand the contributing influences of undesirable behaviour

Module 2: Well-Being, Self-Esteem and Emotional Intelligence

  •     Understand the importance of well-being and self-esteem
  •     Awareness of the impact of emotional intelligence and literacy on self-control

Module 3: Temperament, Attachment and Self-Control

  •     Understand the impact a child’s temperament has on their response to external events
  •     Awareness of how attachment disorder can contribute to children’s stress
  •     Knowledge of the range of impulsive behavioural responses

Module 4: Aggression and Violence

  •     Understand the influence of modelling
  •     Knowledge of how frustration can manifest into different types of aggressive behaviour
  •     Awareness of relevant psychological theory

Module 5: Psychological Disabilities

  •     Understand how particular disorders can affect behavioural responses
  •     Knowledge of behavioural symptoms and the potential causes

Module 6: Focus on Bullying

  •     Understand the causes of bullying
  •     Awareness of the effects of bullying

Module 7: Focus on ADHD

  •     Knowledge of the impact of ADHD on children’s behaviour
  •     Understand the psychological approaches to coping with ADHD

Module 8: Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD)

  •     Understand the differences between CD & ODD
  •     Knowledge of the behavioural challenges associated with the two disorders
  •     Awareness of psychological intervention techniques

Module 9: Techniques for Managing Challenging Behaviour

  •     Understand the differences in psychological techniques for managing children’s challenging behaviour
  •     Knowledge of the diverse maladaptive behaviour management techniques

Course 6 -  Child Development

The Development Cycle

  • The Development Cycle
  • Puberty
  • School
  • We judge too much by the superficial evidence of ‘success’ or ‘failure’
  • Development does not advance in a straight line
  • Developmental trends and fluctuations are primarily the expressions of the ancient process of evolution
  • The age of five
  • The age of six
  • The age of seven
  • The age of eight
  • The age of nine
  • Age of ten
  • Adolescence
  • Appraisal
  • External pressures are modulated to
  • Then reared through guidance based on sympathetic understanding

The Growing Mind

  • The psychology of the child, which includes all his behaviour, is inseparably bound up with his nervous system, and indeed with his entire organism
  • We cannot separate ‘the mind’ from the total child
  • The child is, and should be seen as a unit - the nervous system makes him so
  • Nervous system consists of multi-billions of neurons which connect every sensitive and every moving part of the whole organism
  • Gradients of growth
  • Prehensile - the taking hold and grasping of objects
  • Gradient of Prehensile Behaviour:
  • Basic mechanism of all psychological development
  • Each new pattern grows out of, and yet retains a connection with, the old pattern
  • Gradient begins with the simple pattern of looking and with increasing maturity one refinement follows another in lawful sequence
  • All school skills have a similar pre-history of growth, they are always subject to the principle of developmental readiness
  • Reading Behaviour
  • Purpose of growth gradients
  • Acquisitive Behaviour
  • Maturation and acculturation will prove to hold in all fields of behaviour
  • Primary growth gradients hold the key to the wisest methods of guidance and education
  • Gradients are not applied to ascertain a mental age, or to measure the child in an arbitrary way
  • Growth gradients tell us something about the psychological differences between boys and girls
  • Absolutism leads to authoritarianism and this in turn leads to blindness

Parent, Child, Teacher Relationships

  • As a child matures he gradually makes distinctions and learns to distinguish between what is animate and what is inanimate
  • Parent and child relationships of family life are of determining importance in the early patterning of personality
  • Parent/child relationships are based on heredity, or kinship
  • Teacher/child relationships are based on authority conferred by the educational system
  • Psychological reinforcement
  • The teacher observes the child as a member of a social group and this brings to light characteristics that the home cannot reveal
  • Three common components of enlightened parent/child and teacher/child relationships
  • Considerateness
  • Sense of humour
  • Philosophy of growth
  • Adjustment
  • Classroom behaviour
  • Three culture areas
  • Language Arts – 5 years old
  • Sciences – 5 years old
  • Personal-social participation – 5 years old

The Growing Child

  • Patterning of behaviour begins
  • Physiological functions
  • Appears unsteady, unstable and his thresholds of reaction are low and inconstant
  • Breathing and body temperature can often be perceived to be irregular
  • Satisfactions, needs, interests and drives are determined by status of his entire organism
  • Acquisition of speech involves a recombination of feeding and breathing behaviour patterns
  • Cerebra-spinal nervous system
  • Growth sequences
  • Structuralisation of Behaviour
  • The corpus of behaviour
  • Neuro-muscular system
  • Eye-hand-body coordination
  • Tonic-neck-reflex
  • Temperament types which are associated with three body types
  • Viscerotoni
  • Somatotonic
  • Cerebrotonic

The Complexity of Growth

  • Child’s organism consists of a collection of organ systems
  • Incidence of accidents is determined by three sets of interacting factors
  • Site of injury may be affected by the child’s body build and motor characteristics
  • Exposure to risk is largely determined by their immature traits and lack of parental foresight
  • Parents and teachers are inclined to place too much reliance on admonition and explanation
  • If a child is unduly afraid, he or she cannot be duly cautious - that is prudent and wary
  • Organism of the child rarely remains in a smooth equilibrium for any extended period
  • Even in the absence of accidents and illness the child is subject to tensions which express themselves outwardly in different forms of tensional activity
  • Temper tantrums
  • Tensional behaviour is at a relatively low ebb at five years
  • Tensions involve
  • Self-preservation - the first law of life
  • Self-expansion – the second law of life
  • Tempers are displayed
  • Whatever his mode of expression, he behaves as he does because he has organised his personal-social reactions in a given manner
  • Anger and aggression
  • We must look to the period from five to ten years of age for the developmental beginnings of possibly long-term, problematic behaviour and in this area the psychology of childhood anger takes on impressive import

Ethical Sense

  • Adults
  • Dispositions and potentialities which undergo progressive organisation
  • Three phases fundamental dynamic
  • Self-inhibition and Social disapproval
  • Approbation and disapprobation
  • Self-assertive conduct
  • The mind
  • Primitive shamefacedness
  • Disgrace gesture
  • Undesirable behaviour
  • Obedience
  • Ethical development between years from five to ten is clearly traced in expanding concepts of Good and Bad
  • The 6th year
  • The 7th year
  • The 8th and 9th year
  • The 10th year
  • Emotional expression arises from a complex state of tensions

Course 7 -  Child Psychology

Major Developmental Issues

Unit One: The First Year of Life

  • Infant reflexes; Social development during the first year of life including the social smile and onset of fear of strangers.

Unit Two: The Formation of Attachments

  • Imprinting; Attachment (Bowlby) including cross-cultural studies; Harlow and surrogate mothers; Relevance of animal studies in child development.

Unit Three: Consequences of Breakdowns in Attachments

  • Maternal deprivation; Implications of theories of attachment and maternal deprivation when placing children with surrogates.

Unit Four: The Home, Family and School

  • Group vs family care and studies of effects of maternal employment and father absent families; Importance of peers and siblings.

Unit Five: Basic Principles of Research Methods

  • Nature and purpose of research, what is an experiment, supporting and refuting hypotheses, independent and dependent variables, control of variables, standardised instructions and procedures, methods of sampling, design of investigations.

Unit Six: The Development of Visual Perception

  • Introduction to the nature/nurture debate on visual perception; Fantz - form perception; Gibson and Walk - depth perception; how the physiology of the human visual system helps us judge depth and distance; Bower - size constancy; animal experiments on early sensory deprivation.

Unit Seven: The Development of Language and Communication

  • Development of non-verbal communication in humans, gestures etc; comparisons with non-human primates; outline of language development in humans; including naturalistic observational in humans; including naturalistic observational studies and criticisms of these; Innate and reinforcement theories.

Unit Eight: Intelligence and Intelligence Testing

  • Definitions of intelligence; mental age and IQ; Tests of intelligence; Advantages and disadvantages of IQ testing.

Unit Nine: Nature/Nurture Debate in the Study of Intelligence

  • Twins studies; stability of IQ; Are early experiences decisive for later development?

Unit Ten: Data Collection and Interpretation

  • Tables and histograms, correlation and scattergrams; Mean; Range; Drawing conclusions from data.


The Child as an Individual

Unit Eleven: How Children Think

  • Piaget's theory of cognitive development; including studies of egocentrism and criticisms of his work.

Unit Twelve: Learning Theory - How Behaviour is Acquired

  • Learning and conditioning - classical conditioning and operant conditioning; including explanations of extinction, discrimination and generalisation; positive and negative reinforcement; Social Learning Theory and criticisms.

Unit Thirteen: Freud's Psychodynamic Theory - An Alternative Approach

  • Personality structure, 5 stage theory, criticisms.

Unit Fourteen: Moral Development

  • Definition in psychological terms; investigation of moral behaviour, moral feelings and moral judgement.

Unit Fifteen: The Development of Gender Roles

  • Sex-typing; Gender identity; Biological, social and cultural theories.

Unit Sixteen: Aggression in Children

  • Biological basis of aggression; Psychological theory and aggression; Aggression as a learned response;
    Imitation of aggression; viewing violence; Punishment for aggression; sex differences in aggression.

Unit Seventeen: Methods Used in Child Development Research

  • Observational, Survey, Correlational, Experimental - advantages and disadvantages.

Unit Eighteen: Play

  • The importance of play to learning;
    Piaget's theory of play; forms of play;
    Relevance of psychological theories to pre-school education;Play and learning in nursery schools; Play therapy.

Unit Nineteen: Learning in School

  • Programmed learning and its relationship to learning theory - advantages and disadvantages; Discovery learning and its effectiveness.

Unit Twenty: Behaviour Modification

  • Explanation and examples; Relationship to learning theory; Points systems, Advantages and disadvantages.

Course 8 -  Counselling Children and Adolescents

  • Definition of Counselling
  • The Counselling Relationship
  • The Development Cycle
  • Parent, Child, Teacher Relationships
  • The Complexities of Growth
  • Introduction – Psychological Development
  • Conflict and Stress
  • Behaviour Therapies
  • Grief and Bereavement
  • Exploring Grief and Letting Go
  • Working With Children
  • What is Co-dependency?
  • Transformation
  • Using Newly-Found Skills
  • Dysfunctional Families Explained
  • Recovery – The Therapeutic Process
  • Moving on – Emotional Intimacy
  • Psychological Study of Education
  • Memory
  • The Use of Language
  • Child Bullying and Child Abuse
  • Setting Up A Practice

Course 9 -  Counselling Skills

Course Introduction – Philosophy and Design

  • Counsellors work on a long term basis with severely disturbed clients
  • Research is important
  • Difficulties a counsellor may be confronted with:
  • ‘Non-directive’ approach to therapy

Effective Communication

  • Purpose of Communication
  • Body Language

Motivational Interview and Dynamics of Recovery

  • Stages of Change
  • Not interested in changing a risky lifestyle
  • Thinking about change:
  • Preparing to change
  • Making changes
  • Maintaining change
  • Relapsing
  • Express empathy
  • Avoid arguing
  • Support self-efficacy
  • Eliciting phase skills

Dealing with Denial

  • Denial
  • Development of denial
  • Psychotic mechanisms
  • Immature mechanisms
  • Neurotic mechanisms
  • Displacement (conversion, phobias, wit)
  • Mature mechanisms
  • Pathological denial
  • Alcoholic denial
  • Caring and confrontation

Working with the Family

  • Open system
  • Closed system
  • Balance
  • Diagnostic interview
  • Substance abuse of an adolescent
  • Family intervention

Marital Counselling

Course 10 -  Counselling Skills Advanced

Introduction To Counselling

  • Understand The Basic Concept Of Counselling.
  • The Role Of The Counsellor In The Counselling Environment.
  • The Role Of Active Listening In The Counselling Environment And The Skills That Are Involved With It.
  • Definition Of Counselling
  • Introduction
  • Listening Skills

Basic Interview Skills

  • Attend
  • Question
  • Clarify
  • Paraphrase
  • Empathic Understanding
  • Genuineness
  • Acceptance
  • Explore - Understand - Act
  • In The Exploration Stage
  • The Second Stage
  • In The Third And Final Stage

The Counselling Relationship

  • The Importance Of Empathy And Its Importance For Building Relationships.
  • What Is Meant By Trial And Error.
  • Useful Motivational Skills.
  • Factors That Make The Best Counsellors.
  • Empathy
  • Trial And Error

Motivational Skills

  • The Role Of The Counsellor In Understanding The Client’S Motivational Levels.
  • The Questions A Counsellor Can Use To Explicit Self Motivating Statements From The Client.
  • The Counsellors’ Roadblocks To Communication.
  • Express Empathy
  • Develop Discrepancy
  • Avoid Arguing
  • Roll With Resistance
  • Support Self-Efficacy
  • Eliciting Phase Skills
  • Ask Open-Ended Questions
  • Listen Attentively And Paraphrase
  • Empathise
  • Summarise Periodically
  • Types Of Self-Motivational Statements
  • Questions To Elicit Self-Motivating Statements
  • Exploring Concerns
  • Roadblocks To Communication

Grief And Bereavement

  • Grief And Bereavement Listing The Different Forms/Reactions To Grief.
  • The Person’S Feeling In The Time Of Grief In Either Normal Or Violent Circumstances.
  • The Importance Of How Grief And The Grieving Person Should Be Managed.
  • Typically Normal Grief
  • Chronic Grief
  • Inhibited Grief
  • Dela
Requirements

Entry requirements

Students must have basic literacy and numeracy skills.

Minimum education

Open entry. Previous schooling and academic achievements are not required for entry into this course.

Computer requirements

Students will need access to a computer and the internet.

Minimum specifications for the computer are:

Windows:

Microsoft Windows XP, or laterModern and up to date Browser (Internet Explorer 8 or later, Firefox, Chrome, Safari)

MAC/iOS

OSX/iOS 6 or laterModern and up to date Browser (Firefox, Chrome, Safari)

All systems

Internet bandwidth of 1Mb or fasterFlash player or a browser with HTML5 video capabilities(Currently Internet Explorer 9, Firefox, Chrome, Safari)

Students will also need access the following applications:

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Ultimate Special Education Needs and Disabilities Bundle, 10 Certificate Courses

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Original price $3,990
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The Most Comprehensive Special Education Needs and Disabilities Bundle

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Course Summary

  • Delivery: Online
  • Access: Unlimited Lifetime
  • Time: Study at your own pace
  • Duration: 8 to 10 Hours
  • Assessments: Yes
  • Qualification: Certificate
About This Course
What you will learn - Effectively work with children with special educational needs
  • Definitions and key principles of special educational needs (SEN)
  • Moderate learning disabilities
  • Autism
  • Supporting children and young people to achieve their learning potential
  • Behavioural, social, and emotional difficulties
  • Specific learning difficulties
  • Child and young person’s development
  • The support of disabled children and young people and those with specific requirements
Get BIG Savings with our Special Education Needs and Disabilities Online Bundle, 10 Certificate Courses
  1. Special Educational Needs (SEN) Advanced
  2. Special Educational Needs (SEN)
  3. Autism Awareness
  4. Caring for People with Learning Disabilities
  5. Child Behaviour
  6. Child Development
  7. Child Psychology
  8. Counselling Children and Adolescents
  9. Counselling Skills
  10. Counselling Skills Advanced
1. Special Educational Needs (SEN) Advanced: Learn how to effectively work with children with special educational needs

This Special Educational Needs Advanced course is a progression from our Special Educational Needs course. The advanced course delves deeper into the theoretical foundation and prepares students even further to effectively work with children with special educational needs.

Students will learn the definitions and key principles of special educational needs, as well as the fundamental aspects of specific difficulties and disorders, from moderate learning disabilities to autism.

This course is ideal for those who have completed our teaching assistant courses and our Special Educational Needs (SEN) course. It is also suitable for those who simply have general interest in the topic and would like to deepen their understanding of working with SEN children.

2. Special Educational Needs (SEN): Learn To Work With People With Special Education Needs

Special Educational Needs’ refers to learning difficulties or disabilities that make learning, communication or behavior more challenging for a child with these special needs than for others of a similar age. Our Special Educational Needs Online Courses addresses learning outcomes related to aspects of working with children who have specific special educational needs and requirements.
 If you want to work with children and/or young people with special educational needs, then this course is for you.

3. Autism Awareness: Develop your understanding of the diverse condition of autism

The Autism Awareness course aims to develop your understanding of the diverse condition of autism and gives practical suggestions when working with autistic individuals.

Autism refers to a whole range of social, language and communication problems. Severity ranges from mild and often undiagnosed to severe, where it is almost impossible for people to successfully engage in society.

The aim of this course is to provide a better awareness of the term “autism” and “autistic spectrum disorder” (ASD) and how to support individuals with autism.

4. Caring for People with Learning Disabilities: Learn how to care for and manage people with learning difficulties

This Caring for People with Learning Disabilities Online Courses will guide you through the social dimensions of learning disabilities, while examining methods of teaching, caring for and managing people with learning difficulties. The support needed to provide people with a better life from the first stage of disability until they gain some independence in daily activities, despite their disabled condition, can be expected to be in even greater demand in the future.

Thanks to advances in medical technology, we are living in an era when more people with learning disabilities can now live functional lives. The Caring for People with Learning Disabilities Courses will discuss why more of the learning disabled are at home rather than in hospital situations or institutions, and why it has become necessary for a wider base of the population to be educated in assisting to care for them.

5. Child Behaviour: Discover the secrets on how to identify and deal with different child behaviours

This Child Behaviour Course covers the theory behind why children behave the way they do, and looks at events and triggers that can create behaviour patterns in children. The course is over 9 modules and will build your knowledge to enable you to identify and deal with different behaviours.
You will learn about how well-being, self-esteem and emotional intelligence can affect a child’s temperament, attachment and self-control.
You will also learn about the relationship between psychological disabilities and aggression and violence, including bullying and how to manage challenging behaviour, like conduct disorder (CD) and oppositional defiant disorder (ODD).

6. Child Development: Learn how to examine the social learning of a child

This course examines areas of communication, language, play and social learning, whilst exploring the physical, mental and emotional development of the child. Formulated to cater to the needs and requirements of those engaged, or contemplating careers in child care, nursing or social care.

It will also have great appeal to the parent who is seeking to enhance his or her awareness and knowledge of child development.

7. Child Psychology: Gain fundamental knowledge of the development of children

This in-depth Child Psychology Certificate Online Course will provide you with a fundamental knowledge of the development of children and will give you an integral insight into why children behave the way they do.

Child psychology is the study of the mental, social and emotional development of children from birth through to adolescence. It examines changes in motor skills, cognitive development, language acquisition, and identity formation.

8. Counselling Children and Adolescents: Learn How Counselling Children and Adolescents Work

Counsellors help individuals to find their own answers and make their own choices. They help clients to reduce confusion and gain a different perspective to cope with life’s challenges and make positive changes where necessary.

Counselling children and adolescents is often different from counselling adults, though the objective is the same. Methods used in counselling children and adolescents often depend on the clients’ age, development stage and individual challenges. Your role as the counsellor is to help the client, no matter the age, to make their own decisions rather than making decisions for them.

From the counselling relationship through child development, as well as the information you need to establish a successful practice, our online counselling course will prepare you with the knowledge needed to be an effective child and adolescent counsellor.

With educational establishments looking to provide professional, in-house counselling for their students, there are ever increasing opportunities for counsellors who are able to relate to young people in an understanding and appropriate therapeutic environment.

9. Counselling Skills: Learn How To Help Individuals Find Their Own Answers

Counselling can enable a person to clarify their thoughts and feelings in order that they might arrive at their own decisions and even comfortably initiate major changes in their lives."

There is a real danger that counselling is losing touch with its roots as, on an ever increasing level, counsellors are working on a long-term basis with clients who are severely disturbed. Counselling was never intended for such a field but was originally developed for those persons who had vocational or educational problems, those with life crises and those who wished to explore and develop further.

10. Counselling Skills Advanced: Teach A Person How To Clarify Their Thoughts And Feelings

Counselling is essentially a lively, human and personal experience between two people. Therefore, it is a process which requires commitment of time and effort from both parties.

The aim is for the counsellor to help the client find their own answers and to become more in charge of their lives rather than less so; to be able to live their own life rather than be lived by it.

Receive Lifetime Access to Course Materials, so you can review at any time.

For comprehensive information on units of study click the units of study tab above.

This is an incredible opportunity to invest in yourself and your future, sharpen your training skills and learn what it takes to create your own success with Courses For Success Today!

Course Fast Facts:

  1. All courses are easy to follow and understand
  2. Unlimited lifetime access to course materials
  3. Study as many courses as you want
  4. Delivered 100% on-line and accessible 24/7 from any computer or smartphone
  5. You can study from home or at work, at your own pace, in your own time
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Course Delivery

Courses are accessed online by any device including PC, tablet or Smart Phone. Upon purchase an automated welcome email will be sent to you (please check your junk email inbox if not received as this is an automated email), in order for you to access your online course, which is Available 24/7 on any computer or smart mobile device.

Recognition & Accreditation

Upon successful completion of this course and achieving a passing score for the assessment, you will be issued with an international continuing education credit (CEU) certificate.

This Certificate is applicable worldwide, which demonstrates your commitment to learning new skills. You can share the certificate with your friends, relatives, co-workers, and potential employers. Also, include it in your resume/CV, professional social media profiles and job applications.

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Units of Study

Receive Lifetime Access to Course Materials, so you can review at any time.

The Ultimate Special Educational Needs (SEN) Advanced 10 Course Bundle includes the following courses, below is a summary of each course: 

Course 1 - Special Educational Needs (SEN) Advanced

Module One: Definitions and key principles of special educational needs (SEN)

At the end of this module, students will be able to:

  1. Outline a working definition of special educational needs referring to the law and what this means in practice
  2. Provide a brief explanation of the main theories of learning development
  3. Explain what personalisation is, how it is different from differentiation in learning, and how it may be beneficial to children with SEN
  4. Understand key principles of coaching and mentoring for children with SEN and how parents can assist, and be assisted, with supporting the learning process.
  5. Understand the different ways in which children with SEN can be monitored and assessed for outcome achievement.

Module Two: Moderate learning disabilities

At the end of this module, students will be able to:

  1. Outline the main ‘events’ throughout education history that have informed our current working knowledge defining moderate learning disabilities, and of educating children with these.
  2. Provide a brief explanation of the two models of disability, and explain ‘false opposition’ and its implications on the ways in which we educate children with moderate learning disabilities.
  3. Understand perceptions of, and attitudes to children with moderate learning disabilities, and how to make these more positive in the classroom.
  4. Understand the effects moderate learning disabilities can have on a child’s abilities to  form long-term social relationships.
  5. Understand effective processes of assessing and identifying moderate learning disabilities.

Module Three: Autism

At the end of this module, students will be able to:

  1. Outline the condition of autism according to the triad of impairments and sensory problems, and understand how these might affect a young person’s learning.
  2. Explain some of the key psychological theories about autism.
  3. Provide a brief overview of a variety of interventions, including TEACCH that can be used at school to assist a child with autism in learning
  4. Help to assist with identifying the needs of a child with autism (strengths & weaknesses profile, SCERTS assessment process, self-assessment, pupil involvement)
  5. Discuss how teachers and assistants at school can assist parents and families with educational support of their child.

Module Four: Behavioural, social, and emotional difficulties

At the end of this module, students will be able to:

  1. Understand the difficulties a child may have around social skills and emotional competencies, and how this may affect them at school.
  2. Understand the government ‘social and emotional aspects of learning’ (SEAL) programme.
  3. Understand the principles of the five main psychological approaches to understanding behaviour
  4. Understand the ways in which genetic factors are understood to link with environmental factors and influence behaviour in children.
  5. Describe some of the therapeutic approaches that can be used to help children with behavioural, social, and emotional problems.

Module Five: Specific learning difficulties

At the end of this module, students will be able to:

  1. Understand the core features of the four main specific learning difficulties, dyslexia, dysgraphia, dyspraxia and dyscalculia.
  2. Explain the principles of good practice associated with teaching reading and writing
  3. Describe good practice approaches for teaching children with dyscalculia.
  4. Describe the ways in which dyspraxia can affect a child’s learning, and how certain teaching practices can assist the learning process.

Module Six: Speech and language, and global communication issues

At the end of this module, students will be able to:

  1. Describe the different aspects of speech, language, and communication issues that may be experienced by pupils, and which pupils may be more at risk of these problems.
  2. Describe typical speech and language development milestones.
  3. Understand the principles of Wave 3 interventions for SLCN, and how these can be made effective.
  4. Understand the principle of provision mapping, and how it can help children with SLCN
  5. Understand how to set targets and measure the progress of pupils with SLCN.

Course 2 -  Special Educational Needs (SEN)

Unit 1: Child and young person’s development
This unit  will be divided into a set of activities to guide your studies. In this unit you will explore the expected pattern of children and young people’s development from birth to 19 years and how the different areas of development can affect one another.

Unit 2: The support of disabled children and young people and those with specific requirements
This unit will be divided into a set of activities to guide your studies. In this unit you will research how you as a practitioner can support disabled children or young people and those with specific needs in partnership with their parents/carers. You will also research partnership working with other agencies and professionals.

Unit 3: Supporting children and young people to achieve their learning potential
This unit will be divided into a set of activities to guide your studies. In this unit you will learn how to support children and young people to ensure that they take every possible opportunity to make the most of learning and achieve their learning potential.

Unit 4: Working with children and young people with speech, language and communication needs.
This unit will be divided into a set of activities to guide your studies. In this unit you will research how practitioners can and should work with children and young people at the centre of their practice, basing their work on the strengths of the children and young people rather than focussing on their difficulties. You will explore the way in which behaviour, social and emotional difficulties are linked with speech, language and communication development and research effective ways to support the speech, language and communication development of children and young people with behaviour, emotional and social difficulties.

Course 3 -  Autism Awareness

Module 1

Outline of Learning Disabilities

  • Introduction (to include the myths, what is and what is not)
  • How Learning disabilities can affect social and emotional development of children and young people.
  • Outline and understand the different Learning disabilities

Module 2

  • The definition of Autism
  • The difference between autism and Asperger’s syndrome
  • The three different conditions within the autistic spectrum
  • The difficulties encompassed with social interaction, communication and imagination which affect the learning of a young person with ASD

Module 3

Causes of Autism

  • Genetic & environmental causes of autism.
  • Diagnosing Autism in Children
  • Diagnosing Autism in Adults
  • The gender differences

Module 4

Explaining Autistic Behaviour

  • Understanding the concept of challenging behaviour
  • Recognising characteristics of autism through childrens behaviour
  • The ‘theory of mind’, and of how lack of this this affects young people with ASD

Module 5

Communication and Language

  • Process involved in receptive language
  • Process of expressive language
  •  Strengths and weaknesses of the speech, language and communication skills of a young person with autism Spectrum Disorder

Module 6

Approaches to Autism

  • Person centred approach
  • Planning to meet individual needs
  • Planning for social inclusion

Module 7

Practical suggestions when working with Autism

  • Practical considerations
  • Suggestions to create a safe environment
  • Visual Strategies
  • Aspects of non-verbal communication and their role in supporting someone with Autism

Module 8

Ethical, Legal and Organisational Issues

  • Outline possible challenges for
    • Worker
    • Family
  • Outline avenues for support and helpful resources

Course 4 -  Caring for People with Learning Disabilities

The Social Dimension of Learning Disability

  • Causes of Learning Disabilities and Associated Conditions
  • Associated Conditions
  • Stigma and Condition Visibility
  • The Impact of Learning Disability Upon the Family
  • The Power of Language
  • Life Chances and Learning Disability

The History and Development of Services for People With a Learning Disability

  • The Historical Antecedents to Present Day Care
  • The Modern Institution
  • Institutionalisation
  • Looking Forward
  • Community Care and the Mixed Economy

Normalisation

  • Defining Normalisation
  • Key Writers in the Literature of Normalisation
  • Defining Normalisation
  • Quality Audit - Measuring the Impact of Normalisation Theory on Practice

Teaching Skills

  • Your Role as Teacher
  • Factors That Influence the Teaching/Learning Process
  • Writing a Teaching Plan
  • Planning Your Teaching
  • Assessing Learning Needs

Sexuality

  • Exploring the Term ‘Sexuality’
  • Sexuality Through the Life Cycle
  • Attitudes Toward Sexuality and Learning Disability
  • Analysing and Supporting Sex Education Needs
  • Human Rights and Adulthood

Management of Challenging Behaviour

  • Defining Challenging Behaviour
  • Causes of Challenging Behaviour
  • A Framework For Integrated Functioning
  • A Therapeutic Approach to Challenging Behaviour

Course 5 -  Child Behaviour

Module 1: Introduction to Children’s Behaviour

  •     Awareness of societal differences in attitude to children’s behaviour
  •     Understand the contributing influences of undesirable behaviour

Module 2: Well-Being, Self-Esteem and Emotional Intelligence

  •     Understand the importance of well-being and self-esteem
  •     Awareness of the impact of emotional intelligence and literacy on self-control

Module 3: Temperament, Attachment and Self-Control

  •     Understand the impact a child’s temperament has on their response to external events
  •     Awareness of how attachment disorder can contribute to children’s stress
  •     Knowledge of the range of impulsive behavioural responses

Module 4: Aggression and Violence

  •     Understand the influence of modelling
  •     Knowledge of how frustration can manifest into different types of aggressive behaviour
  •     Awareness of relevant psychological theory

Module 5: Psychological Disabilities

  •     Understand how particular disorders can affect behavioural responses
  •     Knowledge of behavioural symptoms and the potential causes

Module 6: Focus on Bullying

  •     Understand the causes of bullying
  •     Awareness of the effects of bullying

Module 7: Focus on ADHD

  •     Knowledge of the impact of ADHD on children’s behaviour
  •     Understand the psychological approaches to coping with ADHD

Module 8: Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD)

  •     Understand the differences between CD & ODD
  •     Knowledge of the behavioural challenges associated with the two disorders
  •     Awareness of psychological intervention techniques

Module 9: Techniques for Managing Challenging Behaviour

  •     Understand the differences in psychological techniques for managing children’s challenging behaviour
  •     Knowledge of the diverse maladaptive behaviour management techniques

Course 6 -  Child Development

The Development Cycle

  • The Development Cycle
  • Puberty
  • School
  • We judge too much by the superficial evidence of ‘success’ or ‘failure’
  • Development does not advance in a straight line
  • Developmental trends and fluctuations are primarily the expressions of the ancient process of evolution
  • The age of five
  • The age of six
  • The age of seven
  • The age of eight
  • The age of nine
  • Age of ten
  • Adolescence
  • Appraisal
  • External pressures are modulated to
  • Then reared through guidance based on sympathetic understanding

The Growing Mind

  • The psychology of the child, which includes all his behaviour, is inseparably bound up with his nervous system, and indeed with his entire organism
  • We cannot separate ‘the mind’ from the total child
  • The child is, and should be seen as a unit - the nervous system makes him so
  • Nervous system consists of multi-billions of neurons which connect every sensitive and every moving part of the whole organism
  • Gradients of growth
  • Prehensile - the taking hold and grasping of objects
  • Gradient of Prehensile Behaviour:
  • Basic mechanism of all psychological development
  • Each new pattern grows out of, and yet retains a connection with, the old pattern
  • Gradient begins with the simple pattern of looking and with increasing maturity one refinement follows another in lawful sequence
  • All school skills have a similar pre-history of growth, they are always subject to the principle of developmental readiness
  • Reading Behaviour
  • Purpose of growth gradients
  • Acquisitive Behaviour
  • Maturation and acculturation will prove to hold in all fields of behaviour
  • Primary growth gradients hold the key to the wisest methods of guidance and education
  • Gradients are not applied to ascertain a mental age, or to measure the child in an arbitrary way
  • Growth gradients tell us something about the psychological differences between boys and girls
  • Absolutism leads to authoritarianism and this in turn leads to blindness

Parent, Child, Teacher Relationships

  • As a child matures he gradually makes distinctions and learns to distinguish between what is animate and what is inanimate
  • Parent and child relationships of family life are of determining importance in the early patterning of personality
  • Parent/child relationships are based on heredity, or kinship
  • Teacher/child relationships are based on authority conferred by the educational system
  • Psychological reinforcement
  • The teacher observes the child as a member of a social group and this brings to light characteristics that the home cannot reveal
  • Three common components of enlightened parent/child and teacher/child relationships
  • Considerateness
  • Sense of humour
  • Philosophy of growth
  • Adjustment
  • Classroom behaviour
  • Three culture areas
  • Language Arts – 5 years old
  • Sciences – 5 years old
  • Personal-social participation – 5 years old

The Growing Child

  • Patterning of behaviour begins
  • Physiological functions
  • Appears unsteady, unstable and his thresholds of reaction are low and inconstant
  • Breathing and body temperature can often be perceived to be irregular
  • Satisfactions, needs, interests and drives are determined by status of his entire organism
  • Acquisition of speech involves a recombination of feeding and breathing behaviour patterns
  • Cerebra-spinal nervous system
  • Growth sequences
  • Structuralisation of Behaviour
  • The corpus of behaviour
  • Neuro-muscular system
  • Eye-hand-body coordination
  • Tonic-neck-reflex
  • Temperament types which are associated with three body types
  • Viscerotoni
  • Somatotonic
  • Cerebrotonic

The Complexity of Growth

  • Child’s organism consists of a collection of organ systems
  • Incidence of accidents is determined by three sets of interacting factors
  • Site of injury may be affected by the child’s body build and motor characteristics
  • Exposure to risk is largely determined by their immature traits and lack of parental foresight
  • Parents and teachers are inclined to place too much reliance on admonition and explanation
  • If a child is unduly afraid, he or she cannot be duly cautious - that is prudent and wary
  • Organism of the child rarely remains in a smooth equilibrium for any extended period
  • Even in the absence of accidents and illness the child is subject to tensions which express themselves outwardly in different forms of tensional activity
  • Temper tantrums
  • Tensional behaviour is at a relatively low ebb at five years
  • Tensions involve
  • Self-preservation - the first law of life
  • Self-expansion – the second law of life
  • Tempers are displayed
  • Whatever his mode of expression, he behaves as he does because he has organised his personal-social reactions in a given manner
  • Anger and aggression
  • We must look to the period from five to ten years of age for the developmental beginnings of possibly long-term, problematic behaviour and in this area the psychology of childhood anger takes on impressive import

Ethical Sense

  • Adults
  • Dispositions and potentialities which undergo progressive organisation
  • Three phases fundamental dynamic
  • Self-inhibition and Social disapproval
  • Approbation and disapprobation
  • Self-assertive conduct
  • The mind
  • Primitive shamefacedness
  • Disgrace gesture
  • Undesirable behaviour
  • Obedience
  • Ethical development between years from five to ten is clearly traced in expanding concepts of Good and Bad
  • The 6th year
  • The 7th year
  • The 8th and 9th year
  • The 10th year
  • Emotional expression arises from a complex state of tensions

Course 7 -  Child Psychology

Major Developmental Issues

Unit One: The First Year of Life

  • Infant reflexes; Social development during the first year of life including the social smile and onset of fear of strangers.

Unit Two: The Formation of Attachments

  • Imprinting; Attachment (Bowlby) including cross-cultural studies; Harlow and surrogate mothers; Relevance of animal studies in child development.

Unit Three: Consequences of Breakdowns in Attachments

  • Maternal deprivation; Implications of theories of attachment and maternal deprivation when placing children with surrogates.

Unit Four: The Home, Family and School

  • Group vs family care and studies of effects of maternal employment and father absent families; Importance of peers and siblings.

Unit Five: Basic Principles of Research Methods

  • Nature and purpose of research, what is an experiment, supporting and refuting hypotheses, independent and dependent variables, control of variables, standardised instructions and procedures, methods of sampling, design of investigations.

Unit Six: The Development of Visual Perception

  • Introduction to the nature/nurture debate on visual perception; Fantz - form perception; Gibson and Walk - depth perception; how the physiology of the human visual system helps us judge depth and distance; Bower - size constancy; animal experiments on early sensory deprivation.

Unit Seven: The Development of Language and Communication

  • Development of non-verbal communication in humans, gestures etc; comparisons with non-human primates; outline of language development in humans; including naturalistic observational in humans; including naturalistic observational studies and criticisms of these; Innate and reinforcement theories.

Unit Eight: Intelligence and Intelligence Testing

  • Definitions of intelligence; mental age and IQ; Tests of intelligence; Advantages and disadvantages of IQ testing.

Unit Nine: Nature/Nurture Debate in the Study of Intelligence

  • Twins studies; stability of IQ; Are early experiences decisive for later development?

Unit Ten: Data Collection and Interpretation

  • Tables and histograms, correlation and scattergrams; Mean; Range; Drawing conclusions from data.


The Child as an Individual

Unit Eleven: How Children Think

  • Piaget's theory of cognitive development; including studies of egocentrism and criticisms of his work.

Unit Twelve: Learning Theory - How Behaviour is Acquired

  • Learning and conditioning - classical conditioning and operant conditioning; including explanations of extinction, discrimination and generalisation; positive and negative reinforcement; Social Learning Theory and criticisms.

Unit Thirteen: Freud's Psychodynamic Theory - An Alternative Approach

  • Personality structure, 5 stage theory, criticisms.

Unit Fourteen: Moral Development

  • Definition in psychological terms; investigation of moral behaviour, moral feelings and moral judgement.

Unit Fifteen: The Development of Gender Roles

  • Sex-typing; Gender identity; Biological, social and cultural theories.

Unit Sixteen: Aggression in Children

  • Biological basis of aggression; Psychological theory and aggression; Aggression as a learned response;
    Imitation of aggression; viewing violence; Punishment for aggression; sex differences in aggression.

Unit Seventeen: Methods Used in Child Development Research

  • Observational, Survey, Correlational, Experimental - advantages and disadvantages.

Unit Eighteen: Play

  • The importance of play to learning;
    Piaget's theory of play; forms of play;
    Relevance of psychological theories to pre-school education;Play and learning in nursery schools; Play therapy.

Unit Nineteen: Learning in School

  • Programmed learning and its relationship to learning theory - advantages and disadvantages; Discovery learning and its effectiveness.

Unit Twenty: Behaviour Modification

  • Explanation and examples; Relationship to learning theory; Points systems, Advantages and disadvantages.

Course 8 -  Counselling Children and Adolescents

  • Definition of Counselling
  • The Counselling Relationship
  • The Development Cycle
  • Parent, Child, Teacher Relationships
  • The Complexities of Growth
  • Introduction – Psychological Development
  • Conflict and Stress
  • Behaviour Therapies
  • Grief and Bereavement
  • Exploring Grief and Letting Go
  • Working With Children
  • What is Co-dependency?
  • Transformation
  • Using Newly-Found Skills
  • Dysfunctional Families Explained
  • Recovery – The Therapeutic Process
  • Moving on – Emotional Intimacy
  • Psychological Study of Education
  • Memory
  • The Use of Language
  • Child Bullying and Child Abuse
  • Setting Up A Practice

Course 9 -  Counselling Skills

Course Introduction – Philosophy and Design

  • Counsellors work on a long term basis with severely disturbed clients
  • Research is important
  • Difficulties a counsellor may be confronted with:
  • ‘Non-directive’ approach to therapy

Effective Communication

  • Purpose of Communication
  • Body Language

Motivational Interview and Dynamics of Recovery

  • Stages of Change
  • Not interested in changing a risky lifestyle
  • Thinking about change:
  • Preparing to change
  • Making changes
  • Maintaining change
  • Relapsing
  • Express empathy
  • Avoid arguing
  • Support self-efficacy
  • Eliciting phase skills

Dealing with Denial

  • Denial
  • Development of denial
  • Psychotic mechanisms
  • Immature mechanisms
  • Neurotic mechanisms
  • Displacement (conversion, phobias, wit)
  • Mature mechanisms
  • Pathological denial
  • Alcoholic denial
  • Caring and confrontation

Working with the Family

  • Open system
  • Closed system
  • Balance
  • Diagnostic interview
  • Substance abuse of an adolescent
  • Family intervention

Marital Counselling

Course 10 -  Counselling Skills Advanced

Introduction To Counselling

  • Understand The Basic Concept Of Counselling.
  • The Role Of The Counsellor In The Counselling Environment.
  • The Role Of Active Listening In The Counselling Environment And The Skills That Are Involved With It.
  • Definition Of Counselling
  • Introduction
  • Listening Skills

Basic Interview Skills

  • Attend
  • Question
  • Clarify
  • Paraphrase
  • Empathic Understanding
  • Genuineness
  • Acceptance
  • Explore - Understand - Act
  • In The Exploration Stage
  • The Second Stage
  • In The Third And Final Stage

The Counselling Relationship

  • The Importance Of Empathy And Its Importance For Building Relationships.
  • What Is Meant By Trial And Error.
  • Useful Motivational Skills.
  • Factors That Make The Best Counsellors.
  • Empathy
  • Trial And Error

Motivational Skills

  • The Role Of The Counsellor In Understanding The Client’S Motivational Levels.
  • The Questions A Counsellor Can Use To Explicit Self Motivating Statements From The Client.
  • The Counsellors’ Roadblocks To Communication.
  • Express Empathy
  • Develop Discrepancy
  • Avoid Arguing
  • Roll With Resistance
  • Support Self-Efficacy
  • Eliciting Phase Skills
  • Ask Open-Ended Questions
  • Listen Attentively And Paraphrase
  • Empathise
  • Summarise Periodically
  • Types Of Self-Motivational Statements
  • Questions To Elicit Self-Motivating Statements
  • Exploring Concerns
  • Roadblocks To Communication

Grief And Bereavement

  • Grief And Bereavement Listing The Different Forms/Reactions To Grief.
  • The Person’S Feeling In The Time Of Grief In Either Normal Or Violent Circumstances.
  • The Importance Of How Grief And The Grieving Person Should Be Managed.
  • Typically Normal Grief
  • Chronic Grief
  • Inhibited Grief
  • Dela
Requirements

Entry requirements

Students must have basic literacy and numeracy skills.

Minimum education

Open entry. Previous schooling and academic achievements are not required for entry into this course.

Computer requirements

Students will need access to a computer and the internet.

Minimum specifications for the computer are:

Windows:

Microsoft Windows XP, or laterModern and up to date Browser (Internet Explorer 8 or later, Firefox, Chrome, Safari)

MAC/iOS

OSX/iOS 6 or laterModern and up to date Browser (Firefox, Chrome, Safari)

All systems

Internet bandwidth of 1Mb or fasterFlash player or a browser with HTML5 video capabilities(Currently Internet Explorer 9, Firefox, Chrome, Safari)

Students will also need access the following applications:

Adobe Acrobat Reader

FAQS

1.  Who are Courses For Success?

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By studying an online course, the usual boundaries caused by location and time constraints are eliminated, meaning you are free to study where and when you want at your own pace.

Of course, you will need to be able to self-manage your time and be organized, but with our help, you’ll soon find yourself settling into a comfortable rhythm of study.

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The majority of our courses have unlimited lifetime access, meaning you can access this course whenever you want.

Please also check the course summary, as a small selection of courses have limited access.

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