INTRODUCTION Crosswalk Between Pyramid Model Training ...€¦ · Skill area met for IFA, IFS, IMHS, & IMHM Skill area met for IFA & IFS. Skill area partially met for IMHS & IMHM

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

Understanding SocialEmotional Development

Understanding Behavior:Making Sense of What youSee & Hear

Forming & SustainingRelationships with Children & Families

Essential PositiveMessages

Wrap-up, Reflection, & Action Planning

Maintaining perspective

Infant/young childdevelopment & behavior

Observation & listening

Family relationships &dynamics

Attachment, separation,trauma, grief, & loss

Supporting others

Contemplation

Skill area met for IFA, IFS, IMHS, & IMHM

Skill area met for IFA & IFS. Skill area partiallymet for IMHS & IMHM. For IMHS/IMHM:Recommend additional training related torelationship-based principles and practices ofIMH. In addition to typical/atypical cognitive andphysical development of 0 - 36 month olds.

Skill area met for IFA & IFS. Skill area partiallymet for IMHS & IMHM. For IMHS/IMHM:Recommend additional training related torelationship-based principles and practices of IMH.


The skill area attachment is met for IFA. Skill area partially met for IFS, IMHS, & IMHM.For IFA: Recommend additional training relatedto trauma, separation, grief, & loss. ForIFS/IMHS/IMHM: Recommend additionaltraining related to relationship-based principlesand practices of IMH specific to the otherknowledge/skill areas.



Skill area met for ECFA, ECFS, ECMHS, &ECMHM

Skill area partially met for ECFA, ECFS,ECMHS, & ECMHM. Recommend additionaltraining related to relationship-based principlesand practices of IECMH. In addition totypical/atypical development of preschoolers.

Skill area met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-based principlesand practices of IECMH.


The skill area attachment is met for ECFA. Skill area partially met for ECFS, ECMHS, &ECMHM. For ECFA: Recommend additionaltraining related to trauma, separation, grief, &loss. For ECFS/ECMHS/ECMHM: Recommendadditional training related to relationship-basedprinciples and practices of IECMH specific to theother knowledge/skill areas.



Training Module andTraining Outline

Knowledge/SkillAreas Addressed

Notes for IMH-E® Notes for ECMH-E®

Check alltrainingmodulesegmentsyou haveattended

Module 1: Social Emotional Development Within the Context of Relationships

APPLICANT


Setting the Stage

Social Emotional Climatein Infant Toddler CareSettings

High Quality SupportiveEnvironments

Forming & SustainingRelationships with Children and Families

Targeted Strategies toBuild Social EmotionalSkills


Relationship-focusedtherapeutic practice


Developmental guidance*

Supporting others

Infant/young child &family-centered practice

Family relationships &dynamics



Skill area met for IFA & IFS. Skill area partially met for IMHS & IMHM. For IMHS/IMHM: Recommendadditional training related to relationship-based principles and practices of IMH.

Skill area met for IFA & IFS. Skill area partially met forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining related to relationship-based principles andpractices of IMH. In addition to typical/atypical cognitiveand physical development of 0 - 36 month olds.

Skill area is not required for IFA or IFS. Skill area paritally met for IMHS & IMHM. For IMHS/IMHM:Reccomend additional training related to relationship-based principles and practices of IMH.


Skill area met for IFA & IFS. Skill area partially metfor IMHS & IMHM. For IMHS/IMHM: Recommendadditional training related to relationship-based principles and practices of IMH.


Skill area met for IFA & IFS. Skill area partially metfor IMHS & IMHM. For IMHS/IMHM: Recommendadditional training related to relationship-based principles and practices of IMH.


Skill areas met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-based principlesand practices of IECMH.

Skill area partially met for ECFA, ECFS,ECMHS, & ECMHM. Recommend additionaltraining related to relationship-based principlesand practices of IECMH. In addition totypical/atypical development of preschoolers.

Skill area is not required for ECFA or ECFS. Skillarea partially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-based principlesand practices of IECMH.


Skill area met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-based principlesand practices of IECMH.


Skill area met for ECFA & ECFS. Skill areapartially met for ECMHS & ECHM. Recommendadditional training related to relationship-basedprinciples and practices of IECMH.


Knowledge/Skill AreasAddressed



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

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

APPLICANT


Wrap-up, Reflection, & Action Planning

Infant/young child development & behavior

Self-awareness



Skill area is partially met for ECFA, ECFS, ECMHS,& ECMHM. Recommend additional training relatedto relationship-based principles and practices ofIECMH. In addition to typical/atypical developmentof preschoolers.





Setting the Stage

What is ChallengingBehavior

A Relationship BasedApproach to Challenging Behavior

Developing an Individual Support Plan

Wrap-up, Reflection, &Action Planning




Building & maintainingrelationships


Planning & organizing andanalyzing information

Curiosity








Skill area met for ECFA, ECFS, ECMHS, & ECMHM

Skill area partially met for ECFA, ECFS, ECMHS, & ECMHM. Recommend additional training relatedto relationship-based principles and practices ofIECMH. In addition to typical/atypical developmentof preschoolers.

Skill area partially met for ECFA, ECFS, ECMHS, & ECMHM. For ECMHS/ECMHM: Recommendadditional training related to relationship-basedprinciples and practices of IECMH. In addition totypical/atypical development of preschoolers.






Module 2 (continued)

Module 3: Individualized Intervention with Infants & Toddlers

APPLICANT


Introduction to Topic

Evidence-Based Practice& Resources

The Pyramid Approach

Inventory to Practices & Activity

What is ChallengingBehavior?

Role of ProgramAdministrators

Evidence-BasedLeadership Strategies

Three Levels of Change:Child, Program, System

Summary

Contemplation



Service delivery systems

Analyzing information

Exercising sound judgement

Supporting others/ mentoring


Solving problems























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

APPLICANT

Preschool Modules

Introduction to Logistics

Creating Environments inwhich Children Can beSuccessful: The Pyramid

Understanding theRelationship betweenChallenging Behavior &Social EmotionalDevelopment

Relationships: TheFoundation of the PyramidModel

Examining Our Attitudesabout ChallengingBehaviors

Building PositiveRelationships

Designing the PhysicalEnvironment

Schedules, Routines, &Transitions

Planning Activities thatPromote Engagement:Large & Small Group Time

Giving Directions &Teaching ClassroomRules





Contemplation


Planning & organizing






Skill area not required for IFA or IFS. Skill areapartially met for IMHS & IMHM. For IMHS/IMHM:Recommend additional training related torelationship-based principles and practices of IMH.










Skill area not required for ECFA or ECFS. Skill areapartially met for ECMHS & ECMHM. For ECMHS/ECMHM: Recommend additional training related torelationship-based principles and practices of IECMH.












Module 1: Building Relationships & Creating Supportive Environments


APPLICANT

Preschool ModulesTraining Module andTraining Outline





Ongoing Monitoring &Positive Attention

Summary & Completionof Action Plan







Module 2: Social Emotional Teaching Strategies

Introduction

Identifying theImportance of TeachingSocial Emotional Skills

Developing FriendshipSkills



Skill area met for IFA & IFS. Skill area partially metfor IMHS & IMHM. For IMHS/IMHM: Recommendadditional training related to relationship-basedprinciples and practices of IMH.

Skill area partially met for IFA, IFS, IMHS, & IMHM.Because the IMH-E® is focused on young childrenaged 0-36 months, a majority of the trainings forthat credential must be specific to that age group inorder for competency to be met. Trainings specificto 3 - 5 year olds strengthen an IMH-E® applicationa great deal, but cannot make up the foundation ofit. Recommend additional training related torelationship-based principles and practices of IMHspecific to the other knowledge/skill areas. Inaddition to typical/atypical cognitive and physicaldevelopment of 0 - 36 month olds.



Skill area met for ECFA and ECFS. Skill area partiallymet for ECMHS & ECMHM. Recommend additionaltraining related to relationship-based principles andpractices of IECMH.

Skill area partially met for ECFA, ECFS, ECMHS &ECMHM. Recommend additional training related torelationship-based principles and practices of IECMH.In addition to typical/atypical development of 0 - 36month olds.






APPLICANT





Enhancing EmotionalLiteracy

Controlling Anger &Impulse

Developing Problem-Solving Skills

IndividualizingInstruction

Skill area partially met for IFA, IFS, IMHS, & IMHM.Because the IMH-E® is focused on young children aged0-36 months, a majority of the trainings for that credentialmust be specific to that age group in order forcompetency to be met. Trainings specific to 3 - 5 yearolds strengthen an IMH-E® application a great deal, butcannot make up the foundation of it. Recommendadditional training related to relationship-based principlesand practices of IMH specific to the other knowledge/skillareas. In addition to typical/ atypical cognitive andphysical development of 0 - 36 month olds.

Skill area met for IFA & IFS. Skill area partially met forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining related to relationship-based principles andpractices of IMH specific to the other knowledge/skillareas. In addition to typical/atypical cognitive andphysical development of 0 - 36 month olds.

Skill area met for IFA & IFS. Skill area partially met forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining related to relationship-based principles andpractices of IMH specific to the other knowledge/skillareas. In addition to typical/atypical cognitive andphysical development of 0 - 36 month olds.

Skill area partially met for IFA, IFS, IMHS, & IMHM.Because the IMH-E® is focused on young children aged0 - 36 months, a majority of the trainings for thatcredential must be specific to that age group in order forcompetency to be met. Trainings specific to 3 - 5 yearolds strengthen an IMH-E® application a great deal, butcannot make up the foundation of it. Recommendadditional training related to relationship-based principlesand practices of IMH specific to the other knowledge/skillareas. In addition to typical/atypical cognitive andphysical development of 0 - 36 month olds.

Skill area partially met for ECFA, ECFS, ECMHS& ECMHM. Recommend additional trainingrelated to relationship-based principles andpractices of IECMH. In addition to typical/atypical development of 0 - 36 month olds.




Infant/young childdevelopment &behavior





APPLICANT

Preschool Modules

Partnering with Families

Action Planning









Skill area not required for ECFA or ECFS. Skill areapartially met for ECMHS & ECMHM. For IMHS/IMHM:Recommend additional training related to relationship-based principles and practices of IECMH.








Introduction to the topic

Group Discussion:Challenging BehaviorChallenges

Overview of PositiveBehavior Support

Dimensions ofCommunication: Form& Function



Collaborating

Infant young childdevelopment & behavior




Skill area partially met for IFA, IFS, IMHS, &IMHM. Because the IMH-E® is focused on youngchildren aged 0-36 months, a majority of thetrainings for that credential must be specific to thatage group in order for competency to be met.Trainings specific to 3 - 5 year olds strengthen anIMH-E® application a great deal, but cannot makeup the foundation of it. Recommend additionaltraining related to relationship-based principlesand practices of IMH specific to the otherknowledge/skill areas. In addition to typical/atypical cognitive and physical development of 0 - 36 month olds.






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


APPLICANT





Activity: Behavior isCommunication

Process of PBS: Building a Team

Introduction to FunctionalAssessment

Functional AssessmentObservation

Activity: Observing theFunction of Behavior

Conducting Observations,Data to Collect

Functional AssessmentInterview

Hypothesis Development

Case Study Activity:Hypothesis Development

Summary

Infant young childdevelopment & behavior

Collaborating





Collaborating




Skill area partially met for IFA, IFS, IMHS, & IMHM.Because the IMH-E® is focused on young childrenaged 0-36 months, a majority of the trainings for thatcredential must be specific to that age group in orderfor competency to be met. Trainings specific to 3 - 5 year olds strengthen an IMH-E® application agreat deal, but cannot make up the foundation of it.Recommend additional training related torelationship-based principles and practices of IMHspecific to the other knowledge/skill areas. Inaddition to typical/atypical cognitive and physicaldevelopment of 0 - 36 month olds.










Skill area partially met for ECFA, ECFS, ECMHS, &ECMHM. Recommend additional training related torelationship-based principles and practices of IECMH.In addition to typical/atypical development of 0 - 36month olds.










Module 3a: (continued)

APPLICANT





Introduction to the topic

Process of PBS overview

Activity: Think Outsidethe Box

Components of aBehavior Support Plan

Activity: Preventing &Addressing ChallengingBehavior

Building the Plan:Prevention Strategies

Building the Plan:Teaching NewReplacement Skills

Skill InstructionThroughout the Day

Responding toChallenging Behavior




Collaborating

Collaborating

Intervention/treatmentplanning*












Skill area partially met for IFA, IFS, IMHS, & IMHM.Because the IMH-E® is focused on young childrenaged 0-36 months, a majority of the trainings for thatcredential must be specific to that age group in orderfor competency to be met. Trainings specific to 3 - 5year olds strengthen an IMH-E® application a greatdeal, but cannot make up the foundation of it.Recommend additional training related torelationship-based principles and practices of IMHspecific to the other knowledge/skill areas. Inaddition to typical/atypical cognitive and physicaldevelopment of 0 - 36 month olds.









Skill area partially met for ECFA, ECFS, ECMHS &ECMHM. Recommend additional training related torelationship-based principles and practices ofIECMH. In addition to typical/atypical development of0 - 36 month olds.

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


APPLICANT





Developing a BehaviorSupport Plan as a Team

Case Study Activity:Developing a Support Plan

Monitoring Outcomes

If Challenging BehaviorReturns

Summary

Optional Activity: PBS Game






Collaborating













Introduction to Topic

Evidence based Practice &Resources

The Pyramid Approach

Inventory to Practices &Activity

What is ChallengingBehavior?

Role of Program Administrators

Contemplation



Service deliverysystems


Exercising sound judgement













Module 3b (continued)

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


APPLICANT





Evidence-Based LeadershipStrategies

Three Levels of Change:Child, Program, System

Summary

Supportingothers/mentoring


Solving problems








APPLICANT

Parents Interacting with Infants (PIWI)Training Module andTraining Outline




Introduction to thePIWI Model

Dyadic Interaction & Strategies

Triadic Interactions & Strategies

Parents as Observers: CreatingResponsive PIWIEnvironments

Parents as Observers: CreatingResponsive PIWIEnvironments

Home Visiting & thePIWI Model

Infant/young child & family-centered practice


Infant/young child development& behavior


Infant/young child development& behavior


Family relationships & dynamics


Family relationships & dynamics


Skill area met for IFA & IFS. Skill area partially met forIMHS & IMHM. For IMHS/IMHM: Recommend additionaltraining related to relationship-based principles andpractices of IMH.






Skill area met for IFA, IFS, IMHS, & IMHM.




Skill area met for ECFA & ECFS. Skill area partiallymet for ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training related to relationship-based principles and practices of IECMH.

Skill areas met for ECFA & ECFS. Skill area partiallymet for ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training related to relationship-based principles and practices of IECMH.


Skill areas met for ECFA & ECFS. Skill area partiallymet for ECMHS & ECMHM. For ECMHS/ECMHM:Recommend additional training related to relationship-based principles and practices of IECMH.



Skill area met for ECFA, ECFS, ECMHS, & ECMM.



Skill area met for ECFA, ECFS, ECMHS, & ECMM.

APPLICANT

Positive Solutions for Families SessionsTraining Module and Training Outline Knowledge/Skill

Areas AddressedNotes for IMH-E® Notes for ECMH-E®


Introductions and Parent Goals; GroundRules; Relationships and Quality Time;Positive Comments and Encouragement as aParenting Tool; and Things to Try at HomeActivities

TOTAL TIME: 1 hour

Pregnancy & earlyparenthood

The skill area early parenthood is met forIFA & IFS. Skill area partially met forIMHS/IMHM. For IFA/IFS: Recommendadditional training related to pregnancy.For IMHS/IMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IMH specificto the other knowledge/skill areas.

The skill area early parenthood is met for ECFA& ECFS. Skill area partially met for ECMHS/ECMHM. For ECFA/ECFS: Recommendadditional training related to pregnancy. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-based principlesand practices of IECMH specific to the otherknowledge/skill areas.

Review Things to Try at Home activities;Discuss the Use of Play as a PowerfulParenting Practice; Discuss Ideas forHelping Children Develop Friendship Skills;Link Positive Comments, Encouragement,and Play to Children’s Behavior; andDiscuss Things to Try at Home Activities

TOTAL TIME: 1 hour

Family relationships& dynamics

Skill area met for IFA, IFS, IMHS, &IMHM.

Skill area met for ECFA, ECFS, ECMHS, &ECMM.

Share What Happened When you Played withyour child using the Powerful Parenting Tips;Share the Behaviors you Would Like to SeeLess of, More of and How You Might EncourageYour Child; Discuss How We Can Try toDetermine the Meaning of our Child’s Behavior;When behaviors are Attention Seeking; Discuss“Being clear about our expectations”; DiscussHow to Develop and Teach Household Rules;and Talk about Things to Try at Home activities

TOTAL TIME: 1 hour


Skill area met for IFA & IFS. Skill areapartially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IMH. Inaddition to typical/atypical cognitive andphysical development of 0 - 36 montholds.

Skill area partially met for ECFA, ECFS,ECMHS & ECMHM. Recommend additionaltraining related to relationship-based principlesand practices of IECMH. In addition totypical/atypical development of 0 - 36 montholds.

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

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

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

APPLICANT

Positive Solutions for Families SessionsTraining Module and Training Outline Knowledge/Skill

Areas AddressedNotes for IMH-E® Notes for ECMH-E®


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

TOTAL TIME: 1 hour


Skill area met for IFA & IFS. Skill areapartially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IMH specific tothe other knowledge/skill areas. Inaddition to typical/atypical cognitive andphysical development of 0 - 36 month olds.

Skill area met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IECMH specific tothe other knowledge/skill areas. In addition totypical/atypical development of preschoolers.

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

TOTAL TIME: 1 hour

Analyzing information Skill area met for IFA, IFS, IMHS, &IMHM.

Skill area met for ECFA, ECFS, ECMHS, &ECMM.

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

TOTAL TIME: 1 hour

Intervention/treatment planning*

Skill area not required for IFA or IFS. Skillarea partially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IMH specific tothe other knowledge/skill areas.

Skill area not required for ECFA or ECFS.Skill area partially met for ECMHS &ECMHM. For ECMHS/ECMHM:Recommend additional training related torelationship-based principles and practicesof IECMH specific to the otherknowledge/skill areas.

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



APPLICANT

Training Module and Training Outline Knowledge/SkillAreas Addressed



Welcome to Trauma Informed Care; Your Well-being is Important; What is Trauma?;Shaken Baby Syndrome; What Is Toxic Stress?;How the Stress Response System AffectsDevelopment; The Signs and Symptoms ofTrauma; Signs and Symptoms Within theContext of a Child's History; Trauma Triggers;Shifting to a Trauma-Informed Approach;Trauma-Informed Care

TOTAL TIME: 1.5 hours

Attachment,separation, trauma,grief, & loss

The skill area trauma is met for IFA &IFS. Skill area partially met forIMHS/IMHM. For IFA/IFS: Recommendadditional training related to attachment,separation, grief, & loss. ForIMHS/IMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IMH specificto the other knowledge/skill areas.

The skill area trauma is met for ECFA &ECFS. Skill area partially met forECMHS/ECMHM. For ECFA/ECFS:Recommend additional training related toattachment, separation, grief, & loss. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IECMH specific tothe other knowledge/skill areas.

What Is Trauma Informed Care?; Principlesof Trauma-Informed Care; Why Use Trauma-Informed Care?; The Trauma InformedPyramid Model; Applying a Trauma InformedCare Lens - Paying Attention to Our OwnReactions; Resilience; Enhancing ProtectiveFactors to Support Resilience



Skill area met for IFA & IFS. Skill areapartially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IMH. In additionto typical/atypical cognitive and physicaldevelopment of 0 - 36 month olds.

Skill area met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IECMH specific tothe other knowledge/skill areas.

Review Modules 1 and 2; Introduce PracticeAreas; Create a Safe Learning EnvironmentUsing Positive Directions and Rules; CreateCalm, Predictable Routines and Transitions;Help Children Regulate Their Emotions andExpress Feelings Appropriately; IntensiveInterventions that Consider the Child'sExperiences; Introduce the Checklist and ActionPlan; Trauma-Informed Care Summary


Relationship-focused,therapeutic practice

Skill area met for IFA & IFS. Skill areapartially met for IMHS & IMHM. ForIMHS/IMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IMH specificto the other knowledge/skill areas.

Skill area met for ECFA & ECFS. Skill areapartially met for ECMHS & ECMHM. ForECMHS/ECMHM: Recommend additionaltraining related to relationship-basedprinciples and practices of IECMH specificto the other knowledge/skill areas.

Module One

Module Three

Module Two

Trauma Informed Care and the Pyramid Model(ePyramid Modules)

APPLICANT

Documents

INTRODUCTION Crosswalk Between Pyramid Model Training ...€¦ · Skill area met for IFA, IFS, IMHS, & IMHM Skill area met for IFA & IFS. Skill area partially met for IMHS & IMHM