Scanlan Center for School Mental Health
4 high school students in desks
Change starts with you.

A Multidimensional Approach to Wellness

Develop a better understanding of practices that impact your life and the lives of your students. Our customizable learning experiences span social and emotional learning information and interventions, as well as wellness and behavior change guidance, to support all dimensions of a person’s well-being. It’s more than just mental health. Help build a better future for yourself, your students, and your community.

In order to earn one Iowa educator licensure renewal credit, you must successfully complete 6 learning modules.

  • hand writing with pen icon Icon

    Professional Learning and Training

    Free to licensed Iowa educators through September 30, 2024.

  • presentation icon Icon

    Expert Instruction

    From experts across teaching and learning, social work, psychology, counseling and psychiatry.

  • certificate icon Icon

    License Renewal Credit

    Free credit available for all licensed Iowa Pk-12 educators.

    Credit options available for educators outside the state of Iowa and across professional disciplines.

Tier 1 Learning Experiences

Person reading a book icon

Social, Emotional, Behavioral Health (SEBH) Overview

Creator: Kelly Dolan Sapp, Ed.D., Social Emotional Learning Coach and Professional Learning Facilitator

How do we define SEBH? What does state policy say? What does the research say? What are the core competencies? How do I use them in my own life and practice? How do I teach them to my students? All of these questions and more will be explored.

Learning Objectives:

  1. Gain an understanding of and be able to discuss current Iowa state SEBH policy.
  2. Name and understand the 5 CASEL SEL Competencies.
  3. Identify and plan for implementation and integration of the 5 CASEL SEL Competencies within a classroom.
thumbs up icon

Positive Behavior Interventions and Supports (PBIS)

Creator: Rhonda Nese, Ph.D., Assistant Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and a Principal Investigator within Educational and Community Supports

Provides universal, preventive, proactive schoolwide management strategies that are designed to meet the needs of all students. This learning module will address systems, practices, and data necessary to ensure effective Tier 1 implementation, that is provided equitably to all students.

Learning Objectives:

  1. Describe the core features of Tier 1 PBIS.
  2. Define the rationale for implementation of Tier 1 PBIS.
  3. Explain the process for implementing Tier 1 PBIS.
  4. Identify the team and data systems needed to monitor implementation of Tier 1 PBIS.
heart hands icon

Suicide Prevention and Postvention: What Educators Need to Know

Creator: DeQuincy Meiffren-Lezine, Ph.D., CEO, Prevention Communities

This professional learning experience will increase your understanding of suicide prevention, intervention, and postvention in an education context, and it will offer an array of evidence-based tools that school staff can use to recognize suicide risk and respond effectively.

Learning Objectives:

  1. Identify the five (5) major stages in the progression of risk that can lead to suicide (the Suicidal Crisis Path).
  2. Categorize programs and activities according to five (5) intervention points in the Suicidal Crisis Path.
  3. Summarize risk assessment using risk scales such as the Columbia Suicide Severity Rating Scale (C-SSRS).
  4. Outline a Safety Plan with six (6) key sections that provide practical guidance for managing suicide risk.
Understanding Childhood Trauma and Mitigating Stress

Understanding Childhood Trauma and Mitigating Stress

Creator: Addison Duane, Ph.D., Post-Doctoral Fellow, I4Y – Innovations for Youth, University of California, Berkley

This professional learning experience will introduce you to the concept of childhood trauma, through exploration of Adverse Childhood Experiences (ACEs) and other measures of psychological trauma, and explore the situated contexts that surround a developing individual as it relates to ACEs. Using an ecological frame, you will learn the importance of taking up a strengths-based view of children and families, and the impact of trauma on functioning and development. You will also learn about the distinction between stress and trauma and explore the role of schools in mitigating– and preventing– future trauma from occurring.

Learning Objectives:

  1. Apply strengths-based views to understanding children and trauma.
  2. Differentiate between stress and trauma.
  3. Understand the connection between trauma and schooling.
  4. Identify specific educator practices that can mitigate stress and trauma responses.
touch point icon

Assisting Educators in Developing an Enduring Self-Care Regimen

Creator: Dr. Cirecie Olatunji, Melba Fortuné Martinez Endowed Professor in the counselor education program and director of the Center for Equity, Justice, and the Human Spirit at Xavier University of Louisiana

What is compassion fatigue and why are educators particularly vulnerable? Instead of compassion fatigue educators want to experience compassion satisfaction. Compassion fatigue is the cost of caring and educators pay a high price. In this module, you’ll learn enduring self-care strategies to prevent compassion fatigue from creeping into your life and lifelong strategies to achieve compassion satisfaction.

Learning Objectives:

  1. Increase knowledge about compassion fatigue and its impact on education professions.
  2. Enhance awareness of adaptive and maladaptive coping mechanisms when dealing with day-to-day stressors.
  3. Augment their coping skills to mediate the impact of secondary traumatic stress in the work environment.
two people icon

Establishing Bully-Free Classrooms and Schools

Creator: Dr. Chad Rose, Ph.D., Associate Professor in the Department of Special Education at the University of Missouri, and the Director of the Mizzou Ed Bully Prevention Lab.

In this module, you will learn evidence-based strategies for establishing bully-free schools through school-wide training and implementation of universal bully prevention interventions for K-12 schools, while providing targeted and individualized interventions for students who are at-risk for escalated rates of bullying involvement.

Learning Objectives:

  1. Understand the defining characteristics of bullying and associated roles.
  2. Recognize predictive and protective factors associated with bullying involvement.
  3. Gain insight into various school-wide prevention methods.

Tier 2 Learning Experiences

connect icon

Using SEL Competencies to Support Equity-Based Practices

Creator: Kelly Dolan Sapp, Ed.D., Social Emotional Learning Coach and Professional Learning Facilitator

This 3-part series discusses ways that SEBH and SEL practices support and advance equity in our schools. Learn how SEL advances equity by examining authentic family-school community partnerships grounded recognizing and understanding all cultures within the community.

Learning Objectives:

  1. Gain an understanding of Transformative SEL and its equity elaborations.
  2. Receive tangible resources to plan for and facilitate implementation of equity concepts and practices in school-day activities.
  3. Learn about and discuss activities to incorporate and involve SEL in the student sharing of lived experiences and the family-school partnership.
thumbs up icon

Positive Behavior Interventions and Supports (PBIS) Tier 2

Creator: Leanne S. Hawken, PhD, BCBA, LBA; Professor Emeritus in the Department of Special Education at the University of Utah and Board-Certified Behavior Analyst (BCBA)

Positive behavioral interventions and supports (PBIS) provides universal, proactive schoolwide preventative strategies that are designed to meet the needs of all students. This learning module will address the systems, practices, and data necessary to ensure effective Tier 2 implementation, that is provided equitably to all students that need additional supports beyond the Tier 1 level.

Learning Objectives:

  1. Describe the core features of Tier 2 PBIS.
  2. Define the rationale for implementation of Tier 2 PBIS.
  3. Explain the process for implementing Tier 2 PBIS.
talk icon

Suicide Prevention Legal Issues and Best Practices for Suicide Postvention

Creator: Scott Poland, Ed.D., Professor at the College of Psychology and Director of the Suicide and Violence Prevention Office for NSU Florida in Fort Lauderdale, FL

This professional learning experience will increase the understanding of school-based mental health professionals* around their role in suicide prevention, intervention, and postvention practices in their schools, and it will offer an array of evidence-based tools that these professionals can use to recognize suicide risk and respond effectively. *School psychologists, school counselors, social workers, crisis response team members, and behavior interventionists.

Learning Objectives:

  1. Become familiar with student behaviors related to suicide and the components of comprehensive suicide prevention, intervention and postvention in schools.
  2. Understand the importance of responding immediately to screen students when a student is suspected of being at-risk for suicide and the importance of parent notification, referral to community-based professionals and follow up at school.
  3. Identify the goals of suicide postvention and the best practices resources for suicide postvention in schools.
  4. Understand key legal issues in lawsuits filed against schools after a student suicide and the lessons for suicide prevention from the legal causes.

*School psychologists, school counselors, social workers, crisis response team members, and behavior interventionists.

book icon

Trauma Informed Restorative Justice

Creator: Steffannie Roaché, MS, LPC, Assistant Professor of Practice, Trauma Informed educator, and licensed therapist

During this module, we will explore, discuss, and apply concepts that support a Trauma Informed Approach to Restorative Justice. Each participant will engage in reflective exercises, shared learning when applicable; explore different ways to think about key concepts in both Restorative Justice (RJ) as well as Trauma Informed Care (TIC). The goal is to present opportunities to gain new awareness, define your understanding of RJ and TIC, and describe how to apply this information in meaningful ways.

Learning Objectives:

  1. Understand the foundations of restorative justice and identify effective practices for using a trauma-informed approach with students.
  2. Develop skills for creating a safe and supportive environment, engaging all parties involved, and addressing power imbalances in trauma-informed restorative justice processes with students.
  3. Explore case studies and real-world examples of trauma-informed restorative justice practices with students.
lotus icon

Identifying our 8 Dimensions of Wellness and Creating a System of Support

Creator: Kari Vogelgesang, Ph.D., Clinical Associate Professor of Elementary Education, Director of Professional Development for the Scanlan Center for School Mental Health and the Baker Teacher Leader Center, University of Iowa

This module explores the interconnectivity of the 8-dimensions of wellness, how a person’s values and identity shape personal wellness, practices, and habits, and what educators can do to create a system of support for their personal and professional well-being.

Learning Objectives:

  1. Explain the difference between wellness and well-being.
  2. Increase knowledge about the 8 dimensions of wellness.
  3. Increase understanding of how identity and personal values impact the well-being decisions.
  4. Learn effective strategies for creating a system that supports their well-being.
backpack icon

Establishing Bully-Free Classrooms and Schools – Tier 2 Practices

Creator: Chad Rose, Ph.D., Associate Professor in the Department of Special Education at the University of Missouri, and the Director of the Mizzou Ed Bully Prevention Lab

This module is designed to provide an overview of bullying prevention within an MTSS framework, with a focus on Tier 2 interventions. This module is divided into three sections, including an introduction to Tier 2 practices, classroom approaches, and small group approaches. Additionally, this module provides intervention approaches that directly address social and communication skill development and acquisition, as these two domains have been cited as predictive of bullying involvement.

Learning Objectives:

  1. Develop a deeper understanding of bullying prevention for youth at-risk for increased involvement.
  2. Recognize the importance of using behavioral risk screeners to identify youth who are at escalated risk for bullying involvement.
  3. Participants will increase their understanding of how their identity and personal values impact the decisions they make about their well-being.
  4. Establish a foundational knowledge of implementing social skills programming for youth at-risk for bullying involvement.

Tier 3 Learning Experiences

stars icon

An Inclusive Approach to School Mental Health

Creator: Sabrina Winkleman, M.Ed., Learning and Development Consultant, Toward Transformation LLC; SEL, School Climate, and Andragogy Specialist

Teaching skills for learning has been found to have a positive impact on academic achievement by improving students’ self-awareness, self-management, social awareness, relationship skills, and responsible decision-making abilities. In this module, you will work to better understand the research that supports these findings and practice how to present these findings to school community members.

Learning Objectives:

  1. Differentiate between practices for evidence-based and evidence-informed skills for learning.
  2. Discuss how research indicates that skills for learning programs contribute to learning growth in math and literacy.
  3. Articulate how research indicates that skills for learning programs contribute to healthy well-being and safe schools.
  4. Summarize how research indicates that skills for learning develop critical skills that promote future readiness.
thumbs up icon

Positive Behavior Interventions and Supports (PBIS) – Tier 3 Practices

Creator: Shanna E. Hirsch, PhD., BCBA-D; Associate Professor of Special Education at Clemson University

This module will address systems, practices, and data necessary to related to Tier 3 supports that are designed to meet the individual needs of student.

Learning Objectives:

  1. Describe the core features of Tier 3 PBIS.
  2. Define the rationale for implementation of Tier 3 PBIS.
  3. Explain the process for implementing Tier 3 PBIS.
  4. Identify the team and data systems needed to monitor implementation of Tier 3 PBIS.
family icon

Suicide Prevention and Postvention: Working with Families and Communities

Creator: Nicole Del Castillo, M.D., M.P.H.; Director of the Office of Diversity, Equity, and Inclusion at CCOM and Clinical Assistant Professor in the Department of Psychiatry at the University of Iowa

This professional learning experience will provide school administrators and personnel with the tools needed to provide information for families and community members regarding suicide and other related mental health issues.

Learning Objectives:

  1. Identify effective strategies for helping families and community members learn about suicidality, prevention, and postvention in schools.
  2. Recognize critical roles district and school personnel play in supporting families and community members through suicide postvention.
  3. Use effective strategies for supporting suicide prevention and postvention efforts with families and communities.
head icon

Trauma Informed Family Engagement

Creator: Armeda Stevenson Wojciak, M.A., Ph.D.; Associate Professor and Couple & Family Therapy Program Director at the University of Minnesota

This learning module has been designed to help educators and school administrators understand the importance of engaging families in bilateral learning and conversation, specifically families who have experienced trauma either in or outside the school system. We will also review evidence-based strategies that can be used to enhance family engagement and meet family needs and expectations related to the learning and development of their child/children.

Learning Objectives:

  1. Understand the foundations of family/caregiver engagement.
  2. Understand the role of a trauma-informed mindset with existing strategies to support children and families who have experienced trauma.
  3. Learn effective practices for using a trauma-informed approach for schools as they engage with families/caregivers.
  4. Use the ARCCH Model of Resilience to inform family engagement.
teacher icon

Educator Well-Being and Resilience

Creator: Tina Hascher, Ph.D., Full Professor of Educational Science at the University of Bern in Switzerland. Director of the Department of Research in School and Instruction and Co-Director of the Institute of Educational Science

We often focus on the resilience of students in schools. However, we know how critical it is to support the resilience of educators, so that they can support the resilience of students. This module focuses on the resilience of educators. You will learn about what educator resilience is, the unique challenges educators face in maintaining resilience, and effective practices for enhancing educator resilience.

Learning Objectives:

  1. Understand what educator resilience is and the role it plays in overall well-being.
  2. Understand how educator resilience impacts student resilience and well-being.
  3. Learn effective strategies for enhancing their own resilience.
school icon

Establishing Bully-Free Classrooms and Schools – Tier 3 Practices

Creator: Chad Rose, Ph.D., Associate Professor in the Department of Special Education at the University of Missouri, and the Director of the Mizzou Ed Bully Prevention Lab

This module is designed to provide an overview of bullying prevention within an MTSS framework, with a focus on Tier 3 interventions. This module is divided into three sections, including an introduction to Tier 3 practices, Functional Behavior Assessment and Behavior Intervention Planning, and Tier 3 Intervention Recommendations. Specifically, this module focuses on assessing and supporting individual behaviors that are associated with escalated risk for bullying involvement. The focus of this module will hinge on understanding behavioral development and reinforcing new behaviors.

Learning Objectives:

  1. Develop a deeper understanding of individualized programming for youth at risk for bullying involvement.
  2. Recognize the importance of direct instruction when teaching and reinforcing new skills.
  3. Understand strategies for conducting functional behavior assessment and developing behavior intervention plan.
  4. Establish a foundational knowledge of implementing interventions that are individualized based on student need.