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- PDE Endorsement Eligibility: This program meets the educational requirements for the Pennsylvania Department of Education (PDE) Social, Emotional, and Behavioral Wellness PreK-12 Endorsement. An existing Level I or Level II certificate must be held in order to add an endorsement. This includes Instructional, Educational Specialist, Supervisory, Administrative, and Vocational Instructional certificates.
- Application requirements: Online application, transcripts, undergraduate GPA of 3.0 or higher or a GPA of 3.0 or higher for a minimum of 12 graduate credits at another accredited institution.
- Deadline(s): April 15 deadline for summer start, July 15 for fall start, or until filled
- Course Requirements: 4 courses (12 credits)
- Typical Course Load: This certificate program involves taking courses over the course of two summers and during the fall and spring semester; however, there is flexibility and the time needed for completion is likely to vary depending on the pathway students select to complete the program and whether the student is a pre-service or in-service educator.
- Time to Completion: 1-2 year
- Format: Summer and Fall 2020 will be offered online. Spring 2021 will also be offered online. Summer 2021 may be offered online.
- Note: If you are not a US Citizen, please contact email@example.com to confirm eligibility to apply to this program.
The SEBW Certificate Program is a 4-course, 12-credit program that has been designed to train both pre-service and in-service educators in meeting the social-emotional and mental health and needs of all students, and has been designed to meet the educational requirements for the Pennsylvania Department of Education (PDE) Social, Emotional, and Behavioral Wellness PreK-12 Endorsement.
The SEBW Certificate Program provides training on supporting the social, emotional, and behavioral wellbeing of all pre-K to 12 students through flexible graduate training experiences, including a mixture of intensive, in-person coursework offered in a workshop format during the summer; online, individualized education courses with a mixture of asynchronous and synchronous learning offered in 1-credit modules; as well as traditional 3-credit courses.
In addition to providing educators with knowledge in promoting mental health wellness for all students, the SEBW Certificate Program will also train educators in the supplementary and intensive services that go beyond universal prevention and intervention approaches, to meet the full continuum of student need.
The program has been designed so that both pre-service and in-service educators across a range of educational fields can select one of four potential pathways through the program, and students are encouraged to select the pathway that best meets their professional needs. The program has been designed to be relevant to an interdisciplinary group of pre-service and in-service educators, including teachers, special education teachers, school counselors, school psychologists, and school administrators.
Applicants are assigned certification advisers on admissions and must work with the adviser to assure that they complete all requirements for certification satisfactorily. Students complete the coursework and any other required field experiences for the appropriate certification, with the number of credits and field experiences being dictated by the external accrediting agency. Given this external control of credit requirements, the number of credits will vary and will typically exceed the 12 credit limit for regular non-degree students. Certification involves qualitative components as well as credits; a non-degree student seeking such certification must meet the quality standards of the certification program, as well as completing the necessary coursework and field experiences.
Students are required to take 12-credits to earn this certificate; however, there are multiple pathways that can be taken, depending on the professional needs of each student.
All students take a 3-credit course on Trauma and Resilience in the Schools (either EDUC 456 or CPSY 456). Both trauma courses will be offered in the summer. Pre-service students in the International School Counseling Program are required to take CPSY 456 (School Counseling II: Trauma and Resilience in the Schools) as a part of their program, and this course would also be appropriate for domestic School Counseling students or in-service school counselors. In-service educators and students in other disciplines will take EDUC 456 (Trauma and Resilience in the Schools).
All students, both pre-service and in-service educators, in the SEBW program will take the 3-credit Foundations of SEL (EDUC 406), which is offered in the Fall semester in an in-person format. This course incorporates field experiences within the schools as a part of the learning.
Students in the SEBW program have the option of either taking an in-depth, 3-credit course on Positive Behavior Supports (PBS; SPED 432) or the three 1-credit online modules on Multi-tiered Systems of Support (MTSS; EDUC 431, EDUC 432, and EDUC 433) in the Spring semester. Both options involve field work.
The PBS course (SPED 432) provides specialized, applied training appropriate for special educators and school psychologists on implementation of PBS and MTSS within the schools. This course requires an extensive field experience in the form of completion of a functional behavioral assessment and implementation of a related positive behavior support plan.
The three 1-credit modules provide all other pre-service and in-service educators with an overview of the MTSS framework (Module 1, EDUC 431), of universal (i.e., Tier 1) approaches within MTSS (Module 2, EDUC 432), and of targeted approaches (i.e., Tier 2 and Tier 3) approaches within MTSS (Module 3, EDUC 433). The MTSS modules include field work experiences and reflection papers on those experiences.
Pre-service or in-service school counselors or school psychologists may elect to take the 3-credit Crisis Management in the Schools (CPSY/SCHP 407) because it provides specialized training suitable for these roles. Other students would fulfill the required competencies by taking a set of three 1-credit online-learning modules offered in the summer: Crisis (EDUC 434), Leading Student Centered Schools (EDUC 435), and SEL in Action (EDUC 436).
This flowchart illustrates the four possible paths that may be taken in the SEBW program, depending on the professional needs of each student. A matrix of competencies has been developed for each program pathway to show how the full set of competencies is met in each.
Please view the Advisement Sheet to help you select your 12 credits!
EDUC 456: Trauma and Resilience in the Schools (3 credits)
This course is designed to provide educators and behavioral health trainees with a comprehensive understanding of risk and resilience as it relates to social, emotional, and behavioral wellness, broadly, and trauma, specifically. Course activities will facilitate students’ understanding of trauma, its components, and its effects on individuals and systems. A primary course focus will be on developing systems to effectually prevent and respond to trauma (a) within the Whole School, Whole Community, Whole Child (WSCC) model and (b) within a multi-tiered systems of support (MTSS) framework. A secondary course focus will be on the advancement of trauma-preventive and -responsive schools in the service of social justice and equity. This course is a part of Lehigh University College of Education’s Social, Emotional, and Behavioral Wellness of PK–12 Students Endorsement Program through the Pennsylvania Department of Education (PDE).
CPSY 456: School Counseling II: Trauma and Resilience in the Schools (3 credits)
This course is designed to provide educators and mental health trainees with a comprehensive exploration of the psychological trauma and resilience; including the history and current theories in the field, the nature of trauma (e.g., sexual abuse, combat, natural disasters); how trauma and loss affects individuals and systems, grief reactions, learning and behavior and traumatic stress; and the development of trauma-responsive schools. Because working with these topics can be emotionally taxing for helping professionals and educators, an added focus will be on vicarious victimization and self-care. Cultural-sensitivity, survivor-centeredness, and social justice efforts are emphasized within a trauma-informed care approach to prevention and practice.
EDUC 406: Foundations of Social Emotional Learning (3 credits)
This course takes students from a beginning understanding of social and emotional learning (SEL) and its relevance for educators to an understanding of practices that can be used in schools to promote resilience, wellness, and positive developmental outcomes for all students. Students will examine how the research grounded in different theoretical traditions frames social and emotional wellness and will evaluate whether the practices identified in research can address the needs of specific student populations.
SPED 432: Positive Behavior Support (3 credits)
This course focuses on the design of comprehensive, multi-component, functional assessment-based behavior support plans for individuals with a variety of disabilities who engage in problem behavior. Topics include functional assessment, antecedent and setting event interventions, replacement behaviors, consequence and crisis procedures, lifestyle interventions, and teaming strategies. Assessment focuses on the link between curriculum, academic performance, and behavior problems. The course promotes consideration of diverse populations for understanding behavioral differences. In addition, different strategies for ongoing monitoring and maintenance of behavior reductions are described.
EDUC 431: Multi-Tiered Systems of Social-Emotional Support: Foundations (1 credit)
This course describes foundational information related to conceptualizing an MTSS framework, its theoretical and empirical origins, and its core assumptions. Course activities will facilitate students’ understanding of the essential ingredients of an MTSS framework situated in educational environments. This course is a part of Lehigh University College of Education’s Social, Emotional, and Behavioral Wellness of PK–12 Students Endorsement Program through the Pennsylvania Department of Education (PDE).
EDUC 432: Multi-Tiered Systems of Social-Emotional Support: Universal Approaches (1 credit)
This course describes universal prevention (i.e., Tier I) within a multi-tiered systems of support (MTSS) framework for promoting social, emotional, and behavioral wellness in schools. Course activities will guide students in adopting an interconnected systems framework lens for understanding implementation of positive behavioral interventions and supports (PBIS) as well as social-emotional learning (SEL) programs and practices. This course is a part of Lehigh University College of Education’s Social, Emotional, and Behavioral Wellness of PK–12 Students Endorsement Program through the Pennsylvania Department of Education (PDE).
EDUC 433: Multi-Tiered Systems of Social-Emotional Support: Targeted Approaches (1 credit)
This course provides the rationale for secondary prevention (i.e., targeted interventions at Tier II) and tertiary prevention (i.e., intensive interventions at Tier III) within a multi-tiered systems of support (MTSS) framework to address the continuum of social, emotional, and behavioral needs within schools. It describes common social, emotional, and behavioral needs in connection with common mental health concerns as well as guides students in conceptualizing IDEA classifications in the context of DSM-5 diagnoses. Finally, this course introduces common Tier II and Tier III interventions and how these interventions can be implemented within MTSS to promote social, emotional, and behavioral wellness. This course is a part of Lehigh University College of Education’s Social, Emotional, and Behavioral Wellness of PK–12 Students Endorsement Program through the Pennsylvania Department of Education (PDE).
CPSY/SCHP 407: Crisis Management in the Schools (3 credits)
This course is designed to introduce students to a three-stage model of crisis intervention in school settings, focusing on prevention, intervention, and follow up (primary, secondary, tertiary crisis intervention). Students will learn overriding prevention strategies including ways to prevent and prepare for crises, promote school safety, and to promote nurturing school environments and resilience. Students will also learn crisis response methods including methods of individual and group crisis counseling, as well as organizational consultation skills. Specific crises that will be focused on will include suicide, death of a student or teacher in school, and school violence. In addition, students will work together to develop a crisis intervention plan for use in a school setting.
EDUC 434: Prevention and Management of Crisis (1 credit)
This course is designed to introduce students to crisis response in school settings, focusing on best prevention, intervention, and follow up practices. Students will learn prevention strategies, such as ways to prevent and prepare for crisis, promote school safety and a nurturing school environment. Students will also discuss the considerations in building a crisis response team and will learn crisis response methods, including methods of individual and group crisis counseling. Specific crises that will be focused on include suicide, death of teacher, student, parent, or community member, and school violence.
EDUC 435: Leading Student Centered Schools (1 credit)
This module is designed to develop students’ knowledge about how to organize and implement initiatives that support a student’s social, emotional, and behavioral wellness. With an emphasis on implementation and operation, students will focus on inter-system collaboration among community partners to address student social, emotional, and behavioral needs through the implementation of equitable SEL programs and practices. Finally, students will discuss the protections associated with confidentiality.
EDUC 436: Social Emotional Learning in Action (1 credit)
The purpose of this course is for pre-service and in-service educators to learn more about the basic tenets of organizational change and implementation science; to better understand the process of engaging stakeholders; and to provide an opportunity to practice the application of SEL concepts. This course will focus on implementation of SEL initiatives within a system. In this course, students will develop an implementation plan for their school, classroom, or district (depending on their role at the school). Students will lay out a timeline, troubleshoot their planning with the instructor and other students, and present their plan to peers. The course will culminate with a developed plan for implementation that students can bring back to their sites.