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Learn to Recognise Behavioural Disorders in Children

Understanding developmental, learning and behavioural disorders in children and adolescents is important professional development for many professions. Whether you work directly with children, in a teaching, medical or caring role, or in-directly through work, this course is ideal for you.

It’s also an excellent course for parents and carers who want to understand their child/children who may experience developmental, learning and behaviour disorders.

The most common behavioural disorders in children include attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD). However, there are many disorders that can go undiagnosed without the knowledge to identify when behaviour falls outside the ‘norm’ for a child’s level of development.

Our Certificate of Developmental, Learning and Behaviour Disorders (Children and Adolescents) is an online program that will give you insights into the signs, symptoms, treatments and support options for a variety of developmental and behavioural disorders.

You’ll explore disorders including learning disabilities, autism spectrum disorder (ASD) and other pervasive developmental disorders, including Rett’s Disorder.

You will also learn about attention deficit and hyperactivity disorders, conduct disorders like anti-social personality disorder, learning disorders like developmental dyslexia, communication disorders like phonological disorder and motor skills disorders.

When you study behavioural disorders in children, you will gain insights into a range of disorders that affect children and teenagers. As a result, you’ll feel capable to support and assist them to gain the help they need to thrive.

Learning Outcomes

Outcomes achieved if you study behavioural disorders in children include:

Nature and scope of developmental disorders – intellectual and learning disabilities
Classification of childhood disorders
Causes of developmental disorders- genetic, physical and environmental factors
Overview of the diagnosis of developmental disorders
Prevalence of developmental disorders
The impact on the families and children and adolescents with developmental disorders
Intellectual and learning disabilities
Co-morbid disorders
Autism Spectrum Disorder (ASD) – signs, symptoms, treatment and support
Causes of ASD
Definition of ASD
Impaired social development & interactions
Abnormal communication
Repetitive behaviour
History of the perception of ASD
The Autism Spectrum
Issues facing children and adolescents with ASD
Impact of ASD on the family
Treatments for children and adolescents with ASD
How parents/carers and practitioners can support children with ASD
Supportive services for children and adolescents with ASD
Asperger’s Disorder – signs, symptoms, treatment and support
Definition of Asperger’s Disorder
The signs and symptoms of Asperger’s Disorder
Impaired social interactions
Repetitive behaviour
Causes of Asperger’s Disorder
History of Asperger’s Disorder
Prevalence & course of Asperger’s Disorder
Asperger’s Disorder and ASD – The Autism Spectrum
Impact of Asperger’s Disorder on the child or adolescent
The impact of Asperger’s Disorder on the family
Treatments available for children and adolescents with Asperger’s Disorder
How parents/carers and practitioners can support children with Asperger’s Disorder
Supportive services available for children with Asperger’s Disorder and family
Other pervasive developmental disorders
Learning disorders – focus on academia (mathematics, reading disorder – dyslexia, etc.) signs, symptoms, treatment and support
Specific developmental disorders
Definition of learning disorders
Reading disorder (developmental dyslexia)
Disorder of written expression (specific spelling disorder)
Mathematics (arithmetic) disorder
Communications disorders & motor skills disorder – focus on speech and language
Definition and causes of communication disorders
Phonological disorder
Expressive language disorder
Mixed receptive-expressive language disorder
Motor skills disorder

And more!

Why Study Developmental, Learning and Behaviour Disorders?

If you work with children and adolescents, this course will help you to recognise behavioural disorders as well as developmental and learning disorders.

It is important that behaviour that is considered extreme or outside the ‘norm’ for a child’s level of development be investigated. If a diagnosis is made early, children can receive the help they need to thrive in their education as well as in their social and emotional lives.

This online course, which explores behavioural disorders in children, is important for anyone who works closely with children and adolescents, including:

Counsellors
Nurses
Social workers
Caring roles
Health professionals
Teachers
Coaches
Emergency Services Professionals
Early Childhood Professionals

Common Behavioural Disorders in Children

There are many behavioural disorders in children but the most common include oppositional defiant disorder, conduct disorder and attention deficit hyperactivity disorder. While all children can be disobedient, defiant, and impulsive, which is considered normal, a disorder is diagnosed when this behaviour is extreme or outside the parameters of what is considered the norm for their developmental age.

Oppositional Defiant Disorder (ODD)

Around one in 10 children under 12 years are thought to have oppositional defiant disorder (ODD). Boys are twice as likely to have ODD and demonstrate behaviours such as:

Easily angered, annoyed or irritated
Regular temper tantrums
Frequent arguments with parents and teachers
Disobedient
Appears to deliberately annoy or aggravate others
Low self-esteem
Low frustration tolerance
Blames others for misfortune/misdeeds

Conduct Disorder (CD)

A conduct disorder often has children labelled as ‘naughty’ because of their refusal to accept and follow rules. The disorder affects about five per cent of 10-year-olds with boys outnumbering girls by four to one. The condition is often accompanied with a diagnosis of ADHD. Behaviours that are typical of children and adolescents with conduct disorder include:

Refusal to obey parents or others in positions of authority
Regular absences from school
The tendency towards using drugs at an early age
Lack of empathy
Aggression towards animals and people – bullying, physical and sexual abuse
Criminal behaviour such as stealing, deliberately lighting fires, breaking into houses and vandalism

Attention Deficit Hyperactivity Disorder (ADHD)

The prevalence of ADHD is about two to five per cent in children with boys being three times more likely to be diagnosed. The characteristics of ADHD can include:

Inattention – difficulty concentrating, forgetting instructions, leaving tasks unfinished.

Impulsivity – talking over the top of others, having a short fuse and being accident-prone

Overactivity – restlessness and fidgeting

Why do Disorders Occur in Childhood?

The cause of behavioural disorders in children are not known, but risk factors include:

Gender – boys are more likely than girls to be diagnosed with a behavioural disorder, but it’s undetermined if the link is genetic or related to socialisation.

Gestation and birth – difficulties during pregnancy, premature birth and low birth weight may contribute to behavioural disorders in children and adolescents

Temperament – children who are temperamental or aggressive early in life are more likely to develop a behaviour disorder.

Dysfunctional home life – children in homes where there is domestic violence, poverty and substance abuse are more at risk of behavioural disorders

Learning and intellectual disabilities – those with difficulties learning or intellectual disabilities are also at risk of developing a behavioural disorder.

Brain development – children with ADHD have a less active area of the brain that controls attention.

Gain knowledge to understand and help children with developmental, learning, and behavioural disorders with a course that explores behavioural disorders in children, like our Certificate of Developmental, Learning and Behavioural Disorders – Children & Adolescents.

Domestic and Family Violence Courses Critical

Domestic and family violence (DFV) is a significant health and welfare issue and is prevalent across culture, gender and sexuality. It affects family members and intimate partner relationships across communities, but women and children are most at risk.

In Australia, one in six women and one in 16 men having been subjected to physical or sexual violence since the age of 15 – usually in the family home. And while women and children are most at risk, men are affected but are far more likely to experience violence from strangers in a public place.

There are different types of domestic and family violence. A person doesn’t need to experience all types of abuse for it to be a crime.

Types of abuse include:

Verbal abuse
Psychological abuse
Emotional abuse
Economic abuse
Physical abuse
Sexual abuse
Harassment and stalking
Spiritual or religious abuse
Image-based abuse
Coercive control
Elder abuse
Child abuse

What is Family and Domestic Violence?

Family violence refers to abuse that occurs between family members, intimate partners and ex-partners. Domestic violence is a subgroup of family violence and describes the abuse between current or former intimate partners. It is a form of abuse that typically involves one partner exerting control or power over the other using intimidation, which invokes fear.

Sexual Abuse

While sexual abuse can occur outside of relationships, a significant proportion of victims know their perpetrator. Sexual violence and abuse in a relationship include any sexual activity without consent. It can also include inflicting pain during sex, coercive intercourse without protection and degrading insults.

Emotional Abuse

Emotional abuse is damaging to self-esteem and self-worth. It occurs when one partner manipulates, bullies or uses coercive control to intimidate the other.

Economic Abuse

Economic abuse is when an intimate partner has control over the other’s financial resources. This type of abuse reduces the victim’s ability to support themselves and forces them to depend on their perpetrator.

Social Abuse

Social abuse occurs when perpetrators cut victims off from support people like family, friends and their community. It can also involve efforts to harm the victim’s relationships or reputation.

Spiritual Abuse

Spiritual abuse, also known as religious abuse, involves the misuse of religion to hurt, scare or control a victim. It can involve making a person participate in spiritual or religious practices when they don’t want to.

Elder Abuse

Elder abuse is also a form of domestic violence when an older person is abused by a person, commonly a family member, when there is an expectation of trust.

Child Abuse

Child abuse is any physical or emotional harm caused by a person in a position of power that endangers a child’s health, survival, development or self-worth.

Coercive Control

Coercive control is domestic and family violence where there are patterns of abuse behaviour designed to dominate and control an intimate partner. It can include physical, emotional, economic, social and spiritual abuse.

Most at Risk Groups for Domestic and Family Violence

Aboriginal and Torres Strait Islander
Young women
Pregnant women
Women with disabilities
Financial hardship
Women and men who have experienced abuse or witnessed domestic violence as children

The statistics are scary – but education is vital to more positive outcomes for those experiencing domestic and family violence. It’s not just victims and perpetrators that need education but also support people and professionals, from family and friends to health care and service providers.

Our domestic violence courses are designed to educate those experiencing domestic abuse and their family, friends, carers and health care providers to offer support.

Certificate of Domestic and Family Violence

One of the best defences against domestic and family violence is knowledge. This knowledge is powerful for those who offer services to meet the needs of adults and children affected by domestic and family violence.

In this domestic violence course, you will learn how to apply lived experience to counsel and facilitate programs for victims of domestic and family violence. This will enable you to thoroughly explore client issues and identify possible options by providing a safe and supportive environment for clients to actively seek solutions.

Certificate of Domestic and Family Violence – Lived Experience

If you have lived experience of domestic and family violence, our domestic violence course, the Certificate of Domestic and Family Violence (Lived Experience), will help you support others.

Our online domestic violence course will provide you with the knowledge to use your experience to empower others in domestic and family violence situations.

You will also gain the knowledge and skills required to recognise and respond appropriately to domestic and family violence and advocate to promote awareness in the community.

Learning Outcomes

Topics covered in our online domestic violence courses include:

Women and children at risk
Indigenous communities
Prevention strategies
The Danger Assessment Scale (DA)
Types of abuse
Perpetrators
Child abuse allegations
Family violence orders
Personal safety
Develop rapport and confidence
Domestic violence information
Intervention strategies
Community activities services
Gaps and inadequacies in services
Controlling behaviours
Prevention strategies
Community service organisations
Reciprocity with organisations
Establish client confidence / relationship
Review existing case information
Positive behaviours
Conduct client interviews
Prevention strategies
Characteristics of perpetrators
Safe environments
Cultural differences

Our lived experience domestic violence course includes extra topics for those who have personally experienced domestic violence. It helps those people support others in similar circumstances.

Expectation of the use of lived experience
Basic framework and guidelines
Ways of communicating lived experiences
Policy and guidelines for disclosure
Sharing stories from own lived experience
Disorders, fears and phobia’s
Eating disorders
Personality disorders
Establishing personal boundaries and guidelines
Clear understanding of an appropriate relationship
The Recovery Model
Job roles within an organisation
Working to reduce the stigma of mental illness
Overcoming barriers
Providing hope
Goal setting

And more …

If you want to undertake a short domestic violence course to understand how to support those affected, whether through your workplace or in your personal life, our Understanding Domestic Violence course is ideal. In this short online domestic violence course, you’ll learn the practical skills and knowledge required to recognise and respond appropriately to domestic and family violence.

Gain the knowledge and power to confront domestic violence and improve outcomes for those affected with one of our domestic violence courses, including the Certificate of Domestic and Family Violence, Certificate of Domestic and Family Violence (Lived Experience) or Understanding Domestic Violence.

Activate Your Career With Our Sports Coaching Course

Beyond any athlete or sporting team, there is a coaching and support network that trains and motivates them. Ideal for athletes, personal trainers, sports coaches, volunteers or parents who would like to assist with their child’s sporting endeavours, the Certificate of Sports Coaching will equip you with the communication skills to develop relationships with athletes and teams.

In this sports coaching course, you will explore the athletic identity and the professional standards of a sports coach, and learn about the differences between coaching individuals as opposed to teams.

You will also study how to develop trusting relationships with managers, trainers, psychologists, dieticians, doctors and administrators, and how to navigate children’s sport and interact with parents.

Learning Outcomes

Outcomes achieved by undertaking a sports coaching course include:

Learning what sports coaching means
Exploring the role of a sports coach
Studying sports coaching skills and roles
Gaining insights into professional standards and communication
Understanding ethics in sports coaching
Learning about coaches code of behaviour – Australian Sports Commission
Exploring general principles – United States Olympic Committee (USOC)
Studying risk management, First Aid and injury prevention
Gaining insights into the coach/athlete relationship
Understanding the 3 + 1Cs Model
Learning how to build rapport
Exploring how to set ground rules
Studying coaching skills and safety
Gaining insights into how relationships change over time
Understanding the training roles of the coach and athlete
Learning about the stages of athlete learning – cognitive, associative and autonomous
Exploring the types of coaching roles
Studying the types of coaching – autocratic, democratic, holistic, laissez-faire, blended
Gaining insights into what style is good for you
Examining motivation
Understanding the needs hierarchy
Learning about intrinsic and extrinsic motivation
Exploring how to motivate sportspeople
Studying how to coach individuals
Gaining insights into team and individual sports
Examining individual coaching skills
Understanding social facilitation
Gaining insights into case studies
Understanding team building, enthusiasm and positive reinforcement
Learning about team dynamics and how to create team leaders
Exploring motivating teams, motivation loss and motivation gains

And more!

ASC Code of Conduct

As you’ll discover in our sports coaching course, Codes of Conduct are vital for all sporting organisations. They set out the standards and expectations of behaviour for everyone involved, from coaches, players and administrators to spectators and parents. The Australian Sports Commission Code of Conduct was first released in 2013, with the current version updated in 2019. Here is a summary of its important elements:

Health and Safety of Participants

Place the welfare and safety of participants above all else.
Be aware of and support return-to-play guidelines and sport’s injury management plans.

Coaching Excellence

Help every person — from athletes to officials — reach their full potential. This involves respecting the talent, developmental stage and goals of each person and encouraging them with positive and constructive feedback.
Support and encourage opportunities for people to learn appropriate skills and behaviours.
Support participation opportunities in all aspects of the sport.
Treat each participant as an individual.
Obtain the appropriate qualifications.
Keep up-to-date with the latest coaching practices and the principles of growth and development of participants.

Honour the Sport

Act within the rules and spirit of the sport.
Promote fair play over winning at any cost.
Respect the decisions of coaches, officials and administrators.
Show courtesy and respect to all involved in the sport.
Display responsible behaviour in relation to alcohol and other drugs.

Integrity

Act with objectivity and integrity and accept responsibility for your actions and decisions.
Ensure your actions and decisions contribute to a harassment-free environment.
Wherever practical, avoid unobserved and unaccompanied one-on-one activity (when in a supervisory capacity or where a power imbalance exists) with those under the age of 18.
Ensure any physical contact with another person is appropriate to the situation and necessary for the person’s skill development.
Be honest and do not allow your coaching experience or qualifications to be misrepresented.
Never condone or advocate the use of illicit drugs or other banned performance-enhancing methods or substances.
Never participate in or advocate for practices that involve match-fixing.

Respect

Respect the worth and rights of every person, regardless of their age, gender, race, sexuality, religion, ability or cultural background.
Do not tolerate bullying, abusive or threatening behaviour.

The 3 + 1Cs Model

In our sports coaching course, you will become familiar with what’s known as the “3+1Cs Model”. Traditionally, the coach-athlete relationship has been one of coach authority and athlete obedience. However, research by sports psychologists like Dr Sophia Jowett from the UK’s Loughborough University focuses on a framework that helps improve the quality of this relationship and emphasises how mutual understanding can benefit both sides and lead to better athlete performance.

According to Jowett, this relationship is at the core of sport and not a by-product of or an “add-on” of the coaching process. It is also not based on an athlete’s age, gender or performance. Instead, it is what she calls the “foundation” of coaching. As she comments, “The coach and the athlete intentionally develop a relationship, which is characterised by a growing appreciation and respect for each other as individuals”.

Her 3+1 Cs model comprises Closeness, Commitment and Complementarity, with an additional angle, Co-orientation, now also added. According to her definitions:

Closeness

This describes the emotional tone of the relationship and reflects the depth of their emotional attachment or the degree to which the athlete and the coach are connected. Their expressions of trust, like, appreciate and respect indicate an affective and positive interpersonal relationship.

Commitment

This reflects athletes’ and coaches’ desire or intention to maintain their athletic partnership over time. It is viewed as a cognitive representation of connection between the athlete and the coach.

Complementarity

Complementarity defines the interaction between the athlete and the coach that is perceived as effective and cooperative. It also reflects the affiliation motivation of interpersonal behaviours and includes behavioural properties, such as being friendly, willing, responsive, and at ease.

Co-orientation

This is a method that determines the perceptions that the athlete and the coach have of each other. Three different dimensions of co-orientation are:

Actual similarity – for example, “I trust my coach” and “I trust my athlete”.
Assumed similarity – for example, “I trust my coach” and “I think my coach trusts me”.
Empathic understanding – for example, “I think my coach trusts me” and “I trust my athlete”.

According to Jowett, the key to achieving the 3+1 Cs is daily communications about athlete variables such as moods/attitudes, training loads and injuries/soreness. Overall, these factors contribute to a “readiness to train” score which offers an objective signal to the athlete and coach about potential setbacks to performance and training.

Athlete Management Systems

Tracking and reviewing data is an important component of improving athlete and performance outcomes. An Athlete Management System (AMS) such as that provided by the Australian Institute of Sport, allows the sporting network to combine resources to better provide data-driven outcomes for sport. It provides data tracking, analysis and reporting against sport-defined performance metrics and can:

Improve an athlete or team’s health and performance outcomes.
Reduce the risk of injury and illness.
Improve an athlete’s adaption to travel and training.

An AMS captures data from a variety of sources including purpose-built custom applications, athlete-entered questionnaires, and the automated integration of wellbeing and monitoring tools. These data sources allow for further analysis that provides coaches, athletes and support staff with reports, alerts and visualisations to better facilitate communication and decision making.

Gain the foundational knowledge and skills to confidently coach individuals, teams and children with a sports coaching course such as our Certificate of Sports Coaching.

Hey, Coach! Wellness Coaching Course

Wellness coaches work with clients to create and achieve their wellness goals. Are you a coach wanting to add wellness to your skillset? Or are you thinking about a new career as a wellness coach? Either way, this course is ideal professional development for you.

Wellness coaching helps people take control of many areas of their lives –physical, mental, emotional and spiritual – to achieve happiness, health and fulfilment. If you’d like to be part of this process and make a real difference in people’s lives, then wellness coaching might be for you!

Our Certificate of Wellness and Health Coaching will help you plan and deliver wellness coaching to meet a client’s physical, mental, emotional and spiritual goals.

In this wellness coaching course, you’ll discover several concepts and theories that underpin wellness coaching, learn about goal setting and habit-forming principles, and SWOT analysis.

You will also learn practical issues that coaches face, such as establishing a small business, coaching modalities and potential employment opportunities for wellness coaches.

Learning Outcomes

Outcomes achieved by undertaking a starting this wellness coaching course include:

How to become a successful wellness coach
Theories of wellness and their application to clients to help them understand their perception of wellness
Recommend appropriate approaches to coaching
Demonstrate how to plan and deliver coaching to a client
Explain ongoing action required for maintenance of wellness
Discuss ways to work as a wellness coach
Different modes of coaching clients
Defining and understanding wellness
What is wellness coaching
Scope and nature of wellness coaching
Health and happiness
Qualities of a wellness coach
Education
Industry associations
Personal skills
Professional development
Dimensions of wellness
Stress
Ways to stay healthy
Coaching clients
The coaching process
Creating a wellness vision
How to help a client set goals
What is a SWOT analysis?
Telephone or online wellness coaching?
Asking questions
Maintaining wellness
Habit formation
Ending the coaching
Strategies to help the client help themselves
Working as a wellness coach
Practical issues
Modes of coaching
Employment opportunities
Starting a small business

And more!

Are Wellness Coaches Recognised Health Professionals?

In an ideal world, a wellness coach would work alongside dietitians and other health professionals. But it’s not that simple. Wellness coaching isn’t well recognised in Australia, so no “accredited” course will allow you to claim government or private health rebates for your clients.

The Good News …

You can still build a successful business using your wellness coaching course.

Increasingly, people are investing more time, energy and resources (money) into improving their health and wellbeing, so a coaching business in wellness will be well received.

There are also many corporate health and private practice opportunities and whole-food, specialist and organic catering, and meal planning possibilities.

If you’re creative, why not try freelance writing, online health blogging or social media classes by incorporating what you’ve learnt in your wellness coaching course?

It’s up to you when you finish your wellness coaching course to find your niche, which will require motivation and creativity to build your wellness coaching clientele.

Positively Psychology – What’s It All About?

Wellness coaching finds its origins in positive psychology, therapy, sport – and to some degree – diet. But what is positive psychology?

Positive psychology is the scientific study of what makes life most fulfilling. It explores thoughts, feelings, and behaviour, focusing on strengths and goal setting to achieve more of what makes people happy in life.

Positive psychology focuses on positive events and influences in a person’s life, such as positive experiences, positive traits, or states.

Positive –

Subjective experiences – happiness, gratification, fulfilment, flow

Individual traits – strengths of character, talents, interests, values

Interpersonal relationships – friendship, marriage, colleagueship

Institutions – families, schools, businesses and communities

What Are the Benefits of Positive Psychology?

There are many benefits to adopting practices associated with positive psychology, including boosting social and emotional wellbeing, discovering a sense of purpose and in life, achieving flow and attracting positive people and life experiences.

What is Flow?

Flow is a state of being immersed in an enjoyable activity. It’s a term that psychologist Mihaly Csikszentmihalyi coined. When people can achieve flow states, such as when they’re painting or playing an instrument, it enhances wellbeing and provides a sense of purpose.

7 Positive Psychology Exercises to Try

Kindness counting – keep a record of all the acts of kindness that happened each week in your life, from something small like someone letting you into a lane while you’re driving to receiving a special gift.
Act happy – you might not be feeling it, but research suggests that if we act happy, such as smiling and having relaxed body language, we can trick our minds into elevating our mood.
Funny things – think of three things that made you laugh recently and dwell for a few moments on how you felt.
Self-compassion letter – find a photo of yourself as a child and clip it to a piece of writing paper. Write a letter to this child – share all of the positive traits you see in them.
Learn something new – whether it’s yoga, meditation, gardening or positive psychology, you can achieve a ‘flow’ state (or completely absorbed) and feel your wellbeing elevate.
Forest–bathing – Talk a weekly or fortnightly walk or jog through a forest. Feel the Japanese “Shinrin-yoku” sink into your soul.
Gratitude journal – write down one thing every day that made you feel grateful! There are many great print and online resources to help with this ritual.

If you want to start your own wellness coaching business or add wellness to your skillset, enrol in a wellness coaching course like the Certificate of Wellness and Health Coaching. You’ll be glad you did – and so will your clients.

psychology

Tag Archive for: psychology

Learning Outcomes

Why Study Developmental, Learning and Behaviour Disorders?

Common Behavioural Disorders in Children

Oppositional Defiant Disorder (ODD)

Conduct Disorder (CD)

Attention Deficit Hyperactivity Disorder (ADHD)

Why do Disorders Occur in Childhood?

Types of abuse include:

What is Family and Domestic Violence?

Sexual Abuse

Emotional Abuse

Economic Abuse

Social Abuse

Spiritual Abuse

Elder Abuse

Child Abuse

Coercive Control

Most at Risk Groups for Domestic and Family Violence

Certificate of Domestic and Family Violence

Certificate of Domestic and Family Violence – Lived Experience

Learning Outcomes

Learning Outcomes

ASC Code of Conduct

Health and Safety of Participants

Coaching Excellence

Honour the Sport

Integrity

Respect

The 3 + 1Cs Model

Closeness

Commitment

Complementarity

Co-orientation

Athlete Management Systems

Learning Outcomes

Are Wellness Coaches Recognised Health Professionals?

The Good News …

Positively Psychology – What’s It All About?

What Are the Benefits of Positive Psychology?

What is Flow?

7 Positive Psychology Exercises to Try

Find your new direction today!

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