[semester equivalent = 3.33 credits]



Michael Sedler



Understanding the variety of disorders and diagnoses found within the student population is very confusing. Most educators are trained to understand basic behavioral approaches, but little about “mental health” issues. Today, our schools are filled with students who show characteristics of many complex disorders and educators are asked to effectively work with these children. The Harvard Medical Center has found that between 3% and 10% of girls and boys, prior to the age of 18, exhibit serious behavioral issues that fall within the Conduct Disorder range.  Another study shows that 3% to 5% of our school age children suffer from serious behavioral/emotional disorders. This class will simplify and explain many common disorders as well as intervention approaches.
Participants will learn about a myriad of disorders, signs and recognition aspects as well as effective strategies for helping children to be successful within our school settings. Topics such as Oppositional Defiant Disorder, Conduct Disorder, Anxiety Disorder, Attention Deficit/Hyperactivity Disorder, Obsessive Compulsive Disorder, Attachment Disorders, and Self Injurious Behaviors will be explored. Definitions, explanations, and educational interventions will be discussed.
This is a course designed for all educators working within the school setting, Preschool through High School.



LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. The skills to identify various mental disorders and their significant characteristics.
  2. Studied key interventions that will help each child become more functional in our school setting.
  3. Developed an effective behavior plan for students.
  4. Identified resources within a community to help people in each disorder category.
  5. Developed plans for educational interventions for students.
  6. Explored ways to be a resource to parents and other educators in regards to disorder topics.
  7. Reviewed and designed their own assessment of a child case study.

Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 


Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



You may choose one from the Bibliography or select a relevant book on your own, with my prior approval.
The Bibliography is located at the end of the syllabus.
Text books may be ordered directly from the publisher (see the list/phone numbers at the back of your manual), on-line, or through bookstores.)

None. All reading is online.


Once you register, log onto the instructorʼs website at Click on Classes, then scroll down and click on Mental Health Issues manual. The manual will download as a PDF file to your computer.


Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.  

He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses.  He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years. 

He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8).  His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.

Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual.  His heart for people and emphasis on positive communication are found throughout his seminars and classes.

All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.



Amen, Daniel. Change Your Brain, Change Your Life. Three Rivers Press, 2008. K-12.  800 793 2665. The breakthrough program for conquering anxiety, depression, obsessiveness, anger, and impulsiveness.
Bayat, Mojdeh.  Addressing Challenging Behaviors and Mental Health Issues.  Routledge Press, 2015. P-12.  
800 634 7064. Combines research and practical approaches to student behavior.
Butler, Beverly.  The Misdiagnosed Child.  Emerald Enterprises LLC, 2013.  P-12.    Discusses anxiety, ADD, ADHD, and OCD diagnoses in children.
Chansky, Tamar. Freeing Your Child From Anxiety. Broadway Press, 2014. K-8.   800 869 6372. Solutions to overcome a childʼs fears, worries, and phobias.
Chansky, Tamar.  Freeing Your Child From Obsessive Compulsive Disorder.  Three Rivers Press, 2011. K-12.  
800 793 2665. A powerful practical program for parents of children and adolescents.
Doll, Elizabeth and Cummings, Jack.  Transforming School Mental Health Services. Corwin Press, 2007. K-12.  
800 233 9936. Provides a comprehensive ten-step approach to wellness and academic success.
Ford, Julian.  Treating Complex Traumatic Stress Disorder in Children and Adolescents.  The Guilford  Press. 2013. P-12.   800 365 7006. Understanding the impact of ptsd on children and interventions for them.
Green, Ross.  The Explosive Child.  Harper Paperbacks, 2014. K- 6.  A new approach for understanding and parenting easily frustrated, chronically inflexible children.
Parkin, Andrew and Dogra, Nisha. A Multidisciplinary Handbook of Child and Adolescent Mental Health for Front-Line Professionals.  Jessica Kingsley Publishers, 2009.  K-12.   866 416 1078.  An introduction to mental health covering the nature, prevalence, treatment, and management of mental health problems.
Silva, Raul. Post traumatic Stress Disorders in Children and Adolescents Handbook. W.W. Norton, 2004. K-12.  
800 233 4830. Practical strategies for helping children and adolescents with PTSD.
Sink, Christopher.  Mental Health Interventions for School Counselors.  Wadsworth Publishing, 2010.  P-12.  617 289 7700.  
A collaborative book with suggestions on “how to” from some of the leading counselor educators.
Sklare, Gerald (Bennett).  Brief Counseling That Works.  Corwin Press, 2014.  P-12.   800-233-9936. Effective approaches to counseling youth in schools.
Thomas, Nancy. When Love Is Not Enough: A Guide to Parenting Children with RAD (reactive attachment disorder). Families by Design, 2008.
K- 8.   970 984 2222. A strong book discussing ways to work with attachment disorders in children.
Wagner, Aureen Pinto. What to do when your Child has Obsessive Compulsive Disorder. Lighthouse Press, 2002. K-12   888 749 8768.  A book that focuses on strategies and solutions for this difficult disorder.