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My LER
My LER
  1. Programs
  3. Early Childhood Mental Health

Early Childhood Mental Health

De Anza College

Certificate

Become a contributor for free to openly demonstrate student outcomes, industry alignment & eligibility criteria.

No description available.

Dates

Since Sep 2017

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Program Pathways

Credentials this program stacks toward

No program pathways.

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Program Details

Detailed information about this program

No detailed information available.

Requirements

What you need to earn this credential

No requirements listed.

Financial Aid

Eligible funding programs

No funding information available.

Scholarships

No scholarships listed.

Visit Program Website
Locations

Where this program is offered

  • Cupertino, California

    21250 Stevens Creek Blvd., Cupertino, California, 95014

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Related Programs

Programs related to this one

No related programs.

Skills & Competencies

Skills developed through this program

Auto-populated·from O*NET via SOC 21-1014.00

Skills

Social PerceptivenessActive ListeningSpeakingReading ComprehensionWritingJudgment and Decision MakingCritical ThinkingService OrientationInstructingLearning StrategiesMonitoringCoordination

Knowledge

PsychologyCustomer and Personal ServiceEnglish LanguageTherapy and CounselingSociology and AnthropologyEducation and TrainingPublic Safety and Security

Abilities

Oral ComprehensionOral ExpressionProblem SensitivityWritten ComprehensionDeductive ReasoningSpeech RecognitionSpeech ClarityFluency of IdeasWritten ExpressionInductive ReasoningOriginalityInformation Ordering

Tasks

  • Maintain confidentiality of records relating to clients' treatment.
  • Encourage clients to express their feelings and discuss what is happening in their lives, helping th
  • Counsel clients or patients, individually or in group sessions, to assist in overcoming dependencies
  • Guide clients in the development of skills or strategies for dealing with their problems and coping with triggering factors.
  • Respond to client communications by monitoring voicemail and email, returning phone calls, and making follow-up calls for missed appointments.
  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and socia
  • Establish and enforce rules for behavior and procedures for maintaining order.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.

Technology

Electronic mail softwareProject management softwareMedical softwareData base user interface and query softwareEnterprise resource planning ERP softwareComputer based training softwareDesktop communications softwareVideo creation and editing software

Tools

Desktop computersDigital medical thermometersFlatbed scannersNotebook computersPersonal computersSphygmomanometersCompact digital camerasCompact disk CD playersEducational board gamesEducational puzzlesEducational toysEmergency first aid kitsPegboardsPhotocopying equipmentPlay structuresSand tablesToy block setsWater tables

Work Values

RelationshipsAchievementIndependenceRecognitionWorking ConditionsSupport
Career Pathways

Occupations this program prepares you for

Auto-populated·from O*NET + BLS
Occupations matched to this program, with median wage, top wage, growth, and openings
SOCOccupationMethodWageGrowthOpenings
Match confidence: medium21-1014.00Mental Health Counselorstitle_inference$57,480 median$96,620 top——
Match confidence: medium25-2011.00Preschool Teachers, Except Special Educationtitle_inference$37,120 median$60,070 top+4.14%2,290
What You'll Learn

Key competencies developed through this program

Auto-populated·from NSX Competency Framework

Mastery: developing (Level 2)(based on Certificate)

  • Individual and group counseling sessions — facilitate routinely for clients managing dependency, life adjustment, or co-occurring disorders with reduced direct oversight in a community mental health center.
  • Confidential client records — maintain and update federal- and state-mandated documentation independently, ensuring accuracy and compliance across an active caseload.
  • Risk of suicide — assess systematically using clinical judgment and validated tools, formulating safety plans collaboratively with clients in both outpatient and crisis stabilization settings.
  • Crisis intervention strategies — implement structured de-escalation and safety planning with clients in acute distress, coordinating with multidisciplinary teams as needed.
  • Coping skill development — guide clients in identifying and practicing individualized strategies for managing anxiety, depression, or interpersonal conflict during ongoing therapeutic relationships.
  • Treatment goals — collaboratively establish measurable objectives with clients, adjusting interventions in response to progress or setbacks across a routine caseload.
  • Written clinical communications — compose clear and professionally structured progress notes, referral letters, and treatment summaries using word processing and office suite software.
  • Reading comprehension of clinical literature — apply updated research findings to refine counseling approaches for clients presenting with complex mental health concerns.
  • Time management — organize scheduling, documentation, and follow-up tasks efficiently to meet agency productivity standards while maintaining quality of care.
  • Inductive reasoning — synthesize client-reported experiences and behavioral patterns to form preliminary diagnostic impressions within a supervised clinical framework.

Some details on this page are auto-populated from public workforce data sources: O*NET (opens in new tab), BLS (opens in new tab), College Scorecard (opens in new tab), DOL Training Provider Results (opens in new tab), NSX (opens in new tab). Provided in partnership with LER.me Career Intelligence.

Student Outcomes

Performance metrics for this program

Auto-populated·from Scorecard + DOL
Completion Rate
13%
Placement Rate
65%