Photography By Tyler Darden

The Rinella Learning Center offers a two-credit hour course entitled Learning Strategies for College Success which is designed to help students develop greater awareness of their thought processes, study behaviors, and learning strategies. subjects for the course include metacognition, time management, test-taking strategies, anxiety and stress management, critical studying strategies, and a variety of other academic support topics.

To register for the course, students must first meet with a Learning Specialist to determine if the course is appropriate for their situation. Students who may ultimately benefit from the course frequently state, "I never really had to study in high school," or "I never developed strong study skills." Students may not register for the course through conventional course registration; they can only be added to the course after meeting with a Learning Specialist.

Learning Strategies for College Success is a graded course - this means that, like any other course, prompt and regular attendance is expected, as well as completion of course readings, essays, and other assignments.

The course begins during the third week of the semester (the first two weeks of classes are reserved for getting acclimated to your class schedule). To meet with a Learning Specialist and discuss registering for Learning Strategies for College Success, please call the main Rinella Learning Center office at 513-529-8741.

You must cancel 24 hours in advance if you are unable to keep your appointment with a Learning Specialist. Please call 514-848-2424 ext. 3921 or ext. 7345 to cancel.

If you expect to be late for your appointment, please email the person who sent you the ZOOM invitation for your appointment to let them know. If you are more than 20 minutes late, your appointment time may be given to another student.

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may be no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Location: online

The Learning Behavior Specialist 1 (LBS1) endorsement qualifies already licensed teachers to teach in a special education setting for students in kindergarten through age 22.

This endorsement is offered through the WIU School of Education for undergraduate students, graduate students, and non-degree seeking graduate students.

The LBS1 endorsement at WIU, approved by ISBE, consists of four courses (13 semester hours).

• SPED 510 The Exceptional Individual (3 s.h.). Most applicants have already taken such a course at the undergraduate level, which could transfer. A review of your transcripts will determine if you need to take WIU's introductory course in exceptional learners.
• SPED 551 Characteristics of Learners with Disabilities (3 credit hours)
• SPED 515 Diagnostic Assessment for Individuals with Exceptionalities (4 credit hours)
• SPED 552 Instructional Methods for K-6 Learners with Disabilities (3 credit hours), or  SPED 553 Instructional Methods for Secondary Learners with Disabilities (3 credit hours).

An LBS1 endorsement can be added to any Professional Educator License. Further questions on any endorsements and grade levels should be directed to Tammy Wilson, WIU's Licensure Officer, TS-Wilson@wiu.edu.

After taking the courses, you must pass the state content exam, Learning Behavior Specialist Test # 290. http://www.il.nesinc.com/Home.aspx

Admission Requirements

• Admission to the School of Graduate Studies
• The transcript from your highest degree granting institution, submitted to the School of Graduate Studies. This can be uploaded this during the only application process, emailed to Grad-Office@wiu.edu, or mailed to the School of Graduate Studies, 1 University Circle, Macomb, IL 61455
• A valid U.S. teaching certificate

Quick Facts

• All classes are online
• Designed to meet individual educational needs and goals
• Addresses Illinois and Iowa special education endorsement requirements. Other states will need approval from a local state education agency.
• Can be completed in 2-3 semesters

4.    Learning in practice

The business world is constantly evolving as new ideas lead to innovation in business practices and models, in the era of continuous technology disruption.

Our students need not only an holistic understanding of business fundamentals, but also the skills to apply and evolve their understanding across different industries, countries and cultures and rapidly changing environments.

With their research focus, our faculty thoroughly understand the fundamentals of business concepts, and continuously analyse the challenges and changes business environments constantly face today. Faculty use their deep, evidence-based knowledge of their specialist areas in designing our courses. Being actively engaged in research and enquiry enables our faculty to provide our learners with a critical view of business fundamentals and how to deal with evolving challenges. Critical thinking, a fundamental part of research and dealing with an evolving business environment, is embedded in all of our courses.

Enriched by a practice-based view, our research-active faculty enable our learners to connect theory and practice, apply knowledge in context, and develop comparative advantage. By actively promoting diversity of views and backgrounds in our community, we enable our learners to learn from each other and challenge the way they think.

Experiential learning is fundamental to our approach to ensure our learners can apply what they learn in a variety of different industries and settings. This enables our learners to gain an holistic view of the business environment. Faculty help them to develop problem-solving abilities and grow as business leaders by giving them a platform to experiment and practice. Learners deploy these skills in the real world across four continents, applying their knowledge in industries, markets and cultures on projects that require them to synthesise the knowledge and skills gained across their courses. This has been developed through our extensive partnerships with industry leaders. Benefiting from advanced research and business practice, our learners develop the critical-thinking skills needed to analyse, evaluate and deliver sustainable solutions to business and broader social problems. These experiences transcend organisational boundaries and intellectual disciplines, and learners build relationships with the organisation and contribute to the community and its network.

Professional development is an integral part of business education at LBS to prepare our learners to work effectively and efficiently. Beyond the classroom, the School and community work in unison to provide additional professional development through coaching, mentoring and career support. Learners in Degree Education engage in global experiences and exchange programmes with other prestigious business schools around the world. Student-led club activities enable them to engage with their peers across a variety of specialisms, interests and affinity groups. Learners in Executive Education are exposed to collaborations with peers from other institutions and organisations, such as the Global Business Consortium.

To promote continuous research and innovation in business knowledge and education, the School supports our internationally renowned PhD Programme, which attracts talented individuals from leading global institutions. PhD students are supported and mentored by our world-class faculty, with whom they work closely to develop the research and learning environment. Many of our PhD students go on to have high-profile academic careers in prestigious business schools around the world.

Delivering meaningful impact is at the heart of the School’s approach to learning. It is fundamental to our aim to transform and stretch individuals as people and in their careers. The learning experience is complemented by opportunities to develop crucial skills in leadership, problem-solving and strategic decision-making. Learners work with experts who encourage them to reflect critically on their thinking, develop a true growth mindset, and pursue their aims and ambitions fearlessly. The success of the School’s practice-based approach enables students to succeed rapidly in their careers; evidenced by the fact that over 90% of our degree-programme graduates accept employment offers within three months of graduation.

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

Specific requirements

This is a selected entry qualification. This means there are a number of extra requirements you must meet.   

 To enter the Master of Specialist Teaching you will have:

• been awarded or qualified for a completed degree from a New Zealand university with a minimum B grade average across the 300-level courses (or equivalent), and
• a relevant professional qualification, and
• at least two years relevant professional experience, or
• been awarded or qualified for a Postgraduate Diploma in Specialist Teaching (or equivalent) with a minimum B average.

You will also provide the following documents as part of the selection process:

• verified copies of all academic transcripts for studies taken at all universities other than Massey University
• a copy of your current CV (including education and employment for at least the last five years. If you have recently changed jobs to a resource teacher role, please ensure the new role is included as your current employment)
• verified copy of your current practising certificate issued by the Teaching Council of Aotearoa New Zealand (if a registered teacher with a current full practising certificate)
• a summary of any short or long-term disability including learning disability or heath issue that may affect your study.

If you are not a registered teacher or you are a registered teacher without a current full practising certificate, you will also need to supply:

• a completed NZ Police Request and Consent form, along with two pieces of Tested identification (one of which must be photographic) from the list of acceptable forms of identification
• a copy of a police report from every overseas country you have lived in for more 12 months in the last 10 years. Please do not supply originals as these will need to be supplied to the Education Council at a later date.

If you have been previously selected for and enrolled in a Specialist Teaching qualification at Massey University you will apply online but will not go through the selection process.

Application closing date

Applications close on 10 December, for study commencing the following year.

For applicants who have completed a Massey University Postgraduate Diploma in Specialist Teaching, the closing date for Semester Two applications is 10 June.

English language requirements

If your first language is not English or Te Reo Māori and you have not gained a New Zealand university entrance qualification, or an overseas entrance qualification in a country where the main language is English, you will be required to provide evidence of proficiency in English in the form of an academic International English Language Testing System (IELTS) score of 7.0 with no band less than 7.0 (or the equivalent TOEFL score) or other evidence that is acceptable to Academic Board.

IELTS EXEMPTION: A teacher who has registered with the Teaching Council of Aotearoa New Zealand and holds a current Practising Certificate, will be exempted from meeting this English language requirement. For more information, see: teachingcouncil.nz.

Curriculum vitae

Your curriculum vitae should include details of your educational and professional qualifications, employment history with dates and descriptions of roles and responsibilities, membership of associations/organisations, and a list of professional publications and research reports.

Health and disability

If you have any short or long-term disability including learning disability or heath issue that may affect your study, please upload a summary in your application. If you disclose any disability, health or personal information as part of your application, this will be assessed during the selection process and is confidential to the University staff processing your application.

English language skills

If you need help with your English language skills before you start university, see our English for Academic Purposes (EAP) courses.

Abstract and Introduction

Abstract

Recovery-oriented mental health services — those in which consumers actively participate in selecting services and developing treatment plans while working toward recovery — are increasingly viewed as more effective and efficient than the traditional medical model. In exact years, national organizations have identified gains made possible by active, engaged consumers of mental health services. Certification programs for peer specialists to learn to provide peer support are an established vehicle for empowering consumers, but many service providers are unsure of how to include peer specialists in their organizations and may be skeptical of their value. This case study describes an employer learning community model for providers and consumers to explore, through a team approach, the value of having consumers in peer specialist roles and the importance of recovery-oriented practice. The peer specialist employer learning community has shown to be a promising method to guide organizations through the process of adopting a recovery model of service provision with certified peer specialists in meaningful, effective roles.

Introduction

The traditional medical model of mental health service delivery in the United States "focuses on the defect or dysfunction within the patient,"^[1] using highly trained professionals diagnosing and treating passive service recipients. This model has generated expensive care with moderate results and longstanding shortages within the mental health workforce.^[2] Even more challenges exist in accessing quality up-to-date care and the best support services, including a long delay between new scientific discoveries and their use in practice, limited funding and budget reductions, workforce shortages, and the unintentional encouragement of long-term care in mental health treatment.^[3]

These results and challenges have led key national groups to call for a full transformation of the system that delivers mental health services in the United States.^[2–5] According to the President's New Freedom Commission final report, successful transformation rests on services and treatments that are consumer- and family-centered with real and meaningful choices and care that is focused "on increasing consumers' ability to successfully cope with life's challenges, on facilitating recovery and on building resilience, not just on managing symptoms.^[4]"

Recovery from mental illness is a relatively new concept. A national consensus statement developed by over 110 mental health consumers, family members, providers, advocates, researchers, academicians, managed care representatives, accreditation organization representatives, state and local public officials, and others concluded that "mental health recovery is a journey of healing and transformation enabling a person with a mental health problem to live a meaningful life in a community of his or her choice while striving to achieve his or her full potential.^[5]" Recovery-oriented services instill hope that recovery is possible and that mental illness does not have to be lifelong or chronic. They empower consumers to take personal responsibility for their wellness and include consumers in decisions that concern them. They educate consumers that mental illness is only a piece of who they are and consider their individual goals in treatment, rather than simply managing symptoms. They include community outreach to decrease isolation as well as more traditional services (eg, medication management, therapy, crisis hotlines, and employment support), all offered with the belief that recovery is possible.^[6] The President's New Freedom Commission identified recovery as the most important goal of the people served by the system.^[5]

For many consumers, an important component of recovery is finding meaning and significance in their personal experience with mental illness. Often, consumers find a fulfilling role in the provision of support to their peers in natural or formal settings.^[7] The incorporation of peer specialists, ie, individuals who self-identify as persons in recovery from mental health issues and are trained to work with fellow consumers by providing education, advocacy and support,^[2,4,5,8] empowers consumers of mental health services and is a crucial component of a recovery orientation.^[9]

Limited numbers of peers have worked in paid positions with mental health providers for several decades.^[9–12] Their roles have varied, ranging from advocate to peer counselor, treatment team member, support group leader, educator, personal coach, resource navigator, or evaluator.^[13–16] They faced barriers from colleagues such as lack of trust, exclusion, role confusion, lack of respect, and fear of their fragility in terms of workload.^[13,14,17] They also faced personal challenges such as isolation, dual relationships, low pay, and lack of a career ladder.^[13,17,18,9]

Preliminary research on peer support was mostly qualitative and anecdotal, but it indicated that the approach was feasible.(^[19] Random controlled trials of peer support for adults with depression showed superior results when compared to usual care alone and comparable results to group cognitive behavioral therapy.^[20] Gradually, the role of peer specialists has become more widely accepted in the mental health community.^[21] Over the last decade, states and providers have identified funding sources, especially Medicaid, for many peer support services.^[22] This led to an increase in the number of training programs leading to certification as a peer specialist and higher demand for peer support services.^[21]

Today, in a departure from traditional mental health services, certified peer specialists play an essential role in some service environments. While certified peer specialists' job descriptions are dependent on the environment in which they are employed (eg, state hospitals, community mental health centers, and consumer-run clubhouses), their approach entails a new and more participatory role for consumers in their own treatment goals and services, as well as the opportunity to advocate for and support their peers.^[23] A primary difference in approach is that in addition to traditional knowledge and competencies, peer specialists use their lived experience and experiential knowledge.^[12,24] A certified peer specialist lives recovery, often using language based upon common experience rather than clinical terminology (^[19] The use of peer specialists as part of the treatment team has been shown to have favorable results.^[18,25] Often, information that peers obtain during peer support is viewed as more credible than that obtained by mental health professionals.^[26] When peers are part of hospital-based care, the "results indicate shortened lengths of stays, decreased frequency of admissions, and a subsequent reduction in overall treatment costs."^[3] Other studies suggest that using peer support can reduce the long-term need for mental health services.^[3,27,28]

This case study describes the evolution of a statewide employer learning community for employers of peer specialists in Texas and the experiences of participating service providers. It summarizes outcomes from the first-year employer learning community and resulting changes made for the second-year employer learning community. It traces the evolution of consumer roles during this process and describes how, in order for consumers to be active participants in their recovery, service providers must shift their culture from a traditional medical model to a recovery-oriented focus. It concludes that a process dedicated to this shift, like the employer learning communities implemented in Texas, can facilitate a faster and more successful change.