Health Science Industry Certifications

by Renee Tonquest
Health Science Cluster Specialist

The opportunity to earn an industry certification has many benefits. It gives students a sense of accomplishment, a highly valued professional credential, and helps students become more employable with higher starting salaries. Valid reliable certifications are also evidence of technical skill attainment.

Before offering certifications, districts should consult with local business and industry partners to determine which certifications or licensures would be most valued by local employers. In some instances, certain certifications may be best accomplished in partnership with postsecondary programs.

Below is a list of common end-of-program industry certifications but is by no means inclusive. If you are interested in starting an industry certification in your health science program, please contact me at renee.tonquest@unt.edu. I can match you up with an experienced teacher already offering the program and put you in contact with the certifying entity for more information.

• Certified Coding Assistant (CCA)
• Dental Assistant (CDA)
• Dental Radiography (RHS)
• Emergency Care Attendant (ECA)
• Emergency Medical Technician (EMT)
• Licensed Vocational Nurse (LVN)
• Massage Therapy (CMA)
• Medical Assistant (CMA)
• Nurse Aide (CNA)
• Pharmacy Technician (CPhT)
• Phlebotomy Technician (CPT)
• Sterile Processing Technician

Conduct Disorder Students

by Mickey Wircenski

Project Director

 

As we begin a new academic year and have a chance to analyze our classes, there may be some students who show signs of needing some assistance in the learning environment in order to succeed. One group of students in particular, Conduct Disorder (CD) students, seem to “stand out” from other students. Jensen (2000) states that these learners are often difficult to diagnose. Some of the standard symptoms for CD students are:  

• A lack of standard social skills, such as greeting skills, maintaining a conversation, listening, behaving in a socially-acceptable manner, and/or taking into account the needs of others. In extreme cases, CD learners are unable to form or maintain close relationships or resolve interpersonal problems.
• Mood disorders, such as anxiety or depression.
• Hyperactivity as defined by excess motor activity (e.g., pacing, excessive fidgeting).
• Impulsivity or the tendency to make snap decisions and act upon them with disregard to consequences. These symptoms are also characteristic of Attention Deficit Disorder.

If sudden onset of these behaviors occurs, suspect other possibilities (e.g., trauma, substance abuse, problems in the home). If a student exhibits consistent chronic disruptive behavior patterns that aren’t diagnosed as other disorders, suspect CD. One symptom is not enough, but two or more, exhibited consistently over a period of months is cause for further investigation.  

 

There are a number of tips to keep in mind when working with CD students in your Career and Technical Education program:  

• Don’t assume the student is being truthful-individuals suffering from CD consistently lie. Do not buy into their stories without substantial corroborated evidence. 
• Be specific with requests-Select only one or two specific inappropriate behaviors that you wish to target. Try “follow my directions please”. 
• Be consistent-It is important that the student not receive mixed messages. 
• Establish a “behavior contract” between you and the student. The plan should be simple and straightforward so that the student can easily understand it. Both you and the student should sign it. The student should have a copy of the plan to refer to (pp. 119-22).

Reference: Jensen, E. (2000). Different Brains, Different Learners. Thousand Oaks, CA: Corwin Press.