This is the first section of the Child Behavioral Health Student Guide. You can use the Table of Contents below to help you navigate this page.

The Mission and Vision of the Ballmer Institute Child Behavioral Health Program 

The Ballmer Institute for Children’s Behavioral Health represents a novel approach to improving the behavioral health and wellness of children and adolescents in Oregon and beyond. The vision of the Ballmer Institute is to help train a workforce that cultivates universal child behavioral health through direct practice in schools, healthcare settings and community organizations. Specifically, this new bachelor’s degree prepares students for a career as a child behavioral health specialist, with a professional practice rooted in 6 domains:  early identification, promotion, prevention, risk screening and referral, behavioral health equity, and professional and ethical practice.  

In addition to creating a new mental health workforce through the undergraduate child behavioral health studies degree, the Ballmer Institute is also committed to training existing teachers and other youth-serving professionals through a graduate microcredential.  This three-course sequence equips working professionals with evidence-based practices that can be immediately integrated into their classrooms or other settings while allowing them to network and connect with other individuals in the field. 

Lastly, as part of the University of Oregon’s research mission to advance world-class research, scholarship and innovation across the entire university, Ballmer Institute faculty and affiliates are creating interventions, technologies, and services through rigorous research efforts that ensure behavioral health and wellness programs work for all children and adolescents, prioritizing youth from historically or persistently underserved communities.   

The Child Behavioral Health (CBH) Pre-Major (Core Education Requirements)

The child behavioral health pre-major consists of all core or general-education requirements for a Bachelor of Arts (BA) or Bachelor of Sciences (BS) degree through the University of Oregon, another university, or a community college.  Completing the core general education requirements typically takes a minimum of 2 years.  

The pre-major may be declared before beginning coursework at the University of Oregon or anytime during the first two years of college.  Students are encouraged to work with a Ballmer Institute advisor early in the process to review the requirements and create a course plan. 

All coursework for the pre-major must be completed before commencing the child behavioral health major. It is not possible to complete core education requirements while enrolled in the major, except under specially approved circumstances.  Again, students should work with a Ballmer Institute advisor to ensure that there is a plan in place for all core education requirements to be completed before commencing the child behavioral health major. 

Pre-requisites required for admission to the major

There are three prerequisite courses required for admission into the child behavioral health major. Prerequisite courses included in the pre-major fall into three domains: Introductory Psychology/Human Services; Human Development; and Diversity, Equity, and Inclusion. Courses required for the pre-major must be passed with a C- or better to be considered for admission into the major.  

Although there are recommended courses for each domain, students may submit other courses to be approved as substitutes. Below are specific courses at the University of Oregon that have been pre-determined to meet the requirement for each of the three pre-requisite categories.    

 Courses from other local colleges that meet this requirement can be found here.  

Introductory Psychology/Human Services: Choose One		Credits
FHS 213	Issues for Children and Families	4
FHS 215	Exploring Family and Human Services	3
PSY 202	Mind and Society	4
PPPM  202	Healthy Communities	4
Diversity, Equity, and Inclusion: Choose One
FHS 216	Diversity in Human Services	4
ES 101	Introduction to Ethnic Studies	4
PHIL 216	Philosophy and Cultural Diversity	4
SOC 207	Social Inequality	4
Human Development: Choose One
FHS 328	Human Development in the Family Context	4
PSY 308	Developmental Psychology	4

Applying to the major 

Admission to the child behavioral health major is competitive. Students who are admitted to the major are eligible for automatic admission to the major if they:  

• Have a 3.0 cumulative GPA  
• Receive a B- or higher in all pre-major core curriculum  
• Complete core education requirements, bachelor’s degree requirements, and pre-major course requirements  
• Clear the background check requirements.   

Pre-majors who do not meet these requirements and students who were not admitted to the pre-major may still apply to the major. The admissions committee considers the requirements listed above and other materials required as part of the application process such as responses to short answer prompts. The committee has the option of waiving any of the requirements listed above if evidence of a candidate’s high potential for success in the major is presented and approved.  

The CBH Major 

The child behavioral health major is designed as a 2 + 2 program. The first two years, or the pre-major, focus on the completion of UO’s core education and prerequisite courses for the child behavioral health major. The final two years involve 90 credit hours of specialized coursework in applied skills in early identification and behavioral health promotion, prevention, and intervention along with supervised applied practice in community settings. 

Nearly one-third of the total credits required for the child behavioral health studies degree are offered through applied learning experiences in community settings, far exceeding what is typical in other behavioral health undergraduate training programs. This unique feature of CBH studies highlights the prioritization of practice-based learning and skill development. Upon successful completion of the program, CBH students will be able to demonstrate the knowledge and skills corresponding to the six standards of the profession as specified in section 1.4 Program Standards in this guide. 

Curricular Sequence 

The child behavioral health major consists of 90 credits in a structured sequence across six terms in two academic years.   The major begins in year 3, or the junior year, of a college experience. The curricular sequence requires successful completion of 15-16 credits each term for 53 credits of classroom-based coursework and 27 credits of applied training in schools, healthcare settings and/or community organizations.  The course schedule for each year in the major is depicted below. 

Child Behavioral Health Curriculum, Year 3 

FALL TERM	WINTER TERM	SPRING TERM
BEHT 411   Foundational Child Behavioral   Health Skills   4 credits	BEHT 320   Youth Risk and Resilience   3 credits	BEHT 352   Trauma Informed Supports   4 credits
BEHT 420   CBH Promotion I   4 credits	BEHT 421   CBH Promotion II   4 credits	BEHT 423   CBH Promotion III   4 credits
BEHT 412   Ethics and Professional Practice for CBHS   4 credits	BEHT 471   Youth Intervention I   4 credits	BEHT 472   Youth Intervention II   4 credits
BEHT 350   Foundations of Culturally   Responsive Practice   4 credits	BEHT 481   Supervised Practicum I   3 credits	BEHT 482   Supervised Practicum II   3 credits

 

Child Behavioral Health Curriculum, Year 4 

FALL TERM	WINTER TERM	SPRING TERM
BEHT 473  Parent and Family Supports and Interventions  4 credits	BEHT 4__  Inclusive Practices I  4 credits	BEHT 4__  Inclusive Practices II  4 credits
BEHT 413  Youth Screening and Risk Assessment  4 credits	BEHT 474  Youth Intervention III  4 credits	BEHT 340  Clinical Decision Making  4 credits
BEHT 487  Integrated Practice I  7 credits	BEHT 488  Integrated Practice II  7 credits	BEHT 489  Integrated Practice II  7 credits

 

Program Standards 

The Ballmer Institute of Child Behavioral Health program proposes 6 training standards for the establishment of the new educational major of child behavioral health. Program standards define the expected outcomes of the child behavioral health training program, including the knowledge, skills, and behaviors necessary to practice the scope of work of the child behavioral health profession. Training programs are responsible for creating opportunities, both in the classroom and through applied clinical training, for student development following each standard. 

Standard 1. Demonstrate knowledge of evidence-based approaches to early identification of behavioral health concerns and exhibit competence in administration, scoring, and interpretation of behavioral health screening tools  

1. Demonstrate knowledge of common presentations of youth mental health problems  
2. Demonstrate knowledge of commonly used evidence-based behavioral health screening tools for youth strengths and difficulties across contexts   
3. Evaluate the benefits and limitations of screening tools for behavioral health strengths, difficulties, and safety concerns  
4. Understand whether the screening tool is fair and equitable in identifying behavioral health strengths, difficulties, and safety concerns across youths with different identities, abilities, and backgrounds  
5. Exhibit competence in administration, scoring, and interpretation of commonly used behavioral health screening tools   
6. Exhibit competence in using the results of screeners to guide decisions about the need for behavioral health promotion, prevention, and intervention support  
7. Demonstrate knowledge of additional evidence-based approaches that can be used to equitably identify behavioral health concerns    

Standard 2. Demonstrate knowledge of evidence-based behavioral health promotion supports and exhibit competence in delivering these supports to youth and families  

1. Demonstrate knowledge of protective and strength-based factors that influence behavioral health and wellness in youth and families   
2. Demonstrate knowledge of strategies to promote mental health awareness or literacy, including increasing awareness and decreasing stigma  
3. Identify behavioral health promotion interventions that are evidence-based and are appropriate for the target population of youth or families and setting  
4. Exhibit competence in delivering a range of evidence-based promotion supports to youth and families across identities, ability, and backgrounds  

Standard 3. Demonstrate knowledge of evidence-based behavioral health prevention strategies and interventions and exhibit competence in delivering these interventions to youth and families  

1. Demonstrate knowledge of risk factors that influence behavioral health in youth and families and fundamental principles of prevention as applied to youth behavioral health  
2. Identify prevention strategies that are evidence-based and are appropriate for the target population of youth or families, the behavioral health concern, and setting  
3. Exhibit competence in delivering a range of evidence-based prevention strategies to youth and families across identities, abilities, and backgrounds to prevent the onset or progression of behavioral health concerns   
4. Demonstrate competence in delivering brief behavioral health interventions to reduce symptoms and improve functioning in youths across identities, abilities, and backgrounds  

Standard 4. Demonstrate ability to evaluate behavioral health risk, identify youth and families who require referral, and engage in appropriate referral practices   

1. Demonstrate knowledge of key indicators of behavioral health risk and safety concerns in youth and families  
2. Evaluate the presence of behavioral health risk and safety concerns in youth and families  
3. Demonstrate competence in appropriate safety planning when youth safety concerns are identified  
4. Demonstrate competence in determining when a referral to a qualified mental health provider is needed to address safety concerns and/or severe mental health symptoms  
5. Engage in appropriate referral practices for youths with safety concerns or mental health symptoms in the severe range  

Standard 5. Demonstrate knowledge of behavioral health disparities and exhibit cultural responsiveness and inclusive practices in delivering early identification, promotion, prevention, and intervention practices to youth and families from diverse backgrounds, particularly those from historically underserved communities  

1. Demonstrate knowledge of disparities in behavioral health and access to services as a function of identity, abilities, and background   
2. Demonstrate knowledge of how experiences of trauma, adversity, social disadvantage, systemic inequity, and discrimination influence behavioral health in youth and families   
3. Demonstrate awareness of one’s own identities in relation to the identities of youth and families who are receiving services  
4. Exhibit commitment to behavioral health equity in all domains of professional practice  
5. Exhibit cultural responsiveness and inclusive practices when working with youth and families across identities, abilities, and backgrounds  
6. Demonstrate cultural responsiveness and inclusive practices in delivering early identification, promotion supports, prevention strategies, and interventions to youth and families across identities, abilities, and backgrounds  

Standard 6. Demonstrate professionalism across service settings, including understanding of professional ethics and ability to appropriately consult with other professionals  

1. Demonstrate knowledge of and adherence to professional ethics and legal standards  
2. Demonstrate competence in the foundational skills needed to develop rapport and maintain a supportive working relationship with youth and families  
3. Demonstrate self-awareness, the ability to receive and respond to feedback, and appropriate self-care and conflict-resolution skills  
4. Conduct oneself in a professional manner across settings, and with persons of varied identities, abilities, and backgrounds  
5. Work effectively with other professionals and peers across settings through consultation and collaboration   
6. Complete appropriate documentation within system requirements  

Academic and Behavioral Standards 

Child behavioral health students are responsible to the following academic and behavioral standards: 

• University of Oregon Academic Standing 
• Ballmer Institute Program Competencies 
• University of Oregon Code of Conduct 

Additionally, the emerging profession of child behavioral health studies will utilize the professional and ethical codes established by the Mental Health and Addiction Counseling Board of Oregon and the Teacher Standards and Practices Commission (see Ethical Codes of Practice in this student guide).

University of Oregon Policies on Academic Standing 

University of Oregon undergraduate students must maintain a term and a cumulative UO grade point average (GPA) of at least 2.0 to remain in good academic standing. At the end of each term’s grade processing, a term and cumulative UO grade point average is calculated for each undergraduate student and for non-admitted (CEP) students who have not earned a bachelor’s degree. Academic standing is based on the term and cumulative UO GPA. When the student’s term GPA is 2.00 or higher and the cumulative UO GPA is 2.00 or higher, the student is in good academic standing. Students receive an academic warning when the UO term grade point average (GPA) is lower than 2.00, even if the UO cumulative GPA is 2.00 or higher. 

Academic probation is earned and the notation “Academic Probation” is recorded on the student’s academic transcript whenever the following conditions exist: 

1. When the UO cumulative GPA is lower than 2.00. Students who have earned 44 or fewer credits are allowed two terms of probation before they are subject to disqualification. Students with more than 44 credits are only allowed one term of probation before they are subject to disqualification. Students on academic probation whose UO cumulative GPA is lower than 2.00 and whose UO term GPA is 2.00 or higher remain on academic probation 
2. When the student’s three most recent UO term GPAs are lower than 2.00, even if the UO cumulative GPA is above a 2.00. 

Students on academic probation are limited to a study load of no more than 15 credits. 

Academic disqualification is earned and the notation “Disqualification” is recorded on the student’s academic transcript whenever the following conditions exist: 

1. Students on academic probation for having a UO cumulative GPA lower than 2.00 who earn a UO term GPA lower than 2.00 in their next term. 
2. Students on academic probation for having their three most recent terms of UO term GPAs lower than 2.00 and who earn less than a 2.00 term GPA for the fourth consecutive term. 

Academically disqualified students are not eligible to enroll for future terms unless the Scholastic Review Committee continues the student on probationary status for a further term or reinstates the student. 

•  University of Oregon, Office of the Registrar, Academic Standing and Class Standing, 2024 

Ballmer Institute Competency Assessments 

Child behavioral health students are expected to achieve basic competence in delivering behavioral health interventions. CBH competence will be assessed in each course through classroom participation, interpersonal engagement and practice assignments. Additionally, clinical faculty and site supervisors will evaluate student performance in practicum using a rubric developed to assess competency in behavioral health practice. Students are not expected to be experts, rather to demonstrate a willingness to learn and receive feedback, cultural awareness and responsiveness, and basic competence utilizing the behavioral health skills being taught. 

A committee of faculty will review students’ competency evaluations, academic progress and field evaluations at the end of each term to determine readiness for field-based clinical training and CBH program standing.  Students who do not pass CBH program competencies will be offered a remediation process to support continuation in the program. Student who do not successfully remediate the concerns addressed through the CBH remediation process will be disqualified from continuation in the program.  Students who are disqualified from the Ballmer Institute but remain in good standing with the University of Oregon, may transfer to another major and continue at UO in Eugene. 

CBH Good Standing 

Students who have passed the CBH program competency reviews and are in good academic standing per university policies will be in good standing for the CBH Program. 

CBH Early Warning  

Students will be placed on CBH Early Warning if they fail one or more CBH competency evaluations and/or demonstrate ethical or professional practice concerns per the ethical code followed by the CBH program.  CBH Early Warning requires a meeting with the CBH Training Committee to: 

1. discuss the specific concerns prompting the early warning 
2. develop a Plan of Assistance 

Plans of Assistance will include specific feedback, expectations for performance, resources for support, and a timeline for re-evaluation.  Students on CBH Early Warning will work with a faculty representative from the Training Committee to remedy the issues identified in a pre-determined time period to last no longer than one term. 

CBH Remediation  

Students who do not successfully complete a Plan of Assistance or have not successfully completed one or more of their required courses, including practicum, will receive CBH Remediation.  Remediation requires a written statement addressing the causes of the problem and a formal meeting with the CBH Training Committee. Together with the student, the Training Committee will identify the specific nature of the concerns, solicit the student’s proposed plan for remediation, identify the conditions for a return to good program standing with an appropriate timeline, determine a faculty liaison to support the plan and schedule a timeline for review.   Remediation plans will be evaluated each term and may last no longer than 1 year. 

Program Disqualification 

Students who do not successfully remediate the concerns addressed through the CBH remediation process will be disqualified from continuation in the program.  Students who are disqualified from the Ballmer Institute but remain in good standing with the University of Oregon may transfer to another major and continue at UO in Eugene. 

University of Oregon Code of Conduct 

CBH students are accountable to the University of Oregon Code of Conduct.  Prohibited conduct is broken into four types of misconduct: academic misconduct, substance use misconduct, general misconduct, and discriminatory misconduct. Full definitions can be found in the Student Conduct Code. Violations of the University Code of Conduct will be addressed through the university conduct process specific to the type of violation. 

Child Behavioral Health Ethical Code 

As an emerging profession, the field of child behavioral health does not yet have a specific professional or ethical code of conduct. For the purposes of the Ballmer Institute for Child Behavioral Health undergraduate degree, all child behavioral health students are expected to follow the Behavioral Health Code of Conduct through the Mental Health and Addiction Counseling Board of Oregon.  The MHACBO Behavioral Health Code of Conduct applies to all credentialled behavioral health professionals and interns practicing in Oregon. Students are responsible for reviewing this code in its entirety, agreeing to follow its mandates and bringing forward questions or ethical dilemmas to weekly supervision.  

 Violations of this Code of Conduct will be addressed on a case-by-case basis by the Training Director and Remediation Committee, per the protocol outlined in the Ballmer Institute Remediation Process.  Failure to successfully remediate violations of the MHACBO Behavioral Code of Conduct will result in disqualification from the program and may impact eligibility for behavioral health employment in the future.