III. Teaching MethodsIV. Required ReadingCourse RequirementsCOURSE ASSIGNMENTS FOR SERVICE-LEARNING STUDENTSClass Attendance and Contribution (10% of final grade)COURSE ASSIGNMENTS FOR NON-SERVICE-LEARNING STUDENTSClass Attendance and Contribution (10% of final grade)Course Grading Criteria for All StudentsIX. Course OutlineAugust 26, 2004September 2, 2004Clinical Context of Infant Mental HealthSeptember 9, 2004Guest speaker: Joy KataokaTransition to parenthoodSeptember 16, 2004Representation & Interaction IDevelopmental IssuesService-Learning Assignments, to be completed by beginning oSeptember 23, 2004Representation & Interaction IIDevelopmental IssuesService-learning assignments, to be completed by beginning oSeptember 30, 2004Identification of Emotional/Behavioral Concerns/Review of InDevelopmental IssuesOctober 7, 2004QUIZ: IDENTIFICATION OF NORMATIVE AND PROBLEMATIC STUDENT ANAttachment, Part IOctober 14, 2004Family ContextAttachment, Part IINon-service-learning student assignments, to be completed byOctober 21, 2004Cultural ContextAttachment, Part IIIOctober 28, 2004Risk and Protective Factors IAttachment IVNovember 4, 2004Risk and Protective Factors IIAttachment, Part VNovember 11, 2004November 18, 2004November 25, 2004December 2, 2004QUIZ: RELATIONSHIP ASSESSMENTOverview of Intervention StrategiesTHE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R Instructor: Sarah Hinshaw-Fuselier, Ph.D., LCSW Unique Number: 64678 E-mail: [email protected] Semester: Fall 2004 Phone: (512) 698.3396 Meeting Time: Thursday Office Room: 3.122A 5:30-8:30 pm Meeting Place: SWB 2.130 Office Hours: Tuesdays, 9:45-10:45 am Or by Appointment INTRODUCTION TO INFANT AND EARLY CHILDHOOD MENTAL HEALTH I. Course Description: This course is designed for graduate students in clinical fields who wish to develop specialized skills for therapeutic work with children aged birth to five years and their families. The course will cover a range of introductory material regarding the theory and research that guide clinical practice with very young children and their families. Emphasis will be placed on learning to identify normative and non-normative processes, as well as protective and risk factors, in parent/caregiver-child relationships during different developmental phases of infancy, toddlerhood, and the preschool years. Students will also learn to identify concerning behavior in children in classroom settings. Throughout the course, attention will be given to both universal dimensions of parent-child relationships and child behavior and to characteristics that are influenced by cultural and socioeconomic differences in families. Attention will also be given to the ways in which personal experiences and biases influence clinical work with young children and their families. Students will develop a rudimentary understanding of assessment and intervention techniques that are appropriate for use with very young children and their families. **This course is also appropriate for graduate students who aren’t in mental health fields per se, but who wish to develop a better understanding of parent-child relationships both to identify parent-child dyads in need of referral and to enhance their direct work with very young children and their families (e.g., Nursing). II. Course Objectives: Students who complete the course will be able to: 1. Identify challenging or otherwise concerning infant, toddler, and preschool behavior in child care/preschool settings; 2. Define normative and non-normative patterns of interaction in relationships between very young children and their caregivers during different developmental phases; 13. Demonstrate the ability to assess parent-child relationships in both interactional and representational domains, understand the implications of the characteristics of these relationships, and effectively convey these ideas in writing; 4. Develop an awareness of the ways in which general principles of infant mental health vary and remain the same in families with different cultural and socioeconomic backgrounds; 5. Apply a working knowledge of protective factors and risk factors for healthy parent-child relationships to therapeutic work with young children and their families; 6. Critically assess areas of strength and limitation in the body of theory and research that guide assessment and intervention in infancy and early childhood. III. Teaching Methods This course will include a variety of teaching methods, including reading lectures, guest speakers, student presentation, and use of video. An emphasis will be placed on classroom discussion to enable students to develop and demonstrate the ability to think critically about materials they read. Students will also complete writing exercises, short quizzes, and a final paper. Students will be offered the opportunity to engage in a service-learning component of the class, which will enable them to provide weekly mental health consultation to local child care centers. Activities will include classroom observations, teacher/staff consultation, parent workshops, and intervention with families. Supervision will be provided through Austin Child Guidance Clinic. IV. Required Reading Required Texts: Allen, K. E. & Marotz, L. (2003). Developmental profiles, pre-birth through twelve, fourth edition. Kentucky: Delmar Learning. Copple, C. & Bredenkamp, S. (1997). Developmentally appropriate practice in early childhood programs, revised edition. Washington, DC: National Association for the Education of Young Children. Zeanah, C. H. (2000). Handbook of infant mental health, second edition. New York: Guildford Press. Required Reading: A course packet is available for purchase at Jenn’s Copy & Binding, 2200 Guadalupe St., #473-8669. 2V. Course Requirements 1. Students are expected to attend class sessions regularly and to participate actively in classroom discussions. Students are expected to complete the readings prior to class, and should be well prepared to participate in discussions. Failure to regularly attend the class and demonstrate through discussions that one has comprehended the readings will be considered in assigning the final grade. Students will be allowed one (1) unexcused absence (freebie). Role will be taken each class period. In cases where a student misses more than the allotted one freebie, the professor reserves the right to lower