III. Teaching MethodsIV. Required ReadingCourse RequirementsCOURSE ASSIGNMENTSClass Attendance and Contribution (10% of final grade)Course Grading Criteria for All StudentsIX. Course OutlineJanuary 20, 2005January 27, 2005Relationship AssessmentFebruary 3, 2005February 10, 2005Relationship AssessmentFebruary 17, 2005February 24, 2005March 3, 2005March 10, 2005March 17, 2005March 24, 2005March 31, 2005Diagnostic & Treatment IssuesApril 7, 2005Diagnostic & Treatment IssuesApril 14, 2005April 21, 2005April 28, 2005X. Service-Learning Assignments for Consultation in Child CaService-learning students are expected to spend 3 hours/weekWeekly written summary of center activities (Students should3 hours/week at center: unless otherwise determined, priorit1 parent/teacher workshop (Outline will be graded.)1 individual observationTHE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R Instructor: S. Hinshaw-Fuselier, Ph.D., LCSW Unique Number: 63410 E-mail: [email protected] Semester: Spring 2004 Phone: (512) 698.3396 Meeting Time: Thursday Office Room: 3.122A 5:30-8:30 pm Meeting Place: SSW 2.122 Office Hours: By Appointment INFANT AND EARLY CHILDHOOD MENTAL HEALTH I. Course Description: This course is the second part of a two-part (two-semester) course designed for graduate students in clinical mental health fields who wish to develop specialized skills for therapeutic work with children ages birth to five years and their families. The first part of the course covered a range of introductory material regarding the theory and research that guide clinical practice with very young children and their families. The second part of the course will provide a detailed look at assessment, clinical and diagnostic issues, and intervention related to clinical work with very young children and their families. Students will learn specific techniques used to conduct relationship assessments and to provide developmentally appropriate intervention services. 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. Students who are engaged in the service-learning component of the class, providing mental health consultation to child care centers, will have the opportunity to conduct assessments and provide intervention to families. Thus, students will be able to apply classroom learning in the field under supervision. *Successful completion of the first semester introductory course is a prerequisite for this class. **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: 11. Implement and report on a thorough and effective assessment of early parent-child relationships, including interpretation of interactional and representational domains, as well as environmental and contextual factors that impact the relationship; 2. Identify key characteristics of early parent-child relationships in both healthy and disturbed relationships; 3. Identify clinical disturbances and disorders in parent-child relationships and in individual children, using developmentally appropriate criteria; 4. Identify developmentally and clinically appropriate intervention strategies for families with young children with varying clinical issues and cultural backgrounds; 5. Develop an awareness of the ways in which infant mental health issues vary and remain the same in families with different cultural and socioeconomic backgrounds; 6. Critically assess areas of strength and limitation in the body of theory and research that guide assessment, diagnosis, and intervention in infancy and early childhood. III. Teaching Methods This course will include a variety of teaching methods, including reading, lectures, in-class exercises, and use of video to illustrate clinical considerations and to develop clinical skills. 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 and a final paper. Students who engaged in the service-learning component of the class during the last semester will continue to provide weekly mental health consultation to local child care centers. Activities will include classroom observations, teacher/staff consultation, parent workshops, and assessment of and intervention with families. Supervision will be provided through Austin Child Guidance Clinic. Students who are assigned to child care centers and who are auditing the class this semester will be expected to complete all service learning hours and related assignments on time. IV. Required Reading Required Texts: Zeanah, C. H. (2000). Handbook of infant mental health, second edition. New York: Guilford Press. Sameroff, A.J., McDonough, S.C., & Rosenblum, K.L. (2004). Treating parent-infant relationship problems. New York: Guilford Press. Required Reading: 2A course packet is available for purchase at Jenn’s Copy & Binding, 2200 Guadalupe St., #473-8669. Recommended Reading: It is recommended that students keep the course packet and the following texts from last semester as references for class this semester: 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. V. 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