Course Information Course Number/Section Course Title Term Days & Times
HDCD 6390 Infant Mental Health Fall 2010 Thursdays 2:30-5:15 –Gr. 4.204
Professor Contact Information Professor Elizabeth Francis, M.S.,Early Childhood Disorders Infant Mental Health Mentor, TAIMH – (IV) Email Address [email protected]
Office Location N/A Office Hours N/A Phone 214-923-4761 Course Pre-requisites, Co-requisites, and/or Other Restrictions There are no formal prerequisites for this course. However, an academic background in early childhood development is highly recommended. Course Description This course is an introduction to the field of infant mental health –the study of how a young child’s overall development is impacted by early relationships. We will begin with the pioneers in the field - who they were, what they offered, and events in their personal lives that may have impacted their professional interests. These early contributors to the field provided the foundation for most of the current research and practice. The latter part of the course will offer an overview of selected intervention practices with children and families who are impacted by disorders or disruptions of early relationships. Completion of the course will prepare the student to Advocate for the critical importance of early relationships Integrate practices which support the development of healthy relationships into work in early intervention Be familiar with current intervention programs that address attachment issues. Understand the value of reflective practice, personally and professionally Student/EIS Learning Competencies/Objectives PD1 – The student/EIS knows basic principles of child development and recognizes typical developmental milestones in children birth to 36 months of age. PD5 – The student/EIS knows how family dynamics affect infant and toddler development. PROF3 – The student/ EIS actively listens to other’s messages and responds in ways that are nonjudgmental and sends clear messages, without resorting to jargon. PROF4 – The student/EIS exhibits awareness of personal strengths and weaknesses. The EIS understands personal philosophy, values, beliefs and attitudes and the effects of these on personal behavior and interactions with others. PROF5 – The student/ EIS displays optimistic, yet realistic attitudes toward and expectations for, infants and toddlers, families, colleagues and self.
PROF10 – The student/EIS shows commitment to personal and professional development while providing the highest quality of early intervention services. Required Textbooks and Materials Required Text: Berlin L., Ziv. Y, Amaya-Jackson, L., Greenberg M. (Eds.) (2005). Enhancing Early Attachments: theory, research, intervention, and policy. New York: Guildford Press (EEA) Other Requirements: Assigned articles-on ELearning & Electronic Course Reserves http://utdallas.docutek.com/eres/coursepage.aspx?cid=855 Reflective Journal Class project (Readings will be coded: EEA=text; EL=elearning; ER=electronic reserves) Everyone was a baby at one time. Our early histories and struggles can come to life again when we study babies and their families. As you read the required material, take some time to reflect on your personal responses. The skill of personal reflection is critical for excellence in work with infant, toddlers, and their families. Although personal insights are not the focus of this coursework, they are an integral part of work in the field. Reflective Journal: Reflection is a necessary tool for understanding and integrating knowledge. You are to keep a reflective journal for the purpose of recording your understanding, reactions, and reflections on readings, films, and class discussion. Once weekly, include one observation of children, adults, peers, and/or families as they relate to one another. Provide the setting, time of day, your observation, and your understanding of the interaction(s). This journal is to be forwarded to my email, [email protected]
, periodically during the semester. Other topics will be assigned throughout the semester. Grading will be cumulative, based on personal understanding of the subject as indicated by your (a) knowledge of assigned reading, (b) attention to films and class discussion, (c)completion of weekly observation of interactions. Schedule of assigned topics and submission to be determined at end of each class. Project: Risk Factors for the Development of Healthy Relationships in the First Three Years of Life. Choosing from the suggested topics listed below, gather information from three sources and present your findings to the class. No power points please. Give a verbal report, about 15 minutes. Provide written material for your classmates providing sources for your information and any additional recommended readings on the topic. Presentations will be assigned beginning Oct. 14. Depressed mothers/fathers Parental substance abuse-pre/postnatal Premature birth Chronic illness/disability of child Adolescent Parents Poverty Mentally ill parent
Assignments & Academic Calendar THEORETICAL FOUNDATIONS OF INFANT MENTAL HEALTH August 19 Course Overview & Organization. .
August 26 - John Bowlby and Renee Spitz
Readings: (1)Cassidy, Jude. (2008). The Nature of the Child’s Ties. In Cassidy, J. and Shaver, P. Handbook of Attachment Theory: Theory, Research, and Clinical Application. Guilford Press, New York.pps. 3 – 22 (ER) (2) Bowlby, John. (1988). The origins of attachment theory. In Bowlby, John, A Secure Base (pp. 20-38). New York: Basic Books (ER) Film: Grief: A Peril in Infancy. Renee Spitz – class discussion and in-class journal writing Lecture: Bowlby – His story and his theory Film clip: Harlow’s monkeys Sept. 2 – Margaret Mahler Readings: (1) Stages of the Separation-Individuation Process, condensed by E. Francis, from Mahler, M., Pine, F., & Bergman A. (1975) The Psychological Birth of the Human Infant. New York: Basic Books (EL) (2) Foley, G. (2006). Self and Social-Emotional Development in Infancy. A Descriptive Synthesis. In Foley, G. & Hochman, J. (Eds.), Mental Health in Early Intervention: Achieving Unity in Principles and Practice. pp 139-173 Baltimore: Paul H. Brookes (ER) Lecture: Mahler’s story and her theory Foley’s Revisionist Interpretation of Mahler’s ASI Sept. 9 – James & Joyce Roberson Reading: (1)Robertson, James & Joyce (1971). Young children in brief separation: a fresh look. Psychoanalytic Study of the Child, Vol. 26 (EL) (2)Freud, A. Film Review: John, Seventeen Months: Nine Days in a Residential Nursery. Source unknown. (EL) (3) “John, 17 Months…” in Guide to the Film Series, Young Children in Brief Separation. By James and Joyce Robertson, The Robertson Centre. (EL) Lecture: The Story of James & Joyce Robertson Class Discussion and review of Bowlby’s stages of grief as preparation for viewing “John”. Film: “John, Aged Seventeen Months, for Nine Days in a Residential Nursery”. Documentary film by James & Joyce Robertson (1969). Sponsors: Tavistock Child Development Unit: London Reflection: Discussion of film and in-class journaling of reactions
Sept. 16 – James & Joyce Robertson - cont Discussion: Journal reflections on viewing John. Readings: (1)Thomas, 2 yrs. 4 months…in Guide to the Film Series, Young Children in Brief Separation. By James and Joyce Robertson, The Robertson Centre. (EL) (2) Comparison of John and Thomas. E. Francis, 2010 (EL) Film: “Thomas, Two Years Four Months, in Foster Care for Ten Days”. Documentary Film by James & Joyce Robertson, (1969). Sponsors: Tavistock Child Development Unit: London Discussion: Comparison of John and Thomas Sept. 23 – Mary Ainsworth Readings: (1) Ainsworth, M., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, Vol. 46 (4), pp. 333-341 (ER) (2) Cassidy, C. & Shaver, P.Eds. Handbook of Attachment: Theory, Research, and Clinical Applications. 2nd ed. 2008. New York: Guilford Press a.Descriptions and assessments of individual differences in attachment security, pp . 80-81 (ER) b.Predictive meaning of individual differences in attachment security, pp. 84-85 (ER) c.Attachment classification in infancy: the strange situation, pp. 386-87(ER) Film Clip: Brief overview of Ainsworth’s work. Davidson Films Lecture: Mary Ainsworth’s story Overview of Ainsworth’s longitudinal research Sept. 30 – Selma Fraiberg Readings: (1)Fraiberg, S., Adelson, E., & Shapiro, V. (1975) Ghosts in the Nursery: A Psychoanalytic Approach to the Problems of Impaired Mother-Infant Relationships. In Fraiberg, L., Selected Writings of Selma Fraiberg, 1987, pp 100-136. (ER) (2) Brazelton, B. & Cramer, B. (1990) The Infant as Ghost. The Earliest Relationship. Parents, Infants, and the Drama of Early Attachment.pp 139-156. AddisonWesley Publishing Company, Inc.(ER) (3 ) Lieberman, A.; Padron E.; VanHorn P.; Harris, W. Angels in the Nursery: The Intergenerational Transmission of Benevolent Parental Influences. Infant Mental Health Journal. Vol. 26 (6), 504-520 (2005) (ER) Lecture: Selma Fraiberg’s Story Oct. 7 – A BRIEF PAUSE FOR BIOLOGY - The Role of Infant Brain Development in Attachment Readings: (1)Siegel, D. (1999). The Developing Mind: How Relationships and the Brain Interact to Shape Who We are. Chapter 3 – “Attachment”, pp. 67-120. Guilford: New York (ER)
(2) Siegel, D. (1999) The Developing Mind…Chpt. 8 – “Interpersonal Connection”, pp. 276 – 300 (ER) Lecture: Attachment and Brain Development Film Clips: Mirror Neurons – Nova Still Face – Tronick et al. ************************************************************************ INTERVENTION MODELS Oct. 14 – ATTACHMENT AND TRAUMA
Readings: (1) Zeanah, C., & Smyke. Building attachment relationships following maltreatment and severe deprivation. In Berlin L., Ziv. Y, Amaya-Jackson, L., Greenberg M. (Eds.) (2005). Enhancing Early Attachments: theory, research, intervention, and policy. New York: Guildford Press (EEA) pp. 195-216
(2) Lieberman, A. & Amaya-Jackson, L. Reciprocal influences of attachment and trauma. (EEA), 100-124 (3) Perry, B. (2006) Applying principles of neurodevelopment to clinical work with maltreated and traumatized children. In Webb, N. (ed.), Traumatized youth in child welfare (pp. 27-52). New York Guilford Press. (ER) (4) Bradshaw, G., Schore A., Brown J., Poole, J., & Moss, C. (2005) Elephant Breakdown. Nature, 433, p. 807. (ER) Oct. 21 – THE IMPACT OF MULTIPLE SEPARATIONS Readings: (1)Dozier, M. Lindhiem, O., & Ackerman J. Attachment and Biobehavioral Catch-up. (EEA), 178 – 194 (2)Lillas, C., Langer L., & Drinane, M. (2005) Forced separations and forced reunions in the foster care system. Zero to Three, July 2005, pp. 34-40 (ER) (3)Weitzman, C. & Avni-Singer, R. Building the bonds of adoption: from separation and deprivation toward integration and continuity. Zero to Three, July 2005. Pp. 14-20 (ER) (4)Talmi, A. Jump, V. & Goldman-Fraser, J. All alone: promoting regulation during separations from intimate caregivers. Zero to Three, July 2005. Pp. 8-13 (EL) Journal Topic: Write a brief (1-2pgs.) essay from the viewpoint of an infant or toddler who has been abruptly removed from his family and placed in fostercare. Select the child’s age, structure of biological family, reason for removal, & structure of fostercare setting. Based on your knowledge of social-emotional development and attachment theory, describe the impact on this child has as he leaves one setting and is transported to another. You may find it easiest to write in the voice of the child. Limit your essay to the 24-hour period around his removal and placement.
Oct. 28 – THE VALUE OF PARENTAL REFLECTION Readings: (1)Cohen, N., Mirek, L., & Muir, E. (2002-03) Watch, Wait, and Wonder: An Infant-led Approach to Infant-Parent Psychotherapy. Newsletter of the Infant Mental Health Promotion Project (IMP), Vol. 35. Toronto (EL) Film: When the Bough Breaks. Toronto’s Hincks Institute. 1995 Frontline (2)Slade A., Sadler, L., & Mayes, L. Minding the baby: enhancing parental reflective functioning in a nursing/mental health home visiting program (EEA) pp. 152177 (3)Benoit, D. Modified Interaction Guidance. In Newsletter of the Infant Mental Health )Promotion Project. Vol. 32, Winter 2001-2002, pp. 1-5 (EL) Lecture: Reflective Parenting Nov. 4 - THE CIRCLE OF SECURITY INTERVENTION TBD Nov. 11 - THE WORK OF STANLEY GREENSPAN Readings: (1)Greenspan, S. & Wieder, S. (2006) A model for comprehensive prevention and early intervention services for all families. Infant and Early Childhood Mental Health pp. 333-363 Arlington Va.: American Psychiatric Publishing, Inc. (ER) (2)Greenspan, S. Outline of clinical landmarks for adaptive and disordered infant and early childhood functioning based on a developmental structuralist approach. In Psychopathology and Adaptation in Infancy and Early Childhood: Principles of Clinical Diagnosis and Prevention Intervention. Nov. 18 - WRAP-UP Reading: (1) O’Connor, T. and Nilsen, W. Models versus Metaphors in Translating Attachment Theory to the Clinic and Community. In (EEA) pp. 33313326 (2)Waters, T. (2004) Learning to Love: From Your Mother’s Arms to Your Lover’s Arms. The Medium (Voice of the University of Toronto), Vol. 30, No. 19: 1-4 (EL) Dec. 2 - WRAP-UP CONT. Reading: Weatherston, D. (2000) The Infant Mental Health Specialist. Zero to Three, October/November 2000. Pp. 3-10 (ER) Class Exercise: Defining infant mental health to various types of people in your life – peers, family, potential employer, parent/caregiver client, checker at grocery store, plumber,… Final Exam: To Be Announced
Grading Policy: Class Project = 20%, Journal Reflections = 40%, & Final Exam = 40%.
Course Policies: Attendance and participation in class activities is expected.
Technical Support: URL for electronic reserves course page: http://utdallas. docutek.com/eres/coursepage.aspx?cid=855
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