UT Dallas Syllabus for hdcd6390.001.10f taught by Frances Francis (fef011000)

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Course Syllabus
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.

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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

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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

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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)

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(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.

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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%.

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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
If you experience any problems with your UTD account you may send an email to: [email protected] or call the UTD Computer Helpdesk at 972-883-2911.

Student Conduct & Discipline
The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD printed publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391) and online at http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Copyright Notice
The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials, including music and software.

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Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright owner’s rights and such infringement is subject to appropriate disciplinary action as well as criminal penalties provided by federal law. Usage of such material is only appropriate when that usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.

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Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) [email protected] If you anticipate issues related to the format or requirements of this course, please meet with the Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your full participation in the course. If you determine that formal, disability-related accommodations are necessary, it is very important that you be registered with Disability Services to notify them of your eligibility for reasonable accommodations. Disability Services can then plan how best to coordinate your accommodations. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.

Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

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