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Graduate Course Proposal Form Submission Detail - CLP6462
Tracking Number - 2607

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Current Status: Approved, Permanent Archive - 2012-05-15
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: St. Pete approved. To USF Sys 1/18/12. to SCNS 1/26/12.S CNS approved eff 6/1/12

Detail Information

  1. Date & Time Submitted: 2011-09-04
  2. Department: Psychology
  3. College: AP
  4. Budget Account Number: 125500
  5. Contact Person: James McHale
  6. Phone: 7278734848
  7. Email:
  8. Prefix: CLP
  9. Number: 6462
  10. Full Title: Working with Families of Infants and Toddlers
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Work with Families of Infants
  19. Course Online?: O - Online (100% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: PSY 6XXX – Infant-Family Mental Health (awaiting assignment of grad CCN); SOW 6xxx – Working with Systems of Care to Benefit Infants and Toddlers (awaiting assignment of grad CCN)
  23. Corequisites:
  24. Course Description: Addresses principles and emerging promising practices for intervening to promote coparenting of children aged 0-3 in nuclear,fragile, extended and kinship families; high conflict post-divorce families; military families; and other diverse family systems.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? USFSP graduates hired to work in agencies providing direct clinical support, and case management services to families of infants and toddlers have no educational background in infant-family mental health. There is hence a training gap for Pinellas County that would be addressed by this course and the certificate program in which it will ultimately be included. Agencies may also collaborate with granting bodies to have current personnel complete the course. Currently, no existing psychology or health science course offered at USFSP or in the USF system explicitly focuses on infant-family mental health, despite the critical need for a workforce capable of understanding and working successfully with infants, toddlers, and their families in settings such as primary health care, early care & education, foster care, & home-visiting services.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D. or equivalent including at least one year field experience in family theory and therapy and family research and/or one year clinical experience with infant mental health and development.
  29. Objectives: 1. To promote understanding of the family systems basis for intervening with multiple adult family caregivers to support and strengthen family functioning during pregnancy, infancy, and early childhood.

    2. To promote understanding of ethical issues, practice dilemmas and solutions common to dyadic, triadic/family and multi-family group interventions designed to strengthen coparental and family group functioning in diverse family systems.

  30. Learning Outcomes: 1. Unique family dynamics evinced during the first three years of life among families in different life circumstances (e.g. families involved with child welfare, military families, extended kinship families, post-divorce families) and their relationship to infant and toddler development and adjustment.

    2. The central thrust of effective coparenting work with such families and children, including the conceptual framework and intervention modalities that underpin effective family-strengthening work

    3. Expectable challenges and ways to think about and manage those challenges to promote optimal infant and toddler adjustment.

    4. Counter-transference and other issues that can influence effective work on behalf of such infants and their families.

    5. Ethical practice in working with diverse family systems.

  31. Major Topics: Systemic Principles and Family Assessment; Cultural Considerations in Working with Families of Infants and Toddlers; Preventive Interventions for Nuclear and Fragile Families; Effectively Engaging Fathers; Group Interventions for Couples with Young Children; Family Consultations: Using the Lausanne Trilogue Play; Working with Families of Children with Developmental Delays and Disabilities; Working with Extended and Kinship Families; Working with the Modern United States Military Family; Working with Families where Domestic Violence has been at Issue;

    Working with Families where Parents Abuse Substances;

    Working with Families where Infants and Toddlers are in Non-Kin Foster Care; Working with Post-Divorce Family Systems

  32. Textbooks: McHale, J. P. & Lindahl, K. M. (Eds.) (2011). Coparenting: A conceptual and clinical look at family systems. Washington, DC: American Psychological Association Press.
  33. Course Readings, Online Resources, and Other Purchases: Other articles and policy papers, and video, may be assigned by the instructor.
  34. Student Expectations/Requirements and Grading Policy: Students are expected to view all modules in sequence and read all assigned chapters and other assigned readings by posted due dates. Grade is based on several short reaction papers and discussion board posts (33%); One examination (33%); and one case-based final paper (33%). All work must be submitted by posted due dates.
  35. Assignments, Exams and Tests: Reaction papers/discussion board posts: After selected modules students will either complete a short assignment or reaction paper specified by the instructor and guest presenters, or post comments, ideas or questions about what they are reading and replies to at least two posts from other students in the course;

    Midterm Exam (100 points total):

    A multiple-choice licensing exam-style midterm will cover material drawn from the McHale/Lindahl text and class lectures, conversations and powerpoints.

    Case-Based Final Paper: The final cumulative case paper will require students to analyze in-depth a novel infant-family case study applying principles and concepts from classes and readings.

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Students are expected to have completed all readings and written work by their assigned date, and be prepared to participate in class discussions and activities. Late submissions for any assignment will be penalized 5 points for each day late.
  38. Program This Course Supports: Psychology, USFSP
  39. Course Concurrence Information: Certificate program in Infant-Family Mental Health (proposal, fall 2011); Master’s of Arts in General Psychology (proposal, fall 2011);

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