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Graduate Course Proposal Form Submission Detail - CLP6477

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Current Status: Approved by SCNS - 2012-05-30
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. Apprd eff 6/1/12


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2616 2011-09-08
     
    Department College Budget Account Number
    Psychology AP 125500003
     
    Contact Person Phone Email
    James McHale 7278734848 jmchale@mail.usf.edu

  2. Course Information

    Prefix Number Full Title
    CLP 6477 Infant Family Mental Health

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Infant Family Mental Health
     
    Course Online? Percentage Online
    O - Online (100% online) 0

    Prerequisites

    DEP 4053 CLP 4620

    Corequisites

    Course Description

    The class will address the theoretical bases of infant mental health infant development and infant caregiver relationships with an emphasis on coparenting and family relationship dynamics that support infant and toddler development in cultural context


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for new program/concentration/certificate

    B. 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 choose to assign current personnel to 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

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 2 times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Field experience in family theory and therapy and research and/or clinical experience with infant mental health and development.


  4. Other Course Information

    A. Objectives

    1 To promote understanding of typical and atypical biological social and emotional development during infancy and common assessment prevention and intervention tools and practices 2 To promote understanding of infant development in diverse family systems with an emphasis on coparenting relationships and dynamics within families

    B. Learning Outcomes

    By the completion of this course the student is expected to have attained the following 8 learning outcomes related to theory practice policy advocacy research and evaluation and self reflection Demonstrate understanding of coparenting and family development and dynamics during the first three years of life in diverse family systems Demonstrate understanding of early brain development infant caregiver attachment during infancy and how caregiver and coparenting behavior affect brain and attachment development Demonstrate understanding of typical and atypical infant development and how they affect and can be affected in positive and negative ways by the functioning of the family Demonstrate recognition of the importance and impact of appreciating the family history culture and experiences in order to develop a viable working alliance with family members Demonstrate understanding of how the DC 0 3R assessment framework is utilized in clinical practice to assess children 0 to 3 and their families Demonstrate knowledge of how prevention and early intervention programs and high quality child care programs make use of developmental and family principles to promote healthy infant and toddler development Demonstrate the ability to relate clinical and family theory and effective practice models from the literature to novel cases involving infants exhibiting established conditions or risk for developmental delay or social emotional maladjustment Demonstrate capacity for self reflection on new learning attained through personal reactions to class assignments and exercises and Civic Engagement participation

    C. Major Topics

    1 The field of infant family mental health 2 Coparenting and systems of care for infants and toddlers 3 Infant biological and brain development pregnancy to age 3 4 Infant attachment and socioemotional development typical development 5 Recognizing atypical development 6 Cultural perspectives on development in the family 7 Naming differences among babies DC 0 to 3R 8 Trauma abuse and violence in families 9 Intervention basics I Models for mother infant dyads 10 Intervention basics II Coparenting and work with diverse families 11 Coparenting and prevention programming 12 Coparenting and work with infants in the child welfare system 13 Coparenting and work with children in daycare settings 14 Coparenting and public policy issues

    D. Textbooks

    1 Zeanah Ed 2009 Handbook of infant mental health 3rd Ed NY Guilford 2 McHale and Lindahl 2011 Coparenting A conceptual and clinical look at family systems Washington DC American Psychological Association Press 3 Shirilla and Weatherston 2003 Case studies in infant mental health risk resiliency and relationships Washington DC Zero to Three

    E. Course Readings, Online Resources, and Other Purchases

    Weekly Online Modules no additional cost Additional readings included in the syllabus are recommended readings It is expected that students will also search out additional readings in efforts to expand their knowledge in specific areas The instructor may include additional reserve readings throughout the semester

    F. Student Expectations/Requirements and Grading Policy

    Portfolio Assessment 150 points total Assignment 1 choose either A or B 50 points Observation reflective essay Assignment 2 50 points Conceptualizing from an infant family mental health perspective Assignment 3 choose either A or B 50 points Applications of concepts learned Midterm Exam 100 points total Final Exam 100 points total Participation and discussion boards 50 points total Grading Policy Assignment of letter grades Letter grades for the course will be assigned using this formula 90 100 A 360 400 points 80 89 B 320 359 points 70 79 C 280 319 points 60 69 D 240 279 points below 60 F 239 points and below

    G. Assignments, Exams and Tests

    Portfolio Assessment Students must assemble a portfolio reflecting their new learning during the semester At minimum the portfolio must contain two reflective essays and either a 10 slide Powerpoint presentation on a topic approved by the instructor or a reflective essay coordinated with a specific Civic Engagement assignment Participation and discussion boards On specified weeks students will post one comment idea or question about what they are reading onto Blackboard and post at least two responses questions or ideas raised by classmates

    H. Attendance Policy

    Attendance Policy It is expected that students will watch all video modules 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 http usfweb2 usf edu usfgc ogc 20web currentreg htm 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 http usfweb2 usf edu usfgc gc pp acadaf gc10 045 htm 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

    I. Policy on Make-up Work

    Students are expected to have completed all readings and written work by their assigned date Late submissions for any assignment will be penalized Academic Integrity Members of the University community support high standards of individual conduct and human relations Responsibility for one s own conduct and respect for the rights of others are essential conditions for academic and personal freedom within the University USF St Petersburg reserves the right to deny admission or refuse enrollment to students whose actions are contrary to the purposes of the University or impair the welfare or freedom of other members of the University community Disciplinary procedures are followed when a student fails to exercise responsibility in an acceptable manner or commits an offense as outlined in the Student Conduct Code Refer to USF 6 0021 Student Code of Conduct at http generalcounsel usf edu regulations pdfs regulation usf6 0021 pdf Academic Integrity of Students Reference USF Regulation USF 3 027 The following is the portion of the Regulation pertaining to graduate students To read the entire regulation go to http generalcounsel usf edu regulations pdfs regulation usf3 027 pdf 1 Fundamental Principles Academic integrity is the foundation of the University of South Florida system s University USF commitment to the academic honesty and personal integrity of its University community Academic integrity is grounded in certain fundamental values which include honesty respect and fairness Broadly defined academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one s own efforts Knowledge and maintenance of the academic standards of honesty and integrity as set forth by the University are the responsibility of the entire academic community including the instructional faculty staff and students 2 General Policies The following policies and procedures apply to all students instructional faculty and staff who participate in administration of academic classes programs and research at the University of South Florida This regulation asserts fairness in that it requires notice to any student accused of a violation of academic integrity and provides a directive for discussion between the instructor and student to seek a fair and equitable resolution If a fair resolution is not accomplished in this discussion this regulation allows the student continued rights of due process under the academic grievance procedures based upon the preponderance of the evidence The policies described below are the only policies and procedures that govern violations of academic integrity at the University and supersede any previous policies or regulations 3 Violations of Academic Integrity Undergraduate and Graduate Behaviors that violate academic integrity are listed below and are not intended to be all inclusive Cheating Plagiarism Fabrication Forgery and Obstruction Multiple Submissions Complicity Misconduct in Research and Creative Endeavors Computer Misuse and Misuse of Intellectual Property The Academic Integrity Policy can be found in the USF St Petersburg Graduate Catalog

    J. Program This Course Supports

    Proposed Graduate Certificate Program in Infant-Family Mental Health


  5. Course Concurrence Information

    Proposed Masters of General Psychology Proposed certificate program in Infant-Family Mental Health MLA



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.