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Graduate Course Proposal Form Submission Detail - CLP6445

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Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-03-29
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: USFSP approved. TO USF Sys 3/21/16. To SCNS 3/29/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5265 2015-09-16
     
    Department College Budget Account Number
    Psychology AP 51125-11000
     
    Contact Person Phone Email
    Allison Pinto 7278734848 apinto@mail.usf.edu

  2. Course Information

    Prefix Number Full Title
    CLP 6445 Assessment of 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? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Assessment of IFMH
     
    Course Online? Percentage Online
    O - Online (100% online) 100

    Prerequisites

    CLP6477

    Corequisites

    Course Description

    Introduction to mental health assessment with children birth to three and their coparents, with an emphasis on observational methods, relationship assessment, caregiver interviewing, standardized measures, case formulation and family-centered feedback.


  3. Justification

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

    Needed for program/concentration/certificate change

    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?

    Two cohorts have been certified in the Graduate Certificate in Infant-Family Mental Health and we are approaching completion of the certificate program's third year. Based on most recent standards and competencies required of infant mental health practitioners in the state of Florida, and on feedback from program graduates and agency partners, the time is correct to make adjustments to the program to assure that students are attaining the full cadre of competencies that will serve them best in their community and agency roles after completing the certificate.

    The adjustments being made will significantly enhance students' observational, assessment, case formulation and report-writing skills, better preparing them for the infant mental health workforce upon certificate completion.

    Previously the second course in the certificate curriculum was SOW 6243 - Working with Systems of Care to Benefit Infants and Toddlers (3 credits). Content from this course, while valuable, was not as practically applicable to student work post-certification, and so relevant existing content will be integrated into the curriculum's fourth and final course. We are replacing the second course with a course on assessment. Observational skills are at the core of the IMH practitioner's competencies, and being savvy in assessment is highly valued by employers.

    In 2016 we will be offering this course as PSY 6931: Special Topics: Assessment of Infant-Family Mental Health while we await a permanent new course number from SUS.

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

    No

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

    Ph.D. in Psychology with expertise in Infant Mental Health; individuals in related fields with advanced training and experience in Infant Mental Health could be considered as well.


  4. Other Course Information

    A. Objectives

    1. To help students develop the knowledge and skills for the effective practice of infant-family mental health assessment in the professional and community settings where they are or will be working.

    2. To establish the purpose of assessment and review methods and tools for evaluating the mental health of children from birth to age three together with their families.

    3. To teach methods of observation, relationship assessment and interviewing with coparents and fellow professionals.

    4. To familiarize students with various standardized assessment measures and resources used in local agencies and networks contributing to infant-family mental health.

    5. To promote students' ability to use assessment in an ongoing manner, to develop case formulations, generate recommendations and guide the coordination of supports.

    6. To address the developmental, cultural and ethical considerations associated with infant-family mental health assessment.

    B. Learning Outcomes

    1. Investigate and analyze the purpose, process and relationship-based orientation of infant-family mental health assessment.

    2. Develop observational and interview skills to describe and evaluate the capacities and relationships of infants, families and environments.

    3. Become familiar with the range of standardized measures used in infant-family mental health in order to effectively incorporate these measures and related findings into the assessment process.

    4.Integrate assessment findings to develop useful infant-family case formulations, appropriate recommendations and support plans.

    5. Develop family-centered feedback and the ability to collaborate with coparenting and service provider networks surrounding infants and toddlers.

    C. Major Topics

    1. The process of infant-family mental health assessment

    2. Methods of observation

    3. Relationship assessment

    4. Interviewing methods

    5. Standardized measures for infant-family mental health

    6. The integration of findings, case formulation, and development of individualized support plans

    7. Feedback and collaboration with coparenting, professional and community networks.

    8. Developmental, relational and cultural considerations in infant-family mental health assessment

    D. Textbooks

    Zeanah, C. H. (Ed). (2009). Handbook of infant mental health (3rd Ed). NY: Guilford.

    E. Course Readings, Online Resources, and Other Purchases

    ZERO TO THREE. (1999). New Visions: A Parent's Guide to Understanding Developmental Assessment.

    Early Head Start National Resource Center. (2000). Developmental Screening, Assessment, and Evaluation: Key Elements for Individualizing Curricula in Early Head Start Programs.

    Early Head Start National Resource Center. (2000). Reflective supervision: A tool for relationship-based EHS Services.

    Miron, D., Lewis, M., & Zeanah, C. (2009). Clinical Use of Observational Procedures in Early Childhood. In Zeanah, C. (Ed)., Handbook of Infant Mental Health, Third Edition. New York: The Guilford Press.

    Special Edition devoted to Infant Observation. (2002). The Signal: Newsletter of the World Association for Infant Mental Health.

    Dickson, A. & Kronenberg, M. (2011). The Importance of Relationship-Based Evaluations for Traumatized Young Children and Their Caregivers. In J. Osofsky (Ed.) Clinical Work with Traumatized Young Children. New York: The Guilford Press.

    Hogan, A. (2007). Semi-structured Observation of Parent-Child Interactions: A Manual with Suggested Procedures, Coding Categories and Summary Forms.

    Greenspan, S., DeGangi, G. & Weider, S. (2001). Functional Emotional Assessment Scale.

    Weatherston, D. (1999). Infant Mental Health Assessment Through Careful Observation and Listening: Unique Training Approaches. In Osofsky, J. & Fitzgerald, H. (Eds.), WAIMH Handbook of Infant Mental Health, Volume 2, Early Intervention, Evaluation, and Assessment. New York: Wiley.

    Carter, A., Godoy, L., Marakovitz, S.E., & Briggs-Gowan, M.J. (2009). Parent Reports and Infant-Toddler Mental Health Assessment. In Zeanah, C. (Ed). Handbook of Infant Mental Health, Third Edition.

    Zeanah, C. & Benoit, D. (1995). Clinical Applications of a Parent Perception Interview. Infant Psychiatry, 4(3).

    Sheering, M. (2015). DIAGNOSTIC INFANT AND PRESCHOOL ASSESSMENT (DIPA).

    Infancy, Childhood and Relationship Enrichment Initial Assessment. (2007).

    Grant, R., Gracy, D., & Brito, A. (2010). Developmental and Social-Emotional Screening Instruments for Use in Pediatric Primary Care in Infants and Young Children. New York: Childrens Health Fund.

    Sattler, J. & Hoge, R.D. (2006). Report Writing. In Assessment of Children: Behavioral, Social, and Clinical Foundations, Fifth Edition. La Mesa, CA: Jerome M. Sattler, Publisher, Inc.

    Lyons, J. (2001). CHILD & ADOLESCENT NEEDS AND STRENGTHS: An Information Integration Tool for Early Development.

    Smith, R., Fagan, C., Wilson, N., Chen, J.,Corona, M., Nguyen, H., Racz, S., & Shoda, Y. (2011). Internet-Based Approaches to Collaborative Therapeutic Assessment: New Opportunities for Professional Psychologists. Professional Psychology: Research and Practice, 42(6): 494-504.

    Silver, J. & Dicker, S. (2007). Mental Health Assessment of Infants in Foster Care. Child Welfare, 86(5), 35-55.

    F. Student Expectations/Requirements and Grading Policy

    Each week runs from Monday through Sunday (except for the first and last weeks which are shorter due to the summer academic calendar). Students are expected to view all modules in sequence, read all assigned chapters and other readings, and submit all work by posted due dates.

    6 Quizzes - 10%

    4 Discussion Board Posts - 40%

    2 papers - 25% each

    Letter grades for the course will be assigned using this formula:

    90-100% A (90-100 points)

    80-89% B (80-89points)

    70-79% C (70-79 points)

    60-69% D (60-69 points)

    below 60% F (59 points and below)

    Because grades will be determined on an absolute basis, with no pre-set number of As, Bs, etc., students are not in competition with one another for grades.

    G. Assignments, Exams and Tests

    6 Weekly Quizzes of 10 - 25 questions

    4 Discussion Board posts to form a learning community with fellow students and to practice methods of observation, interviewing and report writing

    1 Written Summary of Infant-Family Observations and Interview

    1 Written Family Feedback Summary

    H. Attendance Policy

    It is expected that students will be logged into the Canvas site for at least

    9 hours a week in order to view videos and participate in discussions.

    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. Its 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. If assignments are missed, the student can approach the instructor who will consider on a case by case basis whether arrangements can be made to make up the work.

    Behaviors that are contrary to University standards have no place in this course. Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the professor about course-related material. Any student guilty of any such behavior will receive a failing grade for the course and may be reported to the Dean of the College of Arts and Sciences for disciplinary action.

    J. Program This Course Supports

    Infant-Family Mental Health Certificate Program


  5. Course Concurrence Information

    USFSP M.A. in Psychology



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