Graduate Course Proposal Form Submission Detail - CYP6609
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SCNS Liaison Notified of Graduate Council Approval
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
- Department and Contact Information
Tracking Number Date & Time Submitted 5266 2015-09-16 Department College Budget Account Number Psychology AS 51125-11000 Contact Person Phone Allison Pinto 7278734848 firstname.lastname@example.org
- Course Information
Prefix Number Full Title CYP 6609 Coparenting and Systems Change for 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) Coparenting, Systems and IFMH Course Online? Percentage Online O - Online (100% online) 100
CLP6477 CLP6445 CLP6462
A review of theories, research, comprehensive change strategies and everyday practices for collaboration with infants, coparents, families, community members and professionals to transform systems and communities for infant-family mental health.
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.
Heretofore, the fourth course in the certificate curriculum was ISS 6942 - Field Practice and Evaluation in Infant Family Mental Health (3 credits). The course required 10 hours a week field placement from students, in addition to practical course content. We have learned that the 160 hours students spent in the field are inconsequential to the state certification as an Infant-Toddler Development Specialist (ITDS), which requires one year (1600 hours) of hands-on experience to receive state certification. We are discussing the possibility of adding a second year to our program that would provide the hands-on experience, and will make that determination after establishing the certainty of a community partner host to shepherd the experience. In the meantime, we are changing the Field Practice and Evaluation in Infant Family Mental Health "internship" (in actuality, it has been a hybrid) course into a content course. It will be offered in 2016 as PSY 6931: Special Topics: Coparenting and System Change for 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?
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.
- Other Course Information
1. To help students become effective change agents for infant-family mental health in the systems and communities where they live and work.
2. To explore the ways in which the coparenting framework can be extended to efforts in various roles and settings.
3. To develop and practice the skills of systems thinking.
4. To review theories, research and practical strategies for relationship-building, collaboration and systems change with infants, families, fellow community members and professionals.
B. Learning Outcomes
1. Practice systems thinking in order to navigate infant-family mental health efforts, both as professionals and as community members.
2. Identify and design tangible, everyday ways to integrate the coparenting orientation into all infant-family mental health efforts.
3. Recognize opportunities to promote the agency of infants, coparents, families and others in efforts to optimize infant-family mental health.
4. Become better attuned and responsive to the dynamics of relationships that affect collaboration with infants, coparents, fellow residents, fellow professionals, and others around infant-family mental health.
5. Investigate the various local resources and environments available to infants and families to promote infant-family mental health, and how to access and navigate them.
6. Recognize the various approaches to improve infant-family mental health that are emerging in different sectors (e.g. mental health, education, child welfare), how they are taking shape locally, and how they can inform the student’s own everyday efforts in the field.
C. Major Topics
- Infant-Family Mental Health
- Systems theories and frameworks
- Theory and science of community change
- The coparenting framework
- Systems and community change initiatives emerging in various sectors such as mental health, education and justice/corrections to address infant-family mental health
- Community-building strategies and innovative services that embrace the wisdom and power of infants and families
Issues of equity
- Everyday opportunities to promote a paradigm shift and transformative change process regarding infant-family mental health
McKnight, J. & Block, P. (2010). The Abundant Community: Awakening the Power of Families and Neighborhoods. San Francisco: Berrett-Koehler Publishers.
Perry, D. F., Kaufmann, R. K. & Knitzer, J. (Eds.). (2007). Social & emotional health in early childhood: Building bridges between services & systems. Baltimore: Paul H. Brookes.
E. Course Readings, Online Resources, and Other Purchases
McHale, J.P. & Kuersten-Hogan, R. (2007). What is coparenting, and why it is important? Charting the Bumpy Road to Coparenthood: Understanding the Challenges of Family Life. Washington, D.C.: Zero to Three.
Wilkinson, R. & Pickett, K. (2009). Poverty or Inequality? / How Inequality Gets Under the Skin. The Spirit Level. Why Greater Equality Makes Society Stronger. New York: Bloomsbury Press. 15 – 49.
Westley, F., Zimmerman, B., & Patton, M.Q. (2006). Chapter One: The First Light of Evening. Getting to Maybe: How the World is Changed. Toronto: Random House.
Zimmerman, B., Lindberg, C. & Plsek, P. (1998) A Complexity Science Primer:
What is Complexity Science and Why Should I Learn About It?
Fitzpatrick, C., Gartner, L., & LaForgia, M. (August 14, 2015). Failure Factories. Tampa Bay Times.
Kubisch, A.C., Auspos, P., Brown, P., & Dewar, T. (2010). Community change initiatives from 1990 – 2010. Community Investments, 22(1), 8 – 12.
Mullainathan, S. & Shafir, E. (2013). Part One: The Scarcity Mindset. Scarcity: Why having too little means so much. New York: Times Books.
Tronick, E. & Beeghly, M. (2011). Infants’ meaning-making and the development of mental health problems. American Psychologist, 66(2), 107-119.
Parlakian, R. & Seibel, N. (2001). Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers. Washington, D.C.: Zero to Three.
McHale, J.P.; Gaskin-Butler, V.T.; McKay, K. & Gallardo, G. (2013, July). Figuring It Out for the Child initiative: Fostering coparenting in unmarried expectant African American parents. Zero to Three, 17 – 22.
Popkin, S.J., Acs, G. & Smith, R. (2010). Understanding How Place Matters for Kids. Community Investments, 22(1).
Johnson, K. & Theberge. S. (2007). Reducing Disparities Beginning in Early Childhood. New York: National Center for Children in Poverty.
National Black Child Development Institute. (2013). Being Black is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child.
Weinstein, E., Wolin, J., & Rose, S. (2014). Trauma-Informed Community Building: A Model for Stengthening Community in Trauma Affected Neighborhoods. San Francisco: Health Quality Institute.
Howard, D. & Stone, N. (2009). Realizing the promise of promise neighborhoods. New York: The Bridgespan Group.
Daro, D., Huang, L.A., & English, B. (2009). The Duke Endowment Child Abuse Prevention Initiative: Strong Communities Implementation Report.
Pinto, A. (2014). Integrating Complexity and Infant Mental Health for Comprehensive Community Change. Global Journal of Community Psychology Practice, 5(1), 1-11.
Osofsky, J. & Lieberman, A. (2011). A Call for Integrating a Mental Health Perspective Into Systems of Care for Abused and Neglected Infants and Young Children. American Psychologist, 66(2):120-8.
Bowie, P. (2011). Getting to Scale: The Elusive Goal. Washington, D.C.: Casey Family Programs. Available online at:
Zero to Three. (2014). The Safe Babies Court Team Approach: Championing Children, Encouraging Parents, Engaging Communities.
Barr, R., Brito, N., Zocca, J., Reina, S., Rodriguez, J., & Shauffer, C. (2011). The Baby Elmo Program: Improving teen father–child interactions within juvenile justice facilities. Children and Youth Services Review, 33(9), 1555-1562.
U.S. Department of Health and Human Services Health Resources and Services Administration Maternal and Child Health Bureau. (2010). Rethinking MCH: The Life Course Model as an Organizing Framework.
Bylander, J. (2014). The Best Chance At Life. Health Affairs, 33(12), 2188-2189. Available online at: http://www.bestbabieszone.org/Articles1
Smith, R., Kingsley, G.T., Cunningham, M., Popkin, S., Dumlao, K., Ellen, I.G., Joseph, M. & McKoy, D. (2011). Monitoring Success in CHOICE Neighborhoods.
Bornstein, D. (2011). Out of Poverty, Family Style. New York Times.
Woods, K. (2011). Seven Steps to a Strong Opinion. Pointer.org.
Cytron, N. (2010). Improving the Outcomes of Place-Based Initiatives. Community Investments, 22(1).
Florida Association for Infant Mental Health. (2008). Florida’s Strategic Plan for Infant Mental Health.
F. Student Expectations/Requirements and Grading Policy
Each week runs from Monday through Sunday. Students are expected to view all modules in sequence, read all assigned chapters and other readings, and submit all work by posted due dates.
Grading based on:
Weekly quizzes: 25%
Discussion board posts: 25%
5 papers: 50%
Grading Policy - Assignment of letter grades:
Letter grades for the course will be assigned using this formula:
90-100% A (90 - 100 points)
80-89% B (80 - 90 points)
70-79% C (70 - 80 points)
60-69% D (60 - 70 points)
below 60% F (below 60 points)
G. Assignments, Exams and Tests
5 Discussion Board posts
Families as Changemakers Interview
Family Team Meeting Video Analysis
Community Meeting Analysis
Editorial or City Commission Comments
H. Attendance Policy
It is expected that students will be logged into the Canvas site weekly 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,
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. 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
- Course Concurrence Information
USFSP M.A. in Psychology