Handbook : Unit informationEdith Cowan University

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Foundation of Infant Mental Health

• Unit Code

  IMH5001

• Year

  2016

• Enrolment Period

  1

• Version

  1

• Credit Points

  20

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

This unit will introduce students to the historical context of the field as well to the breadth and depth of research and practice in infant mental health. The science of early development will be presented in the context of the infants' developing relationships and neurobiology. Students will be introduced to theoretical frameworks and clinical presentations from pregnancy through infancy .

Non Standard Timetable Requirements

The unit will be offered in a week long study block, Monday to Friday, in late February.

Learning Outcomes

On completion of this unit students should be able to:

1. Synthesise knowledge of the breadth and depth of infant mental health (IMH) practice.
2. Apply observation and interview skills to identify capacities and strengths as well as difficulties with an expectant family or one with an infant or toddler.
3. Integrate knowledge of the conditions that optimise early infant brain development as well as risk factors.
4. Apply knowledge of clinical pathways for promotion, prevention, intervention and treatment services in infant mental health.
5. Articulate significance of the contribution of culture to infant mental health practice.

Unit Content

1. The scope of infant mental health (IMH).
2. Historical and global contexts of IMH.
3. Neurobiology of infancy.
4. Cultural influences on infant development including specific focus on Aboriginal and Torres Strait Island people.
5. Social capital and the economics of IMH.
6. Service provision in IMH.
7. Evidence based practice in IMH.

Additional Learning Experience Information

Lectures and seminars

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

^ Mandatory to Pass

Text References

• ^ Mares, S., Newman, L., & Warren, B. (2011). Clinical skills in infant mental health: The first hree years (2nd ed.). Melbourne, Australia: ACER Press.
• Zeanah, C. H. (Ed.). (2009). Handbook of infant mental health (3rd ed.). New York, NY: The Guildford Press.
• Stern, D. (2002). First relationship: Infant and mother. Cambridge, MA: Harvard University Press.
• Finello, K. M. (Ed.). (2005). The handbook of training and practice in infant and preschool mental health. San Francisco, CA: Jossey- Bass.
• Stern, D. (1998). Diary of a baby. What your child sees, feels and experiences. New York, NY: Basic Books. Note: Seminal Reference.
• Fraiberg, S., Adelson, E., & Shapiro, V. (1975). Ghosts in the nursery: A psychoanalytical approach to the problems of impaired infant-mother relationships. In S. Fraiberg (Ed.), Clinical studies in infant mental health (Rev. ed., pp. 164-196). New York, NY: Basic Books. Note: Seminal Reference.

Journal References

• Tamminen, T. (2006). How does culture promote the early development of identity? Infant Mental Health Journal, 27(6), 603-605.

Website References

• Zero to Three- http://www.zerotothree.org/

^ Mandatory reference

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