1. Home
  2. Theoretical Frameworks of Infant Mental Health [IMH5004]

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

    Theoretical Frameworks of Infant Mental Health

  • Unit Code

    IMH5004

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides an introduction to attachment theory and mentallisation based practice in infant mental health. The unit will provide knowledge of how the early relationship between the infant and main caregiver(s) is of vital importance for later mental health and presents an evidence base for best practice in working with infants and young children and planning interventions in this field through an Attachment Theory framework. Students will develop observational and diagnostic skills which will enable them to understand facilitative infant mother interactions and work with families in a relationship based framework.

Learning Outcomes

On completion of this unit students should be able to:

  1. Recognise attuned and non attuned responsiveness to infants signals and demonstrate an understanding of the basic patterns of attachment.
  2. Develop knowledge of the relationship between patterns of attachment and caregiver capacity to mentalize on the development of the infant.
  3. Identify attachment based behavioural problems in infants and young children.
  4. Conceptualise appropriate interventions through an attachment and mentalizing framework.
  5. Integrate and synthesise current research findings pertinent to the attachment domain.

Unit Content

  1. Seminal work of Bowlby and Ainsworth.
  2. The three organised patterns of attachment.
  3. Disorganised Attachment.
  4. Attachment patterns over the lifespan.
  5. Mentalizing in parent infant relationships.
  6. The Attachment Framework as a model of intervention including cultural diversity.
  7. Psychopathology through an attachment framework.

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.

ON CAMPUS
TypeDescriptionValue
Case Study ^Observational record and interaction analysis50%
Presentation ^Application of attachment theory to a workplace setting50%

^ Mandatory to Pass

Text References

  • ^ Bateman, A., & Fonagy, P. (Eds.). (2012). Handbook of mentalizing in mental health practice. Washington, WA: American Psychiatric Publishing Inc.
  • ^ Mares, S., Newman, L., & Warren, B. (2011). Clinical skills in infant mental health: The first three years. Victoria, Australia: ACER Press.
  • Ainsworth, M. D. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum. Note: Seminal Reference.
  • Bowlby, J. (1969). Attachment: Vol. 1. Attachment and loss. New York, NY: Basic Books. Note: Seminal Reference.
  • Bowlby, J. (1973). Separation and anger: Vol. 2. Attachment and loss. New York, NY: Basic Books. Note: Seminal Reference.
  • Bowlby, J. (1980). Loss: Sadness and depression: Vol. 3. Attachment and loss. New York, NY: Basic Books. Note: Seminal Reference.
  • Karen, R. (1998). Becoming attached: First relationships and how they shape our capacity to love. New York, NY: Oxford University Press.

Journal References

  • Slade, A., Grienenberger, J., & Bernbach, E. (2005). Maternal reflective functioning, attachment, and the transmission gap: A preliminary study. Attachment & Human Development, 7(3), 283-298.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

IMH5004|1|1

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

    Theoretical Frameworks of Infant Mental Health

  • Unit Code

    IMH5004

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides an introduction to attachment theory and mentallisation based practice in infant mental health. The unit will provide knowledge of how the early relationship between the infant and main caregiver(s) is of vital importance for later mental health and presents an evidence base for best practice in working with infants and young children and planning interventions in this field through an Attachment Theory framework. Students will develop observational and diagnostic skills which will enable them to understand facilitative infant mother interactions and work with families in a relationship based framework.

Learning Outcomes

On completion of this unit students should be able to:

  1. Recognise attuned and non attuned responsiveness to infants signals and demonstrate an understanding of the basic patterns of attachment.
  2. Develop knowledge of the relationship between patterns of attachment and caregiver capacity to mentalize on the development of the infant.
  3. Identify attachment based behavioural problems in infants and young children.
  4. Conceptualise appropriate interventions through an attachment and mentalizing framework.
  5. Integrate and synthesise current research findings pertinent to the attachment domain.

Unit Content

  1. Seminal work of Bowlby and Ainsworth.
  2. The three organised patterns of attachment.
  3. Disorganised Attachment.
  4. Attachment patterns over the lifespan.
  5. Mentalizing in parent infant relationships.
  6. The Attachment Framework as a model of intervention including cultural diversity.
  7. Psychopathology through an attachment framework.

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.

ON CAMPUS
TypeDescriptionValue
Case Study ^Observational record and interaction analysis50%
Presentation ^Application of attachment theory to a workplace setting50%

^ Mandatory to Pass

Text References

  • ^ Bateman, A., & Fonagy, P. (Eds.). (2012). Handbook of mentalizing in mental health practice. Washington, WA: American Psychiatric Publishing Inc.
  • ^ Mares, S., Newman, L., & Warren, B. (2011). Clinical skills in infant mental health: The first three years. Victoria, Australia: ACER Press.
  • Ainsworth, M. D. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum. Note: Seminal Reference.
  • Bowlby, J. (1969). Attachment: Vol. 1. Attachment and loss. New York, NY: Basic Books. Note: Seminal Reference.
  • Bowlby, J. (1973). Separation and anger: Vol. 2. Attachment and loss. New York, NY: Basic Books. Note: Seminal Reference.
  • Bowlby, J. (1980). Loss: Sadness and depression: Vol. 3. Attachment and loss. New York, NY: Basic Books. Note: Seminal Reference.
  • Karen, R. (1998). Becoming attached: First relationships and how they shape our capacity to love. New York, NY: Oxford University Press.

Journal References

  • Slade, A., Grienenberger, J., & Bernbach, E. (2005). Maternal reflective functioning, attachment, and the transmission gap: A preliminary study. Attachment & Human Development, 7(3), 283-298.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

IMH5004|1|2