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
Principles of Infant Mental Health Interventions 1Unit Code
IMH5006Year
2016Enrolment Period
1Version
1Credit Points
20Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit concerns the theory of infant mental health clinical practice and technique. Learning focuses on the method and rationale for interventions in infant mental health. Students are introduced to a range of intervention models and core clinical competencies. The emphasis is on shifting from an individual focus to relationship based practice, that is thinking and intervening systemically. Topics include principles of parent-infant and infant-parent psychotherapy, maintaining an interactional focus via video based methods of intervening and the use of a range of modalities to engage infants, young children and their families.
Prerequisite Rule
Must have passed IMH5001, IMH5004, IMH5005
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate an understanding of intervention models specific to an infant mental health perspective.
- Analyse and critically evaluate a number of approaches to infant mental health.
- Distinguish common factors across models and evaluate the integration of approaches in contemporary practice.
- Apply the salient features of an infant mental health perspective to the formulation and development of a management plan in a clinical case of an infant and their family.
- Critically compare and select suitability and relevance of different approaches for a range of cases.
- Summarise and critique the research literature on infant mental health interventions.
Unit Content
- The philosophy of infant mental health and the principles of working relationally across cultures.
- Principles of systemic practice in working with young families and caregiving systems.
- Establishing and maintaining the therapeutic alliance and balancing infant and caregiver perspectives.
- Understanding and exploring intersubjectivity.
- Considering options, cultural context, and the range of possible ports of entry when intervening.
- Intervening across a range of settings including daycare and residential settings, home visiting, clinics and hospital.
- Approaches to infant mental health intervention: an overview of key methodologies to intervening in infant mental health including parent - infant psychotherapy, infant - parent psychotherapy, use of video interactions and guidance, facilitating attunement and group approaches.
Additional Learning Experience Information
Lecture and seminars format.
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| Type | Description | Value |
|---|
| Presentation ^ | One model of infant mental health intervention applied in an IMH workplace context | 50% |
| Report ^ | Written infant mental health intervention method report from an appropriate workplace context | 50% |
^ Mandatory to Pass
Text References
- Brand, K., Perry, B. D., Seligman, S., & Tronick, E. (Eds.) (2014). Infant and early childhood mental health: Core concepts and clinical practice. Arlington, TX: American Psychiatric Publishing.
- Muir, E., Lojkasek, M., & Cohen, N. J. (1999). Watch, wait and wonder: A manual describing a dyadic infant-led approach to problems in infancy and early childhood. Toronto, Canada: Hincks-Dellcrest Institute. Note: Seminal Reference.
- Paul, C., & Thomson-Salo, F. (Eds.) (2014). The baby as subject: Clinical studies in infant-parent therapy. London, England: Karnac Books.
- McDonough, S. C. (1992) Interaction guidance: Understanding and treating early infant-caregiver relationship disturbances. Northampton, MA: Smith College School for Social Work. Note: Seminal Reference.
- Hughes, D. (2007). Attachment-focussed family therapy. New York, NY: W. W. Norton.
- Finello, K. M. (ed.) (2005). The handbook of training and practice in infant and preschool mental health. San Francisco, CA: Jossey-Bass.
- Emanuel, L., & Bradley, E. (Eds.) (2008). What can the matter be? Therapeutic interventions with parents, infants, and young children: The work of the tavistock clinic under fives service. London, England: Karnac Books.
Other References
- Government of Western Australia, Health Department of Western Australia (2010), Boodjarri business: Working with Aboriginal mum's, babies and families.
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.
IMH5006|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
Principles of Infant Mental Health Interventions 1Unit Code
IMH5006Year
2016Enrolment Period
2Version
1Credit Points
20Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit concerns the theory of infant mental health clinical practice and technique. Learning focuses on the method and rationale for interventions in infant mental health. Students are introduced to a range of intervention models and core clinical competencies. The emphasis is on shifting from an individual focus to relationship based practice, that is thinking and intervening systemically. Topics include principles of parent-infant and infant-parent psychotherapy, maintaining an interactional focus via video based methods of intervening and the use of a range of modalities to engage infants, young children and their families.
Prerequisite Rule
Must have passed IMH5001, IMH5004
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate an understanding of intervention models specific to an infant mental health perspective.
- Analyse and critically evaluate a number of approaches to infant mental health.
- Distinguish common factors across models and evaluate the integration of approaches in contemporary practice.
- Apply the salient features of an infant mental health perspective to the formulation and development of a management plan in a clinical case of an infant and their family.
- Critically compare and select suitability and relevance of different approaches for a range of cases.
- Summarise and critique the research literature on infant mental health interventions.
Unit Content
- The philosophy of infant mental health and the principles of working relationally across cultures.
- Principles of systemic practice in working with young families and caregiving systems.
- Establishing and maintaining the therapeutic alliance and balancing infant and caregiver perspectives.
- Understanding and exploring intersubjectivity.
- Considering options, cultural context, and the range of possible ports of entry when intervening.
- Intervening across a range of settings including daycare and residential settings, home visiting, clinics and hospital.
- Approaches to infant mental health intervention: an overview of key methodologies to intervening in infant mental health including parent - infant psychotherapy, infant - parent psychotherapy, use of video interactions and guidance, facilitating attunement and group approaches.
Additional Learning Experience Information
Lecture and seminars format.
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| Type | Description | Value |
|---|
| Presentation ^ | One model of infant mental health intervention applied in an IMH workplace context | 50% |
| Report ^ | Written infant mental health intervention method report from an appropriate workplace context | 50% |
^ Mandatory to Pass
Text References
- Brand, K., Perry, B. D., Seligman, S., & Tronick, E. (Eds.) (2014). Infant and early childhood mental health: Core concepts and clinical practice. Arlington, TX: American Psychiatric Publishing.
- Finello, K. M. (ed.) (2005). The handbook of training and practice in infant and preschool mental health. San Francisco, CA: Jossey-Bass.
- Emanuel, L., & Bradley, E. (Eds.) (2008). What can the matter be? Therapeutic interventions with parents, infants, and young children: The work of the tavistock clinic under fives service. London, England: Karnac Books.
- Hughes, D. (2007). Attachment-focussed family therapy. New York, NY: W. W. Norton.
- McDonough, S. C. (1992) Interaction guidance: Understanding and treating early infant-caregiver relationship disturbances. Northampton, MA: Smith College School for Social Work. Note: Seminal Reference.
- Muir, E., Lojkasek, M., & Cohen, N. J. (1999). Watch, wait and wonder: A manual describing a dyadic infant-led approach to problems in infancy and early childhood. Toronto, Canada: Hincks-Dellcrest Institute. Note: Seminal Reference.
- Paul, C., & Thomson-Salo, F. (Eds.) (2014). The baby as subject: Clinical studies in infant-parent therapy. London, England: Karnac Books.
Other References
- Government of Western Australia, Health Department of Western Australia (2010), Boodjarri business: Working with Aboriginal mum's, babies and families.
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.
IMH5006|1|2
