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  2. Reflective Practice in Infant Mental Health 2 [IMH6002]

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

    Reflective Practice in Infant Mental Health 2

  • Unit Code

    IMH6002

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit continues the work of IMH6001 (Reflective Practice in Infant Mental Health 1) in applying reflective practice to an Infant Mental Health workplace context. Students will bring material from their workplace settings to develop reflective skills enabling them to deepen their work with families in a relationship based framework. There will be an emphasis on consolidation of student's capacities to observe, listen with sensitivity and attunement to understand the infant/young child's presentation within the caregiving context. Case studies from infant mental health workplaces and student reflections will be used to strengthen the learning experience and translate principles of reflective practice into action.

Prerequisite Rule

Must have passed IMH6001

Learning Outcomes

On completion of this unit students should be able to:

  1. Synthesise and critique knowledge of infant mental health practice to a reflective group process.
  2. Apply knowledge and skills of reflective practice to IMH assessment and interventions with infants, young children and their families.
  3. Articulate own thoughts, feelings, strengths and growth areas in relation to IMH practice and working with families.
  4. Integrate a reflective practice stance (open and curious) in professional communication with families who present with infant mental health clinical problems.
  5. Identify and participate in learning activities related to the promotion of IMH and relationship based practice.

Unit Content

  1. Reflective practice in parent-child assessment and intervention.
  2. Professional and personal responses to strong emotions in clinical work in IMH.
  3. Identify and reflect on clinical dilemmas in IMH.
  4. Student case presentations.

Additional Learning Experience Information

Weekly seminars reflective practice

Assessment

GS4 GRADING SCHEMA 4 Used for undifferentiated pass/fail 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
TypeDescription
Case Study ^Using reflective practice framework to understand the family with IMH concerns
Reflective Practice ^Journal presentation of reflective practice in an IMH context.

^ Mandatory to Pass

Text References

  • Finello, K. M. (Ed.). (2005). The handbook of training and practice in infant and preschool mental health. San Francisco, CA: Jossey-Bass.

Journal References

  • Eggbeer, L., Mann, T., & Seibel, N. (2007). Reflective supervision: Past, present, and future. Zero to Three, 28(2), 5-9.
  • Amini Virmani, E., & Ontai, L. L. (2010). Supervision and training in child care: Does reflective supervision foster caregiver insightfulness? Infant Mental Health Journal, 31(1), 16-32.
  • Weatherston, D. J., Kaplan-Estrin, M., & Goldberg, S. (2009). Strengthening and recognizing knowledge, skills, and reflective practice: The michigan association for infant mental health competency guidelines and endorsement process. Infant Mental Health Journal, 30(6), 648-663.

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.

IMH6002|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

    Reflective Practice in Infant Mental Health 2

  • Unit Code

    IMH6002

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit continues the work of IMH6001 (Reflective Practice in Infant Mental Health 1) in applying reflective practice to an Infant Mental Health workplace context. Students will bring material from their workplace settings to develop reflective skills enabling them to deepen their work with families in a relationship based framework. There will be an emphasis on consolidation of student's capacities to observe, listen with sensitivity and attunement to understand the infant/young child's presentation within the caregiving context. Case studies from infant mental health workplaces and student reflections will be used to strengthen the learning experience and translate principles of reflective practice into action.

Prerequisite Rule

Must have passed IMH6001

Learning Outcomes

On completion of this unit students should be able to:

  1. Synthesise and critique knowledge of infant mental health practice to a reflective group process.
  2. Apply knowledge and skills of reflective practice to IMH assessment and interventions with infants, young children and their families.
  3. Articulate own thoughts, feelings, strengths and growth areas in relation to IMH practice and working with families.
  4. Integrate a reflective practice stance (open and curious) in professional communication with families who present with infant mental health clinical problems.
  5. Identify and participate in learning activities related to the promotion of IMH and relationship based practice.

Unit Content

  1. Reflective practice in parent-child assessment and intervention.
  2. Professional and personal responses to strong emotions in clinical work in IMH.
  3. Identify and reflect on clinical dilemmas in IMH.
  4. Student case presentations.

Additional Learning Experience Information

Weekly seminars reflective practice

Assessment

GS4 GRADING SCHEMA 4 Used for undifferentiated pass/fail 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
TypeDescription
Case Study ^Using reflective practice framework to understand the family with IMH concerns
Reflective Practice ^Journal presentation of reflective practice in an IMH context.

^ Mandatory to Pass

Text References

  • Finello, K. M. (Ed.). (2005). The handbook of training and practice in infant and preschool mental health. San Francisco, CA: Jossey-Bass.

Journal References

  • Eggbeer, L., Mann, T., & Seibel, N. (2007). Reflective supervision: Past, present, and future. Zero to Three, 28(2), 5-9.
  • Amini Virmani, E., & Ontai, L. L. (2010). Supervision and training in child care: Does reflective supervision foster caregiver insightfulness? Infant Mental Health Journal, 31(1), 16-32.
  • Weatherston, D. J., Kaplan-Estrin, M., & Goldberg, S. (2009). Strengthening and recognizing knowledge, skills, and reflective practice: The michigan association for infant mental health competency guidelines and endorsement process. Infant Mental Health Journal, 30(6), 648-663.

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.

IMH6002|1|2