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  2. Principles of Infant Mental Health Interventions 2 [IMH6003]

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 2

  • Unit Code

    IMH6003

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit builds upon the principles of intervention introduced in IMH5006 to focus on interventions where the infant is developing in the context of specific adversity including: prematurity, having a disability, chronic illness, domestic violence, adoption, separated parents. It will also address contexts where the infant's main caregiver(s) are adolescent or where the caregivers have special needs such as mental illness, unresolved trauma, grief and/ or loss or disability.

Prerequisite Rule

Must have passed IMH5001 and IMH5006.

Learning Outcomes

On completion of this unit students should be able to:

  1. Develop an understanding of the place of pharmacological treatment in the perinatal period.
  2. Crtitically reflect on knowledge of interventions for infants who are developing in a range of high risk contexts.
  3. Recognise risks and conditions for infants that require intervention and/or assistance from professionals in other systems (e.g health, mental health, welfare, disability, education, justice).
  4. Articulate evidence based strategies to families, support networks and professionals from a range of disciplines to support the needs of infants.

Unit Content

  1. Principles of intervention with infants at risk from prematurity, disability and chronic illness.
  2. Principles of intervention with infants at risk from adoption/fostering and/ or separated families.
  3. Principles of intervention with infants at risk where parents have a mental illness.
  4. Principles of intervention with infants in a context of domestic violence and/or substance abuse.
  5. Principles of intervention with infants where parents have unresolved grief/loss and trauma.
  6. Psychopharmacology in the perinatal period.

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 ^Discussion of case studies50%
Literature Review ^Review literature on selected risk domain50%

^ Mandatory to Pass

Text References

  • ^ Mares, S., Newman, L., & Warren, B. (2011). Clinical skills in infant mental health: The first three years (2nd ed.). Camberwell, Victoria: ACER Press.
  • ^ Zeanah, C. H. (Ed.). (2009). Handbook of infant mental health. New York, NY: The Guilford Press.
  • Williams , A. S., & Cowling, V. (Eds.). (2008). Infants of parents with mental illness: Developmental, clinical, cultural and personal perspectives. Queensland, Australia: Australian Academic Press.

Journal References

  • Murray, L., Arteche, A., Fearon, P., Halligan, S., Goodyear, I., & Cooper, P. (2011). Maternal postnatal depression and the development of depression in offspring up to 16 years of age. Journal of the American Academy of Child and Adolescent Psychiatry, 50(5), 460-470.
  • Osofsky, J. D., & Lieberman, A. F. (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), 120-128.
  • Lieberman, A., Zeanah, C., & McIntosh, J. E. (2011). Attachment perspectives on domestic violence and family law. Family Court Review, 49(3), 529-538.

Website References

^ 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.

IMH6003|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 2

  • Unit Code

    IMH6003

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit builds upon the principles of intervention introduced in IMH5006 to focus on interventions where the infant is developing in the context of specific adversity including: prematurity, having a disability, chronic illness, domestic violence, adoption, separated parents. It will also address contexts where the infant's main caregiver(s) are adolescent or where the caregivers have special needs such as mental illness, unresolved trauma, grief and/ or loss or disability.

Prerequisite Rule

Must have passed IMH5001 and IMH5006.

Learning Outcomes

On completion of this unit students should be able to:

  1. Develop an understanding of the place of pharmacological treatment in the perinatal period.
  2. Crtitically reflect on knowledge of interventions for infants who are developing in a range of high risk contexts.
  3. Recognise risks and conditions for infants that require intervention and/or assistance from professionals in other systems (e.g health, mental health, welfare, disability, education, justice).
  4. Articulate evidence based strategies to families, support networks and professionals from a range of disciplines to support the needs of infants.

Unit Content

  1. Principles of intervention with infants at risk from prematurity, disability and chronic illness.
  2. Principles of intervention with infants at risk from adoption/fostering and/ or separated families.
  3. Principles of intervention with infants at risk where parents have a mental illness.
  4. Principles of intervention with infants in a context of domestic violence and/or substance abuse.
  5. Principles of intervention with infants where parents have unresolved grief/loss and trauma.
  6. Psychopharmacology in the perinatal period.

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 ^Discussion of case studies50%
Literature Review ^Review literature on selected risk domain50%

^ Mandatory to Pass

Text References

  • ^ Mares, S., Newman, L., & Warren, B. (2011). Clinical skills in infant mental health: The first three years (2nd ed.). Camberwell, Victoria: ACER Press.
  • ^ Zeanah, C. H. (Ed.). (2009). Handbook of infant mental health. New York, NY: The Guilford Press.
  • Williams , A. S., & Cowling, V. (Eds.). (2008). Infants of parents with mental illness: Developmental, clinical, cultural and personal perspectives. Queensland, Australia: Australian Academic Press.

Journal References

  • Murray, L., Arteche, A., Fearon, P., Halligan, S., Goodyear, I., & Cooper, P. (2011). Maternal postnatal depression and the development of depression in offspring up to 16 years of age. Journal of the American Academy of Child and Adolescent Psychiatry, 50(5), 460-470.
  • Osofsky, J. D., & Lieberman, A. F. (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), 120-128.
  • Lieberman, A., Zeanah, C., & McIntosh, J. E. (2011). Attachment perspectives on domestic violence and family law. Family Court Review, 49(3), 529-538.

Website References

^ 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.

IMH6003|1|2