PSYED 1089/2588 Special Topics: Early Childhood Mental Health

PSYED 1089/2588 Special Topics: Early Childhood Mental Health

Course Syllabus- Fall 2016

University of Pittsburgh

Department of Education: Applied Developmental Psychology

GENERAL INFORMATION

Instructor: Robert Gallen, Ph.D.

Contact Information:Office: (412)

Cell: (412) 780-0462

Email:

Office Hours:M-W 1-3pm or by Appointment

Classroom: Hybrid: Online & PAEYC HUB, Carnegie Library in Hazelwood

COURSE INFORMATION

Course Description: Infants and Toddlers are developing and growing at an amazing pace. Their opportunity for well-being and happy and productive lives are boundless. The same qualities that give rise to a babies amazing potential also place them at unique risk for negative outcomes. Early childhood mental health has been equated with social-emotional development; the growing capacity for self-regulation, to form close relationships, and to learn through exploration. These capacities develop optimally through nurturing, safe and responsive caregiving. This class will provide a social-emotional foundation for working with infants, toddlers, and their families. In this course you will learn about the experiences infants and toddlers need for optimal development, the potential impact of risk and resiliency factors, and ways to support very young children and their families. If you work with, or seek to work with infants and toddlers in an early car, early intervention, health, mental health or other capacities, the information in this class will guide you toward improved quality and efficacy in your work.

Course Learning Outcomes:

At the conclusion of the course, the students will be able to:

Describe the impact of warm, positive, nurturing adult behavior on very young children.
Recognize opportunities to be responsive to children’s wants and needs.
Explain the development of self-regulation in the first three years of a child’s life and identify caregiving practices that support that development at different points in the progression.
Describe practices that effectively and positively encourage appropriate behavior and minimize behavior challenges.
Identify aspects of the learning environment that promote children’s sense of identity and belonging.
Describe how social-emotional characteristics of dual-/multi-language learners may be unique, and identify strengths-based approaches and practices to effectively support their development.
Explain the connection between a secure attachment with a caregiver, infants’ and toddlers’ playful exploration, and their acquisition of knowledge about their world.
Describe examples of appropriate, purposeful adult interactions that encourage children’s concept development.
Describe the progression of representational thinking in young children and identify examples of behaviors that reflect its development.
Describe some potential cognitive strengths of dual-/multi-language learners, and identify approaches and practices to effectively support their cognitive development.
Reflect on their own assumptions and impact those assumptions may have on their ability to identify and implement specific considerations that could help support exploration and concept development of very young children from vulnerable populations.
Identify specific strategies to engage young infants, mobile infants, and toddlers and their families in positive book related exploration and activities.
Describe the ways in which dual-/multi-language learners sequence of language and literacy development may differ from their mono-lingual peers.

Required Materials:

Summers, Chazan-Cohen, and Fitzgerald (2011). Understanding Early Childhood Mental Health: A practical

Guide for Professionals. Brooks.

Additional readings will be made available to you via Blackboard.

Course Expectations and Requirements:

Quizzes (100 Points):

There will be 10-14 brief quizzes, one after each chapter or content area, to assess student learning and progress in the course. Each quiz will be taken online and cover material presented within that content domain. Students grades will include their top 10 quiz grades.

Exams (2 X 50 points = 100 Points):

There will be two (2) examinations. Each exam will cover approximately ½ the course content. Questions will include essay and short-answer and/or multiple-choice items.

Observation Paper (20 Points):

You will be asked to apply the ideas and concepts from the course to a child or individual you can observe over the course of the semester. In particular, you will be asked to consider that individuals Internal Working Model and you will practice and build upon your own skills for Reflective Function. You will organize these ideas, thoughts, and experiences into a final paper where you share your findings in written format.

Reflections (WEEKLY; 15 Points)

You will reflect weekly upon the course content by completing an online entry of your thoughts, feelings and reactions. Only the instructor willsee your entries. Cues and questions for each week will be provided online in Blackboard.

Class Participation (15 Points):

Your contributions to on-line class discussion, completion of assignments in a timely manner, regular “attendance” via time on-line each week will be evaluated by the instructor and assigned a grade. All students are expected to contribute to on-line discussions at least TWICE per week (for weeks that we do not meet live). Contributions must be within the course calendar week as defined on the course calendar below to count towards participation. Entries must include a substantial, thoughtful entry to count as participation. Quality ratings of entries is determined by the instructor and the use of the Participation Rubric.

COURSE POLICIES:

Attendance:

You are expected to log-onto the Blackboard page for this course at least TWICE each week to view lectures, participate in discussions and contribute with reflections on topics presented. It is likely, however, that more frequent participation will result in improved learning outcomes and a better capacity to keep up with class activities.

Every student accepts the responsibility to attend all required class meetings. To obtain the fullest benefit from their courses, students must participate fully. This implies attending regularly, engaging in course activity, completing work on time, and making up work missed because of an emergency absence. It is the student’s responsibility to let the course instructor know within the drop-add period if he or she will have to miss class for religious reasons, athletics, or other..

Grading:Grading will be based on the following class requirements. The instructor reserves the right to add/subtract or alter this grading system as they deem necessary.

A+242-250 pointsC 181-190

A231-241C-175-180

A-224-230D+166-174

B+216-223D156-165

B206-215D-150-155

B-200-205F<150

C+192-199

COURSE & UNIVERSITY POLICIES

Professional Behavior:

You are expected to demonstrate professional and courteous behavior during class, within Blackboard and in email communications. Such behaviors include listening quietly and attentively when others are speaking, communicating respectfully with others (especially if you disagree with someone’s perspective or idea), using professional language, maintaining a professional demeanor, and maintaining anonymity and confidentiality of client and/or classmate information discussed in class.

Email:

Please note: I will NOT accept any assignments through email. In the case of an emergency, an exception may be made at the instructor’s discretion.

I will attempt to respond to all email within 24-48 hours. I do not always check email on weekends. Questions, problems, or concerns about an assignment should be addressed at least 24 hours in advance, unless an emergency arises. Please be sure to plan ahead, as “last minute” emails will likely not be seen immediately.

When sending an email, indicate the course your email is about in the subject line and include your full name in the email. If the information you are emailing about is readily (or possibly) available online, you should use those online resources before emailing your question. If you have made a strong effort to locate information online (especially university-related information such as dates, times, locations, policies, etc.) but have not found it, emailing is appropriate.

Think before you write, and think twice before you send. Do not send anything in writing that you would not feel comfortable saying to someone in person.

Grades:

Please ask if you have questions regarding how you will be evaluated in this course. I am happy to discuss your learning goals and progress toward them at any time, though the earlier in the semester the better.

Please note, however, that I DO NOT discuss grades via email, due to the sensitive nature of grades and laws about student rights and privacy (i.e. FERPA). If you would like to speak to me about your grade, please come to meet with me in person or call me. If you feel there is a specific error in the grading, I will review that particular concern. However, grades are not negotiable and no extra credit opportunities are given individually. I am, however, also happy to discuss ways in which you may enhance your learning and performance in this course.

Written Work Guidelines:

Papers should be double-spaced in black 12-point Times New Roman font, with margins of 1 inch. They should always fall within the page range listed in the syllabus or other assignment guidelines. The page requirements given for assignments are exclusive of (do not include) the cover page, references, and appendices (if included). Papers that exceed the page limit with either: a) Be returned for editing, with points deducted from the final assignment grade, or b) Be read and graded, based on content up to 1 page beyond the page limit.

All submitted papers should show evidence of proofreading. Submitted work should be professional quality, with appropriate structure, grammar, and spelling that reflects undergraduate/graduate writing and thinking. If a paper is submitted containing more than 4 significant grammatical or structural errors that impact the readability of the assignment, it may be returned to the student for correction with a deduction in the final grade. A deadline for re-submission will be given at that time.

Late assignments:

All assignments are expected during the session noted on the syllabus. Unless prior arrangements have been made with me (at least 48 hours in advance), late submissions will not be accepted and will result in a grade of 0 for that assignment. Depending on the circumstance, late submissions that are accepted may be at a reduced level of points.

Academic Integrity

Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity.Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.

Disability Services

If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services(DRS), 140 William Pitt Union, (412) 648-7890, , (412) 228-5347 for P3 ASL users, as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course.

Statement on Classroom Recording

To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.

DEPARTMENTAL GRIEVANCE PROCEDURES

Departmental Grievance Procedures. The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a PSYED student or a student in a PSYED class believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the program chair; (3) then, if needed, resolving the matter through conversations with the department chair; (4) if needed, next talking to the associate dean of the school; and (5) if needed, filing a written statement of charges with the school-level academic integrity officer. [Dr. Michael Gunzenhauser is the Associate Dean and Integrity Officer.]

Student Opinion of Teaching Surveys

Students in this class will be asked to complete a Student Opinion of Teaching Survey. Surveys will be sent via Pitt email and appear on your CourseWeb landing page during the last three weeks of class meeting days. Your responses are anonymous. Please take time to thoughtfully respond, your feedback is important to me. Read more about Student Opinion of Teaching Surveys.

Course materials may be protected by copyright. United States copyright law, 17 USC section 101, et seq., in addition to University policy and procedures, prohibit unauthorized duplication or retransmission of course materials. See Library of Congress Copyright Officeand the University Copyright Policy.

ADDITIONAL STUDENT RESOURCES

Technology/Computer Help Desk: 412-624-HELP [4357]

Graduate Studies at Pitt:
Student Health Services: 412-383-1800 (
Counseling Center: 412-648-7930 (
The Writing Center: 412-624-6556 (
Academic Resource Center: 412-648-7920: (
Disability Resources and Services: 412-648-7890 (
Office of International Services: 412-624-7120 (
Information Technology (Computing Services & Systems Development):
Office of the Registrar (academic calendar, transcripts, course registration/enrollment):
Career Development Office: 412-648-7130 (
Software Download Service (students can get many software programs, including Microsoft Office, at low or NO cost, either online or by picking up CDs at campus computer labs):

Course Calendar/Schedule:

The following schedule is tentative. Topics to be covered, assigned readings and tasks, and/or assignment due dates may be subject to change. Any changes will be announced in class. It is your responsibility to attend class on time in order to remain apprised of any changes.

Date / Topic / Assignments
Read assignments
by date listed / Class Activities
Topic 1
August 29-September 4 / Defining Early Childhood and Infant Mental Health
-Class Structure/Syllabus / Additional readings posted on Courseweb
Topic 2
September5-11 / Understanding ECMH/IMH / Summers Chp. 1 / Quiz 1
September 9 / Fall Term Add/drop ends
Topic 3
September12-18 / Social and Emotional Development / Summers Chp. 2 / Quiz 2
September 24
PAEYC HUB / Live Introductions
When the Bough Breaks- Part 1
Topic 4
Sept. 25-Oct. 2 / Social-Emotional Development as the Foundation for Cognitive and Literacy Development- Dual Language Learners / Blackboard / Quiz 3
Topic 5
October 2-9 / The Caregiver / Summers Chp. 3
Baby Cues- Part 1 / Quiz 4
Topic 6
October 10-16 / Risk and Resilience / Summers Chp. 4 / Quiz 4
October 22
PAEYC HUB / Exam 1
When the Bough Breaks- Part 2
Topic 7
October 24-30 / Stress and Trauma / Summers Chp. 5
ACES Study / Quiz 5
Topic 8
October 31
-November 6 / Assessing Social and Emotional Development / Summers Chp. 6
Baby Cues- Part 2 / Quiz 6
October 28 / Fall Deadline for Monitored Withdrawal
Topic 9
November 7-13 / Relationship Quality:
Assessing Primary Care Relationships / Summers Chp. 7 / Quiz 7
Topic 10
November 14-20 / Relationships continued.... Helping the parent-child dyad / Summers Chp. 8 / Quiz 8
Topic 11
November 19
PAEYC HUB / Working with Parents / Summers Chp. 9
PICCOLO / Quiz 9
November 21-27 / Thanksgiving Break / No Classes
Topic 12
November 28 -
December 4 / Infant Mental Health in the Classroom / Summers Chp. 10 / Quiz 10
Topic 13
December 5-11 / Ethics, Collaboration and Reflective Practice / Summers Chp. 11
IMH Rights- WAIMH / Quiz 11
December 17
PAEYC HUB / Exam 2