Course Syllabus

Course Information
Course Number/Section HDCD 6390
Course Title Infant Mental Health
Term Fall 2010
Days & Times Thursdays 2:30-5:15 –Gr. 4.204

Professor Contact Information

Professor Elizabeth Francis, M.S.,Early Childhood Disorders
Infant Mental Health Mentor, TAIMH – (IV)
Email Address liz1189@tx.rr.com
Office Location N/A
Office Hours N/A
Phone 214-923-4761

Course Pre-requisites, Co-requisites, and/or Other Restrictions

There are no formal prerequisites for this course. However, an academic background in early
childhood development is highly recommended.

Course Description
This course is an introduction to the field of infant mental health –the study of how a young
child’s overall development is impacted by early relationships. We will begin with the pioneers
in the field - who they were, what they offered, and events in their personal lives that may have
impacted their professional interests. These early contributors to the field provided the
foundation for most of the current research and practice. The latter part of the course will offer
an overview of selected intervention practices with children and families who are impacted by
disorders or disruptions of early relationships.

Completion of the course will prepare the student to

Advocate for the critical importance of early relationships
Integrate practices which support the development of healthy relationships into work in
early intervention
Be familiar with current intervention programs that address attachment issues.
Understand the value of reflective practice, personally and professionally

Student/EIS Learning Competencies/Objectives

PD1 – The student/EIS knows basic principles of child development and recognizes
typical developmental milestones in children birth to 36 months of age.
PD5 – The student/EIS knows how family dynamics affect infant and toddler
development.
PROF3 – The student/ EIS actively listens to other’s messages and responds in ways that
are nonjudgmental and sends clear messages, without resorting to jargon.
PROF4 – The student/EIS exhibits awareness of personal strengths and weaknesses. The
EIS understands personal philosophy, values, beliefs and attitudes and the effects of these
on personal behavior and interactions with others.
PROF5 – The student/ EIS displays optimistic, yet realistic attitudes toward and
expectations for, infants and toddlers, families, colleagues and self.

Course Syllabus Page 1

 PROF10 – The student/EIS shows commitment to personal and professional development
while providing the highest quality of early intervention services.

Required Textbooks and Materials

Required Text: Berlin L., Ziv. Y, Amaya-Jackson, L., Greenberg M. (Eds.) (2005).
Enhancing Early Attachments: theory, research, intervention, and policy. New York: Guildford
Press (EEA)
Other Requirements: Assigned articles-on ELearning & Electronic Course Reserves
http://utdallas.docutek.com/eres/coursepage.aspx?cid=855
Reflective Journal
Class project
(Readings will be coded: EEA=text; EL=elearning; ER=electronic reserves)

Everyone was a baby at one time. Our early histories and struggles can come to life again
when we study babies and their families. As you read the required material, take some time to
reflect on your personal responses. The skill of personal reflection is critical for excellence in
work with infant, toddlers, and their families. Although personal insights are not the focus of this
coursework, they are an integral part of work in the field.

Reflective Journal: Reflection is a necessary tool for understanding and integrating

knowledge. You are to keep a reflective journal for the purpose of recording your understanding,
reactions, and reflections on readings, films, and class discussion. Once weekly, include one
observation of children, adults, peers, and/or families as they relate to one another. Provide the
setting, time of day, your observation, and your understanding of the interaction(s). This journal
is to be forwarded to my email, liz1189@tx.rr.com, periodically during the semester. Other topics
will be assigned throughout the semester.
Grading will be cumulative, based on personal understanding of the subject as indicated by
your (a) knowledge of assigned reading, (b) attention to films and class discussion,
(c)completion of weekly observation of interactions.
Schedule of assigned topics and submission to be determined at end of each class.

Project: Risk Factors for the Development of Healthy Relationships in the First
Three Years of Life.
Choosing from the suggested topics listed below, gather information from three sources
and present your findings to the class. No power points please. Give a verbal report, about 15
minutes. Provide written material for your classmates providing sources for your information and
any additional recommended readings on the topic. Presentations will be assigned beginning Oct.
14.
Depressed mothers/fathers
Parental substance abuse-pre/postnatal
Premature birth
Chronic illness/disability of child
Adolescent Parents
Poverty
Mentally ill parent

Course Syllabus Page 2

Assignments & Academic Calendar

THEORETICAL FOUNDATIONS OF INFANT MENTAL HEALTH

August 19 - Course Overview & Organization. .

August 26 - John Bowlby and Renee Spitz

Readings: (1)Cassidy, Jude. (2008). The Nature of the Child’s Ties. In Cassidy, J.
and Shaver, P. Handbook of Attachment Theory: Theory, Research, and Clinical
Application. Guilford Press, New York.pps. 3 – 22 (ER)
(2) Bowlby, John. (1988). The origins of attachment theory. In
Bowlby, John, A Secure Base (pp. 20-38). New York: Basic Books (ER)
Film: Grief: A Peril in Infancy. Renee Spitz – class discussion and in-class journal
writing
Lecture: Bowlby – His story and his theory
Film clip: Harlow’s monkeys

Sept. 2 – Margaret Mahler

Readings: (1) Stages of the Separation-Individuation Process, condensed by E.
Francis, from Mahler, M., Pine, F., & Bergman A. (1975) The Psychological Birth
of the Human Infant. New York: Basic Books (EL)
(2) Foley, G. (2006). Self and Social-Emotional Development in Infancy.
A Descriptive Synthesis. In Foley, G. & Hochman, J. (Eds.), Mental Health in Early
Intervention: Achieving Unity in Principles and Practice. pp 139-173 Baltimore:
Paul H. Brookes (ER)
Lecture: Mahler’s story and her theory
Foley’s Revisionist Interpretation of Mahler’s ASI

Sept. 9 – James & Joyce Roberson

Reading: (1)Robertson, James & Joyce (1971). Young children in brief
separation: a fresh look. Psychoanalytic Study of the Child, Vol. 26 (EL)
(2)Freud, A. Film Review: John, Seventeen Months: Nine Days in a
Residential Nursery. Source unknown. (EL)
(3) “John, 17 Months…” in Guide to the Film Series, Young Children in
Brief Separation. By James and Joyce Robertson, The Robertson Centre. (EL)
Lecture: The Story of James & Joyce Robertson
Class Discussion and review of Bowlby’s stages of grief as preparation
for viewing “John”.
Film: “John, Aged Seventeen Months, for Nine Days in a Residential Nursery”.
Documentary film by James & Joyce Robertson (1969). Sponsors: Tavistock Child
Development Unit: London
Reflection: Discussion of film and in-class journaling of reactions

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Sept. 16 – James & Joyce Robertson - cont
Discussion: Journal reflections on viewing John.
Readings: (1)Thomas, 2 yrs. 4 months…in Guide to the Film Series, Young
Children in Brief Separation. By James and Joyce Robertson, The Robertson
Centre. (EL)
(2) Comparison of John and Thomas. E. Francis, 2010 (EL)
Film: “Thomas, Two Years Four Months, in Foster Care for Ten Days”.
Documentary Film by James & Joyce Robertson, (1969). Sponsors: Tavistock Child
Development Unit: London
Discussion: Comparison of John and Thomas

Sept. 23 – Mary Ainsworth

Readings: (1) Ainsworth, M., & Bowlby, J. (1991). An ethological approach to
personality development. American Psychologist, Vol. 46 (4), pp. 333-341 (ER)
(2) Cassidy, C. & Shaver, P.Eds. Handbook of Attachment: Theory,
Research, and Clinical Applications. 2nd ed. 2008. New York: Guilford Press
a.Descriptions and assessments of individual differences in
attachment security, pp . 80-81 (ER)
b.Predictive meaning of individual differences in attachment security,
pp. 84-85 (ER)
c.Attachment classification in infancy: the strange situation,
pp. 386-87(ER)
Film Clip: Brief overview of Ainsworth’s work. Davidson Films
Lecture: Mary Ainsworth’s story
Overview of Ainsworth’s longitudinal research

Sept. 30 – Selma Fraiberg

Readings: (1)Fraiberg, S., Adelson, E., & Shapiro, V. (1975) Ghosts in the
Nursery: A Psychoanalytic Approach to the Problems of Impaired Mother-Infant
Relationships. In Fraiberg, L., Selected Writings of Selma Fraiberg, 1987, pp 100-136.
(ER)
(2) Brazelton, B. & Cramer, B. (1990) The Infant as Ghost. The Earliest
Relationship. Parents, Infants, and the Drama of Early Attachment.pp 139-156. Addison-
Wesley Publishing Company, Inc.(ER)
(3 ) Lieberman, A.; Padron E.; VanHorn P.; Harris, W. Angels in the Nursery: The
Intergenerational Transmission of Benevolent Parental Influences. Infant Mental Health
Journal. Vol. 26 (6), 504-520 (2005) (ER)
Lecture: Selma Fraiberg’s Story

Oct. 7 – A BRIEF PAUSE FOR BIOLOGY - The Role of Infant Brain Development in
Attachment
Readings: (1)Siegel, D. (1999). The Developing Mind: How Relationships and the
Brain Interact to Shape Who We are. Chapter 3 – “Attachment”, pp. 67-120. Guilford:
New York (ER)

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 (2) Siegel, D. (1999) The Developing Mind…Chpt. 8 – “Interpersonal
Connection”, pp. 276 – 300 (ER)
Lecture: Attachment and Brain Development
Film Clips: Mirror Neurons – Nova
Still Face – Tronick et al.

************************************************************************

INTERVENTION MODELS

Oct. 14 – ATTACHMENT AND TRAUMA

Readings: (1) Zeanah, C., & Smyke. Building attachment relationships following
maltreatment and severe deprivation. In Berlin L., Ziv. Y, Amaya-Jackson, L., Greenberg M.
(Eds.) (2005). Enhancing Early Attachments: theory, research, intervention, and policy. New
York: Guildford Press (EEA) pp. 195-216
(2) Lieberman, A. & Amaya-Jackson, L. Reciprocal influences of
attachment and trauma. (EEA), 100-124
(3) Perry, B. (2006) Applying principles of neurodevelopment to clinical
work with maltreated and traumatized children. In Webb, N. (ed.), Traumatized youth
in child welfare (pp. 27-52). New York Guilford Press. (ER)
(4) Bradshaw, G., Schore A., Brown J., Poole, J., & Moss, C. (2005)
Elephant Breakdown. Nature, 433, p. 807. (ER)

Oct. 21 – THE IMPACT OF MULTIPLE SEPARATIONS

Readings: (1)Dozier, M. Lindhiem, O., & Ackerman J. Attachment and
Biobehavioral Catch-up. (EEA), 178 – 194
(2)Lillas, C., Langer L., & Drinane, M. (2005) Forced separations and
forced reunions in the foster care system. Zero to Three, July 2005, pp. 34-40 (ER)
(3)Weitzman, C. & Avni-Singer, R. Building the bonds of adoption:
from separation and deprivation toward integration and continuity. Zero to Three, July
2005. Pp. 14-20 (ER)
(4)Talmi, A. Jump, V. & Goldman-Fraser, J. All alone: promoting
regulation during separations from intimate caregivers. Zero to Three, July 2005.
Pp. 8-13 (EL)
Journal Topic: Write a brief (1-2pgs.) essay from the viewpoint of an infant or
toddler who has been abruptly removed from his family and placed in fostercare. Select
the child’s age, structure of biological family, reason for removal, & structure of foster-
care setting. Based on your knowledge of social-emotional development and
attachment theory, describe the impact on this child has as he leaves one setting and is
transported to another. You may find it easiest to write in the voice of the child. Limit
your essay to the 24-hour period around his removal and placement.

Course Syllabus Page 5

Oct. 28 – THE VALUE OF PARENTAL REFLECTION
Readings: (1)Cohen, N., Mirek, L., & Muir, E. (2002-03) Watch, Wait, and
Wonder: An Infant-led Approach to Infant-Parent Psychotherapy. Newsletter of the
Infant Mental Health Promotion Project (IMP), Vol. 35. Toronto (EL)
Film: When the Bough Breaks. Toronto’s Hincks Institute. 1995 Frontline
(2)Slade A., Sadler, L., & Mayes, L. Minding the baby: enhancing parental
reflective functioning in a nursing/mental health home visiting program (EEA) pp. 152-
177
(3)Benoit, D. Modified Interaction Guidance. In Newsletter of the Infant
Mental Health )Promotion Project. Vol. 32, Winter 2001-2002, pp. 1-5 (EL)
Lecture: Reflective Parenting

Nov. 4 - THE CIRCLE OF SECURITY INTERVENTION

TBD

Nov. 11 - THE WORK OF STANLEY GREENSPAN

Readings: (1)Greenspan, S. & Wieder, S. (2006) A model for comprehensive
prevention and early intervention services for all families. Infant and Early
Childhood Mental Health pp. 333-363 Arlington Va.: American Psychiatric
Publishing, Inc. (ER)
(2)Greenspan, S. Outline of clinical landmarks for adaptive and
disordered infant and early childhood functioning based on a developmental
structuralist approach. In Psychopathology and Adaptation in Infancy and Early
Childhood: Principles of Clinical Diagnosis and Prevention Intervention.

Nov. 18 - WRAP-UP
Reading: (1) O’Connor, T. and Nilsen, W. Models versus Metaphors in
Translating Attachment Theory to the Clinic and Community. In (EEA) pp. 33313-
326
(2)Waters, T. (2004) Learning to Love: From Your Mother’s Arms to
Your Lover’s Arms. The Medium (Voice of the University of Toronto), Vol.
30, No. 19: 1-4 (EL)

Dec. 2 - WRAP-UP CONT.

Reading: Weatherston, D. (2000) The Infant Mental Health Specialist. Zero to
Three, October/November 2000. Pp. 3-10 (ER)
Class Exercise: Defining infant mental health to various types of people in your
life – peers, family, potential employer, parent/caregiver client, checker at grocery
store, plumber,…

Final Exam: To Be Announced

Grading Policy: Class Project = 20%, Journal Reflections = 40%, & Final Exam = 40%.

Course Syllabus Page 6

Course Policies: Attendance and participation in class activities is expected.

Technical Support: URL for electronic reserves course page:

http://utdallas. docutek.com/eres/coursepage.aspx?cid=855

If you experience any problems with your UTD account you may send an email to:
assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD printed publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V,
Rules on Student Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391) and online at
http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to
discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair advantage to a
student or the attempt to commit such acts.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Copyright Notice

The copyright law of the United States (Title 17, United States Code) governs the making of
photocopies or other reproductions of copyrighted materials, including music and software.

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 Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright
owner’s rights and such infringement is subject to appropriate disciplinary action as well as
criminal penalties provided by federal law. Usage of such material is only appropriate when that
usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to
follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information
about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm
Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Course Syllabus Page 8

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
disabilityservice@utdallas.edu

If you anticipate issues related to the format or requirements of this course, please meet with the
Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your
full participation in the course. If you determine that formal, disability-related accommodations
are necessary, it is very important that you be registered with Disability Services to notify them of
your eligibility for reasonable accommodations. Disability Services can then plan how best to
coordinate your accommodations.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 9