This course introduces students to the world of academic research and scholarly writing. Students will learn how to: locate peer-reviewed sources; critique research articles and other scholarly literature; use APA format; write literature reviews; utilize citations as evidence in writing; engage in the writing process by receiving feedback and making revisions; and use an electronic reference manager. Assignments for this course are coordinated with assignments for IECD-520; in IECD-519, students will receive feedback on drafts that they will eventually submit in IECD-520. 05/08/2023-08/14/2023 Distance/Electronically Mediat Monday 03:30PM - 05:30PM, Room to be Announced

This core course introduces students to the main issues in the field of Infant Mental Health - an interdisciplinary field concerned with the optimal development of the infant and young child within the context of his/her primary relationships. Students survey the theoretical origins of the field as well as contributions made by various allied disciplines to our understanding of human development, both in typical and atypical functioning. Development will be understood as an integrated, relational process embedded in the ecological, social and cultural context. They review historical and contemporary perspectives on the developmental progress of infants, toddlers and young children, and methods by which assessment and intervention occur. Students examine the remarkable competencies of the newborn and infant, the field of interpersonal neurobiology, the nature of human attachment, the psychological dimensions of pregnancy and parenting, including the critical ways in which the infant’s arrival alters the family system, and the interpersonal nature of human development. They also understand disruptions and disorders of attachment and the impact on relational development over the lifespan. Video, key readings, and both Moodle and class discussion will be used to integrate the content. Additionally, students will learn about the field through self-directed learning projects that they will share with our class.

This is a core course that will focus on understanding developmental disabilities. Developmental disabilities will be discussed in terms of the core challenges to the child and the family. Disabilities will be discussed from a framework that will involve physiology, emotionality, cognition, and behavior. The class will learn how to manage disabilities in the family as well as other systems in which the child participates. 05/09/2023-08/15/2023 Distance/Electronically Mediat Tuesday 03:30PM - 05:30PM, Room to be Announced

Fielding Graduate University emphasizes leadership development, social and economic justice, and environmental sustainability. Drawing on the specialized knowledge and skill gained from IECD courses and practitioner experience, this course emphasizes development of leaders through effective advocacy in law, policy, and program development decisions to ensure all children and families can maximize each child's success. Although the US Individuals with Disabilities Education Act (IDEA) forms the foundation for this course, students are encouraged to research relevant laws and regulations in their home regions and to make practical recommendations to improve policies and programs, transdisciplinary collaborations, and parent engagement. The course encourages students' public advocacy and leadership on behalf of children and families in their communities, workplaces, and society at large. 05/10/2023-08/16/2023 Distance/Electronically Mediat Wednesday 05:30PM - 07:30PM, Room to be Announced

This is an advanced class in designing, conducting and reporting research. The course focuses on giving students practical experience in various critical aspects of conducting scientific research. 05/10/2023-08/16/2023 Distance/Electronically Mediat Wednesday 05:30PM - 07:30PM, Room to be Announced

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This course will provide students with an introduction of the Developmental, Individual Differences, Relationship (DIR) model developed by Dr. Stanley Greenspan and Dr. Serena Weider. Discussions in class will include how early experiences impact development, learning, social emotional relationships, mental health, and families. Historical perspectives will be discussed in describing the model's development as well as how evidence-based application of the model has been expanded to inform lifespan development, culture, and reflective practice. Course objectives of learning will help inform students with family, educational, community, and geopolitical initiatives, how to foster mutual understanding, a shared sense of humanity and reality, and reflective capacities to support stable, reflective practice from a personal or institutional level (Greenspan & Shanker, 2006). Demonstration of this model will be explored in class to include: 1) functional examples revolving around the progression of human development from the lens of relationships, daily activities, and emotions, and relationships, and 2) working to build and nurture distressed communities to recognize the presence and absence of affective connection/ engagement (Greenspan, Wieder et al 1988). Students will be provided with a collaborative intervention method, sensitive to principles of their adult learning, to derive all 16 Functional Emotional Developmental Capacities (FEDCs) as described in The First Idea by Dr. Greenspan and Shanker (2004). An emphasis on FEDC 1-9 will be studied. Students will apply examples from their everyday lives across all FEDC levels and how these capacities offer support to problem solving in both their personal and professional spaces. 05/11/2023-08/17/2023 Distance/Electronically Mediat Thursday 03:30PM - 05:30PM, Room to be Announced

The focus of this course is on developmental and relational models of development and infant mental health theory and application. Caregiver/child and lifespan relationships (e.g., home, school, work, community) will be emphasized. This course provides an opportunity to integrate and apply the Developmental Capacities, 1-9, with an emphasis on developmental capacities 4-6 and caregiver coaching of the DIR model. Conceptual and theoretical constructs to current practice and/or professional experiences will be explored. This course involves the mentoring of students based on the student's experiences and includes integration of reading materials, lectures, and video clips to achieve course learning objectives. Students will explore key concepts related to the developmental individual relationship- based approach by analyzing videos from the students' clinical work. 05/08/2023-08/20/2023