LEARNING.FIELDING.EDU
New Student Orientation (NSO) into the IECD program consists of two phases:
PreNSO: Through asynchronous work, this self-paced PreNSO provides incoming doctoral students with an overview of their course of graduate study while orienting them to Fielding’s online environment and the expectations and standards for PhD level study including critical thinking, writing skills, and research expectations.
NSO & Term: The NSO through synchronous meetings at the start of the first term provides students with a growing understanding of their graduate study standards/expectations for successful PhD level work. NSO focuses primarily on the students’ preparedness for the program which includes understanding of 1) various student support services available, and 2) entry level foundational doctoral level competencies, ethical attitudes, attentiveness to cultural diversity, self-awareness, and ability to work independently and collaboratively.
PreNSO: Through asynchronous work, this self-paced PreNSO provides incoming doctoral students with an overview of their course of graduate study while orienting them to Fielding’s online environment and the expectations and standards for PhD level study including critical thinking, writing skills, and research expectations.
NSO & Term: The NSO through synchronous meetings at the start of the first term provides students with a growing understanding of their graduate study standards/expectations for successful PhD level work. NSO focuses primarily on the students’ preparedness for the program which includes understanding of 1) various student support services available, and 2) entry level foundational doctoral level competencies, ethical attitudes, attentiveness to cultural diversity, self-awareness, and ability to work independently and collaboratively.
- Faculty: Jennifer Alvarez
- Faculty: Joseph Constantine
- Faculty: Jenene Craig
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- Faculty: Joseph Constantine
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- Faculty: Carrie Alvarado
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- Faculty: Nina Newman
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- Faculty: Joseph Constantine
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- Faculty: Michelle Bulanda
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- Faculty: Christine Gliniak
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- Faculty: Joseph Constantine
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- Faculty: Tiffany Cameron
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- Faculty: Adrienne Edwards-Bianchi
This course provides basic background information on the history, neuroscientific foundations, and the different developmental models and theoretical constructs involved in understanding social-emotional development unfolding during infancy and early childhood, both in normal and disordered functioning. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives.
In The First Idea, Stanley Greenspan and Stuart Shanker explored the profound influence that specific kinds of caregiver-infant interactions have on the development of a child’s mind. This is the contribution of the Functional Emotional Developmental Model. One of the most important issues that we looked at for parents and scientists alike is the roles of relationships and emotion in social and emotional development. In this course, we will explore the central thesis presented in The First Idea: how a child goes through a number of affective transformations as a result of specific types of caregiving experiences. Emotions serve as the vehicle through which, like the instruments in an orchestra, all the processing systems come to work together in integrated patterns.
As we will see, emotions serve as the source of symbols, the architect of intelligence, the integrator of the different sensorimotor processing capacities, and the psychological foundation of society. We will also explore the cultural, societal, political, governmental, and global implications of understanding the 16 stages of emotional development as examined in the final chapter of The First Idea, and in the monograph, Toward a Psychology of Global Interdependency (Greenspan & Shanker, 2002).
Write a concise and interesting paragraph here that explains what this course is about
In The First Idea, Stanley Greenspan and Stuart Shanker explored the profound influence that specific kinds of caregiver-infant interactions have on the development of a child’s mind. This is the contribution of the Functional Emotional Developmental Model. One of the most important issues that we looked at for parents and scientists alike is the roles of relationships and emotion in social and emotional development. In this course, we will explore the central thesis presented in The First Idea: how a child goes through a number of affective transformations as a result of specific types of caregiving experiences. Emotions serve as the vehicle through which, like the instruments in an orchestra, all the processing systems come to work together in integrated patterns.
As we will see, emotions serve as the source of symbols, the architect of intelligence, the integrator of the different sensorimotor processing capacities, and the psychological foundation of society. We will also explore the cultural, societal, political, governmental, and global implications of understanding the 16 stages of emotional development as examined in the final chapter of The First Idea, and in the monograph, Toward a Psychology of Global Interdependency (Greenspan & Shanker, 2002).
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- Faculty: Gerard Costa
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- Faculty: Jennifer Smith
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- Faculty: Corinne Catalano
This course will provide students with an introduction to the developmental, individual differences, relationship-based (DIR®) model. Lectures, readings, class discussion, and assignments will provide students an opportunity to expand their knowledge about how early experiences impact development, learning, mental health, and family dynamics throughout the lifespan. Historical perspectives will be discussed in describing the model’s development as well as how evidence-based application of the model has been researched. Exploration of the application of DIR® theory will include: 1) functional examples of routine daily activities, 2) the role of developmental capacities in function, 3) the impact of individual differences, and 4) how relationships and affect fuel developmental and learning. Students will be provided with an interactive learning environment, sensitive to principles of adult learning, to become familiarized with the first 9 Functional Emotional Developmental Capacities (FEDCs) and Floortime® strategies. Students will apply DIR® thinking to personal and professional experiences across developmental capacities to understand the interplay between development and individual differences in the context of relationships.
- Faculty: Carrie Alvarado
- Faculty: Mary Lorraine Ehlers-Flint
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- Faculty: Nina Newman
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- Faculty: Cynthia Puccio
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- Faculty: Tiffany Cameron
- Faculty: Joseph Constantine
- Faculty: Jenene Craig
- Faculty: Adrienne Edwards-Bianchi
- Faculty: Georgeanna Robinson