Syllabus

ED613D Communication, Consultation & Collaboration (Online)

Arcadia University Education Department Semester Priscilla Jeter-Iles Office: Taylor Hall 3rd Floor E-mail: jeterilp@arcadia.edu Work Phone: (215)-242-0188 Office Hours: by appt only

Policy regarding feedback: I will return emails within 48 hours and grade your assignments within a week. Although this course is offered online, I realize that there may be times when you may want to meet with me face to face. I enjoy teaching and talking with my students, so please do not hesitate to contact me. The best way to arrange a time to meet is by sending me an email. Welcome!

This course is designed to provide students with essential skills and knowledge to become effective communicators and consultants for families, caregivers and other professionals who work with children from birth to age three. Students will learn how to promote the socio-emotional development of infants and toddlers through the collaboration with adult caregivers and professionals. Participants in this course will understand the roles and responsibilities of a mental and behavioral health consultant. Readings and discussions will give participants relevant skills to effectively communicate and collaborate with families and other caretakers. They will also gain knowledge on legislative mandates regarding ITMH and identify resources for families and professionals at the local, state and national levels. Systematic reflection on their own professional practice will allow students to develop leadership skills to support other professionals, families and young children. Course Objectives and Student Competencies Course participants will: 1. Understand and identify typical and atypical development of children, birth to age 3.

2. Understand and identify age-appropriate developmental characteristics and milestones across social, emotional, physical, and cognitive domains. 3. Review, discuss and apply theoretical concepts related to ITMH. 4. Review and discuss family and cultural influences and attitudes. 5. Review and discuss family and cultural influences and attitudes and their effect on development.

Required Materials

Texts: Shirilla, J. & Weatherston, D. (2002.), Case Studies in Infant Mental Health: Risk, Resiliency, and Relationships. Washington, D.C.: Zero to Three Press. Johnston, K. & Brinamen, C. (2006). Mental health consultation in childcare: Transforming relationships among directors, staff, and families. Washington, DC. Zero to Three Press. Textbooks can be ordered online through the Arcadia Book Store or other online bookstores.

Additional Readings Other required reading materials may be made available in the Course Documents section of each unit. It is your responsibility to check this section in each unit in addition to your text. Computer Hardware and Software Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. You will find a complete listing of hardware and software needs at http://student.arcadia.edu/online . Please review this list thoroughly. For this course, you will also need to have access to Microsoft Office (Microsoft Word will be used extensively). Email You are required to use your Arcadia email account for all communication regarding this course. This is the email address that your instructor will use for all communication. There are no exceptions to this policy. Your Arcadia email account can be easily accessed through Blackboard. Go to the Check email link in the menu of My Arcadia. Please contact me immediately if you have any difficulty obtaining any of these materials.

Assistance with Technology If you experience any difficulties with the technology requirements of the course or have trouble accessing the course site, email, etc. at any point in the semester; please contact the IT Helpdesk at (215-572-2898). You should also contact me should these technical problems cause delays in completing assignments or contributing to discussions. Minimum Technical Skills Expected (This covers QM standard 1.6) 1. 2. 3. 4. 5. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. The ability to use your Arcadia e-mail address to send and receive e-mails. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. The ability to use word processing software to read, author, edit and save documents. The ability to use a search engine, like Google, to find information on the web.

Technical Support If you experience any difficulties with accessing the course or email please contact the IT helpdesk 215.572.2898. If you encounter a problem with an assignment or content in the course please contact me. Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office (215-968-8463) to verify their eligibility for appropriate accommodations. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible. Evaluation Grading Scale

Percentage of Total Points 100-94 93-90 89-87 86-84

Grade A AB+ B

83-80 79-77 76-74 73-70 69-67 66-64 63-60 Course Guidelines and Expectations

BC+ C CD+ D D-

Weekly reading summaries/reflection: Case study reviews: Research review: Practicum and final report:

30% 20% 20% 30%

Introduction

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face to face, it will be imperative that you participate in the discussion board with your partner, as well as on the phone and in Skype conferences with your instructor. Also, the Cyber Cafe is available for you to develop community outside of the course content. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste it into the forum. Course Requirements and Assignments: Below you will find a general description of each requirement and assignment. Specific guidelines and grading criteria will be given for each assignment. In general, all written assignments will be graded according to the following criteria (as well as other, specific criteria delineated with each assignment):

1. Timeliness of Submission 2. Completeness 3. Presentation (readability, neatness, SPELLING and grammar (use spell-check and grammar check on the computer!) 4. Following directions and attending to all parts of the assignment 5. In order to possibly receive an A, written work must include the following: Specific ties to (including citations) information gained in the introduction and in the reading Detail Examples provided wherever and whenever appropriate Personal insight and reflective thought Creative thinking and problem-solving

Requirement 1. Weekly Reading Summaries: Discussion Board (30%)

*All Discussion Board responses are due by Saturday for that unit (no later than midnight). Responses to a minimum of three peer postings are due by the following Monday of each week for that unit (no later than 12 midnight).

Discussion Board Guidelines

1. You are required to answer each question that is posted by the professor in the Discussion Board area. If you use Microsoft Word to compose your responses, please cut and paste your text into the body of the Discussion Board post. Please DO NOT attach a Word document as your response.

2. It is important that you support your comments with research from the field. Citations are to be provided at the end of each post as well as within the body of your answer. If you refer to the

text, please note this within your post. Please provide in-text and end of the text citations for any references beyond the course texts. Example: Within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997). At the end of the posting: Lorsbach, A. (1997). Constructivism as a referent for science teaching. Retrieved January 5, 2005, from http://www.exploratorium.edu/IFI/ resources/research/constructivism.html

3. You are required to respond to a minimum of three other student postings per Discussion Question. I will be looking at the way you analyze the postings and extend/enhance the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings and references to course materials . At this level we can all learn a great deal by sharing our experiences.

4. Your postings will be evaluated based upon the substantive nature of the response and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Please review the Discussion Board rubric as a guideline for a quality posting.

5. Postings should also express your point of view concisely. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels according to Blooms Taxonomy.

Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field, both online and in the classroom. I expect critical reflection of all course readings and assignments through active reading and engagement. At times, some of you will not agree on the positions that are taken in the discussion forum and in class. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted or expressed by their peers online or during class. (If any posted comments are

inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content.) Please follow the following guidelines:

Refrain from the use of profanity, and/or abusive, threatening, or offensive language. One exception to this rule is when citing direct quotes in which this language is relevant to the point you are making (i.e. a student called another "retard"). If you disagree with a comment made by a fellow classmate, please respond to the content of the posting, avoid disparaging remarks about the individual. It is also always a good idea to identify an area of agreement prior to the critique, if possible. This is not only more palatable to the original writer, but is also a much more balanced form of argument. Never post, transmit, or distribute information, material, or documents with content that is known to be illegal. Be as succinct as possible. Try to avoid lengthy postings by focusing on the quality of the content, not the quantity. In class during our face to face sessions, I expect a respectful exchange of ideas. Discussion Board Grading The Discussion Questions for each unit are designed for you to both reflect on the concepts discussed in the readings and apply those concepts to the consulting and communication contexts. Grading is based more on the quality of your responses and your contribution to the discussion, than on mastery of the concepts. Please review the Discussion Board Rubric for more specific criteria. You will not necessarily receive individual feedback on your posts, although I will participate in the discussions where appropriate. (* See rubric)

Arcadia University ED. 613D OL1: Communication, Consultation & Collaboration Discussion Board Rubric Name: ________________________ Teacher: Dr. Priscilla Jeter-Iles

Criteria

Points

Each discussion question is All questions are Discussion completely Discussion questions Completeness & questions are adequately are minimally examined and the depth of addressed; some addressed. addressed; most relevant elements elements are response elements are missing. are addressed. identified. - ON TIME - ON TIME Posting has some connections to ideas, concepts, and topics from course readings and materials, but they are not fully developed.

____

Posting has minimal Connection to connections to ideas, Course concepts, and topics Readings and from course readings and materials with no Materials development.

Posting has made Posting has made adequate explicit connections connections to to and development ideas, concepts, of ideas, concepts and topics from ____ and topics from course materials course materials with adequate with clear examples. development. - ON TIME - ON TIME

Posting attempts to comply with Professional Posting does not APA language & Use of Language comply with APA citation guidelines, and Citation language or citation but is missing some elements in Format guidelines. both language and citation format.

Posting complies with APA Posting complies language and with APA language citation and citation guidelines, with guidelines with no only a few minor errors. errors. - ON TIME - ON TIME Posting is on time Posting is on time AND is of AND it is well acceptable developed. quality.

____

Posting Posting is more than Posting is one day Requirements one day late and is of late - acceptable for Learner Post acceptable quality. quality.

____

Posting Postings are late one Postings are late Postings are on Postings are on Requirements day or more and / or one day or more. time. Learner has time. Learner has for Replies to Learner has not met Learner has met met the met the minimum 3

____

Other Learners

the minimum 3 replies.

the minimum 3 replies and all replies are of substance.

minimum 3 replies and replies replies and all are of substance replies are of and add significantly substance. to the discussion. Total----> ____

Comments:

Requirement 2. Case Study Review Assignment: (20%) Directions: Choose 4 case studies from the list provided. Based on each scenario, answer the following questions: 1. What concerns does this child's behavior raise for you? 2. What might be the social/emotional concerns for this child? 3. How would you begin addressing these concerns with the parents? 4. What strategies would you use to help this family address their child's social/emotional development? 5. What resources and/or referrals might be useful with this family? Integrate your readings from the texts and supplemental resources where appropriate. The inclusion of at least 3-5 citations in appropriate APA format is expected. Case Study #1 Jacob was average in size and weight for a ten month old. He was not yet sitting up and rarely moved from the spot on which his mother laid him as she joined the playgroup with her two and a half and three and a half year old sons. Jacob frequently remained in the same position for close to the hour of the group. Attempts to engage him with a toy or a smile were unsuccessful. He maintained a somewhat glazed, detached look. Since he never cried, his mother thought that he was an easy baby and busied herself with her more active toddlers. While other nine and ten months olds would crawl past him, Jacob seems to stare and remained motionless. Case Study #2 At age two and a half, Adam seemed to love playing with trucks-as long as he could play alone and repetitively. He especially liked to line the trucks up in a straight line. He wasn't talking yet and his

parents were concerned. Whenever his father tries to play with him, Adam turned away. Adam/s father reacted by forcing his was into Adam's play. He would build bridges and tunnels for Adam's cars and he would direct Adam to drive his truck to a particular point. The harder his father tried, the more Adam shut him out. When verbal demands failed, Adam's father tried to engage physically with bear hugs and tickles. This seemed to only agitate Adam more until his father gave up. At that point, Adam would return to his solitary, repetitive play. Case Study #3 Amanda was adopted from Paraguay when she was six months old. An attractive child at two and a half, Amanda had little or no language and seldom interacted with other children or adults. Her mother brought her to a mom-tot program where she would find one or two familiar toys and play alone. Amanda's mother was a loud woman who would frequently insert herself uninvited in other people's conversations. She also referred to Amanda's adoption in Amanda's presence and explained that she was extremely shy and even slow. Her attempts to get Amanda to talk by starting her sentences only caused Amanda to withdraw more. Case Study # 4 Brians parents found Brian difficult to manage. At fifteen months, he exhibited enormous energy. He would move from toy to toy but never really with genuine interest or sustained play. He would never allow time to closely inspect a toy and was easily distracted. Almost in a state of constant movement, his face often had a worried expression. He would point to an object that he wanted and, once his parents targeted the right object, he would be pointing to another object. Brian was easily startled by loud sounds. His parents felt that he was spoiled and a "bad" boy. Case Study #5 Anna was four years old when her parents raised concern about her defiant attitude and aggressive tendencies. She was always invading her two-year-old sisters space and initiating conflict. Although, at time, Anna could be a sweet and caring child, her preschool teachers were also expressing concern about her increasing aggressive play. Anna's parents had married late and, to their surprise and great regret, were unable to have their own biological children. Both of their children were born with the help of donor eggs, but they had never processed this event. Now, with their four-year-old causing concern, as well as difficulty, they felt stuck.

Arcadia University ED 613D Introduction to Inclusive Education: Case Study Review Assignment

Name: ________________________

Teacher: Dr. Priscilla Jeter-Iles

Criteria 1 2 3 4

Points

Most elements of the case study Some elements of questions are the case study undeveloped and/or questions are missing. APA errors. Clarity & undeveloped (more than 5) Completeness and/or missing. of Case Study APA errors ( 3-5) Limited or no assignment Insights are insights. underdeveloped.

All elements of the case study are well All elements of the case study developed and of are adequately high quality. No APA errors. addressed to guidelines. Errors in APA (1- Highly reflective 2). Some and reflective thoughts are thoughts are integrated and integrated into the assignments supported with documentation. -ON TIME - ON TIME

____

Some connections Minimal connections to ideas, Connection of to ideas, concepts, concepts, and Reflection to and topics from topics from Course course readings and course readings Readings and materials with no and materials, but Materials they are not fully development. developed. Discussion and analysis of case issues

Adequate connections to ideas, concepts, and topics from course materials with adequate development. - ON TIME

Explicit connections to and development of ideas, concepts and topics from course ____ materials and other resources. - ON TIME

Reflection

Discussion and Discussion and Discussion and analysis of case analysis of most analysis of all case study issues case study issues study issues are ____ somewhat are adequately well-developed and minimally developed developed with developed. of high quality. with no examples. some examples.

- ON TIME

- ON TIME

Assignment Assignment attempts to complies with Assignment comply with APA APA language complies with all Professional Assignment does not language & and citation APA language and Use of comply with APA citation Language and language or citation guidelines, but is guidelines, with citation guidelines missing some only a few minor with no errors. Citation Format guidelines. elements in both errors. - ON TIME language and - ON TIME citation format. Assignment is Assignment is Assignment is on on time & meets Assignment is late, late. It is posted time & meets all Timeliness most of the more than 1 day and after the time requirements requirements Requirements stated in the no more than 2 days. required but less stated in the than 1 day. guidelines. guidelines.

____

Total----> ____

Requirement 3. Research in Review (20%) Overview: A literature review is an evaluative account of what has been published on a topic by accredited scholars and researchers. The purpose of a literature review is not to create an original argument and support your position with scholarly research (this is the typical college research paper assignment), but instead to summarize and synthesize the available research in the field to assess the value of the research already done by others, identify prevalent trends and discover what research remains to be done in a particular subject area. Literature reviews direct the formation of new research questions and are routinely included in the opening sections of scholarly research reports. A successful literature review must be defined by a guiding concept such as your research objective, the problem or issue you wish to discuss. A literature review is not just a descriptive list of the material available, or a set of summaries (this is an annotated bibliography). In addition to leaving you a better informed researcher in a particular specialized subject area, writing a literature review helps you develop and demonstrate two valuable skills: Research: the ability to scan the literature efficiently to identify a set of useful articles and/or books and to obtain those materials. Critical Evaluation: the ability to apply principles of analysis to identify unbiased and valid studies.

Instructions: Select a topic area as the focus of your literature review in the field of Infant Toddler Mental and Behavioral, Communication or Consultation. General topic selection is due in the Unit 3. Please submit it in the link provided on the unit. A 5% penalty on the assignment will be assessed for failure to do so. Once you have a subject area approved, begin the literature review process by familiarizing yourself with the available research on this topic. Dont try to read everything, but do consider both articles that are recent and research that forms the foundations of this knowledge base. Hint: Examining bibliographies to locate reoccurring names can lead you to the works of key researchers in the field. Scanning for titles of studies that are cited repeatedly can also lead you to influential texts in the area. At this point, youll want to gather more materials than you plan to include in your literature review to allow for the weeding out of substandard or poorly related materials. When you are reading the materials youve collected do so with an eye toward writing your literature review. All good literature reviews perform the following tasks: Provide a tightly-organized investigation of a single thesis or research question by identifying key research on the topic area. Synthesize the results of previous research into a summary of (1) what is understood to be historically accurate or accepted practice, (2) what practices or policies are still under question of investigation, (3) what practices or policies have not been well addressed by existing research and (4) what areas of the topic still require investigation. Identify distinct areas of controversy among previous researchers/research results. Devise questions that need further research. (These areas could provide good headings to organize your notes and later your writing.) Scope: All literature reviews will be expected to encompass at least one major controversy in the specific topic area and to explain this disagreement from at least two competing vantage points. You will be expected to incorporate reviews of at least 10 closely related sources. Length: Although there is no length requirement, a fair estimate of length, not including References and appendix, would be approximately 10-12 pages. Technical requirements: All papers must exceed general writing standards for the appropriate graduate level. Papers that are poorly written, edited or proofread may be penalized a full letter grade. If you are concerned about your writing proficiency, please make use of an editor. Papers should comply with APA (American Psychological Association) citation style throughout. APA resources are readily available online. Points will be deleted for APA errors.

All papers must be typed and double-spaced with standard margins and use a non-script typeface in a 12-point font. Academic Honesty: As per course policy, all papers must represent the students individual and original work

Rubric for Research in Review ED. 613D

4 A-level qualities (90100)

3 B-level qualities (8089) Essentially complete; review of the literature covers all important sources

2 C-level qualities (7079) Incomplete in some respects; student has not done a thorough job of finding sources or has included questionable sources Demonstrates a less-thanacceptable critique of the sources reviewed; does not analyze the sources effectively or uses the critiques of others Presents a superficial synthesis of the

1 F-level qualities (below 70) Incomplete in most respects; few reputable sources are included

Criterion

Score

Completeness Superior in of survey completeness; student has made an extremely thorough review of the literature

Critique of sources

Demonstrates a sophisticated critique of the sources reviewed; shows a deep understanding of the breadth of the subject

Demonstrates an accomplished critique of the sources reviewed

Demonstrates an inadequate understanding of the critical aspect of a literature review; fails to critique sources

Synthesis of sources

Presents an insightful and thorough

Presents an effective synthesis of the

Fails to present any synthesis of the literature cited

synthesis of the literature cited Writing style

literature cited

literature cited

Writes extremely Writes clearly clearly and and effectively insightfully

Writing style is vague or unfocused

Fails to communicate any clear or helpful review of the literature Does not use APA format

APA format

Uses APA format accurately and consistently

Uses APA format Reflects with minor incomplete knowledge of violations APA format

Total:

Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0100 scale: 1920 = A (93100); 18 = A (9092); 17 = B+ (8889); 1416 = B (8387); 13 = B (8082); 12 = C+ (7879); 911 = C (7377); 8 = C (7072); 47 = D (6069); 03 = F (below 60).

Requirement 4. Independent Case Study/Family Experience (30%) Your practicum will run from January to end of April. (twice a month starting in February, at least 6 visits total) The purpose of this experience is to learn firsthand the experiences that families with infants and toddlers go through using the lenses used by Infant/Toddler Mental and Behavioral Health Consultants. During the semester, you will spend time with the family. You will ask and answer a series of questions regarding what you are seeing and how this is supporting the childs social emotional development or potentially be a challenge to this child social emotional development. What interventions or strategies would you propose if you were the consultant working with them in a preventive capacity? What are some of the resources you would share? What elements are already in place which are supporting this childs healthy development across all domains but especially in the area of social emotional development? These are only a few of the questions, you will reflect upon as you interact with the family as an interactive observer. You are not giving advice nor are you acting as a consult. You are an active observer. Gathering information in a friendly and interactive manner for the purposes of building your communication and collaborative skills as a current or future consultant You will be with them both in their homes and during family outings, at least twice a month. Family outings may

include extracurricular activities in the community, sports events, shopping trips, playdates, etc. Your fieldwork will start as soon as the semester begins, and it will conclude at the end of November. Your role is to listen, observe, ask questions, gain understanding, and help out if asked to do so. Your role is not to be the expert, offer unsolicited advice or be a consultant to the family. You will keep an Activity Log (see attached) and a reflective journal entry for each visit throughout your experience. This will be due at the end of the semester in Unit 14. In addition, you will be asked to post a blog of your experience on Blackboard a few times during the semester. The blog length should be between 400 and 500 words. All other students will reply to your blog by making meaningful connections with their own experiences, by asking questions for clarification, or by simply posting a comment. Blogs will be posted in Blackboard link on each unit, Independent Case Study Blog. Please use a word processor to write your blog and make sure that spelling and grammar are checked. You will need to submit at least four postings on the Independent Case Study Blog and respond to at least four postings on the Blog forum this semester. **Please complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14. If possible, try to observe this infant or toddler with others infants and toddlers. Observe the child and describe any differences you may notice in childs behavior between home and community or childcare settings. Remember to take notes. (This is a plus, but not a requirement.) Some information will be shared with you in natural conversations. If not, find times when you can ask specific questions to family about raising this child and how they are assisting in this childs overall development, but especially social emotional development. It would be important to include siblings, if possible. Notice whether there are differences or similarities in their responses. You may audiotape or take notes during your conversation, if appropriate. Use some of the questions below as guidelines when conversing with the family. In addition, you can ask your own questions. 1. Introduce yourself, if you do not know the family well. Explain the requirements of your assignment. Ask permission to take notes or to audiotape the interview. Ask the parent the name of their child, if necessary. 2. What are some of the joys of watching this infant or toddler change and growth at this period of time? 3. What are some of the challenges of watching this infant or toddler change and growth at this period of time? 4. What kinds of supports have been most helpful to you? (family members, parent groups, neighbors, other?) 5. What does a typical weekday look like for ________? And a weekend day? 6. How do you imagine ________ 5 years from now? 10 years from now in terms of their social skills and temperament? 7. If you had or have a nanny or childcare service/program for your infant or toddler, what advice could or would you want to give them so that he/she has an optimum care experience?

8. In your opinion, what type of child are you trying to develop or raise? What types of things are you doing to foster these elements in your infant or toddler? Reminders If a parent answers a question before you ask it, do not ask it just for the sake of completeness! If a parent makes a comment you do not understand, ask him or her for an example to clarify or to speak further about the response. Be sure to thank parents for their time and assure them that their privacy will be protected. Invent fictitious first names for the parent and child to use when reporting your information. Do not use last names and do not include other potentially identifying information (e.g., town, school). Just listen. Do not be judgmental.

Reporting Back

Use the attached Activity Log, have it signed by a household adult, and attach it to your final report. You may need to scan the Activity Log and include it in your Independent Case Study Report. Please include the number of hours you spent on your Activity Log.

Part A Learning about the infant or toddler and the family. In the first section of your report (4 to 5 double-space pages long) you are telling the familys story, integrating the information from the interview listed above, informal conversations, observations, and experiences. Remember to include a detailed description of each of the settings you were able to observe the infant or toddler interacting with the parent or parents in your journal entries Include a reflection on what impact this experience had on you and why.

Any other thoughts you would like to include or share. Make sure you include information about the child, such as age, family composition, age of siblings, etc. How did you gain entry

Additionally, review pages 217 -219 in your Mental Health Consultation in Child Care Text for additional questions to include in your Part A. (I am not expecting all these questions to be answered but I would like many of them to be considered.) What recommendations do you have for fostering this infant or toddlers social emotional development? If you were a consultant working with the family what resources would you suggest or connect them to in your community? What would your consultants stance look like with this family? You will be coming into the inner circle of the family in some ways by spending time with them. What was your termination procedure with this family? *Please include in your report: Describe the nature of the relationship between the infant or the toddler and the parent in detail. What conclusion or recommendations would you make based on your observations? Do you have any other data to support these conclusions or recommendations?

Part B The second part of your report will consist on making connections between what you are learning through the case study and the textbooks. You will write a Final Report (4 to 5 double-space pages long). This report should include direct citations from the textbook, including page numbers. Remember to use APA Style! Please Note: Both sections of this assignment are due in Unit 14. (Please scan the Activity Logs and attach them the appendix of your Independent Case Study Report. Your reflective journal entries must be included in the appendices of your report.)

IMPORTANT THINGS TO REMEMBER

1. You must keep all information about your family and child strictly confidential. Do not use real
names of students or teachers. Use initials or pseudonyms, instead. 2. Please keep in mind that this is an assignment for you, but it is very possible that the family, and in particular the infant or toddler, may develop an attachment with you. So, you must be aware of it and treat it professionally and respectfully. Clear communication always helps. Be clear with the family when they should expect you. If you need to cancel, before you do so, be thoughtful that the child may be disappointed and hurt. It is important that the family and the child know exactly that your activity will end by the end of March. Give plenty of warning. 3. If at any time you feel that something is not working, or you are seeing things you are not sure they are appropriate, please, please, please, come to your instructor and discuss them with him or her. Your classmates may be good resources for other things, but when your experience is not going well, you should inform your instructor. Information will be kept confidential.

Family Experience Activity Log

Your Name:

Familys Name (Pseudonym):

Month:

Day

Time In

Time Out

Setting/ Activity Log (Where were you? What did you do? Who was there? What happened?)

Parent/Guardians Signature

Practicum Approval Form: Family Experience

Dear Family Member,

The Education Department at Arcadia University, in several of its courses, requires students to interact with infants and toddlers and their parents. Specifically, this course requires a student to interact with an infant or toddler and at least one parent over a period of six sessions. The student is observing the interactions of the infant or toddler with his or her parent. If you are willing to assist us by allowing this student in your home or other setting, please fill out the form below. Please contact me at (215) 2420188, or jeterilp@arcadia.edu if you have any questions or concerns.

Thank you for making this valuable learning experience possible for this student. Sincerely, Dr. Priscilla Jeter-Iles Adjunct Professor Education Department

Graduate Students Name: _______________________________________________________________________

Permission for Family Experience is granted by: Parent s Name: _______________________________________________________________ Childs Name: ________________________________________________________________

Unit Schedule

Proposed Course Schedule:

Units Unit Dates

1 1-17-12 to 1-2312

Topic

Readings and Assignments

Readings: Review the syllabus

Overview of semester; introduction to communication, consultation, collaboration in ITMH

Assignments: Peer Tips and Introductions

*Begin the search for a family for your case

study: Family Experience. *Begin the process of searching for a research topic for your Research in Review Assignment. *Please complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14.

1-24-12 to 1-30-12

Understanding infant toddler mental and behavioral health consultation and building a framework for collaboration

Readings: Introduction in Mental Health

Consultation in Child Care (MH Consultation); Introduction in Case Studies in Infant Mental Health: Risk, Resiliency, and Relationship Assignments: Discussion Questions *Remember: Case Study Review Assignment is due in Unit 4.

1-31-12 to 2-6-12

Roles and responsibilities of the infant toddler mental and behavioral health consultant

Readings: Chapter 1 in the MH

Consultation; Case Studies in Infant Mental Health: Learning to See Her Son: A Baby and His Mother

Assignments: Discussion Questions

*Remember: Case Study Review Assignment is due in Unit 4. **Remember to complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14.

2-7-12 to 2-13-12

The importance of collaborative relationships; philosophy, values and approach to consulting

Readings: Chapter 2 in the MH

Consultation; Case Studies in Infant Mental Health: The Healing Potential and Power of Relationship
Assignments: Discussion Questions. Case Study Review Assignment is due.

2-14-12 to 2-20-12

Consultation in early childhood programs and homes: Assessment of needs, challenges and solutions

Readings: Chapter 3 in the MH

Consultation; Case Studies in Infant Mental Health: Risk and Resiliency: Failure to Thrive in the First Year of Life

Assignments: Discussion Questions *Remember: The Research in Review is due in Unit 8.

**Remember to complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14.

2-21-12 to 2-27-12

Systems of communication between professionals and parents; effective communication; barriers in communication and problem-solving strategies

Readings: Chapter 4 in the MH

Consultation; Case Studies in Infant Mental Health: In a Galaxy Far, Far Away: Combining Infant Mental Health and Play Therapy

Assignments: Discussion Questions *Remember: The Research in Review is due in Unit 8.

2-28-12 to

Communication skills across people, settings and cultures

Readings: Chapter 5 in the MH

Consultation; Case Studies in Infant Mental Health: Love and Loss: Infant Mental Health Intervention with a Mother with Multiple

3-5-12

Challenges Assignments: Discussion Questions *Remember: The Research in Review is due in Unit 8.

**Remember to complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14.

*8

3-6-12 to 3-9-12 *Short week due to spring break 3-19-12 to 3-26-12 *Extra day given, due to Spring Break

Using technology to communicate with staff and families

Readings: Chapter 6 in the MH

Consultation; Case Studies in Infant Mental Health: Becoming Whole: Combining Infant Mental Health and Occupational Therapy on Behalf of Toddler with Sensory Integration Difficulties and His Family Assignments: Discussion Questions The Research in Review is due.

Administrative procedures in consultation: Entry, contracting, evaluation and termination; clarification of expectations collaboration in ITMBH

Readings: Chapter 7 in the MH

Consultation; Read Case Studies in Infant Mental Health: Nurturing a Family When There is a Nonorganic Failure to Thrive Diagnosis Assignments: Discussion Questions *Remember: Continue working on your Independent Case Study/Family Experience: Blogs, Activity Logs, Reflective journal entries and Report.

**Remember to complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14.

10

3-27-12 to

Issues in professional consultation and collaboration; evaluating the consultation process

Readings: Chapter 8 in the MH

Consultation; Case Studies in Infant Mental Health: Courageous Decisions: Using Relationships to Support Growth and Change

4-2-12

Assignments: Discussion Questions *Remember: Continue working on your Independent Case Study/Family Experience: Blogs, Activity Logs, Reflective journal entries and Report.

11

4-3-12 to 4-9-12

Roles and ethical questions in collaborative practices

Readings: Chapter 9 in the MH

Consultation; Case Studies Infant Mental Health: Margrete and her Babies: Creating a Holding Environment for a Cognitively Impaired Parent and Her Children Assignments: Discussion Questions *Remember: Continue working on your Independent Case Study/Family Experience: Blogs, Activity Logs, Reflective journal entries and Report.

**Remember to complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14.

12

4-10-12 to 4-16-12

Future of consultation in early childhood settings

Reading: Chapter 3 in the MH

Consultation; Read Case Studies Infant Mental Health: Scaffolding Parental Functioning in the Context of Serious Mental Illness: Roles and Strategies for the Infant Mental Health Specialist Assignments: Discussion Questions *Remember: Continue working on your Independent Case Study/Family Experience: Blogs, Activity Logs, Reflective journal entries and Report.

13

4-17-12 to 4-23-12

Community resources and supports (local, state and national)

Reading: Review Chapter 2 in the MH

Consultation; Case Studies Infant Mental Health: No Longer Risking Myself: Assisting the Supervisor through Supportive Consultation Assignments: Discussion Questions *Remember: Continue working on your

Independent Case Study/Family Experience: Blogs, Activity Logs, Reflective journal entries and Report.

**Remember to complete a Blog after every 2nd visit with your family. The final Blog is due by Unit 14.

14

4-24-12 to 4-30-12

Final Project Submission (Independent Case Study /Family Experience) and Course Reflection

Assignments: Discussion Questions The Independent Case Study/Family Experience: final Blog, Activity Logs, Reflective journal entries and Report are due.