Active Outline

General Information

Course ID (CB01A and CB01B)
C DD074.
Course Title (CB02)
Early Childhood Mental Health Seminar and Fieldwork
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2024
Course Description
The course provides an overview of different approaches to early identification and intervention with children and their families and will help students develop basic support skills for use in dealing with high-risk families, including those with exceptional emotional, social, or physical needs. (This course meets National Association for the Education of Young Children (NAEYC) Standard 3, Standard 4b; National Board for Professional Teaching Standards (NBPTS) Early Childhood/Generalist Standard I, III, VI, IX; and Council for Exceptional Children (CEC) Special Education Content Standards, Standards 4, 5 and 8.)
Faculty Requirements
Discipline 1
[Child Development/Early Childhood Education]
FSA
[FHDA FSA - CHILD DEVELOPMENT]
Course Family
Not Applicable

Course Justification

This course is designed to meet the requirements of the Child Development - Early Childhood Mental Health Certificate of Achievement, practicum/field experience. It is considered the capstone course for the Certificate of Achievement. This is a CSU transferable course. This course provides an overview of different approaches to early identification and intervention with children and their families and will help students develop basic support skills for use in dealing with high-risk families, including those with exceptional emotional, social, or physical needs.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours2.04.0
Laboratory Hours3.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
24.0
Laboratory
36.0
Total
60.0
Course Out-of-Class Hours
Lecture
48.0
Laboratory
0.0
NA
0.0
Total
48.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Self reflection papers

Readings and discussions

Practicum Placement and Field Observations

Collaborative learning and small group exercises

Assignments

  1. Weekly reflections on the readings and class activities
  2. A written observation at a school or agency which works with children and families
  3. Written assignments of practicum experiences
  4. Group project on Self-Care and Compassion Fatigue

Methods of Evaluation

  1. Secure fieldwork placement site within the first two weeks of the course and complete two fieldwork placement assignments identifying learning goals related to social/emotional, behavioral and/or mental health needs of infants, toddlers and/or young children. A guided worksheet will be provided and the assignment will be evaluated through a rubric.
  2. Completion of the weekly practicum hours totaling a minimum of 24 hours for the term and includes observation and/or hands on work with infants, toddlers and/or young children. A weekly log with student and site-supervisor signature will be submitted.
  3. Written reports on an observation of a child at students' fieldwork placement site utilizing a systematic observational process identified in class in which works with children and families. Report includes ways to support children who have concerning or challenging behaviors. Assignment will be evaluated through a rubric.
  4. Group project that identifies the importance of self-care as a way to manage compassion fatigue. A rubric will be provided and peer feedback evaluation forms will be utilized.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None
Essential College Facilities:
  • None

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Canada, GeoffreyFist Stick Knife Gun: A Personal History of ViolenceBeacon Press2010978-0807044612
Goleman, DanielHealing Emotions: Conversations with the Dalai Lama on Mindfulness, Emotions, and HealthShambhala2003‎ 978-1590300107
Benard, BonnieResiliency: What We Have LearnedWest-Ed2004‎ 978-0914409182

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Examine early identification and early intervention strategies and techniques with children and their families
  • Observe intervention strategies and practice application of strategies before entering an actual setting.
  • Practice developmentally appropriate techniques appropriate for working with infants,toddlers and young children
  • Practice responding with skills such as of listening and exploratory responses, paraphrasing and summarizing that are appropriate for working with young children.
  • Examine the underlying meaning of a child’s concerning or challenging behavior/s strategies appropriate for working with young children and their families
  • Examine and recognize the use of transdisciplinary therapeutic techniques such as play therapy, art, sensory exploration and music to help children express their feelings
  • Develop self-awareness and the use of self in relationships with children and families who are coping with life stress and cumulative risk factors
  • Identify and integrate multi-cultural and diversity factors as they affect the teacher/child/family relationships
  • Learn about referrals and consultation information as part of an understanding of response planning
  • Practice developmental, relational and trauma informed ways of responding to children who have been impacted by stress, trauma, violence, child abuse and neglect
  • Identify the importance of self-care to reduce burn-out/vicarious trauma and implement strategies to support provider wellness

CSLOs

  • Use a reflective practice model, to reflect after, before and in action, identify the meaning of a child's behavioral concerns as well as consideration of the underlying reason for concerning behavior, including the possible contributing factors: stress, trauma, emotional needs,environment, curriculum, individual development, temperament and relationships.

Outline

  1. Examine early identification and early intervention strategies and techniques with children and their families
    1. Types of intervention and support techniques
    2. When to use various techniques and intervention
    3. Assessing effectiveness of strategies and interventions
  2. Observe intervention strategies and practice application of strategies before entering an actual setting.
    1. Anecdotal records
    2. Running records
    3. ABC narratives
    4. Importance of prompt and accurate recording
    5. ECMH observation record to assist in identifying strengths and needs in the areas of emotion, relationships and learning
    6. Utilize reflective practice to consider frameworks for understanding behavior (e.g. developmental stage, individual differences, environment, skill, emotional needs)
  3. Practice developmentally appropriate techniques appropriate for working with infants,toddlers and young children
    1. Body language and gesturing
    2. Non verbal signals
    3. Empathic and emotional support
    4. Relational engagement
    5. Assist children in expressing their emotions
    6. Identify ways to support exploration and learning
  4. Practice responding with skills such as of listening and exploratory responses, paraphrasing and summarizing that are appropriate for working with young children.
    1. Listening techniques and exploring the deeper message and meanings behind behaviors
    2. Explore varying communication styles that would be effective for differing temperamental styles
  5. Examine the underlying meaning of a child’s concerning or challenging behavior/s strategies appropriate for working with young children and their families
    1. Appropriate identification and expression of feelings
    2. Strategies for examination of the underlying meaning of behavior, problems, and feelings
    3. Examine ways to support expression of emotion, engagement in relationships and learning
  6. Examine and recognize the use of transdisciplinary therapeutic techniques such as play therapy, art, sensory exploration and music to help children express their feelings
    1. The theories and current rationale for various therapy techniques with children
    2. Understanding therapeutic environments and adjusting techniques to be developmentally appropriate
    3. How children communicate and the underlying meaning behind behavior including what are the functional strengths of behavior.
  7. Develop self-awareness and the use of self in relationships with children and families who are coping with life stress and cumulative risk factors
    1. The student as a learner, teacher and future support for children and families
    2. Developing self-awareness and reflective strategies to help the child cope with anger, frustration and other feelings, as well as, to teach the child and family these skills
  8. Identify and integrate multi-cultural and diversity factors as they affect the teacher/child/family relationships
    1. Coping, feelings, values and attitudes are based in culture and the individual's background and experience
    2. Context as it helps to define behavior
  9. Learn about referrals and consultation information as part of an understanding of response planning
    1. How to gather referrals, resources and community information
    2. Developing a referral and resource base
    3. The role of care managers, home visitors, therapeutic service providers, screenings and assessments
  10. Practice developmental, relational and trauma informed ways of responding to children who have been impacted by stress, trauma, violence, child abuse and neglect
    1. Understand the trauma-stress continuum
    2. Identify behaviors that might indicate exposure to significant stress, trauma, violence, child abuse and neglect
    3. Explore ways to engage parents and discuss concerns in a way that supports engagement and relationship building
  11. Identify the importance of self-care to reduce burn-out/vicarious trauma and implement strategies to support provider wellness
    1. Recognize the importance of self-care
    2. Identify specific strategies to support wellness

Lab Topics

  1. Reflective Practice
  2. Infant-Family Early Childhood Mental Health
  3. Developmental Foundations
  4. The Power of Relationships
  5. Understanding and Documenting Children's Behavior
  6. Considering the Meaning of Children's Behavior
  7. Strengthening Families and the Protective Factors Framework
  8. Referrals and Linkages to Community Support
  9. Cultural Diversity
  10. Considering the impact of stress and trauma
  11. Reducing Burnout and Self Care
  12. Building Relationships with Families
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