Course Descriptions

SWK (0404) 851 - Foundations to Data Analysis: Univariate and Bivariate Statistics

SWK (0404) 853 - Advanced Research Topics: Qualitative Data Analysis

SWK (0404) 854 - Proposal Development Seminar

SWK (0404) 856 - Multivariate Analyses

SWK (0404) 857 - US Social Work in Historical and Cross-National Perspective

SWK (0404) 860 - Social Work and Social Science

SWK (0404) 876 - Social Work with Small Systems: Theory and Research

SWK (0404) 878 - Theories & Research on Organizations and Leadership

SWK (0404) 882 - Comparative Approaches To Social Work Research: Qualitative Methods

TRA (0173) 210 - Western Translation Theory

TRA (0173) 345 - Introduction To Interpreting

TRA (0173) 455 - Advanced Translation

UCI (0637) 404 - Capstone I

UCI (0637) 405 - Capstone II

UEM (0616) 201 - Principles of Emergency Services

UEM (0616) 301 - Emergency Services Management and Administration

UEM (0616) 302 - Legal Aspects of Emergency Services

UEM (0616) 304 - Introduction to Financial concepts for Emergency Services

UEM (0616) 305 - Emergency and Disaster Preparedness

UEM (0616) 306 - Master Planning for Public Emergency Management

UEM (0616) 307 - Occupational Safety and Health in Emergency Services

UEM (0616) 308 - Emergency Service Leadership

UEM (0616) 501 - Introduction to Emergency Management

UEM (0616) 503 - Health Management in Times of Disaster

UEM (0616) 504 - Organizational Planning and Response

UEM (0616) 530 - Business Continuity Planning

UEM (0616) 540 - Emergency Management Law

UEM (0616) 602 - Public Policy and Administration in Emergency Management

UEM (0616) 603 - Securing The Homeland

 
Free Note: Elective Course

UEM (0616) 680 - Research in Emergency and Disaster Management

UEM (0616) 750 - Emergency Management Capstone Project and Presentation

UMH (0627) 601 - Infant Mental Health and Developmental Practice: Foundations

2. Describe the conceptual principles that frame and guide the practice of IMH-DP from a developmental- relational perspective

3. Appraise the principles and models of child development

4. Construct a developmental timetable and identify the core mechanisms, functions and implications of early brain development and the factors that promote and imperil the formation of early brain architecture

5. Construct an historical survey identifying, explaining and comparing and contrasting key concepts of psychotherapeutic and behavioral theories of change specific to infant mental health and developmental practice from Freud to the present

6.Appraise the conceptual tenants of psychotherapeutic and behavioral theories of change specific to IMH-DP against empirical findings when existent

7. Explain, compare and contrast Bowlby and Mahler’s paradigms and appraise attachment theory, classification/nomenclature and research

8. Generate competing hypotheses from differing theoretical perspectives to explain IMH-DP clinical case material and extrapolate from theory to a beginning formulation of relationship-based intervention strategies from relevant case material 

UMH (0627) 602 - Using Observation with Young Children-Practica Seminar

2.Develop expertise to respond to the unique communications of young children, who are much less able to use verbal language to express their needs

3.Consider the behaviors and in interactions observed through a multicultural lens

4.Make accurate meaning of what is observed through understanding the child in the context of their caregiving environments

5.Develop skills to of interacting with young children, their parents, and teachers in a positive way from a strengths’ perspective

6.Administer, score, and interpret selected relational and social-emotional assessment instruments (i.e., Crowell, Still-Face Procedure).

UMH (0627) 603 - Relational, Behavioral and Developmental Assessment

Determine and characterize capacities/strengths, developmental delays, emotional disturbances,

relationship disturbances, disorders and risks in infancy and early childhood in the context of the family

Administer, score and interpret the Infant -toddler Developmental Assessment (IDA)  with validity and reliability

Administer, score and interpret selected relational and social-emotional assessment instruments (i.e. Crowell, Still-Face Procedure) and clinical play assessment appropriate to the infant and preschool population

Analyze, interpret and synthesize  information from multiple sources including assessment data, health reports, school and social service records into coherent and meaningful reports identifying strengths, individual differences and developmental concerns

Conduct, analyze and formulate a comprehensive infant and early childhood relational assessment from intake to informing including: interviewing, instrument selection, testing, scoring and interpretation, report writing and communicating results that reflects a strength-based, supportive, family-centered tone; an understanding and appreciation for family relationships, parenthood as a developmental process and realistic expectations for the development of the child.

UMH (0627) 604 - Observing Infants and Young Children

2. Appraise the behaviors and interactions observed through a multicultural lens, making accurate meaning of what is observed through understanding the child in the context of her/his caregiving environments which are influenced by broader societal influences

3. Administer, score and interpret the following screening tools with validity and reliability: ASQ-3, ASQ-SE, PEDS, M-CHAT-R and identify children with an “at-risk” developmental status

4. Transmit information in a complete, unbiased and supportive manner to families, colleagues, agencies and across system representatives.

5. Interact with young children and their parents and teachers in a supportive way

6. Understand and respond to the unique communications of young children who are much less able to utilize words to express their needs in a rudimentary way

7. Self-observe and reflect on one’s impact on children and families maintaining appropriate boundaries with staff members and families

UMH (0627) 605 - Development in a Relational Context: Starting at Conception

2.Explain reflective function, inter-subjectivity and mutual regulation as issue and vectors of the parent-infant relationship functions and vectors of the parent-infant relationship

3.Consider the parent-infant relationship, attachment and related functions through the lens of temperament and culture

4.Gain a working knowledge of attachment theory and science

5.Understand and describe the behavioral expression, assessment and classification of attachment

6.Gain a working knowledge of the principles of relational treatment

7.Through didactic and case-based learning, gain a conceptual and working knowledge of Strength-based practice, ports of entry and development guidance

UMH (0627) 606 - Reflective Supervision

2. Be attuned to and manage the forces of transference and countertransference arising in the course of clinical work gaining awareness of  how personal characteristics, feeling states, culture, style may unconsciously contribute to the work with children and families.

3. Define and maintain appropriate boundaries across and in a variety of roles and settings.

4. Apply self-knowledge and reflective function/mindfulness to better understand families, therapeutic process and parallel process

5. Reflect on their own disciplinary scope of practice within an interdisciplinary context and appropriately negotiate referrals and second opinions when appropriate

6. Create a climate of safety and confidentiality and listen with full emotional availability, actively gaining an empathic understanding of children and families

7. Frame the work in the context of the parent-child relationship in spite of multiple needs and distractions.

8. Objectively assess the strengths and limitations of the practice setting and appropriately act in the best interest of the child/family.

9. Tolerate strong feeling, serve as a container for affect and projection and manage ambivalence and ambiguity arising from the clinical work

10. Apply an understanding of cultural competence to form meaning and interpret clinical material, communicate effectively, establish positive relationships with families and demonstrate respect for the uniqueness of each client family’s culture

11. Organize and present case formulations, interpret case material from competing perspectives and explain why a particular course of action was chosen

12. Make effective use of reflective supervision with supervisor based on clinical work

UMH (0627) 607 - Developmental Disorders, Formulation and Diagnosis

UMH (0627) 608 - Evidence-Based Approaches to Consultation and Intervention

Evaluate evidence-based approaches and select methodology best suited to specific needs and settings

Implement one selected developmentally appropriate evidence-based approach with fidelity

Conduct programmatic and case specific infant mental health consultations

Implement multi-modal intervention techniques when appropriate, that may cover a range of strategies including but not limited to: individual, dyadic and family interventions, relationship and play-based strategies, psychodynamic and interpretive methodology, behavioral and cognitive- behavioral strategies, structured and open-ended/ process techniques.

Formulate conclusions and recommendations regarding cases, programs and systems that reflect empirical evidence, the clinical and scholarly literature, best practices and the best interest of young children in the matrix of the family as well as socio-cultural and political contexts when consulting., i.e. providing IMH and trauma informed consultation to early care settings, testimony to the court, legislative bodies, agencies, program entities and service systems.

UMH (0627) 609 - Autism Spectrum Disorders-Young Children & Their Caregivers

2. Administer and interpret the M-CHAT-R and The Social-Emotional Growth Chart

3. Describe the structure, content, administration and psychometric properties of ADOS-2 and ADI-R

4. Review the body of research evidence demonstrating the efficacy of DIR®/Floortime

5. Identify, define and give descriptive clinical examples of the Functional Emotional Developmental Levels (FEDL)-the D

6. Identify, define and give descriptive clinical examples of the Individual Profile-the I

7. Identify, define and give descriptive clinical examples of the quality of the parent-child relationship/family characteristics-the R

8. Identify, define and give descriptive clinical examples of the principles of Floortime

9. Write a case presentation through the lens of DIR® describing: the FEDL, relevant contributing    features of the individual profile, relationship/family characteristics, Floortime strategies for moving the child up the developmental ladder, Floortime strategies for addressing the individual profile and strategies of parent coaching

10. Conduct a dyadic Floortime session with parent coaching

11. Describe the principles and give clinical examples of intervention strategies consistent with complementary evidence based models of intervention (ABA, JASPER, Denver Model) 

UMH (0627) 610 - Child-Parent Psychotherapy: An Introduction

Conduct interviews in a supportive, therapeutic, open-ended style allowing the interviewee to teach the interviewer and tell his/her story.

Establish and sustain a trusting working alliance with primary caregivers/parents and children consistent with the centrality of relationships as the foundational principle for all Infant Mental Health and Developmental Practice.

Work with primary caregivers/parents and child together in a natural setting suited to the child’s developmental age in accordance with evolving best practice. .

Address the transactional aspects of developmental and relational factors when formulating and implementing intervention plans within the scope of one’s discipline specific practice.

Address the role and importance of concrete services, reflective developmental guidance, crisis management and advocacy in therapeutic and developmental work with families.

Implement developmentally appropriate, evidence-based and evolving best practice interventions with fidelity and skill.

Attend and respond to parental histories of trauma, deprivation and loss as they impact the parent-child relationship and intervention process.

Implement multi-modal intervention techniques when appropriate that may cover a range of . strategies including but not limited to: individual, dyadic and family interventions, relationship and play-based strategies, psychodynamic and interpretive methodology, behavioral and cognitive- behavioral strategies, structured and open-ended/ process techniques.

UMH (0627) 611 - Infant Mental Health and Trauma Treatment

Identify and explicate the cascade effects that trauma can precipitate in development, attachment, parent-child interaction, neurobiology and intra- psychic formation

Compare and contrast the impact of specific kinds of traumatic events on the lines of development, coping, adaptation learning and relating in young children

Compare and contrast PTSD and toxic stress in light of different nosology, ACE research and the life span

Identify the protective factors that mitigate the impact of trauma

Explain how cultural factors influence trauma exposure and account for them in the course of treatment

Recognize the ethical/legal and institutional dimensions of trauma reporting, treatment and iatrogenic potential

From a chosen perspective (CBT, Psychodynamic, parent –infant psychotherapy) illustrate treatment principles and practices using clinical examples with attention to crisis and school based  intervention, parent-child and developmental considerations

Provide examples of the impact of trauma on the caregivers

UMH (0627) 612 - Reflective Supervision for Trauma Treatment

2. Be attuned to and manage the forces of transference and countertransference arising in the course of clinical work gaining awareness of  how personal characteristics, feeling states, culture, style may unconsciously contribute to the work with children and families with trauma

3. Define and maintain appropriate boundaries across in a variety of roles and settings  

4. Apply self-knowledge and reflective function/mindfulness to better understand families, therapeutic process and parallel process in trauma treatment

5. Reflect on their own disciplinary scope of practice within an interdisciplinary context and appropriately negotiate referrals and second opinions when appropriate

6. Create a climate of safety and confidentiality and listen with full emotional availability, actively gaining an empathic understanding of children and families experiencing trauma

7. Frame the work in the context of the parent-child relationship in spite of multiple needs and distractions.

8. Objectively assess the strengths and limitations of the practice setting and appropriately act in the best interest of the child/family experiencing trauma

9. Tolerate strong feeling, serve as a container for affect and projection and manage ambivalence and ambiguity arising from trauma treatment

10. Apply an understanding of cultural competence to form meaning and interpret clinical material, communicate effectively, establish positive relationships with families and demonstrate respect for the uniqueness of each client family’s culture

11. Organize and present case formulations, interpret case material from competing perspectives and explain why a particular course of action was chosen in trauma treatment

12. Make effective use of reflective supervision

UMH (0627) 613 - Risk and Protective Factors: Parental Capacity to Parent

Identify and define the factors consistent with sensitive responsive parenting that promote optimal development

Gain knowledge of the differential characteristics, etiology and trajectory of adult mental health disorders and their impact on parenting capacity

Through case presentation and analysis gain core skills in assessing parental capacity in terms of both risk and protective factors

Consider assessment findings through a multi-cultural, reflective lens and the broader societal influences

Identify the role of policies in the creation and continuation of  risks factors/stressors that impact parental capacity to parent as well as those that act as protective factors

Explain the effect of current policies on the nature, impact and resource availability and outcomes related to parenting capacity

Articulate the role of existing systems and services in addressing risk factors and supporting protective factors.

Communicate/report findings to parents, agencies and the legal system in accordance with the law and in objective, family supportive manner

Translate assessment data into treatment plans and strategies that support safety emotional well-being and  protective factors of child and family 

UMH (0627) 614 - Becoming a Reflective Supervisor

2. Demonstrate tolerance and suspend judgment during and after conducting reflective  supervision

3. Appreciate parallel process

4. Create a climate of safety, confidentiality, reliability and predictability as a reflective supervisor

5. Build and use relationship as a medium for promoting health and growth

6. Listen carefully and with full emotional availability while conducting reflective supervision

7. Hold ambivalence and anxiety during reflective supervision sessions

8. Communicate a tone of humility

9. Demonstrate an interest in helping the supervisee develop new skills

10. Create a climate of mutual respect, and professionalism as a reflective supervisor

11. Promote shared understanding and discovery of feelings

12. Promote openness and honesty as a reflective supervisor

13. Invite and move dialogue forward.

UMH (0627) 615 - Understanding and Intervening Through Play

Identify delayed and atypical patterns of play in young children

Work with parents and child together in a natural setting suited to the child’s developmental age in accordance with evolving best practice to promote play development

Apply awareness of cultural competence to understand and interpret play-based material, communicate effectively, establish positive relationships with families and demonstrate respect for the uniqueness of each client family’s culture

Interpret and narrate the representational and symbolic meanings of the play of young children through a cultural lens

Conduct, interpret and write a play assessment report

Implement the Supportive Play Model process with parents, teachers and related service personnel

Conduct a DIR/Floortime session including the use of parent coaching

Conduct a psychodynamic play therapy session at an introductory level

UMH (0627) 616 - Reflective Supervision for Play Therapy

2. Be attuned to and manage the forces of transference and countertransference arising in the course of  clinical work gaining awareness of  how personal characteristics, feeling states, culture, style may unconsciously contribute to the work with children and families.

3. Define and maintain appropriate boundaries across in a variety of roles and settings.

4. Apply self-knowledge and reflective function/mindfulness to better understand families, therapeutic process and parallel process with play therapy cases

5. Reflect on their own disciplinary scope of practice within an interdisciplinary context and appropriately negotiate referrals and second opinions when appropriate

6. Create a climate of safety and confidentiality with parent and child in a play therapy session and listen with full emotional availability, actively gaining an empathic understanding of children and families

7. Frame the work in the context of the parent-child relationship in spite of multiple needs and distractions.

8. Objectively assess the strengths and limitations of the practice setting and appropriately act in the best interest of the child/family.

9. Tolerate strong feeling, serve as a container for affect and projection and manage ambivalence and ambiguity arising from the clinical work

10. Apply an understanding of cultural competence to form meaning and interpret clinical material, communicate effectively, establish positive relationships with families and demonstrate respect for the uniqueness of each client family’s culture through play

11. Organize and present case formulations, interpret case material from competing perspectives and explain why a particular course of action was chosen

12. Make effective use of reflective supervision in examining play therapy cases

13. Recognize feelings and subjective (countertransference) reactions evoked by the child’s play

14. Recognize and manage feelings of competition and triangulation that may arise particularly in dyadic play-based treatment

15. Use subjective associations to gain understanding of the symbolic meaning of the child’s play

16.  Use self as a “new object” for the child

17.  Use emotional attunement and intersubjectivity in the play relationship

18.   Provide for the child a corrective emotional play and relational experience

UMH (0627) 617 - Leadership, Advocacy & Service Delivery Systems

UMH (0627) 618 - Reflective Supervision Termination Seminar

2. Be attuned to and manage the forces of transference and countertransference arising in the course of clinical work gaining awareness of  how personal characteristics, feeling states, culture, style may unconsciously contribute to the work with children and families unique to the termination phase

3. Define and maintain appropriate boundaries across in a variety of roles and settings with attention to termination

4. Apply self-knowledge and reflective function/mindfulness to better understand families, therapeutic process and parallel process in a variety of settings and peculiar to the termination phase

5. Reflect on their own disciplinary scope of practice within an interdisciplinary context and appropriately negotiate referrals and second opinions when appropriate

6. Create a climate of safety and confidentiality and listen with full emotional availability, actively gaining an empathic understanding of children and families specific to the termination phase.   

7. Frame the work in the context of the parent-child relationship in spite of multiple needs and distractions with different presenting problems

8. Objectively assess the strengths and limitations of the practice setting and appropriately act in the best interest of the child/family.

9. Tolerate strong feeling, serve as a container for affect and projection and manage ambivalence and ambiguity arising from the clinical work particularly during the termination phase.

10. Apply an understanding of cultural competence to form meaning and interpret clinical material, communicate effectively, establish positive relationships with families and demonstrate respect for the uniqueness of each client family’s culture

11. Organize and present case formulations, interpret case material from competing perspectives and explain why a particular course of action was chosen based on presenting problems

12. Make effective use of reflective supervision in a variety of settings with a range of families

UMH (0627) 619 - IMHDP Internship I

1a. Be conversant in the fundamental principles of human development.

1b. Identify typical and atypical development from pregnancy through early childhood.

1c. Explain differing developmental models including transactional theory, dynamic systems, pathways of development, the ecological model, etc.

1d. Extrapolate from theory and research to provide information, guidance and support to individual families with regard to the care and development of infants and young children.

1e. Identify, understand and explain the basic processes of early brain development.

The complete list of goals will be distributed during orientation.

UMH (0627) 620 - IMHDP Internship II

1a. Be conversant in the fundamental principles of human development.

1b. Identify typical and atypical development from pregnancy through early childhood.

1c. Explain differing developmental models including transactional theory, dynamic systems, pathways of development, the ecological model, etc.

1d. Extrapolate from theory and research to provide information, guidance and support to individual families with regard to the care and development of infants and young children.

1e. Identify, understand and explain the basic processes of early brain development.

The complete list of goals will be distributed during orientation.

UMH (0627) 621 - IMHDP Internship III

1a. Be conversant in the fundamental principles of human development.

1b. Identify typical and atypical development from pregnancy through early childhood.

1c. Explain differing developmental models including transactional theory, dynamic systems, pathways of development, the ecological model, etc.

1d. Extrapolate from theory and research to provide information, guidance and support to individual families with regard to the care and development of infants and young children.

1e. Identify, understand and explain the basic processes of early brain development.

The complete list of goals will be distributed during orientation.

UMH (0627) 695 - Continuous Matriculation