If completing the program in two years, see coursework in bold for year 1 coursework.

Infant Toddler Mental Health Course Descriptions

ECED 510 Foundations of Infant and Early Childhood Mental Health (3 credits)
This course introduces foundational concepts of infant and early childhood mental health through an interdisciplinary, culturally sustaining lens. Topics include early brain development, epigenetics, prenatal and perinatal experiences, family systems, and neurobiology. Students will explore attachment, regulation, and the cultural and relational influences on early development. The course incorporates self-reflection and examines systems of care and ethical considerations for working with young children and families.

COUN 520 Development and Utilization of Collaborative Partnerships to Support Infants, Toddlers, and Their Families (2 credits)

Gain understanding of the family and cultural contexts in which child development occurs. Identify cultural, political, and socioeconomic biases within which mainstream research and theory have emerged. Understand and apply system-of-care concepts and values as they engage in relationship-based consultation. Content includes information about the roles and knowledge bases of specific disciplines as they apply to infant/toddler social/emotional development (e.g., child care, pediatrics, nursing, early intervention, mental health, allied health, and child welfare). Learn about the roles and knowledge bases of informal family and community supports as they apply to infant/toddler social/emotional development. Gain knowledge and training related to infant/toddler key transitions from one setting to the next (e.g., from home to community child care, child care to preschool).

COUN 597 Strengths and Risk Factors (3 credits)

This course examines how infants, toddlers, and their families navigate life tasks and external stressors, highlighting both the protective factors that support resilience and the risks that can disrupt development. Students explore the complex interplay between individual, relational, and environmental influences on early mental health, with a particular focus on the impact of parental mental health. The course provides an in-depth look at developmentally relevant risk factors, such as trauma, adversity, and family instability, while also identifying key strengths and coping strategies that promote well-being in early childhood. Additionally, students gain foundational knowledge of common forms of psychopathology in infants and toddlers, preparing them to recognize early signs of distress and to support families through strength-based, developmentally appropriate approaches.

SPED 507 Observation in Early Relationships: Foundations and Practice (2 credits)
This course focuses on observation as a tool for understanding early relationships and development. Emphasis is placed on dyadic interactions, caregiver-child dynamics, and developmental patterns in context. Students will learn reflective practices and observation protocols to identify strengths and areas of concern. The course supports building a professional presence through empathetic listening, documentation, and analysis grounded in equity and relationship-based care.

SPED 507 Attachment and Trauma: Relational Interventions in Early Childhood (2 credits)

This course centers on understanding the impact of trauma and disrupted attachment in early childhood. Students will explore approaches such as Circle of Security and therapy and will consider trauma-informed caregiving practices. Practical tools for supporting relational healing in families and classroom settings are integrated with current research on attachment and neurodevelopment.

SPED 507 Advocacy, Policy, and Reflective Practice in Mental Health Systems (2 credits)
Designed to build leadership in infant mental health, this course explores policy, advocacy, and reflective practice. Students will examine ethical dimensions of practice, agency policies, and opportunities for systems change. Focus areas include parallel process, leadership for equity, and creating trauma-informed, reflective supervision environments.

SPED 594 Assessment Methods (3 credits)

Develop knowledge and skills to complete the assessment process through multiple sources of information within a culturally relevant context. Topics include selection of tools and methods for information collection, methods for screening and assessment, and use of classification systems. 

SPED 595 Prevention and Intervention (3 credits)

Develop an appreciation of the concepts of early intervention and prevention. Examine the range of interventions used in the field of infant mental health. Emphasis is on the importance of treating infants and toddlers in the context of their families and communities. Discuss intervention strategies, including those targeted at children with psychosocial/relational and developmental disturbances as well as those determined to be at risk. Review international, national, and regional programs, established and pilot, in early intervention and prevention. Improve ability to assess and critically evaluate the current science around treatment efficacy of various interventions.

PREVIOUS COURSEWORK DESCRIPTIONS

SPED 587 Introduction to Infant Toddler Mental Health (3 credits)

Introductory course linking theory, research, and practice with interdisciplinary principles and collaboration. Key concepts of mental health of children (birth through 36 months) and their families include attachment, temperament, social-emotional development, the context of family, culture, and community, risk, and resilience. Practices related to observation, screening, assessment, diagnosis; treatment.

ECED 585 Dynamic Models of Infant/Toddler Development (3 credits)

This course provides information on infant/toddler mental health development and strategies for working with young children and their families within a culturally sensitive context. Content includes prenatal, perinatal, and postnatal development, brain development as well as theories of development, including attachment, resiliency, and self-regulation. Course reading and handouts reflect recommended practices across disciplines when working with young children and their families. Learn to gather and document intake information from families of various ethnic and socioeconomic backgrounds. Become a link for families to community resources.