Twin Cities campus

This is archival data. This system was retired as of August 21, 2023 and the information on this page has not been updated since then. For current information, visit catalogs.umn.edu.

 
Twin Cities Campus

Infant and Early Childhood Mental Health Postbaccalaureate Certificate

Institute of Child Development
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Institute of Child Development, 51 East River Road, Minneapolis, MN 55455 (612-625-2252; fax: 612-624-6373).
Email: lepin008@umn.edu
Website: http://www.cehd.umn.edu/CEED/certificateprograms/iecmh/default.html
  • Program Type: Post-baccalaureate credit certificate/licensure/endorsement
  • Requirements for this program are current for Fall 2015
  • Length of program in credits: 21
  • This program requires summer semesters for timely completion.
  • Degree: Infant & Early Childhood Mental Health Pbacc Cert
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The University of Minnesota Infant and Early Childhood Mental Health (IECMH) Certificate Program is an intensive, interdisciplinary postbaccalaureate training program for students and professionals in domains of mental health, health and early care and education. The program serves to deepen the knowledge and skills of individuals working in birth-to-five prevention, intervention, program administration, and policy development, and to prepare individuals to provide leadership in expanding the breadth and depth of relationship-based services and policies. The IECMH certificate program is founded on a core set of principles of infant and early childhood mental health practice, asserting that services to families should be relationship-based, culturally sensitive, grounded in an understanding of developmental theory and research with special attention to the effects of trauma, and supported by reflective practice.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
Other requirements to be completed before admission:
Admission to this program is currently suspended. Applicants must hold at least a baccalaureate degree from an accredited college or university in a related area (e.g., child development, social work, child psychology) or document at least two years of work experience in a related field. The admissions model is cohort-based, with new cohorts usually admitted every other year. Admission to this program is currently suspended, but may be opened for fall 2015 at a future time. Please see our website for more details: http://www.cehd.umn.edu/CEED/certificateprograms/iecmh/admissionprocess.html
Special Application Requirements:
Applicants must have at least two years of documented experience in early childhood research or practice.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 3.00 is required for students to remain in good standing.
Course requirements
CPSY 5501 - Foundations in Infant and Early Childhood Mental Health I (3.0 cr)
CPSY 5503 - Development and Psychopathology in Early Childhood (3.0 cr)
CPSY 5506 - Infant Observation Seminar I (1.0 cr)
CPSY 5508 - Infant Observation Seminar II (1.0 cr)
CPSY 5511 - Infant Observation Seminar III (1.0 cr)
CPSY 5513 - Early Childhood Assessment (3.0 cr)
CPSY 5515 {Inactive} (2.0 cr)
CPSY 5518 - Prevention and Intervention in Early Childhood: Principles (3.0 cr)
CPSY 5521 - Prevention and Intervention in Early Childhood: Practice and Ethics (3.0 cr)
CPSY 5523 - Reflective Practice I (1.0 cr)
CPSY 5525 - Reflective Practice II (1.0 cr)
 
More program views..
View college catalog(s):
· College of Education and Human Development

View future requirement(s):
· Fall 2022
· Fall 2020
· Fall 2018
· Fall 2016

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CPSY 5501 - Foundations in Infant and Early Childhood Mental Health I
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Odd Year
History, theory, research, concepts, and issues in infant mental health. Issues pertinent to difficulties in development. Readings, visual material. Expert guest lectures. prereq: [Baccalaureate degree in an early-childhood-related field from an accredited U.S. institution or documented equiv], experience in early childhood [research or practice]
CPSY 5503 - Development and Psychopathology in Early Childhood
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
History, theory, research, concepts, and issues in infant mental health. Typical development. Difficulties in development. Expert guest lectures. Readings, visual material. prereq: 5501 or enrolled in MA program or IECMH graduate minor
CPSY 5506 - Infant Observation Seminar I
Credits: 1.0 [max 1.0]
Grading Basis: S-N only
Typically offered: Spring Odd Year
How an infant develops in context of family relationships over a 9-12 month period. Students observe an infant for one hour a week, write a narrative, and discuss observations.
CPSY 5508 - Infant Observation Seminar II
Credits: 1.0 [max 1.0]
Grading Basis: S-N only
Typically offered: Summer Odd Year
How an infant develops in context of family relationships over a nine- to twelve-month period. Students observe an infant for one hour a week, write a narrative, and discuss observations.
CPSY 5511 - Infant Observation Seminar III
Credits: 1.0 [max 1.0]
Grading Basis: S-N only
Typically offered: Fall Even Year
How an infant develops in context of family relationships over 9-12 month period. Students observe an infant for one hour a week, write a narrative, and discuss observations.
CPSY 5513 - Early Childhood Assessment
Credits: 3.0 [max 3.0]
Typically offered: Every Summer
The course introduces processes and evidence-based methods of early childhood assessment and diagnosis from a developmental, multi-disciplinary framework. prereq: CPSY 5503 or instructor permission
CPSY 5518 - Prevention and Intervention in Early Childhood: Principles
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Students design prevention/intervention programs and apply evidence-based strategies in workplace/practicum settings. Readings, in-class reflective practice groups. prereq: CPSY 5513
CPSY 5521 - Prevention and Intervention in Early Childhood: Practice and Ethics
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course is designed to prepare students to apply their knowledge of developmental science, infant mental health, and developmentally informed, dyadic intervention with young children and parents to program development, direct practice and program evaluation. Students will review the interdisciplinary nature of infant and early childhood practice and policy across multiple community settings. The course will examine IECMH intervention strategies in parent support programs, early care and education, home visiting, primary care, community adult mental health, and specialized programming for families experiencing complex challenges, such as parental incarceration, domestic violence, or homelessness. The course will examine professional and relational ethical codes of conduct across disciplines.
CPSY 5523 - Reflective Practice I
Credits: 1.0 [max 1.0]
Grading Basis: S-N only
Typically offered: Every Fall
The capacity to reflect on one?s own behavior, thoughts, feelings, and implicit biases, and those of others, is among the essential competencies of infant and early childhood professionals. Reflective practice is a distinctive component of professional training designed to facilitate the development of self-awareness, perspective-taking, and the ability to work effectively across disciplines, cultures, and contexts. This course offers students the opportunity to explore elements of reflective practice, experience, and build their own reflective capacity. Students will integrate these competencies and IECMH coursework with their professional experience and goals in order to provide high quality services to young children and their families and leadership in the field of infant mental health.
CPSY 5525 - Reflective Practice II
Credits: 1.0 [max 1.0]
Grading Basis: S-N only
Typically offered: Every Spring
The capacity to reflect on one?s own behavior, thoughts, feelings, and implicit biases, and those of others, is among the essential competencies of infant and early childhood professionals. Reflective practice is a distinctive component of professional training designed to facilitate the development of self-awareness, perspective-taking, and the ability to work effectively across disciplines, cultures, and contexts. This course builds on CPSY 5523 and continues to offer students the opportunity to explore elements of reflective practice, experience, and build their own reflective capacity. Students will integrate these competencies and IECMH coursework with their professional experience and goals in order to provide high quality services to young children and their families and leadership in the field of infant mental health.