Educational Psychology & Counseling

Infant-Toddler-Family Mental Health Certificate

Unfortunately, we are not currently accepting applications for this program. Please check back regularly for updates on this program.

Rationale for the Post B.A. Certificate

Over the past five to 10 years in the field of early childhood education, attention has been increasingly paid to the emotional, social and psychological development of infants, toddlers and the dynamics of their relationships with family members and other caregivers. The introduction of modern neuroscience technologies to measure the effects of healthy adult-infant relationships, sensory experiences, etc., have led to common content areas in the field (Brazelton & Greenspan, 2000; Shonkoff & Phillips, eds., 2000). These findings have ramifications for supporting optimal mental health in infants, toddlers, and their families.This knowledge also informs school readiness efforts, school psychology and teaching practices in the primary grades (K-3rd grade).

New Collaborative Model

This certificate represents a unique collaboration between our CSUN Michael D. Eisner College of Education and a private, non-profit agency in the San Fernando Valley, the Child Development Institute of Woodland Hills, CA.

It also offers opportunities for collaboration and related faculty and student research with the College's new Center for Teaching and Learning.

The Certificate Program

The purpose and goals of the certificate program are to deepen understanding and increase knowledge related to infant-toddler-family mental health of Post B.A.Ê early childhood educators and related professionals working with the youngest children and their families in educational, health-related and mental health settings.

This program DOES NOT prepare the student to receive either state or national licenses, credentials, nor other government-recognized certification. The courses may be used as electives in the M.A. in Early Childhood Education, Department of Educational Psychology and Counseling.

Proposal Overview

The following curriculum proposal materials supporting the request to establish a Post B.A. Certificate in Infant-Toddler-Family Mental Health include three Course Modification Proposals (EPC 630, 633 and 631), as well as two New Course Proposals (EPC 644 and EPC 636).

While three of the five Post B.A. Certificate courses already can be included as electives in a students ECE M.A. Program, the present request also adds two possible new elective offerings to the ECE Master of Arts Program (EPC 644 and EPC 636) and a deletion of a required course (EPC 631) from the existing Post M.A. Certificate in Parent-Child Specialization/Consultation.

Therefore, requests for these program modifications are included here as well.

Content of the Program

The content areas of the five, 3-unit courses in this 15-unit Post-B.A. Certificate include:

  • EPC 644

    (new course): Recent Developments in Infant-Toddler-Family Mental Health. Attachment Theory and Implications for Development throughout the Lifespan
  • EPC 630

    (course modification): The Infant-Parent Dyad and the Social/Emotional Development of the Infant-Toddler;The Foundation for Learning; Infant-Toddler-Family Mental Health Assessment Strengths and Challenges.
  • EPC 633

    (course modification): Neurodevelopment in Early Childhood: Sensory Issues and Challenges. Considering Individual Differences and Implications for Practice
  • EPC 631

    (course modification): Family, Culture and Ecological Influences on Early Childhood Mental Health Development. Family History Making, Narrative and Development. Working with Individual and Groups of Families. Community Resources to Strengthen Families
  • EPC 636

    (new course): Systems and Policies Infant-Toddler-Family Mental Health. Examination of Best Practices. International Models. Strategies for Mapping Systems and Asset-Based Services Development.

Target Student Populations

Potential student populations range from those in related professions holding a minimum of a B.A. degree through postdoctoral work, including:

  • early childhood educators and administrators
  • primary grade elementary school teachers
  • child development specialists
  • school counselors and school psychologists
  • psychologists, M.F.T.s, and L.C.S.W.s
  • speech therapists and occupational therapists
  • pediatricians, nurses, child life specialists and other health professionals
  • parent educators
  • college professors in related fields