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PhD in INFANT & EARLY CHILDHOOD DEVELOPMENT with an Emphasis in Mental Health and Developmental Disorders

Master’s in INFANT & EARLY CHILDHOOD DEVELOPMENT with an Emphasis in Mental Health

2020 DE LA VINA STREET, SANTA BARBARA, CA • 800-340-1099 • ADMISSIONS@FIELDING.EDU


THE IECD PHD & MA PROGRAMS Fielding’s Infant and Early Childhood Development (IECD) graduate programs are multidisciplinary, relational-based, and focused on the critical period of development between infancy and 6 years of age and the well-being of families. Our IECD PhD program is geared for students already working in related fields, often with other advanced or professional degrees. Students are focused on expanding their knowledge base and practice while developing a niche specialty. As a student, you will be engaged in cutting-edge research while integrating existing research into your overall work. As a result, you will be prepared to influence change in many disciplines such as social work, infant mental health, education, early intervention, occupational therapy, speech and language, health care, mental health, physical therapy, and others. The PhD curriculum spans the range of development, including typical and atypical trajectories. It integrates physiological, social emotional, cognitive, behavioral, relational, and cross-cultural perspectives, as well as reflective practice. You will collaborate with faculty who advise, mentor, and evaluate your work based on doctoral-level standards. Our IECD Masters program is tailored to students working or starting out in a related field and wanting to expand their applied knowledge base and skills through our specialized training and education. Our multidisciplinary curriculum, focused on infants, children, and families, helps students to better understand and work with early child/caretaker relationships, typical and atypical development, disruptive behaviors, difficulties with school readiness, challenges with social emotional regulation, and learning problems. Our MA curriculum integrates brain development as well as social emotional, cognitive, behavioral, relational, and cross-cultural perspectives. Reflective practice is a key area, as well. The IECD MA will support specialization and allow you to make a difference in a wide variety of disciplines, including early childhood education, early intervention, infant mental health, health care (nurses, nurse practitioners, and physicians), allied health care, social work, mental health, and others. This program will also lay the foundation for the IECD PhD, should you wish to pursue this path. Courses in the IECD address competencies needed for you to be endorsed through a state belonging to the Alliance for the Advancement of Infant Mental Health. The Alliance is active in many US states, as well as Australia and Ireland. For both our PhD and MA, we use our unique distributed learning environment, which combines live online instruction and self-directed learning, allowing you to pursue your degree while working full-time in your field, traveling, and living in your current community.

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THE IECD PHD & MA PROGRAMS STUDENT TO FACULTY RATIO 7:1 For more than 40 years, our dedicated and distinguished faculty members have delivered learnercentered graduate education that enables students and alumni to lead and influence positive change for individuals, communities, and organizations.

LIBRARY SERVICES Our online library includes over 220,000 e-books, 50,000 scholarly journals, and millions of articles, thousands of online dissertations, and a collection of streaming clinical interviews.

WRITING CENTER Fielding’s Writing Center offers individual appointments with a writing coach, as well as live and recorded webinars, videos, and a self-directed writing course designed by Fielding faculty.

MENTORING AND ADVISING: All students in the MA and PhD programs will be assigned a mentor, a key person who will support your efforts to move through the program in the way that is most effective for your needs. You will also be assigned an advisor to help you plan for your coursework and completion of the program.

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EDD TO IN LEADERSHIP FOR CHANGE YOUR PATH SUCCESS YOUR PATH TO SUCCESS 8. MAKE A DIFFERENCE

1. REQUEST INFORMATION

Fielding graduates are leaders in their professional and personal lives as consultants, professors, community activists, authors, nonprofit executives, administrators, and coaches.

Find out more about our programs. Our team of advisors is ready to help. Call 800.340.1099 Ext. 4026

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GRADUATE Your graduate experience will culminate with a graduation ceremony shared with family, friends, and colleagues.

ATTEND AN INFORMATION SESSION We offer on-demand and in-person information session options for your convenience.

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FOLLOW YOUR LEARNING PLAN

FIELDING GRADUATE UNIVERSITY

A personal map through the learning process that includes a preliminary outline for the action- oriented research project that will ultimately become your dissertation.

Fielding.edu

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PREPARE & ATTEND NEW STUDENT ORIENTATION Assess your academic readiness; evaluate your research, personal skills and learning resources; set your academic and professional goals; and develop your support group of faculty and peers.

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COMPLETE ENROLLMENT PROCESS Receive your acceptance letter and enrollment documents approximately one month before the term start date. Your tuition payment instructions will be included.

Amber Shelton Alumna

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APPLY TO FIELDING Go to fielding.edu/apply and follow the step-by-step instructions.


MEET YOUR FACULTY Barbara Mink, IECD Program Director §§Lifelong learning strategies §§Program Leadership Effectiveness §§Qualitative and Action Research

Joy Voyles Brown, PhD, PCNS-BC, IMH-E (IV) §§ Infant Mental Health §§ Infant Assessment §§ Reflective Practice and Consulting Milagros Cordero, PhD §§ Occupational Therapist §§ Tomatis §§ Individual Differences Gerry Costa, PhD, DIR-C, IMH-E (IV) – Clinical Mentor §§ Autism Spectrum Disorders §§ Developmental Approached to ASD interventions §§ Infant and Early Childhood Trauma Jenny Edwards, PhD §§ Action-oriented research §§ Invitational Education §§ Cognitive Coaching Lorraine Ehlers-Flint, PhD §§ Clinical Psychologist §§ DIR Floortime®TM §§ Supervision and Consultation Josh Feder, MD §§ Child and Family Psychiatry §§ Autism Spectrum and other Developmental Disorders §§ Child and Family Trauma Ira Glovinsky, PhD §§ Mood Disorders in Children §§ Autism Spectrum Disorders §§ Reflective Practice §§ Social Emotional Development Marnisha Henry, EdD §§ Developmental Disabilities §§ Human Services §§ Advocacy Kathi Kamm, PhD §§ Infant Mental Health Specialist §§ Neuerodevelopment Assessment §§ Sensory Motor Development

Our faculty members have diverse interests and backgrounds and are available to collaborate with students in courses and on dissertations that advance work that is important to the individual student.

Marva Lewis, PhD §§ Sociocultural Context of Development §§ Research Design, Measurement, and CrossCultural Research Suzanne McKann, PhD §§ Cognitive Behavior Therapy §§ Qualitative Research §§ Neuropsychology Andra Munger, PhD §§ Visual/Spatial Intervention §§ DIR Floortime®™ §§ Waldorf Schools Nina Newman, PhD §§ Brain and Social Emotional Development §§ Infant and Early Childhood Development §§ Parenting §§ Psychiatric Disorders after Pediatric Brain Injury Kathy Platzman, PhD §§ Infant and Childhood Development §§ Assessment and Intervention §§ DIR Floortime®™ Susan Stillman, EdD §§ Social Emotional Learning Practices for Educators §§ Emotional Intelligence §§ Skills and Practices for Well-Being and Balance Deborah Sussman, PhD §§ DIR Floortime®™ §§ Development and Function §§ Observational Assessment Kimberly Thompson, PhD §§ Maternal Mental Health §§ Pregnancy and Postpartum Issues §§ Intergenerational Parenting Gina Veloni, PhD, MN, RN, IMHS

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Reflective Practice: Supervision, Consultation, and Training §§ Infant Mental Health Mary G. Warren, PhD, IMH-E (IV-P)

§§ §§ §§

Infant Mental Health Endorsement Cross-Cultural Perspectives Advocacy for Young Children and Families

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THE IECD PHD & MA PROGRAMS INSPIRED LEADERS AND PRACTITIONERS

Fielding Graduate University’s IECD PhD and MA aim to create a positive impact on their students and on the work they do in their communities. As such, our programs are designed for professionals who want to inspire others and take the lead in their fields.

INTELLECTUAL POWER

IECD MA and PhD students transform their personal and professional lives through intellectually rigorous academics; work with supportive, mentoring faculty; and participation in a learning environment that honors and integrates their life and professional experiences with their academic one. Energized by the freedom and encouragement to explore their interests, our students care deeply about the people with whom they work, their peers, their colleagues, and their communities. They are able to move beyond knowledge consumption to become knowledgeable and effective practitioners.

POSITIVE SOLUTIONS

The IECD program focuses on developing thoughtful, effective, and compassionate practitioners who strive to make a difference in the world through their work with infants, children, and families.

LIFELONG LEARNERS

Our students and graduates are lifelong learners who participate in solving the issues facing the populations with whom they work. Even after graduation, they are committed to continuing their learning and expanding their understanding of their practice in order to continue making informed, positive contributions. .

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OUR LEARNING MODEL We offer both in-person and online student and technology services that allow students to fully delve into their research and knowledge interests. Every environment is designed with your success in mind. STUDENT SERVICES

From our online library to our student advising, tuition, financial aid, registrar, and help-desk support areas, Fielding staff members strive to make our support services to students useful and timely. Accommodations for students with disabilities and study aids for all students are available.

ACADEMIC SESSIONS

A mainstay of our learning ideology from the founding of Fielding has been in-person sessions between students and faculty held throughout the US and globally. These are an important way we connect and re-connect within and across our disciplines. While they are not mandatory for either our PhD or MA students, we strongly encourage all students to attend.

Mine is the only PhD program in the world in Infant and Early Childhood Development with an emphasis on mental health and developmental disabilities.

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— Wing Si Mok, IECD Alumna

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PROGRAM INFORMATION

CHANGE AGENT for infants, young children, and their families

Fielding’s IECD PhD and MA programs are multidisciplinary degrees, so you will study a wide range of areas and issues that affect the well-being of infants, children, and families. Our faculty teach typical and atypical infant and family development using a curriculum that includes physiological, emotional, cognitive, behavioral, social, and cross-cultural perspectives. You will also collaborate with faculty who advise, mentor, and evaluate your work based on masters and doctoral-level standards, as applicable.

The PhD program is a wonderful opportunity to gain knowledge in early childhood development, infant mental health, and developmental disabilities in an interactive online setting. It is a rich opportunity to experience and learn with multidisciplinary providers and educators around the world. In addition, we offer a sequence of three classes in reflective practice. These growth-fostering and supportive courses will be a fabulous resource for those who are pursuing endorsement in infant mental health.

Our IECD PhD and MA program is designed for working professionals who wish to broaden their knowledge and understanding of infant and early childhood development. With this degree, you can influence change in many disciplines: childcare, health education and community health work, mental health counseling, occupational therapy, physical therapy, psychology, social work, special education, and speech-language pathology, among others.

PROGRAM BENEFITS §§ Prepare for a career in infant and child mental health and/or early

childhood development using a multidisciplinary framework that includes relationships, mental health, education, occupational therapy, speech and language, reflective practice, brain development, and neuroscience.

§§ Develop skills to understand typical and atypical child and family

development.

§§ Learn about parent/child relationships in cross-cultural contexts. §§ Engage in comprehensive, in-depth discussions of cutting-edge issues in

areas related to child and family development

Gina Veloni, RN, MN, PhD Faculty

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PHD & MA PROGRAM INFORMATION BENEFITS OF FIELDING GRADUATE UNIVERSITY §§ Accredited by the Western Association of Schools and Colleges §§ Reputable and collaborative faculty §§ No GRE required

PROGRAM DELIVERY A blended learning model — including synchronous face-to-face and flexible, online learning opportunities — allowing students to engage in a global, interactive network

PHD TUITION & FEES $8,740/term Subject to annual revision. Visit catalog.Fielding.edu for details.

MA TUITION & FEES

MODEL SEQUENCE Fielding’sCURRICULUM Common Doctoral Framework creates a pathway to degree completion in Fielding’s under 4Common years. Doctoral Framework creates a pathway to degree completion in under 4 years. YEAR 1 Foundations of Doctoral Study – Reflective Adult Learning

TERM 1

TERM 2

TERM 3

YEAR 3

Sensory-Motor Development

Human Development

Cross-Cultural Understanding

Introduction to Reflective Practice/ Supervision

Statistics II/Practice or Qualitative Research/ Practice

Infant Mental Health

Family Systems Theory and Functioning

Individual Differences and Developmental Psychopathology

YEAR 4

Law, Policy and Advocacy

Research and Design

Elective

Language Development

Intervention Elective

Developmental Disabilities

Elective

Statistics I

Concept paper

Comprehensive Essay

Dissertation

Dissertation

Dissertation

Dissertation

Dissertation

DOCTORAL CONCENTRATIONS You can individualize your doctoral program by selecting one of our shared doctoral concentrations. Learn more at www.Fielding.edu/DoctoralConcentrations.

MODEL CURRICULUM SEQUENCE MODEL SEQUENCE The MA CURRICULUM in Infant and Early Childhood Development degree is designed to be The MA in Infant and Early Childhood Development degree is designed to be completed within 2 years. completed within 2 years. Concentration 1: Infant Mental Health & Neurodevelopment TERM 1

TERM 2

TERM 3

YEAR 1

Human Development Infant Mental Health

Family Systems Theory and Functioning Cross-Cultural Understanding

Neuroscience Foundations of Infant Development and Mental Health Infant Mental Health Practices

YEAR 2

Infant Mental Health Integrative Course Observing Babies

Developmental Needs: Newborns/Infants Capstone Project

APPLY ONLINE Fielding.edu/Apply

YEAR 2

Concentration 1: Infant Mental Health & Neurodevelopment

$720/credit Subject to annual revision. Visit catalog.Fielding.edu for details.

MODEL CURRICULUM SEQUENCE

Concentration 2: Early Childhood Development: Education, Mental Health, and Disruptive Behaviors TERM 1

TERM 2

Family Systems Theory and Functioning Cross-Cultural Understanding

YEAR 2

Self-Regulation, Executive Functions, & School Readiness Brain Development and Classroom Functioning

Active Professionals: Learning through and Applying the Above to Real World Situations Capstone Project

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Emotional Development, Cognitive Evolution, and Disruptive Behavior A Practitioners’ Toolkit: Reflective Practice and Techniques

Concentration 2: Early Childhood Development: Education, Mental Health, and Disruptive Behaviors

YEAR 1

Human Development Infant Mental Health

TERM 3

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CUSTOMIZE YOUR DEGREE

You can individualize your doctoral program and expand your professional expertise by selecting one of our optional doctoral concentrations: COMMUNITY COLLEGE LEADERSHIP FOR CHANGE addresses the most current issues in community colleges and builds your knowledge and skills as a scholarpractitioner. It allows you to position yourself as a community college leader based on the American Association of Community Colleges (AACC) leadership competencies.

CREATIVE LONGEVITY AND WISDOM provides a focus on aging populations locally, nationally, regionally, and globally. Promote barrier-free, sustainable, and nurturing environments, and foster populations that will promote justice for aging populations.

DUAL LANGUAGE prepares educators to design an instructional program that supports bi-literacy development for language-majority and language-minority students. The focus is to bridge the achievement/opportunity gap for diverse under-served populations while addressing the goals of bilingualism and the development of multicultural competencies.

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CUSTOMIZE YOUR DEGREE EVIDENCE BASED COACHING offers an interdisciplinary approach to integrating research-based coaching theory with professional practice in organizational and individual coaching. Participants will study the core theories that underpin principal practices of individual and organizational coaching, and they will undertake individual research to integrate theory with practice in individual and organizational settings.

INCLUSIVE LEADERSHIP FOR SOCIAL JUSTICE explores the relationship between transformative learning and social change for social justice. Become an effective and creative leader-participant in local and global efforts at creating a just, secure, and environmentally sustainable world.

LEADERSHIP OF HIGHER EDUCATION SYSTEMS focuses your doctoral study on the knowledge and skills you need to become a leader and change agent in higher education institutions such as 4-year colleges, universities, and graduate schools.

MEDIA, TECHNOLOGY, AND INNOVATION focuses on the ways in which media, information, and knowledge are transforming societies, cultures, organizations, and our own selves. Learn to live in an online world through virtual teams, and explore topics such as social justice and ethics.

ORGANIZATION DEVELOPMENT focuses on theoretical knowledge and practical skills that will allow you to lead change in the workplace. Learn how to engage in online environments and collaborate with other management and consulting leaders.

REFLECTIVE PRACTICE/SUPERVISION is designed to teach you the theory of reflective practice/supervision and how to apply it to your professional work experiences in clinical, educational, administrative, or organizational systems.

SOMATICS, PHENOMENOLOGY AND COMMUNICATIVE LEADERSHIP combines and integrates scholarly theory and mastery of embodied mindful awareness with substantial grounding in transformative phenomenology along with the interpretive and practical dynamics of social constructionism.

SUSTAINABILITY LEADERSHIP produces leaders in businesses, nonprofits, governments, and educational institutions. This concentration includes the study of the history and practice of sustainability efforts, organization development for sustainability, and strategy development for sustainability.

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FREQUENTLY ASKED QUESTIONS Q: What can I do with my degree? A: The IECD PhD allows you to become an expert in the specialized areas of infant and early childhood development and families. Our graduates may advance their careers in their chosen profession, start clinics, teach and train, pursue work in policy and advocacy in government and/or the private sector, conduct research, and take on roles of leadership. The IECD MA will develop your expertise and, depending on your profession, will allow you to advance in your career or enhance your current practice by giving you a specialty and an area of expertise. This, in turn, may increase your income and broaden your career opportunities. For example, an early childhood educator with an MA has the potential to go into administration, or a nurse practitioner can specialize in Infant Mental Health and become a leader in the rapidly expanding area of child/parent well-being in neonatal intensive care units (NICUs). Courses will also address competencies for Alliance Infant Mental Health Endorsement.

Q: What are the residency requirements? A: For the IECD PhD, the only residency requirement is the New Student Orientation (NSO), which lasts approximately 5 days. The January and May NSOs take place in Santa Barbara, CA. The September NSO takes place in the Washington, DC area. There is no residency requirement for the IECD Masters, although students are welcome and encouraged to attend our University-wide national sessions, which are held several times a year in different parts of the United States, as are our PhD students. In addition, the MA New Student Orientation (NSO) is held live online.

Q: Is the IECD program accredited? A: Yes. Fielding Graduate University is accredited by the Western Association of Schools and Colleges (WASC) and has been since 1982.

Q: What is the age range of students in this program? A: Our students span the age from those in their late 20’s to 65+ years.

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Q: How many hours per week does one spend on coursework on average per class? A: Students who enroll in 12 credits a term spend an average of 32 hours a week on their studies depending on the nature of the specific coursework.

Q: How many years does it take to graduate from the university with the degree? A: If the suggested number of courses are taken each trimester, the PhD takes approximately 3 ½ years to finish, and the IECD MA takes just under 2 years to complete.

Q: How can I limit my tuition costs? A: This applies only to IECD PhD students. Tuition is charged by the term and not by the credit hour, so students can take advantage of those times in the year when they are more available to complete coursework. IECD doctoral students who are nearing the completion of their programs are eligible for advancement to candidacy status, which grants a 30% reduction in tuition. In addition, all students are eligible for up to 12 months of leave over the course of their enrollment, although such leave may extend time to degree. Visit Tuition at www.Fielding.edu/tuition and Financial Aid at www.Fielding.edu/finaid for more financial planning tips.

Q: Who are the faculty members for the IECD programs? A: All faculty in the program hold advanced degrees. They are committed to applying their expertise and experience to help students achieve their goals. They also span a wide range of disciplines such as clinical psychology, speech and language, occupational therapy, advocacy, and others. Please visit http:// www.fielding.edu/our-programs/school-of-leadershipstudies/phd-infant-early-childhood-development/ faculty-iecd/ to learn more about our dedicated and professional faculty.

Q: How am I assigned a faculty mentor? A: You can choose your own faculty mentor from a list of available faculty. You may want to choose a mentor whose interests and experience fit your own. You can

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FREQUENTLY ASKED QUESTIONS also change mentors as you go through the program if you determine someone else is a better fit for your needs at that point.

Q: Are graduate students required to closely

match their research interests with those of the professor, or can students choose a dissertation topic related to their own interests? A: IECD PhD students can determine their dissertation topics based on their own personal passions. Our faculty members are committed to helping students reach their individual dissertation goals.

Q: What concentrations are available, and what classes can I take? A: You can choose from a wide variety of pre-approved concentrations. You can take the courses in the concentrations as part of your elective options.

Q: Does adding a concentration extend the number of years to completion? A: While it does not need to extend time in the program, it may do so for some students who would like to complete courses beyond the required number of electives.

Q: When can I begin working on my dissertation?

PhD, an average of 12 credits is recommended per term. Visit our course catalog for more information at http://catalog.fielding.edu/preview_program. php?catoid=5&poid=224&returnto=266

Q: How are the curricula presented online (video presentations, discussion forums)? Are there a lot of group projects, or are there more individual projects than group projects? Do students do a lot of group projects, or do faculty assign more individual projects? A: Coursework is completed online, and the majority of classes are taught live via Zoom synchronous meetings. Papers are posted online, and faculty respond by e-mail to individuals regarding written work. In some classes, students work in small groups, while in others, students do individual presentations. The course syllabi, available before registration, outline course delivery methods and expectations.

Q: What supplemental services are available to

students?

A: Fielding students can utilize Disability Services, Student Accounts, Library Services, Office of the Registrar, Student Advising, Financial Aid, Scholarships, and Information Technology Services.

A: If you already have a strong sense of your topic when you enter the program, you can begin working on your dissertation by focusing on it during core courses. You can run searches and acquaint yourself with the literature as you are going through the program, and you can have conversations with faculty members about your topic. We encourage students to begin thinking about their dissertation topic in the pre-New Student Orientation and New Student Orientation.

Q: What is the minimum course load I can take per

semester?

A: The minimum credits required for a term is 4. However, to meet timely progress requirements, MA students need 12 credits, and PhD students need 18 credits each year. For the MA, an average of 8 credits per term is recommended, while for the

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YOUR PHD COURSEWORK IECD PHD FOUNDATIONS (32 CREDITS) IECD-499 Foundations of Doctoral Study Reflective Adult Learning 4 semester credits New student orientation to the IECD doctoral program is an in-person session between in-coming classes and doctoral program faculty. This is a core orientation course for all students participating in the PhD Program. At the orientation, the faculty works with you to: assess your academic readiness; evaluate your research, personal skills, and learning resources; facilitate your understanding of Fielding’s learning model and delivery method; set your academic and professional goals; and develop your support group of faculty and peers. Topics include curriculum structure, personal goals and planning, mentorship and self-reflection, case presentations, and overarching developmental perspective of an integrated bio-psychosocial model. This course devotes itself to understanding the tools for studying and time management, video presentations, different faculty roles, and reviewing a range of cases that equip students with tools to build their professional futures. At orientation, students begin work on their learning plan, which is a personal map through the learning process. The learning plan takes into account each student’s previous academic accomplishments as well as personal, professional, and academic goals. It includes a preliminary outline for their dissertation. The learning plan should be submitted for approval within 30 days after the conclusion of the in-person orientation. However, the learning plan is a living document that students and their faculty mentors review on a regular basis. Delivery Method: In person/Blended IECD-520 Human Development 4 semester credits This course introduces students to the theoretical constructs of a comprehensive conceptual framework, through a bio-psychosocial model, to understand healthy and disordered infancy and early childhood

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development. The course gives students an overview of the framework’s practical application for understanding and promoting normative child development; working with caregivers, professionals, and families; and understanding how development impacts the provision of services to children with a range of difficulties. The course combines lectures, reading materials, group discussions, videotaped examples, and related assignments to achieve its learning objectives. Delivery Method: Online IECD-522 Sensory-Motor Development 4 semester credits This course provides students with basic background information on the history, neuroscience foundations, the different developmental models and theoretical constructs involved in understanding gross and fine motor development, as well as the sensory processing mechanisms that occur during infancy and early childhood. The course combines lectures, reading materials, and videotaped examples to achieve its learning objectives. Delivery Method: Online IECD-523 Language Development 4 semester credits This course provides students with an introduction to models of typical language acquisition and describes the progression from pre-linguistic communication to linguistic complexity. The course focuses on developmental approaches to the study of atypical language strengths and challenges seen in different groups of children with language disorders. Students are introduced to the area of language disorders in children by considering the impact of challenges in developmental domains such as cognitive, social, and affective capacities on the development of language. The course combines lectures, reading materials, and videotaped examples to achieve its learning objectives. Delivery Method: Online

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YOUR PHD COURSEWORK IECD-524 Developmental Disabilities 4 semester credits This is a core course that focuses on understanding developmental disabilities. Developmental disabilities are discussed in terms of the core challenges to the child and the family. Disabilities are discussed from a framework that involves physiology, emotionality, cognition, and behavior. The class will learn how to manage disabilities in the family as well as other systems in which the child participates. Delivery Method: Online IECD-566 Family Systems Theory and Functioning 4 semester credits This course provides basic background information on the history, as well as the different developmental models and theoretical constructs involved in understanding the different aspects of family functioning–especially parental development over time–and their impact on child development during infancy and early childhood, with an emphasis on typical parental functioning. The course combines lectures, reading materials, and videotaped examples to achieve its learning objectives. Delivery Method: Online IECD-569 Individual Differences and Developmental Psychopathology 4 semester credits This course is designed for students to develop an understanding of individual differences in development. Individual differences in biological, psychological, cognitive, and cultural factors will be discussed so that students can understand how typical development helps us to understand atypical development, and how atypical development helps us to understand typical development. The course provides guided independent learning, which involves extensive reading, writing assignments, online student discussions, sharing of one’s work with classmates, and responding to one another’s work. Delivery Method: Online

IECD-575 Introduction to Reflective Practice/ Supervision 4 semester credits This course is an introductory course on reflective practice. The goal of the class is to introduce students to the reflective process. This will be done through readings, class discussions, and activities that enable the students to be introduced to engaging in reflective practice. In this class, we will define the process of reflection and relate reflection to mindfulness practice. We will discuss the components of mindfulness and apply reflection and mindfulness to the learning process. As we understand the process, we will discuss the application to creating learning experiences in different settings. Delivery Method: Online IECD-521 Infant and Early Childhood Mental Health 4 semester credits This is a core course introducing infant and early childhood mental health. The course will focus on defining the discipline of infant and early childhood mental health and trace the historical emergence of the field, reviewing key contributors and changes in focus over the past few decades. It will also introduce how infant and early childhood mental health specialists assess and treat the parent-child dyad and triad in cultural and social contexts. Use of video, key readings, and class discussion will be used to integrate the content. Additionally, students will learn about the field through self-directed learning projects that they will share with the class. Delivery Method: Online IECD-526 Cross-Cultural Understanding 4 semester credits This course explores the social and ecological determinants of culture and their implications for parenting. Culture, defined as values, beliefs, world view, and ways of seeing oneself and others, as well as the instrumental aspects of language, food, technology, etc., is developed in multiple layers. The

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YOUR PHD COURSEWORK family (natal and extended), the community, and the state/nation (both original and adopted in the case of immigration) all influence culture. Culture is passed through social interactions, not the least of which is via parenting. Knowledge of culture as the ability and inclination to see, value, and respect cultural and ethnic differences is critical for leaders, and requires each of us to investigate our own assumptions and ways of being in the world. Readings, book reviews, a reflections journal, online discussion forums, and a case study presentation that is the foundation for a final written paper help us to learn about ourselves and different parenting styles. Delivery Method: Online IECD-527 Law, Policy and Advocacy 4 semester credits Fielding Graduate University emphasizes leadership development, social and economic justice, and environmental sustainability. Drawing on the specialized knowledge and skill gained from IECD courses and practitioner experience, this course emphasizes the development of leaders through effective advocacy in law, policy, and program development decisions to ensure all children and families can maximize each child’s success. Although the US Individuals with Disabilities Education Act (IDEA) forms the foundation for this course, students are encouraged to explore relevant laws and regulations in their home regions and to make practical recommendations to improve policies and programs, transdisciplinary collaborations, and parent engagement. The course encourages students’ public advocacy and leadership on behalf of children and families in their communities, workplaces, and society at large. Readings, online discussions, and a case study presentation that forms the foundation of a final written paper are requirements. Delivery Method: Online

IECD-536 Statistics I 4 semester credits This basic course reviews concepts in introductory statistics, including descriptive statistics, basic probability theory, sampling distributions and the Central Limit Theorem; the binomial, normal, Student, chi-square, and F distributions; and techniques of 1- and 2- sample tests, linear regression, correlation, an introduction to analysis of variance, and selected nonparametric procedures. It discusses the application of these concepts by analyzing peer-reviewed articles focusing on Infant Mental Health and Developmental Disorders research. Delivery Method: Online IECD-537 Research and Design 4 semester credits This is an advanced class in designing, conducting, and reporting research. The course focuses on giving students practical experience in various critical aspects of conducting scientific research. Delivery Method: Online SELECT ONE COURSE (4 CREDITS) IECD-538 Statistics II/Practice 4 semester credits Delivery Method: Online IECD-539 Qualitative Research/Practice 4 semester credits Delivery Method: Online ELECTIVES (12 CREDITS) Choose any additional 12 credits from any electives in the School of Leadership Studies. COMPREHENSIVES (4 CREDITS)

DISSERTATION (17 CREDITS)

RESEARCH & STATISTICS (12 CREDITS) Provides the opportunity to engage in research methods as preparation for the dissertation:

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YOUR MA COURSEWORK IECD MA FOUNDATIONS (16 CREDITS) This master’s program is a multidisciplinary program with an emphasis in infant and early childhood mental health. Students will study multiple factors affecting an infant’s, child’s and family’s well-being, including social emotional, brain, and cognitive development, as well as school readiness, family systems, and mental health. The faculty teaches typical and atypical infant, child, and family development from a strengthsbased approach using a curriculum that includes physiological, emotional, cognitive, behavioral, social, and cross-cultural perspectives. Students will enter the program in one of two chosen concentrations. For students who complete the MA and are approved to continue on to the PhD in Infant & Early Childhood Development, some credits may be transferred from the master’s program to the PhD program.

(physicians, nurse practitioners, and nurses), allied health professionals (occupational therapists, physical therapists, and speech and language therapists) as well as mental health professionals (social workers, marriage family therapists, and counselors). These concentrations offer a unique link between various disciplines within a relationship-based developmental framework. A common language across disciplinary boundaries is developed so that students can deepen their understanding of each of the disciplines.

EARLY CHILDHOOD DEVELOPMENT: EDUCATION, MENTAL HEALTH & DISRUPTIVE BEHAVIORS CONCENTRATION A Practitioner’s Toolkit: Reflective Practice and Techniques

Courses will be open to PhD students.

Emotional Development, Cognitive Evolution, and Disruptive Behavior 4 semester credits

CONCENTRATIONS (24 CREDITS)

Self-Regulation, Executive Functions, & School Readiness Brain Development and Classroom Functioning

The concentration in Early Childhood Development: Education, Mental Health, & Disruptive Behaviors focuses on children with disruptive and/or social emotional difficulties, as well as learning issues. It is geared toward educating and training professionals to evaluate and work with these populations and their families. The concentration in Infant Mental Health and Neurodevelopment focuses on assessment, intervention, and prevention. It is geared to prepare those professionals who work with infants, especially those at risk, and their families. For these concentrations, education and training include covering the relationship between brain development and behavior, reflective practice, mindfulness, and culturally sensitive approaches. In addition, the program will offer practical techniques to use in the classroom, practice, clinic, and at home, especially in the Early Childhood concentration. Both concentrations are appropriate for educators, educational administrators, health professionals

Active Professionals, Case Studies: Learning through Applying Core Material to Real World Situations

INFANT MENTAL HEALTH & NEURODEVELOPMENT CONCENTRATION Infant Mental Health Intervention and Practices Integrated Developmental Approach to Intervention Observing Babies Developmental Needs of High Risk Newborns and Young Infants and their Families Neuroscience Foundations of Infant Development and Mental Health

CAPSTONE For both concentrations, students complete a capstone project in their last term.

Fielding.edu - (800) 340-1099 Ext. 4026

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NOTES

Fielding Graduate University


ALL FIELDING GRADUATE UNIVERSITY PROGRAMS CUTTING-EDGE PROGRAMS Doctorates §§ EdD in Leadership for Change §§ PhD in Psychology with an emphasis in Clinical Psychology §§ PhD in Human Development §§ PhD in Infant and Early Childhood Development §§ PhD in Psychology with an emphasis in Media Psychology §§ PhD in Organizational Development and Change

OPTIONAL DOCTORAL CONCENTRATIONS Students can individualize their doctoral program and expand their professional expertise by selecting one of our shared doctoral concentrations.

Masters §§ MA in Infant and Early Childhood Development §§ MA in Media Psychology §§ MA in Organizational Development and Leadership Certificates §§ Certificate in Comprehensive Evidence Based Coaching §§ Certificate in Evidence Based Coaching for Organization Leadership §§ Certificate in Media Psychology §§ Certificate in Organizational Development and Leadership §§ Postbaccalaureate Certificate in Clinical Psychology §§ Postdoctoral Certificate in Neuropsychology

Community College Leadership for Change Creative Longevity and Wisdom Dual Language Evidence Based Coaching Inclusive Leadership for Social Justice Leadership of Higher Education Systems Media, Technology, and Innovation Organization Development Reflective Practice/Supervision Somatics, Phenomenology and Communicative Leadership §§ Sustainability Leadership

§§ §§ §§ §§ §§ §§ §§ §§ §§ §§

Gainful Employment: visit Fielding.edu/GainfulEmployment for information on educational debt, earnings,and completion rates.

Accredited since 1982

Visit www.fielding.edu/our-programs to learn more about our programs. Fielding Graduate University is accredited by the WASC Senior College and University Commission (WSCUC).

Fielding.edu - (800) 340-1099 Ext. 4026

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The Fielding Advantage Fielding is internationally known for high-quality graduate education delivered with flexibility and respect for the needs of our learners. Where we shine in this mission is our ability to build a strong scholarly community — intellectually engaged and designed to help you put your scholarship skills into practice. Katrina Rogers, PhD President, Fielding Graduate University

Learn about earning your degree while working in your field at: Fielding.edu/IECD

FIELDING GRADUATE UNIVERSITY Office of AdmIssions PhD Infant & Early Childhood Development| Master’s Infant & Early Childhood Development| P: (800) 340-1099 H: 8:00 a.m. - 6:00 p.m. PT, M-F F: (805) 898-4047 E: admission@Fielding.edu

THE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (WASC)

ACCREDITED SINCE 1982

Profile for Fielding Graduate University

PhD & MA Infant and Early Childhood Development Program Brochure  

PhD & MA Infant and Early Childhood Development Program Brochure