HDFS 616 - Infant and Early Childhood Trauma

Examines the impact of trauma, chronic stress, and adversity on infants, young children, caregivers, and early relationships. Emphasizes trauma-informed, relationship-based, and reflective practices in infant and early childhood mental health.

Maximum units a student may earn: 3

Prerequisite(s): HDFS 615

Grading Basis: Graded
Units of Lecture: 3
Offered: Every Spring - Odd Years

Student Learning Outcomes
Upon completion of this course, students will be able to:
1. describe core concepts of infant and early childhood trauma and explain their relevance to infant/early childhood mental health practice through class discussions, Padlets, and the written case analysis and reflective paper.
2. explain how trauma affects the developing body and brain in class discussions, Padlets, and the written case analysis and reflective paper.
3. analyze the parent and infant/child dyad through a trauma-informed and culturally responsive approach through an iterative and semester-long case study.
4. apply trauma-informed, evidence-based infant and early childhood mental health interventions and reflective practices through class discussions, Padlets, and the written case analysis and reflective paper.
5. describe and apply Reflective Supervision/Consultation (RS/C) principles and processes to support trauma-informed practice in infant and early childhood mental health through class discussions, Padlets, and the RS/C assignments.
6. apply reflective supervision/consultation (RS/C) principles to develop and articulate a structured supervision plan.
7. synthesize applicable theories related to trauma with systems-levels perspectives to expand the IECMH resource guide.

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