Department of Child and Family Development
Advanced Field Experience CFD 697B (2 semesters course --3 units each semester)
Fall 2014 and Spring 2015
Tuesdays from 7:00-9:00 p.m.
Instructor: Ron C. Plotkin, Ph.D.
Office Location: 9945 Rue Chantemar, San Diego, CA 92131
Email: Ron.c.plotkin@gmail.com
Office Phone: (858) 945-3221
Office Hours: Monday through Friday between 6:00 – 8:00 p.m. & Saturday 9:00 a.m. – 1:00 p.m. Virtual office hours will
be available. The class will take place in EBA Room 420; students are encouraged to set-up their individual meetings during
office hours listed above.
Course Description
This course focuses on developing a relational approach toward promoting the mental health and wellbeing of younger
children and their families with the emphasis on working with culturally diverse communities. It provides students with both
individual and small group reflective supervision through which they are encouraged to: skillfully integrate relevant theories
and knowledge bases to clinical situations; refine reflective practice skills; deepen awareness of their own thoughts and
feelings that emerge when working with younger children and families; gain an appreciation for the strengths that exist
within diverse cultures, and develop an understanding of the reciprocal nature of the relationships that exists between
themselves and the families that they serve.
Pre-Requisites


Acceptance to graduate program, MS in Child Development, with the concentration on Early Childhood Mental
Health.
Concurrent placement in an approved early care and education site (minimum 20 hours a week).
Learning Objectives
By the end of this course, students will:
 Explore ways to apply relevant theories and relevant knowledge bases to clinical situations.
 Model an appreciation in the importance of relationships, which are at the core of infant-family and early
childhood mental health.
 Reflect on the experiences, thoughts and feelings involved in working with infants, young children and families.
 Understand the parents’ culture and the parents’, infants’ and teacher’s interpersonal perspectives.
 Develop an understanding and awareness of the role of culture in the provision of services and meeting the needs
of culturally diverse families
 Explore possible approaches to working effectively with infants, young children, their families and early care and
education providers
 Develop strategies to build self-awareness and enhance skills sets in their reflective capacity, emotional literacy,
self and interactive regulation.
 Develop an understanding of self as a professional in the field
1
Alignment of Student Learning Objectives with State and National Standards:
The learning objectives of this course were developed in accordance with the Revised Training Guidelines and Personnel
Competencies for Infant-Family and Early Childhood Mental Health (2010).
Visit the following Web sites for a detailed listing of standards: http://www.wested.org/cs/we/view/pj/207.
Teaching Methods or Teaching Philosophy
Class sessions (small group up to 8 students in a group) will be comprised of lectures and discussions of career development
theories with emphasis on early childhood mental health and the role of reflective supervision in the development of selfidentity and awareness in relation to working with families and young children. In addition, discussion, case review,
questions, and videotape critique will be included.
During the individual meetings, there will be case presentations and critiquing of videotape segments of your work. As in
the class or group setting, there will be the opportunity to practice and refine approaches to your work.
On-site coaching will be provided several times during the semester to enhance the students’ skill level and best practices in
the field.
Expectations
Here is what is expected from you:
 Practicum of 20 hours a week
 Active participation in class, which includes both speaking up and listening.
 Completion of readings assignments.
 Effort to make this class relevant to your work.
 Confidentiality – The expectation is that students will respect the sensitive and confidential nature of the work.
 Thoughtful, respectful and considered discourse.
 Attendance in both the class and in individual meetings.
 Students will be prepared to review their videotapes both in the individual meetings and in class.
 Arrive on time and be prepared for class.
You can expect Faculty to:
 Follow the class as outlined unless altering it will better meet students’ needs.
 Give you feedback – take the assignments in this class seriously, and have made giving feedback a top priority.
 Bring expertise into the classroom. This includes many years of formal study, experience and professional
development.
 To be reflective, collaborative and meet with you with regularly in order to support your efforts to integrate theory
into practice.
 To challenge you to build your skill sets in emotional literacy, interpersonal interactions and reflective practice.
 Treat you, as adult learners, with respect, and the confidence that you will conduct yourselves accordingly.
Tentative Course Schedule: (May change to accommodate guest presenters & student needs)
Semester I:
Week
August 26, 2014
September 2, 2014
September 9, 2014
September 16, 2014
Topics or Activities
Introduction to Reflective
Practice with the focus on
cultural competency
Reflective Practice
Video
Assignments, Exams, or Readings
Reflective Practice Facilitation
Guidelines
and IFECMH
Guidelines
Heffron & Murch – Chapter 2, 4
Overview of APA Guidelines
for Multicultural
Competence
Reflective Practice Essential
RPF Skills
Applying guidelines in
Constantine and Wing Sue Chapter
1
2
Constantine and Wing Sue Chapter
September 23, 2014
September 30, 2014
October 7, 2014
October 14, 2014
October 21, 2014
October 28, 2014
November 4, 2014
November 11, 2014
November 18, 2014
clinical settings
Culturally sensitive
assessment
Video
Self-Development
Reflective Supervision Video
Self-Reflection Practice
Mid-term evaluation
2
Constantine and Wing Sue Chapter
3-4
Self-Reflection Practice
Video
Applying culturally sensitive
interaction with children and
families
Reflective Practice Video
Applying culturally sensitive
interaction with children and
families
Review
Heffron (2005) Authentic Voice
Review
Mid-term evaluation
Constantine and Wing Sue Chapter
8-9
Constantine and Wing Sue Chapter
10
Reflective practice-Video
Applying culturally sensitive
interaction with children and
families
Constantine and Wing Sue Chapter
11
Reflective Practice -Video
Applying culturally sensitive
interaction with children and
families
Constantine and Wing Sue Chapter
12
December 9, 2014
December 16, 2014
Reflective Practice -Video
Social Justice Implications
Self Reflection Video
Self Reflection Practice
Final Evaluation
Constantine and Wing Sue Chapter
17
Heffron & Murch Chap 7, 8
Reflective Paper due
Date(s)
Topics or Activities
Assignments, Exams, or Readings
January 27, 2015
Becoming a culturally
competent professional
Reflective Practice-Video
Framework to working with
diverse families
Reflective Practice
Video
Working with Diverse
Families
Reflective Practice
Video
Working with Diverse
Families
The role of Reflective
Practice-Video
December 2, 2014
Semester II:
February 3, 2015
February 10, 2015
February 17, 2015
February 24, 2015
Working with Diverse
Families
Reflective Practice-Video
3
Lynch and Hanson Chapter 1
Lynch and Hanson Chapter 2
Lynch and Hanson Chapter 3-4
Lynch and Hanson Chapter 5
March 3, 2015
March 10, 2015
March 17, 2015
Self-Development
Self-Reflection Practice
Mid-term evaluation
Review
Mid-term evaluation
March 24
Self-Reflection Practice
Review
April 7, 2015
Working with Diverse
Families
Reflective Practice
Working with Diverse
Families
Reflective practice Video
Working with Diverse
Families
Reflective Practice Video
Working with Diverse
Families
Reflective Practice (Video)
Working with Diverse
Families
Prevention
Reflective Practice (Video)
Self-Reflection Practice
Reflections of the Semester
Final Evaluation
Lynch and Hanson Chapter 6-7
April 14, 2015
April 21, 2015
April 28, 2015
May 5, 2015
May 12, 2015
May 19, 2015
Lynch and Hanson Chapter 8-9
Lynch and Hanson Chapter 10
Lynch and Hanson Chapter 11-12
Lynch and Hanson Chapter 13
Review for final
Reflective Paper due
Text and Resources
The required texts for this class are:
Strategies for Building Multicultural Competence in Mental Health and Educational Settings by Madonna G. Constantine
(Editor), Derald Wing Sue (Editor) Wiley; 1 edition (2012)
Reflective Supervision and Leadership in Infant and Early Childhood Programs by Mary Claire Heffron and Trudi Murch
(2010). ISBN 978-1-934019-90-0
Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families (Developing CrossCultural Competence by Eleanor Lynch Ph.D. (Editor), Marci Hanson Ph.D. (Editor) Brooks Publishing (2011).
Additional resources to be posted in Blackboard (https://blackboard.sdsu.edu/)
Revised Training Guidelines and Personnel Competencies for Infant-Family and Early Childhood Mental Health
Heffron, M.C., et al (2005). Finding an Authentic Voice. Use of Self: Essential Learning Processes for Relationship-Based
Work. Infants & Young Children, Vol. 18, No. 4, pp 323-336.
Grading
This class is pass/fail. A passing grade will be based on attendance, class participation, demonstrated knowledge in relevant
areas of study, and the application of that knowledge into skill sets utilized in interventions provided by the student. There
will be a mid-term evaluation and a final evaluation. Students will complete a self-evaluation at mid-term and at end of
semester.
4
Academic Honor
Unless specifically instructed otherwise, all assignments are to be completed by you alone. Representing the ideas and/or
words of another person as your own constitutes plagiarism and is a violation of the Academic Honor Code. Proper
citations are required when using another person’s words, thoughts, or ideas. Should you have any questions regarding the
proper use of citations please speak to me prior to submitting your work.
Student Work Samples
Samples of your work may be selected by instructor to be kept on file for later evaluative purposes from higher accreditation
institutions.
Student Disability Service
Students with disabilities in this course and who may need disability-related classroom accommodations are encouraged to
make an appointment to see me before the end of the second week term. All discussions will remain confidential, although
the Student Disability Service office may be consulted to discuss appropriate implementation of any accommodation
requested.
Student Disability Services (SDS) is the campus office responsible for determining and providing appropriate academic
accommodations for students with disabilities. Support services are available to students with certified visual limitations.
Hearing and communication impairments, learning disabilities, mobility, and other functional limitations at Student
Disability Services (http://www.sa.sdsu/sds/)
Student Computer Help (http://www-rohan.sdsu.edu/~studnets /stylesheet.cgi?main.htm)
Students that require help with their computers can access support through the SDSU web site. You can select the computer
help page appropriate for you, whether you are an undergraduate studying science or a graduate student in education.
5