PhD in INFANT &EARLY CHILDHOOD DEVELOPMENT with an Emphasis in Mental Health and Developmental Disorders
2020 DE LA VINA STREET, SANTA BARBARA, CA • 800-340-1099 • ADMISSIONS@FIELDING.EDU
THE IECD PHD PROGRAM ENGAGE IN MULTI-DISCIPLINARY, CUTTING-EDGE SCHOLARSHIP The PhD in Infant and Early Childhood Development (IECD) is a multi-disciplinary degree with an emphasis in mental health and developmental disorders. This program is based on the work of Stanley Greenspan, MD, and Serena Weider, PhD, to promote relationship-based practices for working with infants, children, and their families. IECD continues in this relationship-based tradition, including the Infant Mental Health (IMH) core and Developmental, Individual-differences, and Relationship-based (DIR®) approach, and has expanded the program to include and integrate brain development, law and policy, and culture. It is designed for graduate students interested in working with infants and young children with mental health and developmental challenges and their families. This multidisciplinary program is the only program to award a PhD that focuses on both mental health and developmental disorders covering topics such as autism spectrum, sensory integration, ADHD, and mood disorders. The program offers a unique link between various disciplines within a relationship-based developmental framework. Our IECD PhD program is geared for students already working in related fields, often with other advanced or professional degrees or licenses. Through Fielding’s progressive doctoral program, professionals from multiple disciplines broaden their knowledge, develop a holistic view of children and their families, and study multiple factors affecting an infant’s and family’s well-being. As a student, you will be engaged in cutting-edge research while integrating existing research into your overall work. Our students come from several core disciplines, including psychology, occupational therapy, social work, counseling, mental health, education, early intervention, speech language pathology, health care (nurses, nurse practitioners, and physicians), physical therapy, and others. The PhD curriculum spans the range of development, including typical and atypical trajectories. It integrates brain development, physiological, social emotional, cognitive, behavioral, relational, policy and law, and crosscultural perspectives, as well as reflective practice. You will collaborate with faculty who advise, mentor, and evaluate your work based on doctoral-level standards. The IECD program is a partner with the Alliance for the Advancement of Infant Mental Health (Alliance) and offers courses that support competencies needed for endorsement through a state belonging to the Alliance. The Alliance is active in many US states, as well as Australia and Ireland. For the PhD program, 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.
Accredited since 1982 2|
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THE IECD PHD PROGRAM STUDENT TO FACULTY RATIO 7:1 For more than 40 years, our dedicated and distinguished faculty members have delivered learner- centered graduate education that enables students and alumni to lead and influence positive change for individuals, communities, and organizations.
LIBRARY SERVICES The Dr. Dianne Kipnes Library includes access to 280,000 ebooks, 54,000 scholarly journals, thousands of online dissertations, and streaming video resources including clinical interview videos.
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 PhD program 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 of the 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, PhD IECD Alum ‘17
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APPLY TO FIELDING Go to fielding.edu/apply and follow the step-by-step instructions.
MEET YOUR FACULTY Jenene Craig, PhD, MBA, OTR/L, CNT, IECD Program Director Infant /early childhood mental health, change agent, progressive leadership, NICU and non-profit higher education, Advocacy. Scan the QR code on the right, to view Jenene’s story on YouTube 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. Joy Voyles Browne, PhD, PCNS-BC, IMH-E (IV) Infant Mental Health Infant Assessment Reflective Practice and Consulting
Milagros Cordero, PhD
Suzanne McKann, PhD Cognitive Behavior Therapy Qualitative Research Neuropsychology
Andra Munger, PhD
Occupational Therapist Tomatis Individual Differences
Gerry Costa, PhD, DIR-C, IMH-E (IV) – Clinical Mentor
Autism Spectrum Disorders Developmental Approaches to ASD Interventions Infant and Early Childhood Trauma
Jenny Edwards, 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
Research Methods 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 Neurodevelopment Assessment Sensory Motor Development
Marva Lewis, PhD
Infant and Childhood Development Occupational Therapist 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
Michelle Vanchu-Orosco, PhD Data, Research, and Evaluation Survey Design and Methodology Beginning, Intermediate, and Multivariate Statistics
Gina Veloni PhD, MN, RN, IMH-E® Reflective Practice Maternal-child Health Perinatal and Infant Mental Health
Mary G. Warren, PhD, IMH-E (IV-P)
Infant Mental Health Endorsement Cross-Cultural Perspectives Advocacy for Young Children and Families
Attachment and Child Welfare Sociocultural Context of Development Research Design and Survey Methods
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THE IECD PHD PROGRAM INSPIRED LEADERS AND PRACTITIONERS
Fielding Graduate University’s IECD PhD program aims to create a positive impact on students and on the work they do in their communities. As such, our programs is designed for professionals who want to inspire others and take the lead in their fields.
INTELLECTUAL POWER
IECD 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 you to fully delve into your 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
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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 PhD students, we strongly encourage all students to attend.
This 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 program is a multidisciplinary degree, 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 doctoral-level standards. Our IECD PhD 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.
“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.
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.
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.”
§ 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 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
TUITION & FEES
MODEL CURRICULUM SEQUENCE 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 2
YEAR 4
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 3
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 Fielding.edu/DoctoralConcentrations.
Catalog.Fielding.edu for details.
APPLY ONLINE Fielding.edu/Apply
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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 languagemajority 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 degree will support/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 a PhD 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 for 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 may take place in the Washington, DC area or Santa Barbara, CA. 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.
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: 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.
Q: How can I limit my tuition costs? A: 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/schoolof-leadership-studies/phd-infant-early-childhooddevelopment/faculty-iecd/ to learn more about our dedicated and professional faculty.
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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FREQUENTLY ASKED QUESTIONS 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 preapproved 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: 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.
Q: When can I begin working on my dissertation? 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, PhD students need 18 credits each year. An average of 12 credits is recommended per term. Visit our course catalog for more information at: Fielding.edu/IECDcourses
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IECD 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
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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,
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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 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
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 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-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
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
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IECD PHD COURSEWORK 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.
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 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
Delivery Method: Online
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IECD-527 Law, Policy and Advocacy 4 semester credits
IECD-537 Research and Design 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.
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
DISSERTATION (17 CREDITS)
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)
RESEARCH & STATISTICS (12 CREDITS) Provides the opportunity to engage in research methods as preparation for the dissertation: 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
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NOTES
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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 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 Forensic Psychology § Certificate in Forensic Psychology for Mental Health Practitioners § Certificate in Forensic Psychology for Clinical Psychologists § Certificate in Media Psychology § Certificate in Organizational Consulting § Certificate in Organizational Development and Leadership § Postbaccalaureate Certificate in Clinical Psychology § Postdoctoral Certificate of Respecialization 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
§ § § § § § § § § §
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).
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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| P: (800) 340-1099 H: 8 a.m. - 5 p.m. PT, M-F Live Chat: 6 a.m. - 5 p.m. PT, M-F F: (805) 898-4047 E: admissions@Fielding.edu
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THE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (WASC)
ACCREDITED SINCE 1982