Master of Philosophy in Infant Mental Health

Purpose

The Master of Philosophy (M Phil) in Infant Health is aimed at health care professionals who wish to develop their understanding and clinical skills in working with infants and parents or who are interested in participating in research, service development, delivery and evaluation. The qualification focuses primarily on the infant and the infant-parent relationship and provides training in skilled assessment of and intervention with infants and their families.

The qualification aims to develop expertise knowledge and understanding in direct clinical work and early intervention in relation to Infant Mental Health. Through research learners will use available literature to conceptualise and advance their knowledge in the field.

Upon qualifying, learners will be able to

• Provide a thorough knowledge and understanding of the various contexts in which infants and toddlers grow and develop, with a particular emphasis on the South African context.
• Develop an understanding of normal and pathological physical development and use the knowledge of the different psychological development theories.
• Develop knowledge and expertise in direct clinical work and early intervention with the knowledge of the different models of intervention.
• Interact with environment to enhance knowledge of infant's capacity to observation skills of the pre-verbal phase of life and infant development.
• Apply clinical work skills, consult and liaise early intervention.
• Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the field.

Rationale

The qualification is regarded as a pioneer in the field and is gaining increasing relevance internationally. Access would be widened through local Associations for Infant Mental Health as well as the World Association for Infant Mental Health. In South Africa where 10% of the population is under 4 years of age, it is a matter of urgency that this most receptive stage of development receives the attention of the academic community. The conceptual shift from managing the consequences of the burden of disease to improving wellness mirrors current trends in the mental health field as reflected in the burgeoning of interest internationally in the research, service delivery and promotion of a healthy start to life. Paying attention to infants and young children and to their primary relationships is possibly the most important upstream factor that impacts on health and mental wellness in the whole of society. In addition to the important role that infant mental health plays in health promotion, studies of infancy and early relationships are at the forefront of neuroscience research.

Recognition of Prior Learning (RPL)

The Institution has an Assessment and Recognition of Prior Learning (APRL) policy in place.

The policy defines the process that must be followed in the assessment of an application for Recognition of Prior Learning (RPL) at postgraduate level and provides information pertaining to assessment tools that can be used in the assessment of RPL applications. The APRL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures as stated in the University's General Calendar Part 1.

Entry Requirements

• NQF Level 8 or Honours Degree at NQF Level 8.

Or

• Degrees or equivalent training in Medicine, Psychiatry, Paediatrics, Psychology, Nursing, Social Work, Speech Pathology, Occupational Therapy or other related health disciplines.

And

• Registered with an approved body (Health Professions Council of South Africa or equivalent regulating body).

This qualification consists of compulsory modules at NQF Level 9 totalling 180 Credits.

• Infant Development and Assessment, 10 Credits.
• Family and Social Contexts, 10 Credits.
• Disorders of Infancy, 10 Credits.
• Evidence Based Interventions, 10 Credits.
• Infant Observation, 40 Credits.
• Clinical Practicum, 40 Credits.
• Research Assignment, 60 Credits.

1. Provide a thorough knowledge and understanding of the various contexts in which infants and toddlers grow and develop, with a particular emphasis on the South African context.
2. Develop an understanding of normal and pathological physical development and use the knowledge of the different psychological development theories.
3. Develop knowledge and expertise in direct clinical work and early intervention with the knowledge of the different models of intervention.
4. Interact with environment to enhance knowledge of infant's capacity to observation skills of the pre-verbal phase of life and infant development.
5. Apply clinical work skills, consult and liaise early intervention.
6. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the field.

Associated Assessment Criteria for Exit Level Outcome 1

• Knowledge of different socio-cultural contexts in which infants grow up is gained and this knowledge is translated into culture-sensitive practice.
• The effects of poverty on infant and toddler development are described.
• The consequences that depressed or substance abusing parents have on infant development are analysed.
• The effects of violent experiences on infant development are identified.
• The challenges of adolescent motherhood are identified and these are integrated with knowledge regarding infant developmental needs.
• Knowledge on the needs of infants is applied accordingly in primary health care settings.
• Knowledge of alternative care settings for infants and young children is demonstrated.
• The economics of infant mental health is explained.

Associated Assessment Criteria for Exit Level Outcome 2

• Developmental assessments expected from clinicians in the field are conducted.
• Commonly used appropriate mental health assessment tools are applied.
• Neurobiological development of fetal life and infants are distinguished.
• The differences between normal and pathological physical development are interrogated.
• Different psychological development theories are applied.

Associated Assessment Criteria for Exit Level Outcome 3

• Models of psychotherapy are differentiated and knowing when these models include parent-infant psychotherapy, reflective parenting interventions (PIO model), attachment based interventions (Circle of Security) are applied.
• Basic parenting advice and psycho education for children with special needs are delivered.
• Skills in family assessment and intervention are demonstrated.
• Prescribed psychopharmacological treatments for young children are identified and outlined.

Associated Assessment Criteria for Exit Level Outcome 4

• An observation that is in keeping with good clinical principles is conducted.
• Mother-infant interactions are observed.
• Tolerance of affectively charged interactions without intervening is shown.
• Details of the interactions through process notes of each session are recorded.
• Processes observed are reflected upon.
• The observation with theory on infant development is integrated.

Associated Assessment Criteria for Exit Level Outcome 5

• The ability to assess and provide appropriate intervention an infant/toddler and his/her family within the greater social context is demonstrated.
• The ability to reflect on town performance and implement feedback is developed.
• Feedback is liaised and given to other health and social sector professionals who are responsible for the well-being of young children.

Associated Assessment Criteria for Exit Level Outcome 6

• Literature review in an area of relevance and interest to a particular aspect of Infant mental health is completed.
• A research question is conceptualised with relevant hypotheses.
• Appropriate research methodology is applied.
• Proper documentation and substantiation of the results of the research are compiled.
• Clear, systematic and logical presentation of the material is applied.
• Ethical issues required are adhered to in the process of conducting the research.
• The collected data is analysed and synthesised in collaboration with a statistician.
• Discussions and findings are formulated.

Integrated Assessment

Assessment will be in alignment with the assessment of other subspecialty Master of Philosophy (MPhil) qualifications at the University and will also adhere to the institution's overall assessment policy. The bulk of assessment and examination will be facilitated by local experts in the university and across the teaching platform. In cases where specific expertise is required, international collaborators will be utilised.

Both formative and summative assessments will be used to assess the learner's applied competencies.