NOTE : All courses can be done as a stand alone course for a Certificate of Competency 

Teaching days are held in Auckland at Grafton Campus

Doing the  Research Project (HLTHSCI 795) does not allow for continuation to PhD; doing the Dissertation (HLTHSCI 790) does

All programmes are governed by University regulations, available in the University Calendar 

This course aims to provide the fundamental knowledge and skills to detect and assess mental health problems in early childhood (ages 0 – 5 years) and to use evidence-based treatment plans to address such problems in a ways that are culturally sensitive and appropriate.

By the end of this course students should be able to do the following:

1. Discuss the theoretical foundations for infant, toddler and preschool mental health and related research supporting these foundations.
2. Describe the developmental milestones of children 0 to 5 years of age. These will include social-emotional competencies, language, gross and fine motor skills. 
3. Demonstrate the use of one or more standardized screeners to detect developmental delay.
4. Describe the importance of attachment for early and later development, including: 
1. patterns of behaviour associated with secure and insecure attachment; 
2. factors that are associated with establishing a secure pattern of attachment and the factors that are associated with disorganized patterns of attachment; and
3. the part culture plays in parenting and attachment.
5. Discuss how early “toxic” environments can affect brain development and ongoing health and development.
6. Describe the competencies needed to work in infant, toddler and preschool mental health.
7. Describe different approaches to diagnosing infant, toddler and preschool mental health.
1. Discuss the usefulness of the DC:0-5 Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood
2. Discuss some of the standardized measures to detect social and emotional problems during early childhood.
8. Discuss a variety of theoretical views and approaches to intervention. These may be dependent on the primary caregivers’ own relationship with their parent(s), and their own sense of competence as a parent.
9. Develop a treatment plan for children at risk of mental health problems in early childhood.
1. Describe which child, parent or family factors are putting the child at risk and which factors are protective.
2. Outline strategies to engage and treat multiple-risk families, such as children born to mothers who have co-morbid problems with substance abuse and mental illness.
10. Describe some of the evidence-based interventions available for children 0 to 5 and how and under what circumstances these interventions might be applied.

Learning Objectives

1. Recognise key evidence-based therapies for key common clinical presentations in each of the developmental satgesareas covered.
2. Critically appraise relevant research and literature associated with ICAMHS
3. Practice key principles of evidence-based therapies 
4. Consider cultural and family contexts for EBT’s.

Topics

1. Perinatal and Infancy (pregnancy-3 years) – Attachment Interventions
2. Pre-school children (3-6) –Parent-Child Interaction Therapy, Behaviour Therapy
3. Middle Childhood / Primary School (6-12) – Parent Management Training 
4. AdolescenceYouth (12-18) – Multi-Systemic Family Therapy, Motivational Interviewing, Dialectal Behaviour Therapy, Interpersonal Psychotherapy .

Learning objectives

• Describe common substances associated with addictive disorders in adolescents, their effects and harms.
• Understand the principles and practicalities of harm reduction as it applies to this age group.
• Understand the importance of, and demonstrate aptitude in, screening and brief interventions and the promotion of these in primary and secondary care.
• Apply motivational interviewing spirit and skills in practice with young people and their families.
• Demonstrate awareness of the application of CBT in youth addiction.
• Understand issues related to the management of co-existing problems in young people including awareness of developmental and of cultural considerations.
• Experience specific aspects of addiction treatment less commonly seen in CAMHS settings (e.g., Opiate Substitution Treatment, Detoxification service, Residential rehabilitation, 12 step programmes, Needle exchange, Pain teams) via visits or discussions with service providers.

Topics

• Substances and harm minimisation
• Screening and brief AOD interventions
• Motivational Interviewing
• Basic AOD treatments and management
• Co-existing problems
• Specialist addiction services and treatment

By the end of Part 1 (PSYCHIAT 769) paper participants will:

1. Have an historical and theoretical overview of the CBT Model as an evidence-based treatment for kids and teens, shown in their written case-study.
2. Understand the CBT model for Depression and associated key principles and treatment, shown in their video work.
3. Understand the CBT model for Anxiety and associated key principles and treatment and essential CBT therapist skills when practicing CBT with kids and teens. This will be shown in their cognitive formulations.
4. Demonstrate an awareness of developmental and cultural considerations when practicing CBT with children and adolescents. Shown during role-plays and group discussions.

By the end of Part 2 (PSYCHIAT 770) paper participants will:

1. Have an in-depth and theoretical understanding of the CBT Model as it applies to the more complex disorders such as Autism Spectrum Disorder, Alcohol and Other Drugs, Anger and Self-Esteem, Disruptive Behaviour Disorders, Obsessive Compulsive Disorder, Post Traumatic Stress Disorder and Personality.
2. Recognise key CBT treatment models as they relate to each of the above disorders.
3. Demonstrate an awareness of developmental and cultural considerations when practicing CBT with kids and teens.

One of the 15-point research methods courses offered by the School of Population Health must be completed for the Diploma or the Masters.

A link to the University website with the full list is given here

Of these, the four most popular to date are given below