Certificate in Child and Family Mental Health
Certificate in Child and Family Mental Health
The Certificate in Child and Family Mental Health and Well-Being provides students and professionals with a foundation for understanding and working with children, adolescents, and families from a strengths-based, developmental, socio-cultural, and systems framework. It is designed for those who would like to further their knowledge of developmental psychology, family systems, mental illness in children and adolescents, and the impact of societal and cultural factors on the well-being of children and families, and to consider the application of these studies to their professional work.
At a Glance
Curriculum
| Course | Course Title | Credit |
|---|---|---|
| APSY7446 | Child Psychopathology Introduces the theory and research that provide the context for understanding the socio-emotional problems of children. Places particular emphasis on the role of risk and protective factors as they contribute to children's resilience and vulnerability to childhood problems. Considers implications for clinical practice and work in school settings. | 3 |
| APSY7743 | Counseling Families The purpose of this course is to provide students with an introduction to family and couple counseling theory, and perspectives of family therapy along with issues of diversity. This course will focus on theory and practice, viewing the couple/family as a unitary psychosocial system. Major topics will include history, theory, and practice models, healthy family functioning, family dysfunction, and intervention techniques. This course will also address issues relative to diversity in families and couples along with perspectives of family therapy. | 3 |
Students will choose one of the following courses:
| Course | Course Title | Credit |
|---|---|---|
| APSY7418 | Applied Child Development This course will help teachers understand principles of learning and cognitive, linguistic, social, and affective development as they apply to classroom practices. Students will focus on the acquisition of strategies that enable them to assess and understand how they and the children they work with are constructors of meaning. This course is designed for individuals beginning their professional development in education who plan to work with children. | 3 |
| APSY7419 | Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions; (2) central developmental tasks of adolescence; (3) primary contextual influences; and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. | 3 |
Students will choose one of the following courses:
| Course | Course Title | Credit |
|---|---|---|
| APSY7404 | College Student Development An intensive introduction to student development, this course focuses on interdisciplinary theories of intellectual and psychosocial change among late adolescent and adult learners in post-secondary education. Research on student outcomes is also covered. Special attention is paid to the implications of ethnicity, age, gender, and other individual differences for the development of students. Course projects include individual and collaborative opportunities to relate theory to professional work with college students. | 3 |
| APSY6420 | Positive Youth Development Applied Developmental Science (ADS) uses research about human development to inform programs and policies pertinent to topics of social importance. Students will integrate readings about and class discussions of ADS theory and research with information about community-based programs. The focus of this class will be a discussion and analysis of the role of developmental research and, in particular from longitudinal research (for example, the 4-H Study of Positive Youth Development), in framing applications (programs and policies) for promoting positive development among youth. In addition to an overview of the theoretical models that are the bases of the PYD perspective, the course will present the work of researchers who have conducted applied developmental studies of adolescents and their ecological settings in order to advance understanding of how individuals and context are involved across the adolescent years in providing a basis for both healthy and problematic development. | 3 |
| APSY7633 | Impact of Psychosocial Issues Examines, from a holistic perspective, psychological and social issues that affect learning in children and adolescents. Discusses the role of risk and protective factors in the development of vulnerability and resilience. Highlights the collaboration of educators with professionals involved in addressing psychological and social issues. | 3 |
| APSY7642 | Introduction to Play Therapy Examination of various theoretical approaches to play therapy as a treatment modality for school age and preschool children. Discusses techniques, methods, and processes of play therapy, as well as strengths and limitations of this treatment approach. | 3 |
| EDUC7621 | Bilingualism, Second Language & Literacy Development Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. | 3 |
| APSY7471 | Psychological Responses to Humanitarian Crises This course develops a critical framework for understanding the psychological and social effects of selected natural and unnatural disasters and current responses to them. Course goals include: the development of a critical understanding of gendered oppression in contexts of war and humanitarian crises; an analysis of selected psychosocial interventions in the context of development and humanitarian aid; a critical analysis of international human rights as potential resources; and, the formulation of programmatic responses for mental health and human rights workers seeking to creatively respond to women and child survivors in collaboration with community-based indigenous workers and advocates. | 3 |
| APSY7511 | Alternative Strategies, Children Affected by Organized Violence This course will cover theoretical and practical knowledge of educational, psychosocial, and therapeutic strategies for culturally appropriate mental health work with child survivors of organized violence, oppression, and human rights violations with recognition of the social structural context within which the children suffered and the families and communities to which they are returning. A child-right-based approach to the methodologies will be applied to both psycho-social programs and educational contexts in the United States and international settings. Also discussed is the efficacy of the alternative strategies and how this can best be measured with quantitative and qualitative techniques. | 3 |
| APSY7548 | Psychology of Trauma in Childhood and Adolescence: Theory, Intervention, and Cultural and Social Justice Perspectives The focus of this course is on the neuro-developmental and psychosocial aspects of traumatic stress, including an exploration of the psychological sequelae of exposure to various types of trauma (e.g., physical abuse, domestic violence, mass disasters) in childhood and adolescence. Assessment and clinical and community-based interventions concerning traumatic stress will be discussed with attention to cultural and linguistic diversity. Social justice and human |
Requirements
- Courses: 4
- Credits: 12
Apply
PrintDeadlines
- Rolling Admissions
Apply Now
Resume
In addition to your academic history and relevant work experience, please include:
- Any teaching or counseling experience (including any licenses already held);
- Any social justice related experience;
- Any language skills other than English (especially Spanish language skills) and;
- Any research experience or publications
Personal Statement
To be uploaded to your online Application Form.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Transcripts
All official undergraduate and graduate transcripts must be sent to our office before the application deadline. Please note the following:
Only official sealed (unopened) transcripts are acceptable. An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214