2 Hours / 2 CEs

On Demand | Self-Paced Professional Training

This on-demand professional training program on Working with Infants and Young Children: Considerations for Mental Health Professionals is presented by Rachel Jacoby, PhD, and Tricia Woodliff, PhD.

The term "Infant Mental Health" originated in a program for parents with children aged 0-3 facing relationship problems (Fraiberg, 1980). Zero to Three, focused on training, advocacy, and leadership, defines Infant and Early Childhood Mental Health (IECMH) as the developing capacity of a child from birth to 5 years old to form close relationships, manage emotions, and explore within the family, community, and culture (Zero to Three, 2022). Current definitions extend from before birth to 6 years.

Infant Mental Health (IMH) stands apart, emphasizing relational aspects and viewing the parent-child dyad as the ultimate client (Brandt, 2014). IMH prioritizes everyday moments, fostering crucial attachments for child development. Practices must be developmentally attuned and culturally responsive (Zeanah & Zeanah, 2019).

IECMH is globally expanding, with growing multidisciplinary training programs. However, there's a lack of consensus on effective methods (Hinshaw-Fuselier et al., 2019). Despite limited data supporting a global endorsement policy, research in reflective supervision, theory, and systems informs evidence-supported IMH practices (Weatherston et al., 2009).

The ultimate goal is early addressing of relational concerns, wiring the brain for healthy relationships, and preventing long-term consequences of early adversity. Currently, there's insufficient emphasis on working with children aged birth to 5 in counselor education, despite evidence highlighting the critical importance of early years. It's asserted that counselor education programs should provide opportunities for students to ethically work with this high-need population. This program aims to address the need for IMH training and explore ways to integrate intensive training into online Counselor Education Programs.

This program is intended for mental health professionals, particularly counselors, and will benefit those who work with or plan to work with children or parents. 

Learning Objectives

Upon completion of this training, participants will be able to:

  • 1 Describe the concept of infant mental health and understand the historical development of the specialty
  • 2 Describe the critical need for mental health professionals to work with this population due to the increased understanding of the long-term effects of early childhood trauma and relational disorders
  • 3 Describe the key components of IECMH, including the child's capacity to form secure relationships, manage emotions, express a full range of emotions, and explore the environment within the context of family, community, and culture
  • 4 Describe unique aspects of IMH in comparison to mental health in older children and adults, emphasizing the necessity for a relationship focus while understanding that the dyad of the relationship between the parent and the child is considered the ultimate client in IMH
  • 5 Describe resources and activities regarding IECMH in their clinical practice or curriculum
  • 6 Describe the gaps in education and training regarding the care of infants and early childhood mental health. Participants will discuss the importance of advocacy and intensive training, emphasizing the critical role of early intervention in preventing long-term consequences of relational disruption and trauma

  • Intended Audience

    This training is designed for mental health professionals who work with, or plan to work with, young children and their families. It is especially relevant for those interested in infant and early childhood mental health, parent-child interventions, and developmental or relational support. The training is suitable for professionals in clinical, community, and early childhood settings, and is beneficial regardless of whether participants have a specialty in these areas.

  • Experience Level

    This training is applicable entry-level and mid-career professionals.

  • Practice Setting

    • Mental health professionals (e.g., counselors, therapists, social workers, psychologists)
    • Professionals working with young children (ages 0-5) and their parents or caregivers

      • Those specializing or interested in:

    • Infant and early childhood mental health
    • Parent-child interventions
    • Developmental and relational support

      • Individuals working in:

    • Clinical settings
    • Community mental health centers
    • Early childhood programs
    • Other environments serving families with young children

Presented By

Rachel Jacoby, PhD, Visiting Faculty member at Palo Alto University

Dr. Rachel Jacoby is a Licensed Professional Clinical Counselor Supervisor in Ohio. She is currently a visiting faculty member at Palo Alto University. Dr. Jacoby has extensive experience working with children, adolescents, and families. She values working with individuals on a personal and collaborative level; while building strong interpersonal relationships. With this consideration, Dr. Jacoby utilizes an existential-humanistic framework for her counseling relationships; while integrating evidence-based experiences through the use of cognitive behavioral therapy, play therapy, and narrative approaches. Dr. Jacoby’s clinical experiences include working with individuals who have experienced anxiety, depression, trauma, autism, and self-esteem work. She values collaborative relationships to provide best care to her clients, including working closely with families, schools, and allied medical professionals. She finds advocacy for all individuals to be crucial to the counseling process. She is currently the president of the Association of Child and Adolescent Counseling (ACAC).

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Rachel Jacoby, PhD

Presented By

Tricia Woodliff, PhD, Assistant Professor of Counselor Education

Tricia Woodliff, Ph.D. is an Assistant Professor of Counselor Education. She holds an M.S. degree in Counseling Psychology and a Ph.D. in Counselor Education and Supervision. She is a licensed Clinical Professional Counselor and an Approved Clinical Supervisor. Her research and clinical interests are Infant Mental Health, School Counseling, and Childhood Trauma. Tricia teaches Lifespan Development, and School Counseling core classes.

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Tricia Woodliff, PhD

Training Outline

Key topics covered in this training include:

  • The origins and evolving definitions of Infant and Early Childhood Mental Health (IECMH), extending from prenatal development to age six.

  • The relational focus of Infant Mental Health (IMH), emphasizing the parent–child dyad as the central client

  • The importance of developmentally attuned and culturally responsive practices in supporting healthy attachment and emotional growth

  • The need to integrate IMH training into counselor education programs to address the critical early years (birth to five) and fill current training gaps

CE Sponsorship Information

Palo Alto University, Continuing & Professional Studies (CONCEPT) is approved by, recognized by, or maintains sponsorship provider status with the following boards and agencies. We maintain responsibility for all content in our CE/CPD programs. For more information, visit here. 

  1. American Psychological Association (APA): Approved sponsor of continuing education for psychologists.

  2. Association of Social Work Boards (ASWB): Approved continuing education provider (ACE program, Provider #1480), 11/22/2023–11/22/2026.

  3. Canadian Psychological Association (CPA): Approved to sponsor continuing education for psychologists.

  4. National Board for Certified Counselors (NBCC): Approved Continuing Education Provider (ACEP No. 7190).



Palo Alto University, Continuing and Professional Studies (CONCEPT) is approved by the American Psychological Association to sponsor continuing education for psychologists. Palo Alto University, Continuing and Professional Studies (CONCEPT) maintains responsibility for this program and its content. Palo Alto University, Continuing and Professional Studies (CONCEPT), is approved by the Canadian Psychological Association to offer continuing education for psychologists. Palo Alto University, Continuing and Professional Studies (CONCEPT), SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0356 and the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0073. Palo Alto University, Continuing and Professional Studies (CONCEPT) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6811. Programs that do not qualify for NBCC credit are clearly identified. CONCEPT Professional Training, #1480, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. CONCEPT Professional Training maintains responsibility for this course. ACE provider approval period: 11/22/23-11/22/26. Social workers completing this course receive (clinical or social work ethics) continuing education credits.