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Course # 66280 • An Introduction to Infant-Preschooler Mental Health


Quality early childhood mental health practices utilize evidenced-based, relationship-focused approaches to promote cognitive, developmental, emotional,and social growth. These practices are not specific to any one discipline; infant and preschooler mental health practitioners come from a myriad of professions. Infant-preschooler mental health is often a subspecialty within a specific discipline, spanning from child development to psychiatry. This course provides a brief introduction to the foundational concepts and principles of infant and preschooler mental health, highlighting the complex and important role of relationships and attachments in early childhood.

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Education Category: Psychiatric / Mental Health

Release Date: 09/01/2016

Expiration Date: 08/31/2019


This introductory course is designed for psychologists currently treating or interested in treating children younger than 5 years of age.


Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs.

Designations of Credit

NetCE designates this continuing education activity for 5 credit(s).

Course Objective

The purpose of this course is to offer psychologists a basic understanding of the complex relationship and evidence-based approach to the psychologic assessment and treatment of children younger than 5 years of age, commonly called infant-preschooler mental health.

Learning Objectives

Upon completion of this course, you should be able to:

  1. Define and discuss the tenets of infant-preschooler mental health.
  2. Identify common risk and resiliency factors for children younger than 5 years of age.
  3. Compare and contrast various attachment styles.
  4. List and describe common screening and assessment tools used in infant-preschooler mental health.
  5. Evaluate evidence-based interventions for children younger than 5 years of age.


Julie Torok-Mangasarian, MA, LMFT, RPM, is a mental health clinician and the Clinical Director of the California Psychological Institute in Fresno, CA. She received her MA in Counseling Psychology in 2006 and a certification in Infant-Preschooler Mental Health in 2011. She specializes in the treatment of complex and developmental trauma in young children. She has acted as a consultant and presenter on topics such as infant mental health, reflective practice, complex and developmental trauma, and attachment/attachment disorders. She utilizes her skills as a Registered Play Therapist and Endorsed Infant-Family and Early Childhood Mental Health Specialist in her daily work with infants, children, and families within the child welfare system. She has specialized training in Infant-Preschooler Mental Health and Development, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Dyadic Developmental Psychotherapy (DDP), Play Therapy, Infant Massage, and Reflective Practice Facilitation/Supervision.

Faculty Disclosure

Contributing faculty, Julie Torok-Mangasarian, MA, LMFT, RPM, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planner

James Trent, PhD

Division Planner Disclosure

The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.

Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.

Disclosure Statement

It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.

Technical Requirements

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