Moving Beyond Conventional Psychopathology Labels

This Masterclass will examine the development of psychological functioning from preconception through the first three years of life, exploring how individual and environmental factors shape the “self” and mental health across the lifespan. It will critique current diagnostic systems (DC: 0-5, DSM-V, ICD-11) that may contribute to over-, under-, or misdiagnosis and introduce a dimensional approach incorporating Research Domain Criteria (RDoC) and other dynamic systemic models. Subsequent sessions will delve into intergenerational influences on the mother-prenate relationship, the roles of sensory integration, interoception, and arousal regulation in early embodied self-perception, and the impact of early relational experiences on self-development. Emphasizing function over pathology, the course will focus on multidimensional clinical reasoning to address these foundational concepts.

Who this course is for

See criteria below

Certificate

Certificate of Completion

Start date & time

Jan 30, 2025 | 8 pm eastern

Length of course

(6) 1.5-hour sessions | 1/30; 2/6; 2/13; 2/20; 2/27; 3/6

Start Date & Time

Jan 30, 2025 | 8 pm eastern

Length of Course

(6) 1.5-hr sessions | 1/30; 2/6; 2/13; 2/20; 2/27; 3/6

Who this course is for

See criteria below

Certificate

Certificate of Completion

Moving Beyond Conventional Psychopathology Labels: Exploring the Fabric of Early Development in Search Of a Deeper Understanding of the Embodied Precursors of Psychological Dysfunction

Pediatric psychopathology is a “land of opportunity” and “an opportunity” to move the study of pediatric development forward. Pioneers in pediatric psychopathology go back to the work of Rene Spitz, Sibyelle Escalona, Selma Fraiberg, Stanley Greenspan and Serena Wieder. We will explore embodiment and the precursors to psychological functioning and dysfunction from preconception, through intrauterine development and conception, and through the first three years of life. We will look at how individual and environmental differences influence the development of the embodied self and mental health.

Class1: We will discuss the pros and cons of the current symptom/behavioral diagnostic categorization used to assess psychopathology in childhood: DC: 0-5; DSM-V and ICD-11. We will present a dimensional diagnostic way of looking at children drawing on Research Domain Criteria (RDoC) factors combined with a Bronfenbrenner systemic model. We will first look at how our present diagnostic systems lead to labels that put children, adolescents, and adults into cartons that involve different symptom combinations, with the same diagnostic label that often leads to under-diagnosis, over-diagnosis, and misdiagnosis of what an individual is experiencing. We will demonstrate the importance of looking at psychopathology through dimensions, and thus highlight what has been missing. We will study where it all begins and how the complex human in front of us came to be.

Class 2: We will discuss the factors that influence the development of mental health and mental illness in early childhood by beginning with pre-birth, the intergenerational transmission of factors that impinge on the mother-prenate dyad that may create the crucible for psychopathology throughout the lifespan.We will discuss genetics, molecules, cells, circuits, physiology, social, emotional, developmental, and environmental factors influenced by the micro-, meso-, exo-, and macro, and chrono- systems in which these endogenous factors are bathed. We will focus on the development of the embodied self. We will show how the “fabric of psychology” sense of self, perceptions, concepts, emotions, interoception, and self-regulation are woven as the weft of time/ experience interfaces with the warp of biologic, physiologic, social, and cultural personal factors.

Class 3: We will focus on the sensory integration and processing capacities that influence the development of the embodied self. We will focus on the sensory contributions to self-awareness, self-regulation, self-in relationship, and self-autonomy. We will also discuss the functional impacts of disordered sensory integration and processing on these social emotional foundations and the cascading impacts on mental health through childhood.

Class 4: We will discuss current theories on embodied experiences of interoception, brain prediction, arousal and self-regulation. We will dive into how these internal processes impact perceptions of self and mental health.

Class 5: We will address “self” in relationship. We will look at how early experiences of self-in relationship impact how children come to perceive themselves. We discuss the role of attuned, synchronous, marked, contingent, and co-regulated caregiving responses on a child’s development of self and the potential cascading mental health consequences of not experiencing this early nurturing.

Class 6: We will focus on using multi-dimensional clinical reasoning with a focus on function vs pathology. We will discuss how we can address the foundations discussed throughout this class using a trauma informed, culturally sensitive, relationally mediated interdisciplinary approach.

I received my Advanced Certificate in School Psychology from Brooklyn College (1972) and my Ph.D. in Special Education (1977) from the University of Michigan. I then received a license in Psychology in Michigan.

My first professional experience was as a teacher in the New York City school system working first with children with behavior problems, then with gifted children, and finally in a program for children with emotional problems. My first clinical experiences in Michigan were in a child and adolescent psychiatric hospital (Hawthorn Center) where I taught elementary aged children who were inpatients in the hospital program. I then moved into the Psychology Department with depressed adolescents before working in an Early Intervention program on a team working with preschool aged children. During that time I began to see children in private practice as I continued to work in the hospital setting.

I then spent two years on a NICU team to follow up premature babies through their first five years. It was at that time that I became involved with the Michigan Association for Infant Mental Health and served on the Board for two years. It was at that point that I met Dr Stanley Greenspan who was a pioneer in child mental health. I participated in his organization, the Interdisciplinary Council for Developmental and Learning Disorders. He then developed an interdisciplinary doctoral program and I taught students along with him in Human Development. I then became the academic dean of the program and the program eventually merged with the Fielding Graduate University doctoral program in Santa Barbara, California, co-directing the program for three years. During that time I co-authored two books on mood disorders in young children with Dr. Greenspan. During the same period I became involved in a national group of professionals specializing in pediatric bipolar disorder and had the opportunity to co-author some peer reviewed chapters and articles with professionals in this clinical area.

Currently, I have continued my private practice in working with young children presenting with mood disorders. I am also working in the state of Washington with the Office of Public Defense doing reflective practice work with public defense workers who are working with families in their program. Similarly, I am working with a program. F.I.R.S.T Clinic that has developed a program to work with mothers with a substance abuse history and their babies, training the trainers in interoception practices. I am also presently an Adjunct Associate Professor in the Department of Early Childhood/Arts Education at Brooklyn College (City University of New York) teaching masters level teachers working with preschool aged children. In addition, I recently helped develop a Certificate Program that will start next semester in maternal mental health and will teach classes in that program. I will also be co-teaching an advanced level class in pediatric psychopathology for Profectum this winter.

Renee Allen is a licensed Occupational Therapy and Social Worker in Denver, Colorado. In addition, she holds advanced certifications in sensory integration and processing, DIRFloortime® model, Circle of Security and is endorsed by the Colorado Association for Infant Mental Health as an Infant Family Specialist. Throughout her 25-year career, she has focused on supporting the sensory, physical and social-emotional development of young children through education and coaching of their caregivers, teachers and fellow practitioners. Having previously worked in schools, private practices and in early intervention, she is currently the Early Childhood Liaison at Ability Connection Colorado where she supports developmental differentiation and mental health in 15 Early Head Start Classrooms. Renee's passion for sensory processing and mental health in early childhood led her to author the Early Childhood Interoception Series. When she is not working, Renee loves to hike in the mountains and travel the world with her husband and her two college aged children.

Frequently Asked Questions

This course is for

This class is open to pediatric clinicians from all professions who have a foundational understanding of developmental psychopathology. You must hold at minimum a Profectum DIR® Level 1 Professional Certificate (or equivalent). This class is discussion based so participants should come prepared to reflect and participate in discussion.

Attendance and requirements for completion

All live online sessions must be attended in order to receive a certificate of attendance. Zoom logs will be referenced for attendance.

Payment options

Payment in full is required.

Payment, withdrawal and refund policy

If you submit payment and withdraw from this course at least 15 working days (Mon-Fri) BEFORE the start date, you will receive a refund minus the non-refundable deposit and a cancellation fee of $25. If requests to withdraw are received after this time period, no refund is given and you are responsible for full payment of the course.

Requests to withdraw must be sent via email to training@profectum.org.

In the event that a course is canceled, you will be notified immediately via email and a credit will be issued toward a rescheduled course or the entire submitted fee will be refunded without further liability on the part of the organizer.

Contact training@profectum.org if you have questions.

Cancelation policy

We strive to accommodate start times and international time zones for our participants and, therefore, reserve the right to adjust course start dates and times as needed. A minimum number of participants are required to run the course. We reserve the right to cancel or postpone a scheduled course if the required number of participants is not achieved.

In the event that a course is canceled, you will be notified immediately via email and a credit will be issued toward a rescheduled course or the entire submitted fee will be refunded without further liability on the part of the organizer.

If you have questions, contact training@profectum.org.

Special accommodations

If you require ADA accommodations or have a special needs request, please email training@profectum.org at least two weeks before the program start date so arrangements can be made.

Technology requirements

Profectum uses video streaming and video conferencing as our standard technology tools. The course relies on you watching webcasts on your own and joining live online class discussions using Zoom.

A computer with a monitor, keyboard, and a mouse or a laptop. (Please note that the course is not fully supported on mobile devices such as phones and tablets.)

Speakers, either built into your computer or external (plugged into your computer).

Camera, either built into your computer or external (plugged into your computer).

An internet connection, either wired or wireless, DSL or better.

The course is supported on the most recent versions of Google Chrome, Safari, Firefox, as well as Internet Explorer 11 and Edge. Please note that the course is incompatible with Internet Explorer 7, 8, 9, and 10. We recommend using only a single tab on your browser.

The Zoom application.

A PDF viewer, such as Adobe.

A printer or access to a printer (to print the resources in the library, if desired).

This Masterclass will examine the development of psychological functioning from preconception through the first three years of life, exploring how individual and environmental factors shape the “self” and mental health across the lifespan. It will critique current diagnostic systems (DC: 0-5, DSM-V, ICD-11) that may contribute to over-, under-, or misdiagnosis and introduce a dimensional approach incorporating Research Domain Criteria (RDoC) and other dynamic systemic models. Subsequent sessions will delve into intergenerational influences on the mother-prenate relationship, the roles of sensory integration, interoception, and arousal regulation in early embodied self-perception, and the impact of early relational experiences on self-development. Emphasizing function over pathology, the course will focus on multidimensional clinical reasoning to address these foundational concepts.