Credit: Leah Flores [M365 Stock Photo]
ACT Program Benefits
Foundations Phase Continuing Education Units (CEUs)
Advanced Clinical Training Phase Continuing Education Units (CEUs)
Infant + Early Childhood Mental Health Endorsement
In 2015, Washington’s AIMH (formerly WA-AIMH) began offering Endorsement for Culturally Sensitive, Relationship-focused Practice Promoting Infant Mental Health (IMH-E®). In 2025, CERH added Endorsement for Culturally Sensitive, Relationship-focused Practice Promoting Early Childhood Mental Health (ECMH-E®) for professionals across sectors that work with preschool-aged children and their families.
Endorsement provides recognition of specialized knowledge and expertise in professionals working with expecting families, babies, and young children, prenatal through five, and their families. It is an internationally recognized credential offered by states and countries that are part of the Alliance for the Advancement of Infant Mental Health. (text adapted from CERH website)
Learn more about IMH and ECMH Endorsement at the Center for Early Relational Health Website by clicking on their logo below.
The endorsement that you pursue will depend on 1) your scope of work, 2) the education you have received up to the point of applying for endorsement, 3) in-service training and professional development you’ve obtained up to the point of applying for endorsement, and 4) the reflective supervision and consultation you’ve received up to the point of applying for endorsement.
The ACT Program is designed to align with competency requirements consistent with the Infant and/or early childhood mental health specialist endorsement. Competency areas are listed below. You can learn more about each area and sub-areas by visiting the Center for Early Relational Health website.
Theoretical Foundations refer to the existing bodies of knowledge, theories, and concepts that frame our understanding of the experiences and development of young children – prenatal to age 5 years – and their families. These frameworks guide “how we are” and “what we do” to support and in support of young children and families.
- Pregnancy and Early Parenthood
- Infant/Young Child Development & Behavior
- Infant/Young Child/Family Centered Practice
- Relationship-focused Therapeutic Practice
- Family Relationships and Dynamics
- Attachment, Separation, Trauma, Grief & Loss
- Cultural Humility
- Disorders of Infancy & Early Childhood
- Psychotherapeutic & Behavioral Theories of Change
- Mental & Behavioral Disorders in Adults
As professionals, we support families within the context of local, state, and national social, cultural, economic, and political systems boundaries.
- Ethical Practice
- Government, Law, & Regulation
- Agency Policy
Supporting young children and families require knowledge of and familiarity with navigation of local, state, and national social, cultural, economic, and political systems.
- Service Delivery Systems
- Community Resources
Description to come
- Life Skills
- Observation & Listening
- Screening & Assessment
- Advocacy
- Safety
- Intervention/Treatment Planning
- Developmental Guidance
- Supportive Counseling
- Parent-Infant & -Young Child Relationship-Based Therapies & Practice
Description to come
- Supporting Others & Mentoring
- Building & Maintaining Relationships
- Collaborating
- Resolving Conflict
- Empathy & Compassion
- Consulting
Description to come
- Listening
- Speaking
- Writing
Description to come
- Analyzing Information
- Solving Problems
- Exercising Sound Judgment
- Maintaining Perspective
- Planning & Organizing
Description to come
- Contemplation
- Self Awareness
- Curiosity
- Professional & Personal Development
- Emotional Response
- Parallel Process
Expectations + Responsibilities
The ACT Program share the following Expectations & Responsibilities to facilitate transparency regarding CEUs and Endorsement Competencies benefits and empower enrolled participants to make informed decisions when “life happens.” In addition, attending to the listing below supports participants to optimize your experiences throughout the program. The program director is committed to supporting your participation should you make us aware of any concerns or challenges you have regarding these Expectations & Responsibilities. These Expectations & Responsibilities have no impact on enrollment status in any way.
ACT Program enrolled participants are encouraged to attend all scheduled weekend learning content sessions. Missed synchronous sessions (virtual and in-person) cannot be made up for continuing education contact hours (CEUs). Most sessions are recorded for internal program use. Participants will have access to session recordings for 120 days after the date of the session. Viewing recordings can not be used for CEU credit. However, viewing recordings can be used to meet endorsement competency requirements. Participants are responsible for keeping track of video viewing activities.
Virtual participation provides many convenience-related benefits; however, virtual interaction may be stifled and feel disconnected. To maximize the learning community structure, ACT Program participants are encouraged to be present on video in Zoom. However, the ACT Program trusts that each participant will make the best decision for video use throughout the course of the 15-month program. Additional guidelines for co-creating virtual space together will be discussed and implemented during the first session of the ACT Program.
Stable and reliable internet access will enhance participants’ experience of program content via video conferencing and sharing. ACT Program participants are encouraged consult with your internet provider if you have experienced unstable connectivity in the past. Concerns about resolving connectivity problems should be communicated to the program director.
The ACT program will communicate primarily through e-mail. Therefore, ACT Program clinicians should provide a preferred e-mail address that is checked regularly to ensure timely communication regarding program notifications and activity.
The ACT Program utilizes the Canvas platform to host program material including syllabi and preparation and further exploration materials. Canvas has been able to accommodate most email addresses; however, if access challenges persist, participants may be asked to acquire a free Google email account (i.e. gmail).
ACT Program Instructors and Facilitators may offered Session Preparation Materials and participants are encouraged to review them prior to the sessions. Participants may also be provided with videos, sometimes as preparation for a class as well as for ongoing practice to build observation skills based on frameworks introduced in program sessions. As a program for working professionals, every effort will be made to keep “Session Preparation Materials” and other preparation “assignments” manageable. The ACT Program asks our Session Instructors and Facilitators to review the Session Preparation Material during the learning content sessions in case participants are not able to engage with the material prior to the session. Additional optional resources may be provided by Instructors and Facilitators should participants want more material to engage with through Further Exploration Materials.
Contact Us:
Barnard Center for Infant and Early Childhood Mental Health
1959 NE Pacific Street | Health Sciences Building, F-356 | Seattle, WA 98195
Fax: 206-685-3284 – ATTN: ACT Program
Contact us by e-mail: BCact@uw.edu to join our mailing list, ask questions, or set up 1 to 1 meeting.
