BS in Behavioral Health Science: Infancy and Early Childhood Studies Emphasis
Study Child Advocacy Concepts During the Infancy and Childhood Studies Emphasis
At Grand Canyon University (GCU), the Bachelor of Science in Behavioral Health Science with an Emphasis in Infancy and Early Childhood Studies program provides you with an introductive study on the development and behavior of infants and young children. You will be taught key concepts that are necessary in working with and advocating for young children through the family structure and other caregiving systems.
Take Foundational Courses in Behavioral Health Science and Early Childhood Studies
This undergraduate program addresses GCU’s five critical competencies, including:
- Effective communication
- Innovative thinking
- Christian worldview
- Transformative leadership
- Global contribution
Additionally, each of the core classes, including the capstone project, uphold the following six academic domains specific to behavioral health science and early childhood studies:
Analyze various concepts of behavioral health, such as the history and current trends, theories, approaches and techniques, along with research and best practices.
Study key behavioral health skills, such as the DSM manual and ICD codes, emerging brain technology, clinical and documentation skills, along with ethics and specific laws and rules. Discuss the role of assessment, diagnosis and treatment for clients and analyze the scope of practice for behavioral health paraprofessionals and technicians.
Discuss how culture, diversity and social justice impact the behavioral health field. Define the role of religion and spirituality in providing behavioral health services and examine the values and belief systems of behavioral health disorders among cultures.
Evaluate the use of diverse technology for behavioral health, such as electronic medical and health records, record keeping and other related software. Analyze the importance of privacy, security and confidentiality with patient records.
Examine the importance of a professional network in the field of behavioral health, such as roles and expectations, internal and external multidisciplinary teams, along with local and national service entities. Discuss the role of managed care and integrated health system.
Identify various concepts of infancy and early childhood behavioral health and development, different assessment and treatment approaches and the DC: 0-5 disorders affecting young children. Describe how culture and environment, early risk and protective factors and the caregiving system contribute to the development and well-being of young children.
Career Opportunities With a BS in Behavioral Health Science: Infancy and Early Childhood Studies Emphasis
Graduates of this bachelor’s program may pursue career options in the public and private sectors, including positions in:
- Behavioral health
- Social services
- Human resources
- Government
- Law enforcement
Additionally, this curriculum offers a strong foundation for you to pursue a master’s degree in mental and behavioral health, criminal justice, forensic psychology or human services.
Bachelor of Science in Behavioral Health Science: Infancy and Early Childhood Studies Emphasis FAQs
If you are interested in learning more about early childhood studies and earning your Bachelor of Science in Behavioral Health Science, read our answers to these frequently asked questions.
The infancy and early childhood studies concentration at GCU examines factors that strongly influence a child’s development, such as behavioral health, psychology, trauma and family dynamics. This academic program focuses on children from birth to eight years old.
Graduates of the BS in Behavioral Health Science with early childhood studies emphasis program are taught foundational skills that can be beneficial in a variety of fields, including education, human resources, counseling, psychology, social services and healthcare. Many positions in these fields do require advanced degrees or licensure to practice. It will serve you well to research the educational requirements for your areas of interest and work with your university counselor to ensure you are on the right path.
Depending on your career goals, you may need to pursue a master’s degree once you have received your bachelor’s in behavioral health science. A few graduate programs to consider are a master’s degree in mental and behavioral health, education, criminal justice, psychology, social work and human resources.
Fill out the form on this page to speak to a university counselor about this early childhood studies emphasis.
General Education Requirements
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
Requirements
Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.
Course Options
- UNV-103, University Success: 4
- UNV-303, University Success: 4
- UNV-108, University Success in the College of Education: 4
Requirements
Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.
Course Options
- UNV-104, 21st Century Skills: Communication and Information Literacy: 4
- ENG-105, English Composition I: 4
- ENG-106, English Composition II: 4
Requirements
Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/CWV-301.
Course Options
- CWV-101, Christian Worldview: 4
- CWV-301, Christian Worldview: 4
Requirements
Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.
Course Options
- MAT-154, Applications of College Algebra: 4
- MAT-144, College Mathematics: 4
- PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4
- BIO-220, Environmental Science: 4
Requirements
Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.
Course Options
- HIS-144, U.S. History Themes: 4
- PSY-102, General Psychology: 4
- SOC-100, Everyday Sociology: 4
Core Courses
Course Description
This course provides foundational knowledge regarding addiction and substance use disorders. Topics studied include biopsychosocial dynamics; stages, processes, and impact of addiction and substance use; and the role of the addiction professional in prevention, intervention, relapse prevention, and aftercare. In addition, the course provides overviews of the substance abuse counselor's code of ethics, HIPAA, and legal issues involved in counseling.
Course Description
This course provides foundational knowledge in theoretical approaches to counseling. Theoretical models studied include psychodynamic, existential, Gestalt, person-centered, cognitive and behavioral therapy, family systems, and narrative- and solution-focused therapies.
Course Description
This course provides a broad understanding of group development stages, group dynamics, group counseling theories, and ethical standards pertaining to group work. In addition, this course explores theoretical approaches to group work. The course also addresses the growth and development of group members.
Course Description
This writing-intensive course provides a broad understanding of ethics, legal standards, and responsibilities in behavioral health. Students explore basic ethical concepts, legislation, and current trends in behavioral health ethics. This course pays special attention to technology and its effects on lawmaking and ethics in behavioral health. Important goals of this course are to help students develop a comprehensive understanding of the history and current application of ethics in the behavioral health field.
Course Description
This course provides a comprehensive foundation through exploring the content areas of cultural diversity, social justice, and religious and spiritual values. Examination of these areas strives to offer an overarching framework to guide students and gain perspectives for working with multicultural populations in the behavioral health field. This course assists students with developing knowledge and application of cultural diversity, cultural competency, and the importance of self-awareness, social justice, and advocacy. In addition, this course provides students a blended approach of the beliefs and values associated with religion and spirituality as a component of cultural competency.
Course Description
This course provides an understanding of the nature and needs of individuals across the life-span development. This course covers physical, cognitive, and socioemotional development across various points in human development. Additionally, students learn about the influence of spiritual and moral beliefs throughout the life span.
Course Description
This is a writing intensive foundation course in the science of abnormal behavior that offers students the opportunity to study the origin and development of abnormal patterns and disorders. This course is designed to assist students in recognizing and understanding mental illness through increased awareness of emotional, functional, and physiological factors influencing mental health. Specific topics include symptoms, diagnoses, etiology, epidemiology, and treatment of various psychological disorders and syndromes.
Course Description
This course is a study of elementary theories of probability, distribution, and testing of statistical hypotheses. Practical experience is provided in the application of statistical methods. Prerequisite: MAT-134, MAT-144 or MAT-154.
Course Description
This course provides a comprehensive understanding of the various documentation styles used in the behavioral health field. Students critically examine evidence-based research in the field of behavioral health. The course offers an introduction to conducting applied clinical research.
Course Description
This course introduces the historical and theoretical perspectives of family dynamics and systems. Topics include roles, communication styles, boundaries, generational patterns, cultural influences, and couples and parenting dynamics. Skills and modalities relevant to working with families in the behavioral health field are explored.
Course Description
This course offers an overview of various types of trauma and effects of traumatic experiences within the physical, emotional, sociological, cognitive, and spiritual domains of a human being. It studies the dynamics of trauma throughout the human life-span development. It offers a brief overview of trauma, informed care assessment and treatment, and ethics associated with working with trauma victims.
Course Description
This course provides a comprehensive overview of the cognitive, physical, and socioemotional developmental stages and sensitive periods of early human development. The course addresses the critical influence the care-getting environment has on brain development and how relationships change the structure of the brain both positively and negatively. The stages of human attachment and a brief overview of styles of attachment as they relate to development throughout the lifespan are also reviewed. Additionally, the course addresses the effects of prenatal maternal care, environment, and premature birth on developmental stages. Students understand how culture and socioeconomic status affects development.
Course Description
This course provides an overview of a variety of assessments commonly used to diagnose disorders in early childhood. Students learn the importance of ongoing assessment, assessment in a variety of settings, and the importance of the caregiver-child relationship in assessment. Students are provided an overview of common disorders found in early childhood, and how the DC: 0-5 is used to accurately identify early childhood disorders. Students understand the role of cultural and familial influence on assessment and diagnosis. Prerequisite: BHS-480.
Course Description
The capstone project is a culmination of the learning experiences while a student is within the behavioral health science program at Grand Canyon University’s College of Humanities and Social Sciences. Students prepare a written proposal for a community-based behavioral health organization related to the student's specific area of focus. The proposal includes the name, geographical location, identified service gap, target populations, types of service/treatments, potential challenges, ethical considerations, and supervision/oversight considerations. The professional capstone project proposal needs to reflect synthesis and integration of course content. This capstone course needs to be completed at the end of program. Prerequisite: BHS-350.
- GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
- Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
- Please refer to the Academic Catalog for more information. Programs or courses subject to change
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