Regulation disorders and highly stressed parents
Structure & Content

The following thematic areas are covered through a combination of on-site modules, contact hours (learning time structured by instructors), and non-contact hours (learning time structured by students):

• Counseling for Regulatory Disorders
  Early childhood regulatory disorders—such as excessive crying, sleep disturbances, and feeding problems—may be caused by biological, psychological, and social factors and can affect development and attachment. Diagnosis and intervention involve close guidance of parents and supportive counseling.
• Stress and Risk Factors
  Children of highly stressed parents (e.g., in the context of substance use, mental illness, or adolescent parenthood) face an increased risk to their development. The quality of parent–child interaction often suffers due to psychosocial stressors. Early childhood trauma can lead to attachment disorders. Preventive and therapeutic services, as well as resilience-promoting measures, are essential. Domestic violence and neglect are also key risk factors.
• Attachment-Oriented Practice in High-Risk Contexts – Example “Grow Together”
  The Grow Together approach emphasizes attachment- and relationship-oriented practice grounded in empathy, appreciation, and a strengths-based focus. Challenges in mandated contexts (e.g., child protection) require clear professional attitudes. Network collaboration, team communication, and specific methods for working with parents (including father-focused work and emotion-focused interventions) are central components.
• Interaction Screening – Example: Care Index
  The Care Index is a video-based tool used to assess the quality of the relationship between an infant and their primary caregiver. It identifies hidden hostile behavior patterns and is applied in early intervention, assessments, and research. The Ambiance tool also provides insights into dysfunctional parental behavior.

Students of the microcredential …

Subject-Matter Expertise:

• are familiar with different regulatory disorders, methods for their diagnosis, and therapeutic or treatment approaches.
• gain insight into stress and risk factors affecting families, such as early parenthood, substance use disorders, or the mental illness of a parent.
• understand the mechanisms of action of the Grow Together program, which consists of several complementary interventions at both the parent and child levels.
• gain an introduction to the diagnostic tool Care Index for assessing the quality of the parent–child relationship and interaction.

Methodological Competence:

• are able to relate different challenges within families to one another and recognize their interdependencies.
• understand clients within their relational context and see themselves as professional actors within this system.

Social Competence:

• are able to listen actively and communicate with appreciation and respect.
• have an expanded range of strategies for interdisciplinary work with highly stressed families.

Self-Competence:

• recognize the limits of counseling and their own professional boundaries.

Ethical and Moral Competence:

• understand personal self-care and psychohygiene as an integral part of professional practice.
• reflect on ethical and moral aspects of child protection.

Scientific Competence:

• engage with current research studies and assess their relevance for practice.
• analyze and evaluate different prevention and intervention measures.

Upon successful assessment (written examination in the form of an open-book exam), you will receive:

• A Microcredential Certificate from Paracelsus Medical University (4 ECTS)

The microcredential is part of the university continuing education program Early Life Care. Upon completion of the university program or the master’s degree program, the microcredential may be credited accordingly.