The Infant Mental Health Dual-Title program has a multi-disciplinary faculty with expertise in working with families and young children. Faculty share common interests in caregiving relationships, attachment, and social-emotional development and they value reflective practice. Together our faculty have expertise in a variety of areas including: domestic violence, trauma-informed interventions, home visiting, reflective supervision, emotion regulation, reflective functioning, child abuse and neglect, postpartum depression, and developmental psychopathology. Visit the IMH Research Page to learn more about how our faculty are contributing the knowlege base in IMH and engaging with the Metro-Detroit community to translate their research. Our faulty also collaborate with IMH researchers across the state and are member of the Michigan Infant/Toddler Research Exchange(MITRE).
Ann Stacks, PhD, LMFT, IMH-E (IV)
IMH Program Director
Dr. Stacks teaches Infant Mental Health: Theory to Practice Across Earyl Childhood
Settings. Her research focuses on caregiver reflective functioning and the effectiveness of
Carolyn Dayton, PhD, MSW, LP, IMH-E (IV)
Associate Director, IMH Program and Assistant Professor of Social Work
Dr. Dayton teaches Infant Mental Health Intervention and the IMH Seminar. Her research
is focused on early parenting processes with an emphasis on fathering in urban settings.
Carla Barron, LMSW, IMH-E (IV)
IMH Program Clinical Coordinator
Ms. Barron teaches the IMH seminar and works with the School of Social Work to
coordinate MSW IMH field placements. Ms. Barron has worked clinically as an IMH
therapist for more than 15 years and provides reflective consultation.
Linda Lewin Ph.D. PMHCNS-BC Assistant Professor of Nursing, Dr. Lewin teaches Infant Family Mental Health Assessment and her research/clinical interests are in the areas of child maltreatment and at-risk parenting.
Marjorie Beeghly, PhD, IMH-E(IV)
Associate Professor, Psychology
De. Beeghly teaches Infant Behavior and Development. She studies the impact of risk and
resilience factors on children's communicative, cognitive, and socio-emotional outcomes,
and how individual differences in parenting and parent-child social interactive processes may
alter these associations.
Mark Larson, PhD Assistant Professor - Clinical of Special Education, Early Childhood
Education, and Elementary Education
Mark Larson is the Coordinator of the Early Childhood Education and the Autism Spectrum
Disorders programs and a faculty member in Early Childhood Education, Special Education,
and Elementary Education. He teaches the Infant and Toddler Developmental Assessment
for Intervention Planning.