Psychology of boys at risk: indicators from 0 –5
ABSTRACT
In utero and during the first 5 years of life, boys face unique risks as a result of neurobiological and environmental factors. This introductory article to the Special Issue describes the background of this gender‐specific inquiry and outlines some of those risks, drawing attention to the areas that will be covered in depth in the following contributions. We also describe the basis of this inquiry as the link between early life and the subsequent difficulties that adolescent boys and many young men face, and pay particular attention to the circumstances of young men of color and to the growing knowledge about t...
Source: Infant Mental Health Journal - October 31, 2016 Category: Child Development Authors: Paul Golding, Hiram E. Fitzgerald Tags: ARTICLE Source Type: research
Issue Information – TOC
(Source: Infant Mental Health Journal)
Source: Infant Mental Health Journal - October 31, 2016 Category: Child Development Tags: Issue Information – TOC Source Type: research
Building capacity in reflective practice: a tiered model of statewide supports for local home ‐visiting programs
ABSTRACT
This preliminary study examines an initiative to further develop capacity in reflective practice among public health home visitors and their supervisors. A Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Expansion Grant to the Minnesota Department of Health funded the development of a tiered structure to support reflective practice within county public health agencies throughout the state. Study data revealed a general consensus among individuals at all levels of the county programs that state supports were adequate to implement reflective practice. Although there were no significant changes in home...
Source: Infant Mental Health Journal - October 26, 2016 Category: Child Development Authors: Christopher L. Watson, Ann E. Bailey, Karen J. Storm Tags: ARTICLE Source Type: research
Implementation and sustainability of child ‐parent psychotherapy: the role of reflective consultation in the learning collaborative model
This article describes the authors’ experiences in facilitating Child‐Parent Psychotherapy (CPP) training and explores the role of reflective clinical consultation as an active process that supports the implementation of a rich, but complex, model that requires sophisticated knowledge and skills from practitioners. It examines the intricate range of the CPP consultant's functions, which ultimately support clinicians’ reflective practice as they learn and adopt this EBT. Reflective consultation is proposed as an essential component for the integration of knowledge, experience, and emotions in practitioners and as a ca...
Source: Infant Mental Health Journal - October 25, 2016 Category: Child Development Authors: Carmen Rosa Noro ña, Michelle L. Acker Tags: ARTICLE Source Type: research
Reflective practice in infant mental health —a south african perspective
ABSTRACT
Reflective practice forms a pivotal part of mental health intervention in a setting where language and cultural differences require working together with a community counselor for language interpretation. Reflective practice in infant mental health began with Esther Bick's () infant observations and continued with Selma Fraiberg's () parent–infant psychotherapy. These two models formed the basis of the practice of infant mental health in a community in South Africa. A clinical example will highlight the importance of culturally informed observation that is then reflected upon. A qualitative study that examined t...
Source: Infant Mental Health Journal - October 25, 2016 Category: Child Development Authors: Astrid Berg Tags: CLINICAL PERSPECTIVES Source Type: research
Creating a “nest” of emotional safety: reflective supervision in a child–parent psychotherapy case
This article will provide a brief history and discussion of reflective supervision followed by a case study demonstrating the importance of reflective supervision in the context of child–parent psychotherapy (CPP; A.F. Lieberman, C. Ghosh Ippen, & P. Van Horn, ; A.F. Lieberman & P. Van Horn, , 2008). Given that CPP leverages the caregiver–child relationship as the mechanism for change in young children who have been impacted by stressors and traumas, primary objectives of CPP include assisting caregivers as they understand the meaning of their child's distress and improving the caregiver–child relationship to...
Source: Infant Mental Health Journal - October 18, 2016 Category: Child Development Authors: Michele M. Many, Mindy E. Kronenberg, Amy B. Dickson Tags: ARTICLE Source Type: research
Reflective practice in organizational learning, cultural self ‐understanding, and community self‐strengthening
ABSTRACT
The infant mental health field can amplify its effects when it extends its purview beyond the dyad to the larger contexts in which infants and adult caregivers interact and develop over time. Within health, mental health, education, and other human service organizations, the quality of relationships is a critical variable in the individual‐level outcomes that such organizations seek. The goals of this work and the means for accomplishing them are highly dependent on human qualities and interactions that are shaped by organizational processes. In communities, too, processes that shape relationships also strongly ...
Source: Infant Mental Health Journal - October 18, 2016 Category: Child Development Authors: Joshua Sparrow Tags: ARTICLE Source Type: research
A community mental health professional development model for the expansion of reflective practice and supervision: evaluation of a pilot training series for infant mental health professionals
ABSTRACT
The Michigan Association for Infant Mental Health identified a need for reflective supervision training for infant mental health (IMH) specialists providing home‐based services to highly vulnerable infants and their families. Findings indicate that this pilot of an IMH community mental health professional development model was successful, as measured by the participants’ increased capacity to apply reflective practice and supervisory knowledge and skills. Furthermore, IMH clinicians demonstrated an increase in the frequency of their use of reflective practice skills, and their supervisors demonstrated an incre...
Source: Infant Mental Health Journal - August 31, 2016 Category: Child Development Authors: Sarah E. Shea, Sheryl Goldberg, Deborah J. Weatherston Tags: ARTICLE Source Type: research
Introduction
(Source: Infant Mental Health Journal)
Source: Infant Mental Health Journal - August 31, 2016 Category: Child Development Authors: Deborah J. Weatherston, Joy D. Osofsky Tags: INTRODUCTION Source Type: research
Reflecting together: reflective functioning as a focus for deepening group supervision
This article proposes how group reflective supervision, informed by the theory of reflective functioning, may provide a powerful method for developing reflective capacity of staff serving families, infants, and young children in multidisciplinary settings. An explanation of reflective functioning, related research, and its relevance to relational treatment and preventive intervention are discussed. Other approaches to reflective practice are referenced. We describe the necessary tension and encounters with distressing affect that mark reflective supervision groups using this focus. In addition, we identify areas of heighte...
Source: Infant Mental Health Journal - August 31, 2016 Category: Child Development Authors: Mary Claire Heffron, Diane Reynolds, Bronwyn Talbot Tags: CLINICAL PERSPECTIVES Source Type: research
Reflection in home visiting: the what, why, and a beginning step toward how
ABSTRACT
The work of home visitors in early childhood fields may include addressing many challenges to achieving curricular outcomes, including issues such as maintaining boundaries and managing one's own reactions to children, parents, and overall family situations. Increasingly, reflective supervision and consultation are recognized as a way for workers in home‐visiting early intervention and early care fields to address these personal and professional challenges and build competence (Watson, Gatti, Cox, Harrison, & Hennes, ). The features of home visiting that make reflective supervision/consultation essential are...
Source: Infant Mental Health Journal - August 31, 2016 Category: Child Development Authors: Angela M. Tomlin, Elesia Hines, Lynne Sturm Tags: ARTICLE Source Type: research
Release, reframe, refocus, and respond: a practitioner transformation process in a reflective consultation program
This article presents findings from a qualitative research study exploring the experiences of early intervention practitioners in a reflective consultation program. Fifteen licensed early childhood special education teachers and speech, occupational, and physical therapists as well as a psychologist from an urban school district participated in interviews discussing their work stressors and involvement with monthly reflective consultation groups. They described a loosely temporal, iterative process which transformed how they thought and felt about both themselves as practitioners and the children and families with whom the...
Source: Infant Mental Health Journal - August 31, 2016 Category: Child Development Authors: Mary Harrison Tags: ARTICLE Source Type: research
Issue Information – TOC
(Source: Infant Mental Health Journal)
Source: Infant Mental Health Journal - August 31, 2016 Category: Child Development Tags: Issue Information – TOC Source Type: research
Observing toddlers ’ individual experiences in classrooms: initial use of the parenting interactions with children: checklist of observations linked to outcomes
This study investigated using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman, Cook, Innocenti, Norman, & Christiansen, 2013a) measure to assess teacher–child interactions experienced by individual toddlers within their childcare classrooms. Forty toddlers were observed, each during three 10‐min cycles, and all their interactions with adults in the classroom were coded using the PICCOLO. Results, in terms of psychometric properties, indicate promise for using this measure to observe toddlers’ individual experiences of teacher–child interactions in group s...
Source: Infant Mental Health Journal - August 23, 2016 Category: Child Development Authors: Christine N. Lippard, Katie L. Riley, Kere Hughes ‐Belding Tags: ARTICLE Source Type: research
Eating and feeding disorders in the first five years of life: revising the dc:0 –3r diagnostic classification of mental health and developmental disorders of infancy and early childhood and rationale for the new dc:0–5 proposed criteria
This article is drawn from work done by the ZERO TO THREE Task Force developing the DC:0–5 Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, specifically dealing with eating disorders in the first 5 years of life. The proposed changes come from both reviewing major studies and reviews published in the last 10 years and reports from clinicians collected through surveys commissioned by the Task Force. The main changes that are proposed include changes in terminology, such as Eating Disorders instead of Feeding Behavior Disorders, as well as focusing on the child's observ...
Source: Infant Mental Health Journal - August 23, 2016 Category: Child Development Authors: Miri Keren Tags: CLINICAL PERSPECTIVES Source Type: research
