This comprehensive and highly useful guide offers students and practicing clinicians who work with infant and preschool populations a much-needed resource for developing and honing their professional skills and clinical experiences. The book contains vital information about general training issues and highlights the skills that are needed to be considered a competent professional. Written by top experts in the field from a wide range of disciplines, the authors address basic areas of training and practice with very young children, including observation, assessment, diagnosis, dyadic therapy, and reflective supervision, in addition to unique areas of clinical work such as reunification and adoption evaluations. The book also offers examples of innovative models of training and practice for the delivery of services in nontraditional settings such as homes, day care centers, and preschools, and special strategies for delivering clinical services and providing supervision in rural and remote settings, including the use of technology.
"A representative group of infant mental health professionals take a valuable look at the compelling issues in training and practice through lenses richly diverse in focus, setting, and intent."
Jeree H. Pawl, former director of the Infant-Parent Program at San Francisco General Hospital
"This provocative volume compels a broader dialogue about the critical issues related to the interdisciplinary training and practice of infant mental health specialists."
Hiram E. Fitzgerald, University Distinguished Professor, Psychology, Kellogg Center, Michigan StateUniversity
"This timely and rich volume illuminates the complex issues involved both in conceptualization of infant family practice and of practitioner preparation and support. A superb and valuable contribution!"
Donna R. Weston, director, Graduate Certificate Program in Infant Mental Health, University of Washington, Center for Infant Mental Health and Development
Preface. Part One: General Training and Practice Constructs. 1 Returning the Treasure to Babies: An Introduction to Infant Mental Health Service and Training (Deborah J.Weatherston, Ph.D.). 2 Using Direct Observation in Prevention and Intervention Services in Infant and Preschool Mental Health: Training and Practice Issues (Martha Farrell Erickson, Ph.D.). 3 Training in Assessment of Birth to Five-Year-Olds (Karen Moran Finello, Ph.D.). 4 Diagnosis of Mental Health in Young Children (Marie Kanne Poulsen, Ph.D.). 5 Dyadic Therapy with Very Young Children and Their Primary Caregivers (Joan Maltese, Ph.D.). 6 Reflective Supervision in Infant, Toddler, and Preschool Work (Mary Claire Heffron, Ph.D.). 7 A Seminar to Support the Supporter: Promotion of Provider Self-Awareness and Sociocultural Perspective (Graciela "Chela" Rios Munoz, L.C.S.W.). 8 Retraining Clinicians to Work with Birth to Five-Year-Olds: A Perspective from the Field (Mona Maarse Delahooke, Ph.D.). Part Two: Specialty Areas of Practice. 9 Developing Reunification and Adoption Recommendations for Substance-Exposed Infants and Toddlers in Foster Care (Valata Jenkins-Monroe, Ph.D.). 10 Play Therapy with Preschoolers Using the Ecosystemic Model (Sue A. Ammen, Ph.D., RPT-S, and Beth Limberg, Ph.D., RPT-S). 11 Intensive Day Treatment for Very Young Traumatized Children in Residential Care (Leena Banerjee, Ph.D., and Lorraine E. Castro, M.A., M.F.T.). 12 Kitchen Therapy and Beyond:Mental Health Services for Young Children in Alternative Settings (Brenda Jones Harden, M.S.W., Ph.D., and Mawiyah Lythcott, M.S.). 13 Delivering Infant and Preschool Mental Health Services in Rural and Remote Areas (Deborah A. Harris, M.S.W., L.I.S.W.). Part Three: Training Standards, Systems, and Technology. 14 Developing Standards for Training in Infant and Preschool Mental Health (Karen Moran Finello, Ph.D., and Marie Kanne Poulsen, Ph.D.). 15 An Interdisciplinary Training Model: The Wayne State University Graduate Certificate Program in Infant Mental Health (Deborah J.Weatherston, Ph.D.). 16 The DIR(t) Certificate Program: A Case-Based Competency Training Model (Serena Wieder, Ph.D.). 17 Using Technology as a Training, Supervision, and Consultation Aid (Valerie A.Wajda-Johnston, Ph.D., Anna T. Smyke, Ph.D., Geoffrey Nagle, Ph.D., M.P.H., L.C.S.W., and Julie A. Larrieu, Ph.D.). Part Four: Innovative Models of Training and Service Delivery. 18 Developmental Pathways to Mental Health: The DIR(t) Model for Comprehensive Approaches to Assessment and Intervention (Serena Wieder, Ph.D., and Stanley I. Greenspan, M.D.). 19 The Relationships for Growth Project: A Transformational Collaboration Between Head Start,Mental Health, and University Systems (Rebecca Shahmoon-Shanok, M.S.W., Ph.D., Faith Lamb-Parker, Ph.D., Ellen Halpern, Ph.D., Megan Grant, Ph.D., Carole Lapidus, M.S., M.S.W., and Charles Seagle, Ph.D.). Part Five: Transforming Practice Across Systems of Care. 20 The Role of Reflective Process in Infusing Relationship-Based Practice into an Early Intervention System (Linda Gilkerson, Ph.D., and Tina Taylor Ritzler, M.A.). 21 Apprenticeship, Transformational Enterprise, and the Ripple Effect: Transferring Knowledge to Improve Programs Serving Young Children and Their Families (Rebecca Shahmoon-Shanok, M.S.W., Ph.D., Carole Lapidus, M.S., M.S.W.,Megan Grant, Ph.D., Ellen Halpern, Ph.D., and Faith Lamb-Parker, Ph.D.). About the Editor. About the Contributors. Name Index. Subject Index.
Karen Moran Finello is associate professor of clinical pediatrics at the University of Southern California Keck School of Medicine. She is an applied developmental psychologist with clinical and research expertise in early intervention, infant and preschool mental health, cultural components of child rearing, poverty issues, and the development of at-risk infants, toddlers, and preschoolers.