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Nurturing Children and Families
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Table of Contents

Introduction ( Joshua Sparrow and Barry Lester). A Tribute to T. Berry Brazelton: Excerpted remarks from Pioneering Change Symposium, November 15, 2008, in honor of Dr. Brazelton's life's work (Geoffrey Canada). PART I: A SCIENTIFIC REVOLUTION IN BEHAVIORAL AND DEVELOPMENTAL RESEARCH. Section I: Changing Paradigms. 1. Transforming the Research Landscape (Barry Lester). 2. Aligning Systems of Care with the Relational Imperative of Development: Building Community through Collaborative Consultation (Joshua Sparrow). Section II: Advances in Understanding Fetal and Newborn Behavior. 3. Before Infant Assessment: Fetal Neurobehavior (Amy L. Salisbury). 4. The Development of the NBAS -- A Turning Point in Understanding the Newborn (J. Kevin Nugent). 5. Keys to Developing Early Parent-Child Relationships (Kathryn E. Barnard). 6. Prenatal Depression Effects on Neurobehavioral Dysregulation (Tiffany Field). Section III: Self-Regulatory and Relational Processes. 7. A New Look at Parent-Infant Interaction: Infant Arousal Dynamics (Daniel N. Stern). 8. Infants and Mothers: Self- and Mutual Regulation and Meaning Making (Ed Tronick). Section IV: Regression and Reorganization in Relational Models of Development. 9. Patterns of Instability and Change: Observations on Regression Periods in Typically Developing Infants (Mikeal Heimann). 10. The 4 WHY'S of Age Linked Regression Periods in Infancy (Frans X. Plooij). Section V: Relational and Contextual Developmental Models. 11. An Ethical Framework for Educating Children with Special Needs and All Children (Stanley I. Greenspan). 12. Protective Environments in Africa and Elsewhere (Robert A. LeVine). Section VI: Neuroscience Perspectives on Relational and Developmental Models. 13. A Neurobiological Perspective of the Work of Berry Brazelton (Allan N. Schore). 14. Hidden Regulators within the Mother-Infant Interaction (Myron Hofer). 15. Temperament as Sets of Preparedness (Jerome Kagan). PART II: FROM THEORY TO PRACTICE: INNOVATIONS IN CLINICAL INTERVENTION. Section I: Preventive Interventions: Home Visitation. 16. Touchpoints in a Nurse Visiting Program (Kristie Brandt and J. Michael Murphy). 17. The Nurse Family Partnership: Honoring T. Berry Brazelton (David L. Olds). Section II: Early Interventions: The Care of Infants Born Preterm 18. Understanding the Preterm Infant (Heidelise Als). 19. Fueling Development by Enhancing Infant-Caregiver Relationships: Transformation in the Developmental Therapies (Rosemary Bigsby). Section III: Infant Mental Health and the Treatment of Early Trauma. 20. Infant Mental Health (Charles H. Zeanah and Paula Doyle Zeanah). 21. Ghosts and Angels in the Nursery: Conflict and Hope in Raising Babies (Alicia Lieberman and William Harris). 22. Understanding and Helping Traumatized Infants and Families (Joy D. Osofsky and Howard J. Osofsky). 23. Child Maltreatment: The Research Imperative and the Exportation of Results to Clinical Contexts (Dante Ciccheti and Sheree L. Toth). PART III: TRANSLATIONAL SCIENCE: IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT, SYSTEMS OF CARE, AND POLICY. Section I: Changing Practice and Improving Care through Professional Development. 24. Developing the Infant Mental Health Workforce: Opportunities, Challenges and Strengths for Translating Research to Professional Development and Practice (Libby Zimmerman). 25. The Touchpoints Approach for Early Childhood Care and Education Providers (Jayne Singer and John Hornstein). 26. Early Innovations in Behavioral/Developmental Pediatric Fellowship Training -- A Fresh Approach to Medical Professional Development (Constance H. Keefer). Section II: Innovating Change in Service Delivery, Systems of Care, and Policy. 27. The Birth of Child Life: Creating a Child-Friendly Hospital Environment (Myra D. Fox). 28. Improving Healthcare Service Delivery Systems and Outcomes with Relationship-based Nursing Practices (Ann C. Stadtler, Julie C. Novak, Joshua Sparrow). 29. Translating the Science of Early Childhood Development into Policy and Practice (Daniel Pedersen and Jack P. Shonkoff). 30. Placing Relationships at the Core of Early Care and Education Programs (Francine Jacobs, Mallary I. Swartz, Jessica Dym Bartlett, M. Ann Easterbrooks). Section III: Changing Ways of Being. 31. Respect and Healing (Sara Lawrence-Lightfoot). Index.

About the Author

Barry M. Lester, PhD is Professor of Psychiatry and HumanBehavior, Professor of Pediatrics and founding Director of theCenter for the Study of Children at Risk, Brown University AlpertMedical School and Women and Infants Hospital. His research hasaddressed processes of development in children at risk due tobiological and social factors. His research has been continuouslyfunded by the NIH for over 25 years. Dr. Lester was a member of theCouncil at the NIH National Institute on Drug Abuse. He directs theInfant and Child Mental Health Post-Baccalaureate CertificateProgram at Brown University and is past President of theInternational Association for Infant Mental Health. He is theauthor of several hundred peer-reviewed publications and 16 books,including Why is My Baby Crying? Joshua D. Sparrow, MD is Director of Special Initiativesat the Brazelton Touchpoints Center, Children s Hospital,Boston, and Assistant Professor in Psychiatry at the HarvardMedical School. He has co-authored eight books with Dr. T. BerryBrazelton, and revised with him the second edition ofTouchpoints Birth to Three: Your Child s Emotional andBehavioral Development. His work focuses on the socialdeterminants of development and health, and culturally informedadaptations of interventions that catalyze community healing andself-strengthening processes.

Reviews

This classic collection will enrich every infant mentalhealth professional s understanding of the legacy of T. BerryBrazelton and his influence on the infant and family field. (Perspectives, Spring 2013)"My concluding thoughts about this book are that Brazelton's geniushas infiltrated so many areas influencing parenting, child rearing,neuroscience, etc. The authors of these chapters have honoredBrazelton and shown how they and their research have benefittedfrom his life's work." (Education, Practice, and Research,2011) "Recommended. Lower-division undergraduates throughfaculty/professionals; general readers." (Choice , 1 April 2011) "Although this book may be of more interest to those teaching atthe university level, we thought we'd share it with everyonebecause of the varied nature of the content and the debt we owe toDr. Brazelton for his pioneering work on behalf of children."(The Seca Reporter, summer 2010)

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