Infant Mental Health PSY 417. Infant Mental Health ► Risk verus Infant Mental Health.

Slides:



Advertisements
Similar presentations
One Science = Early Childhood Pathway for Healthy Child Development Sentinel Outcomes ALL CHILDREN ARE BORN HEALTHY measured by: rate of infant mortality.
Advertisements

Infant Mental Health in Community & Primary Care Practice Contexts
The Relationship between Trauma & Resilience USING DATA TO DRIVE SYSTEM REPONSES TO VIOLENCE Bryan Samuels, Commissioner Administration on Children, Youth.
YOUNG CHILDREN, TRAUMA & TOXIC STRESS Early Childhood Comprehensive System.
The Network To come together to transform the partnerships among families, community and service providers to do everything possible to promote strong,
Module 5 Helping Children Thrive. Module 5 Learning Objectives Participants will: Understand importance of stable and nurturing relationships for young.
Early Success A framework to ensure that ALL children and families in the District of Columbia are thriving... CHILDREN & FAMILIES Community Supports Education.
Welcome to the Infant/Toddler Mental Health Graduate Certificate Program at Portland State University.
Healthy Child Development Suggestions for Submitting a Strong Proposal.
NAEYC Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
© 2013, 2009, 2006, 2003, 2000 Pearson Education, Inc. All rights reserved. William L. Heward Exceptional Children An Introduction to Special Education.
Define resilience. Resilience Rutter (1990) Resilience can be seen as maintaining adaptive functioning in spite of serious risk factors. Wyman et al.
Mental Health is a Public Health Issue: What I Learned from Early Childhood.   Presented by  Charlie Biss 
The Health of Homeless Children David S. Buck, MD, MPH President & Founder, Healthcare for the Homeless-Houston Associate Professor, Baylor College of.
Prevention and Treatment in Child Psychiatry Dr Finbarr O’Leary Consultant Child and Adolescent Psychiatrist.
Lynn H. Kosanovich, HFA Regional Director Introduction to the Model.
Principles of Development. Developmentally appropriate practices result from the process of professionals making decisions about the well-being and education.
Principles of Development drawn from NAEYC (1996), & Berk (2006)
School Readiness for Babies in Foster Care: Working Across Systems to Help the Youngest Children Succeed November 4, 2011.
Social Relationships and their Impact on Early Brain Development Bonny J. Forrest, J.D., Ph.D. Chief Operating Officer, Jewish Family Service.
Ramey & Ramey (1998) Early Intervention: activities designed to enhance a young child’s development Initial evaluation of child’s abilities and needs (in.
Early Childhood Adversity
Foundation module 7 Psychosocial support.
The Contribution of Behavioral Health to Improving Conditions for Learning and Healthy Development David Osher, Ph.D. American Institutes for Research.
+ Early Childhood Social Interactions. + The social interactions that a child has during early childhood will shape who they are as adults.
Coming Together for Young Children and Families.  What we know  Where we have been  Where we are today  Where we need to go.
Mitigating Risks of Substance Exposed Infants and Their Families Dixie L. Morgese, BA, CAP, ICADC.
A NEW APPROACH TO MCH The Life Course Framework for the Early Childhood Systems Initiative.
DCFS School Readiness Planning Initiative Insure that all young children in the system start school ready to learn –Physically –Socially –Emotionally.
Chapter 10 Counseling At Risk Children and Adolescents.
Ingham Healthy Families. History: Why Healthy Families America? Michigan Home Visiting Initiative Exploration & Planning Tool (Fall 2013)  Ingham County.
Instructor: Jose Davila
Neal M. Horen, PhD Georgetown University National Technical Assistance Center August 2, 2010 Early Childhood Mental Health Systems in Alaska and Hawaii:
Research, Policy, and Practice: The Challenge of Early Childhood Mental Health Jane Knitzer, Ed.D. Director, National Center for Children in Poverty Mailman.
Principles of Child Development
Maternal Mental Health: Preventing & Mitigating Its Effects Robin C. Kopelman, M.D., M.P.H. University of Iowa Department of Psychiatry Women’s Wellness.
Key Leaders Orientation 2- Key Leader Orientation 2-1.
Special Education 547 Unit Five Special Topics Kevin Anderson Minnesota State University Moorhead 2006.
September Module 6 What have we learned? Informing child welfare.
Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through 8 A position statement of the National Association.
Chapter 1 Delays, Disorders, and Differences. What are they? Language Delay – Language Disorder –
Promoting the Emotional Well-Being of Young Children and Families: The View from the U.S. Jane Knitzer Ed.D Director, National Center for Children in Poverty.
Early Child Development (ECD)
Bright from the Start: Georgia Department of Early Care and Learning Susan Adams Assistant Commissioner House Study Committee on Children’s.
What is Infant Mental Health Endorsement®
1 Executive Summary of the Strategic Plan and Proposed Action Steps January 2013 Healthy, Safe, Smart and Strong 1.
BY. ASHLEY MCLAUGHLIN TOPICS IN PHYSICAL THERAPY I SPRING 2015 Mental Health Promotion.
PSY 22081/27/20161 Theories of Development (Chapter 1) Historical Foundations Mid-Twentieth-Century Theories Recent Perspectives Discussion: Your Evaluation.
1-2 Training of Process Facilitators Training of Process Facilitators To learn how to explain the Communities That Care process and the research.
Learning Outcomes Discuss current trends and issues in health care and nursing. Describe the essential elements of quality and safety in nursing and their.
Childhood Neglect: Improving Outcomes for Children Presentation P28 Childhood Neglect: Improving Outcomes for Children Presentation Understanding cumulative.
Resiliency, Protective Processes, Promotion & Community Chapter 7.
1 Center Mission Statements SAMHSA ? CSAT Improving the Health of the Nation by Bringing Effective Alcohol and Drug Treatment to Every Community CMHS Caring.
Gadsden/Leon PACT Parents, Providers and Community Advocating for Children Together Early Childhood System of Care Jill Conley Parent/Caregiver Coordinator.
Early & Appropriate Interventions for Child Abuse Prevention Nicole Huff, LCSW Chief Programs Officer ESCAPE Family Resource Center.
Chapter 3 Early Intervention Supports and Services © 2015 Cengage Learning. All rights reserved.
Standards and Competences for Social work Education for working with children and youth Prof dr Nevenka Zegarac Ass MA Anita Burgund.
This training was developed under the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Center for the Application of Prevention Technologies.
Office of Global Health and HIV (OGHH) Office of Overseas Programming & Training Support (OPATS) Health The Global Response to Caring for Orphans and Vulnerable.
Infant Mental Health: Ensuring quality starts at the very beginning Catherine Maguire Senior Clinical Psychologist and Infant Mental Health Specialist.
 6th Edition  Author – Cathie Robertson  For students who want to become  Preschool teachers  Elementary school teachers  Family child care providers.
Understanding Infant Mental Health Summers & Chazan-Cohen, Chapter 1.
Early Childhood Family Partners
Housekeeping: Candidate’s Statement
Using Relationships of Support to Nurture the Language of Emotions
A Shared Developmental Approach: Meeting Well-Being Needs and Addressing Trauma to Promote Healthy Development CLARE ANDERSON, DEPUTY COMMISSIONER ADMINISTRATION.
Early Childhood Special Education
Principles of Development
NAEYC Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
WMELS Guiding Principles
Presentation transcript:

Infant Mental Health PSY 417

Infant Mental Health ► Risk verus Infant Mental Health

Risk Factors ► Biological or psychosocial hazards that increase the likelihood of a negative developmental outcome in a group of people. ► Known or suspected factors that may affect development.

Small Group Activity ► List as many risk factors as you can. Be as specific as possible.

Types of Risk: Tjossem (1976) ► Established: medical disorders of known etiology with well known expectancies for developmental outcomes. ► Biological: prenatal, perinatal, neonatal and early developmental effects that are considered biological insults to the CNS. ► Environmental: biologically sound infants with life experiences that have a high probability for delayed development.

Class Activity ► Take list from small groups and categorize them into the Tjossem types.

General Principles ► Can have more than one type of risk factor. ► Can have more than one risk factor within categories. ► The more risk factors, the more likely adverse developmental outcomes will occur. ► Early risk factors are less predictive than later risk factors. ► Biological factors associated with poorer developmental outcomes only when combined with environmental risk factors. ► Family/ecological variables most predictive for predicting developmental outcomes.

Resilience/Protective Factors ► Factors that protect or buffer children at risk. ► Also called mitigating factors.  Characteristics of children  Parental characteristics  Community factors

Small Group Activity ► Identify three examples of resilience/protective factors in each of the three categories.

Risk Models ► Single Risk Model: assumes that any one risk factor is sufficient to put a child at-risk for developmental delay.  Danger of over-identification or under-identification of children at-risk.  No single risk factor is predictive of developmental delay. ► Cumulative Risk Model: assumes that risk is not due to a single factor but the concurring of a variety of environmental and biological factors.

Increases in the Number of At-risk Children ► Advances in medical technology ► Increases in social problems ► Increases in multiple births

Infant Mental Health ► A broad-based, multidisciplinary, and international effort to enhance the social and emotional well-being of young children and which includes the efforts of clinicians, researchers, and policymakers (Zeahnah & Zeahnah, 2009).

Steering Committee on Infant Mental Health ► Zero to Three, 2001 ► “the young child’s capacity to experience, regulate, and express emotions, form close and secure relationships, and explore the environment and learn. All of these capacities will be best accomplished within the context of the caregiving environment that includes family, community, and cultural expectations for young children. Developing these capacities is synonymous with health social and emotional development.”

Clinical Practice of Infant Mental Health ► Strengths-based ► Relational framework ► Prevention orientation

Empirical Foundations of Infant Mental Health ► Early experiences matter  Critical periods ► Relatively short period of time in which learning can occur. ► Must have certain experiences in order for normal development to occur. ► Permanent and irreversible effect.  Sensitive Period: time that is optimal for certain capacities to emerge - especially responsive to environmental stimulation. ► Importance of context/relationships

Interventions ► Goals of infant mental health: to reduce or eliminate suffering, to prevent adverse outcomes and to promote healthy outcomes by enhancing social competence and resilience. ► Interventions must:  Enhance ability of caregivers to nurture young children  Ensure families receive needed services  Increase ability of nonfamilial caregivers to identify, address and prevent social-emotional problems in early childhood.

Preventative Interventions ► Aim to prevent the initial onset of a disorder, decrease causal factors and increase protective factors and/or decrease the severity or duration of a disorder. Treatment Indicated Intervention Selective Intervention Universal Interventions