Visar resultat för..."ZERO TO THREE: National Center for Infants, Toddlers, & Families"

This book offers clinicians, counselors, educators, child-care professionals, and others a compassionate yet practical guide to the assessment and treatment of young children who have experienced the death of a parent or primary caregiver.The authors describe how babies, toddlers, and preschool-age children typically respond to overwhelming loss, explain complications in the grieving process that are associated with the sudden or violent death of a parent, and offer vignettes that illustrate therapeutic interventions with traumatically bereaved young children and their families.

This practical handbook offers treatment guidelines for the behavioural and mental health problems of young children whose most intimate relationships are disrupted by the experience of violence.Practitioners from a variety of disciplines gain an understanding of the impact of violence and discover concrete intervention strategies to address the consequences of this experience for young children.

This widely used work shows how mentoring and supervision can provide regular opportunities for joint reflection of relationships. The book identifies three elements central to successful supervision in infant-family programs: reflection, collaboration, and regularity, in a clear and comprehensive way.

This popular book features children expressing their feelings about their father being away on deployment. A version is also available for children who's mothers are away on deployment.

This updated kit uses the science of early childhood to outline ways infant care teachers can support optimal development and learning, and positively impact the children and families they serve.The kit includes one set of bilingual (English and Spanish) posters that detail developmental milestones and one wheel on challenging behaviours that offers a three-step approach to understand and manage them effectively.

This children's book is written to address the needs of families with young children who are experiencing the return of a parent who has been deployed with the military.Although these reunions can be exciting and joyful, they can also be stressful, both for the adults and for young children. The book explores the many emotions young children may feel at this time and also helps the parents understand the children's reactions and behaviour. Sharing this book together can help a family readjust to life together after a long separation.

These wheels on challenging behaviours offer a 3-step approach to understand and manage behaviours such as biting and tantrums effectively. The package includes 10 bilingual (English and Spanish) wheels.

This valuable book outlines the key steps in creating a system of reflective supervision within an early childhood program to improve services, support staff, and better meet the needs of children and families.With chapters written by leading experts, this book provides answers to the critical questions that every program needs to know to launch reflective supervision and lists activities that can be used to build the reflective capacity within a staff.

Reflective supervision is hard and it's an even greater challenge when the same supervisor must provide both reflective and administrative supervision. This book includes a unique focus on this blended model of supervision.Reflective Supervision and Leadership in Infant and Early Childhood Programs illustrates the foundations and frameworks of reflective practice and outlines ways to support reflective supervision in a wide variety of work settings.Other highlights of the book are:A discussion of the roles of the reflective supervisor.Knowledge and skills needed for reflective supervision.Tips for providing group reflective supervision.Vignettes outlining common supervisory dilemmas.

An essential resource for all professionals who work with families of infants, this valuable handbook serves as a parent educator's guide to coaching and supporting new parents.The curriculum provides professionals with innovative teaching techniques, and practical and effective strategies that are field-tested, science-based and can be applied immediately in work supporting the development of positive parenting skills. The book also includes information on important topics such as postpartum depression, tummy time, breastfeeding, Safe to Sleep, and coping with crying.

In this book, the authors seek to debunk the idea that all troubling behaviours arising in early childhood will simply pass with time, asserting instead that every effort should be made to attempt diagnosis and treatment of truly abnormal issues early in life, while the baby's brain is still flexible and malleable.Not a guide, nor an ordinary textbook, Does Time Heal All? weaves together complex case and treatment descriptions that focus specifically on the interplay between genetic, biological, psychological, and cultural variables present both in the child and his or her environment.The resulting insights will fascinate and enrich all who seek to trace the thin line between normative behaviour, even if extreme at times, and abnormal behaviour caused by a psychological disorder requiring therapeutic intervention.

The field of infant and early childhood mental health is in a quandary. Best practice demands that infants and young children be treated in the context of their relationships with caregivers. But health insurance systems, including Medicaid, require that an individual, not a relationship, be identified as a subscriber and that treatment be documented and billed accordingly. This discrepancy produces conceptual and ethical dilemmas for clinicians. How do they document relationship-based intervention? How do they bring billing procedures into alignment with best practice? How do they get paid for the work they do?This book offers a solution: The Parent-Child Relationship Competencies (PCRCs) are a set of capacities that emerge spontaneously under ordinary circumstances, but which may be strained, impaired, or absent when something is wrong. PCRC-focused clinical assessment offers a clear path to relationship-based case formulation, treatment planning, documentation, and billing that readily conforms with the requirements of standard systems of care.With a foreword by former Director of the Infant-Parent Program, Jeree H. Pawl, this book will be an indispensable tool for all mental health professionals who work with infants and toddlers and their families.

Respecting Babies is a unique guidebook, designed to provide theoretical and practical perspective for those who care for infants and toddlers, whether parent, medical professional, educator, or early interventionist.Easy-to-read and engaging, this summary of the Educaring Approach introduced by Magda Gerber, founder of Resources for Infant Educarers (RIE), highlights the evolution and key elements of this integrated, multilayered approach and describes how to support babies and toddlers in becoming confident, joyful explorers and caring, connected people.The second edition is updated to reflect the latest science and impacts of the digital age and is richly illustrated with stories and examples from the author's vast experience.

DC:0-5 Version 2.0 includes numerical codes to make the inclusion of DC:0-5 disorders in health care delivery and electronic medical records easier. Originally published in 1994, ZERO TO THREE's Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-3) was the first developmentally based system for diagnosing mental health and developmental disorders of infants and toddlers (i.e., 0 to 3 years). The revised DC:0-3, published in 2005 (DC:0-3R) drew on empirical research and clinical practice that had occurred worldwide since the 1994 publication and extended the depth and criteria of the original DC:0-3.DC:0-5 captures new findings relevant to diagnosis in young children and addresses unresolved issues in the field since DC:0-3R was published in 2005.DC:0-5 is designed to help mental health and other professionals:Recognise mental health and developmental challenges in infants and young children, through to 5 years oldUnderstand that relationships and psychosocial stressors contribute to mental health and developmental disorders and incorporate contextual factors into the diagnostic processUse diagnostic criteria effectively for classification, case formulation, and interventionFacilitate research on mental health disorders in infants and young children.DC:0-5 enhances the professional's ability to prevent, diagnose, and treat mental health problems in the earliest years by identifying and describing disorders not addressed in other classification systems and by pointing the way to effective intervention approaches. Individuals across disciplines - mental health clinicians, counsellors, physicians, nurses, early interventionists, social workers, and researchers will find DC:0-5 to be an essential guide to evaluation and treatment planning with infants, young children, and their families in a wide range of settings.What's New in DC:0-5?DC:0-5 includes disorders occurring in children through 5 years oldDC:0-5 extends criteria to younger ages when appropriate, including in some cases the first year of lifeDC:0-5 introduces several new disorders including: Relationship Specific Disorder of Infancy/Early Childhood, Disorder of Dysregulated Anger and Aggression of Early Childhood, and Early Atypical Autism Spectrum Disorder.DC:0-5 retains the multi-axial system allowing optimal consideration of context in assessment and diagnosis; most of the axes have been revised substantially.

Because so many people have vital roles to play in helping infants and young children with sensory processing difficulties interact with their environments and the significant people and relationships in them, authors, Susan A. Stallings-Sahler and Gilbert M. Foley, have written this book for a broad multidisciplinary audience of service providers, researchers, and policymakers serving infants, young children, and their families.Highlighting the intersection of sensory processing, sensory processing disorders, and infant and early childhood mental health (IECMH), the book is targeted to a wide array of disciplines from the therapeutic, educational, medical, and psychosocial fields. Practitioners who work in a variety of settings will find it meaningful – neonatal intensive care follow-up programs, early intervention programs, preschools, developmental and mental health clinics, IECMH programs, child life programs, social service agencies, and child care centres.Parents and family members may also find the contents helpful in understanding and caring for their child with sensory, self-regulatory, and social–emotional challenges in ways that will also enhance their relationships and family life.This book is designed to help readers achieve the following goals:Understand the sensory development of infants and young children as well as how the tapestry of sensory processing, self-regulation, and social–emotional capacities become interwoven as development and the child's personality emerge.Understand and appreciate how sensory processing and self-regulation are intimately linked and contribute to social–emotional development and the broader construct of IECMH and psychopathology.Explore the fundamental neurodevelopmental and neurophysiological underpinnings of sensory processing and its influence on attention, movement, self-regulation, attachment, and IECMH as well as areas where dysfunction may occur.Learn about assessment and intervention approaches designed to promote young children's self-regulation, adaptive behaviour, social–emotional development, and mental health through enriching interactions and goodness-of-fit with the physical, relational, and social world.Become aware of new scientific evidence, directions, and outstanding questions in both basic and applied research relevant to this aspect of practice with this unique population.

Diagnóstico basado en el desarrollo Publicada originalmente en 1994, la Clasificación diagnóstica de los trastornos de salud mental y del desarrollo del primer año de vida y la niñez temprana (DC:0-3) de ZERO TO THREE fue el primer sistema basado en el desarrollo para diagnosticar trastornos de salud mental y del desarrollo en bebés y niños pequeños (es decir, de 0 a 3). La DC:0-3 revisada, publicada en 2005 (DC:0-3R), se valió de la investigación empírica y la práctica clínica que se desarrollaron en todo el mundo desde la publicación en 1994 y amplió la profundidad y los criterios de la DC:0-3 original. La DC:0-5 capta nuevas conclusiones pertinentes para el diagnóstico en niños pequeños y aborda problemas no resueltos del campo desde la publicación de la DC:0-3R en 2005. La DC:0-5 está diseñada para ayudar a los profesionales de la salud mental y otras especialidades a:Reconocer los problemas de salud mental y del desarrollo en bebés y niños pequeños, de hasta 5 añosComprender las relaciones y los factores de estrés psicosociales que contribuyen a los trastornos de salud mental y del desarrollo, e incorporar factores contextuales al proceso de diagnósticoUsar eficazmente los criterios de diagnóstico para la clasificación, la formulación del caso y la intervenciónAcercar investigaciones sobre trastornos de salud mental en bebés y niños pequeños.La DC:0-5 mejora la capacidad del profesional de prevenir, diagnosticar y tratar los problemas de salud mental en los primeros años mediante la identificación y la descripción de trastornos no incluidos en otros sistemas de clasificación, y mediante la orientación hacia enfoques de intervención eficaces. Los profesionales de diversas disciplinas clínicos de salud mental, asesores, médicos, enfermeros, especialistas en intervención temprana, trabajadores sociales e investigadores? considerarán que la DC:0-5 es una guía esencial para la evaluación y la planificación del tratamiento con bebés, niños pequeños y sus familias en una amplio rango de entornos.

This guide to the Reflective Interaction Observation Scale (RIOS) is a valuable resource for the practice of reflective supervision/consultation (RS/C) in infant and early childhood settings across disciplines. The RIOS is an accessible, research-based, and evidence-informed framework for anyone wanting to deeply understand the reflective content and processes in a reflective session. The RIOS framework is based on the RIOS research tool, which was created to better understand and empirically measure the active ingredients at play in reflective sessions. The easy-to-use RIOS framework identifies areas to explore, as well as ways in which they are considered. In the process, it provides new learning and perspectives about our work, ourselves, and others. The included RIOS Reflection Self-Check tool offers a way to track the development of the reflective work between supervisor and supervisee over time.

The Casebook is a compilation of case studies as a companion volume to DC:0-5TM: Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-5; ZERO TO THREE, 2016, 2021). The casebook is designed to strengthen understanding of clinical disorders in infancy and early childhood, and to help clinicians better understand the application of the multiaxial framework and culturally sensitive/relational approach to diagnosis that is fundamental to DC:0-5.

"Coaching for Quality" is a trainer's manual for upgrading the quality of infant and toddler child care programs. Recognizing the importance of caregiver - child and caregiver - parent relationships in the early years, as well as the importance of fostering social and emotional development, the authors provide a framework for using the Program for Infant-Toddler Caregivers (PITC) videos and training materials, Prime Times by Greenman and Stonehouse, and the Infant-Toddler Environment Rating Scale-Revised (ITERS - R). "The Coaching for Quality" program will help trainers provide: information about the developmental needs of infants and toddlers in group care and components of quality early care; tools for program administrators and technical assistance specialists to use to improve policies and practices that affect children, staff, and families; and opportunities for participants to practice a variety of staff training and mentoring strategies.