families

Learning Resources

Required Resources

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  • Course Text: Hope and Healing: A Caregiver’s Guide to Helping Young Children Affected by Trauma
    • Section 3, “Helping Children Exposed to Trauma” (pp.17–37)
  • Course Text: Concepts for Care: 20 Essays on Infant/Toddler Development and Learning
    • “Socialization and Guidance with Infants and Toddlers” by Janis Keyser (pp.101–104)
    • “Respectful Teaching with Infants and Toddlers” by Mary Jane Maguire-Fong (pp.117–122)
  • Course Text: Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers
    • Pages 12–22 (Read from “Practical Strategies for Promoting Infant Mental Health”)
    • Appendix A, “Leadership Dilemmas: What Would You Do?” (p. 23)

Optional Resources

  • Web Article: Australian Association for Infant Mental Health Inc. (2004). Controlled crying (Position Paper 1). Retrieved from http://www.aaimhi.org/inewsfiles/controlled_crying.pdf
  • Web Article: Australian Association for Infant Mental Health Inc. (2006). Responding to babies’ cues (Position Paper 2). Retrieved from http://www.aaimhi.org/inewsfiles/Position Paper 2.pdf
  • Web Article: The Infant Mental Health Promotion Project. (2005). Core prevention and intervention for the early years. Retrieved from http://www.sickkids.ca/pdfs/IMP/11751-CorePrevention.pdf
  • Web Document: Murray, A. (2007). Infant mental health: A primer of strategies. Retrieved from http://www.kaimh.org/Websites/kaimh/images/Documents/Infant_Mental_Health_Primer.pdf

 

Effective Strategies for Partnering With Families

Being concerned for the mental health of infants and toddlers does not mean seeking a remedy for a problem. It is instead a proactive, positive goal—it means creating environments in which everyone can thrive.
—Jeree Pawl, “Infant Mental Health” from Concepts for Care (p. 75)

 

Each person involved in infant mental health programs plays a key role in ensuring the program’s success. Imagine you are the director of a home visiting program, and consider the following scenario:

 

Carly, a child development specialist in the program, has shared some concerns based on her first visit to a family: “I don’t know for sure, but from what I observed today, I think the mother may be depressed. She was lying on the couch the entire time I was there and she seemed both withdrawn and sad. I asked her how she was doing, and she said, ‘Not so good.’ When I asked her how long she had been feeling that way, she said, ‘A long time.’”

This news was surprising to you because the family had been receiving occupational services for the past few months from Sally-Anne, another specialist in the program. When you ask Sally-Anne, she responds, “Yes, the mom has seemed really down. But I didn’t want to ask. It felt like prying especially since I am there to work with Randy [a 10-month-old with cerebral palsy].”

 

Review pages 12–18 of Building Strong Foundations: Practical Guidance for Promoting the Social-Emotional Development of Infants and Toddlers, and consider what you have learned about the child development professional’s role in partnering with families toward the goal of supporting infant/toddler mental health. With this in mind, respond to the following questions:

 

 

 

What would you suggest to Carly in terms of her future work with Randy and his mother?

  • What strategies would you use to work with Sally-Anne to ensure effective partnering with families in support of infant/toddler mental health?

 

By Day 3:

Post suggestions you would make to Sally-Anne and Carly regarding developing effective partnerships with families in support of infant/toddler mental health.

 

 

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families was first posted on October 26, 2019 at 1:00 pm.
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