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Infant and Early Childhood Mental Health: Core Concepts and Clinical Practice is a groundbreaking book that provides an overview of the field from both theoretical and clinical viewpoints. The editors and chapter authors—some of the field's foremost researchers and teachers—describe from their diverse perspectives key concepts fundamental to infant-parent and early childhood mental health work. The complexity of this emerging field demands an interdisciplinary approach, and the book provides a clear, comprehensive, and coherent text with an abundance of clinical applications to increase understanding and help the reader to integrate the concepts into clinical practice.
Offering both cutting-edge coverage and a format that facilitates learning, the book boasts the following features and content:
• A focus on helping
working professionals expand their specialization skills and knowledge and
on offering core competency training for those entering the field, which
reflects the Infant-Parent Mental Health Postgraduate Certificate Program
(IPMHPCP) and Fellowship in Napa, CA that was the genesis of the book.
•
Chapters written by a diverse group of authors with vastly different
training, expertise, and clinical experience, underscoring the book's
interdisciplinary approach. In addition, terms such as clinician,
therapist, provider, professional, and teacher are
intentionally used interchangeably to describe and unify the field.
•
Explication and analysis of a variety of therapeutic models, including
Perry's Neurosequential Model of Therapeutics; Brazelton's
neurodevelopmental and relational Touchpoints; attachment theory; the
Neurorelational Framework; Mindsight; and Downing's Video Intervention
Therapy.
• An entire chapter devoted to diagnostic schemas for children
ages 0–5, which highlights the Diagnostic Classification of Mental Health
Disorders of Infancy and Early Childhood: Revised (DC:0-3R). With the
release of DSM-5, this chapter provides a prototypical crosswalk between
DC:0-3R and ICD codes.
• A discussion of the difference between
evidence-based treatments and evidence-based practices in the field, along
with valuable information on randomized controlled trials, a research
standard that, while often not feasible or ethically permissible in infant
mental health work, remains a standard applied to the field.
• Key
points and references at the end of each chapter, and generous use of
figures, tables, and other resources to enhance learning.
The volume editors and authors are passionate about the pressing need for further research and the acquisition and application of new knowledge to support the health and well-being of individuals, families, and communities. Infant and Early Childhood Mental Health: Core Concepts and Clinical Practice should find a receptive audience for this critically important message.
Kristie Brandt, C.N.M., D.N.P., is Assistant Clinical Professor of Pediatrics at the UC Davis School of Medicine, Sacramento, California; Director of the University of Massachusetts Infant-Parent Mental Health Postgraduate Certificate Program and Fellowship in Napa, California; Brazelton Touchpoints Center Visiting Faculty, Boston, Massachusetts; and a ChildTrauma Academy Fellow, Houston, Texas.
Bruce D. Perry, M.D., Ph.D., is Senior Fellow at the ChildTrauma Academy in Houston, Texas; Adjunct Professor in the Department of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago, Illinois; and, inaugural Senior Fellow, Berry Street Childhood Institute, Melbourne, Victoria, AU.
Stephen Seligman, D.M.H., is Clinical Professor of Psychiatry in the Infant-Parent Program at the University of California, San Francisco; Joint Editor-in-Chief of Psychoanalytic Dialogues: International Journal of Relational Perspectives; and Training and Supervising Analyst at the San Francisco Center for Psychoanalysis and the Psychoanalytic Institute of Northern California in San Francisco, California.
Ed Tronick, Ph.D., is the University Distinguished Professor in the Department of Psychology at the University of Massachusetts Boston; Research Associate in the Department of Newborn Medicine at Brigham and Women's Hospital, Boston, Massachusetts; and Lecturer, Harvard Medical School, Boston, Massachusetts.
Foreword by
T. Berry Brazelton, M.D., Clinical Professor of Pediatrics Emeritus at Harvard Medical School; and Founder and Faculty of the Brazelton Touchpoints Center in the Division of Developmental Medicine at Boston Children's Hospital in Boston, Massachusetts.
Contributors
Foreword
Preface
Acknowledgments
Chapter 1.
Core Concepts in Infant-Family and Early Childhood Mental Health
Chapter
2. The Neurosequential Model of Therapeutics: Application of a
Developmentally Sensitive and Neurobiology-Informed Approach to Clinical
Problem Solving in Maltreated Children
Appendix 2–1: Initial Report for
Suzy
Appendix 2–2: Initial Recommendations for Suzy
Appendix 2–3:
Reevaluation Report for Suzy
Chapter 3. Typical and Atypical
Development: Peek-a-Boo and Blind Selection
Chapter 4. Brazelton's
Neurodevelopmental and Relational Touchpoints and Infant Mental
Health
Chapter 5. The Neurorelational Framework in Infant and Early
Childhood Mental Health
Chapter 6. Attachment Theory: Implications for
Young Children and Their Parents
Chapter 7. Psychoanalytic and
Psychodynamic Theory: Play Therapy for Young Children
Chapter 8.
Interpersonal Neurobiology, Mindsight, and Integration: The Mind,
Relationships, and the Brain
Chapter 9. Basics of Counseling in
Infant-Parent and Early Childhood Mental Health
Chapter 10. Behavioral
Epigenetics and the Developmental Origins of Child Mental Health
Disorders
Chapter 11. DC:0-3R: A Diagnostic Schema for Infants and Young
Children and Their Families
Chapter 12. Fussy Babies: Early Challenges
in Regulation, Impact on the Dyad and Family, and Longer-Term
Implications
Chapter 13. Developmental and Dyadic Implications of
Challenges With Sensory Processing, Physical Functioning, and Sensory-Based
Self-Regulation
Chapter 14. Autism Spectrum Disorders: The Importance of
Parent-Child Relationships
Chapter 15. Touch in Parent-Infant Mental
Health: Arousal, Regulation, and Relationships
Chapter 16. Developmental
Psychopathology: Core Principles and Implications for Child Mental
Health
Chapter 17. Video Intervention Therapy for Parents With a
Psychiatric Disturbance
Chapter 18. Evidence-Based Treatments and
Evidence-Based Practices in the Infant-Parent Mental Health
Field
Chapter 19. Transforming Clinical Practice Through Reflection
Work
Chapter 20. Attachment, Intersubjectivity, and Mentalization Within
the Experience of the Child, the Parent, and the Provider
Index