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Infant and Toddler Mental Health Summer Institute. A summary report. What was it?. Partnership with IAITMH, Sunny Start and Department of Mental Health Intense training opportunity Three sessions over a five day period Networking opportunity - PowerPoint PPT Presentation
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Infant and Toddler Mental Health Summer InstituteA summary report
What was it?Partnership with IAITMH, Sunny Start
and Department of Mental Health Intense training opportunityThree sessions over a five day periodNetworking opportunityGoal was to reach out to more
mental health professionals and therefore increase the workforce capacity/ resources for families
Session One – July 9Mental Health Diagnosis in Young
Children with Janice Katz, PhD½ day sessionHighlighted diagnostic criteria in the
DC 0-3Participants received a copy of DC: 0-3R
CANS 0-5 with Stacey Ryan, LCSW½ day sessionHighlighted the CANS tool and its use in
Indiana
Session Two – July 10-11 Interaction Guidance (IG): Dyadic Treatment
for High Risk Families with Susan McDonough, PhD
IG is a structured format based on systems theory along with infant mental health concepts. Videotape is used to support change in parent-child interactions
IG is an evidenced-based intervention strategy
Each participant received a copy of Treating Parent-Infant Relationship Problems
Session Three – July 12-13 Dialectical Behavior Therapy (DBT) for
High Risk Parents with Janet Dean, LCSW DBT is an evidence-based treatment for
individuals with personality problems, characterized by low reflective functioning, difficulty with self-regulation, and reduced tolerance for stress
Each participant received a copy of Early Intervention with Multi-Risk Families
Participant DataTotal 75 participants over the five
daysSession 1 – 50 total participantsSession 2 – 52 total participantsSession 3 – 41 total participants27 participated in all five days of the
institute22 different centers/organizations
represented26 different communities represented
Evaluation CommentsSession One
Now I know what to do for early mental health assessments that DCS asks me to do. Also, our facility is now using the CANS for all our child intakes.
I plan to start using the DC: 0-3 diagnostic criteria and crosswalk with my reports and treatment with infants and toddlers.
Evaluation CommentsSession Two
I will be less clinical. I love the way this is strength based and goes where the client is. This gave me permissive to focus more on the client: less on the illness.
I will increase my practice age range. I really want to try the video thing and I plan to
be more observant and make snap shots of the positive things parents and children are doing to build better relationship.
Because of this training will feel more comfortable serving younger children. Prior to this session would not have considered seeing 0-2 year old.
Learned a lot about use of self
Evaluation CommentsSession Three
I'll be much more mindful and less intense.
Will work more with infant ages (0-3).
I would like to try to be more aware of structure, being in the moment, less focused on change.
I will begin to develop services for Infant toddler mental health in my community mental health center.
What We LearnedParticipants appreciated attention
and focus on learning environment and materials
Providers want to serve this population
Providers want more information to successful partner with children and famiilies
Useful techniques for infant and toddler mental health interventions
Why a Relationship Approach?
Infant behavior cannot be viewed apart from the child’s relationships
During infancy the most important relationships are with the primary caregivers
Caregivers have relationships with their social context; extended family, friends, cultural and spiritual networks
Origins of Interaction Guidance
Created specifically for families who were not successfully engaged in mental health treatment or refused referral
Incorporated principles of family systems and dynamic theory, the use of video technology and brief psychotherapy practice to address parent-infant relationship problems
How we can partner with families who don’t want our
helpListen to how others have treated
them without trying to explain, clarify, defend, or instruct
Acknowledge and legitimize their feelings of betrayal, mistrust and disappointments
Ask, rather than assume, that they believe you can be helpful
Where to Begin?
Therapeutic “Port of Entry”Treatment approach matchesFamily’s needs & capabilities
at this pointin their family life cycle
Interaction GuidanceRelationship focused Interaction as:
Early focus of interventionReflection of representation
Egalitarian therapeutic relationshipReplay and reflection of interactions
inviting alternative family perspective
Time-limited “piece of work” with follow-up and referrals
Why pay attention to family and relationship?
Insights from the field of neurodevelopment:Bruce Perry
“There is no more effective neurobiological intervention than a safe relationship.”
“It changes the brain.”
Three Important Discoveries
Safety in relationship precedes the ability to…
Be reflective; which precedes the ability to…
Be Flexibly Responsive to one’s situation and environment
Therapeutic approaches facilitate:
IntegrationAcceptanceSafetyWorking with
resistance/ambivalenceChangeReflective functioning
About “change”Any theory of change must
incorporate:Establishment of safe and trusting
relationshipGain new information and experience
across domains of cognition, emotion, sensation, and behavior
The simultaneous or alternating activation of neural networks that are not integrated or dissociated
About change: There’s more…
Moderate levels of emotional arousal alternating with periods of calm and safety
The integration of conceptual knowledge with emotional and sensory experience through narratives that are co-constructed with the therapist
Skills to help continue integration outside of the therapeutic relationship
What’s next? Create a listserv to foster communication
among those who attended the Institute The Social and Emotional Training and
Technical Assistance Committee is surveying providers to learn what training is currently available that addresses identified competencies
Review of data to identify needs Develop plan to address training needs
to further expand early childhood mental health resources