infant and toddler mental health summer institute
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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

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Presentation Transcript
what was it
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
  • Goal was to reach out to more mental health professionals and therefore increase the workforce capacity/ resources for families
session one july 9
Session One – July 9
  • Mental Health Diagnosis in Young Children with Janice Katz, PhD
    • ½ day session
    • Highlighted diagnostic criteria in the DC 0-3
    • Participants received a copy of DC: 0-3R
  • CANS 0-5 with Stacey Ryan, LCSW
    • ½ day session
    • Highlighted the CANS tool and its use in Indiana
session two july 10 11
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
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 data
Participant Data
  • Total 75 participants over the five days
  • Session 1 – 50 total participants
  • Session 2 – 52 total participants
  • Session 3 – 41 total participants
  • 27 participated in all five days of the institute
  • 22 different centers/organizations represented
  • 26 different communities represented
evaluation comments session one
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 comments session two
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 comments session three
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 learned
What We Learned
  • Participants 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
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
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 help
How we can partner with families who don’t want our help
  • Listen 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
Where to Begin?

Therapeutic “Port of Entry”

Treatment approach matches

Family’s needs & capabilities

at this point

in their family life cycle

interaction guidance
Interaction Guidance
  • Relationship focused
  • Interaction as:
    • Early focus of intervention
    • Reflection of representation
  • Egalitarian therapeutic relationship
  • Replay 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
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
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
Therapeutic approaches facilitate:
  • Integration
  • Acceptance
  • Safety
  • Working with resistance/ambivalence
  • Change
  • Reflective functioning
about change
About “change”
  • Any theory of change must incorporate:
    • Establishment of safe and trusting relationship
    • Gain 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
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
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