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Infant and Early Childhood Mental Health Interventions: From Consultation to Complexity

Infant and Early Childhood Mental Health Interventions: From Consultation to Complexity. Joaniko Kohchi, LCSW Therapist, Complete Counseling North Adjunct Faculty, Tulane University & UTK College of Social Work. Places to learn about IMH include.

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Infant and Early Childhood Mental Health Interventions: From Consultation to Complexity

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  1. Infant and Early Childhood Mental Health Interventions: From Consultation to Complexity Joaniko Kohchi, LCSW Therapist, Complete Counseling North Adjunct Faculty, Tulane University & UTK College of Social Work

  2. Places to learn about IMH include • World Association of Infant Mental Health (WAIMH) www.waimh.org • Zero to Three www.zerotothree.org • National Child Traumatic Stress Network www.nctsn.org • Infant Mental Health Initiative of Tennessee (IMHITENN) www.imhitenn.wordpress.com ETSU Peds/Psych

  3. In the context of infant mental health, • Your client is the caregiver-child relationship, rather than an individual baby. • Donald Winnicott, 1947: “There is no such thing as a baby.” ETSU Peds/Psych

  4. Relationship-Based Assessment 4 Working Model of the Child Interview (Zeanah & Benoit, 1995) • Face-to-Face Still-Face Paradigm (Tronick) • Modified Parent-Child Relationship Assessment (Crowell et al.)   • Diagnostic Classification Manual for Infants/Toddlers - DC: 0-3R (Zero to Three, 2005) • Parent-Infant Relationship Global Assessment Scale (PIRGAS) ETSU Peds/Psych

  5. PIRGAS • Like the Global Assessment of Functioning (GAF), a number is assigned that describes how well the attachment relationship functions. • Relationship qualities, such as security, challenges, perturbations or disturbances, can be referenced quickly. ETSU Peds/Psych

  6. Interventions Are Relationship-Based • Infant-Parent Psychotherapy • Child-Parent Psychotherapy • Circle of Security • Cognitive-Behavioral Interventions with Dyadic, Familial or Systemic Structure, Participation and Support …and contextual ETSU Peds/Psych

  7. Community-Based Care and Consultation Reaching out Supporting systems Building relationships Strengthening networks 7 ETSU Peds/Psych

  8. From Consultation… • IMH clinicians may provide support and consultation to • Physicians • Nurses • Teachers • Caregivers • Parents • Child Welfare Workers • Law Enforcement • Judges and Attorneys ETSU Peds/Psych

  9. …in existing settings… • Primary Care • Acute Care • Allied Health • Mental Health • Child Care / Head Start • Prekindergarten, Kindergarten, etc. • Family Support • Foster Care • Law Enforcement • Judiciary ETSU Peds/Psych

  10. …to specialized mental health practitioners • Clinicians with core competencies • Familiarity with relevant bodies of knowledge, such as infant and child development, psychopathology, and socio-cultural influences and resources • Observation abilities • Collaboration with systems • Self-reflection • The capacity to act as a conduit between parent and child ETSU Peds/Psych

  11. …who practice in… • Agencies • Schools • Centers of training and education • Private Practice …. and… ETSU Peds/Psych

  12. …who bridge the gap between the clinic and natural environment. • Visit and observe infants and children in their natural settings • Maintain healthy boundaries between self and client systems • Use reflective supervision to hone skills and recharge ETSU Peds/Psych

  13. Case Studies • Setting • Age • Issue ETSU Peds/Psych

  14. IMHITENN Look for surveys to come, followed by information about programs and providers Website is under construction as we build momentum for this important work in Tennessee Visit us! www.imhitenn.wordpress.com ETSU Peds/Psych

  15. Thank you! Joaniko Kohchi, LCSW ETSU Peds/Psych

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