Infant Mental Health
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Transcript Infant Mental Health
An Infant Mental Health
Perspective on Sensory Processing
& Autistic Spectrum Diagnoses,
Amy Yun &
Dianne Koontz Lowman
Things you already know…
SEVEN SENSES:
Vision
Hearing
Smell
Taste
Touch
Vestibular
Proprioception
SENSORY INTEGRATION IS…
Neurological Process
Organizes sensation
from one’s body & the
environment
Enables one to use
body effectively
within environment
OT Intervention: (OT-SI)
Based upon theory
Used to address difficulties
with neurological process
Theoretical framework for understanding brainbehavior relationships based on knowledge &
assumptions about the nervous system
Ayres, 1972, 1989
SI ASSUMES…
Children are active agents
Intrinsically motivated to
challenge self
Development is influenced
by unique transactions
with the environment
(Blanche, 1998)
Neuroplasticity
Nervous system has
capacity to change
Learning depends upon
the ability to accurately
Take in sensations from
the environment &
body
Process & integrate this
info within the CNS
Use information to plan
& organize increasingly
complex behaviors
SENSORY INTEGRATION: THE PROCESS
Williamson & Anzalone, 2001
Registration
Execute
Response
Organize
Response
Orient
Interpret
FOUR A’s
Action
(WILLAMSON & ANZALONE, 2001)
Arousal
Sensory
Integration
& Modulation
Affect
Attention
Sensory Processing Disorder(s)
Exists when
sensory signals
don't get
organized into
appropriate
responses.
Results in observable problems
Motor: clumsiness, postural instability
Cognitive: slower /incomplete
processing
Behavior: avoidance, rigidity,
aggression, withdrawal…
Affective: anxiety, depression
Functional:
Problems participating within &
performing occupations
ADL, play, school
May impair social relationships
•Parents who suspect their children
have sensory issues should ask
themselves 2 questions:
"Is the child's problem getting in his way?
And if not, then is it getting in everyone
else's way?“
C. Kranowitz
Sensory Processing Disorders
Sensory Based Motor Disorders
Difficulties with praxis (conceptualize, plan, & execute new movements)
Signs
SPD Foundation
Reaches motor milestones at later end of “typical” range
Clumsy, difficulties with self care, productive & play activities
Low self-esteem
“Behavior problems” - Rigid, avoids, difficult transitions, manipulates
Sensory Discrimination Disorder
Inability to distinguish between different stimuli, or organize temporal
& spatial qualities
If you can not distinguish, you can not learn…
Sensory Modulation Disorder
Sensory Modulation Disorder
Person is not able to adjust
response in relation to
environment
Neuro-modulation
Reflects ability of central
nervous system to regulate
arousal in response to
environment
Frequency of stimulation
Amplitude –intensity of
stimulation
Multiple or single sensory
input(s)
Duration of stimulation
Reflects balance between SNS &
PNS
Evidence for SMD is Growing
Davies & Gavin (2007)
Ability to habituate typically develops over time
Children identified as having SMD demonstrate
difficulties habituating to neurological stimuli
compared with controls
Schaaf, Miller, Seawall, & O’Keefe (2003)
Priming occurs with difficulties increasing with time &
exposure to stimuli rather than decreasing
Children with SMD demonstrate vagal tone (PNS)
Children with SMD do not habituate to repeated stimuli
McIntosh, Miller, Shyu, & Hagerman, (1999).
Electro-dermal responses high amplitude orienting is
associated with poorer performance on the SSP
Sensory Thresholds & Behavioral
Responses (Dunn)
Neurological Thresholds
Behavior Responses
In accordance w/threshold To counteract Threshold
Poor registration
Sensation
Seeking
Sensitivity to
Stimuli
Sensation
Avoiding
High
(habituation)
Low
(sensitization)
Evidence for Sensory Processing
Problems in Children with ASD
Children with ASD demonstrate
Atypical auditory processing (Kulesza & Mangunay, 2008; (Zwaigenbaum et al., 2005)
Atypical visual processing
Atypical responses to tactile (touch) (Zwaigenbaum et al., 2005)
Atypical abilities processing sensory information (Belemonte e t al 2004)
Atypical performance on Sensory Profile (Kern et al 2007a)
Difficulties modulating response to environmental events
Atypical vestibular processing compared to community controls (Kern et
al 2007b)
Atypical sensory modulation compared with community controls (Kern, et
al 2008)
Older people with ASD scored closer to community controls than younger
people with ASD
Children with ASD showed more dys-regulation than children with
intellectual disabilities (Seynhaeve & Nader-Grosbois, 2008).
Sensory Modulation in Individuals
with Autism
Kern et al (2008)
Children with ASD differed from control group
on all four modulation sections of the Sensory
Profile
Sensory modulation differences in autism
involves
Body position & movement;
Movement affecting activity level;
Sensory input affecting emotional responses
Visual input affecting emotional responses
Atypical Structure of Elements of Central
Nervous System of People with ASD
Brain Stem
Atypical medial superior olive (Kulesza, R. J., &
Mangunay, 2008)
Function: localize source of sounds
Atypical cell shape & orientation in people with ASD
Cerebellum
Forebrain
Amygdala enlarged
Function: emotions & emotional regulation
Enlargement associated with severe anxiety & decreased
social & communication skills.
Most of the time we think about
challenges associated with Autistic
Spectrum Disorders as simply
existing within the child with the
disorder…
Maybe we need to think about this in a more
sophisticated way…
“There is no such thing as a
baby, there is a baby &
someone…” (Winnacott, 1987)
Transactional Models
View development & brain
organization as a process of
transaction between
(Fox, Calkins, & Bell, 1994)
Genetically coded programs for the formation of
structures & connections among structures
Environmental influences
Infant Mental Health
“is emotional & social competence in young
children who are developing appropriately
according to biology, social relationships, &
culture”.
“Normal paths of development serve as reference
points to assess infant competence”
Charles Zeanah, M.D.
Infant Mental Health Considers
Individual Client Factors
Temperament
Development
Body Structures & Body Functions
Meaning
Sensory Processing
Cognition
Process
Context
Relationships
Routines
Risk factors
Attachment
Client Story
Client History
Infant
Caregiver
Dyad
Family
Environment
Critical or Sensitive Periods
Human brain growth spurt
Begins in 3rd trimester - 24 mos
(Dobbing & Sands, 1973)
Brain generates genetic
materials
Programs developmental
processes
Directly influenced by events in
social-affective environment
(Schore, 1994).
Consumes more energy than
at any other stage
Requires
Nutrients (fatty acids
(Dobbing, 1997)
Regulated interpersonal
experiences for optimal
maturation (Levitsky & Strupp,
1995; Schore, 1994).
Critical periods- “specific
critical conditions or stimuli
are necessary for
development & can influence
development only during that
period” (Erzurumlu & Killackey, 1982, p.
207).
Conditions & events
occurring in “critical” or
“sensitive” early periods of
brain development have
long-enduring effects. Brazelton
& Cramer (1990)
Infant brain “is designed to be molded by
the environment it encounters” (Thomas et al.,
1997, p. 209).
Fundamental Biological
Adaptation Strategy
CNS reacts & modifies itself in
relation to environment. (Schore,
2001)
Cortical & subcortical networks
Hyper generation of neurons &
synapses
Competitive interaction
‘environmentally driven process selects connections that most
effectively relay information.’
Activity-dependent (Chechik,
Meilijson, & Ruppin, 1999; Schore,
1994).
Environmental experiences may
enable or constrain structure &
function of the developing brain.
BioEnvironmentalBiosocial Brains (Gibson, 1996)
“Enriched environment” can be
coupled with psychoneurobiological
construct of a “growth-facilitating”
interpersonal environment (Schore,
1994)
“Biological variables not only
influence behavior & environment
…behavioral & environmental
variables also impact on biology.”
Cairns & Stoff, 1996
Attachment Patterns Shape Brain
Structure & Function for Life
Attachment interactions allow for the
emergence of a biological control system that
functions in the organisms state of arousal
(Bowlby, 1969)
Attachment theory = Regulatory Theory
(Schore 2000)
Typically the secure mother intuitively regulates
baby’s shifting arousal levels & emotional states
Dys-regulated children pose challenges for parents
“the longer an individual continues along
a maladaptive ontogenetic pathway,
the more difficult it is to reclaim a
normal developmental trajectory”
(Cicchetti & Cohen, 1995, p. 7).
Stress
&
Subjective experience
induced by a novel,
potentially threatening or
distressing situation
Behavioral or
neurochemical reactions
Stress Response
Designed to
Promote adaptive responses to
physical & psychological
stimuli
Preserve homeostasis. . . .
Mediated by
Central Nervous System
Autonomic Nervous
System
SNS Energy-expending
PNS conserves energy
Survival depends upon
ability to maintain
homeostasis in response
to challenges by
stressors (Weinstock 1997)
Critical Periods Stress & Coping
Pre/post-natal periods are “critical period” of limbic–
autonomic circuit development (Rinaman, Levitt, & Card,
2000)
Shapes ongoing synapse formation.
Subcortical SNS & PNS components of ANS
Cortical limbic components of CNS
Especially for right hemisphere (Chiron et al., 1997) which matures
earlier than left
Maturation is experience dependent (Schore, 1996, 2000).
Events that influence ANS–limbic circuit development are
embedded in the infant’s ongoing affect regulating attachment
transactions.
Infants, Coping with Stress
Interactive regulatory transactions that co-create
secure attachment bonds influence development &
expansion of infant’s regulatory systems involved
in appraising & coping with stress (Schore, 2001)
Subtle differences in care-giving affect infant attachment,
development, & physical well-being (Champoux, Byrne, DeLizio, &
Suomi, 1992)
Variations in care serve as the basis for a non-genomic behavioral
transmission of individual differences in stress reactivity across
generations (Francis, Diorio, Liu, & Meaney, 1999).
Caregivers who can accurately perceive infants stress
signals help the infant develop an increasingly complex
capacity to cope with increasingly challenging situations…
Affect, Synchronicity & Attachment
Infants & caregivers work to co-create a secure attachment bond &
emotional communication (Papousek & Papousek, 1997)
Baby
Experience-dependent neuro-maturation allows more complex
responses for coping to emerge
Caregiver works to regulate baby
Affect synchrony
Infant led, caregiver follows the infant’s lead
Allows partners to match states & adjust their social attention,
stimulation, & arousal to each other’s responses
Synchronicity - match between caregiver’s & infant’s activities that
promotes positivity & mutuality in play & other functional activities.
Caregiver as Regulator
To regulate infant’s
arousal,
st
caregivers must 1 be able to
regulate own arousal state.
Must be able to accurately
identify infant’s state
Must be able to respond in a
way that meets the infant’s
needs
This is what “typically”
happens
What happens when parents
are observing atypical
responses?
Typical Amplification
Infant’s attachment motivation synergistically
interacts with caregiver’s motivation
Infant experiences increasing levels of
accelerating, arousal states amplified by caregiver
If attuned, each partner monitors behaviors of
other
Results in coupling between output of one partner’s
loop & input of the other’s to form a larger feedback
configuration & amplification of positive state in both.
Atypical Amplification
Output of one partner’s loop & input to the other’s
do not align
Feedback is provided in an in manner incongruent
with needs/expectations of partners
Amplification of negative state may occur in both
partners.
Increased stress
What is Stressful for an Infant?
Inability to regain homeostasis
State changes
Bodily needs-hunger, thirst…
Novelty
Transitions
Unpredictability
Signs of Autonomic & Behavioral
Distress in Young Children
Autonomic
Yawning
Sneezing
Hiccupping
Sweating
Gagging
Spitting up
Breathing Irregularly
Changes to Skin Color
Abrupt State Changes
Voiding
Behavioral
Fussing & Crying
Grimacing
Sighing
Starting
Stiffening
Splaying
Averting Gaze
Pushing Away
Arching Back
Staring into space
Evaluation: Sensory Processing Disorders
Child
Context
Physical
Social-Caregiver, family
members…
Cultural
“Goodness of Fit”
Child &
Context
Caregivers
Physical Environment
Cultural Environment
Occupations
Activity Demands
Performance Patterns
Habits
Roles
Routines
Assessments***
What we Typically Think
of for EI Assessment
HELP
E-LAP
Mullen (MELS)
TIME
Specifically for Sensory
Processing
Infant Toddler Sensory
Profile
Infant Toddler
Symptom Checklist
Sensory Integration
Observation Guide for
Children from birth –
three
Test of Sensory
Functions in Infants
Early Coping Inventory
Environment/
“goodness of fit”?
Physical
Environmental
Assessment
HOME
Social Environment
Dyadic
Assessment
PSI
Adult Adolescent
Sensory Profile
Evaluation
Family/Caregiver Report
Concerns/Comments
Developmental history
Pre & post natal
Qualitative Observations
Structured
Unstructured
Multiple environments
Assess the environment in addition to the child!!!
Assess performance patterns of child & family
Formal Assessment
Early Identification of ASD
What you should look for
Behavioral Signs
Failure to respond to name by 8-10 mos (Werner, Dawson,
Osterling, & Dinno, 2000).
By 12 months, infants with ASD distinguished from typical infants
by
Failure to respond to name (Baranek, 1999; Osterling &
Dawson, 1994; Osterling et al., 2002)
Decreased looking at faces of others (Osterling & Dawson,
1994)
Low rates of showing things to others & pointing to
request/share interest (Adrien et al., 1993; Maestro et al.,
2002; Osterling & Dawson, 1994; Osterling et al., 2002;
Werner & Dawson, 2005).
Poor eye contact & failure to respond to name distinguishes
children with ASD from infants with developmental delay but
without autism (Baranek, 1999; Osterling et al., 2002
Tools that Look Promising
Autism Observation Scale for
Infants (Bryson, McDermott,
Rombough, Brian, & Zwaigenbaum,
Visual attention
Response to name
Response to a brief still face
Anticipatory responses
Imitation
Social babbling
Eye contact
Social smiling,
Reactivity
Affect
Transitioning
Atypical motor & sensory
behaviors
Were not sufficient for diagnostic purposes at
6 mos
Subset of children later diagnosed
exhibited impairments in
Responding to name
Unusual sensory behaviors.
By 12 mos could distinguish
Atypical eye contact
Visual tracking
Disengaging visual attention
Orienting to name
Imitation
Social smiling
Reactivity
Social interest
Sensory-oriented behaviors
Poor gesture use & understanding
of words (Mitchell et al., 2006).
Assessments
First Year Inventory
(Watson et al., 2007)
Parent questionnaire
Assess behavioral
symptoms related to
autism in 12-mos.
screening instrument
for autism
Autism Observation Scale for Infants
(Bryson, McDermott, Rombough, Brian,
& Zwaigenbaum, 2007)
Visual attention
Response to name
Response to a brief still face
Anticipatory responses
Imitation
Social babbling
Eye contact
Social smiling,
Reactivity
Affect
Transitioning
Atypical motor and sensory behaviors
Intervention
Help family to understand
Reframe behavior in terms of sensory processing
Help caregivers identify patterns & anticipate problems
Develop caregivers capacity to
Read child’s cues
Support reciprocal interactions
Establish an environment that supports the child’s performance
Developmentally appropriate expectations
Anticipate challenges & problem-solve
Develop routines that will work for entire FAMILY
Facilitate “Goodness of Fit”
Refer to Occupational Therapist skilled in identifying &
treating children with sensory processing disorders
Intervention
Remember you are an important part of the
child’s context…
How does your ability to process sensory
information influence your ability to work with a
particular child & family?
Now apply this understanding to the child’s
primary social context
How do caregivers/family members’ abilities
interact with the child’s?
Infant Mental Health Intervention
Contributes to the development of a healthy,
emotionally responsive parent & child relationship
Promotes the baby’s development by fostering the
parents’ competence in their parental role
Perspective is one of capacity building & strength
rather than one of deficit & weakness (Perez,
Peifer, & Newman, 2002).
For at-risk children
Interventions focused on promoting
caregiver sensitivity were more effective
than the combination of all other types of
interventions (Bakermans-Kranenburg, Van Ijzendoorn, & Juffer,
2003)
Effective interventions
Involved < 16 sessions
Used video feedback
Target parental sensitivity & infant
contingent responding
Parents who have appropriate expectations
of their infant develop richer & more
positive interactions & provide enhanced
environments
This is associated with better developmental outcomes for
the child…
Interventions need to take into account the
individual characteristics of both members
of the dyad, and be sensitive to the “dance”
that the dyad performs together
(Poehlmann & Fiese, 2003).
Attachment Patterns Shape Brain
Structure & Function for Life
Attachment interactions allow for the
emergence of a biological control system
that functions in the organisms state of
arousal (Bowlby, 1969)
Attachment theory = Regulatory Theory
(Schore 2000)
Typically secure caregiver “intuitively”
regulates the baby’s shifting arousal levels &
emotional states
Intervention in General
R-E-S-P-E-C-T
People first
Family is the constant
Children, even young ones
should have a voice & vote
Teach the child to advocate
for self
Avoid placing blame- i.e.
“dysfunctional family”
Regardless of where
child lives -he/she is
always part of their
family
Parents are the expert on
the child
Give them the
information they need to
make decisions
You may not always
agree with their choices
Dimensions of Infant Mental Health
Service (Weatherston, 2000).
Concrete Assistance
Emotional Support
Non-Dydactic
Developmental Guidance
Early Relationship
Assessment & Support
Advocacy
Infant-Parent
Psychotherapy
Concrete Assistance
Involves clinical reasoning &
case management
Hierarchy of needs
help family meet basic “survival”
needs
until these are met, other needs
recede into the background
Emotional Support
It means eliciting, listening
to, & thinking about
parents’ descriptions of
their experiences, &
small children’s
expressions of theirs”
(St. John & Pawl, 2000)
It also means observing
behavior, hearing the
message of the behavior
& helping the person ‘use
words’ to explain it
Families Need Support
Acknowledge that parenting is difficult
Assist families with identifying & accessing
supports they have/need
24/7/365
May involve referrals to or be done in conjunction with
other disciplines- social work
Help identify which “supports” are supportive
Non-didactic Developmental
Guidance
By responding to the child’s
needs for care & his/her
specific abilities, the
interventionist helps parents
Recognize what the baby is
doing
Anticipate the next step of
development or skill that will
emerge.
Encourage positive/playful
interactions through modeling
Early Relationship Assessment &
Support
Observing interactions of parents with their infants
& using “in the moment” comments to
Reinforce positive interactions
Identify the infant’s responses that the parent might
misinterpret
Ghosts in the nursery refers to the perspective parents bring to
their role as parents
Parents are influenced positively & negatively by what they
experienced as children (Fraiberg, Adelson, & Shapiro, 1975).
Assessing Infant Care-Giver Relationships
Infant–caregiver relationships are open systems
Relationships include infant’s & caregiver’s
Interactive behaviors (external-observable components of relationship)
Internal representations (subjective experiences of infant & caregiver
comprise the internal components)
Memories
Representations of the history of interactions of the dyad
Interventions aimed at 1 component must have an impact on
other components of the system (Stern-Brushweiler & Stern 1989)
Interactive Behaviors
Insight into the meaning may come from
considering the organization of those
behaviors.
Clinicians account for the goals & contexts of
observed behaviors as a way of evaluating their
meaning.
Caregiver’s Internal Subjective
Experience
Consider how the caregiver represents the infant
& the relationship
May assess subjective experience of caregivers by
attending to narrative patterns in descriptions of
relationship experiences. (Main, Kaplan, & Cassidy, 1985)
What caregivers say may be less important than how
they say it, (Zeanah, 1993).
Reflect back the meaning of what you hear to clarify…
You may sometimes be wrong, but if you reflect back you
Give the caregiver an opportunity to correct you
Likely will assist the parent gain a deeper perspective
Enhance the Caregivers’ Capacities
Improve ability to “read” their child
Listen
Learn- how the caregiver views their child’s behavior
“Watch, Wait, & Wonder…”
Educate
Infant states, cues, behavior, response patterns
Non-verbal communication
State Modulation
Enhance Caregivers’
Capacities
Increase their
understanding of
their child’s
development
Establish
“developmentall
y appropriate
expectations”
Anticipate what
comes next
Parents who display higher levels of synchronization &
contingent responses during interaction have children with
ASD who develop superior communication skills over
periods of 1, 10, & 16 years (Siller & Sigman, 2002).
Early nonverbal communication, (esp joint attention)
strongly related to language outcomes for children with
ASD & typical development (Brooks &Meltzoff, 2005; Dawson et al.,
2004; Sigman & Ruskin, 1999; Toth, Munson, Meltzoff, & Dawson, 2006).
Parents find it more difficult to respond sensitively to
infants who have regulatory difficulties and who have less
reciprocal interaction styles (Kelly, Day, & Streissguth, 2000; O’Connor,
Sigman, & Brill, 1987; Tronick & Field, 1986; Yehuda et al., 2005).
Remember
Children with ASD showed more dysregulation than children with intellectual
disabilities (Seynhaeve & Nader-Grosbois, 2008).
Children are less able to follow caregiver’s lead
Consider the impact this has on the
caregiver…
Enhance Caregivers’ Capacities
Orchestrate their child’s
activities in a responsive
manner
Routines
Choice of materials, timing,
people…
Scaffold
children’s
occupations
within their own
occupations
Laundry & play
Enhance Caregivers’ Capacities
To cope effectively & assist the child with
developing effective coping strategies (Williamson &
Szczepansky, 1999)
Develop positive self value & beliefs
Accurately determine meaning of event
Manage challenging event
Evaluates the effectiveness of efforts
Managing stress is easier said than done…
Understanding & Managing
Child’s “Behavior”
Parent needs to “know the child”
What is going to set him/her off?
What are his/her limits?
Communicate with child
Convey clear expectations
Establish routines
Teach self-regulation
Modify environment to meet child’s needs
Address undesirable behaviors
Infant Subjective Experience
What we really want to know about infant
development is neither the infant’s nor the
environment’s contributions, but rather the infant’s
subjective experience of the world. Escalona (1967)
Attend to
Infant & caregiver interactive behaviors
Systematic formal study of caregiver’s subjective
experience
Bio-behavioral cues from infant
Enhance the Child’s Capacities
Structure
Routines vs. Schedules
“Flexible Predictability”
Clear Expectations
Developmentally appropriate expectations
Within child’s ability level & within his learning
style
Give child choices within their ability
Appropriate responsibilities
Time to complete activities & make decisions
Home Organization
Safety
Sensory environment
Make “appropriate” materials accessible to
promote independence
Set up
Exploration
Clean up
Limit access to unsafe/undesirable materials
Enhancing the Child’s Capacities
Self-Regulation
Physiological homeostasis
Ability to modulate environmental
stimulation
Maintain attention
Understand own behavior
Communicate needs
Delay gratification
Understand others’ behaviors
General Principles
When considering Sensory Input,
consider all sensory channels
Think about the stimuli’s
Intensity
Duration
Rhythm
Meaning to the child
Learning happens quickly, what learning has
already occurred?
Think about the child
Alerting
Intense stimulation
Frequent or long lasting
Arrhythmic /unpredictable/irregular
Input may be from different sensory
channels…
Make sure you understand the neurological
habituation principles of receptors you are
stimulating & interactions between channels.
Vest
Wilbarger Protocol
Calming
Often, less intense
May or may not be long lasting…
Rhythmical/Predictable
child anticipates input, has time to plan &
execute a response
Consider different sensory channels
Make sure you understand how this
relates to neuro
Be aware of spatial & temporal summation…
Sensory Diet
Family-centered approach provides sensory input to
meet needs of a specific child within his/her context
Involves specific activities designed to help child
modulate his/her arousal level so he/she can
participate within daily activities
Activities are planned around child & family’s needs &
embedded within their routines.
Should be designed by an OT with specialized training
in sensory integration theory & intervention
May be supervised by parents, or other professionals.
Precautions
Make sure you collaborate with a therapist who has completed the
proper training & supervision in techniques used
Be aware of how stimulation you provide impacts the child’s nervous
system
Habituation
Length of time stimuli reverberates within the system
Interactions with medical conditions &/or medications
Seizures
Medically Fragile Children
Cardiac
Respiratory problems
Allergy medications
Enhancing the Child’s Capacities
Social & Emotional Skills are learned…
Dyad
Later larger groups
Self-awareness
Empathy
Interactions with others
Assistive Technology
Enhance Communication Skills
PECS
Sign Language/Baby Sign
Videos
Enhance ability to explore the environment
Enhance ability to organize behavior
Picture Schedules
Pictures for clean up
Enhance Parental Support
Enhance Parental Understanding of Development
eHealth
Psychosocial Aspects of SelfRegulation
Successful development requires the
ability to identify & control emotions &
arousal levels
Self esteem is gained when children
control their responses & make positive
self-regulatory choices
Relating emotional feelings to arousal
levels increases relevance of choices made
Outcome of self-regulation
Modulates adaptive
responses
Improves social participation
Enhances sensorimotor
abilities & experiences
Positively influences
regulatory independence
Improves psychosocial wellbeing
Facilitates function across
lifespan
Advocacy
Involves
Helping families get their needs met
Giving voice to the baby’s or parents’
perspective.
Helps clarify the parent’s/child’s perspective
Infant–Parent Psychotherapy
“thoughtful exploration about parenthood
& the infant or toddler’s continuing needs
for care” (Weatherston, 2000)
This is completed only by a properly
credentialed psychotherapist
Other team members often relay many
important insights
Remember
“There is no such thing as a baby, there is a
baby & someone…” (Winnacott, 1987)
Werner-DeGrace (2004) suggests we ask
ourselves
Are we creating supports to help the family
participate together in positive health
promoting daily life activities or are the
interventions we provide interfering with
shared family occupations?
Questions/Comments
Email Amy Russell Yun at
[email protected]
References
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