Transcript Risk Factors - Buffalo State College

Infant Mental Health
PSY 417
Infant Mental Health
► Risk
verus Infant Mental Health
Risk Factors
► Biological
or psychosocial hazards that
increase the likelihood of a negative
developmental outcome in a group of
people.
► Known or suspected factors that may affect
development.
Small Group Activity
► List
as many risk factors as you can. Be as
specific as possible.
Types of Risk: Tjossem (1976)
► Established:
medical disorders of known
etiology with well known expectancies for
developmental outcomes.
► Biological: prenatal, perinatal, neonatal and
early developmental effects that are
considered biological insults to the CNS.
► Environmental: biologically sound infants
with life experiences that have a high
probability for delayed development.
Class Activity
► Take
list from small groups and categorize
them into the Tjossem types.
General Principles
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Can have more than one type of risk factor.
Can have more than one risk factor within categories.
The more risk factors, the more likely adverse
developmental outcomes will occur.
Early risk factors are less predictive than later risk factors.
Biological factors associated with poorer developmental
outcomes only when combined with environmental risk
factors.
Family/ecological variables most predictive for predicting
developmental outcomes.
Resilience/Protective Factors
► Factors
that protect or buffer children at
risk.
► Also called mitigating factors.
 Characteristics of children
 Parental characteristics
 Community factors
Small Group Activity
► Identify
three examples of
resilience/protective factors in each of the
three categories.
Risk Models
► Single
Risk Model: assumes that any one risk
factor is sufficient to put a child at-risk for
developmental delay.
 Danger of over-identification or under-identification of
children at-risk.
 No single risk factor is predictive of developmental
delay.
► Cumulative
Risk Model: assumes that risk is not
due to a single factor but the concurring of a
variety of environmental and biological factors.
Increases in the Number of At-risk
Children
► Advances
in medical technology
► Increases in social problems
► Increases in multiple births
Infant Mental Health
►A
broad-based, multidisciplinary, and
international effort to enhance the social
and emotional well-being of young children
and which includes the efforts of clinicians,
researchers, and policymakers (Zeahnah &
Zeahnah, 2009).
Steering Committee on Infant
Mental Health
► Zero
to Three, 2001
► “the young child’s capacity to experience,
regulate, and express emotions, form close and
secure relationships, and explore the environment
and learn. All of these capacities will be best
accomplished within the context of the caregiving
environment that includes family, community, and
cultural expectations for young children.
Developing these capacities is synonymous with
health social and emotional development.”
Clinical Practice of Infant Mental
Health
► Strengths-based
► Relational
framework
► Prevention orientation
Empirical Foundations of Infant
Mental Health
► Early
experiences matter
 Critical periods
►Relatively
short period of time in which learning can
occur.
►Must have certain experiences in order for normal
development to occur.
►Permanent and irreversible effect.
 Sensitive Period: time that is optimal for certain
capacities to emerge - especially responsive to
environmental stimulation.
► Importance
of context/relationships
Interventions
► Goals
of infant mental health: to reduce or
eliminate suffering, to prevent adverse outcomes
and to promote healthy outcomes by enhancing
social competence and resilience.
► Interventions must:
 Enhance ability of caregivers to nurture young children
 Ensure families receive needed services
 Increase ability of nonfamilial caregivers to identify,
address and prevent social-emotional problems in early
childhood.
Preventative Interventions
► Aim
to prevent the initial onset of a
disorder, decrease causal factors and
increase protective factors and/or decrease
the severity or duration of a disorder.
Universal Interventions
Selective Intervention
Indicated Intervention
Treatment