Summers Susan Janko, Funk Kristin, Twombly Liz, Waddell Misti, Squires Jane
Early Intervention Consultant.
University of Oregon.
Infant Ment Health J. 2007 Mar;28(2):216-236. doi: 10.1002/imhj.20130.
Infant mental health, as concept and intervention, is poorly understood by most practitioners in education settings. Direct-service personnel often lack appropriate knowledge, training, skills, and confidence in recognizing and addressing infant mental health problems. While programs and policymakers increasingly acknowledge the need to offer infant mental health services in order to prevent or mediate poor developmental outcomes among young children, effective methods of realizing an infant mental health initiative remain elusive. This qualitative study of five early education programs examines the use of mentors trained in clinical psychology or social work to support educators in delivering infant mental health services. The perspectives of administrators, direct-service providers, and mentors help us understand what constitutes successful infant mental health mentoring in general, and videotaping in combination with reflective consultation in particular.
作为一种概念和干预手段，婴儿心理健康在教育环境中的大多数从业者中并未得到充分理解。直接服务人员往往缺乏识别和解决婴儿心理健康问题的适当知识、培训、技能和信心。虽然项目和政策制定者越来越认识到需要提供婴儿心理健康服务，以预防或调解幼儿发育不良的结果，但实现婴儿心理健康倡议的有效方法仍然难以捉摸。这项对五个早期教育项目的定性研究，考察了使用受过临床心理学或社会工作培训的导师来支持教育工作者提供婴儿心理健康服务情况（的做法）。管理人员、直接服务提供者和导师的观点有助于我们总体上理解什么构成成功的婴儿心理健康指导，特别是结合反思性咨询进行录像（的做法）。
