The IMH specialist suite

The term infant mental health refers to the healthy social, emotional, and cognitive development of children under the age of three. The term, infant mental health also describes an expanding field of study and practice that has grown into a broad- based multi-disciplinary and international effort to focus on the social emotional well-being of infants and toddlers (Heffron, 2000).

Jump to a section:

• Defining IMH
• IMH Specialists
• Specialized Training as an Infant Mental Health Specialist

Although the field of infant mental health has been around for several decades, the term infant mental health can still be unfamiliar to families and those working with young children and families in a variety of disciplines (education, health, social work, mental health, etc.). To some, the phrase mental health evokes the idea and stigma of mental illness or the vision of an infant’s or toddler’s receiving specialized clinical services. However, it is essential to first understand infant mental health as a developmental process that builds the social, emotional, and behavioral capacity of infants and young children to:

• Form close and secure interpersonal relationships;
• Experience, regulate, and express emotions;
• Explore the environment and learn,

all within the context of family, community and the cultural expectations for young children (Adapted from ZERO TO THREE Infant Mental Health Task Force, 2001).

Close and Secure Interpersonal Relationships The mental health of infants and toddlers develops within the context of close and secure caregiving relationships and daily routines. The child’s primary relationships with familiar adults, including parents and caregivers, who are responsive, nurturing, supportive, and protective help build positive and secure attachments (Weatherston & Tableman, 2002). The responsive and reassuring connections made through daily routines (such as feeding, holding, comforting, and engaging with the infant) help to establish an emotional bond that allows children to feel safe, cared for, and able to explore their environment and learn. While caregiving practices and daily routines may vary based on the family’s cultural and community context (cultural values, and beliefs, and practices), it is the consistent and responsive nature of these practices and routines that assure secure attachment and the foundation of infant mental health. It is through these nurturing relationships that infants and toddlers learn that they are valued, that their world is primarily satisfying and predictable, and how to interact with others.

Experience, Regulate, and Express Emotions The infant’s increasing ability for self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior. These include both physiological and behavioral regulation (maintenance of body temperature, reactions to external stimuli, etc.) as well as those that influence more complex behaviors (expressing feelings, paying attention, impulse control, etc.) (National Research Institute of Medicine, 2000). Infants bring their own neuro-biology and temperament to the context of the caregiving relationship. Through the experience of interactions with parents and caregivers as described above, infants and toddlers develop the capacity to control or regulate their emotions, responses, and activities in their environment to meet their needs. Throughout the early childhood years, children become more adept at soothing themselves, seeking comfort when needed, identifying and expressing their feelings in words and actions, and better able to manage their own behavior.

Learning about the environment Infants are born ready to learn and are active participants in their own development. There is a drive to explore and learn about the world around them; looking, listening, moving, touching, and interacting with their caregivers. As infants develop, they become more active and energetic in their play, exploration, and efforts to control their environment. They move away-from and back-to their secure base of reassuring caregivers who have important roles to support, encourage, and guide their exploration. Infant mental health is essential to learning; enabling infants to show interest, pleasure, and persistence in attempting to solve problems, approach new tasks, and master new skills. Infant mental health provides a firm foundation for development through the early years and ultimately school readiness.

Risks and Concerns in Infant Mental Health There are known risks to the mental health of infants and very young children. These risks can be related to biological or developmental issues for the infant; family relationships and the quality of caregiving during these critical early years; the mental health of caregiving adults (e.g. maternal depression, parental substance abuse, etc.); and stressful family circumstances or early experiences (e.g. neglect, poverty, trauma, etc).. When infants do not experience safe and nurturing relationships, they are more like to experience early attachment disruptions that affect all areas of development (National Research Institute of Medicine, 2000). While infants and families are resilient and can respond to mental health related services, the science of early childhood development tells us that, for some children, mental health problems may begin early and endure (National Scientific Council on the Developing Child, 2008).

It is important for those caring for or providing services to infants and families to understand infant mental health, know strategies to promote healthy social-emotional development, and recognize the signs and symptoms of mental health concerns in very young children. Mental health concerns in infants and infant-parent difficulties may include signs in infants such as failure to thrive, difficult to comfort, over-response to stimuli, poor regulation, lack of interest, social restriction, anxiety, fears, difficult behavior, etc. A developmental framework, an understanding of infant mental health, and careful observation and screening can lead to early identification and appropriate intervention.

Resources

Infant Mental Health Specialists

Over the course of the last decade, the attention to brain research, infancy, early development, and school readiness has increased the interest in infant mental health across disciplines and settings such as early care and education, nursing, primary care, home visiting, and early intervention. A growing number of practitioners have chosen to pursue additional training and become Infant Mental Health Specialists. In general, Infant Mental Health Specialists complete specialized, post-masters degree advanced training and represent clinical or interventional disciplines such as psychology, social work, nursing, child development, and family support.

Trained Infant Mental Health Specialists have unique knowledge and skills to observe and address the emotional health of the infant and parent or caregiver; identify mental health concerns, delays or disabilities; explore relationship conflicts that impact the infant’s development; and use clinical skills and strategies to assess and intervene in troubled infant/parent relationships. They take a developmental perspective and offer anticipatory guidance to parents, support the infant-parent relationship, and build the capacity of the parent or caregiver to support their infant’s social, emotional and cognitive development.

Infant mental health practice can be described as a therapeutic process that is guided by a set of foundational principles. At the core, infant mental health practices aim to support the critical variables that influence infant and toddler mental health: healthy pregnancy and perinatal care, family relationships and parent-child interaction, caregiving practices, cultural perspectives, the early care environment, and the developmental trajectory (physical, cognitive, and emotional development) of the child. The foundational principles that guide Infant Mental Health Specialist training programs include:

• Understanding infant and early childhood development;
• Recognizing the context of family, culture, and community;
• Building relationships and supporting parent/caregivers;
• Taking a developmental perspective and approach;
• Observing and engaging caregivers in the child’s development;
• Focusing on the interaction between infants and caregivers;
• Engaging in reflective practices for self-awareness and in supervision; and
• Providing screening, assessment, and clinical therapeutic intervention.

( Weatherston, D. 2000)

Infant Mental Health Practice and Early Childhood Mental Health Consultation We believe that essential skills for Infant Mental Health Specialists and infant mental health practice include the capacity to provide early childhood mental health consultation. Adding consultation skills and strategies can increase the specialist’s impact on supporting individual infant and family mental health through child or family-centered consultation with parents and caregivers, as well as impact on the quality of care and the capacity of systems and services on behalf of infants and toddlers through programmatic consultation . Some of the Infant Mental Health Specialist training programs incorporate this important aspect of working with young children, families, and early childhood serving settings.

Many of the principles of infant mental health practice listed above (1-7) also apply to the consultative role. In a consultative role and by applying the skills related to the consultative stance (Johnston & Brinamen, 2005 and 2006), Infant Mental Health Specialists bring their knowledge and expertise to work collaboratively with parents and caregivers and build the capacity of parents and caregivers to support the infant’s social and emotional development. Principle 8, the provision of clinical therapeutic interventions to an infant, parent, or family in accordance with clinical or professional practice standards (such as infant-parent psychotherapy), would be considered beyond the scope of the consultative role. However, mental health consultants should be able to recognize and respond sensitively to any potential concerns regarding a child’s social and emotional development. When problems arise, early childhood mental health consultants can lead planning and support for young children at risk of or experiencing social and emotional concerns in partnership with the child’s family and caregivers. When a young child demonstrates concerning behavior that does not dissipate and is frequent in nature than the early childhood mental health consultant may refer the child and his family to those who are available in the community to provide these direct service interventions (Center for Early Childhood Mental Health Consultation).

Resources

The opportunities for specialized training as an Infant Mental Health Specialist continue to expand. The existing opportunities may be provided or supported by Infant Mental Health Associations, child and family focused non-profit organizations, and universities. In general, the structure of these training programs may offer: discrete levels of training; tracks that focus on diverse career pathways for applying the training; and endorsement or post-graduate certificates to document completion of the training.

There is some diversity in who may qualify for these training programs. For example, Michigan’s Infant Mental Health Association ( http://www.mi-aimh.org ) offers four levels of endorsement. One of the qualifications for each level of endorsement is level of education; ranging from a CDA (child development associate), Bachelors, Masters, or Doctoral degree. By comparison, The Erikson Institute’s ( http://www.erikson.edu ) certificate program enrolls experienced infant/family specialists and mental health professionals who are licensed mental health clinicians, credentialed early intervention ( EI ) providers, child development specialists, health professionals, and family support specialists with three years of experience in these fields.

Looking across Infant Mental Health Specialist training programs:

The core content of the training programs commonly include: infant and child development, attachment theory, perinatal mental health, cultural competence, and socio-cultural influences, and a relationship-based approach to intervention.

The clinical content focus of the training programs may include: theory and practice of assessment and intervention in infant-parent difficulties; identifying, intervening in, or collaborating with others to address troubled parent/child relationships; diagnostic classifications, and treatment approaches such as infant-parent psychotherapy, for example.

The training process may include trainees engaging in: practical clinical internship experiences, consultative services experience, traditional outpatient services in diverse settings, reflective practices, as well as clinical supervision and mentoring.

(University of Washington, Erikson Institute http://www.erikson.edu , Michigan Infant Mental Health Association http://www.mi-aimh.org , University of California, San Francisco http://www.infantparentprogram.org , University of Colorado http://www.ucdenver.edu , University of Washington http://www.cimhd.org , all retrieved October 2012)

There are training opportunities available across the country. Explore those that may be offered in your state or community and that will help you pursue your interests in becoming an Infant or Infant-Family Mental Health specialist and early childhood mental health consultant.

Resources

For more information about infant mental health, risks, and concerns explore the following resources listed as Articles and Publications or by Organization/Publisher.

• Articles and Publications Handbook of Infant Mental Health , Charles H. Zeanah, Jr. Ed.(1993, 1999, and 2012 editions). New York: The Guildford Press. Widely regarded as the standard reference in the field, this handbook offers a full analysis of developmental, clinical, and social aspects of mental health from birth to the preschool years.
• Michigan Association for Infant Mental Health http://www.mi-aimh.org . Through its members, MI-AIMH is dedicated to examining and influencing the contexts within which infants develop the cognitive, neurobiological, social, and emotional functioning necessary for later life, including support, training, and advocacy for promotion/prevention/intervention services, research, education and public policy. Infant Mental Health Journal the leading international journal for infant research, program evaluation and clinical studies http://www.mi-aimh.org/products/publications
• The Infant Crier: the quarterly newsletter for practitioners of every kind in the infant family field. http://www.mi-aimh.org/products/publications
• Center on the Developing Child , http://developingchild.harvard.edu/ . Drawing on the full breadth of intellectual resources available across Harvard University’s graduate schools and affiliated hospitals, the Center generates, translates, and applies knowledge in the service of improving life outcomes for children through science, understanding intervention, and innovation in policy and practice. All Working Papers below and other publications available at http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/ Working Paper No. 1: Young Children Develop in an Environment of Relationships summarizes the most current and reliable scientific research on the impact of relationships on all aspects of a child’s development.
• Working Paper No. 2: Children’s Emotional Development Is Built into the Architecture of Their Brains presents an overview of the scientific research on how a child’s capacity to regulate emotions develops in a complex interaction with his or her environment and ongoing cognitive, motor, and social development.
• Working Paper No. 6: Mental Health Problems in Early Childhood Can Impair Learning and Behavior for Life summarizes in clear language the most recent scientific advances regarding the importance of addressing emerging emotional and behavioral problems in the early years.
• Center of Excellence for IECMHC. The Center translates research in early childhood mental health development into materials tailored to the needs of mental health consultants, Head Start program administrators, Head Start staff, training and technical assistance providers and families. Tutorial 6: Recognizing and Supporting the Social and Emotional Health of Young Children Birth to Age Five provides a detailed understanding of the behaviors related to social and emotional health in infants and young children as well as strategies that adult’s (parent’s and other caregivers) can use to support these behaviors within every day routines in the home and within early care and education settings.
• Tutorial 7: Recognizing and Addressing Trauma in Infants, Young Children, and their Families helps mental health providers and staff serving young children and families to understand what is meant by trauma, recognize the developmental context of trauma in early childhood, and extend their own knowledge for intervention through consultation
• Tutorial 10: Cultural and Linguistic Competence in Early Childhood Mental Health Consultation helps early childhood mental health consultants understand what is meant by cultural and linguistic competence and to recognize the preparation, skills, and practices that support effective service delivery within and across diverse cultures and communities.
• Center on the Social and Emotional Foundations of Early Learning http://csefel.vanderbilt.edu/ is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. Attachment: What Works? , What Works Brief Series, #24, Donna Wittmer, Center on the Social and Emotional Foundations for Early Learning http://csefel.vanderbilt.edu/resources/what_works
• Infant Toddler Training Modules address the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature. http://csefel.vanderbilt.edu/resources/training_infant
• Research Synthesis: Infant Mental Health and Early Care and Education Providers answers some of the most frequently asked questions that early childhood providers have about Infant Mental Health (IMH), meaning early social and emotional development, and the IMH system. It also provides information about where to turn for additional information for promoting IMH when children and families are experiencing challenges. http://csefel.vanderbilt.edu/resources/research
• Early Head Start National Resource Center @ ZERO TO THREE www.ehsnrc.org serves the Early Head Start community by creating new resources and sharing information related to the unique needs of infants, toddlers, and expectant families and EHS and Migrant and Seasonal Head Start Programs. Early Head Start: Responding to the mental health needs of infants, toddlers and families . This report discusses the meaning of infant mental health and highlights how 10 programs respond to the mental health needs of infants, toddlers, and their families. http://www.ehsnrc.org/101/menu/pdfs/EHSProgramStrat-English/psmentalhealth.pdf
• News You Can Use: Early Experiences Build the Brain: Foundations of School Readiness , Early Head Start National Resource Center Publications (http:// www.ehsnrc.org/Publications.newsyoucanuse.htm
• News You Can Use: Mental Health http://www.ehsnrc.org/PDFfiles/nycu/MHOct/MH_Oct09.pdf
• News You Can Use: Supporting Early Head Start, Head Start, and Migrant/Seasonal Programs: Mental Health http://www.ehsnrc.org/PDFfiles/nycu/bd/brain_dev.pdf
• WestEd Center for Prevention and Early Intervention www.wested.org/cpei provides nationally recognized training, technical assistance and resources for successful education, special education, early intervention, and child care. WestEd CPEI was coordinator of California’s Infant, Preschool, and Family Mental Health Initiative, publishing useful resources related to infant mental health, professional development, and service design and delivery. Social and Emotional Well-Being: The Foundation for School Readiness (2006) was developed by Principal Authors: J. Pitel and E. Provance, Contributing Author: C. Kerslake. Available at www.wested.org/cpei This publication defines infant mental health, describes the efforts of California’s Infant Mental Health Development Project (IMHDP) promoting awareness of infant mental health concepts, highlighting approaches to services, and examining provider competencies, training, and support.
• ZERO TO THREE http://www.zerotothree.org/ is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC: 0-3R) is a systematic, developmentally based approach to the classification of mental health and developmental disorders in the first four years of life http://www.zerotothree.org/child-development/early-childhood-mental-health/diagnostic-classification-of-mental-health-and-developmental-disorders-of-infancy-and-early-childhood-revised
• Behavior and Development a webpage and links dedicated to resources and information about of key behavior and development topics related to supporting and nurturing the health and development of babies and toddlers. http://www.zerotothree.org/child-development/

For more information about infant mental health and early childhood mental health consultation, explore the following resources listed as Articles and Publications or by Organization/Publisher.

• Articles and Publications Integrating and adapting infant mental health principles in the training of consultants to child care. (2005). K. Johnston and C. Brinamen. I nfants & Young Children, Vol. 18, No. 4 pp. 269-281. Lippincott, Williams, & Wilkins, Inc. This article discusses infant mental health, how the principles of infant-parent psychotherapy have been expanded to include consultation to child care providers, and the influence on training of mental health professionals as consultants. http://journals.lww.com/iycjournal/Abstract/2005/10000/ Integrating_and_Adapting_Infant_Mental_Health.4.aspx
• Center on the Social and Emotional Foundations of Early Learning http://csefel.vanderbilt.edu/ is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. Infant Toddler Training Modules address the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature. http://csefel.vanderbilt.edu/resources/training_infant
• Research Synthesis: Infant Mental Health and Early Care and Education Providers answers some of the most frequently asked questions that early childhood providers have about Infant Mental Health (IMH), meaning early social and emotional development, and the IMH system. It also provides information about where to turn for additional information for promoting IMH when children and families are experiencing challenges. http://csefel.vanderbilt.edu/resources/research
• Center of Excellence for IECMHC. The Center translates research in early childhood mental health development into materials tailored to the needs of mental health consultants, Head Start program administrators, Head Start staff, training and technical assistance providers and families. Tutorial 2: Defining Early Childhood Mental Health Consultation and the Consultant Role provides a detailed description of early childhood mental health consultation, including how it differs from other mental health interventions, and to provide an overview of the essential roles that mental health consultants play.
• Tutorial 3: The Effective Mental Health Consultant provides data-driven guidance on the skills, training, knowledge, and service delivery practices associated with an effective mental health consultant.
• Tutorial 4: Mastering the Consultative Stance helps early childhood mental health consultants understand what is meant by “the consultative stance” and the practices that support its effectiveness.
• Tutorial 5: Partnering with Families in Early Childhood Mental Health Consultation provides early childhood mental health consultants with an understanding of what is meant by partnering with families within a consultative approach as well as key practices that support the building and maintenance of strong, relationship-based partnerships.
• Tutorial 6: Recognizing and Supporting the Social and Emotional Health of Young Children Birth to Age Five provides a detailed understanding of the behaviors related to social and emotional health in infants and young children as well as strategies that adult’s (parent’s and other caregivers) can use to support these behaviors within every day routines in the home and within early care and education settings.
• Tutorial 7: Recognizing and Addressing Trauma in Infants, Young Children, and their Families helps mental health providers and staff serving young children and families to understand what is meant by trauma, recognize the developmental context of trauma in early childhood, and extend their own knowledge for intervention through consultation
• Tutorial 10: Cultural and Linguistic Competence in Early Childhood Mental Health Consultation helps early childhood mental health consultants understand what is meant by cultural and linguistic competence and to recognize the preparation, skills, and practices that support effective service delivery within and across diverse cultures and communities.
• ZERO TO THREE http://www.zerotothree.org/ is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. Mental Health Consultation in Child Care: Transforming Relationships among Directors, Staff, and Families . K. Johnston and C. Brineman. Washington, DC: ZERO TO THREE Press, 2006. This book describes the impact of the caregiver-child relationship on the mental health of young children, reviews current theory and offers practical suggestions for improving relationships between program directors, staff, parents, children, and mental-health consultants to assure quality care. It also covers the components of the consultative stance. https://secure2.convio.net/zttcfn/site/Ecommerce/1961634591?VIEW_PRODUCT=true&product_id=1301&store_id=1121
• Mental Health Consultation to Infant-Family Programs: The Early Head Start Experience , Journal of ZEROTO THREE, Vol. #24, Issue No. 6, 2004, Washington DC: ZERO TO THREE. This issue of Zero to Three focuses on the experience of Pathways to Prevention, a year-long, intensive, supportive consultation process designed to help EHS programs build and sustain relationships, implement reflective practices, improve services, and build capacity to meet the mental health needs of children and families. The analysis examines the program preparation needed to use consultation well, the processes of change, community involvement, and reflective practice. http://main.zerotothree.org/site/DocServer/ZTT24-6_july_04.pdf?docID=7286

For more information about professional development and training as an Infant Mental Health Specialist, explore the following resources listed as Articles and Publications or by Organization/Publisher.

Articles and Publications

• Center on the Social and Emotional Foundations of Early Learning http://csefel.vanderbilt.edu/ is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. Research Synthesis: Infant Mental Health and Early Care and Education Providers answers some of the most frequently asked questions that early childhood providers have about Infant Mental Health (IMH), meaning early social and emotional development, and the IMH system. It also provides information about where to turn for additional information for promoting IMH when children and families are experiencing challenges. http://csefel.vanderbilt.edu/resources/research
• Early Head Start National Resource Center @ ZERO TO THREE www.ehsnrc.org serves the Early Head Start community by creating new resources and sharing information related to the unique needs of infants, toddlers, and expectant families and EHS and Migrant and Seasonal Head Start Programs. News You Can Use: Circle of Support for Infants and Toddlers: Reflective Parenting and Strategies in Early Head Start (May 2010) http://www.ehsnrc.org/PDFfiles/nycu/circle_support/Circle_Support.pdf
• Tip Sheet #22: Infant Mental Health (IMH) Services . (May 2010) http://www.ehsnrc.org/Publications/English%20Tip%20Sheets/TIP_SHEET_22.PDF
• Tip Sheet #27: Screening Infants & Toddlers’ Behavioral Skills (October 2007). http://www.ehsnrc.org/Publications/English%20Tip%20Sheets/TIP_SHEET_27.PDF
• Erikson Institute http://www.erikson.edu/ is an independent institution of higher education that prepares child development and family service professionals for leadership. Through its academic programs, applied research, and community service and engagement, the graduate school in child development works to improve the care and education of children age birth to eight. Creating a Workforce in Early Childhood Mental Health: Defining the Competent Specialist , Research Report, 2008 No.1. J. Korfmacher and A. Hilado. Herr Research Center for Children and Social Policy at Erikson Institute. Chicago, Illinois. This publication compares six sets of competencies, each developed by a group of professionals attempting to establish standards and training guidelines for providers within their particular states: Michigan, California, Vermont, Florida, Indiana, and Connecticut. The comparison across these six state systems focused on their purpose, structure, content, and implementation.
• Irving B. Harris Infant Mental Health Certificate Program prepares experienced infant/family specialists and mental health professionals who will work to support the emotional health and development of infants, toddlers, and families in a range of settings. http://www.erikson.edu/default/academics/certprograms/infant_mental_health.aspx
• Michigan Association for Infant Mental Health , http://www.mi-aimh.org Through its members, MI-AIMH is dedicated to examining and influencing the contexts within which infants develop the cognitive, neurobiological, social, and emotional functioning necessary for later life, including support, training, and advocacy for promotion/prevention/intervention services, research, education and public policy. MI-AIMH Endorsement Competencies identifies competencies that have been identified by service providers and professionals as essential for effective, culturally sensitive, relationship-based practice promoting infant mental health. http://www.mi-aimh.org/products/publications
• MI-AIMH Endorsement (IMH-E®) offers professional endorsement to encourage competency and best practice in the infant and family field at multiple levels of service and across disciplines. http://www.mi-aimh.org/endorsement
• University of California at San Francisco Infant-Parent Program is a multifaceted infant mental health program offering direct clinical services; case-centered and programmatic consultation; intensive professional training; and local, state, national and international presentations and workshops. http://www.infantparentprogram.org/TrainingProgram
• University of Washington The Irving Harris Program in Child Development and Infant Mental Health , offered through the Barnard Center for Infant Mental Health & Development is an advanced training graduate certificate program in infant mental health that provides a foundation of knowledge and practical experience for clinical, consultation and leadership services in infant mental health http://www.cimhd.org/training
• WestEd Center for Prevention and Early Intervention www.wested.org/cpei provides nationally recognized training, technical assistance and resources for successful education, special education, early intervention, and child care. WestEd CPEI was coordinator of California’s Infant, Preschool, and Family Mental Health Initiative, publishing useful resources related to infant mental health, professional development, and service design and delivery. Social and Emotional Well-Being: The Foundation for School Readiness (2006) was developed by Principal Authors: J. Pitel and E. Provance, Contributing Author: C. Kerslake. Available at www.wested.org/cpei This publication defines infant mental health, describes the efforts of California’s Infant Mental Health Development Project (IMHDP) promoting awareness of infant mental health concepts, highlighting approaches to services, and examining provider competencies, training, and support.
• California Training Guidelines and Personnel Competencies for Infant-Family and Early Childhood Mental Health, Revised (February 23, 2010). Created by the California Infant-Family and Early Childhood Mental Health (CIF&ECMH) Training Guidelines Workgroup, these guidelines provide a framework for programs and individuals interested in obtaining specialized training in infant-family and early childhood mental health. The manual presents the refined set of training guidelines and recommended competencies for core providers, infant-family and early childhood mental health specialists and reflective practice facilitators. Available at http://www.wested.org/cpei/forms/training-guidelines.pdf
• ZERO TO THREE http://www.zerotothree.org/ is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. Emerging issues in infant mental health from the Irving Harris Foundation Professional Development Network . Zero to Three Journal, November 2012, Volume 33, No. 2. Washington, DC: ZERO TO THREE National Center for Infants and Toddlers. This issue offers a diverse collection of articles highlighting emerging issues in infant mental health and recognition of some of the latest work in the infant mental health field. It features research, policy, and practice perspectives, including best practices in reflective practice, supervision, training, and leadership development http://www.zerotothree.org/zttjournal/index-listing/nov-12-ed-note-toc.pdf .
• Infant mental health and Early Head Start: Lessons for early childhood programs . Bulletin of ZERO TO THREE August/September 2001, Volume 22, No. 1. Washington, DC: National Center for Infants, Toddlers, and Families. This single-focus bulletin is an outgrowth of the Head Start Forum on Infant Mental Health and offers research-based information about the mental health of very young children and their families; guidelines for practice; and strategies for building the organizational capacity to do this difficult work that applies to all programs serving young children and their families. http://main.zerotothree.org/site/DocServer/ZTT22-1_aug_sep_01.pdf?docID=7293
• The Infant Mental Health Specialist , by D. J. Weatherston. ZERO TO THREE, October/November 2000, Washington, DC: ZERO TO THREE. This article describes the beliefs, skills, and clinical strategies of the Infant Mental Health Specialist. http://www.zerotothree.org/child-development/early-childhood-mental-health/vol21-2s.pdf

Center for Early Childhood Mental Health Consultation, (ND). Tutorial 2: Defining Early Childhood Mental Health Consultation and the Consultant Role. Retrieved from the Center of Excellence for IECMHC.

Center for Early Childhood Mental Health Consultation, (ND). Tutorial 6: Recognizing and Supporting the Social and Emotional Health of Young Children Birth to Age Five. Retrieved from the Center of Excellence for IECMHC.

Erikson Institute, (ND). Irving B. Harris Infant Mental Health Certificate Program (ND) Retrieved from http://www.erikson.edu/default/academics/certprograms/infant_mental_health.aspx .

Johnston, K. & Brinamen, C., (2005). Integrating and adapting infant mental health principles in the training of consultants to childcare. In, Infants & Young Children , Vol. 18, No.4, pp 269-281.

Johnston, K. & Brinamen, C., (2006). Mental Health Consultation in Child Care: Transforming Relationships among Directors, Staff, and Families . Washington DC: ZERO TO THREE PRESS.

Michigan Association for Infant Mental Health, (ND). Retrieved from http://www.mi-aimh.org .

National Research Council and Institute of Medicine, (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development . Committee on Integrating the Science of Early Childhood Development. Jack P. Shonkoff and Deborah A. Phillips, eds. Board on Children, Youth and Families, Commission on Behavioral and Social

Sciences and Education. Washington, DC: National Academy Press.

National Scientific Council on the Developing Child, (2008). Mental Health Problems in Early Childhood Can Impair Learning and Behavior for Life: Working Paper No. 6 . Retrieved from www.developingchild.harvard.edu

University of California at San Francisco, (ND). Infant-Parent Program. Retrieved from http://www.infantparentprogram.org/TrainingProgram .

University of Colorado, (ND). Harris Infant Mental Health Program .

University of Washington, (ND). The Irving Harris Program in Child Development and Infant Mental Health, Barnard Center for Infant Mental Health & Development. Retrieved from http://depts.washington.edu/chdd/ucedd/cimhd_3/grad_certificate_3 .

Weatherston, D. & Tableman, B., (2002). Infant mental health services: Supporting competencies/reducing risks (2nd edition). Southgate: Michigan Association for Infant Mental Health.

Weatherston, D. J., (2000). The Infant Mental Health Specialist, ZERO TO THREE , October/November 2000, Washington, DC: ZERO TO THREE . http://www.zerotothree.org/child-development/early-childhood-mental-health/vol21-2s.pdf

ZERO TO THREE Infant Mental Health Task Force, (2001). Definition of infant mental health. Unpublished manuscript.