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Helping families who live in environments with multiple risk factors--including poverty, domestic violence, teen parenthood, mental illness, and substance abuse--requires that professionals and paraprofessionals work together to provide the best possible interventions. This much-needed book shows service providers how to help these multi-risk families by using an integrative model that brings together the most effective intervention techniques from a variety of theoretical approaches, parenting strategies, and innovative programs. Professionals will learn how to effectively engage parents if they are resistant to intervention, and they'll discover specific, practical ways to help parents become more self reflective about their parenting and empathetic toward their children examine and gain control over their defenses and ways of dealing with stress that are negatively influencing their parenting strengthen their sense of competence and social support develop positive perceptions of their children deal with unresolved loss and trauma enhance their interactions with their children regulate their own emotions and those of their children develop good planning and problem-solving skills Extended case studies vividly illustrate key points and techniques and present an integrated model of intervention, making this an ideal professional development resource for psychologists, social workers, early childhood educators, home visitors, and other service providers. To help program administrators ensure high-quality early intervention, the book also demonstrates how to plan and set up service delivery systems within and across individual programs, structure and train effective teams, develop sound organizational policies, and understand and address the effects of burnout and vicarious trauma on staff members. The book is also an excellent resource for university and colleges that train early intervention practitioners who work with families in multi-risk environments.

Tabla de contenidos provista por Syndetics

• About the Authors(p. vii)
• Foreword(p. ix)
• Acknowledgments(p. xi)
• Introduction(p. xv)
• Section I Setting the Stage and Theoretical Framework(p. 1)
• Chapter 1 Characteristics of Multi-Risk Families(p. 3)
• Chapter 2 Evaluation of the Effectiveness of Various Early Intervention Approaches: Implications for Practice(p. 57)
• Chapter 3 An Integrative Theoretical Framework for Early Intervention with Multi-Risk Families(p. 123)
• Section II Engaging and Supporting Multi-Risk Families(p. 147)
• Chapter 4 Illustrative Case Studies(p. 149)
• Chapter 5 Reaching and Engaging Hard-to-Reach Families(p. 179)
• Chapter 6 Improving Parents' Defensive Functioning(p. 199)
• Chapter 7 Enhancing Parents' Self-Reflectivity and Empathy for the Child(p. 223)
• Chapter 8 Enhancing Parents' Sense of Competence and Social Support(p. 241)
• Section III Providing Interventions that Meet the Complex Needs of Multi-Risk Families(p. 259)
• Chapter 9 Helping Parents Who Have Unresolved Loss and Trauma(p. 261)
• Chapter 10 Enhancing Parents' Interactions with Infants and Young Children(p. 295)
• Chapter 11 Encouraging Emotion Regulation in Parents(p. 321)
• Chapter 12 Enhancing Parenting Knowledge and Encouraging Positive Attributions of the Child(p. 345)
• Chapter 13 Enhancing Parents' Problem Solving and Planning(p. 371)
• Section IV Putting It All Together(p. 387)
• Chapter 14 Putting the Pieces Together and Facilitating the Process of Change(p. 389)
• Chapter 15 Supporting Work with Multi-Risk Families within Programs, Organizations, and Service Systems(p. 399)
• Chapter 16 Putting Intervention with Multi-Risk Families into Perspective(p. 417)
• References(p. 427)
• Index(p. 481)

Extracto provisto por Syndetics

Excerpted from Chapter 7 Enhancing Parents' Self-Reflectivity and Empathy for the Child in Early Intervention with Multi-Risk Families: An Integrative Approach By Sarah Landy, Ph.D., & Rosanne Menna, Ph.D. Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher. Self-reflectivity has been defined as "thinking about thinking" (Main, 1991) or about one's own and other people's minds and motivations for behavior. Several other terms have been used to describe this capacity, including psychological mindedness, mentalization, insight, introspection, self-awareness, metacognition, and the capacity for self-observation (McCallum & Piper, 1997). Self-reflectivity contributes to a number of areas of functioning, including staying in therapy and having a successful outcome from it, sustaining relationships, and containing intense emotions in one's self and helping one's children to contain them. Self-reflectivity has also been linked to the ability to provide sensitive parenting, which in turn contributes to the development of a secure attachment in a child and influences a number of developmental capacities. Slade described self-reflectivity in parents as "the capacity to keep the baby in mind" (2002, p. 10). It allows a parent to interpret the intentions and feelings that underlie her child's behavior and to act appropriately in response. Meins and colleagues considered the importance of what they described as maternal mind-mindedness (MM) , or the ability to treat "one's infant as an individual with a mind" and its contribution to the child's security of attachment and later theory of mind (2003, p. 1199). Some behaviors considered to be associated with MM include responsiveness to changes in the infant's gaze and to the infant's play objects, imitation, and mind-related comments (e.g., "You're really interested in that block. I guess you'd like to hold it"). The practice of suggesting how the child is feeling is also associated with MM (e.g., "I'll bet you're feeling bored and lonely and would like to be held"). The method for assessment of MM is described briefly in Chapter 2.Self-reflectivity allows parents to ascribe more realistic and positive attributions and less negative and blaming intentions to their children and, consequently, to respond in a more nurturing and sensitive way. For example, a mother with very low self-reflectivity may respond to a crying baby by becoming angry and blaming the baby for being bad because she perceives the baby as intentionally difficult. As a result, she may fail to respond sensitively to the baby and instead, may put the baby to bed, where he continues his crying. Conversely, a parent with high self-reflectivity is likely to respond to the crying baby by trying to understand what he may be feeling or thinking about. The parent may decide that, because the baby has just been fed and changed, he is probably feeling lonely or overwhelmed. The self-reflective parent would be likely to pick the baby up and quietly talk to him and calm him down so that he can fall asleep. This kind of experience will allow the baby to feel secure and to begin to believe that he can make things happen and that his caregiver can be counted on to respond to him. These very different responses, repeated multiple times, can have a significant influence on how the baby thinks and feels about himself and other people in his world and can encourage a sense of self-agency or self-efficacy and self-acceptance. SELF-REFLECTIVITY IN EARLY INTERVENTION Mary Main (1991) was one of the first attachment theorists to emphasize the importance of self-reflectivity. She called it metacognitive monitoring , or as mentioned earlier, the ability to "think about one's thinking." A parent may be practicing self-reflectivity wh Excerpted from Early Intervention with Multi-Risk Families: An Integrative Approach by Sarah Landy, Rosanne Menna All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

Notas de autor provistas por Syndetics

Sarah Landy, Ph.D., is an assistant professor at the University of Toronto and is an adjunct professor at York University
Rosanne Menna, Ph.D., C.Psych., is Associate Professor in the Department of Psychology, University of Windsor, Ontario