Factors Influencing Implementation of Evidence-Based Mental Health Interventions for Infants and Young Children
- PDF / 266,968 Bytes
- 16 Pages / 496.063 x 720 pts Page_size
- 64 Downloads / 200 Views
cial-emotional and behavioral disorders in early childhood are estimated to occur in 9% to 14% of the general population and as many as 24% of low-income families.1, 2 Adverse experiences and traumatic stress are among the factors having the largest negative impacts on the
Address correspondence to Marian E. Williams, USC University Center for Excellence in Developmental Disabilities, Children’s Hospital Los Angeles, 4650 Sunset Blvd., MS#53, Los Angeles, CA 90027, USA. Genevieve Skale, USC University Center for Excellence in Developmental Disabilities, Children’s Hospital Los Angeles, Los Angeles, CA, USA. Hannah Perez, USC University Center for Excellence in Developmental Disabilities, Children’s Hospital Los Angeles, Los Angeles, CA, USA. Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
)
Journal of Behavioral Health Services & Research, 2020. 1–15. c 2020 National Council for Behavioral Health. DOI 10.1007/s11414-020-09694-5
Factors Influencing EBP Implementation
SKALE ET AL.
mental health of young children.3 Infants and young children can experience a range of mental health problems including anxiety, mood disturbance, traumatic-stress symptoms, disruptive behaviors, parent-child relationship issues, and disturbances in feeding or sleep.4 The field of infant and early childhood mental health is a specialized area of practice that requires training in multiple foundational competencies. Mental health interventions for infants and young children are relationship-focused, emphasizing parent-child (or other primary caregiving) relationships within the treatment through dyadic (parent-child), family, and parenting approaches.5 Two of the mental health interventions for young children with strong empirical support and broad applications7 are Child-Parent Psychotherapy (CPP) and Parent-Child Interaction Therapy (PCIT).6 Parent-Child Interaction Therapy and Child-Parent Psychotherapy have several commonalities. They both focus on the parent-child relationship, are primarily dyadic (including both parent and child in sessions), involve child-directed play, and incorporate developmental guidance for parents. Both treatments have an evidence base for treating some of the same mental health issues in early childhood (e.g., children exposed to child abuse, children with disruptive behavior); however, the two treatments are distinct in their theoretical frameworks and their therapeutic approaches. Child-Parent Psychotherapy targets children ages birth to 5 years and their caregivers. Originally developed for those exposed to domestic violence, traumatic bereavement, and other types of traumatic experiences, the model has been applied more broadly, including as a preventative intervention for infants and young children who are at risk due to factors such as parental mental health disorders or parent-child relationship issues.8, 9 A relationship-based treatment model, CPP is influenced by psychodynamic and attachment theories, as well as o
Data Loading...
