The Resource Mental health consultation in early childhood, by Paul J. Donahue, Beth Falk, and Anne Gersony Provet

Mental health consultation in early childhood, by Paul J. Donahue, Beth Falk, and Anne Gersony Provet

Label
Mental health consultation in early childhood
Title
Mental health consultation in early childhood
Statement of responsibility
by Paul J. Donahue, Beth Falk, and Anne Gersony Provet
Creator
Contributor
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
Donahue, Paul J
Index
index present
LC call number
RJ499
LC item number
.D595 2000
Literary form
non fiction
Nature of contents
bibliography
NLM call number
  • 2001 H-986
  • WM 30
NLM item number
D674m 2000
http://library.link/vocab/relatedWorkOrContributorName
  • Falk, Beth
  • Provet, Anne Gersony
http://library.link/vocab/subjectName
  • Child psychiatry
  • Mental health consultation
  • Child mental health services
  • Mental Health Services
  • Child Health Services
  • Child
  • Mental Disorders
  • Mental Health
  • Referral and Consultation
  • Child mental health services
  • Child psychiatry
  • Mental health consultation
Label
Mental health consultation in early childhood, by Paul J. Donahue, Beth Falk, and Anne Gersony Provet
Instantiates
Publication
Bibliography note
Includes bibliographical references (pages 257-260) and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Across the Threshold: Establishing the Relationship in Early Childhood Programs
  • 13
  • Establishing Collaborative Relationships
  • Working with the Program Director
  • Connecting with Staff
  • Potential Pitfalls in the Entry Process
  • Assessing the Early Childhood Program
  • Readiness to Collaborate
  • An Assessment Tool
  • Initial Plan of Intervention
  • Changing Role of Early Childhood Education
  • 3
  • Bridging the Divide: Working with Administrative Staff
  • 41
  • Staff Alliances and Conflicts
  • Maintaining an Ongoing Dialogue Between the Consultant and the Program Director
  • Consultation and Educational Planning
  • Consultation and Social Work
  • Liaisons with Community Agencies
  • 4
  • New Demands in the Classroom
  • Integrating Mental Health and Early Childhood Education
  • A New Model of Partnership
  • Developing a Shared Vision: Precursors to an Effective Collaboration
  • I
  • Collaborative Process
  • 2
  • Collaborating in the Classroom
  • Developing Shared Goals
  • Classroom Interventions
  • Collaborating Outside the Classroom
  • Establishing Boundaries
  • Staff Meetings and Workshops
  • Groups for Exploration and Support
  • II
  • Center-Based Interventions with Young Children and Families
  • 5
  • Engaging Families
  • 101
  • Relationships Among Families and Early Childhood Staff
  • Getting to Know Families
  • Boundaries and Confidentiality
  • Supporting the Early Childhood Program's Work with Families
  • Interventions with Families
  • Brief Interventions for a Family Crisis
  • Approaching Families with Concerns
  • Difficult-to-Reach Parent^^^
  • Joining Hands: Collaborating with Early Childhood Educators
  • 4
  • 65
  • Developing and Maintaining Rapport
  • Race, Class, Culture, and Profession
  • Past Experience with Mental Health and Related Services
  • Personality and Individual Style
  • Professional Differences
  • 133
  • On-Site Referral and Assessment
  • Sources of Referral
  • Understanding the Referral
  • Beginning the Assessment
  • Observing the Classroom Environment
  • Observing the Individual Child
  • Sharing Initial Impressions and Planning Interventions
  • Standardized Information-Gathering Techniques
  • Evaluation Results and Recommendations
  • 7
  • Therapeutic Interventions with Young Children
  • 153
  • Prevention in the Classroom
  • Informal Exchanges
  • Planned Activities
  • Establishing the Foundation for Treatment
  • Designing Interventions
  • Interventions in the Classroom
  • Special Considerations for On-Site Therapy
  • Supporting Staff in Their Work with Challenging Families
  • Communication with Teachers^^^
  • Other Modalities for Engaging and Working with Families
  • Dyadic Work with Parents and Children
  • Parent Groups
  • Further Considerations
  • 6
  • Observing and Assessing Young Children in the Early Childhood Program
  • 8
  • Interventions for Young Children Affected by Trauma
  • 189
  • Impact of Trauma and Chronic Stress on Young Children
  • Diagnosis and Treatment
  • Exposure to Violence
  • Classroom Interventions with Children Who Have Experienced Violence
  • Establishing a Nurturing Environment
  • Group Discussions of Violence
  • Violent Behavior in the Classroom
  • Child Abuse and Neglect
  • Maintaining Connections with Parents Suspected of Abuse
  • Observation and Assessment of Abuse and Neglect
  • Staff Vulnerability to Accusations of Abuse
  • Family Instability
  • Chronic and Severe Family Stress
  • Situational Crises
  • Separation and Divorce
  • Children Undergoing Medical Treatment
  • Illness in the Family^^^
  • Individual Therapy
  • Group Therapy
  • Preparing for Small-Group Work
  • Selecting Children for Small Groups
  • Process of Group Therapy
  • When Children Leave the Early Childhood Program
  • When Children Talk About Possible Abuse
  • 243 --d
  • Ongoing Assessment
  • School's Point of View
  • Developing Institutional Support for the Collaborative Model
  • Professional Development for Early Childhood Consultants
  • Supervision
  • Teamwork and Peer Support
  • Implications for Policy
  • Professional Status
  • Shifts in Early Childhood Education and Mental Health Funding
  • Valuing Early Childhood
  • Death in the Family
  • Community Disaster
  • Impact of Trauma on Early Childhood Professionals
  • III
  • Reflections and Implications
  • 9
  • Maintaining an Effective Collaboration
Dimensions
23 cm
Extent
xx, 282 pages
Isbn
9781557664495
Lccn
^^^99037494^
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
System control number
  • (OCoLC)41628266
  • (OCoLC)ocm41628266^
Label
Mental health consultation in early childhood, by Paul J. Donahue, Beth Falk, and Anne Gersony Provet
Publication
Bibliography note
Includes bibliographical references (pages 257-260) and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Across the Threshold: Establishing the Relationship in Early Childhood Programs
  • 13
  • Establishing Collaborative Relationships
  • Working with the Program Director
  • Connecting with Staff
  • Potential Pitfalls in the Entry Process
  • Assessing the Early Childhood Program
  • Readiness to Collaborate
  • An Assessment Tool
  • Initial Plan of Intervention
  • Changing Role of Early Childhood Education
  • 3
  • Bridging the Divide: Working with Administrative Staff
  • 41
  • Staff Alliances and Conflicts
  • Maintaining an Ongoing Dialogue Between the Consultant and the Program Director
  • Consultation and Educational Planning
  • Consultation and Social Work
  • Liaisons with Community Agencies
  • 4
  • New Demands in the Classroom
  • Integrating Mental Health and Early Childhood Education
  • A New Model of Partnership
  • Developing a Shared Vision: Precursors to an Effective Collaboration
  • I
  • Collaborative Process
  • 2
  • Collaborating in the Classroom
  • Developing Shared Goals
  • Classroom Interventions
  • Collaborating Outside the Classroom
  • Establishing Boundaries
  • Staff Meetings and Workshops
  • Groups for Exploration and Support
  • II
  • Center-Based Interventions with Young Children and Families
  • 5
  • Engaging Families
  • 101
  • Relationships Among Families and Early Childhood Staff
  • Getting to Know Families
  • Boundaries and Confidentiality
  • Supporting the Early Childhood Program's Work with Families
  • Interventions with Families
  • Brief Interventions for a Family Crisis
  • Approaching Families with Concerns
  • Difficult-to-Reach Parent^^^
  • Joining Hands: Collaborating with Early Childhood Educators
  • 4
  • 65
  • Developing and Maintaining Rapport
  • Race, Class, Culture, and Profession
  • Past Experience with Mental Health and Related Services
  • Personality and Individual Style
  • Professional Differences
  • 133
  • On-Site Referral and Assessment
  • Sources of Referral
  • Understanding the Referral
  • Beginning the Assessment
  • Observing the Classroom Environment
  • Observing the Individual Child
  • Sharing Initial Impressions and Planning Interventions
  • Standardized Information-Gathering Techniques
  • Evaluation Results and Recommendations
  • 7
  • Therapeutic Interventions with Young Children
  • 153
  • Prevention in the Classroom
  • Informal Exchanges
  • Planned Activities
  • Establishing the Foundation for Treatment
  • Designing Interventions
  • Interventions in the Classroom
  • Special Considerations for On-Site Therapy
  • Supporting Staff in Their Work with Challenging Families
  • Communication with Teachers^^^
  • Other Modalities for Engaging and Working with Families
  • Dyadic Work with Parents and Children
  • Parent Groups
  • Further Considerations
  • 6
  • Observing and Assessing Young Children in the Early Childhood Program
  • 8
  • Interventions for Young Children Affected by Trauma
  • 189
  • Impact of Trauma and Chronic Stress on Young Children
  • Diagnosis and Treatment
  • Exposure to Violence
  • Classroom Interventions with Children Who Have Experienced Violence
  • Establishing a Nurturing Environment
  • Group Discussions of Violence
  • Violent Behavior in the Classroom
  • Child Abuse and Neglect
  • Maintaining Connections with Parents Suspected of Abuse
  • Observation and Assessment of Abuse and Neglect
  • Staff Vulnerability to Accusations of Abuse
  • Family Instability
  • Chronic and Severe Family Stress
  • Situational Crises
  • Separation and Divorce
  • Children Undergoing Medical Treatment
  • Illness in the Family^^^
  • Individual Therapy
  • Group Therapy
  • Preparing for Small-Group Work
  • Selecting Children for Small Groups
  • Process of Group Therapy
  • When Children Leave the Early Childhood Program
  • When Children Talk About Possible Abuse
  • 243 --d
  • Ongoing Assessment
  • School's Point of View
  • Developing Institutional Support for the Collaborative Model
  • Professional Development for Early Childhood Consultants
  • Supervision
  • Teamwork and Peer Support
  • Implications for Policy
  • Professional Status
  • Shifts in Early Childhood Education and Mental Health Funding
  • Valuing Early Childhood
  • Death in the Family
  • Community Disaster
  • Impact of Trauma on Early Childhood Professionals
  • III
  • Reflections and Implications
  • 9
  • Maintaining an Effective Collaboration
Dimensions
23 cm
Extent
xx, 282 pages
Isbn
9781557664495
Lccn
^^^99037494^
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
System control number
  • (OCoLC)41628266
  • (OCoLC)ocm41628266^

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