Included in this issue of EVENTS:
Appreciative Inquiry
I began the New Year by sharing two tenets of Appreciative Inquiry that
I felt were indicative of a new year message. This issue I want to share two
more tenets that have kept me grounded as the year has progressed and work and
life evolve. These tenets of Appreciative Inquiry were derived from The
Thin Book of Appreciative Inquiry by Sue Annis Hammond (Thin Book Publishing
1996). I learned of them through David Nelson who is a fine professional in
the field of consulting, mentoring and coaching others. The first is "What we
focus on becomes our reality." The second is "Reality is created in the moment,
and there are multiple realities." When we think about things from that angle
we cannot be surprised by all that consumes us some days. For either good or
bad, reality is relative to what we emphasize and what we emphasize in a given
day can be enormous. Therefore, as you think about our topic focus in this issue
be good to yourself and use that to take care of yourself and others as we all
strive to do our very best in work and in life.
EVENTS IS A PUBLICATION OF THE WISCONSIN PERSONNEL DEVELOPMENT PROJECT, FUNDED BY THE STATE DEPT. OF HEALTH & FAMILY SERVICES-BIRTH TO THREE PROGRAM
Page 2
CHILDREN'S MENTAL HEALTH
A View of Infant Mental Health
By Karen Wollenberg and Annette Copa
Infants and toddlers have the remarkable capacity to experience a wide range
of human emotions. They depend on adults in their lives to help regulate their
attention, behaviors and interactions, while experiencing emotions and exploring
their world. Consistent relationships with available and responsive adults help
children navigate developmental tasks, and promote optimal social and emotional
outcomes.
Infant mental health refers to the state of emotional and social competence
of infants and young children, as they develop within multiple interrelated
contexts to include biology, culture and relationships (Zeanah et al, 2001).
It takes into account issues of regulation, feelings of trust and security,
expression of needs and feelings, motivation, and attention.
Family based early learning settings such as Birth to 3 services for children
with disabilities, have the potential to support primary caregivers in promoting
optimal social emotional outcomes for infants and young children. Programs that
view the family as the central organizing force for infants and young children
focus their efforts on supporting the relationship between primary adults and
their young children. They recognize that the "action is in the interaction."
Relationship based programs take into account the mental health of family members,
intergenerational cultural ways, and the access to community resources that
may be needed to mitigate harm in the presence of multiple risk factors (violence,
poverty, disability, mental illness). In relationship based family work, discrete
attention is paid to the parent child relationship within the context of the
family and community systems.
Weaving an infant mental health perspective into family based work includes
supporting mutually enjoyable interactions between children and their care givers
in order to promote trust, confidence and motivation. Taking this perspective
involves a conscious effort to help parents and caregivers to:
References
Charles H. Zeanah Jr., MD & Paula Doyle Zeanah, PhD., "Towards a Definition
of Infant Mental Health", Zero to Three, August/September 2001
Relationship Based
Intervention
Portage Project 1996
Based on work of Stanley Greenspan.
(This is a diagram. It contains three boxes, labeled "CHILD", "CAREGIVER", and
"ENVIRONMENT". Each box contains a list of relevant items and there is a double-headed
arrow from each box to each other box, arranged to form a circle. Inside the
circle is a fourth list of relevant items, labeled "INTERACTIVE RELATIONSHIP".
The contents of these lists are given below:
CHILD
ENVIRONMENT
CAREGIVER
INTERACTIVE RELATIONSHIP
Page 3
Why is it Necessary for Us to Address Social Emotional Development and Mental
Health in the Children We Serve?
These excerpts paint a picture that emphasizes the importance of nurturing early
social emotional development.
Did You Know?
What is Infant Mental Health and
Social Emotional Development in Young Children?
The Wisconsin Initiative for Infant Mental Health (WIIMH) has defined Infant
Mental Health as the social emotional development of young children involving
skills such as self confidence, curiosity, motivation, persistence, self control
and trust, all of which affects future learning, growth and success. The development
of all of these traits begins in infancy and within the context of relationships.
Emotional and social milestones include a child’s ability to experience, regulate
and express emotions and form close and secure interpersonal relationships,
skills that begin in early childhood and support later learning.
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A STATEWIDE VIEW
What is Happening in Wisconsin
to Address this Issue?
Wisconsin Initiative for Infant Mental Health (WIIMH) is a group of professionals
focused on promoting healthy social and emotional development of all Wisconsin
children birth to age five.
One of the goals of WIIMH is to provide parents and people working with young
children and their families, such as child care workers, home visitors and pediatricians,
the knowledge, skills and practices that support healthy social and emotional
development. All people working with young children need to know early warning
signs and how to use screening tools. Referral processes need to be developed
and streamlined. Finally, the mental health services for young children and
their families must be accessible, affordable and based on models that result
in positive outcomes.
WIIMH also publishes a monthly newsletter that includes a variety of information
for everyone from parents to teachers to professionals in the field. Each issue
includes articles, upcoming events, resources, and current activities of WIIMH.
Anyone can subscribe, so feel free to share this with coworkers, friends and
family. For more information on how to get involved with WIIMH or to receive
the monthly e-mail newsletter contact Julie Bark at 608-442-0360 or julie.infantmh@tds.net
Dr. David Elkind in Wisconsin
A report by Gayle Tylka CESA #4
We were fortunate in Wisconsin to have had this distinguished professor from
Tufts University Department of Child Development here to address Early Childhood
professionals from around the state reminding us of the importance of our featured
topic.
Gaye Tylka from CESA #4 and WDEC President-Elect and Professional Development
Co-Chair had this to say about the enriching event: In this era of No Child
Left Behind, with emphasis on academic learning for young children, WDEC felt
it was important to bring in a respected authority who could remind us all of
what young children need to have happy, healthy childhoods. Dr. David Elkind
did just that. His message was simple: Be developmentally appropriate. Don’t
bend to the pressures to put academic learning ahead of all else. Foster healthy
social/emotional development. Allow children to PLAY. Play is the child’s natural
avenue to learning; but it is also the “safety valve” children use to reduce
stress in their lives. We must be vigilant when it comes to supporting and protecting
children’s mental health - trust play, and acknowledge the role it has in the
healthy development of children. For more information about this event you
can contact Gaye Tylka at gtylka@cesa4.k12.wi.us
Mental Health and Wellness
By Jane Spencer, United Migrant Opportunity Services (UMOS)
Because of the negative connotation that Mental Health has in the Spanish language,
UMOS Migrant Child Development Programs began using the term Wellness. Wellness
is also the attitude and approach used to address the issues that children and
families often face in the migrant lifestyle. Parent group’s "platicas" (conversations)
are held with a Wellness Consultant to discuss family issues and child behavior.
The hope is to draw parents in, not turn them away, by approaching sensitive
topics in a more positive manner. Children in the Migrant Head Start Program
also have the opportunity to get involved in Friendship and Feelings Groups
to learn more about themselves and positive ways to express themselves.
UMOS has taken the Wellness approach one step further to include staff. "Las
Platicas" with staff are held in each of the 8 UMOS centers. In addition, a
referral process has been implemented so that staff have individual access to
the Wellness consultant as necessary.
It is important to UMOS that children and families have access to wellness services
without any stigma attached. It is also important that the people working with
the children everyday have that same access. Positive benefits of this approach
include: having the Wellness Consultant accepted and welcomed in each center,
children and families learning more about their social-emotional development,
and staff that are feeling better about themselves and passing that on to the
children they serve.
For more information you can contact Jane Spencer at
jane.spencer@umos.org
Page 5
Growing Passion
I had the pleasure of E-Interviewing Diane Fett, the Birth to 3 Program Coordinator
for Fond du Lac County and current Interagency Coordinating Council member,
about an opportunity she had to participate in a national conference on this
topic of mental health. Below are excerpts from that interview about her learning
experience and her future hopes for Wisconsin.
Please tell us a little bit about the conference you attended?
As a member of the State of Wisconsin’s Interagency Coordinating Council, I
was given the opportunity to attend the National Training Institute on Effective
Practices Supporting Young Children’s Social/Emotional Development in Clearwater
Beach, Florida. The conference brought together over 400 professionals, literally
from around the world, to learn about current research supporting promotion,
prevention and intervention efforts related to the social and emotional development
of young children. I was impressed with the diversity of professionals, from
front line staff to administrators and policymakers, including Higher Education,
Early Intervention, Head Start, Early Childhood, Child Care, and others. The
conference was presented by the nation’s most informed and renowned specialists,
including Juliann Woods, Matthew Timm, Lisa Fox, Mary Louise Hemmeter and Barbara
Smith to name a few.
Why did you become involved in the topic of Mental Health and how did you
gain the opportunity to attend the conference?
I think, like most in the field of early intervention, I was first drawn to
learning about the Social and Emotional aspects of development out of frustration
by my own lack of knowledge and understanding. We often come across children
who we instinctively know something is amiss but struggle to truly know how
to measure this area of development and intervene. I really believe that we
are just now beginning to appreciate the impact of social and emotional development
on all areas of development and the complexities of genetics, experiences, and
the environment on mental health. The Interagency Coordinating Council is extremely
interested in this timely topic and committed to strengthening our understanding
of social and emotional development. I was asked to attend on the Council’s
behalf and to bring information back to the State of Wisconsin.
What was most striking to you about the conference and the content shared?
Overall, what struck me most about the conference was the intense desire of
professionals to learn about "evidence based practice." Wisconsin is not alone
in its search for information and direction.
How has the conference impacted your work with children and families on the
topic of Mental Health?
The conference enhanced my capacity as a professional to respond appropriately
to families who struggle to support their children’s social and emotional growth.
I especially benefited from training in developing Positive Behavior Support
Plans, Functional Assessments, and understanding the functions of behavior and
how social and emotional development reveals itself through the behaviors of
children.
What do you hope for the future in the area of child and family mental health?
It is my passionate hope, for the sake of children and families, that we as
a state can develop the resources and knowledge necessary in order to identify
and intervene when social and emotional concerns become apparent. And, that
we can work together to assure the very best potential in children. I am looking
forward to the journey.
For more information about the conference you can contact Diane Fett at
diane.fett@co.fond-du-lac.wi.us
Interview by Melissa Velez
Page 6
What is the Experience of Parents Dealing with the Social Emotional and Mental
Health Needs of their Children?
Interview by Melissa Velez with Bobbi Jo Holtet, Parent of Dina
I had the opportunity to speak to Ms. Bobbi Jo Holtet about her daughter Dina
and some of the issues she has faced in raising a child with significant social
emotional and mental health challenges. The intent of the interview was to gain
a perspective on the experiences of families and how they have dealt with the
issues they have faced in assuring positive mental health outcomes for their
children.
Dina was a child with special needs who was adopted in 2001 by Ms. Holtet and
her husband when Dina was 3 years old. Bobbi was informed that the potential
existed for conditions such as Fetal Alcohol syndrome and/or Attachment disorder.
One year into the adoption Dina began showing signs of what Bobbi thought was
Attention Deficit Hyperactive Disorder (ADHD). Some of the behavioral symptoms
noticed were aggression towards other children causing them to bleed, an inability
to sit for any length of time, difficulty potty training, difficulty eating,
aggression towards her mother, and the early childhood program that Dina was
enrolled in was experiencing similar challenges. Bobbi looked to physicians
for assistance, but she felt as though none of them would listen to her or pay
attention to what was happening. Bobbi described an atmosphere that blamed her
as the parent and pointed toward poor parenting skills as the problem. It wasn’t
until Dina began making negative statements that Bobbi and her husband were
reported for suspected abuse and an investigation was conducted. It was then
that professionals began paying attention to the challenges that the Holtet’s
were facing. As the family engaged professionals for treatment and support,
Bobbi began feeling frustrated with the inability of these professional to address
Dina’s behaviors. She was often told that Dina was too young to be treated or
too young to be diagnosed with a mental health disorder. Dina was placed on
medications to address the ADHD but the behaviors continued. As Dina got a little
older diagnoses such as bipolar disorder, attachment disorder, obsessive defiant
disorder, ADHD, and autism were explored. However, her young age impacted the
physicians’ ability to treat some of these disorders directly. Further testing
revealed that Dina did not have Asperger’s autism disorder.
Upon moving to another area of the state, the Holtet’s were fortunate to find
one doctor who helped them determine a diagnosis of reactive attachment disorder,
anxiety disorder and post traumatic stress disorder. Prior to adoption, Bobbi
was Dina’s 9th mother, therefore contributing to some of the negative attachment
behaviors that Dina was displaying. Dina was placed on 8 different medications
so that she could attend school. Following the positive connection to a helpful
professional the doctor left the area and again the family was referred to other
professionals who were unable to treat Dina due to the severity of her behaviors.
The family did find help but Bobbi felt they were at the mercy of the providers,
as they demanded that the family do what they were told without question.
The family has now settled in a new area where treatment for Dina continues.
Some of Dina’s behaviors have improved while others have increased. At age six,
Dina is now at an emotional age of about 3-4 years old. Her medications are
stable and as anything else, they have ups and downs and progress moves forward
and backward. Dina now has her first friend and will soon attend her very first
birthday party. Bobbi felt that it was important for her to share the lessons
she learned along the way that made it possible for their family to thrive.
Bobbi felt that building her personal knowledge base was critical to her daughters’
treatment. Bobbi has read many books on the diagnoses’ given to Dina and she
has used the Internet as a source of learning and support. Bobbi has used that
knowledge to talk to several doctors from around the country and to ask questions
when she visits her current doctor’s. Bobbi has also had meetings with other
doctors not specifically treating Dina to gather more intervention strategies.
Bobbi stated that it is important for parents to know what is happening with
their children and to demand honesty from their medical providers. She felt
that sometimes she had to push hard, but she believes that the parents know
their child best and know what the needs are. Parents have to speak out to advocate
for themselves. Bobbi is a graduate of the Parents as Leaders Program sponsored
by Birth to 3 and the Waisman Center and credits that program with helping her
become an advocate for Dina.
If you would like to learn more about the Holtet’s experience you can contact
Bobbi at holtet@webtv.net
Page 7
ASSESSMENT/INTERVENTION
Assessing Social Emotional Development
and Mental Health
Mental health assessment for young children is difficult and sometimes untrustworthy
because of many factors - temperament, developmental stages, the close tie between
parent and child, and the impact of a particular day and its events. There are
social/emotional components in most of the screening and assessment tools you
may be using. However, still missing at this time are social-emotional instruments
that cover birth (or even better, prenatal) to five in an intensive way around
social-emotional issues. In order to assess young children’s social emotional
development and mental health you need to know how and when to:
Intervention Strategies to Support Children’s Social Emotional Development
and Mental Health
To learn more about these intervention strategies you can contact Alice Eberhart-Wright
at AliceEW@aol.com.
Additional Assessment Resources:
For information on
the Ages and Stages Social Emotional Questionnaire please go to the following
website for a power point description and ordering information. The tool is
published by Brooks Publishing. http://gucchd.georgetown.edu/documents/asqsejs.ppt (link now defunct)
For information on the Devereux Early Childhood Assessment that assesses areas
of initiation, attachment and self control in ages 2-5 please go to www.devereuxearlychildhood.org
Page 8
ANNOUNCEMENTS/UPDATES
Taking Learning to Task
The Wisconsin Personnel Development Project, RESource, and the Department of
Health and Family Services Birth to 3 staff announce an addition to the WI Birth
to 3 Training and Technical Assistance web site.
Beyond Basics: Application Station
http://www.waisman.wisc.edu/birthto3/interactivelearn.php
This new on-line learning opportunity
will assist providers, parents, and others to apply the guiding principles of
Wisconsin's Birth to 3 Program, within the framework of HFS 90. Look for information
within the following three areas:
2004 Birth to 3Leadership Event
Calling all people in Birth to 3 Leadership Positions (program administrators,
coordinators and managers, staff supervisors and/or those with contract responsibilities)!
We are pleased to announce the 3rd Annual Birth to 3 Leadership Conference:
"Rethinking the Village. Diversifying Resources and Opportunities"
Mark your calendars for this year's one day conference: Tuesday, September
14th at the Hotel Mead in Wisconsin Rapids.
Keynote speakers and sessions will feature:
Page 9
ANNOUNCEMENTS/UPDATES
Birth to 3 ICC
We are pleased to announce several new members of Wisconsin's Birth to 3 Interagency
Coordinating Council (ICC).
Welcome to:
Early Childhood Special Education
Faculty Offer Online Learning Options
As part of the Wisconsin Department of Public Instruction's State Improvement
Grant (SIG), early childhood special education faculty have been working together
to develop collaborative, statewide options to enhance Master's level and credit-based
professional development course offerings. The first step is to announce to
you, our EVENTS readers, these two online courses scheduled for Fall 2004.
UW-Milwaukee
Developmental Evaluations of Young Children with Disabilities, Exceptional
Education - 652 (3credits). For more information contact, Mary McLean, Ph.D.,
instructor, mmclean@uwm.edu or visit http://www.soe.uwm.edu/pages/welcome/Departments/Exceptional_Education
UW-Stevens Point
Alternative Assessment Education, Education 790 (3 credits). For more
information contact, Patty Caro,Ph.D., instructor, pcaro@uwsp.edu
or visit www.uwsp.edu/cps/network
Watch for more information about other offerings in the Fall 2004 EVENTS.
Wisconsin Birth to 3 Work Force
Survey
WE NEED YOUR PARTICIPATION!
Page 10 - Page 11
EVENTS CALENDAR
(See complete training calendar : www.waisman.wisc.edu/birthto3/)
JUNE
Job Postings
Speech Language
Pathologist
Lutheran Social Services
W226N555A Eastmound Dr.
Waukesha, WI 53186
Are you a certified SLP seeking meaningful work with young children and their
families? Flexible scheduling? Possible alternative hours? Setting your own
schedule? Multiple opportunities available. Please call, FAX or send your resume
to Lutheran Social Services Birth to 3 attn. Missy Kueht-Becker
For Questions please call 262-896-3446/cell 262-424-9847 Fax 262-896-3450
Equal Opportunity Employer
Speech Language
Pathologist Consultant
UMOS Migrant Child Development Programs SLP needed to carry out Special Services
program for Migrant Head Start speech referrals including evaluations and IEP
development, parent and staff education, and classroom observations. Position
is located in Rice Lake, WI and is contractual, Part Time, June through October.
For more information please call UMOS at (920) 232-9611
Speech Language
Pathologist
Outagamie County Early Intervention
3375 Brewster Street
Appleton, WI 54914
SLP needed to serve children in the Birth to 3 program in Outagamie county.
Pediatric experience is preferred. For more information please call Wendi Schreiter
at (920) 749-5870 or email Wendi at wschreiter@vpind.com
BIRTH TO 6 EVENTS
WAISMAN CENTER - ROOM A103
1500 HIGHLAND AVENUE
MADISON, WI 53705-2280
PHONE: 608-263-5022