Professional development through reflective consultation in early intervention

Author(s): Watson, Christopher; Gatti, Shelley Neilsen;
Date Issued: April-June 2012
Description: A study of the perceptions of participants on the usefulness of a professional development model that includes both a workshop on reflective practice in the field of infant mental health and a reflective consultation provided once a month throughout the school year, based on data from 14 early childhood professionals who provide Part C services in Minnesota through the Bridging Education and Mental Health (BEAM) project
show entire record ↓
Funder(s): Minnesota. Department of Education
Journal Title: Infants and Young Children
Volume Number: 25
Issue Number: 2
Page Range: 109-121
Topics: Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships

Programs, Interventions & Curricula > Interventions/Curricula > Special Needs Children
Country: United States
States: MINNESOTA
ISSN: 0896-3746 Paper
1550-5081 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Promoting professionalism in infant care: Lessons from a yearlong teacher preparation project Reports & Papers
Quality Interventions for Early Care and Education (QUINCE) Administration for Children and Families/OPRE Projects
Using speech sounds to guide word learning: The case of bilingual infants Reports & Papers
Assessing the need for child-care health consultants Reports & Papers
Is there a difference between center and home care providers' training, perceptions, and practices related to obesity prevention? Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate