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Adult attunement and child availability: Interaction of mother and caregiver with three-year-old Kibbutz children
Eshel, Yohanan, 2000
Infant Mental Health Journal, 21(6), 411-427

An investigation of adult attentiveness and intrusiveness in dyadic relations between children and their mothers and caregivers, in a sample of 33 three-year-old Kibbutz children in Israel

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Assessing fidelity for early childhood mental health consultation: Lessons from the field and next steps
Kaufmann, Roxane K., May/June 2012
Infant Mental Health Journal, 33(3), 274-282

A summary of the development of a conceptual model for early childhood mental health consultation (ECMHC) derived from a study of ECMHC programs with positive outcomes, an approach to operationalize fidelity, and specific examples of strategies used to support fidelity

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Assessing the prevalence of mental health disorders and mental health needs among preschool children in care in England
Hillen, Thomas, July/August 2012
Infant Mental Health Journal, 33(4), 411-420

An identification of the prevalence of mental health and developmental disorders along with the corresponding need for interventions for children in care in England, based on data from 43 birth- through 5-year-olds removed from their families and placed in local authority care in England and their caregivers

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Beginning to "unpack" early childhood mental health consultation: Types of consultation services and their impact on teachers
Conners-Burrow, Nicola A., July-August 2013
Infant Mental Health Journal, 34(4), 280-289

The goal of the current study was to examine the impact of the frequency of two types of early childhood mental health consultation (ECMHC) activities (time spent in the class and time spent meeting with teachers) on teacher-child interactions, use of positive classroom-management techniques, and the intent to quit the childcare profession. We addressed these questions with a sample of 115 teachers from private childcare settings participating in a midlength (6-8 months) consultation partnership, using pre- and posttest data collected from structured classroom observations and teacher surveys. Results suggest that ECMHC time spent in the classroom was associated with less teacher punitiveness, permissiveness, and detachment, and more use of positive classroom-management strategies at the posttest assessment (controlling for baseline teacher behaviors). The frequency of meetings with teachers did not impact teacher-child interactions; however, in an exploratory analysis, the frequency of meetings with the teacher was associated with a reduction in teachers' intent to leave the profession of childcare. (author abstract)

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Building the evidence base for early childhood mental health consultation: Where we've been, where we are, and where we are going
Perry, Deborah F., May/June 2012
Infant Mental Health Journal, 33(3), 223-225

An introduction to a special issue of Infant Mental Health Journal, focusing on the influence of early childhood mental health consultation on a variety of child-level outcomes

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Caring for the caregiver: Early Head Start/family child care partnerships
Buell, Martha J., 2002
Infant Mental Health Journal, 23(1-2), 213-230

This study explores the results of partnering with an Early Head Start program for four family child care providers. Providers reported on their perceptions of caregiving, the types of support they found useful from the program, and ways the Early Head Start program could better serve the community. Results indicate that providers feel that they benefited from their partnership with the Early Head Start program in both emotional and instrumental ways, that through the partnership they were able to enhance both the quality of their program and increase their sense of support and professionalism. These results are discussed in terms of supporting infant and toddler development by supporting providers. Policy recommendations are also given. (author abstract)

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The Chances for Children teen parent-infant project: Results of a pilot intervention for teen mothers and their infants in inner city high schools
Mayers, Hillary A., July/August 2008
Infant Mental Health Journal, 29(4), 320-342

A study of the effects of the Chances for Children mental health intervention on the interactions of adolescent mothers and their infants, based on a sample of 85 mother-infant dyads participating in a child care program in New York City high schools

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Changes in the service delivery model and home visitors' job satisfaction and turnover in an Early Head Start program
Gill, Sukhdeep, 2002
Infant Mental Health Journal, 23(1-2), 182-196

A description of the process of implementing an Early Head Start program and the relationship to changes in the home visitors’ job satisfaction

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Child Availability Scale
Eshel, Yohanan, 1997
Infant Mental Health Journal, 18(3), 231-246

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Chinese children's relationships with mothers during the transition to nursery care: Changes and associations with later growth in social competence
Zhang, Xiao, January/February 2013
Infant Mental Health Journal, 34(1), 60-71

An examination of changes in both closeness and conflict in mother-child relationships during the transition to nursery care, and a study of these relationships' associations with later growth in children's social competence, based on a longitudinal sample of 115 Chinese children

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The consultation relationship: From transactional to transformative: Hypothesizing about the nature of change
Johnston, Kadija, May/June 2012
Infant Mental Health Journal, 33(3), 226-233

A discussion of the characteristics of early childhood mental health consultation relationships that can create change, consultant traits that can foster positive relationships, and the transactional process through which change can occur

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Current issues and practices in early childhood mental health consultation [Special issue]
Perry, Deborah F., May/June 2012
Infant Mental Health Journal, 33(3)

A special issue of Infant Mental Health Journal focusing on the influence of early childhood mental health consultation services on a variety of child-level outcomes

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Early childhood mental health consultation: Promoting change in the quality of teacher-child interactions
Virmani, Elita Farine Amini, March/April 2013
Infant Mental Health Journal, 34(2), 156-172

An examination of the relationship between characteristics of early childhood mental health consultation and changes in the quality of teacher-child interactions, based on data from 141 early childhood teachers serving 3- to 5-year-olds in publically funded early education programs participating in the Arkansas Early Childhood Mental Health Consultation Project

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Early emotional development in infants and toddlers: Perspectives of Early Head Start staff and parents
Brophy-Herb, Holly, May/June 2009
Infant Mental Health Journal, 30(3)

A qualitative study of the knowledge and beliefs about infant and toddler emotional development held by parents with children enrolled in Early Head Start and by Early Head Start staff, based on focus groups with 20 parents and 21 staff members from 2 counties

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Early Head Start and infant mental health
Chazan-Cohen, Rachel, March/April 2007
Infant Mental Health Journal, 28(2), 99-105

An introduction to a special issue of the journal Infant Mental Health Journal, focusing on aspects of Early Head Start designed to promote infant and maternal mental health

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Early Head Start and infant mental health [Special issue]
Chazan-Cohen, Rachel, March/April 2007
Infant Mental Health Journal, 28(2)

A special issue of the journal Infant Mental Health Journal, focusing on aspects of Early Head Start designed to promote infant and maternal mental health

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Early Head Start: A dynamic new program for infants and toddlers and their families
Raikes, Helen, 2002
Infant Mental Health Journal, 23(1-2), 1-13

A description of the development of Early Head Start (EHS) and a summary of findings from the EHS national evaluation.

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Early Head Start: Investigations, insights, and promise
Robinson, JoAnn, 2002
Infant Mental Health Journal, 23(1-2), 250-257

An introduction to a special journal issue on Early Head Start program implementation and evaluation.

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Early Head Start MAP: Manualized Assessment of Progress
Dickstein, Susan, 2002
Infant Mental Health Journal, 23(1-2), 231-249

A description of the design and uses of the Manualized Assessment of Progress, a child- and family-focused program evaluation protocol for Early Head Start

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The Early Promotion and Intervention Research Consortium (E-PIRC): Five approaches to improving infant/toddler mental health in Early Head Start
Beeber, Linda, March/April 2007
Infant Mental Health Journal, 28(2), 130-150

Overviews of the research projects of the Early Promotion and Intervention Research Consortium (E-PIRC) on the topic of infant and toddler mental health within the framework of Early Head Start, including descriptions of two training programs for Early Head Start staff, an intervention for teen mothers, an intervention for Latina mothers with depression, a program to enhance mother-child interaction, and the development of a database of literature

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An educational intervention improves developmental progress of young children in a Romanian orphanage
Sparling, Joseph, 2005
Infant Mental Health Journal, 26(2), 127-142

An experimental study of the impact of stable adult-child relationships, small group size, enriched caregiving, and educational activities on the quality of life, mental health, and overall development of young children in a Romanian orphanage

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Efficacy and social support as predictors of parenting stress among families in poverty
Raikes, H. Abigail, 2005
Infant Mental Health Journal, 26(3), 177-190

A study of how parenting stress is influenced by mother's social support and self-efficacy, family income and family risk, among low income parents

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The emotional quality of childcare centers in Israel: The Haifa Study of Early Childcare
Koren-Karie, Nina, 2005
Infant Mental Health Journal, 26(2), 110-126

An observational study examining associations between Israeli infant child care center environments, characteristics of child care workers and parent child relationships

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The explication of a mentor model, videotaping, and reflective consultation in support of infant mental health
Summers, Susan Janko, March/April 2007
Infant Mental Health Journal, 28(2), 216-236

A qualitative description of the mentoring process and use of video in 5 home visiting programs assigning mentors with degrees in clinical social work or psychology to home visiting staff, based on interviews with staff, administrators, mentors, and parents

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Getting dads involved: Predictors of father involvement in Early Head Start and with their children
Roggman, Lori A., 2002
Infant Mental Health Journal, 23(1-2), 62-78

An identification of characteristics associated with fathers' involvement in their children’s lives and in Early Head Start programs, based on a sample of 72 low-income fathers in rural areas of Utah and Idaho

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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.

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