Training Topics

Attachment & Development | Assessment | Treatment/Interventions | Disorders | Court | Autism | Other | Special Populations

Attachment And Development
Attachment Theory and Infant Development: Harris Trainees study the basic tenets of Bowlby's theory of attachment and learn how early attachment experiences and the parent-child relationship impact infant and early childhood development.

Assessment
Observations of Infant-Parent Interactions using the Crowell Technique and Still Face Procedure: Harris Trainees learn how to conduct the Crowell Technique and Still Face Procedure to assess the parent-child attachment relationship. In particular, a continued focus of training is in attachment theory and the impact of a parent's internal working model on the quality of the attachment relationship and the infant's subsequent social, emotional, and physical development.

Working Model of the Child Interview: The Working Model of the Child Interview (WMCI) is an assessment measure of parents' perceptions of their personality structure and social-emotional development. Harris Trainees review the literature regarding the impact of a positive versus negative parental perception of the child and are trained in conducting the WMCI during the assessment phase of treatment.

Introduction to DC: 0-3R (Diagnostic Classification: 0-3) and PIRGAS: The DC: 0-3R is a diagnostic classification system for young children that facilitates diagnosis on the level of the individual child and regarding the quality of the parent-child relationship. Trainees are trained to use the DC: 0-3R as a diagnostic classification system with their current young child patients and prepare case presentations to discuss during clinical supervision.

Bayley Scales of Infant Development, 3rd Edition: Trainees observe a live demonstration of the Bayley Scales of Infant Development and receive direct instruction on its use as a measure of early childhood development.

Treatment/Interventions  
Emotional Responsiveness and Speaking for Baby: Parents' emotional availability as a reciprocal reward system for the parent and infant is explored as it relates to infant development. Differences in emotional availability amongst low- versus high-risk infant-parent dyads are discussed, particularly regarding adolescent mothers. Speaking for Baby, and intervention designed for use with high-risk adolescent mothers, is taught to Harris Trainees and discussion regarding appropriate use of the intervention is facilitated.

Child-Parent Psychotherapy: Harris Trainees are introduced to Child-Parent Psychotherapy (CPP) as an evidence-based intervention for children ages 0-5 with Posttraumatic Stress Disorder, Parent-Child Relational Problems, and other social-emotional difficulties. Training includes instruction in specific interventions and concepts central to CPP and in fidelity to the model. Trainees are trained to use fidelity measures to help guide their clinical work with patients through all treatment phases.

Reflective Supervision: An important component of the Harris Traineeship is training in reflective supervision both as it pertains to the training program and to prepare Trainees as future consultants and supervisors of infant mental health clinicians. Theoretical constructs central to reflective supervision are reviewed and Trainees are introduced to supervision interventions unique to this practice.

Tenets of Infant Mental Health in a Multicultural Context: The basic tenets of infant mental health are reviewed with a particular emphasis on working with culturally diverse populations.

Trauma Narratives: Trainees are introduced to narrative therapy as an intervention for Posttraumatic Stress Disorder. Applications of narrative therapy for young children and their parents are discussed, as are necessary modifications to narrative therapy for this unique population.

Child Sexual Abuse Reporting and Treatment: Mandated reporting laws and procedures are reviewed as they pertain to child sexual abuse. Trainees are trained in the assessment and treatment of child sexual abuse using CPP and narrative therapies. Forensic interviewing is also discussed and community resources for child sexual abuse victims are provided.

Play Therapy: Trainees are trained in the theoretical tenets central to play therapy with young children, particularly the concept of play as the language of young children. The use of sand tray is introduced and trainees learn how to interpret children's play during therapy.

Circle of Security: Circle of Security is an attachment-based intervention for young children and their parents that focus on improving a disrupted attachment relationship. Trainees learn how and when to use the intervention and are provided psychoeducational resources for their current psychotherapy cases.

Watch, Wait, and Wonder: Trainees are trained in the use of the Watch, Wait, and Wonder intervention as it pertains to play therapy with young children. Theoretical tenets of the intervention are reviewed, including attachment theory and psychodynamic principles.

Floor Time: Trainees learn how to conduct a developmental assessment with young children suspected of having and Autism Spectrum Disorder (ASD) and are introduced to Floor Time as an evidence-based intervention for ASD.

Behavior Management Techniques for Use with Young Children: Practical applications of learning theory and operant conditioning are reviewed and trainees learn a variety of behavior management techniques for young children, including Parent Management Training and Contingency Management.

Parent-Child Interaction Therapy (PCIT): Trainees are introduced to the basic tents of PCIT and discuss how PCIT interventions can be applied to work with young children with behavioral disorders, depression, parent-child relational problems, and trauma histories.

Parenting Issues: Trainees learn to differentiate between adaptive and maladaptive parenting styles as a focus of assessment and intervention in therapy with young children. Grandparents as caregivers are discussed as are the impact of poverty and violence on parenting.

Psychopharmacology: The impact of psychotropic medication on fetal and infant development is reviewed as well as ethical and practical considerations for the use of medications in very young children.

Termination Issues for Young Children: Trainees explore how the termination of the therapeutic relationship can impact young children with trauma histories. Termination as a therapeutic intervention is discussed and Trainees receive direct instruction and support in preparing for termination with their patients.

Infant Massage: Trainees are instructed in how to provide infant massage and how to teach parents to practice infant massage.

Fathers: The importance of engaging fathers in therapy with young children is discussed, particularly as it relates to family stability and early childhood development. Differences in fathers' roles and parental expectations across cultures are reviewed and interventions to increase father engagement are learned.

Disorders 
The Effects of Trauma on Young Children and their Parents: Traumatic stress not only impacts the young child victims of violence and other potentially traumatic events, but also their parents and caregivers. Trainees learn about Vicarious Trauma and Compassion Fatigue as it relates to parents, caregivers, and treatment providers of patients with trauma histories.

Fetal Alcohol Syndrome (FAS): Trainees review the guidelines for assessment and diagnosis of FAS and its impact on fetal and infant development. Interventions for the social-emotional and developmental problems common among children with FAS are discussed.

Maternal and Infant Depression: Trainees learn how maternal depression impacts the social-emotional development of infants and young children. Prevention and early interventions strategies are discussed, particularly regarding maternal emotional sensitivity and responsivity.

Grief and Loss: Trainees learn how the loss of a parent impacts early childhood development. Treatment interventions for traumatic bereavement in infancy and early childhood are discussed.

Shaken Baby Syndrome: Trainees are taught how Shaken Baby Syndrome impacts early childhood development and are instructed in prevention strategies for high-risk populations.

Historical Trauma: The impact of historical trauma on the African American community is discussed as it relates to parenting difficulties.

Feeding Disorders: Trainees learn how to assess for feeding disorders and failure to thrive in infants and young children and receive instruction on interventions to treat feeding disorders and improve healthy eating habits for young children and their families.

Sleep Disorders: The origins, assessment, and treatment of sleep disorders in infants and young children is reviewed. The impact of prenatal exposure to cocaine on infant sleep disorders is discussed as well as the pros and cons of co-sleeping with infants and young children. Cultural differences in sleeping arrangements are also explored.

Pre and Perinatal Risk and Premature Birth: Trainees are introduced to common risk factors for premature birth, including drug and alcohol use and other maternal characteristics. The impact of premature birth on infant development is also reviewed.

Brain Development: Trainees learn about fetal and infant brain development and neuroanatomy. Individual differences in brain development are explored as they relate to social-emotional outcomes.

Court
Custody and Visitation: Trainees learn how custody and visitation plans can impact young children's development, particularly regarding the parent-child relationship and children exposure to parental conflict.

Court Teams and Young Children: Trainees learn about working with juvenile courts and advocating for young children within the court system. Instruction on testifying and providing interventions to parents and children during the reunification process is provided.

Autism
Assessment and Treatment of Sensory Disorders: Trainees visit an occupational rehabilitation clinic as an introduction to the assessment and treatment of sensory disorders.

Assessment of Autism Spectrum Disorder: Trainees are introduced to evidence-based assessments for Autism Spectrum Disorder (ASD), including the Autism Diagnostic Observation Scheduled, Second Edition (ADOS-2) and the Autism Diagnostic Interview, Revised (ADI-R). Trainees also learn about appropriate referrals for patients with ASD and discuss how the diagnostic criteria have changed with the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5).

Pervasive Developmental Disorders: Trainees visit a specialty clinic and school for children with Autism Spectrum Disorder (ASD) and other developmental delays. Trainees learn about evidence-based treatments for ASD and developmental delays in the school setting.

Other
Self-Care for Clinicians who work with Traumatized Children: Self-care strategies are reviewed and practiced in-vivo to provide additional support for Trainees working with young children with trauma histories.

Special Populations
Young Child Assessment and Treatment in Primary Care: Trainees learn how traditional infant mental health interventions can be modified for the primary care setting. Modifications include the use of brief interventions, a greater focus on parent-management training and parental guidance, and collaboration with the primary care provider throughout treatment.

Young Child Consultation in Early Childhood Centers: Consultation services in early childhood education centers are reviewed as an intervention model for young children. Consultation interventions include psychoeducation for teachers and staff on early childhood development, provision of reflective supervision, and instruction in behavioral interventions for the classroom setting.

Working with Young Children in Military Families: Trainees learn how attachment relationships differ amongst military families, particularly the impact of deployment on the parent-child relationship.