LSUHSC School of Medicine Psychiatry | LSU Psychology Harris Program
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Harris Center for Infant Mental Health

Over two decades ago, the LSUHSC Department of Psychiatry began the Harris Center for Infant Mental Health that offers training to predoctoral psychology interns (through an APA approved infant-child internship), child psychiatrists (as a required part of their residency training program), post-doctoral psychologists, social workers, and other professionals seeking infant mental health specialization. The program is multidisciplinary and unique in fulfilling requirements for psychology and child psychiatry training programs being the first predoctoral internship in infant mental health recognized and approved by both the American Psychological Association (APA) and Association of Psychology Postdoctoral and Internship Centers (APPIC). The child psychiatry rotation began as a six-month experience; however, after learning how much residents were benefiting from the rotation, the child psychiatry faculty made it a mandatory part of training.  All trainees, from all disciplines, consistently rank their experience in the Harris Center for Infant Mental Health a top part of their training.

During the infant mental health training, clinicians learn how to complete infant evaluations and provide treatment for children ages 0-6 and their parents or caregivers using evidence-based practices.  Education includes didactics and clinical experiential work every week related to developmental context, behavioral and emotional issues, and the etiology and expression of psychopathology. The training program includes: 1) weekly didactics; 2) development of clinical skills; 3) knowledge gained from infant observation; 4) achievement of evidence-based practices in infant mental health; and 4) participation in both individual and group reflective supervision.  Trainees learn the importance of observational skills in diagnosis and treatment of infants, young children, and families and come to understand when a child is referred with behavioral or emotional dysregulation that “behavior has meaning” for both the clinicians and the parents with whom they work. Trainees also learn more about normative infant development in addition to psychopathology by following the development of a low risk, normally developing baby as a basis for understanding disruptions in development. During the course of their training, trainees assess and provide treatment for at least two young children under the age of 6 years with their parents or caregivers.  Trainees learn child-parent psychotherapy (CPP), a relationship-based approach, which is the primary treatment of choice within the program. All trainees are taught about other evidence-based treatments such as Parent-Child Interaction Therapy, Attachment and Biobehavioral Catch-Up, and parenting interventions such as Circle of Security. For psychiatrists, they learn alternatives to medication management; trainees from other disciplines are exposed to information about when medications are considered and ways that this approach can also support treatment for older children.

The Harris Center for Infant Mental Health Faculty include:


Joy D. Osofsky, Ph.D
(504) 296-9011


Kristin Callahan, Ph.D.
(504) 301-8669


Amy Dickson, Psy.D.
(504) 458-0906


Amy Alvarez, LCSW
Chikira Barker, M.A
Kristin Callahan, Ph.D.
Carrie Cassimere, MSW
Richard Costa, Psy.D.
Sharon Crane, LOTR, BCP
Amy Dickson, Psy.D.
Martin Drell, M.D.
Patrick Drennan, MD
Erin Dugan, Ph.D.
Sharon Gancarz-Davies, LCSW
Amy Henke, Ph.D.
Barbara LeBlanc, LCSW
Stacie LeBlanc, J.D., M.Ed.
Marva Lewis, Ph.D.
Michele Many, LCSW
Christy Mumphrey, MD
Kathy Robison, Ph.D.
Phillip Stepka, Psy.D

The LSU Health Sciences Center (LSUHSC) Department of Psychiatry Infant Team has been continuously funded to provide infant mental health services to all children ages 0-5 years in foster care in Orleans parish since May 1998.  In January of 2019, the Infant Team expanded to treat young children in three parishes on the North Shore.  As of June 30, 2019, the Infant Team had worked with 280 families with children in foster care.  This equates to 430 children referred, with 384 children actually engaging in evaluation and/or treatment.  Over  the years, the Infant Team has supported the court efforts in helping to attain 100% permanency with all of the children referred to the LSUHSC program by being reunified with either their biological parent(s), adopted by a relative, or by a non-relative foster parent.  Once permanency has been achieved, to our knowledge the children have not returned to custody.  This team is also a part of one of the early Baby Courts and is a model for best services for young children in foster care.
Additional information about our Infant Team

As part of the Harris Infant Mental Health Program, LSUHSC clinicians have provided mental health consultation services for military children and their families at the Belle Chasse Naval Air Station/Joint Reserve Base in Plaquemines Parish, LA. When services have been provided, clinicians have worked in center and school-based consultation and direct services to elementary school-aged children (K-8), as well as children aged 6 weeks – 5 years of age at the Child Development Center (CDC) located on base. Consultation services were available in cases of classroom management, difficult child behaviors, and the integration of individualized accommodations into the classroom.  Individualized treatment, group services and trainings were also available for a variety of conditions and topics. Areas of consultation, treatment and training expertise included, but are not limited to, managing disruptive and socially isolating classroom behaviors, integrating personalized accommodations and treatments into the classroom setting, social-emotional education with expertise in the training and implementation of social skills, and parental and teacher consultation, child-parent psychotherapy, cognitive-behavior therapy, and social skills groups when needed.

Harris Center for Infant Mental Health trainees are taught “gold-standard”, empirically informed, standardized assessments of gross and fine motor, language, communication, social interaction, and cognitive ability in order to provide a highly accurate picture of current functioning in young children. Trainees then demonstrate competence administering developmental measures and are closely supervised conducting full-length psychological/developmental assessments with children ages 6 weeks to 6 years of age through LSU Department of Psychiatry Assessment Clinic. Common young child referrals for assessment include differential diagnosis of autism spectrum disorder and developmental delays, post-traumatic stress disorder and trauma reactions, and disruptive and aggressive behaviors. Heavy emphasis is placed on the possible effects of trauma, home environment, cultural perspectives, and parenting throughout the assessment process. Developmental assessments offer both the patient’s family and referring provider with valuable information regarding appropriate diagnoses and concerns in order to guide more specific treatment and referral recommendations (i.e. school accommodations, speech/occupational/physical therapies, medication changes, more specific evaluations).

Raising Awareness State-Wide

The LSUHSC Harris Infant Mental Health Program has played an important role in raising awareness of the needs of very young children, which has been evidenced by a managed health care provider for Louisiana requested over 3 years of infant mental health and child parent psychotherapy training from the LSUHSC Harris Center across the state in order to be eligible for reimbursement for therapeutic services for children from birth through 6 years.  Further, with changes in funding and managed care companies in the past year, additional and continued training has been requested by more than three agencies which is notable given the significant funding constraints in the state. All providers who deliver these services are reimbursed.

The Infant Mental Health Outreach Team seeks to improve community knowledge and increase awareness on important infant mental health issues. In addition to providing training to community organizations on topics pertaining to infant mental health, the focused outreach team attends community meetings and summits, community baby showers and “mother-to-be” activities, resource and health fairs, and Head Start and school events to provide educational information, consultations to families and professionals, and direct families in need to available mental health resources in their community.

In addition to the training offered at LSUHSC through the Harris Center for Infant Mental Health in New Orleans, several faculty play an active role in CPP training throughout the state of Louisiana, across the Gulf Coast, and as national CPP trainers around the country. Infant mental health training has been provided to communities throughout the Gulf Coast through a collaborative effort between Louisiana and Florida with additional funding provided for the Mental and Behavioral Health Capacity Project which is part of the Gulf Region Health Outreach Program funded as part of Medical Benefits Class Action Settlement, which was approved by the U.S. District Court in New Orleans on January 11, 2013 and became effective on February 12, 2014. For many of these communities, as well as those in rural Louisiana, this training provides their first exposure to professionals who can help with their questions and needs related to young children.  The team has been able to outreach and provide much needed and appreciated consultation to rural Head Start and pre-K Centers, Kindergarten teachers and school counselors in rural communities, and has been able to reach many immigrant and more isolated populations through work in federally qualified health clinics.  Outreach in community clinics led to the formation of play groups to help isolated families who often have little family support with socialization while encouraging healthy development in their young children. Outreach to community clinics also resulted in collaboration with pediatricians which led to cross disciplinary learning and greater problem-solving related to ways to best serve the diverse clients in clinics with increasingly greater needs. This collaboration allowed the development of a medical home for families helping the clinic staff meet more needs than just catching up with their child’s immunizations.

As part of the partnership between Louisiana State University Health Sciences Center (LSUHSC) and Lafourche Parish Head Start, licensed clinicians from LSUHSC are currently consulting in all Lafourche Parish Head Start Centers for the 2014-2015 and 2015-2016 school years. LSUHSC clinicians are routinely on-site at a Head Start on a weekly basis. During each visit, consultants observe classrooms and consult with center teachers, administrators, and participant parents to discuss a wide variety of issues. These issues include, but are not limited to: student mental health or developmental concerns, parenting education and guidance, and classroom management and organization. LSU clinicians also provide trainings at quarterly staff meetings that include, but are not limited to: how to identify and accommodate Autism Spectrum Disorder and other developmental delays, difficult classroom behaviors, interfacing with parents of students, fetal alcohol syndrome (FAS), loss and grief in early childhood, and using positive behavior strategies in the classroom. LSU Clinicians also utilize “reflective supervision” within training sessions to empower Lafourche Parish Head Start teachers and administrators to feel more confident in their ability to manage difficult child/parent situations without the presence of a licensed clinician. The reflective supervision is a widely accepted and utilized model within young child programs to develop the context for learning and professional development. Teachers and administrators alike are encouraged to discuss difficult cases, interactions and child presentations in order to learn from each other and build capacity. The core components of reflective supervision that lead to its success are reflection, collaboration, and regularity. As a result of this outreach effort, Lafourche Parish Head Start has asked LSUHSC clinicians to partner with local pediatricians and mental health clinicians to form a “Mental Health Head Start Collaborative” in order to collaborate on issues of infant mental health in Lafourche parish.

In the past, the LSUHSC Young Child Program has offered monthly bilingual parent-child groups in two primary care clinics and are open to the public in Federally Qualified Health Clinics. Parents and their young children met to play in a child-friendly environment to openly discuss the development of their young children. Discussions were conducted in parents’ native language (English, Spanish, and Vietnamese) and any questions and/or concerns were encouraged within the group alongside available LSU infant mental health clinicians. Information dissemination occured on an as needed basis. Parents communed together, supported one another, and exchanged failures and successes in child rearing. Available clinicians were often directed questions regarding feeding/weight gain, attachment promotion, infant irritability/fussiness, and possible delays in development. Clinicians were also available for follow-up at the clinic and at-risk families who were patients of the clinic were encouraged to attend parent-child groups by their primary care provider for additional support.

The following handouts have been created by member’s of our Harris Infant Mental Health Team. Resources are created for use by both clinical professionals and parents and/or families.

Training Topics

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.

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.

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.

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.

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.

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.

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.

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.

Media and Publications


Osofsky, J.D. & Osofsky, H.J. (in press). Challenges in building child and family resilience after disasters. Family Social Work.

Osofsky, J.D. & Osofsky, H.J. (in press). International perspective on young children and disasters. Zero to Three Journal.

Osofsky, J.D., Cohen, C., Huddleston, J., Hudson, L., Zavora, K., Lewis, M. (March, 2017). Questions Every Judge and Lawyer Should Ask About Infants and Toddlers in the Child Welfare System (Update). Reno, NV: National Council of Juvenile and Family Court Judges.

Osofsky, J.D., Stepka, P., & King, L.C. (2017). Treating Infants and Young Children Impacted by Trauma: Interventions That Promote Healthy Development . Washington, DC: American Psychological Association.

Osofsky, J.D. & McAlister Groves, B. (Eds) (in press, 2017). Violence and Trauma in the Lives of Children: Vol I: Understanding the Impact Vol II: Prevention and Intervention.


Osofsky, J. (2017, September). In Houston, Children are Likely to Experience Trauma from Hurricane Harvey. Interview by Ari Shapiro of NPR regarding understanding grief and trauma victims’ experience after natural disasters.

Osofsky, J. (2017, September). After Weathering the Storm: Hurricane Harvey Victims Still Cope with Trauma. Interview by Michel Martin of NPR regarding understanding grief and trauma victims’ experience after natural disasters.

Osofsky, J. (2017, August). How Schoolchildren will Cope with Hurricane Harvey. Interview by Hayley Glatter of the Atlantic Daily regarding understanding grief and trauma victims’ experience after natural disasters.

Dickson, A. B., Callahan, K. L. & Osofsky, J. D. (2016). Meaningful change for children in foster care: Much more than just reunification. Zero to Three Journal, July issue, pp. 13-18.

Osofsky, J.D. & Weatherston, D. (Eds). (2016). Special Issue: Advances in Reflective Practice and Consultation: Pushing Boundaries and Integrating New Ideas into Training and Practice.  Infant Mental Health Journal, 37(6), 599-727.

Osofsky, J.D., Drell, M., Osofsky, H.J., Hansel, T. C., & Williams, A.  (2016).Infant Mental Health Training for Child and Adolescent Psychiatry: A Comprehensive Model. Academic Psychiatry, 1-4. DOI 10.1007/s40596-016-0609-9

Weems, C.F., Osofsky, J.D., Osofsky, H.J., King, L.S., Hansel, T.C. , Russell,     J.D. (2016). A Three-Year Longitudinal Study of Perceptions of Competence and Well-being among Youth Exposed to Disasters. Applied Developmental Science, DOI: 10.1080/10888691.2016.1219229

Osofsky, J.D., Osofsky, H.J., Hansel, T.C. & Graham, R. (2016) Benefits of integrating young child psychiatric services into primary care clinics in underserved communities.  Benefits of integrating young child psychiatric services into primary care clinics in underserved communities.  DOI: 10.1016/j.jaac.2016.09.247

Many, M. (in press). CPP with an infant boy in the child welfare system: The case of Claudia and John. W. In Allen, B. & Kronenberg, M. (Eds.), Treating traumatized children: A casebook of evidence-based therapies (pp. 121 – 135). New York, NY: Guilford Press.

Stepka, P., Osofsky, J., & Hansel, T. (in press). Early Childhood and School-Based Behavioral Health Services for Military Families, Military Behavioral Health.

Osofsky, J. D., Hansel, T. C., Moore, M. B., Callahan, K. L., Hughes, J. B. (2016). The Trauma of Hurricane Katrina: Developmental Impact on Young Children. Accepted to Zero-to-Three Journal.

Stepka, P. & Callahan, K. L. (2016). Impacts of military life on young children and their parents. In A. Gerwirtz & A. Youssef (Eds.), Parenting and children’s resilience in military families. New York: Springer.

Masten, A. S., Narayan, A. J., Silverman, W. K., & Osofsky, J. D. (2015). Children in war and disaster. In R. M. Lerner (Ed.), M. H. Bornstein and T. Leventhal (vol. Eds.), Handbook of child psychology and developmental science. Vol. 4. Ecological settings and processes in developmental systems, 7th edition (pp. 704-745). New York: Wiley. Link

Callahan, K. L. & Osofksy, J. D. (2014). Preschool Development. In A. Tasman, J. Kay, J. Lieberman, M. First & M. Riba (Eds.), Psychiatry, 4th Edition. New York: John Wiley & Sons, Ltd.

Moore, Michelle B.  Osofsky, J.D. (2014). Benefits of child-parent psychotherapy for recovery following traumatic loss.  Zero-to-Three Journal, 34(6), 9-13.

Osofsky, J.D. (2014). Infant mental health. In J. Norcross, M.Domenech, Rodriguez & D. Freedheim (Eds). American Psychological Association Handbook of Clinical Psychology, Washington, DC: American Psychological Association.

Ghosh-Ippen, C., Lieberman, A., & Osofsky, J. D. (2014). “My Daddy is a Star in the Sky”: Understanding and treating traumatic grief in early childhood.  In P. Cohen, M. Sossin, & R. Ruth (Eds).  Healing after parent loss in childhood and adolescence.  New York: Rowman & Littlefield Publishers.

Osofsky, J.D., Chartrand, M. (2014). Military children from birth to five years. In S. Cozza & R. Lerner (Eds) Future of Children: Military Children and Families. Packard Foundation.

Kronenberg, M., Many, M, & Dickson, A (2013). Resources for early childhood professionals in responding to trauma. Tennessee Association for the Education of Young Children Journal.

Many, M. & Stepka, P. (2013). Treatment of children who have been sexually abused. In L. Grossman and S. Walfish (Eds.) Translating psychological research into practice: A desk reference for practicing mental health professionals. New York: Springer Publishing

Osofsky, J.D., & Reuther, E.T.  (2013). Young Children and Disasters: Lessons Learned about Resilience and Recovery. Zero-to-Three Journal, 34(2), 46-54.

Osofsky, J.D. & Osofsky, H.J. (2013). Lessons learned about the impact of disasters on children and families and post-disaster recovery.  In A.M. Culp (Ed) Child and Family Advocacy: Bridging the gap between research, practice, and policy. pp. 91-106, New York: Springer Publishers

Thomas, K. & Osofsky, J.D (Eds) (2012). Emerging Issues in Infant Mental Health. Zero-to-Three Journal, Washington, DC.

Dickson, A. & Kronenberg, M. (2011). The Importance of Relationship-Based Evaluations for Traumatized Young Children and Their Caregivers. In Joy D. Osofsky (Ed) Clinical Work with Traumatized Young Children. The Guilford Press, New York.

Many, M. & Osofsky, J. (2011). Working With Survivors of Child Sexual Abuse: Secondary Trauma and Vicarious Traumatization. In P. Goodyear-Brown (Ed.) Handbook of Child Sexual Abuse: Identification, Assessment, and Treatment. NY, NY: Wiley.

Osofsky, J.D. (Ed) (2011) Clinical Work with Traumatized Young Children.  New York: Guilford Publishers.

Osofsky, J.D. & Lieberman, A. F. (2011) A call for integrating a mental health perspective into systems of care for abused and neglected infants and young children.  American Psychologist, 66, 120-128.

Ghosh-Ippen, Strothers, Noroña, Velasco, Stepka, & Coffino. (2011). Posttraumatic Stress Responses in Infancy and Early Childhood Interview (P.I.E).

Many, M. & Osofsky, JD. (2011) Working with survivors of child sexual abuse. In P. Goodyear-Brown (Ed). Handbook of Child Sexual Abuse: Identification, Assessment and Treatment. (pp. 509-529). New York: Wiley.

Katz, L., Lederman, C., & Osofsky, J.D. (2010). Child Centered Practices for the Courtroom and Community: A Guide to Working Effectively with Young Children and their Families in the Child Welfare System. Baltimore, MD: Brookes Publishers.

Osofsky, J.D. & Osofsky, H.J. ( 2010) How to understand and help traumatized infants and families. In B. Lester & J. Sparrow (Eds). Nurturing Young Children and Their Families: Building on the Legacy of Berry Brazelton (pp. 254-263). New York: Wiley, 2009.

Osofsky, J.D., Osofsky, H.J., & Bocknek, E.L. (2010). The impact of trauma on parents and infants. In S. Tyano, M. Keren, H. Herrman, & John Cox (Eds).  Parenthood and mental health, pp. 241-250. United Kingdom: Wiley-Blackwell.

Osofsky, J.D. & Osofsky, H.J. (2010). How to understand and help traumatized infants and families. In B. Lester and J. Sparrow (Eds). Nurturing Young Children and Their Families: Building on the Legacy of Berry Brazelton. New York: Wiley, 2009.

Larrieu, J. & Dickson, A. (2009). Reflective Practice in Infant Mental Health Training and Consultation. Infant Mental Health Journal, 30(6), pp. 579-590.

Many, M., (2009).  Termination as a Therapeutic Intervention when Treating Children Who Have Experienced Multiple Losses. Infant Mental Health Journal. 30(1): 23-39

Weatherston, D. & Osofsky, J. (2009). Special Issue: Working Within the Context of Relationships: Multidisciplinary, Relational, and Reflective Practice, Training, and Supervision.  Infant Mental Health Journal, 30(6), 569-677.

Osofsky, J.D., Osofsky, H. J., & Harris, W.W. (2007). Katrina’s children: Social Policy for children in disasters. Social Policy Reports, Society for Research in Child Development, 21(1), pp. 1-20.

Osofsky, J.D., Rovaris, M., Hayes Hammer, J., Dickson, A., Freeman, N. & Aucoin, K. (2004)  Working with Police to Help Children Exposed to Violence.  Journal of Community Psychology, 32(5), pp. 593-606.

Osofsky, J. D. & Dickson, A. (2000). Treating traumatized children: The costs of delay.  In J.D. Osofsky & E. Fenichel (Eds).  Protecting Young Children in Violent Environments: Building Staff and Community Strengths.  Washington, D.C.: Zero to Three, National Center for Infants, Toddlers, and Families. pp. 20-24.

Osofsky, J.D., Rovaris, M., Thompson, D., Freeman, N., Dickson, A. & Appleyard, K. (2000). A model for building collaboration between mental health and law enforcement. In J.D. Osofsky & E. Fenichel (Eds).  Protecting Young Children in Violent Environments: Building Staff and Community Strengths.  Washington, D.C.: Zero to Three, National Center for Infants, Toddlers, and Families, p. 26.

Conference Presentations

Child Sexual Abuse: Myths and Facts about Young Victims
NASW-Louisiana Chapter- Annual Conference, Baton Rouge, LA
Michele Many, LCSW; March 2016.

The Impact of Hurricane Katrina on Young Children
Poster accepted to the International Conference on Infant Studies, New Orleans, LA.
Kristin Callahan, Ph.D., Joy Osofsky, Ph.D. , Michelle Moore, Psy.D., Tonya Hansel, Ph.D. & Jennifer Hughes, Ph.D.; May 2016.

Infant Mental Health: Interventions and Treatments That Work
Presented at the 2015 Zero-to-Three National Training Institute, Seattle, Washington.
Mary Dozier, Ph.D., Chandra Ghosh Ippen, Ph.D., Brenda Jones Harden, Ph.D., Joy Osofsky, Ph.D., and Phillip Stepka, Psy.D.; December 2015.

Building Strong Foundations: Serving Military-Connected Families Through Child-Parent Psychotherapy (CPP) and Parent Child Interaction Therapy (PCIT)
Presented at the 2015 Zero-to-Three National Training Institute, Seattle, Washington
Robin Gurwitch, Ph.D., Joy Osofsky, Ph.D., and Phillip Stepka, Psy.D.; Decmeber 2015.

Communication: Developing Authentic Conversation and Interviewing Skills
Together We Can Conference, Lafayette, LA
Amy Dickson, Psy.D. & Michele Many, LCSW; October, 2015.

Grief and Loss for Babies and Toddlers
Zero to Three Military Family Projects Audio Conference, Online
Michele Many, LCSW; April 2015.

The impact of Hurricane Katrina on young children
Presented at the Southeastern Psychological Association Annual Convention, Hilton Head Island, SC.
Michelle Moore, Psy.D., Kristin Callahan, Ph.D. & Tonya Hansel, Ph.D.; March 2015.

Reaching Out: Integrating Infant Mental Health Work in Primary Care Pediatric Clinics
Presentation given at Zero To Three National Training Institute, Seattle, WA.
Joy Osofsky, Ph.D., Kristin Callahan, Ph.D., & Amy Dickson, Ph.D.; December 2015.

Working with Families of Young Children in Dependency Court
The Orleans Parish Infant Team, National Child Advocacy Center Annual Conference, Huntsville, Alabama
Amy Dickson, Psy.D.

Effects of Childhood Trauma on Mothers
Poster Presentation at the Annual ISTSS Conference, Miami, Florida
Amy Dickson, Psy.D.; November 2015.

Childhood Maltreatment and Developmental Delay
Featured Poster Presentation at the Annual ISTSS Conference, Miami, Florida
Amy Dickson, Psy.D.; November 2015

Sexual Trauma and Sexual Behavior Problems
Presented at the 2014 Integrating Trauma-Informed Practice in Child Welfare Conference, New Orleans, LA
Phillip Stepka, Psy.D.

Child Parent Psychotherapy Training of State Child Welfare Clinicians
Sponsored by: Magellan Healthcare, New Orleans, LA
Joy Osofsky, Ph.D., Phillip Stepka, Psy.D, & Amy Dickson, Psy.D.

Predicting Who Succeeds:  Outcomes of parents with intellectual disabilities whose young children are involved in the foster care system
American Professional Society on the Abuse of Children Annual Conference, New Orleans, Louisiana
Amy Dickson, Psy.D.

Working with Parents with Intellectual Disabilities:  How court teams can make a difference
American Professional Society on the Abuse of Children Annual Conference, New Orleans, Louisiana
Amy Dickson, Psy.D.

Evaluate the Youngest Abused and/or Neglected Children and Their Caregivers:  Dos and Don’ts
American Professional Society on the Abuse of Children Annual Conference, New Orleans, Louisiana
Amy Dickson, Psy.D.

Lasting Systemic Change:  The Success of a Court Team’s Work with Young Children in Foster Care
National Clearinghouse on Child Abuse and Neglect Annual Conference, New Orleans, Louisiana
Amy Dickson, Psy.D.

Adverse Childhood Experiences (ACES) and Protective Factors: Effects on Parenting
Louisiana Child Well-Being Summit, Baton Rouge, Louisiana
Amy Dickson, Psy.D.; April 2014.

Effects of the Deepwater Horizon gulf oil spill on children affected by multiple disasters.
Poster presented at the 2013 Biennial Meeting of the Society for Research in Child Development, Seattle, WA.
Joy Osofsky, Ph.D., Howard Osofsky, M.D., Ph.D., Tonya Hansel, Ph.D., Erin Reuther, Ph.D., & Kristin Callahan, Ph.D.; April 2013.

Magellan Mental Health Clinician Training
Child Parent Psychotherapy Conference, New Orleans, Louisiana.
Amy Dickson, Psy.D.; November 2013.

Children of the Superstorm:  Keeping Them in Mind and Looking Ahead
Early Childhood Mental Health Response Conference at Adelphi University
Amy Dickson, Psy.D.; November 2013.

Learning Collaborative Group Leader
Child Parent Psychotherapy Conference, New Orleans, Louisiana
Amy Dickson, Psy.D.; July 2013.

Psychological First Aid
Anniversary of Hurricane Sandy Conference at Adelphi University, Garden City, NY
Amy Dickson, Psy.D.; January 2013.

Developing Relationships and Meeting the Needs of On-Base Military Service Members and Their Families
Presented at the 2012 National Child Traumatic Stress Network All-Network Conference, Baltimore, MA
Phillip Stepka, Psy.D.

Resiliency in Our Most Vulnerable Children: Working with Children 0-5 in the Foster Care System
5th Annual Children’s Mental Health Awareness Summit: Trauma and Resiliency: Heroes of Hope, Baton Rouge, Louisiana
Amy Dickson, Psy.D.

Identifying and Working with Children 0-5 through Infant Mental Health, Part I and II
Arkansas Conference for Parent Education and Home Visitation, Hot Springs, Arkansas
Amy Dickson, Psy.D.; September 2012.

Strengthening resilience and developing posttraumatic growth in children, adults and communities following disasters.
American Psychiatric Association, Philadelphia, PA.
Howard Osofsky, M.D., Ph.D., Joy Osofsky, Ph.D., Michelle Moore, Psy.D. & Rebecca Shahmoon Shanook, Ph.D.            

Working with Children from Military Families: In the School and on the Base
Webinar presented for the National Child Traumatic Stress Network
Phillip Stepka, Psy.D., Joy D. Osofsky, Ph.D., and Lisa Schuster, M.A.

Applying Principles of Child-Parent Psychotherapy with Military Families
Presented at the 2011 National Child Traumatic Stress Network All-Network Conference, Baltimore, MA
Joy Osofsky, Ph.D., Phillip Stepka, Psy.D. & Lisa Schuster, M.A.

Child-Parent Psychotherapy Conference
Hosted by LSUHSC- New Orleans, Louisiana
February 21-22, 2011, May 25-26, 2011 & September 26-27, 2011
Joy Osofsky, Ph.D., Amy Dickson, Psy.D., & Phillip Stepka, Psy.D.

Working with Children of Military Families Impacted by Deployment
Presented at the National Child Traumatic Stress Network All-Network Conference, New Orleans, LA
Joy D. Osofsky, Ph.D., Howard J. Osofsky, M.D., Ph.D., and Phillip Stepka, Psy.D.

Court Team Model
APSAC Conference, New Orleans, LA.
Amy Dickson, Psy.D.