Findings From An Infant Mental Health Training Evaluation

Promising evidence of effectiveness of reflective practices An article submitted by Connected Beginnings Training Institute (a division of the Aspire Institute) describes  an evaluation study of an Infant Mental Health (IMH) training for Early Intervention (EI) practitioners framed by systems theory. Participants were surveyed at three time points: before the training, immediately after the training, and six months to six years following their participation in training. Results showed that

(a) participants’ knowledge of IMH and confidence in using effective intervention strategies increased
(b) participants felt the knowledge they acquired impacted their professional practice in positive ways.
Participants also described barriers and facilitators to their success in integrating an IMH model into their work. Implications for training, practice, and policy are discussed.

To download the article in PDF format, click here.

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The article was submitted by Elizabeth Leutz, M.S.Ed., Director, Connected Beginnings Training Institute at Wheelock College. Betsy has over 30 years’ experience in infant and early childhood development and services and has held a number of organizational leadership roles in the field. With a career in infant and early childhood health and development, she has focused on bringing an interdisciplinary understanding of infant and early childhood theory to professional practice. At Connected Beginnings she has worked to enlarge the scope of interdisciplinary professional development and training and to advance research-based interdisciplinary practices.

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