Eighteen work group papers, several of which previously appeared in qZero to Three, q the Bulletin of the National Center for Infant Clinical Progams, are presented under four headings. Under the heading qFindings and Recommendations of ZERO TO THREE/National center for Clinical Infant Programs' Work Group on Supervision and Mentorshipq are the following papers: (1) qLearning through Supervision and Mentorship To Support the Development of Infants, Toddlers and Their Familiesq; (2) qOvercoming Obstacles to Reflective Supervision and Mentorshipq; (3) qImproving Training of Infant/Family Practitioners through Supervision and Mentorship: An Action Agendaq. Under the heading qSupervision and Mentorship of Studentsq are: (4) qThe Supervisory Relationship: Integrator, Resource and Guideq (R. S. Shanok); (5) qIndividualizing Training for Early Intervention Practitionersq (C. W. Brown and E. K. Thorp); (6) qPassing on the Process: Reflections of a Supervisee and a Supervisorq (K. Bateman and E. K. Thorp); (7) qScenes from Supervisionq (J. Pekarsky); (8) qA Review of Infant/Toddler Issues in Supervision and Mentorship Based on Instruction of the Mentor Teacher Classq (J. Perry); (9) qA Clinical Approach to the Training of Supervisors: The Model of Co-Supervisionq (K. D. Pruett). Under the heaing qSupervision and Mentorship of Infant/Family Practitionersq are: (10) qThe Professionalization of Early Motherhoodq (W. M. Schafer); (11) qSupervision as a Catalyst in the Evolution of an Integrated Infant Mental Health/Developmental Intervention Programq (B. Ivins and N. Sweet); (12) qThe Professional Use of Self in Preventionq (J. Bertacchi and J. Coplon); (13) qLay Home Visiting Programs: Strengths, Tensions, and Challengesq (M. Larner and R. Halpern); (14) qA Developmental/Relationship In-Service Training Model for Public Health Nurses Serving Multirisk Infants and Familiesq (S. Wieder, R. Drachman, and T. DeLeo). Under the heading qIssues for Supervisors and Program Directorsq are: (15) qSupervision and the Management of Programs Serving Infants, Toddlers, and Their Familiesq (L. Gilkerson and C. L. Young-Holt); (16) qManagement in the South Carolina Resource Mothers' Program: The Importance of Supervisionq (M. A. Robinson); (17) qToward Tenacity of Commitment: Understanding and Modifying Institutional Practices and Individual Responses that Impede Work with Multi-Problem Familiesq (B. Fields); and (18) qA Seminar for Supervisors in Infant/Family Programs: Growing versus Paying More for Staying the Sameq (J. Bertacchi and F. M. Stott). Appendixes include a qualitative study of early intervention in Maryland and a 50-item bibliography. (SLD)While supervision is designed to help effect aquot;inneraquot; changes in the supervisee, these are limited to changes in skill and in the use of the ... As leaders of the supervision seminar, our role is that of consultants who model the supervisory process.
|Title||:||Learning Through Supervision and Mentorship to Support the Development of Infants, Toddlers and Their Families|
|Author||:||Emily Schrag Fenichel|
|Publisher||:||Zero to Three - 1992-01-01|