Strengthening and recognizing knowledge, skills, and reflective practice: The Michigan Association for Infant Mental Health competency guidelines and endorsement process.

Abstract

AbstractAttachment theory and research suggest that early intervention services focused on the infant–parent relationship can improve outcomes for the child (D. Cicchetti, F.A. Rogosch, & C.L. Toth, 2006; D. Cicchetti, C.L. Toth, & F.A. Rogosch, 1999; N.J. Cohen et al., 1999; C.M. Heinicke et al., 1999; K.T. Hoffman, R.S. Marvin, G. Cooper, & B. Powell, 2006; A.F. Lieberman, D. Weston, & J.H. Pawl, 1991; A.F. Lieberman & C.H. Zeanah, 1999; K. Lyons‐Ruth, D.B. Connell, & H.U. Grunebaum, 1990; P. Zeanah, B. Stafford, & C. Zeanah, 2005). For that reason, experts in the field of infant mental health have focused on the competencies needed for providing services to infants, young children, and their families (H.C. Quay, A.E. Hogan, & K.F. Donohue, 2009). While the multidisciplinary field of infant mental health has thrived over the last three decades, credentialing practitioners from such a wide range of disciplines presents considerable challenges (J. Korfmacher & A. Hilado, 2008). This article discusses those challenges in summarizing the development of a comprehensive set of competency guidelines and an accessible, effective procedure for professional endorsement in the infant and family field (D. Weatherston, B.D. Moss, & D. Harris, 2006). Criteria for endorsement encourage professionals from many disciplines to integrate new knowledge about infancy and early childhood mental health with strategies that are culturally sensitive and skillful. Emphasis on reflective supervision or consultation encourages a framework for best practice promoting professional growth (L. Eggbeer, T.L. Mann, & N. Seibel, 2007; J. Pawl, 1995). The authors report individual outcomes that support the specialization of infant mental health, as well as notable changes in educational and training programs and state policies promoting infant mental health.