2. Historical Perspectives; 3. The Mental Health Profession as Currently Practiced in the Field of Infancy; 4. The Transdisciplinary Approach; 6. A Core Theory of Child Development; 7. Mental Health Practices, Strategies, and Dynamics Pertinent to Early Intervention Practitioners; 8. Family and Relationship-Centered Principles and Practices; 12. Policy, Implementation, and Leadership; 13. Procedural Safeguards and Professional Standards; 14. Reflective Supervision; 15. Professional Preparation for Practice; 16. The Practitioner Perspective.
Gilbert M. Foley, Ed.D., is Associate Professor of the School-Clinical Child Psychology Program at Ferkauf Graduate School of Psychology, Yeshiva University, NY. He also serves as Senior Clinical Supervisor at New York University School of Medicine, Department of Pediatrics, Bellevue Hospital Center, and consults to the Manhattan Center for Early Learning, New York. In addition, he is a faculty member of The Infant-Parent Study Center, Jewish Board of Family and Children's Services, New York, and of the DIR Institute, Interdisciplinary Council on Developmental and Learning Disorders, Bethesda, Maryland. Jane D. Hochman, Ed.D., is a consultant for Policy and Planning for Special Needs Populations, Princeton, NJ. She has been a leader and activist in the field of early intervention for more than 25 years. She has held key policy and planning posititions in the field of early intervention in New Jersey and New York and has lectured in 15 other states and consulted in Great Britain and Singapore as well. Dr. Hochman's earliest academic specialization (bachelor's degree) was in child development. Her master's degree specialization was in educational psychology with a concentration in special education of the hearing impaired. Dr. Hochman earned a doctoral degree in educational leadership and administration.
"What a thought-provoking book . . . makes one rethink what best practices really are in regard to multi- and cross-disciplinary service delivery in our early intervention programs."--Nancy L. Peterson, Ph.D."Professor of Education, Department of Special Education, University of Kansas" (04/16/2007) "This long-overdue text demonstrates the benefits that accrue when we join our assessment capabilities, loosen the boundaries of our perspectives, and go after the core question in assessment: What is going on with this baby?" --Michael Trout