Understanding of Infant Mental Health Theory - Essay Example

Understanding Оf Infant Меntаl Неаlth Тhеоry Name: Institution: Understanding Оf Infant Меntаl Неаlth Тhеоry The study of infant mental health is mostly concerned with investigating and evaluating the infants and toddlers emotional and social development. Cognitive advancement is a significant part of development among children since it affects their motor skills that in turn affect the learning abilities. The three fundamental principles in infant mental health are the parents, infants and their relationship while considering the dynamic and influential development of the brain in the initial years of their lives. A significant section of the infant mental health theory is the aspect of attachment. The attachment theory as is concerned with the way in which children relate with their parents and the way in which this interaction contributes towards their social, emotional and mental development. The attachment theory proposes that infants form mental images of humans and associations using the early safety of the parent-child connection. These mental images have a massive influence on the functioning of child in the later years. These representations are assumed to behave similar to interpretive filters that separate social insight, prospects and recollections and make young infants tackle new social partners in a subjective way depending on the level of their security and subsequent attachment. This theory has been commonly sustained by a massive volume of literature investigating the relationship between early levels of attachment security and the value of later relationships, behavior control and character. Nonetheless, the understanding of the outcomes has been discussed in two significant ways. One of these ways seeks to understand whether these outcomes can be attributed to the security of early relationships or rather to the consistency of parental choices that contribute to a safe attachment. The other major discussion seeks to understand whether relationship factors are significant in the earlier stages of life or in the later. Currently, nearly all attachment theorists agree that outcomes are a combination of developmental history and recent occurrences. Factors Within the environment of one’s family, society and cultural setting, the significance of social and emotional health for the infant covers a wide variety of capabilities for the child in question. A major area that is affected is the ability to create secure relationships. Regardless of the nature of the nature and duration of the contact with other people, infants are bound to form new relationships. It is imperative that these relationships are formed in the first place. Man is a social being and therefore, relationships are inevitable (Mares, Newman, & Warren, 2011). However, forming the right kind of relationships contributes greatly to their development in the earlier stages. The social and emotional development also determines their capacity to experience and control their emotions. Experiencing emotions is not a guaranteed ability among children and this makes it important for efficient control of the diverse emotional expressions. Social and emotional health is directly connected to the ability to explore new aspects in their immediate environment and learn from them. Although these major elements are directly affected by social and emotional health, other lesser but equally influential factors still exist. Social health is an indication of an infant’s developing capacity to create intimate, safe associations with other recognizable figures in their lives for instance, parents, relations and other important caregivers. This unquestioning connection assists infants in feeling safe while they continue to explore the world. Social competence is one of the elements that reflect the level of social health in every individual (Mares et al., 2011). This type of competence refers to a cluster of behaviors that allow each infant child to grow and indulge in constructive interactions with other human beings. Conversely, emotional development is closely related to social growth. It is an indicator of the manifestation of an infant’s feelings about themselves, other people, and the conditions they will encounter in the environment. In addition to realizing control of her physical body, learning to concentrate, and focus in the perspective of cultivating support by familiar caregivers (Mares et al., 2011). According to infant psychological experts, emotions can be defined as the processes through which a child tries to create, alter, or uphold his or her controls to the particular context in relation to issues that directly affect them as a person. Emotional capability can be understood as the capacity to control emotions to realize one’s targets effectively. Emotions are responses that occur differently within each individual. Infants have to grow and securely express a diversity of emotional reactions so they can discover how to adapt to new conditions and realize their expected results (Summers, & Chazan-Cohen, 2012). The outcome is a richer social setting and complete associations for the infant and the people around his or her immediate environment. Many factors have an influence on the way infants exhibit their social abilities or emotional competencies or the speed at which infants attain social abilities or emotional capabilities. These factors are inclusive of environmental risks such as residing in an insecure community and receiving care in a poor quality childcare facility. Other factors include insufficient resources accessible to the community or limited policies assisting children and families. Within the home context, family risk factors include maternal dejection or mental sickness in the generation, drug abuse among the parents, family hostility and financial instability. Closer to the child are other risk factors such as a bothersome nature, developmental impediment, and critical health issues. All of these issues have to be included in the consideration of infant’s social and emotional health using an inclusive and environmental approach (Mares et al., 2011). Interventions A child’s attachment approach begins when they are born in reaction to their numerous experiences of their caregiver’s understanding of their requirements for wellbeing and security. Secure attachment is gradually being identified as necessary to the proper development of toddlers and older children. Offering information concerning attachment to guardians can improve their knowledge of their children and the best way to handle parenting. This has the potential of enhancing parent-child interaction and encouraging the improvement of secure infant attachment. Interventions that concentrate solely on and effectively improve parental understanding towards the infant are unanimously effective (Tarren-Sweeney, & Vetere, 2014). Practices concerning parenting can be easily availed through an assortment of solutions, including group-based instruction, films and face-to-face interventions. Promoting intimate physical contact using interventions for instance using kangaroo care to reduce distance between baby and parent or using soft baby carriers might increase the reinforcement of secure attachment (Pillitteri, 2014). One of the most popular interventions is home visiting. Home visiting initiatives can successfully enhance a variety of health and welfare results for both infants and mature parents. Variables include the amount and length of home visiting and the expertise of those offering it have been revealed to influence its overall effectiveness. There is sufficient evidence pointing towards the efficiency of home visiting in the initial year and later among infants known to be at risk (Pillitteri, 2014). Common examples include detached families or underweight infants. Home visiting benefits both parents and infants. Nevertheless, the success of home visiting in reaction to the emotional and social needs of families is still open to doubt (Newman, & Mares, 2012). Another significant intervention lies in early childhood education. Preschool studies and programs presented in day care or learning settings can assist in lowering the negative outcomes of susceptible children that are connected to their drawbacks. Such involvements can result in continued enhancements in their cognitive, emotional and social development. All-day syllabi have been revealed effective for enhancing the cognitive development of children who are specifically underprivileged (Shirilla, & Weatherston, 2002). These infants benefit more from thorough preschool programs and fail to display any unconstructive behavioral implications linked with the supplementary hours depleted in early education. Nonetheless, half-day initiatives may be adequate for infants of average or higher socioeconomic ranks or revenue (Greenspan, & Wieder, 2006). Learning in the home environment is also vital to the infant’s mental and social development. Highly quality in the early years starts in infancy enhanced with home visits to augment the home-learning setting. When this approach is directed at high-risk categories, it can result in superior mental and educational achievement that progress into adulthood. Psychotherapy is another intervention alternative that has been applied in several situations with successful results. Patient-infant psychotherapy (PIP) is designed to ensure that infants and parents can find a platform to discuss the difficulties in their relationships. These therapists work directly with the clients in the home setting or in the clinic to discover discrepancies in their patterns of association. The main agenda in the therapy sessions is to identify and solve the diverse influences that impede intimate relationships between infants and parents (Foley, & Hochman, 2006). Apart from individual families, therapy is equally suitable for small groups. One of the major differences between patient-infant psychotherapy and other intervention forms is that the other forms mostly focus on the parent and apply a variety of methods in their presentation such as dialogue, imagination, watching video clips, and assignments, with the intention of transforming parenting practices and approaches. Parent-infant psychotherapy (PIP) is a dyadic and triadic strategy that can include one or both parents. This type of therapy works by paying attention and monitoring the interaction, recognizing the issues and concerns, and assisting the parent see and discover diverse ways of relating to their infant. This therapy session is quite flexible given that it can be practiced in numerous locations and aims to tackle a wide array of challenges that emerge before and after the infant is born. Therefore, PIP concentrates on enhancing the parent-infant associations and reinforcing child attachment by targeting parental models and by dealing openly with the parent-infant connections in the family (Finello, 2005). Science and Policy The fact that infants display challenging social and mental conditions is barely useful information for the adults who help them. However, it is less popular that some critical behavioral issues in the early years eventually trickle down into the mature stages of life regardless of the fact that they can be treated at a tender age. This massive gap between scientific discoveries and policy action on the same is experienced in the high number of young children en exhibiting social and mental dysfunction. On one part, he professionals charged with the responsibility of taking care of infants lack the necessary training and experience to spot the early indicators of mental and social anomalies (Barlow, & Svanberg, 2009). They are equally unable to fathom the implications of family challenges, domestic violence and parental limitations on the mental health of infants. The second area where policy has failed to support this initiative is in the provision of resources. In many societies, the people lack the medical and academic resources to ensure that they can be competent enough to handle infant mental health matters. Health workers cannot access the basic services as well as learning institutions that improve their capability and expertise. The last policy approach that has been in rampant use is the authorization of psychoactive drugs for use on children with social and mental health problem. This directive is largely dangerous since the practice is marred by insufficient literature on the possible side effects and efficacy of the drugs. Conclusion The life conditions for children are closely connected to the prospects that they will encounter and hazards that they will meet in their initial years. While the earlier sections of the discussion have concentrated on interventions to enhance social and health outcomes, equivalent consideration has to be awarded to outcomes concerned with learning and social justice. Inter-sectarian interventions presented by staff that respect the physical, emotional and social welfare of infants and their parents has the potential to make a real difference in both the early and later stages of life for the infants and their families (Finello, 2005). To realize this, it is imperative for a collaborative effort to be formed between the personnel in the health sector, schooling, social justice and domestic authorities. References Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Top of Form Barlow, J., & Svanberg, P. O. (2009). Keeping the baby in mind: Infant mental health in practice. London: Routledge. Finello, K. M. (2005). The handbook of training and practice in infant and preschool mental health. San Francisco: Jossey-Bass. Foley, G. M., & Hochman, J. D. (2006). Mental health in early intervention: Achieving unity in principles and practice. Baltimore: Paul H. Brookes Pub. Greenspan, S. I., & Wieder, S. (2006). Infant and early childhood mental health: A comprehensive, developmental approach to assessment and intervention. Washington, DC: American Psychiatric Pub. Mares, S., Newman, L. K., & Warren, B. (2011). Clinical skills in infant mental health: The first three years. Victoria, Australia: ACER Press. Newman, L. K., & Mares, S. (2012). Contemporary approaches to infant and child mental health. East Hawthorn, Vic: IP Communications P/L. Pillitteri, A. (2014). Maternal & child health nursing: Care of the childbearing & childrearing family. Shirilla, J. J., & Weatherston, D. (2002). Case studies in infant mental health: Risk, resiliency, and relationships. Washington, D.C: Zero to Three. Summers, S. J., & Chazan-Cohen, R. (2012). Understanding early childhood mental health: A practical guide for professionals. Baltimore, Md: Paul H. Brookes Pub. Tarren-Sweeney, M., & Vetere, A. (2014). Mental health services for vulnerable children and young people: Supporting children who are, or have been, in foster care. Abingdon, Oxon: Routledge.Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Read More