The Relational Context of Infant and Early Childhood Mental Health

Cory Shulman*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Scopus citations

Abstract

This chapter marks the transition between theory and practice, and is based on the premise that relationships provide the context for brain development in young children. The pathways involved in social cognition are involved in the creation of meaning, the modulation of emotions and the capacity for interpersonal communication. This chapter provides the basis for the second half of the book, which deals with relational interventions in infant and early childhood mental health. The topics covered in this chapter include the special role interpersonal relationships play for the young child, parenting, attachment, and risk conditions for disruptions in parenting. The principles of the relational interventions which are presented in the second half of this book will be introduced. Finally, the clinical and research use of the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood – Revised (DC: 0-3R) put forth by Zero to Three (2005) and of the Emotional Availability scales (EAS) will be discussed.

Original languageAmerican English
Title of host publicationChildren's Well-Being
Subtitle of host publicationIndicators and Research
PublisherSpringer Nature
Pages101-123
Number of pages23
DOIs
StatePublished - 2016

Publication series

NameChildren's Well-Being: Indicators and Research
Volume13
ISSN (Print)1879-5196
ISSN (Electronic)1879-520X

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2016.

Keywords

  • Attachment
  • Creation of meaning
  • DC:0-3R
  • Emotional Availability scales
  • Parenting
  • Relational basis for intervention

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