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Papers Topic - Attachment and Home Visiting Advancing Comprehensive Early Childhood Intervention P9.01 Bring the “How We Are” into “What We Do” in Home Visiting Presenting Author: Kere Hughes-Belding (USA) Affiliation: Iowa State University Co-Authors: Gina Cook, Janet Horras, Anne Plagge Affiliations: University of Northern Iowa, Weber State University, The Institute for the Advancement of Family Support Professionals
Session 9
Early childhood family support home visiting services have experienced significant changes in professional development over the last several decades. A deeper understanding of evidence-based practices, staff competencies and improvements in professional development delivery have changed the home visiting landscape. Still, there are often barriers to implementing these evidence-based practices that leave administrators, supervisors and home visitors perplexed and frustrated. This will provide space for examining what is missing. In the Infant and Early Childhood Mental Health field, Jaree Pawl is often quoted, “How we are is as important as what we do”. P9.02 Restacking the Odds: The What, Why, and How of Attachment Focused ECI for Children With a Disability or Developmental Delay Presenting Author: Stacey Alexander (Australia) Affiliation: La Trobe University, Australia Secure parent-child attachment is a cornerstone of early childhood development, positively associated with prosocial behavior, communication, and socioemotional regulation. Conversely, disorganized attachment is associated with higher risks of behavioral and mental health disorders and child maltreatment, which are all elevated concerns for children with disability or delays. Using mixed-methods research, including a systematic review, meta-analysis, survey, and in-depth interviews, the attachment patterns of children with disability or developmental delay and how they can best be supported by best practice in Early Childhood Intervention (ECI) was explored. Findings will be presented which indicated that children with a disability or delay are almost twice as likely to develop a disorganized attachment than the general population. An attachment-focused framework for ECI was developed to restack the odds for the development, well-being, and participation of children with disability or developmental delay.
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