Publication Date


Document Type

Masters Thesis


School for Social Work


Social work with children with mental disabilities, Child development deviations-Diagnosis, Developmental disabilities-Treatment, Parent and child, California. Dept. of Developmental Services, Child development, Infants and toddlers, Special needs, Early intervention, Infant mental health, Parent-child relationships, Social/emotional development, Parents of developmentally disabled children, Developmentally disabled children-Family relationships


136 providers of services to infants, toddlers and their families were surveyed in order to gain information concerning assessment and intervention in social/emotional development and parent/child relationships. Programmatic philosophies were examined, as well as participants' direct experience with assessment, intervention, access to mental health resources, and experiences of supervision. Findings revealed an understanding of the importance of social/emotional development in assessing development and revealed that educational strategies were used more often than those that addressed the thoughts and feelings of practitioners and families. A majority of providers received individual supervision to review cases, but fewer received reflective supervision that addressed the thoughts and feelings of families and providers.




v, 86 p. Thesis (M.S.W.)-Smith College School for Social Work, Northampton, Mass., 2010. Includes bibliographical references (p. 58-61)