Diversity-Informed Reflective Consultation and Radical Healing: A New Paradigm for Infant and Early Childhood Mental Health Providers Serving Immigrant Families

Autor/inn/en	Noroña, Carmen Rosa; Raskin, Elizabeth; Flores, Erika; Fernández-Pastrana, Ivys; Anderson-Phou, Sara; Saulnier, Michelle
Titel	Diversity-Informed Reflective Consultation and Radical Healing: A New Paradigm for Infant and Early Childhood Mental Health Providers Serving Immigrant Families
Quelle	In: ZERO TO THREE, 43 (2023) 3, S.33-54 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Immigrants; Early Childhood Education; Training; Professional Development; Diversity; Reflection; Consultation Programs; Mental Health; Mental Health Programs; Mental Health Workers; Preschool Children; Infants; Trauma Informed Approach + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausbildung; Fachberatung; Psychohygiene; Psychiater; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind
Abstract	This article offers an introduction to the creation and implementation of a workforce development project for frontline providers serving mixed-status immigrant families in infant and early childhood programs. The project comprised specialized training and an innovative approach to reflective consultation to provide an in-depth exploration grounded on diversity-informed practice and radical healing principles. This reflective consultation approach was conceptualized as a key tool to facilitate providers' competencies development, support their critical thinking and reflective capacity, buffer them from the secondary effects of the work, and ultimately serve as a catalyst for practice transformation and their own liberation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01