waimh2016 agency caseexample-poster173-draft
TRANSCRIPT
Parent-child dyad drives
services
State Agency
[Part C Coordinator]
Family Support
Specialist
IDEA Federal
Laws
Early Intervention
Agency
Community Partners
Informal Supports
Description of Project Drawing on her brief work as an early intervention home visitor, the author scrutinizes the field from an ‘insider’ perspective.
1
Working past conflict & adversity to resilience:
Agency-level case study of early intervention in a rapidly changing world
Robin Lynn Treptow*
Participant-observer data of
direct service work in a North
American Part C early intervention
service (EIS) agency informs best-practice.
Introduction
Family|Parents|Child Conclusions
As a post hoc reflection upon in vivo struggles in today’s early intervention milieu, this study lays groundwork for systemic change.
The purpose of this work is to illustrate how chaos in an early intervention environ damages staff morale—
What does it look like to work from the ground up in early intervention today?
Federal IDEA [Part C]
State Agency [Part C Coordinator]
Early Intervention Agency Board of Directors
Family-Based Services Director
Supervisors—including local Part C Coordinator
Objectives & Goals
Family Support Specialists
This reflective look at the direct service world hints at need to examine the assumptions driving the field.
This reflective work was supported by the author’s concurrent studies in infant & early childhood development. As a post hoc reflection upon struggles in today’s early intervention milieu, the study lays groundwork for systemic change. The author’s hands-on experiences are supplemented by co-workers’ recollections & training protocols.
Study Background
as well as ability to foster optimal child outcomes.
Proposed solution: Parent-child led teams to shape
apt plans, stir up joint effort at every level, & promote neurologically-
rooted reflective practice.
Dynamics: • Poor training, uneven
policy execution, & inequitable
relationship dynamics.
Agencies can reduce worker rigidity —& still meet Federal mandates or state
procedures. Particular attention is given to the remediation effects of reflective practice.
(Heffron & Murch, 2010; Heller & Gilkerson, 2010) • (Disrupted) “parallel process”
References Heffron, M. C., & Murch, T. (2010). The Reflective Supervisor's as Team Leader and
Group Supervisor. Zero to Three (J), 31(2), 51-58. Gilkerson, L., & Heller, S. S. (Eds.). (2009). A practical guide to reflective supervision.
Zero to Three.
*Acknowledgement to Professor Ira Glovinsky for reflective
support on this proejct
www.fielding.edu/