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72 results on '"Provence, Sally A."'

1. The Zero to Three Child Care Anthology 1984-1992.

Author

National Center for Clinical Infant Programs, Arlington, VA., Provence, Sally, Provence, Sally, and National Center for Clinical Infant Programs, Arlington, VA.

Abstract

This anthology contains 19 articles selected from the "Zero To Three Bulletin" from 1984 through the spring of 1992 and organized into five sections. The section on relationships in infant/toddler child care includes: "Infants in Day Care: Reflections on Experiences, Expectations, and Relationships," by J. H. Pawl; and "Choosing Child Care for Infants and Toddlers: Look First at the Caregiver," by S. Provence. Articles on applying principles to practice include: "Caring for Infants with Respect: The RIE Approach," by M. Gerber; "Mainstreamed, Mixed-Age Groups of Infants and Toddlers at the Bank Street Family Center," by N. Balaban; "The Center for Infants and Parents at Teachers College, Columbia University: A Setting for Study and Support," by A. Axtmann; and "Therapeutic Childcare at Merrywood School," by M. Siegel. The section on child care for infants and toddlers with special needs includes: "'The Sooner the Better Project': Involving Parents and Day Care Staff in the Identification and Treatment of Developmental Delays and Disturbances in Infants and Toddlers," by R. Clark and M. J. Oltmans; "Models of Integration through Early Intervention/Child Care Collaborations," by M. B. Bruder, P. Deiner, and S. Sachs; and "Social Development and Integration: Facilitating the Prosocial Development of Typical and Exceptional Infants and Toddlers in Group Settings," by D. Wittmer and S. Petersen. Articles on supports for child care programs and providers include: (1) "Attending to the Emotional Well-Being of Children, Families, and Caregivers: Contributions of Infant Mental Health Specialists to Child Care," by K. Johnston and others; (2) "Whole Babies, Parents, and Pieces of Funds: Creating Comprehensive Programs for Infants and Toddlers," by P. D. Pizzo; (3) "The Developmentally Designed Group Care Setting: A Supportive Environment for Infants, Toddlers and Caregivers," by L. Torelli; (4) "Shared Reading in Daycare: Successes and Challenges," by G. J. Whitehurst and J. E. Fischel; and (5) "Managing Growth at Child Care Solutions," by R. A. Foote. The section on research in infant/toddler child care includes: "More Pride, Less Delinquency: Findings from the Ten-Year Follow-Up Study of the Syracuse University Family Development Research Program," by J. R. Lally and others; "Model Versus Modal Child Care for Children from Low-Income Families," by D. S. Wittmer; "Infant Day Care: A Cause for Concern?" by J. Belsky; "Responses to 'Infant Day Care: A Cause for Concern?'" (responses by eight authors); and "Infants, Families and Child Care: Toward a Research Agenda," a report from a meeting of infant day care researchers. (SLD)

Published
1992

4. Research on Infancy of Special Relevance for Mental Health. Matrix No. 11A.

Author

Administration for Children, Youth, and Families (DHHS), Washington, DC. and Provence, Sally

Abstract

Research relevant to planning and practice in the area of infant mental health is discussed in this paper. First, three examples of research approaches that reflect current attitudes are given. The first example represents those studies in which there is an effort to closely coordinate physiological and behavioral studies. The second example represents studies focusing on the infant and the caretaking environment as a living, biological system. The third example represents interest in the systematic study of affect development, some of it with the goal of theory building. It is pointed out that these three large and overlapping areas of currently intense inquiry are applicable to clinical practice in the early years and each depends partly on the study of deviations in development and in the parent-child relationship. In subsequent material, several other categories of studies relevant for the field of infant mental health are cited in condensed form. These include studies of (1) congenital characteristics and individual tendencies, (2) vulnerability and resilience, (3) competence and effectance motivation, (4) separation-individuation, (5) deprivation, separation and loss, (6) parent-infant interaction, (7) speech development, (8) parent-child attachment behavior and disorders of attachment, and (9) early intervention. (Author/RH)

Published
1982

5. Screening and Assessment: Guidelines for Identifying Young Disabled and Developmentally Vulnerable Children and Their Families.

Author

North Carolina Univ., Chapel Hill. Frank Porter Graham Center., National Center for Clinical Infant Programs, Washington, DC., Meisels, Samuel J., and Provence, Sally

Abstract

The purpose of this document is to suggest guidelines for the identification and assessment of children who should participate in programs related to the infant-toddler (Part H) and the preschool (Part B, Section 619) components of Public Law 99-457, the Education of the Handicapped Amendments of 1986. The guidelines integrate information from the fields of medicine, health care, social services, psychology, and education and describe practices to advance the field of early intervention and improve services to children and families. The document first describes the requirements of Public Law 99-457 regarding screening and assessment. A theoretical viewpoint about childhood development is presented, and the differences between screening and assessment are outlined. The complex factors involved in defining the population to be served by Public Law 99-457 are noted, and guidelines for screening and assessing young disabled and developmentally vulnerable children are then proposed. A sequenced planning process is outlined and future tasks are listed. Appendices are attached that contain illustrations of several different models, representative lists of screening and assessment instruments and procedures, a glossary, and regulations from Public Law 94-142 and Public Law 99-457 that pertain to screening and assessment. Includes 79 references. (JDD)

Published
1989

9. Child Care in 1976: Goals and Reflections.

Author

Provence, Sally

Abstract

Goals for future child care services are discussed in this address. It is stressed that social service agencies should consider the family as a unit in providing flexible child care services. Other goals include: (1) tailoring child care programs to parent development as well as child development, (2) insuring that child care workers are motivated to provide family support, (3) resolving the dilemma of the working mother and her commitment to the maximum development of her child, (4) incorporating volunteer effort more effectively in social services delivery, (5) developing parent education and family life education programs, and (6) developing broadly adaptable guidelines for social service programs instead of "exportable blueprints" (detailed program plans) to meet the needs of diverse communities. The caregiving abilities of parents and child care workers are discussed with reference to the psychosocial theories of Erik Erikson. (BRT)

Published
1976

10. Zero to Three: Bulletin of the National Center for Clinical Infant Programs. Volume II, No. 1 - Volume III, No. 1.

Author

National Center for Clinical Infant Programs, Washington, DC. and Provence, Sally

Abstract

Five issues of the bulletin "Zero To Three" are collected here. The first issue features a discussion by T. Berry Brazelton of assessment as a method for enhancing infant development. The second excerpts materials from Stanley I. Greenspan's book "Psychopathology and Adaptation in Infancy and Early Childhood." The excerpt describes phase-specific disorders of infants 12 through 18 months of age, offers guidelines for therapeutic intervention, and presents a clinical illustration taken from the same book. The third bulletin of the series reports on the second training institute of the National Center for Clinical Infant Programs, which focused on the first 18 months of infant development. The fourth issue discusses maternal and child health nursing with regard to service, research, and training. The fifth publication in the series describes facet theory, an approach to research in child development and child psychiatry. Other articles in the series (1) describe attempts to reduce the incidence of child maltreatment and to describe paraverbal therapy with adolescent mothers and their children, (2) discuss training the pediatrician in the psychosocial aspects of child health, and (3) present case reports of two parents' voluntary relinquishment of their child and an intervention designed to remove obstacles to attachment between an adolescent mother and her baby. (RH)

Published
1982

11. A Developmental Pediatrician's Experience with Four-Year-Olds in Schools: A Suggested Approach to Common Problems.

Author

Provence, Sally

Abstract

Presented is a clinically derived framework for thinking about young children that deals primarily with one child at a time and with adults who are important to the child. The focus of the discussion is on ways in which an individual 4-year-old appears, behaves, and gets along or has trouble in a group of peers. It is suggested that teachers have a vitally important opportunity to recognize those children whose development may be in jeopardy and facilitate the timely provision of help. Topics addressed include: (1) ten relevant dimensions of development, including physical health and growth, motor development and activity, emotions and their expression, verbal and nonverbal communication, intellectual development, relationships with others, self-regulation and self-esteem, capacity to play, coping abilities, and reasonable compliance with appropriate adults. Common troublesome behaviors are listed, as are questions that influence decisions about referral of children for additional services. Concluding discussion offers guidelines for working with parents and the referral process. (RH)

Published
1987

12. Obstacles to Early Assessment and Treatment of Infants.

Author

Provence, Sally and Solnit, Albert J.

Abstract

Describes obstacles facing early diagnosis and treatment of the developmental and mental problems of infants. Among these obstacles are inadequate professional preparation, multiple information needs and sources, disregard of early evidence of problems, lack of agency cooperation, time constraints on professionals, and family hesitancy regarding involvement in infant treatment programs. (Author/DB)

Published
1981

18. Wham! Pow! Coping with kid's aggression

Author

Provence, Sally

Subjects
Parenting -- Methods, Child psychology -- Analysis, Fighting (Psychology) -- Analysis, Aggressiveness (Psychology) -- Analysis
Published
1985

20. Psychosocial Issues in Day Care

Author

Provence, Sally

Subjects
Psychosocial Issues in Day Care (Book) -- Book reviews, Books -- Book reviews, Health, Psychology and mental health
Published
1992

43. Child Behavior

Author

Provence, Sally

Subjects
Book Review
Published
1956

44. When visitors come

Author

Provence, Sally

Subjects
Bashfulness -- Social aspects, Children -- Social aspects, Children and strangers -- Psychological aspects
Published
1983

45. Sources of comfort

Author

Provence, Sally

Subjects
Finger-sucking -- Psychological aspects, Security (Psychology) -- Social aspects
Published
1983

46. Visits to the doctor

Author

Provence, Sally

Subjects
Child health services, Physician and patient -- Social aspects
Published
1983

47. Toddler meals

Author

Provence, Sally

Subjects
Children -- Food and nutrition
Published
1983

48. Toddler teases

Author

Provence, Sally

Subjects
Children -- Social aspects, Joking relationships -- Social aspects
Published
1983

49. Sociable toddlers

Author

Provence, Sally

Subjects
Social adjustment -- Social aspects, Children -- Behavior
Published
1983

50. Toddlers aren't easy

Author

Provence, Sally

Subjects
Parent and child -- Psychological aspects, Parenting -- Psychological aspects, Children -- Behavior
Published
1983

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