The Working Model of the Child Interview (WMCI):
June7-8, 2015, New Orleans, LA
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- Administration of the WMCI for clinical or research purposes
- The formal WMCI coding system, including rating scales and classifications
The Working Model of the Child Interview:
- A systematic assessment of a parent’s perception of his/her child and the relationship with the child.
- Focuses on the parent’s subjective experiences from the time of pregnancy to current interactions.
- Takes approximately one hour to administer.
- May be videotaped for later review and clinical use with the parent/caregiver.
- Formal coding system comprised of eight scales, each anchored on a 5 point continuum.
- Overall interview is assigned to one of three classifications of representations: balanced, disengaged, or distorted.
- Reliability is demonstrated when participants are 80% reliable with experienced coders on a set of 30 WMCI Reliability Test Tapes. (Tapes may be purchased after completing the training.)
Tuition per participant: $1500 USD. For questions, please call 504-988-7829 or email Linzi at email@example.com.
- Gain an understanding of attachment and attachment disorders
- Learn to administer the DAI
- Learn to score and interpret the DAI
- Have an opportunity to administer the measure and receive feedback
Tuition per participant: $850 USD. For questions, please call 504-988-7829 or email Linzi at firstname.lastname@example.org.
- Infant State – provides the basis for understanding infant behavior.
- Infant Behavior – describes the variety of ways infants have of communicating their individual differences.
- Infant Cues – describes the language of the newborn.
- State Modulation – presents techniques caregivers can use to help infants organize their sleeping and waking states, and improve feeding.
- The Feeding Interaction – describes both the parent’s and the infant’s responsibilities that make for a more successful and pleasant feeding interaction.
- Worker-Parent Communication – describes how to effectively translate new information to parents so they feel cared for and gain confidence.
- CLINCIAL WORKSHOP: USE OF THE PARENT-CHILD STRUCTURED PLAY INTERACTION (CROWELL) IN CLINICAL SETTINGS This is a two-day workshop that covers the administration and interpretation of the Crowell procedure in clinical settings. The participant is provided with specific information on the materials and guidelines necessary for administration of the Crowell procedure. Interpretation of the Crowell for use in therapeutic work with parent-child dyads is also a focus of this workshop. Observations are made regarding how the pair balances the task demands with enjoyment of task completion, their level of comfort with one another, how they share affection, the degree to which they cooperate, and how they handle disagreements. Numerous video vignettes of Crowell procedures are presented throughout the workshop in order to enhance the participants understanding.
- RESEARCH WORKSHOP: USE OF THE PARENT_CHILD STRUCTURED PLAY INTERACTION (CROWELL) AS A RESEARCH TOOL. At this four day workshop participants will be trained in how to administer the procedure. Brief exposure to the use of this procedure as part of a clinical evaluation is also presented. The main focus of the workshop is to train participants in coding the procedure for research purposes. A practice tape and a reliability tape will be made available to all workshop participants. Scales have been developed to rate the interaction on a more formal level. There are seven child scales: positive affect, withdrawn/depressed, irritability/anger, non-compliance, aggression, persistence, and enthusiasm. There are five caregiver scales: behavioral responsiveness, emotional responsiveness, positive affect, withdrawn/depressed, and irritability/anger. The scales are scored on a 7-point anchored system.
This procedure has been shown to be related to different types of caregivers’ representations (Crowell & Feldman, 1988; Zeanah, Aoki, & Heller, 1998), to distinguish between clinic-referred and comparison toddlers (Crowell & Feldman, 1988), to distinguish between delayed and non-delayed toddlers (Crowell & Feldman, 1988), and to be specific for a given dyad (Zeanah, Aoki, & Heller, 1998).
- How to administer the Response to Diagnosis Interview for research purposes.
- How to code the Reaction to Diagnosis Interview using the procedures described in the RDI Manual to perform a Resolved/Unresolved classification at the molar level.
- How to code the subtypes of the major classifications.
- The clinical applications of the procedure on which research questions and treatment goals can be identified.
Participants will receive a copy of the RDI and the administration and scoring manual after paying the tuition fee. Please review the manual and use the Interview carefully prior to the June 16th training. For further information contact: Linzi Conners at email@example.com or (504) 988-7829.
Attention will be devoted to understanding the familial context of children’s early development and providing information helpful to clinicians as they identify strengths and concerns in families who have young children.
Topics that will be covered include development and early adversity, attachment, parent-child observations, and parent perceptions. The course consists of numerous videos featuring the faculty of the Tulane Institute of Infant and Early Childhood Mental Health, interspersed with learning activities designed to facilitate the participants’ application of the training material to their practice. For more information, please email us at firstname.lastname@example.org