Family-Centered Care in Childhood Disability: Theory, Research, Practice

Intro -- Care for the Most Vulnerable: A Landscape of Opportunities -- Contents -- Part I: Theory -- 1: Sensory Processing and Meaning-Making in Early Development -- 1.1 Introduction -- 1.2 The Importance of Sensitive Periods -- 1.3 Sensory Disorders in Preterm Infants and Children with ASD -- 1.4 Atypical Sensory Integration Throughout Different Developmental Stages -- 1.5 Summary -- References -- 2: Collaborative Consultation with Families in the Context of Developmental Disability -- 2.1 Introduction -- 2.2 Mental Health Issues in Pregnancy, Infancy and Early Childhood -- 2.2.1 The Importance of Parental Well-Being and Self-Efficacy in Early Childhood Mental Health -- 2.2.2 Risk Factors in Pregnancy and Early Childhood -- 2.2.2.1 Difficulties During Pregnancy -- 2.2.2.2 Factors that Make the Birth and Delivery Period Difficult -- 2.2.2.3 Difficult Circumstances After Birth -- 2.2.3 Who Is the Child's Expert? -- 2.2.4 Communication Strategies Around the Family -- 2.2.5 Mental Health of Professional Staff in the Perinatal Period -- 2.3 The Collaborative Consultation -- 2.3.1 Key Concepts of Collaborative Consultation -- 2.3.2 Observing the Baby, Sharing Observations with Parents -- 2.3.3 Levels of Infant Monitoring and the Interaction Between Levels -- 2.3.4 Observation and Consultation with Parents -- 2.3.4.1 Assess Whether the Parent Is Ready for the Joint Observation Situation -- 2.3.4.2 Always Ask for Permission! -- 2.3.4.3 Listen and Keep Quiet More, Say Less! -- 2.3.4.4 Wonder Out Loud! -- 2.3.4.5 Ask Open Questions! -- 2.3.4.6 Formulate Your Thoughts -- 2.4 Possible Specific Areas of the Use of Collaborative Consultation -- 2.4.1 Premature Babies -- 2.4.2 Infants Exposed to Substance Abuse or Ones with Neurological Impairment and Developmental Differences.