![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.
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
rtreptow@email.fielding.edu
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/](https://image.slidesharecdn.com/waimh2016-agencycaseexample-poster173-draft-160530101341/85/Waimh2016-agency-caseexample-poster173-draft-1-320.jpg)
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- 1. 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. 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 rtreptow@email.fielding.edu 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/