Early development program: Collaborative structures and processes

The Early Development Program (EDP) provides and coordinates interdisciplinary mental health and developmental assessment/intervention for children ages zero through 3 years and their families. EDP's interdisciplinary team includes faculty in child and adolescent psychiatry, developmental pediatrics, pediatrics, psychology, developmental psychology, education, nursing, social service, speech and language, and occupational and physical therapy plus trainees in psychiatry, pediatrics, psychology, and education. Children are referred largely by pediatrics; two-thirds are insured by Medicaid and one-third by HMOs and private insurance. Local foundations help support ongoing assessment/intervention. Disruptive behavior is the most frequent referral problem; almost half of those presenting with disruptive behavior also have delays. Using the Diagnostic Classification: 0-3 (DC: 0-3), Disorders of affect, regulatory disorders, traumatic stress disorder, and relationship disorders are most often diagnosed; comorbid diagnoses are common. Family-centered intervention includes family-psychodynamic and interactional approaches and facilitated use and development of community resources. © 1997 Michigan Association for Infant Mental Health     

La compréhension d'un texte procédural: Un processus à profondeur variable

This study investigates the comprehension of a dosage according to the desired aim before reading. The results of the two experiments carried out indicate that only the cognitive activities underlying the performance of the instructions (versus comprehension/memorisation) require the transformation of the declarative representation into a procedural one. The inferences generated attest a result/procedure relation and a hierarchical organisation of the planification of actions brought into play. Moreover, information which is directly goal‐related receives more extensive treatment than other information.     

Parallel process in supervision

This paper addresses the concept of parallel process and its application in clinical supervision. Parallels between therapy and supervision are examined as well as some of the key issues surrounding the use of parallel process as a supervisory intervention. Although there is a need for more investigation to explain and support this concept further, the authors would argue that parallel process interventions in supervision can enhance the supervisory process and the task of teaching and learning for both the supervisee and supervisor. A case example is provided to demonstrate the parallel process in supervision and its potential as a facilitative intervention.