Privacy Policy

Who we are

Our website address is: https://www.imhlearningcurve.org.

What personal data we collect and why we collect it

Comments

When visitors leave comments on the site we collect the data shown in the comments form, and also the visitor’s IP address and browser user agent string to help spam detection.

An anonymized string created from your email address (also called a hash) may be provided to the Gravatar service to see if you are using it. The Gravatar service privacy policy is available here: https://automattic.com/privacy/. After approval of your comment, your profile picture is visible to the public in the context of your comment.

Media

If you upload images to the website, you should avoid uploading images with embedded location data (EXIF GPS) included. Visitors to the website can download and extract any location data from images on the website.

Contact forms

Cookies

If you leave a comment on our site you may opt-in to saving your name, email address and website in cookies. These are for your convenience so that you do not have to fill in your details again when you leave another comment. These cookies will last for one year.

If you visit our login page, we will set a temporary cookie to determine if your browser accepts cookies. This cookie contains no personal data and is discarded when you close your browser.

When you log in, we will also set up several cookies to save your login information and your screen display choices. Login cookies last for two days, and screen options cookies last for a year. If you select “Remember Me”, your login will persist for two weeks. If you log out of your account, the login cookies will be removed.

If you edit or publish an article, an additional cookie will be saved in your browser. This cookie includes no personal data and simply indicates the post ID of the article you just edited. It expires after 1 day.

Embedded content from other websites

Articles on this site may include embedded content (e.g. videos, images, articles, etc.). Embedded content from other websites behaves in the exact same way as if the visitor has visited the other website.

These websites may collect data about you, use cookies, embed additional third-party tracking, and monitor your interaction with that embedded content, including tracking your interaction with the embedded content if you have an account and are logged in to that website.

Analytics

Who we share your data with

How long we retain your data

If you leave a comment, the comment and its metadata are retained indefinitely. This is so we can recognize and approve any follow-up comments automatically instead of holding them in a moderation queue.

For users that register on our website (if any), we also store the personal information they provide in their user profile. All users can see, edit, or delete their personal information at any time (except they cannot change their username). Website administrators can also see and edit that information.

What rights you have over your data

If you have an account on this site, or have left comments, you can request to receive an exported file of the personal data we hold about you, including any data you have provided to us. You can also request that we erase any personal data we hold about you. This does not include any data we are obliged to keep for administrative, legal, or security purposes.

Where we send your data

Visitor comments may be checked through an automated spam detection service.

See Your Skills Build

Return to The Learning Curve over time as you use the resources to strengthen your ability to apply the concepts. Revisit The Learning Curve to evaluate the impact of your recommended learning activities. Find out about changes in your knowledge base. Strengthening your knowledge base will help you to apply these concepts in work with each individual child who needs the support of your intervention capacities/abilities.

Get Instant Feedback To Help Further Your Skills

The Learning Curve will provide you with immediate feedback summarizing your responses in the five Knowledge Domains: Knowledge of Assessment Approaches, Developmental Skill Areas, Social and Emotional Developmental Processes, Professional Engagement and Clinical Formulation. Learn more about the Knowledge Domains here. Feedback will identify your Learning Zones along the continuum from New Concept to Application. Feedback will also identify some Resources (above) for some suggested reading to support your learning process.

Assess your Current Understanding and Knowledge

Completing The Learning Curve will help you to determine your Learning Levels in five knowledge domains that are the foundation of infant/family practice. You will receive information about areas of strength and areas where additional support will enhance your capacity to apply these concepts in daily practice.

Social-Emotional Developmental Processes - The foundation of all relational health

Social and emotional developmental processes contribute to the child’s successes and challenges in social interaction and social “problem-solving”. How able is the practitioner to use understanding of age expected presentations of symbolic play, representational capacities,  social communication cues to engage peers or caregivers, dynamics of individuation, and emerging sense of self, as windows into powerful motivators of a child’s behaviors and reactions. These motivations underlie both normative presentations of challenging behaviors and also support the practitioner’s capacity to identify maladaptive motivational organizations that undermine the child’s developmental trajectory.

Developmental Skill Areas – identify the make-up of functional developmental capacities

How able is the practitioner to use knowledge about age-related skill levels to characterize the child’s capacity to effectively employ developmental skills to solve the array of problems that the child encounters in the context of daily activities.  Through observation and interaction based activities, the practitioner determines whether a child demonstrates age level functional competencies across the routines and settings of daily life and in interactions with all caregivers? Or are there difficulties with specific developmental skills that undermine functional competency and limit the child’s capacity to adapt successfully to solve the problems of his/her daily life

Assessment Approaches - Sit alongside of and observe

Assessment activities are based on the capacity to observe young children and caregivers organized by a general approach to assessment. This general approach is inclusive of family context, parent-child interaction, caregiver representations of self and child, and caregiver behaviors that contribute to adaptive/maladaptive relational health.  The assessment involves compilation of data on familial and child health, functional developmental status, behavioral presentation, and cultural impact on the child and family system. Assessment supports “problem-setting”, the process of naming and framing the problematic situation impacting the child and family.

Clinical Formulation – Organizing and re-organizing the problematic situation

Formulation is the process of developing hypotheses about “what is going on” for this child and family at this time.  Formulation involves knitting assessment data together into an understanding of the factors predisposing (history) to the current problematic situation and identifying precipitating (current triggers), perpetuating (ongoing contributing factors), and protective factors (resources and strengths) in order to develop treatment objectives and a treatment plan. (This process may or may not require applying classification system diagnostic labels, depending on funding sources.)

Professional Engagement - Being comfortable with ones’ own self in order to be with families and young children.

We each must endeavor to recognize our own beliefs and knowledge and recognize that the other person’s sense of meaningfulness is equally as strongly embraced.  Our ability to be respectful of difference or sameness is terribly powerful; it leaves us able to be curious and to understand.

Maintaining a clear sense of comfort with our roles is the essence of sustaining a sense of boundaries and flexibility in these boundaries “as they may need to shift.” More important, it is the sense of true mutual responsibility, the sense of working with a person rather than doing something to that person that is the crucial attitude that protects everyone.